Compared with the literacy rates of 29.34% for the general population, literacy among tribal peoples in India is at most 6%. The Union and the state governments have spent considerable sums of money for tribal youths’ education, but the results are meager. The Commissioner for Scheduled Castes and Scheduled Tribes asserts that unless exploitation among the tribels is combatted and eliminated through education, no improvement in tribal welfare will occur. Within tribal areas, education can be the basis for integrated development.
Government reports indicate that there is no scarcity of schools, other facilities or scholarships for the implementation of tribal education schemes. Most tribal youth find these incentives unattractive, however. Consequently, the government’s dream to assimilate the tribes remains unfulfilled and raises basic questions about the implementation of such policies and strategies
Among the various important factors of tribal education that influence integration into the national mainstream of life are the students and their teachers. Tribal students have different backgrounds from their non-tribal schoolmates and even the teachers, who are normally outsiders, do not understand the tribal students. To the teachers, tribal students appear untidy, reinforcing their biases against tribals. These biases are expressed in various forms of discrimination. Tribal youths have complained that teachers did not teach them in the schools because they believed that if they did, the tribal students would no longer be dependent on them. Tribal youths also feel that teachers endeavour to undermine the attitudes toward their own customs, mannerisms, language, or, toward their cultural heritage in general.
The aboriginal tribes of India are the oldest inhabitants of the country. For millennia, tribal societies have been subjugated by more recently arrived groups; their land was taken away, they were pushed further into the hilly gorges and wilds, and they were forced to work for their oppressors often without payment. Today tribal groups, which number more than 40 million, require special attention from the government even though they live largely isolated from the national culture.
Some tribes still speak their language. While adult males are often bilingual, the women and children speak tribal dialects almost exclusively. Yet, a tribal child, on entering school, is suddenly expected to understand the state language. Children cannot understand the teacher, let alone answer questions. Many teachers assume that tribal students are slow; even if the teachers are sympathetic, overcoming this language barrier requires a great deal of effort. It would help considerably if tribal pupils were taught, during their first years in school, in their tribal language. They could then be gradually encouraged to learn the regional language.
The Constitution of India, under Article 350A, affirms that every state must provide adequate facilities for instruction of pupils in their mother tongues. Decades have passed and state governments have ignored this prescription for tribal people. Since initial instruction to the tribals is given in a foreign language, they understand and assimilate very little. Consequently, their response to education is poor. Had the instruction at the primary stage been in their own tongue, the progress of tribal students would have been better, and today there would be awareness of the importance of literacy among the tribal populations. Some attempts are being made to educate Gonds, Bhils, Santals, and other groups in their own tongues. According to recent reports, tribal children are responding well to such programs.
Tribal students, irrespective of where they are receiving their education, will be trained to be dedicated to the service of their people so that they will have to develop the inner resolve of their people to resist exploitation and defend their rights. Be able to help. Through school education, we will take them towards national languages by educating them in their regional language and connect them with skill training and other competitive examinations as needed so that they can be connected with the mainstream of the society.
COMMUNITY RELATIONSHIP & GET TOGATHER WITH DIFFERENT TRIBAL GROUPS
Migration and shelter active for empower- ing the tribal people more particularly the tribal women who are at the verge of mi- gration and which those who have already migrated to various state of tribal belt. Tribal women are the most vulnerable tar- gets group for abuse and oppression and are denied the most basic of human rights. Migrated girls and women who are working as a domestic workers in Delhi and NCR are marginalized and have no access to basic education and skills enhancement due to which they are suffering day by day. They are facing, sexual harassment, sexual abuse, and victims of rape cases, theft and robbery. They are unable to express their state as they do not have right to say, and also do not know where to approach for their rights. They also do not say anything because of their family repute etc. and in this way keep on bearing such circum- stances. The dire need is to rescue them from various incidents and rehabilitated them from the situation and educates them, enable them to read and write so that they can raise their voice, train them on their human rights and the process through which they can proceed and en- hance their skills to earn respectfully in the society. It will enable them to lead happy and prosperous lives. Keeping these view NOC FOUNDATION running rehabilitation cum training center and provide shelter for the victim. During the legal process the rescue victims are kept in shelter. In the shelter home their needs and rehabilitation training are taken care by the society.