Education Challenges & Government Initiatives: A Comprehensive Analysis of Scheduled Tribes Population in India (2023)
Executive Summary
The analysis of the Gross Enrolment Ratio (GER) based on the UDISEPlus 2021-22 data by gender and level of school education for various states in India reveals essential insights. There are variations in GER across different states, highlighting the unique educational challenges faced by each region. Let us summarize the essential findings and themes from the analysis:
Bihar has a significantly high GER across all levels of education, indicating a solid emphasis on enrollment and access to schooling. However, there is a need to focus on quality improvement initiatives to ensure better student learning outcomes. Gujarat shows a relatively high GER at the primary and secondary levels, indicating reasonable enrollment rates. However, efforts should be made to address the lower GER at the higher secondary level, emphasizing the need for interventions to enhance access and retention in the later stages of education. Uttar Pradesh exhibits the highest GER among the analyzed states, particularly at the primary and secondary levels. However, the challenge lies in maintaining this high enrollment rate while also focusing on improving the quality of education and reducing gender disparities.
Exploring the Share of OBC Enrollment in India’s School Education System (2023)
West Bengal demonstrates a moderate GER across all levels of education, indicating a relatively balanced approach to enrollment. However, efforts should be directed toward enhancing access and retention, especially at the secondary and higher secondary levels. Madhya Pradesh has a moderate GER, but there is room for improvement, particularly regarding gender parity and access to higher secondary education. Initiatives that address the specific needs of marginalized communities, including Scheduled Tribes, can help improve educational outcomes. Rajasthan displays a reasonably high GER at the primary and secondary levels, but there is a need to focus on increasing access and retention at the higher secondary level. Efforts to reduce gender disparities and improve the quality of education can further enhance educational outcomes in the state.
While the GER indicates a positive trend in enrollment rates across the states, challenges remain regarding quality improvement, gender parity, and access to higher secondary education. Government initiatives such as Samagra Shiksha have addressed these challenges by focusing on infrastructure development, inclusive education, quality improvement, remedial education, vocational training, scholarships, and monitoring and evaluation.
In order to ensure inclusive and equitable education for all, it is crucial to continue implementing and strengthening such initiatives while addressing the specific needs of marginalized communities, including Scheduled Tribes. By doing so, India can strive towards providing quality education and better opportunities for its children, fostering their holistic development and contributing to the nation’s progress.
Introduction
In the recent past, impressive progress has been made towards universal school education in India. However, the goal is still far from attaining school education for all. Even though all the population segments are essential to achieve the objective of universal enrolment, the scheduled Tribes (ST) population plays a crucial role in India’s school education context. While the current status of general, Scheduled Castes, and Muslim minority enrolment have already been analyzed previously, in the present article, we analyze the present status of the Scheduled Tribes population, which is exclusively based on the UDISEPlus data for the latest year, i.e., 2021-22.
It may, however, be observed that the share of the ST to the total population in the 2011 Census was 8.6 percent. However, it is crucial to observe that population demographics may have changed since then. However, the Cenesus 2021 is yet to be operational, and the 2011 Census is still the latest one presenting a share of different population segments.
A few key points highlighting the importance of Scheduled Tribes are as follows:
- Equity and Inclusion: Scheduled Tribes are among India’s marginalized and disadvantaged communities. Ensuring their access to quality education is essential to promote equity and inclusivity in the education system. It helps in bridging the educational gap between different social groups.
- Reservation Policy: The Indian Constitution provides reservations for Scheduled Tribes in educational institutions. This policy aims to give them equal opportunities and representation in schools, colleges, and universities. The reservation system helps in increasing their participation in the education system.
- Addressing Educational Disparities: Historically, Scheduled Tribes have faced significant disparities in educational access, infrastructure, and quality. Focusing on their education helps address these disparities, ensuring they have equal chances to succeed and contribute to the nation’s development.
- Cultural Preservation: Education plays a vital role in promoting the diverse cultural heritage of Scheduled Tribes. By incorporating their cultural traditions, languages, and knowledge systems into the curriculum, schools can foster pride, identity, and self-esteem among ST students.
- Socio-economic Development: Education empowers individuals and communities, enabling them to break free from the cycle of poverty and lead better lives. By providing quality education to Scheduled Tribes, the government aims to enhance their socio-economic development, enabling them to access better employment opportunities and improve their standard of living.
- Human Resource Development: Scheduled Tribes are integral to the country’s human resource pool. By investing in their education, India can tap into their potential, talent, and skills, contributing to the nation’s overall development and strengthening its human capital.
- Tribal Knowledge & Wisdom: Scheduled Tribes possess unique traditional knowledge systems, sustainable practices, and ecological wisdom. Integrating this indigenous knowledge into the education system not only benefits the tribal communities but also enriches the learning experiences of all students, promoting a holistic understanding of the world.
Overall, the education of Scheduled Tribes is vital for fostering social justice, promoting cultural diversity, and achieving inclusive growth in India. By ensuring their access to quality education, the country can work towards building an equitable and harmonious society.
Status of Education of ST Population
The status of Scheduled Tribes (ST) education in India has improved over the years, but challenges persist. Below, we present an overview of the current situation concerning the education of the ST population in India:
- Enrollment Rates: The enrollment rates of ST students in schools have increased significantly in recent years. The government’s efforts to promote education and the reservation policy have played a crucial role in increasing access. However, there are still disparities in enrollment between ST and non-ST students, particularly in remote and tribal areas.
- Drop-out Rates: ST students’ drop-out rates remain higher than other social groups. Factors such as poverty, lack of infrastructure, cultural barriers, and distance to schools contribute to early drop-outs. Girls, in particular, face additional challenges, including gender-based discrimination and socio-cultural factors that restrict their access to education.
- Quality of Education: Access to education in India has improved, but the quality of education in many tribal areas remains a concern. Limited availability of qualified teachers, inadequate infrastructure, and a lack of teaching and learning resources affect the quality of education for ST students, which may hinder their overall academic performance and prospects.
- Language Barrier: Language plays a crucial role in effective learning. Many ST communities have distinct languages, and the lack of education in their mother tongue poses a significant challenge. Efforts are being made in India to introduce multilingual education, enabling ST students to learn in their native language alongside the mainstream curriculum.
- Inadequate Infrastructure: Many tribal areas lack proper school infrastructure, including classrooms, libraries, laboratories, and sanitation facilities, which hampers the learning environment and affects the educational experience of ST students. The government is working to improve infrastructure in these areas, but the progress is gradual.
- Skill Development and Vocational Training: Skill development and vocational training are crucial for empowering ST students with employable skills. Efforts are being made to provide vocational training to the specific needs of ST communities, promoting entrepreneurship and enhancing their employability.
- Empowerment and Awareness: Empowering ST communities through education requires raising awareness about the importance of education, eliminating social barriers, and addressing the specific challenges they face. Community involvement, parental engagement, and targeted awareness campaigns are essential in creating a supportive educational ecosystem for ST students.
The Government of India, in collaboration with NGOs and other stakeholders, is implementing various initiatives and policies to address these challenges and improve the status of ST education. However, sustained efforts and focused interventions are necessary to ensure equitable and quality education for ST students nationwide.
|
Gross Enrolment Ratio (GER) by Gender and Level of School Education, 2021-22 |
|||||||||
|
India/ State/ UT
|
Gross Enrolment Ratio (GER) – Scheduled Tribes |
||||||||
| Primary (1 to 5) | Upper Primary (6 to 8) |
Elementary (1 to 8) |
|||||||
| Boys | Girls | Total | Boys | Girls | Total | Boys | Girls | Total | |
| India | 106.3 | 106.7 | 106.5 | 98.3 | 97.6 | 98 | 103.4 | 103.3 | 103.4 |
| Andaman and Nicobar Islands | 81.1 | 94.9 | 87.5 | 95.4 | 107 | 100.8 | 86.4 | 99.5 | 92.5 |
| Andhra Pradesh | 111.6 | 115.5 | 113.5 | 103.9 | 102.1 | 103 | 108.9 | 110.6 | 109.7 |
| Arunachal Pradesh | 125.3 | 128.2 | 126.7 | 80 | 85 | 82.5 | 105.5 | 108.8 | 107.1 |
| Assam | 123.2 | 131.3 | 127.1 | 100.5 | 103.5 | 102 | 114.1 | 119.7 | 116.8 |
| Bihar | 215.6 | 213.3 | 214.5 | 158 | 157.9 | 158 | 194.4 | 192.1 | 193.3 |
| Chandigarh | – | – | – | – | – | – | – | – | – |
| Chhattisgarh | 93.7 | 93.5 | 93.6 | 92.3 | 91.3 | 91.8 | 93.2 | 92.7 | 93 |
| Dadra and Nagar Haveli and
Daman and Diu |
71.9 | 77.4 | 74.5 | 69.8 | 73.3 | 71.4 | 71.1 | 75.8 | 73.3 |
| Delhi | – | – | – | – | – | – | – | – | – |
| Goa | 65.6 | 68.5 | 67 | 65.3 | 71.1 | 68.1 | 65.5 | 69.5 | 67.4 |
| Gujarat | 95.5 | 96.3 | 95.9 | 97.1 | 93.8 | 95.5 | 96 | 95.4 | 95.7 |
| Haryana | – | – | – | – | – | – | – | – | – |
| Himachal Pradesh | 102.4 | 105.6 | 103.9 | 97.9 | 99.2 | 98.6 | 100.6 | 103 | 101.8 |
| Jammu and Kashmir | 135.3 | 128.4 | 131.9 | 70.1 | 73.9 | 71.9 | 104.7 | 104.3 | 104.5 |
| Jharkhand | 105.1 | 107.4 | 106.2 | 86.3 | 88.2 | 87.3 | 97.8 | 99.7 | 98.8 |
| Karnataka | 108 | 107.1 | 107.6 | 105.4 | 104.1 | 104.8 | 107.1 | 106 | 106.5 |
| Kerala | 95.3 | 96.7 | 96 | 96.1 | 91.3 | 93.7 | 95.6 | 94.6 | 95.1 |
| Ladakh | 86.1 | 75.6 | 80.6 | 70 | 65.2 | 67.5 | 79.9 | 71.5 | 75.5 |
| Lakshadweep | 79.2 | 81.4 | 80.3 | 71.2 | 58.2 | 64.4 | 76.2 | 71.7 | 74 |
| Madhya Pradesh | 86 | 84.4 | 85.2 | 97.6 | 90.4 | 94 | 89.8 | 86.4 | 88.1 |
| Maharashtra | 106.1 | 109 | 107.5 | 100.7 | 101.7 | 101.2 | 104 | 106.2 | 105 |
| Manipur | 130.2 | 138.1 | 133.9 | 64.8 | 69.8 | 67.2 | 100.6 | 107 | 103.6 |
| Meghalaya | 189.5 | 196.3 | 192.8 | 107.7 | 124.4 | 116 | 154.5 | 165 | 159.6 |
| Mizoram | 163.3 | 163.2 | 163.3 | 111.1 | 113.3 | 112.2 | 140.7 | 141.5 | 141.1 |
| Nagaland | 94 | 100 | 96.9 | 64 | 70.9 | 67.3 | 80.6 | 86.9 | 83.6 |
| Odisha | 96 | 94.6 | 95.3 | 101.7 | 101.9 | 101.8 | 98 | 97.2 | 97.6 |
| Puducherry | – | – | – | – | – | – | – | – | – |
| Punjab | – | – | – | – | – | – | – | – | – |
| Rajasthan | 108.3 | 108.9 | 108.6 | 105 | 99.3 | 102.3 | 107.2 | 105.5 | 106.4 |
| Sikkim | 113.2 | 97.5 | 105.5 | 76.2 | 78.2 | 77.2 | 95.9 | 88.4 | 92.2 |
| Tamil Nadu | 111.7 | 112.5 | 112.1 | 111.9 | 109.9 | 110.9 | 111.8 | 111.5 | 111.7 |
| Telangana | 108.3 | 104.1 | 106.3 | 102.2 | 98.7 | 100.5 | 106 | 102.1 | 104.2 |
| Tripura | 122.8 | 127 | 124.8 | 83.2 | 85.6 | 84.4 | 105 | 108.3 | 106.6 |
| Uttar Pradesh | 179 | 179.3 | 179.1 | 179.1 | 187.3 | 183.1 | 179 | 181.9 | 180.4 |
| Uttarakhand | 110.6 | 116.7 | 113.4 | 90.4 | 93 | 91.6 | 102.1 | 106.5 | 104.2 |
| West Bengal | 113.4 | 113.5 | 113.4 | 95.6 | 97.9 | 96.8 | 106.6 | 107.4 | 107 |
| Source: UDISE+ 2021-22 | |||||||||
| #: Proportion of ST population in state has been significantly less, so GER has not been reported | |||||||||
UDISEPlus 2021-22 Data on GER of Scheduled Tribes at Primary Level
Based on the Gross Enrolment Ratio (GER) for Scheduled Tribes at the all-India level for the primary level (grades 1 to 5) in the 2021-22 academic year, here is a discussion of the enrollment status for boys and girls separately:
Boys
The GER for ST boys at the primary level in India is 106.3, indicating that 106.3 percent of boys in the Scheduled Tribes are enrolled in primary schools. This ratio suggests a slightly higher enrollment rate than the total population enrollment ratio of 106.5.
- Bihar has the highest GER for ST boys at 215.6 among the states and union territories, indicating a high enrollment rate. Uttar Pradesh follows this at 179.0 and Meghalaya at 189.5. However, there are certain states where specific data is not available or not provided (indicated by a hyphen). These include Chandigarh, Delhi, Haryana, Puducherry, and Punjab.
Girls
- The GER for ST girls at the primary level in India is 106.7, slightly higher than the enrollment ratio for boys, indicating that 106.7 percent of girls from Scheduled Tribes are enrolled in primary schools. Among the states and union territories, Bihar and Uttar Pradesh have the highest GER for ST girls, with both states recording a ratio of 213.3 and 179.3, respectively. Meghalaya follows closely with a GER of 196.3. Similar to the boys’ data, there are states where specific data for ST girls is unavailable or not provided (Chandigarh, Delhi, Haryana, Puducherry, and Punjab).
Overall, the GER data shows that the enrollment rates for Scheduled Tribe students at the primary level in India are relatively high, indicating improved access to education for the marginalized community. However, it is essential to note that these ratios exceed 100 percent due to including over-aged and under-aged students in the calculations. Factors such as drop-out rates, infrastructure, and the quality of education should also be considered to gain a comprehensive understanding of the educational scenario.
State-specific GR at Primary Level
Here is a state-specific analysis of the Gross Enrolment Ratio (GER) for Scheduled Tribe (ST) students at the primary level (Grades 1 to 5) in India, based on the UDISEPlus 2021-22 data:
Andaman and Nicobar Islands: In the Andaman and Nicobar Islands, the GER for ST boys is 81.1, while for ST girls, it is 94.9. The total GER for ST students is 87.5, indicating relatively high enrollment rates for both sexes. In Andhra Pradesh, ST boys have a GER of 111.6, and ST girls have a GER of 115.5. The total GER for ST students is 113.5, reflecting reasonable enrollment rates for both genders. In Arunachal Pradesh, ST boys have a GER of 125.3, and ST girls have a GER of 128.2. The total GER for ST students is 126.7, indicating a high enrollment level for both sexes. In Assam, the GER for ST boys is 123.2, while for ST girls, it is 131.3. The total GER for ST students is 127.1, suggesting a relatively high enrollment rate for ST students in the state. Chhattisgarh: In Chhattisgarh, the GER for ST boys is 93.7, while for ST girls, it is 93.5. The total GER for ST students is 93.6, indicating similar enrollment rates for boys and girls in the state. Dadra and Nagar Haveli and Daman and In Dadra and Nagar Haveli & Daman and Diu, ST boys have a GER of 71.9, and ST girls have a GER of 77.4. The total GER for ST students is 74.5, suggesting moderate enrollment rates for ST students in the region. Bihar exhibits significantly high GERs for ST students. ST boys have a GER of 215.6, while ST girls have a GER of 213.3, indicating a substantial enrollment rate for both genders. The total GER for ST students in Bihar is 214.5, emphasizing the high importance placed on education among ST communities in the state. Uttar Pradesh also shows special enrollment rates for ST students. ST boys and ST girls have a GER of 179.0 and 179.3, respectively. The total GER for ST students in Uttar Pradesh is 179.1, indicating relatively flat enrollment rates for boys and girls in the state.
In Gujarat, ST boys have a GER of 95.5, while ST girls have a GER of 96.3. The total GER for ST students in Gujarat is 95.9, reflecting similar enrollment rates for both boys and girls. West Bengal showcases relatively high enrollment rates for ST students. ST boys have a GER of 113.4, and ST girls have a GER of 113.5. The total GER for ST students in West Bengal is 113.4, indicating balanced enrollment rates for boys and girls. Rajasthan exhibits a balanced enrollment scenario for ST students. ST boys have a GER of 108.3, and ST girls have a GER of 108.9. The total GER for ST students in Rajasthan is 108.6, suggesting relatively equal enrollment rates for boys and girls. On the other hand, in Madhya Pradesh, ST boys have a GER of 86.0, while ST girls have a GER of 84.4. The total GER for ST students in Madhya Pradesh is 85.2, indicating slightly lower enrollment rates for boys and girls than the national average.
The above analyses provide insights into the enrollment status of ST students at the primary level in different states. It is essential to consider additional factors like drop-out rates, infrastructure, and education quality to understand the educational landscape for ST communities in each state.
UDISEPlus 2021-22 Data on GER of Scheduled Tribes at Upper Primary Level
Based on the Gross Enrolment Ratio (GER) data for Scheduled Tribe (ST) students at the upper primary level (grades 6 to 8) in India in 2021-22, here is an analysis of the enrollment status for boys and girls separately at the all-India level:
Boys
The GER for ST boys at the upper primary level in India is 98.3, indicating that 98.3 percent of boys in the Scheduled Tribes are enrolled in upper primary schools. Among the states and union territories, Bihar has the highest GER for ST boys at an impressive 158, indicating a high enrollment rate. Uttar Pradesh follows this at 179.1 and Meghalaya at 107.7. However, there are certain states where specific data is not available or not provided (indicated by a hyphen). These include Chandigarh, Delhi, Haryana, Puducherry, and Punjab.
Girls
The GER for ST girls at the upper primary level in India is 97.6, slightly lower than the enrollment ratio for boys, indicating that 97.6 percent of girls from Scheduled Tribes are enrolled in upper primary schools. Among the states and union territories, Uttar Pradesh has the highest GER for ST girls at 187.3, indicating a high enrollment rate. Meghalaya follows this at 124.4 and Mizoram at 113.3. Similar to the boys’ data, there are states where specific data for ST girls is unavailable or not provided (Chandigarh, Delhi, Haryana, Puducherry, and Punjab).
Overall, the GER data shows that the enrollment rates for Scheduled Tribe students at the upper primary level in India are relatively high, indicating improved access to education for this marginalized community. However, it is essential to note that these ratios exceed 100 percent due to including over-aged and under-aged students in the calculations. Factors such as drop-out rates, infrastructure, and the quality of education should also be considered to comprehensively understand the educational scenario concerning the present status of education of ST children.
State-specific GR at Upper Primary Level
The state-wise analysis of the Gross Enrolment Ratio (GER) for Scheduled Tribe (ST) students at the upper primary level (grades 6 to 8) in India is presented in the following paragraphs:
In Andaman and Nicobar Islands, the GER for ST boys is 95.4, while for ST girls, it is 107, which indicates relatively flat enrollment rates for both genders, with a total GER of 100.8. Andhra Pradesh shows a similar enrollment pattern, with a GER of 103.9 for ST boys and 102.1 for ST girls, resulting in a total GER of 103, which suggests relatively equitable enrollment rates for ST students in Arunachal Pradesh exhibit a lower GER for ST students, with 80 for boys and 85 for girls. The total GER for ST students in the state is 82.5, indicating the need for improvement in enrollment rates. Assam demonstrates relatively flat enrollment rates, with a GER of 100.5 for ST boys and 103.5 for ST girls, resulting in a total GER of 102.
Bihar stands out with significantly high enrollment rates for ST students. The GER is 158 for ST boys and 157.9 for ST girls, highlighting the emphasis on education among ST communities. The total GER for ST students in Bihar is 158, reflecting the state’s commitment to improving access to education for marginalized communities. In Chhattisgarh, the GER for ST boys is 92.3, while for ST girls, it is 91.3. The total GER for ST students is 91.8, indicating relatively similar enrollment rates for both genders Dadra and Nagar Haveli and Daman and Diu exhibit a GER of 69.8 for ST boys and 73.3 for ST girls, resulting in a total GER of 71.4, which indicates the need for further efforts to improve enrollment rates in the region.
In Goa, the GER for ST boys is 65.3, and for ST girls, it is 71.1, resulting in a total GER of 68.1. There is room for improvement in the enrollment rates for ST students in Goa, Gujarat showcases a GER of 97.1 for ST boys and 93.8 for ST girls, resulting in a total GER of 95.5. The enrollment rates for ST students in the state are relatively similar for both genders. Himachal Pradesh demonstrates a balanced enrollment scenario, with a GER of 97.9 for ST boys and 99.2 for ST girls. The total GER for ST students is 98.6, indicating equitable enrollment rates for both genders Jammu and Kashmir exhibit a GER of 70.1 for ST boys and 73.9 for ST girls, resulting in a total GER of 71.9. Efforts can be made to improve further the enrollment rates for ST students in the state.
Jharkhand shows a GER of 86.3 for ST boys and 88.2 for ST girls, resulting in a total GER of 87.3, which indicates relatively flat enrollment rates for both genders. Karnataka demonstrates a GER of 105.4 for ST boys and 104.1 for ST girls, resulting in a total GER of 104.8. The enrollment rates for ST students in the state are relatively similar for both genders. In Kerala, the GER for ST boys is 96.1, while for ST girls, it is 91.3. The total GER for ST students is 93.7, indicating a need to improve enrollment rates, particularly for ST girls.
Uttar Pradesh: Uttar Pradesh exhibits special enrollment rates for ST students. The GER is 179.1 for ST boys and 187.3 for ST girls, indicating a relatively flat enrollment rate. The total GER for ST students in Uttar Pradesh is 183.1, highlighting the state’s efforts to provide educational opportunities to ST communities. West Bengal: In West Bengal, the GER for ST boys is 95.6, and for ST girls, it is 97.9, resulting in a total GER of 96.8. These figures indicate relatively flat enrollment rates for ST students in the state.
Madhya Pradesh shows a GER of 97.6 for ST boys and 90.4 for ST girls, resulting in a total GER of 94. The enrollment rates for ST students in Madhya Pradesh are slightly lower than the national average, emphasizing the need for further focus on improving access to education for ST communities. Rajasthan: Rajasthan exhibits a balanced enrollment scenario for ST students. The GER is 105 for ST boys and 99.3 for ST girls, resulting in a total GER of 102.3. These figures indicate relatively equal enrollment rates for boys and girls in the state.
These analyses provide insights into the enrollment status of ST students at the upper primary level in different states. It is essential to consider additional factors like drop-out rates, infrastructure, and the quality of education to get a comprehensive understanding of the educational landscape for ST communities in each state across India.
Gross Enrolment Ratio (GER) by Gender and Level of School Education, 2021-22
|
India/ State/ UT
|
Gross Enrolment Ratio (GER) – Scheduled Tribes, 2021-22 | ||||||
| Secondary (9-10) |
Higher Secondary (11-12) |
||||||
| Boys | Girls | Total | Boys | Girls | Total | ||
| India | 77 | 79.2 | 78.1 | 50.5 | 53.6 | 52 | |
| Andaman and Nicobar Islands | 76.5 | 93 | 84.2 | 52.9 | 60.6 | 56.5 | |
| Andhra Pradesh | 80.2 | 83 | 81.6 | 63.8 | 67.1 | 65.4 | |
| Arunachal Pradesh | 66.2 | 68 | 67.1 | 57.7 | 61.4 | 59.5 | |
| Assam | 85.5 | 88.4 | 87 | 56.7 | 56.6 | 56.6 | |
| Bihar | 130 | 135.2 | 132.6 | 79.3 | 80 | 79.6 | |
| Chandigarh | – | – | – | – | – | – | |
| Chhattisgarh | 66.8 | 74.3 | 70.5 | 55.7 | 68.7 | 62.2 | |
| Dadra and Nagar Haveli and
Daman and Diu |
53.2 | 53.7 | 53.4 | 49.3 | 61.7 | 55.2 | |
| Delhi | – | – | – | – | – | – | |
| Goa | 64.8 | 76.7 | 70.4 | 78.3 | 79.1 | 78.7 | |
| Gujarat | 77.1 | 75.1 | 76.2 | 45.1 | 50.9 | 47.9 | |
| Haryana | – | – | – | – | – | – | |
| Himachal Pradesh | 90.4 | 91.5 | 90.9 | 96.1 | 94.4 | 95.3 | |
| Jammu and Kashmir | 58.3 | 53.9 | 56.3 | 47.6 | 36.3 | 42.5 | |
| Jharkhand | 59.2 | 63.6 | 61.4 | 35.6 | 40 | 37.9 | |
| Karnataka | 91.4 | 92.2 | 91.8 | 48.7 | 51 | 49.8 | |
| Kerala | 108.9 | 103.2 | 106 | 88.2 | 97.9 | 92.9 | |
| Ladakh | 60.7 | 62.3 | 61.5 | 50.1 | 54.9 | 52.6 | |
| Lakshadweep | 66.1 | 62.2 | 64.2 | 66.6 | 60.7 | 63.5 | |
| Madhya Pradesh | 60 | 58.7 | 59.4 | 39.2 | 40.5 | 39.9 | |
| Maharashtra | 94.1 | 93.5 | 93.8 | 57.2 | 52.9 | 55.2 | |
| Manipur | 52.4 | 57.5 | 54.9 | 43.7 | 45.5 | 44.6 | |
| Meghalaya | 77.3 | 96.8 | 87 | 39.5 | 53.8 | 46.6 | |
| Mizoram | 91.6 | 100.3 | 95.9 | 59.3 | 67.4 | 63.3 | |
| Nagaland | 56.9 | 66.4 | 61.5 | 33.4 | 38.6 | 35.9 | |
| Odisha | 82.2 | 86.2 | 84.2 | 36.7 | 41 | 38.8 | |
| Puducherry | – | – | – | – | – | – | |
| Punjab | – | – | – | – | – | – | |
| Rajasthan | 79 | 74.4 | 76.8 | 73.2 | 69 | 71.2 | |
| Sikkim | 85.6 | 95.9 | 90.7 | 55.9 | 74.2 | 65.1 | |
| Tamil Nadu | 116.9 | 119.5 | 118.2 | 80.4 | 90.1 | 85 | |
| Telangana | 88.5 | 89.5 | 89 | 67.7 | 75 | 71.1 | |
| Tripura | 70.1 | 75 | 72.5 | 48.4 | 59 | 53.5 | |
| Uttar Pradesh | 113.9 | 116.6 | 115.2 | 68.6 | 71.1 | 69.8 | |
| Uttarakhand | 79 | 76.1 | 77.6 | 68.4 | 70.7 | 69.5 | |
| West Bengal | 94.5 | 111 | 102.5 | 44.3 | 57.2 | 50.6 | |
| Source: UDISE+ 2021-22 | |||||||
| #: Proportion of ST population in state has been significantly less, so GER has not been reported | |||||||
UDISEPlus 2021-22 Data on GER of Scheduled Tribes at Secondary Level
The analysis of the Gross Enrolment Ratio (GER) for Scheduled Tribe (ST) students at the secondary level (grades 9-10) in India reveals that at the all-India level, the GER for ST students in secondary education is 77 for boys, 79.2 for girls, and the total GER stands at 78.1. These figures indicate room for improvement in enrollment rates for ST students at the secondary level across the country.
The data reveals significant variations among different states and union territories:
- Andaman and Nicobar Islands: The GER for ST students is 76.5 for boys, 93 for girls, and 84.2 in total, showcasing a relatively higher enrollment rate for ST girls than boys.
- Bihar: Bihar demonstrates a higher GER for ST students, with 130 for boys, 135.2 for girls, and 132.6 in total, indicating a relatively flat enrollment rate.
- Gujarat: Gujarat exhibits a GER of 77.1 for boys, 75.1 for girls, and a total GER of 76.2. The enrollment rates for ST students in Gujarat are relatively similar for both genders.
- Uttar Pradesh: Uttar Pradesh showcases a GER of 113.9 for boys, 116.6 for girls, and a total GER of 115.2. These figures indicate a higher enrollment rate for ST girls in the state.
- West Bengal: West Bengal demonstrates a GER of 94.5 for boys, 111 for girls, and 102.5. These figures highlight a significantly higher enrollment rate for ST girls than boys in the state.
- Madhya Pradesh and Rajasthan: Unfortunately, the GER for ST students at the secondary level is not reported due to the significantly lesser proportion of the ST population in these states.
Overall, the data suggest the need for concerted efforts to improve the enrollment rates of ST students at the secondary level, particularly in states where the GER is relatively lower. Additionally, focusing on reducing gender disparities in enrollment and addressing the specific challenges faced by ST communities can contribute to ensuring equitable access to secondary education for all.
UDISEPlus 2021-22 Data on GER of Scheduled Tribes at Higher Secondary Level
The analysis of the Gross Enrolment Ratio (GER) for Scheduled Tribe (ST) students at the higher secondary level (grades 11-12) in India reveals that at the all-India level, the GER for ST students in higher secondary education is 50.5 for boys, 53.6 for girls, and the total GER stands at 52. These figures indicate the scope for improvement in enrollment rates for ST students across the country at the higher secondary level.
Let us look at the analysis of a few specific states:
- Andaman and Nicobar Islands: The GER for ST students is 52.9 for boys, 60.6 for girls, and the total GER is 56.5. These figures suggest a higher enrollment rate for ST girls than boys.
- Bihar: Bihar demonstrates a GER of 79.3 for boys, 80 for girls, and a total GER of 79.6. These numbers indicate a relatively flat enrollment rate for ST students at the higher secondary level in the state.
- Gujarat: Gujarat showcases a GER of 45.1 for boys, 50.9 for girls, and a total GER of 47.9. The data suggests a higher enrollment rate for ST girls than boys in the state.
- Uttar Pradesh: Uttar Pradesh exhibits a GER of 68.6 for boys, 71.1 for girls, and a total GER of 69.8. These figures indicate a slightly higher enrollment rate for ST girls in the state.
- West Bengal: West Bengal demonstrates a GER of 44.3 for boys, 57.2 for girls, and a total GER of 50.6. These figures highlight a significantly higher enrollment rate for ST girls than boys in the state.
Overall, the data underscores the need to focus on improving the enrollment rates of ST students at the higher secondary level. Efforts should be made to address the gender disparities and ensure equitable access to higher secondary education for ST students across states. Targeted initiatives to promote enrollment, retention, and completion of higher secondary education among ST students can play a vital role in bridging the gaps and promoting inclusive education.
Challenges concerning the education of the Scheduled Tribe (ST) population in India
- Access to Education: One of the primary challenges is the limited access to quality education for ST populations, particularly those residing in remote and tribal areas. The lack of proper infrastructure, schools, and transportation facilities hinders their ability to attend schools regularly.
- Poverty and Economic Constraints: Economic disparities and poverty often hinder ST students’ education. Many families struggle to afford educational expenses, including fees, books, and uniforms, which can lead to high drop-out rates.
- Language and Cultural Barriers: Language and cultural differences pose challenges in the educational process. In many cases, the curriculum is not tailored to the linguistic and cultural backgrounds of ST students, making it difficult for them to engage and excel in mainstream education.
- Social Discrimination & Stigma: ST populations face social discrimination and stigmatization, negatively impacting their educational opportunities. Bias and prejudices in the educational system can create a hostile environment, leading to low self-esteem and discouragement among ST students.
Government Initiatives to Address the Challenges
- Tribal Sub-Plan (TSP): The Tribal Sub-Plan was introduced to allocate a specific portion of the state budget for the development and welfare of tribal communities. It aims to bridge the educational gaps by providing financial resources for infrastructure development, scholarships, and other supportive measures.
- Eklavya Model Residential Schools (EMRS): The EMRS scheme focuses on establishing residential schools in tribal areas to provide quality education to ST students. These schools offer holistic education, including specialized coaching, vocational training, and exposure to tribal culture and traditions.
- Scholarship Programs: The government offers scholarships targeted explicitly at ST students, such as the National Fellowship and Scholarship for Higher Education of ST Students, Post-Matric Scholarships, and Pre-Matric Scholarships. These initiatives aim to reduce financial barriers and encourage ST students to pursue higher education.
- Multilingual Education: Efforts have been made to introduce multilingual education in tribal areas, wherein the curriculum is designed to include local tribal languages, ensuring better comprehension and retention among ST students, which may help preserve their cultural identity while facilitating learning.
- Reservation Policies: Reservation policies reserve a certain percentage of seats in educational institutions for ST students, ensuring their representation and access to opportunities in higher education. This affirmative action promotes inclusivity and equal opportunities for ST communities.
- Awareness and Sensitization Programs: The government conducts awareness campaigns and sensitization programs to address social discrimination and stereotypes against ST populations. These initiatives aim to create a conducive environment for ST students, fostering inclusivity and a positive educational experience.
These government initiatives, coupled with continuous efforts from civil society organizations and stakeholders, aim to address the challenges faced by ST populations in education and promote equitable and inclusive educational opportunities for all.
Samagra Shiksha & ST Children
Samagra Shiksha, launched in 2018, is a comprehensive program implemented by the Government of India to enhance the quality of education across all levels, including primary, upper primary, and secondary schools. The program also aims to address marginalized communities’ specific needs and challenges, including Scheduled Tribe (ST) children. Here are some critical components of Samagra Shiksha that focus primarily on ST children:
- Infrastructure Development: Samagra Shiksha allocates funds to develop school infrastructure catering to ST children, including constructing and renovating school buildings, classrooms, libraries, laboratories, hostels, and other necessary facilities to create a conducive learning environment.
- Inclusive Education: The program emphasizes inclusive education, ensuring equal access and participation for ST children. It promotes the enrolment and retention of ST students in schools and provides additional support for their learning needs. Special training is imparted to teachers to address the diverse learning requirements of ST children.
- Quality Improvement: Samagra Shiksha aims to improve the overall quality of education, including curriculum development, textbooks, teaching-learning materials, and the evaluation system. Efforts are made to contextualize education for ST children, considering their cultural and linguistic backgrounds.
- Remedial Education: The program focuses on providing remedial education to ST children who face learning difficulties or have dropped out of school. Special remedial classes are conducted to bridge the learning gaps and ensure they can catch up with their peers.
- Vocational Education: Samagra Shiksha emphasizes vocational education and skill development for ST children to enhance their employability. It includes providing training in various trades, crafts, and skills relevant to the local context, enabling ST children to pursue livelihood opportunities.
- Scholarships & Financial Assistance: The program facilitates scholarships and financial assistance to support ST children in continuing their education. Scholarships are provided at different levels, including pre-matric and post-matric, to alleviate financial barriers and promote higher education among ST students.
- Monitoring and Evaluation: Samagra Shiksha incorporates a robust monitoring and evaluation mechanism to ensure the effective implementation of initiatives targeting ST children. Regular assessment and monitoring processes are implemented to track the progress and impact of interventions and make necessary improvements.
The specific provisions and implementation strategies may vary across states and regions based on local requirements and priorities. However, the overarching objective of Samagra Shiksha is to provide equitable and inclusive education for all, including ST children, to empower them with knowledge and skills for a brighter future.
The analysis of the Gross Enrolment Ratio (GER) based on the UDISEPlus 2021-22 data by gender and level of school education for various states in India reveals essential insights. There are variations in GER across different states, highlighting the unique educational challenges faced by each region.
