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Unit 16: Promoting Need based Educational Programmes

and orientation of teachers, decision-makers and administrators, and the active involvement of Notes
educational institutions. This will be an act of faith and social engineering. Women’s studies will be
promoted as a part of various courses and educational institutions encouraged to take up active
programmes to further women’s development.
The removal of women’s illiteracy and obstacles inhibiting their access to, and retention in, elementary
education will receive overriding priority, through provision of special support services, setting of
time targets, and effective monitoring. Major emphasis will be laid on women’s participation in
vocational, technical and professional education at different levels. The policy of non-discrimination
will be pursued vigorously to eliminate sex stereotyping in vocational and professional courses and
to promote women’s participation in non-traditional occupations, as well as in existing and emergent
technologies.
16.2.6 Popularising Education among the Weaker Sections
It is observed that well-planned, sustained and vigorous efforts as stated below would go a long
way in promoting education among the weaker sections.
1. Introduction of tribal dialects and medium of instruction : In tribal areas, having a large
population where people do not understand the regional language, tribal dialects may be
introduced as the medium of instruction wherever possible in the initial stages and then they
should be integrated with the general educational system and may be taught regional languages.
But in the tribal areas where the children understand the regional language, it can be used as
medium of instruction. Such practice will reduce the rate of wastage and stagnation and also
create interest among the children.
2. Suitable curriculum for the schools : There is a need for evolving a suitable curriculum for the
schools functioning in tribal areas. This curriculum may be science-oriented but culture-based.
The curriculum should be so framed that this should include the various aspects of tribal life
and culture.
3. Training of teachers : Such teachers working in the tribal areas who do not possess enough
knowledge about the tribal life and culture may be given training in these aspects. The teachers
posted in tribal areas should also acquire knowledge of tribal dialects.
4. Provision of suitable school accommodation : All the schools functioning in tribal areas should
be provided with suitable accommodation.
5. Provision of hostels and extension of Ashram schools : Whenever possible, the schools
functioning in tribal areas may be provided with hostels which will solve many problems.
Extension of Ashram schools, use of youth dormitories may also solve some of the problems.
6. Encouragement of participation of tribal parents : Participation of tribal parents in the
educational programmes may also be encouraged. The awareness and interest regarding the
utility of education for the children should be created among the parents.
7. Flexibility in schools hours : In the tribal areas, the school hours and the duration will have to
be adjusted according to the needs of the community. Children in these areas are by nature,
playful and not work-oriented. They cannot sit for long hours in the classrooms. In some cases,
therefore, schools might have to be opened in the morning and evening hours with a break in
between.
8. Medium of instruction : To sustain the interest of the little children, it is necessary that at least
up to class-III the mother-tongue of the children should be used as the medium of instruction.
It will help to reduce the drop-out and stagnation of children in the lower class. There is also a
need to develop special reading materials for these children.
9. Economic incentives to parents : Since the tribal people are economically backward and the
children have to take part in different activities of the economic pursuits, the parents do not
care for the education of their children because this sustains economic loss. Thus some economic
incentive may be given to students, but not to parents to prosecute their studies.

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