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Barriers, opportunities, and enablers to educate girls from Particularly Vulnerable Tribal Groups (PVTGs): A systematic review of literature

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  • Thamminaina, Apparao
  • Kanungo, Pallavi
  • Mohanty, Seemita

Abstract

This study aims to provide insight into educating girls from Particularly Vulnerable Tribal Groups (PVTGs) in India. It synthesizes themes to understand the barriers, opportunities, and the enablers that ensue alongside their educational journey. The paper employs the SPIDER tool for systematic review, JabRef, to remove duplicate articles, and Rayyan QCRI to present the selected articles as results. Finally, the elements from the SQUIRE 2.0 was applied for evaluating the quality of results. Only 45 articles from those published from 2011 to 2019 were found suitable. Findings highlight the lack of educational advancement among the PVTG girls even though SDG-4 ensures quality education to all. In summary, most researchers have emphasised on overall tribal education, while very few have focused on either tribal or PVTG girls’ education. Similarly, readers from various corners of the world have exposure to articles that are either based on health or ethno-medicinal practices of the PVTGs. This study would be useful both for academic research and policy framework as the study synthesizes a broad range of published research. The study fills the gap by assembling evidence from literature and integrates the findings for a clear understanding of the significance of education for PVTG girls.

Suggested Citation

  • Thamminaina, Apparao & Kanungo, Pallavi & Mohanty, Seemita, 2020. "Barriers, opportunities, and enablers to educate girls from Particularly Vulnerable Tribal Groups (PVTGs): A systematic review of literature," Children and Youth Services Review, Elsevier, vol. 118(C).
    • Handle: RePEc:eee:cysrev:v:118:y:2020:i:c:s0190740920310197
    DOI: 10.1016/j.childyouth.2020.105350
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    1. Bhagavatheeswaran, Lalitha & Nair, Sapna & Stone, Hollie & Isac, Shajy & Hiremath, Tejaswini & T., Raghavendra & Vadde, Kumar & Doddamane, Mahesh & Srikantamurthy, H.S. & Heise, Lori & Watts, Charlott, 2016. "The barriers and enablers to education among scheduled caste and scheduled tribe adolescent girls in northern Karnataka, South India: A qualitative study," International Journal of Educational Development, Elsevier, vol. 49(C), pages 262-270.
    2. Kelly, Orla & Krishna, Aditi & Bhabha, Jacqueline, 2016. "Private schooling and gender justice: An empirical snapshot from Rajasthan, India's largest state," International Journal of Educational Development, Elsevier, vol. 46(C), pages 175-187.
    3. Nabanita Datta Gupta & Amaresh Dubey & Marianne Simonsen, 2018. "Rising school attendance in rural India: an evaluation of the effects of major educational reforms," Education Economics, Taylor & Francis Journals, vol. 26(2), pages 109-128, March.
    4. Anuneeta Mitra, 2019. "Returns to education in India: Capturing the heterogeneity," Asia and the Pacific Policy Studies, Wiley Blackwell, vol. 6(2), pages 151-169, May.
    5. Anuneeta Mitra, 2019. "Returns to education in India: Capturing the heterogeneity," Asia and the Pacific Policy Studies 201909, Crawford School of Public Policy, The Australian National University.
    6. Alessandro Liberati & Douglas G Altman & Jennifer Tetzlaff & Cynthia Mulrow & Peter C Gøtzsche & John P A Ioannidis & Mike Clarke & P J Devereaux & Jos Kleijnen & David Moher, 2009. "The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-28, July.
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    1. Kızıltaş, Yusuf & Gönülal, Hamza, 2024. "Investigation of early school leaving risk in disadvantaged girl students at primary education level in rural regions by CHAID analysis," Children and Youth Services Review, Elsevier, vol. 163(C).

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