Education
What was considered while drafting the National Education Policy draft?
A look at the current education scenario in India and what forms the foundation for the recommendations of the TSR Subramanian.
The past 2 months has seen a flurry of activities in conjunction with the HRD Ministry to create a draft National Education Policy. The formulation of a committee and mass public consultations are efforts that have been taken for the first time to create a truly nation-facing policy. When finally the draft of the policy was out, media was rife with news about the tussle between the head of the committee T.S.R. Subramanian and the HRD minister Smriti Irani over making the recommendations of the public consultations public.
Amidst all this, the committee recommendations have been made public. Here we try to peep into the mind of T.S.R. Subramanian – the man of the moment and the head of the committee tasked with assisting the ministry in formulating the policy. The following thoughts belong to Subramanian.
For most people the images of flagrant mass copying at Bihar examination centres are firmly etched in their minds and are synonymous with the state of Indian education in 2015. Then, the “topper” scam was revealed in the media last week; again, originating from Bihar and quickly became the symbol of all that is wrong with the examination system. However, spare a moment to think, is this only a Bihar phenomenon? What is the state of education in the rest of India?
In terms of sheer size, the Indian education system is among the largest in the world, with about 26 crore children enrolled in Classes I to XII located in 36 States and Union Territories, 683 districts, about 7,300 blocks and more than 82,000 clusters, covering more than 15 lakh schools; the total number of teachers functioning in the system (in public and private schools) is to the tune of 80 lakh. These figures don’t include enrolment figures from higher education institutions, which cover more than 3 crore students. In many senses, this is one of the largest areas of direct contact between the state and the citizen, with nearly 20% of the population directly involved daily in the teaching or learning process.
The National Education Policies of 1968, and 1986 as modified in 1992, had endorsed a norm of 6% of the gross domestic product (GDP) as the minimum expenditure on education. However, this target has never been met. The expenditure by Education Departments of the Centre and the States has never risen above 4.3% of the GDP, and is currently around 3.5%.
As compared to a meagre 12% in 1947, the overall literacy rate in India in 2011 was 74%, with a male literacy rate of 82.1% and a female literacy rate of 65.5%. However, having travelled such a long road we are still below the world average literacy rate of 84%, and India currently has the largest illiterate population in the world.
Let’s look at the state of Elementary education (Classes I-VIII) today
The Sarva Shiksha Abhiyan programme launched for the universalisation of education (Education for All), along with the no-detention policy, has resulted in a significant enhancement both in the Gross Enrolment Ratio (GER) to over 95%, and in the enrolment of girls.
In 2014-15, there were 14 lakh schools in the country imparting elementary education, with a total enrolment of 19.77 crore. Of these, government schools numbering 11 lakh accounted for an enrolment of 11.9 crore students at the elementary level.
In 2014-15, the retention rate at the primary level was 83.7% and it was as low as 67.4% at the elementary level. Roughly, 40% children enrolled in Class I were leaving school before completing Class VIII (U-DISE, 2014-15).
Focussing on the Quality of education
NGO Pratham’s The Annual Status of Education Report (ASER) 2014 survey found that nearly half of the Class V students were not able to read at Class II level; nearly the same proportion of Class V students did not have basic arithmetic skills, which they should have learned by the end of Class II (ASER 2015). It is a telling sign of the quality of education being imparted today. Here a special mention needs to be given to Gunotsav, a mass assessment process, first introduced in Gujarat in 2009, which is now being implemented with variations in some other States as well.
All the surveys reveal that at an all-India level, the percentage of older girls (in the 11-14 age groups) not enrolled in school has dropped from 10% in 2006 to close to 5% in 2014. Except for Rajasthan and Uttar Pradesh, the figure has dropped significantly for many States, with Bihar showing the steepest decline from 17.6% in 2006 to 5.7% in 2014. In fact, if we were to account on ground figures attendance rate checked randomly at government schools stood at about 71% of enrolled children, though these figures need to be taken with a pinch of salt.
While these are encouraging figures, the quality of education, in terms of learning outcomes, is undeniably poor, particularly in the government school system. This figure is of grave concern because approximately 80% of all recognised schools at the elementary stage are government-run or supported. Reading is a foundational skill; without being able to read well, a child cannot progress in the education system and it is found that reading outcomes are unacceptably poor, particularly in government and rural schools.
For example, ASER 2014 found that over 75% of children in Class III and over 50% in Class V could not read texts meant for the Class II level. At the national level, children in rural schools in Class II who could not even recognise letters of the alphabet increased from 13.4% in 2010 to 32.5% in 2014. Further, when compared year-on-year, reading levels for children enrolled in government schools in Class V showed a decline between 2010 and 2012. While reading levels in Class V in private schools were also not very high, the gap in reading levels between children in government schools and private schools appears to be growing over time.
In sum, half of all children in Class V have not yet learned basic skills that they should have learned by Class II. Close to half of all children will finish 8 years of schooling but will still not have learned basic arithmetic. However, it is also important to know that the Indian child, given the opportunity, is a fast learner—a fact which cuts across every district in every corner of India. The failure to provide the opportunity for a decent education to every child, even 7 decades after Independence, is a severe indictment of our governance standards.
Noteworthy news from recent times is that the Allahabad High Court took cognisance of the poor quality of education in government schools and directed all government servants in Uttar Pradesh to send their children only to public schools run by the State Basic Education Board.
Let’s move on to understand the state of the Secondary & higher secondary education (Classes IX to XII)
At the secondary stage, the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is the most important programme rolled out by the HRD Ministry. It has the twin aims of enhancing access to and improving the quality of secondary education in the country.
Enrolment numbers are sought to be increased by establishing a secondary school within a reasonable distance of all habitations and by removing gender, socio-economic and disability barriers to education. A list of prescribed infrastructural and physical facilities is already present including adequate number of classrooms, laboratories, libraries, art and crafts rooms, toilet blocks, drinking water availability, electricity connection, telephone and Internet connectivity and disabled-friendly amenities. However, the fact is that even minimum infrastructure standards are not available in most schools, particularly in the hinterland.
Bringing equity in the system is important and that aspect is addressed by focusing on micro-planning and opening schools in areas with concentrations of Scheduled Castes/Scheduled Tribes/Minorities. Undertaking a special enrolment drive for the weaker sections, providing more female teachers in schools and separate toilet blocks for girls are some of the other significant moves.
The RMSA aims at achieving a GER of 100% by 2017 and universal retention by 2020. While the first target could be seriously addressed, it is highly doubtful if it would be realistic to retain the “retention” target by 2020, even if major remedial steps are urgently undertaken.
The spread of secondary education throughout the country remains uneven. Regional disparities continue as do differences in access depending on the socio-economic background of students. Absence of teachers, lack of incentives and low academic standards in government schools has contributed to the rise of the private sector in secondary school education.
Where does Higher education stand today?
There has been a virtual explosion in the number of universities and colleges in the country. Many students join university courses merely to obtain a degree, which has come to be considered as a sine qua non for white (and even blue) collar employment and social status.
At last count, there were 46 Central universities and 128 deemed-to-be universities in the country (UGC Annual Report 2014-15). The Indian higher education system, which includes technical education, is one of the largest in the world. The number of universities has grown from 27 in 1950-51 to 621 in 2010-11 and further to 712 in 2013-14. The number of institutes has grown from 11,095 in 2010-11 to 11,443 in 2012-13.
The private sector is playing a more active role in the growth of colleges and institutions in India. In 2011-12, 63.9% of the total number of colleges and institutes were in the private sector and 58.9% of the total number of students were enrolled in private colleges and institutes. State institutes accounted for 35.6% and Central institutes for 0.5% of the total number of colleges and institutes.
Even today the utility of higher education in assuring employment is questionable. Many graduate and postgraduate students do not get jobs in their respective fields even after spending several years in acquiring higher education. While the problem of educated unemployed youth remains acute, there is also, paradoxically, a shortage of skilled manpower in the labour market.
The global ranking of universities is a useful indicator of their institutional performance, based on a relative assessment in the areas of research and teaching, reputation of faculty members, reputation among employers, resource availability, share of international students and activities and other factors. Hence the recommendation of a rating scale for higher education institutes on a scale of 1-8.
In conclusion, the most noteworthy point that emerges is that while issues of accessibility and enrolment have dramatically improved in the past decades and much progress has been made in relation to equity in opportunities, issues relating to quality of education at both school and higher levels have not been addressed adequately either in policy or in practice; indeed, there is a secular decline in the overall quality of education. Necessarily, issues of equity, as also of quality have to be the main focus of any new national policy.
Serious reforms are imperative and brook no delay. Major new directions now need to be taken. Issues of immediate concern and administrative constraints should not be allowed to override the medium- and long-term measures essential for major reforms. The country is now looking to the Government of India to give a new direction in the field of education. The steps taken now will determine if India will be a leading nation in the world this century.
This post is based on an article originally published here.
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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