Kerala’s Education Minister V Sivankutty has strongly defended the state government’s decision to standardise school timings across all educational institutions, despite opposition from certain religious and community organisations. The state has adopted 8.30 am to 4.30 pm as the general schedule for schools, a move aimed at streamlining the academic day, improving teaching hours, and reducing confusion between institutions. However, the decision has triggered criticism from some religious groups who argue that the timings interfere with students’ ability to follow religious practices, especially prayer timings.

I felt this topic needed a closer look because it represents a deeper conversation we often avoid—where do we draw the line between public policy and religious preferences, especially in education? Kerala, known for its high literacy and strong public education system, is now at the centre of a larger debate. This isn’t just about school hours; it’s about the role of government in shaping education and how it should respond to societal demands. As someone who closely follows education-related developments, I believe this controversy needs to be understood with all its layers. We must also reflect on what it means for the future of secular schooling in a diverse country like India.

The School Timing Policy: What Changed?

The Kerala government has directed all schools—government, aided, and private—to follow a uniform timing of 8.30 am to 4.30 pm. This rule is applicable across the state and is part of a broader policy to bring uniformity in the structure of the school day. The idea is that a common schedule would help avoid issues like timetable clashes, improve transportation coordination, and ensure that all students get equal instruction time.

The Education Department has clarified that this move is in line with the National Education Policy (NEP) and is intended to improve learning outcomes by optimising classroom hours.

Why the Opposition?

Several religious organisations, particularly from the Muslim community, have expressed concern over the new schedule. They argue that the long school day affects students’ ability to attend prayers and religious classes in the evenings, which are an important part of cultural and spiritual life for many families.

Their key objections include:

• The schedule clashes with daily prayer timings
• No time left for madrasa education in the evenings
• The policy ignores the unique needs of minority students

Some also say the government should allow flexibility instead of enforcing one fixed timing for all schools.

Minister’s Stand: Education Comes First

Education Minister V Sivankutty has been clear that the state’s decision is final. He stated that education should not be compromised for any other agenda. According to him, while religious freedom is respected, it should not interfere with school functioning. He also pointed out that many religious institutions themselves have supported full-day school hours in the past when learning quality was being discussed.

He also said that there is no need to politicise this matter, and if there are any practical difficulties, they can be sorted out through discussions, not through pressure or protests.

Balancing Policy and Religious Sensitivity

This issue is tricky because both sides have valid points. On one hand, the state has a responsibility to provide structured and effective education to all children. On the other hand, religious freedom is a constitutional right and should be respected.

The way forward could be:

• Allowing some flexibility for schools run by minority groups, without diluting education standards
• Creating a short break during school hours for prayer, especially during certain seasons like Ramadan
• Promoting dialogue between religious leaders and education officials to find middle ground

Why This Matters for the Rest of India

This debate in Kerala could set a precedent for other states. As education systems across India adopt more uniform standards under NEP, these types of conflicts are bound to come up again. It’s important that governments take a firm but sensitive approach.

We also need to ask: are we preparing children for the future, or are we holding them back due to rigid community boundaries? The classroom must be a space where students from all backgrounds can learn together, without pressure or guilt.