The National Education Policy 2020 and School Dropout Concerns in Tamil Nadu

The National Education Policy 2020 and School Dropout Concerns in Tamil Nadu

NEP 2020 and Tamil Nadu Dropout Concerns: A Critical Analysis (2025)

Abstract

India’s National Education Policy (NEP) 2020 has sparked debate in Tamil Nadu, where School Education Minister Anbil Mahesh Poyyamozhi warns that its assessment framework for Classes III, V, and VIII could increase school dropout rates. This article critically evaluates this claim, drawing on educational research, Tamil Nadu’s dropout data, and global assessment practices. While acknowledging the state’s strong retention strategies, the analysis highlights the lack of empirical evidence for the minister’s concerns and examines NEP’s potential benefits and risks. Recommendations are offered to bridge state-center tensions and improve educational outcomes through evidence-based dialogue.

Introduction

The National Education Policy (NEP) 2020 aims to revolutionize Indian education by prioritizing foundational literacy and numeracy through assessments in Classes III, V, and VIII (Ministry of Education, 2020). However, Tamil Nadu’s School Education Minister, Anbil Mahesh Poyyamozhi, argues that these assessments may create fear among young students, leading to higher dropout rates (Economic Times, 2025). Tamil Nadu attributes its near-zero dropout rates at primary and middle levels to delaying evaluations until Class IX under the Right to Education (RTE) Act (The Hindu, 2025). This article assesses the minister’s critique, using empirical data, global practices, and NEP’s objectives to foster a balanced policy discourse and propose actionable solutions.

Critical Analysis of the Minister’s Critique

Minister Poyyamozhi contends that NEP’s assessments will induce psychological stress, increasing dropout rates among young learners (Economic Times, 2025). Tamil Nadu’s policy of postponing assessments until Class IX, aligned with the RTE Act, promotes a stress-free environment, reportedly achieving zero dropouts at primary and middle levels (The Hindu, 2025). The critique’s strengths and weaknesses are outlined below.

Strengths

  • Psychological Considerations: Research supports concerns about assessment-related stress, noting that high-stakes testing can negatively impact young students’ motivation and mental health (Harlen & Deakin Crick, 2003). Tamil Nadu’s approach minimizes early academic pressure, benefiting marginalized groups.
  • Effective Retention Policies: Tamil Nadu reports 0% dropout rates at primary and middle levels and a 7% secondary dropout rate, below the national average of 10.9%, demonstrating a robust retention framework (The Hindu, 2025).
  • State Autonomy: As education is a concurrent subject under India’s Constitution, Tamil Nadu’s critique emphasizes the need for context-specific policies tailored to its educational successes.

Weaknesses

  • Lack of Empirical Evidence: The minister’s claim lacks data from states with similar assessments or studies linking low-stakes testing to higher dropout rates, rendering it speculative (Economic Times, 2025).
  • Questionable Zero-Dropout Claim: Absolute zero dropouts at primary and middle levels are unlikely, as socio-economic challenges like poverty and migration persist in Tamil Nadu, potentially affecting attendance (The Hindu, 2025).
  • Ignoring Assessment Benefits: The critique overlooks NEP’s diagnostic assessments, which global evidence suggests can improve learning outcomes if low-stakes and supported by remediation (Black & Wiliam, 1998).
  • Political Influences: The minister’s response to Union Finance Minister Nirmala Sitharaman’s criticism of Tamil Nadu’s NEP resistance suggests political motivations, potentially undermining objectivity (Economic Times, 2025).

Supporting Evidence

This section examines Tamil Nadu’s dropout trends, NEP’s assessment framework, global practices, and socio-economic factors to evaluate the minister’s concerns.

1. Tamil Nadu’s Dropout Rates

Union Ministry data reports 0% dropout rates at primary and middle levels in Tamil Nadu, with a secondary dropout rate of 7%, down from 10.3% in 2022–23 (The Hindu, 2025). Initiatives like the Educational Management Information System (EMIS) and welfare programs (e.g., mid-day meals, free textbooks) have bolstered retention. However, the 7% secondary dropout rate indicates challenges in rural and economically disadvantaged areas, which poorly designed assessments could exacerbate.

2. NEP’s Assessment Framework

NEP 2020 introduces assessments in Classes III, V, and VIII to evaluate foundational skills, focusing on diagnostic rather than punitive outcomes (Ministry of Education, 2020). India’s ASER surveys highlight the value of early assessments in identifying learning gaps in reading and math by Class V (Banerji, 2019). However, VCK leader Thol Thirumavalavan’s claim that NEP’s CBSE policy requires passing thresholds for progression raises concerns about potential retention risks if assessments become high-stakes (DT Next, 2025).

3. Global Evidence on Assessments

Global practices show that well-designed assessments can enhance learning without increasing dropouts:

  • Finland: Low-stakes assessments in early grades emphasize teacher feedback, correlating with a 1% secondary dropout rate (OECD, 2019).
  • Singapore: Diagnostic assessments in primary schools improve outcomes when paired with remediation, maintaining low dropout rates (MOE Singapore, 2020).

These examples suggest NEP’s assessments could succeed if implemented as formative tools with adequate support.

4. Socio-Economic Context

Tamil Nadu’s 9.69% economic growth in 2024–25 and welfare initiatives like the Chief Minister’s Breakfast Scheme support school attendance (Mint, 2025). However, incidents like the exclusion of a menstruating Dalit student from exams in Coimbatore highlight social barriers that could worsen dropout risks if assessments add pressure (NDTV, 2025). Culturally sensitive implementation is critical.

Recommendations

To address Tamil Nadu’s concerns while leveraging NEP’s potential, the following strategies are proposed:

  1. Pilot Low-Stakes Assessments: Test NEP assessments in select districts as formative tools, using results for teacher training and student support, aligning with global best practices (OECD, 2019).
  2. Enhance Data Transparency: Publish disaggregated dropout data by region and socio-economic status using the Student Database Management System to validate zero-dropout claims and identify at-risk groups (The Hindu, 2025).
  3. Strengthen Teacher Capacity: Collaborate with the Union government to secure Samagra Shiksha funding for teacher training, addressing the reported withholding of ₹2,152 crore (India Today, 2025).
  4. Foster Stakeholder Dialogue: Convene educators, parents, and policymakers to discuss NEP’s framework, reducing political tensions and building consensus (The Hindu, 2025).
  5. Address Social Barriers: Implement policies to tackle caste and gender-based discrimination, ensuring equitable access during NEP implementation (NDTV, 2025).

Concluding Observations

Tamil Nadu’s critique of NEP 2020’s assessments raises valid concerns about student well-being, rooted in its successful retention model. However, the lack of empirical evidence and dismissal of diagnostic assessment benefits weaken the argument. Evidence from Tamil Nadu’s dropout trends, global practices, and NEP’s objectives suggests that low-stakes assessments, supported by resources, could enhance learning without increasing dropouts. Political tensions underscore the need for collaborative, evidence-based dialogue. By piloting assessments, improving data transparency, and addressing social barriers, Tamil Nadu can align its achievements with NEP’s goals, ensuring equitable education. Future research should explore NEP’s assessment impacts across India’s diverse contexts.

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