Abstract

Several challenges linger in the Indian education system, like rote learning, the non-existence of practical skills among students, and disparities in access to quality education. To deal with the criticism for excessive curriculum and unreasonable focus on rote learning, this chapter examines the strategies comprising the building blocks to reform Indian schools. The strategies are mainly targeted toward curriculum and examination reforms, early literacy and numeracy programs, universal preschooling, and the improved training of teachers. The study aims at aligning educational content with market needs and emerging job opportunities by integrating theoretical knowledge and practical skills. Additionally, the chapter emphasises the need for clarity in defining public and private sector roles to ensure uniformity and quality across all levels of education. These reforms show that an inclusive, efficient, and future-oriented education system can be established to empower students towards their full potential, contributing to the socio-economic growth of India.

Introduction

“Education is the most powerful weapon which you can use to change the world."

– Nelson Mandela

A nation’s intellectual capital is vast and potent and harnessing most of its potential is the conduit of the education system. Think of a classroom, where students have capabilities and eagerness to learn, but are confined by an obsolete syllabus and rote learning techniques. Thus, this classroom is a microcosm of the wider challenges confronting the Indian education system. To enhance every child’s full potential, there is a need for comprehensive educational reforms.

Education forms the bedrock of any nation’s development and can shape future generations' minds. For centuries the traditional Indian education system has been criticised for its outdated methodologies, emphasis on rote learning, and lack of inclusiveness (A. Kumar, 2016). This problem is further exacerbated by a curriculum that does not allow flexibility and examination systems where rigidity places too much pressure on students leading to stress (Muralidharan & Singh, 2020). Therefore, the need for extensive reforms within school education arises to bring par the Indian education system as per the global standards (Bhattacharya, 2022). 

According to the ASER 2019 report, only 50.3 per cent of class 5 children were able to read class 2 text, while just 28.1 per cent could do a simple division operation (Pratham Education Foundation, 2020). These figures indicate a lack of basic reading and writing abilities and numeracy skills among children at the foundation level, which is essential for further learning and personal development. Moreover, the pandemic of COVID-19 worsened the disparities, especially among marginalised groups as the need for strong and inclusive education reforms intensified (Reuge et al., 2021). 

Multiple inputs are required to address this situation. This chapter explores seven critical building blocks that can transform school education in India – curriculum change, exam reform, the national mission for universal functional literacy and numeracy by class 3, universal preschool education along with the reform of teacher training, clarity on state versus market roles in the provision of schooling, and the development of high-quality vocational streams. All these building blocks are important for ensuring a holistic, equitable, and futuristic educational system.

Building Block 1: Curriculum Reform to Reduce Content and Emphasise Understanding 

The Indian school curriculum is criticised for encouraging the ideology to memorise details merely to gain marks. Such a notion can hardly develop students that adorn critical thinking and entrepreneurial skills, needed in the contemporary world. Therefore, curriculum reform becomes necessary so that students do not become passive receivers but active learners with creative abilities to apply knowledge (Likar, Cankar, & Zupan, 2015). 

Research shows that countries that streamline education and focus on core concepts like critical thinking, perform consistently better at international assessment such as the Programme for International Student Assessment (Snilstveit et al., 2017). For instance, Finland and Singapore featured among the top performers across various subjects such as reading, mathematics, and science in 2018 PISA results (OECD, 2019a). Singapore’s education system is consistently ranked at the top with a focus on critical thinking and problem-solving. 

On the other hand, only once had India participated in PISA (in 2009) where it was ranked 72nd out of 74 countries implying significant gaps in its education system (OECD, 2010). This disparity suggests the need for reforms that enhance the effectiveness and relevance of the curriculum. For decades the existing curriculum has existed without any major changes (Bhardwaj, Ranjan, & Sharma, 2024). Thus, we can foster a generation with meaningful changes where their latent talents are turned into dynamic forces of innovation and development. 

Suggestions

Streamline the Syllabus

The first step towards curriculum changes should be streamlining the syllabus by removing irrelevant subjects and reducing unnecessary repetitive topics to concentrate on core concepts and skills instead of rote memorisation. This would involve integrating relevant subjects, making it a more holistic endeavour (Kingdon, 2017). The National Curriculum Framework 2005 (NCF 2005) also suggested that there should be a major reduction in the content of the syllabus to prevent overloading children with unnecessary information and encourage them to think critically (N.C.E.R.T., 2005). Its full implementation is still pending and yet to be seen. 

Project-Based Learning

Project-based learning (PBL) lets people work on real-life issues, through projects that involve the use of diverse skills and knowledge areas (Nimmi P. M., Paul V. Mathew, 2021). According to Muralidharan (2019) and Mehendale & Mukhopadhyay (2021), adopting PBL methods in schools increases student engagement and improves academic performance. On environmental sustainability, for instance, subjects such as mathematics, science, and social studies can be integrated into a single project to enable learners to appreciate the link between different disciplines and apply them practically.

Regular Updates

Updating the curriculum frequently to reflect current trends in society regarding global issues, and technological advancements among others is important in ensuring its relevance and engagement (Aithal & Aithal, 2020). This includes introducing current affairs, recent innovations in technology, and new fields of study into the curriculum (Naik, Chitre, Bhalla, & Rajan, 2020). Government of India (2020) states that NEP 2020 recognises this by emphasising Building Block, an adaptive curriculum that suits modern-day needs (Government of India, 2021) and suggests courses like coding, artificial intelligence, and climate changes be introduced from early grades which could help children develop futuristic skills and foster a globally aware generation.

Teacher Training and Support

In reality, teachers drive curriculum implementation through their adaptation to new methodologies (P. Kumar & Wiseman, 2021). A good curriculum becomes excellent only with seamless implementation (Brinkmann, 2018). Professional development programs should focus on equipping teachers with the proper resources, support, skills, and knowledge to facilitate project-based learning, critical thinking, and interdisciplinary approaches (Chandran, 2022). 

Building Block II - Exam Reform to Provide Both “Absolute” and “Relative” Credentials

The current examination system in India is based on high-stakes, testing which often results in the cramming of information and immense stress among students that fails to accurately reflect a student’s abilities (Asim, Chase, Dar, & Schmillen, 2017; P. Kumar & Wiseman, 2021). As a result, learners focus on test preparation rather than actual learning, stifling innovation and critical thinking (Kumar & Wiseman, 2021). Also, there can be enormous pressure accompanying these tests, resulting in anxiety and often leading to tragic consequences like suicide due to exam stress (Chandran, 2022). 

The UK and other countries have both criterion-referenced (absolute) and norm-referenced (relative) assessments using their GCSEs and A-level exams (Bloxham, Boyd, & Orr, 2011; Rimfeld et al., 2019). This method of assessing students helps to make them more balanced, encouraging continuous education while reducing stress (Carlson, Macdonald, Gorely, Hanrahan, & Burgess-Limerick, 2000). For example, in the British system, the General Certificate of Secondary Education (GCSE) assesses students in various subjects through coursework and final examinations (Barrance & Elwood, 2018). The A-level exams allow students to specialise in any subject area they like, which can be assessed internally or externally, among others. 

In contrast, the Indian system is largely dependent on final summative assessments with hardly any continuous assessments (Muralidharan, 2019). The 2017 National Achievement Survey (NAS) reported that just 37 per cent of learners in grade 10 achieved mastery in mathematics and only 50 per cent in science (NCERT, 2019). This data demonstrates how inadequate the current assessment framework is for assessing students' true potential and abilities. 

Suggestions

Dual System of Assessment

A dual system of assessment comprising both absolute or criterion-referenced measures and relative or norm-referenced measures can be used to determine a student’s overall potential. Criterion-reference tools compare students with known standards thus giving clear and objective indicators of their understanding (O’Donovan, Price, & Rust, 2001). On the other hand, relative grading is concerned with comparing an individual student’s performance to their peers thereby providing a wider perspective on which achievements can be seen (Gür & Köroğlu, 2023; Sarangapani, 2023).

For instance, there are regular quizzes, mid-terms and final exams that assess how much the students have learned in various subjects and where they stand in comparison to their schoolmates. Such a measure enables schools to reduce the stress experienced by candidates balancing traditional high-stakes evaluation methods with more continuous approaches (Bhardwaj et al., 2024; Harlen, 2005)

Diverse Evaluation Tools

Various techniques like portfolios, presentations, or group works evaluate different aspects of skills possessed by individuals (Bennett, 2011). Portfolios are used to show a student’s development in learning across subjects over time (Çimer, 2011). Additionally, these group projects and oral presentations improve cooperation among students (Chou, 2011; Kandasamy & Habil, 2018).

In Finland, for instance, international rankings have been consistently high because of having a variety of measures including student self-assessments, peer assessments and teacher evaluation (Sahlberg, 2015). The combination of these methods gives a more complete picture of the learner’s abilities thus creating an all-round education.

Building Block III - A National Mission to Achieve Universal Functional Literacy and Numeracy by Class 3

Literacy and numeracy received at an early age form the building blocks for sustainable academic success (Rao, Ranganathan, Kaur, & Mukhopadhayay, 2021), influencing academic performance, employability prospects, and personal growth (Wolf & Mccoy, 2019). For instance, early-stage literacy aids children in easily decoding and understanding texts (Vasoya & Vansdadiya, 2023). Numerical skills allow children to grasp numbers, instill basic mathematical concepts necessary for faster solving complex mathematical ideas and undertaking logical reasoning (Asim et al., 2017; Geary, Hoard, Nugent, & Bailey, 2011). 

However, many Indian students still lack functional literacy by grade three (Muralidharan. & Singh, 2020). This situation is largely attributable to several reasons such as a lack of good quality primary schools, inadequate resources like facilities, libraries, and computers especially in rural areas or also because of untrained teachers (Lahoti & Mukhopadhyay, 2019; Rao et al., 2021). As a result, the students who fall behind in education face compounding difficulties throughout their education leading to higher dropout rates and inferiority complexes (Endow & Mehta, 2022). 

This early intervention in reading and math that was carried out in countries like Kenya and South Africa testifies to its effectiveness (Berg, 2015; Piper, Zuilkowski, & Mugenda, 2014). For example, the Early Grade Reading Assessment (EGRA) done in Kenya revealed that targeted reading programs resulted in significant improvement in students’ abilities to read thereby positively impacting their overall academic performance (Piper et al., 2014). Moreover, in South Africa, results from the Early Grade Mathematics Assessment (EGMA) indicated a relationship between teaching foundational mathematics during lower primary years and improved outcomes at the upper primary level indicating the importance of early numeracy development. These examples illustrate how effective early interventions may shape future academic pathways for students.

Suggestions

Nationwide Campaigns

The running of nationwide campaigns and mass sensitisation drives on early literacy  and numeracy is important for raising awareness and mobilising resources (Bhardwaj et al., 2024; Cheah et al., 2024). The Read India campaign by Pratham is one such initiative that has managed to uplift literacy levels in various regions through involving local communities and volunteers in educational activities (Pratham India Foundation, 2020). The scaling up of such undertakings across India could go a long way in fostering better results concerning initial literacy as well as numeracy among young people.

Specialised Teacher Training

Training teachers in early childhood education techniques is essential to addressing the unique needs of young learners (P. Kumar & Wiseman, 2021). Consequently, there are specific skills and knowledge, like child development, pedagogical knowledge, and instructional strategies  that teachers should possess to improve early childhood education (Chandran, 2022; Sutherland, Conroy, McLeod, Kunemund, & McKnight, 2018). According to Mehendale & Mukhopadhyay (2021), professional development programs should include training on phonics, storytelling, and play-based learning for literacy, as well as hands-on activities and manipulatives for numeracy. 

Technology Integration

The inclusion of technology as well as mobile learning can increase the delivery of educational materials in remote areas where access is a challenge (Naik et al., 2020). Further, computerised resources such as educational apps, online tutors, or interactive e-books are employed by underprivileged kids who do not possess the resources required in a normal school setup (Papadakis, Kalogiannakis, & Zaranis, 2018). Digital infrastructure enhancement, coupled with interconnection initiatives like the Digital India campaign helps support the realisation of technology-based education (Aithal & Aithal, 2020). 

Building Block IV - Universal Pre-School Education to Support School Readiness Before First Grade

Universal preschool education is significant in preparing students for the structured learning environments of elementary schools (Dietrichson, Lykke Kristiansen, & Viinholt, 2020). As demonstrated, early childhood is a critical phase in cognitive development, emotional maturation, and socialisation, whereby quality pre-schooling can set the stage for academic achievement (Murano, Sawyer, & Lipnevich, 2020). Further, many reports indicate that several parts of India, including rural areas, have limited access to good pre-schooling (Chandran, 2022). Specifically, there was a steep drop with 94.95 lakh children enrolled in pre-primary classes during 2021-22 compared with the previous year’s enrolment of about 1.06 crore, amounting to almost a ten percent reduction (Ministry of Education, 2023). Therefore, bridging this gap implies that there should be national efforts towards ensuring that all children benefit from preschool learning.

For instance, the results of the Programme for International Student Assessment (PISA) consistently show that students who attended pre-school perform better than those who did not attend it (OECD, 2016). Besides, programs such as Head Start in the US have shown several long-term advantages, especially for children from low-income families, including increased reading readiness, high rates of graduation, and social competence (Ludwig & Phillips, 2008). The Pratham Foundation (2020) found that children who attended preschool were significantly more likely to recognize letters and read words compared to those who did not attend preschool. These results highlight the crucial role of early childhood education in building foundational literacy skills.

Suggestions

Establish High-Quality Pre-Schools

Creating high-quality pre-schools, especially in rural and underserved areas, should be considered an investment (Burchinal, Vandergrift, Pianta, & Mashburn, 2010; Zhan & Fan, 2022). These schools need to adhere to guidelines set by the government that foster favourable conditions for learning, employ qualified teachers, and offer developmentally appropriate education (Rao et al., 2021). Public-private partnerships can be encouraged to establish these facilities so that all children have equal access to quality early childhood education. 

Standardised Curriculum

A standardised preschool curriculum should be developed and implemented in order to ensure consistency across regions as well as quality preschool education. The curriculum should focus on the child, play-based learning, emotional development, foundational literacy, and numeracy skills (Endow & Mehta, 2022). According to the National Education Policy (NEP) 2020, an effective framework for early childhood care and education (ECCE) should be in place throughout India (Government of India, 2021).

Financial Support

Incentives or subsidies targeting low-income families could upsurge enrolment in pre-primary schools (Bui, Nguyen, Nguyen, Nguyen, & Pham, 2019; Ertas & Shields, 2012). This means that schemes such as Integrated Child Development Services (ICDS) can be expanded to cover more children with improved service quality to provide financial assistance. Financial support can help alleviate the barriers that prevent the majority of families from taking their children to preschool.

Building Block V - Reform of Teacher Training to Emphasise Pedagogy Over Theory

The quality of teaching in any country hinges on the effectiveness of its teachers (Kingdon, 2017). In India, the focus of teacher training has been more inclined towards educational theory as opposed to practical teaching methods and pedagogy (P. Kumar & Wiseman, 2021; H. Singh, 2015). As a result, teachers often face difficulties when encountering real-class situations, rendering them ineffective in their classroom management and student engagement (Chandran, 2022). Transforming the way teachers are trained, with an emphasis on pedagogy, will help improve teaching standards (Fields, Trostian, Moroney, & Dean, 2021; McDonald, Kazemi, & Kavanagh, 2013).

Finland is well known for having one of the best-performing education systems, and it puts great emphasis on deep pedagogical training in its teacher education programs. Finnish teachers receive thorough preparation, which involves actual practice in a classroom setting; hence, they can offer quality education (Sahlberg, 2015). According to Heitink, van der Kleij, Veldkamp, Schildkamp, & Kippers (2016), prerequisites for assessment for learning implementation include teacher interpretation ability, student engagement, constructive feedback, and a school-wide culture that facilitates collaboration and encourages teacher autonomy.

Research conducted by the National Council of Education Training in 2019 indicated that pupils’ engagement levels and learning outcomes increased dramatically after schools implemented teacher training programs with a strong focus on practical pedagogy. Therefore, such findings seem to indicate that providing a theoretical basis for skill-oriented teacher’s training would lead to massive improvements.

Suggestions

Revamp Teacher Education Programs

Teacher education programs require restructuring, with greater emphasis on hands-on classroom work and pedagogical techniques (Bennett, 2011; McDonald et al., 2013). This could be realised through integrating internships, lesson planning, classroom management, and the use of interactive and inclusive teaching methods (Bhardwaj et al., 2024).

Continuous Professional Development

Establishing professional development programs continuously will enable teachers to remain up-to-date with current teaching practices and technologies (OECD, 2019b). Programs like workshops, online training sessions, and mentorship programs should provide opportunities for instructors to gain knowledge about the latest pedagogical approaches, help collaborate with peers, and have time to reflect upon their teaching routines (Hammond, Hyler, & Gardner, 2017). 

Mentorship and Peer Learning

The implementation of a mentoring program can benefit new teachers by passing on the experiences of seasoned educators (Hammond et al., 2017). Peer learning opportunities allow teachers to interconnect and gain real-time, hands on learning experiences (Jurkowski & Abramczyk, 2024). These initiatives can enhance teacher confidence and competence in using innovative teaching strategies.

Incorporation of Reflective Practice

Teachers who engage in reflective practice constantly improve their teaching methods (Stîngu, 2012). Reflective practice involves regularly analysing one’s teaching experiences, identifying areas for improvement, and implementing changes to enhance student learning (Torres-Goens & Farley, 2017). Reflective practice is also important for teacher training; hence, teachers should be equipped with ways of evaluating their work critically (Slade, Burnham, Catalana, & Waters, 2019).

Leverage Technology

Technology can be used in several parts of teacher training, thereby expanding its reach beyond geographical confines and making it possible for educators to learn throughout their careers (Fernandes, Rodrigues, & Ferreira, 2020). Online platforms provide avenues through which various pedagogical techniques could be accessed via webinars and instructional videos, in addition to offering full-fledged courses (Desimone & Garet, 2015). This helps create virtual classrooms where tutors can simulate different methodologies of instruction or observe others doing so (Marques & Pombo, 2021). Such use of technology breaks barriers to geography, allows knowledge to flow through regions and continents, and helps gather information from experts all over the world.

Building Block VI - Greater Clarity on the Role of the State and the Market in Providing Education

The Indian education sector has received contributions from both private and public institutions to ensure better education for all (Kingdon, 2017). However, there is confusion about the role of the state and markets, leading to unequal access and quality (Varughese & Bairagya, 2020). It is the job of the government to ensure that education is the fundamental right of every human and for the private sector to contribute towards innovation and better-quality education (D. Kumar & Choudhury, 2021). As the roles of the two sectors are often overlapping, resulting in lingering gaps, reforms are crucial to leverage their strengths (Endow & Mehta, 2022). 

Studies have shown that mixed delivery models involving active participation by both the public and private sectors can enhance learning outcomes (Varughese & Bairagya, 2020). For instance, countries such as the UK and Australia have been able to seamlessly integrate public and private efforts, thus improving access to quality education (OECD, 2018). In India, private schools have better infrastructural facilities compared to those provided by government schools (N. Singh, 2016). According to the Pratham Education Foundation (2020), children who go to rural private schools perform better in reading or arithmetic than those from government schools.

However, the growth of private schools has led to an increase in inequality as quality education at such premises is afforded by the rich class (Crawfurd, Hares, & Todd, 2023; Varughese & Bairagya, 2020). With an aim to address such a situation, the government implemented the Right to Education Act, where 25 per cent reservation is made for children belonging to economically weaker backgrounds (Sarkar & Cravens, 2022; Sucharita & Sujatha, 2019). While this has led to some success, there are still challenges during the implementation process that result in discrepancies (Iyer & Counihan, 2018).

Suggestions

Reform RTE Act

Making amendments to Right to Education Act will help set clear roles for the state and private sector toward better education (Kingdon, 2017). The government should be concerned with controlling and standardising education to maintain uniformity, while the private sector can contribute with innovation and investment in resources. Clear guidelines and mechanisms for enforcement need to be laid for the private schools to adhere to the mandate of the RTE Act on reservations of seats (Bennett, 2011).

Develop Robust Regulatory Frameworks

Quality and equity need to be sustained in both public and private schools through a strong regulatory framework. This involves setting up minimum mandates for infrastructure, teacher qualifications, and student outcomes. In addition, regular audits and assessments help ensure compliance and identify areas for improvement (Ryan, 2011). Furthermore, the government should establish mechanisms that promote accountability and transparency, making it possible for stakeholders to observe how both public and private institutions operate.

Encourage Public-Private Partnerships

Public-Private Partnerships (PPPs) can improve educational outcomes by harnessing the strengths of each sector (Sajida & Kusumasari, 2023). The partnerships involve sharing resources or exchanging ideas based on best practices that could improve school facilities, such as infrastructure, teacher training programs, and curriculum development procedures. For example, the School Quality Assessment and Accreditation (SQAA) framework by the Central Board of Secondary Education aims at improving the quality of education through partnerships between public and private entities (Mehendale & Mukhopadhyay, 2021; Patrinos, Barrera-Osorio, & Guaqueta, 2009). Additionally, investments by the private sector can bridge the funding gap so that educational institutions are sufficiently resourced for the purpose of imparting quality education.

Ensure Equitable Access

To solve inequality in accessing quality education, the government must introduce policies that will make resource distribution fair. This includes providing financial assistance for low-income families, developing infrastructure in underdeveloped rural areas, and providing incentives for private schools to open in these locations. (Majumdar, 2012; Muralidharan, 2019).

Foster Community Involvement

Education should be relevant to local populations, hence, community involvement is vital (Chima Abimbola Eden, Onyebuchi Nneamaka Chisom, & Idowu Sulaimon Adeniyi, 2024; Rose, 2003). States should promote community-based management of schools with community based decision-making processes. It helps customise teaching institutions into local environments so that their responses are student-centred. Programs like the School Management Committee (SMC) under the RTE Act enable communities to  actively monitor their local schools.

Building Block VII - Creating High-Quality Vocational Education Streams in Schools

Vocational training is important in equipping learners with practical skills and knowledge that make them employable and help to fill the skills gap (Nimmi P. M., Paul V. Mathew, 2021). Vocational education in India has been seen as an inferior option to academic education, which has resulted in low or no investment in this area (Mehendale & Mukhopadhyay, 2021). However, having high-quality vocational courses offered at school will change this perception and create a useful career path for all students. According to the National Education Policy (NEP) 2020, by 2025, vocational education should reach at least half of all learners (Government of India, 2020). 

Germany and Switzerland are examples of countries that have successfully embedded vocational education systems into their school curricula leading to increased graduate employability and job satisfaction. The Dual System in Germany, where students receive on-the-job training while learning in companies, has worked best for the country since over 50 per cent of its students enrolled in it, contributing to its low youth employment rate (OECD, 2018).

The Central Board of Secondary Education introduced vocational subjects in secondary education, but these programs have not been uniformly implemented or adequately supported (Mehendale & Mukhopadhyay, 2021). The Ministry of Skill Development and Entrepreneurship’s initiatives, such as the Pradhan Mantri Kaushal Vikas Yojana, need integration with school education for maximum impact.

Suggestions

Develop Vocational Education Streams

To formulate a high-quality curriculum, there is a need to integrate both theoretical knowledge and practical skills. This way, the students gain both theoretical knowledge and practical skills. Besides, the course should cover various sectors, such as health care, technology, hospitality, agriculture, and manufacturing, to align with market needs and emerging jobs (Bennett, 2011).

Industry Partnerships

Collaborating with industries is essential for offering practical training and exposure to students. The internships, apprenticeships, and on-the-job training opportunities provided by the industries enable the learners to put into practice what they learn in class. For instance, the German Dual System’s success is largely due to its strong collaboration with industries, which provide training and employment opportunities to students (OECD, 2018). These collaborations ensure that vocational training is relevant and up-to-date with existing industrial needs. Moreover, companies benefit from a well-trained workforce tailored to their specific requirements.

Curriculum Integration

To change perceptions about vocational education and increase its value it must be included in the mainstream curriculum. Vocational subjects should not be treated as optional or supplementary subjects but as core curriculum subjects (Mehendale & Mukhopadhyay, 2021). This way of teaching encourages critical thinking, problem-solving skills, and teamwork, making learning more fun-filled and practical at the same time.

Teacher Training

Effective vocational education requires instructors who not only have knowledge in their areas of specialisation but are also equipped with practical training methods. It is important to invest in teacher training programs that concentrate on vocational pedagogy and industry-specific skills. The government and private sector can collaborate to create teacher training institutes specialising in vocational education that can provide certification programs and continuous professional development courses to enhance the quality of vocational education.

Career Counselling

Elevating vocational education into a worthy and esteemed profession requires effective career counselling and awareness (Nimmi P. M., Paul V. Mathew, 2021). Schools should provide career counselling services that enlighten students and parents about the benefits of technical education and its job prospects. These professionals help students know their exact field of expertise by guiding them to suitable technical careers.

Financial Support

Financial support for vocational education to disadvantaged students can help remove economic barriers (Patil & Patil, 2023). Vocational, scholarships, stipends, and subsidized training programs are examples of such financial aid initiatives for needy students from low-income families. Government schemes and private sector sponsorships will play a pivotal role in providing funds for such ventures.

Conclusion

The transformation of education in India requires a comprehensive approach that combines curriculum and examination reforms, early literacy and numeracy, universal preschool education, and teacher orientation. The curriculum can be transformed to emphasise critical thinking by reducing the content load. For example, absolute grading in exams can reduce stress levels as well as make assessments more holistic. Functional literacy and numeracy in class 3 are the cornerstones of lifelong learning. Universal preschool education prepares children academically and socially. Focusing teacher training on pedagogical principles enhances the quality of teaching. The roles of the state and market should be clear to ensure equity in access to quality education. Introducing vocational streams at schools enhances employability rates. Such reforms grounded in empirical research can help build an equitable, effective, and future-ready education system that will provide students with the skills they need to succeed in life and contribute to India’s development.

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