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By:

Bhaskar Nath Biswal

13 May 2026 at 8:30:30 pm

Why India’s Classrooms Must Teach Money

When Jio’s IPO drew a record one crore applications, the market celebrated a milestone. Millions of ordinary households, many of them first-time investors, are now willing to put their savings into the stock market. Yet in many classrooms, when a teacher mentions the news, students nod politely without understanding what an IPO is, why a share has a price or what one crore applications means. That gap between a nation that is investing and a generation that does not understand investing is...

Why India’s Classrooms Must Teach Money

When Jio’s IPO drew a record one crore applications, the market celebrated a milestone. Millions of ordinary households, many of them first-time investors, are now willing to put their savings into the stock market. Yet in many classrooms, when a teacher mentions the news, students nod politely without understanding what an IPO is, why a share has a price or what one crore applications means. That gap between a nation that is investing and a generation that does not understand investing is the real story here. Ineffective Education Financial education in India remains an afterthought. Our schools spend years on algebra, trigonometry and chemical equations, but a student can complete twelve years of schooling without learning how compound interest works, how a loan is priced or why inflation quietly erodes savings. Commerce and economics are electives, usually chosen by only a section of students, and even there, the treatment is often theoretical, built around definitions to memorise rather than decisions to make. Surveys by India’s financial regulators and independent agencies have repeatedly found that only about one in four adults is financially literate. Official bodies such as the Reserve Bank of India, SEBI and the National Centre for Financial Education have launched awareness drives and a national strategy, and these deserve credit. But awareness campaigns reach people after they have already started making money decisions, often badly. The IPO boom shows that finance is no longer a closed club of brokers in Mumbai. The sector now offers careers in wealth management, financial planning, equity research, risk analysis, insurance, banking, fintech, regulation and data-driven investing. Many of these roles need not be confined to metros or elite institutions but require trained, trustworthy people in every district, including smaller cities, where demand for honest financial guidance far exceeds supply. A student who learns early how markets work may become an analyst, a certified planner, an entrepreneur or a policymaker. Even a student who chooses a completely different path will benefit in daily life. A young person who understands budgeting, saving, insurance and credit is less likely to fall into a debt trap, a loan-app scam or a ‘guaranteed returns’ scheme sold on social media. At the national level, the case is stronger still. A financially aware population channels savings into productive investment instead of idle cash or unproductive gold, strengthens capital markets and becomes more resilient during economic shocks. A country aspiring to become a major economy cannot afford to have most of its citizens sitting out the system that drives that growth. Ground Reality The difficulty is that good intentions meet a crowded curriculum, overworked teachers and an examination-centred culture. Most teachers have never been trained to explain money matters, and textbooks that cover them can feel dry and disconnected from real life. Rural and small-town students face a further barrier, since access to practical exposure, such as a demat account, a mutual fund SIP or even a bank visit, is limited. There is also a risk running in the opposite direction. A wave of influencers now promotes trading as a shortcut to wealth, and young people, excited by stories of quick gains, rush into risky products without grasping them. The very surge that makes the Jio IPO so impressive could, without guidance, produce a generation burned by speculation and put off investing for life. India needs to move from occasional awareness camps to structured financial education that runs through schooling. Basic concepts such as saving, interest, budgeting and risk should be woven into mathematics and social science from the middle-school years, with a dedicated, practical subject in senior secondary classes. Colleges, whatever the stream, should offer a compulsory introductory course in personal finance so that engineers, artists and doctors alike leave with a working understanding of money. Regulators, banks and market institutions can partner with schools to provide trusted material in regional languages. Above all, the focus should be on judgement, not jargon: teaching young people to ask where returns come from, what the risks are and who benefits from the advice. One crore applications for a single IPO should inspire pride, but also responsibility. If we want such participation to be informed rather than impulsive, and our young people to see finance as a rewarding career rather than a mystery, we must begin where every lasting change begins: in the classroom. (The writer is a former college Principal and Founder of Supporting Shoulders, an Odisha-based non-profit Trust. Views personal.)

Why is Mamata Seeing Ghost of Bangladesh?

Aug 27, 2024
4 min read

Updated: Oct 21, 2024

Why is Mamata Seeing Ghost of Bangladesh?

Mamata is seeing a ghost of Bangladesh behind the massive outrage and waves of protest over rape and murder of the trainee doctor. And the reasons are many.

It’s been over a fortnight. Yet with each passing day the voice of protest is getting louder and stronger. From the streets of Kolkata it’s pouring into roads of hinterland. The cry for justice for a rape victim has consolidated into a wail of demands to set a lot of wrongdoings right. Here in lies the fear and trepidation. Wasn’t the issue that brought the youth of Bangladesh out on the thoroughfares a simple, innocent one of quota reform?

The chief minister of Bengal, known for understanding the pulse of people better than many, was quick to read the signages floating in the political horizon.

The most obvious reason for her to be tensed is that both the regime change in Bangladesh and the mass protest in Bengal, were student-driven to begin with. The two incidents---end of 15 year old Sheikh Hasina government and turbulence in West Bengal, over the heinous crime, falling back to back, the first on August 5th and the latter from August 9th onwards, give natural scope for comparisons. More so, because in both the cases the movement strayed beyond an affected constituency to include aggrieved people at large, cutting across socio-economic demography. If the quota reform protest started by students in Bangladesh became a mass uprising against an autocratic regime, the campaign demanding justice for the rape victim and overall safety and security of women in Mamata Banerjee’s Bengal soon snowballed into a movement of no-confidence against the government. Slogans--”Mamata must resign” also got floated in social media much in line with the call for ouster of Sheikh Hasina. In fact “Resignation of Hasina” became the single point agenda into which all other fringe demands coalesced.

Incidentally, even before people started drawing parallels, that there could be a thread of commonality in the way the upheaval in Bangladesh and Bengal played out, Mamata was quick to point out that the Opposition were trying to pull off a Bangladesh by politicizing the tragic incident: “A coordinated approach has been executed by the BJP and the CPIM with support from the Centre to defame Bengal and exploit the situation....They want to make a Bangladesh here. They are taking cues from student unrest in Bangladesh and are attempting to capture similarly. I have no longing for the chair. I came here to serve people.”

Not only Mamata, her political lieutenants are consistently equating the turmoil in Bengal with the mayhem in Bangladesh. Cabinet minister for North Bengal development Udayan Guha threatened to take stern action against those, who would be trying to exploit the situation by emulating a Bangladesh like movement. “ Even after the hospital was vandalised, the police did not open fire on anyone. The police will not allow a Bangladesh type situation. We will not allow Bengal to turn into Bangladesh, Guha thundered.

Is the government’s fear unfounded?

Apart from the similarities on ground zero, as to how and where the future course of events are heading to, there are ample reasons for Bengal to mull on-- as to what led to a Bangladesh like boiling point. To begin with, it’ll be appropriate to talk of Bangladesh and the prevailing situation, that made the students’ protest become big in magnitude. The students were out on the streets because of a high reservation in public jobs. Unemployment and stagnant job market in private sector coupled with a high rate of inflation drove the educated youth to rebel against the government.

But soon the students found enormous number of sympathisers, who were equally at the receiving end. According to Bangladesh citizens, the last two terms of the Sheikh Hasina government were a mockery of democracy. Even elections would be compromised. As Hasina grew from strength to strength, she politicized institutions. The rank and file of police owed allegiance to the ruling dispensation. Extortion, harrassment and raids by police and people in power became rampant. An atmosphere of fear and repression reigned and people got restless to overthrow the government.

Politicization of institutions has been happening in Mamata government too. Allegations are quite strong that police in Bengal functions at the beck and call of political bosses. The lapses and alleged loopholes on the part of police in handling the rape and murder of the young doctor have yet again revealed a sense of confused or misplaced loyalty.

But above everything else both Hasina and Mamata governments allegedly seem to have twined in accepting corruption as a way of life. In Bangladesh jobs of primary and secondary teachers got sold at premium, Rs 10-12 lakh in the Hasina regime. Even police had to pay up for prized postings and transfers. In Bengal busting of the teacher’s recruitment scam has revealed how unsuccessful and ineligible candidates got government jobs in schools in exchange of bribes.

Similarities are multiple and inescapable. Mamata has good reasons to be apprehensive. It’s not only she, who can see and connect the dots. People, out on the streets, clamoring for justice, can see a providential pattern somewhere in the unfolding of future events in these two places-- Bangladesh and Bengal. True, they share more than 2,217 odd km of border. They share the same umbilical cord, other than language, culture, ethos, icons. Even emotions are the same. So she cannot take any risk.

(The writer is a senior jounalist based in Kolkata. Views personal)

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