The literacy rate of nation

 The literacy rate of nation

Conclusion

Literacy is a bridge from misery to hope plays an imperative role in all phases of life. Education can remove corruption, unemployment, and environmental problems; guides an individual from cradle to death. It empowers mentality that will be able to envision good beliefs and ideas. It is a fortification against poverty and a track of economic and social prosperity. It promotes cultural and national identity. Particularly for girls and women, it is an instrument of family health and nutrition. The access of quality education is a fundamental right for all and is essential enabler for the achievement of other rights. It was primary agenda of every government to make quality education available to all, at all levels, free of charge. It is a paramount priority of Indian government to develop education culture and level of country. Time to time various governments has invested time, money, energy and resources to promote and develop education al quality and infrastructure of a nation.  Some targets have achieved and some have yet to achieve. The literacy rate of nation has increased from last few decades and the infrastructure of education has also developed parallel. But the gaps between the gender, groups, classes, regions and religions are still clearly visible.

Madhya Pradesh; a heart of India with diverse inhabitants of ethnicity, culture, religions and beliefs.  The state is considered oldest bench of learning in country. The state has taken many initiatives for improving the quality of primary and secondary education. In 1994 the slogan “Basic Education to All” and “District Primary Education Programme” (D.P.I.P.) was initiated; implemented in two phases – first in 1994 and second in 1997. The state has also initiated Education Guarantee Scheme in 1997; guaranteed for one primary school within a radius of one kilometer. The “Rajiv Gandhi Education Mission” established in 1999 to admittance “Literacy to All” and “Read and Grow” movements also took place in this decade.

There are various challenges that are the major hurdles in the overall development of the education.   The availability of the teachers is one of the big challenge in the rural are tribal areas.  The District Information System for Education (DISE) has published the data in 2014 highlighted that there are 5,295 (3.71% of schools); government schools is 4,662 (4.07%) without even a single teacher. The scatter of these schools are in the various directions of sate like Morena 104, Guna 129, Vidisha 155, Ujjain 110, Dewas 113, Sehore 100, West Nimar 330, barwani 254, Dhar 168, Jhabua 130, Alirajpur 171, Chhindwara 208, Tikamgarh 181, Chhatarpur 220, Mandla 102, Balaghat 101, Satna 217, Rewa 105, Sidhi 108 and Singrauli 357. These schools are mostly located in the tribal and rural areas.  The student teacher ratio is one of the rising issue in the education system that influences the quality of education.  According the data of DISE that there are 9,239 (11%) of primary schools having SCR more than 40 and 3,673 (12%) upper-Primary /Sec. /Hr. Sec. schools with SCR more than 50.

Socio-economic Status and academic performance have a positive relationship each other.  The children from high economic status families are performing well in the overall academic performance. They are spending more time on the education and have very concrete career goals. The children from low socio-economic conditioned families do not have a study environment in their homes to have a positive influence on their academic achievement at school.  The social-economic status of the families between the tribal and non-tribals and among the ethnic groups is varying and the gaps in the academic achievements clearly depicting. The majority of the tribal families have income below 27000; they hardly fulfill the basic necessities of life. The poverty have trapped the tribal community from generations and impacted the educational level among them.   The majourty of the tribal familes are strigulluing between huger and poverty and forcesv their childrens early to participate in the livilhhod generation process of the family.  The seasonal miogrtatioanl issue amoung the tribal for the serach of jobs are affecting the education of tgheir children; parentel migration increases the droupout rates and low performnec of students in education. The main occupation of the tribal comminties is agricture and labour that forces the grils to take care of their siblimngs and

The enrolment and dropout ration is also varying between the tribals and non-tribals because of difference in social- economic status. The tribals have frist preference livelihood and non-tribal have first preference educate their children .  Tribals struggle for the “Hunger” and non-tribals for the “ physical and mentel development of children”. The socio-economical difference among tribals and non-tribals is winding the gap between tribal and non-tribal students in overall performance of education.

Family education and educational performance of children are positively correlated each other.  The educated parents are working as a rodder for the children and supporting them to choose the career goals as per their potential and interest.  It was found that the educated parents have a very strong relations with the teachers and they are monitoring the process of their children very closing; that increases the education performance of their children.   The gaps between the educational background tribal and non-tribal families are influencing the educational performance of their children. The awareness level among the non-tribals is high because are mostly belonging from the educated families. The non-tribals are mostly attending the coaching classes because their parents are understanding the weakness of their children and according working for their betterment

Awareness about the governmental schemes and progarmmes is a playing a big role in the educational achievements of students.  There is a difference between in awareness level among tribal and non-tribal students because of difference in school level, parental education, geographical locations, teacher student relations and mode of awareness. The non-tribals have high level of awareness because they are very friendly with technology and have secondary means of awareness like TV/ Radio and access with internet.

Career planning is a road map towards the goal. It aware the strength and weaknesses and directs to individual for the skills and knowledge that are required to achieve your goals. For the children the career planning is like a seed that needs proper environment and monitoring to grow. Social, economical, cultural, parental, and geographical conditions and society is playing a vital role in the career planning and achievements.  Among tribal students the career plaing is low as compare to non-tribals because of various social, economical and educational differences. The tribal students are first priority to earn at early age to support the family and have very limited goals. The non-tribal students have a target to study higher and achieve higher positions.

Computers play a vital role in every field; especially in education. It bridges a gap between the rural/ Backward/Tribal and Urban areas. It gives us access to entire the globe and learn new ideas and thoughts with different ways.  The students have computer familiarity have high level of awareness about educational progress and programmes and performing very well at academic level. The familiarity about computer among the students  is very overall and have gaps between the tribes and geographical locations.  Only 18.10% students are familiar with computer; among non tribals 21.30% against 16.10% students from tribal. Districts near cities have higher percentage of computer knowing students.

Teacher is foundation stone from whom child learns his social skills in school. Teachers make him comfortable and guide him the early concepts and developmental skills of life. It was found that total 91.7% students highlighted that they are getting support from the teachers in the matters concerned to education and for the career planning; between the groups; among tribals 91.4% students highlighted that they are getting support from teachers and among non tribals 92.1% students highlighted that they are getting support from  teachers. There is a little gap between tribal and non tribal students in the teachers support

Co-curricular activities are good for improving students learning experience at school which improves their attendance at school and increases participation rate by students in co-curricular activities. These activities help students develop leadership skills, team integrity and coordination skills. It was found that total 75.1% students are taking participation in the Co-Curriculum activities.  Between the groups it was found that among tribal 72.6% students are taking participation in the Co-Curriculum activities and among non tribals 79.2% students are taking participation in the Co-Curriculum activities. There is gap between the participation in Co-Curriculum activities between the tribal and non tribal students. There is also a gap among districts in the participation of Co-Curriculum activities.

Scholl infrastructure is playing a vital role for the overall development of the students and quality of education.  The school building, Play Ground, laboratory, Library, drinking water facilities, toilet facilities and other educational infrastructure have its direct impact on the overall educational performance of the children. The class size in rural and tribal areas is very small and the density of students is high; stressful and overcrowded environment is affecting the learning capabilities of Students.  Most of the schools in the tribal and rural areas have no proper school

In concluding line it can be outlined that the difference between tribals and non-tribals on the overall performance of education is associated with various factors like social-economic profile, parental education, type of school, geographical area, ethnic group, culture and society. Most of the tribal students belonging from the low income group families; that forces them to support their family for the livelihood generation and most of the students leave study before completion of high or higher secondary level. The tribal population is trapped in poverty and illiteracy from generation that impacts their access towards education. The education background of the tribal families is poor as compare to non-tribal that impacts the education process and progress among tribal students; lack of proper monitoring and low zeal among parents is big issue among tribal communities.

Poor infrastructure of schools and not adequate teachers are main challenges to fulfill the social economic development goal of the India. Lack of proper monitoring, Language of instructions, Curriculum contents and uneducated parents are another challenges which limits the career opportunities of the students. Family problems, Community related problems, Teacher – student’s relations and Migration of family are the other issues that influence to some extend the education prosperity in the tribal and rural areas of the Madhya Pradesh.

Suggestions

The basic educational infrastructure should be provided in all types of schools and should be Monitor quarterly. The school Buildings should have proper space for all type of curriculum and co- curriculum activities. The class room space should be sufficient for the Indore activities of the curriculum and maximum limit of the students in a class room will not more than 30 students. The searing arrangement in the class room should be clean and comfortable. The water supply and sanitation should have a first preference in the schools and there should separate toilets for teachers and students that will improve the cleanness in toilets. To improve of consciousness among the rural and tribal students about hygiene; training workshops should be organized quarterly in the school.

Quality education is necessary in the competitive environment. Technology has changed every aspect of life and made impossible things possible. In education the role of the technology is very high; we can learn things anywhere at a very low cost in an enhanced way. In every type of Scholl in tribal and rural areas there should be a smart class room to connect the poor and marginalized voices with the globe and made them possible to learn at their door steps through professionals and expertise. Through smart classes the students should be prepare for the competitive exams and it can open the wisdom of learning among the backward and socially and economically marginalized students. Through the smart classes soft development will development through the professional speakers and guides.

All types of the school laboratory (Science/ Math’s and Art) should be fully equipped with the all necessary requirements. It will help the teacher to introduce in a practical way and will be easy for students to understand. These laboratorys will work as a step stone for the formulation and sprout of news ideas of the students. In tribal areas the agriculture research and development parks should be made available in schools to train students to practice students in a modern way to deal with economical issue of the region that a main hurdle in the way of educational development.

The syllabus of the governmental schools should revised according the competitive academic environment. The students should be guided and prepare for the competitive examines, high quality study material should be provided in school free of cost.  Training should be provided to teachers at district or state level through experts to learn the new methods of teaching and make them technology friendly to access the worldwide educational learning sources. The performance and outcome of the teachers should be examined annually; training should be provided for the short comes.

The policies should be designed to improve the Socio-cultural and economic status of the rural and tribal areas because it plays a significant role in dropout ratio. The ground reality suggested that there is need to tackle the social issues like early or child marriage, gender bias, child labour, perceived roles of gender or caste, or child labour, behavioral issues and provide safety to girls. To improve the regularity of students in the tribal areas the hygienic environment, proper sanitation and healthy food habits to prevent students from chronic illnesses.

Teachers are the wheels of the education system; government should change the recruitment process of teachers according the need of time. For each subject the separate teacher should be available. The play way method, demonstration and group discussion methods should be implement in teaching. At district and block level the teaching and learning experience  among various types of the schools should be traded each other through competition programmes, student and teacher interaction, quiz programmes, sports events and through the exchange of the teachers and students quarterly. The teacher- student ratio gap should be minimized through the permanent requirement process. The adhoc and contractual system of teachers is putting negative impact on the quality and outcomes of education. Physical teachers should be available in all types of the schools and the playground should comfortable for doing various co curriculum activities.

The basic issue among the tribals and rural students’ is dissuasion because of low possibility of governmental jobs in their locality. At the secondary level the trainings should be provided to the students related to job skill enhancement and   provide them platform to work with the firms and industries in urban areas or encourage them to start their own venture. The learning connectivity between the rural/backward with the urban areas will germinate the seed of concentration, awareness, open doors for new opportunities; cultural integration is the mantra of success in every field.

There is an urgent need to review the tribal education scheme and assess their impact on education and outcomes; schemes should be modified according the need of time. The transparency and awareness level about government schemes should be increased. Local infrastructure like roads, electricity, mobile network, hospitals etc should be developed because it is positively linked with the educational achievements.   The scholarships and hostel facilities should be increased in the schools because while discussions with parents showed that the scholarship among is not enough to fulfill the basic educational requirements and the major issue is the migration of the parents in search of livelihood that effects the education of their children’s; with the increase the hostel facilities in the schools this problem will be solved.