AbstractEducation can be a powerful social force for inclusive development. Poverty, geographicalremoteness, socio-cultural hindrances, and lack of institutional support in India have led to theeducational disadvantage faced by tribal groups. The National Education Policy 2020 (NEP2020) prescribes essential reforms that ought to ensure equitable and inclusive quality teachingand learning for each stratum of society, particularly the Scheduled Tribes (STs). In particular,this research article presents on the tribal education of Andhra Pradesh under the NEP 2020. Italso looks at literacy levels, Gross Enrolment Ratio (GER), school infrastructure, residentialeducational institutions, as well as government initiatives for tribal education. Secondary datasources include Government Reports, UDISE+, Ministry of Tribal Affairs, Census data, andacademic studies. The findings show that Andhra Pradesh has made great strides in tribal literacyand participation through the Ashram Schools, Gurukulams, scholarships as well as the EklavyaModel Residential Schools (EMRS). But obstacles including high dropout rates, a digital divide,language barriers, insufficient infrastructure, and low levels of higher educational participationcontinue to be challenges for tribal students. This study concludes to make recommendations forstrengthening tribal education in relation to localized curriculum provision, digital access,teacher skills training, and successful implementation of NEP 2020.
Dr. NARAYANARAO KONA (Mon,) studied this question.