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TITLE
CERTIFICATE
DECLARATION
ACKNOWLEDGEMENT
CONTENTS
I INTRODUCTION
NEED AND IMPORTANCE OF THE INVESTIGATION
Caste system: Certain Antecedents
Educational history of scheduled castes and scheduled tribes
Population
Primitive Tribes
Table 1 District-wise population of scheduled tribes in Kerala (1991 Census)
Table 2 Particulars of primitive tribes of Kerala
Occupational Status
TABLE 3 Occupationrrl categories of tribals (Census, 1991)
Literacy
Table 4 District-wise distribution or tribal population. literacy, and number of childrenin the age group (0-6) as per 1991 census
Educational progress in the present scenario
MLL
DPEP
Educational welfare measures with special accent on education
Scene in Kerala
ITDP
STATEMENT OF THE PROBLEM
Definition of the Terms
OBJECTIVES OF THE STUDY
HYPOTHESES
TOOLS
METHOD FOR THE STU1) Y: NORMATIVE SURVEY
SCOPE OF THE STUD
LIMITATIONS OF THE SWDY
II REVIEW OF RELATED LITERATURE
SECTION A: THEORETICAL OVERVIEW
FORMAL EDlICATlON
Curriculum at pre-primary level
Curriculum
INFORMAL EDUCATION
NON-FORMAL EDUCATION
TABLE 5 Formal Vs Non-formal Vs Informal Education
The concept of school plant
Nature of Site
Accommodation
Nature of Building
Equipment
L.P.S
U.P.S
Secondary (E.S. or Higher Secondary and Training Schools)
Library
Drinking Water
Latrines and urinals
SECTION B: RELATED STUDIES
Total 20 studies in NFE
III METHODOLOGY
SELECTION OF TIE SAMPLE
SOURCES OF DATA
DATA COLLECTION PROCEDURE
Problems and Difficulties
TABLE 7 The List of Schools
TABLE 8 Number oTSchools with their UrbanIRurnl wise distribution
TABLE 9 Details of sample selected for NFE Programme
Problems in Recasting School Data
INTERVIEW
INTERVIEW SCHEDULE 11
OBSERVATION SCHEDULE
QUESTIONNAIRE
DESCRIPTION OF THE TOOLS
I. Formal Education Programme
II NOD-formal Education Programme
SCHOOL INFRASTRIICTURE FACILITIES INVENTORY
NON-FORMAL EDUCATION PROGRAMME INVENTORY
EDUCATIONAL WELFARE MEASURES AWARENESS INVENTORY
OTHER SOURCES OF DATA: DOCUMENTS
THE PROCEDLTRE FOR ANALYSIS
Document or Content Analysis
IV ANALYSIS AND DISCUSSION
DOCUMENT ANALYSIS: A NOTE ON THE TRIBAL COMMUNITIES INKERALA
1. Adiyan
2. Arandar
Cholanaikans
4. Eravallen (Ernavallars, Yeravallars)
5. Hill Pulayas*
6. Irular
7. Kadar*
8.Kammars
9. Kanaladikal
10. Kanikkar*
11. Karimpalan
12. Kattukanikkar*
13. Kochuvelar*
14. Konda Reddies
IS. Komgnr
16. Kota
17. Kurichiar
18. Kummans*
19. Kummbar
20. Maha Malesar
21. Malakkuravar
22. Malapardarangal
23. Malapanikkar
24. Malapulayar
25. Malasar
26. Malavader*
27. Malayalar
28. Malayar
29. Malayarayar
30. Mannanmar
31. Maratikal
32. Mavilan*
33. Mudugar*
34 Mullakurumar
35. Muthuvan
36. Muthuvanmar
37. Naiadies (Malayanayar)
38. Palliyar
39. Pnniyar*
40. Ulladar
41. Umlikal*
ANALYSIS OF DATA COLLECTED USING OBSERVATION TECHNIQUE
A brief description of single teacher schools in the tribal areas
INTERVIEM RE PORT
a. About the location of centres
b. About the planning
c. About the human and non-human resource availability
d. About the participation of various agencies
e. Availability of non-formal teaching and learning materials
f. Nature of reaching and learning activities
p. Naturr of constraints
h. Important suggestions from the respondents
i. Respondents outlook on the Welfare measures in Non-Formal Education
j. Respondents (Students) outlook on the Welfare Measures in FormalEducation
WELFARE MEASURES TODAI: DEVELOPMENT PROGRAMMES
A. Educational programmes at various stages
1. Pre-primary education programme
a. Maintenance of Balawadi-Cum-Feeding Centre
b. Starting and mrintcnancc of Nursery Schools (Prc-Primary EducationCcntrcs)
2. Pre-Metric Education Programme.
a. Primary Education
b. Model Residential Schools (Ashram)
c. Secondary Education
TABLE I2 Rate of Lumpsum-Grant given to SCIST students at difierent grades for variouc yesn
3. Post-Metric Educational Programme
a. General Collegiate Education
b. Professional Education
B. Educational concessions
C. Hostel Facilities
1. Cosmopolitan Hostels
2. Welfare Hostels
3. Subsidized Hostels
4. Hostel Complex
5. Boys Hostel
D. Night Schools and Libraries
E. Reservation
F. Scholarships
a. Government of lndir Scholarships.
b. Temple Entry Proclamation Endowment Fund Scholarships.
G. Other Facilities
a. Industrial and Vocational Training
b. Pre-recruitment Training
c. Assistance to Advocates
d. Incentives to Talented students
e. Financial Assistance for failed SC and ST students.
f. Upgradation of Performance level of SC and ST students in Sports andGames
g. Programme for Human Resources Development and Publication ofPeriodicals
h. Information-Cum-Guidance Centre
i. Better Educational Fncilities for Bright Scheduled Caste and ScheduledTribe Students.
ANALYSIS OF DATA COLLECTED USING SCHOOL INFRASTRUCTURE FACILITIES INVENTORY
1 Section A, Part A: General Data
Section A, Part B: General details of the schools
Section A. Part C (a): Nature of Pacca Building and Classrooms
Seetion A, Part C (b): Nature of Kacha Building and Classrooms
I Section B. Part A: Basic amenities in the school
II Section B. Part A: Basic amenities in the school
Section C, Part B: Adequacy of facilities in the office
Section C. Part C: Adequacy of facilities in the classroom
Section C, Part D: Adequacy of facilities in library and reading room
Section C, Part E: Adequacy of facilities in the laboratory
Section C, Part F: Adequacy of audio-visual and other teaching aids
III. Section D, Part A: Adquaey of facilities for sports and games
Section D, Pan B: Adequacy of facilities for a n education
Section D, Pan C: Adequacy of facilities for extra-curricular activities
Section D, Part D: Adequacy of facilities for co-curricular activities
IV. Section E, Part A: Does hostel provide sumcient facilities
Section E, Pan B: Star quarters available
Section F, Pari A: Distribution ofstaffstrength of the school
Section F, Part B: Distribution of part-time teachers available
ANALYSIS OF DATA COLLECTED USING NONFORMAL EDUCATION PROGRAMME INVENTORY
Section I. Part A: Local Survey
Section I, Part B: Human Resourtc Availability
Section I, Part C (a): Material Situation
Section I, Part C (b): Availability of Primary Facilities
Section I, Part C (c): Availability of Materials for the Centres
Section I, Part D (a): Financial constraints during the course of instruction
Section I, Part D (b): Financial sources available for the NFE centres
Section Il, Part A (a): Details regarding the curriculum of NFE programme
Section II, Pan A (b): Arrangement of content suitable to the learner
Section Il, Part A (c): Arrangement of vocational oriented content in thesyllabus
Section II, Part A (d): What are the vocational subjects included in the content
Section II, Part B: Subjects selected for awareness classes
Section III, Part A: Use of audio-visual instrument in NFE chsses
Section IlI, Part B: Use of blackboard and primer during class time
Section IV, Part A: Teaching learning methods
Section V. Part A: Monitoring of SFE programme
Section VI Part A: Evaluation of NFE programme
ANALYSIS OF DATA COLLECTED USING EDUCATIONAL WELFARE MEASURES AWARENESS INVENTORY
Section I, Part A: General Data
Section I, Part B (a): Educational qualification of members of the family
Section I, Part B (b): Occupational status of members of the family
Section I, Part B (c): Economic status of family
Section I. Pan C (a): Details of dwelling place
Section I. Pad C (b): Details of dwelling place
Section I, Part C (b): Status of home facilities
Section I, Part C (c): Status of home facilities
Section I, Part C (d): Availability of drinking water
Section I. Part D (a): EducationaY facilities at home
Section II. Pan A (a): Tuition facilities available at home
Section II, Part A (c): Distance from home to the educational institutions
Section II, Part A (d): Is educational welfare measures are enough to meet theeducational expenditure
Section Ill, Part A: Awareness about educational welfare measures
Section Ill. Part B: Awareness about the functioning of educational institutions
Section III. Pan C: Awareness about welfare measures available
Section III, Part D: Awareness about the welfare schemes of the ST department
Section III, Part E: Awareness about scholarship schemes available from STdepartment
V SUMMARY AND CONCLUSIONS
THE STUDY IN RETROSPECT
Sample, tools and technique
MAJOR FLNDINGS
A. FINDINGS RELATED TO FORMAL EDUCATION
B. FINDINGS RELATED TO NONFORMAL EDUCATION
IMPLICATIONS OF THE STUDY
Implications related to welfare measurn awareness
Implications related to nos-formal education
Specific Suggestions of the Present Investigation
SUGGESTlONS OF FURTHER RESEARCH
BIBLIOGRAPHY
APPENDICES
APPENDIX A SCHOOL IYFRASTRIICTIIRE FACILITIES INVENTORY
APPENDIX B NON-FORMAL EDtICATIOIY PROGRAMME INVENTORY
APPENDIX C EDlICATl0