Open Access Research Article
TRIBAL EDUCATION IN MAHARASHTRA: RECONNOITRING SOCIO-LEGAL TONES THROUGH THE PRISM OF CULTURE
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“TRIBAL EDUCATION IN MAHARASHTRA:
RECONNOITRING SOCIO-LEGAL TONES THROUGH THE PRISM OF CULTURE”
AUTHORED
BY - DR PRATIK SALGAR
& KRUTIKA JAIN
1.
Introduction:
Education is the most important tool
for the development of human beings. It provides people with the knowledge, and
the skills they need for personal growth and help them build a quality life for
themselves. Hence, education plays an important role in the development of a
nation.
Historically speaking, education has
been an important part of our culture. During ancient times India followed the
Gurukul system where the student (shishya) used to go at the teacher’s
residing place and requested to be taught. In this ancient residential
educational system, prevalent during the Vedic era, students were given
knowledge about various subjects
like language, science, mathematics metaphysics, etc. and not only were these
the only teachings, but attention was also given to arts, sports, crafts, and
activities which help them develop their intelligence and critical thinking.
They were thought skills that would actually help them live culturally displaced
life.
Unfortunately,
this concept of the gurukul system has dwindled in the modern era. In the 1830s
Lord Macauley proposed this “modern educational system” which lacks personality
development. Teaching has now been confined
to specific topics and student grades are given more importance than the actual
knowledge. The modern education system has failed to recognize the deep-rooted
cultural values which were present in the gurukul system. Things however are
still better for people in the urban area.
In
tribal areas situation is far worst. Even after seven decades of independence,
education is still not accessible to every person in India. The literacy rates
among tribal people are very low due to a number of reasons, some of them being
a language barrier, financial conditions, lack of skilled teachers, lack of
accommodation to place of education, lack of proper monitoring and lack of
connection with culture and education. They do not have the basic necessity
needed for education. We realized the importance of the internet during the
Covid pandemic and how much of an impact it has had on education. Most tribal areas do not have this
much-needed facility of internet. Though the government has been enhancing educational
policy, it is important to know how much of the policy was made keeping in mind
these tribal people and how much representation they have had while making
these policies.
2.
Recognizing Right to Education as
Fundamental Right:
Socio-Legal
Aspects:
In 2002 by the 86th
Amendment, Article 21A – Right to education was added. The Act, enforced on 1st
April 2010, talks about providing free and compulsory education to all children
aged group six to fourteen. Even after this enactment today in 2022 a large
number of children are not receiving a quality education, most of these
children belonging to the tribal community. One of the main reasons is the
language barrier. The medium of instruction of education in most schools is in
a language that the students from the tribal community are unfamiliar with.
Language varies from place to place and region to region and using a standard
medium of language for teaching is unfair to the students belonging to the
tribal community.
Out of several scheduled tribes,
communities in the country, 45 major tribal communities live in Maharashtra.
Population wise Maharashtra has got a second largest ST population at national
ST population (Kokate and Solunke 2011). There are 10,510,213 (9.4 per cent of
the state population) people reported as STs.
Educational status of STs is very low
in Maharashtra like most of the other States. Out of the total enrolment, the
enrolment of STs is 12.85 per cent whereas it is 72.89 percent for others in
primary education. The enrolment of STs at secondary level is reduced to 6.27 per
cent when it is increased to 78.99 percent for others. At primary level, the
GER for STs is higher than the other category and signifies a larger number of
STs are repeated or remained in primary level as over/under age enrolment. The
GER of STs is much lower than the other categories at secondary, higher
secondary and a higher level of education which is just 49 per cent for STs
against 73.7 per cent of all categories at secondary education level
(Statistics of School Education, 2012).
[1]
Bipin Jojo and Dhaneswar Bhoi (march 2018) Scheduled Tribe Children and Their
Educational Accessibility: Evidences from Maharashtra School Education
Even though there are many different
tribal languages spoken in Maharashtra, none of them have been mentioned in the
Eighth schedule of the constitution. Even seeing with broader none of the
tribal languages spoken in other parts of Indian have been given recognition
amongst the 22 languages recognized by the Eight schedule of the constitution.
Even though article 350A says that every state shall provide adequate
facilities for instruction in the mother tongue at the primary stage for
students belonging to a linguistic minority, there is very less implantation of
this provision in reality
3.
Issues and Challenges in National Education
Policy 2020 and Tribal Education
It is significant
to take into account following provisions of New Education Policy, 2020 from
the point of view of analyzing issues and challenges of the research problem.
a.
The curriculum
must include basic arts, crafts, humanities, games, sports and fitness,
languages, literature, culture, and values, in addition to science and
mathematics, to develop all aspects and capabilities of learners; and make
education more well-rounded, useful, and fulfilling to the learner.
b.
As a part of
the thrust on experiential learning, art-integrated education will be embedded
in classroom transactions not only for creating joyful classrooms but also for
imbibing the Indian ethos through integrating Indian art and culture in the teaching
and learning process at every level. This art-integrated approach will
strengthen the linkages between education and culture.
c.
In addition to
high-quality offerings in Indian languages and English, foreign languages, such
as Korean, Japanese, Thai, French, German, Spanish, Portuguese, and Russian,
will also be offered at the secondary level, for students to learn about the
cultures of the world and to enrich their global knowledge and mobility
according to their own interests and aspirations.[1]
The provisions abovementioned in the national
education policy talks about the inclusion of arts crafts humanities games
sports and fitness, languages, literature, culture, and values, in addition to
science and mathematics, but merely making a provision is not sufficient.
having a echanism for implementing these provisions is in question.
The new education policy also talks about teaching foreign languages to
students like Korean, Japanese, Thai, French, German, Spanish, Portuguese, and
Russian. but children from tribal areas do even understand the common standard
language practiced in those areas like Hindi Marathi or English. learning these
languages is important for the development of students on a global level but
the primary goal must be the development of students at the national level and
teaching them indigenous languages. today in the name of development and due to
the encouragement of teachers in schools to learn global languages, students
are forgetting their cultural and ethical values and are in a race to be a
better “foreigner” which is one of the causes leading to the migration of
students to another country rather staying in India and developing the
country.
The policy further talks about using art as a
tool for learning and insists on experimental learning, but does not mention
anything about training teachers in this particular form of teaching. There is
also no mention in the policy for training teachers in tribal languages and
getting nontribal teachers familiarized with tribal culture and area.
4.
Tribal Education in Maharashtra:
Nuances to be Understood
a. Language: As a Medium of Communication
As so many developed countries around the world
have amply demonstrated, being well educated in one’s language, culture, and
traditions is not a detriment but indeed a huge benefit to educational, social,
and technological advancement. India’s languages are among the richest, most
scientific, most beautiful, and most expressive in the world, with a huge body
of ancient as well as modern literature (both prose and poetry), film, and
music written in these languages that help form India’s national identity and
wealth. For purposes of cultural enrichment as well as national integration,
all young Indians should be aware of the rich and vast array of languages of
their country, and the treasures that they and their literatures contain.[2]
The meaning of word “Communication” is
“to participate” and “to share”, According to Oxford Dictionary it means
“transforming or conveying of meaning”. A human is a social creature which
cannot survive without communicating with one another, communication is key
component in sharing knowledge, acquiring knowledge. In Maharashtra, the regional language of
teaching is Marathi, English and even Hindi in some areas but for a tribe child
even to learn the main stream languages which is important; but is hard.
Teachers appointed in these tribal area
are required to know the tribe language as well as the culture of the tribe, so
that children will feel protected and connected to the educational system. It
is said by many professionals that child picks onto the knowledge which is
given in their mother tongue, even the first words spoken, the basic things
every child recognises in their mother tongue later on learns it in different
language (I.e. A child whose mother
tongue is Marathi will first recognize Sun as “Surya” in its mother tongue)
That much importance is given to the mother tongue or the regional language,
the development of special mechanism which will recognize these tribal
languages and with the help of educational professionals there is need to take
special training of these teachers and development of study material in these
languages ( for children aged between 2 to 8 ) later on they can pick up the
mainstream languages . The main
hurdle is language which feels alien to these children. It is important to
build confidence between these kids in age group 6 to 8 years so that they can
pick up the main stream languages.
b.
Study
Material for Tribal Education:
No doubt that Study Material, Curriculum, its
sources are the wisdom for children but nothing can beat the Literature in your
mother tongue. Tribal children can enjoy stories in their mother tongue much
easily (aged between 2 to 8 years). The object of specialised Study Material
designed for Tribal Children should be easy learning and making the education
process more enjoyable, skill oriented for Children.
It is important for children to feel
that they are represented in the Study Material (Literature / curricular) that
they are reading, so that they are least likely struggle with the studies.
The geographical area, tribal culture,
environment around the tribe area National Centre for Children’s Literature
oversees, manages and plans the production of Children’s literature in Indian
languages. The availability of Children literature in tribal languages is a big
issue. Jennifer H said “Books have the power to encourage students while at the
same time enlighten other readers of the truths about lives, they don’t live”
which significantly expresses how impactful the books / Study Materials can be
for children.
The International Work Group for
Indigenous Affairs, an international organization dedicated towards the work of
protecting, promoting, defending Indigenous People’s human rights by their The
Indigenous World 2022: India report recognized that India has 705 ethnic groups
which are recognized as Scheduled Tribe.
The renowned linguist, Noam Chomsky once
said that “A language is the Mirror of the Mind”. The literature that we read
let it be Study Material – The subjects, the stories , the illustrations given
are more easily understood if they are related to our day to day lives , the
stories and knowledge passed through our ancestors and related to future as
well.
National Education Policy 2020 aims at
following aspects:
·
Enjoyable and
inspirational books for students at all levels will be developed through high
quality translation and in Indian Languages
·
Teachers with
knowledge of local language to areas with high dropout areas will be
deployed
·
Competitions
and Olympiads will be available in regional languages.
·
By 2021 the new
and more efficient and comprehensive National Curriculum Framework for
education of teachers will be formulated by NCERT based on vision and
principles of National Education
·
Policy 2020 and
will be made available in all regional languages
·
Policy
recognized the tribal communities and children and the difficulties they face
by saying that the special mechanism needs to be made for these children to
benefit from these interventions.
c.
Teaching Pedagogy and Teachers’ Skills:
National Education Policy 2020 talks about
teaching pedagogy and teacher’s skills.
·
Teacher
Eligibility Test will be conducted to strengthen test materials in terms of
Teaching pedagogy and teachers skills
·
The interview
will include the proficiency of teachers in local language for better
communication between the students and teachers.
All curriculum and pedagogy, from the foundational stage onwards, will
be redesigned to be strongly rooted in the Indian and local context and ethos
in terms of culture, traditions, heritage, customs, language, philosophy,
geography, ancient and contemporary knowledge, societal and scientific needs,
indigenous and traditional ways of learning etc. – in order to ensure that
education is maximally relatable, relevant, interesting, and effective for our
students. Stories, arts, games, sports, examples, problems, etc. will be chosen
as much as possible to be rooted in the Indian and local geographic context.
Ideas, abstractions, and creativity will indeed best flourish when learning is
thus rooted.[3]
Historically we have seen through the gurukul
system the impact of a teacher-student connection on the progress and growth of
the student. The presence of teachers from the same tribal community has shown
to have better participation of students, as the tribal teacher from the same
community understands the culture with greater sensitivity. A teacher from the
tribal community would understand the problems of tribal students better and
bring change in his teaching ways accordingly. They can connect the culture
with the curriculum and make learning interesting for the students. The study
material is often not available in the language of the tribal community which
has been a cause of students not having an interest in education. a teacher
bridge the difference between that and imparts education using available
resources. teaching via drawing painting theatre sports etc at the primary
level would engage the interest of students in school.
5.
Culture in Education:
Multicultural education is advanced as an important response to
diversity in educational processes. A closer view to multicultural education
indicates that it is a movement for equity, social justice, and democracy as
well as a philosophy and strategy to school reform.[4]
Culture in education plays an important role. When a child is born, his
first connect is with his culture. The gurukul system had had culture
integrated in their education system. Teaching core values of how to live a
culturally disciplined life was one of the important teachings of the gurukul
system. The modern education system lacks this.it is ract race education system
that promotes crab attitude rather than brotherhood. The purpose of education
is to transform group of people into civilzed society and if eduation is not
able to fulfill this purpose than it will be of no use. Children from the
trivbal area are not able to connect with education because of its lack of
integration with culture. Many school in have teach their students on tribal
culture and festivals. We all are aware of holi or holika festival but very few
of us know about Bhagoria Festival. People coming from tribal area feel left
out and gradually their interest in coming to school for education diminishes.
Most schools only focus on giving text book knowledge and lack physical
activity. Unlike in gurukul system where physical and mental health was given
importance most schools in rural area lack this.
6.
Conclusion and Suggestions:
Accessibility to basic primary education for tribal people is very low
in Maharashtra. most of these tribal areas are in undeveloped regions where
basic infrastructure in schools like toilets is not provided. toilets are not
only important for good station and hygiene but also for dignity, especially of
young girls. even today there are so many girls who are forced to stay at home
once they reach puberty because lack of proper toilets as many cases of
molestation have come forward when females are forced to defecate in open. so
having a minimum level of infrastructure in tribal school is necessary. there
should also be hosetel facility provided for students who come from a remoter
tribal areas.
Even though government has taken initatvies
there is low attendance of students of tribal communities in school because of
poor economic conditions of families. a lot of tribal families depend on their
younger member for basic livelihood as some parents fail to see the befit of
education and prefer to send their children to work. So programs for spreading
awareness about importance of education among tribal parents is important.
Appointment of non-tribal teachers in tribal
schools is an evident problem as the teacher has lack of knowledge of tribal
language or culture, because of this students cant connect with the teacher. There
should be a proper mechanism for training non tribal teacher in specific tribal
area. There should be inclusion of activities in curriculum that help the
tribal children connect with the culture and history of their regions. Education
will play an important role in development of tribal communities
Article Information
TRIBAL EDUCATION IN MAHARASHTRA: RECONNOITRING SOCIO-LEGAL TONES THROUGH THE PRISM OF CULTURE
Authors: DR PRATIK SALGAR, KRUTIKA JAIN
- Journal IJLRA
- ISSN 2582-6433
- Published 2024/02/23
- Issue 7
About Journal
International Journal for Legal Research and Analysis
- Abbreviation IJLRA
- ISSN 2582-6433
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