India's Schools: Pedagogy Crisis, Not Student Failure

India's educational framework is experiencing a significant crisis, primarily rooted in outdated pedagogical approaches and systemic issues rather than student capability. This becomes apparent annually as learning outcomes are reviewed, with schools frequently categorizing children instead of examining teaching methods and learning pace.

The current system often misinterprets student silence or underperformance as a lack of effort or inherent inability. This leads to year-end reviews focused on outcomes like retention or promotion, neglecting the root causes of struggle. Recent data, including the ASER 2023 report, continues to indicate persistent gaps in foundational literacy and numeracy.

Several interconnected factors contribute to this situation. Firstly, teaching methods have not evolved to match learners' developmental stages, with syllabus completion often prioritized over conceptual understanding. Secondly, increased screen time is contributing to earlier onset of cognitive fatigue and reduced attention spans among young students.

Furthermore, tuition has become a default solution, frequently replicating mass instruction without addressing individual learning gaps. Experts advocate for a shift in focus towards pedagogical review, in-service teacher mentoring, and clear guidelines against exclusionary practices. Schools should partner with parents, offering insights into learning and guidance on routines.

Policymakers are urged to prioritize investment in teacher pedagogy through mentoring and coaching, develop national guidance on early digital exposure, and consult experienced educators before implementing reforms. Teachers' professional agency is crucial, enabling them to adapt teaching pace and methods effectively.