Opinion | Economic Aspiration To Civilisational Capability: Why India Must Reform Education By 2030

The concept of meritocracy in education is not merely a desirable preference; it has become an unequivocal necessity for achieving strategic progress

India has set forth an ambitious and visionary goal: to establish itself as the second-largest economy in purchasing power parity (PPP) terms by 2050, and to ascend to the rank of the largest economy in nominal terms by 2075. This aspiration for a Vikshit Bharat — in other words, a developed India — is not merely a dream; it demands a profound, multifaceted transformation of India’s economic structure, technological prowess, and institutional integrity over the coming decades.

Realising the scale of this economic vision requires more than simply harnessing the vast size of the population, increasing consumption rates, or implementing superficial productivity enhancements. Historical evidence clearly indicates that every nation that has emerged and maintained its status as a great power has fundamentally achieved this through the cultivation of deep scientific, technological, and innovative capabilities. At its core, economic predominance is inextricably tied to leadership in knowledge and innovation.

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Serious about its long-term ambitions, India must embark on a systematic approach that involves meticulously identifying desired outcomes and then strategically working backwards to define the critical prerequisites and essential policy decisions needed to achieve them. One of the central tenets of this plan is to establish an exceptional Science and Technology (S&T) base by 2040 — this is not negotiable. It is a vital requirement, underscored by the rapid pace of technological advancement worldwide.

Developing high-performing S&T ecosystems — whether in emerging fields such as semiconductors, rare earth technologies, advanced manufacturing processes, artificial intelligence (AI), biotechnology, aerospace engineering, or cutting-edge materials science — requires sustained, committed investment over time. These advanced capabilities cannot simply be conjured into existence through temporary financial infusions or hastily announced policy initiatives; they necessitate a long-term vision characterised by patience, unwavering commitment, and strategic foresight.

It is imperative, therefore, that India cultivate a substantial pool of elite scientists, engineers, and researchers, supported by world-class research universities and institutions that foster original, ground-breaking innovation. Failure to develop these foundational elements leaves India at risk of being relegated to a growth path that may appear substantial in numerical terms, but ultimately lacks the true dominance, dynamism, and global influence necessary to realise its ambitions.

Central to this transformation is the education system, which must serve as the bedrock upon which India builds its future. To ensure robust S&T capabilities by 2040, the country needs to establish an outstanding education system well before 2030. This urgency is critical to ensure that the scientists and technologists who will shape India’s future in the 2040s are effectively being trained and nurtured today. A culture of excellence, meritocracy, and intellectual integrity takes decades to cultivate and is nearly impossible to recreate once compromised. The wheel of time, Kalachakra, is already spinning against our tardiness and lassitude in this matter.

This brings us to one of India’s most pressing internal challenges: the caste system. Contrary to the popular belief that caste is a waning aspect of traditional society, it has developed into a significant political and institutional force within the modern Indian state. This reality is glaringly evident in the education sector. Reservation policies, initially designed to rectify historical injustices and exclusions, have since morphed into a permanent framework that enshrines caste identities and functions as a tool for political negotiation.

The repercussions of this evolution are profound. Reservation policies have, over time, severely undermined the quality and competitiveness of India’s educational and research institutions. In critical and strategic areas such as higher education and advanced research, these policies have compromised institutional excellence. To flourish in high-stakes fields of frontier science, the primary objective must be to maximise talent density. A culture of mediocrity is incompatible with cutting-edge innovation, and this incompatibility poses a substantial risk to India’s aspirations.

When admissions, hiring, and promotions in elite educational institutions are dictated by identity-based quotas, the inevitable result is a decline in overall quality. This degradation erodes global competitiveness and shifts institutional incentives away from excellence towards mere compliance with regulatory frameworks. This observation is not merely a philosophical concern; it reflects a stark operational reality consistently observed across successful scientific systems worldwide.

Faced with the political sensitivity of reform, the Indian state has increasingly attempted to shift responsibility for innovation to the private sector. This strategy is misguided and illusory. Private universities, particularly in India, are ill-suited to undertake long-horizon, high-risk, foundational research. Profit pressures, shareholder expectations, and managerial incentives favour short-term returns and incremental improvements. Indian corporate culture, in particular, has historically emphasised arbitrage, scale, and efficiency over original innovation.

Globally, all major technological breakthroughs — from aerospace and nuclear energy to semiconductors and artificial intelligence — have been initiated or underwritten by the state. Expecting the private sector to compensate for systemic weaknesses in public education and research is neither realistic nor historically grounded. In short, the state cannot abjure its core responsibility for building national capability.

Compounding this issue, India has obscured the vital distinction between welfare distribution and the creation of national capabilities, leading to a gradual but persistent decline in institutional rigour precisely where it is most crucial. A political economy has emerged in which caste-based reservations serve as effective mobilisation tools, creating a socio-economic trap. Political entities are often apprehensive about the electoral backlash they might face if they propose reforms that could challenge the established reservations.

This scenario has cultivated a self-reinforcing cycle that favours immediate political rewards over the long-term national interest. The consequence is a low-level equilibrium characterised by the continual reinforcement of caste identities, constant recalibration of reservation policies, and the accumulation of long-term institutional deterioration.

To escape this cycle, India must urgently and decisively undertake the task of de-reserving education. If the nation genuinely aspires to emerge as a formidable economic and technological power on the global stage, it must confront a difficult but essential truth: all caste-based reservations in education — particularly those affecting higher education, technical training, and research — must be abolished by 2030.

This stance is not a rejection of social responsibility. On the contrary, the state should actively support disadvantaged students through an array of initiatives, including scholarships, fellowships, substantial investments in early childhood and school education, and preparatory programmes. Nevertheless, it is imperative to preserve the integrity of selection mechanisms in institutions responsible for cultivating the nation’s intellectual and technological elite.

The concept of meritocracy in education is not merely a desirable preference; it has become an unequivocal necessity for achieving strategic progress. This decision is one of critical civilisational importance. India stands at a pivotal juncture, with the next five years poised to be decisive in determining whether its education system will serve as a springboard for global leadership or become a bottleneck that hinders national ambitions.

Throughout history, no great civilisation has sustained excellence by placing political expediency above competence. Nations with aspirations for greatness must be prepared to make challenging, often unpopular, but imperative decisions. The repercussions of failing to implement educational reforms are significant and tangible; they may lead to technological dependency, strategic vulnerabilities, and an enduring status as a second-tier power.

If India truly intends to achieve its goal of being the second-largest economy in terms of PPP by 2050 and the largest economy in nominal terms by 2075, it must confront the most formidable task of all: liberating its education system from the constraints of identity-based reservations and re-establishing excellence as the guiding principle of its educational framework. The time for decisive action is now; the clock is ticking, and the need for reform is urgent.

Gautam R Desiraju is at IISc Bengaluru, with affiliations at Rishihood University, Sonipat, UPES Dehradun, and IIT Mandi. The views in this article are personal to the author and do not represent those of the institutions above or of News18.

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