PREFACE
Equity in education is regarded as one of the most important policy objectives. In an attempt to provide for equality of opportunity for the scheduled castes /scheduled tribes, the two most educationally deprived groups, a number of incentives and facilities have been provided to them at different educational levels.
Vocational and technical training has been considered important from the viewpoint of improving productivity of these groups. Therefore, seats have been reserved for these groups in the institutions imparting such training as well as in hostels, and, eligibility conditions are relaxed. Stipend and various other incentives are also given. As a result, the percentage enrolment of the scheduled castes to total enrolment in the Ms has improved from 6.9 per cent in 1961 to 13.3 per cent in the 1981 and of the scheduled tribes from 1.1 per cent to 3.7 per cent over the same period. However, the gap between scheduled castes/scheduled tribes and other groups still continues. Very little is known about the extent of utilization of vocational and technical training facilities; the trades that are more popular and reasons for the same; the extent of dropout. and wastage; impact of training in terms of employment pattern of the trainees from the Industrial Training Institute; and, finally, what incentives and facilities are actually available to the scheduled groups, are those adequate, is the implementation effective etc.? This study has been undertaken to answer some of these questions in respect of the Industrial Training Institutes (ITI). It covers five states of Central Tribal belt, namely Andhra Pradesh, Bihar, Gujarat, Madhya Pradesh and Maharashtra.
This study is an outcome of collaborative efforts of several people both at national and state level. This is the first study of its kind where the states were involved as equal partners. The study design was discussed and approved in a Joint Consultative Meeting held on August 11-12, 1981.
Data collection and tabulation work was carried out by the Project Directors in their respective states with the help of investigators appointed by them. The preliminary findings of the study were discussed in a workshop organized from May 10-18, 1982.
Besides the use of secondary data collected from various sources and
viii Preface
the raw data from the Directorate General of Employment and Training (DGE&T), the national Study has drawn heavily from the state reports and discussions held in Delhi in May.
The study has indicated that while utilization of facilities was near full for scheduled castes, the gap continued to be wide in the case of scheduled tribes. This was so even in special ITIs in the tribal areas. The wastage in the Ms was quite high both in terms of failure and dropouts. Most of the extrainees worked as apprentices in industries. Self employment among the extrainees was found to be minimal. Contrary to expectation, the waiting time for getting into a job in the case of scheduled castes and scheduled tribes was higher as compared to non-scheduled trainees. Special incentives for the scheduled castes and scheduled tribes were not only inadequate but implementation was found to be very defective. These needed streamlining. The special Ms in the tribal area though physically well equipped suffered from lack of motivated personnel.
The present study has been largely exploratory in nature. While seeking to answer some questions relating to the training of the scheduled castes and scheduled tribes in the Ms, it has raised certain basic questions regarding the ITI training. For example it brings out the need to understand the relationship between ITI training and vocational stream at the +2 stages. Further, it emphasises the need for vertical mobility for the ITI trainees. In order to improve the effectiveness of the training, the content of training need to be examined critically not only from the viewpoint of raising the level of training but also for promoting self-employment. Lastly, the fuller impact of training will be possible only when the status of training is improved.
For this study I am grateful to a large number of organizations and individuals. I am thankful to Ministry of Home Affairs and Ministry of Education & Culture for financing the Project and entrusting it to NIEPA. Several institutions collaborated in the conduct of study at the state level. I am grateful to Dr. D.R. Pratap and Mr. V.N.V.K. Shastri, Tribal Research Institute, Hyderabad, Prof. Pradhan Prasad and Dr. Nadeem Mohsin, A.N. Sinha Institute, Patna, Dr. K.R. Shah, Sardar Patel Institute Ahmedabad, Dr. P.C. Sharma, Bhopal University, Bhopal and Dr. Madhu Singh, Indian institute of Education, Pune, who collaborated with me in this study in the selected states.
I am grateful for the advice given by Prof. Moonis Raza, Vice- Chancellor, Delhi University, Shri J. Veeraraghvan, Secretary, Ministry of Human Resource Development, Prof. Satya Bhushan, Director, NIEPA and Dr. R.P. Singhal Executive Director, NIEPA at various stages of this study.
Preface ix
I have gained considerably from the discussions with several experts, both at the formal meetings and in informal discussions. I specially acknowledge with gratitude the guidance given by Prof. S.C. Dube in the finalization of the design and tools and to Prof. M.V. Mathur for reading the draft report and making valuable suggestions. I am personally grateful to Dr. G.D. Sharma, Sr. Fellow, NIEPA for visiting the states and identifying the Project Directors as also for the discussions that I had with him from time to time.
Ms. Meena Srivastava, S.T.A., NIEPA was associated with the project right from inception till May 1982. I am thankful to her for help at all the stages specially in collection and tabulation of secondary data. I also wish to record my appreciation of the help she rendered in the conduct of two workshops. I am thankful to Shri Zaidi for help in final correction of manuscript I am thankful to Shri Tyagi, Cartographer, NIEPA, for preparing the maps. I thank Shri Irfan Ahmad for help in preparation of Index.
I will fail in my duty if I do not record my thanks to various organizations and individuals who provided us the data for the study. My special thanks are due to Ministry of Labour, specially to DGE & T for allowing us access to all their raw data. Here I am specially grateful to Dr. Tiwari and Shri G.R. Arya of DGE&T who considerably facilitiated our task. A large number of individuals-principals, teachers, student, and extrainees of the selected ITIs-gave their valuable time by responding to the various questions in the schedules. The study would not have been possible without their cooperation. I am grateful to all of them for their cooperation.
I sincerely thank the Publication Unit particularly, Shri M.M. Ajwani, Assistant Publication Officer for his sustained efforts in bringing out the publication in record time.
There may be still a large number of individuals who directly or indirectly facilitated our task. It is not possible to name them all. I wish to thank all of them for the help they gave us.
Finally, I wish to acknowledge my thanks to Mrs. Santosh Khanna, Sr. Stenographer and W. Assim Prakash Dabas, Project Stenographer who typed the revised draft of the study.
KUSUM K. PREMI
Research Team
NATIONAL LEVEL
Project Director Dr. Kusum K. Premi
Fellow
NIEPA
Technical Assistance Ms. Meena Srivastava
Sr. Technical Assistant
NIEPA
STATE LEVEL
Andhra Pradesh 1. Dr. D.R. Pratap
2. Dr. V.N.V.K. Sastri
Tribal Research Institute
Hyderabad
Bihar 1. Prof. Pradhan Prasad
2. Dr. Nadeem Mohsin
A.N. Sinha Institute
Patna.
Gujarat Prof. K.R. Shah
Sardar Patel Institute
Ahmedabad.
Madhya Pradesh Dr. P.C. Sharma
Bhopal University
Bhopal.
Maharashtra Dr. Madhu Singh
Indian Institute of Education
Pune.
List of Tables
Table No. Table Heading Page No.
Chapter I
A-1 Population of Scheduled Castes and
Scheduled Tribes, 1981 14
Chapter III
A-3.1 Intake, Enrolment and Out-turn of
Technical and Vocational Education and
Training Institutions, 1972-73 36
A-3.2 Percentage Enrolment of the SC and ST in
General Education (Secondary Level) and
Vocational and Technical Education
(School Level) by States in
1964-65 and 1976-77. 37
A-3.3 Provision of Facilities by State: 1980-81 38
A-3.4 Seating Capacity in the Ms Per
Lakh of Population by States, 1981. 39
A-3.5 Utilisation of Seating Capacity in
the ITIs by States, 1980-81. 40
A-3.6 Statement Showing Enrolment in
Ms as Per Lakh Population in the
Age Group 15-25 (Engg. + Non Engg.
Trades) 41
A-3.7 Growth of Enrolment in ITIs 1960.
1970 and 1980: Total, SC and ST. 42
A-3.8 Enrolment Coefficients for SC and ST
in ITI by States, 1974-75 and 1980-81 43
A-3.9 (i) Tradewise Enrolment Percentages
for Total SC & ST in Trades with
High Enrolment in Engineering Trades, 1979-80 44
A-3.9 (ii) Tradewise Enrolment Percentages for
Total SC and ST in Trades with High
Enrolment in Engineering Trades,
1979-80 45
A-3.10 Statewise Pass Percentage in the
ITIs (Engineering Trade), 1974-75 to 1978-79 46
xiv List of Tables
Chapter IV
A-4.1 Total Enrolment of Scheduled Tribes
in Ahwa ITT, 1977-78-1980-8161
A-4.2 Tradewise Utilisation of Seats by
Scheduled Caste Trainees in Palanpur
ITI, Oct. 1981. 61
3A-4.3 Inter-Tribal and Inter-Caste Differences
in the Utilisation of Facilities in Selected
ITIs of Maharashtra 62
A-4.4 Inter-Caste and Inter-Tribe
Differences in the Utilisation of
Facilities in Selected ITIs of Bihar 63
Chapter VI
A-6.1 Sample of Ex-trainees from the
Selected States. 82
A-6.2 Activity Status of the ITI
Ex-trainees by Social Categories
for Selected States 83
A-6.3 Activity Status of Extrainees in Andhra Pradesh,
Bihar, Gujarat and Maharashtra 84
A-6.4 Waiting Time for Jobs by States 85
A-6.5 Emoluments for Ex-trainees by States 86
A-6.6 Distribution of Employed Ex-trainees
by Place of Employment by States 87
Contents
Foreword
Preface
List of Tables
Chapter I
Introduction 1
Chapter II
Profile of the Selected Districts 15
Chapter III
Growth of Technical and Vocational Education 23
Chapter IV
The Provision and Utilisation of Industrial Training Facilities 47
Chapter V
Dropout and its Causes 64
Chapter VI
Employment Pattern of Ex-trainees 72
Chapter VII
Special Facilities and Incentives for the 88
Scheduled Castes and Scheduled Tribes
Chapter VIII
Summary and Policy Implications 97
Annexures
I. List of Engineering Trades,
Duration of Training and 111
Minimum Qualification
xvi Contents
II. Proformae: 113
A. Institutional
B. For Principals and Instructors
C. For Trainees
D. For Ex-trainees
Bibliography 129
Index 133