With centuries of educational achievement in Indian history, we appear to have regressed from world-class teaching standards in the previous half-century, and especially rapidly in the recent two decades. Teachers must also adapt in order to keep up with the changing world of knowledge. The quality of education in India, particularly in schools, colleges, and universities, has been declining year after year. Here are some of the reasons for this noticeable deterioration.

The public school system is collapsing. Until a few decades ago, education was never a business, at least at the basic and secondary school levels. It was viewed as primarily the responsibility of the government to ensure high-quality education until the tenth grade. State governments' constitutional and ethical ownership has ensured that all socioeconomic strata, including those living in poverty, have easy access to school education.

However, because public schools are 'Cost Centers' rather than 'Profit Centers', practically all states have abandoned efforts to upgrade them, despite the fact that they require regular investment and administration. Capital expenditures that generate revenue or free cash transfers that generate votes have taken precedence. Some state governments, such as Telangana's, have announced the closure of nearly 4500 schools, blaming a shortage of admissions while the fact is inefficiency and a shift in priorities.

Many luminaries from the social and industrial sectors, including the first President of India and one of the most recent Presidents, Dr. Abdul Kalam, were the product of government-run schools. Since the previous few decades, it is true that diminishing societal values and insincerity in performing assigned responsibilities have decreased the quality of teaching in public schools. It's also true that these institutions' teaching talent has been harmed by a lack of adequate compensation, infrastructure, administrative freedom, and opportunities for advancement. Multiple constraints, such as those mentioned above, have stifled access to affordable education and high-quality instruction in India.

After the public school's mismanagement catastrophe, it's only natural that private businesses step in to fill the void. What's surprising is how, in just two decades, existing government schools have been swamped and outsmarted by private schools. Even in the world's largest capitalist economy - the United States of America – the school system is public and run by the government. While private schools exist, they account for less than ten percent of total enrolment in comparison to public schools. In the United States, cheap education is a top goal. State governments and even local governments take pride in running the greatest public schools in their jurisdictions.

It's only natural that business interests drive private schools. Quality education, affordability, and accountability are generally empty promises. If few schools are founded on the principle of service, they lean too fast towards competitive profiteering motivated by the commercial ecosystem. The proliferation of self-described 'International Schools' in metropolitan India mocks the concept of indigenous learning during children's formative years. National history, indigenous culture, civilisational knowledge, and civic ethics have all taken a back seat in the pursuit of well-grounded growth. The overused labels have become a license to spread western culture and insult civilisation.

India's teaching approach needs to explore and learn from our civilisation's old teaching norms, as well as improvise on them. Private schools should quit emulating foreign models, which distorts children's thinking and undermines their self-esteem.