Delhi’s Education Model: Genuine Progress or Just Optics?

Since 2013, the Aam Aadmi Party (AAP) has emphasized education as a cornerstone of its governance in Delhi. The government has heavily invested in modernizing school infrastructure, introducing smart classrooms, and building new facilities. While these changes have improved the physical appearance of government schools, they haven’t adequately addressed key issues such as learning outcomes, inclusivity, and access to higher education.

One of AAP’s most visible reforms has been upgrading school infrastructure. Many schools now have new classrooms, smartboards, and better facilities, creating an image of progress. However, these improvements have not significantly boosted the quality of education. Many teachers are not adequately trained to use these modern tools, limiting their effectiveness in classrooms. As a result, these upgrades often serve as cosmetic changes rather than real agents of improvement in learning.
The government introduced Mission Chunauti to improve pass percentages by grouping students based on their academic performance. However, this policy excludes struggling students rather than helping them. Many of these students are shifted to Patrachar Vidyalayas—open schools that provide minimal academic support—instead of being supported within mainstream schools. This strategy prioritizes improving school statistics over offering genuine help to students who need it the most.
A significant issue is the limited access to science education in Delhi’s government schools. Out of 846 schools, only 238 offer science streams, severely restricting opportunities for students interested in STEM (science, technology, engineering, and mathematics) careers. The disparity is even worse for girls, with fewer than 100 schools providing science streams for female students. This gap reinforces outdated gender stereotypes and limits young women’s potential to break into science and technology fields. Instead of addressing these systemic biases, the current model seems to perpetuate them.

The government’s focus on non-science streams, often viewed as easier to pass, has raised additional concerns. While this strategy boosts overall pass percentages, it restricts students’ academic choices and career opportunities, leaving them with fewer paths to pursue more challenging fields.
High dropout rates are another glaring problem. Reports indicate that combinedly over 300,000 students fail in grades 9 and 11 every year. While the government has improved access to education by building more schools, it hasn’t tackled the root causes of student disengagement. Without strong remedial programs, students who struggle are left behind, leading to high dropout rates and undermining the government’s claims of educational progress.

The closure of Pratibha Vikas Vidyalayas, merit-based schools that supported high-performing students, has further weakened the education system. These schools provided opportunities for talented students to excel but have been shut down, leaving many without access to quality academic programs. At the same time, the rising fees in private schools have made education increasingly unaffordable for many families, widening the gap between privileged and underprivileged students.

Higher education in Delhi also faces significant challenges. Despite promises to establish 20 new colleges, not a single one has been built since 2013. This has created a problem for students seeking higher education, leaving them with limited options. The 12 Delhi University colleges funded entirely by the state government are also facing financial constraints, including delayed salaries for teachers and insufficient resources. These issues have hindered the ability of these institutions to meet the growing demand for quality education.

While AAP’s education model has been praised for focusing on the sector, it has been argue that its emphasis on visible achievements—like infrastructure and pass percentages—often overshadows deeper, systemic issues. Addressing these problems requires a shift from surface-level reforms to policies that prioritize meaningful improvements in teaching quality, inclusivity, and learning outcomes.

To bring about real change, the government must invest in comprehensive teacher training so educators can effectively use modern tools and adopt better teaching methods. Expanding access to science education, particularly for girls, is crucial to fostering gender equality and promoting STEM careers. Effective remedial programs are also essential to support struggling students and reduce dropout rates.Rather than focusing solely on pass percentages, the government should prioritize holistic education that prepares students for the future with critical thinking, creativity, and problem-solving skills.

(Gandharv Koushiy)
Assistant Professor
Ram Lal Anand College
University of Delhi