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ANALYSIS ON IMPROVEMENT OF SCHOOL AND

HIGHER EDUCATION IN TAMIL NADU

Dr.G.SASIKUMAR. M.A.,M.B.A.,M.Phil.,Ph.D.,

Head & Department of Economics,

Marudupandiyar College of Arts & Science,

Thanjavur, Tamilnadu

Abstract: The process of providing education to the society is more significant. The

main objective of education system is to formulate the public self dependent and self

supporting. Education occupies an essential role for economic improvement of the

society. The growth of primary and higher education is not only to offering

knowledge and proficient elegant in dissimilar fields of human society furthermore

promote equality and social justice in the society. An offering quality education is the

primary and necessary duty of state and central governments. In this paper, an

improvement of school education and higher education in Tamilnadu is analyzed.

Keywords: Economic Improvement, Education, Evaluation, Quality, Social Justice.

1. INTRODUCTION

Our Tamil Poet and Philosopher “Thiruvalluvar” described the education as

follows: “The learned will long for more learning, when they perceive that while it

gives pleasure to themselves ,the world also derives pleasure from it” in Thirukkural

Number 399 belongs to “Porutpal” in “Kalvi Athigaram”. The well designed

education system make the people to acquire knowledge, new technology, expertise

in the specific field which leads to enhance the productivity in rural and urban areas

of the country. The growth of literacy rate points out educational standard of total

population. The public and private sectors are playing important role in offering

educational services such as fundamental, general, technical and medical courses to

the rural area too. The school education assists the students to gain self-confidence

and adequate knowledge in current disciplines, and also an experience to local history,

culture, social standards and economic strength. The universalization of education at

both elementary and secondary levels by providing burden less quality education

through joyful learning and to provide basic infrastructure coupled with safety and

security for the well being of the children [1], [2], [3], [4].

The International journal of analytical and experimental modal analysis

Volume XI, Issue IX, September/2019

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Figure1: Knowledge of Education

The examinations must be more flexible and integrated in classroom life by

implementing continuous and comprehensive evaluation in phases, to remove the

anxiety and stress caused by terminal examinations. The Right of Children to Free and

Compulsory Education Act (RTE) of April 2010 provides for the following: “Every

child of the age of six to fourteen years shall have a right to free and compulsory

education in a neighborhood school till completion of elementary education”.

Teachers are envisaged as being key partners in planning and implementing

community participation strategies and the document states that participation for RTE

implies a mutually supportive and collaborative partnership among teachers, pupils,

parents, community and civil society [5].

The case study focused on the implementation of the RTE-based reforms in

the state sector. It presented a detailed review of the RTE legislation, Sarva Shiksha

Abhiyan (SSA), which is the Indian government‟s main program for achieving

education for all, and the National Curriculum Framework 2005. It also included a

discussion of the numerous systemic problems inherent in Indian elementary

education. These various aspects provided the context for the empirical research. The

investigation was conducted in relation to the issues of „infrastructure‟ and „teacher

professionalism‟ as well as in relation to „continuous and comprehensive evaluation‟

as a component of child-centered curriculum.



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Figure 3: Structure of Education

Figure 2: Block Diagram of School Dimension and Evaluation

The main sources of data were interviews with teachers. The curriculum was

defined according to the definition in the SSA Framework, as any aspect of

educational delivery, such as textbooks, syllabi, lesson planning, texts and exams [6],

[7].

The main research questions were as follows:

(1) How are education objectives and curriculum being implemented?

(2) How do the school‟s teachers approach the implementation of the curriculum?

Moral value education at school level is being enriched by the incorporation of

1,050 Thirukkural verses from two major divisions of Thirukkural, namely

„Arathuppal‟ and „Porutpal‟ in the new syllabi for standards 6 to 12. The students of

these classes will gain a comprehensive understanding of the 80 ethical values, as

inscribed in Thirukkural, through learning 150 Thirukkural couplets in each class.



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The modern scheme “Samacheer Kalvi Thittam” through a uniform syllabus

for multiple streams and curriculum authorized by the state government. The

Samacheer Kalvi or Tamil Nadu Uniform System of School Education or Equitable

education system is a School Education Department of Government of Tamil Nadu,

India programme to integrate the various school educational systems within the state.

There are over 1.2 crore students in four streams of school education comprising

about 45,000 state board schools, 11,000 matriculation schools, 25 oriental schools

and 50 Anglo-Indian schools, with different syllabus, textbooks and schemes of

examinations. Uniform System of School Education was implemented by Tamil Nadu

Uniform System of School Education Act 2010 which paves way for quality

education to all children without any discrimination based on their economic, social

or cultural background. The new system of education was introduced for classes I and

VI in the 2010 academic year.

Kindergarten classes in government schools in Tamil Nadu are all set to begin

on January 21, 2019. The state government earlier announced that LKG and UKG

classes would start in 2,300 government middle schools with anganwadi centres

located on the school premises. Over 53,000 children in these schools will be put in

Montessori-education based KG classes in English medium. Rs 7 crore has been

released towards this. Educational tools, teaching and learning materials including

color pencils or crayons and printed curriculum would be made available in all these

classes, read government order. Four sets of free uniform, one set of chappal and

completion certificates would be distributed to all the 52,000 students, it added. The

scheme also aimed at improving students' learning skills, spoken and writing ability of

competencies in English language and reducing economic burden on parents.

The highlight and essential of education system is the role of library. The

realisation of the objectives of a library depends to a great extent on the services and

standards of libraries and the professional attitudes of library personnel. University

offers abundant scope for the utmost development of those very important aspects. It

is, therefore, necessary that libraries should provide better and more qualitative

services. The education contributes more towards the development of Female

Education for empowerment in society. The government of Tamilnadu has offering

facilities for NEET coaching and practice more as well as various special schemes.



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Table 1: Literacy Rates in India and Tamil Nadu

In this paper, a study is conducted on development of school education and

higher education in Tamilnadu. The rest of the paper is organized as follows. The

section 2 offers the information regarding. Literacy Rate In Tamilnadu, Section

3gives the details about School Education In Tamil Nadu, Section 4 provides the

information about growth of Secondary Education In Tamil Nadu, Section 5 presents

about the development of Higher Education In Tamil Nadu , Section 6 illustrates

data about Educational Expenditure in the Government of Tamil Nadu Medium Term

Fiscal Plan, Section 7 describes about Quality of Education, Section 8 explains about

State Council of Educational Research and Training and Section 9 concludes this

paper.

2. LITERACY RATE IN TAMILNADU

The literacy growth of Tamilnadu as well as India is tendered in table 1 in

detailed manner. The table 1 indicates literacy rate in India and Tamil Nadu from

1901 to 2011. According to census reports for various years, the literacy rate during

1901was5.30 percent and at grew to 74.04 percent in 2011. As per the census 2011,

84.1 percent and 67.8 percent of people had ability on read and write skill respectively

urban and rural areas [8].

The growth of literacy has been very uneven over the decades in the State. The

growth rate of literacy for the State was the highest in the 1950‟s (50.96%). It slowed

down to 25.8% in the 1960‟s. The 1970‟s showed a relatively better performance,

which has not been sustained in the 1980‟s and 1990‟s. Actually the near-stagnation

in the 1990‟s has been a cause for much worry. The survey in 1994 reveals an

insignificant increase in the rate of literacy. The total literacy increased by a mere

1.02 % over the 4-year period.

S.No. Years Literacy rates of India Literacy rates of Tamil Nadu

Male Female Total CAGR

%

Male Female Total CAGR

%

1. 1901 9.80 0.60 5.30 - 14.10 1.00 7.60 -

2. 1911 10.60 1.10 5.90 1.8 17.10 1.50 9.20 1.93

3. 1921 12.20 1.80 7.20 2.01 18.60 2.40 10.40 1.23

4. 1931 15.60 2.90 9.50 2.81 20.00 2.90 11.30 0.83

5. 1941 24.90 7.30 16.10 5.41 25.60 6.90 16.20 3.67



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3. SCHOOL EDUCATION IN TAMIL NADU

When the State gives assurance to everyone to gets quality education without

any barrier then only the state has to achieve knowledge based human development.

The structure of education in the state is based on the national level pattern with 12

years of schooling (10+2+3), consisting of eight years of elementary education, that

is, five years of primary and three years of middle school education for the age groups

of 6-11 and 11–14 years, respectively, followed by secondary and higher Secondary

education of two years each besides two years of pre-primary education. The entry

age in class 1 is 5+. Pre-primary classes form age group 3 to 4. The higher secondary

school certificate enables pupils to pursue studies either in universities or in colleges

for higher education in general academic streams and in technical and professional

courses.

3.1. Infrastructure facilities

A sum of Rs.16,965.30 crores is provided in the Budget Estimates 2013-2014

for the School Education Department, which is the highest among all departments.

Our State was among the first few States to notify the Right of Children to Free and

Compulsory Education Rules, 2011. The Government has proud to inform the House

that Tamil Nadu is one of the best States in terms of achieving the Right to Education

indicators, particularly on gross enrolment and drop-out levels. From the year 2011,

when this Government took the reins of administration, 51,757 teaching staff and

7,275 non-teaching staff have been recruited. In order to contain drop-outs and to

improve student retention ratio at the secondary school level, the Government is

giving special cash incentives to students studying in the 10th, 11th and 12th

6. 1951 27.16 8.86 18.33 1.31 31.70 10.10 20.80 2.53

7. 1961 40.40 15.34 28.31 4.44 51.59 21.06 36.39 5.75

8. 1971 45.95 21.97 34.45 1.98 59.54 30.92 45.40 2.24

9. 1981 56.37 29.75 43.56 2.37 68.05 40.43 54.39 1.82

10. 1991 64.13 39.29 52.21 1.83 73.05 51.33 62.66 1.43

11. 2001 79.56 54.28 65.38 2.27 82.33 64.55 73.47 1.6

12. 2011 82.14 65.46 74.04 1.25 86.81 73.86 80.33 0.9

Source: Census of India & CAGR-Compound Annual Growth Rate



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Table 2: Literacy Rates in India and Tamil Nadu

standards and 24.76 lakh students will receive a cash benefit of Rs.381 crores during

the year 2013 -2014 [3].

Under the Sarva Shiksha Abhiyan (SSA), the Rashtriya Madhyamik Shiksha

Abhiyan (RMSA) and with the financial support of NABARD, the Government will

continue to provide the necessary infrastructure facilities to schools including

additional class rooms, drinking water facilities, etc. During 2012-2013, this

Government allocated Rs.1,684.20 crores under the above schemes. For the year

2013-2014, Rs.700 crores is provided under SSA, Rs.366.57 crores under RMSA and

Rs.293 crores under NABARD assistance. Additional toilets and drinking water

facilities have to be provided to 2,733 schools because of upgradation and increased

student strength. Funds will be dovetailed from rural development schemes, the

Minimum Needs Programme (MNP), the National Rural Drinking Water Programme

(NRDWP) etc., to provide these facilities and Rs.50 crores has been allocated under

NABARD assistance to fill the gap. This will ensure 100% coverage of all schools

with safe drinking water supply and toilet facilities before the end of 2013-2014.

The government of Tamilnadu have been allotted fund for new school

buildings, additional classrooms, toilets and drinking water facilities have been

provided to Government schools at a cost of Rs. 1072.70 crore during 2011- 2017

under SSA. 24 968 civil works have been taken up at a cost of Rs. 66.11 crore in the

year 2017-18 [3].

3.1.1. Civil Works under RMSA

Strengthening the existing Government schools in terms of infrastructure is

one of the primary components of Rashtriya Madhyamik Shiksha Abhiyan (RMSA).

The ultimate purpose is to provide all the Government secondary schools with the

core facilities. The following table shows the current position of civil works carried

out under RMSA.

Sl.No. Component Number Expenditure

(Rs in crore)

1 New schools (2016-17) 19 24.85

2 Strengthening (2016-17) 54 45.34

3 Strengthening (2017-18) 36 39.01

Total 109 109.20



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Table 3: Civil Works with NABARD Assistance

3.7.2 Civil works under NABARD

Civil works for upgraded high and higher secondary schools are also carried

out with National Bank for Agricultural and Rural Development (NABARD)

assistance. The phase-wise details of infrastructural projects carried out through

NABARD assistance are given below:

3.2. WELFARE SCHEMES

With the intention of improve access and retention of students in schools, the

Government has been continuing with welfare schemes for students such as four sets

of uniform, woollen sweaters for children studying in hilly areas, laptop, special cash

incentive to reduce dropouts, school bag, geometry box, footwear, colour pencils,

crayons, atlas, textbooks, notebooks, cycle, bus pass, noon meal and financial

assistance to children who have lost their bread winning parents. A sum of Rs.1967.47

crore has been earmarked for these welfare schemes for the year 2018-19. The

persistent efforts taken by the Government on various aspects have resulted in

increase in Net Enrolment Rate at the primary level from 99.63 in 2011-12 to 99.86 in

2017-18, at the upper primary level from 98.88 in 2011-12 to 99.22 in 2017-18.

There has been substantial decrease in the dropout rates.

Some of the schemes introduced by the Tamil Nadu government in school

education are Mid-day Meal Scheme, Early Childhood Care and Education (ECCE),

Girls education, Computer education, Integrated Education for the Disabled (IED),

National Programme of Education for Girls at Elementary Level, Kasturba Gandhi

Ballka Vidyalaya (KGBV), Educational satellite (EDUSAT), Distribution of free text

books, Distribution of free uniforms, Distribution of free bus pass.

Sl. No. Tranche & Project No. and Year No. of works Amount

(Rs. in lakh)

1. RIDF XVIII (Phase XI) (2012-13) 131 16,401.55

2. RIDF XIX (Phase XII) (2014-15) 210 24,930.60

3. RIDF XX (Phase XIII) (2014-15) 155 20,870.97

4. RIDF XX (Phase XIII) T&DW

(2015-16)

416 4,157.96

5. RIDF XXI (Phase XIV) (2015-16) 228 35,557.27

6. RIDF XXII (Phase XV) (2016-17) 149 24,000.19

Total 1,289 1,25,918.54



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Figure 3: Computer Aided Learning

4. SECONDARY EDUCATION IN TAMIL NADU

Secondary education is instrumental in the development of generic

competencies in children and lays the foundation for their social development. Since

2011, the Government has been providing the required budgetary support to promote

quality secondary education. The goal is that ensure quality secondary or higher

secondary education to all irrespective of gender and socio-economic barriers.

4.1. Equipping the Youth for the Information Technology

The hands-on computer based learning enables the children to acquaint

themselves with the computer knowledge in the era of Information Technology. In

2017-18, 486 Government schools have been provided with 1458 computers at an

expenditure of Rs.592.25 lakh.

The scheme of free distribution of laptop computers to students will go a long way in

building quality human resource in the State. By this scheme, our State is ensuring

that the digital divide which characterises a developing society is bridged. A total

number of 5.65 lakh laptop computers will be given to students during the academic

year 2013-2014. An allocation of Rs.1,500 crores has been made in the Budget

Estimates 2013-2014.

The scheme was launched in july 2004 for setting up residential school at

upper primary level for girls belonging predominantly to SC/ST/OBC and minority

communities. The KGBV scheme was merged with the sarva shiksha Abhiyan (SSA)

as of april 1 2007, 2,573 KGBVs were sanctioned by Government of India up to



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Figure 4: ICT Training for Teachers

March 31,2009. As on 2,460 KGBVs are reported to be functional (i.e., 95.61 percent)

in the states and 2,15,269 girls enrolled in them 53,503 SC girls (24.85 percent);

74,487 ST girls (34.60 percent); 54,201 OBC girls (25.18 percent);18,647 BPL girls

(8.66 percent); and 14,431 minority girls (6.7 percent) [3].

4.2. Training to Teachers in ICT

Training in working on computers is being provided to teachers on a regular

basis. The teachers are also being trained in use of audio, video and digital content in

teaching. 500 key resource persons have been given intensive training in collaboration

with Microsoft Corporation.

5. HIGHER EDUCATION IN TAMIL NADU

Tamil Nadu has 37 universities, 477 engineering colleges and 1150 Arts

College, 2550 schools and 5000 hospitals. Tamil Nadu Directorate Of Technical

Education (TNDTE) under the control of the Tamil Nadu Higher Education

Department deals with Diploma, Post Diploma, Degree, Post Graduate courses and

Research programmes. It also regulates the establishment of technical institutions

including commerce institutions such as Typewriting, Shorthand and Accountancy.

This Government has opened 22 new Arts and Science colleges and one new

Government Engineering college in the last two years. In addition, the opening of ten

new Government polytechnic colleges and two new Government engineering colleges

has also been announced. The Indian Institute of Information Technology will

function from the academic year 2013-2014 in the campus of Bharathidasan Institute



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Table 4: Distribution of Universities in India and Tamil Nadu – 2014

of Technology. The Government has already announced the starting of eight more

Arts and Science Colleges, which will function from 2013-2014. The enrolment of

students in higher education went up from 6,09,915 in 2010-2011 to 6,51,807 in

2012-2013. Under the scheme to provide tuition fees to first generation graduates, a

sum of Rs.518 crores has been disbursed during 2012-2013. The allocation under this

scheme has been substantially enhanced to Rs.673 crores in 2013-2014 [4], [10], [11].

5.1. Educational Management Information System

Educational Management Information System (EMIS) contains the entire data

pertaining to schools, teachers, students and officials on real time basis. This data is

being made available to all stakeholders and officials to take policy decisions. This

has improved the availability of quality data for data analytics and data mining for

initiating any major policy decision to improve quality of education. EMIS is also

being synchronized with UDISE database, maintained by the Ministry of Human

Resource Development (MHRD) as this data is being utilized by MHRD for

finalization of annual work plan for the State.

5.2. Universities

The Indian education system is a large system in the world. Higher education

in India has witnessed an impressive growth over the years. Education institutions

have an essential responsibility of economic development in India. Tamil Nadu state

has some of the most reputed institutes for higher education in India. Following table

shows that universities of all India and Tamil Nadu state [4], [7], [8], [9], [10].

Sl.

No.

Categories India Tamil Nadu

No. of

Institutions

Percent No. of

Institutions

Percent

1. Central 43 6.04 2 3.57

2. State 323 45.37 21 37.5

3. Private 127 17.84 - -

4. Deemed 143 20.08 28 50.00

5. Under State

Legislative Act

5 0.70 - -

6. National Institutions 68 9.55 5 8.93

7. Others 3 0.42 - -

Total 712 100 56 100

Source: GOI, Ministry of Human Resource Development



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Table 5.: Details of colleges

5.3. COLLEGIATE EDUCATION

The Directorate of Collegiate Education was carved out of the erstwhile Directorate of

Public Instruction in the year 1965 with a view to administer exclusively the

Collegiate Education. Details of colleges functioning under the aegis of this

Directorate are as follows [4] :

5.4. Establishment of New Government Colleges

The Government sanctioned and commenced 18 new Government Arts and

Science Colleges from the year 2013 – 14 to 2015-16. The Government have also

established 2 new Government Arts and Science Colleges, one at Mettupalayam

(Coimbatore District) and another at Perumpakkam (Kanchipuram District) during

2016-17. One more college at Avinashi (Tiruppur District) has started functioning

from the academic year 2017-18.

5.5. Introduction of New Courses in Government Colleges

In view of increased enrollment ratio of the students in Government Arts and

Science Colleges from 2011-12 to 2016-17, the Government sanctioned 961 new

courses and 1934 posts of Assistant Professors.

Sl.

No.

Type of College Govt.

Colleges

Govt.

Aided

Colleges

Self

Financing

colleges

Total

1. Arts and Science

Colleges

83 139 496 718

2. Physical Education

Colleges

0 3 8 11

3. Oriental Colleges 0 4 0 4

4. Schools of Social

Work

0 2 0 2

5. Colleges of

Education

7 14 713 734

6. University

Constituent

Colleges

37 0 0 37

Total 127 162 1217 1506



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Table 6: Details of New courses

Table 7: Budget Allotted for Educational Expenditure

6. Educational Expenditure in the Government of Tamil Nadu Medium Term

Fiscal Plan,

The Finance Department is vested with the responsibility of managing the

public finances of the Government of Tamil Nadu. The Finance Department

scrutinizes the proposals of the education departments and evaluates the proposals

with reference to needs, cost effectiveness, budget provisions, financial procedure,

etc., keeping in mind the importance of balancing receipts and expenditure and

achieving the fiscal objectives of the Government.

The education sector got the maximum allocation at Rs 27,205.88 crore for the

financial year 2018-19.

S.N

o

Academic

year

No. of Courses No. of

Colleges

Sanctioned

Posts

1. 2011-12 101 34 143

2. 2012-13 298 51 833

3. 2013-14 397 51 822

4. 2015-16 163 34 124

5. 2016-17 2 1 12

Total 961 171 1934

subject

2011-12

Projection

(In

crores)

2011-12

Accounts

(In

crores)

2012-13

Projection

(In

crores)

2012-13

Revised

Estimates

(In

crores)

2013-14

Projection

(In

crores)

2013-14

Budget

Estimates

(In

crores)

2014-15

Projection

(In

crores)

Salaries

(including

GIA for

education)

24,535.50 26,797.36 31,154.13 29,392.58 32,863.91 34,569.29 40,100.38



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7. QUALITY OF EDUCATION

7.1. Educational Indicators

The impact of all interventions can be easily evaluated through indicators. An

educational indicator is a measure of the status of education system with regard to its

goals. The definitions for some of the educational indicators are given below [3]:

i). Net Enrolment Rate

ii). Gross Enrolment Rate

iii). Gross Enrolment Rate (Primary)

iv). Retention Rate (Upper Primary)

v). Drop Out Rate

vi). Transition Rate

vii). Pupil Teacher Ratio

viii). Equity in Enrolment

ix). Gender Perspective in Enrolment

7.2. Integrating Technology

The 21st century is an age of information and technology. This has

necessitated the integration of technology with education. Tamil Nadu is the pioneer

state to integrate technology with textbooks, workbooks and teacher‟s manual. QR

Codes have been affixed which are linked to digital contents. The teachers and

students are able to access the digital content with the help of QR Codes. The new

approach has been piloted in 16 schools in three districts viz. Chennai, Kancheepuram

and Coimbatore. It is observed that the learning through physical content and

activities was effective even for standard 1 children. Presently, the pilot project has

been extended to 173 schools in 11 more districts [12].

7.4. School Management Committee

The Community participation has been viewed as an essential element of

decentralizing education governance to the grass root level. The effective

implementation of various provisions ensuring the child‟s right to education along

with various entitlements specified in the RTE Act, 2009 rests with the School

Management Committee (SMC) and Local Authorities. Accordingly, 42,167 SMCs

have been constituted in Government and Government aided Schools. The main



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objective of this committee is to prepare School Development Plan (SDP) as per the

RTE Act, 2009 and support the school and teachers in infrastructure facilities and

activities for enhancing childrens‟ learning level. In the academic year 2018-19,

Parent -Teacher-Students meeting would be held on a designated day in every school

where the class teachers of each class will share the scholastic and co-scholastic

performance of students. The community at large and SMC members, in particular,

will be made aware of the provisions of the RTE Act, 2009 and their roles and

responsibilities in supporting the school [3].

8. STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING

The State Council of Educational Research and Training (SCERT) has been

instrumental in bringing in qualitative changes in the teaching learning processes in

school education in the State. It is responsible to develop curriculum, syllabus and

textbooks for standards 1 to 12 by involving the best academic experts. SCERT has

been largely involved in capacity building of teachers in innovative ways of teaching.

It designs teacher professional development programmes. It facilitates need-based

quality in-service training with the support of Samagra Shiksha Abhiyan. It also

facilitates the conduct of action researches to address academic issues in the

classrooms and to transform teachers into reflective pedagogues.

In the recent past, it has been the endeavor to help students become 21st

century learners and acquire soft skills by leveraging ICT. It has also evolved career

guidance to help students tackle challenges after schooling and pursue their higher

studies and career options. SCERT is poised to help the State become a pioneer in

optimum utilization of digital technology for enhancing the quality of learning

outcomes of children at all levels.

9.CONCLUSION

In this paper, constructive representation of school education in Tamilnadu

and located our educational facilities and achievements in standard perspective are

analyzed. It is noted that in term of development of secondary school and growth of

youth literacy rates. This study made endeavor to explore improvement in field of the

higher education in Tamil Nadu state. Higher education such as general and technical

plays necessary enlargement of country and it will speed up economic development

of our nation and improvement in all the fields. Public and private educational



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institutions take part in different roles for delivering the educational service through

both general and technical educations.

The women‟s education is very significant in social development. Human

resources, who represent people‟s skill and abilities seen as something a nation can

make use of forms the basis or soft communications. These include skills, abilities,

principles and expenditure on the education, and the job training programmes.

Education is essential for a satisfying and rewarding in life, education is fundamental

to the broader impression of expanded human capabilities of development. Still the

government has to make an effort on the educational enhancement and implement of

more expenditure.

In order to achieve the quality of education, the Government of Tamilnadu

make radical alterations in the learning methods and techniques, making classroom

activities more experimental and enjoyable for the children, improved teacher

training, and of course upgrading the school infrastructure.

REFERENCE

[1]. Bela Rani Sharma, “Curriculum Reforms and Teaching Methods”, Sarup and

sons, New Delhi, 2007.

[2]. Golden, S. A. R., “Strategy For Success Of Human Beings-Time

Management”, 2011.

[3]. School Education Department - Tamil Nadu of Government,

www.tn.gov.in/department/28.

[4]. Higher Education Department - Tamil Nadu of Government,

www.tn.gov.in/department/12.

[5]. RTE, Chapter II, 3. Government of India, M.H.R.D., “Education for All:

Towards Quality with Equity”, New Delhi, National University of Educational

Planning and Administration, New Delhi, 2014.

[6]. Michael D. and William, “Integrating Technology into Teaching and

Learning: Concepts and Applications”, Prentice Hall, New York, 2000.

[7]. Mangal, S.K, “Essential of Teaching – Learning and Information

Technology”, Tandon Publications, Ludhiana, 2002.

[8]. Census of India 2011, www.censusindia.gov.in.

[9]. Higher education policy note 2013-2014, Higher Education Department,

Tamil Nadu.



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[10]. Ministry of Human Resource Development, www.mhrd.gov.in

[11]. Ministry of Human Resource Development,

www.mhrd.gov.in/higher_education

[12]. Vanaja.M. and Rajasekar.S.,“Computer Education”, Neelkamal Publications,

Hyderabad, 2006.



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