Ministry of Education Released Performance Grading Index (PGI) 2.0 Report

Context: The Ministry of Education released the Performance Grading Index (PGI) 2.0 report for 2022-23 and 2023-24, ranking States/UTs on school education.

About Performance Grading Index (PGI) 2.0

• Purpose: A data-driven assessment tool that evaluates the quality of school education across Indian States and Union Territories.
• Launch Timeline: Introduced in 2017; PGI 2.0 is a revised version aligned with the National Education Policy (NEP) 2020 and Sustainable Development Goals (SDGs).
• Publisher: Released by the Ministry of Education, Government of India.

• Coverage: Measures performance across 6 key domains and 73 indicators, including:
  • Learning Outcomes
  • Access
  • Infrastructure & Facilities
  • Equity
  • Governance Processes
  • Teacher Education & Training
• Grading System: Scores out of 1000 points, categorised into 10 grades from Daksh (highest) to Akanshi-3 (lowest).

Key Highlights from Performance Grading Index 2.0 (2023-24)

• Top Performer:
  • Chandigarh secured the highest score with 703 points, falling in the Prachesta-1
  • Strongest performance seen in infrastructure and governance.
• Lowest Performer:
  • Meghalaya ranked lowest with 417 points, graded as Akanshi-3.
  • Major issues noted in learning outcomes and access.
• No State in Top Four Grades:
  • No State/UT qualified for Daksh (951–1000) or Utkarsh
  • Reflects systemic issues in achieving excellence in education.
• Overall State Progress:
  • 24 States/UTs showed improvement in scores.
  • However, 12 States/UTs recorded a decline, indicating uneven growth.
• Infrastructure Improvement:
  • Delhi, Jammu & Kashmir, and Telangana demonstrated significant progress in school infrastructure and learning environments.
• Learning Outcomes Concern:
  • No State reached Daksh in the Learning Outcomes domain.
  • Indicates persistent challenges in basic literacy and numeracy, especially at the foundational level.
• Equity Trends:
  • The performance gap between SC/ST students and general category students has narrowed slightly.
  • However, equity remains a concern, particularly in learning outcomes.
• Access Gains:
  • Bihar and Telangana led in improving enrolment and retention, especially among marginalised and disadvantaged groups.

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