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by: osawebmasterthree
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Akram, a boy of about 6 years, came to me few days ago while I was sitting in a tea stall. It was a rainy day and I was busy with my friends, sharing snacks with hot tea. While we all were busy in our unproductive talks, Akram came there with a bunch of flowers. He was there just to sell his flowers to us so that he could earn some livelihood. We all asked him why he was selling flowers on the streets and why he was not going to the school. The little boy Akram replied with a depressed voice that he belonged to a particular nomadic tribe and his parents did not have sufficient money to afford the expenses for his studies. After coming back to home, the whole night I just thought about that boy. It is not the story of Akram, but of millions of unfortunate children worldwide. Education for nomadic children has always been a challenging task because of their mobility factor. The nomadic tribes roam throughout the year from one place to another in search of their livelihood.
Migrants and particularly nomads, are among the most marginalized social groups, and are widely excluded from educational provisions, despite pledges of Education for All. The phenomenon of movement itself presents many challenges for many providers and would be users of educational services. Around the world, the provision of education for nomads has reflected and been instrumental to particular stances on pastoral development. Increasingly, as a result of pressures on traditional pasture lands, often resulting from developmental policies that are insensitive to the needs on non-sedentary groups, the future of nomadic population is becoming a serious concern.
It is noticed that the nomadic people of India are less concerned about their child’s education. Because of their wandering nature, it becomes almost impossible to have a continuation in the education of their children, even if it is made available. Even the governments are facing grave difficulties worldwide to provide education opportunities to the children of these tribal sects. Low education levels have contributed to denying nomadic communities the ability to participate in determining their own educational, social and developmental activities, resulting in not having sufficient control over their livelihood.
The world data states that the countries in the South Asia region have the largest number of nomadic population. Between six and seven percent of the population in India belong to nomadic or migrant groups. There are over 350 such groups formally identified in India. Though the Indian Government has passed Right to Education Act for children under the age group of 6 to 14 years, many children still fail to complete their primary education. Not only that, there are a good number of children who never enroll in schools and most of them belong to these nomadic groups.
To fight with such crucial problems, many NGOs have come forward. They first launched adult education programs for nomadic people so that the adult population can be enlighten about their rights and liberties. When this section of the population becomes educated, they will automatically become inclined towards sending their children to schools. Moreover, organizations like Indian Institute of Technology Bombay are also coming up with new strategies so that nomadic children can also reap the fruit of education in this 21st century.
About the Author
This article has been posted by a school guide of OnlineSchoolAdmissions.Com, who also provides free of cost counseling to parents on school admissions. A visit to the site lets parents know about the Nursery Schools in Malviya Nagar or International Schools in Jangpura Extention of their choice. They can also search for English Medium Schools in Peera Garhi as per their choice and fill up the school application forms online.
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