Rewriting the rules of school in Andhra Pradesh

The Hindu

2 hours ago

The Telugu Desam Party-led NDA government in Andhra Pradesh is revisiting the education sector reforms introduced by its predecessor and is making changes wherever deemed necessary. Minister for Human Resources Development Nara Lokesh has stated that policies yielding positive outcomes will be retained, while those that failed to deliver tangible results will be rolled back. The task being both critical and challenging, the Minister is taking an objective and balanced view of the educational landscape, recognising that the well-being and future of students must remain at the heart of the new initiatives.
Officials in the education department are assessing what has worked, what needs improvement, and how best to move forward without causing inconvenience to stakeholders. The task at hand is to cater to the needs of 58,535 schools, 68,15,925 students, and 3,13,112 teachers across the State. Of these, 44,285 are government schools with 33,37,762 students and 1,84,898 teachers; 789 are aided schools with 87,612 students and 3,259 teachers; 13,461 private schools with 33,90,551 students and 1,24,955 teachers.
According to Mr. Lokesh, the TDP government inherited an education system in a state of paralysis, lacking essential frameworks and operational efficiency — a charge refuted by the YSR Congress Party, which has accused him of 'systematically weakening the education sector in the State.'
The data show that the State has 12,512 single-teacher schools, 5,312 government schools with single-digit enrolment, and 14,052 State-run schools with 20 or fewer students. The overall enrolment in government schools declined by 10,49,596 students between 2022 and 2024.
With declining learning outcomes, the government faces the formidable challenge of reversing the trend to secure children's futures. A recent survey suggested that 84.3% of Class III students could not read a Class-II level text, 62.5 % of Class V students struggled with basic reading, 47% of Class VIII students still could not read Class II level text, 59.1 % of Class III students could not perform basic subtraction, 54.8 % of Class VIII students could not perform division and only 12.9% and of Class III students could solve basic division problems.
Citing the dismal result of the survey, Mr. Lokesh has rolled back his predecessor's initiatives such as transition of the government schools to the Central Board of Secondary Education (CBSE) in 2022-23 without sufficient preparation, implementation of TOEFL in State-run schools at a cost of ₹58.84 crore, and the move to adopt International Baccalaureate (IB) curriculum in government schools. A sum of Rs. 4.86 crore was paid for just the interim report for the proposed IB implementation.
One of the most controversial decisions of the previous YSRCP government was GO 117, which reorganised schools and reapportioned teaching staff. The order divided schools into six categories and mandated the merger and de-merger of classes. The fragmentation of schools led to the number of schools having fewer than 10 students rising from 1,215 in 2021-22 to 5,312 in 2024-25, and schools with fewer than or equal to 20 students increasing from 5,520 to 14,052 during the same period, indicating a severe decline in student enrolment.
To curb the ill effects of GO 117, the NDA government introduced GO 21, which revises the restructuring model by creating nine categories of schools. However, this faced trouble, with teacher unions raising serious concerns over its 'negative impact on the public education system'. GO 21 is part of the transformative journey called Learning Excellence in Andhra Pradesh, which aims to improve access, learning outcomes, and future-ready skills.
The recently concluded 'Mega' DSC (District Selection Committee) exam, conducted to recruit 16,347 teachers in government schools after a gap of seven years, enhanced the government's image. Other welcomed steps include the introduction of academic star ratings to assess both student and teacher performance, targeted efforts to boost school enrolment in rural and tribal areas, and the consolidation of multiple teacher apps into a single platform.
In intermediate education, curriculum and textbook revisions for first-year students are being implemented from the current academic year, aligning with the syllabus with national competitive standards. The revisions would be introduced for second-year students from the academic year 2026-27.
The reach of the changes being made is very vast, and resistance to change is natural in large systems, especially when previous reforms are still being digested. The government should remain watchful of implementation gaps that often emerge. Due diligence is key to ensuring that the quality of learning improves without sacrificing stability.