Pralhad Joshi: education system, parents have become ‘marks-wadi’
In short
- Union Minister Pralhad Joshi stated that the education system and parents have become 'marks-wadi' on Tuesday.
- He called for replacing rote learning with experiential learning, aligning with the National Education Policy (NEP) 2020.
- The minister made these remarks at the inauguration of the CBSE Experience Centre in Dwarka, New Delhi.
- The government plans to establish 50,000 additional Atal Tinkering Labs, building on the 10,000 already operational.
- The CBSE Experience Centre features 12 zones and 21 exhibits across 6,000 square feet, connecting ancient traditions with modern learning.
Union Minister Pralhad Joshi on Tuesday, November 2, 2026, inaugurated the CBSE Experience Centre at the Central Board of Secondary Education’s (CBSE) integrated office complex in Dwarka, New Delhi. During the event, he asserted that the education system and parents have largely adopted a ‘marks-wadi’ mindset, prioritising scores over genuine understanding and learning.
Joshi called for a fundamental shift from rote learning to experiential learning, emphasising that the National Education Policy (NEP) 2020 is designed to promote all-around and future-ready education. This initiative aims to equip students with practical knowledge and confidence beyond textbook memorisation.
Critique of the ‘Marks-Wadi’ Mindset
Minister Pralhad Joshi highlighted the detrimental effects of the current examination-centric approach, stating that a significant portion of a student’s time is dedicated to memorising content and strategising for marks. He observed that parents also often share this focus, contributing to a pervasive ‘marks-wadi’ ideology.
Joshi elaborated on the consequences of this mindset, noting that a child’s understanding, learning capacity, and individual interests often go unexamined. He added that the pressure to score high marks can leave students lacking confidence, and knowledge confined to books without practical application serves little purpose. This perspective forms a core tenet of the National Education Policy (NEP) 2020, which advocates for learning that extends beyond textbooks and fosters real-life application.
Promoting Experiential Learning and Future-Ready Education
The Union Minister underscored the importance of experiential learning in preparing students for the evolving demands of the global workforce. He noted India’s growing potential in technology, manufacturing, and innovation, stressing that education should equip young people with the necessary knowledge, skills, and values to contribute meaningfully to society and national development.
In line with this vision, the government has decided to establish 50,000 additional Atal Tinkering Labs across the country, building on the 10,000 labs already operational. These labs are designed to foster innovation and practical learning among students, complementing the objectives of the NEP 2020, which champions experiential and complete learning approaches.
The CBSE Experience Centre
The newly inaugurated CBSE Experience Centre in Dwarka, New Delhi, offers visitors an immersive journey through the changing landscape of education in India. Spread across 6,000 square feet, the centre houses 12 broad zones and 21 exhibits designed to connect ancient traditions with modern learning methodologies and new career opportunities.
Key features of the centre include interactive exhibits such as ‘Career Explorer’, ‘Future of Professions’, and ‘Magic Mirror: Future You’. Visitors can also engage in holographic interactions with historical figures like Dr. B. R. Ambedkar and Dr. A. P. J. Abdul Kalam. A special section tracks the history of CBSE through archival material, including records from 1935, and a dedicated kiosk on Prime Minister Narendra Modi’s book, ‘Exam Warriors’, is also present. The experience culminates in ‘Eduverse’, which combines motion-based interaction and multisensory elements, with RFID-enabled smart cards allowing visitors to interact with exhibits and access personalised takeaways.
Further reading
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