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The Hindu
3 hours ago
- Politics
- The Hindu
Tamil Nadu's new education policy mirrors NEP 2020, lacks state-specific vision and inclusivity
Amidst widespread expectation and hope, the much-hyped Tamil Nadu State Education Policy 2025 has been unveiled by the government, only for school education, and in a piecemeal manner. Being the first of its kind in terms of its inferior content and structure, the policy document lacks the body of knowledge that constitutes a public policy, as well as the universally accepted conventions, customs, and norms that are historically followed in policy formulation. In letter and spirit, it reflects NEP 2020 The irony is that, in a transparent digital world, the policymakers boldly claim that this policy does not reflect NEP 2020, even though the themes and ideas on which its recommendations are based are truly the essence of NEP 2020. Both are similar in their emphasis on the centralisation of curriculum, teaching, and learning, and end-to-end control of educational functions, right from curriculum design through instruction to examination. There is little to no scope for localising or diversifying curricular content and pedagogical approaches. Centralised systems like EMIS, Palli Paarvai, and Payirchi Paarvai reflect the NEP's emphasis on centralised repositories and monitoring agencies. Like NEP 2020, the state policy promotes skills-based development through schemes such as TN-SPARK, Manarkeni App, and Naan Mudhalvan. It's model schools and block-wise Vetri Palligal resembles the PM Shri Schools. Illam Thedi Kalvi can be seen as equivalent to the 'education by local champions' approach advocated in NEP 2020. Therefore, in both letter and spirit, the state policy aligns closely with NEP 2020, with the exception of a Vedic value system, which sets it apart. Where is Tamil Nadu's distinctness? Firstly, it has reasonably failed to meet the Terms of Reference mandated by the Government of Tamil Nadu, GO No. 98, dated June 1, 2022. It calls for the 'formation of a distinct State education policy for Tamil Nadu in keeping with the historical legacy, present situation, and future aspirations of the state.' The unveiled document does not reflect even an iota of understanding of what Tamil Nadu's distinct features, problems, conditions, and challenges are, nor how its recommendations can serve as genuine solutions to address these issues. As education is a social function, an education policy cannot be limited to merely suggesting technical ideas related to educational functions such as curriculum, teaching, learning, and examinations. The policy must also be connected to and underpinned by broader constructs that influence education, including social structure, culture, psychological perspectives, human development, human relationships, human production, economic endeavors, livelihood, and political factors. The policy should pursue these constructs in relation to the state's unique features when envisioning education for the future. Historically, Tamil Nadu is known for its commitment to the Two-Language Formula, the State's rights on education, the no-detention policy up to Class 8, the Right of Children to Free and Compulsory Education Act, 2009 (RTE Act, 2009), and the 10+2 pattern of secondary school education. These practices are already in place in Tamil Nadu. Therefore, this policy cannot claim credit for them merely because they are mentioned. What is required is a strategic perspective that emphasizes the role of education in balancing human experience and desirable human development, particularly in the context of the changing dimensions of all relevant human perspectives, through comprehensive educational measures. These measures should be conceived within the unique conditions, challenges, and problems faced by Tamil Nadu and Tamil society, alongside global perspectives. The focus of education should be on developing necessary skills, including critical thinking, resilience, creativity, problem-solving, and personality development—encompassing emotional capacity, attitudes, and behavior. Education should dynamically conceive and continuously update subject matter that integrates both native and global perspectives, drawing from real-world issues without being mediated or controlled solely by the State. Learning should be both pedagogically and personally driven, taking into account the psychosocial conditions students carry from their diverse socio-demographic backgrounds. Assessment practices should primarily aim at enhancing learning, rather than penalising students through detentions (especially in higher classes), comparative rankings, or certifications. These educational challenges cannot be effectively addressed through nominal slogans or populist schemes, as previously mentioned, instead, they require thoughtful, well-planned educational measures and remedies. Centralising education function through centralised apps and systems The policy, like NEP 2020, consolidates all remedies and recommendations under the notion that only through centralised control by the Department of School Education can the lofty claims and goals outlined in the document be achieved. It assumes that existing schemes — such as centralised monitoring systems and apps like EMIS, Palli Paarvai, the State Level Achievement Survey, Payirchi Paarvai, Manarkeni, TN-SPARK, and Kalvi TV—will suffice to realise its intended vision. More than doing good, these systems have paralysed teaching and learning at the grassroots level—i.e., classrooms—by forcing teachers to customarily follow a highly regulated, standardised, prescriptive system of teaching and learning as real-time data processors. This has resulted in a loss of effective teaching and learning in classrooms, and teachers are overloaded with the associated secretarial work involved. At the core of the policy lies a clear reaffirmation of the prevailing status quo in the education sector. It appears to be preparing manpower for a life that conforms to the triangular collusion among the ruling state establishment, market forces, and social elites. The policy has effectively sidelined both students and teachers from the core functions of education, instead centralising all authority within the School Education Department to remotely control educational processes. Systems like EMIS, Palli Paarvai, Payirchi Paarvai, along with other centralised schemes such as Ennum Ezhuthum, aim to shift the educational function away from teachers and students and into the hands of state bureaucracies. The policy is a private good – not a public good No one would disagree if it is claimed that Dravidian Model governance should focus on social justice and social transformation in all its efforts to achieve equality, equity, liberty, diversity, and inclusivity in both society and education. Unless these features are realised in educational delivery, education will remain a private good, as it is now. Transforming education into a common good should be the primary goal for those claiming to champion social justice. It is unfortunate for the people of Tamil Nadu that the policy is disinclined to uphold minimum standards for educational inputs, particularly in areas such as teacher-student ratios, teacher appointments at all levels of government schooling, school campus facilities and infrastructure, and twenty-first-century learning materials. The policy has completely ignored early childhood development. It makes no mention or measures regarding all these aspects, even as it claims to promote inclusivity and equity in its vision. Nowhere in the policy does one find constructive strategies or recommendations for fostering inclusivity, diversity, or preventing the proliferation of commercialisation and privatisation of education. There is no outlook or provision for the expansion of public education or neighbourhood public schools. To truly liberate education and realise its character as a common good, adequate financial resources are essential. However, the policy offers no clear direction in this regard. Instead of categorically prescribing a specific percentage of the State Gross Domestic Product (SGDP) for educational expenditure, it delegates developmental funding to private initiatives such as Namma School, Namma Ooru Palli, and Corporate Social Responsibility programs. Education of Socially and Educationally Backward Communities, Including SC/ST, is at Stake The rising incidents of honor killings, the widening caste segregation in society, and casteism and caste-based violence on school campuses all indicate that education has so far failed to prepare students holistically in all respects. Reports suggest that education itself reproduces caste inequality through its curricular framework, teaching practices, and subject matter. The same applies to gender inequality. There is little evidence of any targeted educational interventions in the policy aimed at ensuring quality education for socially and educationally backward communities such as SC/STs, MBCs—especially when their education, careers, and livelihoods face the challenges posed by advanced technologies, artificial intelligence, new consumption patterns, modern supply chain mechanisms, and the changing dimensions of human production and skills required for the 21st century. While elites have access to resources and the means to adapt to these changes, the question remains: how can the socially and educationally backward communities be prepared? Does the policy have any ideas about this? Unfortunately, the policy lacks the wisdom to recognise that social inequality, gender inequality, hatred, divisive social behaviors, and the absence of shared experiences and community living are fundamental barriers to developing the critical skills and knowledge needed in the 21st century. Another alarming issue is how casteism within schools—perpetrated by both peers and teachers—undermines and hampers the learning and performance of SC/ST children. A study by the World Bank (2016), authored by Karla Hoff and Priyanka Pandey, found that publicly revealing the caste identity of SC/ST students negatively influences their self-image and academic performance. The study also observed that their performance suffers because teachers and peers often treat them as inferior. Numerous studies have demonstrated that disadvantaged castes face many challenges in accessing educational institutions and pursuing education, including inaccessibility, discrimination, unfair treatment in classrooms, undue peer pressure related to caste identities, societal pressures, and commercialisation. The entire educational ecosystem—school campuses, pedagogy, and extracurricular activities—must incorporate measures to address the psychosocial conditions of socially and educationally backward children. However, the policy fails to offer concrete ideas or solutions to these issues. Instead, it presents vague slogans such as 'Harmony Circles,' 'Team Building,' 'Makizh Manram,' and 'Kalaithiruvizha' as ways to make schools more inclusive. No scope for grooming SC/ST students towards 21st century occupational mobility The Institute for the Study of Labour (Bonn, Germany) in its 2012 report identified the direct effect of caste and tribe identities on occupational segregation over time. This impact is distinct from other indirect pathways through which caste status influences occupational structure, as well as from other determinants of occupational choice such as education, land ownership, and demographic characteristics. A World Bank report (2021) observed that 'occupational identity and caste hierarchy have major effects on career choices. Certain occupations in India are still predominantly composed of individuals 'born' into those occupations, and the average person is more than three times as likely to enter their traditional occupation than any other.' Given these deeply entrenched patterns, does the recent policy include any strategies or interventions to prepare disadvantaged children—especially for future occupations and jobs shaped by technological advancements? In the context of education, does the policy propose any constructive mechanisms or preparatory measures to help these children navigate occupational mobility beyond their traditional or descent-based occupations? Protection of minority education? The policy does not include any references to secular education. Secularism in education does not simply mean making education 'blind to religiosity,' but rather enabling learners to critically understand and be aware of religious diversity. It also involves protecting the rights of minorities to practice their aspirations and values within educational settings, free from indoctrination or domination by the majority. While the NEP 2020 appears to strengthen its stance against these principles enshrined in the Constitution, what does the State Policy have to say about the expectations of minorities regarding secular education? Conclusion and appeal Essentially, the policy appears to be a road map that allows education to fall into the hands of commercial private agencies. It is rooted in principles of centralisation, commercialisation, privatisation, and elitism (e.g., Model School = PM Shree School). It also exhibits anti-social and anti-democratic tendencies. In its current form, the policy is nothing more than an antipeople replica of NEP 2020. Therefore, I urge the Government of Tamil Nadu and the State Legislature to withdraw this policy and instead commission a new education policy committee composed of genuinely people-centred educational experts. Such a committee should draft a just, inclusive, and contextually relevant education policy for all.
The Hindu
04-08-2025
- General
- The Hindu
School Education Minister participates in SLAS review meeting in Namakkal
Minister for School Education, Anbil Mahesh Poyyamozhi participated in a review meeting on the State Level Achievement Survey (SLAS) in Namakkal on Monday. The survey was conducted from February 4 to 6 for students studying in classes 3, 5, and 8 in government and government-aided schools in Namakkal district for the academic year 2024-25. A total of 20,632 students in 1,085 schools in the district were part of the survey. The survey report was published on the EMIS website on May 27 this year. Based on this report, 61.3% of students have passed in class III, 55% in class V and 39.6% in class VIII. The overall achievement of students in these three classes was 52%, securing 33rd rank in the State. A review meeting was conducted with the headmasters of the schools that were lagging behind in the SLAS survey at a private college near Rasipuram on Monday. Minister Anbil Mahesh Poyyamozhi presided over the meeting. The Minister said that teachers should work to improve students' ability to answer questions based on learning outcomes in the subjects they teach. During Covid-19, there was a learning gap due to lockdown. To reduce the gap, State Government introduced initiatives such as Illam Thedi Kalvi, Ennum Ezhuthum Thittam and Manarkeni App for students from classes 1 to 5. A skill movement was established for students from classes 6 to 9 to achieve basic and essential skills, the Minister said. Stating that there are 611 smart classrooms in 574 primary schools in Namakkal district, the Minister said that high-tech labs were made available in 136 middle schools in the district. Earlier, these facilities were only available in high and higher secondary schools. Teachers should make full use of all these facilities and schemes while teaching students, Mr. Poyyamozhi added. In the meeting, District Collector Durgamoorthi, Chief Educational Officer (CEO) P. Maheswari and officials from concerned departments participated.
Time of India
04-08-2025
- Politics
- Time of India
Teachers should put in extra effort to help students understand subjects: Minister
NAMAKKAL: School education minister Anbil Mahesh Poyyamozhi on Monday advocated a visionary approach in teaching that would help students gain higher educational achievements. Tired of too many ads? go ad free now The minister stressed the importance of teachers putting in extra effort to help students understand each subject and respond to questions. The minister was speaking after inaugurating a three-day programme to review the findings of the state level achievement survey (SLAS) for students in classes III, V, and VIII in govt and govt -aided schools. The minister said, "The state-level achievement survey report was made available on the EMIS website on May 27." According to the survey, 61.3% of students passed in Class III, 55% in Class V and 39.6% in Class VIII. In Namakkal district, the survey involved 20,632 students in 1,085 schools. The overall achievement rate for students in classes III, V, and VIII surveyed in Namakkal district stands at 52% while the state-level standard is 33%. The minister reviewed the district rankings with the headmasters, discussing the underperformance of students and the necessary measures to enhance their learning capabilities. According to the minister, the Covid-19 pandemic created a significant gap as students and teachers were unable to attend school. He highlighted that the 'Illam Thedi Kalvi' programme was initiated to address this gap. Subsequently, the Ennum Ezhuthum and Manarkeni apps were launched for students in classes I to V. He mentioned that the Skill Movement has been established to help students in classes VI to IX acquire fundamental and essential skills. District collector Durgamoorthi and District Education and Training Institute principal P Maheshwari were among those participated in the inaugural session.
The Hindu
04-07-2025
- Business
- The Hindu
School Education Department to step up competitive exam coaching in Coimbatore
The School Education Department plans to enhance competitive exam coaching for government school students in Coimbatore district, as part of the Naan Mudhalvan scheme. Coaching is offered for 20 exams across streams such as Engineering, Law, Design, Indian Maritime University (IMU), Arts, Science, Commerce, Hotel Management, Paramedical, Architecture, Teaching, and Education, for students from Classes IX to XII. Each month, eight sessions are held with changing subjects. Topics are introduced at a basic level in Class IX and become progressively detailed by Class XII. An official from the School Education Department said that, in addition to the existing coaching modules, the department is planning to conduct weekly special classes on Saturdays for students who express interest in focused exam preparation. 'Teachers will be trained in specific subjects, and coaching is planned to be conducted at 15 centres — one in each block — to improve student performance,' the official said. Currently, two hours of weekly coaching are held in high-tech labs on working days using Naan Mudhalvan video materials, followed by explanations. Periodic tests are conducted, and student performance is tracked through the Education Management Information System (EMIS). In the previous academic year, 95 students from government schools appeared for the Common Law Admission Test (CLAT), 262 for the Joint Entrance Examination (JEE) Main, 13 cleared JEE Advanced, 21 wrote the National Institute of Fashion Technology (NIFT) entrance exam, two appeared for the National Institute of Design (NID) entrance test, three for the Footwear Design and Development Institute (FDDI) All India Selection Test (AIST), and seven for the National Council for Hotel Management Joint Entrance Examination (NCHM JEE). The government covered the exam fees, spending ₹10 lakh in total. For students who secure admission to central government institutions or other premier colleges, the State government either bears the cost or facilitates sponsorship, the official added. On Friday, four students who cleared competitive exams and secured admissions were felicitated by Coimbatore District Collector Pavankumar G. Giriyappanavar. K. Brindha from Kinathukadavu Government Higher Secondary School cleared NCHM JEE and secured admission to the Institute of Hotel Management, Chennai. S. Dhanushasri, M. Sujatha, and Layadharshini cleared the FDDI AIST and are awaiting allotment.
Express Tribune
12-06-2025
- Politics
- Express Tribune
Govt moves to fix teacher shortage
Khyber-Pakhtunkhwa Minister for Education, Faisal Khan Tarakai, has announced a series of measures to tackle the shortage of teachers across the province. Speaking to the media, he stated that recruitment of teachers through the Educational Testing and Evaluation Agency (ETEA) is currently underway to ensure merit-based hiring of qualified educators. Under the Double Shift School Program, teachers are also being appointed on a temporary basis via Parent-Teacher Councils. Additionally, recruitment is ongoing in various districts under a UNICEF-supported initiative. The minister further revealed that interns are also being hired this year under a new scheme to support schools facing acute shortages. Emphasizing the importance of teacher presence in classrooms, Minister Tarakai said, "Every classroom must have a teacher — this is non-negotiable. We are committed to ensuring the availability of at least one teacher in each classroom across the province." He also highlighted the role of the Education Management Information System (EMIS), stating that comprehensive teacher data is being collected to guide effective planning and deployment. "We are focusing heavily on teacher training, and have finalized an agreement with the University of Cambridge to provide professional development for newly recruited teachers through ETEA," he added. The education minister also stressed the government's commitment to digital learning, stating that e-books and digital resources are being prioritized. "Tablets and internet connectivity will be integrated into the education system. We are modernizing our infrastructure to ensure that our children are equipped to meet the demands of the 21st century," said Tarakai.
