The present research explores the relationships between tribal, tribal education and tribal policies on education in the context of Ashram Schools in general and in Gujarat in particular, using the case study technique in the tribal regions of the southern part of Gujarat, India. The building of tribal infrastructure for access to all of these services, as well as for food, health, and other fundamental needs, is essential. Several programmes and initiatives have been implemented in the tribal states of India to give the tribal people access to educational opportunities.By providing appropriate education, Ashram School's primary goal was to help tribal people develop their critical thinking skills. It shows how tribal decisions regarding economic development and education have an impact on their capacity to maintain a sustainable quality of living. The study examines the teaching methods used at Ashram Schools, interactions between students and teachers in the classroom, and the part played by the government in advancing tribal education. In this essay, the educational methodology used in Ashram Schools is analysed. Significant attention was also paid to the government programmes implemented to improve tribal people's educational standards. The government initiatives that are put in place to raise the standard of education for tribal people were also significantly examined. The major goal of this essay is to deepen readers’ comprehension of the pedagogical interaction between a student and a teacher in light of the “Banking Method of Education,”“Critical Consciousness” regarding Education,” “Pedagogy of the Oppressed” by Paulo Freire (1968), the “Ashram Education” idea proposed by M.K. Gandhi, and other concepts.
