The ethics of private school boom in India: accessibility versus accountability

Bridging the invisible divide: accessibility challenges

The rapid growth of private schools has created a glaring divide, carving India’s education system into two unequal halves. While private institutions now make up 31.3% of schools nationally, this statistic masks troubling disparities. In states like New Delhi and Chandigarh, over 50% of schools are private, yet in Bihar and Jharkhand, the figure remains below 15%. The privileged few enjoy polished classrooms and digital smart boards, while the majority remain stranded in underfunded public schools. For low-income families, the term “low-cost private school” often belies a crushing financial reality. The Council for Social Development (2021) reports that only 22% of rural households can afford private tuition, compared to 67% in urban areas. These barriers perpetuate cycles of exclusion, where quality education is a luxury reserved for the affluent.

Cultural and linguistic divides further exacerbate this inequity. Private schools, fixated on English-medium instruction, disregard regional languages and cultural contexts. For children from rural or indigenous communities, this creates an alienating environment that prioritizes global competitiveness over local relevance. Far from being a bridge to opportunity, these schools often deepen the chasm between the privileged and the marginalized. Similar trends are present across South Asia, where private schools serve as enclaves for the elite, leaving weaker public systems to flounder (Gruijters, 2021).

The abyss of accountability

The private school boom thrives in a regulatory void, operating with impunity in the absence of stringent oversight. Arbitrary fee hikes—sometimes exceeding 50% in a single year—have become a norm, forcing parents into debt or despair. During the COVID-19 pandemic, these schools revealed their true priorities: charging for digital infrastructure that either did not exist or was woefully inadequate (Gilbertson, 2021). Meanwhile, teacher qualifications and infrastructure standards vary wildly, especially among low-cost private institutions.

International models like the Netherlands’ risk-based inspection system or England’s Ofsted Inspection Framework starkly contrast with India’s fragmented approach. These countries tie school accountability to measurable performance metrics, ensuring that quality is not sacrificed at the altar of profit (Ethan, 2016). In India, however, private schools often escape scrutiny, hiding behind glossy brochures while delivering subpar education. This unchecked profiteering undermines the very ethos of education as a public good (Gilbertson, 2021).

When morality meets the market: ethical and structural issues

The commodification of education is perhaps the most insidious byproduct of the private school boom. When schools prioritise profit over pedagogy, they reduce learning to a transactional experience. A study by the Vidhi Centre for Legal Policy reveals that grievance mechanisms are conspicuously absent in the private sector, leaving parents powerless against exploitation (Ambast, 2017). The “McDonaldisation” of education—emphasizing efficiency and profit—has stripped learning of its soul, turning students into mere consumers and teachers into underpaid laborers (Lyons, 2011). International principles such as the United Nations “4As” stress that education must be accessible, adaptable, and inclusive, yet private schooling in India often fails on all these counts.

Paths to redemption: recommendations for reform

The key to reversing this trend lies in revitalizing India’s public schools. Evidence from states like Punjab and New Delhi shows that well-funded public institutions can outperform private ones, particularly in rural areas. Investments in teacher training, infrastructure, and curriculum modernization are non-negotiable. Public schools must reclaim their role as the backbone of India’s education system, offering a robust alternative to private institutions.

A centralized regulatory framework is urgently needed to rein in private schools. Transparency in financial practices—mandating disclosure of fee structures and operational costs—is essential. Regular equity audits should assess whether private schools are meeting inclusivity standards, particularly for marginalized communities. The era of unchecked profiteering must end.

India has much to learn from international best practices. Adopting risk-based inspections, as seen in the Netherlands, would allow regulators to focus resources on underperforming schools. Performance-linked funding, coupled with clear accountability metrics, can incentivize quality improvement while deterring unethical practices. These measures would ensure that private schools align with broader societal goals rather than serving narrow financial interests.

Private schools must be held to higher standards of inclusivity. The government should incentivize enrolment from economically weaker sections of the community through tax benefits and subsidies. In addition, empowering parent-teacher associations and local governance bodies can democratize school decision-making, ensuring that accountability begins at the grassroots.

References

• Ambast, S., Gaur, A. and Sangai, A. (2017). Regulation of private schools in India. [online] Available at: https://vidhilegalpolicy.in/wp-content/uploads/2019/05/ReportonRegulationofPrivateSchools_Final.pdf.
• Edwards, M. (2024). The Commodification of Education. [online] Easy Sociology. Available at: https://easysociology.com/sociology-of-education/the-commodification-of-education/.
• Ehren, M.C.M. and Shackleton, N. (2016). Risk-based school inspections: impact of targeted inspection approaches on Dutch secondary schools. Educational Assessment, Evaluation and Accountability, 28(4), pp.299–321. doi: https://doi.org/10.1007/s11092-016-9242-0.
• Gilbertson, A., Dey, J. and Deuchar, A. (2021). India’s COVID-19 divide in digital learning. [online] Pursuit. Available at: https://pursuit.unimelb.edu.au/articles/india-s-covid-19-divide-in-digital-learning.
• Gruijters, R.J., Alcott, B. and Rose, P. (2021). Do Private Schools Improve Learning Outcomes? Evidence from Within-Household Comparisons in East Africa and South Asia. Comparative Education Review, 65(4). doi: https://doi.org/10.1086/716448.
• Lyons, M. (2011). A reflection on the crisis in education and man’s truncated existence. [online] Available at: https://research.camphill.edu/wp-content/uploads/2019/12/Lyons-PhD.pdf.
• McCluskey, N. and Ekins, E. (2024). Survey: 46 Percent of Private Schools See Enrollment Rise. [online] Cato.org. Available at: https://www.cato.org/survey-reports/survey-46-percent-private-schools-see-enrollment-rise.
• Mehta, A. (2023). Analyzing the Education Landscape in India: School Numbers, Enrolment & Teacher Distribution (2023) | Education for All in India. [online] educationforallinindia.com. Available at: https://educationforallinindia.com/education-landscape-india-udiseplus-2021-22/.
• Pankaj, A., Kaur, R. and M, P. (2021). Reach and Role of Private Schools in India. [online] The Council for Social Development. Available at: https://csdindia.org/wp-content/uploads/2024/05/Reach-and-role-of-private-schools-in-India.pdf [Accessed 11 Jan. 2025].