Educational Challenges and Attainments among the Children of Scheduled Tribes of Fifth Scheduled Area in Odisha * (original) (raw)
Related papers
2021
Educational development plays a vital role for the socioeconomic betterment of the weaker sections of the society. Tribes residing in eastern Uttar Pradesh are still very poor in education in spite of the Government's commitments to improve their backward status through special constitutional provision. Present article analyzes the determinants of school education of Scheduled Tribes with special reference to their socioeconomic status as major determinant and explores possible strategies for improvement of different ST communities in Deoria, Ballia, Ghazipur, Varanasi and Sonbhadra district of U.P. Most of the husband or wife (55.9%) in ST families are primary to 10+2 educated or illiterate (31.4%) and, 12.2% of families are still not sending their children to school. Poor socioeconomic status due to several contributing factors is the biggest hurdle in getting higher education in tribes. Most of them are either poor (73.4%) or lower middle (24%) socioeconomic grade even 96.8% poor in Sonbhadra, most of them earn their livelihood from irregular mostly agriculture labour (83.82%), only 2.4% has farming resulting poor yield of their small inadequate land with traditional manner of farming. Poor percentage of children studying in residential school, school away from easy approach, lack of convenience, less availability of time, poor school facilities and student friendly environment, poor parental attitude and support are other determinants resulting poor educational outcome in children. Poor personal hygiene among children also predisposes them to discrimination in school environment. Corrective measures against identified determinants needs further strengthening to improve overall status of tribes.
Online Submission, 2011
Education is an important aspect of human resource development. Imparting of education leads to the improvement of understanding, perception, attitude and efficiency of working population. Education has been considered as a lever to raise one's position in the society as well as a tool to fight against poverty and ignorance. Since the independence of India, several constitutional measures have been taken for educational enlistment of the SC (scheduled castes) and ST (scheduled tribes). Though educational achievement is open to all, it is not smoothly achievable as have been felt by the students. This paper highlights some of the constraints faced by SC and ST communities and it asks for urgent attention of the planners and policy makers to eradicate the constraints of the students of SC and ST. If this cannot be done, at least some discussion to draw attention to the fact may bring the issue at large. The main feature of the study is that it is based on empirical data. But the focus of the study is to show the problems of education of SC and ST.
Various education policies and government initiatives has been focused to improve the literacy rate of the tribal communities. After sixty-four years of independence the tribal people are still lagging behind from the development basically in the education field. Still high drop outs and illiteracy rate is high among the tribal in comparison to other communities. In recent study it has been found that there is 70.9% of the drop out among the tribal. In such milieu, it is high time to find out why tribal communities are still lagging behind from the mainstream of society especially in education sector. There are various aspects of education. This study deals with the aspect of access to education. Participation is an extremely crucial element of learning. It is a proven fact that students learn better and retain more when they are active participants. Learning is an active process and should involve deliberation. The participation and access of the students in the education system includes the interaction between the students and all the stakeholders and vice-versa. Tribal people do not have to assimilate into anything because they have the sovereign dignity and freedom to adapt to any circumstances that will allow them to fulfil their dreams, aspirations and life pursuits. The study includes not only the availability of infrastructure but also participation of the students' in the class, teachers' approach, and etc., which plays vital role towards increasing the status of the tribal in the education sector in qualitative and quantitative manner. The study includes both purposive and random sampling methods.
Tribal Studies: A Journal of COATS (TSJCOATS), 2019
Education is the most powerful ingredient of growth and development of human society. It is also a sharp instrument for reducing socio economic disparity in a state as well as in a country. The reduction of educational disparity builds the path towards growth and development of society. The presence of educational inequalities is one of the chronic diseases in the socio-economic body of the state or nation. In post independent period the government implemented several schemes for removing educational inequalities among different parts of country as well as in states and more particularly, for the up-liftment of tribal people, but the tribal people leg behind the general population group. Odisha is known as home land of tribal people with total tribal population 9590756. Moreover, the tribal population constitute 22.8% to total population of Odisha (Census Report 2011). But they are neither able to reap the fruits of development are actively involved in the main stream of development. It is due to the presence of educational backwardness among tribal people. The objective of the present paper is to examine the literacy status of tribal people as compared to other social groups in scheduled districts of Odisha. This study also analyses and compares the literacy status of tribal people in scheduled districts with non-scheduled districts of Odisha. Further it is observed that more gender biased literacy rate is found among the tribal people in scheduled districts as compared to non-scheduled districts. This paper uses secondary data which are collected from the census of India, Economic Survey of Odisha, annual reports of Ministry of Tribal welfare and Department of Education in India to find out reasons for low level of literacy and educational backwardness among tribal people and to suggest some possible measures for their educational development. Key Words: Scheduled districts; Non scheduled districts; Literacy; Gender: Scheduled tribes, JEL Code: I210, I240
Educational status among the particularly vulnerable tribal groups of Odisha
Education is learning, knowing and exploring. It pushes one out from darkness to light. Therefore, it is most essential and important for the development of any nation and society. It is also said that, education is a key of balanced in economy development. Hence, it is the most valuable tool for human beings to understand the society and the people in his positive point of view and live or manage himself accordingly. In the post independent scenario, several schemes were implemented for the upliftment of STs' education status. However, the tribals are occupying a unique position in Indian culture and civilization, the Particularly Vulnerable Tribal Groups (PVTGs) of India are living in the remote area. Still they are living with primitive agricultural practice, lowest literacy rates, widespread poverty with miserable picture of income and expenditure. Their educational status has been seen very poor and worst because of the isolation, inaccessible communication facility, poor health condition, hostile environment, poor economic condition, and superstitious beliefs, etc. The importance of education touches only the periphery of the tribal life. The objective of the present paper is to analyze the status of education among the Hill Kharia of Jashipur block in Mayurbhanj district and explores the possible reasons for low level of literacy and educational backwardness and possible educational suggestions for educational development of the studied area. The present paper uses both primary and secondary data. The secondary date collected from the Census of India, Economic Survey of Odisha, Annual Reports of Ministry of Tribal welfare, Selected Educational Statistic, Department of Education in India; while, primary data was collected through semi structured Interview scheduled and group discussion from Two Selected Hill Kharia villages of Jashipur Block area of Mayurbhanj district, Odisha. However, there are two Educational Complex has established by the Hill Kharia and Mankirdia Development Agency (HKMDA) to provide free education from primary to higher secondary, till the educational status of the Hill Kharia are very poor. Because, their habitation is far away from the educational institution, they are very lethargic to their education mind setup and their economic condition is also very poor. For children, their parents are not paying attention towards their education properly. Most of the children went to Forest for forest product collection and rearing goat to preserve their livelihood.
PROBLEMS OF TRIBAL EDUCATION AMONG THE CHILDREN OF KALINGANAGAR, JAJPUR DISTRICT, ODISHA
The paper aims at having a comparative understanding about the problems of Education among the Tribal Children of Kalinganagar after industrialization, Jajpur district, Odisha. The educational problems of Tribal children have been deal with from various social, cultural, religious, environmental, administrative, economic and other perspectives. This paper aims at to find out reasons of non-enrolment or low enrolment. This paper focuses on the enrolment pattern in different schools of kalinganagar from primary to high school level. It also highlights the trends of drop out in different schools of kalinganagar. The focal theme of the paper aims at exploring the cause of drop outs, non-enrolment and absenteeism in different schools of kalinganagar area. But as this paper is designed not only merely to show the contemporised reasons elaborately but also find out the core and inherent socio-cultural and other factors responsible for low literacy among tribal children in kalinganagar.
Odisha and UNICEF, Odisha. The major aim of the study was to explore the quality of Education in 142 residential schools (popularly known as Ashram Schools) meant for Scheduled Caste and Scheduled Tribe Children of Koraput District, a Tribal Sub-plan district of Odisha, against a host of parameters. One of the objectives of the study was to make an in-depth case study of selected Ashram Schools of the study area so as to explore the grass-roots realities of ashram school pertaining to the major variables under investigation, e.g. teaching learning process, social and physical environments of school, infrastructure, daily-life activities, teaching workforce. Ranigada Ashram School, situated about 12 kilometers away from the district headquarter was one amongst the few schools selected for case study. The paper reflects the state of education in this School and reveals many facts pertaining to the variables under study that have immense implications for the major stakeholders of elementary education in the area, including teachers, school administrators/ supervisors, parents, community members and Sarva Shiksha Abhiyan Authorities.
Educational Status of Scheduled Caste Children in Jammu and Kashmir: An Exploratory Study
International Journal for Research in Applied Science & Engineering Technology, 2024
Abstract: Indian culture is highly stratified due to its linguistic diversity, religious affiliations, caste system, and regional loyalties. Among the most economically deprived and marginalized groups in India are the Scheduled Castes (SCs), who continue to face significant social and educational disadvantages. Representing 16.6% of the country's total population (Census of India, 2011); the Scheduled Castes remain one of the most disadvantaged segments of Indian society. A substantial portion of this population is illiterate and unaware of the importance of education, which exacerbates their marginalization. Scheduled Caste children encounter numerous challenges, including poverty, illiteracy, a poor social environment, and a lack of public awareness. Although the Indian government has introduced various initiatives to improve their educational status, such as scholarships, educational facilities, financial aid, skill development programs, and special courts to address violence and atrocities, many SC individuals remain unaware of these opportunities. This present paper examines the educational status of Scheduled Caste children in India, with a particular focus on Jammu and Kashmir. It aims to shed light on the barriers preventing SC students from pursuing both school and higher education. Additionally, it will explore the constitutional provisions designed to uplift the status of Scheduled Caste students and analyze their enrollment rates at various educational levels in Jammu and Kashmir. Through this examination, the paper seeks to provide a comprehensive understanding of the challenges faced by SC students and the efforts being made to improve their educational outcomes. Keywords: Scheduled caste, Marginalized groups, language diversity, religious affiliations
Education Status of Scheduled Tribe in Meghalaya: Schemes and Programmes. Jarine T Sangma
isara solutions, 2022
India is a pluralist country with rich diversity reflected in the multitude of cultures, religions, languages, and racial stocks. The Scheduled Tribes are one of the principal categories of the backward classes or historically disadvantaged bottom group of society. Despite several campaigns to promote formal education ever since independence, the literacy rate among Scheduled Tribes has remained low and the female literacy rate has been still lower compared to the national female literacy rate. Education of Scheduled Tribe children is considered important, not only because of the constitutional obligation but also as a crucial input for the holistic development of tribal communities. This paper highlights laudable programmes and schemes for the promotion of education among STs in our country, especially Meghalaya.
Primary Education among Tribal People of Mayurbhanj District of Odisha : An Evaluative Study
2015
Indian constitution in the article 45 has made provisionfor free and compulsory education for all children up to the age of 14 years.in Article 46-special provision are made for the development of weaker section of the people specially SCs and STs. Systematic and planned efforts were made by Government to achieve and fulfill this commitment. However, even after sixty seven years of independence the goal of universal elementary education has not been achieved so far. About 10 million children of school going age are not attending elementary schools due to various reasons. The tribal people of the India constitute 8% of total Indian population and their literacy is far behind the target and a long term cherished goal. This paper discusses the primary education of tribal people of Mayurbhanj district, the most tribal populated and largest (in area) district of Odisha keeping in view the position of Primary education and the Government efforts for Universalising the elementary education. The data for this paper are accumulated from different sources such as 7