Role of Unaided Schools in the Growth of Secondary Education in Tamilnadu (1950-2005)

Abstract

Education has always been an agent of socialization of individuals in a community, an instrument of social control and a means of social change. The primary role of education is to enlarge and enlighten the human mind, to enable the individuals to achieve a status and become a functioning member of society.

The main objectives of this study are to analyze the present trends and the role of private agencies in the growth of secondary education in Tamilnadu. It also aims to bring out the factors which are directly responsible for the phenomenal rise of private self-finance institutions in secondary education during the last twenty years in the state.

Since independence both the central and state governments initiated a number of efforts and schemes for the expansion of secondary education. We cannot underestimate the progress made in this sector in the last fifty years. The enrolment at secondary stage in India increased from 1.5 million in 1950 to 27.8 million in 1998-99.¹The number of secondary schools increased from 7416 in 1950 to 1, 12,438 in 1998-99.

As per 2001 census in Tamilnadu out of total population of 6.21 crores, 1.65 crore people are illiterates. The state’s literacy rate has increased from 62.66% in 1991 to 73.47% in 2001. The female literacy rate has increased from 51.33% in 1991 to 64.55% in 2001.²

In respect of Tamilnadu state the number of secondary schools (including HSS)increased from 1117 in 1950-51 to 7939 in 2000-2001. The number of students benefited throughsecondary higher secondary schools went up from 28.24 lakhs in 1984-85 to 52.64 lakhs in 2000-2001. The drop-out rate of the state has also been reduced considerably in recent years. The drop-out rate has come down from 67.94 in 1990-91 to 57.89 in 2000-2001.³ The number of teachers in secondary/higher secondary schools increased from 48574in 1965-66 to 1, 43,820 in 1999-2000, of which 94,808 are higher secondary school teachers.⁴ Government took various steps to provide buildings, toilet facilities, water supply, laboratory appliances and furniture and so on to secondary schools. In spite of all efforts, still there are schools functioning without minimum infrastructure facilities. An attempt is being made to get loans fulfill the basic needs of all schools which lack minimum facility.