The continued delay in implementation of quality education schemes such as the Ekalabya Model Residential School (EMRS) affects tribal children education and deprives them of free quality English medium education. It has been observed that in spite of schemes and budgetary provision, the non-serious attitude of the State Government has been affecting the development of the most marginalised section.

Education being one of the most important means of change must not be neglected. With the changing of socio-economic context, it has been realised by the Central Government that the development of STs of the country is not at par with the non-STs.

The STs continue with high level of poverty in large scale in comparison to other social groups of the country and still in spite of many efforts by Government and non-Government organisations, there has been higher percentage of school dropout rate and child labour among the STs.

The STs also have insignificant representation, below their population percentage, in higher education and higher grade and technical jobs, trade and business sector.

The mines and industries in their own locality have minimal scope of employability because of lack of skill and required qualification. The economic liberalisation and privatisation move has created employment opportunities in private sector where largely the STs have very minimal representation.

The major reason is lack of quality English medium education. It is found that tribal children with English medium background have more scope of employability and States with English medium education have tapped major national employment opportunities.

The employability of tribal youths and their overall representation has been a major challenge before the Government for which during the 9th Plan, 1990-91, the Central Government had planned to go for model English medium schools for STs in line with Jawahar Navodaya Vidyalaya, Kasturaba Gandhi Balika Vidyalaya and Kendriya Vidyalaya to cater to the education need of tribal children so that they can compete with non-STs and have equal participation in bringing desired change in their families and the society.

The EMRS scheme has been implemented by the Ministry of Tribal Affairs with grant for tribal welfare under provision of Article 275(1) of the Constitution of India. This grant is charged on the consolidated fund of India in each year as grant in aid to such States is determined by the Parliament for purpose of promoting the welfare of Scheduled Tribes of the State on the basis of ST population percentage.

As per 2011 census Odisha has about 96 lakh STs population which is 23 per cent of the total population of the State and 10 percent of the total tribal population of the country. Odisha’s 44 per cent of the total geographical areas is 5th Scheduled Area.

The EMRSs are to provide quality education to ST students from Classes-VI to XII. The guideline speaks about gender balance and priority for primitive tribal groups in interior parts with a favourable student and teacher ratio at the rate of maximum 30 students per class.

The EMRS have started functioning in Odisha since 2000 under management of the Odisha Model Tribal Education Society (OMTES) headed by the Secretary of ST and SC Development Department and at school level the district Collectors are the authority. There is provision of representation of tribal representatives and educationists in the committee to make it more qualitative and transparent for the community.

There are 13 schools affiliated to the CBSE with about 5,400 students which are functional in the districts of Sundargarh, Mayurbhanj, Keonjhar, Nabarangpur, Koraput, Rayagada, Gajapati, Kandhamal, Malkanagiri, Nuapada and Jajpur. The students are getting Rs 42, 000 per annum to meet their regular expenses. It is expected that the

EMRSs for ST students in all tribal dominated blocks will change the course of tribal education in coming days but it needs the involvement of tribal communities and specially their people’s representatives in planning and implementation of the important scheme.

Now, it is good that the Central Government has been trying to push it further to cover all tribal dominated areas of the country by which more number of students can be included in such effort of the Government.

The Finance Minister has made budgetary provision for EMRS and it is told that by 2022 every block having more than 50 per cent of tribal population or minimum 20,000 tribal population will have an EMRS.

The Ministry of Tribal Affairs will set up total 562 EMRS in the country and as per census data, Odisha will have total 120 such schools as already 13 schools are there and another 107 schools will be set up in the coming four years.

As per norms about 480 students have to get enrolled in the school; so altogether about 50,000 tribal children will avail the benefit of EMRS in the State. This creation of educational infrastructure and quality education will improve the quality of life of STs and generate direct and ancillary employment in tribal areas of the State.

The State Government has to provide land and manage the schools. The State Government has planned to set up CBSE affiliated English medium model schools in all 314 blocks so the tribal dominated ITDA blocks will have more opportunities.

The State Government also makes effort to use the opportunity of English medium education for ST students by the Anwesha scheme targeting to educate through private English medium schools with payment of annual fees up to Rs 25, 000 and other expenses of the student at an annual average expenses of Rs 42,500 per student. The State Government has been implementing this scheme with 154 private English medium schools in 17 districts of the State.

It has been observed that many of the Central Government schemes are not being properly planned and implemented by the State Government which has been depriving the marginalised sections of getting their entitlements for their development.

The Ministry of Tribal Affairs and its State counterpart have lack of serious planning and monitoring, besides coordination, so far as the tribal education of the State is concerned.

As a result, the education scenario of the State has not changed much to the desired extent. The issues of tribal education and its prospects have not been focus of discussion in TAC meetings and also at the State Assembly, which is vital to tribal employment and livelihood. The welfare and protection model has its own limitation and cannot be continued for long.

(manasbbsr15@gmail.com)

Let priority be on English medium education for STs