In a bold move to enhance educational access, the Pinarayi Vijayan-led Kerala government announced in its recent Budget an expansion of the 'free education for all' initiative beyond Class 12. Finance Minister K.N. Balagopal revealed that free education will now extend to the graduate level for arts and science students enrolled in government and aided colleges. This decision has sparked a nationwide debate on whether other Indian states should adopt similar policies to combat school dropouts and bolster human development.
Kerala's initiative draws attention to the state's long-standing commitment to education as a driver of social progress. With one of the world's youngest populations, India stands to gain immensely from such investments, experts argue. "Kerala’s model reflects sustained public investment in education as a tool for social development, not just welfare. Its high literacy and human development outcomes come from decades of prioritising schooling and public infrastructure," said Keshav Agarwal, President of Educators Federation Delhi.
Agarwal highlighted the national context, noting that India currently allocates around 4% of its GDP to education, far short of the 6% recommended by the Kothari Commission over 60 years ago. "At the national level, India still spends around 4% of GDP on education... Given India’s young population, strengthening public education is an economic necessity, not a luxury," he emphasized, underscoring the urgency for broader reforms.
While Kerala benefits from higher budget allocations, experts question whether states with varying fiscal priorities can replicate the model. Nonetheless, they agree that eliminating financial barriers could significantly boost literacy rates across the country. India's Right to Education Act already mandates free and compulsory schooling for children aged 6–14, but dropouts persist beyond this age, particularly among economically disadvantaged families.
Extending free education to higher secondary and undergraduate levels could motivate parents to prioritize schooling over early employment. "I have seen students who are pulled out of schools after the RTE free education age ends, and that is simply because parents think it is better to get their children employed at a shop rather than spending money on their education. So if such an initiative is introduced in North India, it can help us convince parents from financially backward backgrounds to let children (especially girls) complete their high school," said Sarita Dahiya, a government teacher from North India.
However, Keshav Agarwal cautioned that free education alone does not ensure quality. Drawing parallels with the mid-day meal scheme, he noted, "The mid-day meal scheme earlier showed how incentives can boost attendance. But it also highlighted that when quality control weakens — as seen in food standards in many schools — public trust declines." This raises critical questions about implementation and oversight in any nationwide expansion.
