This article attempts to examine the educational policies, systems, and standards of education in schools located in tribal areas. Generally, tribal students receive education through government schools, Eklavya schools, tribal model schools, and Ashram schools in the state. The study explores the quality of education, the current state, vulnerabilities, gaps, and challenges in the provision of universal primary education for tribal children, as well as parental attitudes towards their daughters’ education and government initiatives to improve their educational outcomes. This article also tries to address various facts and obstacles in the way of their education. It uses primary data for educational quality testing, which focuses on two tasks—infrastructural facilities in the school and the quality of food provided through the mid-day meal programme. These are some of the pertinent issues and questions that have been discussed.
Jayanta Kumar Behera (Thu,) studied this question.