Need for a Common School System in India

Equal education for all is the foundation of an equitable and democratic society

Omkar Dattatray

From the very first day of India’s Independence, the objective of successive governments has been to build a just, equitable, egalitarian and discrimination-free society. Unfortunately, despite decades of self-rule, this goal remains elusive.

The education system inherited from the British, based largely on Macaulay’s model, was designed to produce clerks and serve colonial interests rather than nurture enlightened citizens. Although India gained Independence in 1947, our education system has undergone little structural change. In many ways, we continue to follow a model that encourages inequality rather than social justice.

Instead of reducing social divisions, our present education system often reinforces them. It accentuates discrimination, privilege and favouritism, resulting in a society divided along class and caste lines. Schools themselves have become symbols of inequality, with children receiving vastly different standards of education based on their economic background.

Several national education commissions have recommended the introduction of a Common School System (CSS), but these recommendations have remained largely unimplemented due to the lack of political will. Education, which should be a powerful instrument for creating an equal and just society, has instead become a means of perpetuating social disparities.

A Common School System provides free, quality education to every child, irrespective of caste, creed, religion, gender or economic status, through neighbourhood schools. It seeks to ensure that every child receives comparable educational opportunities and that education does not become a tool for social segregation.

Why India Needs a Common School System

The need for a Common School System is based on several important considerations:

Equal Opportunities: Every child, irrespective of social or economic background, should have access to quality education. Education must not remain the privilege of the affluent.

Social Cohesion: Common schools bring together children from diverse backgrounds, promoting social harmony, mutual understanding and national integration.

Ending Social Segregation: The present divide between elite private schools and poorly equipped government schools has deepened social inequality. A Common School System seeks to bridge this gap.

Building an Egalitarian Society: Equal education is essential for strengthening democracy, secularism and social justice.

Quality Education for All: The neighbourhood school concept aims to ensure uniformly high educational standards across the country rather than concentrating quality education in a handful of institutions.

Nation Building: A common educational environment helps develop responsible citizens with a shared national identity while respecting India’s cultural diversity.

Checking Commercialisation: The Common School System offers a state-supported alternative to the growing commercialisation and privatisation of education, preserving education as a public good rather than a market commodity.

The Concept of CSS

The Common School System, proposed by the Kothari Commission (1964-66), envisages that all children should study in government-run or government-aided neighbourhood schools offering comparable quality education. The objective is to eliminate educational disparities and strengthen social cohesion.

Its key principles include:

Uniform quality education for all.

Neighbourhood schools where children study close to their homes.

Equal opportunities without discrimination in admissions or classroom practices.

State-funded education that is accessible and affordable for every child.

The system also emphasises the holistic development of children—mental, physical and emotional—while fostering democratic values and inclusive education.

Present Reality

Despite being endorsed by successive National Education Policies, including those of 1968 and 1986, the Common School System has never been fully implemented.

India today has a highly stratified education system comprising elite private schools, aided schools and underfunded government schools. The resulting inequalities continue to widen the gap between the rich and the poor.

The Unnikrishnan Judgment (1993), which recognised free education as a fundamental right, reflected the spirit of the Common School System. However, its vision remains only partially realised.

The Way Forward

To make the Common School System a reality, several measures are essential:

Improve infrastructure and teaching standards in government schools.

Integrate children with disabilities into regular neighbourhood schools.

Promote an inclusive curriculum that nurtures national identity while encouraging regional languages and cultural diversity.

Ensure adequate public investment to provide quality education across all government and aided schools.

The Kothari Commission’s Vision

The Education Commission (1964-66) regarded the Common School System as the foundation of India’s National System of Education. It believed that children from different social classes should study together to promote an egalitarian and integrated society.

The Commission cautioned that the existing education system was increasing social segregation and widening class distinctions. It observed that such segregation harms not only poor children but also those from privileged families, who remain isolated from the realities of Indian society.

The Commission argued that education could become a powerful instrument of national development and social integration only through the establishment of a Common School System. It also pointed out that similar systems, in different forms, existed successfully in countries such as the United States, France and the Scandinavian nations. Even Britain gradually moved towards a more comprehensive school system under democratic pressures.

A Question of Political Will

If many developed countries have successfully adopted common schooling, why has India failed to implement it?

The principal reason appears to be the lack of political determination. Governments have accepted the recommendations in principle but have rarely translated them into action.

A meaningful beginning can be made by ensuring that the children of Ministers, Members of Parliament, MLAs, senior civil servants, police officers and even teachers study in government or government-aided schools. Such a measure would naturally improve public schools, enhance accountability and restore public confidence in the education system.

Until genuine political commitment replaces mere declarations, the recommendations of successive education commissions will remain noble ideals confined to official reports.

A Common School System is not merely an educational reform; it is an essential prerequisite for building a just, democratic and socially inclusive India.

(The author is a columnist, social activist, KP activist and freelancer)