“Assessment of Education Sector for Schedule Tribes (Adivasis) In Panchmahal District, Gujarat”

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“Assessment of Education Sector for Schedule Tribes (Adivasis) In Panchmahal District, Gujarat”

By Ar. Taha H. Padrawala Code No. : RPM0612

Guide: Prof. Vishal Dubey Faculty of Planning, CEPT University, Ahmadabad

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CERTIFICATE

This is to certify that Mr. Taha Padrawala (RPM0612) has submitted the thesis titled “Assessment of Education Sector for Scheduled Tribes (Adivasis) In Panchmahal District”, Gujarat towards partial fulfilment of the requirements for the award of a Master’s Degree in Planning with specialization in Rural Planning and Management.

This is a bonafide work of the student and has not been submitted to any other university for the award of any Degree/Diploma to the best of my knowledge.

Chairperson

Guide: Prof. Vishal Dubey

Dissertation Committee 2013-2014 Date: 18-04-2014

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UNDERTAKING

I, Mr. Taha Padrawala, the author of the thesis titled “Assessment

Of Education Sector For Schedule Tribes (Adivasis) In Panchmahal District, Gujarat”, hereby declare that this is an independent work of mine, carried out towards partial fulfillment of the requirements for the award of Master’s Degree in Planning with specialization in Rural Planning and Management at the Faculty of Planning, CEPT University, Ahmedabad. This work has not been submitted to any other institution for the award of any Degree/Diploma.

Date: 18-04-2014 Place: Ahmadabad

Name of Student: Taha Padrawala Code No. : RPM0612

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DISCLAIMER

This document describes work undertaken as part of a program of study at the Faculty of Planning, CEPT University, Ahmedabad. All views and opinions expressed therein remain the sole responsibility of the author, and do not necessarily represent those of the institute.

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ACKNOWLEDGEMENT At beginning, I would like to thank my guide Prof. Vishal Dubey for his constant guidance, moral living and aid during the culmination of the Thesis. I am also thankful to Prof. Shravan Acharya and Prof. Ajay Katuri for their invaluable guidance and interest in the topic, which helped me get a better insight into the subject.

I extend my special thanks to, Dr. Darshini, Mahadevia, Mrs Mona Iyer, Prof.

Anurima Mukherjee, Ravi Sannabhadti and all faculty members of School of Planning, CEPT for their constant guidance and useful critics to help me improve not only in the thesis but throughout our whole curriculum. I am grateful to my friends for their sustenance and encouragement in making out this survey. I am especially very grateful to Gaurav, Mohit, Lipsa, Arpit, Nupoora, Jay, Priyanka, Divya, Kaustubh, Arpita, Pankaj, Gurdarshan, Parth, Annie, Sonali, Sandhya, Saurabh, Janki, Anand, Alo, Niva and Aditya for their support, help and concern. I would also wish to thank my friends Parth. Harsh, Anish, Ashish, Abbas, Pushpak, Faizan, and Chirayu for their moral support during the tough forms of thesis. Particular thanks to Shahista, Abdeali, Siraj, Ebrahim, Hozefa and Arefa, as without them thesis could not be made out.

I am grateful to the persons and officials who have been of outstanding assistance to me in carrying out this thesis.

Last but not least I am thankful to my Parents (Hatimbhai and Nafisaben), sisters (Tasneem and Fatema), brother (Hussain), uncle Firoz & all family members who have always offered their living and encouragement and helped me cross a milestone of my liveliness.

All praises are due to God, Lord of humankind, for causing it all possible.

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LIST OF ABBREVIATIONS AISES: All India School Education Survey ASER: Assessment of the Status of Elementary Education in the Rural India ASR: Apparent Survival Rate BRC: Block Resource Centre CRC: Cluster Resource Centre DISE: District Information System for Education DPEP: District Primary Education Program DR: Dropout Rate EGS: Education Guarantee Schools GER: Gross Enrolment Ratio GOI: The government of India JFM -Joint Forest Management NCERT: National Council of Educational Research and Training NER: Net Enrolment Ratio NUEPA: National University of Educational Planning and Administration PR: Promotion Rate RR: Repetition rate SARTHI -Social Action for Rural & Tribal Inhabitants of India SSA: Sarva Shiksha Abhiyan TR: Transition Rate UEE: Universalisation of Elementary Education UNICEF: United Nations International Children Education Fund UPE: Universalisation of Primary Education Local terms Adivasi: Indigenous inhabitant, a term used for Indian tribal people in India.

Gujjar: Name of a grazier community in north India Bhil, Naik: Names of two tribes of central India Munda: Name of a tribe in eastern India. v|Page

EXECUTIVE SUMMARY India is widely considered a success story in terms of growth and poverty reduction. In just over two decades, national poverty rates have decreased by more than 20 percentage points, from 45.6 percent in 1983 to 27.5 percent in 2004–05. Nevertheless, it is widely recognized that growth has not touched everyone equitably and that many groups left behind amid improving living standards. Among them are tribal groups identified by the Constitution as Scheduled Tribes, though their self-preferred term is Adivasi (literally “original inhabitants�). Their poverty rates are closer to where the general population was 20 years ago. Education indicators tell a similar story, with improvements, but large and persistent differences. Scheduled Tribe children lag far behind when it does to educational attainment above the main floor. Tribal women fare the worst: they attain an average of only four years of education, three years less than nontribal women do.

Gujarat is one of the flourishing lands of India. It ranks fourth in per capita income among major 15 states in the nation. Its per capita income is 27 percent higher than the national per capita income (2000-01), and its per capita consumption expenditure is 26 per cent higher than the national per capita spending. (Hirway and Mahadevia) Although Gujarat happens to be a model of growth and prosperity, even inside the flourishing land of Gujarat unfortunately, a great deal of disparity exists, with one district at the nadir of development and one district yet to experience the phenomenal development of Gujarat state has a whole.

In terms of human development, the Panchmahal district happens to be the worst, ranked district in the Gujarat. It goes on to placed last in term of education, health, income, and housing to name a few.

At present within the Panchmahal district as well, the urban area happens to be comparatively well off, however, the villages of the district to be in complete contrast in conditions of infrastructure, and other basic comforts.

Nevertheless, in the Panchmahal district on going further, there is a great deal of contrast amongst the schedule tribe population and the general population. vi | P a g e

The ST population in these areas show an abysmal state of growth and development, in spite of the various initiatives taken by the country government.

The ST population continues to be a marginalized lot in all aspects, may it be health, education, income etc, the man and the woman have to strive hard in order to make their and their families end meet. The additional responsibility of a woman to be a bread earner of the family, apart from taking care the children, doing the household affairs becomes a daunting task given, their already low social status in the territory.

As such, if the Gujarat state as a whole if observed still a plenty of work needs to performed in these neglected districts of Gujarat, and particularly amongst the ST population.

Research Question What are the Educational inequalities for schedule Tribes (Adivasis) in Panchmahal district, Gujarat?

Objectives To infer the design of spatial distribution and to identify/assess the proximities of Educational facilities for tribal families in Panchmahal district.

To interpret the purpose of the government institutions in the implementation of training facilities and Scheme to improve socio –economic status of Schedule Tribes (Adivasis) in Panchmahal District Collate and analyze the above data/literature to address relevant issues relating to the, health and educational condition of the tribal communities with the shell of the Panchmahal district.

Methodology Literature review and their applications, as well as secondary data analysis of Health and Education sector of Panchmahal district.

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Understanding the reasons for the low pace of improvement amongst the scheduled tribes in Panchmahal in contrast to the general population and establish the cause effect relationship for such scenario.

Collate and analyse the above data/literature to address relevant issues relating to the, health and educational condition of the tribal communities with the shell of the Panchmahal district.

The secondary analysis and statistical technique will clarify distribution of growth, intra district disparity in educational and health facilities for tribal families in Panchmahal district.

The survey was conducted in statistically selected villages of Panchmahal district. The sample villages and houses in the study will be taken based on statistically significant proportion. Instruments to be used during the study are household survey through structured questionnaire, focus group discussion with men and women's groups, observation, and audio-visual techniques, etc.

A questionnaire will be built up based on various parameters covering above aspects of tribal health and training.

Conclusions The issues of tribal drop-outs is multi-faceted and Multidimensional and not as simple as can be captured by the term long absence during months May-June and Oct-Nov.

The concept of ashram school exclusively for PTGs needs a rethinking at this point. Spending their life in settlement as well as in school with the same community members do not give these children opportunities to mingle with the cultures outside. The need of knowing and getting in touch with other cultures has been expressed by the informants within and outside the tribal group.

Schedule tribe Children had successfully completed their school final from the Ashram school, but none could purse higher education owing to the problem cited. Also they are handicapped due to their financial difficulties. Likewise, the same number of students had studied up to their school final and dropped out viii | P a g e

with the view that there is no meaning in further studies and also no scope for job. Therefore, upgrading of Ashram school up to degree level providing appropriate courses suitable to the communities and sufficient financial assistance to them is suggested for encouraging them stay on in education.

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TABLE OF CONTENTS CERTIFICATE ................................................................................................... i ACKNOWLEDGEMENT ................................................................................ iv LIST OF ABBREVIATIONS ............................................................................ v EXECUTIVE SUMMARY .............................................................................. vi SCHEME OF CHAPTERS .............................................................................. xv CHAPTER 1: INTRODUCTION ...................................................................... 1 1.1 Background .............................................................................................. 1 1.2 Justification .............................................................................................. 1 CHAPTER 2: RESEARCH PROBLEM ........................................................... 3 2.1 Rationale .................................................................................................. 3 2.2 Research type ........................................................................................... 3 2.3 Key Research Question ............................................................................ 3 2.4 Sub-Questions .......................................................................................... 3 2.5 Objectives ................................................................................................ 3 2.6 Scope ........................................................................................................ 4 2.7 Limitations ............................................................................................... 4 2.8 Methodology ............................................................................................ 4 CHAPTER 3. LITERATURE REVIEW ........................................................... 6 3.1 Status of tribes in India ............................................................................ 8 3.2 Status of Schedule Tribes in Gujarat ..................................................... 15 3.3 Assessment of Pattern of spatial distribution of educational facilities in Panchmahal .................................................................................................. 16 3.4 Glance of Issues in Panchmahal District ............................................... 27 CHAPTER 4. THE EXISTING REGULATORY FRAMEWORK ................ 29 4.1 Policy Framework .................................................................................. 29 4.2 Sarva Shiksha Abhiyan .......................................................................... 29

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4.3 The District Primary Education Programme.......................................... 29 4.4 tribal development plan.......................................................................... 31 4.5 Special facilities and favourable norms for tribal areas ......................... 33 4.6 Ashram Schools ..................................................................................... 33 4.7 Kasturba Gandhi Balika Vidyalaya ....................................................... 34 4.8 Institutional arrangements and Capacity ................................................ 34 4.9 Monitoring and Evaluation .................................................................... 34 CHAPTER 5. CASE STUDIES- SELECTED VILLAGES FROM THE STUDY AREA ................................................................................................ 36 5.1 Universes of Study ................................................................................. 36 5.2 Sample Village Characteristics .............................................................. 37 VILLAGE: Nani Sarsan ............................................................................... 42 Literacy Campaign ................................................................................... 44 Infrastructural Facilities ........................................................................... 44 Teacher Student Ratio .............................................................................. 45 Discrimination in terms of sex of the youngster ...................................... 45 GLIMPSE OF PATEL FLIYAA PRATHMIK SCHOOL AT BAROL VILLAGE ................................................................................................ 46 VILLAGE: BABROL .................................................................................. 47 Sex wise distribution of population ......................................................... 48 Tribal Drop-Outs: Diverse Perspectives .................................................. 48 Perspectives of the Drop-out Children:.................................................... 50 CASE STUDY-1 OF CONSTRUCTION LABOURER ............................. 51 CASE STUDY-2 CONSTRUCTION LABOURER (SANTRAMPUR) .... 51 CHAPTER 6 – CONCLUSIONS .................................................................... 53 6.1Stakeholder perceptions: ......................................................................... 53 6.2The Problem of Tribal Drop-Outs........................................................... 54 ANNEXURE 1 – SURVEY QUESTIONNAIRE ........................................... 56 xi | P a g e

LIST OF FIGURE Figure 1 Work Participation Rate ST Persons 2001-2011 ............................... 10 Figure 2 Literacy rate Gujarat and India 2007-8 ............................................ 14 Figure 3 Literacy Rate of Total Population and Schedule Tribe 2001 ........... 14 Figure 4 Districts at top and Bottom, 2001 ...................................................... 17 Figure 5 District Wise Health Indicators ......................................................... 18 Figure 6 District wise Effective Literacy Rate, 1991-2001 ............................. 19 Figure 7 Indicators of human development measures HDM-2, Districts 200120 Figure 8 Overall and juvenile sex Ratio by districts, 1991-2001, Gujarat ...... 21 Figure 9 Schedule Tribe Students in Primary School ...................................... 22 Figure 10 Correlation Table from Gujarat, Human Development Report, 2004 .......................................................................................................................... 22

LIST OF TABLES Table 1WORKERS AND WORK PARTICIPATION RATE 2001-2011 ...... 11 Table 2 LITERATES AND LITERACY RATE (PERSONS) 2001-2011 ...... 13 Table 3 Demography in comparison of Gujarat in India ................................. 15 Table 4 Regional Distribution of Population in the District ............................ 25 Table 5 Taluk wise Literacy Rate, Panchmahal............................................... 26 Table 6 Dropout rates of Scheduled Tribes at Primary & Elementary stages 2001 to 2004-05 ........................................................................................................ 30 Table 7 Sample Size Calculations.................................................................... 37 Table 8 Schools in Panchmahal ....................................................................... 37 Table 9 Schools in santrampur ......................................................................... 37 Table 10 Literacy rate 2001-2011 .................................................................... 40 Table 11 Proportion OF STS to Total Population (%) .................................... 41 Table 12 average income of the families studied............................................. 43 Table 13Faliawise sample selection in Nani sarsan village ............................. 43 TABLE 14 SEX WISE LITERACY RATE OF BABROL VILLAGE .......... 44 xii | P a g e

Table 15 Dropout Rates of the Primary School, Nani Sarsan.......................... 44 Table 16 Dropout Rates of the High Secondary School, Nani Sarsan............. 44 Table 17 CROP CALENDER .......................................................................... 47

LIST OF GRAPHS Graph 1 CASTE CATEGORY OF SURVEYED SAMPLE POPULATION . 37 Graph 2schadule tribe population distribution in santrampur village .............. 39 GRAPH 3 FEMALE LITERACY DISTRIBUTION IN SANTRAMPUR VILLAGE ........................................................................................................ 40

LIST OF MAPS Map 1 Human Development Index Map*1981-1991 ........................................ 8 Map 2 Human Development Index Across States 2007-8 and Distribution of ST Pop. Among States 2007-8 ................................................................................ 9 Map 3 Health Index across States 2007-8 And Education Index across States 2007-8 ................................................................................................................ 9 Map 4 Scheduled Tribes State wise Percentage to Total Population 2001-2011 .......................................................................................................................... 10 Map 5 WORK PARTICIPATION RATE ST PERSONS 2001-2011 ............. 11 Map 6 WORK PARTICIPATION RATE ST FEMALES 2001-2011 ............ 12 Map 7 Percentage of Scheduled Tribe Population (India) 2001 ...................... 12 Map 8 Proportion of Cultivators Scheduled Tribes 2001-2011 ....................... 13 Map 9 Gujarat Showing Panchmahal district and nearby major nodes ........... 16 Map 10 Panchmahal Respect to Gujarat Infrastructures.................................. 17 Map 11PERCENTAGE TO TOTAL POPULATION OF ST POPULATION, 2001.................................................................................................................. 23 Map

12

PERSON

LITERATES

AS

PERCENTAGE

TO

TOTAL

POPULATION 2001 ....................................................................................... 24 Map 13 PERCENTAGE OF SCHEDULED TRIBES POPULATION, VILLAGE WISE, PANCHMAHAL, 2001 ..................................................... 24

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Map 14 VILLAGE LEVEL MAPS OF PERSETAGE S.T. POPULATION, APPROACH ROAD, PERSENTAGE FEMALE LITERACY ROAD, And PERSENTAGE FEMALE LITERACY .......................................................... 25 Map 15panchmahal district Talukas map ........................................................ 28 Map 16panchmahal district tribal prominent Talukas ..................................... 28 Map 17 School in panchmahal ......................................................................... 36 Map 18 Schools in Santrampur ........................................................................ 38 Map 19 santrampur village .............................................................................. 38 Map 20 Schedule tribe Population (%), SANTRAMPUR............................... 39 Map 21 Female Literacy Rate in santrampur ................................................... 40 Map 22 Nani Sarssan Admin. boundries ......................................................... 42 Map 23 babrol Village Admin. boundary ........................................................ 47

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SCHEME OF CHAPTERS Chapter 1. Introduction The chapter gives an overall introduction to the study defining, its aim, objectives, this chapter gives a brief background and defines the relevance for the study and explains the methodology.

Chapter 2. Research Problem The brief introductory study of the subject, based on the literature review, covers this chapter. This includes Chapter 3. Literature Review A literature review will tell you whether the problem you have identified has been researched, give your ideas about how to proceed, assist you in designing your study, point out methodological problems you might encounter, and identify appropriate data collection instruments.

Chapter 4. The Existing Regulatory Framework The Chapter discusses, existing legal frameworks, relevant acts, and all the relevant legal and systematic procedures for the development of schedule tribes.

Chapter 5. Case Studies- Selected villages from the study area The Case study area, Introduction, impacts, analysis, findings about the core subject; covers in this chapter.

The chapter is about identification of various issues of all study villages and then make summary of issues, which helps to form relevant strategies.

Chapter 6. Conclusion This chapter is about overall assessment coming out from these research.

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CHAPTER 1: INTRODUCTION 1.1 BACKGROUND India is commonly reflected an achievement story in expressions of growth and poverty drop. In just over two eras, national poverty rates have reduced by over 20 percentage points, from 45.6 percent in 1983 to 27.5 percent in 2004–05.

Merely, it is widely approved that increase has not affected everyone equitably and that many groups are left behind amid improving living standards. Among them are tribal groups identified by the Constitution as Scheduled Tribes, though their self-preferred term is Adivasi (literally “original inhabitants”).

Comprising approximately 8 percent of India’s population, they account for a fourth of the population living in the poorest wealth decile. Their poverty rates are closer to where the general population was 20 years ago. Spell they have taken in considerable progress—poverty among tribal groups declined by more than a third over 1983–2005—yet nearly half the country’s Scheduled Tribe population remains in poverty, an indication of their low starting level. (Das, Hall and Kapoor) 1.2 JUSTIFICATION Education indicators tell a similar story, with improvements, but large and persistent differences. Scheduled Tribe children lag far behind when it does to educational attainment above the main floor. Tribal women fare the worst: even among younger age associates (ages 15–21 in 2005), they hit an average of only four years of education, three years less than nontribal women. Likewise, although maternal health indicators have improved quickly—faster than in most groups—experts argue that they originated at such a low base that there is a lot more ground to get up. (Das, Hall and Kapoor) The starkest marker of tribal deprivation is child mortality. Under-five mortality rates among the tribal children in rural areas remain startlingly high (at about 100 deaths per 1,000 live births in 2005 compared with 82 among all children).

(Das, Hall and Kapoor) Unlike other excluded groups in India, such as scheduled castes, tribal groups do not face any ritually endorsed exclusion say, in the form of untouchability.

Rather, they lag behind in the growth process because of their physical location, 1|Page

practicing mostly subsistence hill cultivation and collecting minor forest produce. (Hirway and Mahadevia) Gujarat is one of the flourishing lands of India. It ranks fourth in per capita income among major 15 states in the nation. Its per capita income is 27 percent higher than the national per capita income (2000-01), and its per capita consumption expenditure is 26 per cent higher than the national per capita spending. (Hirway and Mahadevia) Gujarat's rank among major countries has declined from fifth in 1991 to sixth in 2001. Gujarat’s position in human development indices among major states in India has thus passed down by a notch in the 1990s. However, the value of HDI has increased from 0.462 in 1991 to 0.565 in 2001, and HDM-1 from 0.426 to 0.479 during this same period, as with economic development, in human development also, there are distinct disparities among the different districts in Gujarat. (Hirway and Mahadevia) In HDM-1, Ahmedabad district stands at the top, followed by Gandhinagar, which houses the state capital and is adjacent to Ahmedabad, Rajkot, Navsari and Surat (the second most urbanized district of the state). (Hirway and Mahadevia) The tribal districts of Dangs, Dahod, Panchmahals, Narmada, and others are all at the bottom with respect to the HDI and the HDM-1, as well as with respect to economic growth including agricultural growth, income poverty and human poverty. (Hirway and Mahadevia)

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CHAPTER 2: RESEARCH PROBLEM 2.1 RATIONALE The purpose of this study is to understand the problems faced by tribal families to access basic health and education services in Panchmahal district, Gujarat.

2.2 RESEARCH TYPE This is an instrumental research, where the problem needs a solution.

2.3 KEY RESEARCH QUESTION What are the health and educational inequalities for schedule Tribes (Adivasis) in Panchmahal district, Gujarat?

2.4 SUB-QUESTIONS What is Districts existing status in terms of accessibility to health and education facilities in particular Schedule Tribes (Adivasis)?

What is the existing scenario of the education sector for Schedule Tribes (Adivasis) in Panchmahal?

What is district profile in terms of inter- district disparities between tribal and no-tribal communities?

Why schedule Tribes (Adivasis) exhibits a lower standard of living and literacy rate than the remainder of the population in the territory?

2.5 OBJECTIVES To infer the design of spatial distribution and to identify/assess the proximities of health and educational facilities for tribal families in Panchmahal district.

To interpret the purpose of the government institutions in the implementation of training facilities and Scheme to improve socio –economic status of Schedule Tribes (Adivasis) in Panchmahal District Collate and analyze the above data/literature to address relevant issues relating to the, health and educational condition of the tribal communities with the shell of the Panchmahal district.

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2.6 SCOPE Amongst the diverse parameters of growth, only health and educational related aspects pertaining to the ST population will be compensated.

2.7 LIMITATIONS Perceptions of the decision-makers and experts of the area- District Development Officer; Chief Medical Officer etc. Have been asked to identify the central events.

More or less of the data quality is not as secure as hoped, but has been used because of the survey requirements. Though district level information are adequately available, village level, secondary data is not available for all the needed parameters.

Availability of Secondary data at district, Talukas and Village level.

Only two parameters of evolution have been crossed.

Limited Four months’ time constraint.

2.8 METHODOLOGY Literature review and their applications, as well as secondary data analysis of Education sector of Panchmahal district.

Realizing the causes for the low rate of improvement amongst the scheduled tribes in Panchmahal in contrast to the general population and make the cause effect relationship for such scenario.

Collate and analyse the above data/literature to address relevant issues pertaining to the educational status of the tribal communities with the shell of the Panchmahal district.

The secondary analysis and statistical technique will clarify distribution of growth, intra district disparity in educational and health facilities for tribal families in Panchmahal district.

The survey will be conducted in statistically selected villages of Panchmahal district.

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The sample villages and houses in the study will be taken based on statistically significant proportion.

Instruments to be used during the study are household survey through structured questionnaire, focus group discussion with men and women's groups, observation, and audio-visual techniques, etc.

A questionnaire will be built up based on various parameters covering above aspects of tribal health and training.

The work was conducted out through both primary and secondary research methodologies, as well as qualitative and quantitative techniques.

Principal Research: Primary research inputs were collected through research techniques such as in-depth discussions, formal consultations, and Focus Group Discussions (FGD). Interview schedules, FGD Guidelines and levels for field observations were developed in accordance to the subject area aims.

Consultation meetings were carried with the following stakeholders to understand their views.

Secondary Research: Secondary Data were gathered from a number of authors, including central, state and district the government/administration offices, particularly the Department of Planning and Statistics and program specific information from studies commissioned by funding agencies, NGOs etc.

The field had been exploratory and qualitative in nature.

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CHAPTER 3. LITERATURE REVIEW

GANDHIJI ON EDUCATION “Real education has to draw out the best from the boys and girls to be educated.

This can never be done by packing ill-assorted and unwanted information into the heads of the students. It becomes a dead weight crushing all originality in them and turning them into mere automata” (Mahatma Gandhi (Harijan 1 December, 1933)) India is widely considered a success story in terms of growth and poverty reduction. In just over two decades, national poverty rates have decreased by more than 20 percentage points, from 45.6 percent in 1983 to 27.5 percent in 2004–05. Nevertheless, it is widely recognized that growth has not touched everyone equitably and that many groups left behind amid improving living standards. Among them are tribal groups identified by the Constitution as Scheduled Tribes, though their self-preferred term is Adivasi (literally “original inhabitants”). Their poverty rates are closer to where the general population was 20 years ago. Education indicators tell a similar story, with improvements, but large and persistent differences. Scheduled Tribe children lag far behind when it does to educational attainment above the main floor. Tribal women fare the worst: they attain an average of only four years of education, three years less than nontribal women do.

Tribal people tend to live in two main types of situations: (a) in 'mixed' (tribal and non-tribal) rural communities, within reach of educational and other opportunities and resources, and (b) in habitations that are small in size and located in relatively inaccessible hilly or forested areas of the country. Majority of these habitations have less than 200 persons. The distribution of tribal people in these two types of settlement varies markedly by state, district and even block, calling for different strategies to be used in different areas to provide elementary education to tribal children. Demographically tribal habitations are small in size, scattered, and are sparsely populated. Because of this, most of these villages were bereft of basics infrastructural facilities like transport and 6|Page

communication. Formal education was also not available to these people and localities for a long time. The literacy rate for the ST communities was only 29.6 percent in 1991 as against the national average of 52.19 percent.

In 2001 this has improved to 47.1 percent with female literacy improving from 18.2 to 34.8 (Census 2001). According to Census 2001, there were 12.56 million ST children aged 6-10, and 7.68 million ST children aged 11-14 years in March 2001.

Gujarat is one of the flourishing lands of India. It ranks fourth in per capita income among major 15 states in the nation. Its per capita income is 27 percent higher than the national per capita income (2000-01), and its per capita consumption expenditure is 26 per cent higher than the national per capita spending. (Hirway and Mahadevia) Although Gujarat happens to be a model of growth and prosperity, even inside the flourishing land of Gujarat unfortunately, a great deal of disparity exists, with one district at the nadir of development and one district yet to experience the phenomenal development of Gujarat state has a whole.

In terms of human development, the Panchmahal district happens to be the worst, ranked district in the Gujarat. It goes on to placed last in term of education, health, income, and housing to name a few.

At present within the Panchmahal district as well, the urban area happens to be comparatively well off, however, the villages of the district to be in complete contrast in conditions of infrastructure, and other basic comforts.

Nevertheless, in the Panchmahal district on going further, there is a great deal of contrast amongst the schedule tribe population and the general population.

The ST population in these areas show an abysmal state of growth and development, in spite of the various initiatives taken by the country government.

The ST population continues to be a marginalized lot in all aspects, may it be health, education, income etc, the man and the woman have to strive hard in order to make their and their families end meet. The additional responsibility of a woman to be a bread earner of the family, apart from taking care the children, 7|Page

doing the household affairs becomes a daunting task given, their already low social status in the territory.

As such, if the Gujarat state as a whole if observed still a plenty of work needs to performed in these neglected districts of Gujarat, and particularly amongst the ST population.

3.1 STATUS OF TRIBES IN INDIA MAP 1 HUMAN DEVELOPMENT INDEX MAP*1981-1991

Inference: Figure shows from 1981 to 1991 Most of the Indian states improved its HDI value also Gujarat. In 1981-1991 Gujarat, HDI Value Since 0.360 increased to 0.431 further in 2001 it increased to 0.479. It indicates the increase rate of HDI Value lower during 1991-2001. Gujarat also has significant ruralurban disparities on indicators capturing education, quality of living accommodations and safe drinking water. (Planning Commission)

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MAP 2 HUMAN DEVELOPMENT INDEX ACROSS STATES 2007-8 DISTRIBUTION OF ST POP. AMONG STATES 2007-8

AND

Inference: Map shows that a high percentage of ST population be located in within the northeastern states. The distribution of STs in the country shows that 76 per centime of the STs are concentrated in eight lands.

Gujarat (which accounts for 12% of country’s ST), Madhya Pradesh, Chhattisgarh, Orissa, Jharkhand, Rajasthan, Andhra Pradesh, and Maharashtra.

(Ankita Gandhi) MAP 3 HEALTH INDEX ACROSS STATES 2007-8 AND EDUCATION INDEX ACROSS STATES 2007-8

Inference: It is admirable that even in the relatively poorer states like Assam, Chhattisgarh, Orissa, Madhya Pradesh, and Uttarakhand the Education Index is above 0.5.

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The north-eastern states have been good performers regardless of low levels of income. This spotlights the fact that income is not a required condition for an enhancement in educational issues. (Ankita Gandhi) MAP 4 SCHEDULED TRIBES STATE WISE PERCENTAGE TO TOTAL POPULATION 2001-2011

Inference: Map shows no substantial change in percentage of ST’ Population has been seen during 2001 to 2011.

The low standard of living as highlighted by the Income Index is evident in the poorer states like Assam, Bihar, Chhattisgarh, Jharkhand, Madhya Pradesh, Orissa, and Uttar Pradesh. These are besides the states that hold high concentrations of the marginalized groups like SCs, STs, and Muslims. (Ankita Gandhi) FIGURE 1 WORK PARTICIPATION RATE ST PERSONS 2001-2011

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MAP 5 WORK PARTICIPATION RATE ST PERSONS 2001-2011

Inference: Map shows Workforce participation rate of ST’s majorly decline from 2001 to 2011.

It seems that the high growth rate accomplished by the state over the years has not infected to the marginalized sections of society, predominantly STs and SCs, to help improve their human development outcomes (Ankita Gandhi) Table 1WORKERS AND WORK PARTICIPATION RATE 2001-2011

Inference: Primary census abstract shows workers and workforce participation for ST Females seems higher than other general female workforce participation.

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MAP 6 WORK PARTICIPATION RATE ST FEMALES 2001-2011

Inference: Despite very rapid economic magnification in India in recent years, we’re observing declining female labour force participation rates across all age groups, across all edification levels, and in both urban and rural areas, Map shows Scheduled tribe female work force participation dropping further from 2001 to 2011 year and is increasingly being optically discerned as one of the main causes abaft the slow magnification in employment.

MAP 7 PERCENTAGE OF SCHEDULED TRIBE POPULATION (INDIA) 2001

Inference: Map shows concentration of ST Population District level. Gujarat consists 8.6 % ST Population. It has famous Term “Gujarat’s Tribal Belt” 12 | P a g e

consisting Surat, Bharuch, the Dang, Valsad, Panchmahal. (Planning Commission) TABLE 2 LITERATES AND LITERACY RATE (PERSONS) 2001-2011

Inference: Most shocking table showing disparities towards schedule tribes in the education sector, here effective literacy rate of total pop. Eff. Lit. Rate and ST pop. Eff. Lit. The rate was presented from 2001 to 2011. We clearly find out gaps between both was more than a difference of 22 degrees in 2001 and in 2011 still it was a difference of 14 degrees. (Planning Commission) MAP 8 PROPORTION OF CULTIVATORS SCHEDULED TRIBES 2001-2011

Inference: Scheduled tribe‘s major occupation involving as agriculture cultivators and labour and here map shows in Gujarat from 2001 to 2011 the 13 | P a g e

proportion of cultivators has been reduced by 10% is a major business for their future Occupation needs. (Das, Hall and Kapoor) FIGURE 2 LITERACY RATE GUJARAT AND INDIA 2007-8

Inference: Here graph shows the average of the literacy rate of India (72%) and Gujarat (75%) and for an ST average of the literacy rate of India (61%) and Gujarat (61%) but difference between General Literacy rate and ST literacy rate of India and Gujarat is a major worry.

FIGURE 3 LITERACY RATE OF TOTAL POPULATION AND SCHEDULE TRIBE 2001

Inference: all India general rate is 64.8% higher Gujarat’s general literacy. The charge per unit is more eminent than the national average 69.1%, simply when it comes to ST literacy rate it also little higher than the national average, but when we count difference between General and ST literacy rate these

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differences (21.4) is a lot more eminent than the national average difference (17.7) that is a matter of business.

3.2 STATUS OF SCHEDULE TRIBES IN GUJARAT Gujarat is a moderately populated state in India. As per Census 2011 estimates, the province holds a population of 6.04 Crore accounting for 5.00 percent of India population. Decadal growth of population has normalized to 17.64 percent during 2001-11, from 21.53 percent12 during 1991-2001, in line with the drop of decadal growth rate across Indian lands. Successful execution of population control schemes is a partial cause for the reduced decadal growth rate - along with literacy and changing socioeconomic scenarios. The field of population distribution along social, regional, gender, educational attainment and concentration dimensions, would be important to understand the demographics in the province. Summary of key demographic indicators in Gujarat, and comparability with national level indicators is shown in the mesa. (National skill development Report) TABLE 3 DEMOGRAPHY IN COMPARISON OF GUJARAT IN INDIA1 Indicator Gujarat India Population (2011)

6,03,83,628 121,01,93,422

Gender Ratio- Females Per 1000 Males (2011)

918

940

Percentage of Children in Overall Population

12.41%

13.12%

308

382

Level of Urbanization (2011)

42.50%

31.10%

Decadal Growth Rate (2001-11)

19.17%

17.64%

Decadal Growth Rate-Urban (2001-11)

35.80%

31.80%

Decadal Growth Rate-Rural (2001-11)

9.23%

12.18%

Percentage of SC Population(2001)

7.09%

16.20%

Percentage of ST Population

14.76%

8.20%

Literacy Rate (2011)

79.31%

74.04%

Male Literacy Rate (2011)

87.23%

82.14%

Female Literacy Rate (2011)

70.73%

65.46%

(2011) Population Density-Persons Per Sq.km (2011)

1

Census 2001, 20011 statistics Data, Government of India

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Urban Literacy Rate (2011)

87.58%

84.98%

Rural Literacy Rate (2011)

73.00%

68.91%

Number of Districts

26

640

Number of Talukas

224

5,924

Number of Towns

153

3,894

18,225

6,40,867

Number of Villages

3.3 ASSESSMENT

OF

PATTERN

OF SPATIAL DISTRIBUTION OF EDUCATIONAL

FACILITIES IN PANCHMAHAL

MAP 9 GUJARAT SHOWING PANCHMAHAL DISTRICT AND NEARBY MAJOR NODES

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MAP 10 PANCHMAHAL RESPECT TO GUJARAT INFRASTRUCTURES

FIGURE 4 DISTRICTS AT TOP AND BOTTOM, 20012

Districts that are not doing well in the basic services index are Vadodara, Bhavnagar, Dangs, and Panchmahals. Districts that have high regional disparity are Mehsana, Kheda, Anand, and Navsari. Districts where patriarchy is strong are Anand, Mehsana, Kheda, and Patan. (Hirway and Mahadevia)

2

Source: Hirway, Prof. Indira and Dr. Darshini Mahadevia. GUJARAT HUMAN DEVELOPMENT REPORT. Ahmedabad: Mahatma Gandhi Labour Institute, 2004.

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FIGURE 5 DISTRICT WISE HEALTH INDICATORS3

The ground level of districts in HDM-1 in 1991 and 2001 rests same for 10 of the 25 territories. In the remaining 8 districts, the mark has changed by one or two places. Districts whose position has worsened in 2001 associated to 1991 are Narmada, Kachchh, Vadodara, Valsad, Surat, Dangs and Dahod in that society. Districts whose spot have improved in 2001 compared to 1991 are Junagadh, Rajkot, Amreli, Porbandar, Mehsana, Anand, Banaskantha and Sabar-Kantha. (Hirway and Mahadevia)

3

Source: Hirway, Prof. Indira and Dr. Darshini Mahadevia. GUJARAT HUMAN DEVELOPMENT REPORT. Ahmedabad: Mahatma Gandhi Labour Institute, 2004.

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FIGURE 6 DISTRICT WISE EFFECTIVE LITERACY RATE, 1991-20014

In Gujarat, the change between the overall literacy rate (69.34 per cent) and ST literacy rate (51.78 per cent) is around 18 per cent, which is fairly high. This is likewise the instance when the literacy rates are disaggregated by gender. The state is sixth among 15 largest nations in India with respect to overall ST literacy rate, sixth in ST female literacy rate, and fifth in the ST male literacy rate.

(Hirway and Mahadevia) Gandhinagar district has the maximum literacy rate of 87.9 per cent for males, followed by Ahmedabad (87.8 per cent) and Kheda (86.6 per cent). In female literacy, Ahmedabad district hints with 71.1 per cent, and Gandhinagar originates at fourth with 64.8 percent. Navsari is in second position and Surat third. In overall literacy, Ahmedabad leads tracked by Gandhinagar and Navsari. The top district in Gujarat is, nonetheless, still quite far from the achievement of Kerala. The literacy rate of Ahmedabad is 1.75 times that of

4

Source: Hirway, Prof. Indira and Dr. Darshini Mahadevia. GUJARAT HUMAN DEVELOPMENT REPORT. Ahmedabad: Mahatma Gandhi Labour Institute, 2004.

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Dahod. This indicates that there are very high intrastate inequalities with regard to literacy achievements. (Hirway and Mahadevia) FIGURE 7 INDICATORS DISTRICTS 20015

OF HUMAN DEVELOPMENT MEASURES

HDM-2,

5

Source: Hirway, Prof. Indira and Dr. Darshini Mahadevia. GUJARAT HUMAN DEVELOPMENT REPORT. Ahmedabad: Mahatma Gandhi Labour Institute, 2004.

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FIGURE 8 OVERALL GUJARAT6

AND JUVENILE SEX

RATIO

BY DISTRICTS,

1991-2001,

6

Source: Hirway, Prof. Indira and Dr. Darshini Mahadevia. GUJARAT HUMAN DEVELOPMENT REPORT. Ahmedabad: Mahatma Gandhi Labour Institute, 2004.

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FIGURE 9 SCHEDULE TRIBE STUDENTS IN PRIMARY SCHOOL7

FIGURE 10 CORRELATION TABLE REPORT, 20048

FROM

GUJARAT, HUMAN DEVELOPMENT

Strong positive correlation between Education and health sector respectively shows R2= 60.84%, R2 =57. 76% and R2 =77. 44%

7

Source: Hirway, Prof. Indira and Dr. Darshini Mahadevia. GUJARAT HUMAN DEVELOPMENT REPORT. Ahmedabad: Mahatma Gandhi Labour Institute, 2004.

8 Source: Hirway, Prof. Indira and Dr. Darshini Mahadevia. GUJARAT HUMAN DEVELOPMENT REPORT. Ahmedabad: Mahatma Gandhi Labour Institute, 2004.

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MAP 11PERCENTAGE TO TOTAL POPULATION OF ST POPULATION, 20019

Inference: Map shows the percentage of the STs Population in the district, it seems high concentration of Schedule tribe Families in, kadana and santrampur Talukas.

9

Source: Census 2001, statistics Data, Government of India

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MAP 12 PERSON LITERATES AS PERCENTAGE TO TOTAL POPULATION 200110

Inference: Map showing person literates as percentage of total population suggest area with high concentration of STs were Remain low in literate person as well.

MAP 13 PERCENTAGE OF SCHEDULED TRIBES POPULATION, VILLAGE WISE, PANCHMAHAL, 200111

10 11

Source: Census 2001, statistics Data, Government of India Source: Census 2001, statistics Data, Government of India

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MAP 14 VILLAGE LEVEL MAPS OF PERSETAGE S.T. POPULATION, APPROACH ROAD, PERSENTAGE FEMALE LITERACY ROAD, AND PERSENTAGE FEMALE LITERACY

Inference: First map shows percentage of St Population in district greater concentration of STs is shown in Red Colour. Second map shows approach paved road availability in village shocking fact, when we are seeing concentration of STs Due to due how the availability of paved approach road not there. Third map shows Female literacy rate in the district, here again those areas, which bear a big percentage of the STs Population literacy rate of female were also worst then other countries.

TABLE 4 REGIONAL DISTRIBUTION OF POPULATION IN THE DISTRICT12 Region

Contribute

to

District

Population (2001)

Population Density (Persons per Sq.km- 2001)

Godhra

19%

520

Shehera

11%

379

Lunawada

11%

370

Santrampur

11%

378

Halol

10%

378

Kalol

9%

482

Ghoghamba

9%

359

Morwa

8%

475

Kadana

5%

260

12

Census, 2001 statistics Data, Government of India

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Khanpur

4%

264

Jambughoda

2%

171

The gender composition of district population is more honest than the country norm. As per 2011 census, the territory has a gender ratio of 945 females per 100 males as against the state average ratio of 918 females per 1000 males.

Farther, the district has seen an improving trend in formal composition with the gender ratio of the district has increased from 938 females per 1000 males in 2001 to 945 females per 1000 males by 2011. Overall reserved categories contribute to 32.02 percent of the entire district population, suggesting the demand for special focus needed for the upliftment of these communities within Panchmahal.

Education attainment levels in the district are lower than the nation norm. As per 2011 estimates, the district has shown an overall literacy rate of 72.32 percent as against the country average of 79.31 percentage. Continuing regional and gender variations in literacy rates are a key business within the territory.

Urban-rural literacy gap in Panchmahal is estimated to be 18.03 percent as against the 14.58 percent of overall state. Likewise, the district still owns a male-female literacy gap of 24.12 percent as against 16.5 percent for Gujarat state. Thither is a greater need to embark gender and area specific approach in implementing mass education programs in the territorial dominion. Increasing focus on literacy is expected to create demand for teaching and training facilities within the district to sustain the economic development of the area.

TABLE 5 TALUK WISE LITERACY RATE, PANCHMAHAL13 Sr.

Name

of

No.

Block

-

-

1

Godhra

2

Morva (H)

3

the

Population all Communities

Literacy Rate (%)

Male

Male

Female

Total

Female

Total

2,02,974

1,90,372

3,93,346

82.47

53.65

68.06

77,689

75,091

1,52,780

75.34

38.13

56.73

Kalol

1,00,539

91,770

1,92,309

81.79

52.44

67.11

4

Halol

1,02,020

93,255

1,95,275

75.37

46.46

60.91

5

Ghoghamba

92656

86,918

1,79,574

60.23

27.76

43.99

13

Census, 2001 statistics Data, Government of India

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6

Santarmpur

1,11,880

1,07,136

2,19,016

75.26

45.15

60.20

7

Kadana

56,606

53,809

1,10,415

71.77

39.89

55.83

8

Shahera

1,19,102

1,12,242

2,31,344

76.52

40.06

58.29

9

Jambughoda

18,530

17,787

36,317

73.25

40.15

56.70

10

Lunawada

1,18,832

1,10,954

2,29,786

81.66

52.75

67.20

11

Khanpur

43,682

41,339

85,021

73.96

42.61

58.28

-

Total

10,44,510

9,80,673

20,25,183

75.23

43.55

59.39

3.4 GLANCE OF ISSUES IN PANCHMAHAL DISTRICT The main tribe is Bhil and the Average tribal population in the district is about 50%. As is characteristic in most tribal areas, the homesteads are scattered. The typical village consists of six to eight hamlets (“falias”) often spread over an area of 4-5 kms. The small land holdings majority of the villagers owns less than one acre of ground. The marks of poverty are present in the country in the form of material loss, isolation and disaffection. Deforestation, seasonal migration, lack of infrastructure, teaching and wellness facilities, high population growth rate, and major elements contributing to poverty.

Non availability of credit from banks or government resulting in high dependence on money lenders. No alteration has been celebrated in the trend of occupational pattern since 1961. Among the people dwelling in the Panchmahal, 89% are employed in farming and allied activities.

Unemployment is a major trouble in this country, where 96% of the rural population is considered unemployed. The deficiency of local available sources of exercise has passed to a high percentage of seasonal urban migration The bulk of people lives below the poverty line with natural resources depletion further tremendous strain on living conditions. The fact that the country is very drought prone – records record that six out of ten years is a drought year with acute shortage as a result – affects the rural economic situation, as people are strung-out on the ground water for farming. As the state is normally not 27 | P a g e

irrigated, so there is only one rain fed crop per year. The Areas Facilitated Have Not got Any Type of Industry, resulting in the Prevalence of unemployment round the year for major population. Women’s Position within the Family Is Deplorable. They Have Very Low Social Status And Practically No Economic Or Political Rights, Within And Outside The Family. The Average Female Literacy Rate of the State Is 58.6%, whereas the Talukas Average Is 45.15% .

MAP 15PANCHMAHAL DISTRICT TALUKAS MAP

MAP 16PANCHMAHAL DISTRICT TRIBAL PROMINENT TALUKAS

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CHAPTER 4. THE EXISTING REGULATORY FRAMEWORK 4.1 POLICY FRAMEWORK The 86th Amendment to the Constitution of India (2000) made education a fundamental right, calling for the State to provide free and compulsory education to all children between 6 and 14 years. At the same time Article 51 of the Constitution was amended to enjoin parents and guardians to provide education to their 6-14 year old children.

4.2 SARVA SHIKSHA ABHIYAN Over the years, several different schemes have been put in place to try and achieve Universal Elementary Education. Despite individual gains, this has contributed to a national scenario of fragmentation and overlap which is to be addressed through the creation of an overarching programme, the Sarva Shiksha Abhiyan. The Sarva Shiksha Abhiyan embraces almost all existing schemes in order to achieve convergence and coherence.

4.3 THE DISTRICT PRIMARY EDUCATION PROGRAMME The District Primary Education Programme (DPEP) was launched in 1994 with twin purposes: 1. To Operationalise Decentralized Planning And Management 2. To Accelerate The Pace Of Universalisation Of Primary Education In The Country.

Consciously the districts where female literacy was lower than the national average and where the total literacy campaign had generated enough demand for the universalisation of elementary education were selected for the implementation of the programme. DPEP aims to reduce gender and social disparities that prevail in the existing system. Its specific objectives are: •

To reduce differences in enrolment, dropout and learning achievement among gender and social groups [sic] to less than five percent;

•

To reduce overall primary dropout rate for all students to less than 10 percent;

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•

To raise average achievement levels by at least 25 percent over measured baseline levels and ensuring achievement of basic literacy and numeracy competencies and a minimum of 40 percent achievement levels in other competencies by all primary school children;

•

To provide, according to national norms, access for all children to primary education classes (I-V), i.e. primary schooling wherever possible, or its equivalent non-formal education.

[Source: DPEP Calling, Volume VI, No. 11, December 2000, Government of India, New Delhi http: www. arunmehta.freeyellow.com/bose1.htm downloaded 15.4.03]

TABLE 6 DROPOUT RATES OF SCHEDULED TRIBES AT PRIMARY & ELEMENTARY STAGES 2001 TO 2004-05 Primary (I-V) Elementary (I-VIII) Year Boys Girls Total Boys Girls Total 2001-02 51 54.1 52.3 67.3 72.7 69.5 2002-03 50.8 52.1 51.4 66.9 71.2 68.7 2003-04 49.1 48.7 48.9 69 71.4 70.1 2004-05 42.6 42 42.3 65 67.1 65.9 Source: Selected Educational Statistics 2004-05

Physical access to schooling, especially at the upper primary stage, is still an issue in some parts of the country in remote tribal areas. But targeted coverage of all eligible habitations for the upper primary school facilities will be a priority.

In some remote sparsely populated areas, it may be difficult to set up primary schools due to small number of children. This may necessitate residential schools/ hostels.

Seasonal migration is common in several tribal areas. Facilities like seasonal hostels may need to be provided in all such blocks with high level of migration to Recognizing that the STs Count among the most deprived and marginalized sections of Indian society, a host of welfare and developmental measures have been initiated for their social and economic development. Tribal Sub-Plan approach came into existence as the main strategy for the welfare and development in the

30 | P a g e

Five Year Plans. Along with core economic sectors, elementary education has been accorded priority in the tribal sub-Plan approach.

Elementary education is considered important, not only because of constitutional obligation, but as a crucial input for total development of tribal communities, particularly to build confidence among the tribes to deal with outsiders on equal terms. Help retain children in villages when parents migrate.

4.4 TRIBAL DEVELOPMENT PLAN The two main challenges in education of tribal children physical access to schooling at upper primary level and diverse socio-cultural context. In 2001, there were 14 million tribal children enrolled in elementary schools as against 20.24 million in the 6-14 years age group. Thus 6.24 million were still out of school in 2001. The cohort dropout rates among tribal children was as high as 52.3% for primary and 69.5% for upper primary. For 20% of the habitations at the primary stage and 33% at the upper primary stage, access was still an issue in 2002.

The Sarva Shiksha Abhiyan (SSA) is the flagship programme of Government of India (GoI), to achieve Universal Elementary Education (UEE) through a time bound integrated approach, in partnership with States. Launched in 2001, with a focus on decentralized planning and community ownership, SSA aims to provide useful and relevant education to all children in the 6-14 age groups by 2010. The over – arching goal of SSA is to bridge social and gender gaps in all education outcomes.

The programme has completed five years of implementation, of which the last three years were in partnership with Development Agencies, namely, The World Bank, DFID and EC. The Development Partners are now in the process of preparing the second phase of their support to this programme, which they refer to as SSA II. The Development Objective (DO) of SSA II is to significantly increase the number of 6-14 year old children, especially from special focus groups, enrolled, regularly attending, retained at elementary stage and demonstrating basic learning levels. The progress on the DO will be monitored annually for 31 | P a g e

the different social groups, i.e., Scheduled Castes (SC), Scheduled Tribes (ST), girls, minority community, Children with Special Needs, using the following key indicators: Reduction in the number of out of school children from 9.6 million to 4.9 million Increase in enrolment of each social group with references to their respective shares in the population at national, state and district levels; Improvement in: •

Attendance rates at primary and upper primary levels

•

Transition rate from primary to upper primary

•

Monitoring of Learning levels;

•

Learning levels at Grade 3

There are two key thrusts of activities financed under SSA II – (i) Universalizing access and promoting equity; and (ii) Improving quality with equity. Both of these have significant importance for the education of the children from tribal communities, given their socio economic and cultural contexts.

A second important development in the policy towards education of tribals came with recommendations of the National Policy on Education (NPE) in 1986, which specified, among other things, the following: ·

Priority will be accorded to opening primary schools in tribal areas.

·

There is a need to develop curricular and devise instructional material in tribal language at the initial stages with arrangements for gradually adopting to regional languages.

·

Promising ST youths will be encouraged to take up teaching in tribal areas.

·

Ashram schools/residential schools will be established on a large scale in tribal areas.

·

Incentives schemes will be formulated for the STs, keeping in view their special needs and lifestyle.

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4.5 SPECIAL FACILITIES AND FAVOURABLE NORMS FOR TRIBAL AREAS ·

Setting up schools, Education Guarantee scheme centres (EGS) and alternative & Innovative education (AIE) centres within 1 km of all habitations for non-enrolled children and dropouts, with relaxed norms (with 10-15 children)

·

Organizing special mainstreaming camps for out of school ST children under the AIE component.

·

Amending the school calendar in tribal areas to fit the availability patterns of local children.

·

Providing context specific interventions in the form of a hostel, incentives or a special facility as required

·

Attaching crèches and pre-school sections (anganwadis and balwadis) to schools in tribal areas to enable girls to participate in schooling by relieving them of sibling-care responsibilities.

·

Special plan for nomadic and migrant population.

·

Employing community based teachers

·

·Monitoring attendance and retention of children from weaker sections regularly

·

Provide flexibility in terms of timing, learning modalities, etc.

·

Provision of Rs. 15 lakhs to each district for special innovative activities to promote education for Scheduled Tribes.

· Focus on ST girls through NPEGEL programme and KGBV scheme. ·

For girls, under the NPEGEL programme, special focus will continue to be given to education of girls from ST communities. The scheme is targeted to educationally backward blocks where the level of rural female literacy is less than the national average and the gender gap is above the national average, as also in blocks that have at least 5% ST population and where the ST female literacy rate is below 10%.

4.6 ASHRAM SCHOOLS Ashram Schools are residential schools imparting primary, middle and secondary education to ST boys and girls.

The Ashram Schools which are run by State Governments have been an important tool to give formal education to ST children at the elementary level.

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The National Policy of Education (NPE) 1986 and the Programme for Action Plan, 1992 accord priority for establishment of Ashram schools on a large scale.

4.7 KASTURBA GANDHI BALIKA VIDYALAYA (KGBV) schools will continue to be provided for girls in educationally backward blocks, where a minimum of 75% girls enrolled are to be from ST, SC, OBC Minority Communities. A total 2180 KGBVs (Residential Schools for older girls) have been sanctioned in the country out of which 457 KGBVs are located in Scheduled Tribe concentrated blocks. Total enrolment in all KGB is 80853, of which 23298 are Scheduled Tribe girls which is 29% of the total enrolment.

4.8 INSTITUTIONAL ARRANGEMENTS AND CAPACITY The District and State Education Offices have officers specifically designated to ensure that the provisions for the special groups and for tribal areas and children are implemented. When necessary, the district units draw on the expertise of NGOs and other institutions, which have worked with tribal people in the field of education. Such expertise is available and is particularly useful in the community mobilization and pedagogical dimensions. Specialized institutions (such as the District Institutes of Education and Training) are also available to assist in the development implementation and management of activities as required. SSA staffs are trained to carry out the special activities in tribal areas with the necessary sensitivity and diligence.

The districts with large tribal populations are specifically provided with Tribal District Coordinators. The educational system and several of the related institutions have outreach capacity, which will be utilized and developed as needed to serve tribal areas. Specialists in tribal education are engaged, for example, in the planning and monitoring activities of SSA. 4.9 MONITORING AND EVALUATION The educational progress of ST children is monitored through the DISE based Education Management Information System (EMIS). EMIS data are analysed at district and State levels and provide all relevant school strategies disaggregated by ST category. The EMIS relates school level data to community 34 | P a g e

information gathered through surveys. Schools are encouraged to share all information with communities (including information on grants received).

Notice boards are to be put up in schools for this purpose triggering both transparency and accountability to communities. In addition, the VECs or user groups, including tribal people, are responsible for continuous monitoring of activities in their areas, and provide feedback to local teachers and officials. The user groups also interact with local groups during their activities, such as village meetings, enrolment drives etc. Household surveys give disaggregated data for Scheduled Tribes by age, gender, drop out and never enrolled.

The SSA has established benchmarks for coverage and achievements during period of implementation, which would be used to monitor implementation progress. SSA has a detailed Monitoring & Evaluation Component in place in which research and academic institutions all over the country carry out continuous and comprehensive monitoring of SSA. The Quality monitoring tools cover school attendance and pedagogic aspects of tribal education. 42 Autonomous Monitoring Institutes are involved in monitoring, the field aspects of SSA and their reporting format has special reference to Scheduled Tribes like: ·

Textbooks – Total number of children (district wise) to whom free textbooks are distributed in the State with a particular reference to STs.

·

Enrolment in Schools – Enrolment of children belongs to STs.

·

VEC - Representation of women and persons belonging to ST communities and their regular participation in the VEC meetings.

· KGBV & ST participation of girls etc.

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CHAPTER 5. CASE STUDIES- SELECTED VILLAGES FROM THE STUDY AREA 5.1 UNIVERSES OF STUDY MAP 17 SCHOOL IN PANCHMAHAL

The study is based on the sample survey. Multi stage random and purposive sampling has been observed. In the beginning phase, the concentrated tribal of Panchmahal District namely, Santarmpur was chosen purposefully due to its large tribal population. The Talukas of the Panchmahal where the work has been ranked in a descending order based on the proportion of tribal population in each Talukas. First and last ranking Village in terms of concentration of ST population of each of the Talukas have been chosen for the survey. The names of the villages have also been discussed with the officials and established on their recommendation and suggestion substitute Villages were selected for delivering a high ST population, Female literacy rate, Population literacy.

Two small Villages have been selected from Santrampur Talukas randomly and purposively. While selecting a blocks concentration of ST population, Female literacy rate, Population literacy and district level officials' suggestions were the leading force. So a total of 112 families has been planned and included in the sight as per plan presented in the next table.

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TABLE 7 SAMPLE SIZE CALCULATIONS ST Population, Household size: Margin of error: Confidence level: Determine the required sample size: Actual Sample Surveyed Current Margin of error: Confidence level:

3301 5% 95% 345 112 8% 90%

5.2 SAMPLE VILLAGE CHARACTERISTICS Villages selected for a survey based on their ST pop. Percentage, then based on observation, structured interviews with household conducted.

TABLE 8 SCHOOLS IN PANCHMAHAL Class Primary Primary with UP UP

Villages 765 756 21

Schools 1203 1381 29

Source: SSA Report 2012-2013 TABLE 9 SCHOOLS IN SANTRAMPUR Class Primary Primary with UP UP Source: SSA Report 2012-2013

Villages 103 88 1

Schools 174 155 2

GRAPH 1 CASTE CATEGORY OF SURVEYED SAMPLE POPULATION Schedule Tribe

Schedule Caste

OBC

Genaral 0

10

20

30

40

50

60

70

80

90

Source: Author, Primary Sample Survey, 2014

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MAP 18 SCHOOLS IN SANTRAMPUR

MAP 19 SANTRAMPUR VILLAGE

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MAP 20 SCHEDULE TRIBE POPULATION (%), SANTRAMPUR

GRAPH 2SCHADULE TRIBE POPULATION DISTRIBUTION IN SANTRAMPUR VILLAGE

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MAP 21 FEMALE LITERACY RATE IN SANTRAMPUR

GRAPH 3 FEMALE LITERACY DISTRIBUTION IN SANTRAMPUR VILLAGE

TABLE 10 LITERACY RATE 2001-2011 Village Literacy Rate (%) 2001

Babrol

Literacy Rate (%) 2011

Persons

Males

Females

Persons

Males

Females

59.9%

73.1%

47.0%

59%

68%

49%

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Nani Sarsan

74.5%

87.0%

61.4%

69%

77%

61%

TABLE 11 PROPORTION OF STS TO TOTAL POPULATION (%) Village Proportion of STs to Total Proportion of STs to Population (%) 2001 Total Population (%)2011 Babrol

94%

94.7

Nani Sarsan

41%

35.3

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VILLAGE: NANI SARSAN Name of the Block: Santrampur MAP 22 NANI SARSSAN ADMIN. BOUNDRIES

Composition of Gram Panchayat caste wise and sex wise Sr. no 1

Name

Sex

Age Caste

Land ownership YES

Chandana Raman Dhula Male 45 ST (Sarpanch) 2 Gosai Bharatgiri Balgiri Male 43 OBC YES 3 Patel Lalabhai Hirabhai Male 52 Others YES 4 Damor Lalabhai Mangabhai Male 40 ST YES 5 Bariya Bhaikaka Kalubhai Male 38 ST YES 6 Dhamot Laxmanbhai Male 58 ST YES Rumalbhai 7 Bariya Lilaben Bhalabhai Female 38 ST YES 8 Bariya Dariyaben Female 35 ST YES Shalambhai Inference: The Sarpanch seat is reserved for ST. out of 8 members, 2 are women.

And caste wise distribution is ST- 6, OBC - 1 and other - 1. The Sarpanch has been getting elected uncontested for the last 3 terms.

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The average income of the families studied can be seen in the following table TABLE 12 AVERAGE INCOME OF THE FAMILIES STUDIED Average annual income Number of families 0-25000 25000-50000 50000-75000 75000-100000 100000-200000 200000-500000 >500000 Total

9 12 8 2 5 3 1 40

Inference: Thus the bulk of the families is below 1 lakh income. And one notable feature which is lacking is that number of SC or ST family has an income more than 150000. That means all the families with greater income belong to General or OBC groups. This shows clusters of poverty in ST and SC households.

TABLE 13FALIAWISE SAMPLE SELECTION IN NANI SARSAN VILLAGE Sr. Name Number % Of Number Of Main Castes Of No Of Of Household Households This Hamlet Hamlet Household In Each Sampled Hamlet 1 Prajapati 48 28% 11 Prajapati (OBC) – Falia potters 2 Patel 45 27% 11 Patel (General) Falia 3 Vankar 25 15% 6 Vankar (SC) Falia traditionally weavers 4 Pagi 19 11% 4 Bhil (ST) Falia 5 Dudheli 32 19% 8 Bhil (ST) Falia Total 169 40



Total Population - 860



Sex wise distribution of population



Male - 425



Female – 435

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

Caste wise distribution of population



Scheduled castes - 96



Scheduled tribes - 349



Other-415

TABLE 14 SEX WISE LITERACY RATE OF BABROL VILLAGE P_LIT M_LIT F_LIT P_ILL M_ILL F_ILL 591 327 264 269 98 171 55% 45% 36% 64%

Literacy Campaign a. No adult literacy centres in the village, therefore no adult literacy movement is more or less b. Under Sarva Shiksha Abhiyan, 100% student enrolment is done, but the real problem here is the dropout.

Infrastructural Facilities 

One primary school and one higher secondary school available in the village



Sanitation for boys and girls separately in both the schools



The kitchen sheds for midday meal is in working condition

Dropout Rates of the Primary School TABLE 15 DROPOUT RATES OF THE PRIMARY SCHOOL, NANI SARSAN Sex SC ST OBC General Total Male 0 50 20 0 70 Female 0 80 30 0 110

TABLE 16 DROPOUT RATES OF THE HIGH SECONDARY SCHOOL, NANI SARSAN Sex SC ST OBC General Total Male

0

52

0

4

56

Female

0

9

0

0

9

Inference: There is a negligible dropout in the SC and General castes whereas it is the highest in STs. The dropout in the higher secondary shows that the male

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dropouts are greater than female dropouts. This may be ascribable to the fact that those who send their female children to higher secondary are usually highly motivated Teacher Student Ratio 

In primary school - 8 teachers / 241 students i.e. 1 teacher for 30 students



In the high secondary school - 21 teachers / 616 students i.e.

One teacher for 29.33 or more students

Discrimination in terms of sex of the youngster Primary school Higher secondary school Sex Number of % of total Number of Number of % of the student’s students student’s total population Male 130 54% 400 65% Female 111 46% 216 35% Total 241 616

Inference: Thus, there is a sharp drop from 46% in primary to 35% in the secondary school in females. It is not enough to enrolment and complete the primary instruction. If the females are to be empowered, they should be encouraged to meditate at least till graduation. Only the reality is starkly different. 

Thither is a stark difference when it comes to the secondary and higher secondary level, which will be apparent from the following images



At that place is also male dominance in the high secondary school teachers, which may be ascribable to the fact that females are not given enough financial support to produce up to M.A., B.Ed. Or similar. It is apparent from the accompanying table

Sex Male Female Total

Primary school Number of % of total Teachers teachers 4 50% 4 50% 8

Higher secondary school Number of % of total Teachers teachers 17 81% 4 19% 21

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GLIMPSE OF PATEL FLIYAA PRATHMIK SCHOOL AT BAROL VILLAGE

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MAP 23 BABROL VILLAGE ADMIN. BOUNDARY

TABLE 17 CROP CALENDER

Crops

Jan Feb Mar April May June July August Sep Oct Nov Dec

Bajra Groundnut Cotton Wheat Cumin Pulses Corn -SOWING PERIOD -HARVESTING PERIOD

VILLAGE: BABROL Total Population – 4592

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Sr. No

Name Of Hamlet

Number % Of Number Of Of Household Households Household In Each Sampled Hamlet

Main Castes Of This Hamlet

1

Nisar Falia

102

12%

11

2

Patel Falia

155

18%

11

3

Pagi Falia

125

15%

6

Khanta (ST) Patel (General) Bhil (ST)

4

Dudheli Falia

78

9%

7

Bhil (ST)

5

Chamar Falia

76

9%

6

6

Rabari Falia

189

22%

11

Chamar (ST) Rabari

7

Nayak Falia

123

15%

7

Nayak

100%

59

Total 848 Sex wise distribution of population 

Male - 2319



Female – 2273 Caste wise distribution of population



Scheduled castes - 107



Scheduled tribes - 4312



Other-280

P_LIT 2696

M_LIT 1587 59%

F_LIT 1109 41%

P_ILL 1896

M_ILL 732 39%

F_ILL 1164 61%

Tribal Drop-Outs: Diverse Perspectives 7th standard drop-out boy of 15years ― I came back to my colony during a Diwali vacation and could not go back to school soon after the vacation owing to financial problem. But, when I went back to school, I could not follow the classes and left the school” There are also instances of a child dropping out following the drop-out of a sibling. ―When my brother left the school, I too left the school”

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26 year old, 8th standard drop-out woman “While studying for my school final, a proposal came from my own settlement and I got married, giving up my studies. Now I have a child” In the words of the headmaster of the Ashram School: “The parents of these students do not have any relationship with the society outside and are unaware of the importance of education. All teachers are talented. Usually a child comes to the 1st standard with some knowledge about the alphabets. But in the case of the Ashram school children, they know nothing when they come to the 1st standard. Teaching such children is a herculean task”.

In the case of girl students, a prominent reason for drop-out is their early marriages. A teacher recalls: “Last year a girl of 7th standard went to her home for vacation and got married and stopped education. One of my students who was good in writing poems and stories also did not come back to school after vacation. Later I came to know from her friend that she got married”.

A mother of three children from Babrol, who studied up to Pre-degree emotionally alleged that teaching is a business for the Ashram school teachers.

According to her, one day she enquired about the future of the children and asked what could be done for the improvement of the children‘s education, and apparently, the headmaster of the school replied that they are not bothered about such things and that they need to teach only those who came to study and cannot be bothered about the others who did not return to school. According to her, teachers are least committed. She continues: “In the Ashram school all children belong to one community and therefore they mingle only with their own community members. They do not have a chance to see the students from other communities. Their communication is only about their own culture and nothing else. So there is no change in their outlook and no development socially, mentally and intellectually”.

She complains about the low standard of education in the school also.

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“Here, in our colony, a student who has studied up to school final cannot count up to 1000. Their knowledge is limited to their books only. In the Ashram school they are living in a cage from 5 years to 15 years. They do not have any love towards their parents also. In the Ashram school they live like orphans. We love our children and we would like to be with our children. I think the main reason for drop-out is the lack of love from their parents. The children living in the settlement are smarter than those in the Ashram school.”

Perspectives of the Drop-out Children: In contrast to the views of the Ashram school teachers and staff, my field work in the tribal settlements and interaction with drop-out children students gave a different picture of the issue.

“I don’t like someone forcing me to get up early in the morning. So, I was unhappy living in the hostel… Subjects like Gujarti and Science are good for me, but, English, Hindi and Mathematics are very tough. I could not follow English and Hindi classes. Whenever I commit mistakes, in front of others, teachers used to scold me, beat and pinch my ears. You ask others, almost 90% of the children have similar experiences. See, their beating caused swelling on my legs. Moreover, the staffs ridicule us by calling “adivasi‟. Fed up with all these, my two friends and I decided to run away from the school. One day, we climbed on the compound wall and got on to the branch of a tree outside that was almost touching the compound wall, climbed down, and somehow or other managed to reach our settlement”, Says a 13year old 7th standard boy of Nani sarsan village who is a drop-out.

The female drop-outs who got married are having children and are found busy running their family life and only a few showed interest in continuing their studies. But majority of the male drop-outs who are currently engaged in forest related livelihood activities expressed their willingness to continue their education. But the drop-out children, who would like to continue their studies have unanimously opined that they would like to study if the school is run in their settlement and the teacher can come to the settlement school in the morning and leave the settlement in the evening. The reason they give for such a suggestion is not surprising: ―If the school is in the colony, we can go back to 50 | P a g e

our homes in the evening, we can be with our parents, family and friends; go for swimming and fishing and roam inside the forest. In Ashram school, we feel like living in jails”. Thus, for these children, like anyone else, freedom is the most important thing in their life and they cannot bear sacrificing it. As Amrtya Sen (2000) forcefully put it, development and freedom go hand-in-hand. The absence of freedom or a feeling of disempowerment can lead to a sense of alienation, subjugation, and oppression and as Sen puts it, limits one‘s capacity.

CASE STUDY-1 OF CONSTRUCTION LABOURER 

Education till 10th STD (Topper from his School)



Age: 35 year



Occupation: Construction Labor (Mazoor)



Migration: From Nani Sarsan Village to Santrampur (urban) since last 2-3 year



Current living place: Santrampur



Wife Age: 29 year



Education –Illiterate



Children: Four children (every birth happened in the hospital –he received 500/- per childbirth in hospital)



Agricultural Land: 4-5 bhiga



Crops: (Makkai) Corn, straw

Rs.70, 000/- Loan for agriculture purpose from One money Lender from his village taken Last year still unpaid. Productivity and returns of these year Crop, consistently turning down. Cites the lack of irrigation opportunities leaves him vulnerable to the vagaries of nature. Will be compelled to sell his domain in the future if the same the same situation persists in the hereafter.

CASE STUDY-2 CONSTRUCTION LABOURER (SANTRAMPUR) 

Education till 7th STD



Age: 31 year



Occupation: construction labour (Karigar)



Migration: From Dahod to Santrampur Since last 7-8 year



Place of current living: Santrampur



Wife Age: 28 year 51 | P a g e



Education –Illiterate

Total six children, but only 4 kids are alive now, Second child died in case of pesticide. (7 month in womb, death), Early Child Marriage at the age of he was 15 years old,Two children Preeti and Bhaveen stay with him in his construction site at Santrampur,Unaware about Educational fundamental rights ,Working for low wages ,Due to fiscal troubles, resulting from lack of irrigation opportunities, he was pressured to chuck out of his entire land holding, and shift to Santrampur.

With a meagre salary of 15000 and a family of 4 he is now scrambling to make his both ends touch. Rising inflation and nearly a static salary, his hopes for a sound future are quiet dime. He wishes to educate his children so that they do not live his life.

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CHAPTER 6 – CONCLUSIONS 6.1STAKEHOLDER PERCEPTIONS:

Student

Teacher

(Stakeholders)

Parents

Students:



Migrate with Parents for Work



Low quality of education



Lack of support from parents

Teacher:



less teacher parents meeting



Sometimes rude and non-participatory nature of parents



Very few Training season conducted for teachers

Parents: 

Financing Child's Education



Lake of Awareness about educational schemes



Low employment opportunity in village forcing them to migrate



Cluster of poverty in ST households

Under Sarva Shiksha Abhiyan, student enrolment is done effectively, but the real problem here is the dropout. Dropout Rate for Schedule tribe Boys in

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Primary level of Education and same is seen for Female in higher secondary School Male dominance in the higher secondary school teachers.

6.2THE PROBLEM OF TRIBAL DROP-OUTS The issues of tribal drop-outs is multi-faceted and Multidimensional and not as simple as can be captured by the term long absence during months May-June and Oct-Nov. (sowing and harvesting period)

The concept of ashram school exclusively for PTGs needs a rethinking at this point. Spending their life in settlement as well as in school with the same community members do not give these children opportunities to mingle with the cultures outside. The need of knowing and getting in touch with other cultures has been expressed by the informants within and outside the tribal group.

Schedule tribe Children had successfully completed their school final from the Ashram school, but none could purse higher education owing to the problem cited. Also they are handicapped due to their financial difficulties. Likewise, the same number of students had studied up to their school final and dropped out with the view that there is no meaning in further studies and also no scope for job. Therefore, upgrading of Ashram school up to degree level providing appropriate courses suitable to the communities and sufficient financial assistance to them is suggested for encouraging them stay on in education.

The content of education should boost their cultural norms so as to make them proud of their culture, rather than embarrassing them. The kind of education provided now does not take into the consideration of these aspects. The syllabus may also include vocational training courses suitable to the children.

Since these tribal children are very active in extra-curricular activities, those who can perform well in such activities can be given special coaching/training and they may be fine-tuned to get careers in the field of Sports and Arts.

In conclusion, it may be noted that access to inclusive and quality education alone would help these particularly vulnerable indigenous communities to get 54 | P a g e

empowered to integrate with the mainstream without losing their identity, ―developing along the lines of their own genius, as Jawaharlal Nehru, the first Prime Minister of the country evocatively and insightfully put it.

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ANNEXURE 1 – SURVEY QUESTIONNAIRE INTRODUCTION AND INFORMED CONSENT Namaste. My name is Taha Padrawala and I am a Student of CEPT University.

We are conducting a survey about the health and Education of women, men, and children, including information on household membership, living conditions, and use of health facilities. We would very much value the participation of your household in this view.

I would like to require you some questions about your home. The survey usually takes around 15 minutes to fill out.

Any data you supply will be held strictly confidential.

Participation in this study is voluntary and you can opt not to resolve any question or all of the interrogations. Nevertheless, we trust that you will take part in this sketch for your participation is significant.

GIVE CARD WITH CONTACT INFORMATION. May I start the interview today?

1. Name of Head of Family: 2. Age: 3. Sex: 4. Name of Village/ Vasti: 5. Religion: 6. Caste: 7. Family Profile: S. Name No.

Relationship Sex Age Education Occupation Income with family head

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8. School availability in the village: 1) Pre Primary 3) Secondary

2) Primary 4) Higher secondary

9. Distance for school?

1) Less than 1/2 K.M. 3) 1 K.M.

2) ½ K.M. 4) More than 1 K.M.

10. Do you want to send your child in school? a) Have you ever been to school? b) What is highest standard you completed?

c) Do you send your girl child into school? d) You feel that girl’s education is important to you? e) How much money is spent on girls’ education?

f) Do you know about educational facilities for girls?

g) What sort of relationship do you receive with outside your community members?

h) Do you think they will accept that?

i)

What sort of troubles do you face due to stigma on you as a criminal tribe?

j)

Is villagers allowed your girl child in the school?

k) What is the teacher’s attitude towards your children?

l)

You feel you should educate your girl child

m) What do you believe about your girl child’s future?

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11) Women: Why don’t you study? a) Are you cognizant about the importance of teaching? b) Are you known that education is a fundamental right an important for their children’s?

12) Why don’t you go for further studies?

13) Do you want to study?

14) What would you like to be in the future?

15) Teacher’s attitude towards you, do they behave differently with you? a) What is your participation in classroom, how teacher takes incentive to consider your participation in class? b) Did you perform any work in last seven days? c) How much money you earn weekly? d) What is your occupation that is, what sort of employment do you mainly serve? e) Do you own any land? How much is it? f) Socio economic condition, Community practices, beliefs, Women’s status in the community,

MIGRATION: 16) Do you migrate?

1) Yes

2) No

17) How much do you migrate?

1) Once in a year

2) Twice in a year

3) Threes in a year

4) More than three times in a year 18) Nature of migration: Seasonal, permanent 1) Seasonal

Periodic

Other 58 | P a g e

19) Why do you migrate?

20) What happen with your children’s education when you migrate?

21) Where do you migrate?

ATTITUDES TOWARDS GENDER ROLES In a couple, who do you think should have greater say in each of the following decisions: the husband, the wife or both equally a. Making a major household purchase? b. Making purchases for everyday family needs? c. Deciding about visits to the wife's family or relatives? d. Determining what to behave with the money the wife brings in from her workplace? e. Determining how many kids to give birth?

Sometimes a husband is annoyed or angered by things that his married woman gets along. In your view, is a husband justified in striking or sticking his wife in the following situations: YES/NO KNOW a. If she runs out without telling him? GOES OUT b. If she neglects the house or the children? NEGL. CHILDREN c. If she argues with him? ARGUES d. If she refuses to have sex with him? e. If she doesn't cook food right? (REFUSES SEX, POOR COOKING) f. If he suspects her of being unfaithful? g. If she shows disrespect for in-laws? (UNFAITHFUL, DISRESPECT) Who decides how your earnings will be used: mainly you, mainly your wife, or you and your wife jointly?

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INTERVIEW GUIDE WITH NON ADIVASI PEOPLE IN THE VILLAGE: 1) Name: 2) Age: 3) Sex: 4) Name of the village: 5) What do you think about Adivasi’s in your village?

6) Do you think Adivasi’s also should get an education? Y/N If Yes Why / If Know Why 7) Are they participating in your cultural ceremony?

8) How is their cultural form you and you feel that this casus a less participation of girls in education from Adivasi’s community?

9) Does you employing them in your farm or home?

10) Do you have any economic transaction with them?

11) Do you feel that Adivasi’s girls also should get an education as girl like you?

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C.Mehta, Arun. Student Flow at Primary Level An Analysis based on DISE Data. Delhi: National University of Educational Planning and Administration, April 2007.

Das, Maitreyi Bordia, et al. “India’s Adivasis.” Indigenous peoples country brief Indigenous Peoples country brief ; no. 4 (2011). English. <http://documents.worldbank.org/curated/en/2011/01/15199419/indias -adivasis#>.

Dr. Darshana Padia. “District Human Development Reports in Gujarat:Tool for Mainstreaming Human Development in Planning.” 2010.

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Gujarat Forest Department. “Working Plan for Forest of Panchmahal and Kheda.” 1996.

Hirway, Prof. Indira and Dr. Darshini Mahadevia. GUJARAT HUMAN DEVELOPMENT REPORT. Ahmedabad: Mahatma Gandhi Labour Institute, 2004.

International Labour Office . Global Employment Trends 2013 Recovering from a second jobs di. GENEVA: INTERNATIONAL LABOUR OFFICE, 2013.

Jega, Farouk Muhammad. “Contracting Out to Improve Maternal Health: Evaluating the Quality of Care under the Chiranjeevi Yojana in Gujarat, India.” November 2007.

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Krishna, Anirudh, et al. “Falling into Poverty in a High-Growth State.”

Economic and Political Weekly (December 6, 2003): 5171-5179.

English.

Mahadevia, Dr.Darshini. Econimic Growth and Envirnmental Degradation: Case

of

Gujarat.

New

Delhi:

Research

Foundation

for

science,Technology and Ecology, 1999.

MSME – DEVELOPMENT INSTITUTE. Brief Industrial Profile of Panchmahal District. Ahmedabad: Ministry of MSME, n.d.

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Panchal, Sanskruti. MOVING OUT OF POVERTY A Case study of PanchaMahal District. Thesis. Ahmedabad: School of planning ,Centre for Environmental planning and Technology, 2011.

Planning Commission. National Human development Report 2001. Delhi: Planning Commission,Goverment of India, March 2002.

S. Misra, S.L. Kantharia & J.R. Damor. “Prevalence of goitre in 6 -12 years school-going children of Panchmahal district in Gujarat, India.” Indian J Med Res 126 (March 9, 2006): 475-479.

Shiva Kumar, A.K. The UNDP’s Human Development Index. UNDP. New York.: Oxford University Press., 1990.

Social Action for Rural & Tribal In-Habitants of India (Sarthi). “http://sarthigodhar.in/major-problems-of-the-area/.” www.sarthigodhar.in/.

n.d.

<http://sarthigodhar.in/category/situation-of-

women/>.

Society for Regional Research and Analysis. Migrati on of Tribal Women: Its Socio economic Effects - An in-depth Study of Chhatisgarh, Jharkhand, M.P and Orissa. Delhi: Planning Commission, October 2010.

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Tandon, Sonali. An Integrated Socio-Economic and Environmental Planning Framework for Industrial Location. Thesis Report. Ahmadabad: CEPT University, 2010.

“Welfare of SC, ST and Other Backward Classes.” n.d. www.spc.tn.gov.in.

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<http://www.spc.tn.gov.in/tenthplan/CH_8_1.PDF

(http://www.spc.tn.gov.in/tenthplan/CH_8_1.PDF)>.

WEB SITES http://www.censusindia.gov.in/DigitalLibrary/Tables.aspx http://www.census2011.co.in/ http://www.spc.tn.gov.in/ http://sarthigodhar.in/ http://documents.worldbank.org/

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