• Dr. FEROZ UD DIN

This research explores the educational policies designed to empower Scheduled Tribes (STs) in Ladakh, highlighting their significance in addressing historical disparities and fostering inclusive development. Despite Ladakh's cultural and ecological richness, its tribal communities face challenges stemming from geographic isolation, socio-economic constraints, and inadequate infrastructure. Initiatives such as the Pre-Matric and Post-Matric Scholarship Schemes, and the National Fellowship for Higher Education have been pivotal in improving access to education and reducing dropout rates. Various scholarships and grassroots efforts, such as Village Education Committees (VECs), emphasize a comprehensive approach to educational development by bridging the divide and promoting community ownership. While these policies have made significant strides, challenges persist, including infrastructural deficits and cultural disconnects in mainstream education. The study concludes that sustained investment, culturally relevant curricula, and community-driven strategies are essential for the long-term educational advancement of STs in Ladakh. By ensuring education is accessible and responsive to tribal needs, these initiatives can empower Ladakh's tribal communities to thrive in a modern world while preserving their unique heritage.

Ladakh, Scheduled Tribes, Tribal Development, Educational policies

"Empowering Education: Policies and Schemes for Scheduled Tribes in Ladakh ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 3, page no.h102-h117, March-2025, Available :http://www.jetir.org/papers/JETIR2503713.pdf

"Empowering Education: Policies and Schemes for Scheduled Tribes in Ladakh ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 3, page no. pph102-h117, March-2025, Available at : http://www.jetir.org/papers/JETIR2503713.pdf