Ekalavya Model Residential Schools

A part of the Indian trend of building high-quality residential schools, the Eklavya Model Residential Schools (EMRS) offer free education to Schedule Tribe (ST) students in residential settings ranging from class VI to XII. In accordance with Article 275(1) of the Indian Constitution, these schools are established in States and Union Territories. In order to give ST and Particularly Vulnerable Tribal Groups (PVTG) students in tribally dominated areas access to the best educational opportunities and raise them to the level of the general population, the Ministry of Tribal Affairs implemented the EMRS, which aims to provide high-quality upper primary, secondary, and senior secondary level education as well as extracurricular activities.

Every block with a population of at least 20,000 tribal members and more than 50% ST shall have an Eklavya Model Residential School (EMRS). These schools, which will be akin to Navodaya Vidyalayas, will provide sports and skill development instruction together with unique facilities for conserving regional art and culture. Founded in 1997–1998 to offer ST children in remote locations a high-quality education, the nation currently has 401 operational EMRS. Each school can accommodate 480 pupils, divided into classes VI through XII. Under Article 275 (1) of the Constitution, grants have been given to the State Governments for the construction of schools and ongoing costs. By 2022, every block with more than 50% ST population and at least 20,000 tribal persons will have an EMRS. Out of the 564 sub-districts, 102 have an EMRS, requiring 462 new schools to be opened.

The Ministry of Tribal Affairs oversees the free Eklavya Model Residential Schools (EMRS), which are located in remote areas of India and are designed to give kids from Scheduled Tribes a high-quality middle and high school education. EMRS was created as a government effort to close the educational gap that affects underprivileged communities. Its goal is to close the gap that exists between pupils who are tribal and those who are not.

• All students benefit from comprehensive physical, mental, and social development.
• Empowering students to be change agents in their school, home, village, and greater community.
• Support for XI and XII standards, as well as VI to X, through differentiated instruction.
• Building infrastructure to meet cultural, educational, physical, and environmental needs.

The following are some of the features of EMRS:

• First-generation students and members of primitive tribal groups are given preference in the admission's process.
• Free land is provided by the state government for residential complexes, playgrounds, hostels, and schools.
• Boys' and girls' seats are equal.
• All educational services are given without charge.

Old Guidelines Overview:

• The Union government sanctioned preliminary EMRS, States and Union Territories sought new school sanction.
• Funds for schools came from grants under Article 275(1).
• States couldn't claim funds for new schools until they completed Centre-sanctioned construction.
• State governments were left to determine the placement of each EMRS; the rules only mandated 20-acre plots for each EMRS.

New Guidelines Overviews:

• In 2018–19, the Union government expanded its authority to oversee and regulate educational institutions.
• The State Education Society for Tribal Students (SESTS), which would oversee the implementation of the EMRS, was given management authority by the National Education Society for Tribal Students (NESTS).
• According to the recommendations, every tribal sub-district having 20,000 or more Scheduled Tribe members—who must constitute 50% of the total population—shall have an EMRS. The 20 acres of minimum acreage required to construct an EMRS is now only 15 acres.

Need for a 15-acre area:

• In particular, in hilly regions, places impacted by leftwing extremism, and the northeast, finding and acquiring land is difficult due to the Standing Committee Report's demand of a 15-acre zone.
• According to the Standing Committee, a dispersed tribal group is being denied the benefits of EMRS due to the demographic criteria.
• There are instances when there are no 15-acre plots available even when the population requirements are reached.

Lack of Teachers:

• There was a teacher shortage even after the National Education Society for Tribal Students (NESTS) was established.
• While the new standards permitted NESTS to recommend strategies for teacher recruitment, they never required the States to adopt them.
• Due to budgetary concerns, several schools hired instructors on a contract basis, resulting in uneven quality of teachers and insufficient recruitment for reserved posts.
• Compared to the 11,340 teaching strength that NESTS recommends, as of July 2022, all operational EMRS had a teaching strength of slightly under 4,000.

Present Scenario:

• Preserving the new standards is the responsibility of the Tribal Affairs Ministry.
• There are 688 sanctioned schools as of November, 392 of which are operational.
• 32 schools are still unfinished because of problems with site acquisition, whereas 230 of the 688 have had construction completed and 234 are in the process of being built.
• All State Education Societies for Tribal Students(SESTS) will be eliminated upon clearance by the Expenditure Department, and NESTS will take management of recruiting once regional offices are established.
• According to the ministry, this will address the EMRS network's teacher shortage problems.

• Different Languages and Cultures: Tribal groups have distinctive customs, traditions, and ways of life. They depend on natural resources and speak many languages.
• Psychological Problems: The financial challenges among native tribes are significant. They live in poverty, don't have money, and use trade to survive
• Tribals' unwillingness to learn: The majority of tribal people lack literacy and are alienated from modern education.
• Absence of Appropriate Guidance: Children in tribal societies do not receive adequate guidance beyond school for formal education.

A proposal has been made to establish Eklavya Model Day Boarding School (EMDBS) on an experimental basis in Sub-Districts where the population density of STs is higher than 90%. The purpose of this school is to give ST students who wish to pursue an education without accommodations more options.

The creation of a sports center of excellence, which will offer each state specialized facilities for both individual and group sports, has been approved by the Sports Authority of India (SAI). In compliance with the guidelines set forth by the SAI, the Center will provide cutting edge amenities, equipment, scientific support, training, boarding, accommodation, sporting equipment, exposure to competition, insurance, and medical costs.

• To ensure that the less densely populated tribal communities can also benefit from the EMRS plan, guidelines pertaining to land area and population criteria should be loosened.
• To address the teacher shortage, NESTS should be granted more authority over school administration.
• Additionally, the States need to adopt necessary criteria for the recruitment of teachers.

A comprehensive approach for education in tribal communities should include literacy campaigns, the appointment of local and female teachers, and the use of technology. Teachers should be aware of the environmental, ethnic, cultural, and psychological characteristics of tribal children. Digital initiatives can help educators develop their skills and ensure equal opportunities for future generations. Education equity should be ensured by providing equal access to education for all. Regular monitoring of tribal schools' functioning, including teaching methods, working hours, and attendance registers, is also recommended.