Since the 1950s an expansion in public education and armative action programs have combined to reduce group inequalities in India. One of the puzzling patterns within this overall picture of greater social equality in India is the asymmetry in the gains made by the Scheduled Castes and the Scheduled Tribes. Both groups were equally disadvantaged in the pre-independence period and there was much more overt discrimination against the castes than the tribes. Yet, many of the formerly Untouchable Castes have performed better than the tribes in terms of educational levels, jobs and political representation. We document these changes and explain them using a model in which individuals have both geographical and social identities and social groups compete for public goods from the state. We argue that many of the observed empirical patterns can be explained by the relative geographical isolation of the tribes and the co-habitation of the castes with politically active groups.

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Education And Socialization Among The Tribes

Caste Hierarchies and Social Mobility in India

Hindko and Gujari

A summarization of the different points of the various chapters of the entire thesis has been incorporated in this chapter. A summary, being the essence of the total work , contains the gist but lacks the details of logic and presentation. In the present summary, the chapter serials precede the point serials, so, the fourth point of the third chapter is denoted as 3.4 and so on. It is desirable to refer to the main body of the thesis whenever the summarized statements do not seem to convey the total meaning. CHAPTER – 1: INTRODUCTION. 1.1 During post-independence period, there has been a phenomenal growth of education in India in terms of educational institutions, enrolment, teachers and the like; Five Year Plans in India have stresses on quantative development of education. Despite all these, many children remain away from the educational institutions due to various reasons. To attract such children to the educational institutions various incentive programmes are being implemented in nearly all states of India. In spite of these schemes, the over-all position of enrolment of SC and ST students is far from satisfactory. 1.2 The SC and ST communities in Orissa are socially, economically and politically backward. The constitution of India has made specified provisions for safeguard the interests of these SC and ST communities. Strenuous efforts have been made by the Central and State Governments for the upliftment of these communities. Spread of education among SC and ST communities has become the primary concern of the Government for which pre-matric and post-matric scholarship schemes have been introduced. 1.3 As no researcher has conducted studies either on pre-matric or post-matric scholarships for SC and ST students in Orissa, the researcher was fascinated to conduct this study. 1.4 The present problem was stated as: www.ijcrt.org © 2020 IJCRT | Volume 8, Issue 2 February 2020 | ISSN: 2320-2882 IJCRT2002049 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 382 “AN EVALUATIVE STUDY OF POST-MATRIC SCHOLARSHIP SCHEME FOR SCHEDULED CASTE AND SCHEDULED TRIBE STUDENTS OF ORISSA” 1.5 the objectives of the study were : (1) to study the organizational structure of post-matric scholarship scheme in Orissa (ii) to examine the on-going post-matric scholarship scheme in respect of periodicity of payment, mode of payment and bottlenecks, (iii)to examine the utilization of post-matric scholarship by the recipients (iv) to study the reaction of the recipients towards the on-going post-matric scholarship scheme, and (v) to suggest some measures, if any, for overcoming the bottlenecks of the post-matric scholarship scheme in Orissa. 1.6 The scope of the present study embraced the sanction, allotment, distribution of post-matric scholarship coupled with reaction of the recipients. This vastness of scope has been covered in six clear-cut chapters, viz., chapter-1: introduction; Chapter-II: Review of related Literature; Chapter-IV: Design of the Study; Chapter V: Analysis and Interpretation of Data; Chapter VI: Summary and Conclusions. 1.7 The present study was limited to (i) the districts of Western Orissa, and (ii) general courses like +3 (Arts and Science) and vocational courses like medical and engineering. CHAPTER –II: REVIEW OF RELATED LITERATURE. 2.1 Review of related literature is an important aspect of research in the field over the years and thus, avoid unnecessary duplication and replication. 2.2 Some Indian scholars have conducted their research studies on different dimensions of scholarship for Scheduled Caste and Scheduled Tribe students. They were Vishnav (1983) , Gogates (1985), Srivastava (1990), Diwan( 1992), Etala (1993), Slave (1993), Pattnaik and Pancraties (1994), and Jalaliu (1995). 2.3 Only one study has been conducted in Orissa on post-matric scholarship so far. Sahoo (2002) conducted this study on scheduled caste and Scheduled Tribe students Sambalpur district at M.A level. 2.4 As no scholar has studied the post-matric scholarship scheme for Scheduled Caste and Scheduled Tribe students of Orissa, the researcher decided to undertake this study. CHAPTER III: SCHEDULED CASTES AND SCHEDULED TRIBE OF ORISSA. 3.1 In accordance with the provisions of Articles 341 and 342 of the Indian Constitution, the President of India is empowered to specify the Scheduled Castes and Scheduled Tribes for each state or local area. 3.2 Casteism in India is an age –old practice. The four castes namely Brahmin, Vaisya, Kshatriya and Sudra figures in the Hindu society. Besides these four castes, a fifth group emerged also in the society, people of which were regarded as untouchables. Till 1935, these people were known as depressed classes, since 1935, they are known as Scheduled Castes. 3.3 Indian Constitution has put forth many provisions for the welfare of theses Scheduled Castes. Articles 46, Article 164, Article 244, Article 275, Article 330, Article 332 and Article are examples of these provisions. 3.4the Scheduled Castes are educationally most backward. But after independence, both the Central and State Governments are taking steps for spread of education among these people. 3.5 In Orissa, 93 communities have been notified as Scheduled Castes. www.ijcrt.org © 2020 IJCRT | Volume 8, Issue 2 February 2020 | ISSN: 2320-2882 IJCRT2002049 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 383 3.6 Scheduled Tribes are the primitive people living in backward areas. In India these tribal communities are dispersed all over the country. These people generally live in forest and hilly areas and isolated hamlets away from the civilized world. 3.7 Many Constitutional safeguards have been made for Scheduled Tribes of India for their socioeconomic, political, cultural and educational upliftment. Articles 46, 164, 244 and 335 are examples of such provisions. 3.8 Due to their isolation from the civilized world, the Scheduled Tribes are educationally backward. 3.9 There are 62 different tribal communities in Orissa of Which 15 are the major tribes. CHAPTER IV: DESIGN OF THE STUDY. 4.1 Survey method was followed in the study. 4.2 the population of the study consisted of all Scheduled Caste and Scheduled Tribe students reading in general stream (+3 Arts and Commerce) and Vocational streams (Medical and Engineering) in the ten districts of western Orissa. 4.3 The sample consisted of 200 Arts students, 200 Science students, 10Medcal students and 10 Engineering students. 4.4 Different tools used in the study were (i) questionnaire for the students (ii) interview schedule for the head of the institutions (iii) interview schedule for the DWOs, and (iv) interview schedule for the parents. 4.5 Self –made tolls were used in the study. 4.6 This section dealt with the scope of the tools. 4.6.1 The scope of the students’ questionnaire has been discussed in this sub – section. 4.6.2 The scope of the interview schedule for the heads of the institutions has been discussed in this sub – section. 4.6.3 The scope of the interview schedule for the DWOs has been discussed in this sub – section. 4.6.4 The scope of the interview schedule for the parents has been discussed in the sub-section. 4.7 Description of tools has been made in this section. 4.7.1 Description of students questionnaire has been made in this sub –section. 4.7.2 Description of the interview schedule for the heads of the institutions has been made in this sub – section. 4.7.3description of the interview Schedule for the DWOs has been made in this sub – section. 4.7.4 Description of the interview schedule for the parents has been made in this sub – section. 4.8 Collection of data has been discussed in this section. 4.8.1 Collection of data from the students has been discussed in this sub – section. 4.8.2 Collection of data from the heads of the institutions has been discussed in this sub – section. 4.8.3 Collection of data from the DWOs has been discussed in this sub – section. . 4.8.4 Collection of data from the parents has been discussed in this sub – section. www.ijcrt.org © 2020 IJCRT | Volume 8, Issue 2 February 2020 | ISSN: 2320-2882 IJCRT2002049 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 384 CHAPTER-V: ANALYSIS AND INTERPRETATION OF DATA. 5.1 Responses from the students have been analyzed and interpreted in this section. 5.1.1 There were 200 students from +3 Arts stream (168 boys and 32 girls); 200 students from +3 Science stream (184 boys and 16 girls); 10Medical Students (8 boys and 2 girls); and 10engineering students (all are boys) in the study. As regards hostellers and day-scholars, all Medical and Engineering students were hostellers whereas hostellers and dayscholars were found in case of +3 Arts and +3 Science students. 5.1.2 There was the provision of full scholarship as well as half scholarship. Majority students received full scholarship as the annual income of their parents was lee than Rs. 19,000/-. 5.1.3 The recipients of post-matric scholarship received the scholarship for the whole year. 5.1.4 Reasons for getting the post-matric scholarship were (i) to purchase books (28%), (ii) to purchase dress (4.2%), (iii) to purchase food (7.8%), (iv) to meet study expenses (60%). 5.1.5 The Sc and ST students received the application forms for post-matric scholarship from their colleges. 5.1.6 Generally post-matric scholarship was made available to the SC and ST student towards the end of the academic session. 5.1.7 The recipients of post-matric scholarship used it in a number of ways like (i) Keeping it in the pass book (62.7%), (ii) purchasing books (2.1%) (iii) purchasing dress (12.2%) (iv) giving it to parents (18.5%), (v) clearing the hostel dues (1.4%) and (vi) clearing the loan (3.1%) 5.1.8 All the recipients of post-matric scholarship expressed that the scholarship money was not adequate. 5.1.9 The recipients of the post-matric scholarship that (i) the amount of scholarship should be raised (ii) pay

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Education And Socialization Among The Tribes

Citations

Caste Hierarchies and Social Mobility in India

Hindko and Gujari

An evaluative study of post matric scholarship scheme for scheduled caste and scheduled tribe students of Orissa

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