Results and Discussion

Results and Discussion

The Social and economic conditions in the rural areas of Madhya Pradesh are very poor that limits the overall development of the state and are the major hindrances to track the working force of the state in a productive line. There is a profound relationship between poverty and illiteracy. Family income has a noteworthy influence on children’s education level, and the increasing family income can improve their education level.  It was found that the majority 43% are falling in the income group below 27000; among them tribal 46.70% and Non-Tribal 43.0% following by 43.30% falling in the income group of 27,000-84,000; among them, 44.4% are non-Tribals and 40.60 are Tribals. In the higher income group, non Tribals are dominated, and in the lower-income group below 27000, the percentage of the Tribals is high; that depicts the economic condition of the non Tribals is better than Tribals. The majority of the tribals having very low-income range, hardly fulfilling the basic necessities of life and have very less avenues to spend on the education of their wards. The poverty forces tribals to leave education and work to support the families. There is a relationship between early school-leaving and parental education and paternal income. It was found that the total enrolment ration is 84.22% (Male 83.86% and Female 84.57%). Between the groups, the total enrolment percentage among tribals is 82.10 %( Male 81.49% and Female 82.68%) and the total enrolment percentage among non-tribals is 88.10% (Male 88.05% and Female 88.14%). There is a gap between tribal and non-tribal enrolment ration in total and gender-wise. The Regularity among the students attending is total 99.2%; between the groups, Tribals 99.9% and Non-Tribals 98.0%. There is no significant difference in the Regularity among the students. The economic factor is playing a dominating role in the enrolment ration of children in schools. It was found that the total enrolment ration is very high 86.23% in the income group Above 1, 80,000, followed by the 27,000-84,000 85.04%, below 27000 83.52% and in the income group 84,000-1, 80,000 80.76%. Between the gender the highest male enrolment ratio 86.56% is in the income group above 1, 80,000 followed by 27,000-84,000 (85.63%), 84,000-1, 80,000 (82.92%) and in the income group below 27000 the male enrolment ration is very low 82.13%. The highest female enrolment ration is in the age group Above 1, 80,000 (85.91%) followed by 27,000-84,000 (84.51%), below 27000 (84.94%) and in the income group 84,000-1, 80,000 the female enrolment ratio is low 78.37%.

The majority of 52.9% of the ethnic groups are studying between 4-6 hours.  Between the ethnic groups, Korku students were found very interested in education because the highest percentage of the students who are spending more than 6 hours in study after school are from Kurko. The very less interested in education are KOl and Halba, who are spending less time on study after school.

There is a positive relationship between the educational qualification of the fathers and the enrolment ratio of the above six children in the schools. The total enrolment ration of children above 6 years is very high 100% whose father are above graduate followed by 92% whose fathers are Graduate fathers, 89.47% whose fathers are below primary, 88.61% whose fathers are primary, 86.73 whose fathers are high Scholl pass, 84.91 whose fathers are higher secondary pass and very low 77.28 % whose fathers are uneducated. The female enrolment ration is high whose fathers are above graduates (100%) followed by Graduates (91.30%), Primary (91.90%), Middle (81.38%), Below Primary (82.76%), High (81.65%) and low female enrolment ration whose fathers are Uneducated.  The data shows the trend that the higher qualified parents ‘ higher enrolment ration of the children’s.

Between the groups, it was found that among non-tribals, 83.79% of students have their targeted career goals-against non-tribals 82.13%. The statistical figures are not showing a significant difference. But Between the districts, there is a difference in career planning among the tribal and non-tribal students. In district Balaghat very high 93.10% students have fixed their career goals followed by and Jhabua (92.31%); districts where the between 80-90%   tribals students have their fixed career goals are Hoshangabad (89.66%), Khargone (83.87%) Khandwa (83.33%), Chhindwara (81.48%), Dewas (81.25%), Dindori (80.00%) and the districts where the below 70% tribals students have their fixed career goals are Betul (69.23%), Sheopur (74.19%) and Seoni (76.67%). Among the non tribals the districts where the above 90% students have their fixed career goals are  Dindori (95.00%), Chhindwara (91.67%), Hoshangabad (90.91%), Balaghat (90.48%), Sheopur (90.00%); districts, where the between 80-90%   students have their fixed career goals, are Betul (84.21%), and Jhabua (81.82%) and the districts where the below 70%   students have their fixed career goals are Khargone (78.95%), Khandwa (75.00%) Seoni     (75.00%) and Dewas (65.00%).

Education qualification of the Fathers is playing a significant role in the career planning of the students. It was found that higher education qualification of the father higher the percentage of their children has fixed career targets. Among the students who are no target goals are falling very high in the group whose fathers are uneducated; the actual figure of the primary survey is that the percentage of the height of the children 28.7% has no target goals whose fathers are uneducated followed by 17.1% whose fathers qualification are high Scholl pass, 13.8% whose fathers qualification is primary level, 13.0% whose fathers qualification is middle pass, 10% whose fathers qualification is below primary, 8.0% whose fathers qualification is graduate and above and 7.5% whose fathers qualification is secondary level. The vicious cycle of poverty handicaps all the generations and becoming the hurdle in the overall development of the individual. Poverty tears down dreams and aims. It was found that in the higher group of income above 1, 80000 the highest percent 93.90% children have targeted career plans followed by the income group 84,000-1,80000 have 84.00% children targeted career plans, 27,000-84,000 have 81.90% children targeted career plans and low in the income group below 27000 has 81.00% children have targeted career plans. Between the schools; it was found that the higher percentage (87.23%) students have their fixed career goals in the excellence schools followed by 87.8% students have fixed career goals in Government Higher Secondary School (Co Ed.), 87.5% students have fixed career goals in Model School, 85.19% students have fixed career goals Government Boys Higher Secondary School, 79.55% students have fixed career goals Government Girls Higher Secondary School and low in the Govt. Ashram School 67.21%.

An aim is essential to guide and make all the activities of an individual successful in all spheres of life. The process of education has all along been discussed in terms of its aims. The importance of aims in education has been emphasized by scholars, philosophers and educators through all ages. Education must have aims as “activity with an aim is all one with acting intelligently.” It was found that 28.54% students have an aim of students to become doctor followed by the  18.88% have the aim to become Teacher, 13.95% have the aim to become engineering, 13.95% have the aim to become IAS/IPS/IFS, 12.13% have the aim to become  IAS/IPS/IFS, 4.94% have an aim to become farmer,  3.43% have an aim to become a Lawyer, 2.36% have other aims of life like become of social servant, police and 1.72% students have an aim to become CA. Among the tribals the majority of the students have an aim to become a  Doctor (29.72%) followed by Teacher (19.23%), Army (13.29%), IAS/IPS/IFS (12.94%), Engineering (12.24%), Farmer (6.29%), Lawyer (3.50%), CA (1.40%) and 1.40% students from the tribals have other aim like police, watchman and politics Among the non tribals the aim of the majority students have aim to become a Doctor (26.67%), Teacher (18.33%), Engineering (16.67%), IAS/IPS/IFS (15.56%), Army (10.56%), Lawyer (3.33%), Other (3.89%), farmer (2.78%) and 2.22% have aim to become a CA. Between the schools, It was found that in the model school, the students are very interested in the doctor and Engineering profession. In the Government Higher Secondary School (Co-Ed.), students are more interested in the doctor and Teacher profession. In the Boys Higher Secondary School students are more interested in IAS/IPS/IFS and doctor profession. The students in Government Girls Higher Secondary School are more interested in the Teaching and doctor profession. In the Excellence School students are very interested in the doctor and Teaching profession. In the Ekalavya Model Residential School (EMRS) School students are very interested in doctor and Teaching profession IAS/IPS/IFS. In the Govt. Ashram Schools students are very interested in the doctor and Teaching profession. It is very clear from the above table that students are very interested in the doctor and Teaching profession that represents there is a lack of awareness towards other professional courses.

Aim of the Students ethnic GroupWise; higher percentage of the students want to become a doctor are from Bhil (29.7%), higher percentage of the students wants to become an Engineering are from Kol (25.0%), higher percentage of the students wants to become a Lawyer are from Sahariya (6.5%), higher percentage of the students wants to become a Teacher are from Bharia (33.3%), higher percentage of the students wants to become a Farmer are from halba (50%), higher percentage of the students wants to become IAS/APS/IFS are from Bharia (33.3% ) and higher percentage of the students wants to join an army are from Kol (25.%). The higher percentages of the students are from Gond who has no fixed career goal

Computers play a vital role in every field, especially in education. There is a gap between tribal and non-tribal students in computer knowledge. Only 18.10% of students are familiar with the computer; among non-tribals, 21.30% of students are familiar with a computer against 16.10% of students from tribal.  Between the districts, there is existing a gap among students in computer knowledge; districts near cities have a higher percentage of the computer knowing students. It was found the higher percentage of students having familiarity with the computer are in district Hoshangabad (35.3%) followed Balaghat (30.0%), Sheopur(25.5%), Dewas (19.2%), Betul (19.0%), Khargone(16.0%), Khandwa(14.0%), Jhabua (14.0%), Dindori (12.0%), Chhindwara (11.8%) and very low in Seoni(2.0%).

Among the ethnic GroupWise Computer Familiarity, the highest percentage of the computer knowing from the Gond (16.9%) following by Bharia (16.7%), Bhil (8.9%), Korku (6.8%)            and very low among Sahariya (6.5%).

Schooling has direct effects on children’s educational achievement, their acquisition of literacy, numeracy and scientific knowledge. It was found that Model School have highest percentage (31.00%) students having computer familiarity followed by the Ekalavya Model Residential School (EMRS) (21.20%), Government Higher Secondary School (Co-Ed.) (20.90%), Excellence School (13.80%) Government Boys Higher Secondary School (11.10%) Government Girls Higher Secondary School (8.50%) and in the Govt. Ashram Schools (8.20%)

A teacher is a foundation stone from whom the child learns his social skills in school. Teachers make him comfortable and guide him with 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 teacher’s support.  Between the districts the higher percentage of the students highlighted that they are getting support from the teachers are in the district Khandwa (100.00%), Dindori (98.00%),Hoshangabad (98.00%),Jhabua (96.00%), Seoni  (94.00%), Sheopur (90.20%), Dewas (88.50%), Balaghat (88.00%), Betul (87.90%), Chhindwara (84.30%) and low percentage of the students highlighted that they are getting support from the teachers are in the district Khargone (84.00%). It was found that a higher percentage of the students portray that they are getting support from the teachers are in the Ekalavya Model Residential School (EMRS) (100.00%), Government Girls Higher Secondary School (95.10%), Govt. Ashram Schools (93.40%), Government Higher Secondary School (Co-Ed.) (93.30%), Excellence School (91.50%), Model School    (86.70%) and the low percentage of the students highlighted that they are getting support from teachers are from Government Boys Higher Secondary School (74.10%).

Ethnic GroupWise Support of the teachers; the higher percentage of the students who highlighted that they are not getting support from the teachers are from Sahariya (22.6%) following by Bharia (16.7%), Bhil (8.9%), Gond (6.9%) and Korku (4.5%)

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 a total of 75.1% of students are taking participation in the Co-Curriculum activities.  Between the groups, it was found that among tribal, 72.6% of students are taking participation in the Co-Curriculum activities and among non-tribals, 79.2% of students are taking participation in the Co-Curriculum activities. There is a 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. The highest percentage of the students participated in Co-Curriculum activities are in the district Dewas (90.40%), followed by Chhindwara (80.40%), Dindori(78.00%), Khandwa (78.00%), Seoni (78.00%), Betul (75.90%), Hoshangabad (74.50%) Khargone (74.00%) Sheopur (70.60%) Balaghat (68.00%) and the low percentage of the students participated in Co-Curriculum activities are in the district Jhabua (58.00%).

Ethnic GroupWise Participation of Students in various in Co-Curriculum Activities; students who are participating very low in the Co-Curriculum Activities are from Bharia (50%) following by Sahariya (35.5%), Bhil (29.7%) and Gond 26.3%. a higher percentage of students Participation in Co-Curriculum Activities are from halba (100%) following by Korku (81.8%), Kol (75%), Bhil and Gond (70.3%), Sahariya (64.5%) and very low Bharia (50%)

Awareness is important both for leaders and individuals in society. In education awareness about the governmental schemes depends upon the parental education and teacher’s support in the school.  It was found that the total 56.80% of students are aware of the governmental schemes; among them most of them are belongings from educated families. By the household survey and interaction with students it was found that the students whose fathers education qualification is above graduate are 80% aware of governmental schemes followed by 70% whose fathers education qualification is graduate and very low below 50% students are unaware whose fathers education qualification is Uneducated or below primary about the governmental Schemes.

Mode of the Transportation It was found that the majority of the students 71.90% are coming to school by foot followed by  12.80% of students coming by cycle, 7.80% coming by bus, 3.00%  by Auto, 2.50% by Motorcycle and 2.00% by the other sources. Among the tribal and non-tribal students, it was found that the majority of the tribal students 74.10% are coming by foot, followed by 11.80% by Cycle, 7.80% students by bus, 2.30% by other sources and 2.00% students are coming to school by bus. Among the non Tribals, the majority of the students 68.50% are coming by foot, followed by 14.40% by cycle, 7.90% by bus, 4.60% by auto, 3.20% by Motorcycle and 1.40% students are coming to school by the other sources. The above data clearly shows that there is a difference between tribal and non-tribal students in the mode of transportation among tribals 74.10% of students are coming by foot against 68.50% of students from non-tribals. Among non-tribals14.4% of students are coming to school by cycle against 11.80% of students of non-tribals.

There are various factors that are the main hurdles in education. After applying Henry Garrett’s Ranking Technique, it was found that Economic problems, Poor infrastructure of schools and not adequate teachers are the main challenges to fulfill the social, economic development goal of India. Lack of proper monitoring, Language of instructions, Curriculum contents and uneducated parents are other challenges that limit 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 extent the education prosperity in the tribal and rural areas of the Madhya Pradesh.