A comprehensive nationwide survey has been initiated by the Ministry of Tribal Affairs to thoroughly evaluate the existing learning and infrastructure gaps within Eklavya Model Residential Schools (EMRS). This assessment, conducted by the National Accreditation Board for Education and Training (NABET), spans across 479 operational EMRS with the goal of pinpointing specific areas needing improvement in academic performance, physical infrastructure, and staffing.
The EMRS scheme, launched in 1997-98, aims to provide quality education to Scheduled Tribe (ST) students in remote areas, covering classes VI to XII. Despite significant budgetary allocations, many EMRS face challenges such as inadequate infrastructure, teacher shortages, and high dropout rates, particularly among Particularly Vulnerable Tribal Groups (PVTGs). This survey marks the first extensive effort to gather detailed insights into these issues, paving the way for targeted interventions and improvements.
Infrastructure inadequacies are a significant concern. Many schools lack basic amenities such as drinking water, electricity, functional toilets, and reliable internet access. A previous report indicated that a substantial number of approved EMRS remain non-functional due to land issues and a lack of essential facilities like hostels. The current survey seeks to quantify these gaps and identify the specific needs of each school, ensuring resources are allocated effectively.
Teacher shortages and retention issues further compound the problems faced by EMRS. Many teachers are recruited on a contractual basis, leading to inconsistencies in the quality of education. Additionally, a lack of local recruitment can result in language barriers, hindering effective communication between teachers and students, especially those from PVTG communities. This survey will assess the current staffing levels, qualifications, and the impact of teacher shortages on student learning outcomes.
Academic performance in EMRS has often lagged behind national averages. Achievement surveys have indicated that EMRSs score lower than the national average, highlighting the need for improved teaching methods, resources, and student support systems. The survey will delve into the academic performance of students across different subjects, identifying specific areas where students need additional assistance.
The survey is also timely, considering the existing challenges in meeting the sub-quota for PVTG students in EMRS admissions. Data indicates that schools are struggling to meet the 5% sub-quota, and dropout rates among PVTG students have been rising. Understanding the reasons behind these trends is crucial for developing targeted strategies to support these vulnerable students.
The findings from this survey are expected to inform policy decisions and resource allocation, enabling the Ministry of Tribal Affairs to address the identified gaps effectively. By identifying the specific needs of each school, the government can implement targeted interventions to improve infrastructure, enhance teacher quality, and boost student learning outcomes. This initiative underscores the commitment to providing quality education to tribal students and ensuring that EMRS fulfill their potential as centers of learning and development.
