Tribal education in India: a scenario of financial inclusion
International Journal of Development Research
Tribal education in India: a scenario of financial inclusion
Received 22nd July, 2017; Received in revised form 24th August, 2017; Accepted 27th September, 2017; Published online 10th October, 2017
Copyright ©2017, Sanjeev et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The Planned approach to socio-economic development has laid considerable focus on the access and outreach of education at all three levels – elementary, secondary and higher education. The emphasis has not been merely restricted to literacy, school enrolment and expansion of network of schools and spread of institutions of higher education. A great deal of effort has also been carried out to ensure and improve the quality of education in India (GoI, 2016). The literacy rate of total population has gone up from 18.33 per cent in 1951 to 74.04 per cent in 2011. The Eleventh Plan’s strategy on education is directed towards achieving inclusive growth. This strategy envisages bridging regional, social and gender gaps at all levels of education by eliciting a participatory development process. The Scheduled Tribes (STs) are among the most socio-economically backward community. Thus, the objective of inclusive growth would be fulfilled only if the education and economic status of STs are improved at par with other communities.
