Educationally backward Districts

Educationally Backward Districts (EBDs) are administrative districts identified by the Government of India as having low levels of educational development, particularly with respect to literacy rates, female literacy, school enrolment, and educational infrastructure. The identification of EBDs allows the government to implement targeted interventions to improve access to education and reduce disparities across regions.
This classification forms an essential part of India’s strategy for inclusive education, ensuring that socio-economically disadvantaged and geographically marginalised areas receive special policy attention and financial support.

Background and Genesis

The concept of Educationally Backward Districts emerged from India’s broader educational reform agenda, especially in the early 2000s, when it became evident that national averages in literacy and enrolment concealed deep regional inequalities.
While the Sarva Shiksha Abhiyan (SSA) and Rashtriya Madhyamik Shiksha Abhiyan (RMSA) aimed to universalise primary and secondary education, the central government realised that several districts were consistently lagging behind in educational outcomes.
Hence, the Ministry of Human Resource Development (MHRD), now the Ministry of Education, began identifying EBDs based on measurable indicators of educational development. These districts were prioritised for infrastructure development, teacher recruitment, and gender-focused educational schemes.

Criteria for Identification

The classification of a district as Educationally Backward is based primarily on literacy statistics and gender disparities derived from Census data and educational surveys. The following indicators are generally considered:

1. Overall Literacy Rate: The district’s literacy rate is significantly below the national average.
2. Female Literacy Rate: The female literacy level is below the national average, highlighting gender imbalance in education.
3. School Enrolment and Retention Rates: Low enrolment and high dropout rates, particularly among girls and disadvantaged groups.
4. Availability of Educational Infrastructure: Deficient number of schools, poor physical facilities, and shortage of qualified teachers.
5. Socio-Economic Indicators: High levels of poverty, rural isolation, and large populations of marginalised communities (SC, ST, and minorities).

Based on these parameters, the Government of India has periodically revised the list of EBDs to target areas requiring the most urgent educational attention.

Distribution of EBDs in India

India has a large number of districts identified as educationally backward, concentrated mainly in economically underdeveloped regions. States with the highest concentration of EBDs include:

• Bihar
• Uttar Pradesh
• Madhya Pradesh
• Jharkhand
• Odisha
• Chhattisgarh
• Rajasthan
• Assam
• West Bengal

In many of these states, low literacy levels are linked to poverty, inadequate infrastructure, and socio-cultural barriers to female education.

Policy Initiatives Targeting EBDs

To accelerate educational progress in EBDs, several flagship schemes and missions have been implemented by the central government. These include:

1. Sarva Shiksha Abhiyan (SSA)

Launched in 2001, SSA focused on achieving universal elementary education. EBDs received priority in funding for school construction, teacher recruitment, free textbooks, and mid-day meals.

2. Rashtriya Madhyamik Shiksha Abhiyan (RMSA)

Introduced in 2009, RMSA sought to improve secondary education access and quality in educationally backward regions. It supported the establishment of new secondary schools and strengthening of existing facilities in EBDs.

3. Kasturba Gandhi Balika Vidyalaya (KGBV) Scheme

Started in 2004, KGBV aimed at providing residential education for girls belonging to SC, ST, OBC, and minority communities in EBDs and Educationally Backward Blocks (EBBs). The scheme helps address gender disparity in schooling.

4. Saakshar Bharat Mission (2009–2018)

Implemented by the National Literacy Mission Authority, this adult literacy programme prioritised educationally backward districts to improve adult and female literacy.

5. Samagra Shiksha Abhiyan

Launched in 2018, this integrated scheme unified SSA, RMSA, and Teacher Education programmes. It continues to prioritise EBDs for infrastructure grants, teacher training, digital learning, and inclusive education initiatives.

6. Aspirational Districts Programme (ADP)

Launched in 2018 by NITI Aayog, the ADP identifies 112 districts lagging in key socio-economic indicators, including education. Many EBDs overlap with aspirational districts, receiving targeted development support and real-time monitoring.

Educational Backwardness among Minority Concentrated Districts

A large number of Minority Concentrated Districts (MCDs), identified by the Ministry of Minority Affairs, also fall within the EBD category. These districts typically exhibit:

• Low literacy rates among Muslim, Christian, Sikh, or Buddhist minorities.
• Gender disparity in school enrolment.
• Inadequate infrastructure and teaching staff.

Special initiatives such as the Scheme for Providing Quality Education in Madrasas (SPQEM) and the Infrastructure Development in Minority Institutions (IDMI) programme have been implemented to uplift educational conditions in these areas.

Challenges Facing Educationally Backward Districts

Despite extensive interventions, EBDs continue to face several persistent challenges that hinder educational progress:

• Infrastructure Deficit: Many schools still lack adequate classrooms, sanitation, libraries, and digital facilities.
• Teacher Shortage: Difficulty in recruiting and retaining qualified teachers in remote areas.
• High Dropout Rates: Especially among girls due to early marriage, household responsibilities, or safety concerns.
• Poverty and Child Labour: Economic pressures often force children to leave school early.
• Social Barriers: Caste discrimination, gender bias, and parental illiteracy contribute to low educational participation.
• Monitoring and Accountability Issues: Weak governance and delayed implementation of programmes reduce impact.

Addressing these challenges requires not just financial investment but also community participation, awareness campaigns, and context-specific policy design.

Progress and Impact

Over the past two decades, sustained government efforts have led to gradual improvements in literacy and enrolment in many EBDs.

• Female literacy rates have increased significantly due to the spread of KGBV schools and girls’ scholarship programmes.
• Gross Enrolment Ratios (GER) in primary and secondary levels have improved under SSA and Samagra Shiksha.
• The use of technology in education (DIKSHA, PM eVidya) has enhanced accessibility in remote districts.

However, the pace of progress remains uneven. Districts in the northern and eastern belt of India still record literacy levels below the national average, indicating the need for continued focus and resource allocation.

Government Monitoring and Evaluation

The government uses a combination of data systems and field surveys to monitor educational progress in backward districts:

• Unified District Information System for Education Plus (UDISE+): Provides annual district-level data on schools, teachers, enrolment, and learning outcomes.
• National Achievement Survey (NAS): Evaluates student learning levels across districts.
• Periodic Review by NITI Aayog and Ministry of Education: Ensures convergence of resources and accountability under schemes like Samagra Shiksha and the Aspirational Districts Programme.

These tools allow the government to continuously assess gaps and reallocate resources to districts most in need.

Future Prospects

Under the National Education Policy (NEP) 2020, emphasis has been placed on addressing regional disparities in education through:

• Foundational Literacy and Numeracy Mission (NIPUN Bharat) for improving early learning outcomes in backward districts.
• Digital Inclusion via technology-enabled learning platforms.
• Teacher Training and Capacity Building in rural and remote areas.
• Community Involvement to improve accountability and local engagement.
• Integration with Skill Development Schemes to link education with employability.