Scheduled Tribes And Education In India

Rajat Pandey, Invertis University, Bareilly

ABSTRACT

This article provides a conceptual framework and knowledge of tribal education in India, as undertaken by a guide and researcher using both primary and secondary data. Critical analysis projects the current structure of society and its variety inside the cave of the caste system in India. Integration of development theory and practices contextually in India, with a specific emphasis on tribal education policy, prospects, and needs. Tribes live differently and follow a particular cultural pattern. Some states contain the highest number of tribal communities, such as Biagha, Bhil, and Kol in Madhya Pradesh, and Mundas in Bihar, Orissa, and West Bengal. They live a horrible existence due to a lack of resources and face several concerns and problems such as economic hardship, illiteracy, unemployment, housing, and nutrition. Tribal communities confront several educational challenges; as a result, the government is working hard to address these issues through the implementation of particular regulations. However, based on a review of the variables contributing to non-enrollment and/or dropout, as well as case study descriptions, it is clear that additional philanthropic investment is required outside of the classroom. This would lay a solid platform for leveraging these advantages and developing higher individual potential, which might overcome the constraints that tribals face today.