Conference Program

Education is considered as a significant parameter in Human Development Index (HDI) according to the United Nations Development Programme (UNDP) that measures the development of a particular nation’s education policy and its implementation at the grass root level. It is a key indicator in measuring the knowledge and skills attained by the larger population, leading to employment opportunities that furthers an individual’s or a household’s standard of living and upward social mobility. Karnataka, as a state in India, prides itself upon its highest school enrolment rates in the country along with an overall literacy rate of 75.6% as per the 2011 census. Despite these considerable achievements, the state paints rather a gloomy picture with regard to the educational participation of the tribal populations of the state. Individuals belonging to the tribal communities often have to face multiple challenges in their path to secure a decent education. The economic factor becomes a major determinant in their decision and desire to be part of the institutionalized education system, that promises stable income and a secure life. The paper aims to examine the role and influence of economic factors in decision-making regarding one’s education among the tribal communities in Karnataka.

The study is derived from the primary data collected through personal interviews with the tribal community members across Karnataka (1057 respondents). The analysis is structured from a variety of variables that are intersectional in nature and provide a wholistic socio-economic conditions of the tribal population. The study employs descriptive statistical analysis along with cross-tabulation in understanding the relationship between educational participation and socio-economic conditions of the group. Initial trajectories of the study indicate towards that hypothesis that economic conditions significantly factor into educational decision-making of the population, despite the state’s efforts to ensure free education till matriculation for all. Households with low annual income exhibit greater difficulties in their path to attain education that involves direct as well as hidden costs of education. In many instances, education is considered an activity that doesn’t aid their immediate living conditions since the household loses on daily wages when a family member decides to go to school instead of choosing to work either as a daily wage labour or as an unskilled labour either temporarily or on contract basis. The analysis also considers occupation as a significant variable that factors into educational participation of the community members.

Further, the study contributes towards the discussion on education in a democratically driven society wherein education policy and its execution often meet the needs of only a select few. Tribal individuals who have multiple hurdles to cross in their paths to education do not form the primary stakeholders in state’s education policy. The study underscores the importance of financial constraints in shaping the tribal households’ aspirations.

Acknowledgement: The authors appreciate the financial assistance provided by the Indian Council of Social Science Research to conduct the field data survey as part of the minor research project.