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Mint
7 hours ago
- Politics
- Mint
All it takes is smarter use of existing resources to bridge India's learning gaps
Amitabh Kant , Mohit Bahri Current ICT infrastructure installed in schools across India can serve as effective learning labs, as various schooling experiments have shown. Tech-led education offers India a practical, cost-effective and scalable opportunity to improve outcomes. Technology-led learning could offer a practical way forward, especially since budget allocations for it already exist with the ministry of education. Gift this article India's aspiration to become a developed nation by 2047 hinges critically on the strength of its human capital. However, persistent learning gaps in public education— highlighted by assessments like the Annual Status of Education Report (ASER) and Performance Assessment, Review, and Analysis of Knowledge for Holistic Development (PARAKH)—pose headwinds to this vision. India's aspiration to become a developed nation by 2047 hinges critically on the strength of its human capital. However, persistent learning gaps in public education— highlighted by assessments like the Annual Status of Education Report (ASER) and Performance Assessment, Review, and Analysis of Knowledge for Holistic Development (PARAKH)—pose headwinds to this vision. In response to these learning gaps, the government introduced the National Education Policy (NEP) in 2020 and the National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat Mission) in 2021, and is undertaking many other systemic reforms. The impact of these will unfold in the years to come, once the slow systemic effects of educational reform start to become visible. Also Read: India's National Education Policy has been a victim of ignorance The reasons behind learning gaps in public schools are well known and many—ranging from pedagogical methods, rote-based assessment practices and teacher shortages to structural issues in training institutions like District Institutes of Education and Training (DIETs), among others. Addressing each of these issues demands long-term solutions and sustained efforts, but the key question right now is: Are there potential pathways that can help bridge learning gaps and be implemented quickly, efficiently and within our existing resources? Technology-led learning could offer a practical way forward, especially since budget allocations for it already exist with the ministry of education. Over the past two decades, the government has invested heavily in establishing computer (ICT) labs in secondary schools, with such facilities sanctioned for over 120,000 schools till date. These labs are primarily intended to help students build basic digital skills. However, given the rapid advancements in tech-led learning solutions, India should use ICT labs for subject learning. Recent experiences by a few state governments with the use of ICT labs as 'learning labs' have shown promising results in bridging learning gaps. With the availability of advanced AI-based tools, these labs can complement classroom teaching and help students learn more effectively without the need for an additional financial outlay. This strategy is especially valuable for schools struggling with teacher scarcity or deep learning gaps. Early initiatives such as those led by Niti Aayog in aspirational districts (280 schools), Mission Buniyaad by Rajasthan's government (3,500 plus schools) and a similar programme in Andhra Pradesh (524 schools) offer hope. All three have effectively leveraged advanced AI-based personalized and adaptive learning (PAL) solutions within available ICT budgets for schools to support subject learning. These labs are equipped with PAL tools that deliver customized content to each student, based on individual learning needs. Two students in the same classroom can follow different learning paths tailored to their specific needs and pace. Did it work? Independent evaluations—one led by Nobel Laureate Michael Kremer for the Andhra Pradesh programme and another by an independent evaluator for the Niti Aayog initiative—clearly show the positive impact of a well-executed ICT-led intervention. When ICT infrastructure is consistently used for academic learning, students have demonstrated gains equivalent to 0.9 to 2.5 additional equivalent years of learning within 2 to 3 years of implementation in the Niti Aayog and Andhra Pradesh programmes. Students in Rajasthan showed an increase of 21 percentage points in their learning score within two years. The transformative potential of this approach is clear. To enhance its impact, Niti Aayog introduced a significant policy shift by linking payments to ICT providers with actual improvements in student learning outcomes. This marked a departure from the practice of vendors being paid simply for setting up ICT labs, regardless of their usage or impact. Under Niti's model, a substantial portion of the payment was withheld unless measurable learning gains were achieved. This outcomes-based approach—also known as 'pay for results'—created incentives for providers to work closely with schools and ensure that ICT labs were used to drive meaningful education. Interestingly, once digital-led learning becomes a regular practice in schools, anecdotal evidence from these programmes shows a positive shift in student behaviour. Enrolment and attendance rates have improved as students demonstrate a strong interest in engaging digital tools. States with adequate ICT infrastructure should consider blending classroom teaching with the use of 'learning labs.' However, a few critical elements must be addressed for integration success. First, states must pursue a vision where ICT labs are seen not merely as infrastructure, but as real 'learning labs' that are an integral part of the academic curriculum. This shift in perspective helps create a shared vision across all levels, right from senior bureaucrats to classroom teachers. Thereafter, any learning-focused initiative taken by the state education system would place emphasis on ICT labs for outcome improvement. Second, responsible procurement of future ICT labs is essential. This includes selecting advanced ICT infrastructure that has a long lifespan, requires less maintenance and enables the deployment of high-quality AI-driven PAL content (which is vital for personalised learning). Third, ICT providers must be held accountable for supporting schools in using these labs effectively. The 'pay for results' model offers a practical framework by linking vendor payments to measurable improvements in student learning. Fourth, regular monitoring, continuous learning during implementation and timely course corrections must serve as core guiding principles. Real-time data from ICT lab usage, combined with its ongoing impact on student learning, will offer valuable insights. Gaps need to be identified early and corrective action must be taken promptly. Systemic gaps in India's education sector must be addressed with urgency and sustained effort. Technology-led learning is not a substitute for quality teachers, but it can be a powerful complement. The use of existing ICT infrastructure presents a practical, cost-effective and scalable opportunity. As the country's education system strives to deliver more with limited resources, making better use of what already exists may well be the most impactful step towards better outcomes. The authors are, respectively, former CEO of NITI Aayog and co-founder, GDi Partners Topics You May Be Interested In
The Hindu
3 days ago
- Science
- The Hindu
Ganitha-Ganaka programme extended to all govt. schools across the State
With an aim to increase interest in learning mathematics among children, the State government has decided to to extend the Ganitha-Ganaka programme, in which teachers explain basic mathematic concepts to school children through Remote Tutoring (phone calls) after school hours, to all government schools across the State for the academic year 2025-26. The State government has recently issued an order stating that about 13.51 lakh students studying in classes 3, 4, and 5 in a total of 38,548 primary and higher primary government schools across State will be beneficiaries of this programme. In the academic year 2024-25, the State government introduced the programme for students from classes 3 to 5 in 14,711 government primary schools in 93 ambitious taluks of 17 districts and about 6.99 lakh students benefitted from it. An assessment showed that the programme helped children develop an interest in learning mathematics and buoyed by this success, the government has expanded the programme to all government schools across the state this year. The programme will be implemented in collaboration with Samagra Shikshan Karnataka (SSK), Department of State Educational Research and Training (DSERT), Abdul Latif Jameel Poverty Action Lab (J-PAL) South Asia, Alokit and Youth Impact. Remedial teaching The State government has recently decided to scrap the Nali-Kali programme, where students from classes 1 to 3 are taught in the same classroom, due to its ineffectiveness. Annual Status of Education Report (ASER-Rural) and National Achievement Survey (NAS) data for the last five years have emphasised that students are lagging behind in learning due to this teaching method being ineffective. Ganitha-Ganaka programme is being implemented as remedial teaching for children who are lagging behind in learning. 75,000 mathematics teachers The State government has selected about 75,000 mathematics teachers for the implementation of the Ganitha-Ganaka programme and will train them. These teachers will call students on the phone and help them solve problems in mathematics. All these calls are recorded and all charges reimbursed to teachers by the government. Each teacher will get ₹800 towards this and the government has allocated a total grant of ₹6 crore for this programme.
The Hindu
7 days ago
- General
- The Hindu
‘Remedial education must be a sustained component in schooling system'
Remedial education in schools, to improve learning abilities of children, must not be seen as an add-on facility but a core and sustainable component in the schooling system. This will not only enhance learning but also ensure equity and inclusion. That was the consensus of academics, practitioners, voluntary organisations in the field of children education, and school officials, at the consultative workshop on remedial teaching in schools conducted by Telangana Education Commission (TEC), here on Tuesday. TEC chairman Akunuri Murali observed that the consultation was important, in the wake of poor comprehension levels and foundational learning crisis. 'Many students lacking basic competency are not only losing their valuable time but also confidence and dignity. The structural issues, including multi-grade classrooms and limited focus on early education in Anganwadis, have compounded the crisis,' he noted. According to Reddy of MV Foundation, which extensively works with out-of-school children, those who are capable of learning given the right environment. Start from what learners already know, recognise diversity in classroom and create a democratic learning space, he suggested. For Ram Babu of Pratham, Mumbai-based organisation, who inferred from Annual Status of Education Report (ASER) trends, adopting 'Teaching at the Right Level (TaRL)' interventions in the State would help better foundation skills. Professors at the Indira Mahindra School of Education Shikha Takker and Mythili Sastry also emphasised the need for strong conceptual foundation in Mathematics and the importance of school leadership in remedial teaching. further raised a question: 'Should remedial education be time-bound or integrated as a continuous support system throughout the academic year?' Sharing similar experiences, a teacher from Khammam cited examples of short-term intensive interventions, an organisation said story books and reading sessions can be effective tools while another suggested separate tutors round the year and embedding remedial education in welfare hostels and schools through volunteers.
Time of India
21-07-2025
- General
- Time of India
District edu dept to start vocabulary campaign in 2.1K govt schools
Ranchi: The Ranchi district education department is promoting a new campaign titled 'Vocabulary', aimed at enhancing the English and Hindi terminology of students studying in over 2,100 govt primary and middle schools across the district. Tired of too many ads? go ad free now Students from Class I to Class VIII will be introduced to a structured and interactive method of learning English and Hindi vocabulary, combining both online and offline mediums for accessibility and reach. Talking to TOI, district superintendent of education (DSE), Badal Raj, said, "This effort is designed to strengthen foundational language skills and empower students with better communication and grammar abilities from an early age. A new curriculum has been carefully designed to support this initiative." According to the latest Annual Status of Education Report (ASER), the reading and comprehension abilities of students in Std IV for is 6.8% of children could read English sentences, and 45.3% are able to explain the meaning of those sentences. In class V, the percentage of students who could read sentences is 12.2%, with 47.3% of them capable of understanding the meanings. In Class VI, 15.3% of children could read sentences, and 58.8% of could articulate the meanings. In Class VII, 21.6% of students are able to read sentences, and 54% of this cohort could tell their meanings. In Class VIII, 27.9% of children could reading proficiency, with 56.6% able to explain the sentences' meanings. Overall, across all grades, it was noted that approximately 53% of the students who could read simple sentences in English were also able to convey their meanings effectively. Tired of too many ads? go ad free now Under the action plan, 180-word groups have been developed based on categories such as states and capitals, fruits, vegetables, animals, days of the week, and months of the year. One word group will be introduced every 15 days, and students will not only be required to memorise them but will also have to appear for periodic assessments to evaluate their understanding and retention. These vocabulary sets have been curated in alignment with students' academic levels and will be distributed across all schools in the coming week. Children will be encouraged to create their own personal dictionaries, a move expected to significantly enhance their linguistic confidence, grammar, and communication skills. Teachers have been directed to integrate vocabulary-building exercises into classroom routines and plan to interact with both students and teachers via online platforms to track progress and gather feedback. A dedicated committee led by DSE and comprising a principal and assistant teacher will monitor its progress, the department said.
Time of India
18-07-2025
- General
- Time of India
Summer camp mode to enhance learning outcomes for primary students
1 2 3 Bhubaneswar: In a bid to transform primary education in the state, several civil society organisations have launched an initiative called 'CAMaL Ka Camp' (Combined Activities for Maximised Learning), which employs an interactive approach combining songs, games and storytelling to enhance learning outcomes for students of classes IV to VI. The programme, aligned with National Education Policy (NEP) guidelines, has established 5,047 learning centres across 2,884 villages, primarily focusing on tribal areas. A six-week camp, conducted during summer holidays, successfully engaged 55,147 children with specially designed learning materials. "We have collaborated with govt schools to organise the camps for the students," said Ruchi Kashyap, executive trustee of the Atmashakti Trust. Responding to statistics from the Annual Status of Education Report (ASER)-2024, which revealed that only 59.5% of Class V students in Odisha's govt schools could read at Class II level, the programme mobilised 6,936 trained volunteers to facilitate community-driven learning experiences. "The effort to make foundational learning accessible through engaging methods is commendable," said Kartik Kumar Panda, headmaster of Government Upper Primary School, Gadaiguda, in Malkangiri, adding that such programmes can be a key part of education reform efforts. The initiative has received strong support from district and block-level authorities, while Atmashakti Trust continues its broader mission across 16 districts, reaching around 15 lakh families through various social development programmes. "The camp's success in combining educational innovation with community participation marks a promising step toward addressing learning gaps in rural Odisha, particularly in tribal areas where educational challenges have been historically significant," Kashyap said.
