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Role of fee levying schools in common system
S. Muthukumaran
Soon after attaining independence, the country took a decision to provide education for all up to the 8th standard. When this was contemplated it was understood that access to quality education for all will be the aim i.e. education for all meant good education for all and that every school in the country will maintain standards and parents would admit their children in the neighbourhood schools i.e. a common school system will prevail.
More recently the Tamil Nadu government has called this system Samacheer Kalvi or Equitable Standard Education. In spite of the fact that this is being talked about for several decades, it is not fructifying mainly because it is feared that in the name of equitable education, standards will be compromised and good standard of education now available in certain schools may no longer be available.
As far as Tamil Nadu is concerned, it is known that approximately 89 per cent of the students are in the State Board schools. Among these, about 1 per cent is in linguistic minority schools. The percentage of students who are in special schools or programmes is only about 11.
Under one umbrella
When all the different types of schools are brought under one umbrella which may be called either Common School or Samacheer Kalvi system, it will be ensured that all schools will provide education of comparable quality; but the schools need not be identical. As a consequence, there will be a need to deal with certain categories of children who may require special attention or may have special needs as follows:
* Children of the State belonging to linguistic minorities.
* Children belonging to other States or countries who may ultimately settle down in their own State or country.
* Gifted children who may be able to complete the programme faster or who would like to read some additional subjects over and above what is prescribed in the common school system or who would like to specialise in some arts or science or sports or games, etc.
* Children who may need special attention such as those belonging to academically backward communities, differently abled children and the like.
Linguistic minorities
Linguistic minority children generally live in certain localities and in their localities special provision may be made for teaching them their language if they so desire and educating them through their mother tongue at least in the primary stage. This is provided for in the Constitution and at present the State governments are providing for this need within their school system.
It may not be possible and may not also be necessary to provide for the needs of the other three groups in every school. These students may have to pursue their education in special schools with provision for the study of languages other than the State language and other language medium of instruction, depending upon the State or country to which the child may belong and may settle down ultimately; special facilities for pursuing several types of arts, sports, games, etc., in addition to the common school curriculum and specially trained teachers for teaching differently abled children. It is in teaching such children the fee levying schools can complement the efforts of the government.
In the Samacheer Kalvi system, in order that it may succeed, it is necessary that it enjoys complete academic and substantial financial autonomy. The fee levying schools will be enjoying complete autonomy and will be liable to be assessed and accredited by an independent authority under the School Education Board.
All school going age children in a region will be admitted by the school in the region. The teachers in consultation with the parents will recommend to the local authorities that a child may be transferred to a special school. Based on this recommendation the child will be transferred to an appropriate school by the school education authorities. Depending upon the need, the expenditure on the education of such transferred child may be subsidised by the authorities. It is for the fee levying schools to rise to their new role in the common school system.
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