Educational Development of Saura Women in Rayagada District: A Comprehensive Study

Abstract

This paper analyzes the educational development of the Saura women in the district of Rayagada in Odisha, taking into account literacy rate, availability of educational facilities, government programs, and social-cultural issues. Based on primary and secondary sources, it is found that despite some achievements brought about by policies, the education of Saura women still lags behind due to factors such as poverty, beliefs, infrastructure, and child marriages. This paper discusses a multi-level strategy that seeks to improve the level of education of Saura tribal women of Rayagada district with an aim of facilitating inclusive and sustainable development. In the course of development, tribal women have had to meet certain social and cultural norms that finally resulted in taking away their freedom and power over the production system and household, family, children and indeed themselves. Despite the fact that there are sincere and concerted efforts by the government towards the overall development of Scheduled Tribes in general and of women in particular, tribal women have not been able to catch up in terms of almost all traditional development indicators. This includes the field of education, where tribal women have been denied of opportunities at different levels. It is important to offer them avenues that would help them to develop leadership qualities that would make them economically independent.

Introduction

This study examines the educational development of Saura tribal women in Rayagada district, Odisha, highlighting their current educational status, barriers to education, and the effectiveness of government initiatives. Although education is recognized as a key tool for empowerment, Saura women continue to face significant educational disadvantages due to socio-economic, cultural, and infrastructural challenges.

Background

Education enables Saura women to achieve social justice, economic independence, and political participation. However, despite government programs, their literacy rate remains below the state average because of:

• Poverty
• Geographical isolation
• Early marriage
• Traditional customs
• Poor school infrastructure
• Shortage of female teachers
• Language barriers between Saura and Odia-medium education

Improving educational infrastructure and community awareness is essential for enhancing educational outcomes.

Literature Review

Previous studies show that tribal women experience multiple forms of marginalization in education. Research emphasizes:

• The importance of mother-tongue instruction and culturally appropriate curricula.
• Persistently lower literacy rates among Scheduled Tribe women compared to national averages.
• High dropout rates among tribal girls in Odisha.

Objectives

The study aims to:

1. Assess the educational status of Saura women in Rayagada.
2. Identify barriers to girls’ education.
3. Evaluate the effectiveness of government educational programs.

Methodology

The research adopts a descriptive and analytical approach using both qualitative and quantitative methods.

• Sample: 100 Saura women from different villages selected through purposive sampling.
• Primary data: Interviews with women, teachers, local leaders, and education officials.
• Secondary data: Government reports, census data, academic literature, and official publications.
• Data focused on literacy, school attendance, dropout rates, socio-economic background, and attitudes toward female education.

Key Challenges

Saura girls face numerous barriers to education, including:

• Poverty and economic hardship
• Remote and inaccessible villages
• Early marriage
• Household responsibilities
• Cultural resistance
• Lack of female role models
• Poor transportation and school infrastructure

National and Odisha Context

India has introduced several initiatives to improve tribal education, including:

• National Policy on Education
• Sarva Shiksha Abhiyan (SSA)
• Beti Bachao Beti Padhao
• National Education Policy (2020)
• Eklavya Model Residential Schools (EMRS)

Odisha has one of India's largest tribal populations, including 13 Particularly Vulnerable Tribal Groups (PVTGs). Although constitutional safeguards and reservations have improved educational access, tribal women remain educationally disadvantaged.

Educational Status of Saura Women

The study finds gradual improvements but persistent inequalities:

• Literacy has increased steadily from 7.8% in 1961 to 54.99% in 2011.
• Despite this progress, literacy remains below state and national averages.
• Most women have only primary or secondary education, with relatively few pursuing higher education.

Survey findings show:

• 61.25% completed Class 10 or above.
• 20% were graduates.
• 11.25% had postgraduate education.
• 7.5% attained technical or professional qualifications.

School Enrolment and Attendance

School participation remains low:

• Only about 39% of rural women in Rayagada had attended school (NFHS-4).
• Although enrolment has improved, retention remains a major challenge.
• Tribal girls are particularly vulnerable to dropping out because of socio-economic and cultural factors.

Dropout Challenges

Rayagada has one of Odisha's highest dropout rates:

• 11.67% at primary level.
• 17.10% at upper-primary level.
• 2,256 adolescent girls (ages 11–14) were out of school in 2021–22.

Major causes include:

• Poverty
• Seasonal migration
• Household responsibilities
• Early marriage
• Long distances to schools
• School closures
• Poor infrastructure
• Lack of qualified teachers

Higher Education

Although colleges and government institutions exist in Rayagada, tribal women's participation in higher education remains low due to:

• Financial constraints
• Limited hostel facilities
• Lack of awareness
• Distance from institutions

Government scholarships and hostels have improved access, but further expansion is needed.

Government Support Programs

Several schemes contribute positively to tribal education:

• Mid-Day Meal Scheme: Improves attendance and reduces dropout by providing nutritious meals.
• Pre-Matric and Post-Matric Scholarships: Offer financial support for tuition, books, uniforms, and hostel expenses.
• National Fellowship for Scheduled Tribes (NFST): Supports ST students pursuing M.Phil. and Ph.D. programs.

However, these programs face issues such as delayed funding, limited awareness, and administrative barriers.

Educational Infrastructure

Government initiatives such as Ashram schools, EMRS, SSA, and RMSA have expanded educational access. Nevertheless, many schools still lack:

• Adequate buildings
• Drinking water
• Separate toilets for girls
• Libraries and laboratories
• Qualified teachers
• Good road connectivity

These deficiencies continue to discourage regular school attendance, especially among girls.

Findings

The study concludes that although educational opportunities for Saura women have improved over time, significant challenges remain. Poverty, cultural practices, inadequate infrastructure, language barriers, and weak implementation of government schemes continue to limit educational attainment. Educated Saura girls often become positive role models within their communities, demonstrating the transformative impact of education.

Conclusion

The research on Educational Development of Saura Women in Rayagada District has found out that although there have been some steady improvements in terms of literacy and educational development, there are certain problems which continue to affect the participation of Saura women in the education sector. It has been found that socio-economic backwardness, language barriers, early marriages, and lack of access to schools are the major problems facing the Saura women. In spite of government programs like Mid-Day Meal Program, pre-matric scholarships, and tribal hostels for girl students, the dropout rate among Saura girls is very high, especially after primary schooling. The increased enrolment in primary schools, the existence of self-help groups among women, and programmes conducted by NGOs and government departments on awareness have been responsible for the improvement in the educational level of Soura women. The schemes such as National Fellowship for Scheduled Tribes and the skill development programmes are creating new avenues for educated women from tribes to pursue higher education and employment. For ensuring sustainable educational development, there is an urgent need for proper infrastructure, timely payment of scholarships, gender-friendly teaching methodology, and community involvement. Educating Soura women empowers not only these women socially and economically but also enables them to make decisions for the community. Therefore, education needs to be given due importance to empower and develop the Soura tribal women of Rayagada district.

References

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Copyright

Copyright © 2026 Gopinath Shabar, Dr. Babita Das. 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.