Social Inclusion of the Marginalized Tribal Women towards Career and Life Aspiration: An Analytical Study

1. WORKSHOP FOR REVIEWING
THE RESEARCH PROJECT
Sponsored by:-
Centre for Social Science and Humanities (CSSH)
University with Potential Excellence – Phase II

2. Social Inclusion of the
Marginalized Tribal Women
towards
Career and Life Aspiration:
An Analytical Study
Dr. P. Viswanadha Gupta
Assistant Professor
Department of Lifelong Learning and Extension
Savitribai Phule Pune University
Pune – 411007

3. INTRODUCTION
 Indian Sub-Continent is known for rich pluralistic
and diverse social formation and having a tribal
population of 6.77 crores
 In India, most of Tribes are geographically isolated,
economically weak, socially backward, ignorant,
and politically indifferent, but culturally rich and
behaviorally simple and trustworthy, living their life
in the lap of nature.

4.  Govt. of India and respective state governments
have initiated a number of affirmative programmes
for their socio-economic development.
 Due to poor education profile, the tribal women are
lagging behind in acquiring new skills required for
the use of appropriate technology.
 Tribes have miserably failed to link skills,
technology, banks, and markets to their enterprises
and to make an entry to the main stream.

5. SIGNIFICANCE OF THE STUDY
 The present study aims at understand the problems
and prospects of the tribal women of Pune district
of Maharashtra.
 The study also covers the scope for social mobility
of the tribal women towards empowerment, if not
feminism.

6. SIGNIFICANCE OF THE STUDY….
 The study is significant from a variety of aspects. It
helps to ascertain the emerging or changing
perspectives of tribal women. This would facilitate
the legislators, policy makers, academicians, who
are battling to bring about gender justice.
 The study would immensely helpful to those who
are engaged in the women studies particularly the
Tribal women issues are dealt.

7. OBJECTIVES OF THE STUDY
 To study the socio-economic, cultural background
and living conditions of tribal women in Pune,
district.
 To find out the socio-economic and cultural factors
inhabiting social mobility among tribal women.
 To delineate the factors contributing to the growth of
livelihood among the tribal women.
 To evolve appropriate strategies for the promotion
of education and social status among tribal women.

8. OBJECTIVES OF THE STUDY…..
 To identify the processes of exclusion and inclusion.
 To examine the efforts of non-governmental
organizations working in the district.
 To identify the effectiveness of government
schemes and initiatives.
 To study the response towards various schemes
and affirmative actions.
 To identify the awareness and access to rights of
the tribal women.

9. METHODS OF STUDY
 Primary data collected from different tribal areas of
Pune district. The researcher has followed the
methods of sociological inquiry. The type of
methodology used researching predicated upon the
theoretical orientation of the researcher(s). The
basic goal of research is to understand the tribal
culture and values believes, the observer
quantitative methods and qualitative methods are
two main types of sociological research.

10. METHODS OF STUDY ……
 Sociologists often use the quantitative methods,
such as social statistics or network analysis to
investigate the structure of a social process or
describe patterns in social relationships.
Sociologists also often use the qualitative
methods such as focused interviews, group
discussions and ethnographic methods to
investigate social processes. Sociologists also
use applied research methods such as
evaluation research and assessment.

11. AREA AND SAMPLE OF THE STUDY
 Pune district of Maharashtra constituted the locale
of the study. 10 (Ten) tribal villages were selected
purposively and randomly from district
 128 sample respondents form the primary sample
of this study. In addition to the above, the field
functionaries, village heads, NGOs, and officials of
the developmental departments at the block level
was also be interviewed.

12. LIMITATIONS OF THE STUDY
 Long distance between the two tribal areas
selected;
 Lack of proper roads in hillterrains;
 Building rapport with tribes will take time;
 Difficulties to visit their villages;
 Linguistic and cultural barrier;
 Surveillance of government and police people;
 Rejection of out siders by the tribal people.

14. PROFILE
Sl.
No.
Character Variable Number %
1. Age
Below 25 47 36.7
Above 25 81 63.3
2. Education
Professional 27 21.1
Graduation 62 48.4
Post-Graduation 39 30.5

15. PROFILE…………
Sl.
No.
Character Variable Number %
1.
Sub-sect Bhill 45 35.2
Gond 7 5.5
Madiya 4 3.1
Mahadev Koli 57 44.5
Mavachi 2 1.6
Paradhi 1 0.8
Pawara 4 3.1
Thakara 8 6.3

16. PROFILE………….
Sl.
No.
Character Variable Number %
1.
Occupation
of parent
Agriculture 128 100.0
Other works 0 0.0
2.
Family
Income
Below 5000 PM 50 39.1
Above 5000PM 78 60.9
3.
Family
Size
4 and below 25 19.5
5 to 7 94 73.4
8 and above 9 7.0

17. ASPIRATIONS OF TRIBAL STUDENTS
 To become a police sub inspector
 To get the job in Sales Tax Office
 To joined any government office like Thashil, and
other administration
 To become a civil servant
 May be joined in the Income Tax department
 Preparing the academic jobs like lecturers
 Enjoying the good salary with perks in the public
sector jobs
 Preparing for defiance services for getting good
employability

18. NUMBER OF YEAR FOR PREPARATION
Sl. No. Number of Year Number %
1. 3 years 3 2.3
2. 4 years 24 18.8
3. 5 years 60 46.9
4. 6 years 11 8.6
5. 7 years 23 18.0
6. 8 years 7 5.5

19. HONORARIUM & SATISFACTION
Sl. No. Honorarium Number %
1. No 93 72.7
2. Yes 35 27.3
Sl. No. Satisfaction Number %
1. No 18 51.4
2. Yes 17 48.6

20. BOARDER OF THE HOSTEL
Sl. No. Boarder Number %
1. No 77 60.2
2. Yes 51 39.8

21. PROBLEMS
 Lack of proper guidance for MPSC/UPSC
Examinations
 Economic problems of the family members
 Lack of books and inadequate availability of the
books in the library
 Language problem for National Level Examinations
 Unaffordable price of the books
 Lack of inadequate stipend for preparing the
competitive examinations
 Health related problem

22. PROBLEMS………
 Quality books are insufficient
 Lack of the proper classes for tutorials for
extensively preparation
 Problems with the teacher or tutor in the
competitive examinations centres
 Unable to pay the examinations fees
 Hostel facility is very far away from the library /
reading room
 Previous studies are not in a position for
competitive examinations
 Lack of transport facility
 Homesickness

23. PROBLEMS FOR STUDENTS WHILE APPLYING
THE APPLICATIONS
 Depression
 Anxiety, nervousness, worrying
 Relationship with co-students
 Money
 Sickness / Health Conditions
 Partying
 Friends / Roommates
 Self-esteem, self-confidence
 Procrastination, getting motivated, managing time
 Relationship with family and parents
 Decision about major/career
 Concentration
 Irritability

24. SUGGESTIONS
 Good timing management
 Study continuity
 Start work
 Provide guidance and counselling
 Improve the self confidence
 Don't develop apathy for exams.
 Chalk out a time-table
 Study all subjects at least once in a day.

25. SUGGESTIONS……
 For instance, if you have to study Mathematics,
English, and Science, allot few hours for all 3.
 Don't focus only 1 or 2 subjects daily
 Choose your own convenient time for studies
 Prepare notes as you proceed through chapters
 Highlight important segments
 Take enough rest
 Don't skip meals
 Get enough sleep
 Last but not the least, take exams as your
responsibility not a drudgery

27. EDUCATIONAL
 Tribal education should be given in the language of
the tribal and in their own cultural background.
 Educational contents should be related to their
unique socio-economic cultural matrix of each tribal
community.
 Curriculum and pedagogy should be sensitive and
appropriate to tribal values, concepts, knowledge
systems, and history.

28. EDUCATIONAL……
 Institutes should be established for imparting
technical and commercial education for tribes which
include subjects like forestry, horticulture, dairying,
veterinary sciences etc.,
 Religious dogmatism and superstitions should be
removed through scientific education

29. HEALTH
 Providing medicines, safe water, nutritious food,
clean and properly ventilated houses etc.,
 Promote modern health care system and a
synthesis the Indian systems of medicine like
ayurveda and siddha with the tribal systems.
 Strengthen allopathic system of medicine in tribal
areas with the extension of the three-tier system of
village health workers - auxiliary nurse, mid-wife
and primary health workers.
 Expand number of hospitals and health institutes in
tune with rough topography and scattered nature of
population.

30. HEALTH….
 Traditional medicines of tribal should be validated,
encouraged, documented and patented.
 Promote cultivation of medicinal plants and related
value addition strategies through imparting training
the youth.
 Encourage qualified doctors from tribal
communities to serve tribal services.
 Strengthen research on diseases affecting tribals
and initiate action programmes for eradicating
endemic diseases on war footing.

31. ECONOMIC
 Mobilising and organizing the poor scheduled tribe
families into Self-Help Groups (SHGs).
 Improving the capacity and ability of the tribal
people to manage risks and promoting self reliance
and thrift.
 Providing support in infrastructure development and
other assistance for improving the income
generating capacity of ST families living below
poverty line.
 Improving the skills of STs by providing training and
imparting wide range of captive job-oriented
vocational training to the educated unemployed
youth among tribal people.

32. ECONOMIC……
 Providing linkages for job placement and self-
employment through EDP.
 Imparting entrepreneurial skills and providing
financial and non-financial support to start small
and medium scale enterprises in industrial and
social sectors.
 Providing technical help and education to improve
the condition of tribal crafts and provision should be
made for marketing the goods produced by them.
 Encourage tribal to adopt modern methods of
cultivation.

33. HOUSING
Assignment of house site deed (7/12)
and construction of houses.
Provision of basic amenities like
drinking water, link roads, electricity,
street lights to ST habitations.
Provision of burial ground and laying
path ways to burial ground to
habitations.

34. SOCIAL
Evil customs of bride price, magic and
ritualism, child marriages, prostitution
should be discouraged and eradicated
through social awareness
programmes.
Religious dogmatism and superstitions
should be removed through scientific
education.

35. ADMINISTRATIVE
 An effective administrative framework
should be redesigned with the nuclear links
between the departments of tribal
development and all other welfare
departments and nation – building
departments to avoid bureaucratic bungling
and wastage of resources.
 Schemes under TSP should be
implemented with the active involvement of
the ITDP level administration and the tribal
people.

36. ADMINISTRATIVE
 Programme of institution building (role and
responsibility of public services) should
involve the representation of the tribal
people in the decision making process at
appropriate levels.
 Government officials posted in tribal areas
misuse the ignorance of tribal people and
exploit them. Hence, Government should
appoint officials who are conversant with the
tribal culture and intend to improve the
conditions of the tribal people

38. STRATEGIES
 A practical solution to the problem of segregation to
disabled children.
 Designed to provide equal education opportunity to
children with disabilities and to prepare them for
independent living like other members of the
society.
 Provides the least restrictive and the most effective
environment to children with disabilities to grow
and develop like other children

39. STRATEGIES……
 An educational setting, which promotes a healthy,
social relationship at all levels and reduces the
physical distance between them and the non-
disabled children through equal participation in
social activities.
 An arrangement in which disabled children are
considered as important as their non-disabled
peers
 Protecting the Rights of differently abled children in
order to raise their standard of living

40. STRATEGIES……
 A viable approach to attain the goals of
unviersalisation of elementary education by
providing equal of educational and welfare
opportunities to the children with disabilities.
 Parental awareness and counselling is necessary
 A special training and counselling of specialised
teachers are required