An Investigative Study on School Drop-outs in Tribal Settings. A Case of Three selected Tribes in South Karnataka

The NPE, 1986 and the Programme of Action (POA), 1992, recognized the heterogeneity and diversity of the tribal areas while underlining the importance of instruction through the mother tongue and the need for preparing teaching/learning materials in the tribal languages. A working group on Elementary and Adult Education for the Xth Five Year Plan (2002-07) emphasized the need to improve the quality of education of tribal children and to ensure equity as well as further improving access. In general, the tribes that remain geographically isolated are able to retain their traditional cultures and religions longer. On the other hand communities that are either nomadic or live in the periphery of civilized life are prone for drastic changes. Karnataka has a sizable population of tribal people. There are 34.64 lakhs tribals distributed in various regions of Karnataka as per 2001 census. Their education level still min pathetic condition. This paper is based on study conducted on three important tribes viz; Soliga, Jenukuruba and Betta Kurubas Tribes of chamartjangar district of Karnataka state India.