An Analysis of Education and Poverty in Tribal People of Jharkhand

Abstract

This paper attempts to examine the linkages between \'Education and poverty in Tribal Jharkhand\'. The paper is divided into three sections. Section I discusses the role of education institutions in the Human Resource Development. It deals with theoretical aspects of the problem and describes the various linkages between education and poverty. Section II analyses exclusively education in Jharkhand and its impact on life in society, especially underprivileged and tribal, and in Section III authors provide a summary of the major findings, problems faced by educational institutions in Jharkhand, and suggestions to solve them.

Introduction

Education is viewed as a vital process that improves both present living conditions and future opportunities. Scholars like Amartya Sen emphasize primary education as the foundation for accountability and national development. Education enhances skills, knowledge, and human potential, ultimately contributing to social, economic, and cultural progress.

Education System in India

India has a 12-year school structure: primary (Classes 1–5), upper primary (6–8), secondary, and higher secondary. Education is a shared responsibility of the central, state, and local governments. Special provisions also exist for marginalized groups like Scheduled Castes and Scheduled Tribes.

Government Priorities and Policies

Since Independence, India has aimed to provide free and compulsory education up to age 14. Under the Ninth Five-Year Plan, education was recognized as crucial for human development and poverty reduction. Key areas included:

• Strengthening early childhood education.

• Achieving universal primary education through community participation, non-formal education, and addressing child labour.

• Expanding adult literacy, especially for women.

• Increasing financial commitment to education, though spending still remains below regional averages.

Incentive Schemes

To support disadvantaged groups—especially SCs, STs, and girls—schemes like free textbooks, uniforms, scholarships, and the Mid-Day Meal (MDM) programme were implemented. While MDM is the largest and most impactful, many schemes suffer from poor implementation, delays, and limited coverage.

Education and Poverty Among Tribals in Jharkhand

Jharkhand has a significant tribal population with low literacy rates, especially among women and primitive tribes. Tribal children face multiple challenges:

• Geographic isolation and lack of accessible schools.

• Poor school infrastructure, teacher shortages, and discrimination.

• Language barriers, as instruction is usually in regional languages.

• High dropout rates due to poverty, need for child labour, and alienating school environments.

Government initiatives like Sarva Shiksha Abhiyan (SSA), special tribal focus groups, and mother-tongue instruction policies have been introduced, but results are mixed due to poor implementation and lack of contextualized solutions.

Major Issues

• Tribal children are often first-generation learners.

• Many schemes reach urban areas more than remote tribal regions.

• Ashram schools and hostels lack basic facilities.

• Teachers often do not understand tribal languages or culture.

• Incentive schemes are inconsistently delivered.

Conclusion

To improve tribal education, the government must: Ensure accessible, high-quality schools in tribal areas. Create a respectful, inclusive school environment. Provide culturally appropriate curriculum and mother-tongue instruction. Strengthen teacher training and community involvement. Improve implementation of incentive schemes. Address the broader socio-economic deprivation of tribal communities. Education is essential for breaking the cycle of poverty, improving health and demographic outcomes, and achieving equitable development. Jharkhand must make sustained, focused efforts to uplift its tribal population through meaningful educational reforms.

References

[1] Haksar, P.N. (1977). \"Veledictory Address\" in Education for Rural Development : Report (New Delhi, National Staff College for Educational Planners and Administrators. [2] UNESCO (2000). World Food Programme : Review of Possibilities for WFP Support to the Education Sector in India, Paris. [3] Census of India (2001). Jharkhand Series II [4] Carnoy, M. (1992). The Case for Investing in Basic Education, New York

Copyright

Copyright © 2025 Kumar Aditya Manohar. 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.