Another study done by Chitnis, S. (1974) also showed that SC and ST children had a very poor opinion about the facilities available to them.

Sachchidananda and Sinha, Ramesh P. (1989) found that most of the ST students got the advantage of special programmes planned for them and recommended that teachers from the same community should be appointed in schools where population of this community is high. The States should also see that facilities available to these communities should go to the most disadvantaged

STUDIES ON DPEP 183

groups among them.

An evaluative study of pre-matric scholarship for SC and ST children was conducted by Srivastava, L.R.N. (1988-90). He found that in many cases the amount of this scholarship was not adequate. These scholarships were also not given to students in time. One significant finding of the study was that the scholarship was used by St students for purposes other than education.

All researches mentioned above are concentrated in the areas of enrolment, retention, drop out, teacher preparation and facilities and would be significant for planning for tribal education in various States.

Specific Objectives

The objective of this study was to study the following issues:

1. What is the scheme? How is it organized and administered?

2. How are the target beneficiaries defined?

3. What mechanisms are employed to ensure that the benefits reach the intended beneficiaries?

4. What is the total annual cost of the scheme? What is the estimated annual cost per beneficiary?

5. What evidence is available on the effectiveness of the schemes in reaching intended beneficiary?

Methodology

It is a short term project for which no fresh collection of data from the field was envisaged. The information required has been derived from secondary sources, i.e., Annual Reports, Statistical Data, Educational Plans and Tribal Sub Plans of the States. For authencity of Data the State Education Secretaries were requested to supply the information through their DPEP State Coordinators or DPEP Tribal Study State Coordinators. Simultaneously, various reports and data available with different organisations were also analyzed vis-a-vis these interventions.

For collection of information from the States three instruments were prepared. These instruments covered various aspects of interventions like nature of organization and administration, target group, cost, monitoring procedures adopted and effectiveness of the scheme. This information was further analyzed in terms of types of interventions.

Findings

184 IER: SPECIAL NUMBER 1995

The analysis showed that the DPEP States have planned various interventions for education of tribal children which can be classified under the following categories.

- Academic/Educational Facilities

- Stipends/Attendance Scholarships

- Welfare Interventions

- Interventions/Incentives for Teachers

- Ashram Schools

- Miscellaneous including Tribal Hostels, Boarding Grant, Subsidised Hostels, etc.

An analysis of these interventions is as follows:

As described above various states covered differ in terms of interventions planned for their ST population both in terms of quality and quantity. The emphasis on one type of intervention in a State is indicative of one type of need of that State. The idea behind introducing each intervention is attracting children towards the school and retaining them even if it means helping them monatarily. Not many interventions are available for improving the quality of teaching-learning except instituting teachers award scheme, perks for teachers working in tribal areas (which is given to all other types of employees serving in tribal areas) and development (but not systematic) of primers in tribal dialect or primers in regional languages specially meant for tribal children so that they identify themselves with the tribal life and tribal culture reflected in those books. No specific teachers preparation programme has been developed by the States (except the attempt made by Madhya Pradesh) to orient teachers in the methodology of teaching tribal children and make use of their environment and culture to improve the quality of teaching. No special programme has been developed to maximize the capabilities of tribal children. Ashram Schools have been opened by the States but these Ashram Schools have very limited capacity to enrol tribal children. Attempts have been made to study various aspects of Ashram Schools in different States thereby giving us their profile but their effectiveness as an intervention in improving learning by ST children has not been assessed. Not only this, whether or not prematric scholarships in any way result in better quality learning is yet to be ascertained.

The role of any intervention in the form of monetary benefits, be it direct or indirect, has motivating value in a limited sense. After some time it ceases to have the same force and gradually becomes a routine part of the system. To quote the twenty-eighth report of the Commissioner for Scheduled Castes and Scheduled Tribes (1986-87) submitted on November 23, 1988: "While the programme of scholarships and stipends has significantly grown there are some weaknesses which have to be noted carefully. The coverage under the assistance programme

STUDIES ON DPEP 185

increases as one moves up the educational ladder. Thus every student belonging to SCs and STs subject to certain conditions is eligible for the post matric scholarship."

PREMATRIC SCHOLARSHIP

The 28th report of the commission of SC and ST also talks about the effectiveness of prematric scholarship as one to bring ST children to primary schools. It also refers to the delay in getting this stipend in time. To quote: "the little assistance which pupils receive at the primary, middle and secondary level also comes too late. It is necessary that scholarships and stipends to the students must simulate the support which a child gets in an ordinary home. A method must be devised whereby a student can claim the assistance the day he joins the school."

The report suggests that while leaving the school the student should be issued an eligibility card by the head of the institution which gets him access to such facilities immediately without waiting for the formal sanction.

ASHRAM SCHOOLS

The condition and quality of inputs and the functioning of schools with large ST population are not very encouraging. Most of such schools practically remain single teacher schools because the unwilling teachers who are either punished by being transferred to tribal areas or are forced to work in tribal areas as a part of the policy are usually absent from the school. The quality of teaching- learning materials in the school is also of a low quality. The 28th report of the Commission of SC/ST found that a number of schools situated in tribal areas remained closed for certain periods of time and in a number of cases these schools had not functioned since the beginning of the academic year. To retain these teachers in the tribal areas more interventions in the form of facilities, and provision of quarters for non-local teachers have to be planned.

Many States have favoured establishment of Ashram Schools for children coming from Tribal communities. Such states include maintenance of old Ashram. Schools and opening of new Ashram Schools every year in their Tribal Sub Plans. The basic problem related with the ineffectiveness (or being not so effective) of these Ashram Schools is that those tribes which are basically agricultural communities can not make use of these schools. No one can expect ST children belonging to 6-14 age group staying in such schools only to pursue their studies. They are completely cut off from their society which in no way can be appreciated either by them or their parents, Besides establishment of Ashram Schools does not guarantee coverage at the primary level. Not very systematic academic inputs like relevant curriculum, relevant teaching learning materials,

186 IER: SPECIAL NUMBER 1995

teacher training in methodology of teaching have gone into this system. Physical inputs like residential facilities, free food are there but what type of food is given, is it nutritious, what is its quantity, etc., have to be studied carefully. One set of dress or uniform does not last for one session. The quality of these clothes is also very poor. Under these circumstances such schools cannot achieve the objective which they are supposed to achieve. A couple of studies have been conducted to study the profile of Ashram Schools in various States [Das. N. (1963), Dave, P.C. (1954), Ananda, G. (1994), Patnayak, N. (1957), Shaw, B.N. (1958, 1959), Sujata, K. (1987)] but no systematic indepth study of any of the components mentioned above has been carried out. There is a need to sponsor a couple of indepth studies in each of these components in tribal populous States in India.

An educational complex having varied types of schools, viz., primary school, sub-schools. preprimary schools, preprimary cum primary schools, non formal schools and extension centres could be visualised for these areas. The organization of such institutions could be entrusted to Tribal Development/Welfare Department and Education Department jointly. Since District Institutes, of Education and Training are being made more functional, they could also be involved in this task in a big way. Micro-planning is a must for these areas under which the process has to be target oriented with backward movement. At present this is the only way to tackle this grave problem.

WELFARE INTERVENTIONS

Most of the interventions introduced by the State Government fall in this category. These include provisions for uniforms, mid-day meal, free chappals, free conveyance and free medical aid. Provision of free textbooks, free learning materials, free writing materials though academic in nature may also fall in this category. These welfare interventions are basically aimed at welfare measures and are powerful instruments for increasing enrolment ratio in the schools. Looking at the quantity of these materials, one gets the feeling that the do not fulfil the basic requirement of the child for the whole year. There is no parameter to assess the quality of these inputs.

To make such interventions effective both the quality and quantity of the incentive or the facility are to be ensured.

INTERVENTIONS FOR TEACHERS

The interventions for teachers comprise of only two types of incentives/perks for teachers working in tribal areas and the scheme of teacher award. No academic input has been mentioned by any of the State coordinators for improvement in the quality of teaching or increasing the capabilities of the teachers except a

STUDIES ON DPEP 187

teacher training programme by M.P. No mention of any kind of teacher handbook or helpbook for teachers working in tribal areas has been made. These teachers once posted in tribal areas lose touch with the outer world and are confined to their schools only. This results in lack of interaction with other members of their community. Some training programmes are conducted for them once a while but not all of them are involved in these programmes.

There is a strong need to develop teaching material, handbook and training package, for teachers working in tribal areas. A systematic training programme should be developed for them which may be compulsory for each teacher to attend if she is working in tribal area. The nodal agency for this type of intervention could be State Councils of Educational Research and Training. This institution will have to work in close collaboration of Tribal Welfare Department of the state.

Stipends and attendance allowances are aimed at increasing the enrolment in the schools and ensuring attendance. They have been successful in the attainment of these objectives as a result of which the enrolment ratio in the schools has gone up. Since they are instrumental in reducing the financial burden on parents of ST children they have always been welcome by the parents. Almost all the States have provided for such interventions.

Very few states have the provision of this type of scholarships. In fact this a good measure for promoting talent and should be encouraged.

HOSTEL FACILITIES

Besides Ashram Schools States have also made provisions for hostels for boys and girls separately. These hostels provide free residential facilities to ST children studying in various institutions.

More of such facilities are required at the higher level.

Recommendations

The recommendations of the study are as follows:

1.It is important to plan various interventions at the level of various ST habitations big or small. Habitations with high ST girl population should have specific interventions exclusively for girls.

2. The benefits of various schemes should be available to all enrolled regular ST children automatically.

3.Eligible students, on the basis of the certificates issued by the school should become eligible to these benefits automatically. A mechanism should be evolved by each State for the same purpose.

4.Extensive monitoring procedures should be developed at the district level for monitoring the access to the benefits by eligible ST children.

188 IER: SPECIAL NUMBER 1995

5.A small group could be formed by each State to review the situation of pre-matric scholarship and other stipends.

6.Merit scholarships at the district level should be visualized to recognize talented ST children.

7.More programmes to recognize the capabilities and achievement of ST children studying in schools could be planned.

8.An account may be opened in the name of each child in the neighbouring post office which could be jointly operated by one teacher of the school and the Headmaster and the money should be spent on education and welfare of the school going child only.

9.The minimum quantity and good quality of the incentives/benefits should be ascertained by a small group constituted by the State Government.

10.Monetary incentives to parents could be substituted by grain for the family. This will take care of the diminishing value of money.

11.All the States should take up systematic programme of development of instructional material and teaching material in tribal dialects at the primary level and teacher training programmes modified accordingly.

12.The curriculum followed in Ashram School and other schools having ST children should be revised in the light of Minimum Levels of Learning (MLL) and achievement of MLLs to the mastery level should be ascertained through continuous and comprehensive evaluation.

13.Systematic programme of in-service training should be developed for teachers coming from tribal and non-tribal communities separately.

14.An educational complex having varied types of schools, viz., primary schools, sub-schools, pre-primary schools, pre-primary cum primary schools, nonformal schools and extension centres; could be visualized for tribal areas.

15.In order to strengthen the monitoring system and involve community in the educational programme, VECs should be involved in the monitoring of educational schemes and programmes to a greater extent.

16.Community should be involved through various committees including Village Education Committee and Block Education Committee in monitoring of State level programmes. Non-Government organisations of national repute should also be made a part of the monitoring machinery.

17.State could plan for non-formal schools in tribal areas with a need-based curriculum and instructional materials.

REFERENCES

Chitnis, S. (1974). The Educational Problems of Scheduled Caste and Scheduled Tribe College

STUDIES ON DPEP 189

Students in Maharashtra, TISS, Bombay, (ICSSR financed), Adarsh Comprehensive College of Education and Research, Pune.

Daswani, C.J. (1994). DPEP Tribal Study: A Synthesis Report, NCERT.

Desai, B. and Patel, A. (1981). Ashram Schools of Gujarat: An Evaluative Study, Tribal Research and Training Centre, Gujarat Vidyapeeth, Ahmedabad.

Ekka, E.M. (1990). Development of Tribal Education in Orissa: After Independence, Ph.D. (Edn.), Utkal University, Bhubaneswar.

Biswal, G.C. (1991). Needs and Problems of a Tribal Community in Orissa with regard to Education: An Indepth Study, Ph.D. (Edn.), CASE, Baroda.

Jha, P. (1985). An Evaluative Study of the Hostels and Ashrams for Tribal Girl Students, Tribal Research Institute. Bhopal.

Joshi, S.D. (1980). Educational Problems of the Scheduled Castes and Scheduled Tribes of Baroda District, MSU, Baroda.

Kamble, P.R. (1992). A Critical Study of the Effect of the facilities given by the Government to the Backward Class Pupils in Primary Schools in Davgad Taluka, Maharashtra. M. Phil Dissertation.

Masavi, M. (1976). Wastage and Stagnation in Primary Education in Tribal Areas, Tribal Research and Training Institute, Gujarat Vidyapeeth, Ahmedabad.

Ministry of Human Resource Development (1994-95). Annual Report, Government of India.

Parvathamma, C. (1984). Scheduled Castes and Scheduled Tribes: A Socio-Economic Survey, Ashish Publishing House, New Delhi, p.15.

Pratap, D.R. and Raju, C.C. (1973). Study of Aided Elementary Schools of Srikakulam, Visakhapatnam, East Godavari and West Godavari Districts of A. P., Tribal Cultural Research and Training Institute, Hyderabad.

Report of the Commissioner for Scheduled Castes and Scheduled Tribes (1986-87). Twenty-eighth Report, Faridabad, Government of India Press.

Sachchidananda and Sinha, Ramesh, P. (1989). Education and the Disadvantaged: A Study of Scheduled Castes and Scheduled Tribes, AX Sinha Institute of Social Studies, Patna.

Sharma, R.C. (1984). Effect of Incentive Schemes on Scheduled Castes and Scheduled Tribes and Girls, SIERT, Rajasthan.