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Eklavya Model Residential and Day Boarding Schools

  • 27 Mar 2020
  • 4 min read

Why in News

In view of prevailing sensitive health conditions affecting community health due to Covid-19, the Ministry of Tribal Affairs has asked State Governments for rescheduling of holidays in Eklavya Model Residential Schools (EMRS) and Eklavya Model Day Boarding Schools (EMDBS).

Eklavya Model Residential Schools

  • Eklavya Model Residential Schools (EMRS) started in the year 1997-98 to impart quality education to ST children in remote areas.
  • The schools focus not only on academic education but on the all-round development of the students.
  • The objective of EMRS is to provide quality middle and high level education to Scheduled Tribe (ST) students in remote areas, not only to enable them to avail of reservation in high and professional educational courses and as jobs in government and public and private sectors but also to have access to the best opportunities in education at par with the non ST population.
  • Each school has a capacity of 480 students, catering to students from Class VI to XII.
  • These are being set up by grants provided under Article 275(1) of the Constitution.
  • Eklavya Model Residential Schools (EMRSs) are funded by the Ministry of Tribal Affairs.
  • In order to give further impetus to EMRS, it has been decided that by the year 2022, every block with more than 50% ST population and at least 20,000 tribal persons, will have an EMRS.
  • Eklavya schools are on par with Navodaya Vidyalaya and have special facilities for preserving local art and culture besides providing training in sports and skill development.

Eklavya Model Day Boarding Schools (EMDBS)

  • Wherever density of ST population is higher in identified Sub-Districts (90% or more), it is proposed to set up Eklavya Model Day Boarding School (EMDBS) on an experimental basis for providing additional scope for ST Students seeking to avail school education without residential facility.

Background

  • STs, constitute 8.6% of the country’s total population and 11.3% of the total rural population.
  • Despite the increase in literacy rates among STs from 8.53% in 1961 to 58.96% in 2011, and the fact that the Right to Education Act, 2009 makes it mandatory that all children between the ages of 6 and 14 be provided free and compulsory education, significant disparities exist in enrolment rates, drop-outs, across states, districts and blocks.
  • In the case of tribals, dropout rates are still very high – 35.6% in Classes I to V; 55% in Classes I to VIII; and 70.9% in Classes I to X in 2010-11, according to the Statistics Of School Education 2010-2011.
  • According to a 2014 UNICEF-sponsored South Asia regional study, economic and socio-cultural factors are reasons behind the education deprivation for certain groups in India, especially SCs, STs and Muslims.
  • The India Human Development Survey shows the incidence of poverty is highest among the STs (49.6%), followed by the SCs (32.3%), and then the Muslims (30.6%).
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