For verification of this paper, please visit on http://www.socialresearchfoundation.com/remarking.php#8

Education is the only tool through which we can revolutionize the socio-economic conditions of people belonging to different tribes can be revolutionized. The education of Scheduled Tribes becomes a challenging issue due to various factors including topography leading to geographical isolation. Educational development of Scheduled Tribes as a theme has remained a significant area of discussion at present scenario at state, national and international level in the context to raise their educational status. The constitution of erstwhile state of Jammu and Kashmir (it was bifurcated into two Union territories of Jammu & Kashmir and Ladakh on 31st October 2019) notified twelve tribes as the Scheduled Tribe in the state. Balti, Beda, Bot, Brokpa, Changpa, Garra, Mon and Purigpa these eight tribes live in Ladakh region and were accorded their status in year 1989. Bakarwals, Gujjars, Gaddis and Sippis however were notified as the scheduled tribes vide the constitution (scheduled tribes) order (amendment) act, 1991. In Jammu and Kashmir the educational status of Scheduled Tribe is very low. According to the Census 2001 the literacy rate of Scheduled Tribe was 37.5% which is very low as comparison to national average literacy rate of India i.e 47.2%. Lack of proper infrastructure, teacher absenteeism and attitude, parental poverty, seasonal migration, lack of interest and parental motivation etc are responsible factor for low literacy among scheduled tribe. The present paper is a conceptual study aiming to explore the reasons for the educational marginalization of Scheduled Tribes of Jammu and Kashmir state ( as it stood before its bifurcation into a UT). The paper also seeks to study various challenges faced by tribal people for receiving their education.

1. To study the literacy rate of Scheduled tribe of Jammu and Kashmir UT. 2. To study the educational challenges faced by Scheduled tribe people in Jammu and Kashmir UT. 3. To suggest few measures to overcome the educational challenges faced by Scheduled tribe people in Jammu and Kashmir UT.

Sofi (2014) conducted study on the problem “Educational status of Tribals of Jammu & Kashmir which revealed that the literacy rate among the tribals is too low as compared to other sections of the society. Some of the challenges for educational provision to transhumant’s areas are similar to those faced by other rural marginalized households in the region, although often more severe. These include low population densities resulting in long distances to schools, lack of teachers willing to live in the hard conditions found in these areas, resulting in teacher shortages as well as poorly motivated teachers.

Abass et.al (2015) conducted study on “Socio-economic and educational status of Tribal (Gujjar and Bakarwal) of Jammu and Kashmir: An overview”. His study revealed that Gujjar and Bakarwal are the third largest ethnic group in Jammu and Kashmir constitutes more than 11 percent of the total population of the state (Census 2011). Scheduled Tribe is the only community in the state which maintains its culture and heritage through the ages. Various studies and report indicate that socio-economic and educational status of Gujjar and Bakarwal is not satisfactory.

Gul & Ganai (2016) explored the current status of education among Scheduled Tribes in Jammu and Kashmir. Besides major issues and problems in the field of tribal education in J&K like physical barriers, economic conditions, attitude of parents etc., he suggested that tribal education be improved by the removal of school fees, free textbooks and school uniforms, construction of schools closer to communities to lower transport costs and travel time.

Nanda & Nouskit (2017) conducted a study on “Educational Status of Balti tribe students: A study of Kargil district of Ladakh”. The study revealed that there is lack of staff and facilities in the schools. Dropout rate is high among the students of Balti Tribes. They were not aware about the availability of seats that are reserved in educational institutions for the Balti community and were not aware of government programmes and policies regarding the education of their community.

Nanda & Sharma (2018) researched on the educational status of tribals Gujjars of Vijaypur block in Samba district of Jammu and Kashmir which revealed that even in the 21^st century, the situation of Gujjars tribes was awful. Educationally and economically, they were very backward. The parents of the school going children had no knowledge about the importance of education for their children. The government initiated many efforts to uplift their educational standard but they still did not go to the school. The government has opened mobile schools for Gujjars and Bakkarwals, but they have no knowledge about it.

Ganie (2018) conducted a study on “educational status of Gujjar children of South Kashmir”. The study revealed that the condition of Gujjar children is not too good even in 21th century. There source of income totally depend on labour work and livestock. They even not proper agricultural land. The literacy rate among the Gujjars is low as compared to other inhabitants of the Union Territory. Seasonal migration is also effect the education of their children.

Iqual et.al (2019) conducted research on socio-economic status of Gujjars and Bakarwals of Jammu Division of India. The study revealed that the respondents did not have a good educational level; majority of them had marginal and small landholding. A majority of them had kacha type of house. It is also found that the number of sheep, goat and buffalo affected the migration status of Gujjars and Bakerwals significantly.

 

Scheduled Tribes in Jammu and Kashmir

Jammu and Kashmir (the state that stood before 31^st October 2019; its status changed to a UT thereafter) has twelve notified tribes as the Scheduled Tribe in the state. Balti, Beda, Bot, Brokpa, Changpa, Garra, Mon and Purigpa these eight tribes live in Ladakh region and were accorded their status in year 1989. Bakarwals, Gujjars, Gaddis and Sippis however were notified as the scheduled tribes vide the constitution (scheduled tribes) order (amendment) act, 1991. All the twelve Scheduled Tribes were enumerated officially for the first time during the census 2001, recording the population of 1,105,979.

Table No.1 Scheduled Tribes population of the Jammu and Kashmir

Name	Population of STs census 2011	Population of STs census 2001	Variation
Jammu and Kashmir	14,93,299	11,0,5979	3,87,320

Jammu and Kashmir, one of the border states of India (which existed before its bifurcation on 31^st 2019), has a total population of 1, 25, 41302 including male population of 66, 40662 and female population of 59, 00640, as per Census 2011. As per the Census 2011, the total population of Scheduled Tribes in Jammu and Kashmir is 1,493,299 comprising 11.9% of the total population of the state and about 1.5% of the total tribal population of the country. Most of these tribes are found in Ladakh region of the state. However in Kashmir valley the tribes which are predominantly found are Gujjar and Bakkarwals. Thus the Scheduled Tribes account for 11.9 percent of the total population. The census 2011 shows the entire ST population of the state at 14, 93, and 299 in comparison to 11, 05, and 979 of Census 2001. Thus, there is an increase of 3, 87, 320 in Scheduled Tribe population of the state.

While as per Census 2011, the ST population of J&K is 14, 93, 299, the figures for the break up in the population of 12 ST communities of J&K are not available. But as per Census 2001, out of twelve Scheduled Tribes, Gujjar is the most populous tribe having a population of 763,806, thus forming 69.1 percent of the total ST population. Bot is the second major tribe having a population of 96,698 followed by Bakkarwal (60,724) and Brokpa (51,957). Gujjar along with the three tribes constitute 88 percent of the total tribal population (Census 2001) whereas Balti, Purigpa and Gaddi having population ranging from 38,188 down to 35,765 from 10.2 percent of the total ST population. Remaining five tribes, Sippi, Changpa, Mon, Garra and Beda along with generic tribes constitute the residual proportion (1.9 percent). Among all the tribes, Beda is the smallest group with a population of 128.

Table No.2: population of Scheduled Tribes in J&K

Name	Population of St Census 2011	Population of St Census 2011	Variation
Jammu & Kashmir	14,93,299	11,0,5979	3,87320
Kupwara	70352	51753	18599
Badgam	23912	14547	9365
Leh	95,857	96,174	-317
Kargil	1,22,336	1,o5,377	16959
Poonch	1,76,101	1,49,018	27083
Rajouri	2,32,815	1,60,049	72766
Kathua	53307	33969	19338
Baramulla	37705	28886	8819
Bandipore	75374	54996	20378
Srinagar	8935	3485	5450
Ganderbal	61070	41959	19111
Pulwama	22607	10552	12055
Shopian	21820	10944	10876
Anantnag	1,16,006	80,856	35150
Kulgam	26525	20287	6238
Doda	39216	28400	10816
Ramban	39772	29353	10419
Kishtwar	38149	27917	10232
Udhampur	56309	42875	13434
Reasi	88365	60753	27612
Jammu	69193	42089	27104
Samba	17573	11740	5833

(Source: Census 2011)

The Gujjar and Bakkarwal tribes with their unique social, cultural and linguistic identities form the third largest community in Jammu and Kashmir and constitute 8.1 percent of the total population in the state (Census of India 2001). In India, Gujjars and Bakkarwals are spread throughout the northern part of the Himalayan Range. This includes the states of Uttarakhand, Himachal Pradesh and Punjab

Table No. 3: Percentage of Scheduled Tribe to total population in erstwhile state of Jammu and Kashmir.

S.No.	District	Percentage of ST 2011
1	Jammu and Kashmir	11.9
2	Kargil	86.9
3	Leh(Ladakh)	71.8
4	Reasi	28.1
5	Poonch	36.9
6	Rajouri	36.2
7	Bandipore	19.2
8	Ganderbal	20.5
9	Kishtwar	16.5
10	Ramban	14
11	Anantnag	10.8
12	Udhampur	10.1
13	Doda	9.6
14	Kathua	8.6
15	Shupiyan	8.2
16	Kupwara	8.1
17	Kulgam	6.2
18	Samba	5.5
19	Jammu	4.5
20	Pulwama	4
21	Baramulla	3.7
22	Badgam	3.2
23	Srinagar	0.7

(Source: Census 2011)

Educational Development of Scheduled Tribes in Jammu and Kashmir

Education is the only weapon through which we change the socio-economic scenario of people belonging to different tribes. The education of Scheduled Tribes becomes a challenging issue due to topographical factors. Educational development of Scheduled Tribes as a subject has remained a significant area of discussion at present scenario at state, national and international level in the context to raise their educational status. In Jammu and Kashmir the educational status of Scheduled Tribe is very low. According to the Census 2001 the literacy rate of Scheduled Tribe was 37.5% which is very low as comparison to national average literacy rate of India i.e 47.2%. The male and female literacy rate of Scheduled Tribe was 48.1% and 25.5%. Lack of proper infrastructure, teacher absenteeism and attitude, parental poverty, seasonal migration, lack of interest and parental motivation etc are responsible factor for low literacy among scheduled tribe.

Table No.4 Literacy Rate of Scheduled Tribes

Literacy rate	India STs	J&k STs	Balti	Bot	Purigpa	Brokpa	Gaddi	Gujjar	Bakarwal
Persons	47.2	37.5	62.1	61.3	60.9	55.5	37.3	31.7	22.5
Males	59.2	48.1	77.5	71.6	75.5	70.9	53.9	41.6	30.8
Females	34.8	25.5	45.4	50.3	44.2	38.6	19.9	20.4	12.8

Source: Census of India 2001.

www.censusindia.gov.in

Educational challenges faced by Scheduled Tribes in Jammu and Kashmir and Ladakh

The Scheduled Tribes of Jammu, Kashmir and Ladakh are facing many educational challenges. Some of these challenges are as follows:

i. Lack of higher educational institutions: As most of the tribal areas are located in rural, far flung, highly inaccessible areas, therefore one of the major problem faced by the tribes living in tribal areas is that there are hardly any institutions of higher education in such areas. Even if there are schools in their locations but there are fewer higher secondary schools and by the time many students finish their 12^th class, they find it very difficult to continue as there are hardly any colleges, engineering colleges and medical colleges in their remote locations. It is an open secret that most of such institutions are located in urban zones only. Thus, for seeking higher education, Scheduled Tribes face lot of problems. They either have dropout after class 12^th or have to migrate to urban areas for educational reasons. Higher education thus remains a dream only for Scheduled Tribes. In Jammu, Kashmir and Ladakh, few months before it was bifurcated into a Union Territory, the state Administrative Council (SAC) headed by the then Governor Mr. Satya Pal Malik approved opening of 50 new degree colleges in the state. However, it will take time for these colleges to come into existence. Along with the establishment of higher educational institutions the quality of these educational institutions should also be taken into consideration.

ii. Migratory way of life: Most of the Scheduled Tribes of Jammu, Kashmir and Ladakh have migratory way of life. The twin tribes of Gujjars and Bakkarwals which have the largest number in J&K practice nomadism and undertake seasonal journeys twice a year along with the cattle. They go to the upper reaches of Pir Panjal mountain ranges in the summer for grazing of their cattle etc. and in the winters, they come back to the plains. Similarly, the Gaddi tribes which are Hindu nomadic tribes in J&K also undertake seasonal migratory journeys. The Changpa tribe which are the Pashmina goat rearing tribes living in the Changthang Plateau in Ladakh are also nomadic. As annual migrations and nomadic journeys is a big issue for these Tribes. This is also a hindrance to their educational processes. These people move from one place to another for grazing their sheep, goats and buffalos because it is the source of their income and their livelihoods depend upon them. On the other hand it badly effects the education of their children. They are unable to take admissions in schools on time due to migratory way of life. It also badly effect on the physical health of their children and parents.

iii. Poor economic status: The economic status of Scheduled Tribes people is very low. The main source of their economic income is grazing sheep, goats and buffalos. But due to deforestation, lack of grazing land is also one of burning issue which directly effect on their economic income. They are not in a position to send their children for higher education due to lack of finance problem. They hardly provide two time meal to their children.

iv. Early marriages: Most of the Scheduled Tribes parents are illiterate. Which show from their literacy rate i.e 37.5% which is very low as comparison to India over all literacy rate of Scheduled Tribe i.e 47.2% (Census 2001). There is also lack of awareness among them about the importance of education of their children and therefore they want their children, both boys and girls, to get married in young ages only. The culture of early marriages is quite prevalent among the Scheduled tribes of Jammu, Kashmir and Ladakh.

v.  Geographical factors: Most of the tribes in Jammu, Kashmir and Ladakh are remotely located. Scheduled Tribes lived in hilly areas which remained covered with snow for almost for 4 or 5 month in a year. The geographical remoteness of their areas not only hinder their education but it also results in many other issues for Example lack of infrastructure, health issues etc. this also give rise to imbalance between the urban and rural areas.

vi. Medium of Language: Scheduled Tribes students understand local/mother language easily. But in school teachers mostly used Hindi or English for teaching purpose. It becomes a language barrier for Scheduled Tribe students. They demand local language should be used as a medium of instruction, so that they can easily understand, whatever teacher teaches to them.

vii. Lack of Proper Monitoring: The most of the schools and colleges established in rural tribal areas have lack of road connectivity. Due to this, there is no adequate monitoring of these educational institutions in ST areas. Though government has village Monitoring Committee at the school level, these however have not proven to be beneficial. Lack of road connectivity is the big issue behind the lack of proper supervision in schools and colleges. Due to worse road conditions, no officer is ready to go for surprise checks and conduct inspections of different schools and colleges established in Tribal areas

viii.   Non availability of staff: In most of tribal areas school there is lack of teachers. Teachers’ belonging to urban areas does not like to serve in tribal areas due to travelling and transport issues. Even some of the teachers who belong to tribal or rural areas constructed their homes in cities and they like to serve in urban areas. It hinder the educational development of Scheduled Tribes students.

ix.  Lack of hostel facility for ST students:  The Scheduled Tribes children are very hardworking, talented and even they are very much interested in taking education. But due to lack of hostel facility Scheduled Tribes students are unable to continue their higher education.  In Jammu and Kashmir there is lack of hostel facility for Scheduled Tribes students.

x.  Lack of awareness about scholarship schemes:  The Govt of India launched so many pre-matric, post-matric, overseas scholarship schemes for scheduled Tribes people. But the people of Scheduled Tribes are not fully aware about these schemes. Lacks of awareness about different scholarship schemes among the Tribals hinder their educational development.

xi.  Lack of proper implementation of centrally sponsored schemes: The Govt of India and state govt launched, so many schemes for the welfare of Scheduled Tribes people, but they are not fully aware about these schemes. These schemes are not properly implemented in our state which is launched for the upliftment of Scheduled Tribes people.

xii.  Improper functioning of tribal affair Department: In Jammu, Kashmir and Ladakh, there is a Tribal affair Department which was establishment for the welfare of Schedule tribes’ but unfortunately this department does not function properly and the people do not have much idea about its location. Even if there is website of this department, yet the tribal people are not able to access internet. Therefore they are handicapped in the absence of internet and the department itself does not organize any awareness about its role and responsibilities in mitigating the sufferings and the problems of the STs.

xiii. Lack of internet connectivity: While internet is banned in the entire Jammu, Kashmir and Ladakh since August 2019, however even in normal days, there is hardly any internet in tribal areas. And if any kind of internet is available, its speed is quite low. Due to this, they are unable to avail many schemes which are available online as the focus of the entire country has shifted from manual to digitization. Scheduled Tribes are unable to take online educational courses, access their bank accounts online, and fill various fellowships forms online besides many other difficulties. Thus, Lack of internet connectivity is a very big challenge for Scheduled Tribes.   

xiv. No use of ICT in tribal area: Due to lack of internet facility in Jammu, Kashmir and Ladakh, e-learning is nearly impossible. Modern education wherein there is massive introduction of MOOC courses, online courses etc, is still a distant dream for Scheduled Tribes children living in far flung areas. There is a lack of infrastructural facilities which is an important requirement for the use of ICT in teaching learning process.

xv. Lack of electricity facility in schools and homes: In various Tribal areas even in 21^st century electricity is remain as a dream for Scheduled tribe students and people. Modern education through ICT is still remained dream of scheduled Tribe students in Jammu and Kashmir.

xvi.  Lack of women teacher in tribal area: The large percentage of Scheduled Tribes population is illiterate and there thinking is orthodox. Some scheduled Tribes people do not like to send their children to male teacher for getting education in tribal area.

Few measures to improve the educational challenges of scheduled Tribes in Jammu and Kashmir UT:

If the governments are sincere about the socio-economic development of tribes of Jammu, Kashmir and Ladakh, then the following measures need to be taken seriously and sincerely for their upliftment:

a. Establishment of Higher institutions: Higher educational institution should be opened in the tribal areas. Recently state administrative council approved 50 new degree colleges in Jammu and Kashmir, but it will take time to come into existence. Along with the establishment of new higher educational institution the quality of higher education institution should also be improved.  

b. Organization of awareness camps: The 62.5% Scheduled Tribe people are illiterate in Jammu and Kashmir. They are not fully aware about the education of their children.  Awareness camps should be organized regarding the importance of education of their children, scholarship schemes and demerits of early marriage, so that their educational status should be improved.

c.  Proper utilization of local language: Hindi and English language is very difficult to understand for Scheduled Tribes children. So that Local language should be incorporate in the curriculum and also used as a medium of instruction during teaching.

d.Proper supervision: time to time proper supervision of schools and colleges should be done in the Tribal area. So that scheduled Tribes students are able to take quality education and are able to compete with the students of urban area.

e. Establishment of hostel: Hostels should be established in tribal area. Especially girls’ hostel for Scheduled Tribe should be established in every district of Jammu and Kashmir. So that girls are able to take education without any interruption.

f. Proper implementation of centrally sponsored scheme: Govt administrators should play crucial role in the implementation of centrally sponsored schemes. For the proper implementation of centrally sponsored schemes the administrators should organized aware camps after every month for the welfare of Scheduled Tribes people.

g.  Proper functioning of department of Tribal Affairs: The department of Tribal affairs was established for the welfare of Scheduled tribes’ people. But Department of Tribals Affairs not functions properly for the welfare of Scheduled Tribe people. So it is suggested that department of tribal affairs should function properly for the welfare of Scheduled tribes’ people.

h. Internet speed should be increased: Lack of internet connectivity is one of the burning issues which hinder the educational development of Scheduled tribes’ people. Internet speed should be increased in tribal areas so that tribal children are also able to take online education.

i. Electricity should be provided to the tribal population: Even in 21^st century some of the tribal areas are faced the problem of lack of electricity. Electricity should be provided to the tribal areas people.

j.  Proper use of ICT in teaching learning process: ICT should be used in the teaching learning process in the tribal area. For this purpose professionally trained teachers should be posted in the tribal areas. 

k. Special recruitments of female teachers:  special recruitment of female teachers is also the demand of Scheduled Tribes people. So that the enrollment of girls should be increased at primary level of education.

The Scheduled Tribes of Jammu, Kashmir and Ladakh have good potential but due to lack of facilities in their areas where they reside, they are lagging behind the rest of the population owing to their geography, topography, backwardness etc. they are educationally very backward due to the negligence of the successive governments. They have not got proper educational facilities like higher educational institutions, hostel facility and proper guidance. There is lack of availability of teachers, lack of electricity and lack of e-learning facilities. Therefore, the policy maker, administrators and stakeholders should take the issues of Scheduled Tribes seriously so that good facilities including quality education is provided to them.

1. Pandey, K. (2011). Socio-economic Status of Tribal women: A study of a transhumant Gaddi population of Bharmour, Himachal Pradesh, India. International Journal of Sociology and Anthropology, 3(6), 189-198. Retrieved from http://www.academicjournals.org/ijsa 2. Kumar, R. (2019). Explore the unexplored Gaddi Tribe of Jammu and Kashmir: Educational issues and challenges. International Journal of Research in Economics and Social sciences, 9 (5), 27-35. Retrieved from http://euroasiapub.org 3. Pathania, M., & Rao, M. (2016). Socio-economic Status of Gaddi Tribe in Himachal Pradesh. International Journal of Advanced Research, 4(8), 159-167. Retrieved from https://dx.doi.org/10.21474/IJAROI/1198 4. Nanda., R & Nouskit, N. (2017). Educational Status of Balti Tribe students: A study of Kargil district of Ladakh. 5. Zenith International journal of Multidisciplinary Research, 7(11) 70-79. Retrieved from https://Zenithresearch.org.in.>...PDF 6. Nanda., R & Sharma, V. (2018). A study of educational status of tribal Gujjars of Vijaypur Block in Samba district of Jammu and Kashmir. International Journal of Research in Economics and social sciences, 8(3), 2249-7382. Retrieved from https://euroasiapub.org 7126p.pdf 7. Ganie, I. (2018). A study on educational status of Gujjar children of South Kashmir. International Journal for Technological Research in Engineerig, 5(11), 2347-4718. Retrieved from https://www.ijtre.com 2018051151.pdf 8. Sofi, U.J. (2014). Educational status of Tribals of Jammu & Kashmir: A case study of Gujjars and Bakarwals. 8. International Journal of Social, 3(3), 275-284. Retrieved from https://www.researchgate.net/publication/2807212297_Educational_Status_of_Tribals_of _Jammu_kashmir_A_Case_of_Gujjars_and_Bakarwals 9. Abass, Z., Ahmed, J., & Ahmed, I. (2015). Socio-Economic and Educational status of Tribal (Gujjar and Bakarwal) of Jammu and Kashmir: An overview. International Journal of Humanities and Social Studies, 03(1), 35-41. https://dx.doi.org/10.2139/ssrn.3139413