India’s education system is stuck in a deep crisis—low learning levels, rising dropouts, outdated teaching, and poor accountability. The term “death valley” perfectly captures this state, where schools exist, but real learning is missing. Despite policies, funding, and multiple reforms over decades, the gap between what students are taught and what they actually learn keeps growing. For many children, especially in government schools, education has become a ritual, not a path to opportunity.

I’m writing about this because this is not just a policy issue—it’s a lived reality for crores of Indian students. I’ve seen how children struggle with basic reading and math even after five or six years of schooling. This isn’t about comparing government and private schools. It’s about what kind of future we’re giving our children. Unless we start treating this as a serious national emergency, India risks leaving behind a whole generation. Through this post, I want to explore how we can fix what’s broken and build a public education system that actually works.

Where the Problem Really Lies

We often blame infrastructure, teacher shortage, or lack of funds. But the real crisis is deeper—children are simply not learning.

A 2024 ASER report showed that nearly 50% of Class 5 students in rural India still cannot read a Class 2-level text. In maths, even fewer can solve basic division. This learning crisis is not new. The problem is that despite knowing it, we’re not doing enough to solve it.

And it’s not just about rural India. Even in urban areas, many students in affordable private schools face similar issues. Teaching is textbook-driven, exams focus on rote memorisation, and understanding is rarely checked.

So what’s killing the system?

• Overburdened curriculum
• No support for first-generation learners
• Weak teacher training and classroom support
• Lack of regular feedback and monitoring
• Poor linkage between education and employability

Teachers Need Support, Not Just Blame

Teachers are often blamed for low learning outcomes, but most of them are overworked and under-trained. Many government teachers handle multiple classes, administrative duties, and non-teaching work.

Also, a large number of them don’t get regular in-service training. Even when training is given, it’s theoretical, not practical.

What’s needed is:

• Regular classroom-based mentoring
• Clear goals for student learning
• Better use of data to track progress
• Respect and recognition for good teachers

One example is Delhi’s “Chunauti” programme which grouped students by learning levels instead of age. This helped teachers focus on basic skills before jumping to grade-level content.

Shift Focus from Inputs to Outcomes

Building more classrooms or distributing uniforms looks good on paper. But these are input-based reforms. We need to start focusing on outcomes.

That means asking—what are students actually learning? Can they read, write, and do basic maths? Are they developing critical thinking?

To make this shift happen, states need to:

• Regularly assess student learning (like ASER or NAS)
• Make these reports public
• Hold school heads accountable for improvements
• Involve local communities and parents

For example, Himachal Pradesh has consistently performed well in national assessments. One reason is regular tracking of student progress and strong community involvement in schools.

Fix Early Childhood and Foundational Learning

If a child doesn’t learn to read by Class 2 or 3, it becomes very hard to catch up later. That’s why foundational literacy and numeracy must be a top priority.

The New Education Policy (NEP 2020) rightly identifies this. Programmes like NIPUN Bharat aim to get all Class 3 students at grade-level reading and maths by 2026-27.

But success depends on real implementation. That includes:

• Strong pre-primary education
• Trained Anganwadi workers and primary teachers
• Simple tools to track each child’s progress
• Involvement of parents at early stages

Use Technology But Don’t Depend on It

During COVID, we saw a massive push toward online education. But that also exposed the digital divide. Many students, especially in rural areas, had no access to phones or data.

Technology can help, but it cannot replace teachers. What works best is blended learning—where tech supports classroom teaching, not replaces it.

Low-tech solutions like IVRS-based learning (used in Jharkhand) or community radio programmes can also help bridge gaps.

Build a Culture of Learning

One big missing link in India’s education story is joy. For many children, school is a place of fear—not curiosity.

We need to make schools a space where children want to come and teachers want to teach. That means:

• Less focus on exams
• More project-based and activity learning
• Encouraging questions, not just correct answers
• Making school leadership strong and accountable

Schools that have tried this—like those under the Rajasthan Adarsh School scheme—have shown improvement in both attendance and learning levels.