Archive for August, 2009
SC and ST: Making education
– Bheenaveni Ramaiah *
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The world today in general is a relatively rapid development and changes have been in a variety of directions. Not long ago it was through the company as a sub-generis reality beyond the control of people change and education as a process to initiate newcomers into society. The idea that society can change and, also, an instrument of education can be of vital importance for social change is increasingly recognized. Oriented towards the preservation and perpetuation of tradition, in the past, education is now being used for large-scale social transformation. This represents a kind of dilemma regarding the social function of education in traditional societies.
By ignoring this dilemma, many social scientists today tend to still believe that education is a powerful instrument of social transformation. The prevailing view in the circles of social sciences is that education is an agency of modernization. It was argued that education promotes modernity in many ways, but mainly two: (i) the sharpness of the critical consciousness "of people about the social structure that is located, and (ii) by changing the consciousness of people in line with the value of the dominant direction of our age, rationality, which is also the hub of modernity. Following this reasoning, showed an impressive body of literature in recent years to document the impact of the school on individual modernity in society in developing countries. The profound social changes that India has witnessed in recent decades or so have affected the entire population, however, in some sectors of its society, its impact was much heavier than others.
Education is the key to the development of any community. You can expand the world view of people, enabling them to face the current challenges. Education can be a contribution to its development. You can also build the inner strength of people. Many studies have highlighted the importance of training for the development of people. Ignorance is the main reason for the weakness and knowledge is power. In an effort to development, education has a place of honor in the priorities of the people. This is particularly true when the two systems of unequal power in touch. Education leads to knowledge of the community and maintains the purchase of a new strength to face the new challenges that naturally there and the process for change unforeseen deploy forces.
The role of education as an investment in human resources has always been recognized in all developed countries and underdeveloped. Education has a special meaning for the weaker sections of society, facing a new situation in the development process to adequately adjust to changing circumstances. For them, education is a resource not only for economic development, but also to foster in them self-confidence and inner strength to face new challenges.
This position SC / ST Education critically examines the contemporary reality of the education of children belonging to Scheduled Castes and Scheduled Tribes communities that historically have been excluded from formal education – the first because of their oppression in feudal society of castes and the second Because of their isolation space and cultural difference and the consequent exclusion from the dominant society. So there are big differences between these two categories of people in terms of socio-economic position and nature of disability. However on the ground, there are also increasingly common today in terms of conditions of economic exploitation and social discrimination arising from the effects of the development process unfair. At the same time, the categories are far from homogeneous in terms of class, region, religion and sex, and what we face today is a reality in itself complex. With this in mind, this paper attempts to provide a contextualized understanding of the situation in education of SC / ST children and the questions and issues that directly or indirectly related to their educational prospects.
The educational effort as the SC and ST communities are concerned should be something other general areas. For groups and advanced areas, the demand for education is already there. Establishment of an educational institution in itself is enough to attract children advanced community because their parents are interested in their education. This is not the case for the poorest section of the community. The message has not yet reached the most backward rural and tribal areas where the citizen is not well aware about the practical value of education. Then, a series of socio-economic factors that come in the form of members of SC and ST to send their children to school. In many cases, economic hardship is pure. Therefore, programs of universal education in the elementary stage, in the case of these communities must be more than the opening of educational institutions. Students belonging to these communities may have to provide textbooks, lunch, and in the case of girls, a pair of currencies. As children grow, they become an economic resource for the family. It may be necessary, therefore, provide scholarships and salaries are adjusted to higher levels. Make sure that if we are not able to compensate the family, education, at least should not be a burden for a poor family. In the case of tribal areas, you may need in middle school and high school levels adequate hostel facilities are also provided, as an institutional network itself is not very useful. It is commonly observed that in some tribal areas of most institutional capacity remains untapped.
Special state institutions have been established for the advancement of castes and tribes and the various laws, policies and social programs that have been written have been tailored to their economic and political development and the achievement of equal social status. E 'was difficult, however, to identify these categories according to criteria established by the State. The "problem" of the tribe was very agitated, taking into account the different levels of social distance and cultural assimilation and varying degrees of voluntary or forced migration, exploitation and / or displacement. In fact, it was reported by Galanter, who not only where the line between tribes and tribes is, was clear. There are problems of overlap with race and the controversy over whether a particular group is more appropriately classified as ST or SC. However, it is the policy of the SC and ST groups evenly. On the other hand, relies heavily on the assumption that integration is a step forward, while preserving the words of different cultures, especially tribal groups, which are required to assimilation.
Education is seen as central to the processes specified changes. It is seen as the key instrument for achieving social order based on the value of equality and social justice. The expansion and democratization of the system is applied, the two main objectives of which were equally universal primary education and education "elevation" of disadvantaged groups. Special efforts to promote the rule undoubtedly brought the educational progress of castes and tribes, particularly in regions where policies combined with the dynamism of the reform, and especially with old Dalit, tribal and religious conversion movement.
The last two decades to explain the decline of the welfare state under the strong impact of global economic forces and neoliberal economic policies. The egalitarian ethic behind the planned changes and development is rapidly exhausted. The ideology of the Indian state of New Economic Policy stresses the primacy of markets and profits. In the context of a consensus elite inevitably led to liberalization and structural adjustment, the predominant problems and debates in education have undergone significant changes. PAS gave legitimacy and momentum to a series of educational reforms that represent a direct threat to the mission of universal primary education and equalizing educational opportunities for scheduled castes and tribes, particularly those that remain. State withdraws from the social sector of education and health and the delegation of its social commitments and responsibilities to private agencies and NGOs. Already there is sufficient evidence that the needs of basic education of SC and ST are severely compromised in the new dispensation that would adversely affect the chances of living of large segments that have yet to make the switch to the formation of the first generation.
Urban migration, education, exchange of labor and religious conversion were performed by the caste as the key strategies of socio-economic emancipation, the change of status and the acquisition of a new social identity. Have achieved varying degrees of success. Anti-Dalit movements and provided the basis for political awareness and affirmation of the new self-awareness and self-respect of new collective identities based on ideologies moderate and radical reform. At one time, the severity of pollution, the social practices of untouchability and social relations of slavery varied widely in different parts of the country. Growing mass atrocities means continued oppression based on caste. Occupations of caste and occupation are closely interrelated in traditional economic partner, and the lowest manual and menial were reserved for SC. The link was broken, but not completely. There have been changes in the caste-free occupations. The changes occurred with the arrival of new job opportunities in rural and small businesses, as well as through work-based education and social mobility in rural and urban areas. However, economic exploitation and economic disadvantage and to continue to focus on domestic tasks are to maintain and improve the state of degradation of the majority of SC. SC are predominantly rural and poor landless agricultural labor. Multiply women are subordinate.
For modernization is a process of profound social and cultural change, often regarded as a leader in the progressive development of society. This is a multi-faceted development which leads in particular to the industrialization of the economy, and greater social and geographical mobility, and the secularization of ideas that lead to secular education, science and technology. It also means a change of status and attributes to achieve a standard of living higher. Thus, modernization is a matter of changes in social structure, norms and value orientations, and as such, requires certain rules and guidelines of value, and as such requires some devices are adopted. Following the SC and ST Egger this modernization are to adopt the new trends of modern culture, which is only possible with modern education.
Schooling State of SC and ST and the latest trends in education course
The state's commitment to the education of SC / ST children is contained in Articles 15 (4), 45 and 46 of the Constitution of India. Article 15 (4) emphasizes the fundamental commitment of the State of positive discrimination in favor of social and educational backward classes and / or the SC and ST. Article 45 stipulates that the state's commitment to provide free and compulsory education for all children up to the age of 14 years. Article 46 expresses the specific objective to promote, with special attention to educational and economic interests of SC / ST.
In his effort to make educational and socio-historical disadvantage, the Indian state a series of measures to facilitate access and ensure the maintenance of SC and ST children in school. In the first five-years plans, attention has focused on providing basic education, such as schools, especially in remote areas and to provide scholarships and books. Both at central and state governments have responsibility for special education. The scope of operations to be greatly expanded after the fourth five year plan.
Special programs for education of SC / ST children of today are: i) a free supply of textbooks and stationery at all stages of the Second School) uniforms free to children in Govt. Hostels and Ashram schools recognized, and some states for children in regular schools, iii) free education at all levels, and iv) pre-admission scholarships and fellowships to students in middle and / or phase Preparatory v) a special scheme for pre-admission scholarships for children of castes and families engaged in unclean occupations, like scavenging, tanning of leather and animal skin, VI), girls and boys hostels Student SC / ST and accommodation in hostels for backward classes and castes and tribes, vii) ashram schools for tribal children started with the intention of overcoming the difficulties of supply in remote and somewhat 'condescending' to give an educational environment more favorable "than the habitat of the tribe. Furthermore, some Member States have established programs such as scholarships to SC students studying in private schools, scholarships merit scholarships for the participation of girls, the special prizes in school attendance, classes, remedial classes, excursions and reimbursement catering noon. The latter was recommended as an integral part in the formation by the working group for development and welfare of caste.
Conclusion
Education has always been considered an instrument of social change. Day of education in contemporary society is considered a solid financial investment and that is why all developed societies and developing a greater attention to training. The role of training is to transform a static society with a vital commitment for the development and change.
A place in the national perception, education is crucial for everyone. This is crucial for our development, as all the material, psychological, spiritual, and so on. Obviously, this implies that the education of the tribes is essential for the development of the peoples of this area, and therefore it is essential for them. Education is not only a powerful agent for social change and psychological, but it can affect productivity and economic development and is also the reason why, for years in the development literature there has been much on the relationship between education and economic development and education as an investment. Education also helps in the socialization of a child, and the development of human personality, social mobility, the change of work, and the increase of professions. Education is not just a means of adapting to society and global development, but also an end in itself. Provides education, protection of life. In addition to its relationship with moral values, which is closely linked with the socio-economic development. Education is therefore very important for the development of a country and, although many serious problems, developing countries give high priority to training. India is without doubt one of them.
References:
1. Das, A.K. and R.N. Saha (1989): West Bengal Scheduled Castes and Tribes: data and information, Bulletin of the Institute of Cultural Research, No.32, Govt. of W.B., SC & TW Department of Calcutta
2. Nayar, P.K. , (1975): "The castes and tribes High School Students in Kerala, Department of Sociology, University of Kerala
3. Pratap, D.R. , Et al, (1971): Study of Ashram Schools in tribal areas of Andhra Pradesh, Tribal Cultural Research and Training, Hyderabad.
4. Mani, Gomathi, (1991) Education in the international context, Sterling Publishers (P) Ltd., New Delhi, pp118-132.
5. Thomas, Joseph A. (2001): Dynamic Development of Education: a case study of a selection of `backward villages in Kerala, Vaidyanathan, A. & Nair, Gopinathan, PR (ed.), primary education in rural India: a vision of Base, New Delhi: Sage Publications. 166-216.
6. Sujatha, K. (1994) "Development of training among the tribes: A study of sub-plan in Andhra Pradesh, New Delhi: South Asian Publishers.
7. Muralidharan, V. (1997): "Priorities in education and society, Dalits, Kanishka Publishers, New Delhi.