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tion-focused think-tank (estb. 1997). public education the centrepiece of its
“The major drawback of AAP’s educa- electoral and governance agenda. AAP
tion reforms was failure to institution- shifted education from the political
alise practices, processes, rules and and budgetary sidelines to the front
norms. These are the most difficult pages of manifestos and mainstream
part of any reform. Time, persistence public debate. That, in itself, was no
and patience is required to implement small accomplishment.
them sustainably. To its credit, the Yet the fate of Delhi’s government
Delhi government under AAP consis- schools after ten years serves as a so-
tently allocated more than 25 percent bering reminder that vision alone is
of the state budget to education dur- not enough. Despite the increase in
ing the years they were in power. No the number of classrooms, headline
other Indian state government had so reforms like the Happiness Curricu-
decisively made school reform its sig- lum and Mission Buniyaad, and a me-
nature political project or invested so dia blitz devoted to teacher training
heavily in public messaging about its Raman: public relations success and infrastructure, the core learning
achievements. But from 2015 onward, crisis endured. Student engagement
AAP leaders launched program after a pivotal role in efforts to improve and outcomes did not rise to match
program, too quickly in succession for education. But they were subjected the scale of the investment, and deep
them to be effective,” says Shah. to a constant stream of urgent new structural bottlenecks continued to
These initiatives included large- orders and official notices. These in- hold the system back. Reforms, how-
scale investments in school infrastruc- structions typically provided little ever ambitious, often became just an-
ture, introduction of new pedagogical opportunity for implementation and other burden for already overworked
models such as Teaching at the Right rarely engaged with the everyday re- teachers and administrators, arriving
Level (TaRL), and initiatives like Chu- alities of classroom teaching. Policies so quickly and frequently that they
nauti and Mission Buniyaad designed were dictated from higher authorities, undermined genuine change instead
to address foundational learning gaps. outlining what must be done but the of reinforcing it.
High-profile curricular changes, such vital support that teachers needed to Ultimately, AAP fell into the age-
as the Happiness Curriculum, and implement the mandated changes was old trap of Indian education reform:
high-octane parental engagement seldom provided. believing that new programs, addi-
drives and mega-PTMs, followed in “The AAP education reforms were tional funds, or innovative slogans are
quick succession. able to touch ground, at least in some sufficient to drive real transformation.
W HILE EACH initia- tion,” says V.R. Raman, Executive machinery remained far removed
schools. But only in a small propor-
The state’s political and bureaucratic
Director of the Centre for Budget and
tive was defensible
from the everyday realities of class-
— and in some cases,
and paperwork rather than building
inspired by robust Governance Accountability (CBGA), rooms and too reliant on compliance
a Delhi-based think-tank. “Despite
research — the scope and velocity of AAP’s massive investment — and its authentic partnerships. Implemen-
these reforms overwhelmed the sys- ability to attract national and inter- tation gaps widened as those at the
tem. School leaders, teachers, and national headlines — data on actual top pressed forward enthusiastically,
mid-level administrators were flooded student outcomes reveal a sobering while many on the ground grew weary,
with circulars announcing new man- picture. AAP’s messaging highlighted indifferent, and resigned.
dates, targets, training sessions, and new programs, slogans, and highly As Delhi turns the page on a decade
responsibilities, often with minimal publicised success stories. However, of disruption, its experience offers a
time to adapt. Most programs were when reviewing actual learning data valuable lesson for reformers nation-
implemented at scale almost immedi- and classroom impact, it becomes wide. Ambition and investment mat-
ately, without the gradual piloting or clear that much of this achievement is ter, but they are just the beginning.
systemic alignment necessary for suc- more about public relations than gen- Lasting change in education comes
cess. The system was, in effect, forced uine transformation,” says Raman. from slow, careful diligence of build-
to “swallow ten medicines at once” — Over the past decade, Delhi’s edu- ing trust, empowering teachers, and
shocking an already stretched set of cational experiment under the Aam developing a culture that cares as
front-line workers. Aadmi Party unfolded amidst bold much about how children learn as
Inevitably under the AAP gov- promises, unprecedented investment, about what political headlines say.
Until then, even the best intentions
ernment’s K-12 education reforms, and global headlines. For the first time will struggle to deliver on promise.
teachers were obliged to discharge in memory, a political party made

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