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.