ACCESS Of EDUCATION OF

of Scheduled Castes and Scheduled Tribes

Submitted by

SHIVANSHU KHARE

Division- A. Roll No- 48 Class- 2nd semester. Batch of 2016-2021

Lloyd Law College

In

Month 04, year 2017

Under the guidance of

Mrs. Smita

ACKNOWLEDGEMENT

~1~
I owe my sincere thanks to my concerned subject teacher Mrs. Smita maam who helped me in
selecting the project topic, helped me in successful completion of this project and corrected it at
every step.

I would also like to thank my friends and respective teachers who helped and motivated me
during the completion of the project.

CONTENTS

~2~
 1. Introduction
2. Educational Development of Scheduled Castes and Scheduled Tribes
3. Minorities Education
4. Area Intensive Program for Educationally Backward Minorities.
5. Scheme of Coaching Classes for Educationally Backward Minorities
6. Community Polytechnics
7. Training of Minority Educational Institutions Personnel
8. Recognition of Minority Educational Institutions
9. National Monitoring Committee
10. Externally Assisted Basic Education Projects
11. Total Literacy Campaigns
12. Access
13. Retention
14. Quality
15. Conclusion
16. Bibliograhy

INTRODUCTION
Ensuring access to education for the Dalits of India has been the greatest challenge for the Indian
government in diminishing the social effects of the caste system, which still remain entrenched in
Indian society. There have been many different reasons proposed as to why the Dalits suffer from
low rates of literacy and primary education enrolment, but the most realistic one describes
history and unequal access as the causes. The ancient caste system of India, which has resulted in

~3~
the social and economic oppression of the Dalits, continues to play a dominant role in India. The
Dalits, also known as the scheduled caste or untouchables, have experienced consistent denial to
access to education since the 1850s. This decade coincided with Britains established control
over India, which meant many of the improvements to Dalit education were coming from outside
influences, rather than from the national government. Because of unchanging social norms and
behavior, incentives to pursue education were minimal for the Dalits who were still physically
and emotionally harassed. Increasing efforts to eliminate caste discrimination combined with
additional attempts to increase the accessibility and appeal for education have contributed to the
slow progression of Dalit education. The responsibility for social equalization fell fully upon the
Indian government when it gained its independence from Britain in 1948. While some benefits of
social programs and government policies designed to increase primary education rates can be
noticed, the Dalit literate population still remains much lower than that of the rest of India. There
remains still, hostility, oppression and flaws in social programs in Indian society that prevent an
increase in education growth. Despite efforts to decrease caste discrimination and increase
national social programs, the Dalits of India continue to experience low enrolment rates and a
lack of access to primary education in comparison to the rest of India.

This paper talks about the various plans and schemes of the Indian government to ensure the
proper access of education to the SCs and STs in India.

Educational Development of Scheduled Castes and Scheduled Tribes

~4~
 The Department of Education, continued to lay special emphasis on the education of Scheduled Castes and
Scheduled Tribes. The National Policy on Education (NPE), 1986 as updated in 1992, lays special emphasis on the
removal of disparities and equalization of educational opportunities by attending to the specific needs of those who
have been denied equality so far. The Policy and its program of Action (POA), 1992 contains specific directions and
measures for the educational upliftment of Scheduled Castes and Scheduled Tribes. The following special provisions
for SCs and STs have been incorporated in existing schemes of the Ministry.

In order to enhance the access to primary education of SC/ST children, the norm for opening of primary school,
which is generally one kilometer walking distance from habitations of 300 population, has been relaxed in the case
of SC/ST habitations in whose case the norm is to have a primary school within one kilometer walking distance
from habitation of 200 population.

All State Governments have abolished tuition fees in government schools at least up to upper primary level. In most
of the states, education is also free in the schools run by local bodies and in private aided institutions.

Most of the States provide assistance to students belonging to economically backward, SC and ST communities for
meeting other costs of education, such as textbooks, uniforms, schools bags, transport, etc.

A national program of Nutritional Support to Primary Education was launched with a view to boosting the
universaliastion of primary education by increasing enrolment, retention and attendance and simultaneously
impacting on nutrition of students in primary classes. The program will cover, in a phased manner by the end of
1997-98, all government, local body and government aided primary schools in all the states/UTs. A fair percentage
of actual beneficiaries under the scheme of National Program of Nutritional Support to Primary Education is likely
to be SCs and STs.

It is proposed to extend the scope of OB scheme to provide three teachers and three rooms to primary schools and
to extend the scheme to upper primary stage. In the expanded scheme of OB, priority would be given to schools
located in SC/ST habitations.

The District Primary Education Program aims at universalisation of primary education by providing access for all
children to primary education classes (I- V) or its equivalent non-formal education and to reduce overall primary
drop-out rates for all children to less than 10%.

The program covers as many as 59 districts at present and another 61 districts are proposed to be covered by the end
of this financial year. Out of these 14 districts have tribal population of 5% to 10%, 11 districts between 10%-15%
and 32 districts with more than 15% of population as tribals. As for SC population 7 districts have 5%-10%, 25
districts between 10%-15% and 67 districts with more than 15% of the population of scheduled castes.

Secondary education is free for children belonging to SCs and STs in all States and Union Territories.

~5~
 In Navodaya Vidyalayas reservation of seats in favour of children belonging to SCs and STs is provided in
proportion to their population in the concerned districts, provided that in no district such reservation is less than the
national average. The admission figures during 1993-94 reveal that 21,593 SC and 12,100 ST students accounting
for 21.52 per cent and 12.06 per cent respectively of the total enrolment, have been admitted.

The enrolment figures in the Total Literacy Campaigns show about 15% SCs and slightly more than 10% STs.

Instructions have been issued from time to time by the University Grants Commission to all Central Universities,
Education Secretaries, State Government/UT Administrations to implement reservation orders in matters of
admission of scheduled castes and scheduled tribes. In the universities, according to the existing instructions, 15% of
seats in all courses are to be reserved for students belonging to scheduled castes and 7.5% for those belonging to
scheduled tribes. Candidates belonging to both categories are to be given relaxation of 5% marks from minimum
qualifying level prescribed, if any and if the reserved seats still remain unfilled, further relaxation should be given so
that all reserved seats are filled by those belonging to SC/ST categories.

The University Grants Commission has set up special cells in universities/institution for effective monitoring of
various measures taken up for improvement in the educational level of SCs and STs. Such measures include
implementation of various orders for reservation in admission to different courses and hostels and employment,
introduction of remedial courses, etc. So far about 80 such special cells have been set up.

Under the Scheme of Community Polytechnics and IITs priority is given to SC/ST students.

Reservation is provided to SC/ST students in technical institutions and they are admitted under relaxed norms.

Remedial coaching is organized for them in many Regional Engineering colleges and IITs.

Under the scheme of National Scholarship at Secondary Stage for Talented children from Rural Areas, 13,000
scholarships are provided to SC/ST students out of the total of 43,000 scholarships annually.

Exclusive Junior Research fellowships (50 annually), Post Graduate Scholarships (25), Research Associate ships
(20), Teacher Fellowships (50), etc. are awarded by University Grants Commission.

The Central Institute of Indian Languages (CIIL), Mysore prepares textbooks, primers, grammars, dictionaries,
bilingual textbooks facilitating translation from regional languages, etc. into tribal languages. They also undertake
training of tribal teachers in bilingual education, and socio-linguistic surveys and research.

For giving a thrust to the programs for educational development of scheduled castes and tribes, the Department of
Education formulates Special Component Plan for Scheduled Castes and Tribal Sub-Plan for Scheduled Tribes.

~6~
 Minorities Education

The National Policy on Education, 1986, as updated in 1992, envisages paying greater attention
to the education of the educationally backward minorities, in the interests of equity and social
justice. Chapter 3 of the Program of Action (POA), 1992 delineates the measures for achieving
educational development of such minority groups. Pursuant to the POA, 1992 existing schemes
were modified and new schemes launched.

Area Intensive Program for Educationally Backward Minorities.

This central scheme was launched in May 1993 with the objectives of providing basic
infrastructure and facilities in areas of concentration of educationally backward minorities which
do not have adequate provision for elementary and secondary education. Under the scheme, cent
per cent financial assistance is provided to state governments and voluntary organizations
(through state governments) for the following programs.

i) Establishment of new primary/upper primary schools, non-formal education centers where

such need is felt and viability established on the basis of a schools mapping exercise.

ii) Strengthening of educational infrastructure and physical facilities in the primary/upper

primary schools.

iii) Opening of multi-stream residential higher secondary schools for girls where science,
commerce, humanities and vocational courses are taught.

The scheme earlier restricted to 41 minority concentration districts has now been extended to 331
blocks of concentration of educationally backward minorities in 13 States and 3 UTs.

Since the inception of the scheme i.e., from 1993-94 part financial assistance of an amount of
Rs.785 lakhs has been released for opening of or construction of buildings for 427 primary/upper
primary schools, 3 secondary schools, 6 residential higher secondary schools for girls, and 561
classrooms; upgradation of 22 primary schools into upper primary schools, 2 high schools in to
higher secondary school; construction of 10 hostel buildings for girls' higher secondary schools;

~7~
construction of toilets in 10 schools and provision of teaching learning material in 527
primary/upper primary schools.

B.E. for the year 1996-97 was Rs.220.00 lakhs.

Scheme of Coaching Classes for Educationally Backward Minorities

The scheme of coaching students belonging to educationally backward minorities for various
competitive examinations was introduced by the University Grants Commission in 1984. The
scheme was revamped in March, 1992. The scheme is currently being implemented in 22
universities and 62 colleges. From 1984 to March 1995, 48856 candidates had availed the facility
of coaching classes. The number of successful candidates is 2966.

Five Universities identified for coordinating/ organizing coaching classes

* Jamia Millia Islamia University : New Delhi, Uttar Pradesh, Bihar

* Delhi, Himachal Pradesh, Haryana, Punjab and Madhya Pradesh.

* Bombay University : Maharashtra and Gujarat

* Madras University : Tamil Nadu, Kerala and Orissa

* Osmania University : Andhra Pradesh and Karnataka

* Calcutta University : West Bengal and North Eastern States

Jamia Millia Islamia and Calicut University Identified as centers for coaching for civil services
examination and for processing of applications.

Community Polytechnics

~8~
As part of implementation of the 15-point Program. ten polytechnics were selected during 1984-
85 in minority concentration areas for upgrading them as community polytechnics. By the end of
financial year 1990-91, all the 41 minority concentration districts have been covered by
community polytechnics or their extension centers. Since the inception of the scheme in 1978-79
till 1993-94, 34447 (17397 men + 17050 women) persons belonging to the minority community
have been trained. Out of the total number of people who have been trained 11935 (6603 men
and 5332 women) have secured employment.

Training of Minority Educational Institutions Personnel

NCERT has been organizing seminars and training programs for principals/teachers of minority
managed schools, in subjects Such as English, Science, Mathematics and in the area of
vocationalisation and educational evaluation. About 450 Principals and 950 teachers have been
trained so far.

Recognition of Minority Educational Institutions

The Department of Education have issued guidelines for recognition of minority managed
education institutions and these have been circulated to State Governments advising them to
consider applications for recognition promptly.

National Monitoring Committee

A National Monitoring Committee on Minorities Education under the chairmanship of the Union
Minister for Human Resource Development was set up on 28th July, 1995 to monitor educational
program for minorities. The Committee held two meetings on 8th November, 1995 and 3rd
December, 1996.

Externally Assisted Basic Education Projects

Externally assisted basic education projects like the District Primary Education Programs, Lok
Jumbish, etc, have been launched. Out of the 41 minority concentration districts 20 have been
covered under the District Primary Education Program.

Total Literacy Campaigns

~9~
The Total Literacy Campaigns have been sanctioned in 40 out of the 41 minority concentration
districts.

Besides the above country-wide program such as those of Non-Formal Education, Operation
Blackboard, Mid-day Meal Scheme have also benefitted minority concentration areas.

Access

Up-gradation and strengthening of Ashram schools. % of new schools proposed in SC/ST

concentrated area

Engagement of community organizers from SC/ST communities.

Extensive publicity about availability of educational provision in the identified pocket.

Regular enrolment drives.

Conducting special camps and bridge courses

Open and Distance learning.

Ensuring safety and security of girl child while commuting to the school

Exclusive Secondary and Higher Secondary schools for Girls should be set up. This would
facilitate higher participation of girls from minority community in school education.

Retention

Monitoring attendance in pockets identified for intensive activities.

Provision of some token awards, grades or incentives, if possible for better attendance.

Publicly facilitation of children with good academic/ attendance records.

~ 10 ~
 Community involvement in mobilizing parents for regular attendance of their children.

Organization of retention drives.

Providing scholarships

Quality

Contextualization of pedagogic processes

Development of local specific teaching-learning material.

Special teaching support as per need.

Provision of one additional language teacher (tribal languages) at least TGT level (per school).

Provision for scholarships.

Special coaching classes/remedial classes especially for Educationally Backward Minority

girls and the children who are not doing academically well.

Creation of a congenial learning environment in the classroom where they are given the
opportunity to learn.

Urdu as a medium of instruction may be facilitated in schools having adequate demand for the
same and deployment of Urdu teachers for the same

Teacher sensitization programs.

Deployment of more female teachers in schools. To increase the participation of educationally

backward communities, more women teachers need to be appointed.

Residential scheme for women teachers

~ 11 ~
 CONCLUSION
In there has been a common belief that the people from the lower caste are backward due their
lack of education and that no steps are been taken in order to solve this lethargic problem but
these statements are false as many steps have been taken to provide education to the backward
~ 12 ~
class in India and special provisions such as Reservation have been implemented to ensure the
development of the people of the backward class, though many are still lacking the access to
education but there is gradual progress and the people belonging to the SC and ST group are
getting education .

BIBLIOGRAPHY

~ 13 ~
1. http://www.teindia.nic.in/mhrd/50yrsedu/12/8i/AR/8IAR0G01.html
2. http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/Focus%20on
%20SFGs.pdf

~ 14 ~