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The Hindu
21 hours ago
- General
- The Hindu
Outcomes not just access: The pivot India's education revolution needs
Five years ago, India launched its most ambitious education reform in decades. The National Education Policy (NEP) 2020 set out a powerful roadmap to move away from rote memorisation toward real understanding, from content delivery to competency, and from standardised instruction to personalised learning. But the success or failure of this initiative will not be defined by how many children we reach, but by how well they learn. Outcomes, not just access, are the true test of this policy. Since its introduction, we have made encouraging progress. As per the ASER 2024 report, enrollment levels have shown significant improvement across age groups and regions in rural India. Student attendance increased from 72.4% in 2018 to 75.9% in 2024. The National Curriculum Framework for School Education (NCF-SE) has been launched. There is greater awareness that education must be student-centred, application-based, and inclusive. But even as these structural shifts begin to take root, the fundamental issue remains unresolved: Is this increased access to education translating into effective learning? The data, while showing marginal improvements across the years, suggests we still have a long way to go. The ASER report shows that while 84% of rural households now have smartphones, only 42% of Class 5 students can read a Class 2 text, and approximately 30% can solve basic division problems. Results of the National Achievement Survey (2023) that tests proficiency in Language, Maths, Environmental Studies, Science, and Social Studies, indicate that only 42% of students grade 3, 33 % of students grade 5, 27% of students grade 8, and 22% of students grade 10 are at proficient and advanced levels of competency. This disparity in improvement of enrollment vs learning outcomes suggests that India's education challenge is no longer just about reach. It's about efficacy. Despite greater access to digital infrastructure, online learning content, and evolving curricula and teaching practices, we still don't have enough clarity on why student learning hasn't seen a much greater change. The private sector, too, is following a similar pattern. Edtechs have brought lessons to remote geographies, delivered tutoring at scale, and made exam prep more affordable. But success has traditionally been measured through metrics like daily active users, session time, and course completions. This mismatch between what we measure and what we value has left a generation overexposed to content but under-equipped in cognition. Beyond metrics to outcomes Slow growth isn't a policy problem. This isn't a technology problem either. It is an implementation problem. We have confused digital access with learning progress, and now we must reassess how we define the accomplishments of our tech-led offerings. Measuring educational outcomes requires different tools from measuring user engagement. It demands sophisticated assessment frameworks that can capture conceptual understanding, not just factual recall. It requires longitudinal tracking that follows students' intellectual development over months and years. And diagnostic tools that pinpoint exactly where a student is stuck and not just what they got wrong. NEP 2020 already provides a viable blueprint with its emphasis on competency-based learning, formative assessments, and flexible instructional design. What we need now are systems and tools that can implement this vision effectively at scale, and without overburdening teachers. This is where AI, used wisely, can be transformative Instead of simply digitising textbooks or recording lectures, we can now build platforms that dynamically adapt to a student's pace, identify areas of confusion, and provide targeted interventions. These systems can track learning not by time spent, but by mastery achieved. For example, compact, subject-specific AI models, when trained on real curriculum data and student performance trends, can outperform larger, generic models, offering precise feedback, remediation, and revision support. In high-stakes competitive exams, where the margin of error is razor-thin, such models have shown early promise in helping close conceptual gaps faster and more effectively. Tools can be used to allow teachers to conduct instant in-class polls, track attendance, and run real-time quizzes. These real-time diagnostics give educators immediate insight into where students are struggling without needing additional grading or paperwork. But measuring learning requires more than just technology. It requires a mindset shift. We must move from tracking activity to monitoring progress. This is why we propose building what might be called 'learning outcomes as a service', a model where content, instruction, assessment, and intervention are built around clear learning goals. Such systems would leverage existing and new assessment infrastructure to check subject proficiency, use adaptive technology to customise learning, and rely on continuous analysis to ensure target goals are met. Implementing this will require partnerships across the education ecosystem. Schools, NGOs, policy experts, and technology firms must come together to design solutions that prioritise conceptual clarity, lateral thinking, and creative problem-solving. Formative data that already exists—on classroom performance, exam trends, student behaviour—can be used more intelligently to inform remediation. But that will only happen if we set a new benchmark for both public and private educational institutions and organisations. But is there a collective will to put outcomes ahead of optics, and learning ahead of legacy? India stands at a crossroads. We can continue to find hope in marginal improvements and innovation that is limited to pilot projects. Or we can take the harder path of systemic change, creating educational ecosystems that prioritise student learning. The stakes couldn't be higher. In a global economy driven by innovation and problem solving, we are not just talking about education, we are talking about India's future competitiveness in a knowledge-first economy.
Time of India
a day ago
- Politics
- Time of India
Is NEP 2020 reforming education or reinforcing central control?
Five years after its launch, the National Education Policy (NEP) 2020 is at once transforming classrooms and igniting a political standoff. While foundational learning outcomes have shown historic gains and enrolment has surged across marginalised groups, the policy's implementation has also triggered accusations of centralisation and ideological overreach—particularly from opposition-ruled states. At stake is not only the future of India's education system, but the very balance of power in a federal structure under pressure. Foundational gains on paper, and in practice At the primary level, NEP 2020 has catalysed notable improvements in learning outcomes. ASER 2024 reported that 23.4% of Class III students in government schools can now read a Grade II-level text, up from 16.3% in 2022—the highest since 2005. Arithmetic skills have also improved, with 27.6% of students able to do basic subtraction, compared to 20.2% two years prior. The rollout of the NIPUN Bharat Mission, the 12-week Vidya Pravesh programme, and the distribution of 'Jaadui Pitara' kits in 22 Indian languages have supported these improvements. Over 14 lakh teachers have been trained under the Nishtha foundational programme, marking one of the largest teacher development efforts in recent years. However, even as rural students now outperform urban peers, just half of government and aided schools offer preschool, revealing a systemic lag in infrastructure and access. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like The Most Beautiful Women In The World Undo Higher education access expands, but structural gaps persist In higher education, gross enrolment rose from 3.42 crore in 2014-15 to 4.46 crore in 2022-23—a 30.5% jump. Female enrolment increased by 38.4%, and PhD enrolment among women more than doubled. Enrolment among SC, ST, minority, and Northeastern students saw record growth, raising hopes for a more equitable academic future. Initiatives like the Academic Bank of Credit (ABC)—with over 32 crore IDs generated—and the biannual admission cycle promise greater flexibility. Yet uptake remains minimal: just 31,000 undergraduates and 5,500 postgraduates have used the multiple entry-exit system. Even with Rs 100 crore each given to 35 institutions to become multidisciplinary, most remain in transition, weighed down by outdated curricula, rigid administrative frameworks, and faculty shortages. The language of policy—or policy of language? Despite measurable progress, the NEP has run into political headwinds. States like Tamil Nadu, Kerala, and West Bengal have opposed what they describe as an over-centralised, one-language-fits-all approach. The rollout of a national curriculum framework, the promotion of Hindi and Sanskrit, and the centralised design of assessments (like PARAKH) have been read as symptoms of deeper attempts to recentralise control over education—an area constitutionally shared between the Centre and states. For these governments, the question is not whether reform is needed, but who controls the direction of that reform. Their pushback is less about pedagogy and more about constitutional autonomy. Federalism under strain The NEP's top-down execution has exposed a widening rift between the Union government's vision and state governments' autonomy. With education on the Concurrent List, any major reform ideally requires collaborative federalism. Instead, critics argue, NEP 2020 has been operationalised through policy instruments, funding structures, and curricular frameworks that reduce states to implementers rather than partners. Some educationists warn that this model could create a two-speed education system—where compliance ensures funding and dissent leads to marginalisation, particularly in politically non-aligned states. Reform or reinvention of control? The central dilemma surrounding NEP 2020 is not about whether its goals are desirable, but whether its execution honours the diversity and decentralisation embedded in India's educational history. While the policy has undeniably set in motion long-needed changes—from early childhood integration to greater inclusion in higher education—its delivery model has raised questions about uniformity trumping local context, and reform being equated with central authority. As the Centre pushes ahead with further implementation and state resistance hardens, NEP 2020 may be remembered not just as an education reform, but as a test case for Indian federalism. Ready to navigate global policies? Secure your overseas future. Get expert guidance now!
News18
17-07-2025
- General
- News18
Why Early English Learning Needs A Rethink In India's Classrooms, Expert Breaks It Down
Q. Where do you see the role of English in the early years of school education in India? What does an effective and inclusive early language learning environment look like in the foundational years? What approaches have you seen actually work? A. Children up to the age of five are highly perceptive and adaptive because of the brain's plasticity. This makes early childhood the ideal time for language learning, provided their developmental and individual needs are addressed. English education at this stage should not cause stress—it should empower children and foster a love for learning. An inclusive early language environment must support all types of learners—auditory, visual, kinaesthetic, and those who learn through reading and writing. Play-based learning, developmentally appropriate activities, and interdisciplinary methods are critical. It's also important that the content reflects diversity and inclusion, helping children relate to what they're learning while appreciating different cultures and experiences. Q. What are some common challenges teachers face when helping young learners gain fluency and confidence in English, especially in non-English speaking regions? A. In India, English is often a second or even third language. In many rural or non-English-speaking areas, teachers are working with students who haven't yet built foundational literacy in English. According to the ASER 2024 report, only 27% of Grade 3 students in rural government schools can read a Grade 2-level English text. This highlights the urgent need for focused language support. Writing is another major hurdle. Young learners often struggle with handwriting clarity, spacing, and motor control. For instance, the shift from four-line to single-line notebooks can confuse students. Small changes like using clearer fonts or simplified writing formats can ease this transition and reduce frustration. We've also seen a disconnect between classroom materials and the needs of multilingual learners. In many cases, the content isn't tailored to regional or cultural contexts. To address this, it's important that lesson plans, visual aids, and phonics-based activities are designed with real classroom conditions in mind, particularly where resources are limited. Q. From a student's perspective, what can make learning English feel more natural and less intimidating, particularly for those from non-English speaking households? A. For children from non-English-speaking homes, fluency starts not with grammar, but with comfort and exposure. Familiarity is key. When English is introduced through songs, stories, and simple conversations, children begin to connect with the language more naturally. One highly effective strategy is involving families in the learning journey. When parents have access to basic resources—such as rhymes, stories, or home activities—they're able to engage with their child's English learning meaningfully. This shared effort brings the language into the home environment, making it feel less foreign and more relevant. Songs and storytelling also help with emotional regulation and engagement. When rooted in local culture and everyday experiences, these tools not only teach vocabulary but also help children express themselves. Making English relatable is often the first step in building their confidence. Incorporating movement-based storytelling, reflective thinking, and imagination-driven tasks also supports holistic development—mental, emotional, and physical. Technology can add value here, but the core idea is to create a learning space where English feels like a tool for discovery, not a subject to fear. Q. Do you think the current way English is taught in colleges prepares students well for the real-world job market? What changes would make language skilling more aligned with employment needs? A. Unfortunately, many college students don't get enough real-world practice in English. While grammar and comprehension are taught, students often don't learn how to use English in interviews, workplace conversations, presentations, or writing professional emails. The recent NITI Aayog report on higher education points to this issue—there's a lack of industry-aligned curriculum, especially when it comes to communication skills. This affects how students collaborate in teams, present themselves to recruiters, and manage routine professional interactions. When students practice sector-specific language—whether it's IT, customer service, healthcare, or retail—they start seeing English as a tool they can use, not just a subject they study. Colleges need to offer more practical training in professional communication—like mock interviews, writing tasks, and role-plays—to prepare students for real-world expectations. Ultimately, English should be treated as a life skill and a workplace necessity, not just an academic requirement. With that shift, students can step into their careers with far more confidence and capability.
