Access to Education: Education Status of Scheduled Tribes in Andhra Pradesh: Attainments and Challenges

Various educational policies and government initiatives at the national level in India have aimed at improving the literacy rate of the tribal communities. However, even after 73 years of independence, the literacy levels of the tribal people have not risen to the desired levels. On top, there is the issue of high dropout rates (Ministry of Tribal Affairs, Statistics Division, Government of India, 2013, Statistical Profile of Scheduled Tribes in India, https://tribal.nic.in/ST/StatisticalProfileofSTs2013.pdf ; 70.9%, according to a recent study) among the Tribals (Rupavath, 2016a, Review Pub Administration Management, 4, p. 183). In such a situation, it is important to find out why tribal communities are still lagging behind in the education sector. This study will deal with the various aspects of access to education for the tribal communities. It will also try to examine the linkage between poverty and education. This is considered important since literacy can mean much more than mere bookish knowledge. A literate person can be expected to have more awareness about matters of importance to him or her. On the employment front, a literate person can have wider livelihood options—and not be confined to pursue occupations which largely entail manual labour. At the same time, a literate person would know more about his or her legitimate entitlements and be in a better position to avail of these. It is one thing for the government to reserve vacancies for candidates belonging to the deprived sections of society. It is equally important for more persons hailing from these sections to know about these and utilize these. Education can be a means for such persons to optimally utilize the opportunities available to them. It is a proven fact that students learn better and retain more when they are active participants in the teaching–learning process. For the purpose of this study, two districts—Anantapur and Vishakhapatnam (in Andhra Pradesh), and Hyderabad district (in Telangana)—have been selected for a detailed examination. The study will include not only the availability of infrastructure but also participation of the tribal students in the classroom discussions. The study will utilize both purposive and random sampling methods.

Various education policies and government initiatives has been focused to improve the literacy rate of the tribal communities. After sixty- four years of independence the tribal people are still lagging behind from the development basically in the education field. Still high drop outs and illiteracy rate is high among the tribal in comparison to other communities. In recent study it has been found that there is 70.9% of the drop out among the tribal. This paper deals Illiteracy is the root cause of backwardness of the STs in Andhra Pradesh. Through various schemes and their expenditures, the government has been making serious effort for improving educational standards of them.

Various educational policies and government initiatives have aimed at improving the literacy rate of the tribal communities. However, even after 74 years of independence, the literacy levels of the tribal people have not risen to the desired levels. On top of that, there is the issue of high dropout rates (70.9%, according to a recent study) among the tribals. In such a situation, it is important to find out why tribal communities are still lagging behind in the education sector. This study will deal with the various aspects of access to education for the tribal communities. It will also examine the linkage between poverty and education. This is considered important since literacy can mean much more than mere bookish knowledge. A literate person can be expected to have more awareness about matters of importance to him or her. On the employment front, a literate person can have wider livelihood options – and not be confined to pursue occupations which largely entail manual labour. At the same time, a literate person would know more about his or her legitimate entitlements and be in a better position to avail themselves of these. Education can be a means for such persons to optimally utilize the opportunities available to them.

The introduction of the new education policy marks a step towards a significant change in the Indian education system. An important part of this policy is the concept of online education, which aims to make education accessible to more people and improve its quality. Online education means that the education department and students can study through the internet. In this article, we will discuss in detail the importance of envisioning online education in the new education policy and its benefits.Education is important for the development of the society and technological advancement in the field of education has made the concept of online education an important part. Online education provides students with the opportunity to receive education with different styles and suitability, thereby opening doors to new directions in the field of education. This research paper attempts to present an overview on the concept of online education in the new education policy. The new education policy has been presented by the Government of India and it proposes to improve many aspects of education, of which online education is an important part.Under the new education policy, various mediums are being used to authenticate online education, such as video classes, online courses, and innovative technologies to facilitate digital education. Its main objective is to make education accessible to more individuals and improve its quality, especially in villages and small towns. The benefits of online education can be not only in delivering education in a better way but also in making education more useful and interesting. Additionally, online education can help students balance freedom and time, and make them more capable.Hope this summary will help you understand the important aspects of online education in the new education policy as well as its challenges.

The Politics and Economics of Comparison

This research aims to examine the effect of balance funds, the regional revenue and the response of government over the result on an education aspect with regional expenditure in the education sector as mediator. The population the research is 33 provincial Governments in Indonesia between 2017-2020. This study uses secondary data and the data describes about the reports on regional government on local authority revenue expenditure (APBD) and outcome data on education sector in the form of school enrollment rates in Indonesia. Furthermore, the data collection displays through documentation and the method used is multiple linear regressions that use the Eviews program version 12 with panel data assessment. The results of this study represent: (1) The balance funds, regional revenue and the influence of government response on Regional Expenditures Of Education Sector. (2) The balance funds, regional revenue and the influence of government that effect outcomes in the education sector. (3) The effects of Regional Expenditures on educational outcomes sector. (4) The Regional Expenditures on education fully mediates the influence of balance fund in the educational outcomes sector. (5) The Regional Expenditures on education partially mediates the influence of Regional Revenue in the educational outcomes sector. (6) The Regional Expenditures on education partially mediates the influence of government on the educational outcomes sector.

This study aims to explore and analyze the recruitment and selection practices in the education sector, specifically focusing on vocational courses within tribal communities. The primary objective is to identify the key challenges, strategies, and potential improvements in the recruitment and selection process for vocational education in these marginalized communities. The education sector plays a crucial role in empowering tribal communities by providing them with access to vocational courses that enhance their employability and socioeconomic development. However, ensuring effective recruitment and selection processes tailored to the unique needs and characteristics of tribal communities remains a significant challenge. The research methodology employed in this study includes a combination of qualitative and quantitative approaches. Primary data is collected through interviews, surveys, and focus group discussions involving stakeholders such as educational institutions, tribal community members, educators, and policymakers. Secondary data is gathered from existing literature, reports, and case studies related to vocational education and tribal communities. The study investigates various aspects of recruitment and selection in the education sector, including the identification of potential candidates, assessment methods, cultural considerations, and community engagement. It examines the current practices and policies implemented by educational institutions in recruiting and selecting students for vocational courses within tribal communities. Findings from the study provide insights into the challenges faced by educational institutions, such as limited access to quality education, lack of awareness about vocational courses, cultural barriers, and geographical constraints. Additionally, the study explores innovative strategies employed by institutions to address these challenges, including community outreach programs, targeted recruitment campaigns, and inclusive selection criteria. Based on the analysis of the data, the study proposes recommendations and best practices to enhance recruitment and selection processes in the education sector for vocational courses in tribal communities. These recommendations aim to improve inclusivity, cultural sensitivity, and community involvement in the selection process. Moreover, the study highlights the importance of collaboration between educational institutions, policymakers, and tribal community leaders to ensure effective implementation of these recommendations. This study contributes to the existing literature on recruitment and selection in the education sector by specifically focusing on vocational courses within tribal communities. The findings and recommendations will be valuable to educational institutions, policymakers, and other stakeholders involved in the design and implementation of vocational education programs for marginalized communities

"I am concerned and I am frustrated because I don't know what the alternates are...It clearly isn't racist; its economics. The real question you have to ask yourself is: Is this good orbad?"-Norman Rice, former Mayor of Seattle, On gentrification in that cityUrban America is in a state of crisis. A huge pool of America's resources is increasingly disconnected from mainstream society. That pool is within the core of major cities and particularly includes African American and Hispanic male youth. By way of illustration, more than half of all core city African American men do not finish high school. The correlation between drop-out rates, unemployment, and incarceration is profound. As of 2004, 72% of African American dropouts who are in their 20's are unemployed, up from 65% in 2000.s Incarceration levels are at historic highs and increasing, where by their mid-30's, 6 in 10 of these high school drop outs have spent time in prison. That rate is four times higher than that of Black men in South Africa under the apartheid regime. Seventy-five percent of African American males incarcerated in Baltimore Maryland did not graduate from high school. The infant mortality rate among all African Americans is more than twice the national average, and is much worse among the poor in the core of urban America. After the Katrina floodwatershave receded, some see an opportunity to buy low and sell high. But themuted voices of the poor cry to keep what they had.' For them it was aKatrina moment. For the urban core poor across the nation, it has been aKatrina erosion over the decades from a series of unnatural disasters.

Mahasweta Devi, a renowned Indian author and social activist, is celebrated for her remarkable contributions to literature and her commitment to advocating for marginalized communities. One of the earliest Indian writers to recognize and explore the deep cultural and national divides between the mainstream and peripheral groups, Devi’s works bring into focus the harsh realitiesfaced by tribal communities. She exposed the systemic neglect and exploitation of these marginalized groups, particularly in the context of their exclusion from both history and the nation’s contemporary framework. Through her literary activism, Devi became a pivotal figure in using writing as a means of challenging and changing the social order. This paper examines Devi’s portrayal of tribal communities, especially through the lens of four critical themes: Ignorance, Denial, Suppression, and Exploitation. Devi’sliterary approach merges the realms of art and activism, emphasizing that writing is not merely a creative pursuit but a tool for social transformation. She was one of the first to acknowledge the deliberate erasure of tribal voices from the official narrative of India’s history. The communities she championed had been, for centuries, excluded and silenced by dominant societal forces. Devi’s stories, particularly her short stories, highlight the impacts of this exclusion, presenting a vivid picture of the tribal experience in a society that has, for the most part, remained unaware or indifferent to their existence. The focus of this research is to explore howIgnorance and Denial intersect, with mainstream society failing to acknowledge the rich cultural heritage and contributions of tribal people. This ignorance is not simply a lack of awareness but a deliberate act of omission, further marginalizing the tribal communities and reinforcing their invisibility. The theme of Suppression in Devi’s works is a direct consequence of this Ignorance and Denial. Tribals are subjected to systemic oppression—politically, socially, and economically. Devi's characters, representing the marginalized sections of society, are often forced to navigate a hostile environment, where their voices are stifled, and their struggles remain unnoticed. Her stories illustrate the harsh realities of life in rural areas, where tribal people are continuously fighting to preserve their identity and dignity against forces that seek to erase them. Through these narratives, Devi exposes the social and institutional forces that attempt to suppress tribal populations, highlighting the stark contrast between their resilience and the overwhelming power of mainstream society. The final critical element of Devi’s portrayal is Exploitation. In her stories, the economic, cultural, and political systems are shown to not only ignore the rights of tribals but also actively exploit their labor, land, and resources. The exploitation is portrayed as an intrinsic part of the social and economic system that perpetuates the suffering of these communities. Devi’s short stories bring these issues to the forefront, showing the devastating effects of such exploitation on tribal communities, as well as their struggles for survival and recognition. This study analyses16 tribal short stories by Mahasweta Devi, examining how each story reflects the interconnected themes of Ignorance, Denial, Suppression, and Exploitation. The research is organized into five chapters, starting with an introduction to Devi’s life and work, followed by a review of literature that links her writings to the subaltern theory.

The history and problems in the making of education policy at the World Bank 1960–2000

This investigation has been done on the basis of qualitative and quantitative data collected from primary sources and explored the social discrimination experienced by tribal agricultural labourers and differential perception of social discrimination by men and women tribal agricultural labourers in a descriptive manner. Tribal agricultural labourers, especially women, fall prey to high order of discrimination by the rest of the society. Tribal communities face socio-cultural, economic, political and gender discrimination from others. Among the tribal communities, Kattunaikans experience a high level of social discrimination than the Paniyas and Kurichiyas. Kurichiyas, who enjoy a better socio-economic status among the tribal communities, could defend the discrimination from others, while, Kattunaikars and Paniyas, who are considered as down-trodden, fall behind the mainstream society. While comparing the tribal men and women, the women experience a higher order of social discrimination, owing to their lower self-confidence, educational status, mass media exposure, political orientation, health and nutrition status and in addition to these, a lower level of awareness about the development programmes. Even though many government initiatives are taken for the welfare and upliftment of tribal people, the reality is that the benefits of these programmes do not reach the intended population.

Background: The school drop-out phenomenon has been a significant academic problem globally and it is extremely difficult to identify the causes of drop out. Objectives: To elicit reasons of school drop-out in age group between 6-14 years from students and teachers. Material and Methods: Total 200 children were selected and the data collection was carried out in all the government urban schools of Belagavi district. A pre-designed and pre-tested questionnaire was used to collect information on socio demographic variables and to evaluate the reasons for school dropout. Results: A total of 200 study participants were enrolled. The highest dropout rate was observed in children aged 13 years (22.5%). Around 48% children belonged to socio-economic status class II. The highest dropout was observed in Grade IV students (21%). The main reasons of drop-out were poverty (31%), parent’s negligence (15.5%), lack of interest in going to school (12.5%), and prolonged illness (8.5%). Conclusion: The highest drop-out rate was observed among students of 13 years of age and the main reasons were poverty, lack of interest in going to school, parent’s negligence and prolonged illness. There is a need to motivate the community regarding the importance of education.

This paper will discuss how the cooperative relationship between Indonesia and Australia through AusAID resulted in various assistance programs in the education sector during the Joko Widodo era from 2014 to 2019, in which this research will look at the effectiveness of the cooperation. Indonesia has pressing problems in the education sector. This is due to the declining quality of education in Indonesia and the alarming dropout rate. Therefore, it is necessary to take steps to improve the quality of education in Indonesia, one of which is through cooperation with Australia. Bilateral relations between Indonesia and Australia have existed for a long time so cooperation in the education sector between the two countries is considered to be beneficial. Indonesia has various policies in the education sector such as 9-year compulsory education and character education development. Meanwhile, Australia has a foreign policy in the field of education that focuses on assistance in improving the quality of education and direct assistance. The cooperation between Indonesia and Australia in the field of education can be seen in the implementation of programs such as the Education Partnership, Technical Assistance for Education System Strengthening, ProDEP, and Innovation for Indonesia's School Children. The cooperation program resulted in various achievements, such as the availability of educational infrastructure and facilities, improving the quality of educators and educational services, improving the curriculum for effective learning methods, as well as the accessibility of education quality in achieving gender equality and being disability-friendly. Researchers see that educational cooperation between Indonesia and Australia from 2014 to 2019 was effective in helping to overcome various educational issues in Indonesia.

Based on certain unfair grounds, some of the tribal communities in India are tagged as criminal tribes, and were not recognised by the state. These communities always found themselves to be at the receiving end of the social disparities. They are guilty and victims by their birth in these communities. They are depressed not because of their poverty-stricken conditions, but the general outlook of what the public, society and institutions have about these communities. The conditions of the 196 denotified communities (59 communities in Andhra Pradesh) are rather disheartening. The historical evidences show that the state and non-state actors are the reason for this. These tribes mostly depended on some traditional livelihood sources such as vegetable sellers, plantation workers, stone quarry workers, earth workers, baggage carriers, food grain transporters, basket-makers, rope weavers etc. During the course of modernisation and development, it constituted a threat to the identity and human dignity of certain Indigenous people. The traditional livelihood practices in the process have slowly vanished. This has led them to shift their livelihood sources. There had been no evidence in the history that government/state took the responsibility to socialise these tribes to integrate them into the mainstream society. The main thrust and focus of the chapter is to discuss the conditions and experiences of the nomadic and denotified tribal communities in India and to understand the perspectives of the dominant sections of the society that branded them as ‘habitual, criminal and juvenile offenders’ in the colonial and post-Independent India. Though the analysis of the situation of these communities is applicable to the entire Indian situation, references in this chapter are drawn mainly from the experiences of Andhra Pradesh. Thus, the chapter specifically analyses the basic features of the denotified tribes of Andhra Pradesh and implications of the Criminal Tribes Acts in various districts in Andhra Pradesh.

The article considered the structural and logical model of building a compliance system in the educational field. The concept of "Compliance" was defined. The main problems, which are the most relevant in the conditions of information confrontation in the market of educational services, were singled out. The essence of compliance was defined. It was the role of compliance for the educational sector is analyzed. Compliance risks in the educational sector were considered. The segments of the educational industry in which compliance risks are manifested were listed. Needs for intra-industry risk management were identified. Compliance was considered in the context of the development of the country's educational environment. The main components of the compliance system of the educational sector were listed. Integrity in the educational field was analyzed. It was considered by the compliance control of the educational industry. Specific areas characterized by compliance control were singled out. The main areas of application of the compliance function in the educational sector were determined. Examples of compliance violations in the educational sector were given. Such violations can be fictitious activities, informal rewards, unofficial labor relations, violations of fire safety or labor protection, and others. The definition of the concept of the compliance system in the educational field was given. The standards that compliance may include were considered. The main principles of the functioning of the compliance system in the educational field were illustrated. The main tasks that must be performed by the Ministry of Education and Science of Ukraine for the functioning of the compliance system were highlighted. The main aspects of the compliance system in the educational sector were listed and analyzed. The structural and logical model of building a compliance system in the educational field was illustrated. The main duties of compliance specialists were highlighted. The main tools used to assess the effectiveness and efficiency of the compliance system in the educational sector were listed. The main components that provide methodological support for the compliance system in the educational field were analyzed. The strategic goal of creating a compliance system in the educational sector was defined. Conclusions were made regarding the structural and logical model of building a compliance system in the educational field.