Padhi, Sambit Kumar. (2014). Eklavya Model Residential Schools in Orissa: An Evaluation. Unpublished. ERIC, Education

Objective of the Study

• To assess the various segment of the schooling programs conducted in EMRS for the tribal students.

• To determine the achievement of tribal students for last three years.

• To study the present status and functions of EMRS.

• To identify in-service and pre-service training needs of teachers working in EMRS.

• To determine the extent to which the EMRS scheme has been succeeded in the context of framed policies.

Sample Selected for the Study

The field study included all the 13 EMRS which have been sanctioned and operationalised in 11 tribal districts of Orissa. The study was conducted on a sample of 130 students, 63 teachers, 13 principals and 13 administrative officers.

Tools Used:

Data for the study were collected both from primary and secondary sources. Reports, newspapers, journals, document, guidelines relating to the function of EMRS, office orders were used as secondary data. Primary data were collected through intensive field work which includes.

• Observation schedule.

• Interview schedule for administrative officers and principals.

• Questionnaires for teachers and students.

Research Methodology

Descriptive survey research was employed in order to assess the operational aspects of EMRS running in various tribal district of Orissa.

Statistical Techniques:

Percentage Analysis

Major Findings:

Examination of data obtained from students, teachers, principals and administrative officers revealed that education (including meals, school uniforms, books, pocket money etc.) is entirely free for all tribal students who have admitted in all 13 EMRS of Orissa. In context of location and infrastructure, EMRS were found appropriately located in tribal areas, essential infrastructures such as laboratories, computer lab, library, classrooms, toilets, teacher’s room, office room, principal room, staff quarters were available. The recruitment of teaching staff is done through career assessment followed by an interview which plays an important role in getting quality teachers. All EMRS have well qualified and sufficient number of teaching staff. It was also found that teachers felt the need to incorporate ICT in order to improve the quality of education. Every EMR has a school level management committees headed by the Collector of the concerned district and 8 other members. In order to examine performance of students, the school engages in a range of comprehensive formative and summative assessment procedures. It was expected that the principals and teachers should undergo the induction level training which could focus how to understand and cater the needs of tribal children. The finding reveals that no such specific program has been organized till date.

Educational Implications:

The present study will be helpful to determine the strength and weakness of the ongoing programs, specially meant for tribal children.

• It will be helpful for reducing dropout rates and to increase enrollment of tribal students. It is also capable of providing authentic information to Ministry of Tribal Affairs on which further improvement strategies could be formulated.

• Policy makers can assess the feasibility of different policies with respect to the education of tribal students.

• It will help to develop awareness among the parents who do not know much about the facilities available for their children.

• This investigation would also be helpful to identify the real learning difficulties faced by students and problems faced by teachers in teaching learning process.

• It paves the way for future comparative studies in the area of tribal education.

• Teachers would be able to know their status in terms of salary, service conditions, future possibilities along with their role and responsibilities.

• Schools may draw inputs to strengthen the institutional and instructional capacities.

Keyword(s): Eklavya Model Residential Schools (EMRS)