When Finland revises its curriculum, it begins by retraining teachers. When Singapore introduces new competencies, educators are upskilled well before students encounter the change. Across high-performing OECD nations, education reform starts with strengthening teaching capacity, not demanding student adjustment. India, however, follows a different sequence. Reforms are announced with fanfare, policy documents multiply, acronyms proliferate, and students are expected to adapt immediately. Teachers, meanwhile, are left to translate ambitious vision into classroom reality-often with little preparation, minimal consultation and growing administrative pressure.

If education reform is genuinely the objective, one uncomfortable truth must be acknowledged: real change lies not in constantly fixing students, but........

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