TRIBAL EDUCATION IN INDIA: SOCIO-CULTURAL, INSTITUTIONAL AND ECONOMICAL CONSTRAINTS

Saroj Sahu, Partha Sarathi Mallik, Sadhujan Bankira, Dipanjali Sahu, Suruchi Sahoo

Abstract


Tribal education is one of the most emerging policy issues throughout India. It has been documented that the dropout rate of tribal children is 24% and their poor academic performance is a key concern. Despite various government initiatives aimed at improving and uplifting tribal education and living conditions, such as mid-day meals, school uniforms and scholarships, the dropout rate continues to rise. These measures, though well-intended, have not fully resolved the underlying issues, which include insufficient infrastructure, lack of parental involvement and curriculum that may not be culturally sensitive to tribal children. The present results highlighted that multiplicity of factors, including lack of access to quality schools, poverty, parental involvement, gender stereotypes and language barriers, have a detrimental effect on rates of enrolment and retention among the Scheduled tribes. The paper has concluded with some possible suggestions. This study would be useful both for academic research and for the policy makers to restructure and organized the curriculum.

 

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Keywords


tribal education, social exclusion, first generation learner, gender stereotypes

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i8.6120

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