The State of Scheduled Tribes Education in India: UDISEPlus 2024-25

An Analysis based on Enrollment Patterns and Challenges

Abstract

This paper explores the dynamic state of education for Scheduled Tribes (STs) in India, using Gross Enrollment Ratio (GER) to unpack trends in school participation across various levels. Relying on the most recent UDISE+ 2024-25 data, it highlights ongoing gaps in access and persistence among tribal groups, despite nearing full enrollment at the elementary stage. By comparing with 2023-24 figures, the study notes slight improvements in higher education tiers, but points to worsening hurdles in moving from elementary to secondary and beyond. It examines variations by region, shifting gender trends, and socio-cultural obstacles, while offering targeted policy suggestions for fairer results. Additionally, the analysis addresses GER’s built-in limitations, especially its dependence on 2011 Census projections, and stresses the need for advanced data frameworks in planning tribal education.

1. Introduction

Scheduled Tribes in India, making up 8.6 percent of the population as per the 2011 Census, form a vibrant array of indigenous groups with unique languages, traditions, and habitats – from the dense woods of central regions to the rugged terrains of the Northeast. Their educational upliftment is a key element of constitutional justice, embedded in provisions like Articles 15(4), 29, 46, and 350, which call for proactive measures to overcome deep-rooted disadvantages. However, more than 70 years after independence, tribal students still face formidable obstacles: isolated locations that make schools hard to reach, mismatches between local tongues and standard teaching materials, financial hardships that pull kids into work or seasonal moves, and educational content that often ignores indigenous perspectives, leading to a sense of alienation.

These overlapping issues – spatial, economic, and cultural – result in clear educational inequalities, with tribal literacy rates lagging behind national figures and attrition spiking during key shifts. Initiatives such as the Right to Education Act of 2009 and Samagra Shiksha have boosted initial entry, but keeping students in the system proves challenging, as shown in successive UDISE+ findings. This examination employs GER to gauge involvement across primary (grades 1-5), upper primary (6-8), elementary (1-8), secondary (9-10), and higher secondary (11-12) stages. Broken down by gender and location, it juxtaposes 2024-25 patterns with those from 2023-24, revealing gradual advances amid broader weaknesses.

Amid the National Education Policy (NEP) 2020’s push for fairness and the inclusive aims of SDG 4, grasping these dynamics is essential. This goes beyond numbers to highlight the real stakes: tribal young people missing out on chances, trapping generations in poverty. Through evidence-based perspectives, this work pushes for interventions that respect cultural contexts and adapt to local needs, aiming to build an education system that truly empowers India’s original communities.

2. Methodology and Data Sources

2.1 Data Source

At the heart of this review is the Unified District Information System for Education Plus (UDISE+) for 2024-25, the leading source of school data in India, gathering enrollment details from every recognized institution. This detailed information allows breakdown by social group, gender, and school level, giving a clear view of ST engagement. For year-over-year insights, 2023-24 UDISE+ numbers come solely from official publications, maintaining uniformity in approach.

Supplementary Data Sources for Comprehensive Analysis

NSSO 75th Round (2017-18): Points out higher secondary-level exits among STs due to financial strains.
Annual Status of Education Report (ASER): Reveals basic skill shortages that drive later withdrawals.
National Achievement Survey (NAS): Sheds light on achievement disparities, with ST learners falling short despite being enrolled.

2.2 Measurement Framework

GER measures enrollment depth:

GER = (Total enrollment at a level, irrespective of age ÷ Population in the matching age group) × 100

Calculated yearly by gender and area, it reveals participation differences and identifies excesses (GER >100%) due to age discrepancies or repeats. GER is considered a crude indicator of participation, as it includes children outside the official age group in the enrolment. However, the Net Enrolment Ratio is considered a better indicator for assessing children’s participation in corresponding educational programmes. But in the absence of NER data from official sources, there is no option but to use the GER. It may, however, be observed that from the year 2022-23, the Ministry of Education has initiated the detailed collection of individual student data through SDMS as part of the annual data collection under UDISEPlus, but it disseminates only the Gross Enrolment Ratio. It is therefore suggested that future UDISEPlus reports must also present all types of enrolment ratios for SC, ST, and Muslim minority populations.

2.3 Limitations

While useful, GER has drawbacks:

Age Mismatch: Includes those outside ideal ages, potentially overstating levels without showing actual advancement.
Repeat Counting: Factors in grade repeaters multiple times, boosting numbers.
Attrition Oversight: Captures a moment but overlooks yearly leavers.
Focus on Quantity: Ignores teaching quality or results.
Outdated Demographics: Draws from 2011 Census estimates; awaited 2021 Census info could shift these markedly.

For STs, lacking detailed age-by-grade info heightens inaccuracies. The Education Ministry should expand data gathering for SC/ST groups to include finer metrics like Net Enrollment Ratios.

3. Policy Framework: Samagra Shiksha and Tribal Education

Since 2018-19, Samagra Shiksha has unified education from early years to senior secondary, with focused elements for STs: materials sensitive to culture, transport for distant spots, hostels via KGBVs (reserving 75% for SC/ST/OBC/minorities), programs for those out of school, rewards for tribal educators, early-grade resources in local languages, and flexible schedules for migrants. Planning at district levels and community involvement through management groups enhance effectiveness. Still, varying rollout across regions fuels the differences seen in 2024-25 stats.

4. National Overview of Tribal Education

The 2024-25 UDISE+ data shows a sturdy but stressed picture for ST schooling. Elementary rates close to complete 99%), thanks to policy drives, but drops in secondary and above indicate holding issues. Versus 2023-24, advances are modest: secondary GER up 4.4 points total, higher secondary by 3.2 – gender differences linger, girls leading boys.

Table 1: GER of Scheduled Tribes Children at All-India Level, UDISE+ 2023-24 vs. 2024-25

Level of Education	Overall GER (%) 2023-24	Male GER (%) 2023-24	Female GER (%) 2023-24	Overall GER (%) 2024-25	Male GER (%) 2024-25	Female GER (%) 2024-25
Primary (1-5)	98.3	98.0	98.6	98.8	98.4	99.3
Upper Primary (6-8)	95.2	94.8	95.6	99.5	97.9	101.1
Elementary (1-8)	97.1	96.8	97.4	99.0	98.2	99.9
Secondary (9-10)	76.9	75.4	78.5	81.3	78.9	83.8
Higher Secondary (11-12)	48.7	46.0	51.4	51.9	48.4	55.5

Source: UDISE+ 2023-24 & 2024-25. Note: Small rises suggest better retention, yet upper levels fall short of NEP 2020’s full coverage goals.

4.1 Primary Education (Grades 1-5)

National GER in 2024-25: 98.8% (boys 98.4%, girls 99.3%), a minor increase from 98.3% in 2023-24. Girls edge ahead by 0.9 points, showing changing attitudes, though Northeast figures over 100% may stem from data quirks.

4.2 Upper Primary Education (Grades 6-8)

GER reaches 99.5% (97.9% boys, 101.1% girls), up 4.3 points from 95.2%, lessening the fall from primary and confirming stronger early staying power.

4.3 Elementary Education (Grades 1-8)

Combined GER: 99.0% (98.2% boys, 99.9% girls), better than 97.1% last year—a nod to RTE and Samagra efforts, though teaching standards remain a concern.

4.4 Secondary Education (Grades 9-10)

GER: 81.3% (78.9% boys, 83.8% girls), a 4.4-point gain from 76.9%, but about 19% still out, underscoring shift difficulties, with girls 4.9 points in front.

4.5 Higher Secondary Education (Grades 11-12)

GER: 51.9% (48.4% boys, 55.5% girls), improved 3.2 points from 48.7%, yet under 52% entry highlights a major gap – girls lead by 7.1 points, flipping usual gender stories.

5. State-wise Analysis and Regional Patterns

2024-25 GERs display wide state differences, from surplus in the Northeast to shortfalls in central zones.

5.1 Elementary Education

The 99.0% national mark hides ranges: Mizoram at 131.8%, Meghalaya 164.7% top 100% due to overage and underage-age students; Dadra & Nagar Haveli/Daman & Diu at 69.9%, Lakshadweep 71.6% trail, pointing to facility lacks.

Table 2: Gross Enrolment Ratio (GER) by Gender and Level of School Education, 2024-25: Scheduled Tribes (Selected Levels)

State/UT	ST % in State Pop. (2011 Census)	Secondary (9-10)			Higher Secondary (11-12)
		Boys	Girls	Total	Boys	Girls	Total
All India	8.63	78.9	83.8	81.3	48.4	55.5	51.9
Andaman and Nicobar Islands	7.5	81.2	92.5	86.5	62.5	82.9	72.1
Andhra Pradesh	7	86.3	93.6	89.8	67.0	77.6	72.2
Arunachal Pradesh	68.79	69.7	75.0	72.3	48.0	50.8	49.4
Assam	12.45	94.9	100.9	97.9	60.4	62.2	61.3
Bihar	1.28	69.4	77.6	73.4	51.3	59.0	55.1
Chhattisgarh	30.62	67.7	77.5	72.5	42.5	57.6	50.1
Dadra and Nagar Haveli and Daman and Diu	51.95 (Dadra & Nagar Haveli), 6.32 (Daman & Diu)	65.6	75.0	69.9	37.2	55.4	45.8
Goa	10.23	63.3	73.8	68.1	60.7	69.1	64.8
Gujarat	14.75	77.4	78.7	78.0	44.9	55.3	49.9
Himachal Pradesh	5.71	105.7	106.1	105.9	85.4	87.4	86.4
Jammu and Kashmir	11.91	72.5	72.5	72.5	39.2	38.4	38.8
Jharkhand	26.21	66.1	72.9	69.5	38.8	45.4	42.2
Karnataka	6.95	101.0	102.9	101.9	44.8	61.5	52.8
Kerala	1.45	105.7	99.5	102.6	86.2	97.5	91.7
Ladakh	– (part of J&K in 2011)	56.3	67.0	61.5	35.8	48.4	41.9
Lakshadweep	94.8	59.6	63.2	61.3	38.1	37.2	37.6
Madhya Pradesh	21.09	57.8	59.5	58.6	29.7	35.9	32.8
Maharashtra	9.35	96.4	98.6	97.5	57.1	59.0	58.0
Manipur	40.88	52.7	59.1	55.8	33.3	37.6	35.4
Meghalaya	86.15	76.5	106.4	91.2	33.5	48.3	40.8
Mizoram	94.43	94.9	108.2	101.4	52.3	61.9	57.0
Nagaland	86.48	58.4	68.7	63.3	37.8	44.4	41.1
Odisha	22.85	90.6	96.5	93.5	57.2	66.9	61.9
Puducherry	0	–	–	–	–	–	–
Punjab	0	–	–	–	–	–	–
Rajasthan	13.48	85.2	85.7	85.4	64.2	64.4	64.3
Sikkim	33.8	74.1	80.9	77.4	47.5	58.7	53.1
Tamil Nadu	1.1	94.1	104.3	98.9	66.5	85.6	75.5
Telangana	7 (included in Andhra Pradesh)	88.4	92.1	90.1	64.6	78.0	70.9
Tripura	31.76	73.4	82.9	78.0	48.5	58.9	53.4
Uttar Pradesh	0.57	105.1	104.2	104.6	139.3	143.4	141.3
Uttarakhand	2.89	73.5	76.6	74.9	68.4	71.6	70.0
West Bengal	5.8	97.7	109.9	103.6	38.1	45.4	41.7
Chandigarh	0	–	–	–	–	–	–
Delhi	0	–	–	–	–	–	–
Haryana	0	–	–	–	–	–	–

Source: UDISE+ 2024-25 for GER; 2011 Census for ST %. Note: ‘-‘ indicates unreported GER due to low ST proportion. Ladakh and Telangana data adjusted from 2011 groupings. Percentages help contextualize GER variations with tribal density.

5.2 Secondary and Higher Secondary Education

Declines are sharp: Meghalaya falls from 164.7% elementary to 91.2% secondary and 40.8% higher secondary; Mizoram from 131.8% to 101.4% and 57.0%. Southern states like Kerala (91.7%) and Tamil Nadu (75.5%) hold steady with better setups. Uttar Pradesh’s high figures (141.3% higher secondary) call for data checks.

5.3 Gender Patterns Across States

Girls lead overall and in many places (e.g., Meghalaya: 48.3% vs. 33.5% at higher secondary), but Jammu & Kashmir shows boys slightly ahead (39.2% vs. 38.4%). This flip requires targeted looks at boys’ challenges, like work or relocation.

6. Critical Issues and Challenges

6.1 Transition Challenges

Big drops from elementary to secondary (national 18% gap) arise from scarce schools, unpreparedness, and competing demands—worse for nomadic tribes.

6.2 Regional Disparities

Central areas (Madhya Pradesh 32.8% higher secondary) contrast with southern/Northeast strengths, needing custom plans over uniform ones.

6.3 Data Quality Concerns

Over 100% GERs suggest estimate flaws; delayed 2021 Census adds uncertainty.

6.4 Quality Beyond Access

Enrollment hides bias, language issues, and poor results – ASER/NAS confirm ST gaps in basics.

6.5 Small Schools in Tribal Areas

In remote tribal spots, small schools – often with one teacher handling multiple grades – are common but problematic. They frequently lack basics like water, power, or toilets, leading to irregular classes and high teacher no-shows. This setup limits interactive learning and peer exchanges, contributing to weak foundations and early exits. While meant to bring education closer, their under-resourcing deepens inequalities, as seen in higher dropout rates in such zones. Addressing this calls for merging small units where feasible or boosting their facilities to match larger schools.

7. Policy Implications

7.1 Targeted Transition Support

Boost with aid, portable classes, and guidance to curb secondary losses.

7.2 Regionally Differentiated Approaches

Central India needs full overhauls; Northeast, cultural fits.

7.3 Gender-Sensitive Programming

Build on girls’ gains while countering boys’ pulls with support nets.

7.4 Improved Data Systems

Require ST-specific age tracking for accurate gauges.

7.5 Cultural Relevance and Quality

Weave in tribal insights, multi-language teaching, and fairness training.

8. Concluding Observations

UDISE+ 2024-25 sketches a mixed story for ST education: elementary near 99% crowns long efforts, with 2023-24 contrasts showing 2-4% boosts higher up – yet secondary at 81.3% and higher secondary 51.9% expose a leaky path, leaving many tribal teens behind. Gender shifts favouring girls challenge old views but highlight boys’ overlooked needs; area divides – from Kerala’s 91.7% to Madhya Pradesh’s 32.8% – demand joint federal-state action.

Tied to old demographics, these trends await 2021 Census tweaks, but core needs persist: smooth shifts as fairness keys, quality tied to entry. NEP 2020’s broad learning ideal invites bold changes – tribal-driven content, tech for far-flung access, community oversight—to break walls. Without, India’s school revival might skip its native core, sustaining divides against equity ideals. For tribal youth, it’s about more than desks—it’s empowerment seats; let policies craft that future.