All India Survey on Higher Education (AISHE) 2019–2020 exhibits a mix scenario of higher education in North-East India. Tripura is the only state among North-Eastern states whose GER of ST students is lower than the GER of ST students at the national level and is much lower than other North-Eastern states. In Tripura, the female–male ratio of enrolment in higher education is in favour of male throughout all the levels of education. The scenario of higher education in Tripura suggests that there is a need to take immediate steps to encourage students, especially female students, to enrol in higher education.
BhoiD (2013) Educational privatisation and access to higher education: experiences of scheduled caste students in Odisha. Social Change43(3): 341–363.
2.
BiswasNB (2008) Education in Northeast India. New Delhi, India: Shipra Publications.
3.
BoruahP (2018) Problems and future prospects of higher education in North East India. International Journal of Humanities and Social Science Invention7(2): 9–12.
4.
BrahmanandamTBabuTB (2016) Educational status among the scheduled tribes: issues and challenges. The NEHU Journal XIV(2): 69–85.
5.
Census of India (2001) General Population Tables, Assam, Tables A-1 to A-4. Assam: Director of Census Operations.
6.
DhanurajDKumarRV (2015) Understanding status of higher education in India: challenges and scepticism towards serious investments in the sector. Informatics8: 82–92.
7.
GharaTK (2016) Status of Indian women in higher education. Journal of Education and Practice7(34): 58–64.
8.
Government of India (GoI) (2017) Student-Teacher Ratio. New Delhi, India: Press Information Bureau, Ministry of Human Resource Development, Government of India.
IIPS and ICF (2020) National Family Health Survey (NFHS)-5, State and District Factsheets, Tripura. Ministry of Health and Family Welfare, Government of India.
11.
JoshiKMBasuRS (2013) Higher education and participation of Indigenous people in India: some reflections. Societal Studies5(2): 467–480.
12.
KumarS (2014) Privatisation of higher education in India: hopes and despairs. Social Change44(3): 451–458.
13.
KumarS (2015) India’s trade in higher education. Higher Education70(3): 441–467.
14.
KyllonenPC (2012) The importance of higher education and the role of noncognitive attributes in college success. Revista de Investigación Educacional Latinoamericana49(2): 84–100.
15.
SinghCBP (2017) Multilevel exclusion of Dalit students in professional elite colleges of India. Social Change47(3): 359–372.
16.
TilakJBG (2015) How inclusive is higher education in India?Social Change45(2): 185–223.
