Reservation System in India: Pros and Cons

Purpose: This research article analyses the reservation policy based on the cast system and discusses the categories that are eligible based on government research data. This study covers all benefits and disadvantage of the reservation system, effect of the reservation policy on the society, contribution to the socio-economic development of the nation. To reflect the effects of the reservation policy on the general caste category and then loathe towards the government for not making any changes in the policy even after decades. Methodology: Secondary analysis of conceptual paper is the method for the study. Many articles related to the topic is analyzed and the study is concluded. Originality: India is the developing country and facing to many challenges and the reservationsystem is one of them.15% of the government jobs and 15% of the students admitted to collegeand universities must be from Scheduled castes and for the scheduled communities there is reservation of about 7.5% and the state government also follow their own reservation policyaccording to the population structure of each. Findings: It is very much suitable that everyone has to try to elevate themself on the basis of merit and performance not by using caste based shortcuts in employment as well as in education. Eventually, admissions and recruitment should be based on merit not base on reservation particularly in higher education.. Keywords: Reservation, Discrimination, Social Justice, Constitution, Backward Community, Untouchables, Clauses of Reservation.

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Introduction

Recently, reservation in our country is one of the burning issues. Behind the reservation game, the clauses of reservation in our constitution put by the politicians for SC, ST, OBC depending on conditions of those days when people were discriminated based on the caste. In the current scenario, the youth is facing discrimination due to the reservation system as the general caste candidates are getting less vacancies as compared to SC, ST, OBC in the higher education as well as public sector jobs. There was a decade when SC, ST, OBC faced inequality, discrimination in the Indian society due to false beliefs, rituals, orthodox mindset of the people but today India has achieved a position where the citizens are more educated and have modernized and changed the mindset and as a result the people under SC , ST, OBC have achieved equal position in the society and most of them are not facing any discrimination. Whereas the Reservation system in India seems unjust to the general castes, resulting into less importance to the talented and hardworking candidates. As a result, most of the students are opting for higher studies in foreign countries, as well as for the better opportunity of jobs abroad.

In India, in almost every field there is 49% reservation. We have 95% government officers/ teachers belong from reservations. India attained independence on 15th August 1947. In that time Indian National Congress party decided to make it democratic country. The authority to make the constitution was given to Dr. Babasaheb Ambedkar (PhD) by Mr. Gandhi and Mr. Nehru. In that time Dr. Babasaheb Ambedkar made reservation for 10 year for the progress of poor fellows in India. After the completion of 10 years SC and ST fought for reservation to be extended as they enjoyed their reservations. And till date there is reservation in India. The article 15(4) of Indian Constitution, provides the constitutional basis for education reservation. Reservation denotes the affirmative or positive action, it gives certain preferences to certain groups of castes over the others. Reservation system has been able to uplift the living conditions of the backward people of the society. For fighting the ignorance and bringing the long-lasting social change most powerful tool is ‘Education’. The level of education measures the country’s progress. The universal right to education, which is the basic element for the quality of life, is being denied to the underprivileged classes and Scheduled caste’s community especially. To raise the economic conditions and the social status of SC/ST’s what has greatly helped is the Reservation System. In India, there is a massive demand for the higher studies. But on the contrary it is under-provided for the required

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education quality. Constituently, in the top institutions for admission seats particularly there is a stern rationing. The reservation is not the issue here, but how to obtain the best results for the current social circumstances by the application of the reservation system.

The above article is to bring to the notice of the government about the loopholes of the Indian reservation system, which seems unjust for the general caste, as the quota for the candidates belonging to general caste is very less and the number of candidates belonging to the general caste is very huge. For example, a person born in a middleclass family which belongs to general caste, who is good in studies, hard working as well as talented whereas a person enjoying the reservation quota although being an average candidate gets preference over the general caste candidate. In every field, whether it be education or job in the public sector unit. This discourages the general caste candidates. The Indian youth is very smart and talented, they do not encourage their efforts being exploited and as a result the youth is raising their voices towards the system. Recently in Gujarat, India there were movements by the ‘Patidars ’ which caused a great disturbance for the government and also the destruction of public property causing crores of loss to the government. So, to stop any further violence and hindrances in the economy the government should take a look into the matter and bring equality for the general caste as well as SC/ST/OBC. Thus, encouraging pure hard work. Every capable candidate should be given equal opportunities to chase his/her dreams and contribute towards the development of the Indian economy and society.

Literature Review

N Shahab et al (2018) has studied about Policy Perspectives in Special Education in India aiming with the objectives. This research study involves the perceptions and current policies in relation with the individuals requires specific needs. Based on the theoretical method of the study and it was found that the education is foreseeable for which different barriers viz. social, environmental, attitudinal and instructional must be surmounted and there is an important requirement to change and effect the policies without any delay. For future research achieving the rights of the disabled, total comprehensive education is certain for which different barriers like social, environmental, attitudinal, and instructional has to be overcome and there is an immediate requirement to review and implement the policies on time. Vyas Dipika et al (2018) analyzed the topic Reservation: The Reason behind the Degrading Education Quality of India, targeting with the objectives to know about present reservation system

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from the point of view of students with the help of open ended questionnaire, on the basis of the Empirical method of the study and found out that 95% students believes that the present reservation system needs to be altered as they feel that the seats of deserving students are being stole by the one who are enjoying the system advantages. For Future Research, SC & ST are capable enough represent themselves equally then this reservation policy is pulling them down without giving them the opportunity to learn to fight for their own self with their own capabilities.

Mr. S. Yesu Suresh Raj et al (2015) analyzed the Reservation system in India targeting with the objectives to explain provision and impact of reservation system of Indian constitution on the basis of the Empirical method of the study and found out that now if any changes in the reservation system are made, they will suffer as the 33% of the total voting belongs to SC & ST. For Future Research The reservation policy was only for 10 years but it is continuing till now for upliftment of SC and ST and no step has been taken by anyone to stop it.

Parasuram Aishwarya et al (2015) analyzed the topic Social Network Analysis of the Caste-Based Reservation System in India, targeting with the objectives to analyze the different cluster formation that takes place in the Indian society, and as a result he ﬁnds large due eﬀect of caste- based homophily, on the basis of Theoretical method of the study and found out that because of the reservation system the social capital of the backward class has significantly improved. For Future Research, we will study the social structure for further information in the Indian subcontinent and reach certain percentage of reservation, which we identify as the Ideal/Optimum Number, which if applicable, will soon make the most advancement.

Neeraj (2018) analyzed role of reservation in development of scheduled caste population in India with objectives of impact of reservation on the Scheduled Caste population of India and based on empirical and he found out that even after fifty-nine years of Independence, the reservation status of SCs in all Government branches has been unsatisfactory and the reservation policy has been underutilized. There must be significant representation of SCs in the decision-making posts, which could help further, for the development of SCs. Similar kind of trend could be found among Scheduled Tribes (STs).

Monica et al (2010) analyzed impact of political reservation in West Bengal local government on anti-poverty targeting with the objectives of reservation for SC/ST candidates in in West Bengal, India between 1998-2004 on targeting to landless, low caste and female-headed on basis of

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empirical method and he found out that SC/ST reservation effects show that these were consistent with standard citizen candidate model of electrical politics. Women’s reputations may have produced pure ‘empowerment’ effects. which are not reflected in the results of the target. Alternatively, in the first few years of reservations women gained self-confidence, but it’s shows that more research is needed to take into account potential long-term effects.

Mehbubul (2010) analyzed reservation in higher education in India . In this he discussed that there is no contradicting the fact that the backward classes or weaker section in the society who requires special care and consideration for their advancement. Indeed, without the development of backward classes, equal development of society is not feasible. But reservation is not the only method for the development of backward classes and that also in the higher education which wants quality education. But in the present scenario, the determining the people who belongs to backward class itself become a subject of enormous controversy. Therefore, first, proper procedure and criteria should be framed to determine the real backwardness of the society who need special attention. In determination of backwardness, caste should not be counted as relevant criteria as it is contrary to the constitutional principle. A proper act relating to this is the urgent requirement of the time to avoid uncertainty and misunderstanding in the determination of backward classes. Let us move towards the right direction.

Borooah (2010) analyzed Social Exclusion and Jobs Reservation in India targeting with the objectives to explain that the social exclusion steals the people of their own "confidence" the capacity for functioning efficiently is affected adversely, on the basis of the Empirical method of the study and found out that due to the non-presence of effective learning equipment, faculty and even classrooms and non-availability of proper primary and secondary schools hinders the achievements of poor Dalits leaving in the villages and small towns of India. For future research, we suggest that many educationally and economically underprivileged children in India (majority of them are Dalits) should be able to get admission in better universities and institutes for higher studies.

Chauhan (2008) analyzed Education and caste in India with the objectives This paper analyses the policy of reservation for lower castes in India. based on the Empirical method of the study and found out that the government should provide attractive financial incentives to enhance the enrolment of ST children at the upper primary and secondary levels. For future research specific

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problems due to their geographical and environmental location, the government should set up more schools in the vicinity of their habitations. Perhaps the services of voluntary agencies may be tapped, by helping them to open non-formal education centers and pre-primary schools.

Deshpande et al (2006) analyzed the topic Exclusive Inequalities: Merit, Caste and Discrimination in Indian Higher Education Today, targeting with the objectives to suggest that a framework defined by “exclusive inequalities” can be useful to analyze the question of merit, caste and discrimination in Indian higher education. Discussion begins with the continuing caste disparity in higher education, the plea outlines the specifications of this and its peculiarities in the Indian context, on the basis of the Empirical method of the study and found out that, the operation of caste barriers and a belief in caste hierarchies as natural underlies the dominant thinking so completely that, ironically, these beliefs are not seen ascesis. For Future Research, we plan to study the methods for making inter-caste inequalities still strong and alive in contemporary India.

Thomas (2004) analyzed impact of reservation on admission to higher education in India with the objectives of compile and analyzed empirical evidence on the consequences of Indian positive discrimination policies in the same important sphere and based on theoretical method and he found out that reservation policies at all levels of higher education both retribute SC and ST students upward in the university quality hierarchy and attract into universities significant numbers of SC and ST students who would not otherwise pursue higher education. Many more systematic empirical studies of the long-run consequences of reservation policies in higher education - of kind carried out by Palshikar and patwardhan (1992), our hopes many more such studies will be undertaken in the future.

Maheshwari et al (1997) analyzed Reservation Policy in India: Theory and Practice targeting with the objectives to explain for reservation in public service for SC, ST and OBC, the authors deliberate on detailed dynamics, based on empirical method of the study and found out that the reservation policy may be effective only for the short-period. The improvement of the beneficiary groups lies in the competition for the long-period. For future research, in the form of reservation system India finds the solution to all its problems: the quota system seems to be the solution for the demand of playing field level.

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Sheth (1987) analyzed Reservations Policy Revisited targeting with the objectives to are reservations consistent with the principles of equality and secularism as enshrined in our Constitution? Based on the theoretical method of the study and found out that beneficiaries should be identified by applying the economic and educational criteria from within the communities listed as OBC’s, applying the criterion of social identification, such as income, land-holding, occupation, education and habitation to locate the beneficiaries from within each OBC community. For future research for the scheduled categories, even after the lists are enhanced, only social criteria will have to be used, at least until their status disability ceases to come in the way of their social mobility.

Reservation boon or bane?

Indian hierarchical system comprises of five main categories Brahmins, Vaisyas, Kshatriyas, Sudras and lower caste referred to as Untouchables (Dalits, Harijans). Reservation policy is not fully beneficial for upliftment of various classes of society because the rural areas are still fighting with poverty (Maheswari, 1997). The current reservation policy may be unfair to certain classes and biased towards which results in lack of confidence and confidence surplus for another class, the problem with the development of the Dalits lies in the non-availability of primary and higher secondary education. Although the top institutes like IIT, IIM and All India Medical Institute have reserved number of seats for SC/ST/OBC but to enter the portal they need to have knowledge which is achieved through good schools (Borooah, 2010). The reservation policy and reasoning evaluate the performance and suggests making the policy more effective. From the analysis, enshrines the reservation policy which government claims will bring equality and social justice, through the examples of Bihar and Gujarat and ‘Baxi’ commission he reflects on the negative aspects of reservation policy (Sheth, 1987). In order to achieve the rights of the disabled, total comprehensive education is certain for which different barriers like social, environmental, attitudinal, and instructional has to be overcome and there is an immediate requirement to review and implement the policies on time. (N. Shahab, S. Begum, 2018). In order to enhance the enrolment of the SC/ST students in the top universities the government should setup schools in in the local habitat as the problem is the geographical and environmental locations for the students to complete their primary and secondary education (CPS Chauhan, 2008). The initial result included

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the improved self confidence of women and the general public became more accepting towards women and this may result in positive impact in the long run (Torrado, 2010). The positive discrimination done by some of the critics suggest that the beneficiary group have performed poorly in the program and that they could perform better without such benefits (Weisskopf, 2004). Caste cannot be assumed as the relevant criteria for classification of backwardness, but educational level, geographical location, poverty and occupation should be taken into consideration for the reservation policy (Hassan lascar, 2010). The reservation status of the ST/SC in the public sector is not satisfactory even after enactment of the reservation policy. The reservation policy is being neglected despite the constitutional provision (Neeraj, 2018). From the political view point the reservation system was framed for 10 years for the upliftment of the backward class of people India but it is continued, and no changes or alteration has been made as it is estimated that 33% of the voting rights belongs to these class (Suresh Raj, 2015). The fruits of the reservation are being enjoyed by some people just because they belong certain caste irrespective of their capabilities and do, they literally deserve it and some deserving candidates are stole of their opportunities (Dipika Vyas, 2018). India faced the discrimination between various caste for a long period which resulted in them being economically backward but ever since reservation policy came into force the economic condition has significantly improved and further studies should be done (Iyengar, 2015). The non-reserved community is against the reservation system as the benefits are totally enjoyed by the reserved class and they feel that their opportunities are neglected (Deshpande, 2006). The secondary analysis of different content of various articles are made, the content analysis of 13 articles is done.

Objectives

1. To analyze the demerits of reservation system in India.

2. To reflect on the negative aspects of reservation system that is the seats for higher education in top universities in which most of the seats are reserved for the SC/ST/OBC.

3. To check whether Government jobs are hard to secure for general caste population as the large number of seats are reserved for SC/ST/OBC.

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Methodology

In this study secondary data have been collected by the researcher since it’s an historical research. The main sources of this research study are from govt. data, from Ministry of Planning and Development. In this study, the research methodology is based on the following methods:

Descriptive Method under this method, the research work was done based on the theoretical perspectives and descriptions. In this study , the researcher has tried to explain the legal informations relating to reservation policies implemented in the pre and post independent India.

Interpretation Method This method contains the interpretation of various published research articles and provisions mentioned in the Constitution of India.

Comparison Method under this method the emphasis laid down on comparison of comparison of concepts and theories implemented in India before and after independence.Also compares the acts and its provisions implemented in the period of before and after independence.

Analytical Method under this method, analyzing and comparing various case studies, precedents and judgements that gives clear idea about reservation system in India.

Data Analysis and Interpretation

In this study, the researcher used frequency distribution based on percentage as a tool to analyse the data collected through secondary sources.

Percentage based frequency distribution is termed as exhibition of information that stipulates the percentage of observations that exist for each information or group of informations. It is more useful tool of articulating the comparative rate of recurrence of responses and other informations. Mostly, frequency distributions based on percentage generally expressed in tables, bar diagram and pie charts. In the process of framing a percentage frequency distribution includes identifying of total number of observations to be represented and then counting the total number of observations within each data point or grouping of data points; and then dividing the number of observations within each data point or grouping of data points by the total number of observations.

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Table 1: Category Wise Vacancies in IAS for 2016

Number of persons GROUP Total no. of SC ST OBC employees Number % Number % Number % A 84521 11312 13.38 5005 5.92 11002 13.02 B 290598 46583 16.03 20910 7.2 42975 14.79 C (excluding Safai Karamcharis) 2833696 489749 17.28 246685 8.71 641873 22.65 C (Safai Karamcharis) 48997 22124 45.15 3384 6.91 7101 14.49 Total 3257812 569768 17.49 275984 8.47 702951 21.58 Source: Annual Report,Ministry of Labour and Employment, 2017

From the above table it is inferred that the informations relating to number of positions earmarked in Indian administrative service, foreign service for the year 2016, and positions filled in are mentioned as follows: The services are divided into three main categories : A, B, C (1. Excluding Safai Karamcharis. 2. Including Safai Karamcharis). Group A includes 84521 number of employees from which 11312 i.e. 13% belongs to Sc and 5005 i.e. 5.92% which belongs to ST and 11002 i.e. 13.02% which belongs to OBC. Group B includes number of employees 290598 from which 46583 i.e. 16.03% belongs to SC and 20910 i.e. 7.2% which belongs to ST and 42795 i.e. 14.49% which belongs to OBC. Group C (excluding Safai Karamchari) includes 2833696 number of employees from which 489749 i.e. 17.28% belongs to SC and 246685 i.e. 8.71% which belongs to ST and remaining 641873 i.e. 22.65% which belongs to OBC. Group C (including Safai Karamcharis) includes 48997 number of employees from which 22124 i.e. 45.15% belongs to SC and 3384 i.e.6.91% belongs to ST and other 7101 i.e. 14.49% which belongs to OBC. Totaling to 3257812 out of which 569768 i.e. 17.49% belongs to SC and 275984 i.e. 8.47% belongs to ST and 702951 i.e. 21.58% belongs to OBC.

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Table 2 :Category Wise Vacancies in IAS for 2015

Number of persons

GROUP Total no. SC ST OBC of employees Number % Number % Number %

Number of persons

GROUP Total no. SC ST OBC of employees Number % Number % Number % A 76066 10122 13.31 4484 5.89 8952 11.77

B 224337 36502 16.27 15132 6.75 27801 12.39

C (excluding Safai Karamcharis) 2851905 494678 17.35 245190 8.6 541047 18.97 C (Safai Karamcharis) 47631 20442 42.92 2881 6.05 5857 12.3

Total 3199939 561744 17.55 267687 8.37 583657 18.24

Source: Annual Report,Ministry of Labour and Employment, 2017

From the abve table it is inferred that the informations relating to number of positions earmarked in Indian administrative service, foreign service for the year 2015, and positions filled in are mentioned as follows: The services are divided into three main categories : A, B, C (1. Excluding Safai Karamcharis. 2. Including Safai Karamcharis). Group A includes 76066 number of employees from which 10122 i.e. 13.31% belongs to Sc and 4484 i.e. 5.89% which belongs to ST and 8952 i.e. 11.77% which belongs to OBC. Group B includes number of employees 224337 from which 36502 i.e. 16.27% belongs to SC and 15132 i.e. 6.75% which belongs to ST and

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27801 i.e. 12.39% which belongs to OBC. Group C (excluding Safai Karamchari) includes 2851905 number of employees from which 494678 i.e. 17.35% belongs to SC and 245190 i.e. 8.6% which belongs to ST and remaining 541047 i.e. 18.97 % which belongs to OBC. Group C (including Safai Karamcharis) includes 47631 number of employees from which 20442 i.e. 42.92% belongs to SC and 2881 i.e.6.05% belongs to ST and other 5857 i.e. 12.3% which belongs

to OBC. Totaling to 3199939 out of which 561744 i.e. 17.55% belongs to SC and 267687 i.e.

8.37% belongs to ST and 5836587 i.e. 18.24% belongs to OBC.

Table 3: Category Wise Vacancies for IAS, IFS and IPS

UR SCs STs OBCs Service Vacancies Vacanci Vacancies Service Vacancies Service Vacancies Service earmaeked es earmarked allocate earmarked/ allocated earmaekrd/ allocated tp unreserved allocate reserved d to SCs reserved for to STs reserved for OBCs d for for SCs STs OBCs unreser ved IAS 91 84 27 27 13 13 49 49+7* IFS 25 25 7 7 0 0 13 13 IPS 77 75# 23 23 13 13 37 37+1*

Source: Annual Report,Ministry of Labour and Employment, 2017

From the above table, it is interpreted that the vacancies for IAS earmarked for unreserved category 94 when compared to 84 for the resrved categories like SC, ST and OBC. Earmarked vacancies in case of IFS was 25 when compared to 20 for the reserved categories. Earmarked vacancies for IPS for IPS was 77 when compared to 73 for the reserved categories.

When we talk about allocated vacancies for IAS was 84 when compared to 96 for reserved categories like SC, ST and OBC. In case of IFS it was 25 when compared to 20 for reserved categories. In case of IPS it was 75 when compared to 74 for the reserved categories.

When compared to unreserved categories with reserved categories, the percentage of reservation given to reserved categories was equal in comparison with unreserved category.

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Discussion

The reservation system of India was constituted to sustain the historically deprived class of society such as SC/ST. The policy consists of certain measures for reserving seats in various legislatures, government jobs and for higher education. As the SC/ST/OBC faced discrimination untouchability and were neglected resulting in them being economically backward so the government formed the policy to uplift the economically backward classes. The policy was

supposed to be taken into consideration for 10 years, but it is continuing till now and no step has been taken to stop or alter it. The question is that is the policy helping for the economic development of country? And the problem is not the admissions in higher education institutes but is the non-availability of primary education as the rural areas are deprived proper schools and trained teachers. Also, the students belonging to general caste category feel that their opportunities are taken away they feel that the policy should be based merit rather than caste system. Even if the backward caste were exploited in the past it doesn’t mean that their grandchildren should be benefited in the present scenario where competition gives rise to higher skilled personnel. As in case of Australia, which is one of the developed countries, however every Australian’s ancestors were criminal deported from England in past that doesn’t mean their grandchildren should be put in jail. Even Dr. Ambedkar planned to carry out for 50 years so that by the time, backward class people would be able to stand alongside the general category, but our politicians continued the policy as the 33% voting rights were held by backward caste. Truly the policy should support the BPL category who rarely manage to get admitted in a school, leave a side higher education and jobs.

Conclusion

Reservation system further divides the nation by categorizing them by caste, violating the right to equality and generate dislike in the mind of general caste people. The fruits of the reservation policy are taking away the opportunities of general caste people, there are people equally capable and qualified for seat still are deprived of because of some other person who is belonging to a caste that is benefited by the reservation policy. The policy should be merit based rather than caste based so that positive competition takes place in the nation, the competition then puts a true test of skills, the candidates then will be more intellectual, skillful and hence prove to be more efficient for the nation. The leaders of the nation should take into consideration the current scenario of the

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country where in the youth are equally talented and needs to be recognized, they should be provided with equal opportunities based on their hard work, no special treatment should be given to a person based on their community which may have faced discrimination in past but the present mindset of the nation is changed a lot and people are more socially acceptable. The need for the policy truly prevails in the rural areas where in children are deprived of primary education, lack of infrastructure and trained teachers and steps should be taken to provide them. As we discussed earlier the reservation policy was supposed to be carried out for 50 years so that by the time the backward class communities will be able to stand along side the general society but politicians and government parties extended it for their own benefits as more than 50% of the voting rights belongs to SC/ST/OBC. The policy should rather emphasis on economically backward individuals so that their children with the help of the government will be able to secure admission in a school where they can receive proper education and develop their future but in higher education the admissions should be stringently based on merit so that no deserving candidate will miss the opportunities for making their lives better, the scholarship of the government should be provided to every worthy candidate who has good academic records and preference should not be given to the candidate based on the caste. So, should in the case of job reservation where in the reservation system provides certain benefits to the SC/ST/OBC, resulting in frustration for the general community. The job opportunities should be equal to every individual who is capable to secure that job and there is development in the nation. This right to equality will result in the political, social, economic development of the nation. Then no force can stop India from becoming a developed nation.

Acknowledgement

The satiation and euphoria that accompany the successful completion of this research would be incomplete without the mention of the people who made it possible. We thank the research team of Accendere Knowledge Management Services, CL Educate Ltd. for their unflinching guidance, continuous encouragement and support to successfully complete this research work.

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Reference

Bardhan, P. K., Mookherjee, D., & Torrado, M. P. (2010). Impact of political reservations in West Bengal local governments on anti-poverty targeting. Journal of Globalization and development, 1(1).

Borooah, V. K. (2010). Social exclusion and jobs reservation in India. Economic and Political Weekly, 31-35.

Chauhan, C. P. S. (2008). Education and caste in India. Asia Pacific Journal of Education, 28(3), 217-234.

Deshpande, S. (2006). Exclusive inequalities: Merit, caste and discrimination in Indian higher education today. Economic and Political Weekly, 2438-2444.

Iyengar, S. R. S., Parasuram, A., & Saini, J. S. (2015). Social Network Analysis of the Caste- Based Reservation System in India. arXiv preprint arXiv:1512.03184.

Maheshwari, S. R. (1997). Reservation policy in India: Theory and practice. Indian Journal of Public Administration, 43(3), 662-679.

Mehbubul Hassan Laskar. (2010). Rethinking Reservation in Higher Education in India. Indial Law Institute Review. Vol. 1, No. 1, p. 25, 2010.

Shahab, N., & Begum, S. (2018). Policy Perspectives in Special Education in India. Researchers' Guild, 1(1), 3-3.

Sheth, D. L. (1987). Reservations policy revisited. Economic and Political Weekly, 1957-1962.

Singh, N. Role of reservation in development of scheduled caste population in India.

Dr. Sunil Kumar Jangir (2013). Reservation Policy and Indian Constitution in India. American International Journal of Research in Humanities, Arts and Social Sciences. 2328-3734. pp. 126- 128.

Vyas, D. (2018). The Reason Behind The Degrading Education Quality of India. Journal of Constitutional Law and Jurisprudence, 1(1), 42-51.

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Yesu Suresh Raj & Gokulraja. P (2015). An analysis of Reservation System in India. International Journal of Research, Volume 2, Issue 10, October 2015, pp. 1038-1045. Weisskopf, T. E. (2004). Impact of reservation on admissions to higher education in India. Economic and Political Weekly, 4339-4349.

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