Alarming revelations have emerged about the state of higher education in Tamil Nadu, with reports indicating that nearly 90% of teaching posts in government arts and science colleges remain vacant. Out of around 10,500 sanctioned professor and assistant professor positions across the state’s 180 government colleges, only about 1,000 posts are currently filled. Educationists warn that the situation has reached a point of crisis, raising questions about the Tamil Nadu government’s commitment to maintaining academic quality in the higher education sector.

According to field reports, this acute shortage has persisted for nearly a decade, not a single new professor has been appointed in over 10 years. Despite Tamil Nadu’s reputation as one of India’s top-performing states in education, experts say the lack of faculty recruitment is eroding standards and overburdening existing staff.

The DMK government, now in its fourth and a half year in office, is under growing criticism for inaction. Former Higher Education Minister K. Ponmudi had earlier promised to fill 4,000 vacancies, but that assurance remains unfulfilled. Recently, Ponmudi announced that 2,708 professor posts would soon be filled, but educationists have dismissed this as inadequate and largely rhetorical. No government order or public recruitment notification has yet been issued, and with just six months to go for the state elections, questions are being raised over whether the process will even begin.

While thousands of PhD graduates wait in limbo for appointments, lakhs of students continue to enroll in these institutions each year, hoping for quality education. Experts argue that the lack of qualified faculty undermines these aspirations.

Despite the shortage, the government has opened 37 new government arts and science colleges during this tenure, an expansion that has been welcomed as a positive step, allowing about 15,000 additional students to enroll. However, no proportionate increase in faculty strength has accompanied this growth. As a result, the gap between student numbers and teacher availability has widened further.

#NewsUpdate | புதிய 37 கல்லூரிகள் – பேராசிரியர்கள் “0”

கடந்த 4 ஆண்டுகளில் தமிழகத்தில் 37 புதிய அரசு கலை அறிவியல் கல்லூரிகள் திறக்கப்பட்டுள்ளதாக தகவல்

தமிழகத்தில் உள்ள 103 அரசு கலை அறிவியல் கல்லூரிகளில் முதல்வரே இல்லை என குற்றச்சாட்டு

பொறுப்பு முதல்வர்களை கொண்டு அரசு கலை… pic.twitter.com/7ztwOwGVNv

— News Tamil 24×7 (@NewsTamilTV24x7) October 14, 2025

Currently, 103 out of 180 colleges do not have a permanent principal, leaving many institutions without an official head. Most classes are reportedly being handled by guest lecturers, who are paid just ₹25,000 per month, compared to over ₹1 lakh earned by permanent professors. Critics allege that this cost-saving measure is driving the government’s preference for temporary hires.

Educationists also point out that since guest lecturers are appointed directly without formal recruitment procedures, reservation policies are being bypassed, undermining the principle of social justice that Tamil Nadu’s education system has long prided itself on.

This has led to concerns that the quality of instruction and inclusiveness of the higher education system are deteriorating simultaneously. “The shortage of qualified faculty is not just an academic issue — it’s a social justice issue too,” one education expert observed.

Ironically, Tamil Nadu continues to lead the country in Gross Enrollment Ratio (GER) for higher education – 51%, compared to the national average of 29%. The Government of India’s target is to reach 45% by 2030-35; a figure Tamil Nadu has already surpassed. This success has been credited to progressive policies over the past decades including free laptops, scholarships, and monthly aid schemes, introduced by both DMK and AIADMK governments.

However, educationists warn that without urgent recruitment of around 9,500 professors, these achievements may soon be overshadowed by a collapse in teaching quality and institutional credibility.

Parents, students, and academic experts are now collectively urging the government to take immediate steps to fill the vacancies. They stress that Tamil Nadu’s long-standing reputation as a national leader in higher education depends not just on access and enrollment, but on ensuring that every classroom has a qualified teacher at its helm.

 

View this post on Instagram

 

A post shared by NewsTamil24x7 (@newstamil24x7digital)

Subscribe to our channels on Telegram, WhatsApp, and Instagram and get the best stories of the day delivered to you personally.

The post Dravidian Model: 90% Teaching Posts Vacant In TN Govt Arts And Science Colleges, 37 New Colleges Have Zero Professors appeared first on The Commune.

The DMK government’s flagship event ‘Kalviyil Sirantha Tamil Nadu’ (Tamil Nadu That Excels in Education), held in Chennai on 25 September 2025, drew sharp criticism for resembling a political spectacle rather than a serious forum on education.

Marketed as a platform to showcase the state’s progress through schemes like the Chief Minister’s Breakfast Scheme, Naan Mudhalvan, and Pudhumai Penn–Tamil Pudhalvan, the event was dominated instead by film industry figures showering praise on Chief Minister M.K. Stalin and echoing Dravidian ideological themes.

Notably absent were academics, educators, or policy experts, while the stage was shared by directors Vetrimaaran, T.J. Gnanavel, Mysskin, Thiagarajan Kumararaja, actor Sivakarthikeyan, and political leaders including Education Minister Anbil Mahesh, Deputy CM Udhayanidhi Stalin, and Telangana CM Revanth Reddy. Critics said the showpiece was more electioneering than education.

However, the state of Dravidian Model schools in Tamil Nadu in reality paint a very different picture. Where do we start – the crumbling infrastructure or the poor performance of the students in schools compared to students from other states, or do we look at the sexual assault complaints that emanate from the government schools or do we look at the conversion attempts that take place in government-aided minority-run schools in the Dravidian model state?

Nevertheless, in this report, we have compiled all these aspects and our readers, you, can decide whether Tamil Nadu you live in is best in education – Kalviyil Sirantha Tamil Nadu’ or the worst of them all – Kalviyil Kalviyil Tharai Mattam Tamil Nadu.

TN Students Struggle In Literacy And Numeracy 

ASER Report 2024

The recent ASER 2024 report highlights a disturbing gap in foundational literacy and numeracy across India, with some states showing significant recovery from pandemic disruptions while others, like Tamil Nadu, are lagging behind in key educational indicators. The report compares the progress of various states, and despite Tamil Nadu’s reputation for educational advancements, it has notably fallen short, particularly in government school performance.

Reading Skills

In 2024, when comparing literacy levels between Tamil Nadu and Uttar Pradesh for children in Standard III, Uttar Pradesh has made notable strides, especially for students able to read at the Standard II level. Tamil Nadu’s performance, however, is concerning: 8.6% of children cannot even recognize letters, 18.2% can only read letters but not words, and 36.3% can read words but not Standard I-level text. Only 12% of children can read at a Standard II level. Uttar Pradesh, by comparison, shows better results, with 34.3% of students reading at the Standard II level, a significant improvement over Tamil Nadu, which has traditionally been viewed as an educational leader. More troubling is the situation in higher classes: 45.3% of Class VI students, 56.1% in Class VII, and 64.2% in Class VIII can only read at a Standard II level.

(ASER – Tamil Nadu)

(ASER – Uttar Pradesh)

Tamil Nadu’s struggle to maintain or improve its literacy rates is evident. Despite claims by the government of improvements such as the Illam Thedi Kalvi program, literacy rates have not shown significant progress. In fact, in 2022, the percentage of children in Standard III reading at a Standard II level had drastically fallen to just 4.7%, a sharp decline from 16.8% in 2014. On the other hand, Uttar Pradesh, despite having a lower percentage in 2014 (6%), showed continuous improvement, reaching 27.9% in 2024.

(ASER – Tamil Nadu)

(ASER – Uttar Pradesh)

Numeracy Skills

The situation in numeracy is similarly troubling. In Tamil Nadu, the performance of Standard III students in arithmetic shows significant gaps. 5.9% of children cannot recognize numbers from 1 to 9, and 15.2% can recognize numbers up to 9 but struggle with numbers up to 99. 51.2% of students can recognize numbers up to 99 but cannot perform subtraction, while only 2.2% can perform division. Uttar Pradesh, although still facing challenges, shows better performance in numeracy, with 16.4% of children able to perform division, compared to just 2.2% in Tamil Nadu.

The trend analysis for Standard III students performing subtraction from 2014 to 2024 reveals fluctuating performance in Tamil Nadu, with a sharp decline seen in 2022, likely due to the pandemic. However, by 2024, the percentage of students able to perform subtraction has increased to 27.6%, still behind Uttar Pradesh, which has steadily improved over the years. In contrast, Uttar Pradesh’s progress in numeracy is more consistent. The state showed remarkable improvement, reaching 31.6% in 2024, surpassing Tamil Nadu’s performance.

(ASER – Tamil Nadu)

(ASER – Uttar Pradesh)

The performance in higher classes also highlights a concerning trend for Tamil Nadu. In Standard V, the percentage of children who can perform division has decreased from 25.6% in 2014 to 20.2% in 2024. Meanwhile, Uttar Pradesh has made significant strides, with the number of children performing division rising from 12.1% in 2014 to 31.8% in 2024.

In Standard VIII, Tamil Nadu’s ability to perform division has also declined, with 37.8% of children being able to perform division in 2024 compared to 39.6% in 2014. Uttar Pradesh, however, has shown a notable improvement, jumping from 30.5% in 2014 to 45.6% in 2024, surpassing both Tamil Nadu’s performance and its own previous figures.

NAS Report 2021

The National Achievement Survey (NAS) 2021 busts all these bloated claims of ‘Dravidian Model’ of education. Students in Tamil Nadu fare way below the national average across classes and subjects.

Here are some data points that highlight the abject failure of the much-hyped Dravidian Model.

Tamil Nadu Students Can’t Read/Write Basic Tamil

Only 25% of Class 3 students were found to be proficient in Tamil. 63% of Class 3 students are at basic and below basic level. While the national average of marks scored by Class 3 students in Language stands at 323, Tamil Nadu’s average score is 320 out of 500.

The learning outcomes in Tamil worsens as students progress to higher grades.

The average achievement score of Class 5 students in Language is 298 (national average 309) and that of Class 8 students is 284 (national average 302).

For all the talk about Tamil pride by Dravidian Stockists, Tamil Nadu fares the worst in ‘Language’ of all the southern states.

Such has been the contribution of the Dravidian Stockists in promoting and preserving the Tamil language.

On the other hand, students in states like Madhya Pradesh, Maharashtra, Gujarat, Odisha, Rajasthan have scored higher than national average.

Looking at this pathetic state of Tamil education in the state, it becomes amply clear that Tamil is not under threat due to Hindi or Sanskrit imposition but from the imposition of Dravidian Model of development.

Tamil Nadu Students Lack Analytical And Basic Math Skills

Only 46% of Class 3 students can read and write numbers upto 999 using place value. The numbers for Class 5 students would give a jolt as the average performance of children is less than 50% in every skill listed.

58% of Class 5 students can’t even apply basic mathematical operations in real life situations. It is a different matter that this is the case across India but what is important is that Tamil Nadu is below the national average in every parameter.

Only 40% of Class 8 students were able to solve problems on daily life situations involving fractions and decimals. The national average for the same skill is 48%. In every skill, Tamil Nadu students fare worse than their counterparts in other states.

The average score secured by class 10 students in Mathematics is a 20 less than the national average with only 7% of the students having attained proficiency in the subject.

On the other hand, Bihar, Odisha, Rajashtan and Uttar Pradesh who the Dravidian Stockists call as ‘paanipoori wallas’ fare much better than Tamil Nadu students. In fact, scores of Bihar (229) and Rajasthan (256) are way above the national average.

Alarming Levels Of Scientific Aptitude

The proficiency of Tamil Nadu students over Science paints a pall of gloom over the scientific capital that the state can produce in future.

Only 2% of students in Class 10 were found to be proficient having acquired the necessary skills and learning outcomes of their level.

PARAKH 2024

Let’s take a look at the learning outcomes for Tamil Nadu as per PARAKH 2024 survey.

Below National Average In All Subjects

Across all three assessed grades, Grade 3 (Foundational), Grade 6 (Preparatory), and Grade 9 (Middle), Tamil Nadu’s average performance was consistently below the national average in every core subject: Language, Mathematics, Science, and Social Science.

In contrast, the “Hindi” belt or BIMARU states such as UP, Bihar, MP, performed better. 

Uttar Pradesh exceeded national averages in foundational numeracy and literacy (Grade 3).

Madhya Pradesh scored above or equal to the national average in Mathematics in Grades 6 and 9.

Bihar showed growth in Language and Science scores, narrowing the gap significantly with southern counterparts.

District-Level Underperformance

None of Tamil Nadu’s districts featured among the top 50 districts nationally in any grade. However, multiple TN districts were among the bottom 50:

• Grade 3 Low Performers: Ranipet, Ramanathapuram
• Grade 6 Low Performers: Tirupathur, Vellore, Ramanathapuram
• Grade 9 Low Performers: Cuddalore, Tirupathur, Tiruvannamalai, Nagapattinam, Ariyalur

States like Punjab, Kerala, and even Madhya Pradesh and Uttar Pradesh had multiple entries in the top-performing districts list.

National Comparison And High Performers

The top-performing states offer a stark contrast:

• Grade 3: Punjab led across both language and mathematics.
• Grade 6: Kerala emerged as the top performer.
• Grade 9: Punjab again topped the charts.

Among government schools specifically:

• Language proficiency (Grade 3): Punjab, Himachal Pradesh, Kerala, Uttar Pradesh, and Maharashtra stood out.
• Mathematics proficiency (Grade 3): Punjab, Himachal Pradesh, Kerala, Uttar Pradesh, and Dadra & Nagar Haveli and Daman & Diu were top performers.

Here are some national averages:

Assessing Preparatory Stage Competencies (Grade 6)

Assessing Middle Stage Competencies (Grade 9)

Structural Weaknesses and Systemic Gaps

Let us now take a look at the foundational weaknesses and gaps.

Foundational Competency Deficits

Less than 50% of Tamil Nadu’s Grade 3 students could perform basic reading or numeracy tasks, indicating deep-rooted foundational gaps.

In contrast, UP and MP students demonstrated better foundational competency with more than 60% proficiency in several indicators.

Declining Performance by Grade 9

Tamil Nadu’s students showed steep learning attrition by Grade 9:

• Math competency scores dropped to ~33–37%
• Science understanding was limited to 36–38%
• Social Science and Civics averaged below 40%, pointing to weak conceptual comprehension

These metrics indicate a failure to transition from rote learning to conceptual application.

Teacher Preparedness and Pedagogy

Only 25% of teachers in Tamil Nadu underwent professional development in the last year among the lowest in India.

Less than 50% of teachers used toy-based learning or project-based assessment, lagging behind even northern states that have adopted NEP 2020-aligned practices.

ICT-based training participation was also below par compared to Madhya Pradesh and Bihar, which invested in EdTech post-COVID.

Inclusion, Well-Being, and Infrastructure Concerns

Let’s take a look at some of the other problematic areas.

CWSN Neglect

Only 28% of schools in Tamil Nadu had appropriate learning materials for Children With Special Needs. Assistive technologies were available in just 17% of schools.

Mental Health and SEL Deficits

17–25% of TN students reported feeling unsafe or anxious in school.

Low availability of counsellors, anti-bullying policies, and SEL practices worsens the learning environment.

Manodarpan, the national SEL initiative, remains poorly implemented in TN.

Digital and Skill Education Gap

Only 38% of students had access to a tablet/laptop at home.

Only 29% of Grade 9 students had enrolled in skill-based education, despite the state’s push for industry-linked education.

Let’s now take a look at how TN compares to a few peers such as UP, Bihar, and MP.

Tamil Nadu’s ideological resistance to NEP 2020 has arguably cost it crucial learning reforms. States like UP, MP, and Bihar, which have aligned their pedagogy, teacher training, and assessment with NEP’s competency-based framework, are now reaping benefits, as reflected in the PARAKH survey.

Even Kerala, while critical of some NEP aspects, adopted assessment reforms and SEL integration faster than Tamil Nadu.

Consistent Underperformance Pattern

Tamil Nadu’s underperformance follows a pattern observed in the previous National Achievement Survey (NAS). In response, the DMK-led government launched initiatives such as the #EnnumEzhuthum scheme to address foundational literacy and numeracy gaps. However, the recent PARAKH results suggest that these interventions have yet to produce meaningful outcomes.

Critics have pointed to the Dravidian Model’s politicisation of NEP 2020, arguing that opposition to the central education policy has come at the cost of addressing core learning outcomes. Commentators have also drawn parallels to the #NaanMudhalvan scheme, launched to boost skill development and placements for youth, which has similarly been criticised for lacklustre training and poor placement results.

Schools Closed Amid Falling Enrolment

In August 2025, official data showed that 207 government primary and middle schools were shut this academic year due to zero student enrolment. Tamil Nadu has over 31,000 such schools with 18.46 lakh students, but many face single-digit strength and poor infrastructure. Officials said enrolment had briefly risen during COVID-19, but parents later returned children to private schools citing teacher shortages and preference for English-medium. Closures were highest in Nilgiris (17), Sivaganga (16), and Dindigul (12). Activists warn more closures loom unless urgent upgrades and proactive enrolment measures are implemented.

Staff Shortage

In July 2025, it came to light that Tamil Nadu was facing a severe staff shortage in its 54,483 Anganwadi centres, leading to the closure of 501 centres this year, including 147 in Chennai. Over 28,000 positions, mainly teaching roles, remain vacant due to retirements and lack of new appointments since 2018. With only 75,468 staff out of the required 1.04 lakh, teachers often manage multiple centres, straining supervision and care. Parents are increasingly avoiding understaffed centres, opting for private schools if affordable. The government plans to fill 7,842 posts, but experts warn more closures may occur unless urgent action is taken to safeguard child nutrition, safety, and early education.

In January 2025, Tamil Nadu’s government schools were found to be facing a severe teacher shortage, with 2,758 schools operating with only a single teacher, serving 80,586 students. The state has 496 schools with no enrolled students, yet 889 teachers remain assigned to these vacant institutions, reflecting inefficient deployment. On average, schools have just nine teachers each, while the teacher-student ratio stands at 1:24. This understaffing compromises education quality, with single-teacher schools struggling to manage multiple classes and responsibilities.

Headmaster Shortage

Tamil Nadu is facing a critical shortage, with over 1,000 headmaster positions and thousands of teaching roles unfilled in government schools. This lack of teachers has made it increasingly difficult for educators to effectively teach students.

While all government schools fall under the Department of School Education, various wings of the department are responsible for primary and secondary schools. In Tamil Nadu, approximately 25,50,997 students are enrolled in 31,336 primary schools, with around 1,08,537 teachers. In secondary schools, there are 6,218 institutions across the state, with 27,24,256 students and 1,16,863 teachers.

The shortage of teachers and headmasters is creating significant challenges for both educators and students. Despite this, the government has failed to address these vacancies. According to teachers’ unions, more than 1,000 headmaster positions remain vacant in the state’s 37,000 primary, middle, and high schools.

What is even more alarming is the fact that the last recruitment for primary school teachers took place in 2021-2022, filling a mere 14 positions. For secondary schools, 3,043 vacancies were filled in the 2022-2023 academic year. The DMK government, instead of addressing this shortage, has resorted to using temporary staff, allowing the education system to spiral into chaos.

Crumbling Infrastructure of Dravidian Model Schools

Ceiling collapses in Dravidian Model schools, that too newly renovated ones are not new. Here is a list of such instances from the past few months.

#1 Krishnagiri

On 27 August 2024, three Class 11 students were injured when ceiling plaster fell at a newly opened government school in Krishnagiri. Built with MP funds, the incident sparked protests by over 50 parents demanding action against the contractor for alleged poor construction. Authorities assured accountability and safety measures.

#2 Thiruporur

On 9 August 2024, the ceiling of a classroom at a government school in Thiruporur collapsed, injuring five female students and sparking protests from parents who questioned the quality of the construction. The incident occurred at the Government Higher Secondary School in Siruthavur village, which serves over 350 students. At around 2 PM on 8 August 2024, a section of the ceiling in a Class 10 room gave way while 48 students were inside. Five girls sustained injuries and were promptly transported to the Thiruporur government hospital. According to police sources, two of the students were treated and sent home, while Suji, Prathikshaw, and Tamilrasi were admitted with multiple injuries.

#3 Kanchipuram

In another incident in July 2024, the ceiling of a newly constructed Panchayat Union Middle School near Kanchipuram collapsed, causing significant concern. The building, completed three months prior at an estimated cost of ₹62 lakhs, had its ceiling in one classroom suddenly give way. The incident resulted in a fan blade bending. Fortunately, the students were on the ground at the time, offering their prayers, and no one was injured. In response, parents demanded an immediate investigation by the District Collector into the building’s stability and called for strict action against those responsible. The Panchayat Union Primary and Middle Schools in Kuruvimalai had three new structures erected at a cost of ₹61.73 lakhs before the last parliamentary elections.

#4 Tirupattur

On 3 March 2024, three students from a government school near Vaniyambadi were seriously injured when the roof of a newly inaugurated classroom gave way. The collapse occurred at a panchayat union primary school in Shankarapuram, Tirupattur district.

#5 Vaniyambadi

Three students were seriously injured when the roof of a newly inaugurated classroom collapsed at a panchayat union primary school in Shankarapuram, Vaniyambadi, Tirupattur district, on 4 March 2025. The building, constructed in 2023–2024 at a cost of ₹21 lakh with funds from AIADMK MLA Senthilkumar, had been inaugurated in August 2024. The injured students, Praneeth (Class 1), Sudarsan (Class 3), and Vishek, were rescued and taken to a private hospital.

#6 Dindigul

Seven students were injured on 7 March 2025 when the roof of a recently repaired fourth-grade classroom collapsed at Dindigul Corporation Middle School. The school, built in 2009 during the DMK government, has faced structural issues, prompting ₹1 crore worth of repairs, including the affected classroom. The incident sparked panic among parents and led to the suspension of Assistant Executive Engineer Thiagarajan. Former AIADMK Minister C. Sreenivasan blamed substandard construction, while DMK Minister I. Periyasamy defended government efforts, attributing the collapse to an older faulty repair.

#7 Tiruvarur

On 7 April 2025, a roof collapse at a government middle school in Sekalangiri village, Tiruvarur district, injured four students during class. One student was seriously hurt and taken to Tiruvarur Medical College, while three others were treated for minor injuries. The building, less than a year old, has sparked public outrage over construction quality. Parents and locals demanded an immediate investigation and accountability for the substandard work. The incident follows a similar accident in Kanchipuram a day earlier, intensifying concerns about student safety in Tamil Nadu’s government schools. Many parents are now hesitant to send their children to school.

#8 Ranipet

In Ranipet, a 13-year-old boy from Thenkadappanthangal sustained serious head injuries when a boundary wall collapsed at his government school during lunch break. The eighth-grade student of the Government Panchayat Union Middle School was playing near the wall when it suddenly gave way. He was first rushed to Walajapet Government General Hospital and later transferred to CMC Hospital in Ratnagiri for advanced treatment. The incident prompted visits from education officials and has sparked concern among local residents.

#9 Erode

A year-old government school building in Tamil Nadu’s Erode district collapsed on 20 July 2025, raising fresh concerns over construction quality in state-run institutions. The Panchayat Union Middle School in Kugalur, inaugurated by Chief Minister M.K. Stalin in July 2024 at a cost of ₹64.33 lakh, saw its roof cave in on a holiday, avoiding casualties. The incident adds to a series of similar structural failures reported across districts in the past year, fueling allegations of corruption and negligence in public infrastructure projects. Parents and residents voiced fears for children’s safety in Dravidian Model government schools.

#10 Trichy

On 22 September 2025, part of the roof at Singalanthapuram Panchayat Union Primary School near Thuraiyur, Trichy district, collapsed, highlighting ongoing concerns over unsafe school infrastructure in Tamil Nadu. The building, constructed at a cost of ₹30.05 lakh, serves 34 students from classes 1 to 5. The collapse occurred in the morning as the headmaster opened the premises, with debris damaging benches and an LED TV. Fortunately, no children were present as it was a weekend. Officials acknowledged that if the incident had taken place during school hours, it could have caused serious injuries or fatalities.

#11 Chennai ‘Model School’ Students Expose Crumbling, Unsafe Conditions

In 2023, students at the Government Higher Secondary School in Mogappair, Chennai, raised disturbing complaints about unsafe and unhygienic conditions in what is officially designated a “model school.” They alleged crumbling ceilings, water leakage, and lack of proper toilets, with one girl recalling that part of the ceiling collapsed during exams. Despite repeated pleas, management reportedly responded with indifference and even hostility, forcing girls to clean toilets and verbally harassing those who resisted. Students said toilets are unusable due to filth, and many wait until reaching home to relieve themselves. During the monsoon, classrooms were flooded with stagnant water, mosquitoes, and pests, yet no action was taken. Security lapses have allowed outsiders to enter, vandalize fans, smoke, and drink inside classrooms on weekends.

Tiruppur Govt School Students Struggle Without Classrooms

At Veerapandi Government Higher Secondary School in Tiruppur, in July 2025, it came to light that over 1,200 students from Classes VI to XII are crammed into just 19 classrooms, forcing hundreds to study on terraces, verandahs, and corridors. During rains, these makeshift spaces flood, disrupting lessons. Parents and alumni say problems persist since 2017, with 100–150 students packed into single rooms, poor sanitation, no playground, and just two PE teachers. Despite repeated appeals, expansion plans have stalled in bureaucracy. Officials now claim new land has been identified, but parents remain sceptical. With monsoons approaching, the school’s dire infrastructure crisis remains unresolved.

Administrative Failures

Let’s take a look at how the administration has deteriorated over the past few years under the DMK government.

• On 12 June 2025, Kallakurichi government school students were served with food contaminated with worms and bugs. Students in a viral video emotionally pleading with the state’s education minister for clean and safe mid-day meals. According to reports, the mid-day meal served was prepared using rice that had been stored unused for over a month during the summer break. As a result, the food was spoiled, filled with worms, and emitted a strong foul odor.
• On 12 June 2025, students at CV Government School in Thoothukudi were compelled to carry hollow bricks for ongoing school construction work.
• On 2 June 2025, students at Tirunelveli’s Manakavalam Pillai Nagar government school continue to face poor conditions as a new building promised three years ago remains incomplete, forcing them to study in a temporary rented space with just one shared restroom. DMK councillor Indira led a protest, criticizing her own party for neglecting the project and demanding urgent action.
• On 5 April 2025, Two staff members at a government primary school in Kollamedu were arrested for assaulting a fifth-grade student who questioned the missing eggs during lunch. The student confronted staff after finding eggs hidden in the kitchen, prompting the cook and assistant to attack her with a broom.
• On 26 March 2025, Ponnagaram villagers protested against the government as students at the Government High School have been forced to study under tree shades and temporary sheds for six years due to the lack of proper classrooms, despite the school’s strong academic performance. The school serves 272 students with only two classrooms and one toilet, forcing villagers to build makeshift shelters.
• On 10 March 2025, students at a government school in Thiruvallur were compelled by their headmaster and teachers to carry bricks on a holiday. Locals have accused the headmaster of mistreating the students and disregarding multiple warnings about this forced labor.
• On 9 November 2024, a government-aided girls’ school in VK Puram, near Ambasamudram, screened Tamil films such as Vijay’s ‘GOAT’ to senior students and Rajinikanth’s ‘Vettaiyan’ to younger students, with charges of ₹25 and ₹10 per student, respectively.
• In June 2024 the government secondary school in Theethipalayam, Coimbatore, faced a severe classroom shortage, leading to a decline in student admissions and forcing existing students to attend classes under trees and in the parking area. Despite ongoing construction, about 100 students in classes 8 and 9 are left without proper facilities.
• On 27 August 2024, three students were injured when a section of the ceiling plaster fell on them during class at a government-run school in Krishnagiri. The accident raised significant concerns about the safety and structural integrity of the building, which had only been opened two months ago with MPLADS fund.
• In another similar incident in July 2024, a ceiling of a newly constructed Panchayat Union Middle School near Kanchipuram collapsed, wher the building, completed three months prior.
• In August 2024, another ceiling of a classroom at a government school in Thiruporur collapsed, injuring five female students and sparking protests from parents who questioned the quality of the construction.
• On 12 June 2024, the administration of St. Paul’s Girls’ Higher Secondary School in Mayiladuthurai forced students to clean their classrooms to “instill” discipline, a practice exposed when a ninth-grade student refused and was slapped by a teacher.
• In November 2023, the Government Higher Secondary School in Mogappair, Chennai, became a site of student distress due to poor conditions, including unhygienic facilities and unsafe infrastructure. Girl students raised alarming concerns that they were subjected to verbal harassment and forced cleaning duties, with teachers complicit in the mistreatment.
• In September 2023, a disturbing video went viral showing mentally challenged students at a Tamil Nadu government-aided school, run by the Church of South India (CSI), being forced to clean toilets. The students, attending the CSI School for the Mentally Challenged in Sivakasi, were reportedly made to perform this task as part of their school routine. The incident, involving over 100 students, sparked outrage after the video was shared on social media.
• Around June 2025, the Panchayat Union Higher Secondary School in Thirupalaikudi, R.S. Mangalam Taluk, was reported to lack basic facilities, including functioning toilets. Shockingly, the space near the defunct toilets was being used as a kitchen to prepare mid-day meals, causing severe hygiene and safety concerns. Female students were particularly affected, facing discomfort and unsafe conditions while attending school. Local residents and social activists have urged authorities to intervene immediately and restore proper sanitation and cooking arrangements.
• In Salem district’s Athur-Thalaivasal region, a viral video in November 2024 sparked outrage after showing students at a government high school massaging their mathematics teacher, Jayaprakash, to help him sleep during afternoons. The footage, along with other videos, also revealed the teacher sleeping in classrooms instead of teaching. Allegations suggest that Jayaprakash summoned students for these tasks during non-class periods and, at times, arrived at school intoxicated. Despite reports to the headmaster, no action was reportedly taken, raising concerns about student exploitation, teacher misconduct, and administrative inaction in government schools.

Proselytization Attempts At Govt Schools

So far, we only saw the regular failures. Did you know that government schools even became a target for proselytization? Take a look at the number of times this happened.

• On 2 May 2025, schoolchildren in Pollachi were taken without parental consent from a government school to a church, where they were forced to pray and undergo religious instruction under the guise of a health awareness camp. Parents, shocked by the incident and the attempt at religious conversion, confronted the organizers and rescued their children, leading to police filing a case against those involved.
• In October 2024, the headmistress of Government High School in Diwanshah Pudur allowed Friday Namaz to be held on school premises, disrupting the secular environment. The prayers have been conducted regularly such practices may cause religious discord and mental distress as the school serves a diverse student body
• In August 2023, protests erupted in Acchankuttam village, Tenkasi, over concerns that a government-aided Christian school was engaging in proselytization. The Tahsildar filed a complaint, leading to police action against 12 individuals accused of inciting communal unrest by mobilizing Hindu parents to withdraw their children from the school. The case stems from fears of religious conversion within the school.
• In 2022, Beatrice Thangam, a tailoring teacher at a government school in Kanyakumari district, Tamil Nadu, was accused of making objectionable remarks about Hindus and attempting to preach Christianity to her students. A Class 6 student revealed in a video that Thangam referred to Hindus as “sathaan” (devil), forced students to read the Bible, and even made them kneel and recite Christian prayers. The teacher allegedly pressured Hindu students to stitch Christian crosses and dismissed the Bhagavad Gita as “bad.”
• In 2022, a 17 year old girl studying at Sacred Heart Higher Secondary School in Thirukattupalli near Thanjavur, committed suicide by drinking poison after she was allegedly tortured to convert to Christianity by the school for her to continue her studies.

Caste Pride & Violence

For all the credit that the Dravidianists claim for “eradicating caste”, we have seen a huge surge in caste violence in schools. Here are a few such instances:

• A 10th-grade student at a government-aided school in Sripuram, Tirunelveli, was dismissed for carrying weapons, including a sickle and knives, after a student clash. The weapons were discovered during a routine bag check on 18 September 2024. .
• On 30 July 2024, two students at the Government Higher Secondary School in Valliyoor, Tirunelveli, were injured in a caste-related clash triggered by derogatory remarks about a specific caste written on a toilet wall.
• In December 2023, students from Periyar Government Higher Secondary School in Cheranmahadevi attacked students from a nearby polytechnic college over caste issues, leaving one student stabbed.
• On August 2023, three students from a dominant caste assaulted a Scheduled Caste teenager and his sister in Nanguneri. The violence resulted in injuries and hospitalisations, shocking the community. 
• On 1 July 2024, another instance of caste-based pride sparked a clash among 12th-grade students at Rosalind Chelliah Government Higher Secondary School in Maruthakulam village, Nanguneri, Tirunelveli.

Sexual Assault/Harassment At Govt Schools Surged

If caste violence and other administrative failures weren’t enough, the government schools also saw sexual assault cases peak under the DMK.

• On February 2025, Kumaresan (57), a lab assistant at a government school in Salem, was arrested under the POCSO Act for allegedly sexually harassing female students.
• A second-grade student at Podhavur government primary school in Trichy was allegedly sexually assaulted by teacher Jayaraj Susainathan while cleaning the classroom. Following a complaint from the parents, Jayaraj was arrested. It has been revealed that there have been sexual harassment complaints against him for the past decade, with the teacher reportedly threatening the students and their families during this time.
• A 58-year-old assistant headmaster of a government high school in Pudukottai was arrested on 17 February 2025 under the Protection of Children from Sexual Offences (POCSO) Act for allegedly sexually harassing multiple girl students.
• Sivakumar, a 40-year-old temporary physical education teacher, allegedly sexually harassed the 11th grade student and violated her by making inappropriate comments about her appearance. Following an investigation Omalur All Women Police Station registered a case under the POCSO Act.
• 3 Govt School Teachers – Arumugam (48), Chinnaswamy (57), and Prakash (37) in Krishnagiri arrested under the POCSO Act for gang-rape of an 8th grade student resulting in pregnancy and an abortion
• Ilayakannu, a 37-year-old teacher from Neyyamali, Bettanayakkanpalayam, Salem district, had been arrested under POCSO act for sexually harassing 10th and 11th grade students at the Yercaud government higher secondary school.
• On 3 September 2024, Dr. S. Samson Daniel (31), a government doctor, was arrested under the POCSO Act on sexually assaulting minor girls at a hostel affiliated with a government-aided school in Trichy. His mother, S. Grace Sagayarani (54), who is the headmistress of the school, was also taken into custody for helping to cover up the offenses.
• On August 2024, a 13-year-old girl was allegedly sexually assaulted by a Naam Tamizhar Katchi (NTK) functionary named Sivaraman during a fake National Cadet Corps (NCC) camp at a private school near Bargur in  Krishnagiri district.
• A math teacher Sundara Vadivelu working at a corporation school at Noyyal Road in Tiruppur was arrested for sexually harassing multiple students and allegedly targeted seventh-grade students over the past few months. Sources indicate that more than ten children have come forward with complaints so far.
• Suresh, a Tamil teacher at Ariyalur Government School, was arrested under the POCSO Act for sexually harassing a 6th-grade student. He threatened the student’s life to keep it secret, but she informed her parents, who then filed a police complaint.
• In July 2025, a 51-year-old science teacher at a government higher secondary school near Ooty was arrested for allegedly sexually assaulting 21 girl students, exposing grave safety lapses in Tamil Nadu’s government schools. The misconduct surfaced during a police awareness programme, with students from Classes 7, 8, and 10 filing written complaints. Despite earlier warnings to the headmistress on June 25, no action was taken. The teacher was remanded under POCSO and BNS provisions.
• In February 2025, three teachers at a middle school in Krishnagiri were arrested for allegedly assaulting a 13-year-old girl.

Substance Abuse

August 2024: A Chennai school in Kalyanapuram, Vyasarpadi, has become a hotspot for underage substance abuse, with students as young as pre-teens consuming beer and tobacco. A report on 23 August 2024, revealed a Class IX girl drinking beer in the classroom on her birthday, with her Class VII brother purchasing it, while three Class X boys were caught smoking Beedis. These incidents highlight a disturbing trend of substance abuse among students at the school.

June 2025: In June 2025, students at the Panruti Government Boys Higher Secondary School in Cuddalore district were reportedly caught using drugs such as ganja and creating a ruckus on campus. When a teacher attempted to intervene, he was attacked with stones by the students. The incident has prompted public calls for stricter measures against drug use in schools and for proper counseling services to support students.

June 2025: A 10th-grade girl from a Chennai government school was hospitalized with severe stomach pain, leading to the discovery of drug use and a medication-induced abortion. An investigation revealed she was exploited by two men, Leo and Prasanth, whom she met via Snapchat. Leo, a distant relative, allegedly gave her drugs and had sexual relations with her, resulting in pregnancy. Prasanth continued supplying drugs and abusing her. Police found hundreds of explicit videos on her phone, filmed while she was intoxicated. The case, registered under POCSO, exposes severe lapses in child safety and rising drug abuse among teenagers, leading to her rehabilitation.

Midday Meal Food Poisoning Incidents 

Over the past few years, several food contamination/poisoning incidents have been reported across various districts in Tamil Nadu raising alarming questions about the quality control, hygiene practices, and oversight in the state’s school meal schemes. Despite repeated occurrences, little seems to have been done to prevent these avoidable mishaps.

#1 24 June 2025: over 50 students at Anaivari Panchayat Union Primary School reportedly fell ill after consuming breakfast suspected to have contained a lizard in Villupuram district. Several students fainted and vomited shortly after eating and were rushed to Kalpattu Government Primary Health Centre. Two temporary kitchen staff were dismissed, and the School Education Department launched an investigation.

#2 July 2025: In a government-run hostel linked to the Government Girls’ Higher Secondary School in the Courtallam area, nine female students fell ill after breakfast and were admitted to Tenkasi Government Hospital. The hostel is reportedly managed by the Hindu Religious and Charitable Endowments Department.

#3 13 August 2025: Eight students were hospitalized after a lizard was allegedly discovered in their breakfast of rava khichdi provided under the Chief Minister’s Breakfast Scheme at Punairuppu Government Primary School in Thiruvarur district.

#4 10 September 2022: In Tiruvannamalai district’s, Mothakal village, 47 students were hospitalized after eating contaminated midday meals that reportedly contained dead lizards.

#5 31 May 2022: In Pudukottai District, three children suffered from vomiting and diarrhea at the Thondaiman Nagar Anganwadi. Food served to 50 children was later found to contain beetles and worms. All children were treated at Pudukottai Government Hospital.

#6 29 October 2022: In Tiruvannamalai district, at a school near Keezhpennathur, 15 students were hospitalized after a lizard’s head was reportedly found in the food consumed by a class 10 student. Over 150 students were enrolled in the school at the time.

#7 September 2025: At a Panchayat Union Middle School in Adhivaraganatham, Cuddalore district, a lizard was found in breakfast served under the government’s meal scheme. Eighteen students had already eaten before detection. Though no health issues were reported, they were treated and sent to Chidambaram Government Hospital for observation. Parents staged protests.

Not Kalviyil Sirantha Tamil Nadu But Kalviyil Tharai Mattam Tamil Nadu

Based on the above evidence, the conclusion is clear and stark: the DMK government’s grand narrative of ‘Kalviyil Sirantha Tamil Nadu’ (Tamil Nadu That Excels in Education) is a carefully constructed myth that collapses under the weight of reality.

The state’s education system is in a profound crisis, characterized by systemic failure on every measurable parameter. The celebratory event in Chennai was a political spectacle, utterly disconnected from the grim conditions in government schools, where students grapple with alarming illiteracy and innumeracy, crumbling infrastructure, administrative neglect, and alarming safety threats, including sexual assault and substance abuse.

The data from national reports (ASER, NAS, PARAKH) is unequivocal: Tamil Nadu is not an educational leader but a laggard, consistently outperformed by states it often derides. The ideological resistance to the National Education Policy (NEP) has cost the state crucial reforms, while its own schemes have failed to deliver meaningful improvements.

Ultimately, the “Dravidian Model” of education has proven to be a catastrophic failure, prioritizing political propaganda over the fundamental right to safe, quality education. The gap between the government’s boastful claims and the heartbreaking ground reality has never been wider, leaving a generation of students to pay the price for this grand deception.

Subscribe to our channels on Telegram, WhatsApp, and Instagram and get the best stories of the day delivered to you personally.

The post Kalviyil ‘Tharai Mattam’ Tamil Nadu: The Rotten State Of Education In Dravidian Model Tamil Nadu appeared first on The Commune.

Tamil Nadu Industries Minister and DMK leader TRB Rajaa has sparked a political storm with remarks comparing the status of women in Tamil Nadu to those in other Indian states, particularly in North India.

Addressing an event at Ethiraj College for Women, Rajaa stated, “Don’t think that today, just because your parents are educating you, you are easily able to access education. In India, women did not get opportunities for education so easily. 100 years ago, there were unimaginable situations where women were not even considered equal human beings. This kind of situation exists in many parts of North India even now. You should be socially aware. Especially if you are a woman in India. There is a difference between being a woman in Tamil Nadu and in any other state in India. I will very very proudly say this. No other state is on par with Tamil Nadu in this regard. The situation remains unchanged in North India. Very simple question. In North India, when we meet a woman, the first question is, where does your husband work? In Tamil Nadu, the question asked of a woman is, where do you work? This change doesn’t happen overnight. It took a century of work, at least in Tamil Nadu.”

He argued that in Tamil Nadu, women are recognized and respected for their careers, whereas in many North Indian states, societal attitudes still focus primarily on a woman’s marital status.

Dear @PriyankaGandhi, @MamataOfficial, @supriya_sule, @RahulGandhi, @yadavakhilesh, @yadavtejashwi, @HemantSorenJMM, @ArvindKejriwal, Sonia Gandhi, Brinda Karat,

Do you endorse the statement made by DMK Minister @trbrajaa that women in North India are not considered as humans?… pic.twitter.com/iynvDEWJhM

— BJP Tamilnadu (@BJP4TamilNadu) September 26, 2025

TRB Rajaa’s comments were backed by DMK senior leader TKS Elangovan, who said, “Women in North India are often confined to being housewives because of religious practices. They follow Manusmriti, which we don’t. The DMK government has always worked to empower women.”

TRB Rajaa has a history of derogating and abusing North Indians. He has used the slur “Vadakkan”, called them “undemocratic” and has frequently made disparaging remarks about North Indians in speeches and social media posts, contrasting them unfavorably with Tamil Nadu and Tamil culture.

(With inputs from India Today)

Subscribe to our channels on Telegram, WhatsApp, and Instagram and get the best stories of the day delivered to you personally.

The post “Women In North India Not Considered Equal Human Beings”: Says Congress Ally DMK’s Minister TRB Rajaa appeared first on The Commune.

In a bid to improve student enrolment in primary and middle schools across Madhya Pradesh, the government on Tuesday launched the ‘School Chalo Abhiyan’.

The four-day campaign (April 1-4) was inaugurated by Chief Minister Mohan Yadav alongside State Education Minister Uday Pratap Singh at an event held in Bhopal. The initiative aims to encourage parents to enroll their children in government-run schools, thereby addressing the issue of dropouts and ensuring universal education access.

As part of the launch event, CM Yadav visited stalls set up by students from various schools, where he interacted with them and praised their participation in extracurricular activities, including academics, sports, and cultural programs.

According to a report released during the recent budget session of the Madhya Pradesh Assembly, the state faces significant dropout rates among school-going children, particularly in the 15-16 age group — 14.1 per cent of children aged 15-16 years have dropped out of school. Among them, the dropout rate is higher for girls (16.1 per cent) compared to boys (12.2 per cent).

In the 7-10 years age group, the dropout percentage is relatively lower at 1.9 per cent. Among children aged 11-14 years, 3.2 per cent are out of school. Overall, dropout rates among girls are consistently higher than those of boys across all age groups. Nationwide, the dropout rate for children aged 15-16 years stands at 7.9 per cent, which is nearly half of Madhya Pradesh’s 14.1 per cent.

Similarly, the national dropout rate for children aged 7-10 years is 1.2 per cent, lower than MP’s 1.9 per cent. The ‘School Chalo Abhiyan’ is designed to combat these worrying trends by promoting awareness about the benefits of government schools, improving infrastructure, and offering incentives for student retention.

–IANS

Subscribe to our channels on Telegram, WhatsApp, and Instagram and get the best stories of the day delivered to you personally.

The post Madhya Pradhesh CM Mohan Yadav Inaugurates 4-Day ‘School Chalo Abhiyan’ To Boost Enrolment appeared first on The Commune.

The board that reads ‘Sree Karpagavalli Vidyalaya Middle School’ can barely be missed by the residents of Mylapore at the junction of North and East Mada streets. It stands as testimony to the selfless intent of Dharmaraja Iyer who started it in 1926 to impart high-quality education to one and all. Due to Dharmaraja Iyer’s flowing beard, it was referred to lovingly by the students as “Dhaadi Vaadhyar” school. The school, nestled in a peaceful ambiance, has had stalwarts such as former Thuglak magazine editor Cho S. Ramaswamy, former Indian Bank MD & Chairman M.S. Sundararajan, politician and lawyer Jayanthi Natarajan, the grandchildren of former Governor of Madras (1946) Mohammad Usman, and the nephews and nieces of former Tamil Nadu Chief Minister M.G.R., among many others who studied here. Many of them have openly credited the school for the quality of education they received. Even after half a century, the school’s alumni still hold fond memories of Dhaadi Vaadhyar School.

Over the years, the school became a government-aided institution and continues to serve children from economically disadvantaged backgrounds while maintaining the same high quality of education as in its early years. However, with the passage of time, the preference for English as the medium of instruction has taken a strong hold on people’s minds. This, combined with the Right to Education (RTE) Act, which encourages admissions to English-medium schools, has made the situation even more challenging. As a result, this wonderful institution of learning has faced difficult times in recent years.

With student enrollment dwindling to just 10 in the academic year 2024-25, the school’s management has recently been taken over by a new group of trustees dedicated to restoring its former glory and reputation. The trustees – Shivakumar R, Prabhu Nambiappan, Harshavardhana R, Yamuna Harshavardhana, Sripriya Anand, and Sriram U R – are making every effort to ensure this revival, as the school celebrates its centenary during this academic year.

To begin with, the school is organizing a free weekend summer camp for children aged 4 to 8, starting on 29 March 2025, with flyers being distributed to spread the word. Kindergarten classes will commence in June, offering the added benefit of a safe daycare facility on the school premises.

Spoken English will be taught by competent and caring instructors to ensure that students develop the ability to communicate effectively with people from different linguistic backgrounds.

Girls will receive additional support, as ₹2,000 per year will be deposited into their accounts for each year they remain in the school. With free breakfast, lunch, and evening snacks provided, students will receive the necessary nutrition to support their energy and growth during their formative years.

Additionally, tuition fees, uniforms, and ID cards will be provided free of cost for all students. To ease commuting, the school will arrange transportation for children traveling together from the same locality.

The trustees bring with them rich experience from diverse backgrounds and are committed to working for the school’s benefit in a multifaceted manner. They are eager to lead the school into its second century of service in a grand and meaningful way, as a tribute to Dhaadi Vaadhyar’s vision.

Support in any form is welcome—whether by spreading the word to help enroll children, volunteering, or contributing through sponsorships or donations.

For more information, please contact SKVVMSchool@outlook.com

Yamuna Harshavardhana is a Chennai based educator, researcher and author.

Subscribe to our channels on Telegram, WhatsApp, and Instagram and get the best stories of the day delivered to you personally.

The post Dhaadi Vaadhyar’s Vision Lives On: New Trustees Look Forward To Revive Century-Old Chennai School appeared first on The Commune.

US President Donald Trump signed an executive order to formally begin the process of dismantling the Education Department, saying that his administration is returning education back to the states.

Beyond the “core necessities, my administration will take all lawful steps to shut down the department,” Trump said in a speech at the White House on Thursday. “We’re going to shut it down and shut it down as quickly as possible,” Trump said. Noting that the Education Department is “doing us no good” — citing low proficiency in reading and math among students in US elementary, middle and high schools — Trump said his administration is returning education to the states, Xinhua news agency reported.

The US president noted that the department’s functions such as Pell Grants, Title I, and funding resources for children with disabilities and special needs, will be “fully preserved” and be “redistributed to various other agencies and departments.” Pell Grants are a form of federal financial aid that helps low-income undergraduate students pay for college. Title I provides federal funding to school districts and schools that serve a high percentage of students from low-income families, focusing on improving educational opportunities for disadvantaged students.

“The Trump administration is denying the next generation the resources they need to succeed in order to pay for tax breaks for billionaires. It is a betrayal to students, parents, and educators,” Congressional Asian Pacific American Caucus Chair Rep.

Grace Meng and Education Task Force Chair Rep. Mark Takano said in a joint statement. “This is an unlawful decision and Congress must not cede its authority in the face of this order,” according to the statement. The establishment and dismantling of federal agencies generally require Congressional approval through legislation.

If Trump wants to shut down the Education Department, it must go through the legislative process in Congress. It is still unclear how he will proceed with this executive order. Trump has long criticised the Education Department, arguing that despite significant federal investment in education, the quality of education has not met expectations, citing deficiencies in American students’ skills in reading, math, and other areas.

At the same time, Trump has accused the department of being filled with individuals who hold left-wing ideologies, even describing it as a hotbed of “radicals, zealots and Marxists,” believing that these individuals have expanded their power through excessive guidance and regulation. He advocates for returning educational authority to the states to avoid excessive federal intervention.

The Education Department previously initiated a large-scale layoff. According to earlier US media reports, the department, which originally had 4,000 employees, would cut nearly half of its workforce. Trump said Thursday that the “reduction in force” was successful. “We’ve cut the number of bureaucrats in half, 50 per cent,” he said.

–IANS

Subscribe to our channels on Telegram, WhatsApp, and Instagram and get the best stories of the day delivered to you personally.

The post US President Donald Trump Signs Executive Order To Begin Dismantling Education Department appeared first on The Commune.

Maharashtra Education Minister Dadaji Bhuse announced on Thursday that the Central Board of Secondary Education (CBSE) pattern will be implemented in government schools across the state from the academic year 2025-26. Textbooks under CBSE will be made available in Marathi by April 1.

The Education Department has issued instructions to the schools governed by the state education boards to implement the CBSE curriculum, the Minister told the Legislative Council. The minister replied to the question raised by the BJP legislator Prasad Lad. He wanted to know whether the Steering Committee has approved the curriculum plan of the CBSE especially when the implementation of the National Education Policy for schools from class 3 to 12 is underway in the state.

“CBSE pattern will be implemented from the academic year 2025-2026 and the government has taken this decision with an aim of improving the quality of students in the state,” said the minister.

His announcement comes days after the Steering Committee had approved the State Curriculum Framework in relation to the school education department. Chief Minister Devendra Fadnavis had reviewed the work of all the departments including the school education department for the next 100 days. Accordingly, he had expressed confidence in the meeting of the School Education Department that Maharashtra would once again come to the forefront of school education.

The Chief Minister directed that the Education Department should take steps for quality education. He has also directed the School Education Department about the adoption of the CBSE pattern in the state government schools by making necessary changes.

–IANS

Subscribe to our channels on Telegram, WhatsApp, and Instagram and get the best stories of the day delivered to you personally.

The post CBSE Pattern In Maharashtra Govt Schools From Academic Year 2025-26: State Education Minister appeared first on The Commune.

At a time when daughters are still considered a burden in many parts of the country, Rajkumar Singh alias Kamal Singh of Bihar has set a shining example of resilience and determination. Despite poverty and societal pressure, he ensured that all his seven daughters received a proper education and today, all of them serve in police and paramilitary forces, protecting the nation.

His unwavering commitment gives true meaning to the Narendra Modi government’s ‘Beti Bachao, Beti Padhao’ slogan. Kamal Singh, a resident of Ekma Bazaar in Bihar’s Saran district, faced constant taunts from relatives and villagers for having daughters. His brothers ridiculed him, saying that his daughters wouldn’t secure government jobs or get married.

Undeterred, he dedicated himself to their education and training, making them study till 11 p.m. and wake up at 4 a.m. for running practice. To support his family, Kamal Singh set up a flour mill and also bought a cow to supplement his income. “I have suffered a lot to educate them. Today, all seven daughters are serving the country. May God give everyone daughters like mine,” says Kamal Singh proudly.

The nameplate outside the house of Kamal Singh reads “Singh Sister Palace,” and each sister holds a prestigious job: The eldest Rani Kumari Singh is serving in Bihar Police, Renu Kumari Singh in Sashastra Seema Bal (SSB), Soni Kumari Singh in Central Reserve Police Force (CRPF), Kumari Preeti Singh in Bihar Police Crime Branch, Kumari Pinki Singh in Excise Police, Kumari Rinki Singh in Bihar Police and Nanhi Singh in Government Railway Police (GRP).

Kamal Singh said, “Their hard work paid off, and today, the family owns two multi-storey buildings in Ekma Bazaar. The four-storey house was built by the daughters and gifted to me as a form of pension.”

“When we get married and leave, you can live your life with its earnings,” they told him. Their only brother, Rajiv Singh Rajput, is job-hunting after completing his B.Tech in Delhi. He recalls being teased that his sisters would take away all property, but today, he proudly says: “Our sisters stand by us no matter what. They never let me feel alone.” Despite his daughters’ insistence, he still runs his flour mill, refusing to shut it down. “This mill is the reason I could educate you all. Don’t talk about closing it,” he tells them.

His wife, Shraddha Devi, remains grateful: “We struggled to feed them initially, but by God’s grace, all my daughters have made us proud.” The Singh sisters’ success story is an inspiration to families across India. It challenges societal norms and proves that daughters are not a burden, but a blessing.

–IANS

Subscribe to our channels on Telegram, WhatsApp, and Instagram and get the best stories of the day delivered to you personally.

The post Bihar Man Educates Seven Daughters, All Serving The Nation Today appeared first on The Commune.

A narrative that has been consistently promoted by leftist and Marxist historians in India is that only after the post-colonial era did education become accessible to all Indians, regardless of caste, and that prior to this, educational opportunities were nonexistent. However, the claim that lower castes were denied education for 5,000 years and that the British era marked the beginning of educational decline is misleading. Contrary to this narrative, extensive surveys conducted by the British in the 1820s and 1830s, as documented by historian Dharampal, present a different picture of indigenous education in India.

When the British arrived in India, thousands of schools called pathshalas existed across the country. William Adam, a missionary who surveyed Bengal and Bihar, reported that there were an estimated 100,000 schools spread across 150,748 villages. British official G.L. Prendergast observed, “There is hardly a village in which there is not at least one school.” These findings show that indigenous education was indeed widespread.

Structure Of Indigenous Schools

Education in pathshalas was typically organized into four stages:

1. Learning the local language alphabet.
2. Reading, writing, and basic arithmetic.
3. Advanced arithmetic and problem-solving.
4. Writing letters, petitions, and bookkeeping.

Although the system wasn’t standardized, it was practical and equipped students with essential skills for trade, administration, and daily life.

Who Were The Teachers?

While teachers in these schools often came from certain castes such as Brahmins, Kayasthas (scribes), and Aguris, there is evidence to suggest that teachers also belonged to other castes, including Dalits (previously considered “untouchables”). In areas like Tirhut, Bihar, there were a significant number of scholars from various castes. Scheduled Castes marked in red and OBC’s in yellow.

Who Were The Students?

The majority of students in these pathshalas came from lower castes. For example, in districts like Trichinopoly and Coimbatore, Shudras (the lower castes) comprised 76-78% of the students, indicating broad participation in education across caste lines. However, higher education institutions were more likely to be attended by upper-caste students due to their access to Sanskrit learning, which had limited relevance to the professions of lower castes.

Was Caste A Barrier For Education?

Rev. G.A. Robertson, a missionary, observed that in many schools, students were judged based on merit rather than caste. Brahmin and non-Brahmin students were treated equally, and upper-caste parents were not opposed to sending their children to Dalit or Muslim teachers. Interestingly, in Burdwan, Bengal, out of 674 Dalit scholars, 87% attended native schools, while only 13% were in missionary-run institutions.

Pre-colonial Multilingual Education

Pre-colonial schools were often multilingual, serving various linguistic communities. For instance, in Bellary (Karnataka), there were:

• 235 Kannada schools
• 226 Telugu schools
• 23 Marathi schools
• 21 Persian schools
• 4 Tamil schools
• 23 Sanskrit colleges

Higher Education And Vidyapeeths:

India had institutions of higher learning, known as vidyapeeths, which were akin to colleges today. These institutions offered education in fields like:

• Medicine
• Law
• Astronomy
• Mathematics
• Hindu philosophy (e.g., Vedanta, Mimamsa)

These higher education institutions were fewer in number compared to the more widespread elementary education, as most professions relied on on-the-job training rather than formal higher education. While elementary education was imparted in vernacular languages, Sanskrit was used for advanced studies.

Women’s Education

While formal education for women was limited, it was not completely restricted. Some girls, especially from artistic or dancing backgrounds, received training in arts and literature. Exclusive schools for girls were rare, but private tutoring was a common alternative. Though education for women wasn’t widely promoted at the time, there were exceptions, particularly among the elite and artistic communities.

Funding And Operation of Schools

Some schools charged fees, but many did not, and poorer students were exempt from fees if they couldn’t afford them. These schools were funded by:

• Local communities, with donations from all sections of society
• Local rulers and wealthy merchants
• Temples, which also provided classrooms

Teachers were often supported through land grants or produce, and many taught without any payment.

Impact Of British Policies On Indigenous Education

The British policies centralized revenue collection, disrupting the community-based funding system for schools. Over time, the traditional educational system declined, and British-style schools became more prevalent. As British administration took control over education, local schools suffered.

British Neglect Of Native Education

In the 1800s, education in India was available to the common people, unlike in England and the West, where it was largely reserved for the wealthy. However, as British policies took hold, the literacy rate declined, particularly among lower castes. Macaulay’s policies, which emphasized English education and discouraged local languages and Sanskrit, led to the gradual disappearance of grassroots education. By the late 1800s, village-level education in native languages was almost entirely gone.

Revival Of Indian Education By Swami Vivekananda

Swami Vivekananda played a crucial role in reversing the damage caused by British missionaries, especially in terms of integrating aspects of Hinduism and promoting an inclusive vision of education. He spoke fluent English and traveled worldwide to share the teachings of his guru, Ramakrishna, promoting a Universal Religion that transcended religious boundaries.

In conclusion, education in India prior to British colonization was diverse, widespread, and community driven. British policies and centralized control led to a significant decline in this indigenous education system.

This article is based on an X thread By Itiha 

Subscribe to our channels on Telegram, WhatsApp, and Instagram and get the best stories of the day delivered to you personally.

The post The Truth About The Indian Education System Before The British Colonial Era: Beyond Brahmins And Sanskrit appeared first on The Commune.

The ASER 2024 report reveals significant shifts in foundational literacy and numeracy levels across India, highlighting both recoveries and disparities in educational outcomes post-pandemic. The data underscores substantial progress in some states, particularly in regions that historically lagged behind, such as Uttar Pradesh, which showed remarkable improvement despite the challenges posed by the COVID-19 pandemic. However, Tamil Nadu, often heralded for its educational advancements, has fallen behind, especially in government school performance.

Despite numerous claims by DMK ministers since 2021 that their efforts have greatly improved access to education, the current statistics stand in stark contrast, exposing the truth behind those boasts. Despite receiving funding from the central government and state allocations, Tamil Nadu continues to lag behind Uttar Pradesh in both arithmetic and reading abilities. Notably, Uttar Pradesh, once considered a weak performer in education, has made remarkable strides, while Tamil Nadu, traditionally regarded as a pioneer in educational reforms, now faces severe setbacks in government school education, a sector overseen by the DMK government.

Comparative Study – Uttar Pradesh Vs Tamil Nadu

Unfortunately, while northern states that historically lagged in educational performance have shown significant improvement, Tamil Nadu, governed under the Dravidian model, lags behind. Despite claims of being a leader in education, with the ruling government often crediting Dravidian ideologue E.V. Ramasamy Naicker for advancing Tamil education, the state still falls behind places like Uttar Pradesh in terms of progress.

Reading Skills

When comparing the literacy levels of children in Standard III between Tamil Nadu and Uttar Pradesh in 2024, Uttar Pradesh appears to have made more progress, especially in terms of children able to read at the Standard II level. In Tamil Nadu, 8.6% of children cannot even read letters, 18.2% can read letters but not words or higher, 36.3% can read words but not Standard I level text, 24.8% can read Standard I level text but not Standard II level text, and only 12% can read Standard II level text. In contrast, Uttar Pradesh shows better results: 7.7% of children cannot read letters, 21.5% can read letters but not words or higher, 17.6% can read words but not Standard I level text, 19% can read Standard I level text but not Standard II level text, and 34.3% can read Standard II level text. Despite both states facing challenges, Uttar Pradesh stands out with a significantly higher percentage of children able to read at the Standard II level, indicating that it has made greater strides in improving foundational literacy compared to Tamil Nadu, which has traditionally been seen as a leader in education but still has a considerable portion of children struggling with basic reading skills.

What is particularly concerning in Tamil Nadu, according to the survey, is that 45.3% of children in Class VI, 56.1% in Class VII, and 64.2% in Class VIII can only read at a Standard II level but are unable to read above that level.

(ASER – Tamil Nadu)

(ASER – Uttar Pradesh)

In the long-term progressiveness in tend analysis of maintaining the reading ability, the percentage of children in Standard III in Tamil Nadu who can read at a Standard II level text showed a concerning trend. In 2014, it was at 16.8%, and it slightly improved to 20.2% in 2016. However, there was a sharp decline to just 2.2% in 2022, likely due to the impacts of the COVID-19 pandemic. Despite Tamil Nadu’s claims of implementing schemes like Illam Thedi Kalvi to improve foundational literacy, the state could not even reach the 2014 level, despite spending public funds.

(ASER – Tamil Nadu)

In contrast, Uttar Pradesh, which had only 6% of children who can read Standard II level in 2014, managed to maintain a 16.4% level in 2022, even during the pandemic. By 2024, Uttar Pradesh saw a significant improvement, reaching 27.9%, showing consistent progress in literacy levels.

(ASER – Uttar Pradesh)

Similarly, the ASER 2024 report highlights significant gaps in Tamil Nadu, with the percentage of children in Standard V and Standard VIII who can read at a Standard II level dropping to new lows. This suggests that despite the Dravidian model government announcing schemes for government schools during the pandemic, there was little to no tangible impact on the ground, and no real improvement in the performance of government school students.

Arithmetic Ability

In Tamil Nadu, the performance of children in Standard III shows concerning gaps in arithmetic skills. Among these children, 5.9% cannot even recognize numbers from 1 to 9, while 15.2% can recognize numbers up to 9 but cannot recognize numbers up to 99 or higher. Additionally, 51.2% can recognize numbers up to 99 but are unable to perform subtraction, 25.6% can do subtraction but cannot perform division, and only 2.2% can do division.

(ASER – Tamil Nadu)

In contrast, Uttar Pradesh’s performance shows slightly better results. Among Standard III children, 5.3% cannot recognize numbers from 1 to 9, but 23% can recognize numbers up to 9 but cannot recognize numbers up to 99. A smaller proportion, 31.2%, can recognize numbers up to 99 but cannot perform subtraction, while 24.2% can do subtraction but cannot perform division. Notably, 16.4% of children in Uttar Pradesh can perform division, a significantly higher percentage than in Tamil Nadu.

(ASER – Uttar Pradesh)

The trend analysis of the percentage of children in Standard III who can perform at least subtraction from 2014 to 2024 shows a fluctuating pattern in government schools in Tamil Nadu. In 2014, only 20.4% of children were able to do subtraction, which slightly improved to 24.2% in 2016, then dropped to 23.6% in 2018. A sharp decline was seen in 2022, with only 9.3% of children being able to do subtraction, likely due to the effects of the COVID-19 pandemic. However, by 2024, the figure rose to 27.6%.

(ASER – Tamil Nadu)

In contrast, Uttar Pradesh, which lagged behind Tamil Nadu in 2014 with just 6%, showed significant improvement over the years. The state rose to 7.9% in 2016, 11.2% in 2018, and despite the pandemic, it maintained 19.7% in 2022. Remarkably, by 2024, Uttar Pradesh reached 31.6%, surpassing Tamil Nadu’s performance since 2022. This shows that Uttar Pradesh’s progress has been consistently stronger, even outpacing Tamil Nadu in recent years.

(ASER – Uttar Pradesh)

Looking at the trend over time for the percentage of children in Standard V and Standard VIII who can perform division from 2014 to 2024, we see a contrasting performance between Tamil Nadu and Uttar Pradesh. In Standard V, Tamil Nadu had 25.6% of children able to do division in 2014, but this figure dropped to 20.2% in 2024. On the other hand, Uttar Pradesh showed significant improvement, rising from 12.1% in 2014 to 31.8% in 2024.

For Standard VIII, Tamil Nadu saw a decline in division skills, with 39.6% of children able to perform division in 2014, which decreased to 37.8% in 2024.

In contrast, Uttar Pradesh made a notable leap from 30.5% in 2014 to 45.6% in 2024, surpassing both its own previous performance and that of Tamil Nadu in terms of arithmetic ability.

In conclusion, as the old moral story suggests, a donkey worn out becoming an ant symbolizes a struggle for identity and purpose. Similarly, Tamil Nadu has become a state that seems to lack genuine interest in supporting government school students, especially those from marginalized backgrounds who rely solely on government-provided education. Despite the Dravidian model government’s claims of EVR’s legacy in shaping the state’s educational foundation, the data paints a different picture. Poor-performing states have now outperformed Tamil Nadu, leaving the claims of progress looking more like a mockery.

Subscribe to our channels on Telegram, WhatsApp, and Instagram and get the best stories of the day delivered to you personally.

The post Dravidian Model Spells Disaster: Tamil Nadu Lags Behind While Uttar Pradesh Outperforms In Literacy And Numeracy appeared first on The Commune.