The attempts developing a contingent of trained and educated personnel in India suitable to meet the demand created in the economy are quite old, but the importance of the same is felt more at present juncture given the modernization of India project is being undertaken in the country, raising the necessity of a skilled and trained educated youth. However, looking at various dimensions of the problem of educational background in India, it suggests that the country has a multiple and diverse social groups, languages, regions, etc., and thus there is an unequal distribution of educational development among different social groups. Keeping in background the observations made by Durkheim (1956) tthat the goals of education are wholly social and ensures the perpetuation of collective life as a function of society, the educational backwardness pervading these marginalised groups in India assumes more significance. Because these marginalised communities in the country comprise a part of the structural whole of the Indian society and that they constitute the large percentage of population and hence leaving behind them is not just a hindrance posed in the way of educational development of these groups alone but a challenge before the whole society itself. Therefore, it Is essential to mitigate the status of education among different socially excluded groups warranting to address the gaps exists in attaining education for them. In this context the paper focusses on the educational attainments among the nomadic communities such as the Gujjer and Bakerwal in Kashmir valley. It also presents the role of mobile schools introduced by the government of Jammu and Kashmir in the past, in contributing to increase the status of education among those nomadic pastoral communities.
