The accolades showered upon Delhi government schools for their exceptional performance in the CBSE Class 10 and 12 exams undoubtedly paint a picture of success. However, a closer examination reveals a labyrinth of systemic challenges that threaten the integrity and fairness of Delhi’s education system. Behind the veneer of celebratory numbers lies a narrative of data manipulation, student filtering, and a lack of transparency.
After studying academic papers, government reports, policy documents, and media reports, we came across several issues that plague the system. The Delhi government quietly redirects students who repeatedly fail in classes 9 and 11 to Patrachar Vidyalaya or Delhi schools conducting open board exams under the guise of proactive support. Discussions in the Delhi Legislative Assembly on 22 August 2016 shed light on the Modified Patrachar Scheme of Examination, where students failing twice in Class 9 or 11 are shifted to these alternative avenues. They are cleverly labeled as “regular students” of Class 10, and placed in specially focused learning sections dubbed “Vishwas” (trust). The scheme claims that some students remain in the same school, and their exams are conducted through Patrachar Vidyalaya or National Institute of Open Schooling (NIOS), which effectively omits their passing ratio from the school’s performance metrics.
However, in-depth interviews with school stakeholders—principals, teachers, students, and parents—reveal a troubling reality. Struggling students are selectively filtered to artificially inflate passing percentages. Many of these students, often from the ‘Vishwas’ group, are encouraged to join Patrachar Vidyalaya.
Dropouts, segregation, Patrachar schools
The proliferation of parallel schools catering to students who have failed twice in Class 9 through NIOS boards serves as another smokescreen to mask the true state of affairs. By segregating weaker students from the overall pass percentage, the government avoids accountability and parental ire. Shockingly, our research indicates that a significant 20-30 per cent of students fail in Class 9. Many drop out of the system altogether.
Though ThePrint’s report says that about 50 per cent of students flunked Class 9 in 2018, we could independently confirm only 20-30 per cent. To ensure the reliability and validity of the findings, we cross-verified data from multiple sources and triangulated the results. We also sought feedback from educational experts and peer reviewers to refine the analysis.
Students who continue their education often find themselves guided toward NIOS boards within their own schools or CBSE Patrachar Vidyalaya. Despite marginal improvements in pass percentages, 32 per cent and 53 per cent in Class 10 and Class 12, respectively, the poor performance of Patrachar schools remains concerning.
Furthermore, our interviews with parents, students who dropped out, and those who enrolled in Patrachar Vidyalaya, shed light on a concerning trend in dropouts. Parents’ motivation to secure their children’s education appears to be the primary driving force behind enrolment in these alternative boards. Without proper counselling or support from Delhi government schools, students who fail exams are left to navigate their educational journey alone. This lack of assistance pushes many students to abandon their education entirely, highlighting a critical gap in the system’s ability to address dropout rates effectively.
The government’s purported solution to identify and support underperforming students through initiatives like Mission Chunauti, which segregates students based on their learning levels, seems commendable at first glance. However, our investigations—which involved reviewing policy documents, implementation reports, and legislative debates—unveil a contrasting reality: it’s a systematic process of filtering and exclusion that starts as early as Class 6. Discontent among parents of underperforming students is palpable, as these students are segregated into separate classrooms, initiating the process of filtering. Consequently, the students receive less attention from teachers, leading to the majority being eliminated from Class 9 onwards. This early-stage culling exacerbates dropout rates and undermines the inclusivity promised by initiatives like Mission Chunauti.
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Hindering students’ development
This investigation stems from my doctoral research, which focused on the influence of technology on education. During my PhD, I visited two Delhi government schools in 2022 and observed that even though some classes were equipped with smart boards, they were not utilised by teachers for delivering lectures. This initial exploration sparked my interest in the broader systemic issues within these schools.
I then conducted an ethnographic study where the methodology involved visiting several Delhi government schools. I interviewed parents, teachers, students, and principals to gather first-hand insights.
“I felt abandoned by the system. Once I failed, there was no one to guide me or help me understand where I went wrong,” one dropout student lamented. This sentiment was echoed by his peers, who viewed dropouts as having no prospects. Another student remarked, “We all know that failing here means you are pretty much done. No one expects much from you after that.”
Parents, too, shared their frustration. “The school just pushed my son out. They said Patrachar was a good option, but they never explained how it works or if it would really help him,” one student’s mother said.
Teachers admitted that they had limited resources to support struggling students. “We are told to focus on those who are likely to pass. There’s just no time or resources for the others,” a teacher said.
Additionally, the fact that students are discouraged from pursuing science streams in +2 exacerbates the issue. An RTI inquiry in 2022 revealed that out of 838 higher secondary schools, only 279 offer science courses. Speaking anonymously, a principal disclosed that government schools neither have the infrastructure nor encourage students to opt for science courses. This reluctance stems from concerns that low performance in science subjects could negatively impact the school’s overall pass rate.
The patriarchal mindset is also evident as few schools—less than 100—offer science to girls. This bias reinforces stereotypes about girls’ capabilities in the field of science and contributes to the prevalence of humanities, vocational studies, or commerce courses in girls’ schools to ensure better pass percentages. Such practices not only perpetuate inequality but also hinder the holistic development of students and the advancement of our education system.
Interviews with principals and teachers reveal another concerning trend. Delhi government schools’ students are assigned their board examination centres only in government schools, where rampant cheating and malpractices occur based on mutual understanding. Our investigations discovered systematic manipulation in exam centres, particularly in Zone 10 where 40 schools reported 100 per cent pass results. Anonymously, some principals have demanded CBSE provide government school students with examination centres in private schools to mitigate malpractices, but no action has been taken. This negligence further undermines the integrity of examination processes and calls into question the fairness of academic evaluations in Delhi’s government schools.
A comprehensive approach is crucial to address the challenges facing Delhi’s government schools. Reforms should prioritise personalised support over early-stage filtering. Initiatives like Mission Chunauti should be expanded to provide counselling services for students at risk of dropping out. Encouraging enrolment of female students in science courses is vital for promoting equity in education. This requires challenging societal biases and revising curricula to prioritise practical learning experiences.
Safeguarding the integrity of examination processes is essential. Measures to prevent cheating and malpractices, such as increased supervision and technology use, must be implemented. Providing government school students with examination centres in private schools can minimise manipulation and ensure transparency. Additionally, alternative education programmes like Patrachar should focus on learning rather than exam-based outcomes. Curriculum and assessment reforms should focus on holistic skill development, with additional support for students enrolled in these programmes to enhance their educational experience. These measures can foster high quality and inclusive education in Delhi government schools.
Dr Shubh Gupta is an Assistant Professor at the Group of Adult Education, School of Social Science, Jawaharlal Nehru University. He tweets @shubhjnu. Views are personal.
(Edited by Ratan Priya)