Author: Siddhika Chaudhary, Lloyd Law College
Introduction
The education curriculum of India serves as the foundation for the country’s academic framework, shaping the knowledge, skills, and values of students. It is governed by a mix of constitutional provisions, statutory bodies, and national policies, ensuring structured learning from the primary level to higher education. However, India’s curriculum has long been criticized for being rote-learning oriented, exam-centric, and lacking practical skill development. The curriculum in India is primarily developed and regulated by: NCERT; CBSE and State Boards; UGC and AICTE. With the introduction of the National Education Policy (NEP) 2020, India is undergoing major curriculum reforms, emphasizing concept-based learning, flexibility in subject choices, vocational training, and technology integration. Despite these advancements, challenges such as outdated syllabi, regional disparities, and a lack of research-driven learning persist. A modernized, skill-based, and inclusive education curriculum is essential to equip students with 21st-century skills and prepare them for a dynamic global workforce. Effective implementation, periodic curriculum updates, and holistic learning approaches will be key to transforming India’s education system in the coming years.
Legal provisions
Constitutional Provisions:
Article 21A (Fundamental Right to Education) was introduced by the 86th Amendment Act, 2002, this article mandates free and compulsory education for children aged 6-14 years. Article 45 (DPSP), Initially directed the State to provide free education for children up to 14 years, later redefined to include early childhood care and education. Article 46 emphasizes the promotion of educational and economic interests of Scheduled Castes (SCs), Scheduled Tribes (STs), and other weaker sections. Article 29 & 30 protects the rights of linguistic and religious minorities to establish and administer educational institutions. Entry 25, List III (Concurrent List) empowers both the Central and State governments to legislate on education.
Right to Education (RTE) Act, 2009
The Right of Children to Free and Compulsory Education Act, 2009 (RTE Act) is a landmark legislation that operationalized Article 21A. It includes free and compulsory education for children aged 6-14 years in government and aided schools. 25% reservation was introduced for economically weaker sections (EWS) in private schools. Capitation fees, screening procedures, and physical punishment were prohibited. It ensures quality norms, including teacher-student ratios and infrastructure standards. But this law faces numerous challenges such as exclusion of children above 14 years from free education; poor implementation due to financial and administrative constraints; Private school resistance to the 25% EWS reservation and Dropout rates remain high, especially among marginalized communities.
National Education Policy (NEP) 2020
The NEP 2020 aims to modernize and overhaul the existing education system with a focus on holistic learning and skill development. 10+2 system was replaced by 5+3+3+4 education structure. Mother tongue/regional language is being given more emphasis as a medium of instruction. Multidisciplinary and flexible learning is promoted in higher education. Universities would now select students on the basis of one common entrance test and focus on digital education and vocational training. But as the coin has to sides, NEP policy also had some criticism regardless of evolutionary reforms. The three-language formula may face resistance in certain states due to cultural rigidity. Digital learning focus may increase the rural-urban education divide. Implementation challenges due to financial and infrastructural constraints.
Critical Analysis
School Education
India’s education system is more memory based rather than critical thinking and creativity. Indians education system is not effective for the children to develop their skills. Indian education system follows a method where a student learn everything in bits and pieces so that they can decide about the future. But this system has an adverse effect on their skill development as they don’t get to learn according to their interests. In Indian text books students are taught about the writing of Western writers rather than Indian writers which detach them from their roots. Texts written by British writers are often biased and are not taught as it actually was in that time. For example- History. The most politically debated topic in Indian education is that time government changed the real history and contaminated it with their own psychology. In the textbook, they teach that INC was the first Indian political party which propagated the idea of Nationalism in India but according to Lala Lajpat Rai, INC was nothing but a mind product of British. Britishers used Indians to curb all the nationalist activities when they reached at its peak. But all these things are never taught to primary students. Also Indian history education mainly focuses of ancient history rather than modern history. They glorify many bad character of Indian history which misguides students. Students are not taught much about their modern history which includes freedom struggle, foundation of independent India, establishment of law and order etc.
Apart from these, the access of information is not easy for every child. Government school suffer from poor infrastructure, teachers shortages and lack of resources whereas private schools provide better facilities, qualified teachers but are expensive which creats a gap between society groups. The education system focuses on memorization rather than critical thinking and creativity. Economic hardships, gender biases, and social pressures contribute to students dropping out, particularly among girls and marginalized communities. Many schools have unqualified teachers, and teacher training programs are inadequate.
Higher Education
Higher education in India plays a crucial role in shaping the country’s intellectual and economic future. However, despite having over 1,000 universities and 40,000+ colleges, the quality, accessibility, and relevance of higher education remain significant concerns. The sector faces numerous structural, financial, and administrative challenges, which hinder its ability to compete with global institutions. Only a few institutions like IITs, IIMs, AIIMS, and NITs maintain global standards, while the majority of universities struggle with quality. Many universities, especially in rural areas, lack modern classrooms, laboratories, libraries, and digital facilities. The traditional lecture-based learning system does not encourage critical thinking, innovation, or research. Most courses are theory-heavy and fail to equip students with practical skills required for employment. Unlike developed countries where syllabi are revised frequently, Indian universities often teach outdated content. Students are restricted to fixed streams (Science, Commerce, Arts), limiting flexibility. Many graduates lack job-ready skills because the curriculum does not focus on practical training, communication, and problem-solving. India contributes less than 5% of global research papers, indicating poor emphasis on research and innovation. Many private colleges charge exorbitant fees, making quality education inaccessible to lower-income students. Several private institutions demand donations (capitation fees) for admissions, leading to unethical practices. Some private universities focus more on profits than academic excellence, leading to compromised education quality. Universities have limited freedom in curriculum design, hiring faculty, and financial decisions due to excessive government control. Many institutions operate without proper accreditation, compromising education standards. India spends only 0.7% of its GDP on research, compared to 2.8% in the US and 2.1% in China. Due to lack of research facilities, many talented students move abroad for higher studies and job opportunities. Unlike countries where industries actively fund research, Indian universities lack strong partnerships with industries. While urban institutions offer modern facilities, many rural colleges lack basic internet and digital infrastructure. Language Barrier: Higher education is English-dominated, creating difficulties for students from vernacular backgrounds. Women and students from economically weaker sections still face barriers in accessing quality education. The National Education Policy (NEP) 2020 proposes major reforms, but implementation is slow due to funding and administrative challenges. The central and state governments often have conflicting policies, delaying reforms.
Case laws
1. Mohini Jain v. State of Karnataka (1992)
Citation: AIR 1992 SC 1858
Mohini Jain, a student from Uttar Pradesh, was denied admission to a private medical college in Karnataka due to an exorbitant capitation fee. The Karnataka government had allowed private institutions to charge high fees from non-Karnataka students while subsidizing fees for local students. Supreme Court ruled that the Right to Education is a fundamental right under Article 21 (Right to Life). Charging capitation fees violates the constitutional guarantee of equal opportunity under Articles 14 and 21. The Court emphasized that education cannot be a commodity and must be made accessible to all.
2. Unni Krishnan v. State of Andhra Pradesh (1993)
Citation: AIR 1993 SC 2178
Following the Mohini Jain case, private institutions challenged the ruling, arguing that they had the right to charge fees and operate autonomously. The case involved multiple petitions questioning the role of the state in regulating private educational institutions. Supreme Court Judgment reaffirmed that education is a fundamental right, but limited it to children aged 6-14 years. Introduced the “Unni Krishnan Scheme,” which allowed private institutions to charge fees but required them to allocate 50% of seats at lower fees (government quota) and allowed the remaining 50% of seats to be filled with higher fees (management quota).
3. Pramati Educational Trust v. Union of India (2014)
Citation: AIR 2014 SC 2114
Several private educational institutions challenged the Right to Education (RTE) Act, 2009, arguing that it violated their autonomy and imposed financial burdens. The primary issue was whether the RTE Act applied to private, unaided minority institutions. Supreme Court upheld the validity of the RTE Act, but exempted minority institutions from its application. The Court ruled that applying the RTE Act to private, unaided minority schools would violate Article 30, which guarantees minorities the right to establish and administer their institutions.
Conclusion
India’s education curriculum has undergone significant reforms, particularly with NEP 2020. However, examination pressure, lack of practical learning, outdated content, and rigid subject selection remain key challenges. A modernized, skill-based, and inclusive curriculum is essential to prepare Indian students for the global economy. Strengthening research, vocational training, and interdisciplinary education will make Indian graduates more competent and employable. Implementation and periodic review of these reforms are crucial for true transformation.
FAQS
Q.1. What reforms does Indian Education System needs?
A. India needs to divert their direction towards skill development rather than memorization. Skills are what needed in professional arena.
Q.2. Is it right to say that schools doesn’t promote physical education much?
A. Yes, Schools don’t give much preference to games and physical health. There should be provisions to have physical games as a curriculum so that students get to know about the biomechanics more.
Q.3 What are the common issues faced by Indian students in higher Education?
A. Government colleges have limited seats and most of them are reserved. Government colleges are less equipped that private ones but private ones are expensive which makes it difficult for every to access it.
Q.4. Do you feel that this government has made changes in Indian curriculum?
A. Yes ofcourse, some chapters have been replaced by Indian modern history. NEP has done some good to the education aspect.
