Government Educational System in Tamil Nadu

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Government Educational System in Tamil Nadu
Thoughts on How to Improve itLakshmi
Suryanarayanan
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Key to the colours used in the sentences
Future goals
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Policy

• SCHOOL EDUCATION DEPARTMENT POLICY NOTE 2002-2003
• http//www.tn.gov.in/policy2002-03/sepolicy/defaul
  t.htm
• To provide schools in hamlets where there are no
  schools
• To enroll school age children in schools before
  2003
• To provide five years of schooling to all
  children before 2007
• To provide eight years of schooling for all
  children before 2010
• To eradicate drop-outs before 2010 fully
• To improve the basic amenities in schools
• To improve and enrich the syllabus
• To improve the quality of education from the
  pre-school to higher secondary
• To ensure minimum levels of learning

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Policy- contd

• To impart refresher training to teachers.
• To eradicate illiteracy.
• To maintain the confidentiality of public
  examination and release the results to the entire
  satisfaction of the user community.
• To distribute quality textbooks at fair price in
  time. (Primary)
• To recruit teachers through written examination.
• To open village libraries.
• To give importance to vocational training
  schools.
• To encourage health education in schools.
• To involve the parents also in the management of
  schools to a great extent.

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Financial Outlay

• Outlay for School Education in 2002-2003 in
  Demand No.41 is Rs. 4165.93 crores
• Out of which Rs.2 46.89 crore is under Plan
  Schemes. This works out to 15.50 of the States
  total Budget in Revenue Account of Rs. 26861.54
  crores

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POLICY AND SCHEMES

• Elementary Education
•   Secondary Education
• Non Formal Education
• Examination
• Teachers Recruitment
• Text book Corporation
• Public Libraries

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A New Dimension

• Apart from this a sum of Rs. 3.00 crores will be
  incurred for the establishment of State Institute
  of Educational Management Administration and
  Training (SIEMAT) at Chennai during 2002-2003.
• http//www.tn.gov.in/policy2002-03/sepolicy/defaul
  t.htm

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STATISTICS OF SCHOOL EDUCATION

• The table shows-
• No significant difference in attitude of parents
  till the age of 11.( Primary classes Stds1-5)
• A small yet significant shift against the girl
  child between 11-14. (Middle school- Std6-8)
• A major shift against enrolment of girls in the
  age group 14-16. (High School Std 9-10)
• Dramatic drop in enrolment in the age group16-18,
  ( Higher secondary school), yet only a small
  difference in the enrolment between boys and
  girls.
• Seem to indicate-
• There may be a bias against the girls in may be
  some areas, but significantly only after the girl
  child is14.
• Factors other than parental willingness may
  contribute to lowered enrolment in high school
  and poor enrolment in higher secondary schools.
• Parents want to send their children to school.

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STATISTICS OF SCHOOL EDUCATION - - contd
DROP-OUT RATE IN TAMIL NADU
http//www.tn.gov.in/policy2002-03/sepolicy/STAT5.
htm

• The drop-out rate shows that
• children in primary schools do drop out but less
  in the primary as compared to middle and high
  school.
• there is a difference but a very small
  difference at the middle,high school level or
  higher secondary level between boys and girls.
• The previous and present data taken together seem
  to indicate that there are factors within our
  educational system that must be improved to
  sustain children through school to their 16th
  year.

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STATISTICS OF SCHOOL EDUCATION - - contd

• Children enrolled in Public Schools (schools run
  by the government, municipal corporations,
  Panchayat Unions)
• Primary section- About 82.5
• Middle school- About 69
• High school- About 58
• Indicates-
• the govt. is increasing its role in the primary
  schools
• is allowing private initiatives in middle and
  high school.
• They are not reaching enough middle and high
  schools to reach out to the entire population.

http//www.tn.gov.in/policy2002-03/sepolicy/STAT5.
htm
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STATISTICS OF SCHOOL EDUCATION - - contd
The table shows a comfortable teacher-student
ratio in primary and middle schools But
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Questions

• Does the Government
• realize that it has to sustain a steady process
  of change of mammoth proportions? If yes, is it
  tying up enough with other sources to deliver
  that change?
• have the honesty and courage to see that the
  process of change is sustained, whether it is in
  power or another party comes to power?
• recognize that it needs educationists to find the
  solutions to the problems?

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Some Observations
The Good Moves Bright, enthusiastic, outspoken, hardworking education administrators the secretaries, directors of education, the education officers A dynamic approach The Negative Counters The non-understanding, non-cooperative, administrative office staff The unenthusiastic, disbelieving heads of schools and the senior teachers
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Some Observations- contd
The Good Moves Transparent, quick teacher recruitment for existing and new teacher vacancies for the primary and middle schools. The Negative Counters Teachers still inadequate. New teachers ill equipped from their pre-service training, hence very limited skills to handle the multi-age classrooms in the existing or new rural schools. Inadequate, unimaginative in-service support from heads of schools.
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Transform Classroom Environment in just 2 months
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Transform the Teacher in just 2 years
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It may take a while longer to create new head
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How can Asha help?

• With funds and expertise to provide
• Class-room materials
• Educational management training
• Teacher training initiatives
• Support to public libraries
• Lobby for
• Food for all children in needy schools
• Primary health care in schools

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• Mahatma Gandhiji said
• By Education, I mean an all around drawing out
  the best in the body, mind and soul.