(i) Educational backwardness amongst the scheduled Castes and Scheduled Tribes has been due to social deprivation and economic poverty meted out to these communities in the pre- independence period.
(ii) The inequalities in educational development between educationally backward communities and other sections of Indian society ought to be minimised by special efforts.
(iii) The behavioural discrimination shown towards the children of the Scheduled Castes and Scheduled Tribes, even inadvertently, result in their disinterest in studies, early withdrawal and development of a low self-concept.
(iv) Teachers have a special role towards the education of children of these communities, especially to first generation learners.
ADVERTISEMENTS:
(v) Teachers have a role to sensitise the parents and community members of the Scheduled Castes and Scheduled Tribes on the schemes and incentives for them and to motivate them to educate their children.
(vi) A crash programme of universal functional literacy and teacher’s whole hearted participation would bridge the gap and imbalance in the education of the Scheduled Castes, Scheduled Tribes and other communities in Indian society.