Prevailing organizational structure and instructional design in Eklavya model residential schools (EMRSs) of West Bengal and Odisha: A comparison

Abstract

Establishment of Eklavya Model Residential Schools (EMRSs) is an initiative by the Government of India for providing quality education to tribal students in remote areas. The main purpose of this paper is an attempt to make a comparative analysis of the organizational structures and instructional designs prevailing in EMRSs across the states of West Bengal and Odisha. The organizational structures of EMRSs are designed to manage the day-to-day functioning of the schools, ensuring that they cater effectively to the academic, cultural, and social needs of the students. The instructional design in the Eklavya Model Residential Schools (EMRSs) focuses on providing quality education to tribal students in a way that is culturally relevant, effective, and student-centred. It aims to integrate the local tribal context with modern educational methods to ensure that students are not only academically proficient but also well-rounded individuals prepared for future challenges. The method employed for the present investigation is document-based comparative analysis. The study highlights the similarities and differences between the two states, offering insights into how different factors influence educational outcomes and experiences of students. Through a detailed analysis of collected data, it has been found that both West Bengal and Odisha have developed strong systems for managing and instructing their EMR schools, but they differ in their approaches. West Bengal adopts a decentralized, flexible structure, with a greater emphasis on contextualized learning and multilingual education. On the other hand, Odisha follows a centralized structure, with a stronger focus on ICT integration and structured cultural education programmes. In terms of instructional design, both states emphasize tribal cultural integration. West Bengal provides more adaptive, teacher-driven methods, while Odisha uses a more formalized curriculum with strong technology integration.