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DELIVERING QUALITY EDUCATION TO GIRLS FROM PARTICULARLY VULNERABLE TRIBAL GROUPS (PVTGS) IN INDIA
Corresponding Author(s) : Pallavi Kanungo
Humanities & Social Sciences Reviews,
Vol. 7 No. 1 (2019): January
Abstract
Purpose of the study: The Particularly Vulnerable Tribal Groups (PVTGs) are the least developed among all the communities in India. In spite of multiple state-supported schemes to bring about positive changes in their lives, the results have been abysmally poor. This study aims at identifying the social and cultural barriers that have prevented school-going PVTG girls to participate in education and to suggest the enablers that would facilitate their level of participation in education.
Methodology: The study was conducted in Sundargarh and Mayurbhanj districts of Odisha (India) comprising four PVTGs, namely, Paudi Bhuiyan, Lodha, Hill Kharia, and Mankidia. For the selection of villages in the districts, a list of villages inhabited by these four tribes was prepared. After filtering out the populated villages, a random selection of four villages was made for each selected tribe. The study included PVTG girls in the age group of 6-14 years, and 80 girls, including both school-going students, and out-of-school girls were randomly accessed to meet the objectives of the study. A mixed-method approach was adopted to identify the barriers to participation in education. Firstly, the primary responses were collected during a five-month period from Aug-Dec, 2018 by using three separate interview schedules for the girls, their parents, and the school teachers. Data triangulation was further done through four focused group discussions (FGD) in the selected villages. The feedbacks thus received were used to prepare the proposed educational structure for the PVTG girls. Additionally, content analysis of all the audio-visual recordings collected during the fieldwork was done to enumerate the case-studies pertaining to each district.
Main Findings: The results indicate that the dropout percentage is more among students in classes VI-VII as compared to lower classes. Assisting in household work and in agricultural lands during harvest season, single-teacher schools, which are a reality in many remote schools of the districts, and predominantly male teachers in day-schools, are other hindering factors.
Applications of this study: The study holds implications for researchers and scholars working in the fields of tribal studies and education and other allied areas. It can assist the policymakers in taking corrective measures to address some of the persistent issues relating to tribal girl-child education.
Novelty/Originality of this study: The novelty of the paper lies in the proposed methodical model that takes into account the ground-level realities, which need to be addressed to enhance the tribal girls ’ participation in quality education. Neg- ative and positive influences of siblings staying and studying in the same residential schools have been identified in this study which could be taken up for further research.
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- Basu, S. and Kshatriya, G. K. (1999). Demographic features and health care practices in Dudh Kharia tribal population of Sundargarh district. Studies in Medical Anthropology, pages 20–20.
- Behera, A. K. (2015). Primary Education among Tribal People of Mayurbhanj District of Odisha: An Evaluative Study.
- International Journal of Humanities and Social Science Invention, 4(2):43–54.
- Bhagavatheeswarana, L., Nair, S., and Stone, H. (2016). The Barriers and Enablers to Education among Scheduled Caste and Scheduled Tribe Adolescent Girls in Northern Karnataka, South India: A Qualitative Study. International Journal of Educational Development, 49:262–270. DOI: https://doi.org/10.1016/j.ijedudev.2016.04.004
- Chakraborty, S. (2016). Changing Socio-economic Structures and the Challenge of Secondary Schooling: Voices from a Village in Odisha. Contemporary Education Dialogue, 13(2):1–24. DOI: https://doi.org/10.1177/0973184916640402
- Chaudhuri, S. K. and Deutscher, I. (1993). Retrieved from.
- Das, S. and Bose, K. (2011). Thinness among Hill Kharia Children and Adolescents of Purulia Using Body Mass Index Cut-Off Points. Research & Reviews: A Journal of Health Professions, 1(2):31–36. DOI: https://doi.org/10.1155/2011/602782
- Garnaik, I. and Barik, N. (2012). Role of Ashram School in Tribal Education: A Study of a Block in Jharsuguda District.
- Orissa Review, pages 85–89.
- Ghosh, A. K. (2007). The Gender Gap in Literacy and Education among the Scheduled Tribes in Jharkhand and West Bengal. Sociological Bulletin, 56(1):109–125. DOI: https://doi.org/10.1177/0038022920070106
- Goswami, M. (2014). Body Mass Index and Chronic Energy Deficiency among Adult Male Lodhas and Kharias of Mayurb- hanj. Odisha. Antrocom: Online Journal of Anthropology, 10(2):359–364. Physical Anthropology.
- Govinda, R. and Josephine, Y. (2004). Para Teachers in India: A Review. Resource Document. Paris.
- Krishna, R. B. and Prathiba, N. (2016). Assessment of Socio-Educational Status of Irula Tribe School Students in Coim- batore. The International Journal of Indian Psychology, 4(82):25–35.
- Kumar, A. K. and Rustagi, P. (2010).
- Mishra, L. (2015). Enrolment of Tribal Girls in Secondary Schools of Odisha. International Journal of Education (IJE), 3(2):1–10.
- Murthy, N. N. (2010).
- Nayak, A. N. (2010). Primitive Tribal Groups of Orissa: An Evaluation of Census Data. Orissa Review (Census Special), pages 202–205.
- Pradhan, S. K. (2010). Problems of Tribal Education in India: A Microscopic Analysis. Kurukshetra: Ministry of Rural Development, 58(11):29–33.
- Rath, S. S. (2004). Indian Tribes and Their Urgent and Emerging Health Status: An Overview. Concept Publishing Company, New Delhi.
- Roy, S. C. and &roy, R. C. (1937).
- Satpathy, C. (2012). Language, Script and Ethnic Identity of Tribes of Odisha. A Journal of Scheduled Castes & Scheduled Tribes Research and Training Institute (SCSTRTI). Bhubaneswar Odisha, India.
- Sedwal, M. and Kamat, S. (2011). Who Goes to School? Exploring Exclusion in Indian Education. Oxford University Press, New Delhi. Education and Social Equity in Elementary Education.
- Vidyarthi, L. P. (1980). The Kharia, Then and Now: A Comparative Study of Hill, Dhelki, and Dudh Kharia of the Central-Eastern Region of India. Concept Publishing Company, New Delhi.
References
Basu, S. and Kshatriya, G. K. (1999). Demographic features and health care practices in Dudh Kharia tribal population of Sundargarh district. Studies in Medical Anthropology, pages 20–20.
Behera, A. K. (2015). Primary Education among Tribal People of Mayurbhanj District of Odisha: An Evaluative Study.
International Journal of Humanities and Social Science Invention, 4(2):43–54.
Bhagavatheeswarana, L., Nair, S., and Stone, H. (2016). The Barriers and Enablers to Education among Scheduled Caste and Scheduled Tribe Adolescent Girls in Northern Karnataka, South India: A Qualitative Study. International Journal of Educational Development, 49:262–270. DOI: https://doi.org/10.1016/j.ijedudev.2016.04.004
Chakraborty, S. (2016). Changing Socio-economic Structures and the Challenge of Secondary Schooling: Voices from a Village in Odisha. Contemporary Education Dialogue, 13(2):1–24. DOI: https://doi.org/10.1177/0973184916640402
Chaudhuri, S. K. and Deutscher, I. (1993). Retrieved from.
Das, S. and Bose, K. (2011). Thinness among Hill Kharia Children and Adolescents of Purulia Using Body Mass Index Cut-Off Points. Research & Reviews: A Journal of Health Professions, 1(2):31–36. DOI: https://doi.org/10.1155/2011/602782
Garnaik, I. and Barik, N. (2012). Role of Ashram School in Tribal Education: A Study of a Block in Jharsuguda District.
Orissa Review, pages 85–89.
Ghosh, A. K. (2007). The Gender Gap in Literacy and Education among the Scheduled Tribes in Jharkhand and West Bengal. Sociological Bulletin, 56(1):109–125. DOI: https://doi.org/10.1177/0038022920070106
Goswami, M. (2014). Body Mass Index and Chronic Energy Deficiency among Adult Male Lodhas and Kharias of Mayurb- hanj. Odisha. Antrocom: Online Journal of Anthropology, 10(2):359–364. Physical Anthropology.
Govinda, R. and Josephine, Y. (2004). Para Teachers in India: A Review. Resource Document. Paris.
Krishna, R. B. and Prathiba, N. (2016). Assessment of Socio-Educational Status of Irula Tribe School Students in Coim- batore. The International Journal of Indian Psychology, 4(82):25–35.
Kumar, A. K. and Rustagi, P. (2010).
Mishra, L. (2015). Enrolment of Tribal Girls in Secondary Schools of Odisha. International Journal of Education (IJE), 3(2):1–10.
Murthy, N. N. (2010).
Nayak, A. N. (2010). Primitive Tribal Groups of Orissa: An Evaluation of Census Data. Orissa Review (Census Special), pages 202–205.
Pradhan, S. K. (2010). Problems of Tribal Education in India: A Microscopic Analysis. Kurukshetra: Ministry of Rural Development, 58(11):29–33.
Rath, S. S. (2004). Indian Tribes and Their Urgent and Emerging Health Status: An Overview. Concept Publishing Company, New Delhi.
Roy, S. C. and &roy, R. C. (1937).
Satpathy, C. (2012). Language, Script and Ethnic Identity of Tribes of Odisha. A Journal of Scheduled Castes & Scheduled Tribes Research and Training Institute (SCSTRTI). Bhubaneswar Odisha, India.
Sedwal, M. and Kamat, S. (2011). Who Goes to School? Exploring Exclusion in Indian Education. Oxford University Press, New Delhi. Education and Social Equity in Elementary Education.
Vidyarthi, L. P. (1980). The Kharia, Then and Now: A Comparative Study of Hill, Dhelki, and Dudh Kharia of the Central-Eastern Region of India. Concept Publishing Company, New Delhi.