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Education For Marginalized Groups

This document discusses education for marginalized groups in India including Dalits, tribes, and women. It provides background on Dalits (formerly known as "untouchables") and the discrimination they faced in India's caste system. It outlines educational facilities provided to Dalits including free education, hostels, and reserved seats. For tribes, it discusses India's large tribal population and their rights under the constitution, as well as common tribal languages and livelihoods. It also discusses challenges to tribal education and strategies to improve it. Finally, it covers the importance of women's education for empowerment, health, and development as well as government schemes that aim to promote it.

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3K views32 pages

Education For Marginalized Groups

This document discusses education for marginalized groups in India including Dalits, tribes, and women. It provides background on Dalits (formerly known as "untouchables") and the discrimination they faced in India's caste system. It outlines educational facilities provided to Dalits including free education, hostels, and reserved seats. For tribes, it discusses India's large tribal population and their rights under the constitution, as well as common tribal languages and livelihoods. It also discusses challenges to tribal education and strategies to improve it. Finally, it covers the importance of women's education for empowerment, health, and development as well as government schemes that aim to promote it.

Uploaded by

anju cl
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© © All Rights Reserved
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EDUCATION FOR MARGINALIZED

GROUPS:
DALITS, TRIBAL AND WOMEN

:
Who are called Dalits?

Dalits, also known as "Untouchables,"


are members of the lowest social group in
the Hindu caste system. The word "Dalit"
means "oppressed" or "broken" and is the
name members of this group gave
themselves in the 1930s.
Untouchables
Indians believed that people were born as
Untouchables as punishment for
misbehavior in previous lives. An
Untouchable could not ascend to a higher
caste within that lifetime; Untouchables
had to marry fellow Untouchables and
could not eat in the same room or drink
from the same well as a caste member.
In the 19th century, the ruling British Raj
tried to end some aspects of the caste
system in India, particularly those
surrounding the Untouchables. British
liberals saw the treatment of
Untouchables as singularly cruel, perhaps
in part because they didn't usually believe
in reincarnation.
Indian reformers also took up the cause.
Jyotirao Phule coined the term "Dalit" as
a more descriptive and sympathetic term
for the Untouchables. During India's
push for independence, activists such as
Mohandas Gandhi also took up the Dalits'
cause. Gandhi called them the "Harijan,"
meaning "children of God," to emphasize
their humanity.
According to the census (2011), Dalit
Population in India is about 20.14 crores.
It constitutes 16.6% of India’s population
Educational facilities provided to the
Dalits
Free education at all levels
Free residential hostels, separately for Dalit
boys and girls.
In rural areas, separate schools for the Dalits, in
which students are provided free textbooks,
stationery, uniforms and midday meals.
Reservation seats in higher education
Award of prizes and certificates for those with
good educational proficiency
Suggestions
1.Campaigning regarding the benefits of
education:
The role of education in escalating the income
and the social status cannot be ignored. The
government and NGO’s should make people
aware of the benefits of education and the
provisions and schemes meant for them.
2.Well equipped schools: The schools
meant for Dalit children should be well
equipped with basic teaching learning
facilities. There should be well trained
teachers from both Dalit and Non- Dalit
communities, so, that they should provide a
leading role in cutting the lines of cast
system.
3. Inculcation of new lessons based on
universal brother hood:
It is a known fact that schools are the
miniature societies were Children learn the
fundamentals of socialization.
The government should take certain steps to
inculcate a good number of lessons that will
emphasize on the universal brotherhood,
national integration that will lead for the
glorifying development of the India.
4. Health hygiene and technology:
Although Dalits are the residents of
slum areas and they are mostly engaged in
the mean jobs. Government should provide
them with the modern training and
technology for handling the waste
materials.
TRIBES

India is a colourful country comprising a


staggering variety of cultures and
communities. India has the largest tribal
population in the world About 8.5 crore
tribals live over the India.
Indian Constitution

◦ According to Article 342 of the constitution told as


‘Scheduled Tribes” in the Fifth schedule of the
constitution of India
◦ Indian constitution has accepted the ideas of
equality and justice both in the social and political
fields.
◦ Educational Rights (Article 15 (4), 29, 46 and 350)
◦ Social rights (Articles 23 and 24)
◦ Economic Rights (Article 244 and 275)
◦ Political Rights (Article 164(1), 243
Definition
 

◦ ‘A tribe is a distinct people dependent on their

land for their livelihood who are largely self

sufficient and not integrated into the national

society.
TYPES OF TRIBES

o Hunter-Gatherer type=> Birhor, Korwa, Hill


Kharia
◦ Shifting Agriculture=>Sauria Paharia
◦ Simple Artisans=> Mahli, Lohra, Karmali, Chik,
Baraik.
◦ Settled agriculturist=> Santhal, Munda, Oraon,
Ho, Bhumij,
◦ Other categorization is => Asur, Birhor, Birajia,
Korba, Mal paharia, Sauria, Paharia, Sabar, Hill
Kharia, Parahiya, Biga, Banjara,Chero, Chik
Baraik, Gond, Kharwar, Khond, Kisan, Santhal.
TRIBAL LANGUAGES

 Mizo language
 Chakma language
 Kui Language
 Gondi language
 Ho language/Munda
Education of Scheduled Tribes
Adivasis inhabit in the North East India
Adivasis constitute 87.7% of the
population of Nagaland, 85.5% of the
population of Meghalaya, 94.7% in
Mizoram, 68.7% in Arunachal Pradesh
and 1% only in Tamil Nadu.
According to the census of 2011, literacy
rate among the Scheduled castes is
66.07% and 58.96% among the scheduled
tribes.
Literacy rate among the scheduled tribes
in Tamil Nadu is 54.3%
Problems in the Education of the Tribals
Language: Tribals have only spoken
language, do not have scripts, grammar or
literature.
Life style: Hunting- gathering and selling
herbal leaves and roots, honey-cutting
trees.
Forest Area: They live in hamlets which
are widely scattered; density of population
is less.
Problems in the education of Tribals: The
instruction provided in school, in their
opinion, is not useful for the day –to –day
life; lack of trained tribal teachers-
unwilling to change their life style.
Ways and means of providing Education
for the Scheduled Tribes
Establishing residential schools in the
hilly areas of the tribal people.
Developing access paths and roads to
reach the nearby schools in the urban
areas.
To reduce the drop out rate at school
education level, establishing vocational
training centres which imparts literacy
along with vocational training.
Liberal financial aid to students in the
form of scholarships
Provision for special reservation for tribal
students in educational institutions.
Bringing all tribal schools under the Sarva
Shiksha Abhiyan (SSA) Scheme.
Giving special allowance to teachers
working in Tribal Schools.
 Giving short term training in teaching, to tribal
youths and involving them in tiny villages to teach
children on a contract basis.
 Through Integrated Tribal Welfare Board, the
following activities may be undertaken
i. Developing awareness among the tribals about the
need for education for education of children.
ii. Providing functional literacy related to agriculture,
horticulture, marketing the medicinal herbs, honey
and aromatic materials are collected
:
SCHEDULED TRIBES DEVELOPMENT ACTIVITIES

Nursery Schools/ Single Teacher Schools.


Educational facilities up to the High
School level.
Assistance for study at Tutorials.
Educational Recreation Centres.
Encouragement in athletics and art forms.
Programmes for Training in Job
WOMEN

If you educate a man you educate an individual . If you


educate women you educate a nation.
 
Women characteristics

◦ Sacrifising
◦ Caring
◦ Quit
◦ Sympathetic
◦ Adjusting
◦ Mostly women are cooking, cleaning, washing etc.
◦ Women have entire responsibility for child.
Education for Women
The state Kerala and Mizoram attained 100%
literacy among the females.
In the state of Rajasthan, percentage of literacy
rate among the female is the lowest in India.
Over all percentage of literacy in India is 81.3
for men and 65.4 for women.
In Tamil Nadu, average literacy rate is 80.33% ,
for men it is 86.81% and for women 73.86%.
Measures for Improving Women’s
Education
Giving priority to open girl’s schools and
hostels for girls.
Giving free bus passes to girls to go to
schools and colleges. In urban areas,
running special buses for women, on
school and college working days.
Providing free education and textbooks
up to XII standard
Providing free cycle, laptop, school
uniform and medical advice for girls
studying in the higher secondary classes.
Appointing women teachers in large
numbers and developing only women
teachers in girls schools as far as possible.
Preventing sexual harassment of girls in
educational institutions.
Part time Education
Through the open school system, helping girls
to pass the VIII, X and XII standard
examinations and improve their educational
qualifications.
Higher Education
helping women to get degree and diplomas
through Indira Gandhi National Open
University and Distant Education Programmes
of the state Universities.
Importance of women education
 

◦ Economic empowerment.
◦ Economic development.
◦ Improved health
◦ Alleviate poverty
Government Schemes
 

Sarva Shiksha Abhiyan 2002-2010


Mid day meal scheme
Navodaya Vidyalaya scheme
National Literacy Mission
Kasturba Gandhi Balika Vidyalaya
District primary education programme
1994-2008
 
Necessity for Education of Women

Economic development and prosperity


Education helps a women to improved
life
Improved health
Dignity and honour
Justice
Profession of her choice
Alleviate poverty.

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