PARDHI SAMAJ JANJAGRUTI SEVABHAVI SANSTHA WALUNJ Enabling and enabling the children of orphaned immigrant Pardhi community to become mainstream of education and society.
Indian Society is divided in various caste and creed. More than six thousand caste, sub-castes and tribal communities are found in India. The Indian Tribal society has a significant and important role in our country. Still after Seventy one years of Independence the tribal Pardhi community of India is living in the worst economic condition. The concept of Poverty is related to the people who are below poverty line and unable to fulfill their basic needs i.e. food, shelter and cloths.
Poverty is a humiliating problem of Indian economy and one of the barriers for economic development. The benefits of the development in India are opted only by some limited persons particularly from urban areas. Rural as well as tribal sector is yet a neglected sector of the economy. People living in rural, tribal sector face lot of problems, such as lack of drinking water facility, lack of proper Healthcare, lack of proper and standard pattern of Education, improper Transport facility, lack of Employment opportunities and lack of other Infrastructural facility including housing, toilets, bathrooms and facilities for the students study room etc. this shows that the economic and social condition of Tribals is worst. Poverty is a major reason behind all these problems.
Maharashtra is an advanced and economically growing state in India. The Economy of Maharashtra has been consistently developing and growing but still 50% population of Maharashtra is unable to gain the minimum calorie requirement through their food. It can be seen that Poverty and illiteracy are the severe problems faced by Tribal sector of Maharashtra.
Rationale of the Project:
Introduction The De-notified Tribes are those communities which were notified under the several versions of the Criminal Tribes Act (CTA) enforced during colonial rule in India, between 1871 to 1947. Under this Act, the criminalization of communities engaged traditionally in hunting, fighting (as warriors serving the local rulers and chieftains), dispensing herbal medicines, fortune telling, taming of wild animals, singing, dancing and street performances was not limited to a particular region but covered the entire Indian territory. Post independence, the Indian Parliament repealed these acts, but despite this, the social stigma of criminality continues to follow them. The Act was based on a fallacious understanding of Indian society, particularly the caste system. T. V. Stephens, who was one among the influential members of the Law and Order Commission, equated the caste system with occupation and believed that most of the nomadic communities were criminals by birth; crime was their caste-based occupation as well as religion. These ideas were used to formulate the legislation under which certain communities were notified and termed criminal tribes. Under this act, all members of the community were deemed to be criminals at birth and had to give attendance at the local police station on a given specific day and time, failing which severe punishment would await them. The free movement of these communities was restricted, and they had to take the permission of the local chieftain and the local police before leaving the place and settling in a specific area. If they failed to adhere to these restrictions, the penalties were severe. Apart from this, the local police had the authority to round up any member of the community on mere suspicion. Initially the Hur tribes from the Sindh province were notified under the Act; over time, other communities were included. In the year 1897, the Act was modified for the first time, whereby more stringent penalties were included. A compendium was prepared for the criminal tribes by the then Inspector General of Police of Bombay Presidency M. Kennedy. After a severe criticism of the Act in India as well as overseas, the British enacted the Criminal Tribes Settlement Act in 1908, which ended up virtually imprisoning the criminal tribes in settlements in the name of their rehabilitation. They had to live in a fenced area and had to take the permission of the guards to even answer natures call during the night. The 1908 Act was modified in 1911, which divided the legislation into four parts viz, notification, registration, restriction and settlement of criminal tribes. Major changes in the Act were brought in 1923-24. The changes were made to integrate the communities with the mainstream society but the basic aim of the law was not altered. The act became a tool in the hands of the village officials to harass the community in legal way. Major changes were brought in the CTA after 1937 when the Bombay Provincial Government appointed a committee under the chairmanship of K.M. Munshi to review the Act. The Munshi Committee recommended many changes and for the first time. Later in 1938, the Government of Bombay prepared a CTA Manual to clarify the rules and provisions under the CTA. After the formation of Provincial Governments, they repealed the CTA e.g. the Bombay Government repealed the Act in the year 1949 and the Madras Government in the year 1948. However, the CTA was replaced by the Habitual Offenders Act, which was a back door entry of the earlier legislation, as it provided for establishment of settlements where habitual offenders could ne forcefully rehabilitated. In the year 1952, the CTA was revoked throughout the country and all the notified communities under the CTA were declared as De-notified Tribes.
Improving Educational Status of Pardhi children communities by improving access to education by providing special coaching and Hostel facilities.
Recognizing the importance of education for these communities, Organisation has been working with children since 2015 between the age group of 6 and 16 at Valunj Village, Tal. Ashti, Dist: Beed, Maharashtra . Organisation wish to have Residential hostel for these children, Organization started this work since 2015 with Pardhi communities at the beginning, Ever since its inception, we have been working on bridging the gap between children, their families and the school:
By focusing on strengthening academic learning ·
By Providing them Hostel facilities and educational support.
By Boosting creativity through activities like drawing, craft, games, theatre, dance and through fun learning workshops on engaging with science through toys
By enhancing their health development through Nutritious food and health facilities.
By encouraging community and parents participation in their childrens education through regular parents Meeting, teachers meetings, school visits, awareness sessions on health - hygiene, educational schemes and programs, citizen entitlement etc.
