PREVIOUS HOUR

AKG/2N/2.00

߻ ן׸ (֟) : Ù ָ ߲-߲ , Ù ևֻ ֮ ܟ ֺ ֯ ׮־ , ־֕ Ù ָ ׻֋ ִ Ù ևֻ ֮ ֮֯ ߴ , ևֻ ׮־֙ ֯ ߕֻ֮ ֮ ֋, ִ ֯ ֺ feel , ו ևֻ thickly populated ָ כӛ , ֺ , ֵ ֯ ָ ߕֻ֮ ֮ ׿ֿ ֯ ׮־ ֺ ߅

ָ, ָ ֤ - ߕ ߅ ߕֻ֮ , , ևֻ כ , ו ֕ ֕ drop-out ֤ , דֵ 8-9-10 ֻ ֤ ָ ֵ ֤ involve ֟ ֮֜ ׿ֿ ֟߅ ָ , , ֵٕ֮ ֜ ׻֋ -֕ ֟ , ևֻ כ֮ ֺ ֛ ֛ ֮ ֤ - ֤ ֟ ָ, ֯ ׮־ -ָי ָ þã , ׿ , ָ ן ֯ ߕֻ֮ , ָ ևֻ ׸ׯϕ֮ ֤ ֋ ָ ֤ ևֻ , , ָ ֆ ֛, ֛-֛, Ù - , ׸ׯϕ֮ ֤ ֋ ָ ־֙ ָ ևֻ thickly populated , ָ ևֻ ֤ ִ߮ , Ù ָ ָ ֮֯ ֮ ֵ֮ , ֮ ևֻ ִ߮ , , ָߤ ָ, ִ ߕ -ָי ׻֋ ָ ֮ ֮ ׻֋, ִֻ֯ ׻֋ ô ևֻ co-operative way donate , ִ߮ donation ׬ָ ֮ ו֋ ֯ ֮ , ևֻ donate - ֲֵֻ ָ ִ߮ ֮ ֤ ִ߮ , ָ donation ־֮֬ ֋ donation , not for sale, but for better action plan, education and future co-operative development. ֯ ִ֮ ׮־ ָ ֮ ߅

ָ, ֤ ֻ ֮ ֯ פ ֤, ׿ֿ ֤ ֋ ײ֮֕ ֓ ׻֋ ֟ , ֓ ״ֻ ֟ ֕ ֓ ׾֬ ֋օ ֯ ָ֤ ֣ ֣ ֟ ֺ ߅ ָ, ߆ָ ևԙߛߋ ã֋, פ ֻ , ևֻ ևֻ ׻֋ ִ ׮־֙ ֤ ߆ָ ևԙߛߋ ָ ׮־֙ ֤ פֵ פ ֛ ָ, פֵ ֮ encouragement פ ׻֋ ָָ ֟ , ֮ ׻֋ , ֮ ֲ֕ ׻֋ ָ ß ָ ֻ ֛ ֯ ײֻ ֤ ָ ֮ ֻ ӟ ֯ ֮־֤ , ָ֤ ֮֯ ָ ׮ ִ ײֻ ׸ ׻֋ ֵ ֮־֤ (ִ֯)

(2 ָ ָ)

SCH/2.05/2O

ֻ ܟָ (ָ Ϥ): ֳ֬ , ֮֯ ֯ ׾֬, "׮ Ӭ ™ߵ ֮֕֟ߵ ׾׾ֵֻ֪ ׾֬, 2007" ָ ֮ פ, ׻֋ ֮־֤ ֣ ֣ ӡ ֮־֤ ֮ ֯ ײֻ ֋ ֟ ׻֋ 60 ֻ ֤֕ ֤ ָ ײֻ ֵ ֵօ ֻ , ִֵ ָ ָ ײֻ ֋ ֟ , ֲ ־ ֟ ֻ ׻֋ ״ֻ ֟ , 60 ֻ ֤֕ ֤ 50 ֻ Ӥ ֯ ָָ ֮ ֤ ֯ ֕ ֟ ֮ ֵ פ ֮֕ןֵ ׿ ֮ ׻֋ ֯ ֮־֤

ֳ֬ , ֯ ִ֬ ֕ 滛 Ù, 滛 և ׯ֔ , ו֮ ׿ ֺ ׵֟ ָָ ׻֋ ׿ ־ã ֋

ֳ֬ , ӡ ֮֯ ׿ ־ã , ׾׾ֵֻ֪ ֵ֮, 滛 և ׻֋ ָ ִ ֮ , ևָ ֮ ֬״ ֮ ֮֯ ־ã֋ ? ׿ ׻֋ ֮֯ ׾׾ֵֻ֪ ã֮֯ , ׾׾ֵֻ֪ ֮ ֋ פ ׾׾ֵֻ֪ , ״ֵ ״׻ֵ ׾׾ֵֻ֪ , ֜ ׾׾ֵֻ֪ , ã֮ , ָ ֕ ׸֮̾ ֻ ֛ ָ ֟ ֤ ִ֮ ָ ñ ֛ ׻֋ ָ ֟ , ׮ֵ֤ ָ ִ , ֵօ פ, ׯ֔ ܵ ו ֣״ ֬״ ׿ ֺ , ׻֋ ֯ ָ ֯ ׸ ׾׾ֵֻ֪ ֮֮ ֤ ֳ ֣ , ָ ֳ ֤ ״ֻ ֋, ֲ ֯ ֬״ ևָ ׿ ׻֋ ֮ ֋

ָ ߕ, ֯ ֮֯ ׾׾ֵֻ֪ ֵ֮ ֤ ֮֯ ֵ֟ ֮֕֟ߵ פ ׿ ֮֜ ֮ ָ ׻֋ ׾׾ֵֻ֪ և׸ Ùߙ֮ ֮ ӲӬ ֯ ״ֻ 1988 ֤ ײֻ , "״ֵ ״׻ֵ ׾׾ֵֻ֪" ײֻօ ֯ ׻֋ ֮֟ 1920 , ֱ̻ ִ ִֵ, ֟ Ӭ, ߴ ִֻ , ֮ ֤ ָ ֤֕ ߾֮ ׾׾ֵֻ֪ ã֮֯ ߅ ִֵ ֤ ß֮ ֮֮ ָ ִֻ֮ ׻֋ ׾׾ֵֻ֪ ã֮֯ ֮ ӿ ߅ ֮ߵ - ֵ֜ ֲ 1988 ֤ ײֻ և׸ ֟ פ ֵօ ã֮ ִֻ֮ ׻֋ ֮ , ߕ ׮ֻ פ ֵօ ֟ ֯ ׻֋ ֮֟ ֲ ֯ ߕ ֮֋ ֤ ֙ ֋ ײֻ ֮ ֳ օ ָ ׾֬ ֯ ֮֕֟ߵ ׾׾ֵֻ֪ ֮֮ ׻֋ ֋ , ֳ ןֵ , ו֮ ֺ

֯ ֮֯ ׮ Ӭ ִ ָ ײֻ ִ ׻֋ ֮ ֺ , ֛ ã ֛ ߅ ֟ ֿ ֮֟ ׮ ֛ ֛ ߅ ֮֮ߵ ӡ , ֯ ֯ ֮ ֙ ִ ָ ׾׾ֵֻ֪ ִ ֋, ֟ - , ֤ ֯ ֙ ֮ , ו֮ ܵ ׻֋ ܵ ׻֋ ã ?

Psv/2p ָ ָ

2P/2.10/PSV-KS

ֻ ܟָ (֟): ו֮ ׻֟ ã ׯ֔ ã , ֯ ֙ ֯ ֺ , ו֮ ܵ ã ֛ ׸ , ו ָ -ִֿ ֯ ֛-֛ ־ - ָ֓ , ָ֓ ߅ ֯ ָ֓ ׻ ִֻ֮ ֻߴ ָ ׻֟ ׯ֔ ֟ ׻֋ 60 ֻ ֤֕ ֤ ׯ֔ ֮֯ 50 ֻ ֕ , ָ ׻֟ ָ֤ , ׯ֮֔ וִָ ֯ ֟ ִ ׻֋ ֮ ֯ ִ ֺ ֋, ו ß֮ 18 և׸ , ָ ׾׾ֵֻ֪ ״ֻ ֋, ו֮ ֻߴ ֤ ֋

֟ ֣ ׾֬ ִ֣Ԯ ֮ ֟ ֟ ֮֯ ֮ ִֵ פ, ׻֋ ֯ ֮־֤ (ִ֯)

SHRI MATILAL SARKAR (TRIPURA): At the outset, Sir, I wholeheartedly congratulate the hon. Minister, Shri Arjun Singh, and the hon. Minister of State, for having brought forward such a laudable piece of legislation aiming at promotion of avenues of higher education -- an area in which they lack the opportunities now -- amongst the tribal population in India. While expressing my satisfaction over this Bill, I would also like to point out one shortcoming, Sir, on the part of the UPA Government. The main focus of the Traditional Forest Dwellers Act was the tribal people. But that Act has not yet been implemented. There hasn't been any notification even in regard to that Bill. Merely the creation of a university will not help. If their livelihood, their culture, their ways of life are not protected and preserved, mere education will not help. That is why I reiterate the demand that the Traditional Forest Dwellers Act should be implemented by the Government immediately, without any further loss of time. Sir, I think the Government must take a comprehensive view for the development of our tribal population focussing on their ways of life, their culture, their means of livelihood, their education and so on. Sir, the rate of literacy amongst the tribal population is only 47.1 per cent as against the national average of 68.81 per cent.

Sir, in Clause 5, it is mentioned that adequate seats shall be reserved for STs. What do we mean by `adequate'? (Contd. by 2q/tdb)

TDB/2Q/2.15

SHRI MATILAL SARKAR (CONTD.): Though it sounds nice, I should say it is somewhat undefined. The term 'adequate' is somewhat undefined in the Bill. I would like the hon. Minister to clarify it. My demand is, the demand from my party, the Communist Party of India (Marxist) is, because it is a Tribal University, there the students will be coming from the tribal section, they should not be denied of education. Nowhere should they be denied of education. That assurance I would like to have from the hon. Minister. When the admission percentage for the general category is about 10, in the case of STs, both boys and girls combined together, it is between three to four per cent only.

Sir, as far as women reservation is concerned, it is written in Clause 7, "...nothing in this section shall be deemed to prevent the University from making special provisions for the employment or admission of women,..." That provision is there. But, it is in indirect sense. That should be told affirmatively that 'yes, for the women, their rights, their scope, their opportunities should be guaranteed by way of keeping provisions for them. Sir, as regards teachers, I admit the approach of the hon. Minister is a secular approach. All nationals should have the interest in the university for teaching. But, here we are approaching the tribal people; we are focussing on some sort of ideology. Some sort of a realistic approach we are making to them. So, we should have as many teachers as possible from the tribal communities. The students will be more and more apprised of education. They will have some free access to these teachers. At the same time, they will have some intimate relationship with the teachers. The teacher is an ideal to the students. So, that thing should remain in the perspective.

Sir, coming to Clause 8, here it is written about schools in different areas. The schools should have separate authorities. Sir, I would like to quote what is written in Clause 8. It says, "Every student of the University other than a student who pursues a course of study by distance education system, shall reside in a Hall or hostel or under such conditions as may be prescribed by the Ordinances." But, who will finance the hall or hostel, etc.? Shall we leave it to the goodwill of the local authorities, to the State Governments like this? As regards the interests of these tribals, the funding should be guaranteed by the Central Government. That thing I would like to mention here. As regards the different bodies of the University, I think, the approach is like that. Most of them will depend on nominated persons, etc. (Contd. by 2r-kgg)

kgg-klg/2r/2.20

SHRI MATILAL SARKAR (contd.): There are two things. When somebody will be nominated to the university, representation from all zones and all sections should be ensured, as far as practical, so that the university does not become a local university because it is a national university and that perspective should be kept in mind.

Secondly, the student representatives in the elected student bodies should have the access to the committees and the democratisation of these local committees should be done. This is one of my demands to the hon. Minister. As far as the student is concerned, the system of democratisation should be ensured. But, in the Bill, there is no such provision.

The university should have regional centres, but the regional colleges would be there. But who will fund those regional colleges? On whom would this depend? Funding should be from the Centre because we would like to give grants-in-aid to the tribal people in respect of their education. We would like to give grants-in-aid but finance is the main factor. Wherever these colleges are being erected or constituted, there should be a guarantee of funding from the Centre.

We are having so many autonomous district councils. There are provisions in the Fifth Schedule and the Sixth Schedule because those autonomous district councils enjoy some sort of autonomy. I would like to request the hon. Minister to make it a guarantee in the Bill that the university would maintain some coordination with the autonomous district councils.

Sir, about naming of the university, as the hon. Member has raised, we have no objection in naming it after Indira Gandhi. We have no objection, but, at the same time, since this is a tribal university and since we have the names of so many tribal leaders who have sacrificed their lives for the Independence of the country......

ϟ֯ : ָ, ָָ ױ ֬և ֮֯ ߴ֟ פ Ӭ ִ פ, ו֮ ֤֕ ֛և ֛, Ϭ֮ ӡ ֮֯ ߜ ִ ֕Ù , ׻֋ ֯ ֬և

SHRI MATILAL SARKAR: My request is, whenever you form the regional centres or State-based centres, that thing should be kept in mind so that the regional tribal leaders, who have contributed so much for the country and for those sections of people, the college or the regional centre should be in their name.

I would like to conclude my speech with a very important saying of our World Poet, Rabindranath Tagore and I will recite it in Bengali and, I think, the Hindi-speaking people would understand Bengali also. There was a heroic struggle in our State during the later period of 40s. That is called Jana Shiksha Samiti. (Contd. by kls/2s)

AKA/KLS/2S-2.25

SHRI MATILAL SARKAR (CONTD): It is Jansikhsa Samiti in our State. There are veteran leaders like Dashrath Deb, Sudhon Deb Brahma, Hemanta Deb Brahma, etc. who are the pioneers. They sacrificed their youth and they totally contributed their years to this Jansikhsa Samiti. In the first manifesto of that Jansikhsa Samit they told, "Esab mura malana muka mukhe ditey habey bhasha. Esab shuska shranta bhagna bukey dhaniya tulitey habey asha." It means, we must give power of voices to those who are deaf and dumb, who cannot speak, or who cannot have the power of representation. We must give power of voices to them. Rabindranath Tagore told it. And Esab shuska shranta bhagna bukey dhaniya tulitey habey asha, those who are faded, those whose hearts have dried up, those who have no courage and boldness you should bestow on them. We must rouse them up. That was the saying of Rabindranath Tagore. While we are having this Bill...(Interruptions)...

THE VICE-CHAIRMAN (SHRI PRASANTA CHATTERJEE): Not with false promises. Not with false promises.

SHRI MATILAL SARKAR: Tribals are the people who cannot speak, they are the people who have no strength in their hearts, they cannot express themselves, they cannot express their agony, therefore, we must stand by them and encourage them. I think this Bill will go a long way in cherishing these demands. Thank you. (Ends)

֮֕ן ֤ (ײָ) : ֳ֬ , ֲ ֯ ֮־֤ ֮֯ ֮ פօ

ֳ֬ , ֮֮ߵ ӡ ײֻ ֋ ִ֣Ԯ , ִ֣Ԯ ֮ ״֡ ֻ ֤ , ו֮ օ ױ ָ ױ ֮ - ִ ױ , ׻ ִ ׾֡֟ ֳ , ָ Ե օ , ױ ֮֮ ֻ ׾֡ ֲֻ֟ օ ׻֋ ־֮ , ־֮ ֯ ևֻ ׮־֙ ֮ , פ Ӭ ִ ָ߲ , ׯ֔ , ׻֟ , פֵ , ׻֋ ׮־֙ ֮֮ ִֵ ִ ׮־֙ פ ֋ , ׻ ִ ֻ ֋Ӆ ׻֋ ֻ ֲֻ֟ , ֲֻ֟ Ӥ ֯

֮֯ , פֵ , ׮־֙ ֮֮ ֵ , ִ , ֯ ִ֬ Ɵ פֵ ִ ׮־֙ ֮֯ ֮և , ß֮ ֮ פ ו֮ ׮־֙ ֮ ݵ ֯ օ ֮ פ ׮־֙ ֮ ݵ ֯ ? ֯ ׻֋ ֯ ׻ , ֮ פֵ ֮֯ פ ? ػ , ֮֯ ֓ ֻ פ ֻ ֓ ֯ ֟ ('2t/nb' ָ ָ)

NB/NBR/2T/2.30

֮֕ן ֤ (֟) : ׻֋ , ׮־֙ ֛ ֋, examination pass , ֜ օ ֮֯ ֮ ֓ ׮־֙ ֮ ֟ ֋? ֮֯ Ùָ פ , ֮֯ פֵ ׻֋ Ùָ פ ֻ ֻ ? ׻֋ ֻ ֺ ִ ֮֯ ֋? ֮ ׾֡ ֤ ֮֯ , ׻֋ ֯ ֮־֤ , ײֻ ֮֯ ו ߓ , Ù , օ ֯ ִ֬ ֮֮ߵ ӡ ׮־ פ ָ߲ ֯ ӓ ֻ և, ֻӛ ֻ և, ָ߲ , ֮ ׻֋ ֛ , ֟ , ׻֋ ֮ ֬ ֛ ֮ פ ֻ Ӥ , ֛ , , כ ߟ , -߮ פ ָ ֮ ֟ , ָ ־ֻ ֟ , ߱ ֓ ֮ ֟ , ևָ ֮ ֟ ָ ևָ ֮ , ָ ֮ , פֵ ִ ֻ ׮־֙ ִ ֻ? ֯ ִ֬ ָ ָ ӡ ֺ ׾ָ֓

ֳ֬ , ֟ , ֮ ֟ ִ֯ ß֮ ָ ׮־֙ߕ , ײָ ֮ ׮־֙ - ֙ ׮־֙߅ ֕ ָ ֟ ׻֋ ֵ ׮־֙ ׸ ׮־֙ ֵ֤ ֮ , ֵԤ ״ֻ ֟ , ֻײ ״ֻ ֟ ׻֋ ևԲֻ ׮־֙ ֯ ãׯ֟ , ִ ֯ , ל , ִ פֵ ֻ , ֟ ו֋ ֻ ׻֋ , Ù ׻֋ ִ ֟ ׮־֙ פֵ ֤ preference ״ֻ, ֻ ׻֋ ֤ preference ״ֻ, ֻ ֮֯ , ׻֋ ָ ֟ ֻܵ ֋ ֲ ֣, ׮ Ӭ ™ߵ ֮֕֟ߵ ׾׾ֵֻ֪ ׾֬ ִ֣Ԯ ֮־֤

(ִ֯)

SHRI RAVULA CHANDRA SEKAR REDDY (ANDHRA PRADESH): Sir, thank you for permitting me to speak on this Bill. I rise to support this Bill.

Sir, before going into the details of the Bill, I was listening to my senior colleague, Shri Uday Pratap Singh, who was mentioning some names. Today, it is a strange coincidence that the Lok Sabha is discussing the Rajiv Gandhi Institute of Petroleum Technology and we are discussing the Indira Gandhi National Tribal University. How can we expect other names when the Congress (I) Party is at its helm of affairs? It is no more the old Congress of Mahatma Gandhi. The Congress has now become Indira Congress. We should accustom ourselves with such names. I have no objection for this.

Sir, the proposed Bill is expected to help the tribal students. As Shri Rajniti Prasad said how many students are reaching to university level and at what stage they are dropping out from education. There should be some study on this in detail. As per the information available with me, most of the dropouts are tribals. So, the Government should come out with a special comprehensive legislation to help the tribals like education, health, infrastructure and employment.(CONTD. BY USY "2U")

-NBR-USY/2u/2.35

SHRI RAVULA CHANDRA SEKAR REDDY (CONTD.): Piecemeal legislations, though they are helpful to some extent, will not suffice. There should be a comprehensive approach on the part of the Government of India. The Tribal Dwellers Bill was referred to the Joint Committee. I was a Member of that Committee. But, for some strange reasons, despite having passed that Bill, that has not been implemented so far. I would like to request the Government to show some interest in the implementation of the Tribal Dwellers Bill too.

As far as the present Bill is concerned, I expect that it would not just add to one more university. This university should be a unique one. Unique, in the sense of appointments, imparting education, infrastructure, etc. As far as the Statements of Objects and Reasons is concerned, there is mention of my own State, Andhra Pradesh, Chhatisgarh, Jharkhand, Rajasthan and Gujarat. The university, subject to the statute, shall have power to establish, at least, one school in every regional centre. But no time limit has been mentioned for that. There should be some time bound programme in selection of place to locate a school. Though it is mandatory to open one school in every region, but there should be a time bound programme, otherwise it will take a lot of time, like the Tribal Dwellers Act. I request the Government of India to have a time bound programme for establishing regional centres. Why I am saying so is because we have had an experience of the Maritime University going to Tamil Nadu; the Tribal University going to Madhya Pradesh; the Rajiv Gandhi Institute of Petroleum Technology to Raibarely, U.P. The State of Andhra Pradesh is being given a raw deal during the UPA regime. We have not been able to get any institute or university or any establishment pertaining to the Government of India. Under the UPA regime, Andhra Pradesh is being given a raw deal. I don't know why this discrimination is there against my State.

As far as appointments are concerned, the President of India shall appoint the Chancellor and the Vice-Chancellor of the university. Like that, so many appointments are centralized. I request the hon. Minister to clarify the selection procedure for the Professors, right from Chancellor and the Vice-Chancellor. There is some ambiguity in all these appointments. Otherwise, it will become a rehabilitation centre for the people, who are close to the ruling dispensation during that time.

The other aspect, on which I need clarification, is the financial aspect. I would request the hon. Minister to provide us the financial data. The Financial Memorandum contains nothing, except saying that a total of Rs. 60 crores is estimated, and Rs. 12 crores is recurring expenditure. We need a financial data so that we could come to know about the establishment of schools at regional centres, otherwise it will remain as the University of Madhya Pradesh, no centre will come up in the other parts of the country. Though I appreciate the establishment of university, yet I have objection to its place of establishment. Also, the appointment procedure of the Chancellor, the Vice-Chancellor and others may also be clarified.

With these words, I support the Bill.

(Ends)

(Followed by 2w -- SC)

SC-VP/2.40/2W

ֵָ߮ ִ (֬ Ϥ) : ֮־֤ ֳ֬ , ִֵ ֮ ֟ օ ֲ ֤ ָ ֤õ ״ֻ ֮ פօ ֮ ߚ ֮ ֲ ֵ ֮ ֛ ֮֟ ߅ ׻֋ ֮֮ߵ ֤ ֤õ ׮־ ָ ֮ ֟ ֲ ִ ׻֋ ֵԌ ֟־ָ ָ - ׮־ , ֟ ֵ߅

ו֮ ֿ ָ ֤֕ ֵ,

֤ ևԅ

֟ ָ ן , ִ ֮֋ ו֮ ֤֕ ׻֋ ֮ פ, ָ , ֟ ؓ֟ ָ, פ Ӭ ִ ָ ׾׾ֵֻ֪ ִ ֮ ֯ע֮֕ , ָӛ ײִָӛ, þ֟ӡ֟ ִ ֮ , ֯ ִ ָ ׾׾ֵֻ֪ ִ ? ָ ָ ӡ ֿ ׾ָ֓ , ײֻ ִ ã֮ ָ "׸׮ִֵ ׾ ֋" ֵ "׸׮ִֵ" ֮, "׾ ֋" - ֮? -, - ֻ ֟ ֮ ֤ ֲ ֮֟ ֮ ײֻ ָ ֟ ֻ Ù ײֻ ָ ׮ִֵ ֕ ֮ ָ ֮־ֵ , ֮֕֟ߵ և ׬ָ ״ֻ֮ , ٻִֵ פ ֻ ֵ , ֕ ֮ ׻֋ ן , ֟ ؓ֟ ָ ӡ ײ֟ օ ֮֯ ã֮ פ , ã֮ ִԤ ִ ã֮ , פ , ֮־ ־ִ֮ ֮֬ ֲ ֻ ־ ָ ֮֬ ׻֋ ָ ׾ָ֓ ֮ ֛ ִָ ֵ ֋ ױ ָ ־ ӟִ֕ և ּ ֮ օ ֟ ָ ׾ָ֓ ָ ֮ פ ֮ , ָ ׾׾ֵֻ֪ ו֮ ٣ ֻ֟ ֤ ֲָ , ֻ֟ ָ ״ Ùֱ ׾֪٣ֵ ֮߮֟ ִ ָ ֯ ֮ ֙ ׿ֿ - ָ ָ ֮֕ן ß ֟ ׿ ָ ֮֕ן ß , ֟ ־ã ָ ִ օ , ֯ ֵ֟ ׾֬ "׾ ֋" 25 ָ "׾" ֛ ך ִ ֟ ׻֋ ïױ ָ ֮ ֻ פ ֟ ֮ ד֟ ן ןֿ֟ , ֵ ׸֤ ֮ ןֿ֟ ד֟ ן ֮֕ן ןֿ֟ - ֮ ܵ ָ ֵ ױ ׬ָ ״ֻ֟ ִ֮֮ ָ ִ , ֟ ָ ֵ֟ ֵ , ִ֟ ׬ ־ֿ , ֟ ֮ ָ ӡ ױ ׾֬ ִ֣Ԯ ֬ Ϥ ֮֯ ׾֡ ã֮ ָ ֮֮ ׮Ե ׻ֵ , ׻֋ ֯ ֬և ֟ ֺ Ϥ ָָ ֮֯ ׾ָ֓-׾ִֿ ִ ִ߮ - ׾ָ֓-׾ִֿ ֵ ? ָ ׾ָ֓-׾ִֿ ֯ ã֮ ֵ , - ֮־֤ (ִ֯)

(2-ߋ ָ ֿ:)

-VP/PK/2.45/2X

DR. RADHAKANT NAYAK (ORISSA): Mr. Vice-Chairman, Sir, first of all, I stand to support this Bill wholeheartedly. I thank and also congratulate the Ministry of Human Resource Development, particularly, the Minister of Human Resource Development, for having brought forward this historic Bill in this country. Sir, the hon. Minister is known for his vision and mission for the tribes, the dalits, the Other Backward Classes as well as the minorities of this country. He is also well known and very much appreicated by these sections of the people for his unrelented struggle, for their welfare, development and ameliorating their conditions. Therefore, Sir, while thanking him on behalf of the backwards, the oppressed and the excluded people of this country, I have a few words to speak on their behalf.

Sir, this Bill is, definitely, a revolutionary Bill. This is a milestone in the history of the tribal people of this country. For the first time, they are going to have a knowledge-house for themselves. So far, they have lived in history, they are being spoken as pre-historic people, but from now onwards, they are going to have a new youth dormitory. For them, Sir, the youth dormitory is the University at the village level that educates them how to manage their society, how to manage their family systems, what the rules and regulations of their customs are, what their ancestors had taught, all these were being taught at the village level by their elders, or ancestors. But, today, for the first time, they are going to have a place for reflection, for thinking as well as for action in the direction to which this Bill will be guiding them. It is in that context, Sir, I am extremely grateful to the hon. Minister for creating a new history, a new citadel of learning for them, to enable them to contribute to this country, to its development, which they have been doing for centuries in the past.

Sir, some of our Members spoke that the tribal people are not indigenous at all in this country. According to them, all Indians are indigenous. But even not admitting, but even stating for the sake of stating, it must be said that in this country, there are people who are more indigenous than others. We are at different stages of development, and at different levels of empowerment. And, because of that, it is absolutely wrong to say that the tribal people are not indigenous. Sir, this also disproves the ancient shastras of this country wherein the tribal people have been described as asuras and what not. There are large number of epithets according to which they have been described. Therefore, not only shastras but also the history, the archaeology describes this. How can you deny it, Sir? These are all facts and the history has been written not by subjective persons, those who were personally interested but by objective records, that brings out that the tribal people have their own identity, they have their own culture, they have their own civilisation which, by process of history, by the invasion of Aryans, has been somewhat destroyed. But, even then, today, the tribal people have maintained themselves against all the ravages of the forces which are man-made like caste system, like so many other evils that have been brought into the Indian nation. They have survived and maintained their identity. They have also maintained their ethnicity. (Contd. by 2Y/SKC)

2y/2.50/skc

SHRI RADHAKANT NAYAK (CONTD.): Therefore, Sir, it is absolutely wrong and preposterous to say that the tribal people are not the indigenous people and that they are not the aboriginals of this country. The native culture is not new to this country. The history of almost all the different nations and countries are replete with processes of migration. There are indigenous people in Australia, in Canada and in various other countries. And it is certainly a fact that in this country also we have indigenous people and we should not deny their existence and their right to live and survive.

Sir, some of our friends here have mentioned that the United Nations has passed a resolution saying that they are not the indigenous people, which is not true, to the best of my knowledge. There may be some claims and counter-claims. Some people from the international community might have approached the United Nations saying that they are not the indigenous people and that, in India, we don't have any indigenous people; they might have said so. But the United Nations is yet to pass any resolution to this effect. I am sure, Sir, the United Nations, particularly the ILO Conventions 169 and 171, speak of the tribal and indigenous people of this country and of various other countries. The word 'tribal' is also mentioned in the ILO Convention 171. Therefore, I would submit that it is not correct to denigrate some people. Of course, we believe in an integrated nation; there is no doubt about it. But in the name of integration or assimilation, we cannot dilute or destroy a particular group of people by dubbing them as not being Indians, or saying that they are foreigners or that they are anti-nationals. I am extremely sorry that some responsible Members have made such remarks.

Sir, there are so many issues which I thought I shall bring to your notice. But I am sure the hon. Minister has taken note of the concerns of this House on a number of issues like the feeder system of education like schools and different colleges. Otherwise, this university will be there only on paper.

Sir, there are a number of other issues to be thought over like what should be taught in this university. As I have said, university is a storehouse of knowledge and, therefore, unless the knowledge system is intrinsic to a particular culture, a particular tradition, it will remain only on paper. It is in that context that I submit to the hon. Minister to find out how exactly the feeder system of education comprising different schools and colleges and even primary schools, work in formulating certain ideas about the tribal people, about their civilisation and culture and about the existence of a university for them where they could look up to their future, where they could formulate a vision.

Sir, there are a number of other issues which are not solely about education. We lack in terms of ideas which have emanated after Independence. I shall draw your attention to the Tribal Panchsheel which was enunciated by Pandit Nehru himself, along with a famous anthropologist, Verrier Elvin. This Tribal Panchsheel created history in our country. It talked about how we should not over-administer them, how we should not interfere in their culture, how we should not ground very complicated programmes for their further development.

Sir, tribal people are by nature very simple; not only that, they are very honest and their integrity is completely above board. Their society is a highly egalitarian one where men and women are equal. All these issues were discussed not only during the Constituent Assembly debates, but also when the Tribal Panchsheel was adopted. Therefore, I would suggest that the principles enunciated by the Panchsheel should be revived even now; it is not too late.

After that, we had a number of commissions. I recollect the Dhebar Commission which was a very, very important commission which went into the whole gamut of issues that engulfed the tribal.

(Contd. by 2z/hk)

HK/2.55/2z

DR. RADHAKANT NAYAK: There was a special Committee, namely, Shilu Ao Committee. That Committee also went into various issues like how these people are exploited and how their resources are expropriated. They are left with nothing today. They have not only lost their original sovereignty, but also everything that they had. Their contribution to the Indian development and to the freedom movement also have been totally relegated to the background. All these issues, Sir, are very, very essential even at this stage to recollect to our own present modern history of India and then to work upon it. Just as was done, some time ago, that a special Committee was established for the Muslim community, I would suggest to the hon. Minister for his consideration, why not the Government immediately set up a small committee to know their present state? Some of my colleagues have already said about the present conditions of their literacy, poverty situation, infant mortality rate, etc., which are far below the other non-tribal people. Therefore, it is time that the Government should set up a quick committee to immediately report to the Government as to what steps should be taken so that their growth is not stunted, they can come to the mainstream and they will be equal to the rest of the society. I would submit, of course, to the Minister for Forests, who has just gone, that the way the forest resources and the mineral resources have been exploited, they all have gone against them and they have been totally detrimental to their development. They do not have any houses. They have become parasitical totally. Today, in Delhi, if you go to any construction site, if you go to any slum and if you ask any beggar, it will be a tribal who has been rendered homeless and who has been thrown away from his or her home and he has come away here. The mineral resources safeguarded them for a long time. Forests also safeguarded them but we have destroyed those forests. So, it is time to apportion some shares of mineral resources to them where they have been located. Some of the States like Madhya Pradesh, Orissa, Jharkhand and Chhatisgarh are all mineral belts and we have been exploiting them which causes their total extermination. Therefore, Sir, the establishment of University will definitely create a history for them. But, at the same time, we also have to find out how exactly and what exactly the economic programmes that should be grounded for their survival and growth. Sir, one aspect of it is this. Today, the entire Ayurvedic system is, more or less, dying. The Allopathic system is, more or less, destroying the traditional system of medicine. Sir, the other day, I met some doctors of Japan who said that your tribal medicine is the best medicine that we have learnt. Heun Tsiang, the great traveller who came from China, mentioned about tribal medicine which is in vogue in this country. He had a small injury -- a dog bite. Then it was cured by tribal person. Sir, there is so much of knowledge not only in regard to education, but also health and development of their own economic status. There is so much of knowledge. So, it is time to explore them. Therefore, this University should have a separate department on tribal research. So, far, Sir, the tribal research in this country has become, more or less, a luxury item because some scholars, because they want immediate promotions, go into tribal education and even for tribal research. Therefore, I would be very grateful to the hon. Minister that this University should give a special focus to the tribal research not only about their growth and development, economic and social programmes, but also about their history, culture, tradition and knowledge system which governed their society in the past. With these words, Sir, I support the Bill again and thank the Ministry and the hon. Minister for having brought this Bill. Thank you.

(Ends)

Followed by 3a/KSK)

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