The purpose of this paper is to examine India’s tribal education system in terms of its literacy rate, Gender Parity Index, gross enrolment ratio, and dropout rates. The goal of education is to better prepare students for the demands of a dynamic, ever-changing world. By providing appropriate acknowledgment to the degree that an individual is able to pursue or acquire a skill, the educational system’s improvements should also help to close social gaps. Across India, the tribal population has experienced a range of forms of hardship, including being cut off from their land and resources. In particular, tribal women are excluded from the mainstream of national life, yet this does not shield them from the effects of socioeconomic shifts that affect society as a whole. The tribal woman is compelled to follow certain standards during this period of transformation, which may even rob her of her freedom, authority over the conventional production system, home, family, and even her own life. It is still the case that many tribal women have dropped out of school at various points, and in order to empower them, chances must be given for them to take on leadership roles in areas such as economic independence and even social change. It is frequently said that these ladies are content with who they are and what they have, and that they do not have high aspirations. It frequently applies not just to women but to everybody who feels dissatisfied and powerless. However, sufficient educational opportunities must be offered in order to enhance their level of desire and develop their motivation to engage in, support, and eventually start their own development programs. Thus, an analysis of the current state of the educational resources available to tribal women and girls has been attempted in this work. It is also advised to offer tribal women residing in rural areas skill and vocational training programs.
Waykar et al. (Fri,) studied this question.