Educational Aspiration of Tribal Students in Relation to Teachers Perspectives and School Culture A Study

Abstract

The Constitutional provisions for tribals were made through fifth schedule, created separate National Commission for Scheduled Tribe (NCST). Government launched tribal sub-plan scheme as a part of Integrated Tribal Development project. Welfare initiatives were implemented through tribal sub-plan scheme in tribal populated areas. Education of tribals was one of the major initiatives under tribal sub-plan scheme. Tribal Welfare Ministry and the separate Tribal Development Department were created to manage tribal welfare activities. Creation of hostels in urban areas, residential Ashram Schools in rural remote areas, monthly scholarship etc. initiatives were taken to attract tribal children in education system. The government reports and other research studies shows that there is huge gap of education between tribal and other population. The drop out rate is maximum in tribal groups as compare to all other groups. The participation in higher education is also the worrisome situation. By considering education is the means of achievement of social-economic and political mobility, the present study was initiated to study tribal students choices for education. The government reports and other research studies show that there is huge gap of education between tribal and other population. Though due to universalisation of primary and elementary education the hundred percent enrolment is achieved at entry level but those students could not sustain in schooling till secondary and higher secondary level. The drop out rate is maximum in tribal groups as compare to all other groups. The participation in higher education is also the worrisome situation. The causes of this condition were mostly fixed with physical infrastructure, teachers incapability, parents unawareness. This study is an attempt to understand the reasons of their low participation in higher education through the study of educational aspiration in relation to teacher s perspectives and school culture. The case study was conducted in residential government se