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The concept of ashram school has emerged from the traditional Guru Kul system where teacher-student has very cordial relations. The Gandhian scheme of basic education has also its root in the development of concepts of ashram schools in the country. Education is the only agent to transform society from a backwards to a progressive one. The country has different cultures ranging from Jammu and Kashmir to Kanyakumari. Every region has its own way of living bearing cultural ethos, cultural values etc. As per the literacy of India is concerned, it varies from region to region, class to class, culture to culture and in social classes too. The most marginalized section of the Indian society in terms of education are scheduled tribes, scheduled castes and other backward groups. In this endeavour, the focus is laid on tribal education, which is far away from mainstream society. The Indian government has taken several initiatives to bring the tribes into the mainstream all over the country to educate one another way. The establishment of tribal ashram schools was one of the initiatives among them. With educational importance of weaker section of the society has been recognized by amending the constitutional provisions i.e. Right of the Children to Free and Compulsory Education Act (2009) popularly known as RTE Act 2009, article 15, 17, 46 safeguards the educational interest of the weaker section of the society (Satyavitri, & Honkari, 2018). The study conducted by Kamat et al (2008) reflects on the issue of school access and educational equity of the scheduled castes and scheduled tribes. The finds of the study reveal that social marginalization is the reason for lower literacy among them. It has also been found in the study that the problem of occupation is still there even in the educated population of the scheduled tribes and scheduled castes. Shweta et al (2000) reflected on the issue of tribal education. It was found in the study that due to internal and external factors, tribal education is lagging behind. Sarasvati (2016) examined the educational status of the tribal community in relation to the literacy rate. Tribal education in Odisha and challenges in tribal education are discussed in the study where the researcher recommended that ashram schools, eklavya model residential schools and other initiatives like pre-matric scholarship, and post-matric scholarship needs to make fully accessible by productive inputs to include the educational status of tribal children. Again, it has been shown in the study conducted by Jojo (2016) in the states of Jharkhand, Chhattisgarh and Odisha where it was found that in most of the hostels two students share a single bed. However, most schools have electricity connections but the problem of irregular supply and low voltage is there. In one school of Jharkhand, it was revealed that Maoists in the area have taken the inverters away and then no replacement is made. Students use kerosene oil to light the lamp. The problem of the water supply, health facilities, toilets, and proper food are there in the hostel under ashram schools. A study reported by the TISS, Mumbai in 2015 in his comprehensive report that 64% of aid and 38% of government tribal schools do not fulfil the criteria of the codebook of Maharashtra ashram schools. The condition of the boys and girls is not much better. There is a scarcity of study material; learning material is half of the schools. The data was collected from 1076 schools across Maharashtra (Parth, M.N, 2017).

Sarasvati (2016) examined the educational status of the tribal community in relation to the literacy rate. Tribal education in Odisha and challenges in tribal education are discussed in the study where the researcher recommended that ashram schools, eklavya model residential schools and other initiatives like pre-matric scholarship, and post-matric scholarship needs to make fully accessible by productive inputs to include the educational status of tribal children. Again, it has been shown in the study conducted by Jojo (2016) in the states of Jharkhand, Chhattisgarh and Odisha where it was found that in most of the hostels two students share a single bed. The condition of the boys and girls is not much better. There is a scarcity of study material; learning material is half of the schools. The data was collected from 1076 schools across Maharashtra (Parth, M.N, 2017).

List of EMRS & Tribal Ashram Schools Funded by Ministry of Tribal Affairs and States/UTs.

S No.	State	Funded by MTA- EMRS	Funded by MTA -Ashram Schools	Funded by States/ UTs - Ashram Schools	Total
1	Andhra Pradesh	4	180	136	320
2	Arunachal Pradesh	1	0	0	1
3	Assam	0	3	0	3
4	Bihar	0	0	0	0
5	Chhattisgarh	12	157	1058	1227
6	Gujarat	22	164	0	186
7	Goa	0	1	0	1
8	Himachal Pradesh	1	0	0	1
9	Jammu &Kashamir	0	0	0	0
10	Jharkhand	4	11	83	98
11	Karnataka	4	28	5	37
12	Kerala	2	11	0	13
13	Madhya Pradesh	25	405	784	1214
14	Maharashtra	8	95	463	566
15	Manipur	2	0	5	7
16	Mizoram	1	0	0	1
17	Nagaland	3	0	0	3
18	Odisha	14	97	684	795
19	Rajasthan	9	9	10	28
20	Sikkim	2	1	0	3
21	Tamil Nadu	2	0	0	2
22	Telangana	7	NA	NA	7
23	Tripura	4	24	29	57
24	Uttar Pradesh	2	7	5	14
25	Uttrakhand	1	12	10	23
26	West Bengal	7	0	0	7
Total	Total	137*	1205	3272	4614

State-wise List of Tribal Ashram/ Residential Schools as on April 2016 (From: Ministry of Tribal Affairs, 2020).                                                                                                                              

Key Terms Definitions

1.        Tribal Ashram Schools: Tribal ashram school is a scheme of the government to educate the tribal population in the country. Ashram Schools provide education with residential facilities in an environment conducive to learning. The scheme is in operation from 1990 to 1991.

2.        Educational Rights: Educational rights here refer to the educational rights of the tribal children with respect to quality education, protective environment, physical and mental harassment in school, infrastructural facilities, and facilities of health and care. 

This study is based on secondary data. The previous studies, reports of government and different non-governmental organizations, research papers, and related books are referred to. Annual reports of the Ministry of Tribal Affairs are referred.

Infrastructural Status of Ashram Schools

The UDISE school level survey collects data on residential schools. There are the highest numbers of Ashram schools for Dalits and scheduled tribes in Maharashtra. There are specific guidelines issued by the state government with respect to infrastructural facilities. The survey was conducted while taking into consideration the facilities in relation to living spaces, toilets and bathing arrangements, food and health-related aspects, provision of non-food transfers, and teaching and non-teaching staff. As far as living space is concerned, it was found that in the survey more than half of the school’s housing space is utilized as a classroom which is found higher in thane (80%) of schools. More than 30% of Ashram Shala Samiti has living spaces not up to the mark and prescribed guidelines. Along with there are only 69% of the schools where separate spaces located for students to keep their personal belongings (Centre for Budget and policy studies, 2017). Students use kerosene oil to light the lamp. The problem of the water supply, health facilities, toilets, and proper food are there in the hostel under ashram schools. A study reported by the TISS in 2015 in his comprehensive report that 64% of aid and 38% of government tribal schools do not fulfil the criteria of the codebook of Maharashtra ashram schools. The condition of the boys and girls is not much better. There is a scarcity of study material, learning material is half of the schools. The data was collected from 1076 schools across Maharashtra (Parth, 2017). Asha Bajpai in her book ‘Child Rights in India: Law, Policy, and Practice’ reflected that it is the responsibility of the government to look after the working and quality concerns of the tribal ashram schools. Students of the colleges and universities, heads of the colleges and universities should visit the ashram schools from time to time for monitoring. Kanita, from Mumbai University, reported that students are not getting basic medical facilities and many cases of sexual and physical assault remain unreported. The condition of these schools is extremely bad (Alok Deshpande, the Hindu, Nov. 5, 2016).

Security issue

Security issues are most important in residential ashram schools. It is reported in the study that about 68% of schools have bathing and toilet facilities outside the living spaces. This was found highest in the thane which 83%. This is a serious security issue, especially for girls. Thus, it can be suggested here that the security of the girls should be assured on the premises of the Tribal ashram schools by providing them with all the necessary facilities as the ashram schools are fully residential schools (Centre for Budget and policy studies, 2017).

Health and Care

Quality Food and heath related facilities are also important in schools. It has been reported that only 23% of the school have first aid kit schools about 55% of the school reported that they conduct health checkups of the students twice a year rest of them has no health checkups which is again a noticeable issue. 40% of the schools in the survey reported that no female teachers stayed inside the premises, which is a serious issue and requires some serious input on it. Along with these water problems, health issues, stationery, and uniform problems are also found. The right of the children to free and compulsory education act 2009 also asserts that proper health facilities should be taken care of in schools. Tribal ashram schools require providing good health facilities. Data revealed through secondary sources from many states reflects that there are poor health and sanitation facilities in tribal ashram schools due to which children are alienated from their right to health and care. Most girls in high school who attain puberty were naturally reluctant about discussing their personal health and hygiene. The wardens of the hostel explained that girls have routine problems regarding it and students are not aware to use the sanitary napkins. Thus, no extra care is taken regarding food rich in iron and calcium, which is needed for adolescent girls (Jojo, 2013). It is the responsibility of that particular state to take care of all these above-said issues to protect the rights of health and care of the children. Dispensary facilities with medical officers should be provided in every ashram school to protect the children from health issues. Awareness programmes for health and sanitation should also be organized. Proper food with healthy nutrients should be made available to reduce the risk of deficiency of minerals, vitamins, protein etc.

Enrolment and retention in schools

In tribal ashram schools, the number of students who get admission to lower classes is higher but it is evident that as they pass on to higher classes the ratio of their enrolment seems to decrease. The literacy level of the parents is also found very low. According to the reported study conducted on tribal education in Karnataka. The problem of the water supply and supply of electricity found in the ashram schools of Karnataka too is also a serious issue in accessing quality education in one and another way, the educational rights of the children are violated. The toilet facilities are not adequate, uniforms are not supplied on time and there is no proper space for cultural activities. Thus, it can be suggested here that more incentives in the form of proper financial facilities, free distribution of books, uniforms, and other needed requirements should be given. Parents of the children should be motivated for the education of their children.

Scope for curricular and co-curricular activities

Thus, education is more important to channel the energy and interest of the children in the right direction. NCC, NSS, Scouts/ guides and other curricular and co-curricular activities are more important to organize in each school, which helps the learner in developing the social values, hard work, team spirit, discipline and the feeling of unity and national integration. However, the study conducted by Bipin Jojo (2016) reports that these activities were hardly practised in high schools. Many schools organize activities like essay writing competitions, debates, painting competitions, BAL Sabha, dancing, cultural evening and other recreational activities. Along with important days like republic day, Gandhi Jayanti, Ambedkar Jayanti and other festivals also. However, it was shared by the students that no tribal music, song, tribal celebrations, or observation of days commemorating tribal heroes. (Jojo, 2016). In the standard, I and II Telugu, the regional language, arithmetic are taught. Social science and general studies are taught from class III to V. after the V class English and Hindi is taught up to the 10^th class. The content of the curriculum comprises national personalities, stories and other national events about which tribal children face problems understanding. It is the right of every individual to know about his culture and language. Thus, schools should address the local context of the tribal children while taking into consideration the local stories, the teaching of personalities of tribal heroes, tribal culture, tribal music and other tribal celebrations are to be included.

Teacher-Pupil ratio

Teacher-Student ratio plays a significant role in maintaining the quality standard of education. It indicates that Donubai Ashram schools have a sufficient teacher-pupil ratio. But most of the schools i.e. Polla, Sambhan, Samerelli and Vendrajola schools have inadequate numbers of teachers. The ratio of pupil-teacher in Sambhan ashram school is 1:70, in Polla ashram school it is 1:60, 1:41 in Samarelli ashram school. 1: 36 in Vondrajolla Ashram schools. The right of the children to free and compulsory education act 2009 clears the guidelines for a pupil-teacher ratio which needs to be maintained to bring quality education to tribal ashram schools of the country. The ratio can be maintained by appointing the teachers by both state and central governments where there the pupil-teacher ratio is very low.

Training of Teachers

The teachers found in almost all tribal ashram schools are trained in teaching but they are not trained in the context of teaching in tribal schools, and language and have knowledge of the historical background and present scenario of the tribal population. In tribal ashram schools there, we need different teaching styles, pedagogies and methods. The situation in tribal areas is different from the general schools of the country. Therefore, they require specific attention in this context. Teachers need to be trained in such a manner that they are acquainted with tribal culture. So the teacher should be made acquainted with the tribal children’s requirements and cultural background. 

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