The Eklavya school system is a unique experiment in the history of school education in India and elsewhere. Its importance lies in the selection of talented rural children as a target group and an attempt to provide quality education compared to them in the residential school system. Such children are found in all sections of society and in all areas including the most backward.
But, until now, good quality education is available only to the good sections of society, and the poor have been left out. It was felt that children with special talents or abilities should be provided opportunities to move at a fast pace, providing them with a good quality education, even if they were unaware of their ability to pay for it. These talented children would otherwise be deprived of quality moderns. Education is traditionally available only in urban areas.
This type of education will enable students from rural areas to live on par with their urban counterparts. In the context of the trend of establishing quality residential schools to promote education in all regions and settlements in the country, Eklavya Model Residential Schools (EMRS) for ST students take their place among Ekalavya Vidyalaya, Kasturba Gandhi Balika Vidyalaya and. Kendriya Vidyalayas ensure quality education, medical facilities to staff and students to these students; To provide clean and hygienic surroundings and food for children and a healthy, happy environment for children’s educational and overall development. The objective of EMRS is to provide medium and high level of quality education to the students of Scheduled Tribes (ST) in remote areas, not only in availing them reservation in higher and vocational educational courses and jobs in government and public and private sectors. Enabling but also accessing the best education opportunities at par with non ST populations. It will be obtained from:
1) Comprehensive physical, mental and socially relevant development of all students enrolled in each EMRS. Students will be empowered to be change agents, who will start in their school, in their homes, in their village and finally in a larger context.
2) Focus on the educational support provided for those in standards from VI to XII, so as to meet their specific needs,
3) Support the creation of infrastructure that provides for the education, physical, environmental and cultural needs of student life.