Unlike the NEP 2020, which the Tamil Nadu government has officially opposed citing centralisation and ideological differences, SEP 2025 places emphasis on federal values, regional identity and Dravidian principles of social equity.
Published Aug 08, 2025 | 4:16 PM ⚊ Updated Aug 08, 2025 | 4:16 PM
Tamil Nadu Chief Minister MK Stalin
Synopsis: Tamil Nadu’s State Education Policy (TNSEP) 2025, newly-unveiled as an alternative to the Centre’s contentious National Education Policy 2020, outlines a comprehensive child-centric framework emphasising social equity, federal values and inclusive development. Despite its ambitious scope across ten focus areas – from curriculum reform and digital literacy to community engagement and environmental education – the policy has drawn sharp criticism from educationists such as PB Prince Gajendrababu, as ‘a profound disappointment.” Concerns include lack of structural reforms, and failure to address caste-based discrimination and student violence.
In a clear assertion of educational autonomy, the Government of Tamil Nadu has released the State Education Policy (TNSEP) 2025, a comprehensive, child-centric framework that offers a distinct alternative to the National Education Policy (NEP) 2020.
Grounded in the state’s long-standing commitment to social justice, equity and inclusive development, the policy reaffirms Tamil Nadu’s educational priorities while addressing present-day challenges with locally relevant solutions.
Framed through wide-ranging stakeholder consultations and shaped by Tamil Nadu’s socio-cultural, linguistic and political context, SEP 2025 outlines an education system that aims to be inclusive, resilient and future-ready.
Unlike the NEP 2020, which the Tamil Nadu government has officially opposed citing centralisation and ideological differences, SEP 2025 places emphasis on federal values, regional identity and Dravidian principles of social equity.
The policy is structured around ten interrelated focus areas:
Despite its ambitions, the policy has drawn criticism from educationist PB Prince Gajendrababu, who called it a great disappointment.
South First breaks down the policy framework and what it aims to achieve.
Tamil Nadu’s current educational indicators remain strong. The Gross Enrolment Ratio (GER) exceeds 95 percent across stages, with a 102.6 percent GER at the upper primary level, and retention rates above 97 percent.
The state has achieved zero dropout at the primary and upper primary levels. However, the dropout rate at the secondary level stands at 7.7 percent, indicating a need for better career guidance and vocational exposure.
The transition rate to higher secondary is 85.9 percent, reflecting growing interest in diverse academic and professional pathways. Key initiatives such as Ennum Ezhuthum, Illam Thedi Kalvi, Vetri Palligal and Naan Mudhalvan aim to bridge learning gaps and improve readiness.
The state had 1.16 crore students enrolled in over 58,800 schools and a ₹44,042 crore allocation in 2024–25.
But despite the notable progress in enrolment, gender parity and access through welfare-driven measures, significant challenges remain in achieving genuine equity and inclusion. The newly unveiled Tamil Nadu State Education Policy aims to correct these disparities.
These include learning disparities among Scheduled Castes (SC), Scheduled Tribes (ST), minorities and first-generation learners, particularly in certain districts; infrastructural and attitudinal barriers faced by children with special needs (CwSN); and the lack of adequate inclusive pedagogical preparation among teachers.
Limited access to quality education in tribal and remote regions and higher dropout rates among vulnerable groups add to the concern.
To address these systemic issues, the policy sets out a detailed agenda for action, focused on seven strategies:
The TNSEP identifies basic literacy and numeracy (BLN) as the most urgent and non-negotiable priority for reform at the foundational stage.
Despite near-universal enrolment and gender parity in primary education, recent assessments point to persistent challenges, including limited reading fluency, weak numeracy skills beyond basic operations, and lower learning outcomes in rural, tribal and disadvantaged regions.
Gaps in early grade pedagogy and a fragmented approach to BLN initiatives further reduce the impact of foundational learning efforts.
To address these issues, the policy proposes a multi-pronged agenda for action. This includes a mission-mode programme to achieve universal BLN proficiency by Class 3, early identification of learning gaps, and provision of remedial support.
It also calls for robust teacher training, development of locally relevant learning resources, and the adoption of inclusive, play-based pedagogies.
Revised curriculum frameworks, school-level assessments and a state-wide monitoring mechanism will underpin continuous improvement. The policy also places emphasis on parental and community involvement to reinforce learning beyond the classroom.
Shifting from rote to competency and context
The state’s curriculum and pedagogy are still grounded in traditional, exam-focused models.
Data from SLAS 2024 and PARAKH – NAS 2024 reveal significant competency gaps among students, particularly in rural, tribal and disadvantaged areas.
Only 55 percent of Grade 3 students demonstrated proficiency in mathematics, dropping to 32 percent by Grade 9. Grade 9 science and social science scores were similarly low, at 36 percent and 35 percent respectively. These outcomes highlight deep-rooted challenges in fostering conceptual clarity, higher-order thinking and real-life application.
The current curriculum remains burdened by overloaded syllabi, minimal experiential learning, and a strong focus on textbook completion and memory-based assessments, leaving little scope for creativity, exploration or social relevance.
In response, the Tamil Nadu policy proposes a fundamental shift towards a competency-based, inquiry-driven and contextually grounded curriculum.
The revised curriculum is designed to build critical thinking, creativity and life skills, while embedding future competencies such as digital literacy, climate awareness, financial literacy and health education. It also aims to integrate Tamil Nadu’s literary, ecological and cultural heritage more meaningfully.
Stage-specific curricular frameworks are outlined: play- and activity-based learning in the foundational years; inquiry and problem-solving approaches in middle school; critical dialogue and subject depth in secondary levels; and vocational readiness in higher secondary education.
The policy also recommends inclusive textbooks and language bridge programmes for tribal and migrant students. It explicitly incorporates perspectives on caste, gender, disability and socio-economic inequality to promote a socially just learning environment.
A key focus is on diversifying pedagogy through experiential, project-based, and arts- and sports-integrated learning. According to SLAS 2024 data, experiential learning and competency-based assessments have been implemented in 97 percent of schools, while arts-integrated and sports-integrated approaches are in place in 89 percent and 86 percent of schools respectively.
However, methods such as toy-based and reflective learning require further reinforcement. The policy mandates age-appropriate physical education, the use of metacognitive tools, and interdisciplinary learning strategies like STEAM (science, technology, engineering, arts and mathematics), anchored in local realities and low-cost innovation.
It also stresses the need for social and emotional learning (SEL), safe spaces for dialogue and activities that foster empathy. Oversight mechanisms such as the State Curriculum and Pedagogy Reform Councils, feedback loops and SLAS-based evaluations will support regular curriculum review and improvement.
The Tamil Learning Act, 2006, which mandates Tamil as a compulsory subject up to Grade 10, is reinforced in this policy, extending its application to all schools regardless of board affiliation. This aims to ensure linguistic inclusion, cultural identity and equitable access to local opportunities.
The policy also proposes a strong framework for vocational education, career guidance and partnerships with industry, especially at the higher secondary level, connecting students with local trades, ITIs and internship opportunities. It emphasises motor skill development in the early years, adult literacy, and capacity-building programmes for teachers.
Holistic education is further supported through initiatives such as physical education, traditional games, school health screenings and integrated art education that links visual, folk and digital arts with core academic subjects. The policy repositions education not only as a means to academic achievement but as a foundation for nurturing creative, capable and socially aware citizens.
While Tamil Nadu has made significant progress in establishing ICT-enabled classrooms and introducing smart school initiatives, key gaps remain in achieving a digitally inclusive and future-ready education system.
The digital divide remains pronounced across rural, hilly, coastal and urban schools, limiting equal access to learning technologies. Teacher preparedness in digital pedagogy and emerging technologies is still limited, affecting the quality of classroom integration.
Further, essential 21st-century competencies such as artificial intelligence (AI), coding, data literacy and financial literacy have yet to be meaningfully included in the formal curriculum.
Cyber safety and digital ethics remain underemphasised, exposing students to risks in an increasingly online environment. At the same time, school environments continue to prioritise rote-based learning over collaborative, creative and problem-solving approaches, underlining the need for structural reform.
To address these challenges, the agenda for action is structured around seven key domains. First, it proposes strengthening core academic and contemporary skills by ensuring foundational subject proficiency while integrating real-world themes such as global awareness, civic literacy, health and financial literacy, and environmental responsibility.
The curriculum will include modules on constitutional values and active citizenship, ensuring students are grounded in democratic ethics and public policy awareness. Local knowledge and cultural identity will be nurtured through modules such as Know My Village/City/State and cultural celebrations.
To strengthen learning, innovation and life skills, the policy emphasises the integration of critical thinking, communication, creativity, adaptability and leadership into classroom practices. Experiential and project-based learning will be central to this transformation.
A focused commitment to environmental education forms a cornerstone of the policy. It mandates the creation of Eco-Clubs for Mission LiFE in every school, not as extracurricular but as a core component of school activities.
These clubs will lead green audits, manage waste and composting, initiate tree plantation drives in line with the Green Tamil Nadu Mission, and conduct plastic-free campaigns.
The Green School concept will become a standard benchmark, assessed through indicators such as rainwater harvesting, green cover and water recycling. The mandatory climate curriculum will provide age-appropriate environmental education across all grades, from basic waste segregation and biodiversity at the primary level to climate adaptation and sustainability strategies at the secondary stage.
Under the domain of digital literacy and technology skills, the state plans to scale up platforms such as Kalvi TV and the Manarkeni app to support blended learning. Comprehensive digital literacy modules will be developed to ensure safe and ethical use of the internet.
The TN-SPARK programme will promote AI, coding, robotics and digital content creation across school levels. Schools will be equipped with advanced digital tools including VR, AR, GeoGebra and assistive technologies.
Adult education and neo-literacy will also be digitised. A commitment to continuous content updates will help keep the education system responsive and relevant.
Tamil Nadu’s School Education Policy marks a significant shift from rote-based, high-stakes testing to learner-centric, competency-based assessments.
While encouraging practices such as self-assessment (98 percent) and project work (96 percent) are gaining ground, challenges persist. Many schools continue to rely on memorisation-heavy exams that cause stress and fail to assess creativity, social behaviour or physical ability. Feedback mechanisms are weak, remediation is inconsistent, and accountability is often placed on students rather than the system.
To address these issues, the agenda for action proposes substantial reforms.
Assessment practices will prioritise conceptual understanding, real-world application and individual learning progress over competition and ranking. Innovative methods such as portfolio assessments, oral tests and group evaluations will be scaled up through focused teacher training and capacity building.
Continuous formative assessment using quizzes, classroom activities and observations will help identify learning gaps early and allow timely remediation.
Digital platforms and the Education Management Information System (EMIS) will be used to track performance, support feedback and inform instruction.
Board examinations will be restructured. Only Classes 10 and 12 will have board exams, while Class 11 will serve as a preparatory year with continuous internal assessments focused on skills and readiness. Board exams will evaluate understanding, problem-solving and creativity, aiming to reduce stress while maintaining academic rigour.
The no-detention policy (NDP) will remain in effect, guaranteeing automatic promotion up to Class 8. This will be supported by bridge programmes, THIRAN interventions, remedial instruction and active parental engagement.
At present, teacher development remains uneven, with only a fraction of educators receiving formal training or instruction in ICT-related skills. Peer mentoring, inclusive pedagogy and targeted support for teachers working in tribal or trauma-affected areas are limited. Leadership training and digital upskilling require urgent attention and expansion.
Schools continue to face challenges around social divisions, safety and mental health support. Many do not have trained personnel to address issues such as discrimination, emotional distress or child protection under the POCSO Act. Inclusive practices are applied inconsistently, and grievance redressal mechanisms remain largely inaccessible to vulnerable students.
In terms of infrastructure, while basic amenities have improved, significant gaps persist in climate resilience, accessibility and digital readiness, especially in remote areas. Older buildings often lack retrofitting; green infrastructure and assistive technologies are unevenly available; and smart learning tools are not equitably distributed.
Community engagement also remains weak. School Management Committees (SMCs) often have limited capacity, local partnerships are underdeveloped, and efforts in adult literacy and child protection are fragmented. Without stronger coordination, capacity building and regular monitoring, these foundational challenges could hinder the policy’s broader goals and transformative potential.
While the policy presents a progressive vision, it lacks concrete strategies to address deep-rooted structural and social barriers. Most notably, it fails to confront the rising incidence of caste-based discrimination and violence among students. Reports of bullying and exclusion of Dalit students by dominant caste peers highlight the absence of anti-caste education, sensitisation programmes or accountability systems within schools.
The policy’s language on social justice remains general, avoiding engagement with caste as a lived reality within the school environment. Beyond caste, teacher capacity continues to be a serious concern, with limited focus on pre-service reforms, subject expertise and support for inclusive or multilingual classrooms.
Despite ambitious goals in digital education, household-level digital access remains uneven, particularly in rural and marginalised areas, threatening to deepen learning inequities. The policy also lacks strong monitoring frameworks and offers little clarity on how schemes will be evaluated or scaled.
While it identifies key gaps in teacher capacity, such as limited training in digital pedagogy, inclusive education and socio-emotional learning, it fails to address the large number of teacher vacancies across Tamil Nadu. This omission is critical.
Without resolving recruitment issues, the policy risks overburdening an already stretched teaching workforce by assigning additional responsibilities, including vocational training, climate education and mental health support. Skill enhancement without adequate staffing may widen the gap between the policy’s ambitions and its implementation on the ground.
The policy’s dependence on state funding, in the absence of a clear framework for Centre–State coordination, raises questions about financial sustainability. Unless these foundational gaps are directly addressed, the policy risks falling short of its transformative potential and leaving the most vulnerable learners behind.
The State Platform for Common School System – Tamil Nadu (SPCSS-TN) welcomed certain aspects of the policy while raising serious concerns over others.
The platform’s General Secretary, PB Prince Gajendra Babu, issued a detailed statement appreciating the state’s commitment to some inclusive principles, while strongly criticising certain structural disparities.
The announcement of model schools and VETRI schools as separate categories was viewed as deeply problematic. SPCSS-TN criticised this as being in direct contradiction to the late leader Kalaignar Karunanidhi’s vision of equitable education, creating stratified schooling and undermining the principle of equal learning opportunities.
The policy states that Tamil Nadu has 58,800 schools, 3 lakh teachers and 1.16 crore students, but does not specify the number of government and aided schools. There is also no policy commitment to strengthening or expanding these schools.
The platform expressed disappointment over the absence of any announcement regarding regularising teachers and school staff, which they argue is fundamental to effective teaching and school functioning.
SPCSS-TN opposed the inclusion of non-teaching volunteers, NGOs and alumni participation in school operations, asserting that this undermines the dignity of education and fails to guarantee children’s right to a respectable childhood learning environment.
The platform reiterated that public education must be funded from public taxes and that free education is a basic right. SPCSS-TN raised the concern that this policy, like the National Education Policy 2020, implicitly supports privatisation and social inequality in school education.
There is no clear policy direction on whether the state will abolish entrance exams for higher education following school graduation. This omission is seen as a critical gap.
SPCSS-TN called upon Chief Minister MK Stalin to revise and improve the policy, making it a true reflection of social justice and equal education for all.
