You are to contact and talk to atleast 30 women of each caste le scheduled caste, scheduled
Tribes, other backward cute and other cases other than the first three). Ask questions
as per the following performand one down the responses and fill in the given performa
After the survey write the result of the way your own words. (Lesson-22)
Unemployed
No. of memes
Interviewed
Com et
Employees
Private Sell
Employees Employed
ORC
Other Caste
Answers
Answer:
The Scheduled Castes and Scheduled Tribes comprise about 16.6 % and 8.6 %, respectively, of India's population (according to the 2011 census). Scheduled Castes (SCs) and Scheduled Tribes (STs) are among the most disadvantaged socio-economic groups in India.
Answer:
2. Rationale of the Module
India, as a country, includes persons with different background
viz., cultural, social, economic, linguistic and therefore, once
we have decided to address the issue of Education For All,
we need to focus our attention on all children including those
belonging to socially disadvantaged groups (Scheduled Castes,
Scheduled Tribes etc.). As per Census of India (2001) the total population of Scheduled Castes at that time was 16.67
crore which was 16.2 per cent of the total population. The
difference in literacy rate of the total population and SC popu-
lation was 65.2 per cent and 54.7 per cent. As per Statistics
of School Education (as on 30th September, 2009) the total
enrolment in Class I-VIII was 1,95,09,0845 while the
enrolment of SC Children was 3,73,78,933. This constituted
19.16 per cent of the total population in Classes I-VIII.
Another significant indicator is drop-out rate. As per this very
document, the general drop-out rate at Classes VI to VIII was
42.39 per cent while the same for SC population for the same
classes was 51.25 per cent. The higher drop-out rate in case
of SC population is quite alarming and therefore, National
Council of Educational Reserch and Training (NCERT) decided
to prepare some self-learning material for teachers so that they
consciously could address themselves to this problem.
The difference between the status of education of children
from general population and SC population at the elementa-
ry education is still alarming. The National Curriculum Frame-
work (2005) has categorically stated that “The basic concern of
education - to enable children to make sense of life and develop
their potential, to define and pursue a purpose and recognise
the right of others to do the same-stand uncontested and valid
even today. If anything, we need to reiterate the mutual inter-
dependence of humans, and, as Tagore says, we achieve our
greatest happiness when we realise ourselves through others.
Equally, we need to reaffirm our commitment to the concept of
equality, within the landscape of cultural and socio-econom-
ic diversity from which children enter into the portals of the
school” (p. 2).
You will agree that the education system does not
function in isolation from the society of which it is a part,
Hierarchies of Caste, economic status and gender relations,
cultural diversity as well as the uneven economic development
that characterise Indian society also deeply influence access to
education and participation of children in school (NCF- 2005, p.
9). Thus, it is found that children belonging to disadvantaged
population including Scheduled Castes, Scheduled Tribes,
rural poor and other such groups become very vulnerable.
India, as a country, which has a wide range of diversity in
terms of caste, creed, culture, socio-economic status, has to
deal with global market forces, increased competitiveness,
inadequate public funding for education, increased competitive envrionment and high level of parental aspiration which puts a lot
of stress on the learner. The 73rd, 74th and 86th Constitutional
amendments are the landmark for Right to Free and Compulsory
Education for the age group of 6-14 years, popularly known as
RTE Act, 2009 which has provided increased opportunities to
local community to participate in decision-making in educa-
tion and school management. To quote from NCF (2005), open-
ing the concept of knowledge to include new areas of knowl-
edge and experience, inclusivity in selecting learning tasks,
pedagogic practices that are to promoteing participation, build-
ing self-compliance and critical awareness, and an openness to
engaging with the community to explain and share curricular
decisions are some of the ideas which have been addressed by
the National Curriculum Framework. How to implement them
is a real challenge. Some day when we decide to review the
progress achieved against the parameters decided by the Frame-
work, we would have to address them in totality. The pedagogic
approach along with the total school management calls for
orientation and training of all of us as teachers to ensure
participation and learning by all. Diversity is not a limitation of
our system rather it enriches the ethos of our classroom