Literacy as an indicator of the Development of the Scheduled Tribes of Kerala
Authors :V.K. Mohan Kumar
Abstract
This paper attempts to present how literacy acted as a indicator for the holistic development of a scheduled Tribe Community in Kerala. The literacy program which started way back in 1848 followed by the inception of vernacular schools in Tribal areas and introduction of English education enabled this particular community viz MalaiArayan to become the forerunners of the tribal development process and enjoyed the best fruits of the Constitutional scheme of reservation policy and the lead continues even today. It is significant to note that the literacy rate of the Malai Arayan community stands above the state average.
The comprehensive data collection of the Scheduled Tribes of Kerala, conducted in 2008, under the auspices of the Kerala Institute of Local Administration (KILA) and Scheduled Tribe Development Department (STDD) brought forth voluminous data for planning and implementation of various development programmes. The data are available at various levels like individual, family, hamlet, panchayat/municipality/corporation, block and district. The state level report is established.
In social science research the monograph studies or for that matter in sample studies, there is a limit to comparison and generalisation. There may be a notion about the level of development attained by each community which may be correct or incorrect. But the statistical information helps to have a more reasonable interpretation and to identify the indicators which either enable or disable progress. The above-mentioned study could reflect the trends in development. It has been noted that the literacy rate of various communities has its impact on their overall advancement. The case of MalaiArayan is an eloquent example of this.
Admittedly the data quantitative data alone cannot explain the reasons behind any phenomenon. It has to be supplemented with qualitative knowledge. Through a case study method this paper also unveils the historical process involved in the growth of the MalaiArayan Community. In the past the formal learning was not an induced programme for them. The idea of the relevance of education sprouted in the minds of elderly visionaries and they strove to attain this goal mainly through their own efforts. The case study showed us that this model could be adapted in the case of all those Scheduled Tribe Communities who are trying to build a first generation of literates and desire to move forward in the field of education.
Key words – Literacy, history, case study, impact, development.
