Niti Aayog Report on India School Infrastructure

EDUCATION POLICY

Chaifry

9/11/2026

School buildings are more than brick and mortar. For millions of Indian children, the condition of the classroom, the availability of a working toilet, the presence of electricity, and the safety of the compound decide whether learning feels possible or becomes a daily struggle. The NITI Aayog report School Education System in India: Temporal Analysis and Policy Roadmap for Quality Enhancement (Education Division, 2026) places school infrastructure at

the centre of its analysis of the last decade. Drawing on UDISE+ data from 2014-15 to 2024-25, the report shows both impressive gains and stubborn gaps in civil works and basic facilities. This review examines those findings, highlights the positive shifts, points to the remaining bottlenecks, and reflects on what they mean for schools, children, and the future of education in India.

A Decade of Visible Progress

Over the past ten years, India has moved from widespread shortages of basic facilities to a situation where most schools now have the essentials. The report notes that the infrastructure agenda is shifting from broad expansion to saturation and last-mile delivery (NITI Aayog, 2026, p. 68).

Electricity coverage tells a clear story of improvement. In 2014-15, only 55.96 percent of schools had functional electricity. By 2024-25, the figure had risen to 91.9 percent (NITI Aayog, 2026, pp. 69-70). States such as Jharkhand, Bihar, Odisha and Assam recorded dramatic gains. Complete or near-complete coverage has been achieved in Haryana, Goa, Delhi, Chandigarh and several Union Territories. Electricity is no longer a luxury; it powers lighting, fans, digital devices and continuity during extreme weather. The remaining gap of roughly 1.19 lakh schools without functional electricity is concentrated in challenging geographies, particularly parts of the Northeast (NITI Aayog, 2026, p. 140).

Sanitation has also improved markedly. Functional boys’ toilets rose from about 80 percent in 2014-15 to 92.4 percent in 2024-25. Functional girls’ toilets moved from 85.17 percent to 94 percent over the same period (NITI Aayog, 2026, pp. 71-74). Programmes such as Swachh Vidyalaya Abhiyan and Samagra Shiksha provided the policy push. Safe, usable toilets matter for dignity, hygiene and attendance, especially for adolescent girls. Drinking water facilities now reach 99 percent of schools, up from 96.5 percent a decade earlier, though 14,505 schools still lack functional sources and nearly 59,829 lack hand-wash facilities (NITI Aayog, 2026, p. 140).

Accessibility for children with special needs has advanced as well. The share of schools with ramps increased from 59.77 percent in 2014-15 to 79.1 percent in 2024-25. Functional toilets for children with special needs nearly doubled from 16.64 percent to 33.4 percent (NITI Aayog, 2026, p. 143). These changes signal a gradual but important movement towards more inclusive school environments.

Libraries are present in about 89.5 percent of schools, up from 82.19 percent (NITI Aayog, 2026, p. 141). Computers are available in 64.7 percent of schools (up from 26.42 percent), and internet connectivity has risen from a low base of 8.05 percent to 63.5 percent (NITI Aayog, 2026, pp. 75-78). Smart classrooms, though still limited, have grown from 14.9 percent in 2021-22 to 30.6 percent in 2024-25 (NITI Aayog, 2026, p. 79).

Taken together, these figures show sustained investment and policy attention. Many government schools that once lacked the most basic amenities now offer a more secure and functional setting for teaching and learning. The progress is real and deserves recognition.

Persistent Challenges and Bottlenecks

Despite the gains, the report is clear-eyed about remaining gaps. Infrastructure deficits continue to affect continuity, equity and quality, especially in underserved and geographically difficult regions (NITI Aayog, 2026, p. 140).

Nearly one in twelve schools still lack functional boys’ toilets, and around one in fifteen lack functional girls’ toilets. In absolute numbers, 98,592 schools do not have functional girls’ toilets and 61,540 have no usable toilets at all (NITI Aayog, 2026, p. 140). In states such as Meghalaya, Arunachal Pradesh, Manipur and Tripura, coverage remains significantly lower. For adolescent girls, the absence of private, clean facilities, changing areas and menstrual hygiene support contributes to absenteeism and dropout at the secondary stage.

Electricity gaps, though reduced, still leave 1.19 lakh schools without power. In Meghalaya the figure stands at only 28.1 percent; Arunachal Pradesh and Manipur also lag (NITI Aayog, 2026, p. 70). Without electricity, digital tools cannot function, evening classes become difficult, and extreme weather disrupts schooling.

Science laboratories remain inadequate. Only 51.7 percent of government secondary schools have functional science labs (NITI Aayog, 2026, p. 141). Practical, inquiry-based learning suffers when instruction stays limited to textbooks. Libraries, while present in most schools, are often underused. Many function more as storage spaces than active learning centres, lacking trained staff, updated books or regular reading programmes (NITI Aayog, 2026, p. 141).

Digital infrastructure shows wide variation. More than one-third of schools still lack computers, and internet access remains low in West Bengal (18.6 percent), Meghalaya (26.4 percent) and several other states (NITI Aayog, 2026, p. 78). Smart classrooms are available in fewer than one-third of schools nationally, with very low coverage in several large states. Even where hardware exists, integration into daily teaching is uneven because of limited teacher training and technical support.

Boundary walls, adequate classroom space, playgrounds and climate-resilient design are still missing in many places. In remote and hilly areas, the physical condition of buildings, long travel distances and irregular transport compound the problem. Single-classroom and single-teacher schools continue to struggle with both infrastructure and human resources (NITI Aayog, 2026, pp. 137-139).

These gaps are not evenly distributed. Inter-state and intra-state disparities remain the central equity challenge. Children in better-resourced urban or high-performing states experience a different school environment from those in the Northeast, certain tribal belts or high-dropout districts. The report rightly notes that uniform provisioning approaches will not suffice; geographically differentiated strategies are required (NITI Aayog, 2026, p. 68).

Impact on Children, Schools and the Larger System

For children, school infrastructure shapes daily experience and long-term outcomes. A child who sits in a dark, poorly ventilated classroom, waits for a functional toilet, or cannot access a computer is already at a disadvantage. Girls are particularly affected by weak sanitation and safety infrastructure; many families weigh these factors when deciding whether to continue a daughter’s education beyond the elementary stage. Children with special needs face additional barriers when ramps, accessible toilets or barrier-free classrooms are missing. The absence of these facilities can quietly discourage attendance and participation (NITI Aayog, 2026, p. 143).

Schools themselves feel the strain. Teachers in under-equipped schools spend time managing basic shortages rather than focusing on pedagogy. Digital initiatives under NEP 2020 remain difficult to implement without reliable electricity, devices and connectivity. Vocational and experiential learning suffer when laboratories, workshops and resource centres are weak. Maintenance is another quiet challenge. Facilities that are built but not regularly repaired or cleaned quickly fall into disuse, wasting public investment.

At the system level, infrastructure gaps reinforce existing inequities. Learning outcomes measured by NAS and PARAKH already show disparities linked to socio-economic background and geography. Weak physical and digital infrastructure make it harder to close those gaps. The report links inadequate facilities to lower retention, weaker transitions to secondary education, and limited readiness for 21st-century skills (NITI Aayog, 2026, pp. 140-143).

Yet the positive side should not be understated. Where infrastructure has improved, enrolment, attendance and community confidence have often risen. The Uttarakhand Rupantaran initiative, cited in the report, shows how community-supported upgrades to classrooms, washrooms, playgrounds and digital facilities led to three- to four-fold increases in enrolment and renewed trust in government schools (NITI Aayog, 2026, p. 171). Gujarat’s Gyankunj programme demonstrates how systematic digital classroom provisioning can enhance engagement and digital literacy (NITI Aayog, 2026, p. 172). These examples illustrate that well-planned civil works and digital infrastructure can change the daily reality of schooling.

Looking Ahead: Policy Directions and the Future of School Children

The NITI Aayog report moves from diagnosis to a clear roadmap under the heading “Strengthen School Infrastructure” (NITI Aayog, 2026, pp. 169-173). It recommends three interconnected strands: ensuring universal access to foundational physical infrastructure, integrating digital infrastructure into teaching and governance, and strengthening laboratories, libraries and resource centres for experiential learning.

In the short term, the report calls for nationwide gap assessments using UDISE+ and GIS, prioritisation of Aspirational Districts and high-dropout areas, and convergence with schemes such as Jal Jeevan Mission, Swachh Bharat Mission and Rural Infrastructure Development Fund. Boundary walls, adequate classroom space and WASH facilities are to be treated as non-negotiable for safety and dignity. Medium-term measures include upgrading all identified schools to minimum norms, institutionalising inter-departmental coordination, community monitoring through School Management Committees, and annual infrastructure audits. Longer-term goals include climate-resilient designs, embedding infrastructure into school development plans, and linking funding to verified functionality (NITI Aayog, 2026, pp. 169-170).

Digital infrastructure is to be treated as core rather than optional. The report emphasises reliable computing facilities, internet connectivity, teacher training, maintenance grants and convergence with BharatNet and other national programmes. Laboratories and libraries are to be revitalised through audits, minimum standards, trained staff, annual grants and integration into daily pedagogy (NITI Aayog, 2026, pp. 171-173).

School complexes, as recommended in NEP 2020 and elaborated in the report, offer a practical way to share specialised infrastructure, laboratories, libraries and digital resources across clusters of schools. This approach can reduce duplication and improve access for children in smaller institutions (NITI Aayog, 2026, pp. 163-168). The PM SHRI scheme is noted as one vehicle for creating model schools with modern infrastructure that can serve as demonstration sites (NITI Aayog, 2026, p. 165).

For the future of Indian school children, these directions matter deeply. A generation that studies in safe, well-lit, accessible and digitally enabled schools is better placed to develop foundational literacy and numeracy, scientific temper, digital skills and confidence. Girls are more likely to stay through secondary education when sanitation and safety are assured. Children with special needs gain genuine inclusion when physical barriers are removed. Children in remote and disadvantaged regions stand a fairer chance when last-mile gaps are closed.

The quality of civil works and infrastructure also shapes the professional life of teachers and the relationship between schools and communities. When facilities are functional and maintained, teachers can focus on teaching, parents gain confidence, and schools become genuine centres of learning rather than places of compromise.

Positive Notes and Realistic Optimism

The NITI Aayog report does not present a picture of failure. It records a decade of steady, measurable improvement in the physical foundations of schooling. Electricity, toilets, drinking water, ramps and digital access have all moved substantially in the right direction. Policy frameworks such as Samagra Shiksha, Swachh Vidyalaya, NEP 2020 and various state initiatives have provided both resources and direction. Successful local efforts in Uttarakhand, Gujarat and elsewhere show that determined action, community involvement and convergence across departments can deliver results.

A strong example of large-scale, convergent action on school civil works comes from Uttar Pradesh’s Operation Kayakalp. Launched in June 2018, the programme set out to systematically upgrade primary and upper-primary council schools against a clear 19-point infrastructure standard. The parameters cover functional classrooms, boundary walls and gates, drinking water, separate toilets for boys and girls (including Divyang-friendly facilities), electricity and lighting, furniture, hand-wash stations, libraries, playgrounds, and, progressively, smart or digital classrooms (Department of Basic Education, Government of Uttar Pradesh, n.d.; India Today, 2026).

Funds were pooled through inter-departmental convergence from Samagra Shiksha, Gram Panchayat resources, MNREGA, Jal Jeevan Mission, District Mineral Fund and other sources. Work is geo-tagged and monitored in real time through the Prerna portal, improving transparency and accountability.

By 2025, the state reported that around 1.3 to 1.36 lakh council schools had been rejuvenated at a cumulative investment exceeding ₹11,000 crore. Compliance with the 19 basic facility standards rose from roughly 36 percent in 2017 to 96–97 percent (Hindustan Times, 2025; India Today, 2026). Many schools now function as Adarsh or model institutions with improved seating, clean toilets, electricity, boundary walls and child-friendly surroundings. Enrolment has risen, parental confidence in government schools has grown, and dropout rates, particularly among girls, have declined in several areas. NITI Aayog has recognised Operation Kayakalp as a model initiative for school infrastructure transformation (India Today, 2026).

The Uttar Pradesh experience shows that when clear standards, convergent funding, community involvement through School Management Committees, and real-time monitoring come together, large-scale improvement in civil works is possible even in a state with a very large school system. It offers practical lessons for other states seeking to close last-mile gaps in electricity, sanitation, safety and basic learning environments.

At the same time, the report is honest about the work that remains. Last-mile gaps, interstate disparities, weak maintenance systems, underused libraries and laboratories, and incomplete digital integration continue to limit the potential of many schools. These are not abstract problems; they affect the daily lives of children and the effectiveness of teachers.

The path forward lies in treating infrastructure as a continuous responsibility rather than a one-time construction project. Regular audits, functional maintenance, community oversight, teacher capacity for digital tools, and equitable allocation of resources will determine whether the gains of the last decade are consolidated and extended. School complexes and shared resource models offer practical ways to stretch limited funds while improving quality.

If these recommendations are pursued with seriousness and local adaptation, the coming years can see Indian schools become safer, more inclusive and better equipped environments. Children will then have not only the right to education on paper but also the physical and digital conditions that make meaningful learning possible. That would be a lasting contribution to both equity and excellence in the Indian education system.

References

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