resources: education
Education and Change among the Tribal Peoples of Jharkhand
Posted on: May 25, 2005.
Modified on:
By James Toppo, S.J.
... cont'd from page 13.
Indeed, parallel to this development was the tribalisation of the Catholic clergy, thanks to the minor and major seminaries forming future priests, social activists and leaders from among the tribal candidates. From a historical perspective, the oppressed and the exploited were now being trained to be the liberators of their own people.
V. Government and Tribal Education in Independent India
Declaration of India’s Independence breathed a new life to the country. Well, it was expected to be that way. Yet it would be wrong to presume it made a significant difference to the majority of tribal population, barring a handful of educated and urban-based tribals.
In fact, the picture of change, much hyped by the bureaucrats and politicians alike, was too far from reality. Empty promises gallore. However, the number of new primary, middle and high schools at the instance of the Central Government and, more precisely, Education Department of the Bihar Government, considerably multiplied.
Educational endeavors initiated and sustained by the Government for the tribals are devoid of adequate study and research regarding who the beneficiaries are to be, how and why they should receive particular treatment. In all, no goals set, no beneficiaries targeted! Such an educational system is brainchild of the absentee landlords, the least interested party to bring about transformation in the tribal scenario.
Buildings were built, teachers too were appointed. But just as most of the tanks and reservoirs, constructed in the First Five Year Plan in this part of India never collected water, the schools established and managed by the Education Department also failed to deliver qualitative education, let alone social change. It looked as though such schools were intended only to appease the ‘hoi poloi’.
Children of the government officials, politicians and the affluent 30% of the Indian society made a bee line for expensive, sophisticated and brand English medium schools run by private agencies, including religious groups. Thus fudal hegemony of the elite, the ruling and the dominant class, and promising future of their progeny were not only ensured, but also effectively perpetuated.
"The Indian society, which is highly stratified and egalitarian, is really a dual society which vests economic and political powers in the rich and well-to-do classes, who fall within the top 30% of the income groups, while the vast masses of people are marginalized and deprived of most things of life. The education system also follows this dual model and provides fairly good education, which gives access to the privileged sector to a few, who come from good socio-economic backgrounds and little education of an indifferent quality, or none at all, to the vast bulk of people." (Education for Social Change…John Desrochers, p. 125)
Educational endeavors initiated and sustained by the Government for the tribals are devoid of adequate study and research regarding who the beneficiaries are to be, how and why they should receive particular treatment. In all, no goals set, no beneficiaries targeted! Such an educational system is the brainchild of the absentee landlords, the least interested party to bring about transformation in the tribal scenario. It is like trying to force a circular peg in a square hole, doomed to failure.
In all honesty, the Aryan invasion, seeking to kill the "asura" demons three thousand years ago, continues unabated, albeit in a new garb. Jharkhand may have to wait for as many as thousand years, if not more, to bring about transformation in the tribal world, if it would continue to rely on Diku planners and executives.
The above assertion stands confirmed by the innumerable scams going on in every department in Bihar. The funds meant, allocated and sanctioned for tribal development freely flow everywhere else than where they should. This stands confirmed in the present Jharkhand state, where in addition to perpetuating the ills of Bihar, no suitable education policy to emancipate the tribals and backward classes has been worked out, despite several years of autonomy.
The assertion also stands confirmed, when the so-called "Christian Missionary Schools" are singled out to systematically choke them through bureaucratic apathy, hurdles and blocks for the liberating education they strive to impart to the tribals.
Let us clarify the issue. There are three kinds of educational institutions running in the tribal areas of greater Jharkhand:
(1) Institutions established and run for the affluent
Those, who can afford to spend substantially for the education of their wards, patronize such institutions, which are well managed and promising. None of the Government-run institutions, barring Netarhat School, belong to this category. Children of the Government officials, awakened politicians, the rich and the affluent study in such institutions. The poor and the lower middle class have no access to them.
(2) Institutions meant for the poor
Overtly touted as such, these institutions are established and managed by the Government on the tax payers’ money. These schools are in despicable condition. Even gods may fail to salvage them! Government controls everything here, but it has no will, no determination, no desire to bring about change.
"Handiya" or rice beer in earthen pot is a popular local brew in Chotanagpur. Indeed, hardly any celebration would be complete without it. Excessive consumption of it is also a regrettably common sight.
"In addition to perpetuating the ills of Bihar, no suitable education policy to emancipate the tribals and backward classes has been worked out, despite several years of autonomy."