Literacy and Education Levels of Scheduled Tribes in Tribal Plan Area of Andhra Pradesh

Abstract

The initiatives undertaken for the overall improvement in literacy and education levels among STs in Andhra Pradesh did succeed to certain extent. The literacy rate among STs increased significantly and as a result the gap between general population and STs declined. The gender differences in literacy rate also have come down. Though declined the gender gap is more among STs compared to general population and continued to be significant. There are inter-district variations in the literacy rate of STs. In majority of the districts the literacy gap between general and STs was more among females than among males. Gender differences in literacy rates are more visible among PVTGS than among other groups. Gender gap is more among those (Porja and Khonds) having low literacy rate than among others. Literacy rate in ITDA area increased significantly during 2001 and 2011. But it is much less than the overall literacy rate in the state but closer to the average literacy rate of STs in the state. As the level of education goes up the GER gap between STs and all categories is widening. Except in higher education the girls participation is better than boys. Despite increase in GER, STs lag behind other Social groups. Drop-out rate among STs is more compared to all other social groups. The pass percentage of ST students in SSC examination is less than the state average. There are inter- district variations. The education level of STs increased. The percentage of STs with below primary stage declined significantly and that with secondary and higher secondary education increased. Compared to males females are lagging behind but progressing much faster in Andhra Pradesh. Within ST graduates majority are graduates in general education and about one-fourth have engineering degree. Chenchus, one of the PVTGs, have very low literacy rate and have not increased significantly. To increase literacy levels among STs in the coming years it is necessary to universalise elementary education. At present the enrolment and GERs of STs appears encouraging but require steps to increase transition rates and improve in the learning levels of those enrolled.