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According to a recent detailed survey by the Ministry of Statistics and Programme Implementation (MoSPI), almost a quarter of school children in India are now taking private coaching, a fact that underscores an increasing trend that is most evident in urban districts. The 80 th round of the National Sample Survey, the Comprehensive Modular Survey on Education 2025, is also useful in identifying the difference in education spending and schooling patterns in urban and rural India.

Urban vs Rural: Differences in Private Coaching and School Enrollment

The survey also found that in urban regions, private coaching is more common where 30.7% of the urban students obtain supplemental private tuition while in rural regions 25.5% obtain. Such a trend  shows increased accessibility and readiness of urban families to invest in further education support. Urban households incur an average annual spending of 3,988rs/per student in coaching that is more than twice that incurred by rural households by 1,793rs/per student.

The survey also indicates a distinct gap in the pattern of school enrollment. Rural education is dominated by government schools which admit approximately two-thirds of rural students (66%), with only 30.1% of urban students attending government schools. The private aided and unaided schools combined to enrol approximately 70 percent of students in urban schools, of which the unaided private schools contributed more than half of the city enrolments.

Education levels increase the costs of coaching

The price of private coaching jumps significantly as grade level rises. The families of urban students at the higher secondary level (11 and 12) spend on average an annual amount of Rs 9,950 on coaching at this stage which is more than twice as compared to rural students who spend 4,548. This upward trend in the cost of coaching is noticeable at preschool level with average costs amounting to approximately Rs 525, increasing to the high secondary school costs amounting to Rs 6,384 per students within the country.

Financial Burden and Household Spending Patterns

As well as the increased financial cost of the private coaching, the survey points out the large discrepancies between government and private school expenditure on overall education. Average spending by families with children in government schools on education is Rs 2,863 per capita per year, whereas spending in non-government schools is almost nine times that, or Rs 25,002. The students of the private schools are primarily paying course fees (95.7%), as compared to only 25% in the government schools.

Transportation, uniforms and books are other serious educational costs, and they are even more expensive in urban families that also incur heavy tuition and coaching costs. Such differences highlight the existing differences in access and affordability of quality education in urban and rural India. 

Growing Influence of Private Coaching in Indian education sector

The increase in private  coaching, also known as shadow education, reflects the desire of parents to achieve higher academic results in the conditions of high competition to get access to good university places and to find a career. Although the government schools continue to play a vital role as a form of rural education, the increased need of taking private coaching in the urban sector is an indication of greater socioeconomic changes in terms of aspirations and educational investments.

As the National Education Policy of India tries to enhance equitable access and quality, the results of this survey bring up some vital questions regarding the contribution of private coaching to intensifying education disparities and financial strains at the household level. Policymakers should take a cautious look at interventions that both correct the merits and the drawbacks of the booming private coaching market, as well as enhancing the state education system.

The University Grants Commission (UGC) is a statutory organisation in India that coordinates and maintains the standards of higher education in India. It was established under the UGC Act 1956 under the Ministry of Education and plays a crucial role in regulating universities and colleges, providing quality education to millions of students.

The Role and the Importance of the UGC

UGC's primary work is to prescribe minimum standards to the universities in terms of teaching, examination, and research. It accredits universities and colleges and allocates funds on this basis so that only institutions of quality may offer valid degrees. This makes sure students get credible, high-quality education, which is accepted both nationally and internationally.

Besides financing, UGC sets policy guidelines on curriculum, teaching staff qualification, admission and guidelines for scholarship eligibility and distribution. It serves to connect the Central and State governments and higher educational institutions, providing recommendations for policies that enhance the standards of university education in India.

New Updates and Reforms

In 2025, UGC implemented new regulations to be in alignment with the National Education Policy 2020, including increased flexibility for students, including:

1. Multiple exits and entrants in degree programs, including the possibility of certificates, diplomas or degrees being offered based on the number of years of study. 
2. Better access with bi-annual admission cycles.
3. The liberty to take any study irrespective of the previous studies.
4. Incorporation of skills training into the degree programs.

These reforms are to make education in higher institutions more flexible, competency-based, and accessible to a wide range of learners.

How does UGC benefit Indian Students? 

Students have UGC to thank because, without it, degrees obtained in recognised universities would not be valuable and educational standards would not be consistent. It also implies that students have the opportunity to receive scholarships such as Junior Research Fellowship (JRF) to pursue research careers. Prominent exams like the UGC NET, which qualify candidates for college teaching and research posts, are conducted by the UGC.

The relevance of UGC in the Indian education system

In India, there are more than a thousand universities and tens of thousands of colleges. UGC tries to make sure that these institutions are consistent with their quality, transparency and accountability. Without UGC regulations, higher education may end up in a chaotic state with no uniformity, and students across India will be adversely affected. Moreover, the Indian education image at the global scale will be questionable without it.

Summary of Learning For Students:

• UGC is the higher education regulator in India
• UGC is the body which provides recognition to universities.
• It provides quality assurance in education across disciplines and institutions.
• UGC distributes finances, administers grants and policies.
• The latest UGC reforms facilitate fluid learning and integration of skills.
• UGC NET is an important exam for aspiring teachers and scholars.

Tamil Nadu chief minister MK Stalin launched the Tamil Nadu State Education Policy – School Education on August 8, 2025 reaffirming the state's two-language policy of learning only Tamil and English and the long-standing demand towards restoration of education under the State List. Stalin termed it as "a vision document for the future" specific to the state's "distinctive character" to form an inclusive, fair, robust and future-proof school education system that enhances every child's potential, provides all-around development, maintains social justice and equips the kids with futuristic technical knowledge and values based on the state rich cultural heritage. The policy has been framed on the lines of the suggestions of the 14-member panel headed by Justice D Murugesan, ex-chief justice of the Delhi high court. The establishment of the committee was driven by the Tamil Nadu government in April 2022.

The basic challenge of "Basic Literacy and Numeracy" (BLN) with inclusive orientation to the Ennum Ezhuthum Mission (2022-2025) of TNSEP-School Education 2025 must be viewed in perspective of the overall situation of school education in the State and the prevailing ground realities as a comparative analysis of the vision and the reality.

The most elementary learning requirement of reading, writing, and arithmetic skills at the basic level must be taken seriously. The 2022 Annual Status of Education Research (ASER) report states that nearly 60% of the students at the country level study in Class V were unable to read a Class II level text and the 2023 report states that 25 per cent of the children in the age group of 14-18 years were unable to read a Class-II level text smoothly in their mother tongue/local language. This research also disclosed that 40% of the kids belonging to the same age group mentioned above were unable to read English sentences and the learning results for basic numeracy skills such as division and subtraction is also dismal.

The issue of teacher shortages is still unabated for more than a decade and half in Tamil Nadu and the policy must tackle this crisis at the stage of policy implementation in view of the existing situation of numerous state government schools operated with a single or two teachers and in the majority of situations with the assistance of casual contract staff.

One of the most important elements of the TNSEP–School Education 2025 is making the Tamil language compulsory in all school boards such as CBSE, ICSE and the State Board up to Class 10.

The government's choice to keep the board examinations for Classes 10 and 12 only, and not for Class 11 on the grounds that Class 11 can be transformed as a preparatory and bridging year with emphasis on enrichment of subject matter, skill acquisition, and preparatory readiness through on-going, competency-based internal assessment system in a stress-free environment is a policy of dual opportunities and challenges.

The government of Tamil Nadu must reconsider the "no-detention" policy for Classes 1-8 by keeping the "no-detention" policy from Class I to Class V and incorporating a just, open and inclusive assessment mechanism (examination system) for the Classes 6-8 in full consideration of the varied learning difficulties, skills, conditions and environment of children. All assessment techniques and models of examination are not punitive or penalizing as the policy indicates. The effective execution of the BLN plan and language education has an intrinsic relationship with teacher motivation, teaching pedagogy and on-going evaluation system. This also demands more extensive teacher training and ongoing teacher education/evaluation which is mostly missing under the present school education system.

The policy reaffirms the two-language policy of the state – Tamil and English – turning down the three – language formula recommended by the NEP-2020. The Tamil Nadu's two-language policy comes across as a possible study or model for some states that are eager to reconsider their three-language policy, particularly in Karnataka. It is as important to reinforce the language learning system of the state and correct imbalances/challenges in mother tongue education at the primary level and standardization of English language instruction and performance/assessment of Tamil and English as medium of instruction for science and social science subjects in the state-funded government schools for upper primary and middle levels.

The issues of admission, attendance and the dropping out of hill district and tribal area children are also directly linked to the dialectic/linguistic challenges rather than normally conceived ability to learn issues as assigned to tribal children in these regions. This involves motivation and appointment of teachers belonging to the local tribal population as special measures apart from recognizing the issue of teacher absentees in such places which is prevalent on account of lack of empathy, motivation and identification among the teachers who are posted from outside the local/tribal population. The differences in Gross Enrolment Ratio (GER), dropout rates, learning achievements among Scheduled Castes, Scheduled Tribes, minority and tribal population must be met with special attention and area wise focus.

Tamil Nadu is the first state to officially adopt its own school education policy in the nation indicative of increasing movement in the nation for educational autonomy and raising questions about the future trajectory of National Education Policy-2020. While this action is regarded as political and pedagogical response(s) to the NEP-2020 but educationists and critics opine there are a number of pedagogical concerns and challenges like the NEP-2020. The education policy, being futuristic and technology oriented, should be reinforced by the Tamil Nadu government to a better extent by revising its present allocation of 13.7% of the total budget for education considering the state budget allocation of 30% towards education like that of the Government of Karnataka.

The spending(s) on education and Research & Development are, in reality, an investment for the future in addition to solving the issues of insufficiency of funds and shortages of money of some existing scientific and technological projects. The state ought to establish a more secure and corpus funding than subjecting the state education to the instability and weakness of private and corporate funding.

Classrooms are supposed to be places of inquiry, teamwork, and development. More and more, they're becoming war zones in which instructors have to fight to deliver instruction while containing rages, aggression, and defiance. In classrooms all over America, teachers sound the alarm that student behavior has insidiously become the public schools' number one crisis — even surpassing compensation as their greatest concern.

A national survey conducted by the National Education Association (NEA) in 2024, responding to nearly 3,000 teachers and education support professionals, reported that four out of five educators now consider student behavior a "serious problem." For 81% of them, misconduct and acting-out are no longer occasional disruptions — they are everyday realities structuring how learning happens.

An increasing burden on educators

The implications are stark. The RAND Corporation documented last year that 44% of teachers identify student behaviour as their main source of job stress, while Pew Research calculated that 80% of teachers encounter behavioural issues at least several times a week. Over half deal with them every single day.

Teacher surveys across Idaho to Iowa to Rhode Island are saying the same thing: Whether it's disrespect, verbal tirades, or physical outbursts, the cost is personal as well as professional. Delaware teachers, for instance, miss an average of seven hours of class time per month to behavioral crises, as measured by a 2024 DSEA survey. Middle school teachers report losing nearly ten. “We’re at a crisis point in public education that’s only going to get worse —until administrators, school boards, and state legislators take corrective action,” warns Stephanie Ingram, President of the Delaware State Education Association.

The shortage of teachers nationwide is no longer just about salaries or long hours, it is about classrooms becoming unsafe, exhausting spaces to work in.

Burnout in real time

For teachers in the trenches, the crisis is immediate. In Connecticut, teacher Elsa Batista had no equivocation: "Teaching has become mentally, emotionally, and physically draining. We are strong, resilient, and imaginative, but we need support. Right now, that's not occurring, and we cannot lose more teachers", reports neaToday.

That sentiment is echoed elsewhere. In Rhode Island, 74% of teachers surveyed reported students acting out, and 40% said student violence, towards peers and staff, has increased. Nationally, nearly 70% of teachers say they have experienced verbal abuse from students, with one in five enduring such treatment multiple times a month.

Searching for solutions

Though school cellphone bans have been welcome, teachers say piecemeal solutions won't cut it. Solutions teachers demand are straightforward and uniform: Reduced class sizes, more support from administrators, genuine parental engagement, additional paraprofessionals, and mental health professionals who have the ability to actually address student needs.

As Joslyn DeLancey, Connecticut Education Association Vice President, asserts: "We have to make an investment in public education. It is the single most important investment we can make," as quoted by neaToday.

Lessons for students, and the system

For young people, the crisis today isn't necessarily about more rules or punishment. The truth is more nuanced: The increasing mental health challenges, absence of support systems, and lingering specter of pandemic-era learning loss are reconfiguring the ways in which young people engage in school. Behind each meltdown is a student struggling to keep up, frequently without access to tools that might assist.

But unless the policymakers, parents, and administrators move with determination, the struggle will keep on paying for all: Lost instructional time for students, rising anxiety for educators, and a flight from a profession already strained to its limit.

The lesson is straightforward. In order to restore classrooms as places of learning and growth, US needs to meet a reality its own teachers are already expressing: The children are not alright, and neither are their educators.

As a student, parent or teacher in India, you might frequently come across NCERT and SCERT, which are two important organisations that influence school education in the country. But what are they? What do they do? Let’s understand it in simple terms.

What is NCERT?

National Council of Educational Research and Training, also known as NCERT, is an education body established by the Government of India in the year 1961 to improve the quality of school education in the country.

In simple terms, NCERT is the key driver of educational development in India. It designs the national curriculum framework, develops textbooks, creates teaching resources, and provides training guidelines mainly for the Central Board of Secondary Education (CBSE) schools and many other affiliated boards.

A few critical facts about NCERT you need to know

1. It produces regular course books and study material for classes 1-12.
2. The NCERT books have generally been quite clear, simple and easy to read, hence they are commonly suggested as part of preparations in competitive exams, such as JEE, NEET, etc.
3. It operates such that in celebrating the cultural diversity of India, it promotes a unified national framework of education.
4. NCERT promotes research and innovations in teaching practices and teacher training throughout India.
5. It also publishes periodicals, supplementary books, learning kits and multimedia to support learning.

As an example, by studying in a school that is affiliated to the CBSE, you stick principally to the NCERT syllabus as well as textbooks. The NCERT enjoys a close working relationship with the Ministry of Education to ensure that the curriculum is currently in line with the development in the trends of education and the new policies laid out by the government, such as the National Education Policy (NEP) 2020. 

What is SCERT?

SCERT refers to the State Council of Educational Research and Training. All states in India have their SCERT that functions closely like a mini NCERT. This means there are separate SCERTs of Odisha, Maharashtra, Tamil Nadu, West Bengal, etc, which govern the curricula of their schooling. 

SCERT refines and adapts the national curriculum developed by NCERT and alters it in a manner compatible with the local requirements, culture, language, and priorities of the state. It creates textbooks and teacher-training programs targeted towards schools that are connected with the state education boards.

Important facts about SCERT:

• It is in partnership with the NCERT and aligns education with the state-specific contexts.
• SCERT revises and determines the curriculum, and it meets local history or geography as well as regional languages.
• It operates state-level teacher training, research, curriculum development and evaluation programs.
• Schools that are affiliated with the state boards mainly follow the SCERT curriculum and textbooks.

NCERT vs SCERT

Why NCERT and SCERT Are Important?

Both NCERT and SCERT make sure that education has been provided to all students with quality content that is relevant, fair, and inclusive. At this higher level exists the provision of the big picture and uniform standards by NCERT versus ensuring education is meaningful to children in their own state context, which SCERT does.

The National Curriculum Framework (NCF) created by NCERT is the backbone of most school education in India, and SCERT helps implement this framework effectively in each state.

Key Takeaway

NCERT is the national education research and training program with textbooks and curriculum focused mainly on central schools and CBSE. CERT is the education council responsible for creating and administering curricula of the state board schools, treating the local culture and language. Both collaborate to strategise quality, balanced, and inclusive education.

In addition, if the school is CBSE, you study from NCERT books; if it is a state board school, you study SCERT books (which are usually NCERTs with a slightly different curriculum). By understanding NCERT and SCERT, students as well as parents can understand how their textbooks and lessons are made and why they are designed the way they are. 

Moreover, for competitive exams and higher education, relying on NCERT books is highly recommended because of their clarity and aligned syllabus. This is why NCERTS are recommended for all the competitive exams in India.  

All in all, NCERT and SCERT are the sibling organisations that drive the Indian education system as well as educational developments in India.

Enrolment of students in govt schools in the state has consistently gone down in the post-Covid years, statistics placed in the legislative council indicate.

Figures released by the department of school education and literacy Monday indicated that admissions in the state-run primary schools and high schools fell significantly in the last three academic years.

Quoting the figures, Congress' ML Anil Kumar said student enrollment had decreased by 4.7 lakh. "Whereas student enrollment in 2022-23 was at 45.4 lakh, it dropped to 42.9 lakh. The same figures for 2024-25 crashed to 40.7 lakh," Kumar said.

Education and literacy minister Madhu Bangarappa informed the House that the govt was conscious of the issue and was acting to turn the situation around.

"Among the key problems affecting admissions is the lack of pre-primary classes in govt schools," Bangarappa stated. "We have now initiated around 5,000 LKG-UKG classes apart from introducing bilingual education. We expect that these steps will attract more students towards govt schools."

Bangarappa informed that Karnataka Public Schools — offering continuous schooling from kindergarten to pre-university — were opened to increase enrolments. "The govt has been establishing such schools in rural areas on priority," he added.

Official statistics placed before the discussion indicated there were a number of proposals to shut state high schools. Still, Bangarappa asserted that the govt is not going to close any school because of low enrolment.

"We have had proposals to close schools with extremely poor student strength. But we have not closed a single primary school on the basis of poor admissions. I assure the House that we will not close such schools in the future either," he said.

Contrary to the minister's statement, a high school at Hulikal, Tumakuru district, was closed in 2023-24 because of insufficient student strength.

Bangarappa further stated the govt will finish recruitment of teachers in Kalyana Karnataka region within four months of issue of internal reservation quota. Responding to a calling attention by BJP's CT Ravi in the legislative council, Bangarappa stated there are 16,577 teacher vacancies in govt primary schools in Kalyana Karnataka and over 33,527 vacancies in the rest of the state. The govt had sanctioned filling of 4,882 posts, but filling was put on hold due to outstanding internal reservation matters.