Ekalavya Model Residential Schools and the Education of Scheduled Tribes: A Systematic Literature Review

Abstract Scheduled Tribes (STs) in India continue to experience significant educational disadvantages due to geographical isolation, socio-economic marginalization, and inadequate schooling infrastructure. To address these disparities, the Government of India has introduced initiatives such as SSA, RMSA, and the RTE Act (2009), with the Ekalavya Model Residential Schools (EMRS), launched in 1997–98, emerging as a major intervention to provide free, residential, and culturally responsive education for tribal learners. This study examines the contribution of EMRS to the educational advancement of Scheduled Tribes and assesses its effectiveness, persistent challenges, and policy implications. A systematic literature review was conducted by synthesizing studies published between 2015 and 2025. Relevant literature was identified through Google Scholar, ResearchGate, Sage Publications, government websites, and reputable news sources, using clearly defined inclusion and exclusion criteria. The findings of the review indicate that EMRS has enhanced educational access, literacy outcomes, and student retention among tribal learners; however, ongoing constraints such as infrastructural inadequacies, shortages of qualified teachers, limited career guidance, and insufficient monitoring mechanisms continue to affect institutional performance. The review recommends strengthening teacher preparation, upgrading infrastructure, expanding vocational and skill-based programs, integrating culturally relevant curricula, and improving administrative management to align EMRS with national education standards and enhance learning opportunities for Scheduled Tribe students. Keywords: Ekalavya Model Residential Schools, Scheduled Tribes Education, Tribal Schooling, Educational Access, Systematic Literature Review.