PISA 2025 se Bihar tak: India ki Education System ko Ab Kya Badalna Chahiye?

PISA 2025 se Bihar tak: India ki Education System ko Ab Kya Badalna Chahiye?

By MS ROH Education Research Desk

Har saal hum education ko lekar ek hi tarah ke sawaal poochte hain—

Kitne bachche school ja rahe hain?
Kitne students pass hue?
Board examination mein kitne percent aaye?
Kitne students ne first division hasil ki?

Lekin ek aur sawaal hai jo shayad sabse important hai:

Kya hamare bachche jo padh rahe hain, us knowledge ka istemal real life mein kar pa rahe hain?

Isi sawaal ko samajhne ke liye duniya ke sabse important international education assessments mein se ek hai PISA — Programme for International Student Assessment, conducted by the OECD.

PISA ka focus sirf is baat par nahi hota ki student ko textbook ka answer yaad hai ya nahi. Yeh dekhta hai ki 15 saal ke students reading, mathematics aur science ki knowledge ko naye aur real-life situations mein kitni effectively apply kar sakte hain. PISA 2025 mein 91 countries and economies ke around 7.6 lakh students ne participate kiya.

Aur 2026 mein release hui PISA 2025 report ne duniya ke education systems ke saamne ek interesting picture rakhi hai.

Sabse pehli baat: Problem sirf India ki nahi hai

PISA 2025 ka sabse bada lesson yeh nahi hai ki kuch countries top par hain aur kuch neeche.

Bada lesson yeh hai ki duniya bhar mein learning itself pressure mein hai.

OECD countries mein 2015 se 2025 ke beech average mathematics performance 22 points aur reading performance 28 points neeche gayi. Reading mein decline particularly concerning hai, kyunki reading sirf English ya language subject nahi hai—science, mathematics, social science aur digital information ko samajhne ki foundation bhi reading hi hai.

PISA 2025 mein OECD countries ke approximately 20% students science, mathematics aur reading teeno mein low performers the. 2022 mein yeh proportion 16% tha.

Iska matlab ek simple baat hai:

Sirf school mein attendance aur examination pass karna future-ready education ki guarantee nahi hai.

Lekin India aur Bihar ka PISA se kya relation hai?

Yahan ek important clarification zaroori hai.

India ne PISA 2025 mein national-level participation nahi kiya. OECD ke official participant records mein India ki participation 2009+ ke roop mein listed hai, jo Tamil Nadu aur Himachal Pradesh tak limited thi. Isliye PISA 2025 ke basis par India ya Bihar ki koi direct international ranking banana correct nahi hoga.

Lekin iska matlab yeh nahi hai ki PISA India ke liye irrelevant hai.

Actually, iska opposite hai.

PISA humein ek benchmark aur direction deta hai:

Agar hum apne students ko future ke liye prepare karna chahte hain, to humein sirf “kitna syllabus complete hua” nahi, balki “student kya kar sakta hai” bhi measure karna hoga.

Aur Bihar jaise states ke liye yeh discussion aur bhi important ho jata hai.

Bihar ki reality ko kaise dekhein?

Bihar ke education system ko samajhne ke liye PISA ke saath Indian evidence ko bhi dekhna zaroori hai.

ASER 2024 ne Bihar ko bhi cover kiya hai aur state-level aur divisional learning estimates provide kiye hain. Report reading aur arithmetic jaise foundational learning areas ko directly examine karti hai.

Yahan se ek important principle samne aata hai:

Bihar ko global education ranking ke peeche bhaagne se pehle apne classrooms ke actual learning outcomes ko systematically improve karna hoga.

Ek Class 7 student agar textbook ka chapter read kar leta hai, lekin ek simple paragraph ka meaning explain nahi kar pata, to problem sirf “English weak hai” ya “Hindi weak hai” nahi hai.

Problem learning process mein hai.

Similarly, agar student fractions ka formula yaad karta hai lekin market, measurement, money ya daily-life problem mein fraction apply nahi kar pata, to mathematics ka learning outcome incomplete hai.

PISA 2025 ka sabse bada lesson: Knowledge se zyada Application

PISA ka fundamental philosophy simple hai.

Student ne kya yaad kiya?

Se zyada important hai:

Student jo jaanta hai, uska use kaise karta hai?

For example:

Traditional question:

“Photosynthesis ki definition likhiye.”

Better question:

“Ek plant ko 7 din sunlight se door rakha gaya. Uski leaves mein kya changes honge aur kyun?”

Pehla question memory test karta hai.

Doosra question science understanding + reasoning + application test karta hai.

Isi difference ko Indian classrooms mein gradually bring karna hoga.

Bihar ke classrooms mein ek major change: “Answer” se “Reason” ki taraf

Hamare schools mein bachche aksar poochte hain:

“Sir, iska answer kya hai?”

Humein dheere-dheere unhe poochna sikhana hoga:

“Sir, aisa kyun hota hai?”

Aur uske baad:

“Agar condition change ho jaaye to kya hoga?”

Yahi scientific thinking ki beginning hai.

Science mein sirf definition nahi.

Maths mein sirf formula nahi.

Social Science mein sirf dates nahi.

English mein sirf grammar rules nahi.

Education ka objective hona chahiye:

Understand → Apply → Analyse → Explain → Create

Reading ko sirf Language Subject mat samjhiye

PISA 2025 ka reading decline ek important warning hai.

Reading ka matlab sirf paragraph ko loud voice mein padhna nahi hai.

Aaj ke digital world mein student ko yeh bhi aana chahiye:

• information ko samajhna
• important aur irrelevant information mein difference karna
• do sources compare karna
• fake ya misleading information ko identify karna
• evidence ke basis par conclusion banana
• apne words mein explanation dena

OECD ne specifically highlight kiya hai ki AI age mein information evaluate karna, different sources ke beech connections banana aur critically think karna increasingly important skills hain.

Isliye Bihar ke school classrooms mein daily 10–15 minute reading activity ek powerful intervention ho sakti hai.

Student ko ek short article, news item, science passage ya real-life problem dijiye.

Phir sirf questions na poochiye.

Poochiye:

“Tumhe kya lagta hai?”

“Tum is answer tak kaise pahunche?”

“Text mein iska evidence kahan hai?”

Yeh chhoti practice future mein bahut bada difference create kar sakti hai.

Mathematics ko Calculation se Problem Solving ki taraf le jaana hoga

Indian students mathematics mein formulas ya methods yaad karne mein kaafi effort lagate hain.

Lekin real world mathematics alag hoti hai.

Ek student ko percentage ka formula yaad ho sakta hai.

Lekin kya woh ₹800 ki shirt par 15% discount calculate karke final price bata sakta hai?

Kya woh family budget bana sakta hai?

Kya woh distance, speed aur time ka real-life problem solve kar sakta hai?

Kya woh data ko graph mein samajh sakta hai?

Yahi mathematical literacy hai.

Bihar ke schools mein kya kiya ja sakta hai?

Har week ek:

“Maths in Real Life” activity

Example:

School mein 250 students hain. Har student ko average 2 notebooks ki requirement hai. Agar ek notebook ₹35 ki hai, to total estimated expenditure kitna hoga?

Phir next level:

Agar 10% notebooks extra reserve rakhi jayein to budget kitna badhega?

Ab student calculation bhi kar raha hai aur decision-making bhi.

Science ko Experiment aur Observation se jodna hoga

Science education ka matlab sirf chapter complete karna nahi hai.

Agar laboratory resources limited hain, tab bhi observation-based science possible hai.

For example:

• plants ka growth record
• water evaporation observation
• shadow length measurement
• local weather recording
• soil comparison
• food preservation experiment
• household materials ki properties
• simple electrical circuits
• local environmental problems

Student se poochiye:

“Tumne kya observe kiya?”

“Tumhara prediction kya tha?”

“Result expected tha ya different?”

“Difference kyun aaya?”

Yahi scientific reasoning hai.

AI: Dushman nahi, lekin shortcut bhi nahi

PISA 2025 ne education ke saamne ek naya aur extremely important question rakha hai:

AI ko classroom mein kaise use kiya jaye?

OECD data ke according, OECD countries mein around 46% students AI chatbots ko weekly ya usse zyada frequently learning ke liye use karte hain. Lekin AI aur performance ka relationship simple “AI = better marks” wala nahi hai. Specific schoolwork tasks mein AI use karne wale students kai systems mein non-users se lower science performance dikhate hain, jabki guided learning use ka pattern alag hai.

Iska simple meaning hai:

AI se answer lena aur AI ke saath seekhna — dono alag cheezein hain.

School ko students ko yeh sikhana hoga:

• AI se question kaise poochna
• AI ka answer verify kaise karna
• गलत information identify kaise karna
• source check kaise karna
• AI-generated answer ko apni understanding mein kaise convert karna
• kab AI use nahi karna chahiye

OECD ke findings yeh bhi suggest karte hain ki schools mein AI-generated information ko critically evaluate karna seekhne wale students ke outcomes comparatively better ho sakte hain, lekin aise learning opportunities socio-economically advantaged students ko zyada milne ka risk bhi hai.

Isliye Bihar ke students ko AI se door rakhna long-term solution nahi hai.

Unhe AI literacy deni hogi.

Lekin technology ka matlab mobile phone dena nahi hai

Yeh distinction bahut important hai.

PISA 2025 ke according, school mein digital devices ka limited ya moderate learning use better outcomes ke saath associated ho sakta hai, lekin leisure use aur classroom distraction ka relationship negative hai. Clear mobile-phone policies wale schools mein distraction lower report hua.

Isliye:

Digital classroom ≠ unrestricted mobile classroom.

Technology tab useful hai jab:

Teacher → Learning Objective → Digital Tool → Student Thinking

ke sequence mein use ho.

Na ki:

Student → Mobile → Internet → Copy-Paste

Teacher ko sirf syllabus complete karne wala nahi, Learning Designer banana hoga

PISA 2025 report ka ek bahut important message teachers ke role ko lekar hai.

Teacher ke paas subject knowledge hona zaroori hai, lekin uske saath clear explanation, classroom management, student engagement aur motivation jaise practical teaching skills bhi important hain. OECD report specifically teacher capability aur disadvantaged students ke liye resources ko important policy priorities ke roop mein highlight karti hai.

Bihar jaise state mein iska matlab teacher ko blame karna nahi hai.

Actually iska matlab teacher ko support karna hai.

Teacher development programmes ko sirf paperwork ya attendance-based training nahi banana chahiye.

Training mein practical classroom questions hone chahiye:

• Weak reader ko kaise identify karein?
• Same classroom mein different learning levels ko kaise handle karein?
• Questioning techniques kaise improve karein?
• Conceptual mathematics kaise teach karein?
• Science inquiry kaise conduct karein?
• AI ko responsibly kaise use karein?
• Assessment ko learning improvement ke liye kaise use karein?

“One Test for Everyone” se “Diagnostic Assessment” ki taraf

School mein examination ka purpose sirf marks dena nahi hona chahiye.

Agar Class 6 ke 40 students mein:

• 10 students reading mein weak hain
• 12 mathematics basics mein weak hain
• 8 students concepts samajh rahe hain but application mein weak hain
• 10 students advanced level par hain

to sabko same worksheet dene se problem solve nahi hogi.

School ko assessment ke baad yeh pata hona chahiye:

Who is struggling?

With what?

Why?

What intervention is required?

Isliye monthly assessment ka ek simple Learning Gap Report banaya ja sakta hai.

Marks ke saath:

• Reading
• Numeracy
• Conceptual understanding
• Problem solving
• Writing
• Participation

jaise indicators track kiye ja sakte hain.

Student ka Emotional Connection bhi Learning ka part hai

Education ko hum aksar marks aur infrastructure ke around discuss karte hain.

Lekin PISA 2025 ka ek important theme student engagement, belonging aur teacher support bhi hai.

Report ke findings ke according, school belonging ka relationship curiosity, perseverance, goal-setting aur help-seeking jaise learning behaviours ke saath positive hai. Teacher support is relationship ko aur strengthen kar sakta hai.

Simple language mein:

Jis student ko lagta hai ki “meri teacher meri help karegi”, woh problem aane par help maangne ke liye zyada comfortable ho sakta hai.

Aur jo student har galti par insult hone se darta hai, woh question poochna band kar sakta hai.

Isliye school culture mein ek change bahut important hai:

“Wrong answer” ko failure nahi, learning opportunity samjha jaye.

Teacher keh sakte hain:

“Good attempt. Chalo dekhte hain mistake kahan hui.”

Yeh ek sentence classroom ka environment badal sakta hai.

Bihar ke liye ek practical School Improvement Model

Agar hum PISA aur Indian learning evidence se practical lessons nikalein, to Bihar ke schools ke liye ek realistic model kuch is tarah ho sakta hai:

1. Daily Reading — 15 minutes

Har student roz kuch meaningful padhe.

2. Weekly Problem-Solving Period

Real-life mathematics, science aur reasoning problems.

3. Monthly Diagnostic Test

Sirf marks nahi—learning gaps identify karna.

4. Remedial Groups

Weak students ke liye targeted support.

5. Enrichment Groups

Advanced students ke liye higher-order problems.

6. Science Through Observation

Har month minimum ek practical/observation-based activity.

7. Local Context Learning

Bihar ke examples se mathematics, science aur social science samjhana.

8. Student Question Day

Students teachers se questions poochein—without fear.

9. AI Literacy

AI ko blindly use karne ke bajay verify aur critically evaluate karna sikhaya jaye.

10. Teacher Collaboration

Teachers monthly meeting mein discuss karein:

“Hamare students exactly kis concept mein struggle kar rahe hain?”

Bihar ko “Low Resource” ke label se aage badhna hoga

Education improvement ka matlab hamesha expensive smart classroom nahi hota.

Ek blackboard, chalk aur teacher ke questions se bhi high-quality thinking develop ki ja sakti hai.

Agar teacher poochta hai:

“Agar Earth par gravity aadhi ho jaaye to kya change hoga?”

to bachcha sochta hai.

Agar teacher poochta hai:

“Agar baarish teen mahine na ho to hamare village ki agriculture par kya effect padega?”

to bachcha local environment ko science aur economics se connect karta hai.

Agar teacher poochta hai:

“Agar kisi family ki monthly income ₹20,000 hai to uska reasonable monthly budget kaise banega?”

to mathematics life se connect ho jaati hai.

High-quality education ka starting point expensive technology nahi—high-quality questions hain.

PISA ka message Bihar ke liye kya hai?

PISA 2025 ko agar hum ek sentence mein summarize karein, to message kuch aisa hai:

Future ke students ko sirf information nahi, information ke saath sochne ki ability chahiye.

Unhe:

• read karna hoga
• understand karna hoga
• question karna hoga
• evidence dekhna hoga
• mathematics ko real life mein apply karna hoga
• science ko observe karna hoga
• technology ko responsibly use karna hoga
• AI ke answers ko blindly trust nahi karna hoga
• failure ke baad dobara try karna hoga
• aur sabse important, lifelong learning ke liye ready rehna hoga.

Aur shayad sabse bada lesson: Marks important hain, lekin marks alone enough nahi hain

Ek student 95% score kar sakta hai.

Lekin agar woh unfamiliar problem dekhkar confuse ho jaye, information ko critically evaluate na kar paye, apna reasoning explain na kar paye ya technology ka responsible use na jaanta ho, to education ka kaam abhi complete nahi hua.

Isi tarah 60–70% score karne wala student agar curiosity rakhta hai, questions poochta hai, mistakes se seekhta hai, problems solve karta hai aur naye situations mein knowledge apply karta hai, to uske andar future growth ki strong foundation ho sakti hai.

Education ka real question therefore yeh nahi hona chahiye:

“Bachche ne kitne marks laaye?”

Question hona chahiye:

“Bachcha kya kar sakta hai jo kal nahi kar sakta tha?”

What Should Indian Schools Do Now?

PISA 2025 aur Indian learning evidence ko saath mein dekhne par India ke schools ke liye kuch clear priorities nikalti hain:

First — Foundational Learning

Reading aur mathematics ke basics ko strong karna.

Second — Application

Textbook knowledge ko real-life problems se connect karna.

Third — Critical Thinking

Students ko “why?” aur “how do you know?” poochna sikhana.

Fourth — Better Assessment

Exam ko sirf ranking tool nahi, learning diagnosis ka tool banana.

Fifth — Teacher Support

Teachers ko practical pedagogy, assessment aur technology integration mein continuous support dena.

Sixth — Digital and AI Literacy

Technology ko consume karne ke bajay intelligently use karna sikhana.

Seventh — Equity

Rural, poor aur disadvantaged students ko high-quality learning opportunities dena—not a lower standard of education.

Eighth — Student Well-being and Belonging

School ko sirf marks ki jagah learning, confidence aur belonging ka environment banana.

Bihar ke liye Vision

Bihar ko education mein sirf yeh target nahi rakhna chahiye ki “zyada bachche school mein hain.”

Next target hona chahiye:

“Har bachcha school se kya seekh kar nikal raha hai?”

Ek Bihar jahan Class 5 ka bachcha confidently paragraph padh sake.

Class 6 ka student apne reasoning ko explain kar sake.

Class 7 ka student real-life mathematical problem solve kar sake.

Class 8 ka student scientific observation kar sake.

Class 9 ka student information ko verify kar sake.

Class 10 ka student AI ka responsible use samajh sake.

Aur har student ko lage:

“Main question pooch sakta hoon.”

“Main galti kar sakta hoon.”

“Main dobara try kar sakta hoon.”

“Main seekh sakta hoon.”

Yahi future-ready education ki foundation hai.

Conclusion: PISA ek Ranking nahi, ek Mirror hai

PISA 2025 humein sirf duniya ke top-performing countries ke naam nahi batata.

Yeh education systems ke saamne ek mirror rakhta hai.

Aur us mirror mein ek important message dikhta hai:

Education ka future rote learning se nahi, meaningful learning se banega.

India ko apne enormous student population ke saath ek unique opportunity mili hui hai.

Bihar jaise states ke paas bhi opportunity hai.

Humein expensive models ko blindly copy karne ki zaroorat nahi.

Humein apne classrooms mein chhote, measurable aur consistent changes laane hain:

More reading.
Better questions.
More problem solving.
Better assessment.
Stronger teachers.
Responsible technology.
More student voice.
Less fear of mistakes.

Aur sabse important—

Syllabus complete karne se zyada learning complete karne par focus.

Agar school ka har teacher har week sirf ek student ko ek concept genuinely samjha de jo pehle nahi samajhta tha, to education reform wahi se start ho jata hai.

Global reports direction de sakti hain.
Policies framework de sakti hain.
Technology tools de sakti hai.
Lekin real change classroom mein teacher aur student ke beech hota hai.

Aur shayad Bihar ki education story ka agla chapter bhi wahi se likha jayega.