|
Useful Links |
|
|
Article Details :: |
|
|
| Article Name : | | | Situation Analysis Of Education Of Ashram Schools | | Author Name : | | | Sonal Shivagunde and V. V. Kulkarni | | Publisher : | | | Ashok Yakkaldevi | | Article Series No. : | | | GRT-1614 | | Article URL : | |  | Author Profile View PDF In browser | | Abstract : | | | The development of tribal communities received an impetus after launching Tribal Sub Plan (TSP) in 1972. This plan included education as a core component for accelerating school education. Accordingly, ashram schools were established and the programme was implemented. The ashram schools have helped to increase access to education for tribals. This programme helped to increase the level of enrolment of tribal students and also reduce the number of school dropouts in tribal areas. This is reflected in academic achievement of deprived tribal students. The issue was addressed by a leading NGO through various educational activities in TSP area of Maharashtra in 52 schools. On this background, a study was conducted in three ashram schools in Akole Block, covered under TSP area of Ahmednagar District in Maharashtra. The main objective of the study was to identify the factors related to low achievement among tribal students and suggest interventions for improvement. Total 309 students from grade V, VI and VII, teachers teaching these classes and their parents were included in the study. The factors related to school atmosphere, quality of teaching and family background were studied to identify appropriate strategies for improving the academic achievement. The data related to basic competencies was collected by administering the psychological tests which are prominently used in education field. Test for Minimum Level of Learning and Test of Reading were administered for assessing academic achievement. The school atmosphere was studied through observation method. The teachers were interviewed to understand the quality of teaching and Teaching Aptitude Test Battery was administered to assess the aptitude of teachers and the parents were interviewed to collect the data related to family background. The study revealed that the individual level factors have close relationship rather than school or community level factors. The students have acquired basic competencies for learning but they are unable to cope with the formal school curriculum. They are not able to identify the content with their tribal life and context due to language barriers. The teaching methodologies meet their learning needs partially and the school facilities are inadequate to facilitate holistic learning experience. Low level of education among parents and lack of awareness about education are detrimental to academic involvement of the students. The study concludes that the interventions should focus on improving teaching methodologies consistent with their culture and equip students with appropriate supplementary learning material for self study and involving parents and community in school interventions. | | Keywords : | | - socio-economic condition,
|
|
|