India’s Primary Education: Lessons from Germany
“The future of a nation lies in the classrooms of today.”
-Ichiro Nakayama
In India, primary education is the real foundation of our society. It is the stage where children learn their first lessons of knowledge, friendship, equality, and values. The Right to Education Act (2009) made education free and compulsory for all children between 6 and 14 years. Later, the National Education Policy (2020) added more focus on joyful learning, strong foundations, and use of local languages. These steps show our nation’s deep commitment to giving every child a fair chance to learn and grow.
The good news is that India has made steady progress. In recent years, the number of children leaving school early, called the dropout rate, has become very low. At the primary level, it is now only about 1.9%. At the upper primary level, it is around 3%. This is a big improvement compared to the past. Also, almost 93% of children are now enrolled in primary schools, which means we are close to achieving education for all.
Schools are also becoming better equipped. In 2019, only about 4 out of 10 schools had computers. Today, more than half have them, and more than 53% of schools have internet access. This shows that digital learning is slowly reaching children, even in villages and smaller towns.
Some states have shown very inspiring results. For example, West Bengal has reduced the dropout rate of girls in primary school to zero, thanks to programmes like Kanyashree. In Uttar Pradesh, the dropout rate in Classes 3–5 has also become zero, after being more than 20% only a year ago. Assam has also improved, bringing its dropout rate down from 6.2% to 3.8%.
At the same time, there are states that still face challenges. In Jharkhand, more than 5% of children still leave school early, and fewer than half the schools have computers or internet. These differences remind us that while India has moved forward as a whole, some places still need more help and support.
Challenges Before Primary Education:-
India has indeed taken big steps in improving primary education, but along with the achievements, some challenges remain on the ground. These challenges may look small on paper, but for a child sitting in a classroom, they can decide whether learning feels joyful or difficult.
One major challenge is the digital divide. In recent years, more schools have been given computers and internet facilities. This is a welcome change, but the reality is uneven. In many rural schools, computers are still missing, and even where they exist, there may not be proper training or power supply to use them fully. The result is that children in cities often grow up with digital skills, while those in villages risk being left behind in a world that is becoming increasingly digital.
Another concern is the shortage of teachers. There are schools where the number of children has increased, but the number of teachers has not kept pace. In some districts, more than half of the teaching posts remain vacant. One teacher managing many classes together cannot give each child the time and care that is needed. A school becomes strong not only with walls and blackboards, but with the presence of trained, motivated teachers who can inspire learning.
Safety and protection in schools is also a sensitive issue. Sadly, there are cases where children drop out because they feel unsafe whether due to bullying, harsh treatment, or even abuse. For a child, a school should be a second home, a place of comfort and trust. Unless we ensure that every classroom is safe and welcoming, true education cannot happen.
We must also take note of the changing demographics of our country. With fewer children being born in many parts of India, the total school enrolment has gone down. This may ease classroom pressure, but if policymakers reduce investment in schools, children in remote or poorer regions may suffer the most.
Finally, there are regional gaps. Some states have shown remarkable progress in reducing dropouts and improving infrastructure. Others still struggle, especially in tribal belts, hilly terrains, or poorer districts. The differences between rural and urban areas, and between states in different regions, show us that progress has not been equal everywhere.
These challenges remind us that while numbers show improvement, education is not only about statistics. It is about the lived experience of every child who walks into a school. With thoughtful policies, strong teacher support, better safety measures, and active involvement of local communities, these challenges can be overcome. And when that happens, every child in India can learn with joy and confidence.
Reasons for Dropout and How to Fix Them;-
Behind every number that shows children leaving school early, there is a story. The reasons for dropout are many, and they often reflect the daily struggles of families and communities. Understanding these reasons with sensitivity is the first step towards fixing them.
The most common reason is poverty. In many families, especially in rural or tribal areas, children are expected to help in farming, household work, or even earning money. For such families, sending a child to school feels like a loss of income. The second reason is distance and infrastructure. In hilly or remote villages, children may have to walk long distances without proper transport or safe roads. This discourages regular attendance, especially for younger children and girls.
Another reason is the quality of education. When classrooms are overcrowded and teachers cannot give attention to every child, learning becomes difficult. Children who cannot cope may slowly lose interest and stop attending. Linked to this is the painful reality of safety and abuse. In some areas, children face bullying, harsh treatment, or even abuse in or around schools. For them, dropout becomes a way of escaping fear. Social issues such as early marriage of girls and the hidden costs of schooling like uniforms, books, and transport also push children out of classrooms.
Fixing these challenges requires both government action and community effort. The government can expand support schemes like midday meals and scholarships, ensure every school has enough trained teachers, and make strict rules for safety and child protection. Local bodies and communities too must play their part by arranging bicycles or transport for children, running awareness campaigns against child marriage, and supporting school management committees. Volunteers, retired teachers, and local youth can also guide children who are struggling, so that no child feels left behind.
Skill Gaps and Curriculum Quality:-
Bringing children into classrooms is only the first step. The deeper question is: what are they learning inside those classrooms? For many children in India, the learning journey is not as smooth as it should be.
Studies often show that a large number of children in Class 3 still struggle to read a short passage meant for Class 2, or to solve simple sums. These early difficulties widen with time, and by the time children reach higher classes, the gap feels too big to cover. This is what we call a learning gap and it is one of the most important challenges in Indian education today.
The National Education Policy (2020) has recognised this problem and placed a strong focus on foundational literacy and numeracy. It has encouraged schools to use local languages for teaching in the early years, to make learning more natural, and to use activity-based methods instead of rote memorisation. These are positive steps, but much depends on how well they are implemented in each school and each district. Teachers need continuous training and support so that these ideas can truly reach the child.
There is also a growing need to prepare children for a future where skills will matter as much as knowledge. The world is moving fast with technology, but in many schools, digital literacy is still missing because of poor internet access or lack of devices. Without these, children may feel unprepared for tomorrow’s jobs and opportunities.
Finally, the school curriculum must connect with real life. If lessons include practical activities—like simple experiments, local crafts, farming practices, or even basic coding children not only enjoy learning but also see how education links to the world around them. Such relevance reduces dropouts and helps bridge the skill gap between what schools teach and what society needs.
Lessons from the German Dual Model of Education:-
When we talk about building a strong future for children, it is not enough to only ask “What are they learning?” We must also ask “How are they using that learning in life?” Germany offers a powerful answer to this question through its dual system of education, which has become one of the most admired education models in the world.
A Brief History:
The roots of this system go back centuries. In the Middle Ages, German towns had guilds where young apprentices learned skills under a master craftsman, while also studying basic theory. After the Second World War, when Germany had to rebuild from ruins, policymakers refined this tradition into a structured model called the dual vocational training system (Duale Ausbildung). The idea was simple but powerful: children should spend part of their time learning in classrooms, and part of their time training directly in workplaces. Over time, this approach not only rebuilt Germany’s economy but also created one of the most skilled workforces in the world.
How It Works in Classrooms:
To see this model in action, let us visit a small town near Munich. In a bright classroom sits Anna, a 10-year-old girl. Her day begins like any other child’s with lessons in mathematics, science, language, and social studies. But alongside, Anna and her classmates also have activity sessions. Sometimes they work on small experiments, sometimes they learn crafts, and occasionally they go on local visits to a bakery, a farm, or even a small workshop. These visits are not just outings; they are the first steps in connecting education with real life.
As Anna grows older, this connection deepens. When she reaches the age of 15 or 16, she will choose a path: perhaps carpentry, healthcare, IT, or retail. Her week will then be divided three or four days in a real workplace (such as a hospital, company, or shop) and the remaining days in school for theory. For example, if she trains in carpentry, she will spend her mornings in a workshop measuring wood and building furniture, while in school she will learn geometry, safety rules, and even basics of business.
The Impact in Numbers:
The results of this system are impressive. According to the German Federal Institute for Vocational Education and Training (BIBB), about two-thirds of young Germans choose the dual system after completing lower secondary school. There are over 320 officially recognised training occupations, ranging from engineering to hospitality, ensuring that almost every interest finds a place.
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| Source: Eurostat (Europe), International Labour Organization (India), 2023 approximate data. |
Most importantly, Germany’s youth unemployment rate has consistently been among the lowest in Europe, often less than 7%, compared to over 15–20% in many other countries. Employers value graduates of the dual system because they come with both knowledge and hands-on experience. For the economy, this means a steady supply of skilled workers who can immediately contribute to industries. For society, it means fewer school leavers who feel lost or disconnected.
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What India Can Learn:
Now let us imagine a similar picture in India. In a village in Bihar, a 10-year-old girl named Meera goes to her local government school. She learns reading, writing, and mathematics, but like many children, she wonders why these lessons matter. If her school could follow a model inspired by Germany, Meera’s days could look different. Alongside her maths class, she might visit a tailoring unit to learn how measurements are used in stitching clothes. After a science lesson, she might spend a day with a local farmer to see how seeds grow, or with a computer trainer to explore digital skills.
By the time Meera reaches higher classes, she could choose whether she wants to focus more on farming, tailoring, health, or IT, while still continuing her regular studies. This would not only keep her interested in school but also give her confidence that education is directly linked to her future livelihood.
Adapting the Model to India
India cannot copy Germany directly, but it can adapt the spirit of the dual system. Pilot projects could be started in districts with strong local industries like weaving in Varanasi, agriculture in Punjab, or IT hubs in Bengaluru. Partnerships between schools and local businesses could allow children to spend a few hours each week experiencing real work. Teachers, too, could be trained to link classroom lessons with local skills.
Such steps would help address two of India’s biggest education challenges: dropouts and the skill gap. Children would find school more engaging and meaningful, reducing dropout rates. At the same time, they would leave school with practical skills that make them more employable, reducing unemployment.
So-
Primary education in India is like the seed from which the tree of our nation’s future will grow. Over the years, India has worked with determination to reduce dropout rates, improve enrolment, and build stronger classrooms. The numbers show progress fewer children are leaving schools early, more are enrolling, and digital access is slowly expanding. Stories from states like West Bengal, Uttar Pradesh, and Assam give us hope that real change is possible.
Yet, numbers alone cannot tell the whole story. Behind every figure is a child who dreams, struggles, and aspires. Some children still face poverty, distance, unsafe environments, or poor learning quality. These gaps remind us that our work is far from finished.
The way forward must focus on four gentle but strong pillars:
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Quality learning: Every child should master basic reading, writing, and numeracy in the early years. Without this, higher education becomes a heavy burden.
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Equity and safety: No child should leave school because of fear, discrimination, or poverty. Schools must be safe, welcoming, and inclusive.
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Digital readiness: Technology must reach the remotest schools, so that no child feels left behind in the digital age.
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Linking skills with education: Inspired by Germany’s dual model, India can design its own way of connecting theory with practice so that children learn not just from books but also from real life.
If these steps are taken with care, India can ensure that every child whether in a tribal village of Jharkhand, a bustling town of Uttar Pradesh, or a tea garden in Assam finds joy and dignity in learning.
As the French writer and philosopher Victor Hugo, speaking in Paris, once said: “He who opens a school door, closes a prison.” These words remind us that education is not only about knowledge, but also about freedom, justice, and hope.
Disclaimer & Copyright Notice
This article is prepared for educational and awareness purposes. The facts, figures, and charts used are based on publicly available government reports and international data sources, and are intended only to support informed discussion. While every effort has been made to ensure accuracy, the author does not claim legal or official authority over the data presented.
© Shubham Kamal, 2025. All rights reserved.
No part of this article may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without prior written permission of the author, except for brief quotations in reviews or educational references.
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