New Delhi, June 21, 2025 – In a significant move to enhance the quality of education for tribal students, the Ministry of Tribal Affairs, in collaboration with the National Education Society for Tribal Students (NESTS), has initiated the first-ever comprehensive survey of 479 Eklavya Model Residential Schools (EMRS) across India. The survey, conducted by the National Accreditation Board for Education and Training (NABET) under the Quality Council of India (QCI), aims to identify gaps in infrastructure, human resources, and learning outcomes to ensure these schools meet the standards of quality education promised to tribal communities.

Background of Eklavya Model Residential Schools

Eklavya Model Residential Schools were established by the Government of India to provide quality education to Scheduled Tribe (ST) students in remote and tribal-dominated areas. Modeled after the Jawahar Navodaya Vidyalayas, these residential schools aim to bridge educational disparities and empower tribal youth with academic and vocational skills. Since the revision of the EMRS scheme in 2020, the government has sanctioned 728 schools, of which 477 are currently functional, catering to approximately 30 lakh tribal students annually.

The schools offer free education, boarding, and lodging to students from Classes 6 to 12, with a focus on holistic development. Recent reforms include the introduction of English as the medium of instruction from Class 9 starting in the 2025-26 academic session, following requests from students and parents to enhance academic and career prospects.

Purpose and Scope of the Survey

The survey, announced on June 20, 2025, marks a critical step toward evaluating the effectiveness of EMRS in delivering on their mandate. According to the Ministry of Tribal Affairs, the primary objectives are to:

• Assess Infrastructure: Evaluate the availability and condition of classrooms, hostels, laboratories, libraries, sports facilities, and digital learning tools.
• Gauge Human Resources: Identify shortages in teaching and non-teaching staff, assess teacher training, and address challenges posed by centralized recruitment, such as language and cultural barriers.
• Measure Learning Outcomes: Analyze student performance through standardized assessments to pinpoint gaps in academic achievement.
• Ensure Equity and Inclusion: Examine whether the schools are effectively serving ST students, particularly girls, and addressing dropout rates, especially in regions like Tripura, where new EMRS have been sanctioned to curb dropouts.

The survey covers 479 functional EMRS across states and Union Territories, with NABET employing a mix of on-site inspections, stakeholder interviews, and data analysis to compile a detailed report. The findings are expected to guide policy interventions, funding allocations, and administrative reforms.

Challenges Prompting the Survey

The decision to conduct the survey stems from persistent challenges faced by EMRS, as highlighted in recent reports and stakeholder feedback:

1. Administrative Delays: Despite the establishment of NESTS in 2020 to centralize EMRS administration, progress has been slow. The lack of authority over state-level societies, delays in recruiting over 6,000 staff, and insufficient funding per child have hampered operations.
2. Infrastructure Gaps: Many EMRS lack adequate digital infrastructure, such as internet access and computer labs, critical for modern education. The Performance Grading Index for Districts (PGI-D) 2023-24 revealed that 82.7% of districts scored below 50% in digital learning, underscoring the need for targeted improvements.
3. Teacher Recruitment Issues: Centralized hiring has led to language and cultural mismatches, with mandatory Hindi tests in some regions leaving native teachers unemployed. This has sparked concerns about the quality of instruction and student engagement.
4. Learning Disparities: While some EMRS, particularly in states like Tamil Nadu and Andhra Pradesh, have adopted English-medium instruction, others in Hindi-speaking states like Rajasthan and Uttar Pradesh face challenges in transitioning, potentially affecting student competitiveness.

Stakeholder Reactions

The survey has elicited a range of responses from stakeholders. Tribal Affairs Minister Jual Oram emphasized the government’s commitment to tribal empowerment, citing a 331% increase in EMRS and a 215% rise in tribal scholarships over the past decade. “This survey will ensure that our tribal students receive the education they deserve, equipping them for a brighter future,” he said in a statement.

Education experts have welcomed the initiative but cautioned against delays in implementing the findings. Dr. Anil Kumar, an education policy analyst, noted, “The survey is a positive step, but its success depends on swift action to address identified gaps. Tribal students cannot afford further delays in quality education.”

Parents and students have expressed hope that the survey will lead to tangible improvements. “We want better teachers who understand our children’s language and culture, and facilities like computer labs to prepare them for jobs,” said Ramesh Munda, a parent from Jharkhand whose daughter attends an EMRS.

Broader Context: Tribal Education in India

The survey aligns with broader efforts to improve tribal education, as outlined in the National Education Policy (NEP) 2020. The government has prioritized reducing dropout rates, enhancing digital learning, and promoting vocational training in tribal areas. The approval of six new EMRS in Tripura in April 2025, for instance, aims to create a “conducive educational environment” to retain indigenous students in schools.

However, challenges persist. The PGI-D report for 2023-24 highlighted stark urban-rural divides in school infrastructure, with tribal-dominated districts often lagging in digital learning and safety measures. States like Meghalaya, Jharkhand, and Chhattisgarh were ranked among the lowest performers in school education, underscoring the need for targeted interventions.

Expected Outcomes and Next Steps

The survey is expected to conclude by the end of 2025, with a comprehensive report to be submitted to the Ministry of Tribal Affairs. Key anticipated outcomes include:

• Policy Reforms: Recommendations for decentralized recruitment to address language barriers and increased funding to match Jawahar Navodaya Vidyalaya standards.
• Infrastructure Upgrades: Plans to equip EMRS with smart classrooms, internet access, and improved hostel facilities.
• Teacher Training: Programs to enhance teacher capacity in digital tools and culturally sensitive pedagogy.
• Monitoring Mechanisms: Establishment of regional offices to streamline EMRS administration and ensure accountability.

The Ministry has assured stakeholders that the survey’s findings will be made public and used to drive measurable improvements. “This is not just a survey; it’s a commitment to transforming tribal education,” said a senior NESTS official.

Conclusion

The first-ever survey of Eklavya Model Residential Schools represents a pivotal moment in India’s efforts to uplift tribal education. By addressing longstanding issues in infrastructure, staffing, and learning outcomes, the initiative has the potential to transform EMRS into centers of excellence for tribal youth. As the survey progresses, all eyes will be on the government’s ability to translate its findings into actionable reforms, ensuring that tribal students receive the quality education they have long been promised.

Sources: The Economic Times, The Hindu, Ministry of Tribal Affairs, X posts

  Eklavya Schools Survey