If all schools teach from the same books and prepare for the same exams, what makes one school “premium”?
One often wonders what truly distinguishes the so-called “premium” schools of India—those branded, high-fee institutions—from the regular, government-aided or modest private schools that serve most of our children. On the surface, both follow the same prescribed syllabus, set either by the state or national boards. Both are judged by the same public examinations. And both proudly advertise their results as proof of excellence.
If that is so, where exactly does the distinction lie? Shouldn’t elite schools, which charge parents so much more, be doing something beyond what every ordinary school is required to do?
It is high time our educators faced this uncomfortable question. Teaching to the syllabus and producing good exam results is the minimum obligation of any school. It is the foundation—but it cannot be the ceiling. Every school, especially those that call themselves “premium,” should design and nurture its own core curriculum: a distinctive body of learning experiences, values, and exposures that shape students beyond the exam hall.
The idea is not new. Columbia University in the United States has, for over a century, required every student—regardless of major—to complete a unique “Core Curriculum” that emphasizes reading, debate, and exposure to great ideas in literature, science, philosophy, and the arts. Each year, the curriculum evolves; yet its purpose remains the same—to produce thoughtful citizens, not just trained specialists.
Why should Indian schools not do the same? Imagine each school in India—public or private—having the freedom and courage to create its own curriculum that complements the official syllabus. One school might design a reading-based core where students read a dozen carefully chosen books each year, drawn from world literature and Indian writing. Another might focus on environmental exploration, local heritage, or the art of scientific inquiry. The possibilities are endless.
Yes, it requires more work. Teaching from a ready-made textbook is easy; crafting a living, evolving curriculum demands creativity, collaboration, and conviction. It means finding teachers who are curious themselves—teachers who read, who think, who can invite guest speakers and plan projects that expand students’ horizons.
Parents, too, must begin to ask this question when choosing schools for their children: What is your school’s own curriculum? What will my child learn here that they would not learn elsewhere? When schools can answer that confidently, they will have earned the right to call themselves “premium.”
In the end, education is not about marks—it is about meaning. The best schools will be those that prepare young people to think, question, and grow in mind and spirit. It is time we built schools that stand for something more than their board exam results—and reclaimed the true purpose of schooling: to awaken the intellect, enlarge the imagination, and build character through ideas that last a lifetime.