Adivasis/scheduled tribes (ST) are socially, culturally, economically, and educationally different from others and very backward when compared to the common people. Although almost 75 years have passed since independence, our discussion is still not over whether to bring tribes into the mainstream of development or to preserve and limit them to the forest only! Another very important aspect of tribal development is what kind of education do we need to give them? What kind of education do they want from us after all? Anthropologists are feeling more research needs to be done on the changing concept of tribal development, and the sooner we pay attention to their heritage, culture, and rights, the more likely they are to join the mainstream of the nation, as experts have opined over the centuries. At the present moment, the entire tribal society of India is passing through a transitional and critical phase. Various modernizing forces have brought rapid transformation to the entire education milieu of tribes in India. Changes brought about by modern and scientific attitudes towards education are a healthy sign for tribal development, but at the same time, attention should be paid to preserving tribal traditional systems. The best educational features of both tradition and modernity must be synthesised for their overall sustainable development. The government's new policies on tribal education need to be focus on tangible cultural heritage.
According to the 2011 Census, India has over 700 ST groups and Karnataka has 50 notified tribal groups. As per 2011 Census, there are about 43 lakh plus tribal populations in Karnataka state. Soliga, Jaenukuruba, Kadukuruba Bettakuruba, Iruliga, Nayaka, Gond, and Malekudiya, etc., have been identified as key tribal groups in the State. Quality tribal education is very vital today. Ashram schools are special schools for the tribe's children. However, today, most ashram schools are in a very tough and unique situation. Most of the ashram schools in Karnataka are facing an assortment of problems. They are working in isolation. The Government spends a lot on tribal education but there is no excellence in the education of the tribals. They are working in isolation and seem to have failed in the effective socialisation of the tribal students. Therefore, this is the time to focus more on the structure, organisation, and functions of the ashram schools and their impact on ST education. The current study has been conducted with the financial support of the NCERT, New Delhi. I am thankful to the University of Mysore for allowing me to carry out the research project. I also thank the Govt. of Karnataka, ashram school staff, students and my department for their logistical support of the current study.
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