Vol I Issue IX March 2014

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ORIGINAL ARTICLE

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Research
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Research Directions
Volume 1 | Issue 9 | March 2014

ISSN:-2321-5488

Research Article

PROBLEMS AND CHALLENGES OF SCHEDULED CASTE

PRE-UNIVERSITY STUDENTS IN KARNATAKA: A
CASE STUDY OF KOPPAL DISTRICT
Panduranga Eerappa Dodmani and Vijayalaxmi Biradar
Research Scholar Dept of Sociology Gulbarga University Gulbarga and Associate Professor and
Research Guide Dept of Sociology Govt. Degree College Gulbarga Karnataka, INDIA.
Abstract:
Education exercises a determining influence on the socioeconomic
development and culture rejuvenation of the country. In term of socioeconomic and
educational development, there is a large component of population, which is socially,
educationally, and economically backward like scheduled caste/scheduled tribes and a
large segment of the minority groups. Even though the constitutional provision is there in
India, tribal children are denied their linguistic human right. This results in high
dropouts and low achievement. But it is a matter of great regret that modern civilized
man, who claims to be sufficiently educated, does not care to look into the socioeconomic and educational problems of the scheduled caste population in the backward
regions of our country. The problems are delimited to education, economic and social.
So, the present study attempts to know different problems of Scheduled caste students
studying in PU Colleges. The study finds that there is a significant difference in problems
of scheduled caste students studying in rural area and rather than urban colleges. The
students both boys and girls of rural schools face more problem than boys and girls of
urban colleges. Again it is also found that, there is significant effect of sex in the problem
of scheduled caste students in rural schools. Rural girl students face more problem than
the rural boys studying in PU Colleges.
KEY WORDS:
Pre-University Colleges,Scheduled Caste Students, Problems and Challenges.
1.INTRODUCTION
Education is considered as a key indicator of human development and progress. Education
exercises a determining influence on the socio-economic development and culture rejuvenation of the
country. India is a multi-religious, multi-lingual, and multi-cultural country. In term of socioeconomic and
educational development, there is a large component of population, which is socially, educationally, and
economically backward like scheduled caste population. They were lived in very critical conditions also
and so many peoples till today also they lived in out of villages. But it is a matter of great regret that modern
civilized man, who claims to be sufficiently educated, does not care to look into the socio-economic and
educational problems of the scheduled caste population in the backward regions of the country. While the
83rd constitutional amendment recognizes education as a fundamental right of all Indian citizens,
disparities continue to be pronounced between the various castes. People from the Scheduled Castes,
previously referred to as the untouchables, make up 6% of the population and consistently fare poorer
across various indicators related to college education. Consistent with the human rights-based approach to
programming, which emphasizes the importance of duty-bearers fulfilling their respective obligations, this
paper analyses the extent of social exclusion of scheduled caste students in Pre-University education in
India and argues for a comprehensive policy response which addresses the various barriers to accessing
education of this disadvantaged group.
This paper will review the underlying causes of the disadvantaged status related to PU education

PROBLEMS AND CHALLENGES OF SCHEDULED CASTE PRE-UNIVERSITY STUDENTS IN KARNATAKA: A ...

of children from scheduled castes (SCs) which remain largely unaddressed and therefore remain as
significant barriers to attending colleges. Furthermore, the structural causes of social exclusion, such as
continued high level of poverty of scheduled caste children, also remain as significant constraints. So, the
present study attempts to know different problems of scheduled caste students studying in PU Colleges.
InKarnataka schedules caste student ratios are increased slowly it is shown in bellow table 1.1.it is
evident from the table that, Bangalore District 2393 PUC-I student were studied and 10340 have PUC-II
student and 4365 teachers worked that colleges. Udupi was lowest SC PU student have studying that area
i.e., 852 PUC-I and 552 PUC-II students.
Table 1.1: SC PUC students Enrolment in various colleges in Karnataka in2011-12

District
Bagalkote
Bangalore
Bangalore (R)
Belgaum
Bellary
Bidar
Bijapur
Chamarajnagar
Chikkaballapura
Chikmagalur
Chitradurga
D.Kannada
Davangere
Dharwad
Gadag
Koppala
Hassan
Haveri
Kodagu
Kolar
Koppal
Mandya
Mysore
Raichur
Ramanagara
Shimoga
Tumkur
Udupi
Uttara Kannada
Yadagiri
Total

Institutions
105
533
42
259
124
135
153
56
75
78
119
87
145
129
85
191
151
104
55
85
70
134
197
109
71
114
212
99
168
46
3931

PUC-I SC
2393
14369
2012
4748
2763
2867
3962
3099
3570
2440
3620
1568
3812
2091
1390
4693
3667
1501
870
5392
1342
2848
6541
2530
1814
2588
5665
852
1047
1164
97218

PUC-II SC
1663
10340
1187
3505
1801
1705
3034
1908
1991
1511
2571
1083
2687
1489
913
3551
2498
882
560
3564
779
2044
3841
1740
1303
1840
3763
552
666
735
65706

Teachers
705
4365
321
1703
740
865
936
414
458
600
859
1589
1092
844
546
1191
1096
630
383
652
397
1039
1470
672
539
1001
1615
820
711
305
28558

Source: Karnataka State Abstract 2011-12. P-253

Research Directions | Volume 1 | Issue 9 | March 2014

PROBLEMS AND CHALLENGES OF SCHEDULED CASTE PRE-UNIVERSITY STUDENTS IN KARNATAKA: A ...

REVIEW OF RELATED LITERATURES:

Srivastava (1965) covered a fairly wide ground and posed significant questions concerning
existing facilities, coverage, wastage stagnation and utilization of financial assistances, mother tongue, as
the medium of instruction, curriculum, methods and voluntary agencies. Chitnis (1974) conducted a
number of research projects on the impact of education among the weaker sections. The study revealed that
the scheduled castes were advanced in the matter of formal education. The disparity in literacy between
scheduled castes population and the total population was more marked in the urban than in the rural sector
and more with the respect to males than females. Gangrade (1974) studied that status of the scheduled
castes students in the educational institutions and identified the kinds of discrimination and types of
difficulties and obstacles they faced. Most of the respondents had difficult economic conditions. The
financial position and economic condition had considerable impact on the social life of the respondents.
Pimpley (1974) conducted the study on socio-economic background of the scheduled castes and the tribal
students. He tried to access the states of the tribal student, their performance at schools, their feeling of
social distance, their opinion about the facilities for them and thereby tried to show how these could be
problematic in their educational aspiration. The findings of the study show that the economic conditions of
the tribal children are very poor and hamper the study of the children in schools. Their family members
could not provide money for study. Yadav (1999) conducted a study of the scheduled castes awareness
about the scheme for their educational progress. The major finding are - a. The students in the urban area
had higher awareness than in those in the semi urban and the rural areas, b. The awareness of the male
students was higher than that of the female students in the total sample. Dash (2010) conducted a study on
the tribal socio economic problems and the classification of the tribal people with the educational
problems in the various.
OBJECTIVES OF THE STUDY:
1.To study the problems of scheduled caste students in Pre-University Colleges.
2.To assess the problems of scheduled caste students in rural and urban Pre-University Colleges.
3.To find out the problems of Pre-University boys and girls studying in colleges.
4.To study the challenges of scheduled caste students in the education fields
5.To evaluate the government schemes to availing the SC students in the study area.
III.HYPOTHESES OF THE STUDY:
1.There is a significant difference in problems of scheduled castestudent studying in Urban and Rural
Secondary schools.
2.There is a significant difference in problems of schedules caste boys and girls studying in Urban
Secondary schools.
3.There is a significant difference in problems of schedules caste boys and girls studying in Rural
Secondary schools.
4.There is a significant relation in student getting government facilities in SC student studying in rural and
urban schools.
DELIMITATIONS OF THE STUDY:
The investigator has decided to observe the following delimitations.
1.The study has been delimited to secondary school scheduled caste students of Koppala District.
2.Due to the paucity of time and money, the present study is limited to 120 schedules caste students are
selected in Pre-University colleges in Koppala District.
3.Both rural and urban students have been considered.
4.The problems are delimited to three areas i.e., education, economic and social.
5.The variables of the study were sex and location of schools viz. Urban and Rural colleges.
OVERVIEW OF THE DESIGN:
The present study is an attempt to investigate the problems of tribal children studying in secondary
schools in Koppala district, Karnataka with special references to sex, urban and rural schools.
Aquestionnaire was designed to get information about the various problems of tribal children
Research Directions | Volume 1 | Issue 9 | March 2014

PROBLEMS AND CHALLENGES OF SCHEDULED CASTE PRE-UNIVERSITY STUDENTS IN KARNATAKA: A ...

coveringthree area-social, economic and educational. The data was collected for the study by that
questionnaire forscheduled caste student. The study was conducted to the know the problems of scheduled
caste PU students studying incolleges precisely and clearly. The study involves the description, suggestion,
recordinganalysis and interpretation, of the problems of scheduled caste Pre-University Students studying
in secondary schools
SAMPLE OF THE STUDY:
Sample is the representative of whole population. It is a small quantity or proportion selected from
the total population having characteristics of the sample. Keeping in view the above objectives of study, a
total sample of 120 scheduled caste Pre-University Students studying in Pre-University colleges in the
district of Koppala (Karnataka) were selected on the basis of random sampling method. The schools are
further categorized as urban school and rural school from which 120 students.
TOOLSAND METHOD:
For the present investigation, normative survey method had been adopted for its added advantage
of economy in time, expenditure, greater, speed, and greater scope for accuracy. The researchers had
developed the questionnaire containing 60 items. The item covered three areas of problems viz.
educational, social and economical and each item contains Y/N type answers.
PROCEDURE OF THE STUDY:
The administration of the questionnaire had been done personally by the researcher herself. At the
initial stages, the students were given proper understanding for the purpose of the study and the work they
are needed to discharge. All were very co-operative, responsive and encouraging to give proper responses
on different items of the questionnaire. The duration of the collection of the data was two
month.Accordingly the data were scored and analysis by using statistical techniques.
RESULTS AND DISCUSSION:
The present paper is aimed at exploring perceived educational environment, living condition of
students and life enjoyed by them, educational facilities available and quality of education in terms of
teaching learning process, class room transaction and challenges of scheduled caste student in PreUniversity colleges. The study adopted qualitative case study approach which helped to explore
phenomena within its context using a variety of data sources. The features of qualitative and quantitative
study research method such as collecting data from the natural setting with the help of qualitative data
gathering tools, e.g. interviews, observation, focus group discussion; use of triangulation (i.e. collecting the
data from multiple sources using multiple methods); and making research holistic as well as descriptive
were taken into account to analyse the student problems and challenges of one of the backward district of
Hyderabad Karnataka Region of Koppala District.
Table 1.2: Gender.
Particulars

Male

Female

Total

Rural

35

25

60

(29.2%)

(20.8%)

(50.0%)

40

20

60

(33.3%)

(16.7%)

(50.0%)

75

45

120

(62.5%)

(37.5%)

(100.0%)

Urban
Total

Source: Field Study.

2Value: .889Df:1

value:0.346

According to 1.2 tables stated that selected 29.2 per cent male student and 20.8 percent female
Research Directions | Volume 1 | Issue 9 | March 2014

PROBLEMS AND CHALLENGES OF SCHEDULED CASTE PRE-UNIVERSITY STUDENTS IN KARNATAKA: A ...

student form rural area and 33.3 per cent from male and 16.7 per cent female student schedules caste
students form urban area we have taken for the analysis purpose and they gave wrathful information to
interviewer regarding about their socio-economic situations inKoppala district.it is evident form the above
table value 0.889 chi-square value states that there is insignificant relation to gender and living places in the
study area
Table 1.3: Distanceof Native Place

Origin
Rural
Urban
Total

Bellow 1 km
11
(9.2%)
43
(35.8%)
54
(45.0%)

Source: Field Study.

2 value: 35.311 Df: 2

1-3 km
38
(31.7%)
11
(9.2%)
49
(40.8%)

3 and Above
11
(9.2%)
6
(5.0%)
17
(14.2%)

Total
60
(50.0%)
60
(50.0%)
120
(100.0%)

value: .000

Table 1.3 stated that distance form native place of the students. 31.7% of the students have come
to colleges 1- 3 km. in this reason also rural schedules caste literacy ratio is down place college density rate
are high in rural area especially female side, their parents have not entertained this kind of situations to learn
the colleges. 35.8% of the urban students have come to college distance is below 1 km and majority of the
scheduled caste students getting the education in this reason. The first hypothesis was that there is a
significant difference in problems of scheduled caste student studying in Urban and Rural Secondary
schools is proved at chi-square table value of 35.311 and p value of 0.00 in the reported study area.
Table 1.4: Problems areComing
Places

Yes

No

Total

Rural

17

43

60

(35.8%)

(14.2%)

(50.0%)

25

35

60

(20.8%)

(29.2%)

(50.0%)

42

78

120

(35.0%)

(65.0%)

(100.0%)

Urban
Total

Source: Field Study.

2value: 2.344 Df:1

value: 0.126

According to field survey 35.8 % rural student are facing the problems and 14.2% were not facing
the problems in rural PU students. However, 20.8% of the urban students also facing the problems, but, 29.2
% of them were not faced the problems in the urban areas. Majority of the SC students are facing the
difficulties to availing education in rural areas. Chi-square table value 2.344 of 1 degree of freedom p value
of 0.126 tells that here there is no significance difference between problems facing rural urban PU
scheduled caste students and second hypothesis is retained to null, because it value is above 5% level.

Research Directions | Volume 1 | Issue 9 | March 2014

PROBLEMS AND CHALLENGES OF SCHEDULED CASTE PRE-UNIVERSITY STUDENTS IN KARNATAKA: A ...

Table 1.5: Problems Facing situations

Gender
Female
Male
Total

No

Yes

Total

33

42

75

(27.5%)

(35.0%)

(62.5%)

36

45

30.0%

7.5%

(37.5%)

42

78

120

(35.0%)

(65.0%)

(100.0%)

Source: Field Study.

2
value: 7.121 Df:1

value: .008

The table 1.5 stated that schedules caste student problems facing situations. 35.0 percent of the
scheduled caste females are faced the problems in the study area and while 7.5 percent of the boys pu
students facing the problems in the reported area. Boys girls education ratios is 4: 1 in this study area. Thus,
majority of the female students facing the problems and dropout rate was highest in the study district. the
chi-square value 7.121 at degree of freedom 1 level and p value of 0.008 proved that, there is a significant
difference in problems of schedules caste boys and girls studying in Rural Secondary schools in the study
area. because there is significance difference between dependent and independent variable.
Table 1.6: Types of Problem facing of Students
Place

Poverty

Family

Social

Non

Results

situations

hazards

availability

Age

Total

factor

of money
Rural
Urban
Total

38

60

(31.7%)

(3.3%)

(5.0%)

(3.3%)

(3.3%)

(3.3%)

(50.0%)

35

60

(29.2%)

(4.2%)

(7.5%)

(3.3%)

(2.5%)

(3.3%)

(50.0%)

73

15

120

(60.8%)

(7.5%)

(12.5%)

(6.7%)

(5.8%)

(6.7%)

(100.0%)

Source: Field Study.

2value: .997 Df: 5

value: .964

The table 1.6 stated that various types of problems of scheduled caste PU students in the study
district. Out of 60.8% of the students have faced poverty problems, in which 31.7% in rural area 29.2%
were urban areas.7.5% students facing the family problems, 12.5 % of students facing the social hazards in
the study area, 6.7% have face the difficulties of non-availability of money, 5.8% of them results problems
and 6.7% of the students have faced the problems of age factor rural and urban area. the p value 0.964 shows
that there is no associate between problems and place of origin the study area. However, it conclude that,
majority of the PU student face the poverty problems i.e., 60.8% in the reported study area.

Research Directions | Volume 1 | Issue 9 | March 2014

PROBLEMS AND CHALLENGES OF SCHEDULED CASTE PRE-UNIVERSITY STUDENTS IN KARNATAKA: A ...

Table 1.7: Challenges of Students

Places

Competitions

Rural
Urban

Total

Results

Social situations

Total

25

21

14

60

(20.8%)

(17.5%)

(11.7%)

(50.0%)

26

24

10

60

(21.7%)

(20.0%)

(8.3%)

(50.0%)

51

45

24

120

(42.5%)

(37.5%)

(20.0%)

(100.0%)

Source: Field Study.

2value: .886
Df: 2

value: .642

In Koppala district PU scheduled caste students are also faced the various challenges, few of them
discussed as bellow with the results of above table 1.7. 42.5% of the students are facing the challenges of
competitions to other community students in their schools, 37.5% of students have facing challenges of
results and only 20.0% of the students have learnt due to Social situations in the study area. Majority of the
rural and urban SC students have faced competitions challenges in the study area. The chi-square table
0.886 of 2 degree of freedom and p value of 0.642 shows there is in significant relationship between
challenges and students in the reported area.
Table 1.8: Getting Government Facility
Place
Rural
Urban
Total

Source: Field Study.

2value: 5.551Df: 1

Yes

No

Total

56

60

(46.7%)

(8.5%)

(50.0%)

47

13

60

(39.2%)

(10.8%)

(50.0%)

103

17

120

(85.8%)

(14.2%)

(100.0%)

value: .018

Table 1.8 stated that getting of government facilitates of scheduled caste students in the study area.
according to field survey, 85.8 percent of the respondents availing government facilities such as
scholarship, fellowships, pre-metric scholarships, Indira Ghandischolarships etc., and 14.2 percent of the
respondents not getting any fellowships/scholarships. From this time forth, the cross table shows chisquare value of 5.551 and degree of freedom 1, p value 0.018 proved the hypothesis there is a significant
relation in student getting government facilities in SC student studying in rural and urban schools at
significance of 5 percent level. But one thing is that majority of the SC student get the government facilities
in the study area but education ratios of these community people not increased as much as other community
students.

Research Directions | Volume 1 | Issue 9 | March 2014

PROBLEMS AND CHALLENGES OF SCHEDULED CASTE PRE-UNIVERSITY STUDENTS IN KARNATAKA: A ...

Table 1.9: Suggestion to Develop the Enrolment Ratio

Rural

Govt. the

Govt gave the free

scholarships

education

Rural
Urban
Total

Source: Field Study.

2value: 1.186 Df: 2

Other

Total

29

16

15

60

(24.2%)

(13.3%)

(12.5%)

(50.0%)

24

16

20

60

(20.0%)

(13.3%)

(16.7%)

(50.0%)

53

32

35

120

(44.2%)

(26.7%)

(29.2%)

(100.0%)

value: .553

According to filed survey 24.2% of the rural students and 20.0% of the urban students suggest to
increase the enrolment Govt gave the scholarship to every backward community on that time education
enrolment ratios increased.13.3% of the Pre-University college students' correspondingly suggests that
gave the free education to all ultimately enrolment ratio developed. 20.2% of responses comefrom other
way to suggest the scheduled caste student enrolment ratio in the study area. Thus, p value of 0.553 states
that there is no relation between origin and suggestion of enrolment ratio in the study district. However,
44.2 % of the students suggested that scholarships of the testified area
FINDINGS OF THE STUDY
(i)the study states that there is insignificant relation to gender and living places in the study area
(ii)There is insignificant relation to gender and living places in the study area because gender leaved in
same shelter but socio-economic status were different in Koppala district of Karnataka.
(iii)There is a significant difference in problems of scheduled caste student studying in Urban and Rural
Secondary schools, so they have faced various problems.
(iv)There is no difference between problems and place of origin the study area. On that ground, majority of
the PU student face the poverty problems i.e., 60.8% in the reported study area.
(v)There is no significance difference between problems facing rural urban PU scheduled caste students.
(vi)There is a significant relation in student getting government facilities in SC student studying in rural and
urban schools.
REFERENCES
1.Baxter, P. and Jack, S. (2008). Qualitative Case study Methodology study Design and Implementation
for Novice Researchers. The Qualitative Report, 13 (4).Biswal, G.C. (1991). Needs and problems of Tribal
Community in Odisha with regard to Education:An In-depth study. Ph. D (Edu), CASE, Baroda.
2.Desai, B. and Patel, A. (1981). Ashram Schools of Gujrat: An Evaluative study. Tribal Research and
Training Centre, GujratVidyapeeth, Ahmedabad.
3.Government of Odisha (2004). Odisha Human Development Report. Bhubaneswar: NCDS
4.Jha, P. (1985). An Evaluative Study of the Hostels and Ashrams for Tribal Girl Students.San
Francisco:Jossey-Bass Publishers.
5.KundaliniMohanty and SwarupaChakraborty (2012) A Study on Problems of Tribal Children Studying in
Secondary Schools ofJalpaiguriDistrict, WestBengal Geo-Analyst, Vol.2, No.1 Pp.1-6.
6.Government of India (2001). Census of India. New Delhi: Ministry of Home Affairs
7.Government of India (2011). Census of India. New Delhi: Ministry of Home Affairs.
8.Pati, S. and Panda, S. (2010). Regional Disparities, Inclusive growth and displacement in Odisha.
Mainstream, XLVIII (6).
9.Pratap, D.R. and Raju, C.C. (1973). Study of Aided Elementary Schools of Srikakulam, Visakhapatnam,
East Godavari and West Godavari Districts of A. P. Hyderabad: Tribal Cultural Research and Training
Institute.
10.Sharma, R.C. (1984). Effect of Incentive Schemes on Scheduled Castes and Scheduled Tribes Girls.
SIERT, Rajasthan.
11.UNESCO (2009). Overcoming inequality: Why governance matters education for all. Paris: Author.

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