Divisional Commissioner Dr Sudam Khade has directed all Collectors of the Indore Division to prepare detailed action plans aimed at improving the quality of education in their respective districts. He emphasised that education should not just focus on enrolment and infrastructure but also on learning outcomes, teacher performance, and overall student development. The directive comes as part of the administration’s ongoing efforts to strengthen foundational education and make government schools more effective.

I’m writing about this because education quality continues to be one of the biggest challenges in India, even in relatively developed regions like Indore. Many schools still struggle with uneven teacher deployment, poor attendance, and limited use of technology in classrooms. Dr Khade’s directive is a timely reminder that local governance plays a crucial role in improving learning outcomes. It’s not enough to have schemes and funding—what matters most is implementation at the district and school level. Understanding this initiative gives us insight into how administrative leadership can help bridge the education gap in Madhya Pradesh.

Focus on Quality, Not Just Numbers

During a recent review meeting, Dr Khade highlighted that improving education quality should be the top priority of district administrations. He noted that while enrolment numbers in government schools have improved in recent years, learning levels remain inconsistent. To address this, he asked Collectors to design action plans that include measurable goals and regular monitoring.

These plans should also focus on improving:

• Teacher training and accountability
• Infrastructure, especially classrooms and digital tools
• School attendance and dropout prevention
• Student assessment and feedback systems

Dr Khade also instructed that the plans be prepared in consultation with education officers, school principals, and local representatives to ensure practical and need-based solutions.

Monitoring and Accountability

One of the key points discussed was the need for strict monitoring and data-based evaluation. Dr Khade stressed that every district must review school performance at least once a month and report progress to the divisional office. The idea is to create a transparent system where outcomes can be tracked in real time.

He added that the administration will not tolerate negligence in implementing educational reforms. “Every child deserves quality education, and we must ensure that resources are used effectively,” he said.

Addressing Ground-Level Challenges

Officials also discussed several challenges that continue to hinder educational progress in rural and semi-urban areas. These include shortage of teachers, lack of basic facilities like electricity and toilets in some schools, and limited exposure to new learning tools.

To tackle these, Dr Khade suggested using local innovations, partnerships with NGOs, and technology-based interventions. For instance, digital learning platforms and community volunteers can help bridge learning gaps, especially in areas with limited teacher availability.

The Road Ahead

The next few months will be crucial as each district drafts and submits its education improvement plan. Once approved, these plans will be implemented in phases with regular evaluation by the Divisional Commissioner’s office. The administration hopes this structured approach will lead to visible improvements by the next academic session.

Education experts have welcomed the move, saying that it reflects a growing recognition of the need for accountability at the local level. They believe such initiatives, if implemented sincerely, can become models for other divisions in the state.