Name: Keerthana.B. S & Deepthi Gopinath
Country: India

Year: 2026
Volume: Volume-16, Issue-1, (January-June)
Page Number: 67-77
DOI: https://doi.org/10.5281/zenodo.18811451

ABSTRACT
The educational system in India is the second largest in the world. When we take the
circumstance of Kerala, “Literacy and Education” are among the major indicators that
emanate the parlance “Kerala‟s Development Experience” (GOK, 2009). Education is a
powerful instrument of social change and often initiates upward movement in the social
structure thereby, helping to bridge the gap between the different sections of society. “Of the many poor, marginalized and oppressed groups in the country the Scheduled Tribes are clearly among the most vulnerable to this kind of change. The main reason for this vulnerability is the lack of education” (Rudolf C Heredia, 1995). Lack of motivation and absence of aspiration for development are the strong forces perpetuating the educational backwardness of tribal children. Current study intends to analyse the performance of Eklavya Model Residential Schools in imparting quality residential education among the tribal students in Kerala.

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