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Here are a few that has been reiterated in almost every policy statement:Introduce flexible school timings and region- specific school calendar –– especially in tribal areas. Create a pool of teachers from the tribal communities and encourage more people to become teachers... (Kothari Commission 1968, NPE 1986, Bhuria 1 and Debar Commissions 2 on Tribal areas); in particular tribal commissions specifically recommended that the government “pay special attention to pedagogical and linguistic aspects of tribal education, focused programme to develop and train teachers in the tribal areas, provide mid-day meals, clothing and books and most importantly calibrate the school calendar to suit the social rhythm of tribal communities... 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Here are a few that has been reiterated in almost every policy statement:Introduce flexible school timings and region- specific school calendar –– especially in tribal areas. Create a pool of teachers from the tribal communities and encourage more people to become teachers... (Kothari Commission 1968, NPE 1986, Bhuria 1 and Debar Commissions 2 on Tribal areas); in particular tribal commissions specifically recommended that the government “pay special attention to pedagogical and linguistic aspects of tribal education, focused programme to develop and train teachers in the tribal areas, provide mid-day meals, clothing and books and most importantly calibrate the school calendar to suit the social rhythm of tribal communities... (Tribal Commission 1961)","publisher":"Azim Premji University","publication_date":"2018,8,1"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Persisting gap between policies and practice","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [5458017]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":91112210,"attachmentType":"pdf"}"><img alt="First page of “Persisting gap between policies and practice”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/91112210/mini_magick20220916-1-1dspmyq.png?1663305561" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Persisting gap between policies and practice</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="5458017" href="https://independent.academia.edu/VimalaRamachandran"><img alt="Profile image of Vimala Ramachandran" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/5458017/9959700/79806101/s65_vimala.ramachandran.jpeg" />Vimala Ramachandran</a></div><p class="ds-work-card--detail ds2-5-body-sm">2018</p><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">If we are to study government policies and important education commission reports since 1950 – what strikes us is the list of policy recommendations that been repeated over and over again. Here are a few that has been reiterated in almost every policy statement:Introduce flexible school timings and region- specific school calendar –– especially in tribal areas. Create a pool of teachers from the tribal communities and encourage more people to become teachers... (Kothari Commission 1968, NPE 1986, Bhuria 1 and Debar Commissions 2 on Tribal areas); in particular tribal commissions specifically recommended that the government “pay special attention to pedagogical and linguistic aspects of tribal education, focused programme to develop and train teachers in the tribal areas, provide mid-day meals, clothing and books and most importantly calibrate the school calendar to suit the social rhythm of tribal communities... (Tribal Commission 1961)</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":91112210,"attachmentType":"pdf","workUrl":"https://www.academia.edu/86724052/Persisting_gap_between_policies_and_practice"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":91112210,"attachmentType":"pdf","workUrl":"https://www.academia.edu/86724052/Persisting_gap_between_policies_and_practice"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="91112210" data-landing_url="https://www.academia.edu/86724052/Persisting_gap_between_policies_and_practice" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="98745214" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/98745214/Role_of_Policy_Formulation_in_Tribal_Education_Gadchiroli_District">Role of Policy Formulation in Tribal Education: Gadchiroli District</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="262167685" href="https://independent.academia.edu/KumareSwapnil">Swapnil Kumare</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Research Publication and Reviews</p><p class="ds-related-work--abstract ds2-5-body-sm">Education is a fundamental right of all human beings and access to education should never be denied based on racial or cultural background. Unfortunately, this is often the case for those belonging to tribal communities. In many tribal communities, educational institutions are not adequately funded, resources are scarce and teachers often lack the necessary skills and commitment needed to provide quality education. In addition, there are various cultural factors that impede the educational progress of tribal children. This blog post will explore the role of policy formulation in ensuring that tribal children have access to quality education. We will look at what policies need to be put in place and how these policies can help create an environment where tribal children can receive the same level of education as non-tribal communities</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Role of Policy Formulation in Tribal Education: Gadchiroli District","attachmentId":100013433,"attachmentType":"pdf","work_url":"https://www.academia.edu/98745214/Role_of_Policy_Formulation_in_Tribal_Education_Gadchiroli_District","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/98745214/Role_of_Policy_Formulation_in_Tribal_Education_Gadchiroli_District"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="122194375" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/122194375/Tribal_Education_Problems_and_Prospects">Tribal Education: Problems and Prospects</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="317798" href="https://nagauniv.academia.edu/NdrChandra">Ndr Chandra</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Tribal Education: Problems and Prospects","attachmentId":116910445,"attachmentType":"pdf","work_url":"https://www.academia.edu/122194375/Tribal_Education_Problems_and_Prospects","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/122194375/Tribal_Education_Problems_and_Prospects"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="78717791" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/78717791/Tribal_Education_in_India_Government_Initiative">Tribal Education in India: Government Initiative</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="190071896" href="https://independent.academia.edu/BhadabHembram">Bhadab Hembram</a></div><p class="ds-related-work--metadata ds2-5-body-xs">SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">India is a country of multi-racial groups which is reflected by different cultures, religions, languages and racial groups. These social groups are at different levels of development. The Scheduled Tribe is one of the principle groups which have a history of discrimination. They are economically, politically and educationally backward. Right from independence Government of India has taken many progressive initiatives for the holistic developmental of the tribal. In this endeavour, the Right to Education bill 2009 was a landmark step in realizing the cherished goal of universal elementary education which will also certainly help tribal community. It is a well established fact that there is a close relationship between level of education and economic prosperity. An educated person is given more respect and than an uneducated. So receiving education is essential for every individual. Education is considered as one of the important tool for the socio-economic development of tribal. This...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Tribal Education in India: Government Initiative","attachmentId":85667129,"attachmentType":"pdf","work_url":"https://www.academia.edu/78717791/Tribal_Education_in_India_Government_Initiative","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/78717791/Tribal_Education_in_India_Government_Initiative"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="2044900" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/2044900/Education_among_scheduled_tribes">Education among scheduled tribes</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2670380" href="https://pondiuni.academia.edu/katamgaribalaiah">katamgari balaiah</a></div><p class="ds-related-work--metadata ds2-5-body-xs">India Education Report: A Profile of Basic Education, …, 2002</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Education among scheduled tribes","attachmentId":29566203,"attachmentType":"pdf","work_url":"https://www.academia.edu/2044900/Education_among_scheduled_tribes","alternativeTracking":true}"><span 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href="https://independent.academia.edu/IRJMSH">International Res Jour Managt Socio Human</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Tribal Education and Government interventions","attachmentId":33772451,"attachmentType":"pdf","work_url":"https://www.academia.edu/7135045/Tribal_Education_and_Government_interventions","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/7135045/Tribal_Education_and_Government_interventions"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="40101731" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/40101731/Tribal_Needs_and_Expectations_National_Policy_for_Education">Tribal Needs and Expectations: National Policy for Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="66142544" href="https://igntu.academia.edu/MrAmitSoniAssistantProfessor">Dr. Amit Soni</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Indian Journal of Research in Anthropology, 2017</p><p class="ds-related-work--abstract ds2-5-body-sm">Education has been institutionalized in the form of formal education in the schools and higher educational institutions in the remote and tribal areas gradually with the changing educational policies and programmes in the independent India with the advent of developing educational infrastructure and awareness in the remote areas. This resulted in the gradual increase in the percentage of literacy rate. But, perhaps tribal groups, especially PVTGs, could not come up effectively in full pace with their cohabitants and become part of this developing change in their villages and surroundings, due to their situational demerits. Moreover, there is a need of reform in educational policy and system for tribal communities, especially PVTGs as per their cultural needs and expectations for increasing literacy rate along with better awareness and cultural sustainability. This paper deals with the issues related with the low level of literacy in Central India along with suggestions and suitable examples from the study area.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Tribal Needs and Expectations: National Policy for Education","attachmentId":60312166,"attachmentType":"pdf","work_url":"https://www.academia.edu/40101731/Tribal_Needs_and_Expectations_National_Policy_for_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/40101731/Tribal_Needs_and_Expectations_National_Policy_for_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="40096302" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/40096302/Educational_System_and_the_Tribals_A_Rethinking">Educational System and the Tribals: A Rethinking</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="66142544" href="https://igntu.academia.edu/MrAmitSoniAssistantProfessor">Dr. Amit Soni</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Indian Tribal Life, 2001</p><p class="ds-related-work--abstract ds2-5-body-sm">Spread of education has not been spontaneous. Levels and intensity are varied. Hence, planning for harmonious education is one of the themes for development of the country as a whole and education as a tool stands for all round progress of the people and society. It is obvious that schools and colleges are functioning as links to bring forth the tribals and other sections of the people of the country. But they need to be improvised to provide a common platform for all.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Educational System and the Tribals: A Rethinking","attachmentId":60305835,"attachmentType":"pdf","work_url":"https://www.academia.edu/40096302/Educational_System_and_the_Tribals_A_Rethinking","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/40096302/Educational_System_and_the_Tribals_A_Rethinking"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="102761610" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/102761610/Issues_and_Challenges_before_Teaching_Personnels_in_Tribal_Areas_A_Case_Study_of_an_Up_Graded_High_School">Issues & Challenges before Teaching Personnels in Tribal Areas – A Case Study of an Up-Graded High School</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="83637152" href="https://berhampurunivrsitybhanjabihar.academia.edu/ARUNKUMARTRIPATHY">ARUN KUMAR TRIPATHY</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2020</p><p class="ds-related-work--abstract ds2-5-body-sm">This paper is based on the outcomes of a survey conducted by the scholar for preparation of M.Phil dissertation during September, 2014. The major objective of the study is to examine the impact of development programmes on socio- economic life of tribals. The major thrust of the paper is to found out the reasons for low literacy among the tribal. The findings of the paper is based on the study of Gadapadar Up-Graded High school, situated 5 Kms away from Jeypore block.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Issues \u0026 Challenges before Teaching Personnels in Tribal Areas – A Case Study of an Up-Graded High School","attachmentId":102945168,"attachmentType":"pdf","work_url":"https://www.academia.edu/102761610/Issues_and_Challenges_before_Teaching_Personnels_in_Tribal_Areas_A_Case_Study_of_an_Up_Graded_High_School","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/102761610/Issues_and_Challenges_before_Teaching_Personnels_in_Tribal_Areas_A_Case_Study_of_an_Up_Graded_High_School"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="114878873" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/114878873/Tribal_Education_in_India_Issue_and_Challenge">Tribal Education in India: Issue and Challenge</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3885720" href="https://braou.academia.edu/DrKamalakar">Dr G Kamalakar</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Lokaratna Volume XVII, ISSN:2347-6427, December 2023, 2023</p><p class="ds-related-work--abstract ds2-5-body-sm">Tribal education in India is a complex and multifaceted issue that has been a subject of concern for policymakers, educators, and researchers for decades. This article provides a comprehensive review of the state of tribal education in India, focusing on the challenges, initiatives, and potential solutions in this context.The article begins by discussing the historical and socio-economic factors that have contributed to the educational disparities faced by tribal communities in India. It highlights the unique cultural and linguistic diversity among tribal groups and how this diversity often poses challenges in delivering effective education.Furthermore, the article examines the various government policies and programs aimed at improving tribal education, including the establishment of tribal schools, scholarships, and affirmative action measures. It also discusses the role of non-governmental organizations and community-based initiatives in addressing the educational needs of tribal communities. The challenges of infrastructure, teacher recruitment, and retention in tribal areas are explored, along with issues related to the quality of education provided. The article also delves into the importance of culturally sensitive curriculum and pedagogical approaches in tribal education. It is proved that education is the sole means to establish peace and brotherhood in the world. India is a land of a multitude of culture, religion, language and races. Tribal community in India constitute a small portion of the total population with their indigenous culture, language and theirunique lifestyle Education is the sole means to establish peace and unity in the world and education is the key to tribal development. Tribal community in both rural and urban is facing various social and psychological problems in getting education. Educating tribals is not common task like educating non- tribals. They need special efforts by the government. The study is purely depending on secondary data of census of India, published and unpublished reports of Government and Non-Government Organizations and the observations done by researcher in the field. This Lokaratna Volume XVII, ISSN:2347-6427, December 2023 123 paper is a conceptual framework and understanding related to tribal education and related challenges in India. Keywords: Tribal education, India, indigenous communities, educational disparities, government policies, cultural diversity, sustainable approaches, community-based initiatives.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Tribal Education in India: Issue and Challenge","attachmentId":111450649,"attachmentType":"pdf","work_url":"https://www.academia.edu/114878873/Tribal_Education_in_India_Issue_and_Challenge","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/114878873/Tribal_Education_in_India_Issue_and_Challenge"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="26945716" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/26945716/TRIBAL_EDUCATION_A_PERSPECTIVE_FROM_BELOW">TRIBAL EDUCATION: A PERSPECTIVE FROM BELOW</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3116893" href="https://uohyd.academia.edu/DrRRamdasRupavath">Dr.R.Ramdas Rupavath</a></div><p class="ds-related-work--abstract ds2-5-body-sm">abstract This article critically examines initiatives for greater participation in education by tribal communities in India, arguing that current policy does not effectively enough facilitate greater participation and may, in fact, go against the avowed principle of ensuring greater equity. The article relies on fieldwork-based study to support arguments for the need to be culturally sensitive in making appropriate provisions for the education of scheduled tribes in India. Reasons for high dropout rates and non-enrolment among tribal children are examined and some searching questions are asked about why so many tribal people dislike schools.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"TRIBAL EDUCATION: A PERSPECTIVE FROM BELOW","attachmentId":47209559,"attachmentType":"pdf","work_url":"https://www.academia.edu/26945716/TRIBAL_EDUCATION_A_PERSPECTIVE_FROM_BELOW","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/26945716/TRIBAL_EDUCATION_A_PERSPECTIVE_FROM_BELOW"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":91112210,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":91112210,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_91112210" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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