CHAPTER I INTRODUCTION

The term Education has been defines as the process of receiving or giving systematic instruction, especially at a school or university: "a new system of public education" .Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through autodidacticism. Education in India is provided by the public sector as well as the private sector, with control and funding coming from three levels: central, state, and local.Taxila was the earliest recorded centre of higher learning in India from at least 5th century BCE and it is debatable whether it could be regarded a university or not. The Nalanda University the oldest university-system of education in the world in the modern sense of university. Western education became ingrained into Indian society with the establishment of the British Raj. Education in India falls under the control of both the Union Government and the states, with some responsibilities lying with the Union and the states having autonomy for others. The various articles of the Indian Constitution provide for education as a fundamental right. Most universities in India are controlled by the Union or the State Government. India has made progress in terms of increasing primary education attendance rate and expanding literacy to approximately two thirds of the population. India's improved education system is often cited as one of the main contributors to the economic rise of India.Much of the progress, especially in higher education and scientific research, has been credited to various public institutions. The private education market in India is merely 5% although in terms of value was estimated to be worth $40 billion in 2008 and has increased to $6870 billion in 2012. India's education system is divided into different levels such as pre-primary level, primary level, elementary education, secondary education, undergraduate level and postgraduate level. The National Council of Educational Research and Training (NCERT) is the apex body for curriculum related matters for school education in India. The NCERT provides support and technical assistance to a number of schools in India and oversees many aspects of enforcement of education policies. In India, the various curriculum bodies governing school education system are:

The state government boards, in which the majority of Indian children are enrolled. The Central Board of Secondary Education (CBSE). CBSE conducts two examinations, namely, the All India Secondary School Examination, AISSE (Class/Grade 10) and the All India Senior School Certificate Examination, AISSCE (Class/Grade 12). The Council for the Indian School Certificate Examinations (CISCE). CISCE conducts three examinations, namely, the Indian Certificate of Secondary Education (ICSE - Class/ Grade 10); The Indian School Certificate (ISC - Class/ Grade 12) and the Certificate in Vocational Education (CVE - Class/Grade 12). The National Institute of Open Schooling (NIOS). International schools affiliated to the International Baccalaureate Programme and/or the Cambridge International Examinations. Islamic Madrasah schools, whose boards are controlled by local state governments, or autonomous, or affiliated with Darul Uloom Deoband. Autonomous schools like Woodstock School, The Sri Aurobindo International Center of Education Puducherry, Auroville, Patha Bhavan and Ananda Marga Gurukula.

Samacheer Kalvi means a system of providing uniform education to all students of Tamilnadu. The education must comprises uniform syllabus, uniform examination pattern and uniform evaluation scheme. By following this type of uniform education we can provide impartial education to all children irrespective of region such as rural /urban, caste upper /lower, religion etc. The main goal of samacheer kalvi is offering impartial education to all children in the school level. To make the education system of Tamilnadu more effective and useful then DMK government initiated for designing the samacheer kalvi thittam with the educational experts of Tamil Nadu. A clash in between the political parties of DMK and AIADMK made the situation more worse leaving the children idle for around two months in their school. Finally, with the intervention of High court and Supreme court, the samacheer kalvi thittam implemented all throughout in Tamilnadu.

Need for Samacheer Kalvi in Tamilnadu Excess pressure in the present system of Education. The present system of education made parents and teachers to pressurize the students for getting good marks in their so called examination system. The excess pressure now a days changed into extreme pressure when the child couldn't made their parents expectations than the children undergo various physical tortures by their parents and in sometimes teachers. So, to minimize the pressure on the children samacheer kalvi should be introduced because it is less pressurising than CBSE. Commercialisededucation It is very painful factor to know that the education which is as essential like air and water is highly commercialized. The private institutions magnify their system of education and proving the best among all other school. Believing on the bogus advertisement many parents go to private institutions for getting education. There they never allow children to get overall development but only restricted to study around the clock. Only to get their popularity they use children by putting extra pressure over them to get good marks.

Newmethodologyofteachingtechniques We are still following the outdated teaching methodology. The ancient methodology of teaching is not at all suitable for today's technological world. We all accept the concept that children of present days have more knowledge in the field of technology than the teachers who even don't know how to use the facilities provided in their cellphone. So, the teaching methodology should be activity based. After completing a lesson teacher must design a group activity project for the children to make them understand the concept of the lesson taught. Actually, in this system a teacher have to work more than the children. Hence, we need a samacheer kalvi thittam for changing different teaching methodology.

Outdated evaluation system in Tamilnadu It is completely a wrong method to determine one's ability by declaring pass or fail. At this junction, I can ask a question who failed? why failed? no can give direct answer for these questions. The child is simply failed in your examination system but not in life. We can see many children who failed in their school education but later became a chief Minister of a state or even Prime Minister of a country. This means that the system never support for his life instead it is a weapon for torturing children. You might have heard about Albert Einstein who was debarred from the school for showing poor performance in the school education system but later he became a top most scientists of the world. The actual evaluation of a student is to assess the field of his or her talent, that should be evaluated. Which is the suitable field for his career? that should be evaluated. What is going on now? in the present system of education. The teacher himself assess the student, what he wanted to be?. For instance, we can pinpoint many students who got success in the school examination but later on failed in his real life situation. So, the evaluation system is totally wrong in my point of view. It is a time for the need of reform in the Tamilnadu education. After receiving the opinion from the educational experts of Tamilnadu then DMK government appointed a committee to to study all the features necessary for changing according to new system of education in Tamilnadu. The committee was formed under the leadership of Muthukumaran hence it called as 'muthukumaran committee' for samacheer kalvi thittam. After analyzing all possible way, the committee submitted its report to the DMK government during 2007. There are a mixed response received from the public over this samacheer kalvi thittam.

Benefit of single autonomous Education board It is one of the recommendations of muthukumaran committee. Now in Tamilnadu four types of different education board functioning with the freedom of devising their own syllabus and examination system. How a different examination system and different syllabus can give a uniform education to all children of Tamilnadu So, nothing clear in this regard. Having different education board will definitely lead provision of impartial education in Tamilnadu. Hence, single education board is a must for bringing uniform education in Tamilnadu.

Merits of Samacheer kalvi in Tamilnadu Uniform education system will provide equal opportunity to all children of Tamilnadu. Disparity among the children of village and urban will completely vanished. It will control the commercialization of education to major extent. It will provide a new scope for searching real talent hidden within a child. It will help to improve the method of teaching as a result children will definitely pay more interest on learning. It is purely child centered education. The education will be uniform by making the single autonomous board in Tamilnadu. The dropout will be considerably decreased to a large extent. Demerits of samacheer kalvi in Tamilnadu The competitive attitude between the private schools may go down. The discipline in the school may go down. Teachers will become lazy since they are habituated to teach traditional way of teaching. Many private schools may opt different board like CBSE etc.

Central Board Of Secondary Education Central Board of Secondary Education (CBSE) is an Autonomous Organization under the Union Ministry of Human Resource Development, Government of India. It is one of the best and most recognized boards of school education in India.

CBSE is considered to be very important in Indian education system because, it focuses to impart a common education in this land of diverse culture and heritage across India. Thus, it has created a common standard of education for all across the country. CBSE education keeps getting updated with time. This board has successfully matched the needs and changing trends in the world of education. Thequality of education system has always been high and competitive. The syllabus of CBSE is set with an idea of providing objective knowledge which is tested in the competitive examinations. The board also conducts the AIEEE exam, an entrance examination for undergraduate courses in engineering and architecture in many colleges across India. It also conducts AIPMT All India Pre medical Test, an entrance examination for admission to medical colleges in India.

At present there are more than 12500 schools are affiliated with the board and the figure includes around 140 schools spread in 21 countries with more than 12 million students. The board has been continuously introducing innovative changes to match required standards of education in this world of competition. CBSE education is proved to be a very beneficial to all students in India and out of India. In spite of that, if a student of sr. secondary (CBSE) exam scores 90 % marks, is considered to be eligible for applying in Oxford university, London, for higher education. In order to keep pace with the technological advancements, CBSE has launched an online educational system to sort out students difficulties. CBSE online provides study material for students. It is a powerful resource offering a stress free learning environment. It provides conceptual learning supported by multimedia resources such as audio, visuals and animation. These are also supported with relevant power point presentations, graphics and illustrations that are easy to understand, grasp, and remember.

Advantages of C.B.S.E. Syllabus (1) The recognition made by the Government of India provides it a better credibility. (2) CBSE has a student oriented syllabus that is developed understanding the needs and requirements of an individual child. (3) The CBSE syllabus is more scientific and focused in its approach. The whole syllabus of CBSE is divided into shorter units. (4) It has an easier syllabus with English, social studies and science as the core subjects. Its syllabus is based on faster learning and objective knowledge. (5) The objective nature of the syllabus helps CBSE students in the competitive examination. It has been noticed that students of CBSE schools usually do better in the competitive examinations. (6) Major exams like PMT and IIT-JEE are based on the CBSE syllabus and thus the syllabus is exam friendly. The students do not need to take any special preparation. (7) The CBSE curriculum includes physical extracurricular activities like indoor and outdoor games and sports that have a wide network both in the state level and in the national level. (8) CBSE with the introduction of its new concept of Grading System has really helped the children who are not able to get qualifying marks in the Board Examination. (9) Language of Instruction for CBSE curriculum is available both in English as well as Hindi. Benefits of New CBSE Assessment System

The CBSE has also introduced a new nine point scale system based on CCE.. The students have to get the required grades in four or five subjects to get promoted to the next level. Its result will not carry pass or fail tag, students who dont have qualifying grades will get four options to improve their grades in a period of two years from the date of the exam. Students will get grades ranging from A to E. The following steps would help the learners and parents, who are the primary stakeholders of school education, in the following manner:(1) It will reduce stress and anxiety which often builds up during and after the examination which could have an adverse impact on young students especially in the age group of 13-15 years. (2) It will reduce the dropout rate as there will be less fear and anxiety related to performance. (3) In the past there was practice to often finish the entire syllabus much before time and follow it up with Pre-Board(s) and study leave. Now there will be greater focus on learning rather than teaching for the test. (4) The emphasis on conceptual clarification through experiential learning in the classroom will increase since there will be more time available for transaction of curriculum. (5) It will help the learners to develop holistically in terms of personality by also focusing on the coscholastic aspects which will be assessed as part of the C.C.E. scheme. (6) It is expected to prepare the students for life by making students physically fit, mentally alert and emotionally balanced. (7) The students will have more time on their hands to develop their interests, hobbies and personalities. (8) It will enable the students, parents and teachers to make an informed choice about subjects in Class XI. (9) It will motivate learning in a friendly environment rather than in a fearful situation. (10) It will equip students with Life Skills especially Creative and Critical thinking skills, social skills and coping skills which will keep them in a good stead when they enter into a highly competitive environment later on.

Disadvantages The biggest disadvantage of the Central Board of Secondary Education Continuous Comprehensive Learning programme is the grading system that it uses. Students scoring 90 marks and 99 marks respectively will still both attain an A* grade, so it could be described as unfair for the student scoring the higher mark.

One other shortcoming is the fact that huge numbers of students are grouped together. In an attempt to address the problem a percentile mark has been introduced by the board. The percentile of a student indicates the position or rank of the student in percentage form. The top ranked student will get a percentile of 100. This is calculated by the formula, 'Number of students below student X 100 divided by (total no of students -1). However, this in itself brings its own setback. The grading system may actually lead to more stress and disincentive to performance.

In addition to CBSE, Secondary School Certificates by state boards and those governing the Indian Certificate of Secondary Education are also conducting exams for Standard X and continue to follow the marks system and percentage of mark in each subject. Marks percentage and percentile are not comparable. This leads to an open ended situation particularly for the Standard XI admission process and those seeking admission from CBSE to other boards. This issue is still to be resolved and a decision needs to be made regarding how it will be tackled.

CHAPTER II REVIEW OF LITERATURE

REVIEW OF LITERATURE

Implement New syllabus this year The Times Of India (July 19, 2011) The Madras high court on Monday paved the way for the immediate introduction of a common syllabus in all schools governed by state-run boards. Setting aside an order by the Tamil Nadu government to defer implementation of the new syllabus, the first bench, comprising Chief Justice M Y Eqbal and Justice T S Sivagnanam, described the decision as an "arbitrary" move that would impact on the future of lakhs of students. The judges ordered that new textbooks printed under the 'Samacheer Kalvi' or common school syllabus should reach schools by July 22. "The petitioners in a singular voice have submitted that the students have been idling for nearly one month now, as they have not been provided with the textbooks," the order said. In order to end the impasse, "the only legal, reasonable and proper solution" would be to direct the state to use the new syllabus and textbooks which were printed and ready for distribution. The tussle over a common syllabus has meant plenty of lost time. That there have been no textbooks so far for 1.35 crore students of the state board, matriculation, Oriental and Anglo-Indian streams for more than a month reflects the crisis in school education. Going by the high court order, there may still be some questions regarding the quality of the new textbooks, but that should not further delay their distribution. The government has to expedite the distribution of books at the earliest. If it chooses to challenge the order in the apex court, it still needs to ensure that students do not pay for the wrangle. The common syllabus programme (Samacheer Kalvi) was initiated by the erstwhile DMK regime to bring about reforms in school education.

Tamil Nadu gets new advocate general The Times Of India (March 18, 2013) Senior advocate A L Somayaji was on Thursday appointed the new advocate general of Tamil Nadu. This brings to an end the eventful stint of A Navaneethakrishnan , who had to battle such highvoltage cases as the Samacheer Kalvi scheme, the conversion of the new assembly-cum-secretariat complex into a multi super-specialty hospital, the move to convert the Anna Centenary Library into a children's hospital, the granite quarrying scam, special courts for land grab cases and a slew of Goondas Act detentions. The suave Somayaji is a seasoned campaigner used to handling tough cases with aplomb. During the later half of chief minister J Jayalalithaa's 2001-2006 regime, he was additional advocate general, spearheading the team of law officers. Samacheer kalvi postponed The Hindu(15 Jan , 2010) Samacheer Kalvi will not be implemented in its present form in the next academic year. The decision was taken in the first cabinet meeting called by the new government on Sunday.The Dravida Munnetra Kazhagam ( DMK) announced Samacheer Kalvi as a poll promise during their Assembly elections campaign five years ago. After much postponement it was decided that the common school system would be implemented in phases. In the 2010-11 academic year the system was introduced in schools in Classes 1 and 6. Samacheer Kalvi was supposed to be implemented in the remaining classes from Class 2 to 5 and 7 to 10 this year.

"Samacheer Kalvi, in its present form, has not been drafted in a way to raise the quality of education of students," said a press release giving the resolutions passed in the first cabinet meeting. "The common school syllabus under Samacheer Kalvi will not ensure quality education for all students. Samacheer Kalvi must be implemented, but at the same time an expert committee will be formed to study how to raise the quality of education. Therefore, schools may follow the old textbooks during the 2011-12 academic year," the release added. To give time for printing the textbooks followed in the 2009-10 academic year by government schools, the resolution passed in the cabinet meeting has postponed the school reopening dates to June 15.

Matric schools open CBSE wings as parents seek shift Schools affiliated to the Central Board of Secondary Education (CBSE) have started coming up in large numbers across the state. The sudden rise in their numbers is being attributed to the restlessness among parents and educationists over issues including the regulation of fee structure in schools and the implementation of Samacheer Kalvi in state-run and matriculation schools. On the other hand, the recently introduced educational reforms have made CBSE schools an attractive alternative. Several existing matriculation schools, including Zion Matriculation Higher Secondary School, Everwin Matriculation Higher Secondary School, Velammal Matriculation Higher Secondary School and Kaligi Ranganathan Matriculation Higher Secondary School, have also started new CBSE schools and have called for applications for admission to the new schools for the next academic year. School heads say the move was made based on the demand of parents, who were worried over the state of flux in the education scenario in the state, owing to these issues. Speaking about the trend, B Purushothaman, principal and correspondent of Everwin Matriculation Higher Secondary School, said: "With the implementation of Samacheer Kalvi, there is really not much difference between CBSE and matriculation schools, as both are drawn based on the National Curriculum Framework guidelines. Weighing our options, we also found that the educational reforms, including the Continuous and Comprehensive Evaluation system and the optional board exams introduced by the CBSE, are also to our advantage." Some Anglo-Indian and convent schools that had earlier held affiliations with the Indian Council of Secondary Education, but had later shifted to the matriculation board, have also been noted to make efforts to renew their ICSE affiliations. Some others across the state are attempting to close down existing matriculation schools and replace them with CBSE schools. Students are being given circulars highlighting the advantages of studying in a CBSE school, asking parents to extend their cooperation to make the shift. Education consultant K R Maalathi said: "Almost all the trusts that run several educational institutions have started new CBSE schools. Without doubt, the reasons are the recent attempts to regulate fees in schools and the introduction of a common syllabus. Each board is unique and requires teachers with a particular skill set. So, before schools start shifting affiliations, it is important for the managements to ensure the right teachers are employed. Under the CBSE affiliation guidelines, a school can apply for affiliation after the school has started Class VI, but before students are admitted to Class IX and above. This clause has allowed these schools to be started at a time when the state has said that it would be strict in issuing No Objection

certificates required for a CBSE or ICSE school to be started. However, some have been found to flout these norms. Samacheer kalvi proves change is for better The Times Of India ( June5, 2012) The Class 10 board exams this year were not just for 10.5 lakh students but were also a test for the Samacheer Kalvi syllabus. This was the first time that students studying in schools affiliated to the different boards - Anglo-Indian , matriculation, oriental and state - were writing a board exam based on the common syllabus.

The result is out: The common syllabus is not as bad as it was made out to be. "We had our own doubts ab o u t S a - macheer Kalvi. But we found that the syllabus throws up more opportunities for activity-based approach to learning ," said P J Joseph, a physics teacher at St Michael's Academy. "We were an ICSE school till 1984, and follow the learning-by-doing method even today. So this suited us perfectly," Joseph said. Teachers at the school know from experience that activity-based learning helps students in higher studies and prepares them for life, he said. School principals agreed, saying that after the books arrived and teachers sat down to draw up lesson schedules, they found that the syllabus had the potential to draw students away from the practice of learning lessons by rote. "Many of us were apprehensive at first when we were told about the common syllabus. We felt that it would be of a lower standard than the matriculation syllabus," said B Purushothaman , principal and correspondent of Everwin Mat r i c u l at i o n Higher Secondary School. "But when we went through the books we found that the syllabus encouraged children to think independently and promoted logical reasoning." Heads of other schools said the syllabus could be improved upon, particularly to make the transition smoother from high school to higher secondary classes. More chapters can be synchronized with the higher secondary syllabus in Class 11, teachers said. Samacheer Kalvi textbooks were delivered two months behind schedule, but since it was more activity-based , the delay did not impact schools a lot.

Continuation Of Samacheer Kalvi A public interest litigation seeking to direct the state government to continue the uniform education system (Samacheer Kalvi) was filed in the Madras high court on Tuesday. Petitioner K Shyam Sundar of Mandaveli said the decision not to continue with the system, introduced by the previous government, was purely political and did not have any public Stating that about nine crore books, under the uniform syllabus, had already been printed to be circulated to schools, the petitioner said the government's move would led to a loss of Rs 200 crore and go against the interests of the student community. Uniform education was introduced for classes I and VI in the last academic year and the previous government had decided to extend it to all the other classes, the petitioner added. The new system was introduced only after a committee headed by S Muthukumaran, former vicechancellor of Bharathidasan University, studied the issues involved and gave its recommendation. If the present ruling party had any grievance over the system, it could have challenged it at the time of introduction, the petitioner said.

The CBSE envisions a robust, vibrant and holistic school education that will engender excellence in every sphere of human endeavour. The Board is committed to provide quality education to promote intellectual, social and cultural vivacity among its learners. It works towards evolving a learning process and environment, which empowers the future citizens to become global leaders in the emerging knowledge society. The Board advocates Continuous and Comprehensive Evaluation with an emphasis on holistic development of learners. The Board commits itself to providing a stressfree learning environment that will develop competent, confident and enterprising citizens who will promote harmony and peace. To define appropriate approaches of academic activities to provide stress free, child centred and holistic education to all children without compromising on quality ii. To analyse and monitor the quality of academic activities by collecting the feedback from different stakeholders iii. To develop norms for implementation of various academic activities including quality issues; to control and coordinate the implementation of various academic and training programmes of the Board; to organize academic activities and to supervise other agencies involved in the process iv. To adapt and innovate methods to achieve academic excellence in conformity with psychological, pedagogical and social principles. v. To encourage schools to document the progress of students in a teacher and student friendly way vi. To propose plans to achieve quality benchmarks in school education consistent with the National

goals vii. To organize various capacity building and empowerment programmes to update the professional competency of teachers

CHAPTER III RESEARCH METHODOLOGY

RESEARCH METHODOLOGY METHODOLOGY OF STUDY DATA Data can be defined as a set of unprocessed information collected from various sources. This data should be interpreted and reorganized in order to make it easy to understand. Data can be classified into primary data, secondary data, discreet data and continuous data. PRIMARY DATA Primary data are data collected directly, by conducting a survey. It can be collected through personal investigation, questionnaires, oral enquires, etc. The collection of primary data is a time and money consuming process and is normally organized and collected only by government institutions, Trade unions, Reserve bank, Chambers of commerce and Research organizations. SECONDARY DATA Secondary data are data which are collected from already processed data or primary data. These data cannot be collected directly but can be collected from various other sources. The secondary data collected should be relevant to the subject of the study. The secondary data can be collected from articles, newspapers, magazines, journals, internet, etc. QUESTIONNAIRE To obtain information about the concerned subject, a set of questions is prepared and is given to selected or random persons who are requested to answer it. The success of this method of approach depends upon the co-operation of the informants. The disadvantages are that many may not return the filled forms and there may be cases of mistakes in filling up the forms.

POPULATION By Population we include people or items with the characters one wishes to understand. Because there is very little time to get information from all the people of the society individually, information is collected from representative samples of the population. SAMPLING Sampling is a part of statistical practice concerned with the collection of a subset of individual observations with in a population of individuals of intended to yield some knowledge about the population of concern especially for the purposes of making predictions based on statistical inference.

Three main advantages of sampling are as follows: 1. Cost is lower. 2. Data collection is faster. 3. Since the data is smaller it is possible to ensure homogeneity and to improve the accuracy and quality of data. RESEARCH INSTRUMENTS QUESTIONNAIRE DESIGN The questionnaire is a self-administered one and the survey is kept simple and user friendly. Words used in questionnaire are readily understandable to all respondents. Also technical jargons are avoided to ensure that there is no confusion among for respondents. SAMPLE DESIGN The random sample was taken from the stratum of population whose age was between 13 and 18. Both male and female samples were collected. SAMPLE UNIT The people for sampling were selected in accordance with their age and information was collected from both male and female in an equal proportion. SAMPLE SIZE

The sample size includes 50. SAMLPING PROCEDURE The procedures used in sampling are quota sampling and stratified random sampling. In quota sampling method, the proportions of the various sub groups of the population are determined and the sample is drawn to have the same proportion in it. In stratified random sampling method, a simple random sample is taken from one or more stratum of population. A random sample is a sample where every item of the population has equal chance for being selected. Here, simple random samples were taken from the stratum of the population who are living in Chennai. DIAGRAMATIC REPRESENTATION To have a birds eye view and an easy understanding of the numerical data collected, the numerical data is represented in the form of diagrams and graphs. These diagrams and graphs enable the viewer to easily draw conclusions based on the data.

CHAPTER IV ANALYSIS AND INTERPRETATION

ANALYSIS AND INTERPRETATION

Awareness

Options Yes No

No. of Respondents 10 40

Percentage (%) 20% 80%

Awareness

80.00%
% of Respondents

70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00%

Yes/No

Yes No

Interpretation : The analysis shows that 80% of the students are not aware of these two systems whereas 20% seem to be aware of these two systems.

Addressing Issues

Options Samacheer Kalvi CBSE

No. of Respondents 18 32

Percentage (%) 36% 64%

Addressing Issues

Samacheer Kalvi CBSE

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%

% of Respondents

Interpretation: The above analysis shows that 64% of the students feel that CBSE addresses issues like communication and development better whereas 36% feel the opposite.

3. Choosing Schools

Options Yes No

No. of Respondents 8 42

Percentage (%) 16 84

Choosing Schools

90.00%
% of Respondents

80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00%

Yes/No

Yes No

Interpretation: The analysis shows us that 8% of the students find it difficult to choose schools with the introduction of these two systems whereas 42% of the respondents do not find any difficulty in choosing schools.

4. Established system vs. New system

Options Already existing system New system

No. of Respondents 36 14

Percentage (%) 72% 28%

Established System vs New System

28.00%

72.00%

Already Existing System New System

Interpretation: The analysis shows us that 72% of the respondents prefer to continue with the existing system of education and 28% of the respondents wouldnt mind joining a new system.

5. Necessity of Government Regulation

Options Yes No

No. of Respondents 23 27

Percentage (%) 46% 54%

Necessity of Government Regulation

54.00%
% of Respondents

52.00% 50.00% 48.00% 46.00% 44.00% 42.00%

Yes/No

Yes No

Interpretation: The above analysis shows that 46% of the respondents feel that Government regulation is necessary whereas 54% feel that it is not necessary.

6. Corruption Free

Options CBSE Samacheer Kalvi

No. of Respondents 45 5

Percentage (%) 90% 10%

Corruption Free

Yes/No

CBSE Samacheer Kalvi

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

% of Respondents

Interpretation: The above analysis shows that 90% of the respondents feel that CBSE is corruption free whereas 10% feel that Samacheer Kalvi is corruption free.

7. Affordability

Options CBSE Schools Samacheer Kalvi Schools

No. of Respondents 13 37

Percentage (%) 26% 74%

Affordability

CBSE Schools Samacheer Kalvi Schools

0.00%

20.00%

40.00%

60.00%

80.00%

% of Respondents

Interpretation: The analysis shows that majority of the respondents (74%) feel that Samacheer Kalvi schools are more affordable than CBSE schools whereas 26% feel the opposite.

8. Taxing on Students

Options Samacheer Kalvi CBSE

No. of Respondents 24 26

Percentage (%) 48% 52%

Taxing on Students

52.00% 51.00%
% of Respondents

50.00% 49.00% 48.00% 47.00% 46.00% 45.00%

Samacheer Kalvi CBSE

Interpretation: The above analysis shows us that while 52% of the respondents feel that CBSE is more taxing on students, 48% feel that Samacheer Kalvi is more taxing on students.

9. Trimester System vs Annual System

Options Yes No

No. of Respondents 21 29

Percentage (%) 42% 58%

Trimester System vs Annual System

60.00%
% of Respondents

50.00% 40.00% 30.00% 20.00% 10.00% 0.00%

Yes/No

Yes No

Interpretation: The analysis shows us that 58% of the respondents think that the annual system is better than the trimester system while 42% of the respondents feel that the trimester system is better.

10. Learning Experience

Options CBSE Samacheer Kalvi

No. of Respondents 38 12

Percentage (%) 76% 24%

Learning Experience

CBSE Samacheer Kalvi

Interpretation: The analysis shows us that majority of the students (76%) feel that CBSE provides a better comprehensive learning experience, whereas 24% of the respondents feel that Samacheer Kalvi provides a better comprehensive learning experience.

11. Reach

Options Samacheer Kalvi CBSE

No. of Respondents 11 39

Percentage (%) 22% 78%

Reach

80.00% 70.00%
% of Respondents

60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Samacheer Kalvi CBSE

Interpretation: The analysis shows us that only 22% of the respondents think that Samacheer Kalvi will reach out to people whereas the majority of respondents (78%) feel that CBSE will be able to reach out to people better.

CHAPTER V FINDINGS AND SUGGESTIONS

After an extensive survey of students from various social and economic strata , we have arrived at a conclusion. Keeping in terms with typical Indian trends, the general trend of the survey was more in favour of the old and tested formula of CBSE. However to break it down and provide a more comprehensive analysis we started with the basics, Awareness. We found that apart from the school students themselves most students did not have much awareness about the details and differences of either mediums. This lack of awareness also made choosing schools of either mediums a more difficult process. Coming to the pros and cons of each medium, according to a majority, we find that CBSE is thought to provide a more wholesome and intuitive learning experience as opposed to samacheer kalvi. It is also perceived as being far more corruption and manipulation few. This may be due to that fact state politics in tamil nadu is more scrutinised in the public eye than the centres politics. Either systems have been found to have the same effect on students on the scale of tediousness. The areas in which the samacheer kalvi system scored better points in public opinion were affordability and reach. Taking into account the cases of underprivileged students we find that CBSE school are far more expensive than samacheer kalvi schools. This is due to the state regulations on school fees. This makes samacheer kalvi more accessible to this particular section of society.

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