CHAPTER IV

ANALYSIS AND DISCUSSION

Document Analysis : A note on the tribals in Kerala - Analysis of data collected using observation technique - Interview report - Welfare measures today: Development programmes - Analysis of data collected using school infrastructure facilities inventory - Analysis of data collected using non-formal education programme inventory - Analysis of data collected using educational welfare measures awareness inventory

DOCUMENT AKALYSIS : A NOTE ON THE TRIBAL COMMUNITIES IN

KERALA

Documents collected for the present investigation have been analysed to

probe into the different classes and categories of people coming under scheduled

tribes in Kerala. The following is a note on the tribals as prescribed by the

Government of Kerala, the details of which have been stated in different documents,

the basis of which is the Tribal Sub-plan Year 1999-2000. It may be mentioned here

that the different categories of the tribes have been presented alphabetically.

It was felt that it would be useful to give a brief description of the mbd

communities and the nature of living at this context. The presentation of such details

of their nature, habitat, socio-economic status and the present population will be of

great significant. The main characteristics, which are common to all Scheduled

Tribe, are (1) tribal origin, (2) primitive way of life, (3) habitation in remote and less

easily accessible areas, and (4) general backward in all respects. At present in lndia

have 354 tribal communi1:ies (Encyclopaedia profile of scheduled tribes in lndia,

1998). In Kerala, there was 35 nibal communities were reported as Scheduled

Tribes. Again, there are another 15 communities have included in the list of other

eligible communities (OIC). They are also known as 'recommended' or 'classified'

communities and are eiiyible for financial and other concessions equal to the

'Scheduled Tribes' in Kerala Unfortunately, the details regarding the recommended

communities, their habitation, socio-economic status, exact population, nature of

dwelling place are still unknown to the Scheduled Tribe development department

concerned. The details of'Scheduled Tribes in brief as follows:

1. Adiyan

The word Adiyan means slaves. Adiyans were slaves of landlords till

recently. Their population is estimated to be about 8250. They are found in

Wayanad, in the hill side and paddy fields of Vemam, Bavali, Kappathodu,

Thaliparambu and Muthirapparamala of Kannoor District. Their huts are called

'Kallu'. These tribes are agricultural labourers, and thus usually worship their

ancestors and deities.

2. Anndar

The name indicates that they are the people of 'Eranattu'. Their population is

about 100 and living mostly in Eranattu Taluk of Kannoor District and

Vazhikkadava, Karulai and Edakkara of Malappurarn District. Food collection and

forest labour are their chief occupations. They are averse to sheep and eat even dead

animals. They wear very limited clothes and living in dirty circumstances. This

people has no desire for cultural and community development. But, have their own

social norms and moral codes.

They are considered as primitive tribes The name '&@ai mean river and . ' j

'liaikan' mean lender Thus their name can be interpreted as the masters. _qf r - y ~ .

Their population is about and living at Nilambur valley, Kurulai range, Chunkathara

of Malappuram Forest labour is their chief occupation. They live in caves under

rocks called 'alai' on the banks of river Krimpuzha, Talipuzha Punapuzha,

Korupuzha. Kandapuzha rivers about 35 rock dais in different areas. They have a

technique of making fire with bamboo splits and cotton. Each alies has separate

comer for devine baskets and the alies consist of two to four families.

4. Eravallen (Ernavallars, Yeravallars)

They are inhabitans of Palakkad District. They are settled in the Government

colony, in the low lying lands and going the high mountains of the Moolathara

Village, Chittoor Taluk. This tribe is originally known as 'Villu-Vedan' and even

now the females are known as 'Vadathies'. Some of them are beggars, therefore,

they got the name 'Eravan'. They are non-vegetarians, bout do not eat beef or bison

flesh. They speak a poor dialect of Tamil and Malayalam. According to the census

1981, their population was 4025. Their huts are on low foundations with the side

walls of rough mud and bamboo, roofs with palmgra leaves. Modem Eravallans are

either agriculturists or from labourers. They are worshipping Kali, Kannimars, and

Valliya .. Moorthi (Subramaniyan) and believing life after death. They are backward

like other mbal communities (Encyclopedia Profile of Indian tribe, 1998).

5. Hill Pulayas*

Hill-Pulayas, also referred to as male Pulayan are a set of hill tribe living in

the forest areas and arour~d Champukkud and Anchanad valley of Davikulum Taluk

in ldukki district Their settlement are located in five villages, viz , Marayoor,

Kanthaloor. Nandhivaval and Karavoor at an attitude of 1500 feet to 4000 feet. The

term pulava is dertved from the word 'pula' means pollution Another interpretation

of pulam means 'cornfields' then the community came to known as Pulayas Typical

settlement of Pulavas is called 'Kudi' and the houses are found in a disorderly

panern They have traditional occupations. They are belieivng hinder deities, The

traditional hill Pulaya community has a well-organized socio-political system. Now-

a-days, the importance of the power and authority of tribal headman among hill

Pulaya community has gone down considereably.

They got this name because of their dark (Irul) complexion. Their population

is 18800 and second in number among tribals. They are living in Anappady Valley,

Chittoor Taluk, Nelliampathy Hills, Puthupara, Palakka Pandi, Koonappalan and

Valayar jungles They are food gathers, hunters and nomads and some of them have

forest cultivation also.

7. Kadar*

Kadar means the people of Kadu (forest) they are about 1550 in number.

They are living in Vallamanadu, Thonganadu, Thariodu and Mullassery of Waynad

and some place of Palalrkadu and Trichur District. They are less affected by outside

influence. They are mostly illiterate and backward in all respects.

The Government of India classifies them as primitive scheduled tribe. Their

economy is based on the forest although today it is in transition. Most of the

Kammura a village have less than f i f t individuals They were migrated from Raipur

of Madhya Pradesh and have been following certain rituals and ceremonies at the

time of imponanr events like, birth. marriage, and death Intercommunity linkages

established by the Kammaras with others are based mostly through the economic

activities and social interactions. But they have retained their traditional customs,

beliefs and practices even now.

The tribe earned its name by the practice of jumping into the squ.ues with the

five ember which lit by the Landlord 'Kanal' mean fire ember and 'Adi' means one

who dances. So Kanalattam is the playing with fire embers is their l ereditary

performance The population is estimated to be about 700 in the state and fond in

Pwthady, Cheeyambam, Purakkadi, Noolpuha, Naikutty, Ganapathivattor.1, and

Pulpully in South Wayanad. Most of them are farm labourers. They won:ship

Bhadrakali and have a separate room for deities.

10. Kanikkar*

Their name indicates that they are the heriditary proprietor of the land. They

are about 13900 in number and concentrated at Neyyattinkara, Ponmudy, Vithura,

Kallar, Nedumangadu, Aryanadu, Agasthiamudy, Kallanad, Cheniampure,

Chullimanoor of Thiruvananthapuram District and Kulathoopuzha, Madathara and

Kalayapuram of Kollam District. Some of them are cultivators. Sastha, Amma and

Bhootham are the main deities. They are living in certain reserve forests and

'kanipet' lands Some makes their huts in 'Anamadam', 'Arumadam' in order to

escape from wild animals.

11. Karimpalan

Karimpalan is also known as Karimbalan They are distributed in Cannanore,

Wayanad and Kozhikode districts The name is derived from their occupation of

using kari (charcoal) and balan means fellow Their population in Kerala according

to the 1991 census is 10,256 They speak Malayalam as their mother tongue. The

male literacy rate is 47.81 per cent and female literacy rate is 35.38 per cent,

respectively.

12. Kattukanikkar*

Kattukanikkar means the leaders ofjungle found in Wayanad. They are about

8850 in number. Many of them live in the hollows of big trees and dens. They bury

their dead near the huts and it is done in siting position. Some still continuing the

primitive practicing of leaving dead body in the forest as food for animals and birds.

13. Kochuvelar*

The name indicates the practice of using weapon known as 'Vel' which is a

kind of spear used for hunting. They are about 150 in number and found in

Pathanamthitta, Kurumpanamoozhi, Manakkyam, Kudamaruthy, Naranamoozhi,

Achancoil, Sabarimala, Konnihills and the banks of Pumba. They worship Hindu

Gods.

14. Konda Reddies

They are believed t:o be migrated from the primitive tribal groups of Andra

Pradesh. They inhabit in the picturesque hill ranges on either side of Godhavari.

Konda Reddies are small and isolated community and are using Telugu as their

mother tongue Even though they are educationally backward. only about 2 per cent

of them were literate Forest labour. fishing, collection of minor forest produce are

the chief occupation of them They are believing in the existence of spirits,

supernatural powers and depending Mayico-religion practices and offering bloody

sacrifice for propitiating Gods in the ~solated hill slopes.

IS. Komgnr

The word Koragar originated from the word 'Koravar' means the people of

hills. Their population is about 1109 and living in Pereder, Bela, Mageeswaram,

Mangwla Pady of Kasaragod. Basket making is their chief occupation. Some of

them are crocodile hunters, scavengers and coolies. Their hats are called 'Koppu'

and have low standard. This tribe has no idea about education.

16. Kota

They are of the primitive tribal group living in Nilagiri and Wayanad.

According to 1981 census, their total population was 604. Their houses are

constructed in rows with bricks and roofed with tiles. They speak Tamil language

called 'Kota' and also used Badaga and Tamil to communicate with outsiders. They

are traditionally involved in Blacksmithy, pottery and acted as traditional musicians.

They have several superstitious beliefs. Moreover, they believed that the Kurumba

tribals are dreaded and notorious for sorcery and responsible for the increase in their

population over centuries.

17. Kurichiar'

They are described as the hunting caste of Malabar, especially the soldiers of

Pazassi Raja They think that they are the highest group among tribes and observe

untouchability Their population is about 11515 and found in the adjacent

Kannavam foresc of Tellicheny Taluk of Kannur District and hill valleys of

Kozhikkode Distrlct The:); are spa r~ng l distributed in Badapara and Quilandy

taluks A good number oS them are labourers and some others are employed in

Forest Department Their main Ciods are Muthappan (mean the Grandfather)

Malakurathi and others

18. Kummans*

Kummans are found in hills of Wayanad. According to 1981 census their

total population is 20741. They are divided into five categories. Palkurumans,

Battuhurumar, Jenkummar, Urdikumman, Mul laku~mar Kummars. In general,

worship the ancestral spirit and tribal deities called 'Karuppadi Thei', Athivalan etc.

They also worship Hindu gods. Among Kurumars, indigenous festivals like Uchar,

Punhari are unique to them. In spite of problems of survival and development like,

poverty, illiteracy, malnutrition, poor medical facilities, exploitation from outside

and government officials that corrupts Kuruman is general.

19. Kummbar

They are the wild type of tribes of Anappady forests. They are about 1300 in

number. Basket making hunting and fishing are their chief occupations. They are

totally illiterate and lives in cheap huts. They worship spirits and other tribal deities.

20. Maha Malesar

They call themselves as Malai Malaisar and Malai Arasar or Mala Arasan. It

is 8 peneric name for the group of tribes known as Maha Malesar or Malai Malesar,

Malesar or Natm Malesar. Their name has originated from the combination of the

words Arassan (king) Malai (hill) to connote the king of forest. According to 1981

census. their population was 238 They are living between Pollachi and Palakkad.

Their settlements were known as 'Chala' They s p e d Tamil dialect and Malayalam

A f e ~ among them are worshiping ancestors and have their own musical instruments

like Pottu, Peepi. Urumai etc The formal education given by the forest department

run schools is having some impact on their children. But they showing even

reluctance to use modem medicine

21. Malakkuravar

They are one of the early tribes. The population of Malakkuravar is about

286 and found in Konayam, Kollam, Thiruvananthapuram, Chinoor, Kanachira,

Rajapara and the Banks of' Pamba Forest produce collection, hunting are the main

occupation. They worship ancestors, Chavar, and spirit of dead and some Hindu

Gods.

22. Malapardarangal

They are a nomadic type of tribe. Their population is about 2150. They are

found in Idukki, Achankoil of Kollam and Thiruvananthapuram Districts. Forest

produce collection and hunting are their major occupations. They worship animals,

trees and natural forces. They are backward in education.

The term derived from the word 'Pani' (work). Their population is about

24499 in number and found in Nilambur, Mampad, Kanikal (Manjeri). They are

hardworking group among tribals and pretend themselves to be superior. They

worship hill deities and have their own temples.

The term denotes that the) are the 'Pulayar of hills'. The word is related to

'Pulam' which means cultivatable field They are considered as the owner of

cultivated land Their population is estimated as 2454 and found in Davikulam,

Marayoor, Chinnar. Anachal Valleys in ldukki District. They worship nature and

ancestors. They are mostly uneducated and backward.

25. Malasar

They are a kind of ill-fed and backward tribe. Their population is about 11 10

and found in Nelliyampathy, Thoothenpara, Pothumady, Sungam and Kollamkodu in

Palakkadu and Trichur Districts. Many of them are labourers and good hunters.

They worship Mariamma and other deities. Their hamlet is known as 'Pathi'.

26. Malavader*

The word derived from 'Vattakkaran' means the hunting person. The name

can be interpreted as hunters of hills Their population is about 2450 in number and

found in Thalipparambu of Kannor District, and Ranni, Kadamanchira,

Naranamoozhi, Kattachirq Achancoil of Kollam District, and Pachapalode of

Thiruvananthapuram District. They are the agriculture labourers and forest produce

collectors. They worship animals, trees and ancestors and deities like Charnundi.

Their hut is known as 'Kudumbu'.

The word Malayalar means 'hill dwellers' 'alar' means dwellers. Their

population is about I5 and liivng at Te l l~cheq , Aralam, Keezhpally jungles of

Kannoor Dlstrict They are cultivators and labourers. Their main deity is

Muthappan and leading somewhat advanced than other tribes

They are the hill men and their population is about 260. They are living at

Chittoor, Nelliyampathy of Palakkad, Nedukkamkunnu, Kollamkodu, Valayar,

Monchakuny of Tnchut-, and Thekkadi, Kachithodu, Erumapara, Peechi,

Paravathara Plappally, Peringasseri, Kolpara and Poochappara of Idukki district.

Their main occupation is the collection of minor forest produce and some are

labourers. They believe in polytheism and are backward in education.

29. Malayarayar'

The name was derived from the word 'Mala Arachar' which means the king

of hills. Their population is about 2760 and found in the hills of Thodupuzha,

Peermedu and Davihlam of ldukki District and Melukavu of Kottayam District.

Most of them are farmers and some are businessmen. They are worshipping natural

phenomena, spirits and various deities

Some Interpret that ih? iru -1annan' is the king They are about 5826 in

number They are found in Ch~i , taluk, Nelliyampathy hills of Palakkad,

Thodupuzha, Ottumarum, Murikkatruhdy, Parnbadumpara, Ummpikkara,

Udumbanchola. Mannankandam. Kallar. Kanappana. Kumily, Vandanmedu of

ldukki and Man~mala of Konavam District

Many of them are farmers and some are hunters. They worship animals,

trees. Periyar River, and Sabarimala Sastha Family and forest produce collection is

their chief occupation 'They keep their customs and traditions even now.

Maratikals are the original immigrants from Maharashtra. They never mingle

with tribals and never believe themselves as tribals. Their population is about 200.

They are concentrated in Kannoor District in Kasaragod, Hosdurg, Adoor,

Delambedi, Bediadukka and Panathoor. Business is their main occupation. They

believe a deity called Mahadevi. They also worship Siva. They show reluctance to

merge with the modem education.

32. Maviian*

Mavilan is also known as Mavillon. Epistemologically, the term Mavilan is

derived &om the word Mavilaw, meaning a local herb, which they used to collect

and sell. They are distributed in Kasaragod and Cannanore districts of Kerala.

Their total population in Kerala, according to 1991 census is 16462. Talu is

their mother tongue, and they also use Malayalarn for inter group communication.

They are non-vegetarian. .4griculture, collection of fuel, and animal husbandry are

their chief occupations.

33. Mudugar*

Mudugar is a jungle tribe Their population is about 8000. They are mostly

concentrated in Attappady Valley and a few in the Valayar Valleys of Palakkad

district. They are generally large groups, who are not interested in agriculture.

Some of them are the labourers in the forest department. They worship spirits,

nature and ancestors They have been living in single room huts in their hamlet.

This group uses many articles with 'Mula' (Bamboo). The arrow they use for

hunting is known as Malla. They are about 20741 in number. They are found in

Wayanad, Thirunelli, Begar jungles, Noolpuzha, Ganapathivanam, Kodaikanal,

Muppainadu, Munil, Parakkadi, Konypady, Pulpully and Doothady. They are

agriculture labourers. They worship many Gods of Hindus. They are still backward

in education.

This community inhabits the border region of Tamil Nadu and Kerala.

Muthuvans are the cultivators in Coimbatore. They are divided into six matrilined

exogamous class (Kootarn), namely mela, kana, kanayathu, elli, suscue, and puthani,

which are again sub divided into several lineages. Among them, Melakkunom we

considered as the aristocratic. They believe in a number of spirits. They are found

in Idukki, adjoining ghats of Palghat and Trichur districts. Their settlements are

usually found at altitudes of about 3000 to 6000 feet above the mean sea level. In

Kerala, the population of Muthuvan is 11.418 (according to 1991 census). They

normally speak Malayalam and Tamil dialects. Their hamlet is called 'kudi'. They

are non-vegetarian group and are agriculturists

I t is believed that muthuvanmar is the group of people who climbed up the

hills with a bag on thei~, back (hluthuk) in which they carry their children Their

population is about 1 1240 and found in Anappady valleys, Valayar valleys and

Palakkad District They are also found in ldukki District at Cardarnam hill,

Anchunadu. Mannarkandom Anakulam Pooyamkuny, Aranamala,

Sodinaickannoor. Moovanupuzha. Udumbanchola, Peermedu, Poopara, Kattappana,

Kanchiar, Kalipparambu, Kuttempuzha, Vandanmedu and Marayoor farming, forest

produce collection are the chief occupation. They worship their ancestors and many

Gods.

37. Naiadies (Malayanayar)

The Naiadies are another tribe belonging to the forest. They are wandering

like people. They live in their huts, which is in a miserable and built under trees in

remote corners. Their occupations are to protect the crops from the depredations of

wild hogs and birds, to rouse game for hunters and to catch tortoises and crocodiles,

which are eaten avidity. Marriage as a ceremony is unknown among them. They

show reluctance to send their children in schools.

38. Pdliyar

Palliyars are the original inhabitants of Tamil Nadu, who had migrated to the

forests of Kwala and became hunters and gathers of hill produces and recently

became agricultural and plantation labourers. Some are settled agriculturists. They

are Animists, totemists and prefers Hinduism and worship various spirit and deities.

They believe in the existence of life after death and in re birth Some of them have

convened into Christianity They have a good perception towards tribal

development programmes of the Government

39. Pnniyar*

'Pani' means work and Paniyan can be interpreted as one who works. They

are the largest Adivasi community in Kerala. Their population is estimated to be

around 56952 and living in Wayanad. Eranadu, Kozhikliodu, Thalipparambu,

Tellicherry, Badagara, Quilandy Taluks. They formed as important working class of

Wayanad. They are worshiping many Gods and living in a pitiable condition.

Nettoor wrote, "if there are biped animals in Kerala, they are Paniyans".

40. Ulladar"

Ulladar are the real forest race and also known as 'Kanalar' (the jungleman)

They are considered as the lowest among the tribes and about 12687 in number.

They are found in the hillside of Idukki and Kollam Districts. They still continuing

jungle cultivation and hunting. This people also worship Demon, Kappiri, Thikkatti,

Chathen, Nature spirits and Sabarimala Sastha. They have no permanent dwellings

and change the temporary kottil at the time of reaping.

41. Umlikal*

They are the primitive types of people. The name can be interpreted as those

live in the village. They are about 9040 in number and found in Periyar,

Vandenmedu, Thodupuzha. Neriyamangalam, Vallakantan, Cheradykaty, Pathipally,

Chruli, Keerithodu, Vazhathopu, Chemthoni, Vairarnani, Kenpalava, Mallariagad,

Edappalayam, Velloor, Vanchivayal, Upputhara, Kandiar, Chinoor, Kanachua and

Vadakkanmala They are exports in making earthen potes without wheel. This

people are hesitant to plough and they believe ploughing pains the Goddess of ear th

Basket malting. hunting and forest produce collection are other occupation of this

tribe They worship Sabanmala Sastha and various minor Gods Most of other

tribes are afraid of them because of their alleged witchcraft and considered as

unworthy among tribes.

The above categories of tribals provide almost a comprehensive list.

However, for the present investigation, seventeen tribes marked with asterisks alone

would be included to elicit the details of the awareness of welfare measures prevalent

for scheduled vibes.

It may hrther be noted in this context that documents were also collected

from various educational journals, bulletins, Government publications etc for other

purposes as well. Data and information were collected from state level and District

level interventions, Annual work plan, Tribal Sub-plan etc, Further, secondary data

were collected from education indexes, State Council for Education Research and

Training (SCERT) Office, DPEP Office, Department libraries, Tribal Directorate etc.

Data regarding the Budget expenditure of Tribal education were collected from State

Planning Off~ce. The Total District-wise Population of tribes was collected from the

census Abstract for Scheduled Tribes were collected from the Department of

Demography and Census Department, Thiruvananthapuram. In order to collect upto

date details of educational welfare measures prevalent for Scheduled Tribe students,

the investigator collected the Information from the documents of Scheduled Tribe

Directorate.

ANALYSIS OF DATA COLLECTED USING OBSERVATION TECHNIQUE

Observatron may be explained as the carehl and systematic watching of facts

as they occur in course of time. without any element of reporting. The investigator

has visited the Tribal Schools, Ashram Schools, Residential Schools and the tribal

settlements of the five selected Districts of Kerala, to get a clear idea of the status of

Formal and Nonformal education programme prevalent for Tribal students.

In order to understand the formal education programme, the researcher used a

questionnaire to collect the status of school infrastructure facilities in the schools.

Along with that the investigator observed a number of schools in Tribal areas with a

view to study the nature of' schools in these areas on the basis of a criteria prerscribed

in KER.

In order to understand the Nature of Nonformal education programmes

prevalent for Scheduled Tribes in Kerala, a questionnaire was used. Along with that

the researcher used as observation schedule to observe the nature of NFE centers in

the sample districts. The observation schedule was given in the Paye No. '!: -

A brief description of single teacher schools in the tribal areas

One of the evils in the field of elementary education is the existence of single

teacher schools. Scheduled Tribes Development Department has started forty (40)

schools during 1994-95. Among them, majority of the schools is situated in ldukki

district. There is no prescribed criterion for selecting teachers in these schools,

normally. In the case of tribals, they should be passed SSLC examination. If the

uibal teachers are not available in the prescribed area, the posts have been giving to

non-tribal teachers who qualified the prescribed qualification. The Department has

been prov~dlng Rs 750 per month as honorarium to the teachers and Rs 200 for the

service of an Avah

The Tribal Directorate itself has reported that all these single teacher schools,

are functioning without a prescribed curriculum. syllabus, and without minimum

facilities for education These schools have a provision to give mid-term meals to

the children. These schools were started in every remote village where living

conditions are difficult. The teachers have no suitable company in these areas and it

is extremely difficult for one teacher to do justice to students of several grades. It is

very difficult to cover the syllabus if the teacher is absent for some reason. The

schools are very seldom supervised and thus the pedagogical and administrative

hardships add difficulty in the normal functioning of the schools and affect the

education of tribal children to a large extent.

In the case of A s h Schools, the teacher-cum-warden, who stays with the

children in hostel. initially, 30 students are admitted to the first standard. They are

promoted to the second standard and the same teacher continues with them still they

pass, the IVth standard. There is no fresh intake of students during the four years

following the initial admission of students. The result is that the children in the

school going in-group, in this area are denied the facilities of education of

government residential basic schools. There are no upper primary schools nearby to

admit the children who pass from these primary schools, and no high schools to

admit the children who pass upper primary. It is noted here is that the education of

girls has not received much anention in these schools is another mismatch in this

game.

INTERVIEM RE PORT

a. About the location of centres

About the location of centres. the lTDP Officer (TA) was opinioned that the

location of most of the centres are not conducive for providing NFE to the tribal

children. Saksharatha co-ordinator (KD) of Kollam and social worker of Kollam

were also opinioned the same. The Panchayat President of Wayanad (WB) has

pointed out that the authorities has not made proper planning while selecting the

location of NFE centres in the tribal areas. The social worker of Wayanad (WD)

have pointed out that the nonformal education centres are far away from the

primitive tribals. It adversely affect their number of participation, and loss of

opportunity. Saksharata co-ordinator of Palakkad (PC) and Panchayat President of

Kolam (KB) were opinioned that it is impossible to provide a suitable location,

which is accessible to all the tribal communities of a particular area of concentration.

Moreover, they accepted that it is the most crucial factor responsible for the

inaccessibility of educational opportunities to the young tribal children.

b. About the planning

About the planning of NFE centres in tribal areas, out of 20 respondents, ten

were opinioned that most of the NFE centres is tribal areas were started without

proper planning. The Panchayat President and social worker of Kollam District, and

Panchayat President of Palakkad were opinioned that authorities from the top level

were not showed enough responsibility for the smooth functioning of the NFE

programme. Out of twenty, three respondents were opinioned that most of the

centres were insufficient in stuffing. Lack of encouragement to the workers and lack

of support from the above-added flaws and it resulted into the loss of zest among the

workers. For conducting programmes and arrangements regarding the film shows,

the instructors were faced many problems as a result of the lack of proper planning

Five respondents out of twenty were opinioned that proper planning were not made

to arrange suitable opponunities to the tribal children. who were already dropped-

outs from the school. Above all. the concerned authorities never made opportunities

to gain suppon from the illiterate parents of the dropped-out children to attend in the

NFE centres of the dwelling place.

c. About the human and non-human resource availability

About the availability of human and non-human resources, the respondents

had opinioned differently. Four respondents, i.e., ITDP officers of

Thiruvananthapuram, Kollam, Idukki, and Palakkad have opinioned that human

resources availability was insufficient, especially the availability of teachers in the

NFE centres. To a cenain extent, this is a fact in general; and in particular, in the

case of tribal children. Those who dropped out from the schools showed reluctance

to merge with the main stream of education. President of ldukki and Palakkad

Panchayats, social workers of Kollam and Wayanad have expressed their opinion

that the girl students showed eager interest to reach in the NFE centres. But their

number of participation was less than the participation of non-tribals, as reported by

the ITDP officers of Thi~vananthapuram, Palakkad and Wayanad.

d. About the participation of various agencies

About the participation of various agencies in the NFE programme,

Panchayat presidents of Thiruvananthapuram and Wayanad and Kollam have pointed

out that the voluntary agencies in the tribal areas namely Cnrivikas, Malanadu

samskarika samithi and a few grandhasalas had extended their suppon to the NFE

programme in tribal areas. But Saksharatha co-ordinators of ldukki,

Thiruvananthapuram and ITDP officer of Wayanad were revealed that the

encouragement of governmental agencies especially Salisharatha Samithi. has

significant The granthasalas were also extended their support. but it was not much a

great deal as expected. opinioned the ITDP officer of Kollam, ldukki and Wayanad.

e. Availability of non-formal teaching and learning materials

Seventy five per cent of the respondents were of opinion that the teaching and

learning materials in the hi= centres in the tribal areas were insufficient. Non-

availability of primers and other essential items for non-formal learns was crucial in

the case of majority of non-formal education, as opined by ITDP officers of Kollam,

Idukki, Palakkad and Wayanad. Social workers of Kollam, Palakkad and Wayanad

also expressed the same view. Map, chalk, and slate were provided by some

agencies but that was insufficient in number, as opined by Saksharatha co-ordinators

of Idukki, Palakkadu, Wayanad and the president of Wayanad, Idukki and Palakkad.

Sixty per cent of the respondents said that those who came without the study

materials showed reluctance to merge with their subordinates.

The non-availability of materials adversely affected the proper practice or

exercise when the participants were at home. Presidents of Thiruvananthapuram,

Idukki and Wayanad, Saksharatha co-ordinator of Palakaddu, Kollam, and the social

workers of Kollam were of opinion that insufficiency of materials for NFE centres

reflected in the achievement and affected the total literacy and universalization of

elementary education. Almost all respondents were of opinion that none of the NFE

centres owned audio-visual instruments. But only two centres from Palakkadu and

Thiruvananthapuram were provided with radio and TV as teaching aids for the

participants.

f. Nature of reaching and learning activities

About the nature of teaching and learning activities, almost all the

respondents said that the teachers had followed the direction from the authorities of

the programme They used a common primer to teach alphabas and that the primers

used were difficult for the mbals to follow. Panchayat Presidents of Kollarn,

Palakkad. ldukki and Wayanad had stated that the primers were constructed in

Malayalam and it was difficult to the tribal children to follow them. The instructors

had used various methods to teach and discuss the lessons. They followed the

instruction prescribed in the primers. But the availability of such primers were

inadequate opinioned the 90 per cent of the respondents. Panchayat Presidents of

Thiruvananthapuram, Kollam, and ldukki had opined that the instructions were

limited within the subjects like health awareness, legal awareness, agriculture,

education and folk arts etc:.

Saksharatha co-orba ton of Kollam, Idukki, social workers of Wayanad,

Kollam and the Panchayat presidents of Thiruvananthapuram had pointed out that

they discussed different methods of cultivation discussed about the various types of

fertilizers for high yield from the agriculture sector. They also introduced social

forestry activities to the learner. But the Saksharatha co-ordinaton of Idukki, and

social workers of Kollam had opined that they tried to teach the mbals the nature of

fish-farming in the nearest irrigation project site and discussed about the quality of

various fish items in the farm. The lack of suppon from authorities and resources

crunch was other problems in these centres, as remarked by the ITDP officers of

Wayanad, and Palakkad.

p. Naturr of constraints

About the nature of constraints. ITDP officer of Thiruvananthapuram

District, Panchayat President of Thiruvananthapuram and Saksharatha co-ordinators

of Thiruvananthapuram District had expressed their opinion that the location of NFE

centres in tribal areas were mostly unsuitable. In the case of most of the centres,

these had inadequate facilities. They did not have even electricity and minimum

essential requirements. In the case of teachers, they were not properly trained and

were recruited from the local voluntary organizations. Most of them failed to

motivate the children to the NFE centres. Njaraneeli, and Idinjar centres had

provided opportunities to the children. but generally continuous absenteeism was a

phenomenon among them. as opined by the ITDP officer and Saksharatha co-

ordinators of Thiruvananthapuram.

Again, ITDP officer of Thiruvananthapuram, and Palakkad, and Saksharatha

coordinators of ldukki, and Thiruvananthapuram had revealed that lack of facilities

was a major constraint in the tribal NFE centres. The students felt unfamiliarity with

the study materials provided to them. The instructors selected from among the

tribals faced a lot of d~fficulties to follow the instructions given in the primers, as

indicated by the Panchayat Presidents of Thiruvananthapuram, Wayanad and

Saksharatha co-ordinators of Wayanad. Parental low achievement motivation was

another constraint before the instructors, as revealed ITDP officers of Kollam and

Palakkad. Panchayat Presidents of ldukki, and Saksharatha GO-ordiiators of

Wayanad had also expressed the same.

Due to lack of time after their job, children could not find enough time to

attend the NFE classes. It was crucial in the plantation areas, as opined 80 per cent

of the respondents. Poor and unhealthy conditions of tribal areas tend to show a

negative attitude towards education both in formal and nonformal sectors. Primitive

tribes showed reluctance to come to the classes as participated by other tribes. The

parents showed unwillingness to send their children in schools because of their

traditional beliefs in their society. Above all, a few of the respondents were of

opinion that majority of the NFE centres had failed to attract the tribal children. in

order to generate the need and significance of the formal and nonformal education

among tribals. these centres did not act and did not come upto the level, remarked 90

per cent of the respondents

h. Important suggestions from the respondents

The respondents of the sampling area have given valuable suggestions during

the interview, important suggestions are as follows.

Regarding the preparatory steps for NFE centres, ITDP officers, Panchayat

Presidents, and Saksharatha Co-ordinators of Thiruvananthapurarn had opined that

well-planned preparatory steps are essential to catch the attention of tribal parents

and children towards the formal and non-formal education programmes. ITDP

officers of Waynad, Palakkad and Idukki also revealed the same opinion. Panchayat

Presidents, Saksharatha Co-ordinators, and Social workers of Kollarn district had

suggested that supportive programmes like stipend or other monitory benefits should

be given to them. Thereby we can motivate them to the goals. Panchayat President,

Saksharatha Co-ordinators and Social worken informed that the literary mission of

NFE Department should provide well-trained teachers suitable for tribal and non-

tribal centers.

ITDP Officers, Panchayat Presidents, Saksharatha Co-ordinators, and Social

workers of Palakkad had suggested that the responsible persons (authorities) should

follow a system of practice in the tribal areas and should take important steps for the

smooth functioning of NFE centers. Providing required amount and materials for the

smooth hnaioning of nonformal education centres should do this ITDP Officers,

saksharatha Co-ordinators and Social workers of Wayanad were of opinion that from

the beginning to the end of the programme. the government should take some

responsibility to provide non-human resources for the various stages of the

nonformal education programmes Otherwise there is a chance to misappropriate the

funds of the programme In order to avoid the questions regarding the credibility of

the programme, efficient leadership is a must, in this regard.

Another important point suggested regarding the NFE is that it is one of the

modes of education, others being formal and informal. NFE should be designed in

co-ordination with formal and informal systems for achieving concrete goals, instead

of organizing it in isolation. Again, it must not be limited to impart the basic skills

only. But, it must be designed as an integrated system in the context of the total

socio-economic environment. To make NFE programme effective in modem tribal

social context, a more integrated community based programme is needed.

i. Respondents outlook on the Welfare measures in Non-Formal Education

The respondents were asked to report their opinion regarding the usehlness

of the scholarship schemes, its adequacy and also their opinion regarding the

facilities prevailing in nonformal education centres. Their responses also revealed

that they are even now not conscious of the benefits prevalent for their educational

advancement.

Out of the 20 samples, 18 respondents were of opinion that many promises

had been made during the initial stages of the NFE education, but yet it has not been

completed. These centers have not been providing any type of incentives or

scholarships, which is available in formal education. The remaining 2 respondents

had opined that there were neither incentives nor scholarships given to them.

Sixteen of the respondents in NFE had expressed their opinion that they heard about

the stipend, which is available for the students of formal education. But never heard

about it in the NFE The remaining four (4) respondents were noticed that they do

not know a n ~ h i n g about stipend or scholarship etc. in both sector

hlajoril) (80 per cent) was opinioned that they were dissatisfied with the

facilities providing in the Nonformal education centers. The remaining 20 per cent

were partially satisfied with the facilities Moreover, 90 per cent of the respondents

opinioned that they were unaware of the Welfare measures available to them.

j. Respondents (Students) outlook on the Welfare Measures in Formal

Education

Out of 100 respondents 80 per cent of them was opinioned that they were

unaware of this type of scholarship available to them. 20 per cent were partially

aware of the scholarship, which is available through schools. Only 5 per cent girl

students are aware of the scholarships available for them, but they are all studying in

tenth standard

It was also seen that 85 per cent of the students were quite dissatisfied with

the facilities in the hostels, and the remaining IS per cent were partially satisfied

with the existing facilities.

Students who stay in the rented hostels have been facing a number of

dificulties. Almost 80 per cent of them had opinioned that they lacked reading

facilities, playground, and enough bathroom facilities in their rented hostels.

A few hostels are situated far away from the concerned schools, this is also

one of the impediments in the education of students. Nearly 50 per cent of the

students were complained about the lack of general reading materials in the hostels

including newspapers, periodicals etc. About 90 per cent of the inmates of the rented

hostels were of opinioned that the living conditions, environments are not conducive

for education Lack of facilities. congested dormitories, dilapidated buildings are

providing lack of security in the life and non availability of study materials for extra

reading are another problems facing the tribal hostlers

Their dwelling place and settlements of majority of the tribal students are

concentrated in the forest or nearby areas Some of them are scattered here and there

in the lands of their landlords. They opinioned the majority of tribal parents are not

bothered about the education of their children. Most of the families do not own even

a booklet or pamphlet for the children in their house, It is a crucial issue among the

primitive tribes During rainy season, they live in absolute poverty and many of

them die due to lack of nutritious food. Only very few have safe drinking water

source, while majority of the population use unsafe water, such as open unprotected

ponds, springs, channels, canals, rivers etc. Due to the lack of awareness about the

incentives f?om the government their education still remained unhlfilled and leads to

illiteracy.

Unfamiliarity with the modernity is very evident in the life of tribal students

and still following their traditional patterns of life. The children have a tendency to

imitate the heroes and heroines in the film and often follow a life, which is U N ~

and unadaptable to their circumstances. The students have their beliefs and customs,

majority of which is against modern system and showing unwillingness to follow the

opinions of nontribals. As schools are very m e in tribal areas the children have not

enough facilities to study. Travelling is very difficult due to the lack of

conveniences. In many houses the children have a lot of work to do. Child labour is

common and many of them are compelled to do that. No institutional establishments

were available nearby, which can help and persuade them to be literate. Non-

availability of Grandha Salas, lack of familiarity with books, journals, newspapers

etc. Curtail the progress of tribal students in the education opinioned majority of the

respondents.

WELFARE MEASIIRES TODAI' : DEVELOPMENT PROGRAMMES

The details regarding the major educational activities undertaken by the

Scheduled Tribe Development Department for the upliftment of the scheduled tribe

students have been collected from various documents and are briefly mentioned in

this section

Education programmes under various development programmes may be

categorized broadly as follows:

A. Educational programmes at various stages

B. Education concessions

C. Hoael facilities

D. Night schools, and libraries

E. Reservation

F. Scholarships

G. Other facilities

These are briefly described below:

A. Educational programmes at various stages

1. Pre-primary education programme

a Maintenance of Balawadi-Cum-Feeding Centre

There were no Balawadies or any other pre-primary schools run exclusively

for ST students before 1976. In order to motivate the ST students, the scheduled

tribe Development Department started Balawadi-Cum-Feeding Centres in ST

coloniesisettlements Each centre is run by a Balwadi teacher assisted by an Ayah

(helper)

Children of the Age group of 3 to 5 vears. not exceeding 40 in number are

given admission and I0 percent of the Children will be the non-Scheduled Castes in

the locality welfare Depanment spend Rs 4 for each child. In addition to this, the

Social Welfare Department provides necessary food items to each centre and dress

worth of Rs.20 to each child. (Government of Kerala, Adm: Report : 1988).

Welfare Department also provides utensils worth Rs.5001- and recreative

materials worth Rs. 12001- to each Balawadis (Government of Kerala, Adm: Report,

1985). The details regarding the number of Balawadies and nursery schools under

scheduled tribe development department are given in Table 11

TABLE 11

Number of Balawadis and Nursery schools under Scheduled Tribe

Development Department

Source : Administrative Report of ST Development Department, 1994-95.

b. Starting and mrintcnancc of Nursery Schools (Prc-Primary Education

Ccntrcs)

As in the case of Balwad~es, there were no separate Nursery schools

exclusively for ST students' run by the department. Nursery schools in the state

were few in number and most of them were under private management. The ST

parents are too poor to afford the facilities of these private nursery schools. So the

ST students were denied the enjoyment of the educational facilities to the preprimary

level. in order to find a solution for this the government took cenain measures

during the third five-year plan and an amount of Rs.7.04 lakhs was earmarked for

pre-primary education i n Kerala. The scheme provided for grant-in-aid to 12

Nursery Schools. A Few more Centers were also opened in the ST areas and the

department bears all the expense for the children of ST anending Grant-in-aid

nursery schools (Report of the evaluation committee, 1973).

As the Balawadies the Nursery Schools were started by-the Harijan Welfare

Department with the Primary intention of providing the basic educational

requirements and also for the development of mental and physical abilities of the

children belonging to the depressed community. The Nursery Schools were started to

certain centers where the tribes had enough concentration. In each school thirty

children in the age group of three to five years were given admission. Out of which

ten- percent of the total eats were reserved for the non-Scheduled Caste and Tribe-

children. This was with the intention of providing religious to tolerance among the

children.

The starting of these nursery schools at centres, where ST had concentration

and it helped these children to develop a habit of early school going. More over, it

also helped to widen their mental out look and to receive the rudiments of knowledge

at a very early ape This also helped the ST parents a lot. Now they could leave

their children safely at Nurseq schools. where noon day meals also was provided

and proceed to their agricultural labour

In order to motivate the children of the ST of school going age, Government

thought about starting Balawadies. where the younger children could be looked after

during the day, so that their parents could persue with agricultural work. Balawadies

will also help to initiate the children into the habit of going to school early in their

life. Now, the documents show that 58 schools of twelve districts under scheduled

tribe development department were transferred to panchayats during 1999-2000

(TSP 1999-2000) Many of them are ill equipped and ineffective in the tribal

educational context.

2. Pre-Metric Education Programme.

The details regarding pre-metric education programme may now be

illustrated under the following heads.

a. Primary Education

Primary Education is the keystone of the entire educational system. In

general, it is under the control of the department of education. All students

belonging to the ST are exempted From payment of all kinds of fees at all stages of

education without any restriction to the income of their parents. Such students are

given Lumpsum Grant for the purchase of books and other school accessories.

Apart from these, there were separate schools for ST students run by

Scheduled Caste Development Department. These schools were generally known as

welfare schools or "pial" schools.

These schools were started to provide special facilities for the education of

the children of school going age among the SC and ST communities. The adult

members of each family leave their huts by dawn and return only by dusk. Their

children are left to themselves by day They cannot therefore be expected to attend

primary schools of distant places

This caused adverse effect in the attempt for the removal of illiteracy (The

system of Pial schools has thus come into existence). The authorities that come to

believe that the imparting of the right type of education at the right time is the only

factor conducive to the rapid progress of the communities put that into practice. This

helped all the depressed class infants of the school going age to receive early

education in the pial schools of the vicinity. These schools acted as effective feeders

to the upper primary schools in the neighbourhood.

The children in the welfare schools were provided with free noon meals and

free cloths. In the year 1964-6s the Department incurred an expenditure of

Rs.2,36,026/- for the free mid-day meals provided in welfare schools.

In 1965 all the welfare schools were brought under the control of the director

of public instruction as the government felt that there was no need for separate

schools for the depressed classes.

b. Model Residential Schools (Ashram)

For providing quality education to Scheduled Tribe students, two model

residential schools (Ashram) were started during 1990-91, one for boys at

Nelloomadu (Waynad) and another for girls at Kanela (Thiruvananthapuram).

Scheduled Castes students are also admitted in these schools. One Ashram school

which (Primary) was started at Noolpuzha during 1991-92, which is specially meant

for primitive tribes in Wavanad district. and at Manjerry in Malappuram district in

1993 for Cholanakans of Malappuranl districts Three more residential schools were

started in 1997-98 at Munnar (Idukky dist) Anappady (Palakkad district) and in

South Waynad During 1998-99 also Model Residential Schools were started at

Kasaragod. Trissur, Kannur and Pathanamthitta. It is proposed to start one ashram

school at Palalikad for PTGs and another one at Waynad for Adiya, Paniya and PTG

communities

c Secondary Education

ST students in Government or private secondary schools are given full fee

concessions, exemption from all kinds of fees, i e . Such as tuition fees, library fees,

examination fees etc, for .two years in each class without any reference to their

income. In the case of government institutions the loss sustained on account of grant

of fee concessions in borne by the government. In the case of private institutions, the

Harijan Welfare Department reimburses the loss sustained by them on account of

grant of fee concessions (:Government of Kerala, Administration Report, 1966).

Students who have failed in the secondary school leaving certificate (SSLC)

examination for the first time and who appear as private candidate for the

examination are exempted from payment of examination fee. As for the second

appearance on production of community certificate from the thahasildar and another

certificate from the Headmaster where they were studying to the effect that the

candidate is appearing for a second time within a period of three years after the first

appearance.

In addition to the various fees concession, the ST students are also provided

with Lumpsum grants for the purchase of books and other school accessories. The

rate of lumpsum grant given to SCIST students in the lower primary, upper primary

and secondary stages for various years from 1955-56 are presented in Table 12.

TABLE I2

Rate of Lumpsum-Grant given to SCIST students at difierent grades for variouc yesn

Figures are taken from administration Reports from Harijans Welfare Department for the respective years

Grades

- ~ & e r Primary

I I, 11, 111

IV

V

Upper Primary VI, VII

Secondary VIIl, IX, X

. - .

- - - - -- - Rate of Lumpsum-Grant in Rs forthe years - - - 55-56 96061 1965-66 1 9 7 0 1975-76 198631 985-86 1 1989-907 - 19;;6] .- --

I 3

I 3

I 3 I 1 l o 1 30 1 30 I I

40 1 I

4

15

I5

15

45

80

80

125

5 5

t-

N w

125 ---

4

25

25

40

4

25

25

40

5

30

40

48

12

40

40

60

3 5

65

75

105

3 5

65

75

105

Harijan Welfare Department introduced a new scheme for the encouragement

of brilliant students from the ST student from the ST students under this scheme an

incentive of Rs 1001'- is given to all and ST students who secure first class in the

Secondary School Leaving Certificate Examination.

3. Post-Metric Educational Programme

ST students are ellgible for various types of educational concessions for

different courses of post-matriculation studies. They are given full fee concessions

including exemption from payment of all kinds of fees without any restriction. In

additions, they are granted actual boarding and lodging expenses, on monthly stipend

and Lumpsum grants for purchase of books and dress for various courses of studies

for the first year of the study in each class. But for the second year study in the same

class, they are allowed only full fee concession. Post-matriculation studies in Kerala

can be broadly divided into the following.

a. General Collegiate Education

b. Professional or Vocational Studies

a. General Collegiate Education

All the ST students studying in Arts and Science colleges for pre-degree,

Degree and Post-graduation courses are exempted tiom payment of all kinds of fees

at all stages of their education. Also, they are given educational concession for

studying in institutions outside the state for courses, which are not available in the

state.

In 1955-56, seven hundred and ninety eight SC students and four ST students

were studying in several colleges of the state. They were given full fee concession a

Lumpsum grant ranging from Rs.501- to Rs 1001- for books and dress and monthly

stipend of Rs 4 5 - to those coming from places beyond five miles of the college and

Rs 401- to others (Government of Kerala, Administration Report, 1957) A pocket

money of Rs.5:- was paid monthly for those who were residing in hostels. The rates

of lumpsum grant for post-metric level are given in Table 13.

TABLE 13

Rate of Lumpsum Grant for Post-Metric level

Note: The figures are taken &om Administration Report of SCIST department for the

respective years.

Rate of Lumpsum grant tn Rs for vanous yean

As the table clearly shows the rates of Lumpsum grant and monthly stipend

paid to the students, the number of beneficiaries, the amount spent for the

educational activities went on increasing year by year.

115

PG

The Lumpsum grant paid to post-graduate students in 1989-90 was Rs.3851-

and monthly stipend was the same as in the case of graduate students and under-

graduate students.

The total number of' beneficiaries in 1955-56 was Rs.8021- and the amount

spent on them was Rs.17.35; lakhs. During 1990-91 was Rs.53.334 and Rs.649.718

lakhs.

80-81

150

175

225

81-85

170

175

225

84-87

225

225

385

89-90

270

3 00

385

91-92

270

360

385

The remarkable increase in the above figures shows that there is a widespread

wave of Interest among the ST communities to educate their children in various

branches of studies, due to the great lnterest put in by the Government through the

Harijan welfare Department This fine work has produced a phenomenal increase in

the percentage of literacy and higher education among the ST communities

b. Professional Education

Grant of educational concession is one of the most important measures

adopted by the government for the amelioration of backwardness of professional

education among the ST students. These students are granted full fee concessions.

Including exemption fiom payment of all kinds of fees for all branches of

professional courses for two years in a class without any reference to the income of

their parents. In addition to Lumpsum grant for the purchase of books, dress and

other accessories, monthly stipend also of varying rates are given.

In addition to the yearly lumpsum grant the ST students also entitled to get

monthly stipend also provided if they are not staying in the hostels. The inmates in

the hostels were provided with a pocket money for incidental expenses. In addition

to the actual expenses incurred for their messing, room rent, water aid electricity

charge etc (Government of'Kerala Administration Report 1988).

In addition to the yearly Lumpsum grant, these students are also entitled to

get monthly stipend provided if they are not staying in the hostels. The inmates of

the hostel are provided with pocket money for incidental expenses, in addition to the

actual expenses incurred for their messing, room rent, water and electricity charges.

The amount of Lumpsum pant given to the professional courses in the eyar 1955-56

was ranged from Rs.250/- to Rs.1001-. In the year 1990-91, the amount is ranged

from Rs.9001- to Rs.3851-

B. Educational concessions

Granting of Educational concessions is one of the most important welfare

measures adopted for the upliftment of the ST, students They are granted full fee

concessions including exemption from payment of all kinds of fees for all branches

of studies for more than two chances in a class without any restrictions disregarding

the income of their parents. Lumpsm Grants for the purchase of books and other

accessories and also monthly stipends at varying rates in different classes and for

different courses of studies are also offered (Government of Kerala, Administrative

Report, 1973). They are also exempted from the payment of fees for Examination

for two consecutive appearances in all examinations. As it is evident from the

various Administrative reports, the Tribal Welfare Department has also recently

started the free supply of slate, books and other accessories, free tuitions, free

clothings, mid-day meals, Book-Bank system etc; for the educational upliflment of

the students.

C. Hostel Facilities

It is credible to note that the SC and ST students are catching up with the rest

of the community in the matter of admission to schools and colleges including

professional and post-graduate studies. Of course, the drop outs from the schools

and colleges may be larger in the case of ST students. This may probably because of

the lack of proper environmental facilities in their houses to concentrate on studies.

This deficiency has been raised and the Harijan Welfare Department has started

hostels both for school students and college students at various places in the various

districts of Kerala. The district-wise list of pre-metric hostels under ST

development department is given in Table 14.

In additbon to this. there exlsts a reservation of 25 percent seats in college

hostels for SC and ST students. in order to see that all school going and college

golny students of SC and ST get the benefits of accommodat~on and other

environmental fac~llt~es

With regard to hostel facilities in professional colleges and in post-graduate

courses, two percent of the seats have been reserved for ST. The reserved seats not

availed by them have been ordered to be filled up by admitting eligible candidates

from other eligible communities. Such hostel facilities provided by the Harijan

Welfare Department to the SC and ST students have gone a long way in promoting

the educational standards of these communities.

The background 'of the present Welfare and Cosmopolitan Hostels can be

traced back to the Harijan lodges for the college students started by the Welfare

Department during the academic year 1952-53. In order to provide cheap lodging

facilities to the ST students studying in colleges, a few lodges had to be opened in

the important centres of higher education in the state form the beginning of the

academic year 1952-53 In the year 1955-56, the department was conducted three

lodges, two at Thiruvananthapuram and one at Ernakulam. A watchman and a

sweeper were employed in each lodge. A nominal sum of Rs.51- per mensum was

deducted from the stipend of each student towards rent, lighting and water charges.

In the history of hostels one can see that there are three kinds of hostels for

the SC and ST students, .which either the Department mentioned directly or assisted

financially. They are.

1. The Cosmopolitan Hostels for the college students.

2. The Welfare Hostels for the Pre-matric students.

3. The subsidized Hostels run by the Private agencies

1. Cosmopolitan Hostels

In order to reduce the perplexit~es of children belonging to ST and to avoid

the feeling of segregation of depressed class students and to promote inter-mingling

with them, twenty five per cent seats in these hostels are reserved for non-harijan

students (Report of the Evaluation Committee 1973). Each hostel is functioning

under the supervision of a warden who is under the control of the District Welfare

Officer. The Director of the Harijan Welfare Department selects the inmates to the

hostels based on the merit and financial status of the family of the students.

In the year 1960-61 three cosmopolitan hostels - One at Thimvananthapuram

Ernakulam and Cannanore were started under the direct control of the Harijan

Welfare Department In the year 1964 the Welfare Hostel for girls at Palghat was

converted into a cosmopolitan Hostei for girls. One more cosmopolitan hostel was

started at Changanassery in the year 1966-67. A cosmopolitan hostel at Thycaud in

Thiruvananthapuram for girls started functioning during the year 1967-68. The 25

per cent reservation of seats in cosmopolitan hostels for non-Harijans was reduced to

10 percent in the year 1967-68 (Government of Kerala, Administration Report,

1970).

In the year 1970-71 the total number of cosmopolitan hostels were nine.

Along with this, the number of enrollment to these hostels also went upto a minimum

sixty. Additional admission can be given in such hostels if more facilities are

available. It was in the year 1972-73, two more cosmopolitan hostels, one at

Malappuram, and other a girls hostel at Ernakul'am, were started in the year 1972-73

(Government of Kerala, Administration Report, 1986). The cosmopolitan Hostels

run by the Harijan Welfare Department of the State also acted as a catalistic agent in

removing the segregatior~ from the minds of the growing generation and also

promoting a cosmopolitan outlook among the students of all communities

The per~odic enhancement of the Lumpsum grant. stipend, pocket money and

other educational concessions gave a great thrust to the educational advancement. In

the year 1970-71 pocket money given to the students for arts and science courses

were Rs.7501- But in the case of 1L1 B.B.S., if the student is studying in the college

hostel, the amount of pocket money is Rs.lOl-. In the year 1990-91 the rate of

pocket money is Rs.351- for arts and science colleges, and Rs.451- for professional

colleges.

2. Welfare Hostels

As in the case of cosmopolitan Hostels, the history of welfare hostels run by

the Department of Harijan welfare for the SC and ST. Pre-Metric students with a

view to alleviate the difficulties and perplexities of the SC and ST children and to get

accommodation near to the educational institution.

Administration Report of Harijan Welfare Department for the year 1958-59

shows there were about 116 Welfare Hostels under the department. In addition to

this, 11 new Welfare Hostels were sustained in the same year. (Government of

Kerala Adm. Report, 1960). Each hostel is run under the supervision of a warden

who is under the control of Taluk Welfare Officer. All the expenses including the

mess charge, room rent, electricity and water charges etc, of the inmates of the

hostels are borne by the Harijan Welfare Department.

In addition to all these concessions, each inmate of the hostels is provided

with dress material worth Rs.751- annually. Travelling allowance is also paid to go

to their native villages and back during the vacation days in connection with the

national festivals (Government of Kerala Harijan Welfare activity, 1985). The

Taluk Welfare Officer on the basis of selects inmates of these hostels merit-cum-

means. In these hostels, '10'b' of the seats are reserved for non-harijans. The

number of beneficiaries considerably increased during the period 1956 to 1986. In

1966-67 the number of welfare hostels were 45. In 1976-77 it become 55. By the

year 1988-87 it further went upto benefiting 2600 students belonging to SC and ST

communities.

3. Subsidized Hostels

Subsidized hostels are those hostels run by voluntary organizations, like

Harijan Savak Sangh, and Adima Jathi Savak Sangh and also run by Individuals

(Report of the Education Commission 1966). These hostels are primarily meant for

the benefit of students belonging to SC and ST. The Harijan Welfare Department

provides boarding grant to each SC and ST students residing in these hostels for ten

months. The organizers of the hostels can admit any number of students based on

the facilities available in these hostels. During the initial period 15 per cent of the

total seats were reserved for the non-harijans. But in 1972 the reservation to non-

harijan were reduced to 10 per cent.

4. Hostel Complex

As part of Dr.Arnbedkar century year celebrations the government have

decided to construct a Hostel Complex to accommodating 150 SC and ST girl

students, who were pursuing post-metric studies. This came to be known as

Dr.Ambedkar memorial girls Hostel Complex.

5. Boys Hostel

This is a centrally sponsored scheme having 50 percent central assistance for

staning boys hostels it various districts Head-quaners in the state

D. Night Schools and Libraries

In order to spread literacy among the majority of the ST populations in the

state, who had been illiterate and ignorant of worldly affairs, the government has

provided night schools and libraries in different parts of the state.

More than 80% of SC and ST adults above the age of 30 were illiterate

during 1986. In order to irradiate illiteracy, the Department started Harijam Adult

Education Centers with the help of Kerala Association for Non-Formal Education

and Development [KANFED] in various places with SCIST concentration. As part

of the Adult Education Programme, the Department introduced the new programme.

"Bhasrath Darshan" in the year 1984-85 A selected group of SC and ST students

were taken for all India st:udy tour in the following years. The above programme

was extended and more SC and ST students benefited. The new prograinme of

"Kerala Desham" meant exclusively for the SC and ST girls was introduced along

with the Bharat Darshan programme in the eyar 1986-87 for boys.

E. Reservation

An important educational facility offered to the ST students by the

government of Kerala is the reservation of seats at various levels of education. At

the under-graduate level in the Arts and Science Colleges 5 per cent seats have

reserved for ST Ln the professional colleges and post-graduate courses 10 per cent

of the seats are reserved for the SC and ST, (8 per cent for SC and 2 per cent for ST).

If sufficient number of SC and ST students is not available, then the reserved seats

are to be filled 6om among the students of other backward communities. As a

hrther encouragement to these students. a reduction of 5 per cent in the minimum

marks fixed for admission is allowed for candidates belonging to the SC and ST

F. Scholarships

a. Government of lndir Scholarships.

The government of India has introduced a scheme for the grant of

scholarships to SC and ST students. Until the year 1958-59, a Board constituted for

the purpose by the central government with its HQ at New Delhi granted these

scholarships. By the year 1959-60, this work was decentralized. The state

government has been authorized to grant the scholarships subject to the rules and

regulations laid down by the government of India. From 1958-60 onwards the

Director of Harijan Welfare is attending to the work related to the award of these

scholarships. The primary consideration in the award of these scholarships is the

merit of the candidates. The scholarships is awarded without any restriction

regarding their income (Report of the Education Committee, 1973).

b. Temple Entry Proclamation Endowment Fund Scholarships.

To commemorate the historical Temple Entry Proclamation of 12 November

1936, the Temple Entry Proclamation Memorial Committee made an endowment of

Rs.77.461- to offer facilities for higher education to SC and ST students.

Administration of the hnd is vested in a Board consisting of a secretary to

Government, Development Department. The members are: the Finance Secretary to

the Government, the Director of Public Instructions, the Commissioner for the

advancement of Backward Communities and the Mayor of Thiruvananthapuram

Corporation, and two members elected by the non-official members of the advisory

committee for the non-official members (Government of Kerala, Administration

Report, 1957). The object of the Fund was to offer facilities for higher education to

the SC and ST students of the state.

The interest accruing annually from the endowment is utilized for the award

of Scholarships Fifty per cent of the fund is utilized for the award of Sri Chitra

Scholarship and 30 per cent as 'Sethu Parvathi Bai Scholarship', and 20 per cent as

"Sachivothama" Sri C.P. Ramaswami Ayyar Scholarship (Government of Kerala.

Administration Repon. 196 1 ).

These scholarships are awarded on the basis of marks secured by the students

in the previous examination. A special meeting of the Temple Entry Proclamation

Endowment Fund Committee specially convened for this purpose makes the

selection. The name of students who are to be awarded the scholarships will be

announced every year in the meeting held to celebrate the temple entry Proclamation

Memorial Day In addition to this, two special scholarships are awarded to a SCIST

boy or a girl, who secure the highest mark in the final examination on behalf of the

Chief Minister of Kerala.

In the vear 1960, the government has sanctioned a scheme for giving pre-

examination training for all India competitive examinations. Under these coaching

centers, classes have been started at three centers, viz., University College,

Thiruvananthapuram, Maharaja's College Emakulam, and Guruvayurappan College,

Calicut. A minimum of 25 students will be admitted in each centres out of which 17

seats are reserved for the SC and ST students. In the absence of candidates

belonging to backward communities, the seats will be filled up from among other

candidates. Only first or second class applicants will be admitted in these centres.

But in the case of SC and ST, if sufficient first or second class application is not

available third class candidates will also be admitted (Report of the Evaluation

Committee 1973).

A second unit was also attached to be above three centers to impart pre-

examination training to the under-graduates to enable them to compete for the class

111 officers' grade in the nationalized sector. All the SC and ST candidates coming

from urban and rural areas. In both units students are paid a monthly scholarship of

Rs.1251- and Rs 85;- respectively (Government of Kerala. Harijan Welfare Activities

1984)

G. Other Facilities

a. Industrial and Vocational Training

The Industrial and Vocational Training programme in the institutions run by

the Harijan Welfare Department and private institutions recognized by the Harijan

Welfare department bring out a large number of SC and ST students with lndustrial

or Vocational Training in Carpentry, ronen work weaving, mat wearing etc.

b. Pre-recruitment Training

In order to ensure proportionate representation of SC in military and para

military services Where no reservation facility exists. It is necessary to prepare and

equip the SC and ST, physically mentally and intellectually to appear for the

competition and bets connected with their recruitments. Classes will be arranged for

the selected SC and ST candidates in three centres in the state.

The people those who are engaged in unclean occupation have been

rehabilitated by giving employment and special provision for their children's

education.

r Assistance to Advocates

Financial assistance is granted to graduates belonging to SC and ST, whose

annual family income is below 50001- and who have e ~ o l l e d as advocates, for

purchases of law books and for getting up practice. The loan to be repaid in 50

monthly installments.

d. Incentives to Talented students

In order to encourage SC' students to attain higher level of education

performance or to shou high proficiency in spons and games special incentives

awards are given to these students who come out with first class in their public

examination (SSLC. PDC, Degree and Post-Graduate level). Those who are

successful in District, State level competition. They are paid at the following rates -

SSLC 5001-, PDC - 7501- Degree - 10001- post-graduate - 15001-

e. Financial Assistance for failed SC and ST students.

The students those who are failed in SSLC and PDC examination are

reluctant to continue their studies. This scheme envisages provision of financial

assistance to selected SSLCIPDC failed ST students in Tutorial Institutions. The

assistance will cover tuition fee, stationary, monthly stipend and Training expenses.

Accommodation will also be provided to students for continuing their studies in

cities where better tutorial colleges are available.

Due to Financial constraints among these students those who have scored at

least 30% marks in SSLC examination are given financial assistance Rs.8001- in total

for continuing their studies in Tutorial colleges. This scheme has been started from

the year 1986-89 onwards. From 1990-91 the scheme has been extended to the pre-

degree failed students also.

f. Upgradation of Performance level of SC and ST students in Sports and

Games

Many SC and ST students. who are quite proficient in spons and games, are

living in very poor conditions and so are not able to improve their skills. The sports

schools are not able to help them as desired. This scheme is intended to take care of

this situation and provide for substantial assistance to SC and ST who show very

high level of skill in sports and games by the programme "Catch them Young". The

students get for national spons Talent search contexi will form the basis of selection

As per the programme, 40 students (I5 boys and 5 girls) who have passed

standard, have been selected and admitted in Vlll standard of various schools in

Thiruvananthapuram They are given facilities like nutritious d ia and special tuition

with the assistance of sports council, coaching in their individual fields of

specialization is also encouraged. 20 SC students and 10 ST students are getting

benefit of the scheme. Facilities for other extra-curricular activities are also

available in the hostels. Two hostels. one for boys and another for girls have been

started in Thiruvananthapuram.

g. Programme for Human Resources Development and Publication of

Periodicals

This programme aims at improving the literary level among SC and ST, in

the Taluk of Chittur and Kasargode. where atrocities on SC and ST are more. This

scheme will be implemented with the help of agencies like KANFED, Government

of India, Ministry of Education, NSS and other voluntary agencies. It is also

proposed to stan a periodic publication. Ariuka - Ariyikkuka" which will highlight

the issues involved in the process of special integration.

h. Information-Cum-Guidance Centre

The scheme proposes to establish a centralized facility for SCIST where

information on all job opening, development programmes, application forms for

various examinations, jot1 etc, will be made available. The centre will also guide

SC/ST on choosing of institutions, vocations, study areas, jobs etc It will be

hnctioning as our information bank on the activities of various developments which

every SC and ST should know as a beneficiary of the programme.

i. Better Educational Fncilities for Bright Scheduled Caste and Scheduled

Tribe Students.

Bright SC!ST students who secure high marks in standard I V and having an

annual income not exceeding Rs.11.0001- are selected and admitted in the Vth

standard of high standard Er~glish Residential Schools.

It is now very relevant to have an examination of the extent of utilization of

the supponive measures, which is expected to give light on the various new

dimensions, which require special attention in this field.

ANALYSIS OF DATA COLLECTED USING SCHOOL m'FRASTRUCTURE

FACILITIES INVENTORY

L Section A, Part A : General Data

Lnformation collected using school infrastructure facilities inventory under

section 4 Part A General Data, has been categorized and analyzed, in order to give

the details for formal schools for ST (Tribal Schools - non-residential, and Model.

Residential Schools) students, selected for study.

The data collected regarding the general details of the sixteen schools are

presented in Table 15.

It may be seen ffom the table that there are nine schools are situated in the

rural areas, while four residential schools are located in the mral areas. In the case of

urban schools, there are two non-residential schools and one residential school is

situated in the urban areas.

Regarding the nature of classes there are seven non-residential schools have

LP. UP. HS combined. while none of the schools in residential category have LP.

UP, HS combined 11 is nored that almost all the schools, which selected for the

study, have been following the state syllabus.

In the case of sessional classes, two schools under non-residential category

has been following sessional system, while in the residential category. none of the

schools have been following the sessional system.

In the case of class almost all the non-residential category have mixed

classes, while only one school has this system.

In the case of medium of instruction, the table revealed that almost all the

schools of both non-residential and residential category have been following

Malayalam as the medium of instruction.

Section A, Part B : General details of the schools

Information collected using school infrastructure facilities inventory under

Section 4 Pan B : General details of the schools has been categorized and analysed,

in order to give the details of formal schools, selected for the study.

The data collected regarding the general details of the sixteen schools are

presented in Table 16. It may be seen fiom the table that two of the schools have

built forty years ago, while one has built eight years ago and the remaining schools

are having a standing of ten and 35 years.

TABLE 16

Distribution or general details of schools

Note : All the above schools are owned by governmental agencies

It is also seen that the areas of the compound of the schools varying between

one and ten acres and a majority of the schools having an area around three acres.

Similarly, the number ofbuildings is also varying between one and four normally.

Annual maintenance has done only by eight of the schools, while the

remaining (8) has not done: annual maintenance.

Section A. Part C (a) : Nature of Pacca Building and Classrooms

Information collected using school infrastructure facilities inventory under

Section 4 Pan C (a). Nature of building and classrooms has been categonzed and

analyzed, in order to give details for formal schools prevalent for scheduled tribe

students, selected for the study.

The details collected regarding the nature of pacca building of the sixteen

schools represented in Table 17. It may be seen from the table that the roof of eight

non-residential schools have tiled and three schools among this category have

thatched sheds, while two residential school have thatched roof for the education of

its students.

In the case of floors, three non-residential schools have the floor of mud and

another eight schools have the concrete floors. While, one residential school has the

mud floor. Among the nonresidential category, it may be seen that wall of the

buildings are mostly (eight schools) have built upon bricks. In the case of residential

category, three schools have used separate classrooms. One school among them has

used curtain to separate classrooms.

Seetion A, Part C (b) : Nature of Kacha Building and Classrooms

Details collected using school infrastructure facilities inventory undw Section

A, Part C (b) . Nature of'Kacha buildings and classrooms has been categorized and

analyzed, in order to give details for formal schools prevalent for scheduled tribe

students, selected for the study

The details regarding the nature of kacha building of the sixteen schools are

represented in Table 18.

TABLE 17

Distribution of Nature of Pacca building (Section A, Part C (a))

Items

~ s " = 1 1 '

I Residential

TABLE 18

Distribution of Nature of Kacha building (Section A, Part C (b))

Roof Floor Wall -7

Roof

I I 2

Floor

I

2

( 1 8 %

Items

Non-residential

schools (N = 11)

Residential

Schools (N = 5)

Wall

3

8

(72.7%)

1 2

3

(27.2%)

4

3

(27.2%)

3

pp

1

2

(18 1%)

I I (20%) 1 (4%) 1 (60%) 1 / (20%)

2

3

(27.2%)

2

8

(72 7%)

- - I

(80%) / I 1W.l.) / I I I

3

8

(72 7%)

3 4

4

-

-

-. - -

1

(9.096)

3

1

(9.00h)

1

(20%)

1

-

-

1 --

3

6

(54.5%)

-

1

-

-

2

3

(27 2%)

1

(20%)

1 5

4

6

(54 5%)

2

1

(9.0%)

-

3

1

(20%)

1

9

(8 1.8%)

-

2

-

-

I t ma) be seen from Table 18 that the roof of three kacha buildings was

thatched, among the non-residential catego? It is also seen that one school among

residential category has thatched shed for imparting education.

In the case of floors of kacha buildings, six buildings have tiled roof, while

one residential school has thatched shed for the education of children in the case of

wall of the school buildings, out of eleven schools, nine of them have curtain and six

schools among this category have screen in order to separate classrooms.

L Section B. Parc A : Basic amenities in the school

lnformation gathered using school infrastructure facilities inventory under

section B, pan A . Basic amenities in the school has been categorized and analyzed,

in order to give the details for formal schools prevalent for scheduled tribe students

selected for the study. The details are given in Table 19.

Table 19 indicates that in all the eleven non-residential schools, the rooms are

properly ventilated (1 00 per cent) and none of the rooms are provided with a fan.

In the case of water, electricity and telephone fifty percent of the above

category of schools have these basic amenities.

IL Section C, Part A : Administrative and Academic Facilities Available

lnformation collected using school infrastructure facilities inventory under

Section C, Part .4 . Administrative and Academic Facilities Available, has been

categorized, in order to give the details of formal school, prevalent for Scheduled

Tribe students, (Tribal Schools, and Model Residential Schools) selected for the

study.

TABLE 19

Distribution of basic amenities in the school (Section B, Part A)

Items I I i 2

6

(54 5%)

5

( 100%)

Non-residential schools

( N = l l )

Residential schools

(N = 5)

6

(54 536)

4

(80%)

3 4 5 i 6

8

i 7 1 8 i 4

(72 7?6)

3

(60%)

10 9 - (8 1 Soh)

4

(80%)

6

(54 546)

3

(60%)

8 I I

(72 7%)

3

(60%)

( I Wb)

4 I- Ln ~n

The details collected regarding the general informations of the sixteen

schools are presented in the Table 20 It may be seen that principal's room is

available only in nine schools and the visitors' room is available in only One school

under non-residential categories But oflice room. staff room. playground are

available only in three schools in this category. In the case of residential schools,

separate principal's room is available in only two schools. While visitors room,

assembly hall, laboratory. arts room, auditorium are available only in one school in

this category.

Section C, Part B : Adequacy of facilities in the office

Information collected using school infrastructure facilities inventory under

section C, Pan B . Adequacy of facilities available in the office, has been categorized

in order to give the details of formal schools prevalent for scheduled tribe students

(:Tribal schools, and Model Residential schools), selected for the study.

The details collected regarding the general details of the sixteen schools are

presented in the Table 21

It may be seen from the table that there are hundred percent (100°%) of non-

residential schools have adequate facilities such as chair, table, bell etc. It is noted

that typewriter is not available in any non-residential schools. It is also seen that in

almost all residential schools have hundred per cent (100°%) in the items such as

chair, table, bell, chalk etc In this category, it may also seen that two schools have

only marked in the items such as Alamarab Typewriter, Calendar, first aid box,

cupboard etc

TABLE 20

schools (81 80'0)

( N = 11) - Residential i

schools (40%)

TABLE 21

Distribution of adquacy of facilities available in the ofice (Section C, Part B)

Distribution of administrative and academic facilities available (Section C, Part A) I h

.- -. ~-~ ~ .

1272"') :-- - 1 2 1 ' 7 . I (40%) 1 !2!!%!

l t m s

Non- residential Schools ( N = I l ) Residential schools (N = 5)

I2

--

2

3

(27.2%)

8

I I ( 1Wh)

5 ern

7

1

I i20?b)

3

I

(9 0%)

h

I I ( Im)

5 ( ~ m )

8

Z I ! (40%)

I 2 I .(409?)

4

3

(27.2%)

c

10 (90%)

2 ( 4 ~ )

(2lPh)

9 5

9

(81.W)

d

2 (40%)

2 - 1 7

(4m)

6 10

2 -

11

e

3 (27.2%)

2 (40%)

(2lP'O) I (60%)

I

(2%)

I

I I ( I W ? )

5 (IW'O)

I I (4IWkj I (40%)

8

1 (9.0%)

4 (80%)

h

2 (181%)

3 ( 6 ~

i

7 (63.6%)

3 (w'o)

j

3 (27.2%)

4 (SWO)

k

3 (272%)

2 (4%)

I

4 (363%)

2 ( 4 ~ 3 4 )

m

8 (72%)

5 ( l a n k )

n

5 (454'6)

4 ( n e b )

Section C. Part C : Adequacy of facilities in the classroom

The data collecred using school infrastructure facilities inventory under

Section C, Part C Adequacy of facilities available in the classroom. has been

categorized in order to give the details of formal schools prevalent for scheduled

tribe students (tribal schools, and model residential schools) selected for the study.

The details are given in Table 22.

'TABLE 22

The details collected regarding the adequacy of facilities in the classroom of

the sixteen schools, as given in Table 22 indicate that the items such as table, chair,

blackboard are available in six non-residential schools. It is also noted that all the

residential schools (lOOO/o) have the items such as table, chair and bunch. The items

such as cupboard, dus tbi are none in the case of all the non-residential schools.

Distribution of adequacy of facilities in the classroom (Scction C, Part C)

Section C, Part D : Adequacy of facilities in library and reading room

Information collected to explore the details regarding the adequacy of

facilities in library and reading room has been categorized and analyzed in order to

give details of formal schools prevalent for scheduled tribe students (Tribal schools

and Model Residential schools) selected for the study. The details are presented in

Table 23.

g

0

2

(40%)

f

0

3

(Wh)

e

6

(545%)

4

8 O 0

c

Non-residential schools

(No = 11)

1

(NO = 5)

d

8

(72.7Oh)

5

I )

TABLE 23

Distribution of adequacy of facilities in library and reading room

(Section C, Part D)

The details collected regardrng the adequacy of facilities in library and

reading room of the sixteen schools represented in Table 23.

It may be seen from the table that among non-residential category seven

schools have the facilities of newspaper, while other facilities such as book

3

0

2

(40%)

4

7

(63 6%)

5

(100?h)

- Items I

- Non-residential schools 0

(N= l l ) - - Residential schools 3

( N = s ) (60?/,) - I

resources, non-book resources, encyclopaedia, scheme of organization and

arrangements and atmosphere are not available in hundred per cent of the schools

( l o w ) . It may be seen that almost all the residential schools have the facilities for

newspaper, but scheme of organization and arrangements and atmosphere are

available only in two schools.

2

0

2

( 4

Section C, Part E : Adequacy of facilities in the laboratory

S

0

2

(40%)

Information collected using school infrastructure facilities inventory under

section C, part E - Adequacy of facilities in the laboratory has been categorized and

analyzed, in order to give details of formal schools prevalent of scheduled tribe

students selected for the study. The details are presented in Table 24.

6

0

2

(40%)

'TABLE 24

Distribution of adequacy of facilities in the laboratory (Section C, Part E)

Non-

schools I I

2 2 2 3 2 schools (U%) P A ) (40%) (W/o) (W/o) ~UP/o)

(N = 5)

The details collected regarding the adequacy of facilities in the laboratory of

the sixteen schools represented in Table 24. It may be seen from the table that none

of the non-residential schools have the items shown in the inventory.

In the case of res~dential schools, electricity is available in almost all the

residential schools (lOOO/o~~, while other facilities are available only in two residential

schools in this regard.

Section C, Part F : Adequacy of audio-visual and other teaching aids

Information collected using school infrastmcture facilities inventory under

section C, Part F : Adequacy of audio-visual and other teaching aids has been

categorized and analyzed. In order to give details of formal school prevalent for

scheduled tribe students selected for the study. The details are given in Table 25.

TABLE 25

Distribution of adequacy of audio-visual and other teaching aids

(Section C Part F)

h -

2

(40%) J mFT Non-residermal

schools(N= 1 1 ) (45.5%) --

Residential Schools

(N = 5 ) (8(P/9 (8004 -

d

5

(45.4%)

4

(80%)

C

8

(72.7%)

4

(80%)

c

1

f

4

(36.3%)

2

(40%)

g -

3

(6W)

I t may be seen from Table 15 that globe is available in 72 7'/b of the non-

residential schools. while charts, radio-cum-cassette player and other audio

instruments are available in none of the non-residential schools, while, film

projectors have available ooly in one school in this category

In the case of residential schools. model, charts. globe, maps are available

only in four schools, while., film projectors have only available in one school in this

category. Film, slides and other audio instruments are only available in the two

schools in this category.

111. Section D, Part A : Adquaey of facilities for sports and games

Information collected using school infrastructure facilities inventory under

Section D, Part A : Adequacy of facilities for sports and games has been categorized

and analyzed, in order to give details of formal schools prevalent for scheduled tribe

students selected for the study. The details are presented in Table 26

TABLE 26

Distribution of a d q u a e y of facilities for sports and games

(Section D, Part A)

The details presented in the table shows that among non-residential category,

only two schools have the facilities for athletics, while, other facilities are not

c

schools(N= 11) (18 1%)

Resldentd schools

(N = 5)

available in any of the schools in this category.

d -

1

(20%)

c

-

f

-

I

(zoo/.)

g -

-

h

2

(18 1%)

1

(2%)

I n the case of residential schools, facilities for athle~ics are available only in

three schools While. the facilities for tennis. basketball, and gymnasium are not

available in an) of those schools

Section D, P a n B : Adequacy of facilities for a n education

Information collected using school infrastructure facilities inventory under

Section D, Part B Adequacy of facilities for art education has been categorized and

analyzed in order to give details for formal schools prevalent for scheduled tribe

students selected for the study. The details are presented in Table 27.

TABLE 27

Distribution of adequacy of facilities for a r t education

(Section D, Part B)

c d e f

Residential schools 2 1 - = 5) (20%) (40%) (200/0)

The details collected regarding the adequacy of facilities for art education of

the sixteen schools represented in Table 27 indicate that none of the non-residential

school has any facilities for art education. In the case of residential schools two

schools (40%) have the facilities for music. Again, two schools have the facilities

for dance and painting

Section D, Pan C : Adequacy of facilities for extra-curricular activities

Information collected using school infrastnrcture facilities inventory under

Section D. Pan C Adequate opportunities for extra-curricular activities has been

categorized and analyzed in order to give details of formal schools prevalent for

scheduled tribe students selected for the study. The details are presented in Table 28.

'TABLE 28

Distribution of details of adequacy of opportunities for extra-curricular

activities (Section D. Part C(a))

It may be seen from Table 28 that eight (72.7%) schools have the

opportunities for N.C.C, and one school has the opportunities for Guides.

Opportunities for physical education, gardening, scouts, agriculture club, social

service league and science club are not available in this category.

In the case of residential schools, four schools i.e., (80%) have the

opportunity for N.C.C, while, none of the schools have provided opportunities for

guides, among this category.

4

schools (N = 11) I

1 2

Section D, Part D : Adequacy of facilities for co-curricular activities

7

1

(9.0%)

Details collected using school infrastructure facilities inventory under Section

D, Part D : Does the school provide adequate facilities for co-curricular activities has

8

-

1

(20"h)

5

3

(60%)

6

8

(72.70h)

4

(80%)

been categorized and analyzed in order to give details of formal schools prevalent for

scheduled tribe students selected for the study The details are given in Table 29.

TABLE 29

Distribution of adequacy of facilities for co-curricular activities

(Section D, Part D)

The details collected regarding the adequacy of facilities for co-cunicular

activities of the sixteen schools represented in the Table 29 indicate that eight non-

residential schools have the facilities for youth festival (72.7%) It may be seen from

the table that none of the schools among this category has provided adequate

facilities for anniversary, children's day celebration, exhibition, work experience etc.

~ s z h o o l s ( ~ = l l ) i ( 7 2 _ t I 1 ,, 1 (Y 0°/6) ( 18 1%) (9 OOA) (9 0%)

In the case of residential schools, only three schools have the adequate

opportunities for youth festivals. It is clear that the model residential school have not

provided adequate opportunities for the students for the children's day celebrations,

Gandhi Jayanthi and exhibitions etc. While, four schools have the opportunities for

anniversary, Republic day celebration, exhibition, work experience, excursion etc.

IV. Section E, Part A : Does hostel provide sumcient facilities

I l l I Res~dcnl~al school

Details collected using school infrastructure facilities inventory under Section

E, Part A : Does hostel provide sufficient facilities has been categorized and

analyzed in order to give details of formal schools prevalent for scheduled tribe

students selected for the study. The details are presented in Table 30.

I

TABLE M

Distribution or facilities in the hostel (Section E. Pan A)

It may be seen From Table 30 that nine schools under non-residential

category have adequate lavatory facilities for the hostels. While, guest room and

sick room is not available in the case of the schools in this category. it may also see

that pacca building and cclt are sufficient only in four schools.

In the case of residential schools. three schools have sufficient facilities such

as pacca building, mass facilities and lavatory facilities. While, four schools

providing facilities such as cot, bookshelf, and table for hostel inmates.

Section E, Pan B : Star quarters available

Details collected using school infrastructure facilities inventory under Section

E, Part B : Staffquarters available has been categorized and analyzed in order to give

details for formal schools prevalent for scheduled tribe students, selected for the

study.

The details collected regarding the staff quarters available of the sixteen

schools indicated that three non-residential schools have the staff quarters for

headmaster, for teachers, for ministerial staff. While, no quarter's facility has

provided to the class IV grade staff of the schools.

In the case of restdential schools. the table reveals that two schools among

this category provide quarters facilities for the whole category of staff of the school.

Section F, Pari A : Distribution of'staffstrength of the school

Teaching staff

Information collected using school infrastructure facilities inventory under

Section F, Part A Staff strength ofthe school has been categorized and analyzed in

order to give the details of formal schools for ST (tribal schools and model

residential schools) students selected for the study. The details are given in

Table 3 1

TABLE 31

Distribution of staff strength of the school

(Section F, Part A)

I- Non-residential 1 Residential

It may be seen from the table that teachers for Malayalam language are

available in 13 schools.

I Teacher for:

Malas'alam

English

w Social Science

Maths

Physics

Chenusby

Biology

1 2

1

1

1

1

- - 1

1 - -

-

1 1 - 1 1

1

1

- 1 - 1 1 -

--

3 4 5 '

- - 1 - 1

- -

- 1

- -

I I I I I I I I I I - 1 1 1 1 - - - 1 1 1 1 -

It may also be seen from 'Table 31 that two of the schools have all the

teaching staff available.

Section F, Part B : Distribution of part-time teachers available

lnformation collected using school infrast~nure facilities inventory under

Section F, Part B : Distribution of part-time teachers available has been categorized

and analyzed in order to give the details of formal schools, prevalent for scheduled

tribe students (tribal students, model residential schools) selected for the study. The

details are given in Table 32.

TABLE 32

Distribution of part-time teachers available

(Section F, Part B)

It may be seen from the table that craft teachers are available only in three

schools. Also only 5 music teachers are available, though there are 16 schools.

However, in the case of model residential schools lab assistant, librarian and

physical education teachers are available.

ANALYSIS OF DATA COLLECTED ZJSINC NONFORMAL EDUCATION

PROGRAMME INVENTORY

Section I. Part A : Local Survey

lnformatton collected using nonforrnal education programme inventory under

Section 1, Pan A Local Survey has been categorized and analyzed in order to give

the details of nonformal education programme prevalent for scheduled tribe students

selected for the study The details are given in Table 33

TABLE 33

Distribution of details of local survey (Scction 1, Part A)

l t e r 7 _ - : T I I --- 20 (100?/0)

11 (55%) 9 (45%) a-

13- 11 (55%) 9 (45%)

i 4 17 (85%) 3 (1 5%) i --

It may be seen from the table that all the respondents have marked that there

is no local survey has been conducted before starting the NFE centres in tribal areas.

Majority of the respondents pointed out that the aspects such as local socio,

economic and cultural factors have not been considered before starting a NFE centre.

Ln the case of selection of NFE centres on the basis of accessible areas to the

tribals will be considered, before starting the centres and 55 per cent of the

respondents marked this. Ln the case of publicity to attract the tribal NFE learners,

there are 85 per cent of the respondents were marked positively.

Section 1, Part B : Human Resourtc Availability

Informarlon collected using nonformal education programme Inventory under

Section 1, Pan B Human Resource Availability has been categorized and analyzed

in order to give the details for nonformal education programme prevalent for

scheduled tribe students se.lected for the study The details are presented in Table 34.

It may be seen from the table that items such as the availability of enough

tribal NFE learners, the majority (9PA) of the respondents have remarked positively.

Against the items such as, the selection of time for NFE, participation of the political

TABLE 34

Distribution oidcui ls of Human Resource Availability (Section 1, Part A)

workers, 55 of the respondents have marked positively. Also, for the items such as

the participation of social workers, religious leaders in the programme of NFE, 50

l 8 (90%)

1 I (55%)

13 (65%)

10 (50%)

I0 (50%) --

I 1 (55%) --

per cent ofthe respondents have marked positively. It is noted that 65 per cent of the

No

2 (10%)

9 (45%)

7 (35%)

20 ( I 00%)

20 (1 OP!)

10 (50%)

10 (50%)

9 (45%)

respondents marked that there is the clear involvement of social organizations in the

activities of NFE centres. For the rtems such as the availability of local teachers, + .

availability trained teachers, none of the respondents remarked positively. A

Section 1, Part C (a) : Material Situation

Information collected using nonformal education programme inventory under

Section 1, Pan C (a) Material Situation has been categorized and analyzed in order

to give the details for nonformal education programme prevalent for scheduled tribe

students selected for the study. The details are given in Table 35.

TABLE 35

Distribution of details of Material Situation (Section 1, Part C (a))

It may be seen from the table that majority of the NFE centres have been

functioning in the Community Halls (70%) and none of them have been knctioning

in the Temporary Sheds. It is also noted that 55 per cent of the NFE centres have

been functioning in Crush and House. Only 35 per cent of the centres have been

functioning in open space and 50 per cent of the centres have been facilities in the

Club of tribal areas. I

Section 1, Part C (b) : Availability of Primary Facilities

Information collected using nonformal education programme inventory under

Section I, Part C (b) - Availability of Primary Facilities has been categorized and

analyzed in order to give the details for nonformal education prevalent for scheduled

tribe students selected for the study The details are presented in Table 36.

TABLE 36

Distribution of details of Availability of Primary Facilities (Section I. Pan C (b))

It may be seen from the table that about the availability of primary facilities,

55 per cent of the NFE centres have drinking water facilities. Only 20 per cent of the

centres have electricity connection. It is also noted that 40 per cent of the centres

have latrine facilities.

---.

Section I, Part C (c) : Availability of Materials for the Centres

Items / Yes

Information collected using nonformal education programme inventory under

Section I, Part C (c) Availability of Materials for the Centres has been categorized

and analyzed in order to give the details for nonformal education programme

prevalent for ST students selected for the study. The details are given in Table 37.

No

TABLE 37

Distribution of details of Availability of Materials for the Centres

(Section I, Part C (b))

20 (1 OP! )

20 (1 OW?)

l (So/,) 19 (95%)

1 (5%) 19 (95%)

2 (1Ph) 19 (9Ph)

it may be seen from 'Table 3 7 that availability of primers is only inlo per cent

of the centres In the case of availability of blackboard and chalk, there are only 5 per

cent centres marked positively But, none of the centres have the facilities such as

bunch and chair for the Learners

Section 1, Part D (a) : Financial constraints during the course of instruction

Information collected using n o n f o m l education programme inventory under

Section 1, Part D (a) : Financial constraints during the course of action of centres has

been collected, categorized and analyzed to give the details for nonformal education

programme prevalent for scheduled tribe students selected for the study. The details

are given in Table 38.

TABLE 38

Distribution of details of financial constraints during the coune of aetion of

centres (Section I, Part D (a))

[ i t T T j

1 8 (90%) 2 (1 Ooh)

It may be noted from the table that 90 per cent of the NFE centres have been

facing economic constraints to run the centres. Only two out of twenty (1O0/o) NFE

centres are not facing financial constraints.

Section I, Part D (b) : Financial sources available for the NFE centres

Information collected using nonformal education programme inventory under

Section I, Part D (b) . f~nancial sources available for the NFE centres has been

collected, categorized and analyzed to give the details for nonformal education

programme prevalenr for scheduled tribe students selected for the study. The details

are presented in Table 39

TABLE 39

Distribution of details of financial sources available for the NFE centres

(Section 1, Part D (b))

It may be seen from the table that there are 80 per cent of the NFE centres

have government grant, 75 per cent of them have grant from voluntary and social

organizations, and 65 per cent of the centres have various kinds of help from other

individuals.

Section Il, Part A (a) : Details regarding the curriculum of NFE programme

Information collected using nonformal education programme inventory under

Section 11, Part A (a) : Details regarding the curriculum of NFE programme has been

collected, categorized and analyzed in order to get the details for nonformal

education programme prevalent for scheduled tribe students selected for the study.

The details are given in Table 40.

'TABLE 40

Distribution of details regarding the curriculum of NFE programme

(Section II, Part A (a))

12 (60%) 8 (40%)

It may be seen from Table 40 that 60 per cent of the respondents have

remarked that a content. which has enough to read and wnte. has been included in

the syllabus of NFE

Section 11, Pan A (b) : Arrangement of content suitable to the learner

Information collected using nonformal education programme inventory under

Section 11, Pan A (b) . Arrangement of content suitable to the learner has been

categorized and analyzed in order to get the details for nonformal education

programme prevalent for scheduled tribe students selected for the study. The details

are presented in Table 41

TABLE 41

Distribution of details of arrangement of curriculum suitable to the learner

(Section 11, Part A (b))

It may be seen from the table that 75 per cent of the respondent has remarked

that content has been properly arranged to create right sense in the reader.

Section Il, Part A (c) : Arrangement of vocational oriented content in the

syllabus

Information collected using nonformal education programme inventory under

Section 11, Part A (c) . Arrangement of vocational oriented content in the syllabus

has been analyzed to give details for nonformal education programme prevalent for

scheduled tribe students selected for the study. The details are given in Table 42.

'TABLE 42

Distribution of details about the amngement of vocational oriented

cuniculum in the syllabus (Section 11, Part A (c))

1 Item

8 (40%) 12 (60%)

It may be seen from the table that 60 per cent of the respondents has

remarked that NFE content has not included enough vocational aspects to develop a

vocational aptitude along with learning

Section 11, Part A (d) : What are the vocational subjects included in the content

Information collected using nonformal education programme inventory under

Section 11, Part A (d) What are the vocational subjects included in the content has

been arranged and analyzed to give dnails for nonformal education programme

prevalent for scheduled tribe students selected for the study. The details are given in

Table 43.

TABLE 43

Distribution of details of what are the vocational subjects included

in the content (Section 11, Part A (d))

Yes

6 (30%)

6 (30%)

7 (35%)

f

No

12 (600A)

14 (70%)

14 (70%)

13 (65%)

20 (1 00%)

20 (1000A)

It may be seen from the table that 40 per cent of the respondents remarked

that agriculture has included in the NFE content I t may also be seen that only 30 per

cent of the respondents have remarked that sericulture. bamboo crafl has included in

the NFE content Thin): five per cent of the NFE centres have included rattan work

in their syllabus But none of the respondent has marked that NFE centres have been

included motor mechanism. driving as part of their content.

Section 11, Part B : Subjects selected for awareness classes

Information collected using nonformal education programme under

Section 11, Part B Subjects select for awareness classes has been arranged and

analyzed to give details for nonformal education programme prevalent for scheduled

tribe students selected for the study The details are given in Table 44

TABLE 44

Distribution of subjects selected for awareness classes

/items-( yes NO

It may be seen from the table that 50 per cent of the respondents marked that

NFE centres have been arranged classes about fundamental rights and duties of

citizen for the NFE learners. The items such as to develop economy about the

science and technology., importance of health and hygiene, 80 per cent of the

respondents have marked positively Only 20 per cent of the respondents have

marked that the centres have been conducting classes about the educational welfare

measures available

Section Ul, Part A : Use of audio-visual instrument in NFE chsses

Information collected using nonformal education programme inventory undm

Section If. Part A Availability of audio-visual instruments in nonformal education

centres has been arranged and analyzed to give details for nonformal education

programme prwalent for scheduled tribe students selected for the study. The details

are presented in Table 45

TABLE 45

Distribution of details of the availability of audio-visual instruments in NFE

centres (Section III, Part A)

It may be seen from the table that 80 per cent of the respondent have

remarked that audio-visual instruments are not available.

Section IlI, Part B : Use of blackboard and primer during class time

Information collected using nonformal education programme inventory under

Section III, Part B : Use of blackboard and primer during class time has been

categorized and analyzed to give the details for nonformal educational programme

prevalent for scheduled tribe students selected for the study. The details are given in

Table 46.

TABLE 46

Distribution of the details of the use of blackboard and primer

during class time (Section 111, Part B)

1 Item ; Yes I NO I

The table shows that 70 per cent of the respondents have remarked that the

blackboard, primer has not been using during class time

Section IV, Part A : Teaching learning methods

Information collected using nonformal education programme inventory under

Section IV, Part A : Teaching learning methods has been categorized and analyzed to

give details for nonfonnal education programme prevalent for scheduled tribe

students selected for the study. The details are given in Table 47.

TABLE 47

Distribution of details of teaching learning methods

(Section N, Part A)

It may be seen from the table that 60 per cent of the respondents has

remarked that the learning subjects are naturally selected according to the opinion of

the learners. It may also be seen that 60 per cent of the respondents have marked

that tribal an forms, dances, folklores etc. are included in the teaching learning

activities in NFE classes. It may be seen that 80 per cent of the respondents have

remarked that group discussion, demonstration and workshop are also included for

the tribals in NFE classes

Section V. Part A : Monitoring of SFE programme

lnformat~on collected using nonformal education programme inventory under

Section V, Part A Monitoring of NFE programme has been categorized and

analyzed to get the details for nonformal education programme prevalent for

scheduled tribe students selected for the study The details are given in Table 48.

TABLE 48

Distribution of details of monitoring of NFE programme

(Section V, Part A)

items 1 71 1 20 ( 1 00%?) -

2 1 b (60%) 4 (40%)

It may be seen &om the table that all the respondents (100%) have remarked

that the NFE centres failed to take enough arrangements for the learners to reach in

the NFE centres. It may also be seen that 60 per cent of the respondents have

remarked that the teachers often advice the learners to use the learned materials.

Section \'I, Part A : Evaluation of NFE programme

Information collected using n o n f o d education programme inventory under

Section M, Part A : Evaluation of NFE programme has been categorized and

analyzed to get the details for nonformal education programmes prevalent for

scheduled tribe students selected for the study. The details are presented in Table 49.

TABLE 49

Distribution of details of evaluation of NFE programme

It may be seen from the table that 60 per cent of the respondents have worked

(Section V1, Part A)

that NFE centres have conducted examination to test the abilities of the learners in

---- Items

I 4 (40%)

2 (20?/0)

2 (20%) 7-

4 16 (60%)

Maths. It may also be noticed that only 40 per cent of the respondents remarked that

- No

16 (6096)

I8 (SO9&)

I8 (80%)

4 (40%)

20 (100%)

20 ( 1 OOo/o)

20 (1 OoO/O)

the NFE centres have been conducting examination to t ea their ability in various

subjects. Twenty per cent of the respondents have marked that test has been

conducting to test the ability of learners in reading and in practical life. It is also

noted that hundred percent of the respondents has marked that the NFE centres has

not conducting evaluations to tea the ability of NFE learners in bamboo craft,

mechanical ability, agriculture etc.

ANALYSIS OF DATA COLLECTED USING EDUCATIONAL WELFARE

MEASURES AWARENESS INVENTORY

Section I, Part A : General Data

Information collected using educational welfare measures awareness

inventory under Section I, Part A : General data has been categorized and analyzed

in order to give the details for educat~onal welfare measures awareness of scheduled

tribe students selected for the study The details are given in Table 50

TABLE 50

Table 50 indicates that there are 55 boys and 45 girls selected to estimate the

extent of awareness of educational welfare measures available for scheduled tribe

students. The table hrther indicates that ninth standard students belong to the age

group of 14-16 years, and tenth standard students in the age group of 14-17 years.

Distribution of

7- Communrt? Rcl~@on

Hill Pulaya 7- Kader

Kani 1 Kathnaikan 1 g

General Data (Section 1, Part A)

Karimbalan

Kuruchiyar

Kurumar

Malaveden

Mala Arayan

Malayar

Malapandaram

Mavilan

Muthuvan

Paniyan

Ullader

Urali

Agc

14-16 14-16

14-16

14-17

14-16

14-17

14-16

14-17

14-17

1.4- 17

14-17

14-16

14-16

14-16

14-17

14-17

.- M . - - ?? a c 5 3 - m ?! - Z 0) P - 0)

? 3

14-16 1 1X ( 5 / 2 ( 7

Smdard

IX 1X

1X

X

IX

X

1X

X

X

X

X

IX

IX

IX

X

X

Boys

N = 55

5

1

6

5

1

2

5

3

4

9

1

1

1

5

1

G~rls

N = 45

2 5

2

4

5

1

2

5

3

6

1

2

2

1

2 -

Total

m p l e

N = 100

10 2

3

10

10

2

4

10

6

10

10

3

3

2

7

1

Also. fifty six students are from Standard X. while the remaining forty four are from

Standard lX

In the case of boys, 14 students and in the case of girls, 22 students belong to

Standard X Of the remalnlng students s tudvln~ in standard IX, 21 are boys and 23

are girls

Further, a sample of 10 students each has been taken from the irular, Kani,

Kattunaikan, Karumer, Mala Arayan, and Malayan communities, while only one

student has been taken kom Ullader community The sample size for the other

communities ranged from 2 to 7

Section I, Part B (a) : Educational qualification of members of the family

Information collected using educational welfare measures Awareness

Inventory under Section 1, Part B (a) : Educational qualification of members of the

family has been categorized and analyzed in order to give the details of educational

welfare measures awareness of scheduled tribe students selected for the study. The

details are given in Table 51

TABLE 51

Distribution of details of educational qualification of the members of the family

(Section 1. Part B (a))

Members of / ~ t a n d a r d ' T a r d I Standard I Standard 1 Degree I Total 1 the family 1 1-4 1 5-7 1 8-10 1 11-12 1 I I

1. Father j 31 (31%) l m ~ ) j 21 (21%) i 7 (7%) j 2 (2%) j 92 1 2. Mother 1 66 ( 6 6 % ) ) 0 ( I 4 (4%) 1 2 (2%) i 97 1 3. Brother ]40(400/0) / 15(15%) 120(20%) 112(1236) / 10(10%) 1 97 1 4. Sister j 45 (45%)*0%) / 20 (20%) / 8 (8%) i 3 (3%) / 96 1 5. Others / 60 ( 6 0 0 / 0 ~ \ 1 6 % ) / 4 (4%) 8 (8%) i 1 (1 %) i 89 1

I t may be seen from Table 5 1 that of the total members of the sample. there

are 92 students have their fathers alive ln the case of their education. majority of

them has (3190) only primary education Only 7 per cent of them have qualified

SSLC examination and only 2 per cent of them have a degree

The table further shows that there are 97 students have their mothers alive. In

the case of education. majority of them (66%) has primary education. Only 4 per

cent of them have passed SSLC examination and only 2 per cent have a degree.

lt can be seen further in table that there are 97 students have brothers.

Majority of them has (400/0) primary education It is seen from the table that 12 per

cent of them have passed SSLC examination and 10 per cent ofthem have degree.

It may be seen in tables that there are 96 per cent of the students have sisters

in their family. In the case of education, majority of them has (45%) primary

education. It is also seen that 8 per cent of them have passed SSLC examination and

3 per cent of them have degree.

The table brther shows that 89 students have "other members" in this family.

Majority of them has (60?/0:) primary education and only 8 per cent of them have

SSLC. But only one per cent of them has a degree.

Section I, Part B (b) : Occupational status of members of the family

Information collected using educational welfare measures awareness

inventory under Section I, Part B (b) Occupational status of members of the family

has been categorized and analyzed in order to give the details of educational welfare

measures awareness of scheduled tribe students selected for the study. The derails

are given in Table 52

TABLE 52

Distribution of details of occupational status of the members of the family

(Sertlon I. Part B (b))

It may be seen tiom the table that occupational status of majority of the

members of the family is marked in the category of agriculturefforest labour.

In the case of government jobs of the members of the family, majority of

them has IVth grades job.

There are only 2 per cent of the members of the family have 'teaching'

profession. The table funher shows that there are 1 per cent of the members of the

family have the profession of 'officer' in government department.

Section I, Part B (c) : Economic status of family

Information collected using educational welfare measures awareness

inventory under Section I, Part B (c) . Economic status of family has been

categorized and analyzed in order to give the details of educational welfare measures

awareness of scheduled tribe studen1 selected for the study The details are given in

Table 53

It may be seen &om the table that 54 per cent of the families are belonging to

the income group of Rs. 1000-2500. In the case of income group of Rs.2500-5000,

TABLE 53

SI

No

1

2

3

4

5

6

7

8

9

10

11

1 2

13

14

15

16

17

Distribution of Economic status of family (Section 1. Part B (c))

Name of tnbal

community -

Hill Pulaya

Irular

Kadar

Kani

Kanuna~kan

Kanmbulan

Kuruchiyar

Kurumar

10000-above

- - - - - - - I

1000-2500

2

5

1

7

5

1

5

6 I -

- - - - - - - -

(1%)

Income

2500-5000

- 3

2

2

5

1

5

2

Malavaden 1

Mala Arayan 2

Malayan 1 3

groups

5000- 10000

- 2

- 1

- - 1

1

2

4

5

. 1

1

2

- 2

(3 7%

Malapandaram

Mavilan

Mudugar

Paniyan

Ulladen

Urali

(N = 100)

1

1

- - - - - - 1

(8%)

3

5

1

5

1

1

, (54%)

there are >7 per cent of the families are belonged in this group The remaining 8 per

cent of the families have marked in the income group of Rs.5000 to 10.000. While

only one farnil) has marked within the income group of Rs 10.000 and above The

table further shows tha~ Karimbalan. Muthuvan. and Urali communities are the

lowest income groups

Section 1. P a n C (a) : Details of dwelling place

lnformation collected using educational welfare measures awareness

inventory under Section 1, Part C (a:) : Details of dwelling place has been categorized

and analyzed in order to give the details of educational welfare measures awareness

of scheduled tribe students selected for the study. The details are presented in

Table 54.

TABLE 54

Distribution of details of dwelling place (Section I, Part C (a))

Note: City denotes here as the semiurban tribal areas.

Colony Other place

8

(16%)

Out of sample of 50 students of non-residential category twenty-eight belong

to the village and twenty-two in the city. Of the twenty-eight in the village, twenty

are in the colonies and eight are from other areas (dispersed tribal areas). Similarly,

two of the students are in colonies in the city, while twenty are in disposed areas in

various cities

City

Colony

2

(4%)

Other place

20

(400h)

Section I. Pad C (b) : Details of dwelling place

Information collected using educational welfare measure awareness inventory

under Section 1. Pan C ib) Details of dwelling place has been categorized and

analyzed in order to give the details of educational welfare measures awareness of

scheduled tribe students selected for the study. and presented in Table 55.

TABLE 55

Note: City denotes here as the semi-urban tribal areas

Distribution of details of dwelling place (Section 1, C (b))

Out of sample 50 students of residential category, twenty-six belong to the

villages and twenty-four in the city. Of the twenty-six in the village, twenty-one are

in colonies and six are from other dispersed tribal areas. Three of the students are in

colonies of the cities. Twenty-one are in dispersed areas ofthe cities.

Other place

(4%)

Section 1, Part C (b) : Status of home facilities

Information collected using educational welfare measures awareness

inventory under Section 1, Part C (b) Status of home facilities has been categorized

and analyzed in order to give the details of educational welfare measures awareness

of scheduled tribe students selected for the study. The details are given in Table 56.

City

Colony

3

(6%)

Other place

21

(42%)

TABLE 56

Distribution of the status of home facilities (Section I, Part C (b))

1 schools (N = 50) 1 (8;;) 1 (2;) i 1 Residential

Schools (N = 50) (40?/0) (54%) (6%) -

It may be seen from the table that there are 50 students have taken from non-

residential category and 50 students have taken from residential category. In the

case of students of non-residential schools, 80 per cent of their houses have thatched.

Similarly, 20 per cent of their houses are tiled. None of them have a concrete house.

ln the case of majority of the students of residential schools (54%) have their houses

tiled. Again, 40 per cent of them have thatched houses and only 6 per cent of them

have concrete houses.

Section 1, Part C (c) : Status of home facilities

Information collected usrng educational welfare measures awareness

inventory under Section I, Pan C (c) . Status of home facilities has been categorized

and analyzed in order to give the details of educational welfare measures awareness

of scheduled tribe students selected for the study. The details are given in Table 57.

TABLE 57

Distribution of the status of home facilities (Section 1, Part C (c))

I

I j on-residential

schools (h = 50) (2OC/0) (80%) +--7---- , Res~dential schools I 1 CN = 50) (50%) (50%) I-

I t may be seen from the table that out of 50 non-residential students. 80 per

cent of their houses have electrified and 20 per cent of them have non-electrified

houses.

In the case of students of residential schools. 50 per cent of them have non-

electrified houses and 50 per cent of them have electrified houses.

Section I, Part C (d) : Availability of drinking water

Information collected using educational welfare measures awareness

inventory under Section I, Part C (d) Availability of drinking water has been

categorized and analyzed in order to give the details of educational welfare measures

awareness of scheduled tribe students selected for the study. The details are given in

Table 58

TABLE 58

schools (N = 50) (30%) (20%) (22%) (28%)

10 12 10

'Distribution of details of availability of drinking water (Section I, Part C (d))

It may be seen from the table that out of 50 non-residential students, 30 per

cent of them have wells near their houses for drinking water. Also, 20 per cent of

them depend on ponds, 22 per cent on springs, and the remaining 14 per cent of them

having depended upon tap water.

Items

I schools (N = 50) / (36%) (20%) -

b a

(24%)

c

(20%)

d

Section I. Part D (a) : EducationaY facilities at home

Information collected using educational welfare measures awareness

inventory under Section II. Pan D (a) Educational facilities at home has arranged

and analyzed in order to give the details of educational welfare measure of scheduled

tribe students selected for the study The details are given in Table 59.

It may be seen from the table that out of 50 non-residential students, 46 per

cent of them have separate rooms in the house to study. Again, 12 per cent of them

have tables. But 12 per cent of them have chairs and 14 per cent of them have

almarahs. Further, 16 pa cent of the students have dictionary.

TABLE 59

Distribution of educational facilities at home

(Section I, Part D)

In the case of residential category, 26 per cent of the students have separate

rooms in the home to study.

Again, 20 per cent of them have tables. Buf only 12 per cent of them have

chair and almarah Further, 30 per cent of them have dictionary.

Items 3

6

(12%)

6

(12%)

24%

2 TI:,; . 6

4

7

(14%)

6

(12%)

26%

Schools (N = 50) (46%)

Residential

Schools (N = 50) (26%)

Total

5

8

(16%)

15

(30%)

46%

(12%)

10

(20%)

32% - I

Section 11. Pan A (a) : Tuition facilities available at home

lnformation collected usiriy educational welfare measures awareness

inventory under Section 11, Pan A (a) . Tuition facilities at home has been

categorized and analyzed in order to give the details of educational welfare measures

of scheduled tribe students selected for the study. The details are presented in

Table 60.

TABLE 60

Distribution of tuition facilities at home (Section Il, part A (a))

Institution

Note: a.shows the tuition facilities available

bshows the tuition facilities not available

It may be seen from the table that majority of (92%) non-residential school

students has no facilities at home for tuition and the remaining (8%) only have the

tuition facilities.

In the case of residential school students, majority of them has no facilities at

home for tuition (6Wh), but 40 per cent of them have no facilities for tuition at home.

Section II, Part A (b) : The reason behind the lack of tuition facilities

Information collected using educational welfare measure awareness inventory

under Section 11, Part A (b) : The reason behind the lack of tuition facilities has been

categorized and analvzed in order to give the details of educational welfare measures

awareness of scheduled tribe students selected for the study The details are given in

Table ti l

TABLE 61

Distribution of the reasons behind the lack of tuition facilities

(Section 11, Part A (b))

It may be seen from the table that majority of the students of non-residential

schools (90%) has felt economic constraints. Six per cent of them have felt no

tuition facilities near their house and 4 per cent of them have some other factors as

the reason behind the lack of tuition facilities at home.

lnn~oll~on

Sample of non-residential schools (N = 50)

Sample of residential schools (N = SO) -

In the case of residential school students, majority of them (58%) has felt

economic constraints. Also, 36 per cent of them have felt the lack of tuition

facilities near the houses and 6 per cent of them have some other factors as the

reason behind the lack of tuition facilities at home.

Section n, Part A (c) : Distance from home to the educational institutions

Items

lnformation collected using educational welfare measures awareness

inventory under Section 11, Part A (c) . Distance from home to the educational

institutions has been categorized and analyzed in order to give the details of

educational welfare measures awareness of scheduled tribe students selected for the

study. The details are given in Table 62.

Economic

mnnriums

45 (90%)

29 (58%)

Nomailabil~v

of tuition

3 (6%)

18 (36%)

Olhcr

problem5

2 (4%)

3 (6%)

TABLE 62

Distribution of details of distance from home to the educational institutions

(Section 11, Pan A (c)) ~~p ~~~~p~

Items

Sample (N = 50) --

Residential Schools

2.5 2.5

Institution

School -+ ,-4 Non-residential Schools t

It may be seen from the table that in the case of distance of educational

institutions from home, almost all the students of both non-residential and residential

have marked the same.

In the case of nursery schools, average distance from home is marked 2.5 krn.

It may be seen that the average distance of primary schools from home is marked

2.5 km. In the case of average distance of high schools from home is marked 8 km.

While, the students show that the average distance of colleges from their home is

marked 23 km, as per the item 'd'.

Primary

School

1 -4

Section II, Part A (d) : Is educational welfare measures are enough to meet the

educational expenditure

Information collected using educational welfare measures awareness

inventory under Section 11, Part A (d) : Is educational welfare measures are enough

to meet the educational expenditure has been collected, categorized and analyzed in

High

School

1-15

College

1-45

order to give the details of educat~onal welfare measure awareness of scheduled tribe

students selected for the studv The details are glven in Table 63

TABLE 63

1)istribution of details of educational welfare measures are enough to meet the

educational expenditure (Section 11, Part A (d))

I I t ems

Institution

Note I shows welfare measures are enough to meet expenditure

2 shows welfare measures not enough to meet expenditure

It may be seen ffom the table that out of fifty students majority of them

(80%) has marked that the educational welfare measures are not enough to meet the

expenditure incurred during the period of education But only 20 per cent of the

students have marked the welfare measures are enough to meet their educational

expenditure.

In the case of residential category the student's majority of them (60%) has

marked that the educational welfare measures are enough to meet their expenses but

the remaining 20 per cent have marked that the welfare measures are not enough to

meet their educational expenses.

Section Ill, Part A : Awareness about educational welfare measures

Information collected using educational welfare measures awareness

inventory under Section 111, Part A : Awareness about educational welfare measures

has been categonzed and analyzed in order to give the details for educational welfare

measures awareness of scheduled tribe students selected for the study. The details

are given in Table 64

TABLE 64

Distribution of anfareness about educational welfare measures

(Section 111. Parl A)

Note: See Section 111 A of Welfare Measures Awareness Inventory

ltems

It may be seen from the table that the awareness about lumpsum grant (for

pre-metric classes) there are 36 per cent of the students of both category has marked.

In the case of lumpsum grant (for failed students), there are only 38 per cent

of the students of both category have aware of. It may be seen from the table that

majority of the students (52%) are aware of the lumpsum grant and stipend (for post-

metric classes).

lnst~tut~on ! 2

Non-residential schools 1 lo

The table shows that the 40 per cent of the students are aware of the pocket

money, travelling allowance and dearness allowance from the scheduled tribe

development department In the case of incentives to the brilliant students, the table

Residential schools ki 9 13 10 10 - Sample (N = 50) ' ( I ) ( 8 % (26%) (20%) (20%)

Total (N = 100) 19 26 20 IS 2

Sample (N = 50) (ZOO/,) -

6

2

(4%)

3

13

(26%) (20%)

4

10

(20%)

5

5

(10%)

shows there are only 30 pel- cent of the students are aware of it. About the ratio of

reservation in educational institutions. there are only 4 per cent of students are aware

of it.

Section Il l . Part B : Awareness about the functioning of educational institutions

Information collected using educational welfare measures awareness

inventory under Section 11, Part B Awareness about the functioning of educational

institutions have been categorized and analyzed in order to give the details for

educational welfare measures awareness of scheduled tribe students selected for the

study. The details are presented in Table 65

TABLE 65

Distribution of details of the awareness about the functioning of educational

institutions ((District wise) (Section III, Part B)

Note: See the items Section I11 Pan B - Educational Welfare Measures Awareness

lnventory

T - Thiruvananthapurarn, K- Kollam, I - Idukl;i, P - Palakkad, W - Wayanad

It ma) be seen from the table that the students of Thiruvananthapuram have

marked the highest awareness (9090) and the students of Wayanad have marked 30

per cent

About havodaya schools the students of Palakkad have marked (7S0/b)

highest awareness and the students of Wayanad has marked the lowest score (40%)

The awareness about residential schools, the students of Thiruvananthapuram

and Kollam have marked 70 per cent and the lowest scores have marked by the

students of Palakkad (30?4).

The awareness about the central schools Kollam and Palakkad has marked

highest awareness (loo?/&) and the lowest score has marked by the students of

Wayanad (40°/b)

The awareness about industrial training centres, the students of Palakkad has

marked the highest (85%) and the lowest score has marked by the students of

Wayanad 30 per cent.

The awareness of students about the pre-recruitment training centres students

of Idukki and Wayanad have marked the highest (45%). But, the students of

Thiruvananthapuram and Kollam have marked the lowest score 10 per cent.

About education extension centres, the students of Thiruvananthapuram and

Idukki have marked the highest (45%) and the lowest has marked by the students of

Wayanad (25%).

About the civil service coaching centres, the students of Thiruvananthapuram

and Wayanad has marked the highest (1%) and the lowest score has marked by the

students of Palakkad (5%).

Section 111. Pan C : Awareness about welfare measures available

lnformat~on collected using educational welfare measures awareness

inventory under Section 111. Pan C Awareness about welfare measures available has

been categorized and analyzed in order to give the details for educational welfare

measures awareness of scheduled tribe students selected for the study. The details

are given in Table 66.

TABLE 66

Distribution of details of awareness about welfare measures available

(Section UI, Part C) -

Items

T

K

I

P

W

Note: For items see Section I11 Part C of Educational Welfare Measures Awareness

Inventory

T - Thivananthapuram, K - Kollam, I - Idukki, P - Palakkad, W - Wayanad

I t ma) be seen tiom the table that the students of ldukki shows the highest

score (45°%) and the lowest score has marked by the students of Palakkad (25%)

The awareness of students about the special coaching for college students. the

highest score has marked by the students of ldukki (55%) and the lowest has marked

by the students of Thiruvananthapuram. Palakkad and Wayanad (35%).

About better educational facilities for brilliant students, the lowest score has

marked by the students of Kollam district (5%) and the highest score has marked by

the students of Thiruvananthapuram (75%).

About the awareness of students about the welfare measures improving

literacy talents, the students of ldukki has scored the highest (85%) and the lowest

has marked by the students of Kollam (20%).

Awareness about the educational guidance centres, the students of Kollam

have marked the highest (65%) and the students of Thiruvananthapuram have

marked the lowest ( 1 %).

In the case of awareness about the encouragement to the student who are in

the field of sports, the highest score has marked by the students of Idukki (55%) and

the lowest score has marked by the students of KoUam (15%).

Section III, Part D : Awareness about the welfare schemes of the ST department

Information collected using educational welfare measures awareness

inventory under Section III, Part D .4wareness about the welfare schemes of the ST

department has been categorized and analyzed in order to give the details for

educational welfare measures awareness of scheduled tribe students selected for the

study The deta~ls are pven nn Table 67

TABLE 67

Distribution of details of awareness about the welfare schemes of ST

department (Section Ill, Part D)

Note: For items see Section III Part D of Educational Welfare Measures Awareness

Inventory

T - Thimvananthapuram, K - Kollam, I - Idukki, P - Palakkad, W - Wayanad

It may be seen from the table that the awareness of students of Kollam

district about the welfare schemes of ST department has marked the highest (85%).

and the lowest awareness has marked the students of Thiruvananthapuram and

Wayanad (60%).

The awareness of students about subsidized hostels, the students of Wayanad

(85%) have marked the highest awareness and the students of Idukki have marked

the lowest awareness (20%).

It is clear from the table that the awareness of students about pre-metric

hostels, students of ldukki has marked the highest awareness (IW/b) and the lowest

score has marked by the students of B'ayanad (4090) About the awareness of

students about post-metric hostels. students of Palakkad have marked the highest

(75Y0) and the lowest score has marked by the students of Wayanad (35%).

Awareness of students about hostel complex, the students of Kollam has

marked the highest (65%) and the lowest awareness has marked by the students of

Palakkad (3940) About boys' hostels under ST department, the students of ldukki

have marked the highest awareness (85%) and the lowest awareness has marked by

the students of Wayanad (45%).

About book bank scheme of ST department, the students of Kollam has

marked the highest (50%;) and the lowest awareness has marked by the students of

Thimvananthapuram (200,b). About Kerala Darshan programme (for girls students),

the students of Wayanad has marked the highest (50%) and the students of

Thimvananthapuram and ldukki (30%).

About Bharat Darshan (for boys), the students of Palakkad have marked the

highest awareness (55%) and the students of Thiruvananthapuram has marked the

lowest awareness 15% in this regard.

Section 111, Part E : Awareness about scholarship schemes available from ST

department

Information collected using educational welfare measures awareness

inventory under Section 111, Part E : Awareness about scholarship schemes available

from ST department has been categorized and analyzed in order to give the details

for educational welfare measures awareness of scheduled tribe students selected for

the study. The details are given in 'Table 68.

TABLE 68

Distribution of details of awarcncss about scholarship schemes available from

ST department (Section 111. Part E)

Note: For items see Section 111 Part E of Educational Welfare Measures Awareness

lnventory

T - Thiruvananthapuram, K- Kollam, I - Idukki, P - Palakkad, W - Wayanad

It may be seen from the table that the students of Idukki has marked the

highest awareness (90%) the lowest awareness has marked by the students of Kollam

(35%).

About the 'Anendance Scholarship', the students of Wayanad has marked the

highest awareness (30%) and the students of Palakkad and Kollam have marked the

lowest awareness (5%). About the "Scholarship for the children of labourers who

are engaged in the unclean occupation", the students of Wayanad has shown the

highest (75%) and the students of Palakkad has marked the lowest (5%).

About the 'Rural Talents Scholarship', the students of Wayanad has shown

the highest awareness (55%) and none of the select have marked &om Kollam

district (0) About 'Bright Students Scholarship'. Awareness of the students of

Thiruvananthapuram have marked (550/') and none of the students of Kollam has

aware of the scheme ( 0 ) In the case of 'Merit W e ' . the awareness of students of

Kollam has marked (85?,b) and the students of Thimvananthapuram has marked the

lowest awareness ( So/b)

About 'Temple Entry Proclamation Scholarship' the highest awareness score

has marked of the students of Palakkad (25%) and Wayanad and the lowest

awareness marked by the students of'Thiruvananthapuram (5%). About the 'Gandhi

Memorial Award' the students of Wayanad have marked the highest (30%) and none

of the students of Thiruvananthapuram and Kollam have shown the lowest.

In the case of "Social Solidarity Fortnight Scholarship", the students

Wayanad has the highest score (4004) and none of the students of Palakkad has

marked in this context.

The findings and implications of the results discussed above are presented in

the next chapter.