New Delhi, Apr 03: In many government schools across India, classes still take place in overcrowded rooms, sometimes under open skies conditions far removed from the “holistic and experiential learning” envisioned by the National Education Policy (NEP) 2020. The contrast is stark. While the policy lays out an ambitious roadmap for transforming education, its success rests on a foundation that remains uneven and, in many places, fragile.

The problem is not one of intent. NEP 2020 rightly shifts the focus from rote learning to critical thinking, flexibility, and inclusion. But implementation is inseparable from infrastructure and that is where the gap between vision and reality becomes most visible.

Basic facilities remain a persistent challenge. According to UDISE data, a significant number of schools still lack functional electricity, internet access, or adequate sanitation. Overcrowded classrooms and multi-grade teaching are common, particularly in rural and underserved regions. These are not minor inconveniences; they shape how children experience schooling. The absence of separate, functional toilets for girls, for instance, continues to affect attendance and retention, especially at the secondary level. In such settings, the idea of joyful, activity-based learning remains........

© Greater Kashmir