International Journal of Academic Research and Development

International Journal of Academic Research and Development


International Journal of Academic Research and Development
International Journal of Academic Research and Development
Vol. 3, Issue 6 (2018)

Tribal education challenges the case of wayanad in Kerala, India and Western Bahr el Ghazal, South Sudan


Wurok Chan Malith

The paper endeavors to painstakingly enunciate the problems and the challenges the tribal education is floundering in both, Wayanad, Kerala, India and Wau town in Western Bahr el Ghazal, South Sudan. However, the conspicuous and overarching challenges of tribal education of the Tribal of Wayanad, sustainably subsume lack of facilities, the language or medium of instruction is the challenge for the tribal children and there is lack of written literature. The tribal children perceive Malayam language as a foreign language, despite enormous resources which are provided by the government the result remains insufficient, social factors, economic factors, lack of interest in formal education, lack of teachers is one of the main problem affecting the growth of tribal education, absenteeism or drop out a significant number of students may be on rolls but the actual attendance is very negligible, the students graduating are also less, inadequate infrastructure such as roads, bridges, and transport are difficult and the movement within the tribal areas more assiduous and exigent during the rain seasons. Meanwhile, in Western Bahr el Ghazal, the paper endeavors to briefly enunciate the challenges encountering education owing to the ongoing internecine conflict, as such many schools have gone haywire. However, the challenges of floundering the education conspicuously subsume a deficit in the government budgets which stalled the allocation of enough fund for defraying the teachers. Furthermore, the dearth of fund put many schools out of function and students stayed in the refugeeā€™s camp. As such, UN agencies and NGOs avail significant resources and they became imperative partners in funding the education in South Sudan. Additionally, the dearth of enough schools, dearth of enough teachers and lack of training for teachers led to poor instruction. The medium of instruction is another challenge as many teachers were Arabic teachers before the medium instruction has been tweaked to English as well as unavailability of enough fund to defray all teachers and tutors and arduous insecurity foisted by the conflict are the pervasive challenges.
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