From bottom rung to national leader: How Punjab quietly rewired its school system
Tracing here the growth story of the state in NAS rankings as well as PGI.2017: PUNJAB 'S LOW STARTING POINTDuring this time, the state's performance in education was, in official terms, modest. It ranked 22nd out of all the Indian states and UTs in the PGI, with low scores across domains like infrastructure, teacher availability, and even learning outcomes. This was across all classes, starting from pre-primary to senior secondary classes.Most assessments painted a picture of stagnation. Although there were no dramatic failures, there were certainly no breakthroughs either.WHAT HAPPENED IN 2017Academics point towards a structural shift. It wasn't only Punjab that turned a corner in 2017. That very year, India overhauled how it measured learning outcomes. Earlier (2001 onwards), the survey had existed primarily as a diagnostic tool, with limited reach and findings. Conducted by the National Council of Educational Research and Training or NCERT, the NAS simply relied on sample-based testing and focused more on broad national trends than individual state-wise performance.Before 2017, it was nearly impossible to say with confidence where a state stood on learning outcomes compared to others. However, that changed dramatically.The education system began measuring itself through a district-level, census-style NAS covering millions of students across Classes 3, 5 and 8. The results were disaggregated not only by class and subject, but by state and even district, offering the first real visibility into how different regions were performing.This new clarity marked a before-and-after moment. And this also gave Punjab, which had been drifting under the radar, a clear benchmark for where it stood.PUNJAB 'S DECADE OF STEADY ASCENTOnce that was established, Punjab's response was methodical. The numbers below tell the story:YearPGI Rank / ScoreNAS Highlights2017–1822ndBelow average in most subjects2018–1913thReform efforts begin2019-201st (929 points)Marks first major PGI jump2020-21Level II categoryTopped NAS 2021 in key grades2021-222nd (647.4 points)Strong learning outcomes reported2022-232nd (614.1 points)High performance sustained2023-242nd (631.2 points)Topped NAS 2024 in Classes 3, 6, and 9advertisementWhat's notable here is that the growth to rank 1 is not a one-off spike, but it has been a consistent rise. Punjab not only hit the top once, but it stayed there. It's easy to focus on charts. But perhaps the most telling marker of Punjab's educational transformation is that hundreds of students from government schools are now clearing competitive national exams like NEET and JEE—a rarity a decade ago.WHAT DROVE THE TURNAROUNDLearning outcomes given a boost: Policy changes by the government ensured learning came first and numbers were not the primary concern. Which made sure that Punjab stood out across all performance metrics in the NAS.The most heavily weighted metric in the PGI is 'learning outcomes.' This is where the state has surged: In 2023, it scored 113.4 out of a maximum 120, placing it ahead of every other state, including long-time leaders like Kerala and Delhi.advertisementPunjab emerged as the topper in 11 out of 15 subjects that were tested in the NAS 2021. This included 'reading comprehension' and 'mathematics'. In 2024, again, the state scored highest nationally in Classes 3 and 9 and tied for the top spot in Class 6.Real outcomes versus political up-manship: It is pertinent to note that Punjab's education rise didn't begin with any single government. The efforts to improve school infrastructure, recruit trained teachers, and also to reduce learning gaps began in the late 2010s and have been carried out through successive administrations and governments.However, the current Aam Aadmi Party dispensation has maintained this standard and even managed to take it a notch higher. Chief Minister of the state Bhagwant Mann and Education Minister Harjot Singh Bains have especially been very vocal about strengthening teacher capacity and digital governance tools in all schools across the state, starting with the public schools. Their consistent messaging has kept education in the spotlight.THE TAKEAWAYPunjab's example offers three important lessons for other states to replicate. First and foremost, the acknowledgement that measurement does change everything. When data became transparent and granular, progress became easier to track and defend. Second, consistency is king! Rather than rolling out headline-grabbing reforms, the state focused on stable delivery, teacher training, and continuity. The results are there for all to see.advertisementThird, is the realisation that public school systems can compete. The assumption that quality lies only in private schools doesn't hold any more. Punjab is showing us the way.It is true that no system is perfect, but with consistent policy, professional teaching, and local accountability, our schools can deliver real, trackable results. From 22nd in the nation to the first, Punjab's progress may not have screamed for attention, but it certainly deserves it now.- Ends
Hashtags
Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
News18
4 hours ago
- News18
Whose History Is It Anyway? The Debate Over Truth And Interpretation
Last Updated: Since historiography is shaped by subjective interpretations of historical facts, there is little reason to believe that history, as written, is devoid of bias or distortion The recent revision of the NCERT History textbook has ignited a debate amongst historians and others, with some expressing satisfaction while others voice their dissent. The disagreements among historians, who dedicate themselves to elucidating the 'historical facts', are both perplexing and thought-provoking. Why do historians disagree on essentially the same historical facts, the given truths? The root of these disagreements may lie in their differing interpretations of historical facts, which leads to a multiplicity of truths, an endeavour best suited to the wise. As the saying goes, 'Truth is one; the wise express it in various ways' (Ekam sat vipra bahudha vadanti). History And Interpretation Since historical facts do not speak for themselves, it becomes essential for historians to engage in their interpretation. By using various sources—archaeological, literary, oral, and artistic—as well as diverse methodologies and techniques, historians strive to make sense of historical facts. Consequently, interpretation becomes pivotal in the writing of history. Eminent historian E.H. Carr (1961) emphasised the significance of interpretation by stating that 'History means interpretation'. Similarly, Behan McCullagh (1971) remarked that interpretation lies at the heart of historical writing. The interpretation-driven approach to history, being inherently subjective, becomes susceptible to disputes and poses challenges for historiography. Thus, Carr further described history as a collection of 'hard facts' enveloped in a 'pulp of disputable interpretation'. Objectivity remains a fundamental principle in any research, and is more easily achieved in experimental studies; however, the opportunities for experimentation in the social sciences are limited. Only a few disciplines, such as psychology and economics, employ experimental methods like Randomised Control Trials (RCTs) to some extent. Social sciences, unlike physical sciences, consequently face a significant challenge. Social scientists therefore turn to the field, engaging directly with society to explain its dynamics. While they enjoy the benefits of observing, interacting with, and analysing lived experiences and current societal realities, History as a discipline is constrained by its focus on past events. It relies on direct literary sources such as the Indica, Baburnama, Akbarnama, and others, alongside indirect sources of interpreted literature, as well as the interpretation of archaeological, oral, and artistic evidence to build its historiographical framework. Interpretation And Its Limitations There are two additional challenges associated with social science research. Firstly, it grapples with the issue of 'social baggage', which, however, is addressed through what social scientists call 'reflexivity'. The second challenge confronting the social sciences involves the ideological motivations and prejudices that can infiltrate research. Such biases often go unresolved and unchecked, and can even be reinforced within academic spaces. This ideological infiltration tends to render social science research less objective and more subjective. History, as a branch of the social sciences, is certainly not immune to these issues. There exists a tangible risk that biases may influence the interpretation of historical facts, potentially undermining an objective approach to historiography. Carr (Helen Carr, 2019) notably argued that objectivity does not exist. He challenged the notion of objective history and suggested that all history, to some degree, creates space for subjective interpretation of historical facts and the historian's role in shaping the narrative. When the interpretation of historical facts is presented by nationalist historians, the resulting historiography often adopts a sympathetic approach towards native culture, society, and rulers. Conversely, when viewed through the lens of Marxist historians, the same historical facts tend to adopt a more critical stance towards native elements. Such interpretations are often more inclined to favour non-native traditions, societies, and rulers—viewed as invaders. This divergence perhaps arises from two interconnected reasons. First, there exists an ideological conflict between the Marxist and non-Marxist (nationalist) schools of historiography, which are fundamentally opposed. Second, the Marxist framework, being inherently revolutionary, tends to assess prevailing society and traditions more critically. Consequently, opposition to the non-Marxist schools often results in support for those traditions and rulers that were previously non-existent. In the context of writing history in India, Marxist historians are often seen to minimise or downplay acts of violence committed by non-native rulers, while simultaneously making efforts to present these actions as less harmful, cruel, or damaging. They sufficiently discount and soften the negative impact of such actions. Conversely, even minor positive initiatives by the same rulers are magnified and portrayed as noble and benevolent. These rulers, external to the land, are often celebrated and enjoy the benefit of being glorified as great kings, bestowed with admirable qualities and stripped of negative traits. On the contrary, this privilege is not extended to native rulers. For similar acts of violence, Marxist historians tend to amplify their actions and make concerted efforts to demean and demonise them. Native rulers are often criticised, with their negative aspects disproportionately highlighted, while their noble initiatives are belittled or ignored. They do not enjoy the benefit of glorification; instead, they often face denigration, condemnation, and vilification, with labels such as 'petty king' or 'feudal lord' commonly applied. In this context, Carr aptly advised readers to 'study the historian before you begin to study the facts" (Helen Carr, 2019). Conclusions Since historiography is inherently shaped by subjective interpretations of historical facts—often influenced by ideological motivations, particularly those stemming from the Marxist approach—there is little reason to believe that history written since independence is the absolute truth, devoid of biases and distortions. However, such distortion is often subtle and expertly crafted, leading to the portrayal of certain kings as secular, noble, and great, even in the face of killings, massacres, enslavements, conversions of millions of natives, and the destruction of countless temples. History, therefore, should prioritise facts over interpretations. While interpretations may arise from various motivations and provoke disputes, efforts should be made to minimise them. This approach could lead to a less distorted and more meaningful representation of history. Let the events and evidence speak for themselves, rather than be swayed by ideologically motivated interpretations. Let there be objectivity, rather than the necessity for subjective history, as suggested by Leopold von Ranke. Ranke claimed that the trained historian should forget their personal predispositions and loyalties, and write history objectively (Elkindsen, 2008). top videos View all Given the subjective interpretation of history and the disputes that surround it, one can only wish the hard facts could speak for themselves, wish the stones of those destroyed temples could speak the truth, wish the voices of the killed and massacred could emerge and speak the truth. Ramya Ranjan Patel is Associate Professor, JNU. Views expressed in the above piece are personal and solely those of the author. They do not necessarily reflect News18's views. Click here to add News18 as your preferred news source on Google. tags : historians history NCERT books view comments Location : New Delhi, India, India First Published: August 21, 2025, 15:05 IST News opinion Opinion | Whose History Is It Anyway? The Debate Over Truth And Interpretation Disclaimer: Comments reflect users' views, not News18's. Please keep discussions respectful and constructive. Abusive, defamatory, or illegal comments will be removed. News18 may disable any comment at its discretion. By posting, you agree to our Terms of Use and Privacy Policy. Loading comments...
The Hindu
a day ago
- The Hindu
Parassala block resource centre readies worksheets for primary students
Rain pelting down may occasion different reactions. Some may take cover under an umbrella, and others use books to cover their heads. Some others could not care a fig and make the most of the opportunity to get drenched. A familiar scene for most students in the State. But looking at a colourful picture depicting this scene and writing about it is what second graders in the 71 schools under the Parassala block resource centre of the Samagra Shiksha Kerala (SSK) will soon be doing as part of the comprehensive quality education programme of the General Education department. The department, in association with the SSK, has come up with a number of strategies to improve academic standards and ensure that children attain the desired competencies. With this aim, every block resource centre (BRC) of the SSK has been asked to come up with their own programme and implement it in schools under their limit. Since strong foundations are the building blocks of lifelong learning, the 14-member team of the Parassala BRC mulled ways in which students' foundational literacy and numeracy could be improved. It came up with the idea of readying worksheets for various subjects for students from classes II to VII to provide the students more practice. Class I was left out since the students are still new to school and just becoming familiar with letters and numbers. Even as the BRC staff embarked on worksheet preparation, they were conscious that it should include exam-oriented questions such as multiple choice that students attempt in the National Achievement Survey or its State version. They were also clear about one aspect – students of all abilities should be able to answer these, whether gifted or those who lag behind in class. Accordingly, 70% of the questions in the worksheets are of average level, while 30% are of a higher order. Nearly 28 teachers prepared the worksheets for the first units in four subjects for lower primary classes and 30-odd teachers for six subjects for upper primary students. Initially done in Malayalam, these were translated into English by the BRC team. The worksheets were then compiled into a book form and released recently, says Anjana V.T., cluster resource centre coordinator at the BRC. Since financial constraints make it difficult to ensure that physical copies of the worksheets reach students, schools have been sent one digital copy and asked to utilise PTA funds to print it and then disseminate it to students through WhatsApp. Once schools reopen after the Onam break, the BRC plans to involve the teachers to get the worksheets for the second unit ready. There are also plans to take the support of computer teachers in the secondary section to prepare videos for portions that have concepts that students find it tough to grasp, says Anjana.
The Print
3 days ago
- The Print
History teaching requires revision more than textbooks
After all, how often do Indian households encourage history as a job? A base-level problem here is: how do you support the study of history when it isn't even clear what a historian does? Yet, despite this range of work, one question almost always follows when we explain what we do: 'Okay, but what is your real job?' The question says as much about our profession as it does about how history itself is perceived in India. What does it mean to be a historian in India? Both of us have formally studied the subject. In the years we've spent working as public historians, we've told myriad stories of India's chequered pasts through heritage walks, museum trails, cultural events, podcasts, an annual journal, book reviews, articles, and social media posts. We've pored over archives and conducted on-ground research. We've also translated scholarship into language and experiences that anyone, from an academic to a casual listener, can connect with. In childhood, history may occasionally bask in the dreamy, cinematic glow of Indiana Jones and Night at the Museum. Or Bharat Ek Khoj, Akbar-Birbal adaptations, the delightfully gory Horrible Histories, and Amar Chitra Katha. In adulthood, though, it either fades into collective amnesia, gets wrapped in nostalgia, or turns into a battlefield of contested claims. Where is the middle ground where we carry forward that childlike curiosity, tempered with adult discernment, to engage with the past with the depth and nuance it deserves? A polarising debate has recently been sparked after yet another round of revisions in NCERT history textbooks. But more than textbooks, history teaching requires revision. Also Read: Indus Valley to Mughal Empire—How illustrated history books guide us in polarising times Updating isn't the problem What do you remember from your history classes? For most, the answers fall into familiar buckets: rote learning of names, dates, dynasties, and wars. There was little room to explore the texture of lived experience, or to ask: how can this subject help me become a better thinker, a more reflective human? The discipline was frozen in time, and with it, many of us felt we too were trapped — learning about the past in a way that felt wholly disconnected from the present, let alone the future. This is part of the reason historical studies aren't seen as foundations for sustainable careers. But paradoxically, history seems to dominate our headlines. It's everywhere: in TV debates, political speeches, social media threads. Everyone, it seems, has something to say about the past. That's why the current debate on revisions matters. The problem isn't with 'updating' history. Our understanding of the past evolves as our present changes. Every historian is shaped by their time, drawing not only on the materials and theoretical bases available, but also on their own perspectives and questions. So revisions themselves aren't the issue. The real concern is how history textbooks are revised. If these changes were aimed at helping students approach the past critically, and provided them with the historian's toolkit — by introducing them to a range of sources, perspectives, and debates — then they would be fruitful. More revisions, less reasoning Our NCERT textbooks have been subject to regular revisions, with new theories and ideas inserted alongside scholars' evolving approaches to history. This exercise is necessary, so long as the emphasis remains on updations that accurately convey the latest reflections on continuities and changes over time. Increasingly, however, sporadic revisions have become the norm. Since 2018, textbooks have been altered to remove sections on communalism in the 1940s, Mughal manuscripts, caste struggles, and popular movements. When textbooks were revised during the Covid-19 pandemic, deletions were made on grounds of 'rationalisation'. It is perplexing that post-pandemic, too, the NCERT has failed to offer academic explanations for revising humanities textbooks. 'Rationalised' textbooks remain prescribed, with intermittent 'revisions' still trickling in. In its latest revision of history textbooks for eighth grade students, the NCERT introduces Mughal emperors as 'brutal' and 'ruthless', Delhi Sultans' policies as 'public humiliation' for non-Muslims, and Maratha leadership as 'visionary'. Earlier textbooks covered the most notable features of each of these polities, minus the adjectives. A reading of Our Pasts – II, the medieval history text prescribed to seventh grade students from 2007 to 2021, allows useful comparison. The text discussed administrative successes and failures, economic policy, and societal changes, and tested students' critical thinking skills based on their understanding of objective details. The most telling aspect of the history textbook revision is the NCERT's inclusion of a 'Note on Some Darker Periods in History'. Here, a disclaimer reads that 'no one should be held responsible today for events of the past', which appears to be an admission of the provocative nature of the updated content. Students as young as the eighth grade — studying history as part of a wide curriculum spanning science, mathematics, and languages — ought to be introduced to history in a manner that shapes them into informed citizens, and perhaps, optimistically, stimulates deeper engagement with the discipline later in their lives. The goal should be to teach students that history, and the humanities more broadly, are about thinking more, asking better questions, and becoming sharper citizens. What students need is not less complexity, but more clarity on how complexity functions. But the kinds of revisions we're seeing strip that away. They remove the very skills that make historical thinking meaningful, and the result is a citizen who either dismisses history entirely or defends it without support, often overwhelmed by louder, ahistorical voices that dominate discourse. Also Read: India's new search for Hindu warrior kings to celebrate. Vikramaditya, Suheldev to Agrasen Teaching history for the future Perhaps the most important revision we need is in how we frame history — it should be less a closed book of facts and more a lens to view the world. In 2025, it's worth asking, how can we teach history as a subject that helps carve a path forward? How do we make sure students don't feel like history is either just for nostalgic glorification or adversarial defence? How do we make its dissemination promising enough for students to be able to say they wish to become academics, curators, conservators, archaeologists, museologists, or historians? Through our public history platform Itihāsology, we repeatedly highlight the foremost issue with history as a school subject — that it is 'boring', unappealing to young learners. A lack of interest in history during the formative years of schooling manifests in detachment from scholarly debates, and an unfortunate turn toward distorted, coloured versions of the past in adult life. This becomes relevant because history frequently comes up in popular discourse and debates, with socially and politically active adults justifying current stances by drawing on the past. Since the problem of subscribing to ahistorical renderings of the past is rooted in studenthood, the solution lies in devising more effective ways to communicate history to young learners so they grow up knowing there is indeed a future with a past — one that they need to protect from falling into the pit of homogeneity. Eric Chopra and Kudrat B. Singh run Itihāsology, an educational platform dedicated to making Indian history and art inclusive and accessible. Views are personal. (Edited by Asavari Singh)
