Dr.P.K. Abdul Gafoor, Asst. Professor ,
Govt. IASE , Thrissur, Kerala
Several commissions have made various observations regarding the educational status of minorities in India.
The fact of educational backwardness of Muslims has been conclusively established in several reports and surveys. The Gopal Singh Report (1983), Report of 43rd round 55th round of National sample survey and programme of Action and National Policy on Education (1986) reiterates that Muslims are most educationally backward.
NPE (1992), recommends large number of short term, medium term and long term measures to promote the education of Muslims, technical skill and for their integration in the main stream through measures such as systematic evaluation of Text books, etc.
Accordance to the suggestion of various commissions, Government of India, launched various programmes to uplift the Muslims especially in education. Programmes like DPEP in which the education of the minorities had given due importance is one among them. Besides, National literacy Mission (NLM) also conducted various awareness programmes in this regard.
Based on the 2001 Census Sarva Siksha Abhiyan (SSA) implemented various programmes for the education of girls at elementary stage like Kasturba Balika Vidyalayas. These programmes were implemented in educationally backward blocks of 20 states where female literacy was too low.
Besides SSA has identified 93 district in 16 states to give focused attention to the education of the minorities.
During 2005-09, 2643 primary schools, 1978 upper primary schools and 2900 EGS centres have been sanctioned in minority concentrated areas.
In addition SSA has given special emphasis to the modernization of Madrassa Education . Accordingly SSA provided the necessary supports in this direction.
Despite the constitutional declarations the condition of the minorities, especially Muslims in India is not up to the expected level. Sachar Committee Report (2006) put forth certain observations regarding the conditions of Muslims, especially in the educational scenario.
Report of National Commission for Religion and Linguistic minorities by Rangnath Misra ( May, 2007 ) suggests that; the educational programmes need to be continued with redoubled vigor among all other backward sections including Muslims, who have fallen far behind in the national average in all aspects, especially in Education. It is also suggests to explore the ways to provide financial assistance to the poor students among Muslims.
” There is higher rate of literacy among Kerala Muslims than other States” ( Asgar Ali Engineer).
As per the report of the Mr. Paloli Mohammed Committee , the educational status of Muslims in Kerala are not as backward as Muslims in other states of India. Yet there are certain backward pockets and people among Muslims in Kerala. The 11 member committee under the chairmanship of Mr. Paloli Mohammed Kutty, Minister of Local Affairs found out that, backwardness among Muslims is conspicuous in Education.
So the Govt. of Kerala has undertaken certain measures to redress various issues related to Muslim minorities.
So tackling the backwardness in education is to give first priority in Kerala, that will enhance their social status too. SSA in Kerala has launched various activities in the state, especially up lifting the Muslim minorities through programmes like girls education, parental orientation, renovation of Madrassa education, etc. Besides specific programmes were also implemented in various districts for the same.
Hence by considering the importance of Minority Education, it is the time to evaluate the efficiency of the programmes launched by SSA in Kerala. So a study has been under taken in this dimension and other details are provided below.
i. To know the opinion of the teachers on success of various programmes that are implemented by SSA for the minority Education in Kerala .
ii. To know the problems in the implementation and to suggest the remedial measures for the improvement of minority Education in Kerala.
The study has been designed, the necessary tools were prepared, data collected and analysed. Accordingly the findings were generated and suggestions were evolved.
The study has been conducted in three districts of Kerala. They are ;
1. Malappuram
2. Kozhikode
3. Kasargod
The 100 teachers from these districts were selected as samples .
Various tools were developed to collect data from the teachers , the tools are the following
This questionnaire includes a number of statements with the open and closed types. It collects the following details General Nature of the programmes.
It includes 15 items, with three options to be rated by the selected teachers. It intended to collect data on the level of effectiveness of the parental orientation programme. (
This questionnaire developed to collect the specific details on the programmes implemented in the districts .
4.
This is developed for collecting specific data on the implemented programmes like, dictionary distribution in schools.
The collected data were analysed and interpreted through the following ways.
i. Percentage analysis.
ii. Qualitative Interpretations.
So the collected data were analysed the interpretations and conclusions were also generated
The programmes conducted on Minority Education by SSA and relevant opinions of the teachers were gathered. SSA Kerala has introduced various programmes in the three selected districts .
The teachers from the Malappuram District responded on it. Teachers opined well on the usefulness of the dictionary distribution in the schools ( Table -2).
« Helped it in finding meaning.
« Students learned to use dictionary well.
« Very useful in the class room activities for referencing.
« Helped it much in writing meaningful sentences.
« Used it as a pronunciation tool.
« English learning became meaningful
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« Used as a tool to find out English terms for the Malayalam Words.
« Used it as tool of thesaurus.
« Students started to prepare their own dictionary.
« It enhanced reading Competence.
14
8
8
4
2
2
2
2
2
2
Teachers played varied roles in this programme, such as;
o Make aware of the students the importance of dictionary in class room learning.
o Parents were farniliarised well on the dictionary related activities
through PTA ( Parent Teacher Association) meeting
o Prepared unique classroom activities by utilizing it.
o Conducted campaigns to gather more dictionaries and books locally. o Helped students in developing their own dictionary entitled ‘
c)
The following problems were put forth by teachers on the dictionary distribution and related activities in the schools.
« Shortage of Dictionary.
« Lack of proper planning.
« Unawareness of the teachers in the Programme.
« Lack of time in utilizing it well in the class room.
« Most of the students do not have personal dictionary at home.
« Lack of other reading materials in the schools.
« Could not cater the needs of all targeted students.
Supply more Dictionaries and other reading materials.
Implement programmes like this with proper vision and planning.
Monitoring should be strengthened.
Supply certain other materials like softwares and other electronics gadgets.
Necessary directions are to be given to ensure the utilization of the