Education
Building a supportive bridge between EARLY YEARS and PRIMARY SCHOOL
A smooth transition between early years and primary school can only be achieved through a combined effort of all the stakeholders, believes Firdaus F Lalkaka.
Going to school is an exciting as well as a challenging time for young children and their families. Moving from early childhood education to an elementary school can be a positive and rewarding experience that sets children up for a happy and successful academic pathway. It can also be a period of vulnerability for many children. Effective transitions are critical to the development of children’s self-worth, confidence and resilience, and ongoing success at school. This is a time to build relationships, maintain excitement for learning and ensure children experience continuity in their learning. Ensuring continuity of learning poses quite a challenge while children move through preschool, elementary school and beyond as children are required to become familiar with new people, practices and expectations. Unless the “learning” that the children have achieved during their preschool years seamlessly transfers to and is built on, in the next stage of elementary school, it will get interrupted and cause impediments in their progress and achievement. A smooth transition can only be achieved through a combined effort of all the stakeholders namely, the government (through a robust policy framework), the schools (preschools and elementary schools) and the parents.
In order to better achieve the objective of “inclusion” under RTE for ensuring a smoother transition especially for children coming from disadvantaged families, rather than laying emphasis on preparing the “child to be ready for school,” India would greatly benefit by considering a shift of emphasis to making the “schools ready for a child”.
A. Government Policy: Suggestions
1) The 25% quota of admissions u/s 12(1)(c) of RTE Act should be made applicable beginning from the lowest section of preschool i.e. from nursery onwards instead of from class as is presently being done. For a disadvantaged child to enter schooling from class 1 without a preschool education is as risky as attempting to board a speeding bus – it’s a surefire recipe for FAILURE!
2) Need for a robust monitoring and evaluation system to handhold disadvantaged children who are admitted to an English-medium school to ensure that such children don’t get disillusioned and ultimately drop-out.
3) Need for a “One-Nation-OnePolicy” for ECCE: This involves:-
-Fixation of common “Age-atEntry” norms and a common “cutoff ” date
* (PG @ 2+, Nur @ 3+, Jr.KG @ 4+, Sr.KG @ 5+ & Std-1 @ 6+)
* With the academic year commencing in June, cut-off date should be May 31.
Designing of a developmentally appropriate ECCE and Elementary School Curriculum that is in alignment with the learning milestones to ensure a smooth transition sans any overlaps.
Defining minimum infrastructure specifications for preschools
Defining child safety norms, etc
Defining the maximum number of children per class
Scientifically designed progress reports of children that are focused on capturing the achievement of learning milestones
Leveraging technology to ensure full compliance under RTE and ensure that no child is left behind
Ensuring timely re-imbursement of fees of admissions done under RTE
4) Bearing in mind the recent instances of assault and abuse of preschoolers, it would be in the best interest of children for the government to consider drafting of a policy which makes it mandatory to run a preschool from an exclusive premise rather than from within the premises of a primary/ secondary school.
5) Priority should be given by “neighbourhood” elementary schools while granting admission in class 1 to children enrolled in neighbourhood preschools.
6) To uphold the Right to Equality (guaranteed under the Constitution of India) of all children to secure admission in class 1 regardless of whether they are doing their preschooling in a standalone preschool or a preschool run by a recognised school, the government MUST ensure that admission is granted on either first-come-first-served basis or on draw of lots (as is already approved by the Education dept.).
7) Pressing need for building an evaluation model that promotes children based on achievement of learning outcomes rather than on an examination-based model which encourages rote learning.
8) Isn’t “nation building” everyone’s responsibility?: There is no logical reason why provisions of RTE Act should not be applicable to Minority Institutions for admitting disadvantaged children under the 25% quota. If they believe in the Indian Constitution which confers upon them special rights and privileges, I fail to understand why they are unwilling to shoulder the responsibility of admitting disadvantaged children under RTE and contributing towards nation building.
9) Caught between a rock and a hard place: Rather than accepting their complete failure in discharging their constitutional responsibility of providing quality public education to its citizens and taking concrete steps to improving the quality of public education in government schools, the government is introducing laws to impose restrictions on what fees private schools can charge on one hand and forcing them to admit disadvantaged children to the extent of 25% on the other. If the government is genuinely interested in bringing quality private school education at affordable rates, they should consider giving land for free and loans for school infrastructure at special rates with long moratoriums and/or allow private enterprise to manage the existing government schools and fix a value to their services which is based on the attainment of learning outcomes in children.
B. Preschools and primary schools The ground realities have been beautifully captured in the introductory paragraphs in chapter 1 of the Report of the Committee on Pre-Primary and Pre-School Education in Delhi dated 31- 03-2007 reproduced below:
1.1 Early Childhood Care and Education has globally been recognised as critical for human resource development. The first 8 years of a child’s life are the most crucial years because during this period of early childhood the pace of development is extremely rapid, determining the cognitive and physical growth and laying the foundation for shaping the social and personal habits and values. There is a growing body of research evidence to prove that the synoptic connections in the brain that are critical for the full development of the brain’s potential take place during the early phase of childhood.
1.2 Early Childhood Development includes two main aspects, i.e., care and education. Care is a comprehensive term that includes proper nutrition, medical attention particularly in regard to immunisation, security and safety and emotional support. The ‘education’ component includes pre-school education programmes aimed at 3-6 year-olds and extends to class 1 and 2 to cover children up to the age of 8 under the Early Childhood Care and Education (ECCE). However, it is to be clearly understood that ECCE is an integrated programme that takes into account the synergistic and interdependent relationship between health, nutrition, intellectual, social and emotional development and education, addressing the imperative of holistic and all-round development of the child.
Thus, it can be seen that any discussion on pre-primary education cannot exclude other aspects of early childhood development. On the contrary an examination of issues relating to pre-primary education should necessarily focus on the developmental paradigm so that the cognitive, affective and psychomotor issues are comprehensively addressed in the context of education.
1.3 Changing socio-economic conditions have also thrown up new challenges. The changes in family structure brought about by transition from joint families to nuclear families coupled with the increasing propensity of both parents going to jobs have put greater pressure on Early Childhood Education especially in urban and semi-urban areas. As parents face the compulsion of keeping their children in ‘safe custody’ when they are out on work, they invariably turn to crèches, kindergarten and play schools. Parents are taking their children out of the home environment much earlier than ever before. While sending children to crèches by parents who are both employed with no elders to take care of their children cannot be faulted, the growing tendency on the part of overenthusiastic parents to initiate their children into ‘education’ much before the children are ready for it is a cause of great concern. So, the first question that is to be answered is: What is the suitable age for a child to begin pre-schooling? The other important question is about what is going on in the name of pre-schooling in a majority of schools in Delhi.
1.4 The enormous demand for preschooling facilities has led to a mushrooming of play schools, nursery schools, kindergarten, preparatory schools etc. indicative of a veritable boom in the ‘Alphabet Industry’. A majority of ‘big schools’ (schools which have classes up to 12) run not only nursery and kindergarten or preparatory classes before class I, some of these schools also have pre-nursery. Thus, a child of 2-2½ years of age enters into a system which also has adolescents of 17-18 years of age. Parents’ wish is to put their children early on into such a system so that they need not worry about their children’s future schooling up to class 12. It defies all logic of ‘child-centric’ education. Instead, the prevalent system has become either ‘parent-centric’ or ‘schoolcentric’. It is seen that, barring a few exceptions, these schools are nothing more than mere downward extension of the formal and structured education at the level of class 1 and above. The unrealistic expectations of parents for early stimulation of their children and the inappropriate learning environment offered by schools staffed by either untrained or unsuitably trained teachers have resulted in a confusing and often chaotic situation. To compound the matters further, preschooling by whatever name, does not come under any regulation.
While the provisions of Article 21A and 45 of the Indian Constitution coupled with the provisions in Sec. 3 and 11 of the RTE Act, 2009 have correctly defined the “suitable age” as being 6+ for Class-1 and 3+ for beginning preschooling, despite a specific provision in law, the government is yet to come up with a developmentally appropriate preschool curriculum that doesn’t overlap with the elementary school curriculum! The high expectations of parents coupled with elementary schools interviewing children and rejecting them for failing to have mastered advanced numeracy and writing skills in their preschool years are the two key reasons that are primarily responsible for most preschools (barring a few), succumbing to the pressure and being reduced to nothing more than a mere downward extension of the formal and structured education at the level of class 1 and above and overburdening the child and forcing him to learn and grasp concepts ahead of their time (i.e. before they attain their mental and physical milestones). This completely defeats the purpose!
And, as reiterated earlier, in order to better achieve the objective of “inclusion” under RTE for ensuring a smoother transition especially for children coming from disadvantaged families, India would greatly benefit by considering a shift of emphasis from preparing the “child to be ready for school” to making the “schools ready for a child”. And preparation of scientifically designed reports of each child would go a long way in building the bridge between the preschool and elementary school.
Hence, to ensure a smooth transition, three critical issues need to be dealt with: Defining the suitable age for a child to begin pre-schooling.
Designing of a developmentally appropriate ECCE and Elementary School Curriculum that is in alignment with the learning milestones to ensure a smooth transition sans any overlaps.
Preparation of scientifically designed reports of each child that enable the elementary school teachers hand-hold the child on and from the milestones that he has achieved
C. Parents
In my view, the parents cannot be faulted for having very high expectations from preschools because of the following reasons:
a) Not being experts in early childhood education, parents are clueless about the learning milestones or the learning outcomes expected of a child in his preschool years. Their expectations are primarily built based on what their child is being taught in his preschool as compared to what another preschool is teaching their neighbour’s child. They are also distressed by the fact that if their child hasn’t mastered the advanced numeracy and writing skills as expected by the elementary schools, then their child would fail to secure admission in a reputed school.
b) While on one hand, the government has failed to draft a standardised preschool curriculum, on the other, the elementary schools interview children and reject those who have failed to master advanced numeracy and writing skills! As a result, finding themselves between a rock and a hard place, most preschools not only have to design their own curriculum but have to design it in a manner that meets with the expectations of the elementary schools. As a result, most preschools (barring a few), land up being nothing more than a mere downward extension of the formal and structured education at the level of class 1 and above that force children to learn a curriculum that is age inappropriate and ahead of their time.
Hence, in conclusion, creating a supportive bridge between early years and primary school and beyond is critical to ensure a smooth transition to enable children to continue their progress and achievement uninterruptedly and excel in this journey called life.
The process to ensure smooth transition from preschool to primary school especially to children coming from disadvantaged families admitted under u/s 12(1)(c) of RTE Act
A class 1 primary school teacher who has worked as an ECE teacher is better equipped to bridge the learning experiences from ECE to primary school.
A class 1 primary school teacher can find out about each child’s interests, strengths, culture and capabilities through:
(a) talking with the child’s preschool teacher and parents, (b) referring to the child’s portfolio/journal, (c) ongoing observations and discussions with the child’s parents and (d) formal and informal testing.
Tweaking and tailoring aspects of the primary school curriculum based on the identification of the child’s interests, strengths, culture, capabilities, will greatly help in engaging, challenging and motivating the children
The needs and aspirations of a child with special needs would be better served if there was co-ordination between the preschool teacher and the primary school teacher.
A deeper partnership between the primary teacher and the parents too, would be very supportive.
Having a senior student as “buddy” for every child joining primary school also ensures a smooth transition through companionship in school.
Holding “remedial” classes coupled with regular parent-teacher meetings.
Having a “transitory” class is necessary to bring RTE children up to the mental level of the other children who have done preschool.
Astronaut Shubhanshu Shukla, currently stationed aboard the International Space Station (ISS), answered questions from schoolchildren during a live interaction hosted under ISRO’s Vidyarthi Samvad Program.
The session, designed to bring students closer to the realities of space science, turned into a heartwarming and humorous conversation about food, sleep, and the sheer wonder of viewing Earth from space.
When asked how astronauts sleep in zero gravity, Shukla smiled and explained: “There is no floor or ceiling in space. Some of us sleep on the wall, some on the ceiling. We have to tie ourselves down so we don’t float away while sleeping.”
The conversation became sweeter when Shukla revealed that he brought familiar Indian flavours with him into orbit. “I have carried gajar ka halwa, moong dal halwa, and mango juice with me from India,” he said, to the delight of the young audience. He clarified that the halwa was specially medicated for space missions, not made at home — a detail that sparked laughter and curiosity alike.
The astronaut also spoke about daily life aboard the ISS, including how exercise is essential to counter microgravity. “We ride bicycles here, but there are no seats. We strap ourselves in with belts,” he told the children, who were both fascinated and amused by the image.
For Shukla, however, the highlight of being in space remains the view of Earth. “That blue sphere, that light mist… seeing Earth from here is the most beautiful experience. It’s hard to describe in words.”
Addressing mental well-being, he shared how astronauts stay connected with their families. “Technology helps bridge the distance. We can talk to our loved ones, and that keeps us grounded — even when we’re not.”
Also present during the interaction was Group Captain Angad Pratap, a fellow member of the Gaganyaan mission crew, who encouraged students to consider careers in aviation and space science.
For many students, the session was a dream come true. “It felt like science fiction,” said one participant. “Now I believe I can go to space one day.”
As India continues its rapid progress in space exploration, conversations like these serve as reminders that inspiration is as critical as infrastructure — and that sometimes, a simple chat with an astronaut can launch the imagination of an entire generation.
In a recent public interaction, political campaigner and policy strategist Prashant Kishor detailed a long-term education plan aimed at overhauling Bihar’s school system. Emphasizing structural change over symbolic efforts, Kishor’s proposal focuses on centralized excellence, increased parental choice, and a phased financial roadmap over a 10-year period.
At the heart of the model lies a shift from quantity to quality. Rather than building one school in every village, the plan envisions five world-class government schools per administrative block, inspired by the legacy of the prestigious Netarhat Vidyalaya. These institutions would be open to students from all socioeconomic backgrounds, with Kishor stating that school buses and transport access would ensure that no child travels more than 20 minutes to reach school.
For families dissatisfied with local government schools, the model introduces an alternative: state-funded access to private education. If a student opts for a regulated private school nearby, the government would bear the cost. According to Kishor, this mirrors global best practices and provides an immediate quality option while public school infrastructure is being upgraded.
Contrary to the common belief that government education is cost-free, Kishor highlighted that Bihar currently spends an average of ₹850 per month per child in public primary schools. In comparison, many private institutions operate at a lower cost. “It’s not about public versus private. It’s about outcomes and value,” he stated.
The financing strategy involves a three-part allocation of the current education budget:
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Building new elite schools (500 per year; 5,000 in 10 years)
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Improving existing government schools
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Funding private education for low-income students where needed
The total projected investment over a decade is ₹1 lakh crore.
The proposal has triggered a wider conversation around efficiency, equity, and the future direction of school education in under-resourced states. While it has been shared in a pre-election context, the structural detail and comparative lens make it notable for educationists and policymakers nationwide.
As the national education landscape continues to evolve post-NEP 2020, Bihar’s unfolding discourse offers a compelling case study on scalable, outcome-driven reform.
In a bid to support youth skilling in India, NIIT Foundation and YuWaah (a UNICEF India initiative) have jointly launched an Open Online Course in Digital Marketing as part of their #NayiDigitalDisha campaign.
The initiative has been rolled out in Rajasthan, Jharkhand, and Odisha and aims to reach 500 participants. The 8-week online program has been structured to be accessible to learners from underserved and remote areas. Upon completion, students will receive a credential assessed by NCVET and certified by NSDC.
The curriculum focuses on practical digital marketing skills including social media strategy, online customer sourcing, and campaign execution. Course development was led by NIIT Foundation, drawing on industry consultation and its prior experience in skill training.
According to the organisers, the goal is to provide industry-aligned learning opportunities to help learners secure employment and enhance their readiness for digital roles. Participants will receive certifications from both NIIT Foundation and YuWaah, UNICEF.
The program’s implementation coincides with India’s broader push towards a skilled workforce, aligning with national goals to build digital and job-readiness capacity by 2047. The digital learning initiative is part of a larger ecosystem supported by YuWaah that includes career guidance, leadership opportunities, and pathways to socio-economic participation for young people.
Earlier success stories, such as a student securing job placements after course completion, indicate emerging results; however, the course’s full impact is yet to be assessed as it progresses through its first implementation cycle.
In a move set to impact India’s school education ecosystem, the Department of School Education and Literacy (DoSE&L), Ministry of Education, convened a high-level National Conference on Curricular and Assessment Equivalence of Boards and Improving Learning Outcomes at Sushma Swaraj Bhawan, New Delhi.
With over 250 senior officials from education departments, boards, SCERTs, and autonomous bodies like CBSE, KVS, and NVS, the conference reflected a coordinated push to align learning outcomes and assessment standards across India’s diverse schooling systems.
Chaired by DoSE&L Secretary Sanjay Kumar, the sessions explored how India can move toward competency-based education while ensuring fairness and flexibility for States/UTs. He emphasised that equivalence in curriculum and assessments is essential as India modernises its academic benchmarks in line with NEP 2020.
A key highlight was the launch of the PARAKH Rashtriya Sarvekshan Dissemination Portal, giving open access to national and state-wise data on student performance. The tool is designed to help States/UTs craft targeted improvement plans.
Prof. Indrani Bhaduri, CEO of PARAKH, also unveiled the findings from the 2024 National Survey, highlighting district-wise variations and prompting calls for data-driven, localised reform.
Best practices from six States/UTs — including Kerala, Punjab, UP, and Maharashtra — offered a practical lens on how systemic innovations can drive classroom-level change.
The conference also delved into board equivalence frameworks, with seven State Boards — including Andhra Pradesh, Assam, Goa, and J&K — presenting models for alignment of curricula, assessments, and evaluation standards.
CBSE Chairperson Rahul Singh spoke on school quality assurance, urging emphasis on self-evaluation and data transparency.
The conference spotlighted the School Quality Assessment and Assurance Framework (SQAAF) and called for the establishment of State School Standards Authorities (SSSA) in every State/UT.
Further, the session on vocational education equivalence underscored the importance of recognising school boards as vocational awarding bodies — a step towards seamless academic–skill integration and lifelong learning.
Ready Reckoner videos, Holistic Progress Cards (HPCs), and tools for continuous, child-centric evaluation were also introduced, aimed at embedding NEP’s vision in day-to-day school practice.
The event concluded with a collective reaffirmation: building an equitable, high-quality education system will require collaborative governance and commitment to learning for all.
More than 8,600 villages in Maharashtra remain without a single school, according to a recent report by the state’s Women and Child Development Department.
The gap isn’t just in classrooms. Nearly half of all government schools in the state have failed to install CCTV cameras, despite a Bombay High Court directive issued over a year ago mandating the move for student safety.
The numbers come from an internal state government communication that has now surfaced publicly, raising concerns about Maharashtra’s compliance with both the Right to Education (RTE) Act and judicial orders.
While urban education garners attention with smart classrooms and NEP pilot projects, rural Maharashtra still contends with the fundamentals: no schools, no surveillance, and often, no real learning environment.
The CCTV issue, though seemingly minor, ties directly to concerns about student safety and teacher accountability, especially in government-run schools where complaints often go unaddressed. The High Court directive had explicitly asked for CCTV cameras to be installed in all government school premises. Yet, as per the report, only 53% of schools have complied so far.
Educationists and civil society groups have pointed out that the absence of schools in over 8,000 villages violates the RTE Act’s basic requirement of ensuring a primary school within a 1-km radius of every habitation. These gaps disproportionately affect students from marginalized communities who lack access to private schooling options or reliable transportation.
While the state has announced new digital initiatives and curriculum reforms, this data signals the urgent need for parallel investment in basic school infrastructure and safety mechanisms, especially in rural and tribal regions.
If Maharashtra is serious about achieving educational equity, the solution isn’t just in policy blueprints or digital dashboards — it’s in ensuring that every child has a safe, functional school to go to.
In a push to democratize access to competitive exams, the Haryana government has announced a free after-school coaching initiative for meritorious students in government schools. The scheme will initially roll out in 26 educationally backward blocks, targeting students aspiring to crack entrance exams like JEE (Joint Entrance Examination) and NDA (National Defence Academy).
The move is designed to level the playing field between private and government school students, many of whom lack access to the coaching ecosystem often necessary for success in high-stakes exams.
According to the Education Department, only those students who score above 60% in Class 10 and rank among the top 500 in state-level merit lists will be eligible for the coaching. The classes will be held in selected schools after regular hours.
Officials said that around 100 government school teachers have been identified to undergo training from expert faculty members from IITs and coaching institutions, ensuring quality instruction that mirrors national standards.
The initiative will be implemented in partnership with the national not-for-profit organization, the Rashtriya Avishkar Abhiyan, and aims to align with the broader goals of the NEP 2020 by enabling access, equity, and excellence in education.
By empowering students with structured coaching support—often inaccessible due to financial or geographic barriers—the Haryana government signals its intent to redefine what government schooling can offer in a competitive academic landscape.
In a review meeting held at the Command Control Centre, Telangana Chief Minister A Revanth Reddy instructed education officials to take urgent steps to ensure students who complete Class 10 successfully transition into and complete their Intermediate education.
This directive stems from a persistent gap: while many students clear the Class 10 SSC board exam, a sizable number fail to complete the next academic stage. The CM has asked for a detailed study of the education policy for Classes 9 to 12 to identify where the system is failing and how it can be made more responsive to students’ needs.
Reddy emphasized that Intermediate education is a crucial link in helping students build careers and that adequate career guidance must begin at the college level. He directed officials to work on specific interventions to improve pass percentages in the intermediate board exams.
The review also touched on infrastructure: from proposing that every school fly a national flag to demanding regular updates on the construction progress of Young India Residential Schools. The CM expressed concern over the slow pace of infrastructure projects and instructed officials to accelerate tender processes, especially for the Veeranari Chakali Ilamma Mahila Vishwa Vidyalayam (Women’s University) expansion.
Funding was another key focus, with Revanth asking departments to coordinate with the Centre to ensure that Telangana receives its full share under centrally sponsored schemes.
The policy emphasis is clear: a push for a seamless Class 10 to Intermediate pipeline, improved exam outcomes, stronger infrastructure, and better career preparation for young learners.
Indian astronaut Shubhanshu Shukla, currently on a 14-day scientific expedition aboard the International Space Station (ISS) as part of the Axiom-4 mission, is scheduled to interact with school students and ISRO engineers on July 4.
The communication will take place via ham radio, through a telebridge set up at the U R Rao Satellite Centre (URSC) in Bengaluru. The session is facilitated by the Amateur Radio on the International Space Station (ARISS) programme, which enables students to engage with astronauts in orbit.
The interaction is scheduled for 3:47 PM IST and will offer participating students an opportunity to ask questions directly to Shukla, who is joined on the mission by three other astronauts.
Shukla has been conducting various scientific experiments during his stay aboard the ISS. These include deploying and imaging space microalgae samples, which are being studied as a potential food source for long-duration missions. He has also participated in the Neuro Motion VR project — involving brain activity tracking through VR tasks in microgravity — and contributed to the Telemetric Health AI study, which uses biometric data and analytics to study cardiovascular and balance changes during spaceflight.
The Axiom-4 mission, organized by Axiom Space, focuses on scientific research in space with potential applications in both space exploration and Earth-based health systems.
In a firm push for accountability, the University Grants Commission (UGC) has issued show-cause notices to 89 higher education institutions for failing to comply with mandatory anti-ragging regulations. The defaulters include some of India’s most prestigious institutions—17 of which are Institutes of National Importance—including IIT Bombay, IIT Kharagpur, IIT Hyderabad, and IIM Bangalore.
These institutions, despite repeated advisories, failed to submit the required anti-ragging undertakings from students and institutional compliance reports. The lapses have been termed a “significant violation of regulatory norms” by the UGC, raising serious concerns over student safety and campus climate in India’s top educational spaces.
A notice dated June 9, signed by UGC Secretary Prof. Manish R Joshi, has directed all 89 institutions to respond within 30 days by submitting comprehensive compliance reports, securing online anti-ragging affidavits from all students, and detailing both current and planned anti-ragging mechanisms.
If the institutions fail to act within the deadline, consequences may include withdrawal of UGC grants, public disclosure of non-compliance status, and potential derecognition or withdrawal of affiliation.
Among the list of defaulters are the Indian Statistical Institute, Kolkata, AIIMS Raebareli, Aligarh Muslim University, RGIPT Basar, and several National Institutes of Design. The issue becomes even more urgent in light of recent ragging-related incidents and an increasing perception of campus hostility. “Institutions must treat this as a matter of utmost urgency. Your prompt compliance will be essential in upholding institutional responsibility towards student welfare,” reads the UGC’s statement.
Ragging has no place in modern education, especially not in a country positioning itself as a global knowledge leader.
In 2025, with India’s education sector expanding in reach, recognition, and responsibility, compliance with anti-ragging norms shouldn’t require reminders. It should be a given.
As the world watches Indian institutions climb global rankings, student safety and well-being must remain central, not as compliance checkboxes, but as part of the educational culture we aspire to build.
In a decisive step toward reforming India’s fragmented senior secondary education system, the Ministry of Education has constituted an 11-member high-level committee to address the mushrooming of dummy schools and the unchecked influence of coaching centres. Chaired by Higher Education Secretary Vineet Joshi, the committee includes representatives from CBSE, NCERT, and faculty from IITs in Madras, Kanpur, and Trichy.
The move is seen as part of a growing policy consensus across central and state governments to reclaim the authority of schools, following recent crackdowns and reforms aimed at regulating coaching institutions and curbing the dummy school culture that sidelines holistic education.
Dummy schools — where students are officially enrolled but rarely attend — have emerged as a by-product of India’s competitive entrance exam culture. These institutions prioritise JEE, NEET, and CUET preparation through coaching classes, while students disengage from formal schooling. The CBSE’s March 2025 advisory warning that students from dummy schools could be barred from board exams marked a serious turning point in policy enforcement.
Earlier this year, the Delhi Government carried out inspections in over 600 private schools, issuing notices to at least 10 for running dummy setups. The move followed media reports and parental complaints about students being denied regular schooling in favour of coaching arrangements.
Meanwhile, the Rajasthan Cabinet approved a bill in April 2025 to regulate coaching centres operating in Kota and other education hubs. The legislation aims to curb exploitative practices, mandate mental health counsellors, and prevent coaching centres from operating without a minimum infrastructure standard—prompted by rising student suicides in the state.
Central Framework and Industry Oversight
In February 2025, the Central Government announced a new framework for coaching centres, proposing registration, transparency in fee structures, and guidelines on advertising to prevent misleading claims. Together with the current committee’s formation, these reforms indicate a systematic tightening of oversight at all levels.
The new panel’s mandate is broad. It will investigate:
- The socio-academic reasons behind the rise of dummy schools
- The misalignment between school curricula and competitive exams
- The impact of coaching on student well-being and critical thinking
- The need to promote alternate career pathways beyond engineering and medicine
- Regulations around coaching advertisements and contract practices
A National Rethink on the Purpose of Schooling
Education experts like Dr Ameeta Mulla Wattal have welcomed the initiative, calling it “a vital opportunity to restore the sanctity of school education.” The rise of coaching centres as parallel systems, she noted, has come at the cost of creativity, values, and even mental health in adolescents.
As India contemplates the future of its learners, the Ministry’s recent actions suggest a serious intent to bridge the gap between boardrooms and classrooms. Whether the new committee’s recommendations lead to tangible change remains to be seen, but the signals are clear: education in India must prepare children for life, not just for an entrance exam.
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