From access to excellence... the right to education

India enrols over 250 million children in its schools — one of the largest education systems in the world. Yet, according to ASER reports, a significant proportion of children completing primary education struggle to read a simple paragraph or perform basic arithmetic. The question before us is no longer whether children go to school. The real question is: does school truly serve them?

In recent years, the conversation around education has evolved significantly. While ensuring access to schooling has long been a priority, the focus is now shifting towards a more meaningful goal — the right to the right education. This shift reflects a growing recognition that mere enrolment in schools is not enough; what truly matters is the quality, relevance and effectiveness of what students learn.

With the introduction of progressive educational reforms such as the National Education Policy 2020 (NEP), traditional methods of rote learning and memory-driven assessments are steadily being replaced. A defining feature of NEP is the removal of rigid boundaries between disciplines and the move towards a flexible, multidisciplinary curriculum — encouraging students to combine arts with science, technology with the humanities. The emerging framework emphasises conceptual understanding, critical thinking and skill-based learning. Students are increasingly encouraged to engage in practical work, projects and real-life applications of knowledge, moving beyond textbook dependency.

However, the success of these reforms depends largely on time and thoughtful implementation. Students must be given adequate time to understand concepts deeply, practice their learning and apply it meaningfully. At the same time, teachers need sufficient flexibility to deliver lessons with care rather than racing to complete prescribed syllabi. Education cannot be reduced to a race against time; it must be a process of genuine engagement.

Walk into any classroom today and you will encounter a spectrum of learners — curious, hesitant, quick, struggling, quiet, and expressive. Ask many students and they will tell you honestly: they fear being labelled slow, they feel invisible when lessons move too fast, and they light up when a teacher pauses to truly explain. This lived reality places a profound responsibility on educators and institutions. Variations in comprehension, learning styles and abilities are natural — and the system must be designed to honour that diversity, not suppress it.

A fundamental principle, attributed to the educational philosophy of John Dewey, and echoed by progressive educators worldwide, must guide our institutions: if a student has not learned, the system of teaching must be re-examined. Accountability in education must extend beyond students to include teaching practices, institutional structures and policy design.

The pressure of competitive examinations further underscores the importance of quality foundational learning. In high-stakes tests — from board examinations to entrance assessments — a single mark can significantly alter a student's trajectory. However, the answer is not to drill students harder; it is to build genuine competence, precision and clarity of thought from the earliest years of schooling. When deep understanding is in place, performance follows naturally. Examinations then become an expression of learning, not a substitute for it.

School education plays a defining role in shaping an individual's future. It is within classrooms that the foundations of intellectual curiosity, problem-solving ability and lifelong learning are built. Preparing students for the challenges of the 21st century — defined by rapid technological change and global competition — requires a system that prioritises skills, adaptability and critical thinking above rote recall.

Equally important is the role of schools as complete learning ecosystems. Institutions must provide qualified educators, appropriate infrastructure and continuous academic support. When these elements are genuinely in place, students and parents should not feel compelled to seek external assistance to achieve basic learning outcomes. The widespread reliance on private tuition often signals gaps within the formal system — gaps that must be identified and addressed, not normalised.

Ultimately, the right to education must evolve into the right to the right education — an education that is inclusive, equitable, skill-oriented and future-ready. Ensuring this right is a collective responsibility. Parents, teachers and school management must work collaboratively to create environments where every student is not only taught, but genuinely learns and grows.

As education systems continue to transform, the true measure of success should not be the number of students enrolled, but the number of students empowered. The future of society depends not merely on access to education, but on the quality, purpose and humanity it serves.