CERTIFICATE

This is to certify that the research work reported in the thesis entitled ,“ PROBLEMS OF TRIBAL
WELFARE RESIDENTIAL (TRW) SCHOOLS IN KENDRAPADA DISTRICT”, is undertaken
by Namrata Satapathy , bearing the Roll Number- 14808U224012, P.G Department of Education,
Rajdhani College , Bhubaneswar, Odisha, India under my guidance and supervision.
To the best of my knowledge and belief, this thesis is an original piece of work in the field of education
and has not been submitted in support of an application for award of degree/diploma from any other
university or institute . This thesis is fit for submission to Utkal University, Vani Vihar, Bhubaneswar.

Dr. Debadutta Satapathy

Department of Education
Rajdhani College , Bhubaneswar
 DECLEARATION

I do hereby declare that the dissertation entitled “PROBLEMS

OF TRIBAL WELFARE RESIDENTIAL (TRW) SCHOOLS IN KENDRAPADA
DISTRICT” submitted to Rajdhani College, Bhubaneswar for the
Degree Master’s in Education is the research work accomplished by
me under the supervision of Dr. Debadutta satapathy Department of
Education, Rajdhani College, Bhubaneswar.

Place:- Namrata satapathy

Date :- Roll Number- 14808U224012
 ACKNOWLEDGEMENT

The investigator expresses her deep gratitude to the supreme power the
Almighty God who supported her always and extended his helping
hand whenever she needed.
The words are inadequate to express her grateful thanks to her
honourable guide and supervisor Dr. Debadutta satapathy, Assistant
Professor, Rajdhani College for her interest, comments, correction
and needful suggestions at various points of time in completing this
work. His devotion towards work helped me in completing this work
smoothly, timely and successfully.
I express my sincere thanks to other faculty members of our
Department of Education, Rajdhani College, Bhubaneswar for their
constant help and inspiration.

Signature of Investigator

Namrata Satapathy
 CONTENTS
Particulars
Certificate
Declaration
Acknowledgement
List of Tables
CHAPTER 1: INTRODUCTION
1.1. Background of the Study 1
1.2. Tribal Education in India 3
1.3. Constitutional Safeguards for Tribal Committees 6
1.4. Tribal Education as per Kothari Commission 11
1.5. NEP-2020 on Tribal Education 17
1.6. The language recommendation 18
1.7. Multi Grade Learning centres and strength of schools 18
1.8 History of Tribals’ Education 18
1.9. NEP and Education of Tribal children 19
1.10 Tribal Education in Odisha 19
1.11 Trends of Literary Levels among ST 20
1.12 Statement of the Problem 20
1.13 Research Questions 21
1.14 Objectives of the Study 21
1.15 Operational Definition 21
1.16 Delimitation of the Study 21
CHAPTER 2: REVIEW OF RELATED LITERATURE
2.1. Introduction 22
2.2. Related Literatures 22
2.3. Research Gap 38
CHAPTER 3: METHODOLOGY OF THE STUDY
3.1. Introduction 39
3.2. Research Design 39
3.3. Population of the Study 40
3.4. Tools and Techniques 40
3.5. Tools 37
3.6. Procedure of Data Collection 41
3.7 Procedure of Data Analysis 41
CHAPTER 4: DATA ANALYSIS AND INTERPRETATION
Data Analysis and Interpretation 42-49
CHAPTER 5: MAJOR FINDINGS
5.1. Major Findings 50
5.2 Educational Implementation 51
5.3 Delimitation of the Study 52
5.4 Suggestions for Further Research 52

CHAPTER 6: SUMMARY AND CONCLUSION

6.1. Summary 53
6.2. Rationale of the Study 54
6.3. Objectives of the Study 55
6.4. Statement of the problem 55
6.5. Operational Definition 55
6.6. Research Questions 55
6.7. Tools and Techniques 55
6.8. Delimitation of the Study 56
6.9. Methodology 56
6.10. Educational Implementation 57
6.11. Conclusion of the Study 58
6.12. Suggestions for further Research 59

BIBLIOGRAPHY 60-62

APPENDIX 63-66
 LISTS OF TABLES

TABLE TITLE OF THE TABLE PAGE

NO. NO.

4.1. Colloquial language of the learners 42

4.2. Facilities supporting education at home 43

4.3. Facilities available at hostel 44

4.4. School building 45

4.5. Availability of Teacher 46

4.6. Availability of Library 47

4.7. Financial Assistance 47

4.8. Aspect financial assistances get from the government 48

4.9. Aim for Future Higher Education 48

4.10. Difficulty in Studies 49

LISTS OF FIGURES

FIGURE TITLE OF THE TABLE PAGE

NO. NO.

1 Colloquial language of the learners 42

2 Facilities supporting education at home 43

3 Facilities available at hostel 44

4 School building 45

5 Availability of Teacher 46

6 Aim for Future Higher Education 49

7 Difficulty in Studies 49
 CHAPTER-1:

INTRODUCTION
 CHAPTER-1

INTRODUCTION

1.1. Background of the Study

Education is a lifelong process. It is not limited to schooling and formal education only. It
includes all subjects and all time for learning of children and people in general. Education
improves the quality of people’s lives. It boasts an imperative and magnificent role in the social
change and improvement of human`s life, and social mobility in social life, desirable
transformation in behaviour. Education is worldwide acquiesced as the sublime and
indispensable instrument for the achievement of the goals and culminated into political
consciousness, mindful of rights and the onus of the people of the nation. Moreover, Education
is a significant and intrinsic instrument for human resources development and boasts a
gargantuan symbol in the scope of the development. It has a profusion impact on the
development of developing countries.

Furthermore, education attests utmost role in transmuting and transmogrifying the main ideas,
habits, and attitudes of the children with an outlook to producing marvellous and fabulous
individuals. However, education works to create a good mindset and causing the development
of his personality and adjustment of oneself to the community. Furthermore, education is the
core means of the development of the individual and the improvement of the society.

Education is meant for development of human beings and human right. It is expected to import
skills suitable for living and making one’s livelihood, promoting general powers of the mind
and advancing learning. It is also expected to make an individual- more civilized and cultured,
promote rational thinking and civic sense.

Education is very essential in improving the quality of the life. It boasts an imperative and
magnificent role in the social change and improvement of human`s life, and social mobility in
Social life, rigorous transformation in the future. Education is worldwide acquiesced as the
sublime and indispensable instrument for the achievement of the development goals and
culminated into political consciousness, mindful of rights and the onus of the people of the
nation. Moreover, Education is the significant and intrinsic instrument for human resources
development and boasts a gargantuan symbol in the scope of the development and has a

1
profusion impact on the development of the developing countries. Furthermore, education
attests utmost role in transmuting and transmogrifying the main ideas, habits, and attitudes of
the children with an outlook to producing marvellous and fabulous individual. However,
education works to create a good mind set and causing the development of his personality and
adjustment of oneself to the community.

Education is a sustained instruction through which we provide people with the enquire
knowledge, understanding, skills, attitudes and values needed for living life in the society as
effectively and meaningfully as possible. As knowledge and skills required by people keep
changing with time, the system of education also has to change in consonance with them so
that remains dynamic and functioning all time. According to this perspective, education is not
a static system but something that is all ways in a state of flux.

Depending upon the role that education plays in the society, it can be characterized differently
such as education as initiation. Education is to up- bring the children, education as a process of
socialization, education as cultivation of desirable behaviours, education as reconstruction of
experience and education as liberation.

True education should enable youngster to go about living life with ease, effectiveness and
efficiency. It should empower and liberate them from the bondage of debilitating ignorance,
poverty, diffidence and inferiority complex. In short, education should provide learners with
the much-desired license so that they would be able to drive their way to prosperity and
sublimity and make the best out of their life.

Education establishes values and righteousness in the man in the man. Character building and
maturing values like love, truth, goodness and beauty can be achieved through education. It is
a man making process. Education establishes values and righteousness in the man in the man.
Character building and maturing values like love, truth, goodness and beauty can be achieved
through education. We do not want only engineer, scientist, teachers for their contribution to
the society but they should be human in true sense. It helps the development of originality
excellence and creativity. It unfolds all the hiding powers in man.

Education can also develop the qualities of a good man through the development of a sprit and
true democratic feeling among the people. Education imparted in the school, home and college
prepares men and women for actual life. It is through the process of education that the students

2
are taught the meaning and importance of culture. The values and philosophy of culture are
transmitted from generation to generation through education.

Development of vocational efficiency in the man is an important aim of education. Systematic

pursuit of economic activity through education can enable the child for effective social living.
Development in agriculture and industry are essential for nation building. The future of the
country needs work, organization, efficiency, scientific attitude by reforming the age-old
unscientific tradition.

Education can train individual for self-development, fearlessness of mind, integrity of purpose
strength of conscience, social adjustment, sprit of enquiry, open mindedness, purity in daily
life, attainment of moral and spiritual values. The villagers are to be made self-reliant and
selfless by developing healthy practices renouncing bad habits.

Education provides ample opportunities and experience to man to get him acquainted with
various problems of life. Gaining of varied experiences for solution of problems of life is
considered quite essential for man to live a better and happier life. But such knowledge and
experiences are so vast that nobody is able to acquire through acquisition of knowledge and
experience even if he continues his endeavours sincerely thought his life.

Education can act as a powerful tool for reducing poverty and unemployment, improving health
and nutritional standards, and achieving a sustained human development-led growth (World
Bank, 2004). Education is recognized as an engine of social and economic development.
Investing in education plays a key role in meeting the World Bank’s social development
objectives, which support inclusive growth, social cohesion, and accountability in development
(Sen, 2007).

1.2. Tribal Education in India:

There are disadvantaged individuals and groups live in every country. There are a number of
such marginalized groups live in developing countries. These deprived sections of the
community have to struggle hard for survival. Education has been acclaimed as the prime
mover of development. It opens the doors to modernization.

The development of disadvantaged groups like scheduled castes, scheduled tribes, the minority
groups etc. cannot be achieved simply by formulating welfare schemes for backward classes
but it requires a multispectral, multidepartment approach. This idea was mooted by the Late

3
Prime Minister Smt. Indira Gandhi in April 1975. Addressing the conference of chief ministers,
said, "Unless all the development departments in states were fully alive to their responsibilities
towards the backward classes in general, no single department could make an impact on their
progress"

The Scheduled Tribe population represents one of the most, economically impoverished and
marginalized groups in India. There are more than 400 tribal groups among the scheduled tribe
population, each with their distinct cultures, social practices, religions, dialects, and
occupations. Thus, the different tribal groups are highly heterogeneous, and their differences
are a function of the environment in which they live, the degree of exposure to the mainstream
Hindu population, government involvement in their daily lives, their economic status, and past
history.

The tribes are scattered in all States and Union Territories in India except for the states of
Haryana, Punjab, Delhi, and Chandigarh. The tribes are heavily concentrated in the
northeastern states of Arunachal Pradesh, Meghalaya, Mizoram, and Nagaland although they
constitute a small percentage of the total tribal population in India.

The total number of tribal communities recognized by the government as Scheduled Tribes is
572 in number. Scheduled Tribes are those tribal communities who have been listed so by the
President of India in keeping with Articles 341 and 342 of the Constitution. These tribal
communities mainly live in Scheduled Areas, or those outlying areas, which during the British
times did not come under the direct purview of civil, criminal and revenue administration.
Scheduled Tribes in India are generally considered to be ‘Adivasis,’ meaning indigenous people
or original inhabitants of the country. The tribes have been confined to low status and are often
physically and socially isolated instead of being absorbed in the mainstream Hindu population.

Psychologically, the Scheduled Tribes often experience passive indifference that may take the
form of exclusion from educational opportunities, social participation, and access to their own
land. All tribal communities are not alike. They are products of different historical and social
conditions. They belong to different racial stocks and religious backgrounds and speak different
dialects. As a result of being distanced by the Hindu population, many tribes have retained their
social, religious and cultural practices, as well as their distinctive languages.

The tribal population constitutes a majority in the northeastern states of Mizoram (94.5%),

4
Meghalaya (85.9%), and Nagaland (89.1%). Tribal men and women in Mizoram, Meghalaya
and Nagaland are isolated from the mainstream Hindu population and their cultures and
practices. Although tribes comprise a large proportion of the total population in the northeastern
states, they account for a small (12%) percent of the tribal population in India

Numerically, the tribal population is very high in the central state of Madhya Pradesh and the
western states of Gujarat, Rajasthan, and Maharashtra. Together the four states account for
about 50% of the total tribal population in India.

Due to the lack of exposure to the mainstream Hindu population, the tribes in northeastern India
have not been influenced or pressured to adopt Hindu social and cultural practices and have
maintained their heritage and social practices. On the other hand, many tribes in central and
western India who are in close proximity to the mainstream population have adopted many
Hindu practices in order to be accepted by the higher caste population. Differences in tribal
religions also affect their educational attainment. The vast majority of the tribal population in
Mizoram, Meghalaya, and Nagaland are Christians. Christian missionaries encouraged the
tribal population in these states to pursue education and emphasized the importance of
becoming literate.

The vast majority of the tribes in central and western India is Hindus. Literacy and educational
attainment are powerful indicators of social and economic development among the backward
groups in India. During the British rule there was no organized method to educate the tribal
communities except for the work undertaken by Christian missionary organizations in some
regions in India. Currently, the tribes lag behind not only the general population but also the
Scheduled Caste population in literacy and educational attainment The male-female gap in
literacy and educational attainment among the scheduled tribes is significant although this is a
common trend among both the Scheduled Castes and the general population. This trend reflects
the social and cultural trends and degrees of gender inequality in India.

In rural areas, the demand for education among the poorer sections of the population is much
lower than it is in urban areas. Poor women in rural areas have to work in order to cope with
their daily living and do not place a high value on education unless. it is linked to vocational
training. Additionally, in remote rural areas where a good infrastructure is lacking, tribal
women find it difficult to have access to schools. Many are not even aware of the existence of
schools in their areas due to lack of communications and networks. The northeastern states of

5
Mizoram, Nagaland, and Meghalaya show high literacy rates, along with Himachal Pradesh in
north India and Kerala in south India. On the other hand, tribal literacy rates are much lower in
the states of Rajasthan Orissa, and Madhya Pradesh.

1.3. Constitutional Safeguards for Tribal Communities:

The constitution of India has been committed to the ideals and tasks of a welfare state, making
several provisions to safeguard and promote the interests of the weaker sections of the people,
especially the scheduled castes and scheduled tribes that form a sizeable section of the
country’s population.

Pre-Independence Period:
During the pre-independent era, the tribal communities were self- governed with their own
political structures, which were headed by hereditary chieftains and kings. The entry of British
into India and bringing tribal dominated areas under their hegemony was strongly opposed in
some regions of the country. Revolts and rebellions by the tribal’s against the British
expansionistic approach were a regular phenomenon. For instance, the Ghumans’re uprising of
Khonds (1835-37), Sambalpur uprisings (1857-64), the anti-feudal Bhuiyan and Juanga
movement (1867-68 and 1891-93), Nigiri peasant uprising (1930), Kol Rebellion (1821),
Santhal Rebellion of 1855, the Koya Movement of 1879, the Sardari Agitation of 1887, the
Rampa Rebellion of 1911, Gond and Kolan Movement of 1941-42.
This led the British to formulate special administrative arrangements and special programmes
for the tribal people and for the development of tribal dominated regions. The Scheduled
District Act of 1874 bestowed a special status for the tribal dominated areas of old Madras
Presidency and restricted the application of general rules in these areas. It formulated the
concept of ‘Scheduled Districts’ with special Civil and judicial administration. Realizing the
backwardness of tribal areas, the Indian Education Commission of 1882 had made few
suggestions for preferential treatment of tribal children through-non-payment of school fees
and provision of additional grants for schools located in tribal areas.

The first half of the 20th century had the impact of Government of India Act 1919, and
Government of India Act 1935, which created a good number of partial and fully excluded
areas. Soon after the declaration of Communal Award on 17 August, 1932 by the then British
Prime Minister Ramsay McDonald the depressed classes for the first time were recognized as
‘minority community’ and were granted assured representation with separate electorate for a

6
period of twenty years. The Government of India Act 1935 went a step further and classified
the areas inhabited by tribals as Excluded Areas and partially Excluded Areas for smooth
administration. The development was very insignificant except the sporadic intervention of
Christian missionaries which was confined mostly to the north-eastern region of the country.

Post-Independence Period
After Independence, the Constitution of India made various special provisions for their social,
economic and educational development. The constitutional safeguards convey the concern of
the nation in regard to the scheduled tribes in terms of their educational and economic
betterment, their protection from social injustice and exploitation as found in various
manifestations of discrimination and prejudices, and development of their general way of life.
The creation of scheduled and tribal areas, preference in admission to educational institutions
and public services are some of the mechanisms which tend to fulfil the objective of the
constitution.

There are almost twenty Articles and two special Schedules in the Constitution of India which
elaborately explain the protective privileges meant for the tribal people. These provisions were
embodied in the constitution of India and came into force on 26 January, 1950.

In the constitution Part C of the Article 244(1) provides that the expression ‘Scheduled Areas’
means such areas as the President of India may by order of 1950, 1975, and 1977 declare to be
Scheduled Areas. The President may at any time by order:

a) direct that the whole or any specified part of a scheduled area shall cease to be a
Scheduled Area or a part of such an area;
b) increase the size of any Scheduled Area in a state after consultation with the Governor
of that state;
c) after, but only by way of rectification of boundaries of any Scheduled Area;
d) on any alteration of the boundaries of a State to be or to form part of a Scheduled Area.

Article 15 (4) prohibits any form of discrimination on grounds of religion, caste, sex, place of
birth maintained by State or dedicated for the use of general public. Clause 4 of this Article
empowers the state to make any special provision for the advancement of socially and
educationally backward classes or for the Scheduled Communities.

7
Article 16 (4) under Fundamental Rights is another exception to the right of equality of
opportunity in the matters of public employment. The State can make provisions for the
reservation of seats and appointment in Favor of backward classes if not represented
adequately.

As per Article 17, all citizens shall have the right to freedom of speech and expression, to
assemble peacefully and without harm, to form associations or unions, to move freely
throughout the territory of India, to reside and settle in many parts of the territory of India, to
acquire, hold and dispose of property and to practice any profession, or to carry on any
occupation, trade or business. However, important exceptions have been made to some of the
fundamental rights for protection of the interest of the members of the Scheduled Tribe.

In effect of this Article, Parliament of India has made an enactment viz., untouchability
(offences) Act 1955. In later period, the protection of Civil Rights Act, 1955 was enacted in
1976 to rename and amend the untouchability (offences) Act, 1955, making the punishments
under this Act more stringent by setting up of special cells, special courts, mobile squads,
provision or legal aid, etc. The cases registered under the Act have been declining as observed
that there were 3,148 cases registered during 1992 which has been reduced to 778 registered
during 1998. (Annual Report of Ministry of Social Justice and Empowerment, 1999-2000)

Parliament passed another important Act in 1989 for taking measures to prevent the atrocities.
This Act known as the Scheduled Castes and Scheduled Tribes (Prevention of Atrocities) Act
1989, became effective from 30 January, 1990.

Article 19 (5) while it provides free movements, residence and acquisition or sale of property
to all its citizens in the Indian territory, however, it reserves the right to protect the interests of
the members of Scheduled Tribes by arresting the transfer of property particularly from tribal
communities to non-tribal, ones except under special conditions.

Article 23 eliminates the system of serfdom, bondage and other forms of forced labour and
provides that any contravention of this provision shall be an offence. Though this Act does not
mention SCs and STs,despite the fact that the majority of the bonded labour belong to SCs and
STs, this Article has a special significance for these communities.

8
Parliament passed another important Act in 1989 for taking measures to prevent the atrocities.
This Act known as the Scheduled Castes and Scheduled Tribes (Prevention of Atrocities) Act
1989, became effective from 30 January, 1990.

Article 19 (5) while it provides free movements, residence and acquisition or sale of property
to all its citizens in the Indian territory, however, it reserves the right to protect the interests of
the members of Scheduled Tribes by arresting the transfer of property particularly from tribal
communities to non-tribal, ones except under special conditions.

Article 23 eliminates the system of serfdom, bondage and other forms of forced labour and
provides that any contravention of this provision shall be an offence. Though this Act does not
mention SCs and STs, despite the fact that the majority of the bonded labour belong to SCs and
STs, this Article has a special significance for these communities.

Article 29 (2) that provides for cultural and Educational Rights, is Controlled by clause 4 of
Article 15, incorporated in the constitution by the First Amendment Act, 1951. This has also
brought Articles 15 and 29 in line with Articles 16 (4), 46 and 140 and made it constitutional
for the states to reserve seats for the backward classes of citizens in public educational
institutions. All the educational institutions under direct control or receiving grant-in-aid follow
the reservation policy of 15 percent for SCs and STs in the matter of admission.

Article 39 says that the state shall, in particular, direct its policy towards securing adequate
means of livelihood for all, and the operation of the economic system does not result in the
concentration of wealth and means of production to the common detriment.

Article 45 notes that the state shall endeavour to provide free and compulsory education for all
children until they complete the age of 14 years. At the beginning of this protective measure, it
has been indicated that it should be for a period of ten years from the commencement of the
constitution.

Article 46 looks at the promotion of educational and economic interests of weaker sections of
the people and, in particular, of the SCs and STs, and shall specially protect them from social
justice and various forms of exploitation. In order to give effect to this Article, the constitution
Act of 1951 has amended Article 15 and 29 on Fundamental Rights.
Article 275 (1) provides grants from the union to certain states for tribal development. The
creation of sixth schedule for the formation of autonomous regions and regional councils as

9
regards the management of resources according to the customs also receives directions under
this Article. Thus, the entire welfare programme for the STs is based on Article 46, whereas,
the required funds are provided under Article 275 (1)
Article 320 (4) provides that Public Service Commission need not be consulted in respect of
the manner in which any provisions referred to in clause 4 of Article 16 may be made or as
regards the manner in which effect may be given to the provisions of Article 335.

Article 330, 332, 334 and 335 ensure reservation for the SCs and STs in the Lok Sabha (Article
330) and State Legislative Assemblies (Article 332).Though such reservations were to be
ceased but on the expiry of a period of 40 years from the commencement of the constitution,
i.e., in 1990 (Article 334) it has been repeatedly amended and the duration has been extended.
However, it has been amended for 10 years that is up to 2000 AD and for another 10 years, that
is up to 2010 AD.

Article 335 explains that the claims of the members belonging to SCs and STs as regards
reservation to the posts and services of the union and states as far as possible may be consistent
with the maintenance of efficiency of administration. The quota was fixed keeping in mind the
population size of the two groups at the rate of 15 percent for the SCs and 7.5 percent for the
STs. Though a change in population size has been observed in both groups, the reservation
share of these groups has not changed over time.

Article 338 explains about the appointment of a Special Officer, which clearly spells out, that
the President of India will appoint a Special Officer for the SCs and STs to assess their welfare
activities. The primary responsibilities of the special officer are to investigate all matters
relating to the implementation of safeguards provided for them in the constitution.

Article 339 (2) further empowers the Union Executive to issue directives to a state as to the
drawing up and execution of schemes specified in the directives to be essential for the welfare
of the STs in the State.

The impact of constitution privileges on the STs highlight the uneven impact of such privileges
on the tribal communities, which is basically due to the variations in the levels of development
between one tribal region and another, and among tribal communities. Consequent upon this,
there has emerged a small elite class among the tribes, who have been benefited from the

10
protective discrimination, while majority of the tribals have faced more hardship or have
remained where they were before the formulation of these policies.

Six decades of experience on tribal development in India reflect that the goal of all-round
development of the tribal communities as conceived in the Indian constitution has raised certain
basic issues before the nation. These issues may be recognition or rights of tribal people over
natural resources like land, water, forests and mineral resources, crisis in tribal identity,
educational attainment etc. However, it is very difficult to say that since independence and from
the formation of Indian Constitution, the Social-economic order remains a day dream.
Conditions of these communities have not changed much. It is a fact that as long as the disparity
between the tribal groups on one side and non- tribal on the other prevails, the constitutional
goal of building one socio- economic.

1.4. Tribal Education as per Kothari Commission (1964-66)

Kothari Commission stressed to pay special attention to the education of ST. It was agreed with
the observations made by Debar commission (1960-61) on Scheduled Areas and Scheduled
Tribes for ensuring all round development of the tribes. They were as follows:
 Percentage of ST enrolment was very much lower in most areas indicating the extent of
the education backwardness.

 Education of tribal’s was relatively better developed at the lower primary stage only in
few states like Assam, Gujarat and Maharashtra.

 Wastage among the tribal’s was much greater than that in the population as a whole.

 The principal weakness in tribal education was really in the age group 11-17 which
needed greater attention.

 Vocational education was more popular with tribal students everywhere. The tribal’s had
a natural aptitude for such practical programmes which deserved every encouragement.

The following recommendations were then made by Kothari Commission (1964-66) for
strengthening primary education among ST :

 Intensive efforts will have to be made among the tribal people to provide five years

effective education for all children by.1975-76.

11
 There will be an intensive programme of parental education.

 Special encouragement should be given to the education of girls.

 The teachers should be invariably conversant with the tribal languages. The medium of
education in the first two years of the schools should be specially prepared in these
languages for use at this stage. During this period, the children should be taught by oral
instruction in the regional language and their familiarity and command over it should
be improved.

 By the third year, the regional language shall be the medium of education.

 It is necessary to improve the provision of educational facilities which are often very

merger.

 To attract children to school and to hold them, the working and programmes of the

schools should be harmonized with the environment.

 Vacations and holidays should coincide with agricultural and forest operations and

social festivities.

 The school hours should be fixed to suit the work, the children are required to do for

their families.

 The introduction of work-experience and emphasis on art education would attract the
tribal children as would the teaching of folk songs, stories and riddles which are very
popular with the tribal’s. Tribal games and archery as well as tribal music and dances
should be introduced as extracurricular activities.

 In several tribal areas, there is a lack of rapport between the teachers and tribal people.
So, there should be separate sub- cadres in which persons will be selected for their
competence and aptitude for work among the tribal’s. They will have special incentives.

 The young tribal’s should be given special training to develop leadership among them.

12
  In tribal areas, each group and area should be studied closely and proper education

programmes, institutions and priorities should be proposed.

 There should be separate section in centre and state to study the needs of the tribal
people and assist them in developing educational systems best culminated to promote
their welfare and development.

 It is necessary to collect sufficient statistical information regarding the spread of

education among the tribal people. There should be special investigations also
regarding important aspects of the spread of education amongst the tribal’s and their
effects. A continuous programme of research and evaluation has to be developed for
this purpose.

 The education of tribal people in particular is a major programme me of equalization

and of social and national integration. No expenditure is too great for the purpose.
Tribal Education as per NPE 1986
According to the National Policy on Education, 1986, the proportion of enrolment of ST
children was found to be much less than the proportion of their population and the dropout rate
continued to be very high at all levels -of education. The problem was more severe in case of
girls. It called for systematic efforts directed towards the educational development of ST. -

It advocated the following policy, targets and implications for strategy

 The focus is on educational development of ST so as to achieve equalization with the
non-ST population at all stages and levels of education

 It aims at attaining cent percent enrolment of ST children in the age group6-11 (Classes
I-V) ensuring their retention in school leading to satisfactory completion of the primary
stage of education or its equivalent through the non-formal stream by 1990.

 The operational strategy for achieving the above goals and targets for
implementation will be as follows;

 Incentives to indigent families to send their children to school regularly till they reach the
age of 14.

 The coverage will be cent percent of all eligible ST children.

13
 There will be pre-metric scholarship for children of families engaged in occupation like
scavenging, flaying and tanning

 Constant micro-planning and verification will be done to ensure that enrolment, retention
and successful completion of courses by ST students do not fall at any stage.

 Recruitment of teachers from ST.

 Provision of hostel facilities for ST at district headquarters location of school budding,
bawled is in tribal villages.

 Utilization of National Rural Employment Programme (NREP), Rural Labour

Employment Guarantee Programme (RLEGP) resources to provide education facilities
for ST

 Content and value orientation of the deprived class particularly in respect of ST;
Preparation of primers for classes I and II in respect of tribal languages having more than
one lakh speakers should be completed by the end of VII plan.

 Measures will be further strengthened to ensure that incentives in the form of

scholarships, uniforms, book and stationery, etc. reach the clientele groups.

 A single nodal agency for co-ordination of all programmes leading to development of ST

may be developed at the central and state levels.

National Policy on Education (NPE), 1986 was unambiguous about removal of disparities and
attainment of equalization of educational opportunities for STs, especially for girls. Despite the
policy pronouncements in 1986, the implementation of the various schemes had not
commensurate with the goals set up for each scheme.
Tribal Education as per Revised NPE, 1992
A number of centrally sponsored schemes were continued in the8th Five Year Plan (1992-97)
for STs. They covered

i. Post-metric scholarship;

ii. Grant in-aid to voluntary organizations

iii. Pre-metric scholarships for children of those engaged in scavenging occupations

14
iv. Book banks;

v. Boys' and Girls' Hostel;

vi. Coaching and allied schemes

vii. Educational complex in low literacy tribal pockets for development of women's literacy.

Taking into account the experience gained in the implementation of NPE, 1986 and
Programme of Action (POA), 1986, the following strategies were proposed in POA, 1992.

 Every scheduled tribe habitation will be provided with a primary school or other
suitable institution before the end of 8th Five Year Plan in order to ensure universal
enrolment and participation.

 In tribal areas, educational plan will be implemented in an integrated manner. The

integrated educational complex will be responsible for total education within its area
serving all children in the age group 6-14 and adults in the group 15 and above.

 It will be the responsibility of the teachers to organize drives at the beginning of every
academic session to unroll all school-age children specially girls belonging to STs and
others. For this purpose, active assistance of voluntary agencies and local communities
shall be taken. Traditional and folk media can be very effective in reaching parents and
children in remote areas to motivate them.

 Adequate incentives will be provided for the children of ST in the form of scholarships,
uniforms, text books, stationery and mid-day meals.

 All schools, Non-Formal Education Centre’s and pre-school centres in ST habitations

will be equipped with necessary and essential infrastructural facilities in accordance
with the norms laid down for Operation Black Board (OBB) and for achieving
Minimum Levels of Learning (MLL).

 Operation Blackboard shall cover, within a period of two years, all schools in tribal
areas.

 The indigent families among ST will be given incentives to send their children,
particularly girls, to schools.

15
 Children from tribal communities will be taught the mother tongue in the earlier stages
in primary school. Teaching/learning material in the tribal language will be prepared
providing for a transition to the regional language by class III.

 Standard teaching/learning material will be re-written to make them intelligible to ST

children especially in areas where the standard language and the learners' dialect are
different.

 It will be ensured that MLL already set-up for primary schools will be achieved.
 Effective methodologies for measurement of MLL will be implemented.

 Books of proven quality including classics from Indian and foreign. Languages will be
abridged, adopted, translated, reproduced and be made available at subsidized rates to
the children and neo-literates in ST communities.

 Implementation of reservation policy will be notified at all levels and failure to adhere
to the same will be made punishable.

 Reservation in recruitment of teachers from ST communities will be ensured in all

educational institutions.

 Where teachers are not available in schools located in ST localities, crash programmes
for giving suitable training to eligible persons from STs will be started. The eligible
amongst them will be appointed as teachers in the schools.

 Specified teacher training institutions such as District Institutes for Educational

Training (DIET) will be identified for training of ST teachers on a large scale.

 Education in tribal areas should be linked without door activities.

 There is a need to incorporate among teachers and students about the richness of the
culture of ST and their contribution to culture and economy.

 Monitoring of education in ST areas will be entrusted to the local committee with

adequate representation of ST members, especially women.

 There is a need for systematic utilization of the reports for taking corrective action.

16
  At state level and national level, joint monitoring system should be evolved.

1.5. NEP- 2020 on Tribal Education

The National Education Policy (NEP) has recommended a number of measures for the
education system. This is a centralised policy for all states. A few key recommendations of the
policy can have a huge impact on certain sections of the society. It is worthwhile to consider
the effect that the NEP can have on the education of tribal children.
1.6. The language recommendation

The new NEP emphasizes on the use of the mother tongue. It recommends that the region’s
mother tongue is used to impart teaching in primary classes.

Where tribes are concerned, several states have been using multilingual mode of education.
However, there is still a huge gap in this for a number of reasons. First, tribal communities have
their own languages and an even larger number of dialects. For instance, in Odisha, the tribal
communities have around 21 languages, and nearly 75 dialects. With these kinds of numbers,
it is difficult to decide the medium of instruction.

Moreover, language training of teachers and curriculum development in the concerned

language has not been addressed yet.

1.7. Multi Grade Learning Centres and strength of schools

India has several Multi Grade Learning Centres. These are also known as single teacher
schools. Many tribal areas of the country have such schools which cater to just one or only a
few villages. And many of these schools have less than 30 students.
The NEP recommends that schools with less than 30 students should be closed. These schools
are deemed to be “economically suboptimal and operationally complex to run”. The policy has
not stated clearly whether this would be applicable to all schools and all children. If it is, then
hundreds of such schools would be shut and all the students studying in these schools would
face the impact.

17
A related recommendation is to create cluster school’s region-wise. Educationists who are
against this policy say that due to different demographic patterns of different states, having
cluster learning centres will deny education to many tribal children. For them, the cluster centre
might be inaccessible.

1.8. History of tribals’ education

According to data in the Statistics on School Education 2010-11, the dropout rate among tribal
students is quite high. Around 71% of tribal students between classes I to X drop out.
Considering that the tribal population stands at 8.6% of India’s population, this is a significant
number of students dropping out of school. A large number of tribal children also remain
outside the formal education system.

Despite geographical and socio-economic barriers, modernization and industrialization have

made inroads into the habitat of the tribal communities. Massive encroachment on their land
and way of life has led to their displacement and exploitation. Most tribal communities are now
in abject poverty. All these factors have an impact on the education levels of tribal communities,
which is still much lower than desired.

1.9. NEP and education of tribal children

Education is the key to any kind of development. It is no different for the tribal community.
Due to poor educational status among tribal communities, their development is also quite slow.
Only drastic measures can improve the status of the tribes of India.

Sensitization as well as preservation of culture should play a key role in the education of tribal
children. The culture and integrity of tribal communities is an asset and a major part of their
identity. Thus, teaching methodology and curricula need be designed keeping these aspects in
mind. It is important to assimilate and incorporate tribal culture and values to ensure that
education is an inclusive and enjoyable experience.

The NEP must keep these things in mind when implementing the new system. Socially and
economically marginalized groups like the tribals need to nurtured to ensure their development.
The vocational training that is part of the NEP could be a step towards this. It can ensure that
tribal children learn skills that will help them get jobs in the modern economy, and they can
move beyond the traditional occupations such as agriculture.

18
1.10. Tribal Education in Odisha:
Socially and educationally the Scheduled Tribes are among the most disadvantaged groups in
Odisha. Odisha State occupies a distinct place in tribal map of India. There are 62 Scheduled
Tribe Communities, each one different from the other which is 22.85% of the state population
and 9.66% of the total tribal population of the country followed by Madhya Pradesh (14.69%)
and Maharashtra (10.08%); (2011 census). About 93.8 percent of STs in Odisha reside in rural
areas as against 90 percent in India. Majority of Scheduled Tribes live in hilly and forest regions
of Odisha.
Poverty and illiteracy (47.46%) are very high among the tribal people and therefore the social
disparity and inequality has prevailed in the society. Realizing that Scheduled Tribes are one
of the most deprived and marginalized groups with respect to education, a host of programs
and measures were initiated ever since the independence. Despite the government’s continued
concerns in this area, the current rate of improvement in education amongst the scheduled
tribe’s population is yet insufficient to meet the state’s as well as the country’s needs.
1.11. Trends of Literacy levels among ST

Orissa has a low literacy rate. According to 2011 census over all literacy rate of the country is
73 per cent whereas, this figure for Orissa is 72.9 percent. The literacy rate of scheduled Tribes
in Orissa is a cause for concern, as it has consistently been lower than that of the total
population. The literacy rate among Scheduled Tribes, which was 37.37 percent in 2001,
increased to 52.24per cent in 2011. The literacy rate was 72.9 percent in 2011, showing an
overall improvement in the education level of the tribal’s. Male literacy has increased from
51.5 percent to 63.70 per cent during 2001-20011. The gap between the literacy rate of the total
population and the ST population is 20.66 per cent. Female literacy continues to be an area of
concern despite notable achievement during last decade. ST female literacy increased from
23.36 per cent to 41.20 percent during 2001-2011.

ST female literacy is lower by approximately 22.8 percents point as compared to overall female
literacy of the general population (table 2). Literacy rates have increased over the years due
various programs targeted at it 70 Subasini Maharana and Alok Ranjan Behera by the ministry
as well as voluntary and nongovernmental organisation, but there still exists a huge hiatus
between the general and ST population literacy rates.

19
1.12. RATIONALE OF THE STUDY:

School adjustment is a broad construct which consist of many different aspects such as
academic achievement, school satisfaction, school engagement and pro social behaviour.
Poor school adjustment leads to low academic achievement, behavioural problems, and
discordant educational aspirations and even school dropout (Vasalampi et al. 2009; Raju &
Rahamtula 2007). Adjustment to schooling is influenced by a variety of personal and family
characteristics, and societal trend. It is the interaction of the child’s personal characteristics
and their experience that ultimately determines how a child adjusts to schools (Margetts,
2002). In the case of tribal students, they may feel difficult in school adjustment because
they are being forced to sit in schools where ethnically, culturally and linguistically strange
people appointed as teachers and chapters are little connection to their life style, culture and
taught. The scope of the study is to describe and explore the educational, emotional and
social adjustment problems of tribal students in their school. Education develops the positive
attitude values and culture in one’s own life and for this proper school environment is
essential. Along with that the attitude and interest of the student is also important. Hence the
result will help to find out the actual problems faced by them and which can be taken into
consideration while planning policies and programmes in schools.
1.13. Statement of the Problem
This study is to highlight the educational problem like low enrolment, large scale drops out,
unsatisfactory academic achievement and their relationship with TRW school students enrolled
from class I to VII of Kendrapada District. The problems are to be studied from the modern
perspective by addressing it from different angles and core areas to suggest solution. Hence,
the study entitled “Problems Of Tribal Welfare Residential (TRW) Schools In Kendrapada
District” has been taken for the research work.

1.14. Research Questions

The study will find out the answers of the following questions.

1. Are there different types of teaching learning facilities available in the schools ?

2. Is there any infrastructural and instructional problem in TRW schools?

3. What is the attitude of students towards boarding system.?

1.15. Objectives of the Study
1. To examine different teaching-learning facilities available in the schools.

20
2. To find out the infrastructural and instructional problems in TRW schools.

3. To explore the attitude of students towards the boarding system.

1.16. Operational Definition

 Problems refers to the challenges faced by the tribal students in their education process
in different atmospheres and learning settings.
 TRW schools refer to the Ashram schools of Kendrapada district.

1.17. Delimitation Of The Study

As the study is supposed to be completed within very short span of time ; hence , the proposed
study is delimited to the following:

1. Only 40 students were taken as sample of the study.

2. Data for the study was collected from Kendrapada District.

21
 CHAPTER-2:

REVIEW OF RELATED LITERATURE

22
 CHAPTER-2
REVIEW OF RELATED LITERATURE

2.1. INTRODUCTION :

The review of the research and literature pertaining to the problem becomes essential in order
to have complete and thorough views of the work done in India and abroad. A review of
research enlightens the investigator in the problem area to ensure fair and free research
investigation in a standardized manner. The present study is concerned with quality
improvement of elementary education through pedagogical programs. So, the investigator has
scanned the relevant documents, books, and studies done in India and abroad in this field. The
Research findings which have a direct or indirect bearing on the research work are presented
below.

The review of studies is based on exploring these basic types of sources such as (1) General
references (2) Primary sources (3) Secondary sources.

General references provide aid to the investigator to locate primary and secondary sources and
their relevance to the purpose of the study. The review is essentially a secondary source of
information to strengthen and motivate the scholar to follow a well-tested path using the proven
mechanism to save time and energy. Further, it provides guidelines to take up the research to
add the existing research knowledge.

2.2. RELATED LITERATURES:

Some literature on tribal development and the growth of education among the tribal’s are listed
below.

The first contribution to the study of educational problems of Scheduled Tribes in India were
made as early as 1944 by Furer-Hai Mandrel. The author has described the outline of
educational schemes he had drawn up for the Gonds of Adilabad district in the Nizam's
domination of Hyderabad. The study revealed the problems of language script and teachers.
The schemes paid rich dividends for the tribes of that area and even now form the basis of

23
educational planning there. The author pointed out that an educational program for the tribes
had to be in consonance with their habit, Economy, and culture.

T. C. Das (1950). studied the H0 tribe and arrived at the significant conclusion that the H0
students could compete successfully with their non-tribal colleagues. The study however
conceded that the students were receptive, but not critical lacked confidence but were eager to
learn.

The same author (1962). in another field study, survey the cultural changes among the tribes of
Jaguar Beware and also dealt with the concepts and methods of education prevailing among
the population of the Himalayan region.

While enumerating the principles on which the teaching of Aboriginals has to be based, Naik
(1950) analysed the existing techniques of teaching the Bhils and other tribes. He pointed out
their defects and suggested recommendations for the improvement of their teaching techniques.
In another study on Bills of Madhya Pradesh with regard to their position of literacy and
education, Naik (1956) concluded that 'Basic Education is the ideal system of Education for
the Bhils'. The same author (1969) studied the Bhils to find out the impact of education upon
them. Naik established that the changes observed were only shallow and not deep.

Madan (1952). wanted educational activities to be carried on along with economic uplift in
such areas as in contact with urban centres. The study revealed that education and literacy were
the very potent medium of instruction and propaganda and indoctrination were essential.

The Tribal Affairs Conference (1954). was organized by the Government of India and brought
out a report in which the welfare schemes including education of the tribes, and indifferent
State Governments were described. Problems related to the script medium of instruction
dialect, etc. are cited. The conference recommended vocational education suggested grants to
non-official agencies, planned tours for pupils and choice of the right type of teachers.

The type of education to be given to tribals and the problems in imparting vocationally based
education are discussed by Biswas (1954)'. In another paper (1955)1° emphasizing the need
for Tribal Education, the same author suggested the introduction of Basic Education.

Kar (1957). pleaded for a psychological approach to tribal education. He described the various
steps through which tribal pupils were trained and the methods, content and the agencies of

24
tribal education. He suggested that the educative value of the traditional dormitories of the
tribes should also be taken into consideration .

Gaurang Rami’s (2012). paper discusses the status of primary education in the tribal district
of Dang in Gujarat. In the district, there are about 412 primary schools; out of which 378
primary schools are run by the district panchayat. The paper concludes that most of the schools
have buildings, but they fail to attract the girl students owing to lack of other essential amenities
like drinking water as well as separate toilets for boys and girls. The common toilet facility has
prevented many tribal girls from enrolling beyond 5thstandard. Hence, the drop out ratio goes
higher among the tribal girls. Another problem that makes tribal students leave schools is the
medium of instruction which is quite different from their own vernacular dialect.

Pradhan and Sanjay Kumar (2011). describe that despite special initiatives like Ashram
schools, introducing vernacular at primary level, and teaching in local dialects, the tribals are
still lagging behind the non-tribals. Under such circumstances, the government and policy
makers should put best efforts to improve their educational status.

Arun Kumar Ghosh’s paper (2007). provides in-depth literature on the tribal education in
Jharkhand and West Bengal. He says that few tribals are badly in need of special attention for
literacy and basic education. He discusses the causes for low literacy among the tribals of “Ho”
and “Mahali” in Jharkhand and “Lodha” in West Bengal. He observes that the female enrolment
ratio of the tribals is much lower among these tribals than that of their males. A further sharp
decline of enrolment was observed immediately after the primary education, and this trend
continued among males and females. During the cultivation period, the dropout rate is more
because children are required to assist their family members in sowing, weeding, plantation,
and harvesting activities. Economic hardship is also a major factor for the drop out of the tribal
children. To achieve gender equity in education, a number of suggestions have been given by
the author such as motivation of parents to send their daughters to school, curriculum to be
customised to the needs of tribal children, separate toilets for girls.

Vinoba Gautam’s paper (2003). on Janasala experience was a collaborative programme

between the Government of India and United Nations agencies to achieve universal elementary
education, especially for girls and children from the deprived communities, working children,
and children with specific needs. It tries to cover nearly three million children; out of it, 33%
would be tribal children. Under Janasala, many favorable interventions were undertaken to

25
improve quality education of tribal children. The study proposes that as the tribal children
possess cognitive abilities, a suitable curriculum and teaching methods need to devise. Finally,
the paper concludes that non-tribal education has very limited value in tribal cultural milieu
because it does not match with the lifestyle of individuals and the needs of the tribal community.
There is a need to linking school education with life and the needs of the tribal communities.

Kumar Rana (2003). while reviewing the situation of primary education in West Bengal, point
out multiple problems that the primary education across India has been facing, such as
infrastructure, shortage of schools, shortage of teachers, and financial handicap of the parents.
He also observed that just addressing the problems of infrastructure would not provide any
guarantee to improvement either in quality or spread of primary education. To improve the
literacy level, a number of issues were suggested such as parents’ participation in monitoring
and governance to improve the delivery of primary education. It can be cited in this regard that
the Bengal government’s “Sishu Siksha Karmasuchi” (SSK) experiment provides cost effective
primary education particularly to the most underprivileged sections of society. Finally, the evils
of private tuition must be put to an end.

Biswamoy Pati’s “Identity, Hegemony, Resistance : Towards a Social History of Conversions

in Orissa, 1800-2000” Examined from within the framework of social history, the author
delineates the evolution of the caste system in Orissa over the colonial and postcolonial period,
bringing to life those involved in this process. Besides interrogating many commonly held
assumptions, it opts for a far more flexible and interactional paradigm. As a result, this study
accommodates a whole range of features related to the historical contexts and the complexities
generated by the process of conversion.

Narrating the interrelation between Anthropology and Education, Basu (1961) strongly
criticized the present system of educating the Adivasi population of India. Giving suggestions
for an educational scheme for them with regard to books, medium of instruction, collection of
vocabularies and building for schools, the writer held the view that the education of the
aboriginals should be subjected to proper planning and supervision by a board of scholars who
are known to have done actual field work.

The report of the Andhra Pradesh Tribes Enquiry Committee (1962). analysed the root
causes of the slow progress of tribal education. One of the significant findings of the committee
was about the indifference of educated tribal people. Recommendations were given about adult

26
education, religious education, ashram schools, grants and other educational facilities. Enquiry
Committee recommended that the basic system of education might prove more effective in
enhancing literacy. The creation of Tribal chairs in the Universities of Andhra Pradesh formed
an important recommendation of the committee.

Srikant (1964). traced the progress of education in tribal areas after independence. He revealed
that the state of education among the tribes has not been satisfactory in different parts of India;
He laid emphasis on the education of the tribal girls, the need for trained teachers, and opening
of ashram schools and suggested that tribal education should be job oriented. The
recommendations of the work group on education of backward classes in the education
commission, deal with the existing programme. Problems of nomadic and seminomadic tribes,
hostel facilities and ashram school have been discussed.

Bapat (1964). suggested a well-planned system of education to remove the ignorance prevalent
among the tribes. After analysing the reasons for the slow progress in tribal education, the
author suggested the types of education for tribal children and adults. At the end a few
suggestions are put forward for the improvement of tribal education.

A seminar on the tribal education in India (1967).'' organized by the National Council of
Educational Research and Training analysed the various aspects of tribal education like the
educational facilities available, coverage, wastage and stagnation, basic problems of tribal
education, methods and voluntary agencies in the education of tribal people and utilization of
financial assistance. The seminar made recommendations regarding aims, objectives and policy
of tribal education, teachers’ qualification, medium of instruction, school facilities, text books
and curriculum.

Ambasht (1969). studied the impact of Education on Tribal cultures. The study focused on the
District on Ranchi especially on the Munda, Oraon and Kharia tribes. The same author for his
Doctoral thesis made a critical study of tribal education (1970). This study mainly concentrated
on the Oraons, Kharia’s and Munda’s of Ranchi district. Their traditional education, agencies
of modern education, village schools, attitudes of teachers and students, female education,
social education, economic education, primary education and above all the impact of education
was dealt with. Based on the findings of the study, recommendations were made for the
improvement of tribal education improvement of tribal education.

27
Ambasht (1971). another report dealt with the policy of tribal education in which he concluded
that since education is a state subject planning with regard to tribal education should also be
done by the respective states within the broad frame work of the national policy of tribal
education.

In a study conducted by Goyal (1973) the important events and trends that contributed to the
spread of education among the depressed classes during the British period were analysed. It
was found that during the Pre-British period, depressed classes were deprived of equality of
opportunity in social, political, economic and educational matters. The social reform movement
initiated in the nineteenth century was instrumental for awakening consciousness for the uplift
of the depress classes. The religious neutrality practiced by the British Government and the
subsequent establishment of Government schools which were secular in character helped the
promotion of education among the depressed classes. Provision of special facilities, creation of
monetary incentives in the form of fee concessions, stipends, scholarships, grants etc.,
reservation of seats in educational institutions and reservation of posts in service were
instrumental for the promotion of education among the depressed classes.

Srivastava (1974). made a study on the personality pattern of the Children of 'Criminal Tribes'
of Uttar Pradesh and the sample for the study included 100 boys studying in Ashram type
schools of four districts. It was found that the children of criminal tribes possessed low
intellectual ability. They had confidence, but were shy at social interaction. Though not
satisfied with their existing status, they were optimistic about their future. They tried to gratify
their immediate needs though were not impulsive. They had control over their social
adjustments.

Chitnis (1974). conducted a Sociological survey on the Educational Problems of Scheduled

Castes and Scheduled Tribes College Students. The study aimed at assessing the status of the
scheduled caste and scheduled tribe students, comparing the SC/ST students with non-SC/ST
students and identifying the type of difficulties and obstacles they face. The main tool of
research was the Interview Schedule. The important findings were: Very few women among
schedule caste and schedule tribe students went for higher education, most of the scheduled
caste and schedule Tribe students went for higher education, most of the scheduled caste and
scheduled tribe students were unmarried. By and large the scheduled caste and scheduled tribe

28
Students were enrolled in the arts faculties rather than in the science faculties. Most of them
came from disadvantaged conditions.

Desai and Pandor (1974). investigated into the status of Scheduled Caste and Scheduled Tribe
Students in the institutions of learning, comparing the scheduled caste and scheduled tribe
students with non-scheduled caste and scheduled tribe students and into nature of
discrimination, types of obstacles and difficulties that they faced. The following were the
important facts revealed by the study. Adult education seemed to have made very little impact
in spreading literacy. In a large number of cases the educated among the scheduled castes and
scheduled tribes were first generation students. Scheduled caste and scheduled tribe students
were comparatively low in academic performance.

Dubey (1974). analysed the Socio-economic background of the schedule caste and scheduled
tribe college students of Assam and saw how their education affected their aspiration and
performance, their feelings and opinion about their status, their way of life and their
participation in other activities. The important findings were: The majority of teachers opined
that the scheduled caste and scheduled tribe students had poor intelligence. They also
maintained that the facilities of reservation for them were justified.

Adiseshiah and Mananathan (1974). conducted a study on educational problems of

scheduled caste and scheduled tribes in Tamil Nadu. The study revealed that the wastage was
very high at the primary level, but at the middle school stage the scheduled tribes had an edge
over the non-scheduled. Majority of students coming from illiterate homes in difficult financial
situation engaged in no extra-curricular activities. Based on the recommendations Government
has implemented policies for the education of the scheduled caste and schedule tribe students.

Sachitananda (1974). conducted a study in Bihar and showed that among the college going
scheduled tribe students 25 per cent were girls whereas among the college going scheduled
caste students the percentage of girls was only 0.4. Nearly 30 per cent of the scheduled caste
students were married. 3/4 of the students of both the communities opted for Arts courses. Most
of these students had high academic and occupational aspirations. Most of the teachers regarded
their scheduled caste and scheduled tribe students as inferior.
Rajagopalan (1974). conducted a study on the educational progress and problems of scheduled
castes and scheduled tribes school students in Karnataka. The study revealed that 30 percent of
the students lived in hostels while their parents lived in villages. Economic donations of the

29
students were 'uncomfortable' and domestic work seemed to come in their way. The amount
given as scholarship was inadequate.

U.N Dixit (1975). made a study of educational need pattern of adults in the urban and tribal
communities of Rajasthan. Finding out the educational need pattern of adults in urban, rural
and tribal communities, the attitude of adults towards their needs for continuing education and
relationship between different age groups and the useful educational programmes and
educational activities were the main objectives of the study. The study revealed that most of
the tribal community were in the age group of 20-35 years and were married. Their main
occupation was agriculture. Most of them had very little education.

Lakra (1976). conducted a study on the Impact of Education on the Tribals of Rachi District.
The study revealed the changes that have occurred due to the education in the tribal population,
especially in their socio-economic and political spheres. The progress of education of these
tribals before and after independence and its impact on their social, cultural, political and
economic progress was studied. Education brought threefold benefits. They got emancipation
from forced labour, got their land back and their self-respect reinforced. Education freed them
from ignorance, social taboos, superstitions and poverty.

Shah and Patel (1977). studied the impact of education from a structural point of view. In
order to assess the impact of college education on tribal social structure on the strength of
empirical data, they argued that the benefits of education such as post matric scholarships and
residential facilities were enjoyed by the upper strata of the scheduled ribs. Study revealed that
the benefits of higher education had favoured the higher segments of the tribal group.

Sharma (1977). investigated the activities of tribal education, type of school building, type of
school equipment’s, the role of teachers in shaping the attitudes of students and other allied
factors. He considered education as one of the significant elements in harnessing the process
of change to the advantage of the local community.

Pandey (1979). conducted a study on the education and social mobility among scheduled tribes
with the objectives of analysing the influence of education on social mobility among the
schedule Tribes. Socio-economic status among the scheduled tribes was closely related to each
other. Among the educated, there was strong reluctance to the traditional social conditions and

30
occupational structure. The emergence of elites among scheduled tribes, in government jobs
and power, was another adaptive change.

Joshi (1980). conducted a study to assess and to analyse the educational problems of students
belonging to the Scheduled Caste and Scheduled Tribes of Baroda district in the context of
sociological, Psychological, Pedagogic and economic factors. In spite of their poor sociological
background the students did not have a high level of feeling of rejection.

Sachadeva (1980). conducted a study on Spatial Analysis of the socio-economic structure of

Tribal communities in Maharashtra addressed itself to the influence of social and demographic
variables like urbanization, literacy and population size on participation rate and pattern of
economic participation in different industrial categories. The study results showed that it is
poverty that compels both tribal male and female to work for a livelihood throughout the Year.

Phande and Shukla (1980). studied about the drop out among scheduled tribe college students
in Vyasa Arts and Science college in Gujarat University. The major findings were: the
percentage of drop outs among scheduled tribe students was 53.48 per cent of which 59.23
percent belong to tribal male and 60.46 per cent females. The rate of drop outs among the non-
tribal students both male and female in the arts and the commerce faculties were lower than
those among tribal students.

N.N.G Mathur (1994). studied the problems of tribal education (Past-Present-Future). The
study encompasses secondary education of the tribal pupils in Udaipur district. He studied the
educational problems of tribal pupils, teachers and social workers and also attitudes of parents,
teachers and social workers towards education. The study had been done in depth, and has
come out with some useful practical, suggestions which can pave way for future course of
action to be taken in this direction.

Ambastetal (1995). conducted a study on the effect of household, community in school factors
on the enrolment, retention and achievement of scheduled tribe children at the primary level.
They studied that effect of the cluster of household and school factors on the achievement of
scheduled tribe children. They also tried to study the interstate difference in terms of their
impact on achievement of tribal children. The study suggests that suitably designed research is
needed to understand the effect of home background factors such as parental attitude, their

31
education, their language spoken at home and economic conditions of the family on the
scheduled tribe’s child's development.

Jose (1997). conducted a study on the Education of Scheduled Tribes in the Nilgiris District of
Tamil Nadu. The following were the facts revealed by the study though there were considerable
improvement every year in the district with regard to the number of schools, teachers and other
facilities, the progress of tribal education was low, their present rate of enrolment at the
secondary and higher secondary level were not satisfactory.

B.S.Nagi (2000). made a study on educating tribals in India-A study of Ashram schools. The
study was called out in eight states having largest concentration of tribal population. The study
showed that about 64% of Ashram schools were housed in pucca buildings. About 40% of
Ashram schools did not have toilet facilities. About 82% Ashram school do not have medical
facilities. It was heartening to find that there was an upward trend in the number of admissions
of tribal pupils in the Ashram schools.

Mehta and Jaswal (1996). suggested that the policy of protective discrimination was a means
to political balance among the communities as well as of amelioration of conditions of
scheduled castes and scheduled tribes. It is a temporary measure for the purpose of mitigating
inequalities and redressing the wrong done to them in the past. The study revealed that the
Government of Himachal Pradesh has achieved a significant measure of success in
implementing the significant and related welfare measures.

Santha Kumari (1976). conducted a study on the 'Impact of Welfare Measures on the
Backward Classes in Kerala". The study revealed that the awareness transcends both the
educational and occupational level of respondents and the awareness of educational facilities
was an incentive for their children for jobs, which brought them a better job. Economic status
increases the awareness of the backward classes about educational schemes.

Joshi (1983). conducted a study on Socio-cultural and Educational conditions of the hill tribes
of Kerala. In addition to the socio-economic conditions of the Adivasis, the study has also
covered their literacy and educational status. The study was mainly of a survey type with tools
like interview schedules to tribal families and rating for officers and social workers working in
Tribal areas.

32
George (1984). in a study aimed at assessing the educational problems of the Scheduled Caste
and Scheduled Tribe College students in Kerala. The objectives were to study the factors that
promoted the scheduled caste and scheduled tribe students to go to the college, the factors
responsible for drop-out of scheduled caste and scheduled tribe students and their perception
about the same. The study revealed that the amount of scholarship was inadequate, parents
needed to be educated about the facilities existing and its purpose etc. A considerable number
of scheduled caste and scheduled tribe students suffered from inferiority complex.

C. P. Sreekantan Nair (1985). investigated the socio-economic educational, cultural and

intellectual aspects of the tribal children of different tribes of Kerala, with special reference to
Wayanad area in all aspects including education. The major findings were: Special attentions
should be given for the education of tribal girls and teachers should treat the problems of tribal
pupils with empathy.

Jayakumar (1996). conducted a study on language problems of tribal primary school pupils
in Idukki district, Kerala state. The major findings involved in the study were most of the tribal
students were not familiar with many alphabets and unable to pronounce them properly. Most
of the students were very poor in communicating regional language. They cannot understand
dearly the ideas when taught in standard language. Their reading skill was very poor.

Achuthan (2000). made a study on the efficiency of supporting programmes for scheduled
caste and scheduled-Tribe pupils. Achievement Test and Interview techniques were used for
the collection of data. For the collection of data, the investigator interviewed 61 wardens of
pre-matric hostels and 81 teachers of tutorial system. The major findings of the study were:
sufficient rooms are not available for pupils in almost all pre-matric hostels. Adequate furniture
is not provided in the pre-matric hostels, for the smooth implementation of the tutorial system.

Purandase (1987). studied the progress and problems of Ashram schools of Thana district. The
objectives of the study were: to study the availability of educational facilities for scheduled
tribe pupils, to study the availability of grants in government and non-government ashram
schools, to study the educational, financial, administrational and social problems of Ashram
schools and to study the programmes of Ashram schools. The findings of the study were: state
and central government provide financial assistance to the schools. High schools and hostel
facilities were available for scheduled tribe pupils and they were provided books, school
uniforms and meals along with allowance for boarding and loading in the hostel.

33
Mehendra Kumar Mistra (1996). conducted a study on the scheduled tribe Children of
Orissa, under the District Primary Education Programme, regarding student and teacher related
problems etc. The study revealed that only 12% to 30% tribal children attended schools. The
reasons for the mass non- attendance are helping parents at home, teacher's punishment,
uncomfortable school environment and lack of positive environment or inspiration.

Prabin Kumar (1991). conducted a study of cognitive functioning, effective adjustment and
academic achievement of scheduled tribe children attending special Ashram schools and
integrated upper primary schools in Orissa. The study revealed that the tribal children in
integrated schools showed a more field independent cognitive style than the tribal children in
tribal schools. No significant difference in terms of academic achievement was found among
these groups. Various factors like occupation, income, education of family, housing facilities
and reading time available were found to be positively related to conservation, cognitive style
and academic achievement.

Lal, M. (2005). found that among all school dropout, Adivasis and Dalits from the biggest
group. Further, the largest group amongst them girls. Education, thus for the weaker section of
the society needs to become The panacea and an inclusive growth strategy for their economic
and social upliftment .Education has special significance for SCs and STs who are facing a new
situation in the development process.

Nair, p (2007). has given importance on non-formal education in tribal areas particularly to
reach out to the hardest to reach group of children in remote areas. NFEs therefore target
children who are dropout from formal system of education. This non-formal method provides
room for innovations and injects flexibility to a rigid system in terms of organization, teaching
method, content, target group of learners and evaluation procedures.

An analysis done by Pradhan and Patnaik (2006). aimed at exploring the quality of education
In 142 Ashram schools which was meant for the tribal students of Koraput district. The prime
objective of the study lay at surveying the grass root level realities of these schools
appropriating to variables like teaching-learning process, social and physical environments of
school, infrastructure, daily life activities, and teaching work force. The results revealed many
problems that tribal students have been facing in the schools which are why they haven’t been
able to build a strong base for themselves. In the initial years of schooling most of the tribal
students of these schools have been facing problems in understanding and communicating with

34
their friends and teachers in Odia language. Although this problem reduces considerably in the
later years, the learning achievement in English of majority of the tribal students was found to
be poor. The school also lacked teaching-learning material, particularly science and
mathematics equipment. The tribal students also demanded extra coaching in English and
Mathematics as they found these subjects difficult to understand. Also, students faced problems
in learning Hindi and Sanskrit as the schools lacked teachers specializing in these subjects.
Hence this study clearly depicts the problems that lead to a weaker base of the tribal students
at school which is why they face difficulties in later stages of their career, particularly in tertiary
education.

A study by Sahu (2013). highlights the collaboration between government school and private
organizations that aids towards maximum enrolment of tribal children in school, thus
enhancing hope amongst the tribal regarding a better future for their children. The paper also
highlights that the schools are unable to reduce the inequalities amongst students which results
out of social inequalities. It revolved around the fact that education is something which would
empower the tribal people and quality education would definitely add on to their better future.
The study which was conducted in the tribal areas of Sundargarh and Keonjhar suggested that
necessary arrangement needs to be made in schools to provide basic facilities in schools; more
teacher need to be appointed, encouragement to private sectors to participate in strengthening
the infrastructure of the government school.

Moreover, innovative approaches need to be introduced in order to include more tribal students
in school education. Introduction of tribal teachers in the school will be a better initiative to
help more children come forward and enrols in school. Another important idea that the paper
suggest is that government should take initiative to prepare the syllabus texts in tribal language
so that tribal children will have an easy access to the text and thus enhance their learning
capabilities .The paper concludes that properly and effectively educating the tribal children is
a challenge which could be achieved with collective effort of stakeholders of the society which
constitute the village community, private organization, teachers, government functionaries and
the people in general. These all initiatives will lead to better environment for the tribal students
that would definitely make them ready to face the challenges in times come. In the later stage
of their career, they need to be flexible enough to meet the demands of the changing
environment and situation. At last, through a better education at primary and secondary level,
they could be made ready to communicate and connect with the changing people.

35
The book “Changing Tribal Life in British Orissa by K. Majumdar” traces the British
Government’s Policy towards the aboriginal people of Orissa, particularly the Kondhs, and the
reaction it caused in the people. The British effort to “tame” the tribals by armed measures was
followed by their effort to “civilise the savages” by education and widen the scope and scale
of their acculturation with “civilised” people in the neighbouring tracts. This caused a great
change in tribal life, society and polity. Tribal reaction to this externally induced change varied
between stubborn resistance and grudging acquiescence, depending on the pace and extent of
the change.

Majumdar. also attempted on the policy of “civilising the savages” was later changed to the
policy of conserving “tribalism”, the Government realizing the damage done to tribal tradition
and psyche. The study of the British tribal policy is worthwhile because the main problem faced
by the administrators then persists even today: the problem of how to improve tribal life without
causing, as an inevitable outcome, progressive detribalization; how to modernize tribal life
without destroying in the process the distinctive features of tribal tradition and culture.

“Changing Tribal Life A Socio Philosophical Perspective” by Padmaja Sen. describes

about the conceptualizing the tribe, the contributors in this book discuss at length the
significance of myth and rituals among the tribal’s, folk treatment system, dialectics of identity
and assimilation, and corelation of the tribes.

Biswamoy Pati ‘Resisting Domination: Peasants, Tribals, and the National Movement in
Orissa, 1920-50’. narrated about the national movements of Orissa and the role of Gandhiji in
inspiring political spirit from the grass root level. The author also attempts to grasp the peculiar
socio-economic features of Orissa keeping linkage with the political mobilization at different
layers of society.

S. Venkataiah’s “Modern tribal education”. depicts that the Tribals are the aboriginal people
constitute around 7 per cent of the population of the country. They are backward in all
respects—hence the need of special modern education for them. Since tribals still profess their
ancient religion and unique life pattern, special efforts are needed to educate them. The present
book is devoted to the modern education of tribals. Undoubtedly, this will prove a veritable
mine of information to academics, researchers, policy planners and administrators.

36
The book ‘Bring them to school: Primary education for tribal children’ written by
Jnanapith. awardee writer and an expert on tribal studies Sita Kant Mohapatra would serve as
a manual for the various NGOs and government agencies for providing education to tribals and
their overall development, he hoped. It can be pointed out that while Orissa is a poor State, its
tribals are even poorer due to lack of education.

Biswamoy Pati’s “Identity, Hegemony, Resistance : Towards a Social History of

Conversions in Orissa, 1800-2000”. Examined from within the framework of social history,
the author delineates the evolution of the caste system in Orissa over the colonial and post-
colonial period, bringing to life those involved in this process. Besides interrogating many
commonly held assumptions, it opts for a far more flexible and interactional paradigm. As a
result, this study accommodates a whole range of features related to the historical contexts and
the complexities generated by the process of conversion.

Naresh Rout. conducted a contemporary study on the problems and issues of education of tribal
children in kandhamal district of Orissa. The study explores the peculiar socio, economic conditions
along with the traditional superstitious values of the society and the inferior status given to the tribal
children which contributes their dropouts from the schools in the Kandhamal. Indeed, the study also
intends to look at the educational policies and programmes and their weaknesses to tackle the problem
which would influence the government to take corrective measures based upon the study. Moreover, the
present study may help the policy makers to know the defects in the process of implementation and to
revise policies according to the need.

Rastogi (1989). found high dropout rate among the ST students in particular, the rate is high in
case of girls. The internal efficiency of the education is low ST students.

Smruti Sudha Behera (2015). conducted study on “communication Barriers Faced by Tribal
Students of Odisha in Tertiary Education” reveals that mother tongue language help both the
tribal students and teacher to communicate effectively in the classroom and make the teaching
learning process more successful.

Subasini Maharana and Alok Ranjan Behera. conducted study on “Status and Problems of
Tribal Education in Odisha: Government Initiatives” .here they concluded that Educating the
tribal children and empowering them is a challenge which can be achieved by collective effort
of all the stakeholders of the society such as village community, private organizations, teachers,
and government functionaries, elected representatives and the people in general. This study

37
reveals that it is essential to involve the community and private, corporate organizations in the
educational achievement in the tribal areas where most of the educational institutions are facing
various challenges: Teaching is imparted in tribal’s mother tongue at least up to the primary
level.

Rajeswari Maharana and Dr. Jayanta Kumar Nayak. concluded on their study i.e.
“Educational status among the particularly vulnerable tribal groups of Odisha” that in order to
promote a socio-economically integrated healthy society in state, there is need to be proper
implemented of the govt. educational plan, policy and educational facilities with existing
physical infrastructure the school and hostels along with to build the bridge among the teacher,
students and parents. Then only the large numbers of tribal population will participate in
education and develop their society gradually. It can be concluded that a
number of studies conducted in tribal education at Elementary level in India and Odisha. The studies
have also wide implications in terms of renovation of infrastructure and other matters and their output.
However, there is a need to study the difficulties area wise at block and panchayat level as the problems
are very much local and closely related to cultural, social and geographical set up . So, there is a need
to conduct research work in Khjuripada Block .This block is significant for the study from many aspects
such as its tribal population , geographical location. So, the present study is highly essential for
educational purpose.

2.3. RESEARCH GAP

From the above studies it is found out that in tribal education sector different problems like
infrastructural and instructional issues (Kumar Rana 2003), communication barriers (Behera, 2015),
socio adjustment problem (Prasad and Kumar 2017, Jain and Jadav. 2018), have been identified in
different corners of India. But no such studies have been conducted in the state of Odisha to explore the
educational and adjustment issues of TRW school students at Elementary level.

38
 CHAPTER 3:

METHODOLOGY OF THE STUDY

39
 CHAPTER- III METHODOLOGY OF THE STUDY

3.1. INTRODUCTION:
Methods of the study occupies pivotal place in the process research. True method of the study
leads to the scientific and objectives achievement of the target. True methods are utmost
important in a research process as it is describing a various step of the plan of attack to be
adopted in solving a research problem. Methods of the study according to Good, Barr and
Scatesmay classified from many points of view, the field research to applied.

The selection of a method and the specific design within that method appropriate in
investigation a research problem will depend upon the kind of data that the problem entail, the
present study is to find out the present position and status of a particular section of the students
at the elementary level. Hence the present study is a survey method under descriptive

To collect detail descriptions of existing phenomena with the intent of employing data to justify
current conditions and practices to make more intelligence plan for improving the conditions
targeted in the study.
3.2. RESEARCH DESIGN:

Method of the study

The present study was conducted to measure the social issue pertaining to particular section i.e.
the tribal children. Although it has a wider phenomenon across the social section or pockets but
the problems are more or less similar in tribal communities. In this context Koul (1992) states
‘survey are conducted to collect detailed descriptions of existing phenomena with the intent of
employing data to justify current conditions and practices or to make more intelligent plans for
improving them. Unlike the experimental method, in which variables are deliberately arranged
and manipulated through the intervention of researcher, in descriptive research variable that
exist or already occurred are selected or observed. Researcher used descriptive survey methods
for conducting the study.

3.3. POPULATION OF STUDY:

Tribal students, teachers in tribal schools, community members and over all parents of the
Kendrapada District constitute population of present study.

3.4. SAMPLE:

40
 In the present study sampling has been taken on random basis. Number of students of Ashram
Schoolof Kendrapada District and Govt. High School , kendrapada were represented to the
sampling. The samples taken in the study are given in the following table.

SL.No Name of the school No of Students

1 Kendrapada Ashram School 20

2 Govt Ashram school Rasulgarh 20

3.5. TOOLS AND TECHNIQUES

Different tools were used for the study such as questionnaires, interview schedules to
collect data from the target groups.

1. Questionnaire- for the headmaster having questions pattern to 38 items in relation to the
study.

2. Interview scheduled - was developed for the collection of data from the students.

These tools were developed with the consultation of experts, educationist and the supervisor.

3.6. PROCEDURE OF DATA COLLECTION:

In order to collect the requisite data for the current research problem the researcher personally
visited to the school and met the H.M of the both Tangiapada Ashram Schooland Govt. Ashram
School , Rasulgarh and discussed about purpose of study and sought their co-operation for
collecting information about the status of residential Students in the school. He also personally
met the other teachers of the school and used tools for the respective group. The questionnaires
used for collecting data from the students. Interview scheduled was also used to collect data
from the students.

3.7. PROCEDURE OF DATA ANALYSIS:

The researcher used both quantitative and qualitative method for the purpose. The statistical
procedures like tabular analytics were also used for the purpose.

41
 CHAPTER 4:

DATA ANALYSIS AND INTERPRETATION

42
CHAPTER-IV

DATA ANALYSIS AND INTERPRETATION

Analysis of data is a major task in order to discover the inherent problems. The collected data
are studied from different perspectives as far as possible to explore new facts. Most of the
information is based on the data collected through questionnaire and focused group discussion.

The collected data are analysed in the following tables.

Table no - 4.1: Colloquial language of the learners

S.L no Language Frequency Percentage (%)
1 Kandha 11 27.5%
2 Kolha 17 42.5%
3 Kui 5 12.5%
4 Santali 7 17.5%

The above table intakes the information about the colloquial language of the learner. It was
found out that most of the learners are from Kolha spoken community i.e 42.5%. There are
27.5% from Kandha spoken community, 17.5% are from Santali spoken community and 12.5%
are from Kui spoken community.

Colloquial language of learners (%)

100%
90%
80%
70%
60%
50% Percentage (%)
40%
30%
20%
10%
0%
Kandha Kolha Kui Santali

43
Table no – 4.2 : Facilities supporting education at home
S.L no Facilities Frequency Percentage (%)
1 Study room 4 10%
2 Electric / Solar light 40 100%
3 Chair 4 10%
4 Computer 2 5%
5 Writing table - -
6 Fan 12 30%
7 Library 2 5%

The above table shows the information about the facilities supporting education at home. It was
found out that all learners have electric/solar light facilities at home i.e. 100% .There are 10%
of the learners have study room facilities at home. 5% of the learners have computer facilities
at home , 30% of the learners have fan facilities at home , 5% of the learner have library
facilities at home but no one from learners have writing table facilities at home.

Facilities Supporting Education At Home (%)

100%
90%
80%
70%
60%
50%
40%
30% Percentage (%)
20%
10%
0%

44
Table no – 4.3 : Facilities available at hostel
S.L no Facilities Frequency Percentage(%)
1 Room 40 100%
2 Fan 40 100%
3 Electrical/Solar light 40 100%

The above table provides the information about the facilities available at hostel of the learner.
It was found out that from all the above facilities Room, Fan, Electrical/ Solar light are available
for all learner at hostel.

Facilities Available At Hostel (%)

120%

100%

80%

60%
Percentage(%)
40%

20%

0%
Room Fan Electrical/Solar
light

Table no – 4.4: School building

S.L School building Frequency Percentage (%)
no

1 Building with enough air circulation and 40 100%

space

2 Temporary building 40 100%

3 Building with not enough facilities 40 100%
4 Old building - -
5 Thatched /shed - -

45
The above table shows the information about school building at school for learners .It was
found out on school building that all learners get facilities of building with enough air
circulation and space , temporary building , buildings with not enough facilities i.e. 100%.

Table no – 4.5 : Availability of Teacher

S.L no Availability of teacher Frequency Percentage(%)
1 yes 40 100%
2 no - -

The above table shows the information about the availability of teacher in school .It was found
out that there is availability of teacher is 100%.

46
 40

35

30

25
Frequency3
20
Percentage(%)4
15

10

0
yes no

Table no -4.6 : Availability of Library

S.L Availability of Library Frequency Percentage(%)
No.
1 Library+ Reading Yes - -
room
No 40 100%

2 Books Helpful 40 100%

Not Helpful - -
3 Librarian Yes - -
No 40 100%
4 Furniture Enough - -
Not Enough 40 100%
5 Laboratory Yes - -

No 40 100%

The above table intakes the information about the availability of library of the school for the
learners . It was found out that in school there are not at all facilities of library and reading
room . From library books are helpful for all learners . There are no librarians in this school,
furniture is not enough for learners and laboratory not available at all .

47
Table no - 4.7 : Financial Assistance
S.L no Financial Assistance Frequency Percentage (%)
1 Parents 40 100%
2 Government Support 40 100%
3 Any other Support - -
The above table shows that the information about the financial assistance of the school for
learners . It was found out that all financial assistance is come from parents and governments
support i.e. 100% .

Table no – 4.8 : Aspect financial assistances get from the government

S.L Financial assistances get from the frequency Percentage(%)
no government
1 Stipend 40 100%
2 Lump sum grand - -
3 Free hostel facilities 40 100%
4 Free text books 40 100%
5 Uniform 40 100%
6 Lunch 40 100%
7 Financial assistance for government 40 100%
8 Break fast 40 100%
The above table intakes the information about the financial assistances get from the
government for the learners. It was found out that all learners get stipend, free hostel facilities,
free text books, uniform, lunch , financial assistance for government and breakfast from
government i.e. 100% except lump sum grand . From government, learners not get lump sum
grand.
Table no – 4.9 : Aim for Future Higher Education
S.L no Aim of higher education Frequency Percentage(%)
1 Teacher 10 25%
2 Engineer 2 5%
3 Doctor 3 7.5%
4 Police 8 20%
5 Player 7 17.5%
6 Farmer 2 5%
7 Army 8 20%

48
The above table intakes the information about the aim for future higher education of the learners
. It was found out that there are some learners are wanting to become teacher i.e. 25%. There
are 5% of learner are want to become engineer , 7.5% of learners are want to become doctor ,
20% of learners are want to become police , 17.5% of learners are want to become player and
5% of learners are want to become farmer ,20% of learners are wanting to become to army .
Most of the learners are want to become teacher i.e. 25%.

Percentage(%)
25%
20%
15%
25%
10% 20% 17.50% 20%
Percentage(%)
5% 7.50%
5% 5%
0%

Table no – 4.10 : Difficulty in Studies

S.L no Subject Frequency Percentage(%)
1 English 11 27.5%
2 Hindi 7 17.5%
3 Sanskrit 3 7.5%
4 Mathematics 17 42.5%
5 Science 2 5%
The above table shows the information about the difficulty in studies of the learner .It was
found out that most of the learners are found difficulties in studies on mathematics subjects i.e.
42.5% .There are 27.5% of learner are found difficulties in studies on English subjects, 17.5%
of the learner are found difficulties in studies on Hindi subjects , 7.5% of the learners are found
difficulties in studies on Sanskrit subjects and 5% of the learners are found difficulties in studies
on science subjects .

49
 Percentage(%)

50.00%
40.00%
30.00%
42.50%
20.00%
27.50%
10.00% 17.50%
7.50% 5%
0.00%
English Hindi Sanskrit Mathematics Science

50
 CHAPTER 5:

MAJOR FINDINGS

50
 Chapter -5
MAJOR FINDINGS:
5.1. Major Findings

The findings of the study in respect of kendrapada Ashram School of Kendrapada district
and Govt Ashram school Rasulgarh, of Kendrapada district are as follow:

 Majority of children from are from kolha community.

 State syllabus is being followed in the Ashram Vidyalaya.

 Medium of Institution is Odia.

 All children have electrified connection in their home but only 30% of them have
fan.

 As they are from low socio-economic status , they do not have enough facilities and
separate study room, ICT infrastructures in their home.

 All are studying in hostel and they opined that staying in hostel is good for their study.

 All hostel have enough room, fan and electricity connection and they are satisfied with
it.

 Average of members are sharing the rooms.

 As school have enough building but lake of facilities like separate study room, library,
laboratory, study table etc are there.

 Drinking water facilities , toilet facilities are available.

 There are no librarian and lab assistance in the hostels as well as in the school.

 No computer education is provided.

 Teacher is caring and helping in nature.

 They are getting financial support from state government and other facilities like
stipend, free books, uniform, free hostel facilities, free footing from government
source and the financial assistance is enough for their education.

 Most of the students are of more age than the average age of a standard.

 They are wanting to continue their higher education and most of them are having the
dream to be teachers and soldiers in their future.

51
 Most of them had discontinued their education turning early years.

 Language is a great problem for them.

 As they are far away from their home, they feel the absence of their parents and family
love which sometimes make them sad.

 Most of them are having difficulties in Mathematics and English.

 The school have no special Hindi and Sanskrit teachers.

5.2. Educational Implication :

After this study the students of TRW Schools benefited the most . They will be free to share
about their problems and their requirements. The intention of the students towards boarding
system can be known and the required notification & changes can be .

The teachers are aware about the plan, programmes & facilities, provided by government
to the students . They can properly organize, implement the different types of teaching
learning methods in their classrooms.

Educational planners can plan the curriculum according to the need and requirement of the
students of TRW Schools. New teaching, learning , methods and facilities should be
planned according to the requirement of the students.

The parents can be aware about different facilities provided by government For their
children.

As we all know TRW community members should be aware about , the importance of
education in the life of an individual . They should not hesitate to send their children to
schools. They should motivate their children to learn instead of engaging them in household
works.

Teachers can be aware the students , parents as well as the community members .The study
will aware the educational administrator about the infrastructural in requirement of the
school. They can improve the instructional methods according to the need of the
stakeholders. They can administrator the problem and effects of the TRW Schools on

52
contextual basis. Teaching learning material can be mode and provided to the TRW
elementary schools students according to their needs.

5.3. Delimitation of the Study

As the study is supposed to be completed within very short span of time; hence, the
proposed study is delimited to the following:

 Only 40 students i.e. 20 students from each school taken .

 Data for the study had collected from District` kendrapada

5.4. Suggestions for Further Research:

There are several openings for research in problems of tribal education. As the system is
facing problems day by day, focused study on the examination pattern, curriculum,
management of tribal schools may be taken up. Socio-economic status of tribal ,
Decentralized curriculum, reintroduction of pass and fail, releasing teachers load, making
them free from non-academic work are some of the areas can be taken for research.

53
 CHAPTER 6:

SUMMARY AND CONCLUSION

53
 Chapter -6

SUMMARY AND CONCLUSION

6.1. SUMMARY:

Elementary Education is the largest sub-sector of education structure of the country, which
creates a unique-opportunity to transform the society. Considering the importance of
education for human development the international organizations are committed to
universalize elementary education in all over the world. In UNO’s Universal Declaration of
Human Right (1948) and Convention on the Rights of the child (1989) education has been
given top priority in world development agenda.

In India, education at elementary stage is considered highly important for over all
socioeconomic and cultural development and democratic living of the country. Education is
a tool for national development and key to upgrade the standard of living of the people
ensuring freedom for self-expression. The Indian Education Commission (1964-66) in its
opening statement wrote the destiny of India is now being shaped in her class rooms ’. The
commission has given importance to schooling for national development and future growth
of nation. It is true because a country can be advanced and self-sufficient only when its
people are educated and able to participate in the process of development. Now need is not
only education but quality education. Quantity, Quality and Equity are three angles of a
healthy education system, which should go side by side. India is marching ahead with a huge
system of elementary education in the world but at the same time it has numerable challenges
to maintain quality.

Especially educating the tribal children and empowering them is a challenge which can be
achieved by collective efforts of all the stakeholders such as members of village community,
private organizations, teachers, and government functionaries, elected representatives and
the people in general. This study reveals that it is essential to involve the community and
private, corporate organisations in the educational achievement in the tribal areas where
most of the educational institutions are facing various challenges.

Teaching is imparted in tribals’ mother tongue at least up to the primary level. Educated tribal
youth are given employment as teachers, wherever possible.

54
Curricular for meta skill up gradation are to include aspects of tribal games and sports, archery,
identification of plants of medicinal value,

crafts, art and culture, folk dance and folk songs, folk paintings etc. Necessary infrastructure
and the appointment of teacher belonging to the community should be encouraged. If no
such teacher is available, others with a positive attitude and understanding about tribal
community should be employed in the area. Teachers must be provided free accommodation
facilities in the school campus. The attitude of tribal parents towards education must be
improved by proper counselling and guidance.

6.2. RATIONALE OF THE STUDY:

School adjustment is a broad construct which consist of many different aspects such as
academic achievement, school satisfaction, school engagement and pro social behaviour.
Poor school adjustment leads to low academic achievement, behavioural problems, and
discordant educational aspirations and even school dropout (Vasalampi et al. 2009; Raju &
Rahamtula 2007). Adjustment to schooling is influenced by a variety of personal and family
characteristics, and societal trend. It is the interaction of the child’s personal characteristics
and their experience that ultimately determines how a child adjusts to schools (Margetts,
2002). In the case of tribal students, they may feel difficult in school adjustment because
they are being forced to sit in schools where ethnically, culturally and linguistically strange
people appointed as teachers and chapters are little connection to their life style, culture and
taught. The scope of the study is to describe and explore the educational, emotional and
social adjustment problems of tribal students in their school. Education develops the positive
attitude values and culture in one’s own life and for this proper school environment is
essential. Along with that the attitude and interest of the student is also important. Hence the
result will help to find out the actual problems faced by them and which can be taken into
consideration while planning policies and programmes in schools.
6.3. OBJECTIVES OF THE STUDY :

1. To examine different teaching learning facilities available in the schools.

2. To find out the infrastructural and instructional problem in TRW schools.

3. To explore the attitude of students towards boarding system.

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6.4. STATEMENT OFTHE PROBLEM

This study is to highlight the educational problem like low enrolment, large scale drops out,
unsatisfactory academic achievement and their relationship with TRW school students
enrolled from class I to VII of Kendrapada District. The problems are to be studied from the
modern perspective by addressing it from different angles and core areas to suggest solution.

Hence, the study entitled “Educational Issues And Challenges of elementary students at
TRW Schools in Odisha” has been taken for the research work.

6.5. OPERATIONAL DEFINITION

 Educational issue refers to the problem faced by the tribal students in their education
process.
 Challenges refers to the issues related to copying indifferent atmospheres and learning
settings.
 Elementary students refer to the students of TRW schools having class1-8th.
 TRW schools refers to the Ashram schools of Kendrapada district.

6.6. RESEARCH QEUSTIONS

The study will find out the answers of the following questions.

 Are there different types of teaching learning facilities available in the schools?

 Is there any infrastructural and instructional problem in TRW schools?

 What is the attitude of students towards boarding system.?

6.7. TOOLS AND TECHNIQUES

Different tools were used for the study such as questionnaires, interview schedules to collect
data from the target groups.

1. Questionnaire- for the headmaster having questions pattern to 38 items in relation to the
study.

2. Interview scheduled - was developed for the collection of data from the students.

These tools were developed with the consultation of experts, educationist and the supervisor.

56
6.8. DELIMITATION OF THE STUDY
As the study is supposed to be completed within very short span of time; hence, the proposed
study is delimited to the following:

 Only 40 students i.e. 20 students from each school taken.

 Data for the study had collected from Kendrapada District.

6.9. METHODOLOGY

The findings of the study in respect of kendrapada Ashram School of Kendrapada district and
Govt.Ashram schools Rasulgarh of Kendrapada district are as follow:

 Majority of children from are from kolha community.

 State syllabus is being followed in the Ashram Vidyalaya.

 Medium of Institution is Odia.

 All children have electrified connection in their home but only 30% of them have fan.

 As they are from low socio-economic status, they do not have enough facilities and
separate study room, ICT infrastructures in their home.

 All are studying in hostel and they opined that staying in hostel is good for their study.

 All hostel have enough room, fan and electricity connection and they are satisfied with
it.

 Average of members are sharing the rooms.

 As school have enough building but lake of facilities like separate study room, library,
laboratory, study table etc are there.

 Drinking water facilities , toilet facilities are available.

 There are no librarian and lab assistance in the hostels as well as in the school.

 No computer education is provided.

 Teacher is caring and helping in nature.

 They are getting financial support from state government and other facilities like stipend,
free books, uniform, free hostel facilities, free fooding from government source and the
financial assistance is enough for their education.

 Most of the students are of more age than the average age of a standard.

57
 They are wanting to continue their higher education and most of them are having the
dream to be teachers and soldiers in their future.

 Most of them had discontinued their education turning early years.

 Language is a great problem for them.

 As they are far away from their home, they feel the absence of their parents and family
love which sometimes make them sad.

 Most of them are having difficulties in Mathematics and English.

 The school have no special Hindi and Sanskrit teachers.

6.10. EDUCATIONAL IMPLEMENTATION :

After this study the students of TRW Schools benefited the most . They will be free to share
about their problems and their requirements. The intention of the students towards boarding
system can be known and the required notification & changes can be .

The teachers are aware about the plan, programmes & facilities, provided by government to
the students . The can properly organize, implement the different types of teaching learning
methods in their classrooms.

Educational planners can plan the curriculum according to the need and requirement of the
students of TRW Schools. New teaching, learning , methods and facilities should be planned
according to the requirement of the students.

The parents can be aware about different facilities provided by government For their children.

As we all know TRW community members should be aware about , the importance of
education in the life of an individual . They should not hesitate to send their children to
schools. They should motivate their children to learn instead of engaging them in household
works.

Teachers can be aware the students , parents as well as the community members .The study
will aware the educational administrator about the infrastructural in requirement of the
school. They can improve the instructional methods according to the need of the
stakeholders. They can administrator the problem and effects of the TRW Schools on

58
contextual basis. Teaching learning material can be mode and provided to the TRW
elementary schools students according to their needs.

6.11. CONCLUSION OF THE STUDY:

Education plays a key role in building a nation. It ensures inclusive development of all
section’s ad categories. The present study has depicted the provision of ashram schools for
Tribal children .Their participation in the process is very encouraging. Barring some areas
of difficulties like communication and lack of parental involvement, tribal education is up
to mark and working well in the research schools of Kendrapada District.

Education of a person or a family or a community signifies the required changes in

economic condition. Economic condition wants to utilize the resources for economic
development. But education shows the ways to utilize the resources properly and
effectively. The children from the tribal and other economically deprived sections of the
society. Every attempt should be made to increase the holding power of the school. We
should think of possible alternative system.

To stop drop out and non-attending children in schools, facilities like freer hostel or
residential school should be established in each village. Proper road communication, bridge
over rivers should be constructed and provide free transport facilities to the remote area
children which helps them to reach school timely and safely. Subject teacher should be
appointed and at least as two lady teachers should be appointed. SMC, PTA, VLC meeting
should be organized every month and valuable suggestion of the committee members can
be worked for school development.

6.12. SUGGESTIONS FOR FURTHER RESEARCH:

There are several openings for research in problems of tribal education. As the system is
facing problems day by day, focused study on the examination pattern, curriculum,
management of tribal schools may be taken up. Socio-economic status of tribal ,
Decentralized curriculum, reintroduction of pass and fail, releasing teachers load, making
them free from non-academic work are some of the areas can be taken for research.

59
 BIBLIOGRAPHY
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Lal, M. (2005), Education-The Inclusive Growth Strategy for the economically and socially
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Social Equity with special focus on Scheduled Castes and Scheduled Tribes in
Elementary Education,NUEPA, New Delhi
Sujatha, K. (2002) Education among Scheduled Tribes. In Govinda, R. (ed.), India Education
Report: A Profile of Basic Education. New Delhi: Oxford University Press.
Behera, D., 1984 - Freedom Movement in the State of Ghumsar in Orissa, Calcutta.

Boal, Barbara M., 1963 - The churches in Kond Hills – An Encounter with Animism. The
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Patel, S. 1991- Tribal Education in India – Mittal Publications, New Delhi.

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Rath, Raghunath, 1993-Kandha Sanskrutira Analochita Adhyaya-Satta Sahitya Sansada,

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Deogaonkar, S.G. “Tribal exploitation: a study of victims of crime and bondedness” New Delhi
Inter-India Pub,1990.

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K. Sen, Indian development: Selected Regional Perspectives, New Delhi, Oxford
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Singh, Anil Kr., “Tribal Life in India”. 1985.

P.K Mishra, J K Samal (Ed) Comprehensive History And Culture Of Orissa (2 Vols In 4 Parts
), 1997, Daya publishing house, New Delhi.

Report of The Ministry Of Tribal Affair, Govt. Of India.

S. Venkataiah’s “Modern tribal education” Anmol Publications Pvt. Ltd., 2001.

Singh, Anil Kr., “Tribes And Tribal Life” (3 Vol), 1985.

Sahoo. R.C., Educational Problems of the Kondhs of Kashipur Block of Orissa, Adibasi,
Vol.XXIX No.1, 1989, pp.29-33.

Ravindranatha.M.N., Tribal Education in India from 1949-1961 and It's Related Problems. D

Thakur, D N Thakur, “Tribal Life And Forests”, 1994.

Patel. Srisha, “Tribal education in India : a case study of Orissa” New Delhi, Mittal
Publications, 1991.

Mohanty, Sachidananda, " Female Identity and Conduct , Book Tradition in Orissa, The
Virtuous Woman in the Ideal Home, Economic & Political Weekly, Jan 24,2004

Pati Biswamoy, Resisting Domination : Peasants, Tribals, and the National Movement in
Orissa, 1920-50, Manohar, New Delhi.1993.

Nayana Tara, S. “Education in a rural development” New Delhi, 1985.

Mohanty, Sachidanada, Gender and cultural identity in colonial Orissa, Orient Longman, New
delhi, 2008.

Ray. B. C, Tribals of Orissa: the changing socio-economic profile, Gyan Publishing house, New
Delhi, 2001.

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Orissa, 1800-2000”New Delhi, Three Essays Collective press, 2003
Sedwal, M. &Sangeeta, K.(2008) Education and Social Equity with special focus on
Scheduled Castes and Scheduled Tribes in Elementary Education, NUEPA, New
Delhi

Sujatha, K. (2002) Education among Scheduled Tribes. In Govinda, R. (ed.), India

Education Report: A Profile of Basic Education. New Delhi: Oxford University Press.

Bagai Sweta and Nundy Neera, Tribal Education- A fine Balance, Rakesh Press, New Delhi,
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 APPENDIX

INTERVIEW SCHEDULE FOR TRIBAL SCHOOL STUDENTS

Investigator: NAMRATA SATAPATHY
M.An Education Student, Rajdhani College, Bhubaneswar
Research Supervisor: Dr. Debadutta Satapathy
Assistant Professor, P.G Department of Education,
Rajdhani College, Bhubaneswar
1. Name of the institution:
2. Locality of the institution: Panchayat : Block: District:
3. Name:
4. Class:
5. Syllabus: State syllabus: CBSE: Any other:
6. Medium of instruction in classes:
7. Colloquial language:
8. Facilities supporting education at home
Study room Electric/Solar light Chair Computer
Writing table Other facilities Fan Library
9. Are you staying at hostel? Yes / No
10. Does staying at hostel give you any benefit for your studies positively?
Yes /No
11. Facilities available at hostel:

Room Single Room shares with another member (no. of

Room member)

Writing table Chair Fan Electrical / solar light

Computer Library Reading room Any other facility

12. Whether satisfied with the facilities available at hostel? Yes / No

63
13. What are the facilities available at school that help your education?
a. School building
Building with enough air Temporary building Building with not
circulation and space enough facility

Old building Thatched/shed

Drinking water is available Toilet is available

Yes No Yes No

b. Teachers
Do you have teachers for all subject ? Yes / No c.
Library
Library+ reading room Yes No

Books Helpful Not helpful Not available

Librarian Helpful Not helpful Details

Yes No

Furniture Enough Not enough

d. Laboratory
Yes No Enough facilities available Yes No

Lab assistant Yes No

e. Whether enough furniture available in class room? Yes / No
f. Playground availability Yes / No
14. Whether computer education a subject of study at your school? Yes / No
15. Whether the facilities are available for your studies at your school? Yes / No
16. Do you think that the facilities available are enough? Yes / No
17. Whether the teachers help you in your studies? Yes / No

64
18. Whether you discuss your personal/family matters with your teachers? Yes / No
19. Where do you get the financial assistance from?
Parents
Government support
Any personal support
Bank loan
Sponsored by any private organizations
Part time job (details)
N.G.O.
Any other
20. Whether your parents ever compelled you to drop your studies due to any economic
crisis during your period of study? Yes /No
21. Whether you have ever decided to drop your studies due to economic crisis?
Yes / No
22. What are the financial assistances you get from the government
Stipend Lump sum grand Free hostel facility
Free text books Uniform Lunch

Financial assistance for Break fast

govt.

23. Do you think that these financial assistances are enough for the educational development?
Yes / No

24. In which sector you want to continue your higher education?

Social Linguistics Science Others such as IT, BA,

Science LLB, MBBS, BTech etc.
Specify:

25. What is the attitude of your parents about your higher studies?
26. Do you think that your parents are concerned about your studies? Yes / No 27. Use of
liquor and quarrelling of your parents/any of the family members create a
problem or your studies? Yes / No

65
28. Whether you help your parents after your school time? Yes / No
29. Whether you have decided to continue your education? Yes / No
30. What do you want to become?
31. Did you get any career guidance classes from school or any other institutions?
Yes / No
33. Whether the required coaching is available in your locality? Yes / No
34. Whether you have discontinued your studies in between due to any reason? Yes / No
35.Are you a member in any of the organization?
NSS Scout
NCC Guide
36. Do you participate in any kind of social activities in your school? Yes /No 37. Do you
have any close friends in your school/class with whom you can share your
personal/family matters? Yes / No
38. Do you find any difficulty in your studies?
In subject Regarding language Any other reason

Details: Details: Details:

66