| Hemlata Mahawar Assistant Professor (Home Science) Government College Sheoganj (Rajasthan) India |
Abstract
The education of tribal girls in Rajasthan reflects a complex intersection of poverty, gender, and social exclusion. Despite constitutional safeguards and state-led interventions, tribal girls continue to face multiple barriers such as early marriage, geographical isolation, inadequate infrastructure, and socio-cultural prejudices. This paper examines the journey from exclusion to empowerment, highlighting how government initiatives—including Kasturba Gandhi Balika Vidyalayas (KGBVs), Ashram schools, scholarship programs, and residential hostels—have contributed to bridging educational gaps. Using secondary data from UDISE+, NCERT, and DISE statistics, along with a review of existing literature, the study explores the progress and persisting challenges in enhancing access, retention, and quality of education among tribal girls in Rajasthan. The findings suggest that while significant strides have been made in terms of enrolment and literacy, structural issues such as teacher shortages, safety concerns, and cultural resistance remain pressing. The study argues that sustained, localized, and community-driven interventions are essential to transform access into empowerment, thereby enabling tribal girls to contribute meaningfully to Rajasthan’s socio-economic development.