Study of one-dimensional problem of tribal students in India, with special reference to Kerala

INTRODUCTION

Education is a modern word, which derives from the Latin word "to educate, means to feed, grow (Patel: 1991: viii). Education is also prevalent in literate societies, which is transmitted orally and by conduct of the masses. A member of primitive society learns to make a living, to do good works, obedience to spiritual beings and superstitions, etc from the old society and abide by its laws and regulations. This is education for them. We the people does not mean modern "Education as reading and writing. This is also true. In modern education, a person may be able to increase their knowledge and broaden their vision and availability of fruit development. Therefore, modern education can play the role of "catalyst" to address changes in the sea in the area social, political, economic. A major reason for the failure of development activities in the society through various development programs is the prevalence illiteracy and ignorance of acute, combined with the superstition of the rural masses. So to avoid economic backwardness, social deprivation distribution of Education is considered one of the most effective and visionary (Patel: 1991:26). Another reason for the failure of education is superstition between tribes. Superstitions as "reading the eyes fall from their sockets, etc. is also not responsible for spread of education, if any significant progress could be achieved within the next 10 years (Behera: 1984:76). Consequently OJ Millman, a Baptist missionary established a school in 1914 to almost Gudripadi G. Udayagiri (Boal: 1963: 61). As a government with experience acute caste discrimination prevailing among students and parents, Gov.. was forced to establish schools separate SC ST students. Lord Dalhousie, the then viceroy of British India has appointed Mr Charles Wood, who was chairman of the supervisory board July 19, 1853 to consider progress of education in India and suggest a way out of their improvement and development of new laws and regulations. Accordingly submitted its report year 1854, which was known as the Woods shipping. Therefore the position of director of education has created Bombay, Madras and Bengal Presidency

exclusively to address the development of education. As suggested Dispatch in wood, the language of instruction must be in the mother tongue. Another Committee was also created for education reform and development in 1882, known as the Hunter Commission. Lord Curzon held a conference in Simla throughout India in 1901 to review progress and identify gaps in education, which was the first conference in India in the history of education. The work of this conference were published in 1904, which was known as the proclamation of Curzon. This proclamation was an important document, which focus curriculum was included in the appointment of teachers and financial support for schools and the importance of the provincial governments to promote mass education. The reform of administrative law by Montague Chelmsford was published in 1919, when full responsibility for education was expected to provincial governments. Thus, the Law on Education of the Madras Presidency was made in 1920. Therefore financial Assistance was provided to regular schools and special responsibility attention also to the district councils and local boards. Again Hartog Commission was established in 1929, where he has been the emphasis on the promotion of mass education and eliminate waste and stagnation problem Christian missionaries were also important for development of education in backward classes this quarter. The missionaries also created awareness among the tribes of education. Schools have also been created for by ST and SC Students Welfare Department of the tribes of government after independence. On the other hand, ignorance and superstition play a major delay for the dissemination of education in the district. People in remote areas are addicted to superstitious beliefs and blind. So they do not understand the value of education. Thirdly, a key reason for the problem of students abandoning their tribal culture is dominant process and lifestyle, which just creates conditions conducive to the spread of education.

Poverty tribes do not allow them to maintain their own home. They do not get nutritious food. Thus, tribal children often fall sick. Parents could not treat them in a timely manner due to the shortage. So I suffer for a long time. During the child's suffering is absent from school and after recovery of illness, lost his appetite for study. However, there are some other reasons, which may also be responsible for the abandonment

                              Children from the tribes the nature and way of life is conditioned by the eco-system. due to its diverse ecosystems in India a variety of tribal peoples. Tribes constitute 8.14% of total population, totaling 84.51 million (2001 census). There are 697 tribes notified by the Central Government under Article 342 of the Constitution of India with certain tribes be notified in more than one State. More than half the population of online tribe is concentrated in the states of Madhya Pradesh, Chhattisgarh, Maharashtra, Orissa, Gujarat Jharkhandand while in Haryana, Punjab, Delhi, Pondicherry and Chandigarh, no community has been notified as a scheduled tribe. Due to the isolation of unconsciousness and exploitation of the tribes of India are facing economic and social problems. In general, living in inhospitable terrain where soil productivity is low and villages are located in wooded areas along the hill streams., India has the largest concentration of tribal groups in the world. A tribe is a group of families, single or generation has its own customs, occupying a specific geographic area and is independently or with little contact with national authorities of the dominant company in the country in which they live .. Tribal our country (India) resides in a given territory, which is characterized by the presence of hills Forest islands, mountains, coasts, etc. They live in a particular geographic territory. Therefore, some researchers see as a group of tribal land. Tribal face a series problems due to their isolated homes in remote areas. But They are closely related and emotionally to their lands and forests. There is no means of communication between isolated tribal groups and between the tribe and the world. Accepted all foreigners in its territory which could create more problems than benefits for tribal communities. Due to the operation of different stakeholders tribes face many problems. To promote the welfare of the tribes and schedule for increasing level of administration schedules and the tribal areas in the state, Article 275 of the Constitution grants to aid the Consolidated Fund of India to States for the implementation of development programs. And the article is, in principle, the policy directive State of the State shall promote with special care, education and economic interests of weaker parties. Tenth Five Year Plan provides a focus slightly different in Kerala. In developing tribal tribal concerns of neighborhood groups [Oorukoottams] are formed as building blocks for the formulation and implementation TSP and other tribal development programs. A new approach and strategies for sustainable development of tribal people in Kerala. Given this, the suggestions are as follows. Top priority should be given to the elimination of poverty and reduce unemployment among the tribes. Most tribal people still do enjoy the standards basic good life. Eliminating poverty requires macro and micro strategies. To do so, shall be separate component plan for the ST and persons with disabilities including family plans to improve the specific quality of life and the protection and improvement of Earth Resources, the value added to non-timber forest products, high quality education, good health, social support and other conventional institutional Security No options should be implemented in the case of education, health and economic development and so on where NGOs could successfully play a positive role. The tribal cultural preservation and promotion of their traditional knowledge should be hand in hand with ensuring their empowerment and overall development across the socio-economic development. The draft outline prepared by the Government should be conducted in a manner associated with an increased emphasis on primitive tribal groups with emphasis on education, land for development, implementation of security measures that apply, etc. legal support, is the commitment of state government to distribute land to all landless tribal and rehabilitation gradual and to help them keep their land. A high priority should be to focus on housing, electrification, drinking water, sanitary facilities, etc. The future of tribal education programs purpose of primary and secondary schools of all ST students through institutions such as MER, Centre of Excellence number of places pre-primary education, etc. with adequate nutritional support, the value of classification of programs to equip students for various ST appear entrance examinations and public function tests, more emphasis on technical education, including information technology, review of compensation mess shelters, etc. are the main strategies tribal proposals. The priority areas of thrust or planned future tribal development are:

. Meeting the minimum requirements of the CTS for the development of human resources to consistently poor young people to seek employment., all the tribes, landless and marginal farmers among the tribes must have cultivated the land according to the availability and implementation of sustainable development programs.; encourage microenterprise tribal women Kudumbashree.; Tribal sub-plan will be integrated poverty sub-plan. ; Programme for socio-economic benefits of the poorest of the poor take over the poverty line., a quality education for indigenous students., education education residential and preschool will be further strengthened;. The current system of education will be modified to meet the needs of all students in programs Tribal to help dropouts and improve the recording of the families will be homeless as houses will be staggered.,. The standard grant rate [] assignment be revised so often, the problems of tribal families living in forest areas addressed in collaboration with the Forestry Department.; health centers will be strengthened by improving the existing health outreach programs in the tribal areas partnership with the Ministry of Health. High priority for achieving the pre-metric hostels and improve its infrastructure and the revision of tariffs mess, etc. mass consciousness and literacy programs with the participation of NGOs is organized in the tribal areas, programs to improve the brightness of talented students are formulated and implemented ST.; training programs such as computer training will be organized for students and tribal programs to provide employment for tribal people in the IT sector was made.; The participation of the tribes in the industrial sector, including small traditional sector is virtually nil. To change this strategy can make arrangements, socio-economic communities as Adiya, Paniya, primitive tribes, Pulay Hill, Malapandaram etc, are very pathetic. Given this specific signature programs can be traced to the development of these communities., Problems of tribal families as Sugandhagiri rehabilitation projects, project dairy Pookot, Agricultural Cooperative Society Attapady etc, will be resolved with the participation of these families. It is proposed to provide health insurance to all tribal families gradually return., Expulsion is an obstacle that prevents the full development of the tribals and integral. This is beyond the tribal needs infrastructure such as roads, drinking water, electrification, health facilities, educational facilities etc. of a general plan can be formulated to solve these problems.

. Public Plans Maps

Schemes to provide better education facilities to bright students ST., Bharath / Kerala Darshan ST program for students, student residences metric post-tribal., Training in Information Technology, post-metric scholarships, vocational training institutes, the Fellowship Award in various aspects of development tribal, up gradation of merit of ST students, bright students of special incentives, repair and maintenance Tribal Hostel., Construction Hostel for boys and girls., Acquisition of land for the construction of shelters., Running and building 18 Model Residential Schools / Ashram. Grant to SSLC/Plus-2 school students do not study for the tutorial

Methodology

Was designed a questionnaire to collect data on various parameters. Data collected in this study asking the question of tribal students, parents and tribal authorities responsible development of tribal communities.

Sample selection: The study focused on students defined as the tribe. All students under the "below the poverty line (BPL) family class" has fallen into our public discussion. It is not our intention to discuss the methodology adopted by the State in the definition of the tribe. As the study is to examine the idea what the problems faced by students Tribal various stakeholders. This is based on the assumption that the results would be used

to develop the education of tribal groups. We wanted to base the study on some of the most backward districts of India, the choice of Wayanad was done on purpose. The selection of Wayanad has not been fed only by its general backwardness but also the geographic origin. Wayanad district ranks first in the case of adivasi population (about 36%), among other districts the State.

Questionnaire design: To collect data, a detailed questionnaire was designed to capture the education of tribal students .. The database had different problems faced by students about their education in the family and outside the family. Although the questionnaire was not divided into different stages, each question to gather specific information.

Objectives: Important for our study are

1 To understand the problem of tribal students through empirical analysis.

2 To study the problem of students with family and outside the family.

3 To provide suggestions to the various stakeholders to develop tribal education

EDUCATION

The level of education is often considered an indicator of developments in any country. Previously, welfare activities in the state to the tribes mostly focused on education programs. The economic development of communities that leads to the creation of substantial assets and instruments of production owned generating revenue through training programs have received attention only from the period of five-sixths Traditionally education plan played a conservative role in regard to social process. Much of the population does not allow the upper caste Education receives the tribes are no exception to this rule, therefore, the last five years of teaching has become the monopoly of upper castes. During the period the British have not done much to improve Indian education system. The development of education during the post-independence period has been determined the aims and aspirations as enshrined in our constitution natural. Several committees were formed and the Commission to increase the level of education of the nation. Many institutions were opened in rural and tribal areas for the spread of education among ST. Compared with the general level of education, state education Tribal is well below a number of schemes and incentives such as scholarships, no facilities, residential Free books, especially the reservation of school places have been introduced and implemented. These facilities provided by the Government of ST, but the problem continues. What is your problem? Is it social or economic or other …

.. The main reason for the low level of education among the tribes, is the special nature of their homes. The prevailing social and economic tribal settlements are not conducive to a better education. The lack of a sufficient number of educational institutions in tribal areas of poverty, the impossibility of children in preschool, lack of registration and nutrition programs for health care, the poor and the abandonment of education, etc Alto, shade development effective education among the tribes. In addition, parents of children who are generally illiterate tribe can not insist that their children regularly attend school. To improve education among the tribes, efforts should be made in eradicating poverty. The parents of tribal children should have regular jobs that earn income for meet their daily needs, they send their children to school. Scheduled tribe students should be provided on board and housing. Opening more nurseries / Balwadi / nurseries in the tribal areas not only to promote early childhood education but also reduce the burden of sick children in the care of young people as parents go to work. The shortage of teachers in remote areas, the general lack of plans for tuition fees, lack of skills development, etc, are some issues priority in the field of tribal education. A study by the Department of S & T development revealed that nearly 10% of habitats are very remote tribal and lack even basic school within a radius of 2 km. In fact, the situation has improved somewhat at the time of the last nine years. However, schools primitive tribes are poor, 71.95% of GTP lack of educational services within the area of 1 km. The government has begun several training centers and schools teaching only to improve primary education and pre-primary education in remote tribal areas. But the functioning of the Anganwadi in these areas to be improved and strengthened well. The plan of 10 education programs will be aimed at primary and secondary schools tribal education for all eligible students especially those living ST in remote areas [main aims is to improve enrollment rates and arrest rates drop facilities] to improve quality education and research ST student talent, centers of excellence, etc., strengthening pre-primary education with adequate nutritional support, the value of the last graduation programs to equip students for entrance exams are ST and several civil service examinations, a greater emphasis on technical education, including information technology, restructuring of educational programs and no ST Regular students. A complete rejuvenation of tribal hostels necessary to improve the academic training to custodians, cooks, etc. High priority will be given for the realization of the pre-metric hostels. Planning form most backward tribal regions of our country. "Well there was a gradual increase in literacy rates since independence, the situation is far from satisfactory. On average, the difference between the literacy rate in the general category and STS was approximately 20%. Despite the fact that the literacy rate between tribes has increased, but the ten-year growth rate of literacy is very low literacy rate compared to the general population. The literacy rate increased from 6.78% in the decade from 1971 to 1981 and

16.00% during 1981-1991 for the general population, but in the case of the tribes, the literacy rate increased by 5.05% and 13.25% only the period 1971-1981 and 1981 –

91, respectively. The gap between the literacy rate of population STS general and increased from 20% in 1981 to 23% in 1991. The position of literacy is more satisfactory

in the case of women in the ST, which is only 18.19% against 39.23% for SC / ST women

8 out of 10 women are illiterate ST. The difference (approximately 17%) dropout rate is almost the same level of primary education for the years 1980-81 and 1988-89, while for the Middle-education, it is 14%. For education secondary, from 9% to 11% for scheduled tribes compared with the general population. Thus, the dropout rate is much higher than the general population. In the higher level of education, the involvement of STS amounts to only 3.9% compared to their percentage of the population of 8.08%. The enrollment rate of T girls and boys continued to show a gradual trend with the rest of the population. Another factor was the best pace of progress to date in the level ST primary (43.0%) in HC (29.7%), especially that of Saint-girls (49.0%) compared to SC girls (37.3%) during 1981-1996. Above all, progress all the saints in terms of enrollment rates in primary and intermediate between 1980-81 and 1995-96 has been impressive, and could be much better than the general population. Like all other sectors of socio-economic, educational tribes are at different levels of development, but the formal education as a whole has very little impact on tribal groups. In light of previous efforts, not shocking, because before 1950, the Indian government had no a program to direct the education of the tribals. With the adoption of the constitution, the Promotion of Education tribes became a liability Central Bank Special and state governments. The rate of education among the tribes is not very encouraging.

Factors affecting education tribal

Attitude other students: attitudes of other students is an important factor in promoting Students say the Higher Education tribal environmental factor is a crucial factor for development. The negative attitude, we reflected in higher and middle university courses mainly located in large cities.

Social Factors: More allocation of funds and the opening of schools, does not go into education for the tribes. Formal education was not necessary for members of tribal societies to meet its obligations social. Should therefore be willing to accept education and must be presented to them in such a way as to reduce the barriers of superstition and prejudice. There is still a widespread feeling among the tribes that education makes their

defiant and insolent children and away from rest of society, while girls

modern tower or walk. Given some of their children did not feel educated and cut their ties with their families and their villages after having obtained a good education and employment. Some tribal groups vehemently oppose the expansion of education in their community. In addition, some of his superstitions and myths are also their role. Some tribal groups believe that their gods are angry if they send their children to schools run by "foreigners."

Economic factors: Economic factors are also responsible for the lack of interest shown by the tribes to receive education. Like most tribal people living in poverty, it is not easy for most of them to send their children to school.

Disinterest in formal education: In many countries children are taught through tribes the same books, the curriculum of non-tribal children in urban and rural zones of the state. Obviously, the content of these books are rarely used for children tribes coming from cultural backgrounds. Under the traditional tribal create a child enters adulthood with confidence. He knows his environment, he knows how build your own house, field, weaving his web, in a word, acquired all the skills necessary to lead a reasonably comfortable life within the culture. The ability to simply reading and writing acquired in formal education is not large for this. We can not afford to postpone their bare surroundings. Therefore, a program must be defined in the welfare of the tribals. Some tribes such as agriculture activities, dance, hunting, archery and tribal gambling should be allowed express themselves fully in extracurricular activities at school, providing a continuity of traditional values and forms of organization. A plan should be developed through which the students can connect schools and teachers with their parents and tribal activities. The school must act as a center of dispersal of technical expertise beyond mere reading and writing skills to become an effective agent of social change. This student-teacher-parent must be able to continuously generate a pleasant atmosphere so that the general objective of education, which is to enable the average citizen to understand the social, political, and economic and other forces around him, be met in full.

Qualified: Lack of suitable teachers is one of the main reasons for the slow growth of education in the tribal areas. Most teachers are employed to provide education children of the tribes bit like tribal way of life and value system. They approach tribes with a sense of superiority and treating them as savages and barbarians, and therefore fail to establish a right relationship with their students. The areas identified and the report of the Commission said that the teacher tribes in the tribal areas must have a knowledge deep tribal life and culture. We must speak the language of the tribe. Only in this way may be capable of acting as a friend, philosopher and guide for the tribes. In fact, gap between teachers and students can be better reduced by the appointment of teachers tribal community itself or a separate teachers in the tribal areas with incentives should be created to serve the educational needs of tribal society.

Lack of facilities: A major problem of education is the language of the tribe. Most of the tribal languages and dialects are more rudimentary stage and there is little written literature. Most states provide education to tribal children and non-tribal including through the regional language, which makes education uninteresting and ill feelings too tribal.

Type Habitat: Most tribal people are scattered. They are long trips to attend school. Unless the school near their villages and the site approved by the local population the result is not encouraging. The school building also plays an important role in the growth of education among members of the tribe. Due to mismanagement, restrictions and sometimes uncomfortable financial constraints, construction and financial, sometimes the building is suitable for operation rarely an education institution.

Teachers: Number of schools as primary run in the tribal areas are "managed only teachers, whose presence in school is more the exception than the rule. "The enthusiasm of the tribes in the education of their children also depends largely on the time of school hours in different seasons. You should not conflict with its major economic activities.

To many observers situation the problem of education in tribal areas is the problem of waste. Not that wastage and stagnation are specific to tribal communities, but to the extent loss is much greater in your case. The problem of

Absenteeism is a serious problem in the tribal areas. We see a large number of students in lists, but the real presence is very low, and the number of students to the final exam is even lower. The real problem is to create economic conditions could allow students to develop a sufficient interest in their studies. Education is the most effective tool to enable socially disadvantaged groups, Every effort should be made to improve the situation of education of these groups, particularly women and girls. In fact, the pedagogical delay spread among these people, requires an additional pressure on their Education and skill training of graduate and that will bring not only social empowerment, but also the economic emancipation.

Average Family environment or near environments is an important influence factor in the development of a person in general and particularly in educational development. Most parents are tribal agriculture and the work they have little knowledge about the modern world and modern environment. Its restricted environment that created the narrow-minded. And most of the fathers of the tribes are addicted to liquor and other elements that create a problem in mental arithmetic and economically end result is that students do the exams.

Communication: Communication a key factor influencing the development of tribal education. The cause of the problem in isolation of the tribal languages express regional Live. To understand the language of the tribe very difficult, in general, For society, especially among teachers. Therefore, students facing problems to discuss their concerns with teachers. So the question remains tribal and students are automatically converted in the last class.

Stakeholders Cooperation: Cooperation is essential to promote education for students of the tribe. Your funds are running a number of people on hand at the end of this amount receives hands of students. The delay in financing the creation of problems, if the respective authorities should be responsible for providing funds right time. Y last but not the success of tribal education is completed only after obtaining the cooperation and assistance of his fellow class.

Conclusion

Article 46 of the Constitution stresses India to promote the ST and SC special care and economic institution. The spread of education among the ST in the past four years has been very uneven. Ignorance and illiteracy among the tribal population should be reduced and eliminated minimum, providing adequate training and knowledge. The government should make available sufficient subsidies tribal education. To improve the tribe educational and economic opportunities for basic education and adult education leading to better use must be provided. hostel facilities for tribal students should be studied and improved. Tribal Welfare Department can design and implement new programs to generate employment opportunities for indigenous peoples. The Director of Employment and Training can provide an efficient service of vocational guidance for students tribal governments to help them make a self-assessment of skills, abilities and career plan … Offering a high quality education to tribal students. The pre-primary education and residential will be strengthened further. The current system of education will be modified to meet the needs of all tribal students. Programs to help of the retirements and improved registration formulated.All homeless families at home will only gradually. The rate of scholarships [standard /] the allocation will be revised so frequency. A high priority for achieving the pre-metric hostels and improving its infrastructure and the revision of tariffs mess, etc. mass awareness programs literacy with the participation of NGOs will be held in tribal areas. Programs to improve the brightness of talented students are formulated and implemented ST. Programs training such as computer training will be organized for students and tribal governments to provide employment for tribal people in the IT sector will be formulated. For schemes run at the right time, right place and the way the right of the government and the cooperation of the authorities. And last but most to develop education in tribal communities of the balanced relationship between students and teachers is essential

Suggestion

Education is the most effective instrument to ensure equal opportunities, taking into account this hypothesis, the government has made several efforts to expand education institutions especially education and reservation of seats in schools. But the development of education is one of the main problems If the tribes. To resolve this problem, I would like to express some suggestions.

A proper awareness campaign should be organized to raise awareness and the importance of education.

Two tribal youth trained to be hired as a teacher and posted in the tribal areas.

3 The attitude of parents towards tribal education should be improved through counseling and guidance.

The accumulation of four teachers and maintain close relationship with the development of tribal students.

5 vocational training institutes should be implemented for tribal students to create new pathways.

6 Administration of incentives should be streamlined so that students can enjoy facilities at the right time.

Seven senior officials must verify the operation of schools is often associated with teaching methods, working hours, days of school attendance records.

Establish eight separate schools for each neighborhood residential and extended to PG.

Nine residential facilities for all equipment should be provided to teachers and other staff.

10 scholarships at the bottom, scholarship assistance, and more incentives as a subsidy for uniforms, books, computer learning, eating, available sports facilities.

References

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February 1967 Socioeconomic Uspects Sachchidandanda Tribal Education Report of the National Seminar in New Delhi.

3 Joshi ND Adult Education and Development of Tribal Education in India vol. 1782.

4 P. Jan 1972 the Indian school waste. Institute of power Applied man, New Delhi.

5 Man KP Chattopandhaya Tribal Education in India Vol 33, 1953.

Geetha B 6 Language and education of tribal children on issues related to secondary education and economic policy in October 1995 Weekly.

Kundu M 7 tribal education in India, a tribal problem in the processing of India under the leadership of Buddhadeb Chaudhuri. Between India Publication, New Delhi 1985.

8 Education TN Madan East India Tribal Anthropologist 1952

9 PRG Mathur Tribal Education in Kerala in the transformation Tribal India under the leadership of Buddhadeb Chaudhuri. Inter-India Publication, New Delhi 1985

October 1984 SG MORAb education Soligo tribal in India under the leadership of the ERP Gupta AK Danda. 1984.

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12 Radha SN literacy in tribal areas of India evaluated in the transformation of tribal India. edited by Buddhadeb Chaudhuri. Inter-India Publication, New Delhi 1982.

NV Varghese 13 school quality and student-learning A study of Primary education in Kerala New Delhi.1994 NIEPA

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SN 15 Radha literacy tribal literacy in India an assessment of the transformation of the tribes of India. Edited by Buddhadeb Chaudhuri. Inter-India Publication, New Delhi 1985

About the Author

Nidheesh K B
Lecturer
Department of Commerce
School of Management
Pondicherry University.
Pondicherry India.

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