Abstract
Education is very basic and fundamental to human life, and it impacts differently to different sections of people creating disparities among people and places (Desai, 1993). The Scheduled Tribe population represents one of the most economically impoverished and educationally marginalised groups in India. This constitutes 8.6 percent of the total population of the country (Census of India, 2011).Tribal communities in India not only lag behind from general population but also from the SCs in literacy and quality of education. An inter-state, intra-state disparities, gender gap in tribal education can be widely seen. Therefore, an insight of demographic, economic and educational profile of STs need an in-depth enquiry to find out their problems and to make an appropriate strategy for further development.
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This research paper was edited by me in International Peer Review Referred Indexed Interdisciplinary Multilingual Monthly Research Journal –.
The research Paper is published in the March issue of RESEARCH ANALYSIS AND EVALUATION.Journal.
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The existing pattern of literacy depicts that the proportion of literates among the scheduled and non-scheduled population has been increasing over the last three decades. In fact, the literacy gaps between scheduled population and non-scheduled population and have declined from 1991 to 2001 but yet the literacy rates of the scheduled population ( STs and SCs) still lag far behind that of the non-scheduled population.The areas with high tribal population shows high degree of disparity then the area of low tribal population. Bedsides, the areas with relatively high degree of urbanization, more diversified economy, greater agricultural prosperity, efficient administration and high proportion of non-agricultural workers show lower male-female disparity and rural-urban gap in literacy level both among the scheduled and non-scheduled population.
Key Words
Disparity, Dropout, Gender parity, Literacy Rate, Out of School
Introduction
Education is considered to be the hallmark of modern Society. It is one of the prime indicators for socio-economic development. Education of people is deeply embedded in and to a large extent conditioned by factors rooted in prevalent socio-cultural and economic milieu. Education is viewed as sub-system of larger social and economic system (Raza, 1990). In this context, developing countries like India view literacy and education as necessary and basic ingredients of economic and social developmental planning (Sharma; Retherford, 1987). The diffusion of literacy in India has neither been uniform in its spatial spread nor in its social coverage. The prevalence of low literacy level and its slow growth in India is primarily due to poor level of economic conditions of STs, SCs and other backward sections of Indian population (Nayak; Syiem, 2002). Tribal communities in Indian not only lag behind from general population but also from the SCs in literacy and quality of education. In inter-state as well as intra-state disparities, gender gap in tribal education can be widely seen. Therefore, the socio-economic conditions of these primitive sections need an in-depth enquiry to find out their problems and to make an appropriate strategy for further development.
Before highlighting the problems of the tribes, several dimensions of social and cultural change in tribal society can be understood in the light of literacy and their education attainment level. In this background, the present chapter provides a brief outline of demographic, economic and educational profile of district in general and tribal communities in particular. The present paper also aims to analyse the progress, spatial variation, rural-urban differential, gender disparity, tribal and non-tribal variation in literacy and educational attainment among tribal communities.
Objective
The main objective of the study is to examine the intra district disparity and analysing the regional discrepancies in the level of educational development in the district.
· To analysis the spatial pattern of literacy among the schedule tribe and other social groups and measure change over time.
· To analysis Tribal – non Tribal disparity in literacy, Male-female Disparity in district.
Data Base
To reach the objectives of the study, data from primary as well as secondary sources have been used. The secondary source of data includes-
· Town and Village Directory, Primary Census Abstract, 2011, office of the Registrar General and Census Commissioner, Ministry of Home Affairs, Government of India.
Tools and Techniques for Data analysis.
· Sopher’s Index of Disparity has been used to measure the level educational disparity between tribal–non-tribal, rural-urban etc.
· Gender Parity Index: has been calculated to measure the gender differentials
Status of Tribal Education in India
Scheduled tribes are geographically, socially isolated and economically backward communities in India. They constitute 10.4 percent of the total rural population and 15 percent of country geographical area (Census of India, 2011). There are 75 vulnerable tribal groups (PVTGs) in India which are concentrated in two distinct geographical areas i.e- Central India and North East India. About 83.6 percent of tribal population is concentrated in central Indian states i.e, Madhya Pradesh (21percent), Chhattisgarh (30.6%), Jharkhand (26.2 percent), and Rajasthan (13.5 percent). Whereas, Northeast India includes Assam, Meghalaya, Nagaland, Tripura, Mizoram, Bihar, Manipur, Arunachal Pradesh, account 15.3 percent of the total Scheduled Tribe population of the country (Census of India, 2011)
Dr. Monika Saroj
Department of Geography
Miranda House, University of Delhi
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