The Madhya Pradesh government’s ambitious plan to introduce a ‘Made in India’ model for pre-primary education has hit a roadblock. The Arun Uday School in Bhopal, which was meant to showcase this initiative, is now facing a serious problem — there are simply no students. Despite well-equipped classrooms and modern teaching resources, the school has failed to attract even a handful of admissions.
I’m writing about this issue because it reflects a bigger concern about how education policies are being planned and implemented at the ground level. The government had promised a new and improved pre-primary schooling model under the National Education Policy (NEP) 2020, focusing on early childhood education within the public system. But when an institution like Arun Uday School — built to be a model for others — fails to draw students, it raises critical questions about trust, awareness, and execution. This situation needs attention not just from the government but also from educators, parents, and local communities who want better access to quality early education.
The Aim Behind the ‘Made in India’ Pre-Primary Education Model
The ‘Made in India’ model was introduced to reduce dependence on expensive private preschools and to provide quality early education within government institutions. The vision was to make foundational learning more inclusive, affordable, and locally rooted. Each district was to have an Arun Uday School that followed this new model with better infrastructure, trained teachers, and child-friendly classrooms.
However, the ground reality has been different. While the concept looked promising on paper, the actual implementation failed to connect with parents and communities. Most parents still prefer established private playschools or English-medium nurseries over new government-run pre-primary setups.
Arun Uday School Bhopal: A Case Study of Poor Response
Located in the capital city, Arun Uday School in Bhopal was among the first few to adopt this pre-primary education model. The school was provided with upgraded classrooms, smart learning aids, and colourful interiors to attract young learners. Despite all these efforts, the admission count remained zero.
When local officials were questioned, they pointed out multiple challenges:
- Lack of awareness among parents about the new initiative
- Timing mismatch between the launch and admission season
- Absence of local engagement or campaigns to encourage enrolment
- Preference for English-medium private schools, even in lower-income groups
This shows that even the best infrastructure cannot succeed without a strong outreach and trust-building effort.
What Went Wrong With the Initiative
The failure of the Arun Uday School in Bhopal is not an isolated issue — it represents a gap in communication and planning. Experts say that parents were not adequately informed about how these schools differ from regular government schools. Moreover, without proper training and consistency, teachers found it difficult to apply the new model effectively.
Another problem is perception. In cities like Bhopal, parents associate quality education with private institutions, regardless of the cost. Until this mindset changes, government-led pre-primary initiatives may continue to struggle.
Lessons the State Can Learn
Here are a few takeaways from this case:
- Build awareness through local community campaigns and school visits
- Engage parents early to explain the benefits of the new model
- Train teachers effectively to ensure interactive and creative learning
- Collaborate with NGOs and education experts for better outreach
- Focus on language flexibility, as many parents prefer English-medium schooling
If these steps are taken seriously, future Arun Uday Schools could become more than just empty classrooms.
Why This Matters
The failure of a single government school may seem like a small issue, but it highlights a larger policy gap. India’s NEP 2020 focuses heavily on early childhood care and education (ECCE), yet real progress depends on how well these ideas are implemented locally. When a flagship model fails to attract students, it’s not just a logistical failure — it’s a missed opportunity for children who could have benefited from free, high-quality education.


















