Assam’s education reforms show progress, but poor school conditions and staff shortages remain concerns
Over the past 13 years, Assam’s education system has undergone significant changes, with improvements in school infrastructure, digital learning, administrative reforms and student welfare programmes especially in Guwahati. From the expansion of electricity and toilet facilities to the introduction of technology-enabled classrooms and centralised mid-day meal kitchens, the state has attempted to modernise government schools. However, despite these developments, the condition of several schools in Guwahati raises questions about whether these reforms have translated into meaningful improvements in students’ everyday learning experiences.
One of the most visible changes in Assam’s education system has been the expansion of basic infrastructure. Reports cited in state-level education summaries indicate that electricity coverage in schools increased from 20.1% to 88.8%, while the availability of boys’ toilets rose from 40.3% to 93.6% and girls’ toilets from 65.9% to 94.3%.
Digitalisation has also emerged as a major focus. These developments reflect an effort to move beyond traditional classroom teaching and introduce students to digital learning resources.
The state has also announced major infrastructure investments, including a cabinet-approved project worth Rs 2,750 crore to construct 400 new schools and 1,733 Anganwadi centres. The initiative aims to strengthen school infrastructure and early childhood education, particularly in underserved areas.
However, these figures represent broader state-level progress and do not necessarily reflect the condition of every school in Guwahati. The availability of a facility on paper does not always guarantee that it is functional, accessible or adequately maintained.
Administrative restructuring has been another important development. The Board of Secondary Education, Assam (SEBA), and the Assam Higher Secondary Education Council (AHSEC) have undergone changes aimed at streamlining school education and administration. Class X board examination administration has also moved towards school-level arrangements under the revised system.
Under the Shiksha Kshetra initiative, the government has undertaken the amalgamation of schools with low enrolment or overlapping campuses to optimise the use of teachers and other resources. More than 2,900 government elementary and secondary schools were reportedly merged under the exercise.
The state has also pursued administrative integration and streamlined monitoring across elementary and secondary education departments.
While consolidation may help address resource shortages in some locations, it also raises concerns about accessibility. For students in areas where schools are merged, longer travel distances and additional transportation costs can become barriers, particularly for children from economically disadvantaged families.
Despite these reforms, government schools have faced a significant decline in enrolment. Data presented in the Assam Assembly in July 2026 revealed that enrolment in government and provincialised schools fell by 7,35,446 students between the 2016–17 and 2025–26 academic sessions. During the same period, private schools recorded an increase of 9,40,566 students.
The trend raises questions about parental confidence in government education. Although infrastructure and digital facilities have improved across much of the state, many families continue to prefer private institutions, often citing teaching quality, individual attention, discipline and the overall learning environment.
The government has also undertaken data-cleaning exercises under UDISE+ to improve the accuracy of school enrolment records and prevent inflated student counts from affecting the distribution of textbooks and mid-day meal benefits.
Gunotsav, the state’s school assessment programme, has played an important role in evaluating educational quality. According to the figures provided, the number of government schools receiving an A+ grade increased from 6,307 in 2017–18 to 13,300. The seventh round of Gunotsav in Assam was rescheduled by the government to run from January 19 to February 5, 2027, covering all 35 districts.
Additionally, amendments to the Assam Non-Government Educational Institutions (Regulation of Fees) framework have sought to regulate fees and registration in private and minority-run schools. Also Offline admission form follow-ups have been discontinued, with all admission processes shifted online.
These measures indicate that education reforms have extended beyond buildings and classrooms to teacher welfare, accountability and institutional regulation. Nevertheless, assessment grades alone cannot capture every aspect of a school’s performance, including teacher availability, classroom interaction and the quality of learning.
Another important change concerns the mid-day meal programme, now implemented under PM POSHAN. In Guwahati and several surrounding areas, meals are supplied through the centralised kitchen system operated by The Akshaya Patra Foundation in some of the schools who have applied for it, rather than being cooked on school premises.
Despite these developments, the condition of some government schools in Guwahati presents a contrasting picture. Schools continue to face concerns over inadequate teaching staff, poor sanitation, deteriorating buildings, insufficient classroom facilities and an environment that is not always conducive to learning.
In some institutions, a limited number of teachers must manage multiple classes and subjects, affecting the attention students receive. Poorly maintained toilets, inadequate drinking water facilities, overcrowded classrooms and a lack of essential teaching materials can further undermine the learning experience.
These concerns must also be viewed against the wider staffing challenge. According to information presented in the Assam Assembly in July 2026, the state had 3,031 single-teacher schools and 15,270 schools with only two teachers. According to the official reports, the number of teachers in government schools had also declined by 15,326 between 2016–17 and 2025–26.
Although these figures are statewide and do not establish the exact situation in every Guwahati school, they highlight the need to examine staffing and infrastructure at the individual-school level.
A school may have electricity, computers and newly constructed facilities, but these investments cannot deliver their full benefits if classrooms lack teachers, sanitation remains inadequate or students do not have a supportive learning environment.
Assam’s education system has undoubtedly moved towards modernisation through infrastructure expansion, digitalisation, administrative reforms and centralised welfare services. However, the next stage of reform must focus on ensuring that these facilities function effectively and that improvements reach every school, including those within Guwahati.
Regular inspections, transparent school-level data, adequate teacher recruitment, functional sanitation facilities and proper maintenance of buildings are essential. Equally important is the need to evaluate whether students are actually learning and receiving the attention they require.
As Assam continues to bring changes to its education system, the real impact of these reforms will depend on how effectively they address the challenges faced by schools on the ground. While several initiatives have transformed the way education is delivered, questions remain about whether these changes are reaching every classroom equally. The road ahead will depend on how these gaps are addressed and whether the evolving education system can meet the needs and expectations of students across the state.
