Eklavya Schools in Vidarbha: Tribal Education’s Bold Leap

thenewsdirt
Jul 1
7 min read

Educational equity has remained one of Maharashtra's most pressing challenges, particularly within its tribal communities.

The Eklavya Model Residential Schools (EMRS) programme represents the government's most ambitious attempt to address these persistent gaps.

In the Vidarbha region, where tribal populations constitute 32.1 per cent of the total demographic, these institutions have emerged as crucial instruments for social transformation and educational empowerment.

The Educational Landscape and EMRS Foundation

The Eklavya Model Residential Schools programme, launched nationally in 1997-98 under the Ministry of Tribal Affairs, was designed to provide quality education to Scheduled Tribe children in remote areas.

These institutions operate on a residential model, catering to students from Class VI to XII, with each school designed to accommodate 480 students. The schools follow the Central Board of Secondary Education (CBSE) curriculum and provide free education, including boarding and lodging.

In Maharashtra, the Maharashtra Tribal Public School Society, under the guidance of the National Education Society for Tribal Students, manages 37 EMRS schools across four regions.

In Vidarbha specifically, the programme operates multiple schools in districts with significant tribal populations, including Gadchiroli, Chandrapur, Yavatmal, Amravati, and Gondia.

The region's tribal education challenges are particularly acute. According to research data, tribal populations in Vidarbha face severe educational disadvantages, with children not attending school in the age group 6-17 years comprising 34.5 per cent of Scheduled Tribes compared to 15.9 per cent of the general population.

The literacy rates for particularly vulnerable tribal groups like the Katkaris are even lower than other tribal communities such as the Kolams and Madia Gonds.

Over 27,000 tribal students are studying in Eklavya Ekal Vidyalayas set up in the tribal belts of the region, run by the Laxman Rao Mankar Smriti Sanstha.

The minister emphasised that these schools are established to make the lives of tribals in remote areas easier and bring them into the mainstream of education.

Academic Performance and Success Indicators

The EMRS programme has demonstrated notable academic achievements in Vidarbha and across Maharashtra.

According to government data, the average pass percentage in Class X examinations for EMRS schools is 97.68 per cent, whilst Class XII results show an average of 88.36 per cent. These figures significantly exceed the performance of other government schools in tribal areas.

The detailed breakdown reveals impressive consistency across different schools. In 2022, out of 15 schools conducting Class X examinations, seven achieved 100 per cent results, seven achieved 90 per cent results, and one achieved 85 per cent results.

For Class XII, out of 13 schools, five achieved 100 per cent results, two achieved 90 per cent results, two achieved 85 per cent results, three achieved 70 per cent results, and one achieved 65 per cent results.

Beyond basic pass rates, EMRS students have shown remarkable success in competitive examinations.

Nationally, in 2017-18, 146 students cleared NEET, 253 students cleared JEE Main examinations, and eight cleared CLAT.

The schools have produced several toppers in board examinations, and students have found places in national teams for sports like kabaddi, winning numerous national and state-level championships.

The success stories from Vidarbha extend beyond academics. Twenty tribal girls from an EMRS in the region, who had previously faced significant trauma, scored above 70 per cent in their board examinations.

Three of these students cleared JEE (Mains) and were preparing for JEE (Advanced), whilst one participated in a national NCERT quiz contest.

Student enrolment has shown consistent growth, with figures increasing from 40,100 in 2014-15 to 73,391 in 2019-20 nationally. By 2023-24, over 1.23 lakh students were enrolled in EMRS schools across the country, with 405 schools reported as functional.

Infrastructure and Implementation Challenges

Despite these successes, EMRS schools in Vidarbha face significant infrastructure and implementation challenges. Of the 708 sanctioned EMRS schools nationally, only 405 are functional, indicating that nearly one-third remain non-operational. Infrastructure gaps represent a primary concern, with 240 schools non-functional due to land issues, lack of hostels, and basic facilities.

In Maharashtra specifically, 37 EMRS schools have been sanctioned, though the functional count varies.

The schools that are operational often lack essential amenities. Only 53.9 per cent of schools have internet access, limiting access to modern learning tools. Many existing schools lack drinking water, electricity, functional toilets, and adequate infrastructure.

Teacher shortages represent another critical challenge. EMRS schools face acute shortages of teachers, particularly subject specialists. Many teachers are recruited on a deputation or contractual basis, leading to inconsistent quality. The lack of local recruitment results in language barriers, as many teachers are unfamiliar with tribal dialects.

The geographical isolation of Vidarbha's tribal areas compounds these challenges. Rupa Borekar, principal of EMRS Devada in Chandrapur, highlighted that online teaching is impractical for poor tribal students living in remote villages, emphasising that the impact of learning in physical mode is at a different level.

Vinit Padmawar, principal of a zilla parishad school in Gadchiroli's Bhamragarh taluka, noted that many areas lack phone network coverage, making internet access impossible for students.

Educational Gaps and Socio-Economic Barriers

The educational challenges faced by tribal communities in Vidarbha are deeply rooted in socio-economic factors. Research indicates that 91.11 per cent of the Scheduled Tribe population in Maharashtra was below the poverty line, with incomes of less than Rs 11,000 per annum.

The per capita income of predominantly tribal districts such as Gadchiroli is Rs 48,311, significantly lower than the state average of Rs 95,339.

These economic pressures create multiple barriers to education. Migration patterns, driven by livelihood needs, significantly impact educational continuity. The high incidence of poverty and landlessness among tribal communities creates crucial challenges for retaining children within education systems.

Gender disparities remain pronounced, with boys more likely to be educated compared to girls due to social and economic factors requiring girls to participate in household and agricultural activities.

The dropout rates among students, particularly from Particularly Vulnerable Tribal Groups (PVTGs), highlight persistent challenges.

Dropout rates increase from Class VII onwards, with only half the students enrolled in Class XII compared to Class VI. In several states, the enrolment of PVTGs is far below the five per cent quota.

Recent data from 2022-2025 shows concerning trends in Vidarbha's education system. The Annual Status of Education Report (ASER) 2022 revealed that only 18.5 per cent of Class 3 students in government schools could solve basic subtraction problems, down from 28.1 per cent in 2018.

Reading ability also deteriorated, with only 26.6 per cent of students in Class 3 able to read Class 2-level text, compared to 44.2 per cent four years earlier.

Board examination results have shown declining trends. In the 2022 SSC examination, the Nagpur division reported a pass percentage of 97 per cent, which fell to 92.05 per cent in 2023, representing the lowest in the state.

The HSC pass rate in the same division dropped from 96.52 per cent to 90.35 per cent during the same period.

Government Response and Future Initiatives

Government initiatives for improving Eklavya Schools in Vidarbha — Government Response and Future Initiatives

Recognising these challenges, the Maharashtra government has announced several initiatives to strengthen tribal education in Vidarbha.

The state plans to establish Centres of Excellence at four regional tribal centres, including Amravati and Nagpur, to help tribal students prepare for competitive examinations like JEE, NEET, and civil services. This initiative, inspired by the successful Telangana model, will begin in the 2025-26 academic year.

These centres will offer two-year coaching programmes for students after Class X, with Nagpur catering to girls and Amravati to boys.

The programme will focus on preparing students for medical, engineering, civil services, national defence intelligence, railway training courses, and other vocational training. Each centre will have dedicated teachers, ensuring continuous guidance through weekdays, weekends, and holidays.

The government has also decided to develop 121 Ashramshalas as 'model schools' by equipping these institutions with computers, laboratories, and libraries. However, only 32 of these selected schools are from the Vidarbha region, raising questions about resource allocation.

Under the Nagpur office of the Additional Tribal Development Commissioner, all 19 schools chosen are in Vidarbha, whilst the Amravati office includes only 13 schools from the region.

Budget allocations for EMRS have increased substantially, from Rs 1,313.23 crore in 2020-21 to Rs 6,399 crore in 2024-25.

The government's objective of establishing schools in every block with more than 50 per cent ST population and at least 20,000 tribal persons aims to create 728 EMRSs nationally, potentially benefiting around 3.5 lakh students.

The Eklavya Model Residential Schools in Vidarbha represent both the promise and the challenges of educational reform in tribal areas. Whilst academic achievements demonstrate the programme's potential for transformation, persistent infrastructure deficits, teacher shortages, and socio-economic barriers continue to limit its impact.

The success of future initiatives will depend on addressing these systemic challenges whilst building upon the demonstrated academic strengths of the existing schools.