National Education Society for Tribal Students (NESTS) Introduces Cultural and Academic Resources to Empower Tribal Students and Teachers Nationwide
SDG 4: Quality Education | SDG 10: Reduced Inequalities
Institution: Ministry of Tribal Affairs
The Ministry of Tribal Affairs, through its autonomous body, the National Education Society for Tribal Students (NESTS), has launched a GI-tagged Tribal Painting Album, βCanvas of Tribal Cultureβ, along with three new academic monitoring diaries for students, teachers, and class monitors across Eklavya Model Residential Schools (EMRS).
The painting album compiles region-specific, GI-recognised tribal art forms such as Warli, Gond, Pithora, and Sohrai, serving as both a cultural resource and visual learning aid. By showcasing authentic tribal art within school materials, the initiative seeks to preserve heritage while nurturing identity pride among tribal students. The academic monitoring diaries are designed to promote structured learning and accountability: students record daily lessons and reflections; teachers track academic progress and interventions; and class monitors log peer-group activities, fostering leadership and self-discipline.
The launch event also included the release of a compendium of administrative circulars for EMRS management and the felicitation of top EMRS performers, reinforcing the Ministryβs commitment to holistic, culturally grounded education.
By blending tribal heritage with academic practice, this initiative strengthens inclusive and culturally responsive education under the National Education Policy 2020. It advances the dual goals of improving learning outcomes and celebrating indigenous knowledge systems, positioning EMRS institutions as models of equity-centred schooling for tribal communities.
What is NESTS?β The National Education Society for Tribal Students (NESTS), established in 2019 under the Ministry of Tribal Affairs, manages and oversees the EMRS network nationwide. It is responsible for academic planning, teacher training, and cultural-curricular integration to ensure quality education for tribal children in remote and underserved regions.
Relevant Question for Policy Stakeholders:
What indicators should be developed to measure how heritage-based learning resources influence student performance, attendance, and self-confidence in EMRS schools?
Follow the full news here: https://www.pib.gov.in/PressReleasePage.aspx?PRID=2181658