Journal of Social Welfare and Management

Social exclusion manifests itself in the persistent lack of an individual’s access to functioning as compared to other members of society and we model it as being in a state of deprivation over time. The Scheduled Castes were excluded from the main stream society, suffered stigma and discrimination, lived in poverty and remained marginalized group. The women among Scheduled castes suffered twin disadvantages, one because of their caste and the other because of their gender.,Its almost 60 years since the Protective Discrimination was provided, and about three generations have reaped the fruits of it. How did it help Scheduled Caste Women? Was there social inclusion of Scheduled Caste women, the hitherto socially excluded? Did the Scheduled Caste Women in Andhra Pradesh benefit from Protective Discrimination as means of social inclusion? The study tries to find answers to these questions.

Key words: Social Exclusion, Deprivation, Equity.

Indian higher education system has grown in a remarkable way, particularly after independence period, to become one of the largest systems of its kind in the world. However, the system has many issues of concern at present, like financing and management including access, equity and relevance, reorientation of programmes by laying emphasis on health consciousness, values and ethics and quality of higher education together with the assessment of institutions and their accreditation. Institutions of higher education fulfill vital roles in the global education community; they have the potential to bring changes within educational systems that will shape the knowledge and skills of future generations. Often, education is described as the great hope for creating a more sustainable future; higher education institutions serve as key change agents in transforming education and society. Not only do higher education institutions educate individuals, they update the knowledge and skill of students, provide professional knowledge, and often provide expert opinion to regional and national ministries of education. Recognizing the above and the basic fact, that the Universities and colleges have to perform multiple roles to give quality education as Establish one independent national agency for quality assurance; Re-organization and integration of various faculties; Ensure professionalism and consistency in the work of the quality assurance agency; Learning resources and student support; Establishment of IQAC within institution; Quality assurance of teaching staff; curriculum renewal and others are discussed in the paper.

Key Words: Quality; Higher Education; IQAC; Professionalism; Learning Resource; Curriculum Renewal.

The Scheduled Castes were excluded from the main stream society, suffered stigma and discrimination, lived in poverty and remained marginalized group. The women among Scheduled castes suffered twin disadvantages, one because of their caste and the other because of their gender. The women among the Scheduled Castes suffered twin disadvantages, one because of their caste and the other because of their gender. They were ‘under privileged’ among the ‘under-privileged’ and ‘discriminated’ among the ‘discriminated’. The Scheduled Caste Women was essence and epitome of ignorance, illiteracy, poverty and pollution. She was an object of sexual pleasure for the higher castes from the time immemorial. The socio cultural religious and economic structure of the society made the Scheduled Castes completely subservient on the higher castes. The economic weakness of the Scheduled Castes was ruthlessly exploited by the higher castes, which took firm shape of sexually abusing the Scheduled Caste Women. As Desai (1993) puts it, the Scheduled Caste women were mere instruments to quench the sexual hunger of the dominant higher castes and so called untouchability of the Scheduled Caste women never came in the way of gratification of sex., The study tries to find whether there is change in soial status of Scheduled Caste Women in Anantapur.

Key words: Social Exclusion, Deprivation, Equity.

Management is an age old skill, which was historically an attribute of the upper strata of society, involved in administration and rule. Initially, this skill was not recognized as something to be taught or to be trained. Instead, it was attributed to the in born qualities of a person. In India, the skill of management gained prominence in twentieth century during Indian industrial revolution. As, the rapid growth in trade, commerce and production, requires a huge management potential. Their arose a great demand of skilled managers to fulfill the need of young and fast growing economy. Women, the major half of Indian society could identify the potential of management skill and shared a keen interest in this area. In the context of traditional mindset of gender biased Indian society, it becomes interesting to study the participation of Indian women in the management faculty of higher education, It can be safely concluded that, over the considered period of study, all categories of women have shown increasing interest in the management stream. When we observe category wise trend, we see that general category trend time in figure one lies clearly above the other two categories; which means that there is a great scope for improvement in the conditions and facilities for scheduled caste and scheduled tribe women to improve their Enrolment percentage in higher management studies. Increasing trend of women enrolment percentage in higher management studies in all social categories respectively and in totality is the positive sign towards increased social, personal and professional awareness as well as appreciation by Indian women of their career prospects via higher management education.