카스트와 교육불평등의 문제 = Caste and the Problem of Educational Inequality

국문 초록 (Abstract)

본 연구의 목적은 불평등한 사회제도인 카스트의 실상과 교육적 관계, 그리고 교육불평등의 개선을 위한 정책들을 고찰하는데 있다.
카스트에서 문제가 되는 집단은 제 5계급이라 불리는 불가촉천민으로 지정카스트와 지정부족이 대표적이다. 이들 소외집단의 교육불평등 실상을 보면, 첫째 문해율이 일반집단이 52%인데 비해 20-30%대에 머물고 있다. 둘째 전반적인 취학률도 8학년까지 70%미만인데 지정부족은 50%밖에 안 된다. 셋째 의무교육기간에서 탈락률이 두 집단 모두 80%이상으로 매우 심각하다 하겠다.
이러한 교육불평등을 위한 대표적인 정책은 약자보호정책이다. 인도의 경우 약자보호 정책으로 실시되고 있는 것이 지분보장제이다. 연방정부는 정부기관에서 일자리의 27%를 지정카스트와 지정부족을 비롯한 모든 소외계급에게 보장하고 있으며, 이 밖에도 여성 및 소외계급을 위한 많은 정책들이 시행되고 있다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the educational inequality of the caste system and policies for equality. In order to accomplish the purpose, literatures and web-sites of caste were reviewed.
There are five different levels of the system, Brahman, Kshatriya, Vaishya, Sudra and Harijans. Harijans is called Untouchables or Dalit. The fifth Untouchables includes Scheduled Castes(SC) and Scheduled Tribes(ST). SC/ST is more official and formal concepts. OSC with SC/ST is also used when we say castes. OBC is non-caste as Other Backward Classes.
The functions of castes are as follows.
First, the caste system has kept a sense of order and peace among the people. Then it is the way to keep society from disintegrating to chaos.
Second, caste is the most used criteria to identify under-represented groups.
Inequality of education in the caste system is very serious. The indices of inequality are as follows.
First, the rate of literacy of SC/ST in 1991 are 37% and 29%, whereas that of general population is 52%.
Second, the enrollment ratio at primary level is almost 100%. But that of ST at middle level in 1996 is very low about 50%, whereas that of general population and ST is 67.6% and 61.3%.
Third, the drop-out rate of SC/ST for classes Ⅰ to Ⅹ(compulsory education) in 1990-1991 are 80.5% and 86%, whereas that of general population is 71.3%.
There are many policies and efforts for equality, but the Affirmative Action is very popular. Reservation is the most powerful policy as one of the Affirmative Action in India. The Central Government of India reserves 27% of government jobs for SC/ST and around 30% of seats for females.
More specific policies are as follows.
First, Constitutional provision(Article 46) to protect the weaker sections of the people from social injustice and exploitation.
Second, National Institute of Educational Planning and Administration(NIEPA) to study and generate policies and materials for SC/ST
Third, University Grants Commission (UGC) to provide financial assistance to the organization for SC/ST
Fourth, Shiksha Karmi Project (SKP) to improve primary education in socio-economically backward villages.
Fifth, Kasturba Gandhi Balika Vidyalayas to set up residential school of primary level for girls belonging to weaker sections in difficult areas.
Sixth, Jan Shikshan Sansthan(JSS) to provide adult education program for socio-economically weaker classes.
Seventh, Kendriya Vidyalayas(KVS)/Novodaya Vidyalayas(NVs) to reserve 15% and 7.5% for SC/ST in KVs and 50% for SC/ST in NVs.
Eighth, Adult Literacy Schemes of the National Literacy Mission to improve the rate of literacy, job skills and income generation.
In conclusion, Indian education is very equal in regulation and gradually improving, but inequal in real situation. The rates of illiteracy and drop-out in school of weaker classes is very high. More practical and steady policies are required.

목차 (Table of Contents)

• 요약
• Ⅰ. 서론
• Ⅱ. 카스트제도
• Ⅲ. 카스트와 교육불평등
• Ⅳ. 결론
• 참고문헌
• ABSTRACT