Development of Tribals in Andhra Pradesh- A case of

Education
-Dr. A.K. Vasudevachary@

India is a multi-racial country. Different parts have different cultural traits and levels of
development. It is not uncommon to find that there are certain tribes, which are not yet
touched even by the fringe of civilization. Aboriginals are examples of this. “The word
tribe” is taken to denote a primary aggregate of people living in a primitive or barbarous
condition under a headmen or chief” Tribe is a group of families living as a community
under one or more chiefs, united by language and customs.

There are 427 types among the scheduled tribes dwelling all over India. In India
percentage of tribal population to total population according to census 2001 is 8.10% and
it was 6.87% in the year of 1961.The tribal population has been increasing gradually from
3.7 percent to 6.6 per cent in between 1961 and 2001.

Among the scheduled tribes, the most important are the Gonds of Madhya Pradesh,
Maharashtra and Andhra Pradesh, the Bhils of Rajasthan, Gujarat, Maharashtra, and
Madhya Pradesh and the Santhals of Bihar, Orissa and West Bengal.

Tribes in Andhra Pradesh:

The history of the tribal of Andhra Pradesh dates back to the great epic mahabharatha. It
had many ups and downs. Andhra Pradesh has the highest tribal components among the
southern states of India. Almost all the tribes live in hilly and forest regions starting from
Adilabad in the northwest to Srikakulam, Warangal, East of Khammam, West and East
Godavari and Vishakhapatnam districts, all along the borders of Maharashtra, Madhya
pradesh and Orissa. There is a small pocket of tribal concentration in the heart of Andhra
pradesh in the famous hill ranges of Nallamali of Mahabubnagar Nalgonda and Kurnool
districts

Andhra Pradesh is the traditional home of nearly 33 tribal groups and most of them can
be found inhabiting in the border areas of Andhra Pradesh in the north and northeast.
Out of 33 recognised scheduled tribes in Andhra Pradesh, 30 groups are mostly found
living in the sprawling 30030 sq km. Of scheduled areas and contiguous non-scheduled
sub plan area in the districts of Srikakulam, Vizianagarmm, Vishakapatnam, East
Godavari, West Godavari, Khammam, Warangal, Adilabad and Mahaboobnagar. The
scheduled area in the state, which is the chief habitat of tribal groups Andhra Pradesh,
constitutes 11% of the total geographical area of the state. The density of population in
tribal areas is 125 persons per sq km as against 194 in the plain areas. In addition to
scheduled villages, non-scheduled villages on the basis of contiguity and predominant
tribal population are included in tribal sub plan. Vishakapatnam district is having the
highest number of scheduled villages and Mahabubnagar is having the least, with regard
to area Khammam district is having largest geographical area under scheduled areas.

Among the recognized tribal in Andhra Pradesh, according census 2001, highest order of
tribal in terms of per centage are spread over the various districts in the following order.
Khammam, Adilabad, Visakha patnam, warangal, Nalgonda, Nellore

The basic problem of the tribal people is poverty. The problems of low standard of living,
hunger, starvation, malnutrition, illiteracy, disease, poor sanitary and housing facilities
etc., are all at high degree compare with the non-tribal. Further, the non-tribal such as
moneylenders, forest contractors, traders, landlords, officials and politicians has
subjected them to exploitation for centuries together. This is due to their ignorance of
about modern institutions, scientific and technological developments and changing
environment. Therefore, Govt of India initiated special schemes for the development of
tribal areas to supplement the benefits accruing from general programs of development in
different fields. They can be grouped broadly under four headings a) Communications b)
Education and culture c) Development of tribal economy d) Health, housing and water
supply.

Among the above programs, Education and culture can play an important role to bring
changes in the lives of tribal. . Most people and particularly the decision makers in the
government think that education is just a social service and is meant only to improve the
quality of man’s life. The importance of education in production is rarely recognized. But
Economists like Adam smith, Say, Senior, List, Roscher, Ernst, Engel, Marx, Walras and
Fisher considered human beings or their skills through education as productive resource
which promote economic growth

Need for Nature of Tribal Education:

Though in the state of Andhra pradesh, in the interest of the development of ST

community in-terms of Education, Government has been giving full support in
implementing several educational developmental programs.

The Indian constitution (Article 46) envisaged special provisions in the post
independence period for the promotion of education of scheduled castes and scheduled
tribes and this was special responsibility of Central & State Governments.

The need for providing education as well as bringing these sections of population into the
main stream of development process was seen by social reformers and political leaders,
inspired by Mahatma Gandhi’s Ideas of Education. Srithakkar bapa, a social reformer
initiated moves to improve the educational standards of the tribal communities the
country one such institution he developed was ‘Ashram Schools’. Also the committees
and commissions like Renuka Ray Committee (1961), Elwin Committee (1960), and
Dhebar Commission (1962) have recommended the establishment of Ashram schools.
Grigson(1943) who had first hand experience of the problems of tribes, pleads that we
need to introduce among the tribes such a kind of education, which would restore/build
confidence in them.

However, government has been implementing several educational programmes for the
development of tribes in Andhra pradesh. The important schemes included in the
programs for the expansion of education facilities among scheduled tribes are the opening
of various types of schools, award of scholarships, providing hostel facilities, stipends,
stationery grants, boarding grants, mid-day meals etc. The central and State governments
have also provided for the reservation of seats in educational institutions for students
belonging to scheduled tribes, some relaxation in the criteria for admission is also
practiced. The educational programs of the Central government include award of post-
metric scholarships, provision of girls hostels, pre-examination training centers, and
coaching-cum-guidance facilities to tribal students appearing for IAS and overseas
scholarships, In addition to these, there are schemes in the State sector for provision of
pre-metric scholarships and stipends, exemptions from tuition fees and examination fees,
education equipment, mid day meals etc. Schemes are also being operated to train the
tribal to work as teachers in their own areas. State government has proposed to spent total
amount on Education of Rs. 274,63,24 thousands under its 2004-05 budget estimates.

Keeping in view of the employment needs of the scheduled tribes, increase in educational
facilities to them and their meager representation in government services, reservations in
different services and posts have been allowed for the members of the scheduled tribes.
In the case of recruitment made on the basis of an all–India competition, 71/2 % of the
vacancies are reserved for the scheduled tribes. Reservations in direct recruitment to class
III and class IV post, which normally attract candidates from a locality or region, are
fixed in proportion to the population of the scheduled tribe in the respective states and
union territories. In certain cases where promotions are to be made from departmental
candidates in class II,III,and IV posts, reservation for scheduled tribes is made at 7.5% of
the vacancies in the case of promotion by selection from class II to class I posts
employees belonging to scheduled tribes are given on higher grading in categorization of
merit. This concession is confined to 25 % of the total vacancies in a grade in a year.

Objective:

In view of the above, we made a modest attempt to observe the impact of Educational
development programs on the all round development of scheduled tribes in Andhra
Pradesh.

Source of data:

The data collected mainly from the secondary sources such as: Tribal cultural research
&training Institute, Tribal welfare Department, Statistical Abstract of A P, Directorate of
Economics and Statistics, Girijan Co-operative Corporation ltd, APARD Hyderabad,
Selected Educational Statistics, Commissioner and Director of School Education, Govt
of A.P. Census Reports, Census Handbooks, Govt of India. Attempts will also made to
have formal and informal interviews and discussions with the officials concerned at
Tribal research Institutes, Universities to elicit views, clarify issues and collect valuable
un published data.

Earlier Studies:

1. The scientific study of tribal economy in India was first undertaken by two scholars,
D.S. Nag, and R.P. Saxena. Nag (1958) made an extensive field tour of the areas of
Madhya Pradesh Like Mandla, Bilaspur, Durg and Balaghat and studied the Baiga
economy in the context of the general economic theories laying emphasis on the sources
of economy of the Baigas. Saxena(1964) followed the model of Nag and studied the
tribes of western hills in Madhya Pradesh and presented the economy of five tribes.

2. Dr Ramaiah studied the ‘Tribal economy’ of Koyas of Warangal district for 102 tribal
villages in 1981. The twin problems facing the tribes are credit and marketing. Land
problems of the tribes are examined. This is supposed to provide a basis to evolve a
developmental plan for the tribal area.

3. Sudharshan & others (1987) on tribal women education expressed that education
should be relevant to the life of tribal women and be a part of an integrated program that
comprises various dimensions like 1) health and family welfare 2) vocational skills 3)
household technology. Of course, the major steps would be to bring about qualitative
changes in the life style of the tribes, since a change from within the group is a remote
possibility it is necessary to induced or bring about changes by external inputs and
simultaneously curb the exploitation forces operating in these setting.

4. Varrier Elwin (1960) expressed his doubt about the very purpose of formal education
for tribes, his argument was as to whether education, we give would lead the tribal
children line in their traditional occupation with more incremental incomes in their areas
or thus become frustrated without any means to live. So he suggested that the education
should linked with their traditional crafts, arts and their skills.

5. Laxmaiah & Yadappa narer(1986) observed that the schools, hostel and ashram
schools were not properly equipped and maintained. Nor the available institutions are
adequate to meet the requirement.

6. Rath (1981) viewed that the educational institutions in tribal areas were not equipped
with proper facilities and equipment and run by unsuitable teachers.

7. Sachchitananda (1967) pointed out that the numerous programs of socio economic
development undertaken in the tribal areas in India were not making much headway
mainly due to the ignorance and illiteracy of the tribes.
Analysis:

Educational Institutions:

Regarding the educational institutions and the student’s strength in tribal areas of Andhra
pradesh, various types of schools established such as Girijan Vidyavikas kendras,
gurukula schools, Ashram Schools, Best available schools, Residential junior colleges
and residential polytechnics. Among the districts of schedule tribal areas, out of 4317
GVVK Schools, the highest number of schools started in Adilabad (1392) in terms of
percentage it is 32.24, followed by visakha patnam accounting for 17.16%. Out of 594
Ashram Schools, Adilabad and Visakhapatnam are in the first, two places interms of
number of schools followed by the remaining schools, but out of 60 Gurukula Schools
started in Scheduled tribal areas, more number of schools appeared in Khammam,
Visakhapatnam followed by Adilabad, Warangal, Vizaianagaram. Best available schools
are more (12) in Warangal accounting for 10.5% and also are established in other districts
of the tribal areas.

In tribal areas of Andhra pradesh all institutions together established are 5091 of which
4757 institutions were available only in these scheduled tribal areas, which is accounting
for 93.4%. as par as concerned with the strength of the students in all types of
Institutions, in Visakhapatnam district more percentage of students enrolled during 2002-
03.

School Complexes:

The analysis of school complexes and training institutes reveals that there is a
remarkable improvement in terms of number of ITDA school complexes, which were
established in the areas of Sitampet, Parvathipuram and, Paderu of mostly backward
tribal areas. Pre-examination training centers and vocational training institutes were also
spread over the scheduled tribal areas under ITDA, but the number of institutions is
distributed at different places.

Post-metric scholar ships:

In order to encourage the students to join in the schools, Government has introduced
post-metric scholarships to the students belonging to scheduled tribes from 1948-49 the
year of inauguration of the scheme. Besides, hostel facilities were also provided to attract
the scheduled tribe students to the schools. There has been a spectacular increase in the
number of scholarships granted and the expenditure incurred. More number of
scholarships are awarded in Visakha patanam district (9500) involving an expenditure of
372.62 lakhs.the number of scholarships awarded next in the district of khammam are
7400 which accounts for (465.51) lakhs expenditure. Which is accounting for 14.5% and
11.3% respectively. In Andhra pradesh total number of awards are given are 65,450
worth of 3660 lakhs of which 37,850 scholarships accounting for 48% awarded in the
above mentioned tribal areas and its worth was Rs. 1746.57 lakhs.
The Post-metric scholarship sponsored by state for ST students are sanctioned as follows:
for the students of professional and non professional PG courses, the mess charges fixed
as Rs. 475/- per month, including pocket money Rs. 50/- per month and graduates and
under graduates mess charges fixed at Rs. 400/- per month. During 2004-05 the number
of ST beneficiaries under the scheme are 72,685. Total number of tribal hostel
established are 198 and total number of students stayed in them are 39,771. Of the total
number of hostel , 46 hostel are established in Khammam followed by Warangal (42),
East- Godavari(22), Vizainagaram(21) and Mahabubnagar(20) in that order. The
respective percentages are 10.5%, 9.6%, 5.2%, 4.8% and 4.5% in respective districts.

At the outset, it is clear that the Government of Andhra pradesh has allocated amount not
only for the expansion of various types of educational institutions, training institutes and
also for hostels and post metric scholarships which generates creativity self confidence
among the tribal.

Enrolment and dropouts:

Analysis pertaining to the enrolment and dropouts of ST students shows that the number
of boy’s enrolment is more than the girl’s enrolment in tribal area. Further, it is clear that
the highest number of boys were enrolled (54,220)in Khammam district accounting for
11.6% followed by Visakhapanam (44,849), and Warangal (44,227) . Girls enrollment is
also the highest in the Khammam district followed by Warangal and Viskapatnam. As
regards dropout rates concerned, girls dropout rates are more in almost all scheduled
tribal areas in compare with boys dropout rates and more percentage of dropouts in
respect of girls are found in Mahabubnagar (88.46%), Adilabad (86.38%) followed by the
remaining districts. It may be because of migration and most backwardness compared
with other scheduled areas.

This is the time to observe the impact of these various educational programmes . impact
is considered by taking the performance of students in SSC exams during the period of
1998 to 2004. the figures shows that over a period of time the performance of students in
terms of pass percentage has been increasing from 59.4% in 1998 to 92.1% by 2004,
which is more than the state average. This is an indicator of the positive impact of above
programmes on educational development of scheduled tribes. So that we can conclude
that the government constant efforts on the development activities of scheduled tribes
proved satisfactory.

Conclusions:

In the Tribal area, for its educational development, government has implemented several
educational programmes in the plan period. Of all the educational institutions, majority
institutions were located in the scheduled areas only. The enrolment of students in these
schools is remarkable and due to certain reasons dropouts are also there but girls dropouts
are more than the boys. The impact of the different educational programmes on their
educational development was appreciable.
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@ Professor, Dept of Economics, University College for Women, Koti, Osmania
University, Hyderabad, Andhra Pradesh.
Note: For tabulated information, can reach the author at E-Mail:
Prof_akvchary@Rediffmail.com