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Contributed articles with reference to India.
This is Volume II of twenty-eight in a series on the Sociology of Education. Originally published in 1958, this is a comparative study of adult education in that starts with a historical review of the provision in England before 1850, between the Wars and beyond as well as delving into the characterises and personality of the adult student. The author’s travels to the United States, Germany, the West Indies, Australia, the Middle East, Scandinavia, India, China and East Africa extends the study with examples of these countries and systems. All of which has convinced the author that educational problems for the future must be regarded as world problems; and this applies in particular to the problems of adult education. It is in this latter field that we have most to learn from each other and, in the process, most to contribute to international understanding.
Contents: Total Literacy Campaigns Adult Drop-outs: Problems and Perspectives, Drop-outs of Adult Education: A Review, Adult Drop-outs, Problems of the Drop-outs, Summary and Suggestions.
Scheduled castes are those castes/races, which have been or may in future be specified in a list in accordance with Article 341 of our Constitution. The people of these castes are considered outcastes and categorized as untouchables. They remain at the bottom of social hierarchy and have been socially deprived, discriminated and exploited by the upper castes since time immemorial. This is the result of our rigid caste system which divides the Indian society into upper castes and lower castes on the basis of birth. Mythologically, the people of these castes are born impure, culturally they suffer from social disabilities and occupationally they are linked with impure occupation and above all they are exclusively dependent for their survival on the higher castes of the respective villages who have tradition bound attitudes, reflected in the nomenclature, castes etc.