President Murmu Emphasizes Education as Key to Tribal Progress
President Murmu highlights education's pivotal role in tribal development, urging focus on quality and access.
Photo by Darya Luganskaya
President Droupadi Murmu underscored the critical role of education in the progress and empowerment of tribal communities. Speaking at a function, she highlighted that education is the key to bridging the development gap between tribal and non-tribal populations. Murmu emphasized the need for quality education, particularly for girls, to ensure that tribal communities can fully participate in and benefit from national development.
She urged all stakeholders, including government bodies and civil society, to work towards improving educational access and outcomes for tribals. This statement reinforces the government's commitment to inclusive development and addressing historical disparities faced by tribal communities, aligning with constitutional provisions for their welfare.
मुख्य तथ्य
President Droupadi Murmu emphasized education for tribal progress
Stressed quality education, especially for tribal girls
Called for bridging development gap between tribal and non-tribal populations
UPSC परीक्षा के दृष्टिकोण
Constitutional provisions for Scheduled Tribes (Articles, Schedules, Acts like PESA)
Government schemes and policies for tribal education and welfare (e.g., EMRS, NEP, Samagra Shiksha)
Socio-economic challenges faced by tribal communities in accessing quality education
Role of education in inclusive development and national integration
Gender disparities within tribal education and specific interventions needed
दृश्य सामग्री
और जानकारी
पृष्ठभूमि
नवीनतम घटनाक्रम
बहुविकल्पीय प्रश्न (MCQ)
1. With reference to the constitutional provisions and legislative measures for tribal welfare in India, consider the following statements: 1. Article 46 of the Constitution mandates the State to promote the educational and economic interests of the Scheduled Tribes with special care. 2. The Fifth Schedule of the Constitution deals with the administration and control of Scheduled Areas and Scheduled Tribes in all states except Assam, Meghalaya, Tripura, and Mizoram. 3. The Provisions of the Panchayats (Extension to Scheduled Areas) Act, 1996 (PESA) empowers Gram Sabhas in Scheduled Areas to manage local educational institutions. Which of the statements given above is/are correct?
उत्तर देखें
सही उत्तर: D
Statement 1 is correct: Article 46 of the Directive Principles of State Policy states that 'The State shall promote with special care the educational and economic interests of the weaker sections of the people, and, in particular, of the Scheduled Castes and the Scheduled Tribes, and shall protect them from social injustice and all forms of exploitation.' Statement 2 is correct: The Fifth Schedule provides for the administration and control of Scheduled Areas and Scheduled Tribes in states other than Assam, Meghalaya, Tripura, and Mizoram. The Sixth Schedule deals with these four states. Statement 3 is correct: PESA Act, 1996, extends the provisions of Part IX of the Constitution relating to Panchayats to the Scheduled Areas, empowering Gram Sabhas with significant powers, including control over social sectors and local institutions like schools, within their jurisdiction.
2. In the context of government initiatives for promoting education among tribal communities in India, which of the following statements is/are correct? 1. Eklavya Model Residential Schools (EMRS) are established to provide quality middle and high-level education to Scheduled Tribe children in tribal areas. 2. The National Education Policy (NEP) 2020 specifically identifies Scheduled Tribes as a 'Socio-Economically Disadvantaged Group' (SEDG) and proposes targeted interventions. 3. The Samagra Shiksha Abhiyan aims to ensure inclusive and equitable quality education at all levels from pre-school to senior secondary for all children, including tribal children. Select the correct answer using the code given below:
उत्तर देखें
सही उत्तर: D
Statement 1 is correct: EMRS are indeed a flagship intervention by the Ministry of Tribal Affairs to provide quality education to ST children in tribal areas, focusing on middle and high-level education. Statement 2 is correct: NEP 2020 recognizes various SEDGs, including Scheduled Tribes, and emphasizes the need for specific strategies and interventions to ensure their equitable access to education and learning outcomes. Statement 3 is correct: Samagra Shiksha Abhiyan is an overarching programme for the school education sector extending from pre-school to Class 12, aiming for inclusive and equitable quality education for all, which naturally includes tribal children as a key beneficiary group.
3. Which of the following is NOT a significant challenge in achieving universal and quality education for tribal communities in India?
उत्तर देखें
सही उत्तर: C
Option A is a significant challenge: Many tribal children face difficulties when the medium of instruction is not their mother tongue, leading to poor comprehension and high dropout rates. Option B is a significant challenge: Curricula often do not reflect tribal cultures, traditions, and knowledge systems, making education less engaging and relevant for tribal students. Option C is NOT a significant challenge, rather it is the opposite. Tribal communities generally suffer from low digital literacy and limited access to online learning resources due to lack of connectivity, devices, and awareness, which exacerbates educational disparities, especially post-pandemic. Therefore, 'high prevalence' is incorrect. Option D is a significant challenge: Many tribal habitations are in remote, hilly, or forested areas, making school access difficult and infrastructure development challenging.
संबंधित लेख
न्यायपालिका भ्रष्टाचार से पहले, अन्य एनसीईआरटी संशोधन जिन्होंने विवाद को जन्म दिया
उच्च न्यायालय ने 'केरल स्टोरी 2' की रिलीज पर रोक लगाई, सीबीएफसी से प्रमाणन पर पुनर्विचार करने को कहा
केरल ने आयुर्वेद अनुसंधान संस्थान का उद्घाटन किया, वैश्विक मान्यता चाहता है
तेलंगाना सरकार ने हैदराबाद में विस्तृत इफ्तार डिनर कार्यक्रमों की योजना बनाई
पूर्वोत्तर भारत से महिलाओं की कहानियाँ: संघर्ष, लचीलापन और पहचान