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Book Review
A reality check
MEERA SRINIVASAN
HIGHER EDUCATION IN TAMILNADU: — Maladies and Remedies: P. Rajaraman; Vizhigal Pathippagam, 8/M 139, 7th Cross Street, Thiruvalluvar Nagar, Thiruvanmiyur Extension, Chennai-600041.
Rs. 180.
This book is an attempt to evaluate the present system of higher education in Tamil Nadu. The senior academician traces its roots to the British period and takes the reader through the developments since then and the impact of such developments, in his view. He also goes on to define students, teachers, principals and vice-chancellors, and their respective roles. “Conscience keeper of the university,” this is how Rajaraman describes a vice-chancellor. “Th
e vice-chancellor defines the way in which the university shapes and progresses and he has to gain the confidence of the government, the teaching faculty, the non-teaching staff, students and the public,” he says, adding, “Nowadays, the appointment of vice-chancellor has purely become a political act.”
The author comments that the outcome of higher education in Tamil Nadu is not commensurate with the investment made in the system. He is particularly critical of the government arts colleges: “A state of academic anarchy reigns supreme in the campuses...” he says.
Prevailing system
The book, which follows the author’s study, is aimed at making an enquiry into the prevailing system of education in Government Arts Colleges in Tamil Nadu. In this enquiry he voices his take on reservation and its relevance now.
He expresses his concern about infrastructure and the libraries in arts colleges. “The most important reason why libraries in Government Arts Colleges are not fully utilised is that they are not kept open beyond the college hours,” he notes. He also feels physical education is a neglected department.
Emphasising the need for accountability among teachers, the author extensively draws from a code of ethics prepared for teachers by the National Education Association of the United States.
Performance appraisal
He stresses on performance appraisal for teachers and explores how it could be implemented, quoting noted educationists to support his argument. Here, the author seems to have taken a risk in generalising.
While the author subscribes to the view that job-oriented education is the need of the hour, it would have, perhaps, been more interesting had the author provided specific details on relevance of courses and how they could be made more practical or job-oriented.
Also, some statistics on the results produced by the Government Arts Colleges and their placement records would have possibly backed the author’s stance. However, for colleges and universities Rajaraman’s work may come in handy in evolving a broad self-assessment mechanism.
The appendix, which features an interview with the Chairman of the Madras Institute of Development Studies and the former Vice-Chancellor of Anna University, M. Anandakrishnan, makes for an interesting read.
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