The challenges of basic education in India

It is hard to find a village in India – even in the remotest parts of the country – where there is no school. Over the last two decades, the provision of schools by the government, especially primary schools, has become almost universal. These schools have basic infrastructure; however small or rudimentary, there will usually be a few classrooms and an open space for a playground. Private schools have mushroomed, too. In rural areas they operate under trees or in simple sheds, and in urban areas in residential buildings. Schools are everywhere, and almost all children are enrolled in a school of some sort. 

This is an impressive achievement in a country as vast and diverse as India. Access to school is now recognised as a non-negotiable part of a child’s right to education. It is enshrined in law and is widely accepted in practice. The Right to Education Act that was passed by the Indian parliament in 2009 lays down norms that each school should aim for, the processes to put in place, and the qualifications that teachers should have. Parents, politicians, planners, and policymakers are united in their conviction that all children should be in school. But India’s success in expanding access and extending the reach of education is creating new challenges, as standards struggle to keep up with rising expectations.

India’s schools fall short

As enrolment rises and more students complete more years of schooling, aspirations have risen across the board. Running through the many layers of Indian society is the deep faith that education will lead this generation out of poverty, providing better livelihoods and opportunities. But this faith is prompting new questions about the education system. Now that schooling targets have been achieved, and most children are enrolled in school, the question arises: are children learning? What “value is added” with each year that each child spends in school? Does an extra year in school give students more knowledge, skills, and – crucially –opportunities? What needs to be changed to bring outcomes into line with expectations?

The root causes of this shortfall in learning are embedded in families as well as schools. About 50 percent of rural school-going children in India have mothers with no or very little education, who can provide little active support for learning at home. Further, parents with a low educational level may not be able to see when a child is not progressing, and may lack confidence to communicate with teachers about this. They often assume that schooling will automatically lead to learning, without realising that extra effort may be needed. The rigid structure of India’s schools allows children to fall behind – teachers are expected to stick to the curricula and textbooks for each grade, and cannot spare much time to help children who are below that level.