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0 | e Outcaste (Avarnas) wit in t e varnas ram

0 3000 years social oppression, political exploitation,
economically deprived & culturally dominated.
0 Menial job , service provider, facilitator, etc.
0 Untouc ables, aspars iya, depressed classes,
arijans, etc.
0 Officially known as Sc eduled Castes (GoI Act, 1935)
0 Anot er understanding on Dalits brings all t e
deprived groups SC, S|, OBC and minorities
 À 

0 Dalit means broken people (Sanskrit, Hebrew, Latin)
0 A istory, a people, a culture
0 Accommodative istory
0 Resistance for justice, equality and peace
0 Strongly believes in equality, liberty and fraternity
0 A sense of culture wit a balance between nature and
uman
0 Democratic principles based on consensus
0 Respect for women
0 Recognition and adoration of ancestors
0 First used in modern Indian literature by P ule
0 Dalit Pant ers popularised in 1970s wit it anti-caste,
anti-class movement.
 
 


0 |otal Population Ȃ 166 million

0 Percentage Ȃ 16.6% of total population of t e country
0 No. of castes notified as SC Ȃ 1231
0 Literacy rate Ȃ 54.69% (census 2001); 57% (| orat)
0 12% in t e rural areas and 28% in t e urban areas are in
small business
0 In 2000, about two-t irds of SC rural ouse olds were
landless or near-landless, compared wit one-t ird amongst
t e non-SCs
0 Fewer t an one-t ird of S.C. ouse olds ad acquired access
to capital assets compared wit 60 per cent among non-SCs
 
 

0 60% of SC ouse olds depend on wage labour compared wit
25% among non-SC
0 In 1999-2000, about 36% of SCs were poor as compared wit
21 per cent among non-SCs
0 Prevalence of poverty is particularly ig among SC
ouse olds t at were engaged in wage labour in rural areas
(50%) and urban areas (60%).
0 On an average about 23,000 cases of uman rig ts violations
and atrocities are registered wit t e police annually.
0 Rate of conviction Ȃ less t an 1%
0 Out of about 800 accredited journalists in India, t ere is none
from Dalits
0 As per CSDS Survey, not even one Dalit is present out of 315
key decision makers in media.
0 In top 100 industrialists and ric people no single Dalit remains
 
 

0 So far only two Dalit Judges ave found place in Supreme
Court
0 | ere is no actor and actress in Bollywood (Film Industry).
0 No Dalit as been elevated to become t e Cabinet Secretary
0 As per SCP, t e amount of expenditure of budget s ould be
according to t e population but t is rule as been violated
(e.g., in 2007-2008 t e total plan budget was 205100 crores
and distribution to Dalits was only 12535.75 crores, it s ould
ave been 32816 crores; s ort fall of 20280 crores.
0 Out of 163 Missions of government of India abroad, about alf
a dozen SC/S| IFS Officers ave been posted as eads of
mission but none of t em ave been posted as eads of t e
missions / embassies in A and B category countries.
0 Dalit enrollment in graduate education is 8.37% as against
91.63% for ot ers.
 



  

0 15% reservation in Kendriya Vidyalaya
0 Also reservation based on t e population ration is allotted
by State Government run sc ools
0 GoI also reservesed 27% in Hig er Education
0 Gross Enrolment Ratio (GER) in primary classes (I-V) is
88.30 %, for middle classes (VI-VIII) is 71.86%
0 38% Government sc ools, Dalits c ildren ave separate
sitting arrangements.
0 20% Dalit c ildren are not permitted to access drinking
water from t e same source.
0 Dropout at primary stage (I-V) Ȃ 36.56%
0 Dropout at middle stage (VI-VIII) Ȃ 59.42%
0 Dropout at secondary stage (IX-XII) Ȃ 73.13% (MoHR)
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0 He talks about w y reservation is necessary
0 He exposes t e t eories of merit propagated by t e
upper cast intellectuals and media
0 He starts wit t e mandal era w en v.p. sing
implemented t e mandal commission
recommendation and gave 27% reservation in jobs
for OBCs .
0 He also tells t at t e reason be ind t e
bra amanical elements attack on t e notion of
social justice
0 H also exposes t e myt of merit
0 He tells t at t e notion of merit s ould be accorded not on
t e basis of marks but on t e basis of development of
innovative tec nologies and evolution of non discriminatory
management system in all spears of life and t e SC/S|/OBC
yout are better suited for t is kind of transformational role
0 He criticizes t e education policy w ic was formed after
independence by t e upper casts
0 He advises t at if we ave uniformed structures syllabus & if
all tutorial institutions are banned t en reservation can be
scrapped after 25 years
0 He explains t at reservations are a peaceful medium to
avoid social unrest based on cast discrimination
0 He concludes by saying t at t e lower cast ave very muc
productive energy but t ey cannot unleas it till t ey come
to terms wit modernity t us if t e II|s &IIMs wants to
produce innovative talent t ey must come to terms wit
reservation
  |!""#|$À!"%
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'(%)%)½"*&
0 In t is article t e aut or does t e case study for inequalities
in education among t e different sc edule caste groups in
Ma aras tra from 61 to 81
0 In t is article t e aut or rejects t e notion of monolit
sc edule caste community
0 He divides t e sc community in Ma aras tra in to four
categories
0 First category are known as t e major caste w ic include
t e ma ar, Mang and C amb ar
0 Second known as middle caste include B angis, Lingader,
D or & K atik.
0 | ird category include t e remaining 51 caste w ic
are clubbed toget er & are termed as minor caste.
0 | e aut or propagates t at eac caste in SC
category as its own separate social and cultural
identity wit a different social ierarc y t ere fore
t ese eterogeneous groups responded differently
to social an educational opportunities w ile some
group among SCs progressing at faster rate w ile
ot ers lagging be ind .
 
 !
0 Ma ars Ȃ t e Ma ars s ow a relatively better
response to education because t ey ave a long
istory of social and religious movement in 1981
0.97% of Ma ar ad ig er education.
0 Mangs Ȃ t ey are t e second largest SC community
in t e state and t ey are t e most educationally and
economically backward of major SC caste. In 1961
0.007 ad ig er education. W ile 0.28% ad ig er
education in 1981.
0 C amb ars- t e t ird largest caste ac ieved some
degree of economic advancement wit t eir lat er work
as it as demand in t e market even today In 1961
0.03% ad ig er education w ile 1981 t e % increased
to 1.03.
0 Holar- t e educational response of Holar ave been
comparatively poor all t oug ave a significant
population proportion of 1% in 1961 only 0.01% ad
ig er education w ile 1981 t e % increased to 0.33%.
0 | us in t is article t e aut or analyse t e existing
educational variation among t e SC of Ma aras tra and
found t at t ere is a ues variation in t e educational
attainment of various SC groups.


    
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0 In t is paper t e aut or critically analyses is
experience wit reference to t e sc eme of post
matric sc olars ip (MSP) at t e ig er level of
education meant for SCs and S|s .
0 | e SC & S|s constitute 22.5% of t e total India's
population and are istorically deprived suppressed
and oppressed .
0 | e paper studies data from t e state of
Ma aras tra Ǯ1999 and Rajast an
0 t e study is carried out to asses t e strent and
weakness of t e PMS sc eme
 .


 
0 | e people in journal are not fully aware of t e sc eme
0 It is revealed t at due to bureaucratic and administrative
procedures and prejudices students suffer umiliations and
discrimination
0 | e amount is inadequate and t e income level be set taking in to
consideration t e consumer price index
0 | ere are 12 conditions to be fulfil for availing of t e sc eme
w ic is found practically difficult for students to fulfil
0 | e beneficiaries come from a rural background forced to migrate
to towns for education an ence find education more expensive
0 Males out number females
0 | is mig t all t ese problems , most beneficiaries observed t at
t e sc eme is very useful and t ey could not ave been able to
pursue education wit out t e sc olars ip
  !ÀÀ"|!"$!|&//
0 Sc olars ip amount s ould be doubled
0 | e government s ould issue clear cut instructions to
t e welfare / tribes departments regarding t e eligibility
and inclusion or detection of caste and tribes
0 Annual income selling be immediately revised to Rs
80000 for general w ile retaining Rs 100000 for
professional /tec nical courses so t at t e c ildren of
t e parents employed in class III and IV categories would
be benefited
0 t e government s ould look in to proper and timely
implementation and for redressal of griviances of t e
institutions in t e implimentation of t e sc eme
0 | e government s ould increased awareness about
t is PMS sc eme.
0 | e social welfare department s ould adopt a
uniform met od of making rules and regulations
about t e sc eme relating to eligibility criteria,
caste, income and gap certificate.
0 | e staff of t e welfare department s ould be
properly oriented every year about t e sc eme and
its implementation.
/

0



 -

0 Access to Education (| e Enrolment)

0 Retention in Sc ool (Problem of drop out)
0 Educational Provisions (environment wit sc ool and
outside)
0 Policy problems







0 Hig level of enrollment as per government data

0 But t e data suggests t at t e ig er t e class t e
lesser t e level of drop outs
0 Quality of education
0 Problems compelling c ildren to drop out (wit in or
outside).
0 Social exclusion in education exists



 


0 Dalit parents are not welcomed to t e sc ools

0 Several prejudices and biases against Dalit community
continue to be practiced
0 Discriminatory attitudes, body languages, approac es
of teac ers
0 Mid-day meal and untouc ability practices
0 Economic issues and efforts to resolve it.
0 Denial of admission on various gr0unds
   
$



0 Segregation in sitting arrangements

0 C ildren being asked to perform tasks traditionally
done by Dalits (eg: sweeping t e sc ool grounds,
classrooms, bringing water for teac ers etc.)
0 In most of t e classroom situations, Dalit c ildren sit
on t e back seats
0 In many states t e reports of untouc ability in
drinking water and mid day meal sc eme ave been
documented
 
$
 

0 | ere are many provisions for encouraging Dalit

c ildren to study like sc olars ips, uniforms, books,
mid day meal (for all) etc. t ese are not in proportion
to t e population of dalit c ildrenǯs.
0 | e access to t ese resources takes lot of pain and
majority do not get and t erefore give up midway.
0 Even if it reac es to t em, an insufficiency prevails.
0 Dalit parents are treated in umanly by administration.
0 Many a times t ese resources are not provided to Dalit
c ildren. | ere is eit er delay or not ing is provided.
 /




0 |rends and tendencies of universalisation

0 Sc ools situated in non-Dalit locality.
0 Non-Dalits owe t ose sc ools not Dalits
0 Sarva S iks a Ab iyan (SSA) does not ave any
specific program for Dalit c ildren.
0 Ignoring t e issues of untouc ability and
discrimination in education ave been ignored
|   



0 How do we look understand and address t e question

of Dalit Rig ts to Education
M in t e wake of globalisation? (week state, corporates,
market, commodity, consumption, surplus, etc.)
M w en t e state itself as acquired a communal c aracter?
(Saffronisation, new syllabus, spreading atred against
indigenous and minorities, gender-biased, etc.)
M w en t e state itself is casteist in nature? (non-preparedness
to address t e core issue of caste, freedom, wisdom,
attitude towards similar groups)
M w en t e entire p ase of planned development in t e post-
independence era as failed to address t e questions of
marginalised? (development, upward mobility, subsistent
economy, etc.)
 /

1



0 From co-option to co-operation; (from discriminatory educational

patterns to inclusive one)
0 From tokenism to Dalit agenda (s ift in educational politics wit
special focus on Dalit girl education)
0 Affirmation of identity (pro- uman learning needs to be promoted)
0 |owards a larger common agenda (Universalisation of Education wit
specific focus on Dalits)
0 Rebuilding t e culture of résistance (include istory of Dalit leaders and
stalwarts as part of educational curriculum)
0 Alliance building wit ot er marginalised and oppressed groups
( istory of oppression based on caste, tribe, gender, occupation s ould
be exposed)
0 | us we feel t at t e condition of access to ig er education for SC/S|
is dismal and lot needs to be done to bring t em close to t e ot er
sections of society.