Issues with Eklavya Model Schools 

The Eklavya Model Residential Schools (EMRS) scheme was launched in 1997-98 to provide quality education to Scheduled Tribe (ST) students in remote areas from Class VI to XII. However, despite efforts and significant budgetary allocations, a third of the 716 approved EMRS remain non-functional.

The dropout rate among students, particularly from Particularly Vulnerable Tribal Groups (PVTGs), highlights the persistent challenges in ensuring universal access to education for tribal communities.

Relevance : GS 2(Governance ,Education )

Issues with Eklavya Model Schools (EMRS)

a) Infrastructure Gaps

• 240 schools are non-functional due to land issues, lack of hostels, and basic facilities.
• Many existing schools lack drinking water, electricity, functional toilets, and internet access.
• Only 53.9% of schools have internet access, limiting modern learning tools.

b) Teacher Shortages and Retention Issues

• EMRS face acute shortages of teachers, particularly subject specialists.
• Many teachers are recruited on deputation or contractual basis, leading to inconsistent quality.
• Lack of local recruitment results in language barriers, as many teachers are unfamiliar with tribal dialects.

c) High Dropout Rates Among PVTGs

• Dropout rates increase from Class VII onwards, with only half the students enrolled in Class XII compared to Class VI.
• In Madhya Pradesh, Gujarat, and Chhattisgarh, the enrolment of PVTGs is far below the 5% quota.
• Economic pressures force many tribal children to take up daily wage work instead of pursuing education.

d) Socio-Economic Barriers

• PVTGs face extreme poverty, landlessness, and migration for work, making school attendance challenging.
• Illiterate parents struggle to support their children’s education.
• Lack of awareness about the importance of education leads to lower enrolment.

Key Statistics

Reasons Behind the Dropout Rates

a) Economic Pressures

• Poverty and migration force many tribal children to work instead of continuing education.
• Seasonal migration disrupts the academic continuity of tribal students.

b) Language Barrier

• Medium of instruction is often bilingual (regional language + English), making it difficult for tribal students to comprehend.
• Teachers are not fluent in local tribal languages, causing communication gaps.

c) Entrance Exam Challenges

• Admission to EMRS is based on competitive exams, which PVTG students find difficult to clear.
• The lack of preparatory resources puts them at a disadvantage compared to other ST students.

Policy Gaps and Governance Issues

a) Ineffective Implementation of PVTG Quota

• The 5% PVTG quota remains underutilized in most States.
• States like Madhya Pradesh, Gujarat, and Chhattisgarh have failed to achieve even half the allocated quota.

b) Lack of Monitoring and Accountability

• The National Educational Society for Tribal Students (NESTS), set up in 2019, has limited capacity to oversee operations.
• State-level coordination is poor, with inconsistent reporting on school performance and enrolment data.

c) Budget Utilization and Allocation

• While budget allocations for tribal welfare have increased, funds remain underutilized due to poor execution.
• The Tribal Sub-Plan (TSP) and other schemes have not adequately addressed secondary and higher secondary education gaps.

Potential Solutions

a) Improving Infrastructure

• Prioritize functional infrastructure in existing schools before approving new ones.
• Ensure access to clean drinking water, electricity, and internet in all schools.

b) Local Teacher Recruitment

• Recruit teachers from local communities to overcome language barriers.
• Offer incentives and permanent positions to retain teachers in remote areas.

c) Revising Admission Process

• Modify the entrance exam pattern to make it more inclusive for PVTGs and first-generation learners.
• Provide preparatory support for tribal students to help them clear entrance exams.

d) Strengthening Awareness and Community Support

• Community outreach programs to promote the importance of education among tribal families.
• Ensure parent-teacher engagement to reduce dropout rates.

Conclusion

The Eklavya Model Schools hold significant potential to address educational inequities among tribal communities. However, the high dropout rates and non-functional schools highlight the need for systemic reforms in infrastructure, teacher recruitment, and policy implementation. Addressing language barriers, economic pressures, and social challenges is crucial to making these schools more accessible and effective for tribal children, especially those from PVTGs.

By focusing on localized solutions, community involvement, and better governance, India can move closer to its NEP 2030 goals and SDG targets for inclusive education.