Unpacking the Ministry of Education’s Vision for Schooling in Viksit Bharat 2025
The Ministry of Education’s concept note on “Schooling: Building Blocks,” prepared for the Fifth National Conference of Chief Secretaries in November 2025, serves as a foundational blueprint for transforming India’s education system to support the vision of a “Viksit Bharat” by 2047. Rooted in the National Education Policy (NEP) 2020, this document highlights the critical role of quality school education in harnessing India’s demographic dividend – where 48.43% of the population is aged 3-29, with a median age of 28.7 years. It emphasizes holistic, experiential learning to build a skilled, resilient workforce across four human development pillars: Shishu (Infant), Balya (Child), Yuva (Youth), and Vyaska (Adult). Drawing from official data like UDISE+ 2023-24 and initiatives such as Samagra Shiksha, the note identifies systemic challenges while proposing actionable reforms. At Education For All in India, this aligns with our commitment to equitable, inclusive education, amplifying the need for collaborative efforts to ensure every child thrives in a knowledge-driven society.
Working Group on School: Building Blocks
The Office Memorandum (F.No.01-02/2025-IS.14), dated May 23, 2025, from the Department of School Education & Literacy (DoSEL), Ministry of Education, establishes a ‘Working Group’ for the theme “Schooling: Building Blocks” under the overarching theme “Human Capital for Viksit Bharat” for the 5th National Conference of Chief Secretaries, scheduled for November 2025. DoSEL is the nodal department for this sub-theme.
Key Tasks of the Working Group
The group focussed on basic education, outcome-based education, quality, and improvement areas, preparing a 3-4 page Concept Note (due June 15, 2025) and a 40-page Background Note (due September 30, 2025) based on state/UT inputs, expert opinions, and stakeholder feedback. The timeline includes group formation (May 25, 2025), guideline issuance (June 5, 2025), workshops (June 15-July 10, 2025), feedback collection (July 10-August 20, 2025), and state-specific notes (August 31, 2025). Sh. Anil Kumar Singhal, AS (SS-II), DoSEL, is the Nodal Officer.
Details of Members
The group reflects broad representation from government, states, and experts, with NGOs like Pratham included. However, it omits key national institutions and apex bodies such as NCERT, NIEPA, NCTE, and NIOS, which could enhance expertise in curriculum, planning, teacher training, and open schooling
The 19-member group includes:
• DoSEL Representatives: Sh. Sanjay Kumar (Chairman), Sh. Anil Kumar Singhal (Nodal Officer), Smt. A. Srija, Sh. V. Hegde.
• Other Ministries: Sh. Nilambuj Sharan (Ministry of Skill Development), M/oWCD nominee.
• State Representatives: Dr. B. Chandra Mohan (Tamil Nadu), Ms. V. Rashmi Mahesh (Karnataka), Sh. Rajesh Sharma (Himachal Pradesh), Sh. Ajay Yadav (Bihar), Smt. Kanchan Verma (Uttar Pradesh), Sh. Ranjeeth Kumar J. (Gujarat), Dr. Om Prakash (Assam), Ms. Shilpa Gupta (Madhya Pradesh), Sh. B. Srinivasa Rao (Andhra Pradesh).
• Expert Bodies: Dr. Rukmini Banerji (Pratham), Ms. Khushboo Awasthi (Shiksha Lokam), Smt. Pramila Manoharan (UNICEF), Sh. Manish Jain (IIT Gandhinagar).
Concept Note on “Schooling: Building Blocks” for Human Capital in Viksit Bharat
The concept note, developed by the Department of School Education & Literacy (DoSEL) under the Working Group chaired by Secretary Sanjay Kumar, integrates inputs from states, experts, and ministries. It focuses on quality education as the bedrock for economic growth, social equity, and global competitiveness, aiming for 100% Gross Enrolment Ratio (GER) by 2030.
Core Issues from the Ministry’s Concept Note
- Educational Disparity and Enrolment Gaps: Low Mean Years of Schooling (7.33) versus Expected Years (13.3) signals a human capital shortfall. GER stands at 77.7% (Foundational), 96.5% (Preparatory), 89.5% (Middle), and 66.5% (Secondary), with Net Enrolment Ratio (NER) lower at 74.0%, 71.4%, 64.4%, and 50.9% (UDISE+ 2023-24). Age-grade mismatches create heterogeneous classrooms, hindering outcomes. While NSS (2023-24) estimates 1.90 crore out-of-school children (48.9 lakh never enrolled, 1.42 crore dropped out), UDISE+ offers granular, school-level data. The latest UDISE+ for 2024-25 could provide more timely insights, yet the note prioritizes 2023-24 figures.
- Student Dropout Challenges: Dropout rates are 3.7% (Foundational/Preparatory), 5.2% (Middle), and 10.9% (Secondary), higher for boys at secondary (12.3% vs. 9.4% girls). Transitions and migration contribute to 1.54 crore potential dropouts and 1.07 crore leaving due to admission shortages.
- Multiple Categories of Schools: Ten school categories (e.g., Primary 1-5: 50%) force 73.4% of students into multiple admissions, disrupting continuity.
- Single-Teacher and Zero-Enrolment Schools: 4,845 government schools have zero enrolment; 97,018 are single-teacher, leading to inefficiencies.
- Infrastructure and Resource Gaps: Basic facilities improved (drinking water: 98.4%; girls’ toilets: 97.1%), but gaps remain (CwSN toilets: 34.4%; ramps: 85.1%). Aspirational facilities lag: integrated science labs (50.17%), ICT labs (30.25%), smart classrooms (38.62%), internet (46.2%). Only 33,155 secondary schools have Atal Tinkering Labs (ATLs).
- Learning Outcomes: PARAKH 2024 shows gains from NAS 2021, but deficiencies persist (e.g., Grade 3 language: 64%, math: 60%; Grade 9 math: 37%). ASER 2024 highlights government school improvements in foundational skills.
- Teacher Vacancies and Capacity Gaps: Vacancies at 15.11% (elementary), 13.13% (secondary), 11.99% (senior secondary); SCERTs (35.48%) and DIETs (41.31%) also affected. Limited Integrated Teacher Education Programme (ITEP) rollout and weak training-career links.
- Low Coverage of Skilling: Only 2.5% of Grades 6-12 students (31.94 lakh in 28,342 schools) access skill education in 101 job roles.
- Low Coverage of Children with Special Needs (CwSN): 0.85% enrolment (18.53 lakh under Samagra Shiksha); high dropouts due to inadequate support.
- Private Schools Lagging: Only 5-10% of private/aided schools adopt NEP reforms.
Additional Flagged Issues Aligned with Education For All in India’s Mission
- Age-Grade Disparities and NER Gaps: Late entries/repetitions lead to disengagement; varying implementation of age 6+ for Grade 1 across 30 States/UTs.
- Inadequate Inclusion for Vulnerable Groups: SEDGs need expanded residential support (KGBVs: 5,133 schools, 7.13 lakh girls; NSCBAVs: 1,126 schools, 1.06 lakh students; 243 hostels under PM JANMAN, 604 under DAJGUA).
- Resource Inefficiencies: Zero-enrolment schools indicate mismanagement; multi-grade models could help.
- Disruptions from Transitions: Fragmented categories burden low-income families.
- Insufficient Investment and Utilization: Need 6% GDP allocation; states underutilize Samagra Shiksha budgets (50-90%).
- Multilingualism and Curriculum Gaps: Primers in 117 languages; NCF-SE translated into 9, but adoption uneven (11 states with SCF-Foundational).
- Technology and AI Integration: Platforms like DIKSHA (3.73 lakh e-contents) and RVSK exist, but AI pedagogy scaling required.
Integrated Suggestions for Addressing These Issues
- Enhance Data Utilization: Leverage emerging UDISE+ 2024-25 for real-time policy; link funding to performance.
- Boost Investment and Capacity: Achieve 6% GDP via public-private partnerships (PPPs); train states on fund utilization to improve Education Index (0.372) and raise Expected Years of Schooling to 15 by 2030.
- Expand Infrastructure: Saturate labs/smart classrooms (Rs. 5,989.91 crore for 91,456 schools); add 50,000 ATLs; rural broadband via BharatNet.
- Streamline School Systems: Reduce categories; promote 1-12 composites.
- Address Teacher Gaps: Fill vacancies; upgrade SCERTs/DIETs; map to National Professional Standards for Teachers (NPST); expand ITEP.
- Strengthen Identification and Re-enrolment: Use UDISE+/APAAR for surveys; ensure age-appropriate enrolment.
- Sustain FLN and Extend Efforts: Build on NIPUN Bharat; implement Holistic Progress Cards; extend to middle stages.
- Focus on Middle Stage: Invest in Grades 6-8 as secondary bridge.
- Mainstream Skilling: Integrate from middle; add internships, 10 bagless days.
- Promote Inclusive Reforms: Boost CwSN with PRASHAST app; reduce dropouts via stipends.
- Involve Private Schools: Mandate NEP via School Safety and Security Audit (SSSA).
- Leverage Technology/AI: AI for personalized learning; expand DIKSHA/PM e-Vidya.
- Multilingualism and Holistic Development: Adopt State Curriculum Frameworks (SCFs); promote mother tongue; integrate life skills, Eco Clubs.
- Community and Health Convergence: Strengthen School Management Committees (SMCs); coordinate with Women and Child Development (WCD) for pre-primary, Health for Rashtriya Bal Swasthya Karyakram (RBSK).
- Mentorship and Social Media: Career guidance platforms; digital literacy with safeguards.
Concluding Observations: Pathways to a Resilient Education Eco-system
The concept note underscores that without addressing these entrenched issues – enrolment gaps, infrastructure deficits, and inclusion barriers – India risks squandering its demographic advantage, projected to peak at 68.9% working-age population by 2030. Positive strides, such as FLN improvements via NIPUN Bharat and infrastructure saturation under Samagra Shiksha, demonstrate reform potential, but fragmented implementation and underutilization of data like UDISE+ 2024-25 highlight the need for a “whole-of-government” approach. For Viksit Bharat, prioritizing middle-stage education, AI integration, and SEDG inclusion will foster a skilled, equitable society. At Education For All in India, these observations call for urgent advocacy: increased funding, stakeholder collaboration, and policy monitoring to ensure quality education empowers every child. Ultimately, this note is a clarion call for transformative action, bridging current challenges with a future-ready workforce.
