Castes and Scheduled Tribes for Education: Realization Bheenaveni Ramaiah – * - The world today in general, is relatively rapid change, and changes in a variety of directions. Not so long by society as a reality of under-generis beyond the control of the individual to change them and education as a process of inducting the newcomers into society. The idea that societies can be changed and that education can also indispensable instrument of social change is increasingly felt. Focused on the preservation and conservation of tradition in the past, education is now used to bring about social change in a large scale. This is a kind of dilemma in terms of the social role of education in traditional societies. Ignoring this dilemma, many social scientists today tend to believe again that education is an important instrument of social change. The prevailing view in the social science community is that education is an agency of modernization. It is argued that promotes the formation of modernity in many ways, but chiefly in two things: (i) strengthening the “critical consciousness” of the population on the social structure in which they reside, and (ii) by changing people’s consciousness in a direction consistent with the value of the dominant rationality of our time, which is also the driving force of modernity. Following this reasoning, he has documented an impressive wealth of literature in recent years, the impact of schools on individual modernity in developing societies. The profound social changes that India has in recent decades, or if any of the affected population, but in some sections of its society, its effects much more pronounced than in others. Education is the key to development of any community. We can broaden the worldview of the people and their equipment to meet today’s challenges. Education can contribute to their development. It can also build an inner strength of the people. Almost all studies have emphasized the importance of education in human development. Ignorance is the main reason for the weakness and knowledge is power. In the effort to develop education has a special place in the priorities of the population. This is especially true if the two systems of unequal strength are in contact. Education, it brings knowledge to the community and stop the acquisition of a new strength so that they meet the new challenges that come naturally when taking place throughout the change process, unforeseen forces face. The role of education as an investment in human resources has been increasingly recognized throughout the country underdeveloped and developing countries. Education has a special meaning for the weaker sections of society who are facing a new situation in the development process to successfully adapt to changing circumstances. For them, education is not only a contribution to its economic development but also for promoting self-confidence to challenge their inner strength and to meet new challenges. This position of SC / ST education with the contemporary criticism of the school attendance of children from scheduled castes and scheduled tribe communities that line, historically excluded from formal education – the former because of their oppression of caste in the feudal society and This space for their isolation and cultural difference and the further marginalization by the dominant society. Thus, there are clear differences between these two categories of the population in terms of socio-economic status and type of disability. However, there are also a lot more common today as regards the conditions of economic exploitation and social discrimination resulting from the impact of unequal development. In parallel, the categories themselves are far from homogeneous in terms of class, region, religion and sex and what we are today faced with a complex complex. In this context, this paper contextualized understanding of the situation in the education of children of SC / ST and questions and issues that directly or indirectly affect their educational prospects. The educational work as the SC and ST communities are affected is to be a little different from that of general areas. In advanced groups and regions, the demand for education is already there. Creating an educational institution itself is sufficient to remove the children from the extended, because their parents are interested in their studies. This is not the case with the poorest of the community. The message was not yet reached the rural areas and remote tribal, where the citizen is still known about the practical benefits of education. A number of socio-economic in the way members of the CS and STS are able to keep children in schools. In many cases, it is pure economic difficulties. Therefore, programs of universal education at primary level in the case of these communities to be more than just the opening of schools. Students in these communities can be provided with free textbooks, lunch, and in the case of girls, a pair of uniform. As children grow, they become assets to the family. It is therefore necessary that they are appropriate scholarships and grants in the higher classes. It must be assured that if we can not compensate the family, at least in education should not be a burden for a poor family. In the case of tribal areas, it may be necessary to provide middle school and high school education adequate hostel facilities also, as an institutional network itself will not help much. It is often observed that in some tribal areas far from the institutional capacity continues to use. State institutions have been placed for the development of SC / ST and other laws, social policies and programs have been developed for its economic and political development and implementation of the same social status has been aligned. It has been difficult, but these categories in terms of criteria that identify all the state. The “problem” of the tribes has been a bad, that different levels of social and cultural distance and the different levels of voluntary or forced assimilation, exploitation and / or displacement. In fact, it was reported by Galanter, who drew to the place where the line between the tribes and the tribes were not is unclear. There are problems with the intersection of caste and controversial whether a particular group is more appropriately classified as ST or SC. Politics, however, the SC and ST groups treated homogeneously. It also relies heavily on the assumption that integration is a step forward, while lip service to preserve the unique culture, especially the tribals, who are forced to assimilate. Education is also critical to the process of planned change, perceived. It was, as the central instrument for achieving a social order based on the value of equality and social justice seen. Expansion and democratization of the education system has been applied, the two main goals of universal equality in basic education and the educational system “have been elevated disadvantaged groups. The status of special promotional measures have undoubtedly education courses for SC / ST, especially in regions that have led the implementation of policy dynamics of reforms in combination, and most decisive anticaste, Dalits, tribal and religious conversion movements. The last two decades have shown the decline of the welfare state under the strong influence of global economic forces and the neo-liberal economic policies. The egalitarian ethos behind the planned change and development is rapidly exhausted. The ideology of the Indian state of New Economic Policy stresses the primacy of markets and profits. As part of an elite consensus addressed the inevitability of liberalization and structural adjustment, current issues and debates of major changes through education. structural adjustment have the legitimacy and momentum for a series of education reforms has made a direct threat to the mission of universal primary education and equalizing educational opportunities for SC / ST , especially those who are laying. The state is on the social sectors of education and health, and to delegate their social obligations and responsibilities to private organizations and NGOs in disqualification. There is already enough evidence that the basic learning needs of the SC and ST are still gravely weakened by the new regulations on the life chances of large sections of those who are still learning the passage of the first generation. Rural-urban migration, education, career changes and religious conversion by the box suggested that the main strategies of socio-economic empowerment, the change of status and acquisition of a new social identity were persecuted. They have achieved varying degrees of success. Anti-caste Dalit movements and the foundations of political consciousness and demands of the new self and new self-respect of collective identities in both moderate-reformist and radical ideologies in the land provided. Contemporary vary the rigors of environmental pollution, social practices of untouchability and social relations of servitude significantly in different regions of the country. The resurgence of widespread atrocities, oppression is also based caste system. Caste and occupation have been closely linked in the traditional socio-economic order, and lower and lower manual occupations were reserved for the SC. The link was broken gradually, but not completely. There have been changes in the caste occupations. The changes occurred with the arrival of new employment opportunities in rural enterprises and small-mindedness, and education in terms of employment and social mobility in rural and urban settings. But still, economic exploitation and economic deprivation and persistent low concentration to obtain jobs and strengthen the social position deteriorated for the majority of the SC. SC are predominantly rural and poor landless agricultural labor. Women are subordinated to multiply. Modernization is a process of social change and cultural context, often seen as leading to the progressive development of society. It is a multifaceted development in particular led to the industrialization of the economy and increase the geographic and social mobility and the secularization of ideas that led to secular, scientific and technical education. It also means a change of status and has reached a given standard of living. Thus, upgrading a matter of changing social structure, norms and values, and standards of these needs and values, and that the needs of adoptive devices. are the constant upgrading of the CS and Egger STS new trends in modern culture, which can only be adopted by modern education. State provision for the education of SC and ST and the latest trends in the quality of education government commitment to education of children of SC / ST in Articles 15 (4), 45 and 46 of the Indian Constitution. Article 15 (4) emphasizes the fundamental state commitment to affirmative action for socially and educationally backward classes and / or SC and ST. Article 45 stipulates that the State seeks to ensure free and compulsory education for all children up to age 14. Article 46 expresses the specific objective to promote with special care the educational and economic interests of SC / ST. In an effort to compensate for educational disadvantage and social history, conceived in the Indian state of a number of provisions to facilitate access and ensure the maintenance of SC and ST children were in school. In the first five-year plan, emphasis was placed on providing basic education institutions such as schools, particularly in remote areas and provision of scholarships and books. Both central and state governments took responsibility for special education. The scale of intervention can significantly expanded after the fourth five year plan. Specific provisions regarding the education of SC / ST children currently as follows: i) the provision of free textbooks and stationery to all stages of school education ii) free of charge, children in uniform Govt. Youth hostels and ashram schools approved, and in some states for children in mainstream schools; iii) free education at all levels, iv) pre-admission of possible grants and scholarships to college students and / or stage of secondary school; v) special scheme for pre-matric scholarships potential for children and families engaged in unclean occupations Box such as cleaning, tanning and washing the skin of animals vi) girls and boys hostels for students of SC / ST and living accommodation in hostels backward classes including SC / ST vii ashram schools) for tribal children began with the intention of overcoming the difficulties of supply in the regions remote and also very condescending to provide an “enabling environment education” as a habitat of the tribe. In addition, several states have launched programs such as scholarships to students in private schools in SC, merit scholarships, scholarships for attendance of girls, rates of special education, coaching course response, and refund of tour fees and the provision of food at noon. The last part of the curriculum by the Working Group for the development and well-being of castes have been recommended. Conclusion Education has always been considered an instrument of social change. In today’s society, education as a sound economic investment and that is why in all developed countries and developing societies more attention is paid to training. The role of education is a static society in transition with a dynamic commitment to the development and change. In the perception of reference, education is essential for all. This is fundamental to our all-round development, such as physical, psychological, spiritual, and so on. Obviously, this means that education is fundamental to the Scheduled Tribes population development in this area, and it is therefore important for them. Education is an effective tool not only for social and psychological changes, but it can affect productivity and economic development, and that is why in recent years in the development literature, we talk a lot about the relationship between summer is education and economic development and education as an investment. Education is also to assist in the socialization of the child, and the development of human personality, social mobility, job change, and the rise of the professions. Education is not only a means to adapt to society and all-round development, but it is also an objective in itself. Education provides for the protection of life. In addition to its relationship with moral values, it is closely linked to socio-economic combination. Education is very important for the development of a country and despite the serious problems of many developing countries have a high priority to education. India is undoubtedly one of them. References: The first, and RN Saha AK, (1989): West Bengal Scheduled Castes and Scheduled Tribes: facts and information, Bulletin of the Institute for Cultural Research, No. 32, Govt. W. B. SC & TW Department, Calcutta 2nd Nayar, PK (1975): “The tribes and castes of high school students in Kerala, Department of Sociology, University of Kerala 3rd Pratap, DR et al, (1971): Study of Ashram Schools in tribal areas of Andhra Pradesh, Tribal Cultural Research and Training, Hyderabad. 4th Mani Gomathi (1991) Education in an international context, Sterling Publishers (P) Ltd., New Delhi, pp118-132. 5th Thomas, Joseph A. (2001): Dynamics of Development of Education: A Case Study of Selected Villages back in Kerala, Vaidyanathan, A. & Nair, Gopinathan, PR (ed.), primary education in rural India: A Grass Roots Show, New Delhi: Sage Publications, pp. 166-216. 6th Sujatha, K. (1994): “Development of Education for Tribes: A study of sub-plan areas in Andhra Pradesh, New Delhi: South Asian Publishers. 7th Muralidharan, V. (1997): “The priorities of education and society Dalit, Kanishka Publishers, New Delhi.