3 Cs Impacting India’s Education System: Centralisation, Commercialisation, and Communalisation

The National Education Policy (NEP) 2020 was envisioned as a landmark reform to transform India’s education system by promoting equity, access, and innovation. However, the ground realities of its implementation have sparked a critical debate. Far from ushering in inclusive and democratic change, NEP 2020 is increasingly seen as a conduit for three disturbing trends — Centralisation, Commercialisation, and Communalisation.

These “3 Cs” are reshaping Indian education in ways that undermine federalism, marginalise the underprivileged, and compromise academic integrity.

Table of Contents:

1. Introduction – NEP 2020: Vision vs. Reality

2. Centralisation – Weakening Federal Structure

3. Commercialisation – Education as a Commodity

4. Communalisation – Ideology Over Objectivity

5. Consequences of the 3 Cs – Equity, Access & Autonomy at Risk

6. Way Forward – Reclaiming Public Education

7. Conclusion – Rescuing the Promise of NEP 2020

1. Brazen Centralisation: Undermining Federalism:

Despite education being a concurrent subject in the Constitution, NEP implementation has reflected a top-down, unilateral approach by the Union government.

Key Issues:

• Lack of State Consultation:

  • The State Advisory Board on Education has not been convened since 2019.

  • NEP roll-out occurred without meaningful consultation with states, ignoring regional diversity and educational needs.

• Violation of Federal Principles:

  • Central schemes are pushed without consent, infringing on state autonomy.

  • States are being forced to implement schemes like PM SHRI schools, with Union government withholding Samagra Shiksha Abhiyan (SSA) grants as a pressure tactic — an example of coercive federalism.

Consequences:

• Weakens the role of states in shaping curriculum and school governance.

• Risks alienating diverse linguistic, social, and cultural contexts.

2. Aggressive Commercialisation: Privatization Over Public Good:

Education, once considered a public good, is increasingly being treated as a commodity, especially under the guise of reforms and efficiency.

Key Trends:

• Privatisation of Schooling:

  • Public schools are being closed or merged under the neighbourhood schooling framework of the Right to Education (RTE).

  • Students are pushed towards low-cost private schools with little regulatory oversight.

• Outsourcing of Education Functions:

  • Institutions like the Higher Education Financing Agency (HEFA) fund universities through loans, not grants.

  • Public institutions become debt-dependent, compromising their autonomy and increasing the pressure to commercialise operations.

• Rise in Corruption and Irregularities:

  • Commercial interests have led to financial and ethical violations in bodies like the National Testing Agency (NTA) and NAAC (accreditation).

Consequences:

• Poor students are increasingly priced out of quality education.

• Merit and public service ethos in education are being eroded.

3. Ideological Communalisation: Distorting Knowledge and Institutions

India’s education system is also facing ideological capture, wherein knowledge production and institutional functioning are influenced by political and religious bias.

Key Concerns:

• Curriculum Revisions with Ideological Motives:

  • NCERT textbooks have been revised to remove references to key historical events, such as the context of Gandhi’s assassination.

  • The rewriting of history raises concerns of historical amnesia and political propaganda.

• Loss of Academic Autonomy:

  • Appointments to universities and governing bodies are often made on the basis of political loyalty.

  • Syllabus design is influenced by ideology, not pedagogy or scholarly consensus.

• Institutional Capture:

  • Agencies like UGC, NCERT, and NAAC are under fire for favouring ideological alignment over academic excellence.

Consequences:

• Students are deprived of balanced, critical education.

• Undermines the spirit of enquiry and academic freedom.

• Weakens India’s global standing in research and higher education.

Consequences of the 3 Cs:

• Erosion of Federalism:

  • Centralised policy undermines regional autonomy and linguistic diversity.

• Inequitable Access:

  • Public education is being hollowed out, with the poor forced into unregulated, low-quality private schools.

• Compromised Quality & Objectivity:

  • With increasing political and commercial interference, the integrity of education is at risk.

  • Undermines meritocracy, pluralism, and inclusive development.

Way Forward: Reclaiming Education as a Public Good:

To safeguard the transformative potential of NEP 2020 and restore the public’s trust in India’s education system:

1. Strengthen Cooperative Federalism:

• Re-establish the role of state advisory boards.

• Ensure state-specific educational planning aligned with NEP goals.

2. Recommit to Public Education:

• Stop the indiscriminate closure of public schools.

• Increase public funding and improve infrastructure and teaching quality.

3. Ensure Academic Freedom:

• Maintain scholarly integrity in curriculum design.

• Protect autonomous institutions from ideological and political control.

4. Regulate Private Sector:

• Enforce transparency, accountability, and equity in private schooling and higher education.

5. Build Inclusive Governance:

• Involve teachers, students, and communities in decision-making.

• Foster critical thinking and pluralism as core educational values.

Conclusion: Reclaiming the Spirit of NEP 2020

The NEP 2020 promised a vision of holistic, equitable, and inclusive education. However, unless the trends of centralisation, commercialisation, and communalisation are checked, the policy risks becoming symbolic rather than substantive.

Education must remain a public good, not a political tool or market commodity. For India to truly realise its demographic dividend and global aspirations, it needs an education system that is federal, fair, and free-thinking. The time to act is now.