M • T' ; '

•ii • ••"^•
• .taw.

1 •

Issues of

bals in T

Edited by
Dr. Dilip Sarka
^415 Lalthanguri Sail
)B1356
 Issues of
Marginalised Tribals in Tripura

Edited by
Dr. DILIP SARKAR
LALTHANGURISAILO

SUPRIYA BOOKS
NEW DELHI • GUWAHATI
 Contents

C«.VwoJ.J2.i,-.8p.0<9S4l3 Sfty' Foreword Ull

Acc No; Acknowledgements nil

Preface xu

List of Contributors xix

Socio-Political- Economic and Cultural Transformation
of Tribal Population in Tripura 1
—Dhananjoy Datta
SUPRIYA BOOKS Educational Policies and Practices in Tripura
(Publishers & Distributors) and Marginalization 16
4648/21, Ansari Road —Ravi Khangai
Darya Ganj, New Delhi - 110 002
Tribal Education and Its Problems;
Phones; 9435555609, 98733360365
A Sociological Insight 26
email: [email protected] —Sudeshna Chanda & Lalmalsawmi Sailo
The Educational Problems of Marginalized Tribals
Issues ofMarginalized Tribals inTripura of Tripura 36
—Brajendra Kishore Sinha
© Editors De-constructing the Tribal Identity 50
—Somdev Banik
First Published 201^ Educational Status ofSchedule Tribe People
.; 1 of Tripura with Special Refemece to Munda
ISBN 978-81-909143-5-2 Community 57
—Nibas Chandra Sil
[All'
reserved. No part of this publication may be reproduced or Problems and Prospects of Tribal Youth in Tripura 62
j.j^^'liptted, in any form or by any means, without prior permission of —Lalthlamuana Darlong
jjjlgi4thor. Any person who does any unauthorised act in relation to
publication may be liable to criminal prosecution and civil claims Education Problems of Schedule Tribes of Tripura 78

for damages.] —Sahidul Ahmed

Universahzation ofPrimaryEducation ofTribal
PopxJation ofTripura and a Possible Role of
PRINTED IN INDIA
Mid-Day Meal: AStudy 89

'^"V'?hed t|y Pankaj Mishra for Supriya Books, New Delhi -110002 Dipankar Biswas
and Printed at Harmain Offset Pres.s. Delhi.
 a Phenomenal shift in the social and political marginalization which in turn will lead to
economic marginahzation. Cultural marginahzation would refer
to a situation where a minority group shares some cultural
in spite of economic ^owth"fh^" vf '' necessities oflife aspects of the dominant group, but also share other cultural
integrated in i-h ri ^ ' Phdosophy ofsocial justice was features with one or more minority groups. The marginahzed
person or group is ahenatedfrom some cultural characteristics
of the dominant society. Social marginahzation is a situation
in which a minority group is not allowed to participate fuUy in
the institutions of the dominant society through discrimination
andprejudice. The marginahty may befelt very strongly in the
occupational structure. Pohtical marginahzation is where prejudice
and discriminations are legahzedto disa' 'owfullparticipationin
the dominant society. But in India prejudice and discriminations
are not legahzed, but rather the Scheduled Castes and the
Scheduled Tribes are legally protected. However, despite several
steps being taken by the Government, both at the Central and
hf^knowledge, pohticalfreedom, personal security communitv State government levels, the picture is still very bleak mainly
because oflaxity and insensitiveness on the part ofthose who
have direct responsibihty in implementing the provisions.
co„t.„ue to be o^arginalized and discriminatedin these aspens
The displacements, ahenation and atrocious actions against
J concerns people's participation in marginahzed Scheduled Tribes have been weU documented by the
fhthe NGOs so that
r the
f farmers
buildingofthe Central Grovemment. The Constitution hasfacihtated thepohtical
may organizecommunity
themselves,involving
involve participation of SCs/STs through three measures: Right to
mp arimng, execution, and get necessaiy training. The question equahty granted to all citizens, abohtion ofdiscriminationincluding
here is do we have the needed political infrastructure to bring untouchabihty, and special provision for their representation in
home the envisaged capacity building of the community and legislature. On April 1, 2010, the Central Government circulated
participation? The break in this aspect came when Asoka Mehta 'Office Memorandum' addressed toaU the ChiefSecretaries and
^ommittee report recommended that the Panchayats should Principal Secretaries of State Government and UT
become an 'organic, integralpartofIndia's democraticprocess'. Administrations. It stated tbat'despite several steps being taken
he and 74Constitutional Amendment bills were passed, by State Governments, the picture is still very grim and needs
ut can decentralization make public administration more to be improved. Complaints are stiU received regardmg non
e cient? Isdecentralization areal safeguard against corruption? registration of FIRs and unsympathetic/insensitive attitude ot
o a great extent, we believe so, because only vibrant public some pohce personnel towards crime against Scheduled Castes/
t ough viable local governance andcivil society can restrain the Scheduled Tribes.'
authoritarian tendencyofthe State. The Government ofIndia is deeply concerned with the trend
Marginahzation can be very complex in its actual operation, in crimes against the weaker sections ofthe society, partic^arly
but the problem ofmarginahzation can be viewed from cultural, the SCs and STs, and re-emphasizes that urgent action should
 (xii)

regardine^ito Manysteps have beensuggested

SSsZZmT' enforcement ofstaTutoxy
LpkmelTtS
and sXedulTT Scheduled Castes
Kighfs ActtlgJ /T ' t'- P^etection of CivU
NGOs work'int 1 possibilityof associating
encouraJd M ^GOs should be
Ihie m^he
Tide may be of'"""-
ofspecial sigmficance to Tripura
^bout the issuewhere NGO and
in the'society. Acknowledgements
civil society initiatives are still very weak.

sense
sense of tnbal marginahsation and discrimination inTripui-a
P^eceived We appreciatemuchthe valuablesupport wereceived fi-om UGC-
NERO, Guwahati and ICSSR, NEC, Shillong for their support
Deeri
f ®e Sui™ I^°ialpur.
K i 7""" Majorityconducted bypresented
ofthe papers Government
and andfinancial assistance extended towards the national seminar
included in this book are based on scientific study and this is on Issues of Marginalization of Tribals in Tripura. We are
to be considered as pioneeringefibrt by the authors, and it should grateful to Mr. Anil Sarkar, HonTile Minister ofHigher Education,
provide motivation for the State Government and the Central Government of Tripura for inaugurating the Seminar. We are
Gove^ent as weU as academic community to have afi-esh look also thankful to Mr. Sudhir Das, MLA, Mr Manoj Kanti Deb,
MIA, and Mr. Kishore Ambuly, IAS, Secretary, Government of
sorL f marginalized tribal Tripura for their speeches and kind presence in the inaugural
solutio^ ®&oi^es in Tripura and come forward with the needed ceremony. We are grateful to Prof. C Nunthara, VC, William
Carey University, Meghalaya, Prof. B.K. Agarwala, Pro-V.C.,
C. Nunthara
Tripura University, Di\ Sambhunath Rakshit, an eminent
UGC Emeritus Fellow academicianand PrincipalofGovt. DegreeCollege, Dharmanagar,
(1
Department of Sociology North Tripura and Prof. Saroj Choudhuri, an EnglishProfessor
NEHU, Shillong W of repute for their academic input in the programme and who
also chaired the technical sessions of the three days Seminar. We
doacknowledge with thanks the support wereceived fi'om Vice-
ChanceUor, Tripura University in various ways, towards this
Seminar. Lastly, weare deeply indebtedto all paper presenters
and participants for making the exercise a grand success.
*1''H <. Editors
 Preface

The present volume is an outcome of the three days National

Seminar onIssues ofMorginolized Tribals in Tnpuro, oiganized
by Government Degree College, Kamalpur and sponsored by
UGC, NERO Guwahati andICSSR-NERC, ShiUong during 20.-
22 January 2012. ThecoUected papers focus onthe various issues
ofmarginalization incontext to Tripura state. It examines various
issues relating to marginalization and explores the nature of
t
problems, prospects and challenges both in theoretical and
•/.. -''tl l •>. •
empirical terms. Such outcome made at this juncture is one of
its first kind whichacademically take up the issue to a national
level. The studies in general cover marginahzation, education,
science and technology, health, etc as a theme.
To be more detail, it is myth or a fact that conflicts, violence
and movements in the Northeastern region ofIndia are always
'•'flitil'T - based on the perceived marginahzation of the region. This
marginahzation may be Hnguistic, cultural, ethnic or economic
in nature. To be true, the Northeast India as a region itself
perceives that they are marginahzed from the rest of India.
Territorially, the region connects itself to the rest ofIndia with
its narrow corridor of 27 km (known as chicken-neck) in the
Dai^eeling district of West Bengal whereas 98% of its total
boundary is surrounded by the neighboring countries hke
/ Bangladesh, Bhutan, Nepal, China and Myanmar. People o t e
Northeast India feel thatthe region is rich with natural resources
hke oil, tea, coal and forest. But those natmral
exploited by therestofIndia leaving theregion deprive o e
own natural resources. These feelings of marginahzation an
deprivation, in the long run, have resulted into con c s an
violence inthe region. Those conflicts and violence, on ®° ,
hand, have brought economic breakdown of the ,
further sowed the seeds of terrorism leading towar s

T-r^-TivrfifliagaM
 JH

(xvi)
The volume has 25 chapters. In the first chapter by (xvii)
Dhananjoy Datta 'Socio-Politico-Econoniic and Cultural tribal students and the statistical base studies on the selected
Transformation of Tribal Population in Tnpura'analyses the district - Dhalai gave some academic highlight on school dropout
problems or 'troubles' ofthe indigenous populace and pointed out trends. In Naorem Jibolata Devi's 'Educational Status ofReang
the drawback in development which are caused by lack of a Tribes in Tripura: Problems and Prospects"analyze and survey
sustainable livelihood which is associated with edification, the educational status ofthe Reang tribals who are found living
considering technical, medical, educations and what not inwhich in Dhalai district of the state. She evaluates the community's
indigenous tribal people considerably fall behind. He also examines educational problems with suggestive measures for theh solution.
the patterns of employments and challenges in employment, Samir Das in his 'Status and Empowerment of Scheduled Tribes
faced by the tribal students, and the subsequent problems after Women in Tripura'traces the status of marginahzed ST women
the completion of their educational courses. in the state. He also examined how far the women of minority
have enjoyed 'women's empowerment' in the field such as
Ravi Khangai in his 'Educational Policies and Practiced in
Tripura andMarginalization'stVL^iQs the historical changes taking education, socialstatus, economic independence and on decision-
making. Anuja Sarkar, Hrituparna Paul and Smita Das
place in the last few decades and which affected not only the highlighted the importance of information and communication
education system but perse the land alienation, language and technology whichhas become a new mantra with the introduction
the state economy. Sudeshna Chanda and Lalmalsawmi Sailo's
Tribal Education and its Problems —A. Sociological Insight' pf ICT and which plays a pivotal role. They represent a snapshot
identifies the role played by family and society towards child for using the Information &Communication Technology inwhat
they called 'crucial sector' public health sector. Their studies
education. They assess the awareness ofthe students and parents centre on how the ICT can be made or access to the marginalized
on educational incentives provided by the Government. While
identifying the educational problems the authors explain the people intheir paper 'Improving Health, specially the Scheduled
relation between economic condition and educational achievement. Tribes of Tripura: The role of ICT .
Brajendra Eshore Sinha in 'The Educational Problems of In the chapter 'Educational Status of Scheduled Tribe
Marginalized Tribals ofTripura' explored the demographic aspect People ofTripura with Special Reference to Munda Community"
ofthe state and thenexamined the educational development. He Nibas Chandras studies the socio-economic background of the
makes his analysesonthe constitutional provision hke education Munda community, evaluates theireducational status and also
for weaker section, national educational policies andother schemes ^ identifies the constraints in the community educational
to uplift the marginalized people. development.

In the chapter 'Problems and Prospects of Tribal Youth in ^ Tamal Chaudhuri and Dr. Bhabatosh Debnath in their
Tnpiira'Laithlamuana Darlong attempt to findout the roots and 'Challenges in Social Inclusion ofHrangkawls in Tripura'have
causes of the problem of tribal youth in the state and suggests first overviewed the constitutional equal right and protection.
measures for remedies. He based his academicstudy investigating They observed that 'underdevelopment' in specific areas in the
the economic, political, social and educational development of stateiscaused by improper implementation ofvarious schemes
minority. Dr. Goutam Saha's "Dropout Rate of Tribal Students orpohcies. They also pointed out that participation ofpeople in
in Tripura: A Study of Trend"made his analyses supported by evelopment programs isbelow therequirement and the reason
his data presentation, the dropout rate of scheduled tribe student they beheve is the inability to include people in the process of
in the state. The causes and the effects ofschool dropoutamong evelopment. The authors, therefore, suggest a dynamics of
inclusion be studied to understand the causes before others.
 mm
rimkinaims:

(xviii)

sense^ofmarS^liVafthe tribals
Census reooSs nf T
in Tripura also perceive the
deprivation in many respects. The
Tripura is declim" f that the tribal population in List of Contributors
cent
Joi ^(SnslIZww within six decades of time because ^Ll
° per
oflar-e
'i

fX~i"„d r^""- ofrer/se'i

aeprivation and exclusion in the socio-economic cultural
ducational and political life of the state developed among the
Prof. C. Nunthara, UGC Emeritus Fellow, Department of
Sociology, NEHU, Shillong.
I Dr Ravi Khangai, Head, Department of Political Science,
in the rerofrt "Itimately, resulted into ethnicconflicts Ambedkar College, Tripura
ot oeonle Thr - ' ioPlocement Lalthannguri Sailo, Assistant Professor, Department of History,
identitynroblem?ri™i"' " o'-Poriencing the problems like Govt. Degree College, Kamalpim, Tripura
Mb.u t
t„M hteracy rate.' 'J^^lopment related displacement, low
Mgh levelofdropoutSTstudentetc. level of
Horvef
despite bemgone ofthe most fertUe areas for tribal research the Paresh Debnath, PGT, GovtDegree CoUege, Kamalpur, Tripm'a
region is still left unexplored. research the Kalidash Brahma, Ambedkar College, Fatikroy, Tripura.
The various chapters in this book cover wide range ofissue<, |j Lalthlamuana Darlong, Assistant Professor, Ambedkar College,
underIts theme 'marginalization'. Contributors discuss explore North Tripura
DhananjoyDatta, Facuity Associate( Marketing Management),
prZZZTr:' chrngeTaTi Faculty ofManagement Studies, ICFAI University, Agartala.
Ldemte«tL°e enipirical-pragmatism. Such Tamal Chaudhuri, Lecturer, Department of Management,
state which
Educa ion, academicallXtes^rth™!^^^^
science and technology, health ^mteracv Tripura University.
s unemployment, underdevelopment. ethnic conflict, insurgency Dr. Bhabatosh Debnath, Co-ordinator, Academy of Career
which are dehherated here will be beneficial to pohcy:makem and Guidance, Agartala.
hlT"T'"°"'^ '° "•'iy. "e hope the Samir Das, Librarian, Govt. Degree CoUege, Kamalpur, Tripura
Manish Prasad, Assistant Professor, Ishwar Chandi-aVidyasagar
College, Belonia, South Tripura.
Editors Naorem Jibolata Devi, Assistant Professor, Department of
Education, Govt. Degree College, Kamalpur, Tripura.
DrGoutamSaha,Assistant Professor, Depai'tment ofStatistics,
Govt. Degree College, Kamalpur, Tripura.
Nibas Chandra Sil, Assistant Professor, Education, Govt Degree
CoUege, Tripura.
Brajendra Kishore Sinha, Faculty Member, DIET, Kamalpur,
Tripura
 (xx)
Dipankar Biswas, Faculty of Education, ICFAI University,
Agartala &Research Scholar, University of Calcutta.
SahWuI Ahmed, Asstt. Professor, Ambedkar Govt Degree
College, Tripura
Sudeshna Chandra, Assistant Professor, Department of
Sociology, Women's College, Agartala
Ms. Lalmalsawmi Sailo, Assistant Professor, Department of Socio-Politico-Economic and Cultural
Sociology, MBB College, Agartala. Transformation of Tribal Population in
Dr. Somdev Banik, Department ofEnglish, Tripura University, Tripura
Agartala
Nanigopal Nandi, PGT, Govt Degree College, Kamalpur,
Tripura. Dhananjoy Datta
Satyajit Das, Department of Political Science, Tripura
University, Suryamaninagar.
Dhananjay Ganchaudhuri, Rtd. Principal, Netaji Subhas It is unfortunate that after sixty four years of Independence,
Mahavidyalaya, Udaipur. Tribal population continues toinhabitremoteness in comple:i^
Anuja Sarkar, Informatics Research Officer, Dept. of IT, Tripura surroundings devoid of still the elementary necessities of
living. Tribal population development has been documented
Forest Department. as a leading argument for organizing progress able efforts to
Hrituparna Paul,Lecturer, Department ofComputer Science convalesce the livelihood of this precise weaker segment of
BTCST, Anandanagar. civilization. By all standards of dimension, the
accomplishments attained in this pathway are far-away the
SShita Das, Assistant Professor, Department of IT, DDMC purpose beleaguered in terms of Socio-Politico-Economic and
College, Khowai. Cultural development of this susceptible subdivision of
civilization. Nearly all of the troubTes'brthe indigenous
Dr. Lalrinnunga Hmar, Assistant Professor,Govt. Degree populace are due to the lack of a sustainable livelihood. The
College, Gandacherra, Dhalai, Tripura. sustainable livelihood is associated with edification
Surajit Sen, Assistant Professor, Department ofEnglish, Govt. considering technical, medical educations in which indigenous
Degree College, Kamalpur, Dhalai. people considerably fall behind. The current arrangement of
higher education in tribal neighborhoods is substandard
«Jitesh Ch. Saha, Assistant Professor, Govt. Degree College, because of numerous issues. This can be classifying as: the*
Kamalpur, Tripura. rising gap between educators and the taught; teacher non-
attendance; inappropriate discipline timetables; indifference
of the educators; and be short of contribution of parenta in
the administrationofschools and colleges etc.Anappropriate
investigation of the particulars within reach proposes the
cause for the regretful situation of the indigenous populace
 Socio-Politico-Economic and Cullural Transformation of Tribals 3
Issues ofMarginalized Tribah in Tripura the GER of female Tribals falls behind that of their male
IS the lack of higher education among them, which causes counterparts as it is reflects in our state also. These factors
numerous problems. Education grasps the key to • reflect the inequality persisting among Tribals within Indian
society.
on fhe'^aT' development. Now. depending
Socio-cultural
Socio r 1 Status of®Tribal Population
examine due to higherin
the changes This paper will give exclusive focus on the National Tribal ,
Policy in the Enhancement ofHumanDevelopment Indexrelated ^
Trib?i p"'
Txibal Population condition
in the study area, of highlytheeducated
to examine gender to Vocational training, education & sports of Scheduled Tribes
isciimmation in higher education and employment of higher and the factors affecting Tribal Education like Attitude of Other
educated Tribal Population, to examine tL patterns of Students, Social Factors, Economic Factors, Lack of Interest and
awareness in Formal Education, Suitable Teachers, Lack of
STtrm"? chaUenges in the place of employment, Facihties, Nature of habitat. Number of teachers. Environment
Pio. 1,1 ems
^ of the tribal
^t"^®nts, to examine
student's the pattern
in completion and
of their of family. Communication, Cooperation from Stakeholders, lack
education. of awareness about higher education and its impacts on socio
economics condition of tribal society. There have been as coimtless
Introduction
ways ofinstructive approaches adopted in the case of tKe tribal
Higher education or post-secondary education refers to a population as there are changeable developmental approaches
level of education that is provided at academies, universities advocated orexperimented with the tribal people. It requiresan
colleges, seminaries, institutes oftechnology, and certain other obvious thoughtful and an integrated and deepervisuahzationto
-4 collegiate-level institutions, such as vocational schools, trade understand the necessity for a suitable form ofeducational move
schools, and career coUeges, that award academic degrees or toward to bring into open andexploit thepotentiality ofthetribal
professional certifications. This article is an endeavor to carry population.
out theimportance ofdeveloping a suitable move towards tribal
i education that would make possible for asignificant progress of Objectives
t e tnbal communities by identifying the changeable issues, This critique will deal with the following objectives:
hallenges, concerns and Opportunities in the present day To examine the pattern of the tribal students completed
circumstance considering ourstate scenario. Government ofIndia Higher Education including enrollment for job in
: f as taken numbers of steps to build up the educational base of
engineering and medical disciphnes.
~ Tribes. This special provision has been incorporated • To examine the view of the tribal students about the
-I or b1smthe existingschemes ofDepartmentofHigher Education.
Innovation in Higher Education in Tripura.
> liii if under the
budgets
notionally Tribal ofthe Department
Sub-Plan (TSP) for 8Scheduled
%are allocated
Tribes Toexaminethe gender discrimination in highereducation
eve opment.There is a significant relationship between the of tribal student.
uman Development Index and also the Gender Development To examine the problems faced bythe tribalstudents in
n ex wi ig er education. Tribals form the second largest higher education.
To examine the different Challenges faced bytheTribal
f°*oc ^ ^ of <^omprising
o m ion people) approximately
the total population. The 8% (equivalent
percentage of Student andthe Opportunities tribalStudents basically
the tnbal student having the accessibility to higher education is look for.
veiy low asreflected by the Gross Enrolment Ratio (GEE) and
itisanissue ofconcern as itfalls behind the rest ofthe population
even when compared with other deprived groups. Additionally,
 ^ Issues ofMarginalized Trihals in Tripura Socio-Politico-Economic and Cultural Transformation of Tribals 5
Methodology tribal groups bave identical names and cultures.
Data Collected'. Primary and Secondary Data. India's tribal population is amongst the deprived groups in
Primary Data collectioK Area: Agartala, Tripura. our country. The "Scheduled Tribes" have the maximum poor
•* ' II
Sample unit: 5 members quality velocity ofthe three types ofpopulation formally famed.
Sample Frame: 10 groups A 1991 survey of population confirmed that 52.17% of them
Data collection method: Focus Group Discussion with surviveunder the povertyline.Along with the ScheduledCastes
this number is 48.14% and surrounded by other people of 31.29%
questionnaire.
(the generalnumberforIndia specified in the similar censusis
Sampling Method: Random Sampling method 37.09%). This depressing condition is replicated in the healthiness
Sample Composition: Tribal Students ofCoUege ofUG &PG and dietetic position of tribal population. Particularly where
Courses. entree to jungle produces to complement their food and to offer
Secondary data from: Higher Education Department, supplementary money earnings is no longer promising - moreover
Government of Tripura, Web Articles and Journals etc. since the jungles have been smashed or their privileges of
admittance are being neglected -starvation or xmdernourishment
Literature Review is prevalent.
Higher education or post-secondary education refers to a Most of India's tribal population has been jungle inhabitants
level ofeducation that is provided at academies, universities, for many years. Conventionally, jungles met a large amount of
colleges, institutes of technology, and certain other collegiate- their feed, foodstuff, medical and so many requirements. An
level institutions, such as Vocational schools, tradeschools, and extensive procedure of revolving jungle regions into a basis of
career colleges, that award academic degrees or professional income and wood, and utilization of the mineral possessions, has
certifications. led to deforestation, loss oflivelihoodand disarticulation oftribal
On theother side, anthropologically, a tribe isa social group population. Several tribal groups in Central India have become
the members of which live in a common dialect, uniform social qualified experts, provided that additional tiibal groups with
organization and posse's cultural homogeneity havinga common goods suchas containers, woven textiles,iron tools etc.Fewbut
ancestor, political organization andreligious pattern. But, perhaps, speedily increasing figure are engaged as industrialized laborers.
it would bevery difficult tofind many tribal groups in Indiawho The tribals in India comprise 8.08. per cent of the total
possess all these characteristics. Again a number oftribal groups population. (Singh, etal., 1996:16) The core demographic character
- )>
are recognized by the Government and they are the scheduled oftribals in India are - in some state and Union Territories they
tribes. But since all the tribal and analogous social formations comprise an irresistible majority; e.g. Mizoram (94.75 ^).
are not considered as Scheduled Tribes, andwhen tribalpopulation Lakshadweep (93.15%), Nagaland (87.75%) and Meghalaya
is considered, the number of actual tribal population must be (85.53%). The States ofMadhya Pradesh, Maharashtra, Orissa,
much more thanwhat ismentioned asScheduled Tribe Population Bihar, Gujarat, Rajasthan, Andhra Pradesh and West Bengal
(Chaudhuri, 1992) account for 13 per cent of the total tribal population.
Some of the large tribal communities are distributed in a The Tribals are predominantly belong to rviral areas. The
wide region and often profess varied occupations. Afew tribal literacy rate of the tribals is 23.63 per cent. This is lower ^
groups are divided into a number of sub-groups which are that ofthe general population (62.21%). The hteracy rateo e
practically distinct tribal groups. In many cases, some distinct

'ti
 Issues ofMarginalized Tribais in Tripura Socio-Politico-Economic and Cultural Transformation of Tribais 11
Facts and Observation for the tribal to get higher education which is 20% comes out of
Comparative statement and percentage indicating strength the survey. Second problem is the accommodation problem with
otstudents mthecolleges / institutions between 2004-05 to2009- 16% and third problems is the problem for the student staying
10 and It clearly appears that the percentages ofTribal student at the remote area which is 12%.Apart from this there are so
are increasing but slowly and steadily. many problem tribal student basically face. These have been
shown in the Figurel.
From the Table 1it revels that the enrollment conditions
ot the tribal student inTripura are quite healthy but not at the What is the Nature of the Challenges you face?
satisfactory level and this enrollment position during the 2009
-2010 period are not matching with the ina-easingrate ofpopulation Challengesfaced by the Tribal Students in Tripura
due to various reasons.
i• IVbdiumof BJucation i
Table 2shows a statement showing Existing Pattern ofthe I I
tribal students completed Higher Education with Male &Female j• LirrltedFfeserveseat j
Percentage and waiting as job-seekers in the live Register ofthe others IVbdIumof
employment Exchanges ofTripura according toeducation level All of the above
2o^ Elucatlon
18%
!• Lackof Conpetitiveness i
as on 31.03.2010. It also shows how the inequahties persist in 22%
!• Availing fadfity after j
the Tribal Community. rrarriage j
Lirited Fteserve
Attitudeof Othief Students j
•

9*n •
V • What Problems do you have related toyour Higher Education? Cbrrrrunication'
seat

' 'V- '4i 14%

• t^bture of habitat
t»** • .ILwJUf" Figurel shows that financial problem is the mainconstraint 12%
Lack of
hbtureof tiabitat Ctxrpetitiveness • ODrrrrunication
8% 12%

Issues or FYoUerrB faced bythe Tribal Students in Tripura Attitude of Other j [ Availing facility • AH of the above
Students ' after rrarriage
10% 2% • ottiers

AloflheAtxxe
10%

Lack of aAQTBress Rnandal probtefTB

igure 2. Percentage of Challenges faced by the Tribal Student.
aboU
Ccxises in higher
20%
Source: Field Study.
EdLcation
10% Lack of Proper
GLidanoe
Lack cf Stpport from
Famlymerrter -
6%
8%

Less cpportirities for

From Table a.and figure 2it can be seen that the major
LtssSchciardips I higher studies
4%
challenges faced by theTribal student are Medium ofEducation
fedlity
2%
'
Oxninated by other
with 18%, Limited Reserve seat with 14% and Lack o
Lack of Study Center '
4%
Competitiveness skills with 12%. Apart from this all the
Studerts staying In i Aaxi 111udation respondent mentioned that all the challenges parameters use
remote areas
12%
^ problerrB
in the study are very vital and it also reflects from the stu y
which signifies by 22%.
Figure 1, Issues or problems faced by the Tribal Student in Tripura What type of Opportunities do you have?
SciiiTee: Fi^l^ S'felid.y

It#'!"
 Socio-Politico-Economic and Cultural Transformation of Tribals 13
12 Issues ofMarginalized Tribals in Tripura
Opportunities for Tribal Students in Tripura
Table 3: Challenges faced by the Tribal student 1• Reservation Fadlily :|
I 't

Options Ah. of Respondents Percentage I• Stipend Facility

(Tribal Students)
I• English IV/hdiunri
Good Serjcemen ' School forBPL fem
Reservation
Medium of Education 9 18% 10%
Facility I• Scientist
Good leader 22%
Limited Resei-ve seat 7 14%
2% iBBiginear
Lack of Competitiveness 6 12% Philosopher

Availing facihty after marriage 2%

4% !ODoctor
1

Attitude of Other Students 5 10%

Eoonomist /
Stipend Facility
18%
I•Economist
Nature of habitat 4 8%
English IVbdium
IOFtiilosopher
Communication 6 12% Engineer School tor BPL • Good leader
8% femily
All of the above 11 22%
14%
Scientist! • Good Servicemen
Others 1 2% 4%
• Oltieis

Total 50 100%

Figure: 2 Percentage of Opportunities looking by Tribal student.

Source: Field Study
Table 4: Opportunities for Tribal student
Regarding the Opportunitiesstudy forTribal student it was
Options No. of Percentage found from Table 4 and figure 2 that they are looking for the
Respondents more reservation of seats in all areas. In the study it was 22%
(Tribal Students) means that out ofthe sample size 22%mentioned that reservation
22%
will bebest opportunity for them which is highest in the study.
Reservation Facility 11
18%
Respondent also ranked Stipend Facihty very highly with 18%
Stipend Facility 9
and Enghsh Medium School for BPL family asopportunity with
English Medium 14%.Other criteria used in the study are having average
School for BPL family 7 14%
response from the respondent whichreflects in the Table 4 and
Scientist 2 4%
figure 2.
4 8%
Engineer
6%
•What is Status of Innovation in Higher Education in
Doctor
, 4%
Tripura?
Economist 2

Philosopher 2 4% Finally, the Table 5andfigure 3 state the status ofinnovation

1 2%
in higher education in Tripura among the tribalstudents which
Good leader
5 10%
shows that 22% students aresatisfied, 34% aremoderately satisfied
Good Servicemen and 16% are neutral.
4 8%
Others
50 100%
 Socio-Politico-Economic and Cultural Transformation of Tribals 13
12 Issues ofMarginalized Tribals in Tripura
Opportunities for Tribal Students in Tripura
Table 3: Challenges faced by the Tribal student 1• Reservation Fadlily :|
I 't

Options Ah. of Respondents Percentage I• Stipend Facility

(Tribal Students)
I• English IV/hdiunri
Good Serjcemen ' School forBPL fem
Reservation
Medium of Education 9 18% 10%
Facility I• Scientist
Good leader 22%
Limited Resei-ve seat 7 14%
2% iBBiginear
Lack of Competitiveness 6 12% Philosopher

Availing facihty after marriage 2%

4% !ODoctor
1

Attitude of Other Students 5 10%

Eoonomist /
Stipend Facility
18%
I•Economist
Nature of habitat 4 8%
English IVbdium
IOFtiilosopher
Communication 6 12% Engineer School tor BPL • Good leader
8% femily
All of the above 11 22%
14%
Scientist! • Good Servicemen
Others 1 2% 4%
• Oltieis

Total 50 100%

Figure: 2 Percentage of Opportunities looking by Tribal student.

Source: Field Study
Table 4: Opportunities for Tribal student
Regarding the Opportunitiesstudy forTribal student it was
Options No. of Percentage found from Table 4 and figure 2 that they are looking for the
Respondents more reservation of seats in all areas. In the study it was 22%
(Tribal Students) means that out ofthe sample size 22%mentioned that reservation
22%
will bebest opportunity for them which is highest in the study.
Reservation Facility 11
18%
Respondent also ranked Stipend Facihty very highly with 18%
Stipend Facility 9
and Enghsh Medium School for BPL family asopportunity with
English Medium 14%.Other criteria used in the study are having average
School for BPL family 7 14%
response from the respondent whichreflects in the Table 4 and
Scientist 2 4%
figure 2.
4 8%
Engineer
6%
•What is Status of Innovation in Higher Education in
Doctor
, 4%
Tripura?
Economist 2

Philosopher 2 4% Finally, the Table 5andfigure 3 state the status ofinnovation

1 2%
in higher education in Tripura among the tribalstudents which
Good leader
5 10%
shows that 22% students aresatisfied, 34% aremoderately satisfied
Good Servicemen and 16% are neutral.
4 8%
Others
50 100%
 eh

14 Issues ofMarginalized Tribals in Tripura Socio-Politico-Economic and Cultural Transforrnation ofTribals 15

• Study shows that 22% encourage reservation facihty as
Innovation Status of Higher Education in theiropportunities followed by18% ofthe respondent said
T ripura • Highly stipend facihty and 14% said Enghsh medium schoolfor
Satisfied
Highly
Highly B Satisfied BPL family Tribal Students (If Possible).
Satisfied
Dis-Satisfied-^
8%
; •f\4oderate • Only 8% percent oftherespondents arehighly satisfied,
1Q% Dissatisfied • Satisfied
22% satisfied and 34% are moderately satisfied regarding
, • Neutral
6% 1
Satisfied { B Moderate '
I
thestatus ofinnovation inhigher education inTripura.
Moderate
22% i Dis-Satisfied j
Dis-Satisfied-—' • Dis-Satisfied j Suggestions
4%
Moderate I Highly \
Dis-Satisfied;
This study comes out with thefollowing recommendations
Neutral/ Satisfied
* 34%
1 which are very vital for the over alldevelopment ofthe tribal
16% student in the society.
Figure 3. Status of Innovation in Higher Education in Tripura Coimsehng of
forhigher
Tribal education
Students inrural
• Awareness courses areas.
among Tribal
Table 5: Status of Innovation in Higher Education in Students.
Tripura
Effectiveness offacihty or benefits among
Options No. of Respondents Percentage Tnb^ Students in rural and urban areas.
(Tribal Students) Providing sufficient financial assistant.
Solving the accommodation problems.
Highly Satisfied 8%
Satisfied
4
11 22%
Setting up study center in rural areas.
Moderate Satisfied 17 34% Dynamism in mnovativeness in higher education is
Neutral 8 16% required to increase the satisfactory level of masses.
Moderate Dis-Satisfied 2 4%
Dis-Satisfied 3 6% REFERENCES
Highly Dis-Satisfied 5 10%
nend,. First Editioii, Hydsrabad:Uklur
ICFAI Bducation~Emerging
Umvstaity Press.
Source: Field Study Knshna, Sridhar, 20OTr-/Slsmo!iratie» of Higher Education-
Conclusion f Coureto'
lOrA1 Umversity Press. Experience. First Edition, Hyderabad:
The conclusions of the study are as follows: Prasad, V.S. 2006, Higher Education in India—Quality Perspective.
• Enrollment of Tribal Studenig increasing in Higher urst ditlon, Hyderabad: ICFAI University Press,
Education but slowly and steadily. wamy, Kulandan.V.C. 2006, Reconstruction of Higher Education in
• Huge Gender inequahties exist in Higher Education among India. First Edition Hyderabad: ICFAI UniverMty Press.
Tribal Students.
^ 2004,
tion, Hyderabad: ICFAIIssuesin HigherEducation-NoX'l.
University Press. first
• Study revels that 20% said financial problem and 16%
said accommodations problems are great concern with Websites:
other minor & major problems.
• Studyalso revels that 22% saidabout the different kind
ttp.^ii.wilapedia.org/wiki/Higber_education, for the conceptofHigher
Education (Accessed on 12 July 2011 at 11.30 aih)
ofchallenges faced bythem, 18% think medium ofeducation
& 14% said about the hmited reserve seat.
 eh

14 Issues ofMarginalized Tribals in Tripura Socio-Politico-Economic and Cultural Transforrnation ofTribals 15

• Study shows that 22% encourage reservation facihty as
Innovation Status of Higher Education in theiropportunities followed by18% ofthe respondent said
T ripura • Highly stipend facihty and 14% said Enghsh medium schoolfor
Satisfied
Highly
Highly B Satisfied BPL family Tribal Students (If Possible).
Satisfied
Dis-Satisfied-^
8%
; •f\4oderate • Only 8% percent oftherespondents arehighly satisfied,
1Q% Dissatisfied • Satisfied
22% satisfied and 34% are moderately satisfied regarding
, • Neutral
6% 1
Satisfied { B Moderate '
I
thestatus ofinnovation inhigher education inTripura.
Moderate
22% i Dis-Satisfied j
Dis-Satisfied-—' • Dis-Satisfied j Suggestions
4%
Moderate I Highly \
Dis-Satisfied;
This study comes out with thefollowing recommendations
Neutral/ Satisfied
* 34%
1 which are very vital for the over alldevelopment ofthe tribal
16% student in the society.
Figure 3. Status of Innovation in Higher Education in Tripura Coimsehng of
forhigher
Tribal education
Students inrural
• Awareness courses areas.
among Tribal
Table 5: Status of Innovation in Higher Education in Students.
Tripura
Effectiveness offacihty or benefits among
Options No. of Respondents Percentage Tnb^ Students in rural and urban areas.
(Tribal Students) Providing sufficient financial assistant.
Solving the accommodation problems.
Highly Satisfied 8%
Satisfied
4
11 22%
Setting up study center in rural areas.
Moderate Satisfied 17 34% Dynamism in mnovativeness in higher education is
Neutral 8 16% required to increase the satisfactory level of masses.
Moderate Dis-Satisfied 2 4%
Dis-Satisfied 3 6% REFERENCES
Highly Dis-Satisfied 5 10%
nend,. First Editioii, Hydsrabad:Uklur
ICFAI Bducation~Emerging
Umvstaity Press.
Source: Field Study Knshna, Sridhar, 20OTr-/Slsmo!iratie» of Higher Education-
Conclusion f Coureto'
lOrA1 Umversity Press. Experience. First Edition, Hyderabad:
The conclusions of the study are as follows: Prasad, V.S. 2006, Higher Education in India—Quality Perspective.
• Enrollment of Tribal Studenig increasing in Higher urst ditlon, Hyderabad: ICFAI University Press,
Education but slowly and steadily. wamy, Kulandan.V.C. 2006, Reconstruction of Higher Education in
• Huge Gender inequahties exist in Higher Education among India. First Edition Hyderabad: ICFAI UniverMty Press.
Tribal Students.
^ 2004,
tion, Hyderabad: ICFAIIssuesin HigherEducation-NoX'l.
University Press. first
• Study revels that 20% said financial problem and 16%
said accommodations problems are great concern with Websites:
other minor & major problems.
• Studyalso revels that 22% saidabout the different kind
ttp.^ii.wilapedia.org/wiki/Higber_education, for the conceptofHigher
Education (Accessed on 12 July 2011 at 11.30 aih)
ofchallenges faced bythem, 18% think medium ofeducation
& 14% said about the hmited reserve seat.