ABSTRACT
Fundamental problems plague the school education system. Learning, especially in government schools is at abysmally low levels; children from poor households are particularly disadvantaged. Government school teachers are unmotivated and inadequately trained. Poor performance of government schools has led to the rapid growth of enrolment in private schools; parental preference for English medium schools is another important factor. Rigid enforcement of the language policy in NEP 2020 may be counter-productive. Well-managed private schools need greater autonomy and freedom. School education budgets have remained modest and need significant enhancement. To improve learning outcomes, there must be a well-planned school readiness programme. Governments must enable teachers to change their pedagogic practices and move them away from a rigid and rote-based curriculum. Both teachers and the taught need more autonomy and space. Several innovations in education both in India and abroad need to be studied and replicated. The ‘demand’ side must be addressed to change parental and the child’s perception of government schools, including improving the physical environment of schools and introducing joyful activities. Teacher motivation can be improved through transparency in the recruitment and posting of teachers. Administration and supply chain processes must be separated from academic management and supervision. School education budgets must be enhanced and re-prioritized with a focus on improving the performance of schools.
