The great education divide: Why India's government schools need a revival

By Aravind Yadappanavar*  

The contrast could not be starker. On one side stand government schools—crumbling infrastructure, inadequate teachers, and poor sanitary conditions that drive children away. On the other, private institutions flaunt colourful campaign flyers, multi-storied buildings, and children in crisp uniforms with ties, belts, and shoes. This visual dichotomy represents a deeper crisis in Indian education that demands urgent attention.

Despite decades of policy interventions, India's government school system continues to falter. The Sarva Shiksha Abhiyan and the Right to Education Act, which mandates free and compulsory education for children aged 6 to 14, were designed to bridge social, gender, and regional gaps. Yet the reality on the ground tells a different story. According to the ASER 2024-25 report, only a fraction of children between 14 and 18 years could perform simple division correctly, and an alarming percentage could not read a basic English sentence. These statistics are not just numbers—they represent millions of young lives trapped in a cycle of inadequate learning.

The situation in Karnataka offers a microcosm of this national crisis. A study across 30 districts revealed that 32.7% of first standard students could not recognise letters, and 39.8% could not read words. Among fifth standard students, merely 34% could read text at a second standard level. The state grapples with approximately 43,000 teacher vacancies and over 6,150 schools with single teachers. In upper primary classes, multi-grade settings remain prevalent, with nearly 78% of students sitting with children from other standards. The percentage of schools with dedicated physical education teachers has dropped dramatically from 42.3% in 2018 to 25.2% in 2024.

This educational deficit hits rural areas hardest. In Gadag district, where the average literacy rate stands at 75.2%, significant disparities persist between urban and rural populations. Male literacy at 82.83% far exceeds female literacy at 60.62% in rural areas. Dropout rates among SC/ST communities remain disproportionately high, and the digital divide continues to widen.

Against this bleak backdrop, the village of Kotlapur in Gadag district presents a remarkable case of transformation. When a government school was shut down in 2008 due to poor infrastructure and lack of teaching staff, parents were forced to send their children to private schools in the nearby urban centre of Naregal, two kilometres away. Fifteen students from the village began attending these institutions, attracted by English medium instruction, transport facilities, and low fees.

But in April 2025, a determined headmaster, Dr. Vijaya Kumar, arrived with a vision. Within a week of his posting, he initiated a comprehensive school improvement programme. Understanding that aesthetics matter in attracting young minds, he contacted a local artist friend who volunteered to beautify the school walls—which had not seen paint in fifteen years—using local materials at no cost. The walls now display inspiring idioms, pictures of animals, trees, medicinal plants, and cultural artwork that draw children to the school.

The school established a Kannada laboratory with a small library where children spend thirty minutes daily learning grammar and the language's development. Teachers went door-to-door, pasting posters on 75 households explaining the benefits of government education schemes. The community responded enthusiastically, contributing Rs 65,000 for installing CCTV cameras for student safety.

Perhaps the most innovative intervention was the creation of a fixed deposit scheme where Rs 1,000 is invested annually in the name of each first standard student, maturing after 18 years. This forward-thinking approach gives families a tangible stake in their children's continued education. Students receive free uniforms, books, shoes, socks, and eggs as part of the mid-day meal programme, further incentivising attendance.

The results have been remarkable. School strength increased to 42 students by 2025-26. The school now has four teachers who travel from distances ranging from 3 to 28 kilometres daily. Legislative Assembly Speaker Suresh Horatti wrote to all school principals, recommending this innovative model for replication. Villagers from across Gadag district have visited Kotlapur, planning to implement similar approaches in their communities.

Kotlapur's success demonstrates that government schools can compete with private institutions when teachers demonstrate commitment and communities participate actively. The school management committee, comprising teachers and parents, has become an integral part of decision-making. Community involvement during Independence Day, Republic Day, and Teachers' Day has strengthened the bond between the school and villagers.

However, Kotlapur remains an exception rather than the rule. The broader picture reveals systemic challenges that require comprehensive policy responses. The pupil-teacher ratio of 1:30 for primary schools and 1:35 for upper primary schools remains aspirational rather than actual in most states. Infrastructure deficits, including separate toilets for boys and girls, playgrounds, and libraries, persist across thousands of schools.

The irony is that even the poorest parents view government schools as inadequate and reluctantly send their children to private institutions hoping for better opportunities. This exodus creates a vicious cycle where declining enrolment leads to school closures, further limiting access to education in rural areas.

The path forward requires learning from success stories like Kotlapur while addressing systemic gaps. Teacher capacity building, particularly in rural areas, must become a priority. Partnerships with organisations like the Sudha Murthy Foundation, Azim Premji Trust, and Tata Trust could bring technology and training to underserved schools. The focus must shift from mere enrolment to meaningful learning outcomes.

Education is not merely a mechanism for enhancing economic efficiency but a fundamental tool for deepening democratic participation and improving individual and societal quality. The Kotlapur story reminds us that with dedicated teachers, community participation, and innovative thinking, government schools can become centres of excellence. The challenge lies in replicating this success across India's vast educational landscape. The time for piecemeal interventions is over. We need a systemic revolution in how we perceive, fund, and manage government schools—because the future of millions of children, and indeed the nation, depends on it.

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*Retired professor, National Institute of Rural Development, Hyderabad