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Strategies implemented which created a shift in the educational model in Delhi

Updated: Apr 18, 2022


The whole education paradigm in Delhi has been revamped, resulting in significant changes in the systematic approach and learning environment in the union territory. Since the inception of the AAP administration in Delhi, they have taken the effort to establish a high-quality education atmosphere. This is done in a step-by-step manner that has resulted in achievements and enhanced Delhi's educational system. We have detailed the government's step-by-step approach in this study piece, as well as presented statistical analysis that demonstrates the movement from the former education system to the current one, and discusses the revisions to the Delhi State Education Act,1973. This has prompted students and parents to enroll their children in public schools, which are useful in imparting knowledge about many elements of the globe.


The growth of Delhi as a whole encompasses many different aspects of the city. From education to health care to infrastructure to transportation and community services, there is something for everyone. The education model of all the others is a topic that gets a lot of attention. Investing in the quality of education is critical for an economy with a large number of young people. Despite this, the proportion of GDP devoted to education in 2019-20 was 3.1 percent. This is a decrease from the previous year's figure of 5%. In order to accomplish the country's educational goals, the National Education Policy was implemented in 2020. Since we've been looking at the Delhi model, it's been the state with the largest education spending of all the states, at 27% between 2015 and 2020.

Source: Dialogue and Development Commission of Delhi

Some of the model's components, which may be seen below, are the model's key essentials:

a. The model's first pillar is concerned with the infrastructure of Delhi's schools. Schools with outdated structures and a lack of essential amenities. Such circumstances are ineffective in motivating employees. This component focuses on improving school infrastructure and providing appropriate furnishings, a library, and sports facilities.

b. The second pillar is concerned with teachers and their education. Visiting overseas universities such as Cambridge University, the National Institute of Education in Singapore, and others was part of the process of developing training policies. This aided in the transition away from a conventional and consistent system of teacher training.

c. The school management system, especially the School Management Committees, is considered in the third pillar (SMCs). SMCs have an annual budget of 5-7 lakh rupees, which they use for a variety of tasks, including recruiting instructors on a temporary basis. Meetings are held to engage teachers and parents, and invitations are given out through different types of media such as FM radio, newspapers, and social media.

d. The fourth pillar is a significant one, focusing on school teaching and learning. To minimize the failure rate, which was 50% in class 9 in 2016, the government launched different efforts and programmes to encourage students to learn to read and write. The curriculum for children from nursery to class 8 was changed by adding a "happy curriculum" to address the children's mental health. In addition, a "entrepreneurship mentality curriculum" was brought in for classes 9-12.

e. In addition to the foregoing components, the government has created a "Agenda 2.0" that will focus on the syllabus, happiness curriculum, and deshbhakti curriculum. This agenda also emphasizes critical thinking in children and guarantees that it is taught. A total of 29 specialty schools will be built, with a concentration on science, the performing arts, and sports.

Source: Dialogue and Development Commission of Delhi


The Delhi School Education Act of 1973 administers the Delhi education system. Although Delhi does not have its own education boards, the act oversees the schools and all other elements of education. Prior to 2015, the number of pupils enrolled in educational institutions was declining, and school facilities were deteriorating. As a result, modifications were made in 2015. The Delhi State Education Act of 1973 made two significant changes:

1) Section 10 of the Delhi School Education Act, which states that "the scales of pay and allowances, medical facilities, pension, gratuity, provident fund, and other prescribed benefits of employees of a recognised[PH1] private school shall not be less than those of employees of the corresponding status in schools run by the appropriate authority," has been changed significantly.

School teachers' salaries have been enhanced, and they are now paid in accordance with the 7th pay commission. Teachers are educated and sent to large institutions to learn how to teach. Teachers are sent to prestigious institutions such as IIM and IIT to further their education. Many memorandums of understanding (MOUs) have been made with major institutions for the benefit of Delhi's education system.

2) An amendment was made to Section 17 of the Delhi School Education Act, which resulted in a fundamental change of the fees system. "No assisted school shall impose any fee, collect any other charge, or receive any other payment than those specified by the Director," it was written.

According to the amendment, no more costs should be levied, and many students who graduated received a refund of their tuition. According to the section, a government clearance is required before increasing school fees, and as a result, the dropout rate of pupils enrolled in the school is reduced. Various more schemes in Delhi are being established to encourage pupils to study, and they are also being sent to many international Olympiads.

Many other schemes have been launched by the government in Delhi for the overall