Education has been institutionalized in the form of formal education in the schools and higher educational institutions in the remote and tribal areas gradually with the changing educational policies and programmes in the independent India with the advent of developing educational infrastructure and awareness in the remote areas. This resulted in the gradual increase in the percentage of literacy rate. But, perhaps tribal groups, especially PVTGs, could not come up effectively in full pace with their cohabitants and become part of this developing change in their villages and surroundings, due to their situational demerits. Moreover, there is a need of reform in educational policy and system for tribal communities, especially PVTGs as per their cultural needs and expectations for increasing literacy rate along with better awareness and cultural sustainability. This paper deals with the issues related with the low level of literacy in Central India along with suggestions and suitable examples from the study area.