ABSTRACT

This paper seeks to assess the various educational opportunities for children among the scavenger and sweeper community. In Indian society specific groups of people with distinct caste are tagged much more untouchable among the other dominant caste groups as well as Dalit groups. Despite their involvement in one of the most societal tasks of disposing of garbage and keeping our surroundings clean, their children still do not have access to basic quality education. In this respect the government schemes and policies have proven to be inadequate for the benefits of these initiatives do not the people for whom they are initiated. The paper aims to delve deep into the history of education among the scavenger and sweeper communities. This would provide a detailed account of their historically induced deprivation as far as the education systems are concerned. This is a major marker of the kind of exploitation these people undergo as far as their access to education is concerned. The inherently designed socio-economic structure of Indian society continues to be dominated by the prosperous classes. As a result of this people belonging to the community of sweepers are not even concerned people. This group faces exclusion at all junctures of their socio-economic and cultural life. A proper education is the only resource that can be used for liberating oneself from such an oppressive existence. One of the main areas of consideration of the study is the exploitation and the level of social exclusion faced by the children belonging to these groups in current educational institutions. This research views the Indian education system with reference to one of the most marginalized groups in the country. The idea here is to further explore the strategies that could be used for improving the lives of the people belonging the scavenger and sweeper communities. The objectives of the study focus upon the school-going children of from the scavenger community. This would lead to the exploration of their enrollment and drop out ratio. Focusing on the assess of status by specific families in terms of socio-economic condition and education. There is also an inter-generational element in this analysis as the paper looks into the extent up till which the parents of these children have been educated. The methodology consists of a concrete and organized research design, sampling, sampling size and method of data collection, which all process of methodology did help to researcher for his data collection time. In field researcher had used some important method that in-depth-interview, observation and focus group discussion. Some of question was asked by researcher to children, why children are not going to school? If they are going to school, are they facing any problem in school or home? Why are they drop out and left study from class 6^th to 8^th? What is the main reason beyond them?

A. INTRODUCTION

“For in India a man is not scavenger because of his work. He is a scavenger because of his birth, irrespective of the question whether he does scavenging or not”

Dr. B.R. Ambedkar

Manual scavenging is a violation of the fundamental rights assured by Article 14 (equality before law), Article 17 (abolition of untouchability) and Article 23 (right against exploitation). The Employment of Manual Scavengers and Construction of Dry Latrine (Prohibition) Act was passed in 1993. It stipulates imprisonment up to a year and fines up to Rs.2, 000 or both.

Violation of Fundamental Rights

Colossal contradictions have existed for centuries towards the untouchables of India. There have been many names – AtiShudras, broken men, Antyaja, Antyevas in, Avarn, Scheduled Castes, non-Hindus, Down-trodden, Protestant Hindus, Harijans – and now Dalits, among from the “Maha Dalit”. What is Dalit? According to Dr. Gangadhar Pantawane, Dalit is not a caste. Dalit is symbol of change and revolution. Some of scholars they had rejected the existence of God, rebirth, a sacred books that teach discrimination, fate, and heaven, because these have made him a slave. The particular Scavenger and sweeper communities is playing role in Indian society as Maha Dalit among the Dalit sub caste groups.

In India, manual scavengers and sweepers are recognized by their work which includes cleaning and handling of night soil and dry latrines, removal of filth, safety tanks, open drain, pit latrines, railway track, sweeping on city and cleaning sewage in city of our country. This retainer work and practice is done by those who are in the lowest rank of the caste hierarchy. The scavengers are also otherwise also known as ‘Bhangis’, ‘Balmiki’ ‘Chura’, ‘Mazhibi’, ‘Rangreta’, Hela, Hadi, Hari, Dom etc.

The focus of this study is to understand the Educational structure among children, include the socio-economic, cultural, occupational habits of these communities and will cross through the educational system. In these areas the Government schemes and programmes were not implemented effectively and people are not able to get the full benefit of it. The educational system is at a further deteriorated condition. Discussing about education that Ambedkar held equality means raising the level of lower classes to the level of higher classes as regards the agency which imparts education. He said that no real progress could be made in education if education was assigned to the teachers coming from the Brahmin community whose minds consider an execration for the lower classes and demonstrated murderous disregard for the intellectual uplift of any other class, treated human beings worse than dogs and never treated them with equality and sympathy.

Again starting about education students are embedded in writing and practices that addressed the complex of relations between culture, knowledge and power. The students, they are from untouchable or ex-untouchable castes to democratize the very low process of learning. The absence of transparency in education that the networks of exclusion to operate and information in school to reproduce caste inequalities in the rural village as soon as urban place. The experience of education in everyday living, skills of writing and reading knowledge is easy way to transmit directly from person to person and from generation to generation.

This study attempts to explain and compare caste, education, government policy and occupation among the Dalit community as well as Scavenger and Sweeper communities. How caste is different from education and education is different from caste? How the government schemes and policies are not implementing properly for the children of Dalit community as well as Scavenger and Sweeper communities. The children of the community they do not access to education that mainly their parents occupation and lack of education of the community member and lack of awareness among the communities by government.

Dalit children’s experience of schooling will help teachers, syllabus designers, teacher trainers and educational theorists improving the existing system making it more sensitive and accountable to the large numbers of Dalit and other marginalized children who come to school with great hopes and struggle to survive in the environment of education. Dalit working children are left feeling embarrassed and defensive about the fact that they work as labourers order to survive in life. Is it not possible to work towards a culture of school and the nature of curriculum that could make such children full proud of what they do and of their usefulness to their families and society? Largely comprise of Dalit lowered class children, the culture of education and the curriculum is interest because the quality of schooling and teachers that they currently receive is an important factor in the educational backwardness of poor and marginalized group. Both the large number of children discontinuing from school, particularly in the early years of schooling when poor children are usually too young to work, as well as the lack of interest in education as a significant reason behind dropping out of school have drawn the attention of educationalists to the curriculum and pedagogic that shape the educational experiences of children. Special constitutional provisions policies and programmes in post independence India was directed towards the economic and educational development of Dalit and Adivasis. This community today is one of economic marginalization, social vulnerability and educational backwardness. The normative student in the Indian educational theory is the Hindu dominant caste, middle class in rural and urban slum children there for the way school education is conceptualized and the curriculum designed is such that it is need and aspirations of the Hindu upper caste student. The curriculum or question is the overall school culture, suitable teachers and desirable students together announce the school instruments. So the dominant caste concerns the educational theory of the school, its curriculum pedagogic practices and its culture (Murali Krishana M, 2012).

There is good balance between the upper caste student component, the upper caste teacher component and the curriculum, those students who does not come the values and culture of the normative students. They are a lot of hardship while they are at school. In addition, the school culture dominated by the Hindu upper caste culture, the Dalit, Adivasi, Muslims, Scavengers and other social minority groups and especially women from all these groups continuously under pressure from the school and its authority. It’s not a primary level also happening upper primary school and university level. Those students who survive the unreasonable circumstances at school and other places of education are academically subjected the various kind of humiliations.

A Gita Nambissan (1996) point out the major problem in Indian schooling is the issue of caste inequality. In the school curriculum issue; teacher and students do not discuss anything related to caste inequality. The right of education is one very important basic right of the Dalits. The many level is denied Dalit, they unable to contents of school and college curriculum. Dalit and other lower castes (Scavengers) are ‘failures’ because lack of language skill even in their ‘mother tongues’ and also a low intelligent quotient (IQ). Dalits, Tribal and socially marginalized people they could not successes and sustain by the system of school curriculum and pedagogic. So in some cases they are living from school, and going drop out, child labour and Juvenile in Conflict with law.

This study discusses about the five chapters which related to Scavenger and Sweeper community people as well as children’s education where chapter 1 is discussing on the caste, school, school curriculum, teachers behavior, dominant caste group, government schemes and socio-economically marginalized group people.

Chapter 2 is discussing about the literature review on the history of education in world context, history of education in India, post-independence education in India, and some reports of government of India. From all educational related where researcher has tried to discuss about what the education system in world, mainly discussed the western culture how education is started.

In India who and what had said about the education system and policies, also how education structure will be increased, Role of government, objective of schemes. What are schemes and policies will help for children for their more education study. In the one report of government of India there mentioned the literacy rate of all children of India as well as state, also mentioned about the literacy rate of Dalit and tribal or marginalized children, or some of schemes that will help for the children for their future study but the educational schemes and policies are not still reaching to the children, to whom the benefit of schemes is very important or need. Mainly the schemes and polices are not reaching to the children of Scavenger and Sweeper communities. What are the problem between the community and government?

In history of scavenger and sweeper community, how the particular community are much more exploited from society. They are much more ex-untouchable among the dominant caste group as well as Dalit group form Arya Samaj, Mughal period and Peswa kale period. In that time, mainly the pre independence or post independence, how the state had forced or used to work in unclean occupation or dirty job. Some of the litterer review, the particular community they did not want to engage with unclean occupation work but state had important role to forcefully sending them this shame types of work. Some of them they wanted to work with this work because they do not change their caste. In Mughal period, the sultan wanted forcefully to convert to Muslim community but the particular community was Hindu they did not want to convert to Muslim so the sultan wanted forcefully to do this work. The community people they thought we will not change the religion but we will do the shame work. Because other way we can say in India, there were fully Hinduism under Manusmriti, so follower of Hinduism people they were fully faith or trust on Hindu Gods and Goddesses.

History of Scavenger and Safai karmachari

Before going to history of Scavengers, the researcher would like to say and remembering about the caste system of India. The Indian social structure is an exclusive social system which is not other part of world. In other part of world there are class and Varna system but in India, there is only caste system. This caste system is very complex phenomenon. Each caste stands for a way of life and ideology. All old literary confirm that there were four major castes in the society, namely, Brahmins, Kshatriyas, Vaishyas, and Shudras. All four parts have been discussing for longer period and explaining the fact of origin of castes system in society. Varnas/Classes basically meant colour and power, Varnas it was to define the contrasting features of different groups of peoples particularly in relation of fair Arya and dark Dasa. In Reg Veda there were only three former groups except of fourth group (Shudra). In the post Vedic-period, the Shudra have been made and they were shown as less privileged. The occupations of first two Varnas/Groups are very clearly that priesthood and administrative and military duties respectively. But the Vaishya and Shudra they are not very clear.

The Post-Vedic period was evidence of the growth and cons colligation of the power of Brahmins. They created the Chaturvarna, defined the duties and rights of each caste groups and place in the social hierarchy.

According to professor Srinivas, the Indian caste systems are categorized;

(a) Hierarchy (born in a particular caste and keep separate identify by using caste names).

(b) Endogamy and hypergamy (marry within the caste and not outside).

(c) Occupational association (caste is identified with a particular profession/occupation).

(d) Restriction on food, drink and smoking.

(e) Distinction in custom, dress and speech.

(f) Pollution (by sight or touch).

(g) Ritual and other privileges and disabilities.

(h) Caste organization (caste council and panchayat etc.).

(i) Caste mobility (caste habitations).

Question of the Scavengers and sweepers communities they are come from the fourth varnas (Shudra). They known as fifth Varna’s (Maha Dalit) it was named when the commissioner in the year of 1901 Census of India was determined. By Simon Charsley has written his article “Untouchable’ what is in a Name? Where he mentioned, the scheme as a whole need not detain us at this point; we need only note that, of the four Sanskrit named Shudra categories out of the five which he proposed, the last was “Asprushya Shura”. This term was picturesquely glossed as ‘castes whose touch is so impure as to pollute even Ganges water’ (Enthoven, 1902, p. 186). Bramley (1902), he identified the eleventh out of the twelve groups which he thought required specifying from some districts as ‘made up of untouchable castes’ Dhobis, Khatiks, Mochis, Dholis and others. These were not yet the lowest: Group XII consisted of ‘the lowest castes, which eat beef and vermin and are considered filthy. Form the study of Census by Bannerman 1902, which he applied the “Untouchable” label within it he distinguished sections A and B: A) was composed of Chamars, Balais, Raigars, and others; B) consisted of the ‘lowest castes’, Bhangis, Dhonaks and Thoris. According to anthropologists from their field study there are existed that “Caste” was Jaati and not Varna.

Some controversy surrounds the Mughal period. A few argue that scavenging came in with the Mughals prisoners of war were forced into Manual Scavenging and their descendants became the Bhangis. This argument fits neatly into the Hindutva theory that all social evils emanate from Muslim rule reconstructs a glorious Rajputs heritage for communities like the Bhangis. Such narrative consequently down plays the role that caste played in India. The fifth category, after “Sat-Shudras or Good Shudras’, consisted of ‘Shudras who habitually employ Brahmans as purohits (priests for rites of passage) and whose touch pollutes to a slight degree’ and the list continued down to ‘ Castes which eat beef and pollute even without touching;.

When urbanization set in this should have rationally led to scientific sewage practices. Hindu society found it convenient to force Madigas and Bhangis into manual scavenging. When Madigas from Nellore and surrounding areas were brought to other areas like Rayalaseema by the supervisors in the railways and the Public Works Department, they were not then employed for manual scavenging. They were brought along to lay the roads and the railway tracks, and later used for menial jobs. Over the last 200 years, with urbanization, manual scavenging has entrenched itself.

The practice of manual scavenging expanded phenomenally under British rule. The British both legitimized and systematized it, while setting up army cantonments and municipalities. They created official posts of manual scavengers.

Other controversy, when Arya Samaj comes to India who was defected in the battle out people and force to doing these types of occupation. “The terms Chandal and Paulkase were mentioned for those engaged the task of disposal of night soil.

These two terms were used also during Buddhist period. The scavengers were to clean the city and disposal of night soil in Pataliputra during Mauryan period.

The invading Muslims brought with them women observing purdah and wearing burqa, but these were disallowed to defecate in the open bucket privates were developed were developed for their defection and those made captives were made to clean latrines/ bucket privates and to dispose the same in distant places. As captives were not accepted by caste men, they were named as Mehatar by Akbar constituting a separate caste of Bhangis. People commission also holds that the person from all religious, viz. Hindu, Sikh, Muslim and Christian are scavenger and “once a scavenger always a scavenger”.

Some of the historical great person has argument between Ambedkar and Gandhi they discussed about these communities.

“I do not want to attain Moksha, I do not want to be reborn. But if I have to be reborn, I should be born an untouchable, so that I may share their sorrows, sufferings and the affronts leveled at them, in order that I may endeavour to free myself and them from that miserable condition. I therefore, pray that I should be born again, I should do so not as a Brahmin, Kshatriya, Vaishya or Shudra but as an AtiShudra a Bhangi”… – M.K. Gandhi

“For in India a man is not scavenger because of his work. He is a scavenger because of his birth, irrespective of the question whether he does scavenging or not” -Dr. B.R. Ambedkar

That time people was loving Gandhi so that for this communities people wanted whatever Gandhi told that is correct, we will do that. No one had known about the Ambedkar. It is true because, even now days Dalit and Tribal in Odisha’s people do not know about Ambedkar even this scavenger community. All did know about Gandhi so that more effect fall on this communities.

What is Manual Scavenging?

Manual scavenging refers to the removal of human waste/excreta (night soil) from unsanitary, “dry” toilets, “dry toilets”, i.e., toilets without the modern flush system. Manual scavenging involves the removal of human excreta using brooms and tin plates. The excreta are piled into baskets which scavengers carry on their heads to locations sometimes several kilometers from the latrines. Then it is changed by Act 2013.

Manual Scavenger means a person engaged or employed on regular or frequent basis by an individual or a local authority or a public or private agency, for manually cleaning, carrying, disposing of, or otherwise handling in any manner, human excreta in an insanitary latrine or in an open drain or pit into which human excreta from insanitary latrines is disposed of, or on a railway track, before the excreta fully decomposes. Who are working and engaging with sweeping in road in Urban Local Bodies area.

What is Safai Karmachari and Sweeper community?

In 1993, Act was changed nobody cannot work like Manual Scavenger, since that time who were working this types of work they involved with sweeper so definition called “ Safai Karamcharis or sweeper communities normally include persons engaged as ‘Sweepers’ or ‘sanitation/cleaning workers’ in municipalities, government and private offices. They may be direct employees of these bodies (municipalities, government/private sector organizations) or may be contract employees who happen to be working for these organizations. However, Safai Karamcharis, perse, are not manual scavengers.

B. DEVELOPMENT OF SCAVENGERS AND SWEEPERS IN INDIAN CONTEXT

In the Indian context the development that was made by Indian government; Brave committee, Backward classes commission (Kaka Kalelkar commission), central Advisory Board for Harijan welfare, Malkani committee, Pandya committee, National commission for Safai Karamcharis and National Safai Karmachari Financial Development of Corporation (NSKFDC).

Brave Committee:

The problem of Scavenging and their improving the conditions of scavengers has coherently been engaging the attention of Government since independence. In 1949, the government of Bombay appointed as late Shri V. N Brave as chairman to study and enquire of living conditions of Scavengers in the state of Bombay and to suggest ways and means to improve their present conditions of work and fixed minimum wages. The committee submitted the report to government of Bombay in 1952. In 1955 Ministry of Home Affairs circulated a copy to all state requesting them to adopt these recommendations where they could be implemented properly. there were the “Scheme for the supply of wheel-barrows and improved implements to scavengers”. From the schemes, those who are engaged with scavenging work so that the practice of carrying night-soil as head load could be eliminated altogether. The Government of India in the Home affairs in 1957-58 offered subscribe 50% cost to purchase wheel-barrows/hand carts through state government to local bodies and Municipality for the scavengers employed on this type of work. These schemes will be help scavengers workers for their eliminate the practice of carrying night-soil as head load.

Backward Classes Commission (Kaka Kalelkar Commission)

This commission was appointed in 1953 under the Chairmanship of Kaka Kalelkar, reported in 1955. The commission described the condition of sweepers and scavengers as sub-human. The commission visited to and observed the reality of scavengers and sweepers those terms was “Bhangis cleanse our latrines and help maintain some measure of health and sanitation. Without Bhangis, the whole population would have to face the end of epidemics, and yet, these Bhangis are in some places they may be forced to live in filthiest work or yet they are engaged with to carry night soil on their heads. From the observations and recommendations of the Backward classes Commission were brought to notice of the all state governments by the Ministry of Home Affairs in October 1956, underlining the need to introduce mechanical and up-to-date methods of cleansing latrines so from the mechanical and up-to-date methods of cleansing latrines, the inhuman practice of doing this work by hand and carrying night soil on heads in escaped as far as possible and also specific schemes covering every sphere of life to uplift Bhangis from their ‘sub-human level of existence.

Malkani Committee

The Committee was held on the 12^th October, 1957, known as Scavenging Conditions Inquiry Committee consisting of Prof. N. R. Malkani as Chairman and some other members to prepare to scheme to put an end to the degrading practice of scavenging having to carry night soil in buckets or baskets. The committee decided and worked on three objectives for development of Scavengers.

Working Conditions: An end to the practice of carrying night-soil as head load or wasteload and, carrying of night-soil in basket, tasla and drum etc, should be prohibited by law and made an offence. The use of receptacles in private and public latrines should be made compulsory. Use of scraper which should be supplied by the local bodies to their employees and not left to the scavengers themselves and should be use of rubber gloves at the pail-depots and dumping grounds.

Housing for Sweeper and Scavengers: Construction of quarters of conservancy staff should be near their place like in which place they are working, never around the pail-depots, morgues, public latrines, dumping grounds etc. the quarter should be built in colonies. The housing of scavengers should be improved so as to create a new sense of self-respect amongst scavengers particularly their children. Every employee must have at least two rooms, a kitchen, a bathroom, a latrine and also if possible electricity and water supply.

Wages:Wages should be paid to scavengers according to the Minimum Wages Act. Unclean work allowance should not be in cash but in the form of extra amenities such as gloves, availability of water etc. full-time employees, should not be more than 7 hours per day of which only four to five hours be reserved for scavenging work. Part-time workers should not be asked to work both in the morning and evening of the chance of obtaining other work. Local bodies and state government should be frame leave rules and benefit of casual, privileged and earned leave etc. where scavenging service is municipalized.

Pandya Committee

Union Ministry of Labour appointed a sub-committee in the years of 1968-69 under the chairmanship of Shri Bhanu Prasad Pandya to look the working and service conditions of sweepers and scavengers which also met the same fate at the hands of the Central and State Governments should undertake a comprehensive legislation for regulating their working, service and living conditions which should also provide for adequate inspectorate and enforcement machinery.

Ministry of Home Affairs during the Third Five year plan sponsored scheme in two parts that (i) improvement in the working conditions of sweepers, scavengers, tanners and flayers, and (ii) improvement in the living conditions of those Scheduled Castes who were engaged in unclean occupations or were landless labourers. The financial assistance was provided by Government that was (i) grant-in-aid to municipalities/local bodies for the purchase of hand-carts, wheel-barrows, scrapers, gum-boots and the protective devices and (ii) subsidy for construction of houses for sweepers, scavengers, tanners and flayers, and house-sites to member of Scheduled caste who were engaged in unclean occupations or landless labourers.

The schemes were failure and discontinued during the Fifth Five Year Plan because (i) there were no financial assistance was provided to the Municipalities for maintenance and repair of the wheel-barrows; (ii) The design of wheel-barrows was not suitable for women and children; it was too heavy to be handled by them; (iii) There was no arrangement for parking of wheel-barrows; (iv) The improvement of implements of receptacles, scrapers, brooms, brushes, gumboots and hand gloves etc. were not supplied to all the scavengers, and if supplied to some, it was seldom used by them.

All the committees were focused for development of scavengers, sweepers, tanners and flayers for their occupation from clean dry-latrines (without water supply), where the scavenger people were cleaned by their hand and took it on their head from one place to another places. Time to time and committees to committees, it was changed for only their occupation of engaged with unclean work. All committees were not focused on their children’s education.

In the Sixth Five Year Plan, there were some schemes that were central sponsored scheme of Pre-Matric scholarships for the children of those parents are engaged in unclean occupation like scavengers, sweepers, tanners and flayers. The objective of the scheme was to provide good quality education to children who are hostlers. From class III to VIII & IX to X respectively Rs. 200 and Rs. 250 but it has now been modified (1991-92) to cover day scholars also. The rate of scholarship for day scholars is Rs. 25 per month for classes I to V, Rs. 40 per month for VI to VIII and Rs. 50 per month for IX and X.

The way of educational development of sweepers and scavengers is the unwillingness on the part of parents to send their children to school, due to economic reasons. The children help their parents in earning livelihood. The scheme is to motivate the parents to send their children to schools and to compensate them for the loss of income on this account. Now the scheme is very less coverage of children all state in India but in Odisha there are very much less coverage of children, even nobody does not aware about the schemes.

C. SOCIO-ECONOMIC AND RELIGIOUS

Looking at their socio-religious and cultural situation in which they operate is such that the individual the occupation/profession and the individual who pursue it bear a stigma; since the works is dirty those doing it are unclean. They live in separate congregation on the outskirts of the main slum areas or rural areas in our society. Some lives in separate slum colonies such as Bhangi Pada, Bhangi Chowl, Anna Basti and Balmiki Basti located in our big cities, people call their children Bhangis children, scavenger children.

Most of the Safai karmachari or scavengers do not benefit from the general laws government employment for example-the Industrial Disputes act, 1947 the Minimum Wages Act,1948, as these are not applicable to this category of workers in the city and where they do apply as in the municipal corporation of existing legislation is hardly implemented. They do not keep the official records death of Safai karmachari. Their wages and increment are not fixed. They do not have security of employment. Or any help at times of illness, in capacity due to accidents or retirement (Hela, 2011).

Scavenging work is among the lower paid jobs in both the formal as well as informal sector. The earnings for those engaged in it could range from Rs.7000 and above 10000 for permanent employed. Rs.80 to 100 per day for daily labour, or contract basic, for a community that is largely engaged in this work the overall economic status is very low in the society. Where with this income they have to manage their life, having children their needs or the needs like health because of the low income they are not able to send their children into the schools and this increasing number of children who are affected to the lack of education again moves towards their parent’s profession that called manual scavenging. In this form income how they can improve, how can they provide proper education to their children?

My experience the scavengers and sweepers they are doing scavenging and sweeping work since Mughal period now they are fully engaged this work as government since independence. They do not want to leave the work because they think this work is their paternity system like they always told that there 3 or 4 generation were doing this work we cannot leave this work. In mentally they are engaging their children in the shame occupation.

Education on Scavengers and Sweepers Children

The illiteracy and literacy level of the member of the community is important in terms for education that have been available as well as in highlighting the economic and social compulsions that influence the access to education at the individual and community level. Education is one of the main for younger generation to break out of this occupation. Present that both boys and girls are sent school, both boys the girls are vulnerable to dropping out in the 5th and 6th standards while there is a general lack of interest in education amongst the youngster. Illiteracy of parents and the family circumstances seem to discourage educational aspirations.

All people are thinking, those are dropout from education, it is the problems of parents but that is wrong. This communities has had faced untouchable since long time before. In the society, they are “untouchable’ among all other dominant caste group as well as within Dalit caste group, do not allow them to get proper education. In all the reason is producing them their living condition of society with Socio-Economic and religious status.

Department of Social justice and Empowerment is implementing a centrally sponsored scholarship scheme entitled “Pre-Matric Scholarship to children of those engaged in ‘unclean’ occupations.” This scheme is applicable, inter alia, to the children of manual scavengers.

Eligibility: Scholarship will be admissible to the children /wards of Indian Nationals who, irrespective of their religion, are either presently engaged in manual scavenging or were so engaged up to or after 1.1.97 or the date on which the “Employment of Manual Scavengers and Construction of Dry Latrines (Prohibition) Act, 1993” came into force in their States / Union Territory, whichever is earlier (www.socialjustice.nic.in).

Now it is changed and added with “prohibition of employment as Manual Scavengers and their Rehabilitation Act,2013” the object of the scheme is to provide financial assistance to enable the children of scavengers of dry latrines, tanners, flayers (drains, sewers, septic tank and manholes) and sweepers who have traditional link with Scavenging to pursue Pre-Matric education (www.socialjustice.nic.in).

Day scholars: The students as day scholars will be covered from class I to X. the rate of scholarship is Rs. 110 per month for 10 months.

Hostellers: The students as hostellers will be covered from class III to X. the rate of scholarship is Rs. 700 per month for 10 months.

Ad-Hoc Grant: An adhoc grant of Rs. 750/- per student per annum to all day scholars and Rs. 1000/- per student per annum to hostellers would be admissible.

So that for all the scheme and act is not implemented properly by Government of India.

D. EPISTEMOLOGICAL CONTEXTUALISATION

The objectives of the study was (i) to understand the access to primary education by the children of Manual Scavenger and Sweeper or Safai karmachari communities and their enrollment in the primary school, (ii) to understand the reasons for drop-out as experience by the children of Manual Scavenger and Sweeper communities.

The field of study was one slum of Jajpur Municipality in Jajpur District of Odisha where large numbers of Scavenger and Sweeper populations have been located. I had identified the education system within the community. Also compare how the children of Scavenger and Sweeper they each other separated how the Government Schemes and policies are separated each other. The particular slum where all Scavenger and Sweeper from each house they are engaged with as sweeper and scavenger work.

Status of School Going Children

Those children are going to school they are facing many problem from their parents. Manual scavengers working hour’s starts early in the morning; they get up at 4 o’clock in the morning and get ready for work. Many of them have to travel by cycles and by walking from their residences to reach the work spot. Both husband and wife are going to work place as scavengers and sweepers. They are not getting time to prepare even breakfast for themselves, family and for their school going children. They have to leave their children alone at home for depending upon their elder daughter and mother in law. The children are getting ready to go school by their elder sister or brother or grandmother who has enough free time in the morning to assist the children in preparing them to school. Who are attending primary school level it is very difficult to go school because many children go without breakfast and some of them take a cup of tea. A few other children take Tiffin from the Tiffin vendors of street side in their locality who prepare Tiffin items like idli, Vada or Guguni in the morning time.

Parents’ Habits

The parents are not available at home when the children are returning home from school. So the children start playing around with their peers and continue till evening. When the parents are return from work, they usually come after having drink or drunken situation. It is a habit for them to take alcohol during work time and after end of duty to avoid the disgusting feelings at work place. It is the nature of alcohol to hinge for them who take alcohol and change all their life and make him victim to it. All other aspects of life including the parents is influencing on their children’s present education and future life for compared to their habits. All the problems of parents, they do not to see whether the children attend school or not that day. If the children are attending school parents are not enquiring what happened in school; what lesson were learned to the child; whether the child has any homework or not and if so what has to be done in the evening or if the child needs any assistance in doing it. So all these questions and any other question is related to the children’s education, the child does not get any answer from the parents. Children also do not get, what they have done and what they want to expect any form of appreciation or approval from his parents or significant people. From the problems, when children are failing to get any such answer or appreciation from others that what they have done. So they think and stop repeating their good behavior or performance very soon and the children begins to think that education is not an important aspect for life. Then they think without education a ‘there are exist a ‘meaningful’ life that is possible. So they do dropout from education and join in unclean occupation with their parents.

Parents are ideal for the children. If parents will loss the ideal so what will they (children) do? Children are going a negative outlook is formed deep in the child’s mind and prepare them to drop out from the school path. It is a psychological change in the children and gets strengthened by the same type of events in due course and these children become potential dropouts.

Living Conditions

The physical surrounding of the residential house places is not very adherent to the education of the manual scavenger’s children. In rural and urban, the residential house places of scavengers are separate, mainly end of village. In the Jajpur the place where they are living, their living conditions are same types. They are separate from the Urban area, end of urban area, nearest of the agricultural places. The size of the house is approximately 10ft. breadth into 16ft. length. This house has to accommodate at least 4 members in the family where they all parent, children and grandparents are living.

According to Malkani committee the housing of scavengers should be improved to create a new sense of self-respect amongst scavengers particularly their children. There should be hugience every tenements must have at least two rooms, a kitchen, a bathroom, a latrine and also if possible electricity and water supply. But the Jajpur municipality there was before long period government had provided housing, till those houses are not repairing. Today population is increasing so those for scavengers and sweepers are increasing. As the government rules houses should be increasing but not doing by the government. Two or more families are living in one house.

In Municipality (Jajpur) who are working as permanent they got house under government schemes. It was one time provided houses to the scavengers and sweepers community workers. From that time it is not providing them any schemes under government of India. The remaining scavengers have built their hut in vacant lands available near the quarters or anywhere in the city. These huts are not electrified fully or no drinking water facility for those houses. There is no toilet facility for where scavenger and sweeper are living. They are use toilets in openly like they go to agricultural field or common toilets, also use street tabs for their drinking.

In the slum area there is one community center but people are living that community center. The community center is not used for the study hour or play indoor game. When the grown up children get married they form a separate family. They build a side top on the walls of this house and make a separate portion to live in. so, the place where they are living that is becoming more congested. Then increase of Second and Third Generation children must share very little space for their use.

Teachers Expectations Unfulfilled

Teacher always think that their students to follow their instructions. They encourage discipline in students’ life. They are happy to assist those children who come to school neatly dressed and well groomed; who keep their books and note books neatly wrapped and labels affixed on it. They pat those children on their backs who complete their homework without fail and those who score higher ranks in the class tests and in midterm examinations. Those students who bring additional learning materials which teachers require are considered studious; those who voluntarily participate in educational tours are estimated as study conscious. Maintenance of punctuality and not taking frequent leave are also favorable factors to enjoy the admiration of teachers.

But the children of scavenger and sweepers they do not know about the teachers expect to behave in all these ways. These children find it very difficult to fulfill all the expectations of their teachers. In the morning they go to school late, dirty dress and non groomed hair and not even taking a proper bath. The children from the particular community they are not happy to go to school like feel inferior to peers. Sometimes children refuse to go to school without getting the additional learning material or notebook or a new book or a stationary item which the teacher would have instructed them to bring it to class next day. When teachers ask these children to stand up in the class and demand a reason for not obeying their instruction. If teacher ask and come to blackboard to write and solve any answer of question but these children are unable to go black board because, they fear and do not know about saying answer of question.

Some of times these children are going to solve the answer of question but they do not get whether that is right or wrong. So that for they do not get good quality education from Primary education. When they are going to Upper primary class like 7^th and 8^th they cannot solve the Mathematics and English, then they dropout from upper primary class.

Curriculum Difficulty

Most of time when teachers ask whether they were good at studies, most of them refused to respond to the teacher, some of them turn their face to the other side to avoid answering the same question, in their understanding they feel inferior to other children.

The children complain that they are unable to understand what is taught in the classroom because these children have become slow learners due to the circumstances at home. They hardly ever read the lessons at home and do the homework nor do they get any help from their parents or any other to complete the homework. Most of time, these children do not get any appreciation for learning new things for their parents or any other relatives. So all these factors make them become stupid in studies. Though, they are born with huge capabilities from other normal children. So the teacher and the school can help them and improve these slow learning processes. Teacher must realize their role and take responsibility to help these slow learners by giving more attention, care and priorities slow perform and find out the cause of their problems to overcome their learning difficulties. But the teacher does not do that because now in society, teacher does not attention; care and priorities for slow perform children. Teacher say come to us for extra tuition, can improve your knowledge.

Issues of School going children

Coming late to School, Not dressed neatly, Difficulty in understanding the Curriculum, Bilingual Problem, Sometimes books are not available on time, Expenses not met on the following, Examination fees, Basic stationery, Shortage of textbooks, Insufficient number of Uniforms, No expenditure related to play, sports or Picnic/Visits, Cultural events, public programmes which disturbs the children, Negative and discriminatory attitude of the teacher and fellows students belonging to other caste groups, Homework incomplete,No private tuition facilities, Parents not educated to assist the children in home work, Parents are unable to pay fee for extra tuition

Access to Primary Education

Most occupation in India, whether Manual (skilled, semi-skilled or unskilled) or non-manual, are substantially based on caste traditions. This is particular caste they do not have knowledge of skilled. The parents of the children, they are fully engaged with Municipality and Notified Area Counselor (NAC) as a Safai karmachari and Scavenger. They always go to clean the road, drains, Sewerage, sewage, Safety tank, Pit latrine, removing dead cattle, also the underpayment of the parents unable them to access to even primary education. However, many of the children enroll in the primary school, but the reasons like huge responsibilities at tender age unable them to access the education. The patriarchy system is also responsible, in a way to unable the girls of the community to access education. They are married at a very young age and also expected to do household chores while parents are out for work.

School Enrollment

Looking at their socioeconomic status and also the school enrollment from the particular place that the place where they are living that land is not themselves. They are living out of city also do not have agriculture land. The children are unable to get quality education. The govt. schemes (RTE) of getting free and compulsory education is not fulfilling its mission. Most of the Safai karmachari or scavengers do not benefit from the general lows government employment for example-the industrial disputes act, 1947 the Minimum wages Act,1948, as these are not applicable to this category of workers in the district. They do not keep the official records death of Safai karmachari. Their wages and increment are not fixed. They do not have security of employment. Or any help at times of illness, in capacity due to accidents or retirement. Scavenging work is among the lower paid jobs in both the formal as well as informal sector. The earnings for those engaged in it could range from Rs.10000 and above 20000 for permanent employed. Rs.80 to 100 per day for daily labour, or contract basic, for a community that is largely engaged in this work the overall economic status is very low in the society. Where with this income they have to manage their life, having children their needs or the needs like health because of the low income they are not able to send their children into the schools and this increasing number of children who are affected to the lack of education again moves towards their parent’s profession that called manual scavenging. In this form income how they can improve, how can they provide proper education to their children?

They do not know about the government schemes and policies, also lack of awareness among them. As per their information some of them told me that government does not want to their development because if government will change all so who will do work like these.

Reasons for dropout

The illiteracy and literacy level of the member of the community is important in terms for education that have been available as well as in highlighting the economic and social compulsions that influence the access to education at the individual and community level. Education is one of the main for younger generation to break out of this occupation. From my field study that I got 4 students among 16 students they are recently dropout by lack of quality education and their parent’s income. After drop out boys are involving with traditional work with their parents and girls also engaged or early marriage but the girls are vulnerable to dropping out in the 5th and 6th standards while there is a general lack of interest in education amongst the youngster. The vicious circle of quality of education that Illiteracy of parents and the family circumstances seem to discourage educational aspirations. Other 12 students they are continue their study but the parents also told that they can send children school up to primary level because after primary level when the children are going to middle class from 7^th to 10^th, the children are not competitive with other children of dominant caste group. so the children of particular community are failing before going intermediate. In primary level they do not have access quality education that is difficult them for middle class. So parents are thinking if they will make their children study much more, the children will failed by the class of 10^th. So why they will unnecessary expenses money on the education for the children. 5^th to 7^th classes is education is ok then they will engage with income sources.

Parents are uneducated and also they go to field daily so how they will teach their students in home and after coming school. Two times each day the parents are engaged with field how could they observe what are the children doing in whether school or home. In school, the children are going but they sit back side of the class. Teachers are not interest to teach them. If the teachers are giving any homework, the students are unable to finished the homework because the parents are uneducated and do not access the extra tuition. Other students of dominant caste they go to extra tuition because the socio-economic condition is very good their parents and also parents are educated. The question is here the parents of children of particular community how they will access the extra tuition because they for less income from Urban area for cleaning garbage. So children are not getting extra tuition and guide for home work to their quality education.

One scheme is very help for them their extra tuition as well as encourages them to study much more and get good education. That scheme is pre-Matric scholarship; the objective of the scheme is to provide financial assistance to enable the children of scavengers of dry latrines, tanners, flayers (drains, sewers, septic tank and manholes) and sweepers who have traditional link with Scavenging to pursue pre-Matric education.

The students as day scholars will be covered from class I to X get Rs. 110 per month for 10 months. Who are hostellers will be covered from class III to X get Rs. 700 per month for 10 months.

The schemes are not provided by Government as well as local institutional body and lack of awareness of education among the community children and their parents. Whole day they involve with their work how they will get information about their benefit. Other NGOs and social workers are not going to their community to awareness them because they are much more Untouchable, Indian people also says “Maha Dalit”.

Occupation of dropout children (male)

These children are engaged in assistant jobs in two wheeler workshop, engineering industries, scrap shops lathes and workshops. Some of children are going to temporary jobs like construction workers, concrete mixing work and road lying works etc. Before coming the Child Labor prohibition Act of India, these children was working in Municipalities and NACs where they engaged with unclean occupation like; cleaning open drain, sweeping road, cleaning safety tankers and railway track. Now these children are not engaged with openly in these works.

When they are growing up 15-18 years, they are going search for various jobs available in their locations. Manly they engaged with drum beating in parties and engaged in City for contract basis to do work unclean occupation.

In the Municipality, they are engaged with District Hospital and governmental offices where they clean and collect garbage from Hospital and other government offices or hotel.

Occupation of dropout children (Female)

These female children, when they drop out from school they fully engaged with family work to help parents and elder or younger brother and sister. When the parents are going to work place the question is there who will make food and who will carry their children? So the Girls make food for their parents and the patriarchy system is existing where parents are not allow them to school, even not allowed them to other place. After 16 age, parents allow them to marriage, after marriage the women are fully engaged with sweeping work with her husband in the local Urban area.

Status of Non working drop outs

Those children are not going to work with their parent or other offices; they are going to scrap collectors in the streets. They do cleaning works in tea shops, market areas, and super markets, vegetable market and automobile workshops in the early morning and get a weekly or monthly payment of a small amount. Since, a child of below 14 years working the commercial place is an offence.

Issues of non working and non school going children

• Development of bad habits

• Need money for daily expenses

• Development of attitude and behavior unrelated to the age

• Go out the control of the parents and society

• More possibilities for them to become Juvenile delinquents

• There is no useful time-passing activity

• Strolling behavior

• Children are exploited and abused by reprobate

• If work, then get an amount which is more than sufficient to meet personal expenses

• Since there is not proper guidance from parents or elders the children are unable to plan their future life

• Due to poor educational qualification, the children are unable to do any job or benefit from any government schemes which require basic education.

Status of Women engaged in Scavenging and Sweeping on different way

In this community, most of women are working with unclean occupation, mostly they are engaged with sweeping on road and take garbage on their head form one place to another places, even they load on their head ‘night soil’ from one place to another place. Most women engaged in the practice of manual scavenging are forced to indulge in this practice immediately after their marriage or after drop out from school. The job has been handed down to women from generation to generation by their mother-in laws.

• Married women engaged in scavenging

• Single women engaged in scavenging

• Widowed women engaged in scavenging

• Women in scavenging since childhood

• Women who are illiterate

• Women educated up to primary level

• Divorced women engaged in scavenging

Economic status of women

• Monthly income between Rs 2000-3000

• No alternative sources of income in family

• No agriculture alternative income source

• No land ownership

• No self-employment/shop keeping as alternative source of income

Religion-culture: Community people are following Hinduism and worship to Hindu God and Goddess as per Indian Hindu culture. They obey the patriarchy system where they make early marriage their child, when girls are coming age between 12 to 14, they do not allow talking with others or outside.

E. STAKEHOLDER’S PERSPECTIVE

Community leaders: Community leaders are of the opinion that this occupation is caste based and patriarchy system, and these workers are habituated to the filthy and abhorrent nature of the occupation. When some question is asked by researcher, why you are not left the work, why are you not sending your children to school, why are you not choosing alternative work? Some answer replied by community leaders. The community people, they do not leave the work because they obey it is the only work for them from born. God has told them that they are born from to serve the people’s night soil, garbage, cleaning all unclean occupation work. If children will go to school and study more so that who will do the work or who will be cleaning and sweeping the unclean occupation work. In these types of psychology mentality is having their mind. He also talked about the living conditions, parent’s habits, and reason for drop out, religion, culture, status of school going children and status of non-working drop out children. He mentioned that the community people never easily changer their occupation and culture.

Teachers’ interview: Teachers Interview in Primary School: when I asked question about quality education of children of scavenger and sweeper community they told me that they are coming school sits behind of class. We are teaching all students those who are studying well we are focusing on them. Who are not studying well we are focusing but if that is happening always what will we do? The same question also I asked to the children and parents they told me that they are unable to give fee for extra tuition for their children and they are working as contract basis, income is less than 4000. Within income sources we are managing our home, food, health and education. How will we give for extra tuition for our children and how will we provide quality education. We are also less qualification like uneducated. we cannot help them for their homework which class teacher has given.

District Welfare officers (DWO): The researcher had asked some question to DWO that are they giving pre-matric scholarship to the children who are studying from 1^st class to 10^th class with whose parents are fully engaged with unclean occupation (sweeping and cleaning; road, drainage, toilet, safety tank, sewage tank). DWO told me that he is not aware about that, she sent me to other staffs who are conducting about the Pre-Matric scholarship. I meet him he had given me some information about Pre-Matric scholarship for year 2014-15, 29 students of Jajpur Municipality. According the report of District welfare office (DWO) there were two children of class I, two children of class II, four children of class III, three of IV, seven of class V, four of class VI, three of class VII, two of class VIII and one is IX. All students are eligible for the Pre-Matric scholarship where their parents are fully engaged with unclean occupation. Researcher asked about the previous all information of children Pre-Matric scholarship. But they told that if someone will apply RTI form then they will give me. One question was asked them how are you providing Pre-Matric scholarship to children? They told me that who is applying for the scholarship, we do sanction. (See table 4)

Case Study of children among Scavenger and Sweeper communities

Case Study One: Binod, 10 years old boy, he is not continuing his study. His father is a sweeper in Jajpur Municipality, where his father is doing work with contract basis, his monthly income is Rs.3500. Binod dropped out form class 4^th. When he was 9 years old that time he left his and did decide not continue his study.

Some question asked by researcher to child. Binod told that his father’s income is very less, that is not sufficient for their livelihood, one room where they are living; outside of home they make food. How is it possible for less money to manage whole family and his education? he also told that about the education, when he was going to school, sitting back side of the class, did not response good quality education, teachers did not focus on him, did not get extra tuition, did not get to do proper home work from his parents or any other. So the activities were difficulty for getting good quality education, he also feared about the Mathematics, English and Science. In this subject he was always going to fail. Some time he was saying his parents to get extra tuition but his parents were unable to provide that. After all he decided to leave from school.

Case Study Two: Kamini, 17 years old girl, she is not continuing her study, she was drop out from 6^th class, her father is doing sanitary work in Municipality as permanent employee, his monthly income is Rs. 18000. Kamini started her study when she was 8 years old.

Some question asked by researcher, she told that did not get good quality education from school as well as parents. She was not interesting for study, in Odisha who are enrollment in school; they are continuing their study up to primary level. She also told that her parent did not want to study more because girls are not study more. They do marriage age between 16 to 18 years old. She is going to marry this year. This community’s girls are not more study; they are going to early marriage. The thinking of parents what will their girls do after more study; after all they will go to marry. Girls are born for help parents and after marriage her husband.

Case Study Three: Kabita, 13 years old, she is continuing her 5^th class study, her father and mother is a contractual safai karmachari employee in Municipality, and her father’s income is only Rs 3000. She told that her father’s hope I will study more.

She told that in school there are teachers teaches us in their curriculum. If I will not getting in proper so that is my problem. My parent had provided me extra tuition which is helping me to learn good quality education. Whatever teaches by teacher in school that is too difficulty but when I join my extra tuition then I get easily understand about the courses. Some question asked by researcher about what is aim of your life? She answered that she will study much more still her father will support for financial to her study otherwise drop out.

Case Study Four: Akash, 9 years old, he is continuing his 4^th class study, his father is a contractual Safai karmachari employee in Jajpur Municipility, and his father’s income is only Rs 3500. He told me that his father wants to give much more study.

His father helps him for extra tuition and guides him how his son will study more. He is going to school every day, his parents are carrying properly. When he is going to school his mother packs Tiffin for him. He is trying to learn from school teacher, if he cannot learn from any subject from school teacher then he is trying to learn his extra tuition.

Some question asked by researcher to his father. His father told that he wants his son will study more, should not go this type of work which he is doing. Also wants his son will a good person in society.

F. CONCLUSION

Following are some of the conclusions drawn from the data analysis in the previous chapter that primary education is not focus on the particular community. Data collected from 16 students, among whom 6 children are dropouts from school and are not interest further study. Particular “Hadi” community they are fully engaged with unclean occupation in Municipality of Jajpur. Right to Education Act 2009 (RTE) is working good in the school of Jajpur urban area but these community children are not receiving quality education; they suffer from lack of awareness on primary education, parents’ low income, home shed landless, and parent are not educate etc. school enrollment is 100% but most of them dropout occurs at the age of 13 years and in the 7^th and 8^th standard. Dropout students start to engage in child labour or worked with their parent’s occupation. More Female children are dropout than male children. Several factors act on the children and make them incompetent in the school which is seemingly the ultimate reason for dropout, school going children are misguided by rubbing their dropped out peers and seniors as models. In school Teachers have unfavorable attitude towards the children of manual scavengers which causes them to attempt to brand the children ‘unfit’ for education. Children are not getting good quality education or extra tuition from their parents or school teacher because parents has low rate income.

Parents are unable to pay extra tuition or provide Tiffin when they (children) are go to school, right time they do not get books, note books and other official stationery. Those official stationery will help them for their good quality education like; drawing materials, practice set books etc. inadequate housing facilities affect the children’s education-no electricity, no separate study rooms, no separate toilet etc. children develop adaptability to the unsanitary living but hey develop an aversive feeling to the school because their behaviors are criticized and condemned teachers and friends. Parents do not take care that their children have education and hardly get any time to spend with their children because of the adverse nature of working hours and bad habits. Parents give much time for importance to local community festivals and functions but they do not give that much importance to their children education. Parents and children are not fully aware of the government sponsored schemes and financial assistances for self employment, and they do not know the formalities to obtain them like; Pre-Matric Scholarship, higher education, skill development training, short term technically courses, skill development through entrepreneurship etc. drop out children are going to work with unclean occupation, private office and shops and government offices, also they are going to drug abusers and delinquents. These can be no ambiguous notion that children should normally that these children are placed not only outside of schools but are placed in other unsafe places engaging in hazardous activities.

The current rate of school dropout cannot be brought down until and unless the school environment is made amiable for the children and for the same reason, the dropped out children cannot be re-sent to the school. The answering is coming if we will do make some strong recommendations to implement them on the basis of the result that through them to study and on the basis of the understanding that the only solution to this issue is to continue the children’s education without break in the school itself. The school becomes amiable to children, on ad-hoc and interim basis; arrangements should be made outside the formal school to continue the studies. There is sufficient legislation, enactments and even recommendation-both at state and central government level-to ground level prevalence of this unhealthy occupation and to enhance the quality of life of the children. The implementations of laws and policies in this regard is quite weak and needs to be strengthened immediately by taking stringent measures against those who fail to implement them.

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