Addressing educational disparities among Sahariya tribal communities in Jhansi

By Bharat Dogra 

Baghaura is a very remote village in the Babina block of Jhansi district. In the hamlet of the Sahariya tribal community in this village, about 25 students have gathered under a tree. Most of them attend the regular government school in the morning, but after returning in the afternoon, they find it helpful to revise their lessons and seek additional guidance from their teacher, Neelu, at this non-formal school. The school is run by the social organization Parmarth as part of its Sabal project.

With about 25 children of different age groups, the teacher separates those who are just starting school from the older ones and focuses on the basics, so the younger children can gain a confident start at the formal school. The senior children follow a special curriculum designed for this non-formal school and can also receive help with any difficulties they face at their formal school.

Currently, this project is limited to Sahariya tribal settlements in parts of Jhansi district, but it may be extended to other areas if funds become available. The need for such intervention is also being felt in other places where Parmarth has an active presence.

Children whose parents migrate face particular challenges. They miss formal school for several weeks when they travel with their families. This non-formal school, called Shiksha Sanskar Kendra (SSK), is especially useful for these children, helping them catch up on their lessons—without which they would struggle to cope in their formal school.

At a broader level, children from the poorest rural households may drop out of school for various other reasons. In such cases, the SSK acts as a bridge, helping children reintegrate into mainstream schooling.

Some of the obstacles faced by children from the poorest households in accessing educational facilities are not easily appreciated by outsiders. In many such households, essential documents—such as birth certificates and Aadhaar cards—may be missing. Considerable groundwork is required before admission to government schools and access to various facilities can be secured.

Therefore, an important aspect of the Sabal project has been to help Sahariya tribal households obtain these documents and to carry out follow-up work to ensure that students—some of whom are admitted while documentation is still in progress—are able to benefit from government schemes like mid-day meals, free uniforms, and books.

In some schools, complaints of discrimination, bullying, and teasing of students from the poorest households have been received. In such instances, Sabal project members interact with students, teachers, and community members to resolve these issues. In one recent case, when students from poor households were being harassed on their way to school, intervention by the SSK teacher and a Sabal member successfully resolved the matter.

Girl students are being encouraged to continue their education into higher classes. Where child marriage is discussed, counselling sessions with parents often lead to postponing such marriages. As a result, the number of girls pursuing higher education is increasing.

The small world of these remotely located schools brightens up with songs, storytelling, art activities, and games. This year, several children were also taken to summer camps, where they were exposed to and participated in various extracurricular activities and cultural programmes.

Eco-clubs have been started in several of these schools. At the Mathurapur and Simariya centres, children's tree-planting efforts have been successful, and they have also helped protect the young plants during their early growth stages.

In addition, Kishori Samoohs (adolescent girls' groups) have been organised in several villages, where teenage girls can learn about and discuss various aspects of life relevant to their age group.

Several Kishore Kaushal Vikas Kendras (skill development centres) have also been set up to provide more specific vocational skills, including computer skills, to adolescents. Bal Sansads (children's parliaments) have been organised to educate children about democratic processes in interesting and engaging ways.

Taken together, all these activities can significantly improve educational prospects, preparation for future life, and social awareness for children from the poorest families. This helps boost children's confidence, knowing that a helping hand is available whenever they encounter problems related to education or social interactions.

Moreover, the engagement of social activists with these remote hamlets during the implementation of this project can be beneficial in other ways as well. Activists become aware of other community problems and can offer assistance. For instance, in Baghaura village—which I visited to see the non-formal school—a serious water supply issue had emerged, and efforts are now being made by activists to address it.

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The writer is Honorary Convener of the Campaign to Save Earth Now. His recent books include A Day in 2071 and Planet in Peril. His website is bharatdogra.in and his YouTube channel is Bharat Dogra Save Earth Campaign