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Journal of SCHOOL SOCIAL WORK August 2013 The articles in this issue may be quoted as:

Journal of SCHOOL SOCIAL WORK August 2013

Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX.

The articles in this issue may be quoted as:

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The articles in this issue may be quoted as: Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX. For example: Dr Laxmi (2013): Essentials of School Social Work , Journal of School Social Work, X-03, pp 03-08. Dr Laxmi (2013): Essentials of School Social Work , Journal of School Social Work, X-03, pp 03-08. Dr Kumar Caroline Priya and Dr Seenivasan P (2013): Tribals Education and Health The Magic Link, Journal of School Social Work, X-03, pp 09-12. Sundaravalli T (2013): Educational Needs of Tribal Children, Journal of School Social Work, X-03, pp 13-16. Merlin Sasikala J E (2013): Tribal Health, Education and Welfare: Closing the Gap, Journal of School Social Work, X-03, pp 17-21. Dr Ramakrishnan N (2013): Self-Help Groups of Scheduled Tribes, Journal of School Social Work, X-03, pp 23-24. Dominic Savio A, Valli Suresh and Dr Fatima Vasanth (2013): Health Development in India from Global Perspective, Journal of School Social Work, X-03, pp 2532. When you submit articles you can quote your own articles published earlier in JSSW, if relevant. Please send the references in APA style. Journal of SCHOOL SOCIAL WORK August 2013 The articles in this issue may be quoted as:

Journal of School Social Work Price Rs 20.00

A National School Social Work monthly dedicated to networking of parents and teachers.

Volume X Issue 3

August 2013 C o n t e n t s

Page 02 03 09 13 17 23 25

Rani Manda Editorial Essentials of School Social Work Dr Laxmi Tribals Education and Health The Magic Link Dr Kumar Caroline Priya and Dr Seenivasan P Educational Needs of Tribal Children Sundaravalli T Tribal Health, Education and Welfare: Closing the Gap Merlin Sasikala J E Self-Help Groups of Scheduled Tribes Dr Ramakrishnan N Health Development in India from Global Perspective Dominic Savio A, Valli Suresh and Dr Fatima Vasanth

Focus: Needs of Tribal Children

Honorary special editor: Rani Manda,(Ph D),
Assistant Director, TCR and TI, Tribal Welfare Department, Hyderabad-28 Focus for September 2013: PERSONAL EFFECTIVENESS HSE: Dr Nirmala D Assistant Professor in the Department of Social Work , Bharathidasan University Journal of School Social Work,

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Note: Views expressed by the contributors are not necessarily the official view of the Journal.

Journal of SCHOOL SOCIAL WORK August 2013

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Editorial

Tribal Childrens Health: Miles to Go

Essentials of School Social Work

Laxmi *
* Dr Laxmi, Assistant Professor, DOS in Social Work, Pooja Bhgavath Memorial Mahajana P G Centre, Mysore, Karnataka

Children are the Nations future. socio-economic conditions turn They have enough time left to eat and unfavourable to them. enjoy good things including health. But In order to combat health problems tribal children in India are subjected of tribal children the existing health to a variety of constraints. The tribal system needs to be reorganized and population of the state constituted reoriented to deliver expanded about 7% of the total population. This mandate of health care involving represents some of the most prevention, surveillance and marginalized and vulnerable sections management of chronic diseases of society today. There is an urgent along with provision of primary and need for their upliftment. Tribal areas secondary health care. Improving the are marked by high infant and nutritional status of pregnant women maternal mortality rate due to the and children through the existing traditional belief system on health and anganwadi centres have to be diseases and their health-seeking increased especially covering the behaviour. The changing social and interior and inaccessible habitations physical environment around them of scheduled areas. force a situation where these Editorial consultants note: perceptions get favourable conditions Our 11th plan document (Volume to proliferate affecting the health of II) has categorically stated that our children grossly. Due to their strong rural health care system is in belief in traditional system of healing, shambles (p 61). Union rural the tribals are not able to access development minister Jairam Ramesh modern medical and health services. had also stated that the public health The problems of malnutrition, food system in the country had collapsed scarcity during lean seasons, low (TOI, 17-12-2012) and in many parts agricultural productivity are adding to of the country it simply does not exist their vulnerability. The literacy level is as a result of which women, also significantly low compared to the scheduled castes and tribes suffer. general areas. The vulnerability We do hope that planning commission results in outbreak of epidemics of and ministers will not be content with malaria, diarrhoea, jaundice, typhoid making doleful utterances but will and respiratory infections whenever ensure good health for the tribal folk, the seasonal conditions coupled with especially the children. Journal of SCHOOL SOCIAL WORK August 2013 02 The articles in this issue may be quoted as:

Introduction: Social work services were first established in the schools of Boston, Hartford and New York in 1906 to 1907, under the sponsorship of community agencies in those cities. The public school system of Rochester, New York, in 1914 became the first system to finance school social work from its regular budget. In the 1920s the Common Wealth Fund supported a school social work demonstration project in 30 communities widely distributed throughout the country. Support from National Institute: The National Institute of Mental Health (US) supported training for school social work vis--vis stipends for students and instructional costs for teachers in universities and for the social work practicum. School social workers are an extended arm of the educator in fulfilling educational objectives. The social worker acts as a consultant as well as a counsellor. He or she shares his or her knowledge with pupils, teachers, parents, and other supporting disciplines. His or her special contribution and strength are the

pattern and character of practicedirect and indirect uniquely identified with the profession of social work (Skidmore and Milton, 1982). What can social workers do? School social work is a specialized area of practice within the broad field of the social work profession. School social workers bring unique knowledge and skills to the school system and the student services team. School social workers are instrumental in furthering the purpose of the schools: to provide a setting for teaching, learning, and for the attainment of competence and confidence. School social workers are hired by school districts to enhance the districts ability to meet its academic mission, especially where home, school and community collaboration is the key to achieving that mission. (School Social Work Association of America, 2005). Educational research has focused on the following five topics and will likely to have a direct and continued impact on school social work practice: (1) Integrated intervention efforts that emphasize primary prevention; Journal of SCHOOL SOCIAL WORK August 2013 03

Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX.

The articles in this issue may be quoted as:

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Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX.
ISSN: 0976-3759 Issue 3 may end up with psychological characteristics, has a right to equal problems. treatment in the school. School Respect for individual potential social workers must work in the and support for an individuals direction of provision of equal aspirations to attain it. Every child treatment to every child in the has a potential and capacity. school. School social work helps in Tasks for the social workers: identifying individual potentials and Social workers have various tasks helps them in attaining it. Some to perform in the school setting for the children may not be good at studies integrated development of the but may be very good at other children. activities like painting and drawing Social workers can help the singing. Such children can be teachers to identify the different helped by the school social learning needs in children. workers to attain it. Each child is unique and learning Children with learning disabilities needs of each child varies based should be recognized and on its interest, intelligence level and intervention should be supporting motivation. Our educational such pupils to meet their system is not need-based and educational goals. Each child in the failed in arousing the interest of the school should be respected children. irrespective of their learning rates. Social workers can help The right of each individual is teachers in understanding the different from every other and is to unique qualities of the children and be accorded respect for those how well they can adopt innovative differences. As human beings we and creative techniques to make have many differences as far as learning interesting. ideas, thoughts, capacities and so Social workers can assist the on are concerned. We cannot teachers in promoting enriched compare one person with the other learning environment. If the because all of us are unique and learning environment is conducive that uniqueness should be and threat free, children can enjoy respected. learning. Each child, regardless of caste/ Teachers can be sensitized class, race and socioeconomic about the need for enriched Journal of SCHOOL SOCIAL WORK August 2013 05

(2)Early screening and intervention; (3) Approaches to intervention that target multiple risk factors in home, school, and community settings and involve parents, teachers, and administrators; (4) Approaches that seek to improve individual and system factors contributing to academic success; and (5) Data-informed decision making and intervention fidelity. These policy, research, and practice themes are reflected in these standards (National Association of Social Workers, 2012). Social work related problems: The high dropout rate, particularly in high schools is a major problem and a challenge to the society. School crimes are rapidly increasing. Many of the problems of youths in schools can be handled on a one-to one basis. Case work is one of the effective methods to deal with individual students problems. Many children feel comfortable to ventilate their problems in privacy. Social workers can make use of case work method to solve the problem of the children. A group approach is indicated 04

Volume X for others. Group work method is also an effective method to deal with the problems of children. Group work can be used as a plat form for academically weak students to exhibit their talents and to become active. The teachers can handle classroom problems in consultation with social workers frequently for solution. Social work value in schools: Social work recognizes the worth and dignity of each human being. In school each child (student) is regarded as a unique individual irrespective of his/her differences. Each pupil is valued and potentialities of each pupil is identified and given a platform to bring out their talents. Social work promotes right to self-determination or selfrealization. Students are given freedom to make their own choices and will help in understanding their self. Students will be helped to know what their strengths and weaknesses are. This helps in making right choices about their life. Some parents enforce their decisions on their children regarding their career. This gives rise to failure in the life and the child

Journal of SCHOOL SOCIAL WORK August 2013 The articles in this issue may be quoted as:

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The articles in this issue may be quoted as:

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Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX. Issue 3 and/or interventions. Conduct parent interviews to acquire socio-developmental information as needed for special education referrals. Analyze information gained through record reviews and interviews to determine environmental impacts and appropriate resource needs; integrate gained information into a written report and oral presentation (documentation). Interview students and parents to discuss issues related to nonattendance and develop a plan of action. Assist the school in following school board regulations for excessive absences and truancy; attend student support team meetings and court intervention (a distant dream in India). Develop and implement professional development training for educational staff and parents, as requested. Provide individual and/ or group counselling in response to schoolwise crises. Respond to referrals requesting verification of residence (In US). Participate in professional development activities aimed at current trends and best practices
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learning environment by adopting creativity and innovation for the overall development of the children. Some techniques of learning can be taught to the teachers to make the learning environment enriched and effective like practically teaching the children about a situation by taking them to the field by showing and doing things. Play is one of the important area that is to be focused to promote learning among the children as they enjoy and learn. Social workers can l help the management in designing school curriculum, especially in younger years, keeping in mind the developmental and learning processes in children. Child friendly curriculum is need of the hour. If the curriculum is learning by doing, children will enjoy and show interest in learning. Social workers can play vital role in designing attractive, innovative and creative curriculum to make the learning process enjoyable to the children. Interactive and cooperative learning among the children should be promoted by setting up groups and focusing on specific areas. Social workers can facilitate such 06

Volume X processes by helping the teachers to form groups to facilitate group learning and focusing on specific areas like environment, current affairs, political situations and so on. Helping teachers in planning transition for children from one academic setting to another is one of the important tasks of social workers. Usually children of preprimary sections find it difficult to adjust to the new teacher and section. Such children need to be helped to accept the changes. Another important transition is change of school which can create confusion in the minds of the children and they may find it difficult to cope with the situation. Social workers can help the teachers in helping these children by involving them in various activities. Social workers can formulate the processes that can be incorporated within the school setting and improve academic as well as overall performance of the children. Field-based suggestions: Serve on student support teams and special education committees at assigned schools in the division. (This is a practice in US). Document and review student records to identify previous barriers

for the provision of comprehensive school social work services. Conduct home visits as a method to access the family and conduct interviews in response to school referrals. Maintain an ongoing liaison with community agencies and other resources to meet student needs; refer parents and student to agencies when appropriate. Inputs for a social worker: 1. The social worker should facilitate the provision of direct educational and social services to pupils and provide direct social work services to the needy. 2. The social worker should act as a pupil advocate, focusing upon the urgent needs of at-risk groups. 3. In consultation with school administrators identify a problem situation toward which a planned service approach will be aimed, develop cooperative working relationships with community agencies, and assist in the formulation of school policy that directly affects the welfare of children and young persons. 4. In consultion with teachers create a climate in which children are free and motivated to learn (For example, facilitating the use of peers to help a troubled child, or 07

Journal of SCHOOL SOCIAL WORK August 2013 The articles in this issue may be quoted as:

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Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX. Issue 3 Kumar Caroline Priya* Seenivasan P**
*Dr Kumar Caroline Priya , Assistant Professor, Department of Community Medicine, Stanley Medical College and Hospital, Chennai. **Dr Seenivasan P, Head of the Department, Department of Community Medicine, Stanley Medical College and Hospital, Chennai.
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assisting in other aspects of the art of managing a classroom). 5. Organize parent and community groups to channel effectively concerns about pupils and school and to act as a constructive force in relation to the school and community. 6. The social worker should develop and maintain a productive liaison between the school and critical fields of social work and legal practice (child welfare, corrections, community mental health, and legal services for the poor) in order to facilitate more effective community services for school children and their families, assist with planned change in the communitys organizational pattern of social welfare programmes and resources, and act as a catalyst to those agents in the community whose function primarily is to change the pattern of the social structure of society. 7. Finally, the social worker should provide leadership in the coordination of interdisciplinary skills on behalf of pupils among

Volume X pupil services personnel like guidance/ career counsellors, psychologists and nurses. Conclusion: Social work in school setting is the need of the hour. Social work methods like case work and group work play important roles in helping children in difficult situations. There is an urgent need to sensitize the school authorities (both governmentaided and private) to understand the need for social workers in school setting. School is the important platform in the process of child development, hence a conducive environment for learning should be promoted. Social workers can help both teachers and school authorities in identifying the problems of children and help them in coming out of those problems. Retired police personnel and ex-service men can be employed to keep vigil in school to bring down school-related violence by the children and on the children. The Government should appoint school social workers in every state to exclusively serve the tribal children.

Tribals Education and Health The Magic Link

References: Costin, Lela B (1978): Social Work Services in Schools: Historical Perspectives and Current Directions. Washington D.C.: N.A.S.W. Continuing Education Series # 8. 1978. Skidmore Rex A and Thackeray Milton G (1982): Introduction to Social Work, Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

Introduction: In India, 573 groups have been recognized as scheduled tribes. They form around 9 per cent of the total Indian population and approximately 87 million Indians are included. Nine States Andhra Pradesh, Chhattisgarh, Gujarat, Jharkhand, Madhya Pradesh, Maharashtra, Orissa, Rajasthan, and West Bengal together account for 80% of the total tribal population in India. (1) Tribal group is not homogenous. These tribal groups are scattered over varied ecological and geo-climatic conditions namely hill, forest and desert regions with different cultural and socioeconomic backgrounds. Socialization among them is generally endogamous and they identify more with people belonging to their own tribe than with other people in their own village. Challenges in tribal health care: There are several challenges faced by the health service providers in tribal areas to provide proper and timely services, such as:

Refusal of preventive measures, Non-affordability of treatment, Inaccessibility to health care services due to difficult terrain, Delayed approach to health care due to traditional and cultural beliefs about health/ disease, Non-availability of qualified health workers and professional medical and paramedical staff who are committed to the cause. Disease burden: Tribal communities are vulnerable to many health problems namely, 1. Communicable diseases: Many infectious diseases like, tuberculosis, hepatitis, sexually transmitted diseases (STDs), malaria, filariasis, diarrhoea and dysentery, jaundice, parasitic infestation, viral and fungal infections, conjunctivitis, scabies, measles, leprosy, cough and cold, HIV/AIDS are prevalent among tribal population. 2. Non-communicable diseases: Problems like liver cirrhosis due to excessive consumption of country 09

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The articles in this issue may be quoted as:

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Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX. Issue 3 group, and are least likely to be educated. An estimated 37% of girls aged 714 belonging to the lowest castes or tribes do not attend school. Tribal girls account for a mere 18% of the total girls enrolled at school, and their dropout rate is as high as 67%. In many tribal communities, parents give minimal importance to their daughters education due to economic and social limitations. They send them to school only intermittently and keep the girls sheltered from the outside world. Most girls, take part in agricultural activities, collect forest products and are engaged in sibling care. They are forcibly pulled out from schools, become child labourers and many never to return to education. Tribal girls constitute majority of the migrant child labour working in cotton fields. Improving literacy of tribals(8): Setting up schools in tribal habitations for non-enrolled and drop-out children, Monitoring attendance and retention of children, Textbooks in their own mother tongue for children, Suitably adapted curriculum and learning materials for tribal
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liquor, hypertension due to increasing intake of salt, oral cancer due to regular betel nut chewing, chronic respiratory diseases due to excessive smoking, malnutrition and nutritional deficiency disorders like iron deficiency anaemia, iodine deficiency disorders, vitamin A deficiency are common. 3. Genetic diseases: Hereditary haematological disorders such as thalassemia, haemophilia, glucose-6-phosphate dehydrogenase enzyme deficiency and colour blindness, chromosomal aberrations, congenital malformations, inborn errors of metabolism, are encountered among the tribal populations. 4. Reproductive health: High infant mortality rates, high maternal mortality rate, high fertility rates and low life expectancy are commonly seen among tribal population. Unhygienic and primitive parturition practices are responsible for high maternal mortality. Respiratory diseases account for a high infant mortality Inadequate vaccination, lack of early diagnosis and treatment and poor or non-existent follow-up exacerbate the problem. (2) 10

Volume X Role of female literacy: Education has a major role in human development; this is particularly true of female education. Evidence has been documented that maternal education is an important determinant of fertility, infant and child morbidity and mortality. Studies (3-6) have shown that, Children of women who are literate have a reduced risk of malnutrition, Children born to educated mothers have lower risk of mortality, Educated women have earlier and more effective use of health service, They are more likely to be assertive and to play greater role in intra-family decision making in favour of their childrens need, Their husbands tend to be more economically better off, than husbands of uneducated women. Tribal girls level of literacy: While the overall literacy rate in India is 64.8%, the level of literacy among tribals is estimated to be 47.1 %, among tribal women it is only 14.5 % (ranging from as low as 7.5% to 35.7% in various districts). (7) Among the tribal community, tribal girls form the most neglected

students, Special training for non-tribal teachers to work in tribal areas, Employing community teachers, School calendars in tribal areas appropriate to local requirements and festivals, Crches in each school in tribal areas so that the girls are relieved from sibling care responsibilities, Providing residential schools, hostels. Providing supplementary nutrition and health monitoring of children attending schools. Existing Government schemes: Government schemes such as the National Programme for Education of Girls at Elementary Level is being implemented in educationally backward blocks where the level of rural female literacy is less than the national average and the gender gap is above the national average and Kasturba Gandhi Balika Vidyalaya for setting up residential schools at upper primary level for girls belonging predominantly to the SC, ST, OBC and minority communities are in vogue. Other interventions under the Sarva Shiksha Abhyan include Aanganwadis and Balwadis in each school in tribal areas so that girls do not have to take care of their younger siblings. 11

Journal of SCHOOL SOCIAL WORK August 2013 The articles in this issue may be quoted as:

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The articles in this issue may be quoted as:

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Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX. Issue 3 Sundaravalli T *
*Sundaravalli T, M.Sc.(zoo), M.Sc. (Psy), M.Ed., NET, FCECLD, Assistant professor in Psychology, St. Justins College of Education, Madurai 9
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Some NGOs run educational centres that are residential in nature. These schools provide apart from formal education vocational training like soap making, bamboo work, embroidery, stitching, and life-skills programmes to enhance confidence of the girls. In Rajasthan, community schools that hired part-time workers to escort girls to school, had higher enrollment, attendance, and test scores than public schools. Conclusion: Mother is the provider of primary care that the child needs during the first 6 years of its life, but the type of care she provides, depends to a large

Volume X extent on her knowledge and understanding of certain aspects of basic nutrition and healthcare and that she herself had enjoyed during her childhood. Education improves the knowledge of mothers concerning legal age of marriage, contraception, nutrition, prevention and treatment of diseases, and educated mothers tend to delay and have their child at a later age than uneducated women. Education of the tribal girl child has a great influence in reducing the maternal and infant mortality rates, increasing maternal and child health. It culminates in better health status for the tribal community as a whole.

Educational Needs of Tribal Children

References: 1Shweta Bagai, Neera Nundy (April 2009): Tribal Education a Fine Balance. 2Balgir R S (Year): Tribal Health Problems, Disease Burden and Ameliorative Challenges in Tribal Communities with Special Emphasis on Tribes of Orissa, Proceeding of National Symposium on Tribal Health, pages 161-176. 3Sufiyan MB, Bashir SS, Umar AA (2012): Effect of Maternal Literacy on Nutritional Status of Children Under 5 Years of Age in The Babban-dodo Community Zaria City, Northwest Nigeria. Ann Nigerian Med 2012;6:61-4. 4Bhuiya A, Zimicki S, Dsonza S (1986): Socioeconomic Determinants in Child Nutritional Status: Boys versus Girls. Food Nutr Bull 1986;8:3-7. 5Victtora CG et al. (1986): Risk Factors for Malnutrition in Brazilian Children: The Role of Social and Environmental Variable. Bull World Health Organ 1986;64:299-309. 6Parul Christian et al (1989): Socioeconomic Determinants of Child Nutritional Statusin Rural and Tribal India, Ecology of Food and Nutrition,vol23, issue1, 1989,31-38. 7Salil Basu (2000): Dimensions of Tribal Health in India, Health and PopulationPerspectives and Issues 23(2): 61-70, 2000. 8Vinoba Gautam (2003): Education of Tribal Children in India and the Issue of Medium of Instruction: A Janshala Experience, 2003.

Introduction: Tribes are found in all the countries of the world and in all states of India. Currently there exist between 258 and 540 scheduled tribes in India. The quality of life of tribal people during pre-independence period was more deplorable and their main occupation was hunting, gathering of wood and forest products and primitive shifting cultivation. Due to destruction of forest and nonavailability of proper facilities, tribal were forced to lead a miserable life. After independence with the adoption of Indian constitution in 1950 special attention was given for the upliftment of the tribal people under article 48. It is mandatory on the part of the state government to make all efforts to improve economic, social, and educational standard of the tribal people. India is the home to a large number of tribes with population of about 70 million. Distribution of the tribes: In terms of geographical distribution about 55% of tribal people live in central India, 28% in west, 12% in North-East India, 4% in South India and 1% elsewhere. The tribal

communities are rich in their culture, tales, songs and folklore. Compared with the literacy rates of 29.34% for the general population, literacy among tribal people in India is at most 6%. The Union and the state governments have spent considerable sums of money for tribal youths education, but the results are far from satisfactory. The Commissioner for Scheduled Castes and Scheduled Tribes asserts that unless exploitation of the tribals is combated and eliminated through education, no improvement in tribal welfare will occur. Reason for hatred of education: Heterogeneity is the main characteristic of tribals; but this characteristic has been dealt a death blow due to the impact of modernity. An implicit stratification system is emerging within the tribal society on the basis of education, income, status and power. On the one hand a few privileged people are reaping all the benefits and on the other the vast bulk of tribals are suffering from poverty and privation. Moreover these educated elites, instead of trying to improve the lot of the underprivileged brethren, are ruthlessly exploiting 13

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Journal of SCHOOL SOCIAL WORK August 2013 The articles in this issue may be quoted as:

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The articles in this issue may be quoted as:

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Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX. Issue 3 may be non-enrolled and dropout children in the tribal community, so an alternate arrangement should be made in order to bring them into the mainstream of education. Attitude problem: Most of the States address the issues related to teachers attitude which plays an important role in bringing down the educational level of tribal children. Teachers must be given enough training to teach the tribal students with a mind of acceptance and dedication. The teaching methodologies must also be used in student-friendly ways. Transport problem: Efficient teachers prefer to live in urban/ semiurban areas and therefore, need to commute for 4-5 hours per day to reach tribal area schools. Instead, staff quarters can be built or transport facility can be arranged to the particular areas. Special support to teachers must be provided as per their needs. Incomprehension: Tribal children face problems wherever teachers do not speak their dialect at all. From the perspective of language, it is desirable to have a local teacher from the same tribal community. Research evidence also favours bilingual or multilingual instruction in view of its positive
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them. This has led to a situation where the majority of the tribals look upon these educated babus with distaste and distrust and thus it has evoked a negative attitude towards education. With modern education have come modern values which have clashed with the age-old traditional values of tribal society; this has also led to the tribals being antagonistic to modern education. Education is one of the basic need of tribals which acts as a means of enhancement of capacity, wellbeing and opportunity especially for communities on the periphery. Within tribal areas, education can promote integrated development. Educational needs children: The needs in tribal education can be categorized as external, internal, socio-economic and cultural. The external constraints are related to issues at levels of policy, planning and implementation while internal constraints are with respect to school system, content, curriculum, pedagogy and medium of instruction. The third set of problems relates to socioeconomic and cultural identity of tribals. Policy and implementation: The policy to promote educational interests of the weaker sections of the people, especially the scheduled castes and scheduled tribes, has 14

Volume X been enshrined in our constitution as directive principle of state policy. There are many other Government policies such as District Primary Education Programme (DPEP), Education Guarantee Scheme (EGS), Alternative and Innovative Education(AIE), Sarva Siksha Abiyan (SSA) schemes and many other programmes in the State and country which promote the education of the tribal children but the main problem is that the beneficiaries, the tribal people, are unaware of it. NPE, 1986 and Programme of Action (POA), 1992 recognized the heterogeneity and diversity of the tribal areas, besides underlining the importance of instruction through their mother tongue and the need for preparing teaching/ learning material in the tribal languages. It is not yet prepared in all tribal dialects. Infrastructure failure: The main challenge in providing education to tribal children is with respect to setting up school facilities in small, scattered and remote tribal habitations. The majority of the scheduled tribes live in sparsely populated habitations in interior and inaccessible hilly and forest areas of the country. There arises the need for schooling facility which must be provided within their habitation.There

consequences for cognitive development and social interaction processes. Bilingual dictionaries and local vocabulary glossary must be supplied to the tribal children according to their level of study and this has been implemented only in very few states. Andhra Pradesh has already started implementing. Failure in sociocultural front: The educational backwardness of most of the tribal population is a correlate of the generally adverse economic conditions under which the tribesmen labour, and cannot be attributed to a lack of funds available for educational institutions. The balancing act between preserving tribal cultural identity and mainstreaming for economic prosperity can be better achieved through creating stronger community cultural wealth by developing a tribal child as an individual. Educational content must encompass building life skills that can help integration with the mainstream system. Culturally sensitive programmes must be included to the school education that can ensure the dignity of tribal groups by providing them with economically viable options for life. Some attempts should be made for linking curriculum with the local needs of the communities. Such curriculum 15

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would make tribal children more sensitive to local contexts and sustain them in their respective environments instead of forcing them to move out in search of another life. Preservation of identity: Tribal youth, even while they study at the secondary and college levels, should, be encouraged not to jettison their own cultures and to remain integrated in their own societies. Once they become culturally and socially alienated, it is impossible for them to protect and lead their own societies and maintain traditions that may be essential to the viability of tribal cultures. Most tribal schools do not blend well into the tribal environment. They are alien and often ugly structures in tribal villages. Lack of electricity and water results in poor school infrastructure causing dismal sanitary conditions and low ventilation. Solar or wind energy can address this problem adequately. Even a well educated and comfortably employed tribal youth continues to remember the cultural suffocations and negative attitude of teachers showered in the classroom which remain a real social hurdle. They

Volume X neither belong to their tribal culture, nor to the national culture. Conclusion: The spread of education among the weaker sections of our society is vital as education is a prime requisite for socio-economic development. Marked improvements in access and to some extent in quality of primary education in tribal areas have occurred, and stem from government and non-government initiatives. However, the number of out-of-school children continues to be several millions. Low literacy rates in tribal communities continue to indicate a need for outreach support that tackles issues from health to attitudes of nontribal population. Tribal students, even while they are receiving their education, must be trained to be dedicated to the service of their own people. They must be encouraged to take pride in following the tribes way of life and preserving the cultural differentness which makes them unique. The educated and employed youth must help to develop their peoples inner resolve to resist exploitation and to safeguard their own rights in a democratic way.

Tribal Health, Education and Welfare: Closing the Gap

Merlin Sasikala J E *
*Merlin Sasikala J E , Assistant Professor in Education, Alagappa University College of Education, Karaikkudi-630003

References: Shweta Bagai and Neera Nundy (2009): Tribal Education a Fine Balance, Mumbai: Dasra. http://www.hindu.com/op/2004/08/03/stories/2004080300271300.htm http://en.wikipedia.org/wiki/India_tribal_belt

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But majority of them live in scattered Introduction: India has the largest concentration habitations located in interior, remote of tribal people anywhere in the world and inaccessible hilly and forest areas except perhaps in Africa. The tribals of the country. According to Article 46 are children of nature and their under Directive Principle of State lifestyle is conditioned by the eco Policy of Indian constitution, the State system. India with a variety of shall protect them from all social ecosystems, presents a varied tribal injustice and all forms of exploitation. population throughout its length and The objective of such safeguards is breadth. The areas inhabited by the to promote the educational, sociotribal constitute a significant part of the cultural, political, economic and under developed areas of the country. service interest of the disadvantaged The tribals live mostly in isolated sections of the country. Health and nutritional deficit: villages or hamlets. A smaller portion The tribal communities in general of their population has now settled in permanent villages as well as in towns and primitive tribal group in particular and cities. On the whole, as per rough have been disease-prone in certain estimates, the prominent tribal areas respects and have little access to constitute about 15 percent of the total basic health facilities, despite the fact geographical area of the country. that norms for establishing of subScheduled tribes, scheduled castes centres, primary health centre and and denotified tribes constitute the community health centre have been economically weakest section of relaxed for tribal areas. Their misery is compounded by poverty, illiteracy, India. ignorance of causes of diseases, Constitutional protection: Scheduled tribes, the most hostile environment, poor sanitation, disadvantaged group in India, are lack of safe drinking water and enlisted in Article 341 and 342 of the traditional beliefs. Some special constitution. In India 8% of the diseases of tribal areas are sickle-cell, population belongs to scheduled tribe. anaemia, tuberculosis, leprosy, G-6 Journal of SCHOOL SOCIAL WORK August 2013 17

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Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX. Issue 3 that education makes their boys defiant, insolent and alienates them from the rest of their society, while the girls turn modern or go astray. So some of the tribal groups vehemently oppose the spread of education in their midst. Economics of education: Srivastava (1968), on the basis of his survey of educational situation among the tribals, supports this view by saying poor economic conditions of tribal societies is a great hindrance to successful education. A luxury which they can hardly afford. Each school going child in a tribal family is an economic unit and contributes to the family income. If the child is taken away from his normal economic work, the family is deprived of the little income which he brings. Instead, the parents have to feed the child out of their earnings which further reduces the economic stability of the family. Need for different curriculum: Sharma (1976) has rightly pointed out that the urban middle class oriented educational system has got superimposed on the entire nation both in terms of its structure and content. In many states tribal children are taught through the same books which form the curriculum of non-tribal children of the urban and rural areas of the rest of the state. Obviously, the
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PD and reproductive tract infection. The tribal suffer from many chronic diseases but the most prevalent are water-borne diseases taking a heavy toll. This is mainly due to the very poor drinking water supply. Even when it is available in plenty, it is mostly dirty and contaminated and consequently the tribals are easily susceptible to intestinal and skin diseases. Diarrhoea, dysentery, cholera and tape worm infection. Growth rate: Decadal population growth of scheduled tribe is reported to be higher than that of the total population (26% is in STs as against 23.51% in total population, 1991). Primitive tribal groups, however, have lower growth rate of population. TFR (1998-99) amongst scheduled tribe is 3.06 as against 2.66 for others. Maternal and infant mortality: Reliable National as well as Statewise estimation of maternal mortality is not available due to inadequate sample size covered in various demographic surveys. However, MMR is the highest in the tribal areas and most of these deaths can be prevented by improving access to food and health care facilities and RCH services. Infant mortality is higher in tribes as compared to non-tribes. About 18

Volume X 79.8% of tribal children were anaemic and 50% of the children were under weight. Only 26% of the children in tribal areas received all vaccines. Thus tribal people need special attention for improving their health, reproductive and child health status. Another very important problem concerning health in the tribal areas is the addiction of the tribals to highly intoxicating liquors and drinks. Literacy and education: Educationally the tribal people are at different levels of development but, on the whole, formal education made a very little impact on tribal groups. In the light of the past efforts it is not shocking because prior to 1950, the Government of India had no direct programme for the education of the tribals. With the adoption of the Constitution, the promotion of education of scheduled tribes has become a special responsibility of the Central as well as of the State Governments. The total picture of spread of education among the tribals is not very encouraging, barring a few tribes of north-eastern region like the Khasi, Naga, Mizo and the Garo who benefited from the vast network of non-government organisations. Barring the tribal communities of north-eastern region, there is still a widespread feeling among the tribals

content of such books rarely appeals the tribal children who come from different cultural backgrounds. The situation demands that their education should start with the teaching of demography, history and ecology of their own region, their neighbourhood and the State. Promoting attendance: To many observers of the situation, the problem of education in tribal areas is absenteeism. One sees a large number of students on rolls but the actual attendance is really low, and the number of students passing out at the final examinations is even lower. The real problem is to create such economic conditions as could be conducive to the students developing sufficient interest in their studies. Education being the most effective instrument of empowering the socially disadvantaged groups, all-out efforts should be made to improve the educational status of these groups, especially that of the women and the girl child. In fact, the educational backwardness, prevalent amongst these people, necessitates an added thrust on their education, training and skill upgradation as it will bring forth social and economic empowerment. Therefore, the endeavour should be to provide suitable education keeping in view, their cultural milieu, their 19

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Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX. Issue 3 Second Five Year Plan, Welfare programmes of scheduled tribes have to be based on respect and understanding of their culture and traditions and an appreciation of the social, psychological and economic problems with which they are faced. So, along with various developmental policies and programmes initiated to improve the socio-economic conditions of tribal people, there is also an urgent need to preserve and promote various aspects of tribal culture and heritage, including their values of cooperation, community feeling, music, dance, literature, language, festivals, religion, indigenous technology, skills, arts and handicrafts. Conclusion: The impact of various poverty alleviation programmes put into action during the last two developmental decades has brought down the poverty levels among STs. However, there has been increasing unrest
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genius and their special needs, through: Universalisation of primary education with a special focus on low literacy pockets and on the educationally backward communities like STs. Reaching the Unreached through removal of the existing problem of inaccessibility by providing residential schools in the remote and the far-flung tribal areas with hostel facilities for teachers too. Extending special concessions like free education; free supply of books; uniforms/ stationery; scholarships and fellowships. Suitable teachers with a thorough knowledge of tribal life and culture, who appreciate the tribal way of life and value system and speaks their language will be able to establish proper rapport with their students. Other constraints: Following are some of the conditions that work against education of the tribal children: Most of the tribal languages and dialects are in the most rudimentary stage and there is hardly any written literature. Most of the states impart education to tribal and non-tribal children alike 20

Volume X through the medium of the regional language, which makes education uninteresting and also hurts sentiments for his own language. A repository of folklore and literature passed on verbally over generations can be documented to preserve their culture and to provide material for their education. School is to be situated very close to their villages and its site approved by the local people for the result to be encouraging. School building also plays an important role in the growth of education among the tribal folk. Due to mismanagement and sometimes financial constraints, the building is seldom suitable to run an educational institution. Most of the primary schools run in tribal areas are single teachermanaged whose presence in the school is more an exception than a rule. The timing of school hours should not clash with their important socio-economic activities and cultural events. Protection of Tribal culture: The principle of Panchsheel specially adopted in the approach to tribal development recognize the importance of tribal culture and their traditions. As pronounced in the

amongst the tribals and in tribal areas in the recent past due to radical elements who are operating in some parts of the country fanning the perceived dissatisfaction with their existing conditions and failure to access benefits and facilities promised to them. There is an urgent need to critically review the approach and strategy of tribal protection and development. If necessary strategies have to be reoriented and changed wherever needed to ensure flow of development benefits within a definite time-frame and to restore their faith in the capability of the government to deliver. In the perspectives of human rights, the Government of India should take all possible measure to protect the tribal population from feeling low. The only way is to help their children feel legitimately proud of their culture and their ancestors tenacity to preserve it from the onslaughts of foreign invasions and technological inventions and passing on to them.

References: Government of India (1961): National Committee on Development of Backward areas,Report.p-14. Singh K S (1982): Transformation of Tribal Society: Integration Vs Assimilation Economic and Political Weekly Vol. XVI No.33 Aug 14"P 1312-20 Madhava Menon T (1996): The Encylopaedia of Dravidian Tribes Vol 1, Thiruvananthapuram: The International School of Dravidian Linguistics. Bagai, Swetha. and Nundy, Neera (2009): Tribal Education a Fine Balance. Mumbai: Dasra Publications. Ministry of Tribal Affairs (2011): Annual Report. New Delhi: Ministry of Tribal Affairs.

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Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX. Volume X Issue 3 Ramakrishnan N*
* Dr Ramakrishnan N, Associate Professor in Education, Thiagarajar College of Preceptors, Madurai-625 009
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Self-Help Groups of Scheduled Tribes

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Introduction: The Scheduled tribes population of the country, as per the 2001 census, is 8.43 crore, constituting 8.2% of the total population. The population of scheduled tribes had grown at the growth rate of 24.45% during the period 1991-2001. More than half the scheduled tribes population is concentrated in the States of Madhya Pradesh, Chhattisgarh, Maharashtra, Odisha, Jharkhand and Gujarat. Scheduled tribes live in about 15% of the countrys area, in various ecological and geo-climatic conditions ranging from plains and forests to hills and inaccessible areas. Vision: The Ministry of Tribal Affairs has state the following as vision. To facilitate the reduction and removal of the gap in the Human Development Indices (HDIs) of the Scheduled Tribe population vis--vis the general population and help empower socially, economically and politically the Scheduled Tribes to enable them to exercise effective control over their life style, their natural resource base and to make informed choices.

Mission: The Ministry of Tribal Affairs along with various ministries of Government of India is fully committed to enhance the wellbeing of all the scheduled tribes in the country through a multipronged strategy as under: 1. Formulation and Promotion of Legislative and Executive interventions, 2. Facilitating the up gradation of levels of administration in Scheduled Areas through area and population targeted approaches and 3. Furthering the creation of basic infrastructure for increasing livelihood opportunities, and for providing nutritional support, education, essential skills and a social safety net for situations of climatic and other distress conditions. Pathetic condition of schools: Schools are started for educating the tribal children. But, most of the schools in the tribal locality remain idle. We often hear of teachers absenteeism in those schools. Many local adjustments are made by the teaching fraternity like going to such 23

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Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX. Issue 3 Dominic Savio A* Valli Suresh** Fatima Vasanth***
*Dominic Savio A, Research Scholar, Madras School of Social Work, Chennai. ** Valli Suresh, Research Scholar, Madras School of Social Work, Chennai. *** Dr Fatima Vasanth, Principal and Research guide, MSSW, Chennai.
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schools only on alternate days, making use of the leader of the class to conduct tests and such easy ways. Formation of social groups: The tribal people being unique in their culture and traditions remain alienated. They have been treated as honey collectors and comb traders. Owing to their seclusiveness outsiders are not able to approach them and they are also wary of being exploited. Hence, Government agencies should come forward to organise social groups among these tribal communities. The said group will be trained to educate their community. They should be paid monthly salary. Contingency funds for purchasing books could be released for such education volunteers. Apart from regular school activities, social groups have to be trained in Information and communication technology to get connected to other parts of the country. Solar power plants will provide electricity to them in hilly terrains. This group will not only help them to get formally educated but also

Volume X inform the community about what happens in other parts of the country. The group will empower the members of the tribe to get all the benefits of government schemes without outside interference. They will eliminate radical problems, poaching, forest fire and other threats to eco system and forests. They can also help track the animal movement and prevent accidental straying of animals into cultivated lands. Conclusion: Scheduled tribes are people who since time immemorial have contributed for the vast forest reserve of India. They have toiled in the wild to bring rare forest products and have valiantly helped the police and forest officials in checking unlawful activities in the forest. They are preserving our countrys rich flora and fauna. They must be empowered with information and communication technologies to further enhance their education and to hone up their traditional skills through educated members of their own tribe.

Health Development in India from Global Perspective

References: Singh K S (1982): Transformation of Tribal Society: Integration Vs Assimilation Economic and Political Weekly Vol. XVI No.33 Aug 14"P 1312-20 Madhava Menon,T (1996): The Encylopaedia of Dravidian Tribes vol 1, Thiruvananthapuram: The International School of Dravidian Linguistics. Bagai, Swetha and Nundy, Neera (2009): Tribal Education a Fine Balance. Mumbai: Dasra Publications. Ministry of Tribal Affairs (2011): Annual Report. New Delhi: Ministry of Tribal Affairs.

Introduction: According to Centre for Global Health and Economic Development, EARTH Institute, Columbia University the worlds 1.1 billion citizens are living in poverty. The burden of disease in low income regions, especially in subSaharan Africa is a major challenge to their economic growth. At present India is the fourth largest economy behind the US, China and Japan. In 2010 Japanese economy was worth $ 4.31 trillion and India was worth 4.06 trillion. According to the experts India would have overtaken Japan in 2011. Despite being the fast growing economy, India faces huge challenges in reducing poverty and providing effective health care services to the rural and poor population. The recent suggestion by the Planning Commission that those spending in excess of Rs.32 a day in urban areas or Rs.26 a day in villages will no longer be eligible to draw benefits of central and state

government benefits, has received a severe criticism from various sections of the society, including the Supreme Court of India. Reviewing the suggestion by the Planning Commission, Times of India Sep 21, 2011 reports that if Rs.32 for urban and Rs.26 for rural being the criteria, people should be spending less than 44 paise on fruits, 70 paise on sugar, 78 paise on salt and spices and another Rs 1.51 on other foods per day to qualify for the BPL list and for subsidy under various government schemes. It clearly shows how sometimes the policy makers do not understand the plight of poor people in the country and for improving their health. Determents of health: Nutrition, safe drinking water, sanitation and education play vital role in determining the health of the people and the health of the nation. Malnutrition and Anaemia: of great concern is the persistent level of malnutrition with over 40%of children 25

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Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX. Issue 3 One out of four children in developing countries is underweight There are more hungry people in the world than combined populations of USA, Canada and the European Union. 925 million people do not have enough to eat and 98 percent of them live in developing countries. 65 percent of the worlds hungry live in only seven countries: India, China, the Democratic Republic of Congo, Bangladesh, Indonesia, Pakistan and Ethiopia. Undernutrition contributes to five milliondeathsofchildrenunderfive each year in developing countries. Major causes for hunger are natural disasters (flood, storm, and
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Volume X and 36% of adults women classified European Countries %of GDP as undernourished. France 11.2 Indian population: Germany 10.5 Thegrowthrateofpopulationfor Spain 9.0 India in the last decade was 17.64%. South Asian Countries % of GDP The growth rate of population in rural Bangladesh 3.3 and urban areas was 12.18% and Bhutan 5.5 31.80% respectively. Bihar (23.90%) India 4.2 exhibited the highest decadal growth Iran 5.5 rate in rural population. Sri Lanka 4.0 Indias population in 1901 was Pakistan 2.6 about 238.4 million, which has Nepal 6.0 increased by more than four times in Source: World Health Statistics 2011 110 years to reach a population of Though the successive Indian 1,210 million in 2011 government claims to increase the International Governments health spending to 2% -3% , an expenditure on health: analysis on public spending on According to the PTI (Press Trust health, nutrition, water and sanitation of India) report on 17th May 2011, India reveals that the expenditure reached spends very low on health. While India 1.58% in 2008-09. But the health and the poor countries spend USD 32 expenditure alone without expenditure per capita on health it is around USD on water supply, sanitation and 4590 in rich countries. Most European nutrition was less than 1% of GDP in countries spend about 9% -11% of 2004-05. This has only gone up their GDP on public health. marginally to 1.09% of GDP in 2008 Table: 1 09, according to Health Ministry. Total Expenditure on Health as Global hunger and health: % of GDP for some of the According to World Food European and South Asian Programme (WFP) 2011 statistics, countries hunger is the worlds no.1 health risk. European Countries %of GDP It kills more people every year than Austria 10.5 AIDS, malaria and tuberculosis Belgium 11.1 combined. Denmark 9.9 One in seven people in the world Finland 8.8 will go to bed hungry tonight. Journal of SCHOOL SOCIAL WORK August 2013 26 The articles in this issue may be quoted as:

drought), war, poverty, agricultural infrastructure and over exploitation of the environment. According to WFP Hunger Map 2011 India is listed under moderately high category with 20 34% population under hunger group. Human resources: India will take at least 17 more years before it can reach the World Health Organizations (WHO) recommended norm of one doctor per 1,000 people reported Times of India on September 27, 2011. The table below clearly indicates how Europe has more number of physicians compared to Asian and African nations. People in Asia and Africa need to increase the number of health care professionals and improve the health infrastructure.

Table: 2 Doctors per 10,000 populations Europe Austria France Germany Greece Italy Norway 47.5 35.0 35.3 60.0 42.4 40.8 Asia Bangladesh Bhutan China India Pakistan Sri Lanka 3.0 0.2 14.2 6.0 8.1 4.9 African countries Congo 1.0 Burundi 0.3 Ethiopia 0.2 Niger 0.2 Mozambique 0.3 Uganda 1.2

Source: World Health Statistics 2011 According to WHO statistics for midwifery personnel, 0.7 dentistry 2011 health care professionals in India personnel, 5.2 pharmaceutical per 10,000 population we have 6.0 personnel and 0.5 community health physicians, 13.0 nursing and workers. 27 Journal of SCHOOL SOCIAL WORK August 2013

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Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX.
ISSN: 0976-3759 Issue 3 Global sanitation and water: gone up to 88% in 2008 the population While the developed nations like using improved sanitation is only 31%. Australia, Austria, Belgium,Canada, India is fighting against diseases such Denmark, France and Germany enjoy as malaria, dengue, filariasis. The poor 100% improved sanitation the sanitary conditions do a lot of havoc in percentage of improved sanitation India. A recent survey reveals that enjoyed by Indias neighbours more than a tenth of the schools in TN Bangladesh 53%, Bhutan 65%, China do not have toilets. More than one55%, Myanmar 81%, Nepal third have toilets that are unusable. No 31%, Pakistan 45% and Sri Lanka wonder girls drop out of schools in 91% respectively. large number. (Times of India, 27-06Though the population using 2013, p04 contributed by editorial improved drinking water in India has consultant) Table: 4 The Causes of Deaths in India

Volume X The urban population in India is deeply saddening to witness that 30% and the remaining 70% of the some of the least developed nations population live in rural areas. The have their life expectancy as low as urban population has better access to 48 years. health care compared to rural For example; people of Japan population since most of the could live 35 years longer than people physicians and hospitals are located of Afghanistan or Central African in the urban areas. Republic whose life expectancy is 48 Global life expectancy: years only. Such conditions in the The Statistics of WHO -2011 world calls for the attention of UN, the brings out the fact that while the nations concerned, the people industrialized nations have their life involved in the health sector, social expectancy around 80 years and workers, humanitarian workers and more, the developing nations are volunteers to help the poor nations to hovering around 60-70 years and it is better their health conditions. Table: 3 Life expectancy in G7 and Other Nations G7 Industrialized Developing Least Developed Nation Nation Nation Canada Bhutan 63 Afghanistan 48 81 France India 65 Burundi 50 81 Germany Iraq 66 Central African Republic 48 80 Italy Myanmar 64 Congo 55 82 Japan Nepal 67 Liberia 56 83 United Kingdom 80 Indonesia 68 Niger 57 USA Pakistan 63 Zimbabwe 49 79 Source: World Health Statistics 2011 Indias life expectancy has gone years now. The life expectancy also up to 65 years in 2009 as compared varies across the states in India. While to 61 years in 2000. The global life in Kerala, a person at the time of birth expectancy is still higher at 68 years is expected to live for 74 years, the expectancy of life at birth in states like in 2009. The average life expectancy of Assam, Bihar, Madhya Pradesh, male in India is 63 as compared to 60 Orissa, Rajasthan and Uttar Pradesh a decade ago while female lives 66 is in the range of 58-62 years. Journal of SCHOOL SOCIAL WORK August 2013 28 The articles in this issue may be quoted as:

S.No 1 2 3

Causes of Death Communicable diseases,maternal, pre-natal and nutritional disorders Non -communicable diseases Injuries and ill defined causes

Percentage 38% 42 % 20 %

Source: Annual Report to the people on health by the Ministry of Health and Family Welfare, Government of India, September 2010.

Table: 5 Number of Persons Affected by Communicable Diseases in India Major Communicable Diseases T.B HIV Malaria Acute Encephalitis Syndrome (AES) Japanese Encephalitis (JE) Acute diarrohea No of people affected in 2010 1.9 Million 2.5 Million 1.5 Million infected every year 300 Million at the risk of getting AES/ JE More than 300 acute episodes occur every year in children below five years of age. 29

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Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX. Issue 3 the health care. There is a growing income disparity and regional disparity in India. There are people making high income while 41% of the population still lives on $ 1 per day. It is also clearly witnessed that some states are progressing faster and benefiting the globalization and some states are way behind in making progress on their economy. Health infrastructure and health care professionals are not sufficient for the existing population in India. There is huge gape in demand and supply. It needs to be bridged with adequate resources. Sanitation remains an area that requires great attention in India. Lack of hygiene could be a major source for spreading the communicable diseases. It leads to contamination of drinking water. Large scale projects need to be implemented to provide people better access to sanitation and safe drinking water. Corruption and ineffective delivery of service are twin evils that plague our people. They face hurdles in getting the benefits of the programmes meant for them. Enhanced networking among doctors, social workers and government agencies for
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Health of rural population: Rural areas report more deaths (41 per cent) due to communicable, maternal, pre natal and nutritional conditions. The rural population is more prone to communicable diseases such as Tuberculosis, vector borne diseases of malaria, kal-azar and filarial and waterborne diseases such as cholera, diarrhoeal diseases and the vaccinepreventable measles and tetanus. Governments initiatives: We can not ignore the facts that the Indian government has launched many initiatives in the last few years aiming to reduce poverty, improve health, education and infrastructure. For example, the following are some of the important Acts implemented: in areas of rural infrastructure (Bharat Nirman), employment (National Rural Employment Guarantee Act), education (Sarva Shiksha Abhiyan), rural health (National Rural Health Mission), and urban infrastructure (National Urban Renewal Mission). The impact of programmes: Over all life expectancy has gone up to 65 years now Small pox and leprosy nearly eradicated Polio is confined to a few blocks in UP and Bihar. TB mortality has declined from 30

Volume X 42 deaths per lakh population in 1990 to 28 deaths per lakh population in 2007 Infant mortality ratio has come down from 129 in 1971 to 50 in 2009 per 10,000 populations. Maternal mortality was brought down from 254 in 2004 -06 to 212 in the year 2007 -09. Great work is being carried out in controlling the spread of HIV/ AIDS. Implications for social workers: Population living on $1 per day in India is 41.6 % in the year 2008. Out of pocket spending is 74.4% in India. Hence the poor and rural people could not afford to get treated even for those curable and preventable diseases due to high rising cost of health care in private hospitals. Even they will have to shell out money in the Government hospitals to buy medicines from the private pharmacy for medicines that are not available in Government hospitals. Governents expenditure of 1.09 % GDP on health care for 1.2 billion is too minimal where as some countries spend about 10 11% of GDP on health care. It is of great concern that the government of India gives due attention for increasing the annual budget on

identifying individual or communities that require health care service and implementing the special schemes designed for the particular disease or the regions. Conclusion: Though the situation in India is improving on various grounds when it is compared to some of the developed nations, European countries and even with some of the Asian countries India has to invest more on health, education and infrastructure and implement effective and adequate health care policies to meet the growing health concerns of the nation. The civil societies and social workers in India today are challenging the government on its policies and forcing it to enact effective laws and policies. The trend is that the people, especially the middles class voice their concerns over the issues in the country. It is significant to note the development in the country that the inequality between the rich and poor, rural and urban is on the rise. The benefits of globalization and privatization seem to be getting restricted to few regions. The cost of health care service is expensive that often poor and rural people go untreated for the disease that is curable and preventable. Out of 31

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Volume X Journal of School Social Work English Monthly ISSN: 0976-3759 Registered with Registrar of Newspapers for India under No: TNENG/2004/14389 Postal Registration: TN/ CC (S) DN / 47 / 12-14 Licensed to post under: TN/PMG (CCR) / WPP - 663 / 12-14 Date of publication: 3rd Day of the Month pocket spending is high in India. Corruption is an obstacle in way of implementing the schemes for the poor. India has definitely made progress in health care but the current data on health care speaks volumes on reforms and works yet to be attempted. Increasing the Government spending on health care, to improve the health infrastructure and human resources is essential in order to cater to 1.2 billion people.

The articles in this issue may be quoted as: Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX. For example: Dr Laxmi (2013): Essentials of School Social Work , Journal of School Social Work, X-03, pp 03-08. Dr Laxmi (2013): Essentials of School Social Work , Journal of School Social Work, X-03, pp 03-08. Dr Kumar Caroline Priya and Dr Seenivasan P (2013): Tribals Education and Health The Magic Link, Journal of School Social Work, X-03, pp 09-12. Sundaravalli T (2013): Educational Needs of Tribal Children, Journal of School Social Work, X-03, pp 13-16. Merlin Sasikala J E (2013): Tribal Health, Education and Welfare: Closing the Gap, Journal of School Social Work, X-03, pp 17-21. Dr Ramakrishnan N (2013): Self-Help Groups of Scheduled Tribes, Journal of School Social Work, X-03, pp 23-24. Dominic Savio A, Valli Suresh and Dr Fatima Vasanth (2013): Health Development in India from Global Perspective, Journal of School Social Work, X-03, pp 2532. When you submit articles you can quote your own articles published earlier in JSSW, if relevant. Please send the references in APA style.

References: Census 2011, Office of the Registrar General & Census Commissioner, India Ministry of Home Affairs. Five years of NRHM 2005-2010, Ministry of Health & Family Welfare Himanshi Dhawan (2011): This Budget, Childrens Health Needs Attention, The Times of India, 28.09.2011 Rudra Prakash, Manish Kumar and G S Sanya (2011): Health Infrastructure in India, Journal of Health Management, 13, 1(2011):155 -176 Ramya Kannan (2011): State Prepares to Dole out Rs.12,000 as Maternity Aid, The Hindu, 24.06.2011 Jaya Menon (2011): Salem Women Abort on Predictions, The Times of India, 24.09.2011. Kounteya Sinha (2011): India Hopes to Achieve WHOs Doctor-People Ratio by 2028, The Times of India, 27.09.2011. Release of Annual Health Survey Bulletin 2010-11, Office of Registrar General, India Ministry Of Home Affairs 10 August, 2011 Umesh Isalkar (2011): 52% Maternal Deaths Occur after Delivery , The Times of India, 11.05.2011 World Food Programme Statistics 2011. World Heath Statistics 2011, WHO WHO Report Blames Poor Govt Spending for Health Problems, Press Trust of India, 17.05.2011

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Journal of SCHOOL SOCIAL WORK August 2013

Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX.

The articles in this issue may be quoted as:

ISSN: 0976-3759

Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX. Volume X Issue 3
ISSN: 0976-3759

Journal of SCHOOL SOCIAL WORK August 2013 The articles in this issue may be quoted as:

Journal of SCHOOL SOCIAL WORK August 2013

Author, initial (2013): Title of Article, Journal of School Social Work, X-03, pp XX.