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Why Madhya Pradesh’s ‘Made in India’ Pre-Primary Education Model Failed in Bhopal

Why Madhya Pradesh’s ‘Made in India’ Pre-Primary Education Model Failed in Bhopal

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.

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How Private Schools Are Forcing Parents to Buy Expensive Textbooks — The Hidden Side of Schooling Costs

How Private Schools Are Forcing Parents to Buy Expensive Textbooks — The Hidden Side of Schooling Costs

Every year, as the new academic session begins, parents across India brace themselves for a financial burden that goes beyond school fees — the purchase of costly textbooks and stationery. In several private schools, parents are being compelled to buy books only from designated shops or school-linked vendors, often at inflated prices. Despite clear government guidelines against such practices, the issue continues to grow quietly, leaving many parents frustrated and helpless.

I chose to write about this topic because it highlights one of the most ignored yet pressing problems in India’s private education system. While schools promise “world-class” education, many have turned education into a business venture, prioritising profits over accessibility. Parents from middle- and lower-income backgrounds are struggling to meet these demands, which adds to their financial stress. What’s worse, those who question these practices fear that their children might face indirect consequences at school. It’s time this issue is discussed openly so that education remains a right, not a luxury.

The Growing Problem of Costly Textbooks in Private Schools

Private schools in many states, including Delhi, Maharashtra, Uttar Pradesh, and Jammu & Kashmir, have been found selling textbooks that cost two to three times more than standard NCERT editions. Many institutions either refuse to allow parents to buy books from the open market or make it mandatory to purchase from specific vendors tied to the school.

A Class 6 textbook set that should normally cost around ₹1,200 from the NCERT outlet often costs over ₹4,000 when sold through private school channels. Parents are told that “customised” or “integrated” books are being used — but in reality, these are commercial versions of basic subjects like English, Science, and Maths, often produced by private publishers.

Parents Raise Their Voice

Several parent associations have started speaking up against this forced sale of textbooks. In cities like Srinagar and Bhopal, parents have filed complaints alleging that schools are using unfair means to push costly books. Many say they are not given a booklist in advance, leaving them no choice but to buy from the school’s authorised store.

One parent shared, “The school insists on using a particular publisher. When we tried to buy the same books from a local shop, we were told that the school edition is different, and our child will not be allowed to use it.” Such tactics have made parents feel trapped in a system that values profits more than education.

What the Guidelines Say

According to the National Education Policy (NEP) 2020 and directives from the Central Board of Secondary Education (CBSE), schools are supposed to use NCERT books and are prohibited from forcing parents to buy textbooks or uniforms from a specific shop. The Consumer Protection Act also considers such acts as “unfair trade practices.”

Yet, enforcement remains weak. Education departments often issue notices but fail to follow up with strict penalties. This lack of accountability has encouraged schools to continue exploiting the system year after year.

Why Schools Push Costly Textbooks

Private schools often defend their actions by claiming that books from private publishers are more “interactive” or “updated” compared to NCERT ones. However, many education experts disagree. The real reason, they say, lies in commercial partnerships. Schools receive commissions or incentives from publishers, making it profitable to sell these books directly.

Here’s a quick breakdown of how the system usually works:

  • Schools tie up with private publishers for exclusive curriculum content.
  • Publishers print school logos or “custom editions” to prevent resale in the open market.
  • Parents are directed to specific vendors, ensuring complete control over pricing.

This model ensures maximum profit for both the school and the publisher, while parents bear the cost.

The Financial Burden on Families

For many middle-class and lower-income families, the cost of education is becoming unbearable. In some cases, textbook and uniform costs together exceed the annual tuition fee. This has led to parents taking loans or cutting down on household needs to manage school expenses.

A recent parent survey in Maharashtra revealed that 68% of respondents spent more than ₹10,000 per child just on books and stationery at the start of the session. For families with two or three children, this amount doubles or triples — making private schooling a significant economic strain.

What Needs to Change

Experts and parent associations have suggested several reforms to tackle this problem:

  • Strict monitoring of private school book sales by local education departments
  • Mandatory transparency in booklists, displayed publicly before admissions
  • Penalties for schools found violating CBSE or state norms
  • Encouragement of NCERT and SCERT materials, which are cheaper and standardised
  • Awareness drives for parents to know their rights under education and consumer laws

The Way Forward

The idea of private schooling should not be synonymous with financial exploitation. Education is meant to empower, not to profit from. Schools must remember that they are shaping young minds — not running retail businesses. Parents, too, should feel confident in questioning unfair practices without fear of their children being targeted.

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