Haryana’s school education journey (1964–2020)

Haryana’s school education narrative often touts steady strides toward universal literacy, yet it conceals deep inequalities. Colonial exclusion of marginalized groups lingers, perpetuating disparities. The push for English-medium education, fueled by global ambitions, sidelines Hindi and Haryanvi, deepening class divides. Despite impressive enrollment numbers, government schools struggle with poor learning outcomes. The boom in private schools exposes public system shortcomings, driven by liberalization and societal demands rather than policies prioritizing fairness.

1964–1970: Formation and Foundational Reforms

Milestones:

• State Formation and Education Focus: Haryana was carved out of Punjab in 1966, inheriting a weak educational infrastructure but prioritizing education to foster state identity. The Kothari Commission (1964–66) influenced Haryana’s adoption of the 10+2 school structure, standardizing secondary education.

• Infrastructure Expansion: The state established primary schools in rural areas, with central support under the First Five-Year Plan’s education allocation (7.9% of total outlay).

• Literacy Gains: Literacy rose from 24.6% in 1961 to 31.5% by 1971, driven by government schools and adult education programs like the National Board of Adult Education (First Five-Year Plan).

• Curriculum Development: The curriculum emphasized science and mathematics, aligning with national goals of modernization and industrialization, as per the Kothari Commission.

Hurdles:

• Socio-Political Challenges: The 1966 reorganization disrupted administrative continuity, with competing priorities between linguistic identity (Hindi/Haryanvi) and national integration (three-language formula: Hindi, English, regional language).

• Economic Constraints: Limited state finances post-formation prioritized agriculture over education, with only 5.8% of the Second Five-Year Plan allocated to education.

• Cultural Factors: Patriarchal norms and caste hierarchies restricted girls’ and lower-caste children’s access, with female literacy at 17.3% in 1971.

• Administrative Issues: Teacher shortages and lack of training hampered implementation of the 10+2 structure, with non-uniform curricula across districts.

Historical and Political Context: Haryana’s formation amid linguistic and cultural assertions shaped its education policies to promote Hindi and state pride. The Green Revolution (late 1960s) boosted agricultural wealth, but benefits were uneven, limiting rural education funding.

1970–1980: Green Revolution and Educational Growth

Milestones:

• Policy Reforms: The National Policy on Education (NPE) 1968, implemented in Haryana, aimed for free and compulsory education up to age 14, increasing enrollment to 60% for ages 6–11 by 1979.

• Infrastructure Development: Green Revolution prosperity funded school construction, particularly in rural areas, with midday meal programs (introduced 1970s) reducing dropouts.

• Literacy Improvements: Literacy reached 36% by 1981, with women’s literacy rising to 22.3%, supported by state initiatives exempting girls’ tuition fees.

• Curriculum Advancements: Vocational subjects were introduced in secondary schools to align with Haryana’s agrarian economy, per NPE 1968.

Hurdles:

• Socio-Political Challenges: Caste-based politics and Jat dominance marginalized Scheduled Castes (SCs) and Other Backward Classes (OBCs), limiting their educational access.

• Economic Constraints: Despite agricultural growth, education spending remained below the NPE’s 6% GDP target (actual ~3%), prioritizing irrigation and industry.

• Cultural Factors: Early marriages and gender biases kept girls’ enrollment low, with dropout rates high in rural areas.

• Administrative Issues: Corruption and teacher absenteeism undermined midday meal and infrastructure schemes, with high pupil-teacher ratios (24:1 nationally).

Historical and Political Context: The Green Revolution transformed Haryana into an agricultural powerhouse, but wealth disparities fueled caste tensions. Political focus on rural development diverted resources from systemic educational reforms.

1980–1990: Liberalization and Privatization

Milestones:

• Policy Reforms: The NPE 1986, adopted in Haryana, emphasized universal primary education and Operation Blackboard, improving school facilities like blackboards and books.

• Infrastructure Development: The state expanded rural schools, with 30% of schools gaining electricity by 1990.

• Literacy Improvements: Literacy rose to 55.9% by 1991, with female literacy at 40.5%, driven by girls’ education incentives like scholarships.

• Curriculum Advancements: The NPE 1986 introduced Minimum Levels of Learning, focusing on basic literacy and numeracy, with computer education in urban schools.

Hurdles:

• Socio-Political Challenges: Political instability and caste-based agitations (e.g., OBC reservation demands) diverted attention from education reforms.

• Economic Constraints: Education spending remained low (~3.5% of GDP), with funds skewed toward urban schools.

• Cultural Factors: Patriarchal attitudes and dowry practices limited girls’ education, particularly in rural Haryana, where female infanticide was prevalent.

• Administrative Issues: Teacher training lagged, and non-teaching administrative tasks consumed 80% of teachers’ time, per NIEPA studies.

Historical and Political Context: India’s economic liberalization (late 1980s) spurred private schools in Haryana’s urban centers like Gurgaon, catering to a growing middle class. Rural areas, however, lagged, reflecting regional disparities.

1990–2000: Globalization and Policy Shifts

Milestones:

• Policy Reforms: The Sarva Shiksha Abhiyan (SSA, 2000) aimed to universalize elementary education, boosting Haryana’s enrollment to 95% by 2009.

• Infrastructure Development: SSA funded rural school upgrades, including sanitation and drinking water, with 70% of schools compliant by 2000.

• Literacy Improvements: Literacy reached 67.9% by 2001, with female literacy at 55.7%, supported by the National Programme for Education of Girls at Elementary Level.

• Curriculum Advancements: The National Curriculum Framework (NCF) 2000 introduced inquiry-based learning, though implementation was stronger in private schools.

Hurdles:

• Socio-Political Challenges: Caste-based reservations and political populism shifted focus from quality education to quota debates.

• Economic Constraints: Private school growth increased costs, excluding poorer families, with government schools underfunded.

• Cultural Factors: Gender disparities persisted, with 21.4% of girls dropping out due to lack of interest or cultural barriers, per National Family Health Survey-5.

• Administrative Issues: Corruption in SSA fund allocation and untrained teachers led to poor learning outcomes, with only 50% of Class V students reading Class II texts.

Historical and Political Context: Haryana’s proximity to Delhi and industrial growth in Gurgaon fueled urbanization, driving demand for English-medium private schools. Rural areas, reliant on agriculture, saw slower educational progress.

2000–2010: Right to Education and Urban-Rural Divide

Milestones:

• Policy Reforms: The Right to Education Act (RTE, 2009) mandated free education for ages 6–14, increasing Haryana’s enrollment to 98% by 2010.

• Infrastructure Development: RTE and SSA improved government school facilities, with 80% having toilets and drinking water by 2010.

• Literacy Improvements: Literacy reached 75.6% by 2011, with female literacy at 66.8%, driven by Beti Bachao Beti Padhao (2015, retroactively impactful).

• Curriculum Advancements: NCF 2005 promoted inclusive education, integrating technology and addressing diverse needs, though urban schools adopted it faster.

Hurdles:

• Socio-Political Challenges: Political interference in curriculum design favored selective historical narratives, sidelining critical perspectives.

• Economic Constraints: High private school fees and coaching institute costs burdened families, with government schools lacking digital resources.

• Cultural Factors: Caste discrimination and patriarchal norms limited SC and girls’ access, with sanitation issues causing female dropouts.

• Administrative Issues: Only 12% of schools had internet by 2010, and teacher vacancies (11 lakh nationally) persisted.

Historical and Political Context: Haryana’s industrial boom (e.g., automobile sector in Gurgaon) increased urban wealth, but rural agrarian distress deepened inequalities. The RTE marked a commitment to equity, but implementation gaps reflected administrative inefficiencies.

2010–2020: Digitalization and NEP 2020

Milestones:

• Policy Reforms: The National Education Policy (NEP) 2020 introduced a 5+3+3+4 structure, emphasizing early childhood education, mother-tongue instruction (Hindi/Haryanvi), and digital learning.

• Infrastructure Development: Over 10,000 Atal Tinkering Labs fostered innovation, and smart classrooms expanded in urban Haryana.

• Literacy Improvements: Literacy reached 82% by 2018, with female literacy at 74.2%, per National Statistical Commission.

• Curriculum Advancements: NEP 2020 integrated coding, multidisciplinary learning, and experiential education, aligning with global standards.

Hurdles:

• Socio-Political Challenges: Jat reservation agitations (2016–2018) disrupted schools, reflecting caste-based political tensions.

• Economic Constraints: Rural schools lacked digital infrastructure, with only 19% having internet, exacerbating divides during COVID-19.

• Cultural Factors: Gender disparities persisted, with girls facing harassment and early marriages, despite Beti Bachao Beti Padhao.

• Administrative Issues: Poor teacher training and accountability hindered NEP implementation, with rote learning prevalent in government schools.

Historical and Political Context: Haryana’s emergence as an IT and industrial hub (Gurgaon, Faridabad) drove demand for skilled education, but rural agrarian crises and unemployment fueled migration aspirations. NEP 2020 aimed to modernize education, but the pandemic exposed digital inequities.

Reflection on Broader Historical and Political Framework

Haryana’s school education evolved through distinct phases:

• Formation and Growth (1964–1980): Post-1966, Haryana prioritized education to build state identity, leveraging Green Revolution wealth, but caste and gender barriers limited access.

• Liberalization and Privatization (1980–2000): Economic reforms spurred private schools, deepening urban-rural divides, while SSA aimed for universal enrollment.

• Rights-Based and Digital Era (2000–2020): RTE and NEP 2020 pushed inclusivity and innovation, but rural infrastructure and cultural norms lagged.