Impact of Development Education on Quality of Life of Tribal Youths in Odisha

Development education has been widely recognised as a transformative approach to addressing inequality and fostering sustainable development, particularly among historically marginalised groups such as tribal communities. This study evaluates the impact of development education on the perceived quality of life (QoL) of tribal youths in Odisha, a state with one of India’s highest concentrations of Scheduled Tribes. Employing a descriptive survey design, the research involved 217 respondents from four tribal groups: Bhatra, Gond, Kondh, and Santal. Data were collected using a standardised QoL scale and analysed through descriptive statistics, one-way ANOVA, and independent samples t-tests. The findings indicate that the majority of respondents reported their QoL as “above average” or “high.” However, statistical analyses revealed no significant differences in QoL outcomes across types of development education (Short-term Skill Training, DDU-GKY, PMKVY, and Vocational Education), tribal identity, gender, and age groups. These results suggest that although development education programmes may enhance skills and provide livelihood opportunities, they do not independently produce measurable improvements in subjective well-being. The study underscores the limitations of current vocational and skill-based initiatives when implemented in isolation from broader socio-economic reforms.