Title: Human Development in Tamil Nadu
1Human Development in Tamil Nadu
- A look at the Education Sector
- By
- Venkatesh Sundararaman
- The World Bank
- May 18, 2005
2Access and Coverage
Percent of Rural Habitations with Primary Schools
within 1 km distance
Statewide percentage of villages served with
schools
3Growth in Enrollment
Age Specific Attendance Rates for 6-10 year olds
NSS Rounds
4More recent evidence from administrative records
illustrates improvements.
Percentage of children in each age group that is
enrolled in school
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6Enrolment Rates By Social Group And Age (NSSO
42nd And 52nd Rounds, Percent Of Children
Enrolled In School)
7Rural Urban Differences in Enrollment Rates
(NSS 52nd)
8The rural-urban divide worsens for higher age
groups
9 Enrollment by Quintile (NSS 55th Round)
10Performance in the Education System Primary
Completion Rates
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12Teacher Characteristics and Issues
- PTRs on average below the prescribed norm of 40
- Teacher training and quality seems to have been
maintained but once again there is a need to
examine detailed data - 21 percent of teachers in central and local
government schools were absent at least once in
three visits in Tamil Nadu this range of
absenteeism suggests two impacts directly
through the loss of teaching activity and hours
and secondly, parental concern to leave children
in an unsupervised setting (particularly girls)
13All India Teacher Absence Map (Public Schools)
14International Comparisons
15Sampling Regions
Sample districts covered all four regions of the
state
Sampled Districts
- 270 schools visited and three observations on
each teacher obtained - 61 percent were government schools, 8 percent
municipal schools, 14 percent aided schools, and
14 percent private schools
16Findings on Teacher Absence in Tamil Nadu
- Absence rate across all schools about 17.8
percent - Away on official duty was the answer given by
nearly 37 percent (by others when teachers were
not there) 12 percent were on sick leave, and 47
percent stated that they were on authorized
leave. By type of school, absence rates in
government schools amounted to about 21 percent,
in municipal schools it amounted to about 18
percent, aided-schools accounted for 13 percent
of the absences and private schools had teacher
absences of about 8 percent - Female teachers less likely to be absent, as
were married teachers - Male teachers more likely to be absent, as were
teachers with more years of experience - Absence rates were also higher in schools with a
higher degree of new teachers
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18Key Summary Statistics by School Type
19Infrastructure by School Type
20Post-Elementary Education and Labor Market
Linkages
- We are just beginning to look into this area in
India and are currently undertaking a sector
study on Secondary and Vocational Education and
Training - GoTN needs to pay particular attention to
developing their secondary infrastructure,
institutions and delivery systems - Even at the elementary level there is evidence
the system expansion has not benefited all
equally this concern extends to secondary
education as well
21Post-Elementary Education and Labor Market
Linkages (contd.)
- Policies need tailoring for specific
sub-populations for example, while higher
returns to female education suggests that
attainment may be a path towards gender equality,
we do not find that SCs get higher wages
(conditional upon participation), thus suggesting
policies that are beyond the strict purview of
the education department.
22Education Financing
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24Summary of challenges facing the education sector
in Tamil Nadu
- There remain persistent gaps in enrollment
across gender, caste, income and location for
higher age cohorts - There is considerable inter- and intra-district
variation in system performance measured in terms
of completion, drop-outs, PTRs, etc. - Poor quality of service delivery -- partly due to
weaker governance -- is observed in rural areas - Expansion of the Secondary level to replicate
the successes of Elementary education, may allow
help address the deficiencies in both - Unresolved quality issues in Elementary level
makes the task proposed in Education for All
more difficult at higher levels of education
25Some suggestions on the way forward
- enhance management in the government sector for
improved efficiency (teacher management and
career development, ME systems, assessment
tests, quality of infrastructure) - strengthening the role of the private sector and
define the subsidiary role of the State to
improve equity and effectiveness - improving budget management for policy purposes
- Education strategies should combine long-term
policies with short-term responses to shocks - Teachers evaluation as a performance indicator
for promotion and transfers - Develop policies enhance the social and economic
gains to education - Develop Monitoring and Evaluation as a policy
instrument - Involvement of research institutions to assess
interventions and foster dialogue.