English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Education is such a powerful parameter, which is necessary for any value judgment, any political participation or any decision making. Odisha occupies a special position in the tribal map of India. It is regarded as homeland of the tribals. In this state the scheduled tribes comprise of 62 communities constitute 22.8 per cent of the total population of the state as per 2011 Census. These communities reside in almost all the districts of the state. Their concentration is very high above 50% in three individual district namely Koraput, Sundargarh and Mayurbhanj and some regions of six other districts such as Phulbani, Kalahandi, Ganjam, Kenojhar, Balasore and Sambalpur. In terms of tribal concentration, Odisha ranks third position next to Madhya Pradesh and Maharastra. The general tribal population of Odisha is in poorer situation as compared to the general population. The tribal communities of Odisha are still far behind in almost all the standard parameters of development. They are not able to participate in the process of development, as they are not aware of the most programmes, policies made for their up-liftment. This is mainly due to the high incidence of illiteracy and very low level of education among the tribal people. Despite the sincere and concentrated effort by the government for the overall development of scheduled tribe , they are still far behind in almost all the standard parameters of development. They are not able to participate in the process of development, as they are not aware of the most programmes and policies made for their up-liftment. This is mainly due to the high incidence of illiteracy and very low level of education (63.1%) among the tribal people. Hence the educational status of the scheduled tribes needs to be assessed. The rationale for recognizing literacy as a right is the set of benefits it confers on individuals, families, communities and nations. Indeed, it is widely reckoned that, in modern societies, ‘literacy skills are fundamental to informed decision-making, personal empowerment, active and passive participation in local and global social community. The human benefits from literature are related to factors such as the improved self-esteem, empowerment, creativity and critical reflection that participation in adult literacy programmes and the practice of literacy may produce. Human benefits are intrinsically valuable and may also be instrumental in realizing other benefits of literacy: improved health, increased political participation and so on. Literacy may empower learners – especially women – to take individual and collective action in various contexts, such as household, workplace and community, in two related ways. First, literacy programmes themselves may be designed and conducted so as to make participants ‘into authors of their own learning, developers of their own knowledge and partners in dialogue about limit situations in their lives . The relationship between education and political participation is well established. Educated people are to some extent more likely to vote and voice more tolerant attitudes and democratic values Participation in adult literacy programmes is also correlated with increased participation in trade unions, community action and national political life, especially when empowerment is at the core of programme design. There is considerable divergence, differentiation among various tribal groups in terms of rites, rituals and functions. Since independence, there has been growing realization that development would never become self-sustaining unless it is accompanied by corresponding changes in the attitudes, values, knowledge and skills of the people in general and scheduled tribes in particular. The only way of accomplishing this change is through education. In this background, the analysis of education of tribals assumes great significance. Hence this is an attempt to study the impact of education on tribal women on their participation in PRI system.

Impact of literacy status on Participation of Tribal Women in Panchayati Raj – A case study of Nilgiri ITDA Block of Balasore district in Odisha.