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<p>India’s National Education Policy 2020 recognizes the vital role of physical infrastructure in improving quality of education. In India, the tribal regions, though, suffer from unique challenges due to geographical remoteness, cultural distinctiveness, economic marginalization, and inadequate infrastructure leading to educational disparities compared to non-tribal areas. This paper explores the complex relationship between physical infrastructure and educational quality among marginalized communities. Acknowledging the recognized impact of physical infrastructure on educational outcomes, the study addresses the gap in terms of&#xa0;lack of comprehensive studies particularly focused on these areas. To address this gap, we introduce a model to identify key determinants that enhance physical infrastructure and, consequently, educational quality. Study uses exploratory factor analysis to develop a Quality of Education Index and applies confirmatory factor analysis to assess the performance of 2481 tribal schools in Jhargram (West Bengal), a predominant tribal district in India. Additionally, a structural equation model is employed to identify the primary factors influencing educational quality in these schools. The key findings emphasize the importance of focusing on sanitation, healthcare, and building infrastructure, supporting the idea that a comprehensive approach, including both academic and non-academic aspects, is essential for enhancing education in India’s tribal regions.</p>

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Educational infrastructure challenges in tribal regions in India: an enquiry in the context of NEP 2020

  • 期刊论文

  • 发表日期：

    2025年6月9日

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  • Dhananjay Patra,
  • Meghna Dutta,
  • Nalin Bharti

摘要

India’s National Education Policy 2020 recognizes the vital role of physical infrastructure in improving quality of education. In India, the tribal regions, though, suffer from unique challenges due to geographical remoteness, cultural distinctiveness, economic marginalization, and inadequate infrastructure leading to educational disparities compared to non-tribal areas. This paper explores the complex relationship between physical infrastructure and educational quality among marginalized communities. Acknowledging the recognized impact of physical infrastructure on educational outcomes, the study addresses the gap in terms of lack of comprehensive studies particularly focused on these areas. To address this gap, we introduce a model to identify key determinants that enhance physical infrastructure and, consequently, educational quality. Study uses exploratory factor analysis to develop a Quality of Education Index and applies confirmatory factor analysis to assess the performance of 2481 tribal schools in Jhargram (West Bengal), a predominant tribal district in India. Additionally, a structural equation model is employed to identify the primary factors influencing educational quality in these schools. The key findings emphasize the importance of focusing on sanitation, healthcare, and building infrastructure, supporting the idea that a comprehensive approach, including both academic and non-academic aspects, is essential for enhancing education in India’s tribal regions.