At its core, the budget is a reflection of a nation’s priorities. It outlines where money is allocated, which sectors get a boost, and which direction the country is headed in.
Jan 31, 2025 15:44 IST First published on: Jan 31, 2025 at 14:35 IST
A day before the Union budget is presented in Parliament, experts, politicians, and corporate leaders have come out with prospective measures. Yet, in classrooms — the spaces meant to prepare young minds for the future — the budget often remains just another headline. While students may hear phrases like “tax cuts”, “fiscal deficits”, and “GDP growth” in the news, they should also get an opportunity to understand how these numbers and policies shape their lives. We need to bring these discussions into our classrooms.
At its core, the budget is a reflection of a nation’s priorities. It outlines where money is allocated, which sectors get a boost, and which direction the country is headed in. Is there a larger focus on education this year? Has healthcare spending increased? What about the environment? These are not just economic decisions; they are signals of the government’s vision. And if students don’t engage with these ideas now, they miss out on understanding how policies take shape.
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For many, the budget may seem like an abstract, distant concept, but its impact is very real. When students understand the budget, they begin to see the connections between governance and their daily lives. Additionally, budget discussions build financial literacy and competency. A number of theoretical concepts come alive when they understand and demystify the budget.
Engaging with the budget fosters analytical thinking. It encourages students to ask important questions: Why is one sector receiving more funding than another? What happens if a government overspends? How do budget decisions impact different sections of society? These are not just economic queries but essential skills for analytical reasoning and developing a deeper social and emotional awareness of how these decisions impact lives and communities.
The question is, how do we bring something as complex as the budget into classrooms in a meaningful way? It doesn’t have to be through a dense textbook chapter or a one-time discussion. Instead, the budget can be introduced through interactive and engaging methods that make learning dynamic and relevant.
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One of the simplest ways to bring the budget into the classroom is by linking it to students’ lives. Teachers can begin with discussions on how prices of various commodities and services have changed based on changing policies.
Students don’t need to just analyse the current budget. Looking at budgets from past years can reveal trends in priorities. They can examine how spending on different sectors has changed and form their own opinions on the same.
The budget is not just about economics. It connects to multiple subjects — mathematics (data analysis, percentages, and projections), political science (government policies and decision-making), English (writing analyses, forming arguments), and even science (funding for research, sustainability initiatives). This presents a wonderful opportunity for educators to present the interconnectedness of all subjects in the real world.
Encouraging students to discuss or debate aspects of the budget helps them develop well-rounded ideas. Schools can organise panel discussions, invite local economists, or even have students present their own budget proposals. Students can have discussions about sustainability, technology, and global economic shifts among other topics. For example, how does the budget address climate change? What initiatives are being introduced for AI and emerging technologies? How does it compare with other countries’ budgets?
A common misconception is that budget discussions should be reserved for senior secondary students studying economics. But even younger students can begin engaging with basic ideas. Middle school students can look at past budgets to identify patterns or explore how inflation affects household expenses.
For younger students, the budget can be introduced through storytelling — perhaps a narrative about a town planning its annual expenses or a simple game where students categorise spending into different sectors. The goal is not to overwhelm students with technicalities but to familiarise them with the concept of resource allocation.
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When the budget reaches the classroom, the classroom, in turn, reaches the budget. By making students familiar with economic policies early on, we are not just improving financial literacy — we are fostering a generation that understands the role of education in shaping the nation’s future.
If students develop an understanding of how policies take shape, they will grow into adults who not only adapt to economic changes but actively contribute to them. Some may go on to shape policies themselves, ensuring that education remains a priority in future budgets. When students engage with these ideas, they are more likely to advocate for better policies and drive meaningful change. If we want a future where policy decisions reflect the needs of the people, we must start by ensuring that classrooms, from early on, engage with the realities that shape their world.
Sahil is an education consultant specialising in curriculum design, teacher training, and edtech initiatives
