NITI Aayog report flags 74 zero-enrolment, 1,414 single-teacher schools in Meghalaya - The Shillong Times

Shillong, India Jul 12, 2026 ALN: The school education system in the state continues to grapple with deep structural challenges despite improvements in the Centre’s Performance Grading Index (PGI) 2.0 for 2025-26. A recent NITI Aayog report has revealed that the state has 74 government schools with zero enrolment, where 152 teachers continue to be posted, and as many as 1,414 single-teacher schools serving 49,807 students.

The findings come even as the state moved out of the lowest performance band in the latest PGI, indicating that improvements in governance and infrastructure have yet to translate into better learning outcomes and a more efficient school network. This situation raises questions about the effectiveness of current educational policies and the allocation of resources in the region.

The NITI Aayog report, titled School Education System in India: Temporal Analysis and Policy Roadmap for Quality Enhancement, points to a paradox in the state’s education sector. While the state reports virtually no teacher vacancies and maintains pupil-teacher ratios that are better than the national average across primary, upper primary, secondary, and higher secondary levels, students continue to lag behind their peers nationally. This discrepancy suggests that simply having teachers present in schools does not guarantee quality education or improved student performance.

In the PARAKH Rashtriya Survekshan 2024, the state scored 47 percent in Language against the national average of 54 percent, 29 percent in Mathematics against 37 percent, 33 percent in Science against 40 percent, and 34 percent in Social Science compared to the national average of 40 percent. These results highlight a significant gap in foundational learning skills among students, which can have long-term implications for their educational and career prospects.

The report identifies the large number of single-teacher schools as a major challenge affecting the quality of education, particularly in remote and sparsely populated areas where one teacher is often required to handle multiple classes along with administrative responsibilities. This scenario not only overburdens teachers but also limits the individual attention students can receive, further exacerbating the challenges of learning in such environments.

It also flags the existence of schools with no students but where teachers remain posted, recommending that states undertake rationalisation and consolidation of schools with very low or zero enrolment to improve the utilisation of resources. While the report does not specifically recommend closures in the state, it calls for a review of the viability of such institutions based on local conditions. This recommendation underscores the need for strategic planning in the education sector to ensure that resources are allocated efficiently and effectively.

The findings complement the Ministry of Education’s PGI 2.0 report, which showed the state improving its overall score and moving out of the lowest grading category. However, the PGI also continues to rely on PARAKH learning outcomes, suggesting that while governance, infrastructure, and administrative indicators have improved, gains in classroom learning remain limited. This indicates a disconnect between administrative improvements and actual educational outcomes, highlighting the need for more focused interventions in teaching and learning processes.

Taken together, the two reports indicate that the state’s education sector has made progress in strengthening systems and school administration but continues to face significant challenges in delivering quality education. The persistence of zero-enrolment schools, a large number of single-teacher institutions, and below-average learning outcomes suggests that structural reforms remain essential if these gains are to translate into better educational outcomes. Addressing these issues requires a multi-faceted approach that focuses not only on administrative efficiency but also on enhancing teaching quality and student engagement.

The state’s improved PGI ranking offers signs of administrative progress, but the persistence of zero-enrolment schools, a large number of single-teacher institutions, and below-average learning outcomes suggests that structural reforms remain essential if these gains are to translate into better educational outcomes. The situation calls for a comprehensive review of educational policies, teacher training programs, and resource allocation strategies to address the underlying issues affecting the school education system.

The state has recorded a major improvement in school education, with its PGI 2.0 score rising from 448 in 2024-25 to 525.71 in 2025-26. This jump of over 77 points has moved the state from the lowest Akanshi-3 grade to Akanshi-1 — the first time it has exited the bottom category since the Ministry of Education introduced the PGI framework. This achievement is commendable, yet it is crucial to ensure that the momentum is sustained through targeted interventions aimed at improving student learning outcomes.

As the state navigates these challenges, it is imperative for policymakers, educators, and stakeholders to collaborate in developing effective strategies that not only address the current shortcomings but also lay a strong foundation for future educational success. This may involve investing in teacher professional development, enhancing curriculum relevance, and fostering community engagement in schools to create a more conducive learning environment for all students.

In conclusion, while the NITI Aayog report and the PGI 2.0 findings indicate progress in certain areas of the education system, they also highlight critical gaps that need to be addressed. The path forward will require a concerted effort to reform and innovate within the education sector, ensuring that every child has access to quality education and the opportunity to thrive.

The implications of these findings extend beyond the immediate educational landscape. The existence of zero-enrolment schools raises concerns about the effective use of public funds, as resources allocated to maintain these institutions could potentially be redirected towards enhancing the quality of education in more viable schools. Furthermore, the high number of single-teacher schools indicates a systemic issue that could hinder the state's ability to meet national educational standards and goals.

Addressing the challenges highlighted in the NITI Aayog report is essential not only for improving educational outcomes but also for fostering social equity. Education is a key driver of social mobility, and when certain groups of students are consistently underperforming, it perpetuates cycles of disadvantage. The state’s education policymakers must prioritize addressing these disparities to ensure that all students, regardless of their background or geographic location, have access to quality education.

Moreover, the report underscores the need for a holistic approach to education that goes beyond mere infrastructure improvements. While building new schools and hiring more teachers are important steps, they must be complemented by initiatives that focus on curriculum development, teacher training, and student engagement strategies. These elements are crucial for creating an educational environment that fosters critical thinking, creativity, and problem-solving skills among students.

As the state looks to implement changes based on the findings of the NITI Aayog report, it will be important to engage various stakeholders in the process. This includes teachers, parents, community leaders, and local government officials. By fostering collaboration and open communication, the state can develop a more comprehensive understanding of the challenges faced by schools and students, leading to more effective and targeted solutions.

In summary, the NITI Aayog report serves as a critical reminder of the work that remains to be done in the state’s education sector. While there have been notable improvements in certain areas, the persistence of zero-enrolment schools and single-teacher institutions, coupled with subpar learning outcomes, indicates that a more focused and strategic approach is needed to achieve lasting change. By prioritizing quality education and addressing systemic issues, the state can ensure that all students have the opportunity to succeed in an increasingly competitive world.