This study critically examines India’s progress toward Sustainable Development Goal 4 (Quality Education) and Sustainable Development Goal 10 (Reduced Inequalities) with specific reference to Scheduled Tribes (STs) across primary, secondary, and higher education sectors. Drawing from the SDG India Index 2023–24, national educational statistics, AISHE, UDISE+, NFHS, and policy reports, the article analyses structural inequalities affecting tribal populations in India. Despite improvements in enrolment, literacy, and educational access, tribal learners continue to experience disparities in retention, learning outcomes, digital access, language inclusion, and higher education participation. The paper adopts a mixed-method policy-analysis framework and uses empirical indicators to evaluate educational progress and regional disparities. Findings indicate that inclusive educational financing, targeted scholarships, tribal hostels, digital interventions, multilingual education, and NEP 2020 reforms have positively influenced educational participation among ST communities. However, substantial challenges remain in educational quality, transition rates, and socio-economic mobility. The article concludes with policy recommendations for strengthening inclusive educational governance and achieving equitable sustainable development.
Kilaru et al. (Fri,) studied this question.