Minor Research Project
Name of the Principal Investigator: Dr Sarat Chandra Panigrahi, Reader in Economics
UGC Approval letter No and Date: F. PHO-020/13-14 (ERO) dt 18-3-2014
TITLE OF THE PROJECT: Growth of literacy in Tribal Communities of Odisha-
A case study of Nilgiri ITDA Block
OBJECTIVE OF THE PROJECT:
Nilgiri Block is the only ITDA Block of Balasore district of Odisha with heavy concentration of tribal population. This Block is declared as Gandhi Block by central government also. The socio economic standard of the remote tribal area is lower . Though number of literacy programmes are operating in this block, the impact of the programme on the literacy status of tribal people needs assessment. No research analysis is made yet to study the literacy status of tribals in this block. This research work will be torch bearer for both the programme administrator and the Government to reassess their work and priority.
The objectives of the study will be :
1. To study the dimensions of literacy and literacy among the sample tribal houses.
2. To review the findings of survey during 1999 in respect of tribal literacy among the tribal communities Kolha, Bathudi and Bhumija in a comparative basis with the present survey during 2014-15.
3. To through light on the drop out rates of school going children in the sample tribal houses.
4. To examine the causes affecting the drop out rate in education among the sample tribal houses.
5. To suggest suitable measures for appropriate policy intervention.
WHETHER OBJECTIVES WERE ACHEIVED:
The study has the important objective to examine the literacy status , the discontinuance ratio and the reasons being the discontinuance in the sample households in addition to making a comparative study of the tribal literacy status during current survey of 2015 with the primary data collected during 1999 and 2008 from the same community and from the same villages. The study is fully fruitful in all its objectives mentioned above
ACHEIVEMENTS FROM THE PROJECT:
In the study an extensive sample study has been conducted in pre-decided sample villages ad among sample tribal families such as Kolha, Bathudi and Bhumijas. The study covered the literacy level among tribal households from primary to professional causes and the education discontinuance at each level is examined meticulously and causes of discontinuance are pointed out. On the basis of findings of the study some policy measures are recommended to improve the literacy status of the tribal people for their economic and social empowerment. Hence, the study has achieved its goal by tracing out the causes of lower literacy rate among the tribal people of Nilgiri ITDA Block of Balasore district of Odisha and this will provide further guideline to the researchers and scholars to ponder over the issue more vigorously.
SUMMARY OF THE FINDINGS:
Education is the engine which transforms man to human capital and provides the pace for all-round development of human being. It is not only inevitable for human capital formation but also accelerates the pace of socio-economic and political development among the individuals and as well as in the community. The role of education in the economic development is well recognized by several research studies, economists, constitution of India. The National Policy of Education and the five year plans. The 93rd constitutional amendment made education a fundamental right. The National Policy on Education modified in 1992 envisages free and compulsory education for all children up to the age of 14 years before the outset of 21st century. To this end a number of policies and programmes have been launched. It is widely realized that the society with higher percentage of literates has higher levels of development. It is well documented that there is positive impact of literacy and basic education on economic productivity of the recipient of education. Many empirical research studies on this topic revealed that the number of years of schooling is closely related with income or job productivity. Studies also suggest that an additional year of schooling leads to economic return that are greater than the cost of education itself. Despite the sincere and concentrated effort by the government for the overall development of scheduled tribe , they are still far behind in almost all the standard parameters of development. They are not able to participate in the process of development, as they are not aware of the most programmes and policies made for their up-liftment. This is mainly due to the high incidence of illiteracy and very low level of education (63.1%) among the tribal people. Hence the educational status of the scheduled tribes needs to be assessed.
There is considerable divergence, differentiation among various tribal groups in terms of rites, rituals and functions. Since Independence, there has been growing realization that development would never become self-sustaining unless it is accompanied by corresponding changes in the attitudes, values, knowledge and skills of the people in general and scheduled tribes in particular. The only way of accomplishing this change is through education. In this background, the analysis of education of tribals assumes great significance.
To provide impetus for the growth of higher education among SC/ST/OBC/Minorities , the university grants commission has launched several encouraging and financial assistance schemes during Eleventh Plan and Twelfth Plan period, which includes the remedial coaching for students belonging to SC/ST/OBC/Minority classes, coaching classes for the entry into services for SC/ST/OBC and Minority students, Equal Opportunity Centres, Financial Assistance for purchase of books, purchase of cycles for the students of backward class coming to educational institutions from long distance, conveyance allowances for the students walking to and fro journey from long distance , provision for purchase of books, stipend for students of backward classes towards the expenditure in mess and hostels and career counseling cell in colleges and universities to guide the students for their future employment opportunities.
Odisha occupies a special position in the tribal map of India. It is regarded as homeland of the tribals. In this state the scheduled tribes comprise of 62 communities constitute 22.8 per cent of the total population of the state as per 2011 Census. These communities reside in almost all the districts of the state. Their concentration is very high above 50% in three individual district namely Koraput, Sundargarh and Mayurbhanj and some regions of six other districts such as Phulbani, Kalahandi, Ganjam, Kenojhar, Balasore and Sambalpur. In terms of tribal concentration, Odisha ranks third position next to Madhya Pradesh and Maharastra.
The general tribal population of Odisha is in poorer situation as compared to the general population. The tribal communities of Odisha are still far behind in almost all the standard parameters of development. They are not able to participate in the process of development, as they are not aware of the most programmes, policies made for their upliftment. This is mainly due to the high incidence of illiteracy and very low level of education among the tribal people.
With this background the following hypothesis is framed to test in the study of the sample households of Nilgiri ITD Blak of Balasore district of Odisha.
1. The sample tribal households lag behind in literacy rate of the state and country.
2. The literacy rate among the male is higher than females in the sample tribal; houses
3. The literacy rate among the Bathudi’s are higher as compared to the Kolhas and Bhumijas in sample tribal houses.
4. The drop out rate is higher in the sample tribal households in comparison to the state average and national average.
5. The Bhumijas have more drop out rate in comparison to the Kolhas and Bathudis.
Nilgiri Block of Balasore district, Odisha is purposefully selected as the area of the presnt study , as it has the largest concentration of tribal population as well as the Block has been declared as the most backward and underdeveloped block in the country ( named as Gandhi Block) and special programmes are being undertaken to improve its socio-economic status.
The study has examined the nature and dimension s of literacy , discontinuance in education and the comparative study of the present analysis of 2015 with the data collected during 1999 and 2008 from the same sample village and from Kolha, Bathudi and Bhumija sample households of Nilgiri ITDA Block in Balasore district of Odisha .
The measure findings of the study are :
1. All the three sample tribal households – Kolha, Bathudi and Bhumijas taken together shows that the average literacy rate is at par with the state average for tribals but lower than the national average for tribals. The literacy of sample tribal households lower than the average literacy rate of all population of district, state and national average as per 2011 census.
2. Similarly , in respect of male literacy, the data reveals that the average male literacy of sample population are lower than the state average and the national average for tribals. The tribal male literacy rate of sample households is lower than the district average literacy , state average literacy rate and national average for all people as per 2011 census.
3. In respect of female literacy, the female members of the households, the average female literacy is higher than the average female literacy of the state and national but the average female literacy of the tribal sample households is lower than the average female literacy of the district, state and for national as per 2011 census.
4. The Kolha, Bathudi and Bhumija sample households reflect that the literacy rate is highest in Bathudi households followed by Kolha and the lowest is in Bhumija households.
5. In respect of male literacy in sample households, the Bathudi males are more literates as compared to the male of Kolha and the male of Bhumija.
6. Regarding the female literacy among the tribal sample households, it is evident that the female literacy is higher among the Bathudi females in comparison to Kolha females and the lowest is found among the Bhumija females.
7. The analysis of literacy in different levels of education, the maximum literates belong to primary education followed by secondary education. But the concentration of literates in ME education and the literates having education above secondary are of minor importance.
8. In the matter of discontinuance in primary level and secondary level , the reasons are many out of which the poverty is the main reason which pushes the male child to be engaged as child labour, collection of minor forest produce , to take care of animals and goats on the wage basis, whereas the female children are engaged as child labour and in collection of minor forest produce , to take care of children at home when parents go for work and to help parents in domestic work. The reasons for discontinuance in secondary education are mostly due to failure in HSC examination and the other cause is the early marriage for females. The discontinuance in higher se4econdary class and degree class is mostly due to failure in higher secondary and university examination, the other causes are engagement in government and private sector employment and early marriage. The discontinuance in ME education is similar with the reasons for discontinuance for primary education.
9. The comparative analysis of different periods in the sample households of Kolha, Bathudi and Bhumijas during 1999, 2008 and 2015, shows that there is remarkable growth of literacy rate among the sample tribal households during the period 2008 to 2015 and there is slow growth of literacy during the period 1999 to 2008. Likewise, the similar is trend is seen in the reduction of illiteracy in the sample households during the above said period.
10. Among the sample households, the growth of literacy is highest in Bathudi sample households followed by Kolha households but the growth is lowest in Bhumija sample households. In respect of growth of literacy in different level of education , the growth of literacy in secondary level are of higher order where as the growth of literacy in ME and above1.
On the basis of the above findings of the study some recommendations as follows are presented in the conclusion.
1. Economic well being is the major concern of any household. Steps are to be taken to enable the poor tribal households to cross the poverty line by adopting income generating programmes more vigorously. These schemes may enable the tribal households to raise their earning and thus prompt them to send their children to the school and to continue his education for a full cycle rather than sending them to collect minor forest produce and to engage them as child labour and for taking care of children at home.
2. Illiteracy of parents is found to be significantly influencing both enrollment and continuance. As such , in order to develop awareness among the parents, by special awareness programme regarding the value of education and its long term effect on the development of their families . The help of NGOs, Anganwadi Workers, Gram Saathi and the help of new media , electronics media can be taken as a help to create this awareness.
3. The growth of tribal literacy is quantitative in nature and not qualitative one. The literacy rate of sample households above secondary and in higher secondary and degree is very much negligible and no tribal student of sample household is seen enrolled in PG class and Professional courses like medical, engineering etc. The government through tribal welfare department should provide maximum attractive incentives in form of scholarship, total expenditure of higher education including living expenses , tuition fees, expenditure towards of purchase of books and study materials, which will attract the tribal students to continue higher education. This will result in growth of qualitative education which will be helpful for higher income generating job for tribal children in future.