Problems Of Educational Backwardness

This comprehensive account reflects the thinking,insight and experience of very senior Indian anthropologists.The concerns expressed involve macro-mapping of India tribal scenario in its diverse perspective.Challenges and alternative from another front which has been debated upon in various phases of descriptions.Where do the Indian tribes stand at the tuen of the century is so well documented in this volume that anyone interested in them would have no alternative but to join the stream of these anthropological thinkers and empiricists who realize that many odds continue to mark the philosophy,policy,ground level reality etc.

This small action research has been taken up to identify the problems associated with the drop-outs of primary schools. Parents illiteracy, parents negative attitude towards education, student attitudes and educational problems, family atmosphere, etc., have their legitimate role to play in drop-out phenomenon. The teachers of primary schools are well aware of these problems and have expressed in this study.

Papers presented at the Seminar on National Integration and Tribal Development, held at Ranchi on 12th October 1985.

This book is a compilation of papers from the field of population, Geography, health care studies , regional development ,GIS Remote Sensing , highlighting development and socio -economic issues. The objective of this book was to bring in gender health social segregation and public policy under one umbrella. The papers raise questions , provide with argument regarding the overall demographic and social challenges existing in India. There is an attempt to look into the changes in society pertaining to women education and women empowerment public health and mental health. Keeping population studies in the center the paper revolves around various socio -economic situation with latest data.

This book examines the joint effort of twentieth-century public schoool administrators and private philanthropy to initiate reforms to provide for children with learning difficulties. The author explores the development of these reforms from the establishment of special classes for backward children at the beginning of the century to the creation of programs for learning disabled children. He considers what this history tells us about current efforts to provide for at-risk students. He looks at both the way school administrators conceptualized childhood learning difficulties and the institutional arrangements which they introduced to accommodate these students, and pays particular attention to the preference of school administrators throughout this century for accommodating low achieving children in segregated classes and programs.