My family’s migration from Quetta in 1947 was a pivotal moment that left an indelible mark on me. My father, the late Captain Balram Singh Mehta, risked his life multiple times to return to Pakistan upto end 1947, helping refugees reach the safety of Jullundur. This selfless act of courage taught me the profound importance of social responsibility—an ethos that would go on to shape my life and career.
I received my early education in government schools in Jullundur and later in Delhi. Despite the modest infrastructure, these schools were clean, the teachers were exemplary, and discipline was a cornerstone. This environment fostered a love for learning that has stayed with me throughout my life. Literacy rates were low, particularly among women, but my father, inspired by the newfound independence of our country, encouraged his daughters to excel both academically and in sports. Our teachers, embodying both knowledge and character, became our role models, instilling in us the values of discipline, hard work, and a commitment to the greater good.
The Beginning of a Teaching Journey
My journey as a teacher began in 1963, a decision influenced by the 1962 war with China. With my husband stationed on the border, I felt the need to contribute to society beyond my responsibilities at home. The nuns at a local convent school mentored me, reinforcing the values of discipline, hard work, and a commitment to student development—values I had already observed in government schools, but with the added advantage of a more structured environment.
Teaching came naturally to me. I found immense joy in engaging with young minds and working alongside my colleagues. My career evolved as I moved from school to school, following my husband’s various transfers. In 1966, I joined Springdales School in Delhi under the guidance of the remarkable Mrs. Rajni Kumar. This was a transformative experience, both personally and professionally. However, as I grew, I also began to notice a gradual decline in societal values such as discipline and respect for authority—a trend that continues today.
The Shift in Education: From Public to Private
The education landscape in India has undergone significant changes over the decades. In the early years after independence, government schools were centers of excellence, but as the population grew and private schools flourished, these institutions began to struggle. The shift from government to private education was marked by a decline in the infrastructure and quality of government schools, which lost their status as premier institutions. This was probably due to the lack of funding, which was around 3-4 % 0f GDP, as against the required 6% as per the NEP. Further the private sector started to make more investments.
After more than a decade at Springdales, on my husband’s retirement from the Army, we moved to Kota in 1979. I initially taught at a local school before founding the Bakhshi’s Springdales Group of Schools. The early days were challenging—we began teaching under a Neem tree and in rented spaces—but with a dedicated team, the schools grew into a network of four institutions: a pre-primary school, two middle schools, and a senior secondary school, all budget schools. The governing bodies of these schools played a vital role in this growth, helping to establish a strong foundation for the institutions.
Over time, I witnessed the evolution of teaching methods, from traditional chalk-and-talk to the integration of e-learning and hands-on experiments. However, despite these advances, I firmly believe that teacher-student interaction remains crucial for effective learning. The increasing distraction of short reels and superficial information online poses a challenge, as abstract thinking appears to be diminishing among students.
The Changing Landscape of Education: From Enthusiasm to Apathy
In 1947, education was deeply valued by parents, and teachers were held in high esteem. Today, however, there seems to be a diminishing appreciation for education, particularly among parents who send their children to "dummy schools" or coaching institutes. In my own school days, I was eager to attend class, and teachers were equally eager to receive and teach us. While many students still retain this enthusiasm, an increasing number are becoming withdrawn, influenced by factors such as social media and the changing landscape of education. The utility of a good school education is less valued, with a recent survey indicating that many parents are keen to start sending children to schools which have a tie-up with coaching institutions from post-primary years, to start their preparations for after school entrance exams!
Schools should be more than just academic institutions—they should be places for holistic development, fostering teamwork, social interaction, and life skills. Unfortunately, in many schools today, academic content occupies the vast majority of time, leaving little room for extracurricular activities. During my early years at Springdales in Delhi, which had spacious grounds and elaborate facilities, there was a great willingness among students to participate in such activities, a lot of which was conducted after normal school academic hours. This enthusiasm seems to have waned now, often due to logistical challenges like travel and home conditions. A number of schools also do not have the requisite infrastructure for a multiple of reasons, land costs and finance being the key reasons. Further, the state government schools in particular, are hampered by a lack of facilities to promote such development. Approximately 68 percent of the school students study in these schools!
Despite these challenges, the limited time available in schools can still help inculcate awareness in students. It is through participation in team activities and socially relevant projects that many life skills are developed. Schools must strive to create an environment where students can thrive both academically and personally. The association with organisations like Spic-Macay and Rotary International too, give the students a lot of exposure and development.
Educational Reforms: A Mixed Legacy
The history of educational reforms in India is extensive. The Radhakrishnan report of 1949 focused on higher education, while the National Education Policy of 1968, based on the Kothari Committee Report, also addressed school education, student welfare, and teacher training. The "Three Language Formula" introduced by the 1968 policy had great merit, and students picked up a third language without much difficulty. At Springdales School in Delhi, children had the option to learn Russian, which facilitated an international exchange program. This allowed students to broaden their horizons by spending time in a different country and understanding new cultures and traditions.
The New Education Policy (NEP) 2020, however, has taken a different approach. It no longer mandates a specific language, allowing mother tongue as the language of choice, which is a substantial departure from the English-Hindi approach of the 1968 policy. How we will adopt and adapt to this change remains unclear, as higher learning, scientific study, and other disciplines are predominantly conducted in English in India.
In the early years, private publishers were responsible for the quality of books, but the establishment of the NCERT in the early 1960s brought a new approach. My colleagues and I had the opportunity to contribute to some of these publications. However, these prints often lacked finesse and binding quality, and the data was not regularly updated, making them an unsatisfactory option at a time when access to information was only through printed media. The private publishers, through better products and marketing, filled the gap, despite a qualitative improvement in the NCERT publications. The availability remained diffident, and though low cost, was not easily available. An improved availability through better supply chains will certainly ease the burden on the budget school students.
Subsequent government initiatives, such as bringing education under the concurrent list in 1976 and the Right to Education Act of 2009, were intended to improve access and quality. However, despite these efforts, the decline in the quality of state schools' infrastructure and learning outcomes, as reflected in ASER reports, has persisted. The ASER reports paint a rather grim picture of the state of education across the length and breadth of the country, and suggest that the very content and concept of the RTE act, made with good intentions, needs to be looked at. Schools that foster literacy, writing skills, and numeracy, along with co-curricular activities and exposure to diverse experiences, produce well-rounded individuals. Consequently, there is a demand for them, evidenced from the difficulty in getting admission into these schools, whether budget or the more expensive schools such as those which provide for the IB syllabus.
The Role of Technology in Education: A Double-Edged Sword
With the advent of technology and the decreasing cost of digital devices, there is a growing tendency to shift toward electronic platforms for learning. However, research indicates that physical books offer inherent advantages that cannot be overlooked. Students tend to absorb and retain more information when reading from physical books compared to e-books. They also excel in areas such as empathy, involvement in the detail and description, and comprehension of content.
Physical books not only help children become better readers but are also gentler on the eyes and can improve sleep quality. Studies show that students with access to physical books at home are more likely to score higher on tests. In contrast, those who rely on e-books often find themselves more easily distracted—not only because of the internet's constant accessibility but also due to the inherent distractions of electronic devices.
A study focusing on young children aged three to five found that comprehension levels were better when parents read to them from a print book than an e-book. This highlights the importance of grounding teaching and learning in physical books, with digital resources serving as supplementary tools rather than replacements.
Blending Tradition with Modern Technology
While the benefits of physical books are clear, it's equally important to recognize the potential of modern technology in education. The challenge lies in finding a balance between traditional methods and technological advancements. Integrating technology with traditional teaching practices can create a more dynamic and engaging learning environment. For instance, physical books can provide a solid foundation for learning, while digital tools like interactive blackboards, e-books, educational apps, and online platforms can enhance understanding, offer personalized learning experiences, and cater to diverse life styles. But all this has a cost element. It may not always be accessible for the budget schools.
By thoughtfully blending traditional resources with modern technology, educators can harness the strengths of both, ensuring that students not only gain knowledge but also develop critical thinking skills, creativity, and adaptability—essential qualities for success in the modern world.
The Decline of Writing Skills: A Lost Art
The extensive use of the QWERTY keyboard with computers has led to a decline in the writing skills of children. The importance of learning cursive writing, in particular, has been fading. Nonetheless, cursive writing is a valuable skill that should be learned in the early years, as it offers several advantages. It develops fine motor skills, finger muscles, and hand-eye coordination, all of which are important for a range of activities. Cursive writing also fosters creativity, facilitates better brain development, and improves spelling and reading skills.
In our school, we have been focusing on this aspect, but we often find that new inductees, both students and teachers, lack these basic writing skills. The emphasis on short answers, yes/no, select a choice etc has reduced the basic thinking and comprehension abilities of the children. A re-introduction of more detailed responses, not rote replies, which require application of mind, would further develop comprehension analytical skills. It is essential that we continue to emphasize the importance not only of handwriting, but also increased length of the type of answers, even as technology becomes increasingly integrated into education.
The Challenges of a Constantly Evolving Curriculum
The government has continuously tinkered with the curriculum framework, publishing four different versions between 1975 and 2005. Following the NEP 2020, the government is now developing two more frameworks—one for schools and another for teachers’ education. This constant change raises the question of whether the system will ever achieve a steady state, or if it will continue to be buffeted by political thinking.
The downside of these frequent changes is the need to rework teaching pedagogy from the ground up, a humongous task given the lack of adequate trainers and institutions.The additional time and funding required to implement these changes also pose significant challenges.
The Role of Entrance Exams: A Double-Edged Sword
Most entrance exams for institutions of higher learning have progressively shifted to National or State Level exams since 2001. This resolved the problem of different admission standards and reduced the physical, mental, and financial burden on students and their families. A common curriculum across the country could make a significant impact in evening out the process and facilitating the selection of the most talented students. However, the flourishing coaching industry suggests that these exams are not quite aligned with the NCERT Class XII syllabus. There is a growing divide between regular classroom learning and the preparation required for entrance exams. A potential solution would be to align these exams more closely with the CBSE Class XII syllabus.
The Importance of Teacher Training: The Key to Quality Education
The most critical element of education is the teacher. Great teachers make great schools, and exceptional teachers develop exceptional students. In earlier times, teacher training was rigorous, but I have noticed a decline in the quality of training in recent years. Fresh teachers often lack basic teaching skills or awareness of the systems they need to follow. Interacting with them suggests that the internship phase is not very productive, as they are not adequately mentored in the art and craft of teaching.
Perhaps the new four-year integrated course will address these shortcomings. I have also encountered qualified engineers, doctors, and dentists who wish to take up teaching as a profession, but are unable to do so without starting afresh with a basic degree course. This is an aspect that needs to be examined to harness such highly trained resources.
Conclusion: Shaping the Future Through Education
As a country with an ancient culture but as a young nation, it is through quality education, rooted in strong school foundations, that we will progress toward a better future. As Rabindranath Tagore envisioned, we strive for a nation "where the mind is without fear and the head is held high...where words come out from the depth of truth." These foundations will remain contingent to a stable education policy, ensuring the availability of good quality teachers, adequate funding and revitalising of the government school sector in particular.
My journey as a teacher has spanned over six decades, and it has been a deeply fulfilling one. I have been fortunate to work with a team of outstanding educators, and I look forward to continuing to teach and mentor for years to come. Through our collective efforts, we can shape the futures of the students we teach, guiding them toward becoming well-rounded, responsible citizens who will contribute to the progress and prosperity of our nation.
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