Status of Education In Backward Community In Haryana: a Survey Study

1. INTRODUCTION The caste system upon which is based the traditional Hindu Society of India is very-very old. This system determined the political and economic lines of the society. People enjoying higher social or ritual status in the society were higher in political power and economic strength. Aryans are said to be the originators of this caste system in India. They divided the Hindu society into four groups and each group was assigned a particular job. Each group or caste pursued its own style of life. In traditional Hindu society, there were legal and ritual sanctions which prevented lower caste from imitating the style of life of the upper caste. Differences in style of life between Brahmins and Harijans are the sharpest. Differences between other castes are not so wide and sharp. Some castes are nearer to the status of Brahmins while others touch the status of Harijans. With the beginning of British rule in India, begins the caste conflicts. Some castes monopolised the jobs and education and a large number of people in society were left with no facility of education and job. In such a situation Sanskritization losts its charm and utility to many backward castes. Hence many backward castes within the limit of available mass mobilization and other states restrictions, tried to demand a share in the case of job opportunities and educational facilities. After Independence, new constitution of India was written by Dr. Bhim Rao Ambedkar. This constitution of India provides protection against discrimination of the socially and educationally backward classes of citizens or of the Scheduled caste or Scheduled tribes. The phrase 'socially backward classes' has provided intense political controversies and conflicts and an enormous amount of constitutional litigations. The Indian society contains many sections whose economic position and social status are almost similar to those of Scheduled castes and Scheduled tribes, although they may not be strictly stigmatised by untouchability. Hence these sections have been called other backward classes (O.B.C.). They are also in need of some kind of protection that is given to Scheduled castes and Scheduled tribes. Inspite of many judicial pronouncements and creation of the phrase 'socially and educationally backward classes' the States in India have not adopted any common criterion of this backwardness. The constitution of India under Article 14, prohibits discrimination against any citizen on the ground of religion, caste, race, sex, language or place of birth in respect of employment or admission to educational institution. The study relates to backward class, which is a debatable subject. Among a large number of castes which ones should be taken as backward castes is a question which has to be answered first. It was considered appropriate for the present study to take into account only those dimensions for backwardness which have been accepted by the Backward Classes Commission. The Commission has evolved eleven indicators for determining backwardness. These indicators can be put into three broad categories, i.e. social, educational and economic.

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Primary schools including middle schools 85 High schools 34 Colleges (Intermediate and Degree) 23

1. The demographic characteristics of the sample 2. Education and acdemic life 3. Conclusion, suggestions and recommndations CONCLUSIONS There are some contradictory views reflected in the study. On the one hand they have said that they follow what is taught in the class and they do not feel that the courses are difficult, but on the other hand they have indicated the need of tuitions or extra coaching. This may be interpreted that in order to ensure better performance they feel the need of coaching. Also they see other students attending coaching classes and obtaining better marks. This makes them feel the need of coaching. Education has been able to produce high educational aspiration among the students of backward community. Like others most of them (65%) want to study upto Bachelor of Engineer degree or M.B.B.S. degree and 20% want to study upto Master's level. Accordingly is their vocational ambition. Even those who are coming from poor homes and whose parents are either illiterate or slightly educated have developed high educational aspiration and vocational ambition. The education, whatever they have, has brought about a change towards life and society. They have exhibited sound educational adjustment which is evident from their responses regarding satisfaction and dissatisfaction from the institutions, teachers and courses. They by and large seem to be satisfied from their educational environment. Whatever dissatisfactions have been expressed are the outcomes of socio-economic conditions. The data on teachers corroborate the findings on students. Most of the teachers are of younger generation which shows that the backward community is preparing itself for educational race. Teachers have shown great restrain and mental adjustment when they say that the backward students potentials are equal to that of other students. They do not want to accept their inferiority or superiority. It is very healthy on the part of teachers that they are accepting the correct position. The study suggests that distribution of educational facilities among backward community is unevenly distributed. Some castes are advancing more rapidly than other castes. The boys attending schools and colleges is far larger number than girls. There exists inter-caste and inter-sex imbalances in access to education. Those among the backward community students who made access to education have been doing well which is evident from the fact that dropout and stagnation at the secondary and higher stage are low. The study also indicates that majority of them do not have any difficulty in comprehending the class teaching or books. Even without

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much aid they are able to do fairly well. The study however, could not throw light on performance as compared to students from upper caste. The study also reveals that they need extra coaching, but this is because of their desire to do better performance. BIBLIOGRAPHY – 1. Beteille, Andra (1965) : Caste, Class and Power, Changing Patterns of Stratification in a Tanjore Village, Borkeley; University of California Press. 2. Blair, Harry W.(1980) : “Rising Kulaks and Backward Classes in Bihar. Social change in the Late 1970's”. Economics and Political Weekly, Vol. XV, No. 2. 3. Brass, Paul R.(1965) : Factional Politics in an Indian State; The Congress Party in Uttar Pradesh, Barkeley, University of California Press. 4. Chitnis, Suma (1981) : A long way to go, Allied Publishers Pvt. Ltd., New Delhi–1981. 5. Government of India (1988) : Report of the Backward Classes Commission (Unpublished). 6. Ishwaran, K. (1979) : Backward Classes; Sociologists, Economists and Jurists on Havanur Commission Report, Bangalore, Sociological Services and Research Centre. 7. Mysore Government (1960) : Mysore Backward Classes Committee Final Report. 8. Karnataka Government (1975) : Report of the Karnataka Backward Classes Commission (Four Volumes) 9. Seth, D.C.(l979) : “Politics of Caste Conflict” Seminar 233, January. 10. Srinivas, M.N. : Social Change in Modern India, Barkeley University of California Press.