Incorporating Indian Knowledge Systems in Right to Education: A Study of the Tea Tribes of Dooars, (Mal Subdivision), Jalpaiguri, West Bengal

The Right to Education (RTE) Act, enacted in India in 2009, signifies a major advancement in guaranteeing free and compulsory education for children aged 6 to 14.This article analyzes the execution of the RTE Act in the tea garden regions of the Dooars, concentrating on the Tea Tribes, who encounter many socio-economic difficulties.These issues include elevated poverty levels, inadequate infrastructure, and cultural obstacles that impede access to effective education.The research emphasizes the educational condition of the Tea Tribes, the influence of the RTE Act on their educational access, and the contribution of Indian Knowledge Systems (IKS) in promoting a more inclusive and culturally relevant educational framework.This study conducts a thorough analysis of current literature to investigate the socio-economic realities of these communities and assess the efficacy of the RTE Act's provisions in this setting.The study underscores the need of incorporating ancient knowledge systems into contemporary education to reconcile formal schooling with the cultural realities of underprivileged populations.The results indicate that while the RTE Act has the capacity to enhance educational access, considerable hurdles persist regarding infrastructure, teacher training, and societal obstacles.The research suggests that using Indigenous Knowledge Systems (IKS) may enhance an inclusive, comprehensive, and contextually relevant educational framework that serves the Tea Tribes of the Dooars and other underprivileged populations across India.