The main objective of this paper is to analysis adult education curriculum (Primer) and find out the gender biasness in the curriculum. From the analysis it was observed that out of nine units of total literacy primer one, six units were gender friendly and remaining three were gender biased. Out of this three, two supported the female gender and one supported the male gender on the other hand out of nine units of total literacy Programme primer two five units were gender friendly and only four units were gender biased. Out of the four genders biased content one supported to the female and three unit’s content supported to the male. However Out of nine units of six units of primer three were gender friendly and only four units were gender biased. Out of four genders biased units three units supported to female and only one supported to male. In case of post literacy primer one, out of 9 units, 5units were gender friendly and four units were gender biased. Out of the three units both two unit support to the male and one unit supported female whereas out of nine units of post-literacy primer two, five units were gender friendly and four units were gender biased. Out of 4 units both three unit support to the female and only one unit supported to the male. On the other hand out of ten units of continuing education book, five units were covers prose and two unit poem and three unit cover story. From these ten units 5 units were gender friendly and five units were gender biased. Out of which four units support to the female and two units support to the male. From the analysis it was observed that all most of the primers are not full filling the needs of the tribal women. However most of the lessons are poem and female biased lesson. Furthermore observed that same content also repeat again and again, Content of the primer does not include the tribal cultural life.