Atanu Saha School of languages and

Linguistics Jadavpur University

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To look at current population of the SC and ST from Census.

Run through various provisions of the Constitution of India that enable education and growth of such population and communities in general.

current benefits and schemes introduced by Govt.

Observations 2

shows that SC population has gone high up 0.45% and ST 0.45% Between 2001- 2011 in all over the country. 3

West Bengal SC & ST PopulationDistrict with highest proportion of Scheduled Castes is Koch-Bihar (50.1%) in 2001.

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West Bengal SC & ST PopulationWest Bengal SC & ST PopulationWest Bengal SC & ST Population

Comparison of Literacy Rate India & West Bengal 2001

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PART IV DIRECTIVE PRINCIPLES OF STATE POLICY

•46. Promotion of educational and economic interests of Scheduled Castes, Scheduled Tribes and other weaker sections.

243D. Reservation of seats •(1) Seats shall be reserved for— (a) the

Scheduled Castes; and (b) the Scheduled Tribes,

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In every Panchayat and the number of seats so reserved shall bear, as nearly as may be, the same proportion to the total number of seats.

Not less than one-third of the total number of seats reserved under clause (1) shall be reserved for women belonging to the Scheduled Castes or, as the case may be, the Scheduled Tribes.

Not less than one-third (including the number of seats reserved for women belonging to the Scheduled Castes and the Scheduled Tribes) of the total number of seats to be filled by direct election in every Panchayat shall be reserved for women.

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243T. Reservation of seats.

(1) Seats shall be reserved for the Scheduled Castes and Scheduled tribes.

Not less than one-third of the total number of seats reserved under clause (1) shall be reserved for women belonging to the Scheduled Castes and Scheduled tribes.

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244. Administration of Scheduled Areas and tribal areas.—• (1) The provisions of the Fifth Schedule shall apply to the administration and control of the Scheduled Areas and Scheduled Tribes in any State other than the States of Assam, Meghalaya, Tripura and Mizoram.

• (2) The provisions of the Sixth Schedule shall apply to the administration of the tribal areas in the States of Assam, Meghalaya, Tripura and Mizoram.

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330. Reservation of seats for Scheduled Castes and Scheduled Tribes in the House of the People.

—(1) Seats shall be reserved in the House of the People for — • (a) the Scheduled Castes; • (b) the Scheduled Tribes except the Scheduled Tribes in the autonomous districts of Assam;

• (c) the Scheduled Tribes in the autonomous districts of Assam.

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332. Reservation of seats for Scheduled Castes and Scheduled Tribes in the Legislative Assemblies of the States.• (1) Seats shall be reserved for the Scheduled Castes and the Scheduled Tribes, except the Scheduled Tribes in the autonomous districts of Assam, in the Legislative Assembly of every State.

335. Claims of Scheduled Castes and Scheduled Tribes to services and posts.—The claims of the members of the Scheduled Castes and the Scheduled Tribes shall be taken into consideration.

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338. National Commission for Scheduled Castes.• (1) There shall be a Commission for the Scheduled Castes to be known as the National Commission for the Scheduled Castes.

341 and 342 inclusion and Exclusion of the communities under SC ST within a state or a UT.

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Navodaya Vidyalaya (NVs)• Reservation of seats to SCs and STs in proportion to their population in the concerned district.

No such reservation will be less than the national average of 22.5 percent (15 % for SCs and 7.50 % for STs ) and a maximum of 50 % for both the categories (SCs & STs ) taken together.

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National Institute of Open Schooling (NIOS)•Concession in fee to SC/ST candidates The SC/ST students are given concession in admission fees to the extent of R s . 450/- for Secondary Courses and R s . 525/-for Senior Secondary Courses.

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Under the Scheme o f strengthening of Boarding and Hostel Facilities for Girls Students of Secondary and Higher Secondary Schools cent percent financial assistance is given to Voluntary Organizations to improve enrolment of adolescent girls belonging to rural areas and weaker sections .

Preference is given to educationally backward districts.

particularly those predominately inhabited by SCs /STs and educationally backward minorities.

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•Out of 43,000 scholarships at the secondary stage for talented children from rural areas 13,000 scholarships are awarded to SC/ST students subject to fulfillment of criteria laid down.

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NCERT focuses on the development of textbooks , teacher guides , supplementary reading materials , evaluation of textbooks , vocational education, educational technology, examination reforms , support to Sarva Shiksha Abhiyan (SSA) , education of educationally disadvantaged groups .

NCERT operates the National Talent Search Scheme for pursuing courses in science and social science up to doctoral level and in professional courses like medicine and engineering up to second-degree level subject to fulfillment of the conditions .

Out of 1000 scholarships , 150 scholarships are reserved for SC students and 75 scholarships for ST students .

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Educational development of Scheduled Castes and Scheduled Tribes is an area of major concern of NIEPA. It carries out a number of studies relating to educational programmes and schemes for scheduled castes and scheduled tribes.

It has also been generating material relating to educational institutions and development o f Scheduled Caste and Scheduled Tribe students .

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UGC provides financial assistance to universities /deemed universities for the establishment o f SC/ST cells in Universities to ensure effective implementation of reservation policy for SCs and STs.

The UGC has established SC/ST Cells in 113 Universities including Central Universities to ensure proper implementation of the reservation policy.

The Standing Committee on SCs /STs monitors and reviews the work undertaken by the universities /colleges.

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As per the reservation policy, UGC has earmarked 15 % and 7.50 % reservation for SCs and STs respectively in appointments , both in teaching and non-teaching posts , admissions , hostel accommodation, etc., in universities / colleges , professional and technical educational institutions administered by the Central Government.

State universities follow reservation policy as prescribed by respective state governments .

The commission has been issuing guide lines /directives /instructions from time to time for implementing reservation policy of the Government of India .

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Apart from reservation, there is also relaxation in the minimum qualifying marks for admission for SC/ST candidates.

UGC has been implementing the programme of Career Orientation to education (vocationalisation of education) to ensure that the graduates have knowledge , skills and attitudes for gainful employment in the wage sector in general, and self-employment in particular for all including SCs /STs .

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It also provides financial assistance for Remedial Coaching to SC/ST students.

It provides financial assistance to the existing coaching centres to prepare SC/ST candidates for the National Eligibility Test (NET) conducted by UGC/CSIR.

The Commission provides financial assistance for extension activities .

Under the scheme , all groups of the society are covered including SCs /STs .

In order to contribute towards social equity and socio economic mobility of the under privileged sections of the society,

UGC has introduced remedial coaching scheme at UG/PG level.

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The ma in objectives of the scheme are : i. To improve the academic skills and linguistic proficiency of the students in various subjects .

ii. To raise the level of comprehension o f basic subjects so as to provide a strong foundation for further academic work.

iii. To strengthen their knowledge , skills and attitudes in the subjects where quantitative and qualitative techniques and laboratory work are involved.

iv. To improve the over all performance of these students in the examination.

The Commission has created a Central Pool Data base of eligible SC/ST candidates and recommends their candidature for teaching positions in order to fulfill the prescribed reservation quota in universities and colleges .

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Introduction of New Centrally sponsored Scheme of 'Pre-Matric Scholarship for SC Students studying in classes IX and X' w.e.f 01.07.2012  (New)

Post-Matric Scholarship for SC Students. Pre-Matric Scholarships for the Children of those Engaged in Unclean Occupations.

Central Sector Scholarship Scheme of Top Class Education for SC Students (Effective from June 2007) (Circular of Top Class Education for SC Students).

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Central Sector Scheme of 'Rajiv Gandhi National Fellowship' for Providing Scholarships to Scheduled Caste Students to persue Programmes in Higher Education such as M.Phil and Ph.D. (Central Sector Scheme of 'Rajiv Gandhi National Fellowship' in Hindi Version)

Regulations governing the Central Sector Scheme of National Overseas Scholarship for SC etc. candidates for XII Plan period(2012-13 - 2016-17).

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Funding aka Learning

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Learning as per definition is the acquisition of knowledge or skills through study, experience, or being taught.

Learnability deals with the idealized “learning procedures” for acquiring grammars on the basis of exposure to evidence about languages.

The solution if any to this problem lies in part in the discovery of the right formal theory of language and also the other crucial element is the development of theories of learning, often in the form of machine implemented models that attempt to mimic human childrens’ ability.

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A core problem in language learning is how children rapidly and accurately acquire the intricate structures and patterns seen in their native language.

Can we develop a theory of how children learn their systems of language such as phonology, Morphology, Syntax and semantics etc.

Therefore we must engage ourselves with the characterization of the knowledge that is to be acquired.

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Lets talk about phonology, Speakers of English know that brick is a word of English, Blick is not although it could be possible, but Bnick is certainly ruled out by the phonology of English, this is considered as a phonotactic knowledge which is tacit.

The next component is known as phonological alterations e.g. in AME alveolar plosive becomes a flap inter vocalically. Speakers are also aware of the free variation in their languages.

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The question is can a general theory of learning and Learnability work for all the children?

do we need to stigmatize a particular community as a SC or ST and then propose a special theory of it?

Any theory of language must account for the fact how children acquire phonology with no overt corrections , the idea that comes from Chomsky and Halle’s 1968 sound patterns of English.

Is it the case that SC ST children acquire phonology which does not obey the universal feature set?

If that is so then it has to have positive evidences in the form of real life utterances which can be parsed into its morphemic components.

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IS it a question of well formedness or exposure to the same data? or both!

Its time to think if there is a specific learning issue for these children then does it fall out under a general theory, a theory that applies across the board.

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We want to investigate whether we need both a formal theory of language and a theory of learning?

whether we believe that Learnability and learning require great deal of a priori knowledge or we at least need a universal set of constraints!

The specific question would involve whether the Learnability issues of the SC ST children have any consequences upon their grammar or it is not.

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Multilingual Classroom•Santhali students vs. Bengali teacher•Rajbanshi Children vs. Bangalee teacher

•Toto, Nepali pupils and a Bangalee Instructor

•????

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Language Attitude•Linguistic Relativism (Meyerhoff, 2008)

•Deterministic view of the relationship between language and thought.

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Can something be done ? Shall we do something?? It’s not a question of empathy or sympathy but process of inclusion, sensitivity.

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Inclusion can be achieved through•EmpathyLanguage attitude

•As a right Multilingual Classroom

•Centring Knowledge Your Knowledge is my knowledge and vis a vis

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Literacy and SC ST. 9 7 2014 <http://www.nlm.nic.in/literacy01_nlm.htm>.

Primary Census Abstract. 6 7 2014 <http://idsn.org/fileadmin/user_folder/pdf/New_files/India/2013/INDIA_CENSUS_ABSTRACT-2011-Data_on_SC-STs.pdf>.

Scheduled Castes & Scheduled Tribes Population. 2001. 9 7 2014 <http://censusindia.gov.in/Census_Data_2001/India_at_glance/scst.aspx>.

Scholarship Schemes. 10 8 2014 <http://socialjustice.nic.in/scholarships.php>.

SECTION - 10 : SCHEDULED CASTES & SCHEDULED TRIBES . 9 7 2014 <http://www.nird.org.in/Rural%20Development%20Statistics%202011-12/data/sec-10.pdf>.

VISWANATHAN, T K. Constitution of India . New Delhi, 2004. West Bengal. 9 7 2014

<http://rcwb.in/rcwb/wp-content/uploads/2011/06/Statistical-Glance2.pdf>.

Meyerhoff,M 2006. Introducing Sociolinguistics. Routledge. Bhattacharya,T . 2014. Centering Knowldge as Education for

All Presented at JU. 15july 2014. 38