Abstract:

This study assesses the quality of education among the native ethnic tribes of Kargil district in the cold desert region of Ladakh, with a focus on spatial disparities across nine administrative blocks. Using a composite index derived from ten indicators—including literacy rates, enrolment levels, school density, and teacher–infrastructure ratios—the analysis reveals that most blocks fall under “Medium” and “Low” quality categories. While Kargil and Shargole exhibit relatively better educational outcomes, blocks such as Taifsuru, Zanskar, and Lungnak continue to lag due to geographic isolation, inadequate infrastructure, and pronounced gender disparities in literacy. The study underscores the need for targeted interventions such as residential schools, infrastructure development, and gender-sensitive educational policies to promote equitable and inclusive educational development in this remote Himalayan region.