challenges+in+education+ +a+dalit+prespective

8/8/2019 Challenges+in+Education+ +a+Dalit+Prespective

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ACCESS TO HIGHER

EDUCATION FOR SC,ST.

Presented by

Sajal Milind Tukaram


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Who are Dalits?

The Outcaste (Avarnas) within the varnashram

3000 years social oppression, political exploitation,

economically deprived & culturally dominated. Menial job , service provider, facilitator, etc.

Untouchables, asparshiya, depressed classes,harijans, etc.

Officially known as Scheduled Castes (GoI Act, 1935) Another understanding on Dalits brings all the

deprived groups SC, ST, OBC and minorities


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Meaning of Dalit

Dalit means broken people (Sanskrit, Hebrew, Latin) A history, a people, a culture Accommodative history Resistance for justice, equality and peace Strongly believes in equality, liberty and fraternity A sense of culture with a balance between nature andhuman

Democratic principles based on consensus Respect for women Recognition and adoration of ancestors First used in modern Indian literature by Phule Dalit Panthers popularised in 1970s with it anti-caste,

anti-class movement.


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Dalits A Factsheet

Total Population 166 million

Percentage 16.6% of total population of the country

No. of castes notified as SC 1231

Literacy rate 54.69% (census 2001); 57% (Thorat)

12% in the rural areas and 28% in the urban areas are insmall business

In 2000, about two-thirds of SC rural households werelandless or near-landless, compared with one-third amongstthe non-SCs

Fewer than one-third of S.C. households had acquired accessto capital assets compared with 60 per cent among non-SCs


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Dalits A Factsheet

60% of SC households depend on wage labour compared with25% among non-SC

In 1999-2000, about 36% of SCs were poor as compared with21 per cent among non-SCs

Prevalence of poverty is particularly high among SChouseholds that were engaged in wage labour in rural areas(50%) and urban areas (60%).

On an average about 23,000 cases ofhuman rights violationsand atrocities are registered with the police annually.

Rate of conviction less than 1% Out of about 800 accredited journalists in India, there is none

from Dalits

As per CSDS Survey, not even one Dalit is present out of 315key decision makers in media.

In top 100 industrialists and rich people no single Dalit remains


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Dalits A Factsheet

So far only two Dalit Judges have found place in SupremeCourt

There is no actor and actress in Bollywood (Film Industry).

No Dalit has been elevated to become the Cabinet Secretary

As per SCP, the amount of expenditure of budget should beaccording to the population but this rule has been violated(e.g., in 2007-2008 the total plan budget was 205100 croresand distribution to Dalits was only 12535.75 crores, it shouldhave been 32816 crores; short fall of 20280 crores.

Out of 163 Missions of government of India abroad, about halfa dozen SC/ST IFS Officers have been posted as heads ofmission but none of them have been posted as heads of themissions / embassies in A and B category countries.

Dalit enrollment in graduate education is 8.37% as against

91.63% for others.


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A snapshot on Dalit Education

15% reservation in KendriyaVidyalaya Also reservation based on the population ration is allotted

by State Government run schools GoI also reservesed 27% in Higher Education Gross Enrolment Ratio (GER) in primary classes (I-V) is

88.30 %, for middle classes (VI-VIII) is 71.86% 38% Government schools, Dalits children have separate

sitting arrangements.

20% Dalit children are not permitted to access drinkingwater from the same source.

Dropout at primary stage (I-V) 36.56% Dropout at middle stage (VI-VIII) 59.42%

Dropout at secondary stage (IX-XII) 73.13% (MoHR)


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Years Non-SC/ST SC GAP

1961 27.91 10.27 17.64

1971 33.80 14.67 19.13

1981 41.30 21.38 19.92

1991 57.69 37.41 20.28

2001 68.81 54.70 14.11

Trends of Literacy rates a comparison


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Merits of Reservation

by kancha Ilaiah He talks about why reservation is necessary

He exposes the theories of merit propagated by theupper cast intellectuals and media

He starts with the mandal era when v.p. singhimplemented the mandal commissionrecommendation and gave 27% reservation in jobsfor OBCs .

He also tells that the reason behind thebrahamanical elements attack on the notion ofsocial justice

H also exposes the myth of merit


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He tells that the notion of merit should be accorded not onthe basis of marks but on the basis of development ofinnovative technologies and evolution of non discriminatory

management system in all spears of life and the SC/ST/OBCyouth are better suited for this kind of transformational role

He criticizes the education policy whichwas formed afterindependence by the upper casts

He advises that if we have uniformed structures syllabus & ifall tutorial institutions are banned then reservation can bescrapped after 25 years

He explains that reservations are a peaceful medium toavoid social unrest based on cast discrimination

He concludes by saying t

hat t

he lower cast

have very muc

hproductive energy but they cannot unleash it till they come

to terms withmodernity thus if the IITs &IIMs wants toproduce innovative talent they must come to terms withreservation


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EDUCATIONAL INEQUALITIES AMONG

SCHEDULE CASTE INMAHARASHTRABY G.G. WANKHEDE

In this article the author does the case study for inequalitiesin education among the different schedule caste groups in

Maharashtra from 61 to 81 In this article the author rejects the notion of monolith

schedule caste community

He divides the sc community in Maharashtra in to fourcategories

First category are known as the major caste which includethe mahar, Mang and Chambhar

Second known as middle caste include Bhangis, Lingader,Dhor & Khatik.


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Third category include the remaining 51 caste which

are clubbed together & are termed as minor caste.

The author propagates that each caste in SCcategory has its own separate social and culturalidentity with a different social hierarchy there fore

these heterogeneous groups responded differently

to social an educational opportunities while some

group among SCs progressing at faster rate whileothers lagging behind .


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Now we will study each SC group

in Maharashtra separately Mahars the Mahars show a relatively better

response to education because they have a long

history of social and religious movement in 19810.97% of Mahar had higher education.

Mangs they are the second largest SC community

in the state and they are the most educationally and

economically backward of major SC caste. In 19610.007 had higher education. While 0.28% had higher

education in 1981.


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Chambhars- the third largest caste achieved somedegree of economic advancement with their lather work

as it has demand in the market even today In 19610.03% had higher education while 1981 the % increasedto 1.03.

Holar- the educational response of Holar have beencomparatively poor all thoughhave a significantpopulation proportion of 1% in 1961 only 0.01% hadhigher education while 1981 the % increased to 0.33%.

Thus in t

his article t

he aut

hor analyse t

he existingeducational variation among the SC of Maharashtra and

found that there is a hues variation in the educationalattainment of various SC groups.


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Accessing higher education: affirmative

action and structured inequality theIndian experience by G.G.Wankhede

In this paper the author critically analyses his

experience with reference to the scheme of postmatric scholarship (MSP) at the higher level ofeducation meant for SCs and STs .

The SC & S

Ts constitute 22.5% of t

he total India'spopulation and are historically deprived suppressed

and oppressed .


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The paper studies data from the state ofMaharashtra 1999 and Rajasthan

the study is carried out to asses the strenth and

weakness of the PMS scheme


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major findings of the paper

The people in journal are not fully aware of the scheme It is revealed that due to bureaucratic and administrative

procedures and prejudices students suffer humiliations anddiscrimination

The amount is inadequate and the income level be set taking in to

consideration the consumer price index There are 12 conditions to be fulfil for availing of the scheme

which is found practically difficult for students to fulfil

The beneficiaries come from a rural background forced to migrateto towns for education an hence find education more expensive

Males out number females This might all these problems , most beneficiaries observed that

the scheme is very useful and they could not have been able topursue education without the scholarship


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RECOMMENDATIONS OF THE PAPER

Scholarship amount should be doubled The government should issue clear cut instructions to

the welfare / tribes departments regarding the eligibilityand inclusion or detection of caste and tribes

Annual income selling be immediately revised to Rs80000 for general while retaining Rs 100000 forprofessional /technical courses so that the children ofthe parents employed in class III and IV categories would

be benefited the government should look in to proper and timely

implementation and for redressal of griviances of theinstitutions in the implimentation of the scheme


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The government should increased awareness about

this PMS scheme.

The social welfare department s

hould adopt auniform method of making rules and regulations

about the scheme relating to eligibility criteria,

caste, income and gap certificate.

The staff of the welfare department should beproperly oriented every year about the scheme and

its implementation.


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Problems & Issues from Dalit experience

Access to Education (The Enrolment)

Retention in School (Problem of drop out)

Educational Provisions (environment with school and

outside)

Policy problems


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Analysis of Issues

High level of enrollment as per government data

But the data suggests that the higher the class the

lesser the level of drop outs

Quality of education

Problems compelling children to drop out (within oroutside).

Social exclusion in education exists


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Access to Education

Dalit parents are not welcomed to the schools

Several prejudices and biases against Dalit community

continue to be practiced

Discriminatory attitudes, body languages, approachesof teachers

Mid-day meal and untouchability practices

Economic issues and efforts to resolve it. Denial of admission on various gr0unds


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Retention in School

Segregation in sitting arrangements

Children being asked to perform tasks traditionally

done by Dalits (eg: sweeping the school grounds,

classrooms, bringing water for teachers etc.) In most of the classroom situations, Dalit children sit

on the back seats

In many states the reports of untouchability indrinking water and mid day meal scheme have been

documented


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Educational Support

There are many provisions for encouraging Dalit

children to study like scholarships, uniforms, books,

mid day meal (for all) etc. these are not in proportion

to the population of dalit childrens. The access to these resources takes lot of pain and

majority do not get and therefore give up midway.

Even if it reac

hes to t

hem, an insufficiency prevails.

Dalit parents are treated inhumanly by administration.

Many a times these resources are not provided to Dalit

children.There is either delay or nothing is provided.


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Policy Issues

Trends and tendencies of universalisation

Schools situated in non-Dalit locality.

Non-Dalits owe those schools not Dalits

Sarva Shiksha Abhiyan (SSA) does not have any

specific program for Dalit children.

Ignoring the issues of untouchability and

discrimination in education have been ignored


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The Challenges For Dalits

How do we look understand and address the question

of Dalit Rights to Education in the wake of globalisation? (week state, corporates,

market, commodity, consumption, surplus, etc.)

when the state itself has acquired a communal character?

(Saffronisation, new syllabus, spreading hatred againstindigenous and minorities, gender-biased, etc.)

when the state itself is casteist in nature? (non-preparednessto address the core issue of caste, freedom, wisdom,attitude towards similar groups)

when the entire phase of planned development in the post-independence era has failed to address the questions ofmarginalised? (development, upward mobility, subsistenteconomy, etc.)


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Possible way outs

From co-option to co-operation; (from discriminatory educationalpatterns to inclusive one)

From tokenism to Dalit agenda (shift in educational politics withspecial focus on Dalit girl education)

Affirmation of identity (pro-human learning needs to be promoted)

Towards a larger common agenda (Universalisation of Education withspecific focus on Dalits)

Rebuilding the culture of rsistance (include history of Dalit leaders andstalwarts as part of educational curriculum)

Alliance building with other marginalised and oppressed groups

(history of oppression based on caste, tribe, gender, occupation shouldbe exposed)

Thus we feel that the condition of access to higher education for SC/STis dismal and lot needs to be done to bring them close to the othersections of society.


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