The government of India is investing in improving education for underprivileged groups within the society. For this purpose, the Ministry of Tribal Affairs has initiated Eklavya Model Residential School (EMRS) scheme for Scheduled Tribe students across the country. To date, of 688 sanctioned EMRS, 392 have become functional. However, there are challenges that hinder the successful implementation of the program.
Eklavya Model Residential Schools (EMRS): A Brief Overview
India has embarked on a mission to educate its deprived sections of the population with an emphasis on the Scheduled Tribes (STs). A crucial initiative in this direction is the Eklavya Model Residential School (EMRS) scheme launched in 1997-98 by the Ministry of Tribal Affairs. Aimed at establishing model residential schools for STs, the project draws inspiration from the quality institutions like Jawahar Navodaya Vidyalayas and Kendriya Vidyalayas. The EMRS follows the CBSE curriculum and promotes local art, culture, sports, and skill development.
In a drive to revamp the scheme, the Cabinet approved new guidelines in 2018-19. Under the new order, 332 out of the target 452 schools were sanctioned until 2021-22. As of November 2022, 688 schools have received approval, with 392 currently functional.
Evaluating the Old versus New Guidelines
Under the old guidelines, the States and Union Territories were responsible for seeking sanction for new schools as needed. Funding came from the grants under Article 275(1). The states had to complete the construction of previously sanctioned schools before being entitled to funds for new ones. Regarding location, the establishment of the EMRS rested solely upon the discretion of State governments.
However, the new 2018-19 guidelines shifted the power to the Union government, allowing it more leeway in sanctioning and managing the schools. The National Education Society for Tribal Students (NESTS), which runs the EMRS on the ground, was established. The new guidelines aimed to set up an EMRS in every tribal sub-district and introduced a “population criteria” for establishment. The land requirement for setting up an EMRS was reduced from 20 acres to 15 acres.
Challenges Marring the Progress of EMRS
Despite the promising outlook, the scheme faces several obstacles. The requirement for a 15-acre area for building schools creates difficulties in identifying and acquiring land, especially in hilly, left-wing extremism-affected areas and the northeast regions. The population criteria deprive scattered tribal populations from the benefits of EMRS.
Teacher shortage is another significant challenge. While NESTS can suggest measures for teacher recruitment, the guidelines do not make these mandatory for the States, leading to uneven teacher quality, insufficient recruitment in reserved positions, and a trend toward contractual recruitment to save on salary expenses.
The Way Forward
To overcome these challenges and realize the potential of the EMRS scheme, adjustments are needed. Guidelines about the land area and population criteria should be relaxed so that less dense tribal populations can also benefit. Additionally, giving more control of school management to the NESTS could help address the teacher shortage. Mandatory guidelines about teacher recruitment for the states may also bolster the strength and quality of staffing in these schools.
The implementation of these solutions can be critical in promoting the welfare of students from the deprived sections of Indian society and ensuring inclusive growth and development across all sections of the population.