DOCSLIB.ORG

Parishodh Journal Volume IX, Issue III, March/2020 ISSN NO:2347-6648

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Parishodh Journal Volume IX, Issue III, March/2020 ISSN NO:2347-6648 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 Volume IX, Issue III, March/2020 Page No:5389 Parishodh Journal ISSN NO:2347-6648 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). Volume IX, Issue III, March/2020 Page No:5390 Parishodh Journal ISSN NO:2347-6648 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 Institutions Number 1 Central University 43 2 Central Open University 1 3 State Open University 13 4 State Private Open University 1 5 State Public University 329 6 State Private University 197 7 Deemed University 122 8 Institution of National Importance 75 9 Institutions Under State Legislative Act 5 10 Others 13 11 Total 799 12 Colleges 39071 13 Diploma Level Technical 3867 14 PGDM 435 15 Diploma Level Nursing 3060 Volume IX, Issue III, March/2020 Page No:5391 Parishodh Journal ISSN NO:2347-6648 16 Diploma Level Teacher Training 4403 17 Institute under Ministries 158 18 Total 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 Female Total 1 Ph. D 75 52 127 2 M. Phil 17 25 42 3 Post Graduate 1818 2099 3917 4 Under Graduate 14612 12809 27421 5 P.G Diploma 123 106 229 6 Diploma 1793 756 2549 7 Certificate 63 81 144 8 Integrated 93 63 156 9 Total 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. Volume IX, Issue III, March/2020 Page No:5392 Parishodh Journal ISSN NO:2347-6648 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 17.52 40.08 Social Sciences Engineering & 24.19 6.69 15.57 Technology Commerce 2.74 10.75 14.14 Foreign Language 2.11 4.95 N.A Home Science 0.51 0.26 N.A Indian Language 5.49 8.77 N.A I.T & Computer 2.19 6.22 2.50 Law 0.88 0.66 1.20 Management 5.03 15.28 1.91 Medical Science 4.14 3.33 3.30 Science 26.25 13.00 16.04 Others 10.08 12.00 1.62 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 Volume IX, Issue III, March/2020 Page No:5393 Parishodh Journal ISSN NO:2347-6648 Year ST Male ST Female Total 2006-07 9.5 5.5 7.5 2007-08 12.4 6.7 9.5 2008-09 11.6 6.7 9.2 2009-10 13.1 7.5 10.3 2010-11 12.9 9.5 11.2 2011-12 12.4 9.7 11.0 2012-13 12.4 9.7 11.0 2013-14 13.3 10.6 12.0 Source: All India Survey on Higher Education.
Load more

Recommended publications
  • Growth of Education in Odisha During Colonial Rule
    International Journal of Humanities and Social Science Invention (IJHSSI) ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714 www.ijhssi.org ||Volume 7 Issue 12 Ver. III ||December 2018 || PP 13-15 Trends of Educational Development in Colonial Odisha from 1866 to 1947: A Retrospective Umakanta Nayak, Senior Lecturer in History, Simulia College, Markona Balasore, Odisha Research Scholar, Fakir Mohan University, Balasore ABSTRACT: In ancient times, India had the Gurukul system of education in which anyone who wished to study went to a teacher's (Guru) house and requested to be taught. If accepted as a student by the guru, he would then stay at the guru's place and help in all activities at home. This not only created a strong tie between the teacher and the student, but also taught the student everything about running a house. The guru taught everything the child wanted to learn, from Sanskrit to the Holy Scriptures and from Mathematics to Metaphysics. All learning was closely linked to nature and to life, and not confined to memorizing some information. The modern school system was brought to India, including the English language, originally by Lord Thomas Babington Macaulay in the 1830s. The curriculum was confined to “modern” subjects such as science and mathematics, and subjects like metaphysics and philosophy were considered unnecessary. Teaching was confined to classrooms and the link with nature was broken, as also the close relationship between the teacher and the student. This drawbacks of modern education system should be clearly understood and necessary rectification should be introduced. The purpose of the study is to point out the merits of the old education system and the defects of the English education which is continuing till now.
    [Show full text]
  • The Trends of Education in Odisha During the British Rule in India
    ISSN 0970-8669 Odisha Review n matters of education, no interest was shown school at Puri was started in 1835 and this was Iby the British East India Company for a long closed down very soon as local opposition time after Odisha came under their control. The mounted high against English education and as Missionaries became active to spread Christianity local teachers were not available to run the in Odisha. To achieve this objective they felt the institution. The second school was Cuttack Zila need of educating their Odia converts on reading School which came under the management of and writing, particularly reading the New Government in 1844 from the hands of Testament which was obligatory for every Missionaries who could not run the school for Christian to read daily as a custom of the want of money. Only a very few schools were Christians. So they established an English Charity run by Missionaries in their own effort. Lord School at Cuttack as early as 1823. Even by the Hardinge introduced a scheme for providing end of Company’s rule in 1857 the condition of vernacular education in 1842. Thus only eight education in Odisha was rather lamentable. The schools of such a type were opened in Odisha report of the Inspector of Schools, South West before 1884. As regards secondary education Bengal for the year 1857-58 gave the following Cuttack school was the only one of lower picture : There were three Zillah Schools in the secondary type. In higher education no institution Headquarters of the three districts and the existed by 1854.
    [Show full text]
  • Curriculum Vitae
    CURRICULUM VITAE DR. SUNIL KANTA BEHERA PROFESSOR of EMINENCE Department of Mass Communication and Journalism Tezpur Central University, Napaam –784028, Dist.: Sonitpur, ASSAM INDIA CURRICULUM VITAE OF DR. SUNIL KANTA BEHERA Name DR. SUNIL KANTA BEHERA Date of Birth 01-08-1955 Designation Professor of Eminence Department of Mass Communication and Journalism Tezpur Central University, Napaam –784028, Dist.: Sonitpur, ASSAM Address for Correspondence Department of Mass Communication and Journalism Tezpur Central University, Napaam –784028, Dist.: Sonitpur, ASSAM +91-9861094849 / 03712-27-5453(O) E-mail: [email protected] / [email protected] Residence Address (Permanent) 201, Spectrum’s Malati Residency, Gopabandhu Nagar, Hilpantna, Berhampur 760005 Dist. Ganjam, ODISHA Tel: 0680-2226339 +91-9861094849 DEGREES OBTAINED 1998 Ph.D. (J&M.C) Berhampur University Berhampur 1990 MJMC 1st Class Banaras Hindu University, Varanasi 1985 F.A.C (Film Appreciation Film & Television Institute of India, FTII, Pune Course) 1980 BJMC 2nd Class Berhampur University, Berhampur 1979 M.Com 1st Class Berhampur University, Berhampur 1977 B.Com. (Hons) 2nd Class Berhampur University, Berhampur 1 WORK EXPERIENCE Lecturer in Commerce Aska Science College, Aska 26.10.1981 to 30.01.1983 Lecturer in J & M.C P.G. Department of 31.01.1983 to J & MC, Berhampur University, 30.01.1991 Berhampur Senior Lecturer in J& MC P.G. Department of 31.01.1991 to J & MC, Berhampur University, 29.12.1998 Berhampur Reader & Head P.G. Department of 30.12.1998 to J & MC, Berhampur University, 14.2.2002 Berhampur Professor & Head Department of Mass 15.2.2002 to Communication & Journalism, 14.8.2003 Tezpur Central University, Napaam –784028, Dist.: Sonitpur, ASSAM And Dean School of Social Sciences and Humanities, Tezpur Central University, Napaam –784028, Dist.: Sonitpur, ASSAM Chairman, BOS P.G.
    [Show full text]
  • Aqar 2017-18
    THE ANNUAL QUALITY ASSURANCE REPORT (AQAR) 2017-18 SUBMITTED TO NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL (NAAC) BENGALURU- 5600072 SUBMITTED BY BERHAMPUR UNIVERSITY BHANJA BIHAR, BERHMAPUR-7 GANJAM, ODISHA-760007 Website-www.buodisha.edu.in Email- [email protected] The Annual Quality Assurance Report (AQAR) of the IQAC (2017-18) All NAAC accredited institutions will submit an annual self-reviewed progress report to NAAC, through its IQAC. The report is to detail the tangible results achieved in key areas, specifically identified by the institutional IQAC at the beginning of the academic year. The AQAR will detail the results of the perspective plan worked out by the IQAC. (Note: The AQAR period would be the Academic Year. For example, July 1, 2017 to June 30, 2018) Part – A 1. Details of the Institution 1.1 Name of the Institution BERHAMPUR UNIVERSITY 1.2 Address Line 1 BHANJA BIHAR Address Line 2 BERHAMPUR City/Town ODISHA State Pin Code 760007 [email protected] Institution e-mail address Contact Nos. 0680-2227241 Prof. Rajendra Prasad Das Name of the Head of the Institution: Tel. No. with STD Code: 0680-2343322 BERHAMPUR UNIVERSITY, BHANJA BIHAR, BERHAMPUR-7 AQAR -2017-18 2 | P a g e Mobile: 09425214226 Name of the IQAC Co-ordinator: Prof. Pratak Kumar Mohanty Mobile: 09938229800 [email protected] IQAC e-mail address: 1.3 NAAC Track ID (For ex. MHCOGN 18879) ORUNGN10067 1.4 NAAC Executive Committee No. & Date: EC (SC)/15/A&A/72.2, 25.05.2016 (For Example EC/32/A&A/143 dated 3-5-2004.
    [Show full text]
  • Growth of Education in Odisha During Colonial Rule
    IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 24, Issue 1, Ver. 1 (January. 2019) 12-14 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org Growth of education in Odisha during Colonial Rule Umakanta Nayak Senior Lecturer in History, Simulia College, Markona Balasore, Odisha Research Scholar, Fakir Mohan University, Balasore Corresponding Author: Umakanta Nayak ABSTRACT : Although, the British had initiated the modern education in Odisha. But it did not progress fast. There are Several reasons for the above approach of the British towards the education in Odisha.(1) the British was quite apathetic towards the spread of higher education in Odisha. (2) although it wanted that the people of Odisha should learn English, but it never wanted to make them highly educated. It simply wanted a working knowledge of English only to create a clerical class of people as it wanted in case of India also.(3) higher education was very expensive. The British Government never wanted to spend more on education which will benefit the native people KEYWORDS – Puspagiri,, Sanskrit Pathsalas, Wood’s Dispatch, problem of language, English education in Odisha for their administrative convenience. ----------------------------------------------------------------------------------------------------------------------------- ---------- Date of Submission: 24-12-2018 Date of acceptance: 07-01-2019 ----------------------------------------------------------------------------------------------------------------------------- ---------- I. INTRODUCTION Historically, Odisha has been at the forefront of education and research. The ruins of a major ancient university, Puspagiri, were recently discovered in Odisha. Scholars from far away lands, such as Greece, Persia and China used to study philosophy, astronomy, mathematics and science at this famed university. Along with Takshashila and Nalanda universities, Puspagiri was among the oldest universities in the world.
    [Show full text]
  • Tribal Folklore As ELT Material for First-Generation Learners
    Advances in Language and Literary Studies ISSN: 2203-4714 www.alls.aiac.org.au Tribal Folklore as ELT Material for First-Generation Learners K. Viswanath, Seemita Mohanty Department of Humanities and Social Sciences, National Institute of Technology, Rourkela, India Corresponding Author: K. Viswanath, E-mail: [email protected] ARTICLE INFO ABSTRACT Article history An important component of any ELT programme is the content. A course-book ensures that Received: November 15, 2018 the required course content is presented in a uniform format for ready implementation. In most Accepted: February 14, 2019 cases where English is taught as the second or foreign language, a course-book is ‘the only point Published: April 30, 2019 of contact with the language’ for learners. Available research has established that appropriate Volume: 10 Issue: 2 language content motivates learners to acquire language skills. In the eastern Indian state of Advance access: March 2019 Odisha, that has a high tribal population, a government sponsored scheme named Anwesha exists, which aims at providing quality English medium education to underprivileged rural tribal children, in urban public schools. But it is widely observed that these first-generation tribal Conflicts of interest: None learners in the English Medium Instruction (EMI) system are being deprived of the desired Funding: None results. Finding no motivation to study a foreign language with unfamiliar content, and facing unfair competition from city-bred privileged learners, many of them drop out midway. Tribal communities in India have a rich tradition of folklore but it has by and large remained oral and no Key words: serious attempts have been made to use it as material for ELT.
    [Show full text]
  • Education Honours
    +3 CBCS SYLLABUS EDUCATION HONOURS (QR Code) NAAC ACCREDITED A+ DDCE Education for all DIRECTORATE OF DISTANCE & CONTINUING EDUCATION Utkal University, Bhubaneswar-7, Odisha Email: [email protected] Website: www.ddceutkal.ac.in (To get the softcopy of the syllabus please scan the QR Code in your smart phone) FINAL Structure for Under Graduate Programme (B.A) Under Utkal University Bhubaneswar (As per CBCS System) ARTS (HONOURS) Group Subjects No. of Papers Total Credits Total Marks Core Core-1 to Core-14 14 14 x 6 = 84 1400 DSE DSE-1 to DSE-4 4 4 x 6 = 24 400 AECC 2 2 x 4 = 8 200 SEC 2 2 x 4 = 8 200 GE 4 4 x 6 = 24 400 GRAND TOTAL 26 148 2600 N.B:- Arts (Hons.) course has Total Credits = 148, Total Marks = 2600. Abbr. – DSE – Discipline Specific Elective AECC – Ability Enhancement Compulsory Course SEC – Skill Enhancement Course GE – Generic Elective Stipulations: 1) An Arts (Hons.) student has to opt two different subjects as GE-A and GE-B other than core subject. 2) GE-A to be opted for Semester-I & III (as Paper-1 & 2) and GE-B Semester-II & IV(as Paper-1 & 2) 3) An Arts (Hons.) Student can opt maximum of two Practical Subjects. SEMESTER – I Sl Name of the Course Paper CP CH Full No (Credit Point) (Credit Hour) Marks 1 CORE I 6 60 100 2 CORE II 6 60 100 3 GE - A I 6 60 100 4 AECC I 4 40 100 (Environmental Studies) TOTAL 4 22 220 400 SEMESTER – II Sl Name of the Course Paper CP CH Full No (Credit Point) (Credit Hour) Marks 1 CORE III 6 60 100 2 CORE IV 6 60 100 3 GE – B I 6 60 100 AECC 4 MIL(Communication) II 4 40 100 (Odia/Hindi/Urdu/A.E.)
    [Show full text]
  • Higher Education in Odisha, India
    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
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]