1. 9RESEARCH ANALYSIS AND EVALUATION
International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print) E-ISSN-2320-5482, July,2013 VOL-IV *ISSUE- 46
Introduction
John Dewey, in his book "School and Soci-
ety" Writes that "the great thing to keep in mind then
regarding the introduction into the school of various
forms of active occupations, is that thorough them the
entire spirit of the school is renewed, it has a chance to
affiliate itself with life, to become the child's habitat,
where he learns through direct living instead of being
only a place to learn lessons having an abstract and
remote reference of some possible living to be done in
future.Itgetsachanceto beaminiaturecommunity,an
embryonic society" this is a fundamental fact that
strengthens the relationship between school and
society.
Educationcanbeviewedasamethodofequip-
ping the members of a society to develop skills neces-
sary for the current and the embryonic needs of soci-
ety. The society must consider all its members includ-
ing Scheduled Caste and Scheduled Tribes and Back-
ward potentially useful in the development of society.
Article 46 of the Indian Constitution states "the state
shall promote with special care the educational and
economicinterestsoftheweakersectionsofthepeople,
andinparticularoftheScheduledCasteandScheduled
Tribes,and shallprotectthemfromsocialinjusticeand
all forms of Social Exploitation". NIPA (1986) Post-
Matric Scholarship scheme had however, been quite
effective in encouraging higher education and enrol-
ment of SC/ST students had increased in higher edu-
cationoversurveyperiod.Kumar.V(1983) Foundthat
fewcastes, e.g. Dhobi, Dusadh, among the Scheduled
Caste were more on education than the rest and thus
showed differential development. The enrolment rate
was higher among the non-Scheduled Caste.
Rationaleofthestudy
Private enterprises in the field of education
arean assetin spiteofwhateversocio-economicdraw-
backsfoundwiththem.Governmentalonecannotbear
Research Paper—Education
July ,2013
EducationalProblemsof
SC/STInstitutions in the State Karnataka
* Prof.&Principal Dr.AmbedkarcollegeofEducation,Westofchordroad,J.C.Nagar,Bangalore
In a caste-based society like ours depressed caste people experience an unsympathetic treatment from the upper class.
As a result of this social tendency, SC/ST educational institutions do not get adequate number of students belonging to upper
castes. These educational institutions face educational problems like admission, getting visiting teachers, book-bank
facilities, Infrastructural facilities etc., the present study is focused on educational problems of SC/ST institutions. In this
study Educational institutions from Karnataka were selected the data was collected by using a self developed tool
Educational problems Check-list (EPC). The data is analyzed and the major findings and implications are mentioned.
A B S T R A C T
theresponsibilityofexpandingeducationqualitatively
and quantitatively. This is very clear that private insti-
tutions encounter challenges of complicated. Govern-
ment polices being imposed have lost the sight of
comprehensiveness. Consequently the private educa-
tionalinstitutionslookforillegalandimmoralpathsfor
selfdevelopment.Thisisthefateofprivateenterprises
as such the SC/ST managements which are also a part
of private enterprises is no exception to this. Keeping
this rational in view the present study attempts to
throw light on weak components of private manage-
ments, and strengthen SC/ST educational institutions
in the interest of the common national goals.
Needandimportanceofstudy
`Investigator felt that a good number of SC/
ST educational institutions are functioning but with
great difficulty. In the caste biased society like ours,
how public respond to the call of these institutions?
The main reason of the resent study is unorganized
communities like SC/ST and other weaker sections of
the society are bound to experience the academic
problems pertaining to educational institutions.
Broadobjectiveofthestudy
To investigate the Educational problems of
educational institutions run by the SC/ST manage-
ments
Variables
1. Nature (aided/unaided)
2. Locality(Rural/Urban)
3. Age (Institution's Experience less than 10 years/
more than 10 years)
4. Level(College/Highschool)
5. Type (Boys school, girls school, co-education)
MajorHypothesis
1.There is no significant difference in total number of
educational problems being experienced by the man-
agement, staffand studentsofaided and unaided,rural
andurban,lessexperiencedandmoreexperiencedhigh
* Dr. A. Somashekara Murthy

2. 10 RESEARCH ANALYSIS AND EVALUATION
International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print) E-ISSN-2320-5482, July,2013 VOL-IV *ISSUE- 46
schools and colleges, Boys, girls and co-educational
SC/ST institution.
2. There is no significant difference in the nature of
educational problems being experienced by the man-
agement, staff and students of SC/ST educational in-
stitutions when they are classified according to their
nature, locality, experience, level and type.
SamplingProcedure
145SC/ST educationalinstitutionshavebeenselected
by random sampling technique.
Statistical Technique used
1. Percentage
2. Chi-square
Toolusedforcollectionofdata
The Researcher has developed Educational
problems Check-list (EPC) and used this Check-list to
collect the data.
AnalysisandInterpretationofdata
TheDatawasanalyzed thetotalnumber ofSs
Experiencingeacheducationalproblemwascalculated
andcorrespondingpercentagewereworkedout.While
calculating percentage for each educational problems
the total number of Ss 2,175 which includes 725 man-
agementmembers,725staffmembersand725students
of 145 educational institutions run by the SC/ST man-
agement in Karnataka were taken into account. On the
basis of the analysis of the items it may be concluded
that the following seven major educational problems
being experienced by SC/ST educational Institutions.
1. Inabilitytoprovideteachingaidstoimprovisation
of teaching and learning process (65.70)
2. Difficulty in providing Book -Bank facility to the
students (61.29)
3. Academic suffering due to organization of
obligatoryprogrammesofSocialServices(60.78)
4. Academic suffering due to organization of
obligatoryprogrammesofAdultEducation(56.64)
5. Problem of screening the students during
admission(55.54)
6. Difficulty in completing the admission process of
students in time (55.31)
7. Difficulty in getting visiting teachers to supple
mentthequalityofeducationofourteachers(52.32)
These major problems are common to the manage-
ment, staff and students of Sc/ST educational
institutions.
Majorfindingsofthisstudy
1. The nature of institution is not accountable on the
significant difference in the total number of
educational problems being experienced by aided
and unaided SC/ST institutions on one hand and
the respondents separated as Management and
staff, management and students and staff and
students on the other.
2. The location of institution is not accountable on the
significant difference in the total number of
educational problems being experienced by Rural
and urban SC/ST institutions on one hand and the
respondents separated as Management and staff,
management and students and staff and students
on the other.
3. The age of institution is not accountable on the
significant difference in the total number of educa
tional problems being experienced by more experi
enced and less experienced SC/ST institutions on
one hand and the respondents separated as Man
agement and staff, management and students and
staff and students on the other.
4. The Level of institution is not accountable on the
significant difference in the total number of educa
tional problems being experienced byHigh schools
and Colleges of SC/ST institutions on one hand and
the respondents separated as Management and
staff, management and students and staff and stu
dents on the other.
5. The type of institution is not accountable on the
significant difference in the total number of educa
tional problems being experienced by Boys, Girls
and Co-educationofSC/STinstitutionsononehand
and the respondents separated as Management and
staff, management and students and staff and stu
dents on the other.
6. Nature of the SC/ST educational institutions does
not accountfor the significant differencein thetotal
number of educational problems on the one hand
and thenature ofeducationalproblemson the other.
7. LocationoftheSC/ST educationalinstitutionsdoes
not accountfor the significant differencein thetotal
number of educational problems on the one hand
and thenature ofeducationalproblemson the other.
8. The age of the SC/ST educational institutions does
not accountfor the significant differencein thetotal
number of educational problems on the one hand
and thenature ofeducationalproblemson the other.
9. Level of the SC/ST educational institutions does
not accountfor the significant differencein thetotal
number of educational problems on the one hand
and thenature ofeducationalproblemson the other.
10.Type ofthe SC/ST educational institutions does not
account for the significant difference in the total
number of educational problems on the one hand
and thenature ofeducationalproblemson the other.
Implications for SC/ST Educational Institutions
In order to improve educational problems of SC/ST
educational institutions, the following measure could
be undertaken.

3. 11RESEARCH ANALYSIS AND EVALUATION
International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print) E-ISSN-2320-5482, July,2013 VOL-IV *ISSUE- 46
1. TheDepartmentlikeyouthservices,familyplanning
association of India,Adult education, etc., it landed
effective during the holidays, so that institutions to
work does not suffer.
2. Voluntary organizations, Rotary clubs etc., shall
consider SC/ST educational institutions and donate
liberal contributions for launching Book-Bank, li
braryroomfacilities.
3. SC/ST institutions should bring out a broacher ex
plaining the calendar of events including the last
date of admissions, this broacher can also highlight
on special features of the institutions.
1 Aggarwal.J.C., (1982).School organization and Administration, Doaba House, New Delhi,
2 Banerjee,N.P.,(1992)Strategies of Educational Research, Associated Publishers, Ambala cantt,
3 Chandrashekaraiah.K (1995), Educational Problems of Scheduled Caste: A Report Submitted to ERIC in Awasthi, B.P.(ed).,
Annotated bibliography on Educational Development of the Scheduled Caste, NCERT, New Delhi,pp. 6-7.
4 Chaudhari,R.Raysing(1998), "Survey of Educational Facilities for Scheduled Caste and scheduled tribes in South Gujarath
University" The progress of Education, Volume LXXII, No,8March.pp.189-91
4. Well experienced and healthy teachers could be in
vited to the schools for special lectures. Such activi
ties if properly organized focuses attention and
favorable opinion about SC/ST institutions.
Conclusion
The educational institutions run by SC/ST
are facing many different academic problems. There
fore quality education should be provided by experi-
enced and healthy teachers, voluntary organization
must give their hand to help these institutions and
donate liberally for betterment.
R E F E R E N C E