Why India must rethink what education means

Every year, as exams draw near, a familiar situation emerges: intensifying competition, soaring cut-off marks, tales of last year’s toppers, and the desperate actions of those who fell short, whether by chance or through the negligence of authorities. This annual pattern highlights a core contradiction in our education system. While the National Education Policy (NEP) 2020 set out a bold vision for holistic learning, six years later, a significant gap remains between the policy’s promise and the classroom’s reality. The time has come to move beyond marks; to stop mistaking scores for substance, and to relearn that education is meant to nurture thoughtful, ethical, and resilient citizens.

Uneven implementation

The NEP 2020, on paper, is a landmark shift: away from rote memorisation and high-stakes exams, and toward competency-based assessment, multidisciplinary learning, and the integration of vocational skills. It even acknowledges the importance of critical thinking, creativity, teamwork, and constitutional values. Yet, its implementation is uneven. Teacher shortages, poor infrastructure, and institutional inertia have slowed progress. Rural schools often lack resources for project-based learning, while urban schools are gripped by a coaching culture that treats students as data points in national rankings.

The human cost is now impossible to ignore. Academic pressure remains a leading cause of anxiety, depression, and suicide among teenagers, as documented by the National Commission for Protection of Child Rights. More troubling, our system is producing graduates who can recite textbook answers but falter at problem-solving, emotional regulation, or civic responsibility, unready for a workforce that demands adaptability, empathy, and ethical judgement. Often, even basic reading and Maths skills are lacking.

These concerns prompt us to return to India’s civilisational roots, where vidya (knowledge) was inseparable from seva (selfless service), humility, and character-building. Likewise, the principle of the inherent nobility of each person affirms that education must awaken virtues — not just facts — and encourage independent inquiry and constructive contribution.

Practical action

Realising this vision requires practical action. Teacher training must shift from lecturing to mentoring, emphasising formative assessment and inquiry-driven methods. Exam boards must accelerate the move from high-stakes finals to regular, low-stakes assessments that value application over memorisation. Schools must embed community service, ethical reflection, and real-world projects into the weekly schedule. Society — parents, media, and public conversation alike — must unlearn the reflex of equating a child’s worth with a percentage. When families and the community recognise that a child’s value goes beyond grades, it becomes possible to reduce competitive pressure.

India is at a crucial juncture. With growing awareness of the importance of quality education and guidance from NEP 2020, collective effort can make this vision a reality. Redefining success as the holistic development of individuals — intellectually capable, emotionally balanced, and socially responsible — encompasses our ancient traditions and democratic values. Future classrooms should aim to cultivate not only successful exam-takers but also compassionate, innovative citizens who contribute to national progress. The policy is in place; the key is the courage to implement it genuinely and provide adequate resources for its realisation.

The writer is an Associate Professor of English (retired).