India’s central government is considering a significant shift in how it funds public schools, potentially linking grants to states based on predefined ‘outcomes’. The Samagra Shiksha Abhiyan (SSA), a key national education program, may adopt this progress-based funding model from the 2026-27 academic year. This proposed change has sparked concerns among education experts regarding a potential focus on ‘teaching to test’.
The Union Education Ministry discussed this new direction for Samagra Shiksha 3.0 at a recent consultative meeting. Officials from 11 states and union territories, along with education experts, attended the day-long discussion. The ministry stated its aim is to make SSA more “outcome-oriented, globally competitive, and responsive to student needs.”
Outcome-Based Funding Explained
Under the proposed model, the central government would release funds to states contingent on achieving specific progress markers. A meeting participant confirmed, “The funds will be released depending on the progress made.” However, the ministry has not yet outlined the specific achievement parameters or metrics for measuring this progress.
This initiative aligns with a broader push for outcome-based governance, gaining traction across various sectors. India’s policy think tank, NITI Aayog, previously advocated moving from input-based to output-based regulation for school education in its 2017-2020 Action Agenda .
Private Sector Involvement
The new approach also emphasizes engaging private donors and citizens to improve public schools. Central officials highlighted the importance of corporate social responsibility (CSR) funds. The Wablewadi Zilla Parishad (ZP) School in Pune, Maharashtra, was presented as a successful model. This school, transformed with community support and aid from organizations like Bank of New York and Art of Living, has received global recognition for its innovative methods.
The education ministry already operates the ‘Vidyanjali’ initiative. This portal allows volunteers to directly contribute services, assets, materials, and equipment to government and government-aided schools.
Expert Concerns and Warnings
While acknowledging the intent behind outcome-based funding, experts warn of potential negative consequences.
Risks of ‘Teaching to Test’
Amit Kaushik, a former director of elementary education, noted that this approach, while common among international development agencies, requires careful design. He warned against schools shifting focus solely to standardized tests, potentially leading to a narrower learning experience and unfair practices to inflate results.
Kaushik cited the United States’ ‘No Child Left Behind’ policy as an example of such pitfalls. This policy linked government funding to test scores, reportedly leading to cases of public schools tampering with results. He emphasized, “The easiest way for the states to achieve higher performance ratings is to either teach to test or to cheat.”
Former Delhi University professor Anita Rampal criticized the proposed shift more sharply. She stated, “The term ‘learning outcomes’ focuses on test results of children while it downplays the inputs provided.” Rampal argued that this approach represents “neo-liberal rhetoric” pushing for more centralized testing and contradicts the spirit of the Right to Education (RTE) Act.
Government Responsibility and Funding Disputes
Kaushik welcomed CSR funds but stressed that governments cannot abandon their fundamental duty to educate children, as mandated by the Right to Education Act (RTE) . He clarified, “The governments can’t say that since CSR funds haven’t come, we can’t do anything.”
Rampal highlighted instances where the central government has withheld SSA funds from states. Kerala, West Bengal, and Tamil Nadu, all opposition-ruled, faced withheld funds for two fiscal years due to reluctance to adopt the Pradhan Mantri Schools for Rising India (PM SHRI) program. This program supports select schools to become exemplar institutions in line with the National Education Policy (NEP) 2020 and incorporates the three-language formula.
Rampal called this “arm-twisting” and reminded that funding centralized schemes is a constitutional requirement in a federal structure. She also noted a Parliamentary Standing Committee on Education previously requested data on school closures under SSA, but the government did not provide it.
NEP Integration and Ministerial Priorities
The meeting also addressed integrating SSA with the National Education Policy (NEP) 2020 objectives. Discussions included vocational education and emerging technologies like Artificial Intelligence (AI). Union Education Minister Dharmendra Pradhan emphasized reducing learning gaps, lowering dropout rates, improving nutrition outcomes, strengthening teacher capacity, and fostering critical skills.
Sanjay Kumar, School Education Secretary, reinforced the need to improve learning outcomes and ensure curriculum equivalence across different state boards. Specific details on how SSA will achieve these new goals, particularly regarding outcome-based funding, are still pending.