Article Abstract Index3

This study investigates the awareness of secondary school teachers in West Bengal regarding SC/ST incentives and scholarship schemes offered by the Central and State Governments, an essential yet often overlooked dimension of educational equity. Despite the extensive network of scholarships designed to promote access, retention and academic advancement among marginalized SC/ST learners, their effective utilization depends heavily on school-level actors who bridge policy and practice. Using a descriptive survey method, data were collected from 276 teachers, including 48 Heads of Institutions (HOIs) and 228 Assistant Teachers, through a standarized 14-item Likert-type Awareness Scale. Findings revealed a strikingly uneven awareness landscape. HOIs exhibit strong familiarity with widely publicized state schemes such as ‘Sabooj Sathi’, ‘SVMCM’ and ‘NMMSS’, but show limited knowledge of lesser-known initiatives like ‘FCS’, ‘OASIS’ and ‘Taruner Swapna Yojana’. Assistant Teachers display even more pronounced deficits, with very low awareness of several central and digital platform based schemes. Yet, the study finds no significant rural–urban difference in awareness level, indicating that information gaps stem from systemic dissemination issues rather than geographic factors. The study emphasizes that scholarship policies cannot succeed without informed intermediaries. Strengthening teacher awareness through structured training, improved communication channels and digital literacy is vital for ensuring that SC/ST students fully benefit from available educational support, advancing equity where it matters most.
Keywords: SC/ST Incentives, SC/ST Scholarships, Secondary School Teachers, Teachers’ Awareness