By Raju Kumar
BHOPAL: Efforts to improve school education in Madhya Pradesh are not new. Over the years, successive governments have experimented with different models aimed at strengthening government schools and making them more attractive to parents. Excellence Schools, Model Schools, Kanya Shiksha Parisars and other specialised institutions have all emerged from this search for better public education. Sandipani Schools are the latest chapter in that journey.
Often compared with Kendriya Vidyalayas and Jawahar Navodaya Vidyalayas, these schools have attracted attention because of the resources, infrastructure and administrative focus invested in them. While such comparisons may not always be fair, there are visible signs that schools receiving greater investment and sustained attention are beginning to stand apart from the larger government school system.
In the academic year 2022-23, the Madhya Pradesh government decided to develop 274 higher secondary schools under the School Education Department and 95 schools under the Tribal Affairs Department as CM Rise Schools. In 2025, the state government renamed CM Rise Schools as Sandipani Schools. While the core concept remained unchanged, the schools were given a new identity under the new name. At present, these institutions provide education from kindergarten to Class XII.
One of the most significant features of Sandipani Schools is the scale of investment made in them. For years, inadequate infrastructure has been one of the biggest concerns associated with government schools. Many institutions struggled with insufficient classrooms, laboratories, libraries, playgrounds and other basic facilities. The Sandipani School model was designed to address many of these shortcomings. Efforts have been made to establish smart classrooms, science and computer laboratories, libraries, sports facilities, spaces for art and music activities, and dedicated arrangements for pre-primary education. New school buildings are being constructed, while several have already become operational.
Another important aspect of these schools is that they are not limited to conventional classroom teaching. In line with the National Education Policy, emphasis has been placed on the holistic development of students. Sports, arts, music, vocational education, leadership skills, communication abilities and preparation for competitive examinations are being integrated into school life. Transport facilities have also been provided in several schools to improve access for children from remote areas.
It is natural for parents to place greater trust in government schools when they offer better facilities and a more organised learning environment. The initiative is also an attempt to challenge the negative perceptions often associated with government schools. Last year, Sandipani Schools in Mhow, Dewas and Narsinghpur were recognised at the state level for achieving a 100 percent examination pass rate and for better academic management. Such examples reflect the growing expectations associated with this model.
However, there is another side to the story. The majority of children in Madhya Pradesh still study in regular government schools. This raises an important question: can the positive experiences and facilities developed in Sandipani Schools be extended to the wider public education system? There is also a concern that if quality infrastructure and resources remain concentrated in a limited number of institutions, a new form of inequality could emerge within the school system itself.
Better buildings, smart classrooms and modern facilities are undoubtedly important, but the question of educational quality goes far beyond infrastructure. Ultimately, the success of any school will depend on what students learn, how confident they become and whether they are better prepared for higher education and future opportunities. The real impact of the investments made in Sandipani Schools can only be assessed in the coming years through improvements in learning levels, student achievements and their progression to higher education.
The larger question, however, is whether Sandipani Schools can bring about a broader change in public education rather than remain islands of excellence. Better buildings, modern facilities and additional resources provide a strong foundation, but the real test will lie in learning outcomes, student achievement and the opportunities these schools create for children in the years ahead. For now, Sandipani Schools have succeeded in drawing attention to what government schools can achieve when infrastructure, resources and institutional support come together. Whether this model remains limited to a select group of schools or influences the wider public education system will determine its long-term significance for school education in Madhya Pradesh. (IPA Service)
