Community participation, education and tribes : comparisons of states and communities
By: Srinivasa Rao, V.
Contributor(s): Indian Council of Social Science Research, New Delhi.
Publisher: New Delhi Manak Publications 2019; Indian Council of Social Science Research Description: xx, 313p.ISBN: 9789378314759.Subject(s): Education -- Primary education -- Sarva Shiksha Abhiyan (Program) -- Ethnic group (Tribes) -- IndiaDDC classification: 372.95485 Summary: This volume examines the concept of community participation in education across states i.e. Andhra Pradesh & Kerala and communities i.e. tribal and non-tribal. Community participation has emerged as the best practice in education to achieve universal enrolment while improving the quality and relevance of teaching and learning. The empirical data presented in the sixth chapter on the participation of scheduled tribes in school-related activities in Andhra Pradesh and Kerala reveals that their understanding of community ownership over schools is not so impressive across the states. The empirical data presented in the seventh chapter reveals that the tribal community are little backward in terms of community ownership of schools while comparing with non-tribal communities in Andhra Pradesh. The book will be useful to the scholars, researchers, NGSs and policymakers in education, tribal studies, development studies, sociology, anthropology and political science.| Item type | Current location | Call number | Status | Date due | Barcode |
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NASSDOC Library | 372.95485 SRI-C (Browse shelf) | Available | 50427 |
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This book is an outcome of the two research projects sponsored and financially supported by Indian Council of Social Science Research, New Delhi
includes appendices and index
This volume examines the concept of community participation in education across states i.e. Andhra Pradesh & Kerala and communities i.e. tribal and non-tribal. Community participation has emerged as the best practice in education to achieve universal enrolment while improving the quality and relevance of teaching and learning. The empirical data presented in the sixth chapter on the participation of scheduled tribes in school-related activities in Andhra Pradesh and Kerala reveals that their understanding of community ownership over schools is not so impressive across the states. The empirical data presented in the seventh chapter reveals that the tribal community are little backward in terms of community ownership of schools while comparing with non-tribal communities in Andhra Pradesh. The book will be useful to the scholars, researchers, NGSs and policymakers in education, tribal studies, development studies, sociology, anthropology and political science.
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