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Mint
2 days ago
- Politics
- Mint
All it takes is smarter use of existing resources to bridge India's learning gaps
Amitabh Kant , Mohit Bahri Current ICT infrastructure installed in schools across India can serve as effective learning labs, as various schooling experiments have shown. Tech-led education offers India a practical, cost-effective and scalable opportunity to improve outcomes. Technology-led learning could offer a practical way forward, especially since budget allocations for it already exist with the ministry of education. Gift this article India's aspiration to become a developed nation by 2047 hinges critically on the strength of its human capital. However, persistent learning gaps in public education— highlighted by assessments like the Annual Status of Education Report (ASER) and Performance Assessment, Review, and Analysis of Knowledge for Holistic Development (PARAKH)—pose headwinds to this vision. India's aspiration to become a developed nation by 2047 hinges critically on the strength of its human capital. However, persistent learning gaps in public education— highlighted by assessments like the Annual Status of Education Report (ASER) and Performance Assessment, Review, and Analysis of Knowledge for Holistic Development (PARAKH)—pose headwinds to this vision. In response to these learning gaps, the government introduced the National Education Policy (NEP) in 2020 and the National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat Mission) in 2021, and is undertaking many other systemic reforms. The impact of these will unfold in the years to come, once the slow systemic effects of educational reform start to become visible. Also Read: India's National Education Policy has been a victim of ignorance The reasons behind learning gaps in public schools are well known and many—ranging from pedagogical methods, rote-based assessment practices and teacher shortages to structural issues in training institutions like District Institutes of Education and Training (DIETs), among others. Addressing each of these issues demands long-term solutions and sustained efforts, but the key question right now is: Are there potential pathways that can help bridge learning gaps and be implemented quickly, efficiently and within our existing resources? Technology-led learning could offer a practical way forward, especially since budget allocations for it already exist with the ministry of education. Over the past two decades, the government has invested heavily in establishing computer (ICT) labs in secondary schools, with such facilities sanctioned for over 120,000 schools till date. These labs are primarily intended to help students build basic digital skills. However, given the rapid advancements in tech-led learning solutions, India should use ICT labs for subject learning. Recent experiences by a few state governments with the use of ICT labs as 'learning labs' have shown promising results in bridging learning gaps. With the availability of advanced AI-based tools, these labs can complement classroom teaching and help students learn more effectively without the need for an additional financial outlay. This strategy is especially valuable for schools struggling with teacher scarcity or deep learning gaps. Early initiatives such as those led by Niti Aayog in aspirational districts (280 schools), Mission Buniyaad by Rajasthan's government (3,500 plus schools) and a similar programme in Andhra Pradesh (524 schools) offer hope. All three have effectively leveraged advanced AI-based personalized and adaptive learning (PAL) solutions within available ICT budgets for schools to support subject learning. These labs are equipped with PAL tools that deliver customized content to each student, based on individual learning needs. Two students in the same classroom can follow different learning paths tailored to their specific needs and pace. Did it work? Independent evaluations—one led by Nobel Laureate Michael Kremer for the Andhra Pradesh programme and another by an independent evaluator for the Niti Aayog initiative—clearly show the positive impact of a well-executed ICT-led intervention. When ICT infrastructure is consistently used for academic learning, students have demonstrated gains equivalent to 0.9 to 2.5 additional equivalent years of learning within 2 to 3 years of implementation in the Niti Aayog and Andhra Pradesh programmes. Students in Rajasthan showed an increase of 21 percentage points in their learning score within two years. The transformative potential of this approach is clear. To enhance its impact, Niti Aayog introduced a significant policy shift by linking payments to ICT providers with actual improvements in student learning outcomes. This marked a departure from the practice of vendors being paid simply for setting up ICT labs, regardless of their usage or impact. Under Niti's model, a substantial portion of the payment was withheld unless measurable learning gains were achieved. This outcomes-based approach—also known as 'pay for results'—created incentives for providers to work closely with schools and ensure that ICT labs were used to drive meaningful education. Interestingly, once digital-led learning becomes a regular practice in schools, anecdotal evidence from these programmes shows a positive shift in student behaviour. Enrolment and attendance rates have improved as students demonstrate a strong interest in engaging digital tools. States with adequate ICT infrastructure should consider blending classroom teaching with the use of 'learning labs.' However, a few critical elements must be addressed for integration success. First, states must pursue a vision where ICT labs are seen not merely as infrastructure, but as real 'learning labs' that are an integral part of the academic curriculum. This shift in perspective helps create a shared vision across all levels, right from senior bureaucrats to classroom teachers. Thereafter, any learning-focused initiative taken by the state education system would place emphasis on ICT labs for outcome improvement. Second, responsible procurement of future ICT labs is essential. This includes selecting advanced ICT infrastructure that has a long lifespan, requires less maintenance and enables the deployment of high-quality AI-driven PAL content (which is vital for personalised learning). Third, ICT providers must be held accountable for supporting schools in using these labs effectively. The 'pay for results' model offers a practical framework by linking vendor payments to measurable improvements in student learning. Fourth, regular monitoring, continuous learning during implementation and timely course corrections must serve as core guiding principles. Real-time data from ICT lab usage, combined with its ongoing impact on student learning, will offer valuable insights. Gaps need to be identified early and corrective action must be taken promptly. Systemic gaps in India's education sector must be addressed with urgency and sustained effort. Technology-led learning is not a substitute for quality teachers, but it can be a powerful complement. The use of existing ICT infrastructure presents a practical, cost-effective and scalable opportunity. As the country's education system strives to deliver more with limited resources, making better use of what already exists may well be the most impactful step towards better outcomes. The authors are, respectively, former CEO of NITI Aayog and co-founder, GDi Partners Topics You May Be Interested In
The Print
21-07-2025
- Science
- The Print
Centre's school education assessment flags learning gaps—Maths least favourite, govt schools lag behind
Conducted by the Performance Assessment, Review, and Analysis of Knowledge for Holistic Development (PARAKH)—an independent body under NCERT and Union Ministry of Education—the survey report released Tuesday showed that Mathematics was the subject where students across all three assessed grades performed the lowest. The PARAKH Rashtriya Sarvekshan, formerly known as the National Achievement Survey (NAS), was conducted on 4 December last year, covering 21,15,022 students from both government and private schools in Grades 3, 6 and 9, across 74,229 schools in 781 districts, spanning 36 States and Union Territories. New Delhi: Highlighting serious learning gaps in the subject of Mathematics among school students, a government survey has found that less than 60 percent of Class 3 students could fluently perform addition and subtraction of two-digit numbers, with less than 50 percent of Class 6 students able to recognise simple number patterns, like odd and even numbers. Additionally, only 28 percent of Class 9 students could understand and apply the concept of percentages to solve problems. The survey was revised last year in line with the National Education Policy (NEP) 2020. The last NAS in 2021 covered Classes 3, 4, 5, 8 and 10. Under the revamped format, it now assesses Classes 3, 6, and 9—marking the beginning of each stage of schooling as outlined in the new policy. In Class 3, where students were assessed in both Language and Mathematics, the average score in Language was 64 percent, compared to 60 percent in Mathematics. The survey showed that average performance in Mathematics declined as students progressed through higher grades. Language performance also showed a downward trend. In Class 6, an additional subject—'The World Around Us'—was introduced alongside Language and Mathematics. Students scored lowest in Mathematics (46 percent), while Language averaged 57 percent, and The World Around Us scored 49 percent nationally. The World Around Us covers the environment and society. It describes the use of natural resources in our immediate surroundings, and basic social and behavioural norms, among others. In case of class 9, students were assessed in Language, Mathematics, Science and Social Science. Among the four subjects, Language had the highest average score (54 percent), while Mathematics had the lowest (37 percent). Science and Social Science showed equal average performances at 40 percent. According to Indrani Bhaduri, programme coordinator, CEO and head of PARAKH, the performance of Class 3 students has improved since the previous NAS in 2021, when the average Mathematics score was 57 percent. However, she said that the previous NAS surveys cannot be compared with this one because of the overall change in assessment method. 'In almost all states, the performance of Class 3 has improved due to the NIPUN Bharat initiative. It is only a few states that are pulling down the national average,' she told ThePrint. NIPUN Bharat initiative, or National Initiative for Proficiency in Reading with Understanding and Numeracy, was launched as part of NEP 2020. For higher classes, Bhaduri said, the impact of NEP 2020 will take more time to reflect in student outcomes, as learning levels were significantly affected by the COVID-19 pandemic. 'This trend is visible in international assessments like PISA and TIMSS, where higher grades—those most affected by the pandemic—have shown consistently lower performance,' she said. In terms of state-wise performance, Punjab, Himachal Pradesh, Kerala and Chandigarh were among the top performers, while Meghalaya, Lakshadweep and Uttarakhand recorded the lowest scores across all classes. The report said that instances where less than 50 percent of students were able to answer correctly indicate 'learning gaps'. 'These learning gaps highlight the need for focused interventions to strengthen students' skills, refine instructional strategies, and provide additional learning support. Addressing these areas effectively will help improve overall student learning outcomes in the nation,' the report read. Also Read: CBSE releases final two board exam policy for class 10, makes first option mandatory; second optional Govt schools lag in Mathematics In case of Class 3, central government schools recorded the lowest performance in Mathematics. Scheduled Tribe (ST) students had the lowest scores across both subjects. Other Backward Class (OBC) and Scheduled Caste (SC) students performed at similar levels, with better outcomes in Language, compared to Mathematics. Similarly, in case of Class 6, government-aided and state government schools showed weaker performance, especially in Mathematics. In terms of social groups, ST students had the lowest overall scores, Mathematics being the most challenging for them. OBC and SC students recorded moderate performance, with better outcomes in Language than in The World Around Us and Mathematics. In Class 9 as well, state government and government-aided schools recorded the lowest performance in Mathematics. ST students had the lowest scores across all subjects, with the largest gaps observed in Mathematics. 'SC and OBC students performed similarly, with Language being their strongest subject and Mathematics the weakest across all social groups,' the report read. A significant rural-urban divide was also observed. While Class 3 students in rural areas performed better in both subjects, Classes 6 and 9 students in urban areas outperformed their rural counterparts across all subjects. In his message in the report, School Education Secretary Sanjay Kumar said that the survey helped 'identify both our achievements and the challenges that lie ahead'. Moving beyond assessment, the next phase aims to 'translate the findings of the PARAKH Rashtriya Sarvekshan 2024 into meaningful actions', he added, which will involve phased data sharing through workshops at national, regional, state and district levels to 'prepare district-specific roadmaps, where roles and responsibilities are clearly defined'. 'Support will come from layered interventions—short-, mid-, and long-term—including teacher training, community engagement, digital materials, and a Management Information System,' he said. Science & Social Science also challenging Only 36 percent of Class 9 students could correctly classify matter based on physical properties (such as state, shape, transparency, magnetism, conductivity) and chemical properties (including purity, acidity, metallic nature and composition). Additionally, just 33 percent accurately described how electricity works by manipulating elements in simple circuits, and demonstrated the heating and magnetic effects of electricity. In Social Science, only 33 percent of Class 9 students could explain key natural phenomena, such as climate, weather, ocean cycles, soil formation, and river flow, along with their spatial distribution. Meanwhile, 45 percent understood the process of the Indian Constitution's formation, and grasped the ideas and ideals of the Indian National Movement, including those rooted in India's civilisational heritage. According to the report, the average national score in Social Science for girls was 41 percent, higher than boys at 39 percent. However, in Science, boys scored marginally higher with an average of 41 percent, compared to girls' 39 percent. (Edited by Mannat Chugh) Also read: IIT Kharagpur's two-pronged plan to help students in distress: 'campus mothers' & welcome committees
NDTV
14-07-2025
- General
- NDTV
PARAKH Survey By NCERT: Meaning, Objectives, And Key Highlights
PARAKH Survery: PARAKH Survey, conducted by NCERT has revealed significant learning deficit among students in Grades 3, 6 and 9 across India, prompting for changes in overall education and subject-wise improvements. What Does PARAKH Stand For? PARAKH, which stands for Performance Assessment, Review, and Analysis of Knowledge for Holistic Development, is a National Assessment Center established under India's National Education Policy (NEP) 2020. What Is the Objective of the PARAKH Survey? The core objectives of PARAKH survey are: 1. Capacity Development in Competency Based Assessment PARAKH and PhDCC are conducting nationwide workshops to train educators on NCF 2023 and bridge gaps in competency-based teaching. 2. Large-Scale Achievement Survey PARAKH conducted a nationwide survey assessing 8.5 million students in foundational literacy and numeracy across 30 plus States/UTs. 3. Equivalence of School Boards PARAKH is working towards examination reforms and board equivalence through data-driven workshops and policy recommendations. 4. Holistic Progress Cards PARAKH has developed 360-degree Holistic Progress Cards to enable comprehensive, competency-based student assessments at all school stages. Who Is Conducting the PARAKH Survey? PARAKH Survey is conducted by the National Assessment Centre, PARAKH, which is an independent constituent unit of the National Council of Educational Research and Training (NCERT). What Kind of Questions Are Asked? The PARAKH Survey is conducted for Grade 3, 6 and 9 and questions are asked related to students' syllabus, some in the form of assessments. These include: "Whether students can make a simple transaction using a 100 rupee note" for Class 3 students, and "Whether they can summarise key points from reading a text such as an article, novel" for Class 6. Is PARAKH related to board exams? Yes, PARAKH works with the board of school education to develop recommendations pertaining to examination reforms. PARAKH aims to make all the school boards equal in order to allocate credit points to all forms of learning, be it academic, vocational, or experiential. This equivalence of school boards will help PARAKH to make better examination reforms. Key Findings In language, girls slightly performed better than boys at the foundational. Girls achieved an average score of 65 per cent while boys scored 63 per cent. While in Mathematics, both boys and girls achieved the same score of 50 per cent. Grade 3 rural students outperformed their peers in both subjects. Central Government schools emerged as the top performer for both preparatory and middle levels. Key Highlights The 2024 PARAKH survey covered 3 classes- Grade 3, 6 and 9 while the earlier survey had covered Grade 5 and 8. 21,15,022 students had participated in the survey from 74,299 students. While the national average score slightly lags behind as compared to 2017, many states and UTs have shown improvements including Punjab, Himachal Pradesh, Kerala, Uttar Pradesh, Madhya Pradesh. These insights help attribute to targeted foundational learning initiatives, enhanced teacher training, and the implementation of NEP 2020 recommendations, especially those related to the NIPUN Bharat Mission. The PARAKH survey puts focus on real world questions. For grades 3, 6 and 9 questions were asked regarding their Class subjects and real-world questions like "What students would do in an emergency situation like fire, small injury?" and Whether students know enough words to carry out day-to-day interactions. The PARAKH 2024 Survey results were updated on July 1, 2025. As the nation moves towards a data-driven education transformation, the results of the PARAKH survey will serve as the basis for education polices and reforms.
Time of India
11-07-2025
- General
- Time of India
95% of Karnataka schools adopt new teaching methods, but student learning and inclusion gaps persist
95% of Karnataka schools adopt new teaching methods, PARAKH report reveals. Karnataka is leading the shift toward modern classroom instruction, with a majority of teachers adopting diverse, activity-based teaching methods. According to the latest PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development) report, 95 percent of schools in the state have embraced experiential learning, while 96 percent are implementing competency-based assessments, marking a significant transition in how students are being taught. The findings, drawn from the PARAKH Rashtriya Samarthan Sarvekshan, show that Karnataka is also advancing in the integration of other pedagogical practices: Arts-integrated learning: 85 percent Toy-based learning: 82 percent Sports-integrated learning: 79 percent These figures reflect the proportion of teachers who reported using these methods either 'regularly' or 'sometimes.' The data signals widespread adoption of NEP-aligned pedagogies that encourage creativity, critical thinking, and learner engagement. However, the report also draws attention to gaps in outcomes and equity, raising questions about how effectively these new strategies are impacting student learning. Learning levels still below expectations Despite the promising uptake of progressive teaching methods, the PARAKH data reveals a sobering reality. In state-wide assessments conducted across Grades 3, 6, and 9, less than 50 percent of students were able to answer questions correctly in several key competency areas. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like An engineer reveals: One simple trick to get internet without a subscription Techno Mag Learn More Undo These performance levels suggest that a large number of students are not meeting grade-level learning expectations. The gap between teaching reform and student outcomes highlights the need for stronger implementation, better monitoring, and targeted academic support. Learning gaps at foundational stages can snowball into long-term academic setbacks if not addressed early and effectively. Inclusion continues to lag in many schools The report also highlights challenges in delivering inclusive education, especially for Children with Special Needs (CWSN). While over half the students reported receiving help from teachers or peers, school-level infrastructure and professional support remain limited. Key findings from the Karnataka data include: Only 36 percent of schools offer special accommodations for CWSN Just 30 percent have trained or certified teachers for special needs support Only 33 percent of schools provide assistive devices 50 percent offer access to special study materials Although peer and teacher support is present in many classrooms, the lack of institutional preparedness continues to limit full inclusion. Students with disabilities are still dependent on individual effort rather than systematic support. Urgent need for deeper reform The PARAKH report makes it clear that Karnataka has made notable progress in updating its pedagogy. Yet, it also underscores that pedagogical innovation alone is not enough. Without improved learning outcomes and stronger inclusion mechanisms, the larger goals of the National Education Policy (NEP) 2020 will remain out of reach. Moving forward, Karnataka will need to: Train teachers to use diverse pedagogies effectively Regularly assess and respond to student learning gaps Expand inclusive education infrastructure and staffing Ensure that pedagogy and assessment are aligned with learning recovery strategies Karnataka's education system is clearly in transition. But for this transformation to be meaningful, it must reflect not just in how teaching happens, but in how deeply students learn — and how equitably schools serve every child. TOI Education is on WhatsApp now. Follow us here . Ready to navigate global policies? Secure your overseas future. Get expert guidance now!
Time of India
11-07-2025
- General
- Time of India
Maharashtra schools embrace experiential learning, record high participation in co-curricular activities
Maharashtra schools embrace experiential learning Schools across Maharashtra are emerging as strong performers in delivering experiential learning opportunities, according to recent data from the national PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development) report 2024. The findings reveal widespread adoption of co-curricular and hands-on activities that support all-round development in students. As per the report, 99 percent of schools in the state conduct cultural activities, while 98 percent offer structured sports programs. Literary activities, such as school magazines and reading clubs, are present in 95 percent of schools. Science exhibitions and art activities are offered by 89 percent and 88 percent of schools respectively. Even school fairs, often considered resource-intensive, are being conducted by 82 percent of schools. Diverse opportunities for student growth The PARAKH report data reveals widespread access to multiple experiential learning paths for students: Experiential Learning Activity Percentage of Schools Cultural Activities 99% Sports Activities 98% Literary/Reading Activities 95% Science Exhibitions 89% Art Club/Art Activities 88% School Fair Activities 82% While cultural and sports activities lead the chart, literary initiatives such as school magazines and reading clubs also enjoy high participation. A majority of schools also host science exhibitions and art-based activities. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Here's The Average Price of a 6-Hour Gutter Upgrade in Akron Read More Undo Even school fairs, which require greater planning and resources, are being conducted by more than four in five schools. Holistic education gaining ground The integration of experiential learning signals a growing emphasis on developing critical life skills and competencies among students. Activities such as cultural events, sports, reading initiatives, and science exhibitions help promote creativity, communication, teamwork, and innovation: all essential for success in the 21st-century learning environment. The high participation rates also suggest that schools are aligning with the objectives of the National Education Policy (NEP), which encourages multi-dimensional learning and competency-based education. Gaps and next steps Despite the overall positive performance, there is still scope to improve the depth and consistency of these initiatives. While access is high, ensuring regularity, inclusivity, and measurable learning outcomes remains a key challenge. In particular, schools in remote and under-resourced areas may require targeted support to match the experiential learning standards observed in more developed regions. The absence of a district-wise breakdown in the report limits the ability to track regional disparities. Future rounds of data collection will be critical to identify implementation gaps and ensure equitable access across the state. Laying the foundation for all-round learning Maharashtra's performance places it among the states leading the shift toward all-round education. With over 90 percent of schools providing access to co-curricular and hands-on learning experiences, the state is laying a strong foundation for student development beyond academics. The next step, according to educators and policymakers, is to focus on quality, regularity, and inclusivity to ensure that experiential learning becomes a transformative part of every student's school journey. TOI Education is on WhatsApp now. Follow us here . Ready to navigate global policies? Secure your overseas future. Get expert guidance now!
