State of Primary Education among Tribals: Issues and Challenges

Abstract

Scheduled Tribes have always been a geographically and socially isolated group in Indian society, besides being a culturally-economically marginalized society. Their areas were by and large sparsely populated and had evolved over centuries their own system of maintaining law and order. The British also allowed them to live according to their own way of life. The national leaders, however, were aware of their backwardness and were eager to take measures for their betterment.  As a result a few provisions were adopted in the Government of India Act 1935.During the post-Independence period, the policy makers have made sincere and concerted efforts for overall development of these groups both economically as well as educationally. Despite these efforts the performance of the tribal groups is much lower when compared to other marginalized groups like Scheduled Castes and Other Backward Castes. The available literature on tribal primary education suggests, most of the time the policymakers’ approach was only to develop a national curriculum instead of giving importance to their skill-oriented, practical capabilities which has impacted their life in a more serious manner.