Author(s): Shraddha Yadav

Abstract: India stands at a critical juncture in its educational landscape. Despite its burgeoning economy, the nation continues to lag significantly in average years of schooling and educational quality, as reflected in the low learning achievement among students across school stages and high unemployment among graduates. This paper argues that India's educational crisis is exacerbated by persistent lack of sufficient funding, a decline in government school infrastructure and a lack of scalable, well-implemented policies. Specifically focusing on government schools in Delhi, a crucial microcosm of India's urban public education system, this study examines the multifaceted issues hindering their transformation. Drawing upon a review of existing literature, including a case study of a government school in New Delhi and a comparative analysis of school governance in Delhi and Beijing, this research identifies key areas for intervention. Findings reveal that while policies like the “Right of Children to Free and Compulsory Education (RTE) Act of 2009” aim for universalization, their implementation often faces hurdles related to teacher capacity, inadequate professional development and disjointed accountability structures. A comparative perspective highlights the potential benefits of robust teacher training, clear career advancement pathways and effective communication among those involved. This paper outlines key priorities for a nationwide transformation of public schooling, emphasizing increased budgetary allocation, scalable implementation, empowering schoolteachers and principals and fostering parental involvement. Ultimately, true change hinges on sustained political will and an informed electorate demanding education as a top political priority, with actionable recommendations for Delhi's public education system.

DOI: 10.22271/27891607.2025.v5.i2a.310

Pages: 24-32 | Views: 576 | Downloads: 141

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