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Parishodh Journal

ISSN NO:2347-6648

Full Paper-
Impact of Higher Educational Institutions on the Tribal of Odisha: A Sociological
Analysis

Subal Tandi

PhD Research Scholar in Sociology,
Department of Humanities and Social Sciences, Central University of Jharkhand, Brambe, Ranchi,
E-mail: [email protected] Phone No: 91 (0) 9337180798

Dr.Rabindranath Sarma

Associate Professor
Head, Department of Tribal Studies Dean, School for the Study of Culture
Central University of Jharkhand, Brambe, Ranchi,
Email ID: [email protected]
Phone No: 91(0) 7549198583 (M)

Abstract

Education is the key that opens the door of human life. Higher educational institution is the most important instrument for human resource development as well as a very important for life circle. Higher education is widely accepted as the essential tool for the developmental goals and awareness of constitutional rights and duties among the people of a nation in general and community in particular has a great significance in the context of developing countries like India. The objective of this studies that discuss impact of higher educational institution in particular and higher education in general on tribal community in Odisha. The finding of this paper that a pivotal role in social change of tribal community due to higher educational institutions and it brings perfect life, radical transformation in outlook an upward mobility in social status, and perception of tribal of Odisha.

Keywords- Education, Higher Education, Institution, Tribal Community, Social
Change

Introduction:

Historically, Schedule Tribes are the original inhabitants of India. They face exclusion from the mainstream society because of their physical isolation in remote parts of the country. Scheduled Tribes have been economically marginal, geographically, and socially

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isolated group. Generally, The Tribal people reside in isolated places situated in remote areas of forests, islands, hills etc. These communities are not able to access basic facilities such as educational institution, hospitals and other basic amenities due to their remoteness. All these factors have led to the socio-economic backwardness of the community (Thorat & Senapati, 2007).

Traditionally referred to as adivasis, vanbasis, tribes, or tribals, STs constitute about
8% of the Indian population. There are 573 Scheduled Tribes living in different parts of the country, having their own languages different from the one mostly spoken in the State where they live. There are more than 270 such languages in India. Realizing that Scheduled Tribes are one of the most deprived and marginalized groups with respect to education, a host of programs and measures were initiated ever since the Independence. Elementary education is a priority area in the Tribal sub-plans from the 5th Five Year Plan. Education of ST children is considered important, not only because of the Constitutional obligation but also as a crucial input for total development of tribal communities (Behera, 2014).

According to the 2011 census, In India, Scheduled Tribes constitute 8.6 percent of total population numbering 104.28 million. More than half of the Scheduled Tribe population is concentrated in the States of Madhya Pradesh, Chhattisgarh, Maharashtra, Odisha, Jharkhand and Gujarat (Census of India, 2011). STs comprise 22.84 percent of the state Odisha. About 45 percent of Odisha is classified as Scheduled Area under Schedule of the constitution, which identifies special privileges for those areas where the majority of the population belong to Scheduled Tribes (ibid).

Statement of the Problems

Odisha is stills backed as underdeveloped so as to the tribal’s higher education is

concerned. A verity of issues and concerns related to affirmative action policy in the state in the case higher education. But these concerned and issues the planned strategies and invention will never work properly. However, in order to develop and raise their level of aspiration, adequate higher educational opportunities are to be provided so that the tribal students get motivated to participate in the mainstream of higher education system. Even those who have chosen higher education they face number of following; low economic condition, inadequate scholarship system, language barrier, difficult to get constitutional right, lack participation in the mainstream society (Tandi and Tandi, 2019).

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The Human Development Report (HDR) 2014 has brought out the persistent low score in terms of Human Development Index (HDI) (0.582) and low Mean Years of Schooling (MYS) (4.4) as against around 11- 12 years for most of the developed countries. Besides in case of higher education despite the substantial increase in Gross Enrolment Ratio (GER) from 10% to around 17% (2014) India position in GER is significantly lower than China (35%), Russia (75%) and USA (95%). The 12th plan aims at GER of 25% by 2017 while identifying Equity, Access and Excellence as the three thrust areas for achieving higher inclusive growth. The constitution explicitly provides for affirmative action in respect of disadvantaged section like SC/ST. As a follow up to the Sachhar Committee Report several initiatives have been taken in respect of Muslims. Despite such initiatives access to higher education remains asymmetrical amongst different sections of society. Further manifold reasons contribute to consistently mediocre quality in higher education barring a few elite institutions like IITs, IIMs, ISCs and National Law Schools (Bal, 2014).

Higher educational Institutions in India

Table No. 1.Number of Recognized institutions in Higher Education: 2015-16
Sl. No 1

  • Institutions
  • Number

  • 43
  • Central University

Central Open University State Open University State Private Open University State Public University State Private University Deemed University Institution of National Importance Institutions Under State Legislative Act Others

  • 2
  • 1

  • 3
  • 13

  • 4
  • 1

  • 5
  • 329

197 122 75
678

  • 9
  • 5

10 11 12 13 14 15
13

  • Total
  • 799

39071 3867 435 3060
Colleges Diploma Level Technical PGDM Diploma Level Nursing

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16 17 18
Diploma Level Teacher Training Institute under Ministries Total
4403 158 11923
Source: Educational statistic at a glance (2018), Government of India, Ministry of Human Resource Development, Department of School Education & Literacy Statistics Division, New Delhi, pp.7.

In the above table mentions that there are 17 important higher educational institutions of India listed, total number of university and institution of national importance were 799. There were 39071 numbers of college in India and total 11,923 higher educational institutions which based on diploma and management level institutions in India in 2014-16.

Enrolment in higher education in India

Table No. 2. Level- Wise Enrolment in higher education: 2015-16 (In Thousands)

  • Sl. No
  • Level of Higher All Categories

Education
Male 75
Female 52
Total

  • 127
  • 1

23456789
Ph. D

  • M. Phil
  • 17
  • 25
  • 42

  • Post Graduate
  • 1818
  • 2099

12809 106
3917 27421 229
Under Graduate 14612 P.G Diploma Diploma Certificate Integrated Total
123 1793 63

  • 756
  • 2549

  • 144
  • 81

  • 93
  • 63
  • 156

  • 18594
  • 15991
  • 34585

Source- Ibid, pp.8

In the above table shows that there were 34,585,000 students enrolled in 2015-16. The maximum numbers of students were Under Graduate which is 27,421,000 and 42 thousands M.phil students enrolled in same year which is lowest in comparison to others. The highest number of female enrolled in Post Graduate and Certificate course as compared to male students.

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Table No. 3. Percentage Enrolment in Various Disciplines Level in Higher Education: 2015- 16

  • Sl. No Discipline
  • Ph. D
  • P.G
  • U.G

Arts/ Humanities and 12.56 Social Sciences

  • 17.52
  • 40.08

Engineering Technology Commerce

  • & 24.19
  • 6.69
  • 15.57

2.74 2.11 0.51 5.49 2.19 0.88 5.03 4.14 26.25 10.08
10.75 4.95
14.14 N.A N.A N.A 2.50 1.20 1.91 3.30 16.04 1.62
Foreign Language Home Science Indian Language I.T & Computer Law
0.26 8.77 6.22 0.66
Management Medical Science Science
15.28 3.33 13.00

  • 12.00
  • Others

Source- Ibid, pp.9

In the table highlighted that maximum 26.25 percent PhD Scholar from science discipline and keep the second position Engineering and Technology is 24.19 percent. The third number position is Arts/Humanities and Social Sciences which are 12.56 percent and the lowest number of PhD Scholar in Home Sciences discipline are 0.51 percent.

Arts/Humanities and Social Sciences discipline is the highest percentage of Post
Graduate students which is 17.52 percent and second percentage (15.28%) belong from management discipline. It also 40.08 percentage of students from Arts/Humanities and Social Sciences discipline which is highest as compared to others discipline.

Gross Enrolment Ratio in Higher Education

The gross enrolment ratio in higher education in all over India (at the age 18-23 years) discussed that is shown in the following table.

Table No 4.Percentage of Gross Enrolment Ratio in Higher Education

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  • Year
  • ST Male

9.5
ST Female 5.5 6.7 6.7 7.5 9.5 9.7 9.7 10.6
Total 7.5 9.5 9.2 10.3 11.2 11.0 11.0 12.0
2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
12.4 11.6 13.1 12.9 12.4 12.4 13.3

Source: All India Survey on Higher Education. (2013 - 2014). Government of India, Ministry of Human Resource Development, Department of Higher Education, New Delhi., Ch. 2, Cited in Majumdar and Sikdar, 2017, pp-12).

In the above table shows that the total number of tribal students were 7.5 percent GER in higher education in 2006-07, males were 9.5 and female were 5.5 percent. It was gradually increased 13.3 (male) and 10.6 (female) out of total 12 percent tribal students in 2013-14.

Higher Institutions in Odisha

Table No 5.Number of Autonomous Colleges, General Colleges and Professional Colleges Recognized by Higher Education Deptt. Govt. of Odisha
2008- 09
2009- 10
2010-

  • 11
  • Sl No

A

  • Category
  • 2011-12

  • 1
  • 2
  • 3
  • 4
  • 5
  • 6

Govt. Colleges

1 Jr. Colleges

96

33 17 10 13 19
1

96

33 17 10 13 19
1

96

33 17 10 13 19
1

96

33 17 10 13 19
1
2 Jr. Women Colleges 3 Degree Colleges 4 Degree Women Colleges 5 Autonomous Colleges 6 Composite Colleges 7 Sanskrit Colleges

Aided Colleges

  • 3
  • 3
  • 3
  • 3

B

C

609

410
38
124
9

609

410
38
124
9

609

410
38
124
9

605

410
38
124
9
1 Jr. Colleges 2 Jr. Womens Colleges 3 Degree Colleges 4 Degree Womens Colleges 5 Autonomous Colleges 6 Sanskrit Colleges

Block Grant Colleges

1 Jr. Colleges

  • 6
  • 6
  • 6
  • 6

22

153

30 10
108
22

153

30 10
108
22

153

30 10
108
22

153

30 10
108
2 Jr. Womens Colleges 3 Degree Colleges

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  • 4 Degree Womens Colleges
  • 5
  • 5
  • 5
  • 5

Non-Govt. (Un- aided)Colleges

1 Jr. Colleges 2 Jr. Womens Colleges 3 Degree Colleges 4 Degree Womens Colleges 5 Sanskrit Colleges 6 Autonomous Colleges

Self Financing Colleges

Jr. Colleges
D

990

439
94
276
42

990

439
94
276
42

990

439
94
276
42

1001

450
94
275
42
139
1
287 142
2
112
31

  • 139
  • 139
  • 139

  • N.A
  • N.A
  • N.A

E

F
236
91
2
112
31
236
91
2
112
31
236
91
2
112
31
Jr. Womens Colleges Professional Colleges Law Colleges

Other Department Colleges

Jr. Colleges Jr. Womens Colleges Composite Colleges
14 12
1
14 12
1
14 12
1
14 12
1

  • 1
  • 1
  • 1
  • 1

Source: Census of India Cited in Statistical Abstract of Odisha, 2012, pp.451,

Research Questions

The research questions of the present study are: 1. What are the impacts of the higher education on the tribal students in Odisha?

Objectives

The following objective of the study; 2. To study the impact of higher education on tribal students in Odisha.

Importance of Education

Higher education is one of the most important empowering tools for an individual. It lays the foundation for a better life. Higher education prepares and trains skilled workers at all level to manage capital, technology, services and administration in every sector of the economy. There is no denying the fact that higher education is important for economic and social development. Higher education supplies the economy with the necessary knowledge, training and qualification to meet the needs for economic development. Hence, higher education is an important factor not only to provide the new generation with skills so essential for earning a livelihood, but also to create among them awareness to social and environmental realities.

Method

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The study based on the secondary source information with exploratory in nature.

Discussion on Impact of Higher Education
1) Equity

The constitution guarantees equality of opportunity to all section of society in terms of access to education and employment opportunities. Taking note of historical injustice to alienated communities like SC & ST special provision were subsequently added in Article 15 & 16 to promote the goal of egalitarianism. The Supreme Court in M. Nagaraj case 2006 has endorsed such affirmative action by the state as not violative of right to equality. Income inequality is expressed in terms of GINI Coefficient and India shows a persistently high degree 0.334 despite the economic liberalization initiatives during the last two decades. Since higher education provides an opportunity for high skilled employment. It would therefore be interesting to find how far GER of 7.7% has impacted schedule tribe of the society & promoted opportunities for higher employability in the global market.

2) Quality

According to a recent government report 2/3rd of India‟s college and universities are

below standards. Further the previous HRD Minister had assessed that we will need 800 new universities and 40000 new colleges to meet the aim of 30% GER by 2030. Such a massive expansion would need to have significant private sector initiatives. Besides to ensure quality foreign universities of repute would need to be invited to either set independent operations or collaborate with existing Indian universities. The initiative taken by the present government to set up 5 more IITs and IIMs is therefore eminently welcome.

3) Health

The positive association between higher education and health is well established but explanations for this association are not. Well educated people experience better health than the poor educated, as indicated by high levels of self reported health and physical functioning and low levels of morbidity, mortality and disability. In contrast, low educational attainment is associated with high rates of infection disease, many chronic non infectious diseases; self reported poor health, shorter survival when sick, and shorter life expectancy. The positive association between health and socioeconomic status, whether measured by education, occupation or income, is largely due to the effects of socioeconomic status on health, not vice

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versa, and downward morbidity among persons in poor health cannot explain the association (Sekhar, 2006).

Higher education in particular and education in general which affected on health in the development of any community. Both higher education and education play an important role as human resources in all over the world specifically for the marginalise people. Schedule tribes have fallen victims to the exploitation of the middlemen, merchants, and moneylenders on account of their illiteracy and ignorance. Expansion of higher education in a community, by and large, depends on the important factors, such as universal provision of school in, universal enrolment and retention of pupils in school till they complete the prescribed course. One can expect that the education system will become not only a key mechanism for the economic development of various section of its people but also a powerful instrument for accelerating the process of social changes (Dash, 2013).

4) Empowerment

Higher education creates empowerment among the people. They can aware about their health and take better prevention for better health. They can also secure their natural resources and property. For development of marginalised section various tribal institution have established in all over nation still poor became poorer and rich became richer process running here. The people who are aware about their right not trying to inform others in their same communities for that development in grass root level is not possible (Das, 2013).

5) Public Private Partnership (PPP)

Sectors like telecom, airports, national highways and power have witnessed significant progress through Public Private Partnership models and have brought in significant FDI inflow into the country. During the 12th plan an investment of one trillion dollar is proposed through a PPP route within the ratio of 50:50. While economic infrastructure is very high on government agenda the social infrastructure like education which is a vital complement to overall economic growth has been given a short shrift. It would be worthwhile to draw experience of other countries like Sweden, Germany, Singapore & China where the PPP model has worked wonders. The key success factors have been agreement on shared objectives from the beginning of the partnership and political will for participation of the private sector, transparency and accountability within the PPP. Sweden has regarded higher

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    Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized 101013 Governance for Quality in Higher Education in Odisha, India August 2015 ABBREVIATIONS ASC Academic Staff College AISHE All India Survey of Higher Education BoS Board of Studies CABE Central Advisory Board on Education CCTV Closed Circuit Television CDC College Development Council DoHE Department of Higher Education GER Gross Enrolment Ratio GoO Government of Odisha GSDP Gross State Domestic Product HE Higher Education HEI Higher Education Institutions IASE Institutes of Advanced Studies in Education ICAR Indian Council of Agricultural Research ICCSR Indian Centre for Corporate Social Responsibility ICT Information and Communication Technology IUC Inter University Consortium KIIT Kalinga Institute of Information Technology MHRD Ministry of Human Resource Development Abbreviations iii NAAC National Assessment and Accreditation Council NCERT National Council for Educational Research and Training NCTE National Council for Teacher Education NKC National Knowledge Commission OBC Other Backward Classes OPSC Odisha Public Services Commission PC Placement Cell PG Post-Graduate QAC Quality Assessment Cell QAS Quality Assurance System RIE Regional Institute of Education RUSA Rashtriya Uchchattar Shiksha Abhiyan SC Scheduled Caste SCERT State Council for Educational Research and Training SHEC State Higher Education Council SSA Sarva Shiksha Abhiyan ST Scheduled Tribe STR Student-Teacher Ratio UG Under-Graduate UGC University Grants
  • Paper 18 History of Odisha

    Paper 18 History of Odisha

    DDCE/History (M.A)/SLM/Paper-18 HISTORY OF ODISHA (FROM 1803 TO 1948 A.D.) By Dr. Manas Kumar Das CONTENT HISTORY OF ODISHA (From 1803 TO 1948 A.D.) Unit.No. Chapter Name Page No UNIT- I. a. British Occupation of Odisha. b. British Administration of Odisha: Land Revenue Settlements, administration of Justice. c. Economic Development- Agriculture and Industry, Trade and Commerce. UNIT.II. a. Resistance Movements in the 19th century- Khurda rising of 1804-05, Paik rebellion of 1817. b. Odisha during the revolt of 1857- role of Surendra Sai c. Tribal uprising- Ghumsar Rising under Dara Bisoi, Khond Rising under Chakra Bisoi, Bhuyan Rising Under Ratna Naik and Dharani Dhar Naik. UNIT – III. a. Growth of Modern Education, Growth of Press and Journalism. b. Natural Calamities in Odisha, Famine of 1866- its causes and effect. c. Social and Cultural changes in the 19th Century Odisha. d. Mahima Dharma. UNIT – IV. a. Oriya Movement: Growth of Socio-Political Associations, Growth of Public Associations in the 19th Century, Role of Utkal Sammilini (1903-1920) b. Nationalist Movement in Odisha: Non-Cooperation and Civil Disobedience Movements in Odisha. c. Creation of Separate province, Non-Congress and Congress Ministries( 1937-1947). d. Quit India Movement. e. British relation with Princely States of Odisha and Prajamandal Movement and Merger of the States. UNIT-1 Chapter-I British Occupation of Odisha Structure 1.1.0. Objectives 1.1.1. Introduction 1.1.2. British occupation of Odisha 1.1.2.1. Weakness of the Maratha rulers 1.1.2.2. Oppression of the land lords 1.1.2.3.
  • Choose Best and Top Engineering Colleges in Odisha to Study

    Choose Best and Top Engineering Colleges in Odisha to Study

    06/08/2015 Top engineering colleges in Odisha Top engineering colleges in Odisha under BPUT 2015 ranking Login List of Engineering Colleges List of MBA Colleges in List of MCA Colleges in List of Diploma Colleges +2 Science | | | | in Odisha Odisha Odisha in Odisha Colleges I am looking for College, Course etc. SEARCH Share This Information 0 Share 0 4 Rank of the top 10 engineering 5 colleges in Odisha are:­ 1 2 3 4 6 7 8 9 10 Choose Best and Top engineering colleges in Odisha to Study After all you're going to spend there 4 years and not 4 days. Mind it !!! Now which Private engineering colleges to choose is your Private Decision! is n't?? But Choose the Best Only... All Government and Private engineering colleges of Odisha are listed here for your quick information. Govt. engineering colleges in Private engineering colleges in Odisha Rank Wise Odisha 1. Kalinga Institute of Industrial Technology 92.3 1. IIT Bhubaneswar 99.9 Like this institute!! Would you like more information or to be contacted by this institute for admission? Click Here... Like this institute!! Would you like more information or to be contacted by this institute for admission? Click Here... Established in the year of 1997 Established in the year of 2008 Campus location KIIT University, Bhubaneswar­751024, Odisha Campus location Samantapuri, Nandan Kanan Road Contact No. South, Gajapati Nagar, Bhubaneshwar, 06742725113 Odisha 751013 email Contact No. [email protected] 0674 230 6300 Website email http://www.kiit.ac.in/ [email protected] Unique features Website KIIT was established as an institution imparting degree engineering programme in 1997.
  • 05 Education and Society NOTE

    05 Education and Society NOTE

    RC: 05 Education and Society NOTE: ALL THOSE WHO HAVE NOT PAID ISS MEMBERSHIP, RC MEMBERSHIP SHOULD SO IMMEDIATELY (Last Date 20 December 2016) Abstracts Selected 1. Author: Professor Chandrika Raval, Professor of Sociology, Gujarat University, Ahemdabad Title: Opinions of Patidar and Other Backward Class Youth Regarding Reservation Policy- A Sociological Study Abstract: Indian Society is stratified by caste and class. The Government of India takes affirmative action through positive discrimination policies in employment and education, popularly known as the reservation policy. Reservation policies have always been a matter of debate. The quota for Scheduled Caste, Schedules Tribe and Other Backward Classes (OBC) or socially and Economically Backward Class (SEBC) is not formed homogeneous but it was list of groups to be decided by the center or the states. Recently some communities demanded that their caste as considered as a SEBC for the reservation. The Patel or Patidar in Gujarat who started movement which called ‘Patidar Anamat Andolan’ for the reservation in education as well as employment. This issue is being discussed and debated among other caste, politicians, media, students and various social media. The student of department of sociology did a survey under my guidance regarding opinions of Patidar and Other Backward Class Youth Regarding Reservation Policy. This is an empirical survey of students of Gujarat University situated in Ahmedabad city. Main objectives are to know the socio-economic profile of students, analyze the opinion on the reservation and Anamat Andolan between SEBC and Patidar students and to understand the causes of Anamat Andolan for Patidar and its impact.
  • Status of Elementary and Secondary Education in Odisha 2016-17

    Status of Elementary and Secondary Education in Odisha 2016-17

    STATUS OF ELEMENTARY AND SECONDARY EDUCATION IN ODISHA 2016-17 SOURCE: Unified DISE 2016-17 (as on 30th September, 2016) ODISHA PRIMARY EDUCATION PROGRAMME AUTHORITY SHIKSHA SOUDHA, UNIT-V, BHUBANESWAR – 751001 Website: www.opepa.in Published by the Management Information System (MIS), OPEPA on behalf of Department of School & Mass Education, Government of Odisha Published by the Management Information System (MIS), OPEPA on behalf of Department of School and Mass Education, Government of Odisha. Project Team This publication is the outcome of the collaborative activities of the Department of School and Mass Education, Odisha Primary Education Programme Authority (OPEPA), State & District MIS Unit, SSA and entirely based on the DISE & CTS / HHS data as received from the 30 District Project Offices. The key officials of SSA involved in the collection and implementation of the DISE & CTS / HHS activities are as enlisted below: Location Name Designation Email Contact No. SPO Shri Pravat Kumar Mishra Asst. Director (MIS) [email protected] 9437126232 SPO Smt. Smita Mohanty Programmer [email protected] 9861391904 SPO Smt. Juthika Acharay Programmer [email protected] 9438826177 SPO Smt Namita Panda Programmer [email protected] 9437944067 SPO Shri Swaroop Ranjan Mohapatra System Administrator [email protected] 9437178244 SPO Shri Ashirbad Sahu Network Administrator [email protected] 9437406788 OMSM Shri Pravakar Pratihari Programmer [email protected] 9861333425 Angul Smt. P.Pujapanda Programmer [email protected] 9437281780 Balasore Shri Saroj Kumar Mohapatra Programmer (IC) [email protected] 9437944067 Bargarh Shri Pradeep Kumar Sahu Programmer [email protected] 9437201384 Bhadrak Shri Manoj Kumar Nayak Programmer [email protected] 9439444854 Bolangir Shri Debesh Mishra Programmer [email protected] 9437329961 Boudh Shri Saroj Behera Programmer [email protected] 9439885379 Cuttack Smt.