Authors:

Neeti Dutta

Abstract:

Tribes are the most educationally backward community of the nation. Though, after Independence, constitutional makers have inserted several provisions in the constitution, so that government could make efforts to educate them. Decades after decades, several schemes, programmes and other efforts are made by the governments wherein they opened schools near the dwelling place (forests). Initial efforts made by the government did not bring any fruitful results in the educational status of the tribes. In the year 1999, government opened Eklavya residential schools which were fully funded and supported by the central government under article 275(1) meant exclusively for tribal students. Thereafter, Eklavya schools are opened in the areas which are highly concentrated with tribal population. These are quality schools which gives admission to the tribal students from class VI to XII. Review of related literature showed clear gap that researches on quality of education in Eklavya Schools is hardly investigated. Therefore, present study was undertaken on small sample of students of Eklavya Schools located in selected districts of Madhya Pradesh. Research design was mixed-method. Sample consisted of 50 students randomly selected from these schools. The tool developed for collection of data was from students was structured questionnaire based on the various parameters of quality education. The result of the research showed that students were overall happy related to the quality of teaching, quality of food, hostel facilities and amenities, services, care and protection provided to the students. Though, students did report that few problems like non-availability of transportation facility, promotion of activities of tribal culture, etc. are concerned areas where government authorities may look into.  

Keywords:

Quality, tribal, school education, higher education, educational status, EMRS, Ashram schools                

Vol & Issue:

VOL.18, ISSUE No.1, March 2026