Published Paper Details:

The present study is concerned with the multifaceted challenges of access to quality school education among higher secondary students in the Tenkasi District of Tamil Nadu. Amidst efforts by the government for the universalization of education, the concept of "quality" remains elusive and unevenly distributed. The sample comprises 100 higher secondary students, and key demographic and institutional variables have been analyzed in the study: gender, locality (Urban/Rural), type of school (Government/Private), and medium of instruction (Tamil/English). The findings indicate significant disparities in the perceived and actual access to quality education. Students reported more difficulties with regards to infrastructure, digital resources, and English language proficiency from rural localities and government schools. Though there were no significant differences observed in accessing educational facilities regarding gender disparities, there were some differences observed in subject choices and career guidance. The medium of instruction turned out to be a critical differentiator, with the English medium showing a significant advantage in access to information related to higher education and employment. The study concludes that a one-size-fits-all policy is insufficient and prescribes differential intervention in terms of upgrading the infrastructure in rural and government schools, teacher training, and bridging the English language divide, ensuring quality education on equal terms to all in Tenkasi District.