On September 28, 2024, VMFT hosted a significant public meeting in Trivandrum, Kerala, to unveil an important report on education inequality in the state. The report, titled “Separate and Unequal? Language, Curriculum and Management in Kerala’s School Education System,” presents a comprehensive analysis of the growing divide within the state’s education system, drawing on multiple data sources. Dr. Heidi Layne, a researcher from the University of Jyväskylä in Finland, released the report and delivered a keynote address, sharing insights on Finland’s focus on education quality and teacher professionalisation. The VMFT report also carries a section on Finland’s acclaimed education model. The report’s findings paint a stark picture of Kerala’s education landscape. Once celebrated for its common curriculum and publicly funded school system that guaranteed universal enrollment, Kerala’s school system has undergone rapid transformation in just over a generation. Private unaided schools, offering different curricula, including the Central Board of Secondary Education (CBSE), have proliferated across the state, while the majority of government and aided schools still follow the State Board curriculum. This shift has created a multi-tiered system where quality education is differentiated by type of school, curriculum and language of instruction and access to this depends on the socio-economic status of students.
According to the report, the majority of school students in Kerala now study in English-medium schools, a significant departure from the state’s historical reliance on Malayalam. This trend is especially pronounced in private schools, where most classes are conducted in English, while government and aided schools, increasingly offer both Malayalam and English medium sections, particularly at the higher levels of school education. The most alarming aspect is that poorer students tend to study in Malayalam medium, while children from affluent families are more likely to study in English-medium unaided schools.
One of the most concerning findings of the report is the sharp disparity in reading proficiency. Data from the Annual Status of Education Report (ASER) reveals that two-thirds of students in Grade 2 and half of those in Grade 3 cannot read a simple passage meant for their grade level. Even by Grade 5, one-third of students remain unable to read proficiently. Students in government schools struggle more compared to their peers in private schools. Even more shockingly, students who took the test in Malayalam performed worse than those who took the test in English.
The report also highlights the deepening economic and social segmentation in Kerala’s schools. Private unaided schools cater primarily to children from wealthier families, while government and aided schools have become the default option for poorer households. In many cases, more than 50% of students in many of these schools are Below the Poverty Line (BPL), and their schools are staffed by teachers with lower qualifications, further widening the educational divide.
The final section of the report draws lessons from Finland, a country renowned for its equitable and high-performing education system. The University of Jyvaskyla contributed a special analysis, highlighting Finland’s focus on student well-being, limited reliance on standardized tests, and strong teacher autonomy. Dr. Heidi Layne emphasized the importance of professionalizing the teaching workforce and reducing socio-economic barriers. Finland’s approach could offer valuable guidance for Kerala’s reform efforts.
The report calls for urgent reforms in Kerala’s education system, particularly in addressing the unequal distribution of resources and access to English-medium education. It recommends a revamp of teacher education programs, improved bilingual instruction, and a rethinking of public education policies to ensure that children from disadvantaged backgrounds have access to the same quality of education as their wealthier peers.
As Kerala continues to grapple with growing inequality in its education system, the report underscores the need for policymakers, educators, and communities to take immediate action to ensure that the state’s legacy of educational excellence is not eroded.
