Education
of the Socially Disadvantaged People
Socially disadvantaged are those
people in the community who are under privileged and deprived of normal human
comforts. They do not enjoy satisfactory
economic, social and cultural status and are hence
subject to all sorts of
harassments, difficulties, exploitations and limitations in their lives. Such people constitute the weaker section of
the society and are marked by severe economic and cultural deprivations.
Common problems of the Scheduled Caste people
The
Society of the Scheduled Caste people have seen less, read less, heard less and
their environmental experiences are impoverished. Most of the children belonging to these
communities come from very poor families where they cannot get one square meal
a day, toys, medical care, amusement, love, care etc. However these people work
hard their income is very less since they were involved in laborious works.
Most of the families don’t possess land or shelter. They are working as the coolies in the farms
of the landlords.
Common problems of the Tribal people
Each tribe generally lives on a
primitive level; the economy is at the subsistence level. Each tribe has its own set of religious
beliefs. Tribes are generally inferior
to the lowest castes. Most of the tribes
are directly dependent on land, pastures, jungles or hills for their
subsistence.
The social, cultural, economic and
political changes have not so far affected the tribal people of India
significantly with a very few exceptions.
Age-old social institutions of the tribes like the tribal panchayat,
rule of the elderly males and male headship in the family and their moral codes
are still intact because of the force of tradition.
Suggestions or Recommendations offered by various
Committees to achieve Universalisation of Elementary Education
Conference on Compensatory Education for Cultural
Deprivation (Chicago University) - 1964
1. Each
child should be assured of an adequate break-fast, a mid-day meal, regular
medical and health check-up and adequate clothing.
2. Nursery
schools should be organized to provide culturally deprived children with an
environment conducive to intellectual development.
3. Culturally
disadvantaged adolescents, who experience a lot of difficulty with the regular
school curricula, should have a school programme which emphasizes the
basic skills of language reading. They
should be permitted to specialize in an area in an area in which they are very
much interested.
Kothari Education Commission 1964-1966
1. Common
School system will be open to all children irrespective of caste, creed, community,
religion, region and economic or social status.
2. Access
to good education in terms on enriched curriculum will depend not on wealth but
on talent.
3. No
tuition fees will be charged.
4. School
will meet the needs and aspirations of the middle and lower classes without
unduly taxing them.
5.
School will make for better
social integration and the creation of an egalitarian society.
Aacharya Ramamurthi Committee (1990) and Janardhana Reddy
Committee (1992) which reviewed the National Policy on Education (1986)
1. Linking
early childhood care and education
2. Easy
access to primary schools and middle schools
3. Non-formalisation
of the school
4. Provision
for easier access to water, fuel and fodder
5. Ensuring
involvement of Village Education Committees in formalizing the schools
6. Provision
of Scholarships, Uniforms, Text-books
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