A STUDY OF DROPOUT AMONG SC & ST CHILDREN IN

RURAL AREA AT ELEMENTARY SCHOOL LEVEL

Dissertation Submitted to the Department of Education in partial

fulfillment of the requirements for the degree of Master of Arts in
Education

Supervisor Investigator
Dr. Sarat Kumar Rout Surya Kant Nial
Lecturer, Roll. No-11MED030
Department of Education PG Part-II

`
DEPARTMENT OF EDUCATION RAVENSHAW UNIVERSITY
CUTTACK, MAY, 2013

1
Dr. Sarat Kumar Rout
Lecturer, Department of Education
Ravenshaw University, Cuttack-753003

CERTIFICATE

This is to certify that Mr. Surya Kant Nial, bearing Roll- No 11MED030, Post-

Graduate students of the Department of Education, Ravenshaw University, Cuttack has

completed his dissertation titled as “A Study of Dropout among SC & ST Children in

Rural area at Elementary School Level” under my guidance and supervision. To the best of

my knowledge, this is an original piece of work and fit for submission in partial fulfillment

for the degree of Master in Arts in Education.

(Dr. Sarat Ku. Rout)

(Supervisor)

2
 DECLARATION

I do hereby declare that the dissertation titled “A Study of Dropout among SC & ST

Children in Rural area at Elementary School Level “ has been undertaken under strict

supervision of my guide and submitted to Ravenshaw University, Cuttack in partial

fulfillment of the requirement for the degree of Master in Arts in Education. This piece of

work is a genuine and true to the best of my knowledge and belief and not been submitted

elsewhere.

Place: Cuttack
Surya Kant Nial
Date: (Investigator)

3
 ACKNOWLEDGEMENT

It is my pride and privilege to express my heartily gratitude and indebtness to my

esteemed guide Dr. Sarat Kumar Rout, Lecturer, Department of Education Ravenshaw

University, Cuttack whose valuable guidance, constant encouragement, suggestion and

inspiration has helped me to work hard to complete the research work in due time.

Here, I also express my warmful thanks to all my friends for their cooperation and

inspiration in completing this research work.

Last but not the least; I express my sincere thanks to Bisesh Kumar Sahoo, College

Square, NabaPravat Communication for typing and binding of this dissertation.

Surya Kant Nial

(Investigator)

4
 TABLE OF CONTENTS
PAGE
Certificate
Acknowledgement
List of Tables

CHATPER-I INTRODUCTION 01-17

1.1.0 Introduction
1.1.1 Importance of Education
1.1.2 Importance of Elementary Education
1.1.3 Need of Universalisation of
Elementary Education
1.1.4 Problems of Education for SCs & STs
1.1.5 Causes of Dropouts among SC & ST
1.2.0 Rational of the study
1.3.0 Statement of the problem
 Operational Definition
1.3.1 Objectives of the study
1.3.2 Hypothesis & Research Question
1.3.3 Delimitation of the study

CHAPTER-II REVIEW OF RELATED LITERATURE 18-27

2.0.1 Introduction

CHAPTER-III METHODOLOGY 28-30

3.0.0 Introduction
3.1.0 Sample
3.2.0 Tools of Research
(a) Questionnaire
(b) Interview Schedule for Parents & Children
(c) School records
3.3.0 Procedure of Data Collection

CHAPTER-IV ANALYSIS & INTERPRETATION 31-37

CHAPTER-V SUMMARY & CONCLUSION 38-42

5.0.0 Summary
5.1.0 Objectives
5.2.0 Delimitation of the study
5.3.0 Method
5.3.1 Tools
5.4.0 Findings
5.5.0 Suggestions

REFERENCE 43

APPENDIX

5
 LIST OF TABLES

SL.NO. TABLES PAGE

(1) No. of Dropouts belongs to SC & ST 31

(2) Classwise Distribution of SC & ST Dropout 31

(3) School Attrendance of Children 32

(4) Percentage of Children completed

Class-V in 2012 32

(5) Occupation of the Head of the Family 33

(6) Monthly Income of Family including the

Income of Dropouts 33

(7) Educational status of the Family 34

(8) Reasons of Dropouts as perceived by

the Teacher 35

(9) Reasons of Dropouts as perceived by

the Head of Family 36

(10) Reasons of Dropouts as pereceived by

the Dropouts Children 37

6
 CHAPTER-
CHAPTER-I

INTRODUCTION

7
 1.1.0 INTRODUCTION:
Education is vitally important in the life of every human being. Whatever may

be the structure of a society, education is most for every child irrespective of caste,

screed and colour. The purpose of education is to bring out the inherent potentialities

of a child. So but he/she would develop a sense of confidence to manage his/her

own affairs every, squarely and creating in a changing society. True empowerment

of a social group is possible when it has access to quality education. Education gives

our society strength a certain resistance to exploitation. There are sections of our

society where education has not reached in the manner we would perhaps like it to

have reached. They are scheduled castes, scheduled tribes and other workers

sections of the society. Learning is impossible for the tribals in a condition of poverty.

SC and ST families living in below poverty line are forced to consider children as

labour force. The present educational system could not provide alternatives to

compensate the economic less of the tribal parents and that support their preference

of earning food to earning wisdom. A vast majority of our schools, lack the basis

infrastructure like classrooms, desks, roofs and blackboards many of them lack

quality teachers too. Take for example the various adds of extending educational

facilities arising out of shortage of funds, teachers and infrastructure and so on,

which can easily be made good by innovative means. The tribals still look forward to

that golden era in which there will be no need to provide space to put “left hand

thumb impression” in the application forms and receipt vouchers etc. An official

estimate of Sarva Sikhya Abhijan (SSA) indicates that there are 1,86,000 children

who are at present out of school in Odisha. It is assumed that the majority of out of

school children are from tribal and migrant communities. Article 45 speaks of free

and compulsory education for all children till they complete the age from 6-14 years

was one of the Directive principles of state policy intended to be implemented with

10 years of the commencement of the Indian constitution. Not being justifiable, this

8
directive failed to push the Indian state, especially the tribals India in to any kind of

concrete action. Till today most of the remote parts of tribal India have a little or no

formal education. Honorable Supreme court of India on 16th Oct., 2012 gave stress

on to the RTE Act-2009. All the children age from 6-14 years have to be given

compulsory education from class I-VIII.

Education is the basis input for socio economic development of an individual

and a key factor for determining the national progress. Education has assumed to be

a significant part of the very foundation of modern society. An avenue of social

mobility, political consciousness and equality of opportunities to all citizens. The

most fundamental and general aim of school education is not only to bring changes

in behaviour but also to assist children is not only to bring changes in behaviour but

also to assist children in making better life adjustment. Education can not be taken

as a means to a more material or economic gain, it also covers the broader aspect of

culture of our society, which truly constitutes development. Thus Prime Minister Dr.

Manmohan Singh has rightly said “I want every Indian child to be touched by the light

of education: I want every Indian to dream of a better future and live that dream”.

1.1.1 Important of education:

Education is the wealth of the nation, and power of the people. The garden of

life will be colourless and without fragrance in the absence of education. It is

education which fashions and models man to become fit for society and different him

from all other biotic organisms in the earth. Aristotle says, “Educated man are as

much superior to uneducated as the living are to the dead”. Education has become

as essential virtue for man to live and led a civilized life. Diagnes is of the opinion

that “Education is controlling grace to the young, consolation to the old, wealth to the

poor and ornament to the rich”. Education makes man perfect. Daganand says,

“Educated person is healthy and uneducated person is suffering from disease of

9
ignorance”, it is true that this world would have been enveloped in the darkness of

ignorance, if it had not been illuminated by the light of education.

The host of scientists, philosophers and educators has explained the needs

and importance of education in a rational and scientific way. They present the

following cogent argument in favour of education as the most essential factor for

human development.

Biological necessity:

Education is a biological necessity for man. He is not an animal which learns

all that is necessary for his future life. For instance, a calf needs no training to run or

jump after its birth. A kitten very soon learns how to catch nice without education. But

a human child would die if not properly attended to. Infact, the new born infant is a

helpless human being and he learns to protect himself from harm only with the help

of others. He will remain motionless, speechless and will not struggle for existence in

the absence of proper institution and training. As he grows older, he is influenced by

formal, informal and non-formal agencies of education which develop his physical,

mental, emotional, social and vocational feelings. In this way education develops in

the child a sense of maturity and responsibility by bringing in him the desired danger

according to the needs and demands of an ever changes of society. Thus education

develops the individual like a flower, which spreads its fragrance all over the

environment.

Sociological necessity:

Animals learn a few tricks and task from their parents and become self-

sufficient. But it is different in the case of human child. He has to assimilate a vast

treasure of cultural heritage which can not be transmitted to him biologically. The

things learnt by one generation do not automatically pass on to another or ensuing

generation. Hence, for each generation education is a must otherwise, human race

would lapse in to barbarism. The acquisition of knowledge, skill, attitude, character,

10
aesthetic sense, and creativity by humanity makes education a sociological

necessity for the preservation, protection and promotion of culture.

Economic necessity:

Education is a powerful tool which turns man into a manpower. It not only

improves the working efficiency but also increases the productivity of the individual.

In other words, it enables the individual to find any sort of task or job or self-

employment, which helps to stand on his leg. In short, it prepare the people for life. It

is seen in the present society that people give more important to the study of those

subjects like science, medicine, law, engineering, computer and technical courses

and management which makes them self-sufficient and vocationally efficient. In this

way economic needs of the individual can be met only by different types of

education. Therefore education is consider as an important wealth next to health.

Global necessity:

Modern inventions and discoveries in communication and transports have

sharunk the world in to a “small village” called global village. As a result, an Indian a

German or an American is not considered as a member of his country alone but he

is a citizen of the world. This trend different countries only through the medium of

education.

Human Capacity for learning:

By nature a human child possesses a unique capacity for learning. He

possesses potentialities for speech, thinking, reflection, judgement, scientific

curiosity and other traits. These potentialities need to be develop through training

and education for a long period. On the other hand these capacities will be dormant,

unused and undeveloped in the absence of education.

Impressionability of child:

Experience can be acquired by the human being during his adult life, we

attach importance to the early life for imparting education. This is because a child’s

11
mind is more elastic and impressionable during the earlier years than during

adulthood. In the absence of proper training and education in the early years, habit

formation in the adult becomes a problem. Hence right education during childhood

should be emphasized.

1.1.2 Importance of Elementary education:

Free and compulsory education- Article 95 of the Indian constitution states,

“The state shall endeavour to provide within a period of ten years from the

commencement of his constitution, for the free and compulsory education for all

children until they complete the age of fourteen years”. In other words, we are

committed to universal, free and compulsory elementary education, universalisation

of elementary education in India means making education available to all children in

the age group from 6 to 14 or in the classes from I to VIII. The word “state” which

occurs in Article No. 45 is defined as, “The Govt. and Parliament of India and the

Legislature of each of the states and all local or other authorities within the territory

of India or under the control of the Govt. of India”. Thus we notice that the

responsibility of elementary education lies with the central Govt., the state

governments, the local bodies and voluntary organization.

The concept of universalisation of elementary or primary education signifies

that education is for all and not for a selected few. Thus, it implies that education is

the birth right of every child and it should be made free and compulsory up to age of

14. Therefore, the state should provide elementary education to all children

irrespective of their caste, colour, creed, sex, language, religion, socio-economic

status and place of birth and living. Thus all children of the country, whether rich or

poor, living in rural or urban areas and in remote places should be provided with the

facilities of elementary education.

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1.1.3 Need of Universalisation of Elementary education:
Universalisation of elementary education may be defined as the provisions of

primary education to all children in the age from 1-19 years or in the classes I to VIII.

This also means that all children of the country either rich or poor living in town or

rural areas are to be provided with the activities of primary education at present, we

may think that universalisation of elementary education is a free education advanced

countries free education means no fees, free books, and stationery, free mid-day

meals and free school transport. But, our country free education means education

“Free of tuition fees” and other facilities free of cost.

The tenth plan has laid adequate emphasis on universalisation of elementary

education (UEE) with a view to ensuring completion of five years of primary

schooling for all children by 2007. The tenth plan is guided by five parameters in

providing elementary education.

Universal access:

All children 6 to 14 age groups have access to primary school upper primary

schools or their alternative within a walking distance of 1 and 3 kms respectively.

Universal enrolment:

Enrolment of all children including girls, disabled children and children

belonging to SCs and STs etc. in primary education for them.

Universal retention:

Universal retention in primary stage by 2007 and drop out rates to be reduced

to less than 10 percent for grade VI-VIII by 2007.

Universal achievement:

Emphasizes the importance of quality aspects in all respects (content and

process) to ensure reasonable outcomes at the elementary level.

13
Equity:

Bridge all gender and social gaps in enrolment, retention and learning

achievement.

1.1.4 Problems of Education for SCs & STs:

Do you know what a social problem is? You might have heard this term

because it is frequently used by Sociologists. Our society is divided into a number of

sections based caste, age and sex. Some sections have been resourceless and

powerless in comparison to other dominant sections. But they fail to adjust

themselves to the changing times, the result is social disorganization leading to

social problems. Thus, a discriminatory and in-human behaviour appears in society.

This gives rise to social problems in the form of deprivation. Social problems are

defined as a situation that has attracted the attention of a majority of people in any

community and requires immediate attention of the administration and wider

community for society solution.

Special problem thus are in condition affecting significant number of people in

ways considered undesirable, and about which it is felt that something can be done

through connective social action.

In our society scheduled castes, scheduled tribes, other backward class

(OBCs), women and children constitute deprived sections. They are denied their due

rights and freedom. It should be noted that a situation becomes a problem only after

people become aware of it.

Problems of Schedule castes:

Do you know who scheduled castes are? Scheduled castes (SCs) are those

castes which were placed at the bottom in the traditional caste system. Usually, they

used to perform unclean occupations. So, they were treated as polluted or impure.

The concept of pollution attached to them had made them untouchable. Various

names appear for them in literature dealing with the scheduled castes e.g. Shudra,

14
Das, Chandal, Malezhha, untouchables and harijans. On the recommendation of the

Govt. of independent India, the president in October 1950 included a number of

castes as “Scheduled castes”, in the constitution India under Article 341 (SC) and

342 (ST), with this they enjoy benefit of development and welfare schemes. There

are more than 700 scheduled castes in our country. Chanar, Dutsadh, Dom, Pasi,

Mehtar, Balai, Addi-dravid etc. are numerically dominant schedule castes. The

scheduled castes now identify themselves as Dalit.

The problem of scheduled castes under the following three sections:

(a) Problem of untouchability (pollution): The scheduled castes had to perform

such unclean occupation is carrying right soil and dead animals, cleaning

urinals and cattle shed, washing clothes and performing certain duties at

places of cremation. These occupation were treated as polluted or impure.

So, people performing these occupations were treated as untouchables. On

account of the practice of untouchability traditionally the scheduled castes had

suffer from the following types of disability

(i) No Physical contact: The person belonging to untouchable scheduled

castes did not participate in village meeting and worship. They lived in a

separate hamlet. There children did not attend school and play with children

of higher castes. They had to play drum to pass through villages streets.

(ii) Ban on the use of common wells and tanks: The members belonging to

scheduled castes were not allowed to use common village wells and tanks for

fetching water. They had separate wells and ponds or depend on the courtesy

of some are to pair water in their kitchens.

(iii) Prohibited from entering the temple: The scheduled castes persons were

not allowed to enter the temple for offering worship. They were not supposed

to bear religious discourses, offer player, and study religious texts.

15
(iv) Did not receive service from other occupational castes: Priests, artisan

castes, dhobi (washer man) and dom (death ritual performer) did not render

their services to the persons of untouchables castes scheduled castes.

(v) Non-acceptance of cooked food: The food cooked by so called (sudras)

scheduled castes was not accepted by higher castes, water from the hands of

scheduled castes was also not acceptable.

(vi0 Status incongruence and dependence proneness: Persistence of stigma

of untouchability and the constitutional status of scheduled castes were not

congruent. They were dependent upon others for livelihood and survival.

(viii) Problem poverty generated by: The scheduled castes were deprived of

their economic rights. So they remained poor and dependent upon others.

The problems associated with the poverty of scheduled castes are as follows:

(a) Material deprivation: The scheduled castes were not allowed to have house,

land, animals, ornaments etc. So, they were deprived of material possessions.

(b) Landlessness: The scheduled castes did not own land for the purpose of

residence and agriculture. They lived in huts erected on the land of the master

and worked as agricultural labour as good as a bounded labour.

(c) Educational backwardness: Due to deprivation and poor socio-economic

condition, the scheduled castes did not attend school and remained backward

educationally. After independence, school have been thrown open for them.

But it has not been possible to enroll all children of SC in schools.

(d) Employment and Govt. service: After independence, some of them have

been employed in Govt. jobs like sweepers, watchman, peons etc. Now, some

of them have received higher education, and are well placed. But majority of

them survive as agricultural labourers, where they are exploited in the

payment of wages.

16
(e) Indebtedness and Bonded labour: A majority of families of scheduled

castes are not in a position to take two meals daily. So, they have to take

loans for the purposes of consumption. Banks do not give them loan for it.

They have to take loan from their employers at a high rate of interest.

Because of their indebtedness, their inability to pay the capital with interest,

they end up becoming bonded labourrs. They also freedom of all kind and

receive nominal wages.

(f) Health and Nutrition: The house of a SCs may not have window, urinal,

latrine and drain. They live with cattle in the same room. They discharge urine

and night soil on the street. They throw cow dung, ash and domestic waste in

the street. They do not have pucca wells and pumps for drinking water. They

live in unhygienic conditions. Because of poverty, they are often victims of

malnutrition and undernourishment.

(g) Atrocities: The scheduled castes have to face problem of atrocities. Their

houses are burnt. Their animals, goats and chicken are snatched way, women

are subjected to humiliation. They are beaten mercilessly. They are also

murdered and killed in groups. These are the forms of atrocities to which they

are subjected to when they dare to resist and demand their social, economic

or political rights.

(h) Untouchability (offences) Act 1955: Article 17 of the constitution of India

declares abolition of untouchability. An act untouchability (offences act 1955)

was also promulgated declaring untouchability an offence. This act has

banned the practice of untouchability in the maters of employment, drinking

water supply, offering worships, services in tea shop and hotels, journey by

bus or train, use of public places, meeting of Gram panchayat, refusing to sell

goods or rendering services and admission in hospital. The act has made the

practice of untouchability punishable in the form of fine and punishment. But

17
 inspite of all such prohibitive measures, untouchability is still being practiced.

In rural areas, it is still a social reality. In urban areas too, it is prevalent, at

lest at the mental level.

The Problems of Scheduled tribes

Have you heard about the scheduled tribes. Scheduled tribes are those

communities who are outside the caste system of our society. They live in hills,

forests up coastal and desert areas, and even on islands. They have their own

culture and social organization. They also but their own political system. In course of

time, some of them have adopted hinduism, Islam and christianity. Tribal art, dance

and crafts still have an intrinsic value polygamy and both monogamy are prevalent

among tribals. There are around 461 scheduled tribes in our country. Among them,

75 most backward communities have been identified as Primitive Tribal groups

(PTGs), Identification of PTGs has been made on the basis of low population, low

literacy and pre-agricultural technology. STs represent approximately 8 percent

population in our country.

The problems are:

(i) Problems related to forest: In the forests, STs, lived, enjoyed hunting,

gathering and shifting cultivation and arts facts made from forest- materials.

But forest policies and regulations have snatched away traditional rights of

STs over forest. Due to this, economic activities of tribals like food gathering,

hunting, shifting, cultivation and cottage industry have been affected

adversely. It has brought the question of existence before a number of tribes

living in forest based economy.

(ii) Problem of agriculture: Some tribals practice agriculture and are known as

agricultural tribes such as Munda, Oram, Ho, Santhal etc. Agricultural lands of

tribals are located near the hills or at foot hills and forest. Lands cultivated are

known as are Don 9downland) and Tanr (upload). In Donald good variety of

18
 paddy are cultivated by wet cultivation method. But in Tanr land maize, mills,

marua arhar, Tisi, nustard etc. are shown by dry cultivation method. There is

no assured means of irrigation. So cultivation of Rabbi crops and Garma

crops is negligible in this way, agriculture too does not provide them

employment round the year. It also does not provide sufficient food for the

family round the year.

(iii) Lack of communication: The tribals live in remote areas. Hence, one has to

face a great problem in commuting. It takes much time for news related to

welfare and development to reach them. As a result, they are not conscious of

their right and ignorant of a number of development programmes.

(iv) Migration and its effects: The STs have to migrate at different places inside

the state or outside the state for work and wages. They go to work at

construction sites, bricks kilns, small industries, agriculture etc. As migrant

labour, they are exploited and oppressed. They do not get wages as per the

minimum wages. Ct, revised by the Govt. from time to time. They have to

work for long hours.

(v) Lack of education: A good number of tribal families have to struggle hard to

maintain their existence. For them, broad is more important than education.

Our Govt. has opened Ashram schools for them. But it is not been possible to

enroll their children. Enrollment children too have to work in their houses,

adding to the problem of absenteeism and drop outs from the schools. The

cause of female literacy is more acute. Literacy and education is higher in

converted tribals than non-converted ones.

(vi) Displacement of tribals: STs have to face the problem of displacement for

the establishment of major industries, thermal power and hydraulic projects.

For setting up HEC at Ranchi, Bokaro Steel City, Jamshedpur industrial

complex, Patratu Thermal power, Durgapur, Bhilai and Rourkela industrial

19
 complexes, tribal villages had been acquired and the tribal displaced. They

were given compensation, money and covered under the tribals displaced.

They were given compensation money and covered under the rehabilitation

schemes. They neither received compensation money nor were rehabilitated

property. Some of their families become extinct and some are leading a

dismal life in slum areas.

(vii) Problem of identity: The scheduled tribes are conscious of their identity

since the British period. They had organsied movements against Zamindars,

Jagirdars and British rule, in the form of revolts. Chotanagpur in then Bihar

state had witnessed maler revolt 91770), Ho revolt (1821), Great Kol revolt

(1831), and Santha revolt (1855). The tribal also took part in the freedom

struggle of 1857.

1.1.5 Causes of Drop out among SC & ST students:

There are various types of causes are there which blocks them to go to

school. Among them a few problems are elaborated below.

(a) Socio-Economic factor:

The 60 percentage of children dropping out from school is due to poverty

surprisingly a high percentage of boys are drop out due to poverty. Household

activities is another major reason of drop out. According to the teachers, “poor

economic condition and lack of awareness among the parents about the benefits of

education are the major reasons for dropping out. Availability of ‘wage work is also a

significant reason for drop out. To identify the reasons of drop out as perceive by

parents are taken into consideration. The following important reasons for drop out

are as follows- (Ota, A.B, et al 2010, pp 130-132).

The major burdles to the progress of tribal education lies in the economic

condition and tribal families. And their dependence on children for assistance in

household works and economic pursuits is a major factor for causing drop outs.

20
Besides the above reasons the other reasons are (a) Engagement in domestic work,

(b) Poor health, (c) School environment, (d) Lack of basic educational equipment, (e)

Social feeling.

(b) Cultural Barriers:

The present school curriculum is based on the dominant culture. No attention

is given to tribal culture in the teaching and learning process. The tribal way of

learning is very different from the Non-tribal way. The tribal culture is basically oral

culture, learning for tribals children is an active, social and pleasurable event.

Learning through rote and memorization is emphasized in tribal culture. The tribal

concept of space, time and etiquette are not in conformity with modern concept. The

tribal child is not used to be confined to a particular space such as inside the closed

walls of a classroom. They prefer open areas to move freely and learn. At the time,

the concept of territoriality as found in the tribal culture Kundu, 1990, Carpentor,

1958, Hediger, 1961).

Tribal culture is based on cooperation rather than modern system of

competition. The tribal child learn to work in a cooperative situation right from his

childhood. He/she sees his/her parents and members working together, sharing joys

and sorrows and there is a lot of community feeling. They compete only with their

own community. So he finds difficult to compete with others children or non-tribal

children. Although physical punishment are legally banned in schools, many

teachers in Elementary schools do not hesitate in punish physically when the child

fails to show good resorts. Thus, the cultural difference work as a major barrier.

(Sinha, Sarita, 2008, p.-25)

(c) Medium of instruction:

The medium of instruction is Odia language, the dialect of the state, the

Kandha children read in these schools. Some of them find it difficult to understand

the lesson in Odia language as they come from a different linguistic background.

21
Tribal teachers who can make the students understand the lesson by translating into

the tribal language are not available. Even if in some places the tribal teachers are

appointed they are not able to explain the subject matter in detail to the students in

their own language. The investigation has identified that students and teachers of the

school have given the reason that the language problem, is one causing

absenteeism among tribal students. As such it leads to their poor academic

performance and ultimately leading to also their drop out.

1.2.0 Rational of the study:

The major problem of Indian education is the incidence of high percentage of

drop outs from the school system. The targets fixed for achievement of success in

universalisation of elementary education are being modified from time to time.

Success achieved in the area of enrolment is being frustrated by the high drop out

rtes at the primary and middle school stages.

There can not be effective empowerment of our people without universalize

elementary education. But the incidence of drop out at the primary stage is one of a

big abstract for the success of universalisation of elementary education. So, to reach

the goal of universalisation of elementary education, it is necessary to eradicate the

problems of drop out in primary schools.

Hence, in the area of drop out there is great scope and urgent need for

research of the present type. This idea supplied the necessary stimulation to the

investigator to take up the present investigation.

1.3.0 Statement of the problem:

Elementary education serves as a background education of pupil’s life.

Everyone has the right to get education irrespective of caste, colour, creed and sex.

Infact some pupil deprived from this opportunity, illiteracy of their parents, low socio

economic status. These pupils were engaged in domestic or non-domestic work and

take care of the babies in house. As result of which these pupils has lost the

22
opportunity to get education. Most of the weaker section pupils SC and ST suffered

from this situation. Although the universalisation of elementary education (UEE) has

being achieved by (SSA). Still the weaker section pupils suffer allot to get equal

education in compression to others. In case of SC and ST students the drop out rate

at elementary level. Such as mid day meals schemes, free text books, free uniforms,

cycle to girls students etc. hence, the investigator has keenly interest to study the

“Drop out among SC and ST children in rural area at elementary school level.

Operational definition of the Key term :

Drop out:
Drop out refers to one who level from the school before completing a

particular stage of education. In the propose study the drop out refers to SC and ST

children who leave the school before particular stage of education.

SC and ST children:

SC is abbreviation of scheduled caste and ST is the abbreviation of scheduled

tribes. Both are comes under weaker section of the society.

Rural Elementary school:

Elementary school refers to the stage of education from class I-VIII which

include the age group 6-14. In proposed study rural elementary school refers to the

stages of education from class I-VIII which are situated in rural area.

1.3.1 Objectives of the study:

(i) To study the rate of drop out at elementary level among SC and ST students.

(ii) To find out the No. of dropouts in different classes among boys and girls.

(iii) To study the factor of drop out as perceived by parents, children and

teachers.

(iv) To suggest measures for reducing drop out rate at elementary school level

among SC and ST children in rural areas.

23
1.3.2 Hypothesis and Research question:
H01: The mean drop outs score of SC students at elementary level does not differ

from that of their counter-part.

H02: What are the factors of drop out as perceived by the parents.

H03: What are the factors of drop out as perceived by the teachers.

H04: What are the factors of drop out as perceived by the children.

H05: What re the factors of drop out as perceived by the supervisory persons.

1.3.3 Delimitation of the study:

(1) The proposed study will be limited to sinapali block of Nuapada district.

(2) To study will be united to drop out rates among SC and St students.

24
 CHAPTER-
CHAPTER-II

REVIEW OF
RELATED LITERATURE

25
 2.0.0. Review of Related Literature:

Mike (2008) conducted a study titled, “Socio-economic determinants of

primary school drop out. The logistic model analysis” with the objectives- (i) to study

the household socio economic factors influence drop out of pupils given free

education. (ii) to study the policy alternatives to curb drop out of pupils can be

pursed. The study revealed that: (a) the study findings indicate that UPE has had a

profound impact on access to primary education and drop out of pupils from school.

(b) Academic attainment of parents is a key factor that influences the chances of a

child dropping out of school in both rural and urban areas. (c) to the need expand

employment opportunities especially for the youth.

ED.D (1986) conducted a study titled “rural public school drop outs: findings

from high school and beyond” with the objectives- (i) to study the rural drop out of

their rural counterparts who stayed in school relative to gender, race, grades, socio

economic states, test score, self concept, locus of control, educational aspirations,

and rating of school conditions. (ii) to study the rural drop outs and their urban and

suburban counterparts who propped out of school relative to post-school activities,

reasons for dropping out. In the study method was used for the collection of data.

And questionnaires battery of cognitive ability tests was used for group comparisons.

The study revealed that: (a) there are difference in back ground characteristics

between drop outs and satyrs.(b) the results of this study indicated that drop outs did

have lower self-esteem. (c) Lower self-esteem drop outs may be partially a result of

negative school experiences rather than a stable personality trait.

26
 I.I.E (1987) titled “A study of the extent and causes of drop outs in primary

schools in rural Maharashtra with special reference to girls drop outs” with the

objectives- (i) to study the extent of drop out and absenteeism at each standard from

I-VII with special reference to girls students. (ii) to study the drop out problem with

emphasis on drop outs by cast and gender. (iii) to study reasons for drop out from

SC, ST, OBC and minority children. The study revealed that: (a) the material

conditions of education was the cause of girls drop out. (b) Absence of women

teachers in rural schools may be a serious obstacle to improving girls participations

rates. (c) Parents perceptions is one of the cause of girls drop outs.

Stegelin (2006) titled “A regional analysis of school drop out in rural

communities: implications for economic and educational policy decision making”,

with the objectives- (i) to study the relationships between school drop outs rates and

indicators of economic well being in rural communities. (ii) to study the deters school

drop out and prevents societal costs associated with school drop outs. (iii) to study

school drop out at the middle and high school level, policy makers need to clearly

understand the relationship between high quality programs for young students. The

study revealed that- (a) School drop out’s rtes and indicators of economic well being

is non-metro communities and rural countries.

Khan, Tahir, Shah (2011) conducted a study titled, “Gender dimensions of

drop out in basic education in Pakistan”. A probit analysis, with the objectives- (i) to

study the gender dimensions of the drop out in basic education in Pakistan. (ii) to

study the socio economic scenario hovering around three important environments

i.e. home social and societal. (iii) to study the illiterate mothers, emotionally disturbed

children and addition in family found significant and negatively impact the drop out.

The revealed that- (a) the reallocation in monthly expenditures increase the

27
probability of incidence of drop out of girls child. (b) Unlawful activities and different

type of discrimination also increases the incidence of dropping out from school.

Beg, Jayaprakash (1997) titled comparative study between the students

belonging to scheduled caste and scheduled tribes, including the lodhas or general

intelligence and creativity. With the objectives- (i) to study the distribution of general

intelligence and verbal creativity among students studying in different classes, and

carry out a comparative study of the two groups i.e., scheduled caste and scheduled

tribe on these two variables. (ii) to compare the high creativity scheduled castes

group with the low creativity scheduled castes groups and the high creative

scheduled tribes groups with the low creative scheduled tribes groups in terms of

general intelligence. The study revealed that- (a) Scheduled caste and schedule

tribes students of higher classes were found to be superior to those of the lower

classes in both intelligence and creative.

Devi, K.G. (1983) titled “Problem of drop outs in primary schools of Manipur

with special references to Imphal town”. With the objectives- (i) to ascertain

accurately the extent and nature of dropout in the primary course of education in

Manipur, (ii) to ascertain accurately stage of education at imphal town as well as in

Manipur. (iii) to study variations in the magnitude of the problem under various

situations. (iv) to identify the causes and their relative importance. The study

revealed that (a) there was no uniformity in the rate of drop out for the whole primary

course. At the lower primary course, girls dropped out more than the boys. (b) As a

whole, girls had a higher rate of drop out than boys. (c) the first four important

causes, according to the combined results were poverty, frequent transfer, repeated

failure and negligence of parents.

28
 Sie (U.P 1986) titled “A study of drop out and failures in primary classes,

Allahabad” with the objectives- (i) to study the causes of drop out and failure among

6-14 age group students and also to give suggestions and make recommendations

concerning the removal of these causes. (ii) the study was delimited to the four

regions of stage namely, the middle zone, eastern zone, southern zone and western

zone, various proforma to collect data. The study revealed that: (a) Maximum drop

outs were seen among children coming from backward classes. (b) No significance

difference was noted in the successful candidates and those who dropped out in

class V. (c) the main causes of drop out were illiteracy of the parents, poverty, lack of

interest, distance of school from home. Unattractive environment of the school,

indifference of teachers irrelevant curriculum, lack of physical facilities like water and

sanitation etc. in schools.

Chavare, D.S. (1991) titled “The problem of students dropping out of the

primary schools of the Pune Municipal Corporation with the objectives: (i) to review

the progress of the primary schools of the Pune Municipal Corporation. (ii) to study

the various problems of the primary schools of the Pune Municipal Corporation. (iii)

to make a comprehensive study of the problem of drop out. (iv) to suggest measures

for resolving the problems and minimizing drop outs. The students revealed that- (a)

All the teachers in the selected 3 schools were trained and qualified but there was

inadequate equipment aids, unsatisfactory seating arrangements and want of

drinking water. (b) Out of the drop outs 40% were BC and the rest non-BC, the

muslims were 55%. (c) the majority of parents were daily bread-earners and hence

did not bother about the education of their words. (d) the majority of students (over

70%) had no books, exercise books, slates, pencils and uniforms.

29
 Gupta, J.K. and Srivastava, A.B.L. (1986) titled “A sample study of

stagnation and drop out at primary stage in the educationally backward states “. With

the objectives- (i) to establish the overall wastages rates in terms of stagnation

(repeater) and drop out rates separately for boys and girls and for rural and urban

areas for children belonging to scheduled castes and scheduled tribes categories.

The study revealed that- (a) the overall drop out rate of the primary stage was more

than 60% in the states of Andhra Pradesh, Bihar, Jammu & Kashmir and West

Bengal, where as in Assam, Orissa, Rajasthan and Uttar Pradesh it was less than

50% and in the case of Madhya Pradesh it was about 58%. The drop out rate among

SC as well as ST pupils were higher than that of pupils of al communities in all the

stages except in Jammu & Kashmir. (b) More than 60% of he pupils completed the

cycle without repeating in Jammu & Kashmir, Orissa and Rajasthan where as in the

states of Assam, Bihar and West Bengal only about one third of the pupils completed

it.

Gyaneswar S.S. (1992) titled “A study into the extent of stagnation and drop

out in the schools of Manipur”. With the objectives- (i) to estimate the overall rate of

wastage in terms of stagnation and drop out in different classes, among boys and

girls, among the children belonging to scheduled castes and scheduled tribes. (ii) to

compare the wastage rates in urban and rural areas. The study revealed that- (a) the

rate of wastage and stagnation amongst pupils in rural schools was higher than that

amongst urban schools. As against 24.8% in urban schools, it was 47.8% in rural

schools. (b) the rates of wastage and stagnation amongst boys, girls and STs in rural

schools were 40.9%, 55.2% and 92.8%. They were higher than those in urban

schools viz 25.6%, 21.8% and 75% respectively. (c) On comparing the sample

statistics for STs and SCs, the rate was higher amongst SC (100% and 92.8%)

30
 Thakur, T. Sarma, Nirmala, Mohanta. UJ; Sarma Dipti and Goswami, G.C.

(1938) titled “Drop out in the primary schools of Assam, with the objectives- (i) to

compute the drop out rate, the stagnation rate and the rate of regular promotion in

the primary stage of education in Assam. (ii) to study sex-wise, areawise, and

community wise variation of drop out and stagnation is Assam. The study revealed

that- (a) Out of every 100 pupils admitted into class- I of the primary school, only 38

completed the primary course in the stipulated time, 16 dropped out from the school,

and 46 completed the primary course after repeating grades. (b) the rate of drop out

was the highest in class-I. (c) the rate of drop out for boys was 16.96% and that for

girls 15%. (d) The rate of drop out had been the highest in the scheduled caste and

scheduled tribes areas.

Vyas, J.C. et al. (1992) titled “Pupils drop out at the primary stage in the

state of Rajasthan”, with the objectives: (i) to find out the status of pupils dropping

out from schools. (ii) To explore its causes. The study revealed that- (a) the drop out

rate of girls (53.67%) was more than that of the boys (40.6%). (b) the drop out rate in

Govt. school was more than that in the private schools. The difference was

significant. (c) No significant difference in drop out was found between the primary

and the upper primary schools. (d) the drop out rate was higher among STs than that

among SCs and others. (e) the potential causes of dropping out were related to

family circumstances (52.3%), personal reasons (30.18%) and other reasons

(5.76%)

Yadav, Bhupendra Sing. (1991) titled “A study of causal factors of drop out

among the socio economically deprived elementary school students in Haryana”,

with the objectives: (i) to study the casual factors- (a) Contributing to drop out among

the socio-economically deprived elementary students (SDES) as perceived by the

31
teachers and students. (b) Contributing to drop out among SEDES in the opinion of

the potential drop outs. (ii) to identify the casual factors of drop out among the

SEDES as perceived by the drop outs themselves and the parents of the drop outs.

(iii) to compare the casual factors of drop out in the light of the main findings of the

study. The study revealed that- (a) Of the 68 causal factors, 50 factors were found

prominent according to teachers. (b) the factors highly contributing to the

phenomena of drop out in descending order of significant were: the non-detention

policy of the Govt. in class-I and III, drop out of students during sowing and

harvesting sessions, poor interest of students due to heavy syllabi, illiteracy of

parents, punishment at school, poor individual attention in over crowed classes,

large family size in poor families and poor teachers pupil relationship due to frequent

transfer of the teachers.

Sharma, R.C. and Sapra, C.L. (1969) titled “Wastage and stagnation in

primary and middle in India: With the objectives: (i) to study the problem of wastage

and stagnation in depth and pinpoint the facts and also ascertain and analyse the

cause of wastage and stagnation. The study revealed that: (a) Wastage and

stagnation is 65% by the time children reach grade VIII. (b) Incidence of wastage

and stagnation is more in girls than in boys. (c) Academic achievement is superior

for the stay-ins than for the drop outs. (d) Higher age levels and lower attendance

are noticeable among drop out. (e) More drop outs are reported from small size

families. (f) Drop out re usually from nuclear families who suffered the death of one

or both the parents.

Pillai, G.V. Benjamin, J. and Nair, K.R. (1890) titled “A study of drop out in

primary education in Kerala”, with the objectives: (i) to estimate the rate of drop out

in primary education in Kerala. (ii) to identify the socio-economic causes leading to

32
drop out. The study revealed that- (a) the rate of drop out in the lower primary stage

was 10% and in the upper primary stage it was 9.2%. (b) the percentage of drop out

was higher among boys then girls. (c) the percentage of drop out was higher among

the children in age group 5-10 than in the age group 10 and above. (d) Students

belonging to SC, ST and other backward communities constitutes the majority of the

drop outs. (e) the main reasons for drop out were ill health, household work and

poverty in that order. (f) Lack of education of the parents was a factor which

increased the tendency to drop out. (g) A majority of the drop outs were children of

causal labourers.

Srivastava, S. and Gupta, S.P. (1980) titled “Survey of the non-enrolled,

Non-attending and drop out children of the age group 6-14 in the Ferozepore district:

with the objectives- (i) to determine the extent of non-enrolment, non-attendance and

drop out at the commentary stage of education (age group 6-14). (ii) To determine

the socio-economic composition and sex-wise composition of the non-enrolled, non-

extending and drop out children. (iii) to examine the differential rates of non-

enrolment non-attendance and drop out children of rural and urban areas. (iv) to find

out whether school variables played any significant role in enrolment, attendance

and drop out. The study revealed that- (a) the percentage of non-enrolled children in

the age group 6-14 years ranged from 2-10. The number of girls who tended to

remain out of school was higher than that of boys. (b) the non-attendance was more

acute in rural areas and in case of girls. (c) One-third of the children left the primary

school before completing the primary education. (d) the number of drop outs was

higher in rural areas than in urban areas.

Rehman A.R.M. (1989) titled “Missing tribes of Assam a study conducted on

some aspects of their primary and secondary education” with the objectives: (i) to

33
study the issue of enrolment and drop out and the relationship between the

appointment of teachers and teacher-students relation. (ii) A sample of 500 families

was selected from nine villages of upper Assam selected randomly and head of each

family was interviewed. The study revealed that- (a) Poverty lack of infrastructure

and illiteracy among parents are the main causes of the low enrolment of tribal

children in schools. (b) Many students from the tribal community drop out between

the primary ands secondary levels and between secondary and college levels about

22% of the post of primary school teachers had also not been failed.

Shah, Beena (1989) titled “Education problem of tribal students a study

conducted on the educational aspiration and achievement motivation” with the

objectives: (i) to study the educational problem of tribal students their educational

aspirations and achievement motivation. (ii) the sample constitutes 221 tribal and

166 non-tribal students of classes VI-XII in Chanoli district. The study revealed that-

(a) Senior basis level tribal students of general schools had more adjustment

problems with their teaches as compared to their educational tribal counterparts. (b)

The rate of wastage and stagnation was significant higher in tribal groups, the

scholarship money received by the students was being spent by the parents on their

higher education.

Ekka, E.M. (1990) titled “Development of tribal education in Odisha after

independent with the objectives: (i) the study indicated high drop out (73.44%), the

primary and upper primary school stage (89.11%), poor retention (12.44%) at the

primary and (25.89%() at the upper primary level and low literacy (13.50%). The

study revealed that- (a) the teacher attributes the low level of education of tribal to

their inability to derive benefits from various welfare measures planned for improving

their education.

34
 Ananda, G. (1995) titled “Wastage in primary education among the tribal

children in Andhra Pradesh” with the objectives: (i) to find out the rate of stagnation

of chechu primary education system, to find out the drop out rate of chechu children

attending primary school. (ii) the sample was selected from three districts namely

Kurnool, Mahaboabnagar and Prakashan. (iii) the rate of absenteeism stagnation

and dropout information were collected from school attendance registers. The study

revealed that- (a) Absenteeism rate was the highest in class I pupils, decreased in

class II to class V. (b) the main stagnation of class I was more than all other classes.

(c) the average drop out was higher in lower classes and lower in higher classes.

35
CHAPTER-
CHAPTER-III

METHODOLOGY

36
 3.0.0 Introduction:
There are a number of methods for carrying out research work in education.

This study mainly comes under descriptive survey method. This is the most wide

method used in the field of research. It analyses the existing prevailing situation and

makes generalization or very important aspects of the present time. The descriptive

interpretation, comparison, measurements, classification, evaluation and

generalization all directed towards a proper understanding and solution of

significance educational problems. Good (1963) has rightly observed.

“With meticulous planning, adequate survey, data in the hand of an

investigator of insight can be used for forward looking purposes”.

The characteristics of survey method fit in with the nature and purpose of the

present study. As the present study is a fact finding one, the investigator therefore

applied survey approach to educational problem is one of the most commonly used

approaches. It determine the present trends, solves amount problems and

contributes much for the advancement of knowledge and suggest the courses of

future development.

3.1.0 Sample:
For the present study following sample has been taken by the investigator: (a)

40 teachers from 10 elementary schools of rural areas of Sinapali Block, Nuapda

district and conducted detailed study by way of administering questionnaire. (b) 10

head of the institutions of the concerned schools and conducted by way of

administering questionnaire. (c) This study is confined to go drop out children and

their parents.

The present investigation sight information from these school teachers and

headmasters.

37
3.2.0 Tools of research:
The following are the tools used in the present study.

(a) Questionnaire for the headmasters and teachers.

(b) Interview with drop out children and their parents.

(c) School records for identifying drop outs.

(A) Questionnaire:
To make the research fruitful the investigator carefully taken all the precaution

and valid accurate, concrete and reasonable grounds, therefore a well planned

questionnaire was prepared by the investigator curtaining various factors involved

with evil drop out for the teacher, and head of the institutions concerned.

It is a systematic completion of questions that are submitted to the specified

drop out children while preparing the questionnaire the importance was given to

make the question short, simple and understandable. The investigator taken due

care to make the question fairly exhaustive so that each item can solve a definite

purpose. The questionnaire was planned by the investigator in consultation with the

guide.

(B) Analysis of the Questionnaire:

The questionnaire is designed to make the respondent easier. While giving

opinion to various questions. For the head of the institution and teachers he/she is

asked to write his/her name, designation and address at top of the cover page

he/she is also asked to fill up the form correctly exercising his/her free will according

to institution provided.

It is designed to know the extent of drop outs in a particular school, the

background of the drop outs children, the enrolment rate it deals with the physical

facilities, food facilities and other amenities available in the school. The

questionnaire is also about the emotional climate and socio-psychological

environment of the school. The questionnaire includes instructional procedures, like

38
curriculum, txt-book, teaching aid, equipment, co-curricular activities, teachers and

examination system.

It helps to examine the effectiveness of PTA, MTA, resourcefulness of VEC

and personal interest of a teacher. A number of questions has been asked to know

the reasons of drop out. The respondents are required to write the reasons which are

essentially responsible for drop out in their schools. They are also asked to mention

any other reason which is not included in the list.

(C) Interview schedule for drop out children and their parents:
The investigator has used separate interview schedules for the parents, and

children to know the extent cause and remedial measures of drop out in different

areas. They are attached in the appendix-2.

3.3.0 Procedure of Data collection:

The researcher has sued questionnaire from the teachers and head of the

institution and separate interview schedule for parent and children to know the

problems of drop out in primary stage. The researcher has take due permission from

the higher authority.

The questionnaireare in the form of booklet in English version. The

questionnaire were prepared and duplicated to collect responses.

The researcher clarified all the formalities before the teachers that their

response will be sued from research purpose only and it will be kept secret in the like

manner, the researcher met some drop outs children and their parents to get a

concrete idea of their problems. The parents are willingly get their opinion but drop

out children responded reluctantly.

Researcher extended thanks to all those participants of interview and

questionnaire.

39
 CHAPTER-
CHAPTER-IV

ANALYSIS & INTERPRETATION

40
 4.0.0 Analysis and Interpretation:
The researcher developed a questionnaire and interview schedule with a view

to collect detailed information and other related problems in order to assess the

causes or problems of dropout in school.

As a preliminary stage, the researcher conducted D.I. of schools concerned

and listen out. 10 rural institutions catering to the need of primary education under.

Sinapali block, of Nuapda district for his investigation.

The total number of dropout belongs to different sex and categories of 10

selected schools are 40. The researcher has taken a sample of 40 dropouts.

Table-I: Number of SC and ST dropout belongs to different sex categories

Categories Boys Girls Total

SC 09 13 22
ST 10 08 18
Total 19 21 40

In categories, SC categories shows highest number of dropout rather than ST.

Table-II: Classwise distribution of dropouts

Serial No. Class Number of Students Percentage

1 I 04 10.3%
2 II 04 10.3%
3 III 09 20.6%
4 IV 10 25.8%
5 V 13 32.7%
Total 40 100% (approx.)

The above table show that most of the dropouts in class-V (33%) and invest

from class-I and II (10%).

41
 Table-III: School attendance according to sex

Class I II III IV V
Boys 40% 50% 70% 80% 85%
Girls 25% 45% 60% 75% 80%

The investigator surveys the attendance of 10 concerned schools previous

academic year (2011-12) and find the above data.

The above table show that less number of attendance in class-I and the

percentage of attendance increase subsequently in higher classes. Inspite of Sarva

Shikshya Abhiyan 90% of attendance has not fulfilled.

Table-IV: Percentage of SC & ST children completed class-V in (2011-12)

Categories Boys Girls

SC 80% 88%
ST 65% 71%

The above table show that SC boys (80%) and ST boys 65% have passed or

completed. But girls have less percentage than boys. SC have (88%) and ST (71%).

ST have lowest completed in girls categories.

Putting the formula

No. of children passed out in class-V in the year ‘t’

____________________________________________________________
Formula of completion rate=
No. of children enrolled in class-I in the year (t-5)* 100

The total number of students enrolled in 2007 in class-I were all not able to

complete class-V in 2012. Those who are not completed among them more number

of students readmitted in different classes and less number of students gave up their

studies the above the table shows it SC and ST categories, maximum number of

students are repeaters or dropout.

42
 Table-V :- Occupation of the Head of family

Serial no. Types Numbers percentage

1 Peasants 20 50%

2 Agri. Labourers 8 20%

3 Employee 1 2.5%

4i Daily wagers 8 20%

5 Businessman 2 5%

6 Others 1 2.5%

Total-40 100%

Most of the heads of the house holds from which the drop out children come

and engaged in peasantly (50%) and agricultural activities (20%) and very few

engaged in services. Further it is seen that from the above table that 20% of the

head are engaged in daily wage activities and 1 to 5% engaged in different

business.

Table VI: Indicates the monthly income of the family including the income of

dropout children.

Serial no. Income range Number Percentage

1 Below Rs 1000/- 12 30

2 Between Rs 1500/- 24 60

3 More than Rs 2000/- 4 10

Total 40 100

It is observed from the above table that most of the drop out children belongs

the families with a monthly income ranging from 1000-1500/-. 30% of the family of

drop out children, the monthly income is below 1000/-. Only 10% of the family of

drop out children, the monthly income is above 2000/-.

43
 It is realized that due to low income of the family. Parents can not fulfil the
demands to school going children from different economic activities.

Table-VIII : States the "Educational status of the family"

Serial Educational Status No. of Percentage No. of Percentage

no. Father Mother

1 Illiterate 16 40% 20 50%

2 Literate without 10 25% 10 25%

educational
qualification

3 Primary level education 10 25% 8 20%

4 Middle levels (M.E.) 2 5% 2 5%

5 Matriculation 1 2.5% -- --

6 Above matriculation 1 2.5% -- --

Total 40 100% 40 100%

In majority of the cases the parents are themselves illiterate and literate but

without educational qualification. In case of father only 25% are having education up

to primary level and in case of mother 20% are up to primary level. Therefore the

parents of drop out children don't realize the importance of giving education to their

children. Since, they do not facilitating educational environment in their home and

they do not study and therefore either dropout or fail in the school examination. Even

the father coming under the category primary level education have acquired hardly

any educational awareness, in order to realize the volume of education. So low

educational status in one of the factors for drop-out of children at elementary level.

44
 Table-VIII : Reasons of drop-out as perceived by the teacher.

Serial Reason Number Percentage

number
1 Parents awareness 16 40%
ri
2 Poor economic condition of the 2 5%
family.

3 Conservative parents 1 2.5%

4 No interest in education 10 25%

5 Engagement in domestic work 2 5%

6 Poor result in school 4 10%

7 Help in work 4 10%

8 Prolonged illness 1 2.5%

Total 40 100%

To identify the reasons of drop out among elementary school children, the

reasons pointed out by teachers are taken into consideration the following reasons

of drop out have emerged.

Parents awareness is very much emphasized by the teachers. There

percentage is 40%

The next important reason of drop out was pointed by. the teacher is the lack

of interest among children to continue in primary education. The drop out children

are not interested in education by which they do not want to go the primary school.

Besides the above reasons, the other important cases of drop out as

indicated by the teachers are-

a) Parents are unable to provide financial support to the children

b) Poor results in the school academics

c) Children financial support needed for the family

45
 Except that feeling of narrowness also another criteria to leave the schools

before completing elementary education.

Table –IX : Reasons of dropout is perceived by head of the family.

Serial Reason Number Percentage

Number

I No interest in education 8 20%

2 Lack of basic educational equipment 2 5%

3 Engagement in domestic work 10%

4 Poor economic condition 8 20%

5 Social feeling 2 5% .

6 Behaviour of school mates 2 5%

7 School environment(in attractive) 4 10%

8 Poor result 8 20%

9 Poor health 2 5%

Total 40 100%

To identify the reasons of dropout as perceived by heads of the family are

taken into consideration. The following important reasons for dropout are as follows:

The poor economic condition of the family, no interest in education and poor

result in school are the main factor of dropping out of the children.

Besides the above reasons, the other reasons are-

(a) Lack of basic educational equipment

(b) Domestic work including infant cares .

(c) Behaviour of the school mates is not good

(d) School environment is in-attractive

(e) Prolonged illness of the child.

46
 Table –X : Reasons of dropout as perceived by the dropout children.

Serial no Reason Number Percentage

1 Lack of interest 16 40%

2 Late of admission 8 20%

3 Difficulty in subject — —
U - -.4—— Poor economic condition 8 20%

5 Behaviour of school teacher 2 5%

6 Behaviour of school mates 2 5%

7 Lack of basic educational equipement 2 5%

8 Poor health 2 5%

Total 40 100%

To identify the reasons of drop out as perceived by drop-out children are

taken into consideration. To have a comparative look to the response given by drop

out children are described on the basic of responses and observations made in the

field, the following important reasons for dropout are as follows:

Lack of childrens interest for education. Children are not interested to attain

the schools .

Late admission in the schools and poor economic conditions of the family

also being emphasized by the dropout children due to growing age, they feel very

shy to go to school. And they have to work in order to support the family income.

Besides the above reasons, the drop-out children have expresses other

reasons from their dropout from school as:

a) Teachers are not co-operative.

b) Behaviour of school mates are not good.

c) Lack of basic educational equipment.

d) Due to poor health.

47
 CHAPTER-
CHAPTER-V

SUMMARY & CONCLUSION

48
 5.0.0 Summary & Conclusion:

The researcher has now reached the end of her reporting task. In this chapter

her purpose is to briefly sum up the major features of the study along with its

conclusions and to present a set of recommendation for effectively dealing with the

drop out problem.

Education has been acclaimed as the prime mover of economic development.

It opens the door to modernization. Education is an instrument of social change and

ahs a great significance in the context of developing countries. Traditional social

institution and low level of economic development are creating many difficulties favor

expansion of educational opportunities.

The problem of dropout children are multidimensional. The comprehensive

discussion under no circumstances, should ignored the major problems that stand on

the way of universalisation of elementary education. Mobilization of human potential

is basic to any endeavour towards national development. Talents and special

qualities of children are likely to be maximally enveloped through the education

process. It is therefore necessary to bring every child under the fold of education. So

that the human resources can utilized to the fullest extent.

The programme Sarva Shiksha Abhiyan could not be successful within the

time schedule fixed from time to time mainly due to social awareness and dropout

rates.

One of the major problems of Indian education is the incidence of high

percentage of dropouts from the school system. It has become a grave concern for

everybody connected with school administration. “Dropout” means premature

withdrawal of children from school at any stage before completion of the primary

course. The objectives of education for a particular stage are not achieved if a child

49
is withdrawn. Hence the educative efforts spent on the child up to time of withdrawal

are wasted.

In view of the importance of the problem several attempts have been made to

eradicate this evil like Sarva Shiksha Abhiyan, mid-day meal programme, free text

books, uniforms, but few of such attempts are systematic, dropout cases has created

a number of problems. Hence the malady has to be diagnosed and uprooted before

it manufactures further havoc, in view of the rational presented above the researcher

has undertaken a research project on the study of dropouts on the elementary

schools of Sinapali Block of Nuapada district. The purpose is to identify those factors

led to the problems of dropout and to suggest remedial measures in several

direction.

5.1.0 The main objectives of the study is to:

(i) To study the rate of dropout at elementary level among SC and ST students.

(ii) To study the factor of dropout as perceived by parents, children and teachers.

(iii) To suggest measure for reducing the dropout rate at elementary school level

among SC and ST children in rural areas.

5.2.0 Delimitation of the study:

The studying had following limitations.

(a) The study is limited to 10 schools of Sinapali Block, Nuapada district.

(b) The study is confined to the elementary school teachers of Nuapada district.

(c) The study is limited to 40 dropout and their parents selected.

The investigator sought information from the school teacher and parents of

the dropout children.

50
5.3.0 Method:

In this dissertation the investigator used the survey method. This is the most

wide method used in the field research. The characteristics of survey method exactly

fit in with the nature and purpose of the present study.

5.3.1 Tools:

The investigator used certain tools in his study. He sued questionnaire for the

head of the institutions and the teachers and conducted detailed study by way of

administrating questionnaire. The investigator has sued interview scheduled for the

parents and dropout children for the present study. Separate interview with the

parents and children is of great use to know the extent, causes and remedial

reassures of dropout in different areas.

5.4.0 Findings:

The following re the major findings of the study:

(a) Most of the heads are quite ignorant about the purpose of education of their

children. They do not know aspire upto what class their children are to be

educated as parents are illiterate and having no proper attitude towards

primary or elementary education.

(b) There is lack of psychological environment for education in these families of

dropout children. The social environment and the family setting do not create

a favourable attitude towards study. The students and their parents are not

interested or lack of interest in the educational activities.

(c) Most of the heads of the dropouts children are illiterate an therefore they do

not realize the purpose of giving education to their children.

51
(d) The reason of dropout as perceived by the heads of the family are such as

poor economic condition of the family, children are not interested in education

and poor health of the children.

(e) The next important reason from school dropouts from school and school

related factors. Behaviour of the school teachers and school mates towards

dropout children are under this category.

(f) Due to over age, the dropouts are not feel comfortable to study with under

age students.

(g) Domestic exigencies like sickness and long illness of the school going

children formed the categories of dropout reason.

(h) Lack of interest in studies constituted of dropout reasons.

(i) The poor result in school and lack of sufficient teacher in institutions are the

main reasons of dropout.

5.5.0 Suggestions:

After careful consideration of different facts, the researcher suggest the

following measures.

(i) Social awareness among the parents is to be considered this would help to

develop positive educational awareness among people.

(ii) There should be administrative interest to improve educational status of the

child.

(iii) In the present day, there is lack of teachers in schools, so it hinderance the

education or the teacher is not interested to care the children. So there must

be sufficient teachers in every institution.

52
(iv) Making special arrangement to undertake motivational effects in the localities,

to organize door to door visits to persuade parents to enroll and retain their

children in schools.

(v) Inviting the parents to school frequently and involving them in the school

activities whenever such possibilities exist.

(vi) Increases health series should be provided in school.

53
REFERENCE

54
 REFERENCES:

Stegeline, F.E. and D.A. Stegeline. (2006), A regional analysis of school dropout in
rural communities implications for economic and educational policy decision making.
Available at http:/www.waeaonline.uaagec.org/2006assnmtg/proceeding/ stegelin-11a.pdf.

Khan, G.A. Tahir, M. & Saha S.A. (2011) Gender dimensions of dropout in basic
education in Pakistan. A probity analysis, Available at http:/www.eurojournals.
com /ejss-24-1-13.pdf.

Mike. (2008), Socio economic determinants of primary school dropout: the logistic
model analysis, Available at http:/www.npra,ub.uni-niuendhen.de/7851

liE.. (1995), A study of the extent and cause of dropout in primary school in rural
Maharashtra with special reference to girls dropout, Available at http:/www.
Planningcommission.nic.in/reports/sereport/ser/stdy-ecdo.pdf.

Bej, j.p. (1991), A comparative study between the students belonging to scheduled
caste and scheduled tribes including the lodhas, on general intelligence and
creativity ph.D.Edu. Univ. of Kalyani.in M.B. huch (1991) 5th survey survey of research
in education (1988-92) NCERT New Delhi pp 1623-1624.

Bhargava, S.M. (1989), Survey of educational facilities for the weaker section of the
society namely scheduled tribes in Orissa. Independent study. National council of
educational research and training, (ERIC Funded) in MB huch (1989) 5th survey of
research of (1988-92) NCERT New Delhi, pp. 1624-1625.

Devi, K.G. (1983), Problem of dropout in primary schools of Manipur with special
reference to, Imphal town (1963-1970), Ph.D. Edu. Gau.Univ. 5th survey of research
in education, NCERT, New Delhi, p.p. 1640-1641.

SiE (UP, 1986), A study of dropouts and failures in primary classes, Allahabad.
Available at http:/www.educationforallindia.com

55
Thakur, T. Sarma, Nirmala, Mahanta, U.J., Sarma, Dipti and Goswami, G.C. (1958)
dropout in the primary school of Assam: A report, independent study. Assam: state
institute of education, 5th survey of research in education, NCERT, New Delhi, p.p 1692-
1693.

Vyas, J.C. et al. (1992), Pupils dropout at the primary stage in the state of Rajasthan.
Independent study, Udaipur: state institute of Educational Research and Training.
5th survey of research in education (1990), NCERT, New Delhi, p.p. 1693-99.

Yadav, Bhupendra Singh (1991), A study of the causal factors of dropout among the
socio economically deprived elementary school students in Haryana, Ph.D. Edu.,
Kurukshetra Univ. 5th survey of research in education (1990), NCERT, New Delhi, p.p.
1644-45.

Gupta, J.K. and Srivastava, A.B.L. (1989), A sample study of stagnation and dropout
at primary stage in the educationally backward states, Independent study, NCERT,
New Delhi, p.p 1651-1652.

56
APPENDICES

57
 QUESTIONNAIRE FOR TEACHERS

Personal Information of Teachers

1. Name and Designation of the Teacher (Optional):

_______________________________

________________________________

2. Institutional Address: ________________________________

________________________________

_________________________________

3. Sex: (Male/Female) _________________________________

4. Experience: (In Years) _________________________________

Instruction to the Teachers

Dear Sir/Madam,

The investigator has undertaken a research study titled “A study of dropout

among SC/ST children in rural area at elementary school level” for the degree of

M.A. in Education. This Questionnaire ahs been prepared to elicit some information

regarding your perception the causes of dropout among SC/ST learners. Kindly give

your responses to all the statements freely what you perceive. Your responses will

be used for research purposes only and be kept confidential.

Thanking you.

Yours sincerely,

(Surya Kanta Nial)

(Investigator)

58
1. How many SC & ST students of your school pay school due in time? (Give
number & percentage of them).
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
(a) Why does the child unable to pay school dues in time?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
(b) What type of provision are there in your school those who re unable to pay
school dues in time due to their poverty?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
2. In your school how many parents of SC & St students come to the school for
sharing of their student’s achievement?
If they come please specify how many times per month and state why they
come to your school?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
If no why?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
3. What do you perceive about the causes of dropout among SC & St students?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
4. Do the parents help their children in completion of their homework?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
5. Does the learning environment suitable for the students?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..

59
6. Do you think that curriculum causes dropout among SC/ST learners?
If yes how?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
7. Is there any other factor to school that leads the students to dropping out?
If yes what are these
…………………………………………………………………………………………..
…………………………………………………………………………………………..
8. Have you ever tried to contact her parents to bring his/her back to schools?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
9. What is your suggestion to reduce dropout among SC/ST learners?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..

60
 FOCUS GROUP DISCUSSION (FGD) FOR STUDENTS

Personal Information of the Students

1. Name of the Institution:

2. Date:

3. Time:

4. Number of Participants:

5. Main issues Discussed:

 Academic problems
 Economic problem

1. What are the academic problems faced by you in your academic life?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
2. How your family support you in your study?
If yes how?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
3. What are the learning difficulties faced by you in your academic life?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
4. Does your teacher help you in your study? Yes/No
If yes how?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..

61
5. If no why?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
6. Do you have sufficient infrastructural facilities? Yes/No
If yes what are these?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
If no what problems you faced?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
7. Do you face any problem to understand the topic? Yes/No
If yes to what extent?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
8. What are the factors responsible for demotivating SC & ST students?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
9. Do your family members or neighbours obstruct you and tell you not to go to
school?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
10. Are the following factors at community level related to students dropout?
(i) Income level of the parents. Yes/No
(ii) Occupational level of the father responsible for dropping out. Yes/No
11. The school is far so that you are facing difficulty for going to school?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
12. What is your suggestion to reduce dropout among SC/ST students?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..

62