Context-
The Union Ministry of Education has released the Performance Grading Index (PGI) 2.0, a combined assessment report for 2022–23 and 2023–24.
· This index evaluates the performance of states and Union Territories (UTs) in school education across six key domains: learning outcomes and quality, access, infrastructure and facilities, equity, governance processes, and teacher education and training. Each state or UT is graded on a scale of 1,000 points.
Key Findings
· No state or UT achieved a score above 760, which means none were placed in the top four bands (Level 1 to Level 4). The highest performance band achieved was Level 5, termed Prachesta-1, with a score range of 701–760.
· Chandigarh topped the overall ranking with a score of 703 and was placed in the Prachesta-1 band. It improved from the Prachesta-2 band in the previous PGI report (2021–22). This marks progress in overall education delivery.
· Following Chandigarh, ten states and UTs were placed in the seventh band (Level 7), scoring between 581 and 640 points. These include:
- Punjab
- Delhi
- Gujarat
- Odisha
- Kerala
- Dadra & Nagar Haveli and Daman & Diu
- Haryana
- Goa
- Maharashtra
- Rajasthan
Fourteen states and UTs were placed in the eighth band (521–580), and ten fell into the ninth band (461–520).
· Meghalaya was the only state placed in the tenth and lowest band (Akanshi-3) with a score of 417.9 in 2023–24. However, it has shown slight improvement from 401.6 in the previous year.
· A total of 24 states and UTs improved their scores in 2023–24 compared to 2022–23. However, 11 regions recorded a decline, including:
- Bihar
- Andaman and Nicobar Islands
- Chhattisgarh
- Jharkhand
- Karnataka
- Ladakh
- Lakshadweep
- Mizoram
- Tamil Nadu
- Uttarakhand
- West Bengal
Domain-Wise Highlights
· Learning Outcomes and Quality: This is the most critical domain. Chandigarh, Punjab, and Puducherry were in the sixth band (Prachesta-2). Haryana and Jammu & Kashmir followed in the seventh (Prachesta-3). All others ranked lower, reflecting a nationwide need to improve learning outcomes.
· Access: Odisha stood out by reaching the top band (Daksh), scoring between 941–1,000. Ten other states, including Chandigarh, Goa, Tamil Nadu, Karnataka, and Telangana, were in the second band (Utkarsh). Notably, Bihar and Jharkhand improved their scores significantly in this domain.
· Infrastructure and Facilities: Chandigarh was the only region placed in the third band (Ati Uttam, 821–880). Delhi and Dadra & Nagar Haveli and Daman & Diu were in the second band (Uttam).
· Equity: All states and UTs were placed within the top three bands for equity, indicating a relatively balanced and inclusive approach to school education across India.
Conclusion:
The PGI 2.0 provides a detailed picture of school education performance across the country. While some regions like Chandigarh, Odisha, and Punjab have made notable progress, the overall picture shows that no state has yet achieved the highest levels of performance. The findings point to the urgent need for sustained investment and policy focus on learning outcomes, teacher training, and infrastructure development.
