by Arjun Sreenath Reddy Thumma, Research Associate at the Foundation for Democratic Reforms

In the broader quest to eliminate poverty, dismantle deep-rooted inequalities, and foster sustained economic growth, a robust focus on education and skilling must serve as the cornerstone of India’s transformation. At the heart of this process lies a fundamental imperative: equipping every child with foundational capabilities through quality education that empower them to lead productive, dignified lives. While India has made considerable progress in increasing literacy rates and school enrolment, it is time to look beyond such headline numbers and focus on real outcomes—whether our children are truly acquiring the knowledge and skills required to thrive in a rapidly evolving economy.

The Illusion of Success

There is much celebration around high pass percentages in Class X examinations, with students receiving accolades and families taking pride in their academic achievements. However, this celebration masks a harsh reality – the shocking disconnect between the pass percentages and the actual learning levels. For instance, the pass percentages in states like Telangana, Andhra Pradesh, and Karnataka stand at 90%, 81.14%, and 73.4% respectively.¹ Yet, the National Achievement Survey shows that fewer than 30% of students demonstrate grade-appropriate learning competencies. This points to a deeper crisis—a system that confuses certification with competence and promotes the illusion of learning without ensuring actual understanding.

Diagnosing the Learning Crisis: Who is Accountable?

India’s school education system presents a paradox. On one hand, enrolment levels at the elementary stage have reached near-universal levels. On the other, learning outcomes remain consistently poor. This contradiction cannot be explained by paucity of resources alone. States are investing significant sums per student per annum—₹68,259 in Gujarat, ₹76,032 in Kerala, ₹1,08,000 in Telangana, and ₹84,933 in Uttar Pradesh²—far exceeding the fees charged by budget private schools, many of which perform marginally better than government schools on basic learning indicators.

Teacher-pupil ratios meet or exceed norms prescribed by the Right to Education Act. In Telangana and Andhra Pradesh, for instance, the ratios stand at 19:1 and 25:1 at the primary level, and 12:1 and 15:1 at the upper primary level respectively.³ Parents are investing heavily in their children’s education, often shifting them from government to private schools. Students, too, are putting in substantial effort, aiming for high grades and competitive ranks. When all stakeholders—governments, parents, and students—are investing heavily, the persistence of poor outcomes signals a systemic failure. It is no longer possible to view this as merely a problem of inadequate inputs. The core issues lie in flawed incentive structures, and weak accountability. Without addressing these, higher expenditure and expanded infrastructure will not close the gap between schooling and learning.

Redefining Success in Education

Current assessment systems overly reward rote memorisation, encouraging students to reproduce textbook content without genuine comprehension. Although examination blueprints now mandate that 40% of questions be conceptual, many such questions are lifted directly from textbooks, reducing the need for critical thinking. Moreover, widespread practices such as mass copying further erode the credibility and value of assessments.

We must shift toward evaluation systems that test conceptual clarity and analytical thinking. Strengthening academic integrity and aligning assessments with desired learning outcomes is central to improving quality across all schools, public or private.

Reintroducing Detention with Remedial Support

One long-debated reform is the reintroduction of the detention policy. A sub-committee of the Central Advisory Board of Education found that 18 of 23 states favoured reintroducing detention,⁴ provided students were given a second chance through supplementary exams. The logic behind detention is not to punish but to create a system of incentives and consequences. When students know they will advance to the next grade regardless of effort or attendance, it undermines motivation—for both students and teachers. A carefully designed detention policy, when combined with remedial teaching and academic support, can act as a necessary corrective to a state of complacency.

Independent School Rating Agency

Parents currently lack reliable information to evaluate school quality. The establishment of an independent school rating agency could change this. By assessing schools on key parameters—learning outcomes, fee levels, and infrastructure—and making these ratings publicly accessible, parents would be empowered to make informed choices. In turn, schools would be incentivised to improve, knowing that poor performance would impact school enrollment.

Strengthening the School Network

Another pressing challenge is the fragmentation of school infrastructure. In Andhra Pradesh, nearly 5,000 schools have fewer than 10 students, and over 12,000 have fewer than 20.⁵ These schools are difficult to sustain financially and pedagogically. Students miss out on peer learning, group activities, and a stimulating classroom environment. Staffing such schools is a persistent challenge, and infrastructure investment yields diminishing returns.

A more rational approach would be to reorganize and consolidate under-enrolled schools into well-functioning clusters, ensuring better resource use and academic outcomes. To maintain accessibility, students can be supported with provision of bicycles or public transportation. Such consolidation would facilitate vibrant learning environments with better peer interaction and full-time teaching staff.

Conclusion: The Need for a Systemic Shift

Despite increased investments in teachers, training, infrastructure, and inputs like textbooks and uniforms, India’s education system continues to underperform on learning outcomes. It is clear that input-centric strategies, while necessary, are not sufficient.

The path forward requires a fundamental shift—from inputs to outcomes, from access to quality, and from enrollment to learning. This means redefining success, restoring academic rigor, ensuring accountability, and empowering parents through transparency. Only then can we create an education system that is not merely a conveyor belt for certificates, but a genuine springboard for opportunity, equity and national development.

Footnotes

1. Pass Percentage in 2023-24: Telangana, Andhra Pradesh, Karnataka ↩︎
2. Per child expenditure is calculated by dividing the total budgetary allocation for school education—including allocations under the School Education Department, Tribal Welfare Department , and Social Welfare Department by the total number of children enrolled in government schools. ↩︎
3.  PTR: UDISE+2023-24 ↩︎
4. CABE Sub-Committee report on No Detention Policy ↩︎
5.  UDISE+ 2023-24 ↩︎