Indigenous Peoples Planning Framework
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Language Documentation and Description
Language Documentation and Description ISSN 1740-6234 ___________________________________________ This article appears in: Language Documentation and Description, vol 17. Editor: Peter K. Austin Countering the challenges of globalization faced by endangered languages of North Pakistan ZUBAIR TORWALI Cite this article: Torwali, Zubair. 2020. Countering the challenges of globalization faced by endangered languages of North Pakistan. In Peter K. Austin (ed.) Language Documentation and Description 17, 44- 65. London: EL Publishing. Link to this article: http://www.elpublishing.org/PID/181 This electronic version first published: July 2020 __________________________________________________ This article is published under a Creative Commons License CC-BY-NC (Attribution-NonCommercial). The licence permits users to use, reproduce, disseminate or display the article provided that the author is attributed as the original creator and that the reuse is restricted to non-commercial purposes i.e. research or educational use. See http://creativecommons.org/licenses/by-nc/4.0/ ______________________________________________________ EL Publishing For more EL Publishing articles and services: Website: http://www.elpublishing.org Submissions: http://www.elpublishing.org/submissions Countering the challenges of globalization faced by endangered languages of North Pakistan Zubair Torwali Independent Researcher Summary Indigenous communities living in the mountainous terrain and valleys of the region of Gilgit-Baltistan and upper Khyber Pakhtunkhwa, northern -
Literature Review in India: - a Case Study of Gujjar and Bakerwals
Mukt Shabd Journal ISSN NO : 2347-3150 Literature Review in India: - A Case Study of Gujjar and Bakerwals Dr. Raja Shahid Mughal Abstract Gujjars and Bakerwals are two names of one tribe popularly known as Gujjars in Indian sub- continent. Gujjars form an important ethnic and linguistic group. A country like India is a place to a variety of population with their separate culture, traditions and living styles. India is a home to almost more than half of the world’s tribal population. Gujrat, the state of India, was once called as Gujjar- Rashtra, which indicate the meaning Kingdom of Gujjar’s. From this area Gujjar’s established their kingdom and spread over other parts of the country.In this paper I describe the almost whole review about the literature of Gujjar and Bakerwals . Keyword:- Culture, Nomadic Life, Tribals, Gujari (Gojri), Gujjar Bakarwal tribals. Introduction Various studies have been conducted to discuss and analyze the different dimensions of the tribal life in India. Therefore, available relevant studies have been critically reviewed. Hudson (1922) in his book entitled “The Primitive Culture of India” traced the complex historical evaluation of various tribes of India and Hulton (1941) examined their socio- cultural condition. Ghurye (1943) argued that the tribals were backward caste Hindus. He at that time also held that they should be given equal status like the other Hindus. Majumdar (1944) following Ghurye‟s argument suggested that the cultural identity of tribals should be secured for which he stressed that there should be 'selected integration' of the tribals. Explaining it in detail he further held that only those people should be permitted to enter in this community who have relevance with tribal life. -
Consortium for Research on Educational Access, Transitions and Equity South Asian Nomads
Consortium for Research on Educational Access, Transitions and Equity South Asian Nomads - A Literature Review Anita Sharma CREATE PATHWAYS TO ACCESS Research Monograph No. 58 January 2011 University of Sussex Centre for International Education The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programme Consortium supported by the UK Department for International Development (DFID). Its purpose is to undertake research designed to improve access to basic education in developing countries. It seeks to achieve this through generating new knowledge and encouraging its application through effective communication and dissemination to national and international development agencies, national governments, education and development professionals, non-government organisations and other interested stakeholders. Access to basic education lies at the heart of development. Lack of educational access, and securely acquired knowledge and skill, is both a part of the definition of poverty, and a means for its diminution. Sustained access to meaningful learning that has value is critical to long term improvements in productivity, the reduction of inter- generational cycles of poverty, demographic transition, preventive health care, the empowerment of women, and reductions in inequality. The CREATE partners CREATE is developing its research collaboratively with partners in Sub-Saharan Africa and South Asia. The lead partner of CREATE is the Centre for International Education at the University of Sussex. The partners are: -
Gujjar Bakarwals - the Eco-Friendly Tribals of Jammu and Kashmir Since Centuries
Bull.lnd.Hist.Med Vol. XXVIII - 1998 pp 139 to 145 GUJJAR BAKARWALS - THE ECO-FRIENDLY TRIBALS OF JAMMU AND KASHMIR SINCE CENTURIES ANIL KUMAR* & NARESH KUMAR** ABSTRACT According to the ecological approach, health represents the adjustment of the human organism to his environment. The man of today is living in a highly complicated environment and his health problem is more complicated as he is becoming more ingenious. But, there are people who with their strong social structure are living in healthy relationship with their environment and are enjoying the transformation of their rich genetic potentialities into phenotypic realities since centuries. They are Gujjar Bakarwal tribals of Jammu and Kashmir. Here, in this article, the traditionally hard life style of these tribals with reference to their social, physical and Biological environmental factors which make them eco-friendly has been discussed. Introduction defined as ecology and human ecology The quest for health is as old as the is concerned with the broad setting of history of mankind from the man of the man in his environment. The basic theme primitive age to the man of today, the of ecology is that everything is related to wheel of time has taken innumerable everything else. According to the turns. The values, patterns and ecological approach the health is a state technologies have changed altogether. of dynamic equilibrium or adjustment But even today every time we are faced between man and his environment. The with any harship pertaining to health or environment is not merely the air, water life - we turn back to nature to find a and soil but also the social and the suitable answer. -
UMT Education Review (UER) Volume No.1, Issue No
UMT Education Review (UER) Volume No.1, Issue No. 1, 2018 ISSN: 2616-9738 (Print) 2616-9746 (Online) Journal DOI: https://doi.org/10.32350/uer Issue DOI: https://doi.org/10.32350/uer/11 Homepage: https://ssh.umt.edu.pk/uer/home.aspx Journal QR Code: Article: Nomadic Education in Northern Pakistan: The Bakarwal Case Author(s): Brandon Baughn Online Published: 2018 Article DOI: https://doi.org/10.32350/uer/11/01 Article QR Code: To cite this article: Baughn, B. (2018). Nomadic education in Northern Pakistan: The Bakarwal case. UMT Education Review, 1(1), 1–22. Crossref A publication of the Department of Education School of Social Sciences and Humanities University of Management and Technology Lahore Nomadic Education in Northern Pakistan Nomadic Education in Northern Pakistan: The Bakarwal Case Brandon Baughn MA. Teachers College Columbia University, USA Abstract Even in the post Education for All (EFA) era, nomadic groups remain largely absent from educational policy and services. Additionally, there is a severe lack of scholarship in the field of nomadic education, with information on groups in Pakistan completely missing from the current discourse. I conducted a qualitative analysis of interviews of the members of the Bakarwal community. This study provides an examination of fresh data and it also functions as a baseline research for future studies on the Bakarwal nomads in Pakistan. I used a mixed methods approach in this study to better understand the educational goals of nomadic groups and to consider alternative methods of education to achieve these goals. In order to determine the benefits and associated challenges of education as perceived by the Bakarwal community eight interviews in total were conducted; two focus group interviews with recent settlers and one with the old settlers of the transhumant Bakarwal community. -
Indigenous People Planning Framework (IPPF)
Higher Education Development Program (HEDP) Public Disclosure Authorized (P161386) Indigenous People Planning Framework (IPPF) Public Disclosure Authorized for Kalash Valley on Local Development Research Projects Public Disclosure Authorized April 23, 2019 Higher Education Commission, Government of Pakistan Public Disclosure Authorized Contents 1 Introduction ...................................................................................................................................... 28 2 Project Description ............................................................................................................................ 28 2.1 Project Development Objective ................................................................................................ 28 2.2 Project Components ................................................................................................................. 28 3 LEGISLATIVE, POLICY AND INSTITUTIONAL FRAMEWORK FOR INDIGENOUS PEOPLES ................... 34 3.1 Overview ......................................................................................................................................... 34 3.2 Constitution of Pakistan 1973 ................................................................................................... 35 3.3 Executive Order for the Protection of Kalash Communities ..................................................... 36 3.4 Kalash and National Database and Registration Authorities .................................................... 36 3.5 United Nations -
Block-Wise/Panchayat Wise /Panch Ward Wise Including Area in Respect of Block Bari Brahmana District Samba
Block-wise/Panchayat wise /Panch Ward wise including area in respect of Block Bari Brahmana District Samba District Name of Block Block Name Pyt No. Name Number & Name of Panch Area inlcuded in the District No. of the Panchayat Constituencies panch constituencies Halqa Samba 1 Bari P.H. 1 Badhori P.C. I Moh. Masha Majla, Mela Moh. Masha Majla, Mela Brahmana P.C.II Moh. Cheer, Tharkhana, Moh. Cheer, Tharkhana, ramdassia & Moh Cheer ramdassia & Moh Cheer Khad Khad P.C.III Moh. Jasrotia, Moh. Moh. Jasrotia, Moh. Salara Salara Upper & Moh Upper & Moh Sarpanch Sarpanch P.C.IV Moh Salara Lower, Moh. Moh Salara Lower, Moh. Dina Nath & Moh Hakla Dina Nath & Moh Hakla P.C.V Moh. Tapyal Moh. Tapyal P.C.VI Moh. Chichian Moh. Chichian P.C.VII Moh. Chigal, Karki, Moh Moh. Chigal, Karki, Moh Bizard & Moh. Bizard & Moh. Masha/Ramdassia Masha/Ramdassia P.C.VIII Moh. Dera Moh. Dera P.C.IX Moh. ST & Moh. OBC Moh. ST & Moh. OBC Page 1 of 58 District Name of Block Block Name Pyt No. Name Number & Name of Panch Area inlcuded in the District No. of the Panchayat Constituencies panch constituencies Halqa P.C. I Khiddia Khiddia P.C.II Moh. Masha & Moh. Baj Moh. Masha & Moh. Baj Singh Singh P.C.III Moh Khatana, Moh. Moh Khatana, Moh. Hakla , Hakla , Moh Masha & Moh Masha & Moh. Moh. Bhagata Bhagata P.C.IV Moh. Khepar. Bilal, Moh. Khepar. Bilal, Chichian Chichian P.C.V Moh. Chard Moh. Chard P.H. 2 Bari P.C.VI Moh. Maj. -
Evolving Humanity, Emerging Worlds IUAES2013, University of Manchester, 5Th-10Th August 2013 Sponsors
The 17th World Congress of the IUAES2013 Evolving Humanity, Emerging Worlds Evolving Humanity, IUAES2013, University of Manchester, 5th-10th August 2013 Sponsors: Evolving Humanity, Emerging Worlds Monday 5th August, Bridgewater Hall (Monday only) 12.00-14.00 Registration 14.00-15.00 Opening Ceremony 15.00-16.30 Inaugural Lecture by Leslie Aiello 16.30-17.00 Coffe/Tea Break 17.00-19.00 Plenary Debate: “Humans have no nature, what they have is history” 19.00-21.00 Reception Tuesday 6th August, University Conference Centre Complex (all remaining days) 09.00-10.30 Panel Sessions 10.30-11.00 Coffee/Tea Break 11.00-12.30 Panel Sessions 12.30-14.00 Lunch (also ASA AOB meeting and ICSU presentation) 14.00-15.30 Panel Sessions 15.30-16.00 Coffee/Tea Break 16.00-17.30 Firth Lecture by Lourdes Arizpe 18.00-19.00 IUAES Commission Business Meetings and Other meetings 19.00-21.00 Presentation of bids to host future congesses and inter-congresses Wednesday 7th August 09.00-10.30 Panel Sessions 10.30-11.00 Coffee/Tea Break Hallsworth Plenary Debate: 11.00-13.00 “Justice for people must come before justice for the environment”. 13.00-14.30 Lunch (also ERCEA presentation, EASA Mobilities and AMCE meetings) 14.30-16.00 Panel Sessions 16.00-16.30 Coffee/Tea Break 16.30-18.00 Panel Sessions 18.30-19.30 WCAA Ethics Taskforce and WCAA IntDels meetings 19.30-21.00 Open Commissions Meeting Thursday 8th August 09.00-10.30 Panel Sessions 10.30-11.00 Coffee/Tea Break 11.00-12.30 Panel Sessions 12.30-14.00 Lunch (also ASA Apply meeting) 14.00-15.30 Panel Sessions 15.30-16.00 Coffee/Tea Break 16.00-17.30 Huxley Lecture by Howard Morphy 18.00-19.00 ALA, VANEASA and WCAA AOA meetings 19.00-21.00 Council of IUAES Commissions Friday 9th August 09.00-10.30 Panel Sessions 10.30-11.00 Coffee/Tea Break Plenary Debate: 11.00-13.00 “The free movement of people around the world would be utopian”. -
4. Procedure for Screening and Indigenous Peoples Participation 33 4.1
Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Contents 1. INTRODUCTION 1 1.1. Pakistan Poverty Alleviation Fund 1 1.1.1. Third Pakistan Poverty Alleviation Fund Project (PPAF-III) 1 1.1.2. Long Term Results of PPAF-III 2 1.1.3. Environment and Social Management at PPAF 2 1.1.4. Environmental and Social Management Framework of the PPAF-III Project 3 1.2. Rational for PPAF-III Indigenous Peoples Planning Framework 3 1.2.1. Footprint of PPAF in Kalash Community 4 1.3. Application of World Bank Safeguard Policies 4 1.3.1. World Bank Policy 4.10 on Indigenous People: Triggers and Scope 4 1.3.2. IPPF Principles compatible with the World Bank Policy on IP 5 1.4. IPPF Objectives 6 1.4.1. Scope of IPPF 6 1.4.2. Methodology followed for IPPF Preparation 6 1.4.2.1. Review of Documents 6 1.4.2.2. Field Visits and Stakeholder Consultations 7 1.4.2.3. ESMF 7 1.5. A National Overview of Indigenous People in Pakistan 7 1.6. Policy, Legal and Institutional Framework for IPPF 8 1.6.1. National and Local Laws, and Regulations 8 1.6.1.1. Constitutional of Pakistan 8 1.6.1.2. Executive Order for the Protection of Kalash Communities 10 1.6.2. International Obligations/Commitments 10 1.6.2.1. International Labour Organization (ILO) Convention 107 and 169 10 1.6.2.2. United Nations Declaration on the Rights of Indigenous People 11 1.6.3. -
Name of Panch Constituencies Pyt. No. Name of Pyt. Halqa Block-Wise
Block-wise/Panchayat wise /Panch Ward wise including area in respect of Block Baggan District Kathua District Name of the Block Name of Pyt. No. Name of Name of Panch Constituencies Area included in the District No. the Block Pyt. Halqa Panch Constituencies Kathua 1 Baggan P.H 1Baggan Lower P.C I Chungian Chungian P.C II Siaru Siaru P.CIII Badola Badola P.C IV Rodal Rodal, Sather Lower P.C V Sather Sather, Sather Upper P.C VI Badhol Badhol, Upper Thamnal P.C VII Dhakki Dhakki, Dhari P.C VIII Thamnal Thamnal, Lower Thamnal P.C IX Kalgote Dulara, Majru, Kharedi P.H 2Baggan Upper P.C I Baggan "B " Baggan, Chuana, Lohri P.C II Riad Riad, Siyari P.CIII Madela Madela, Tallu P.C IV Dhola Pani Dhola Pani, Chibli P.C V Dhar Dhar P.C VI Baggan "A " Baggan, Rozgar, Balla Moh. Junan Tal Moh. P.C VII Kanta Kanta, Rakhwal Page 1 of 136 District Name of the Block Name of Pyt. No. Name of Name of Panch Constituencies Area included in the District No. the Block Pyt. Halqa Panch Constituencies P.H 3Baggan Upper A P.C I Delew "A " i.Delew, Jajal, Selew P.C II Kandew ii.Kandew, Tassar, Deolian, Chenudian P.CIII Delew "B " v.Delew, Sayer, Khil P.C IV Bhatti Bhatti Makounda, Lalotu Makounda P.C V Faroli iii.Faroli, Chick, Thantu P.C VI Panena vi.Panena, Dhadota P.C VII Katli vii.Katli, Pathwad P.H 4 Dehota P.C I Thigan Thigan P.C II Jakhnu Jakhnu P.CIII Dehota-A Dehota-A P.C IV Dehota-B Dehota-B P.C V Sallan Sallan P.C VI Bakali Bakali P.C VII Band Band, Suseter, Mulbary Page 2 of 136 District Name of the Block Name of Pyt. -
REVISION of 'Tlfesjjist.'Vof SCHEDULED Ofgtes Anfi
REVISIONv OF 'TlfEsJjIST.'VOf Svv'vr-x'- " -?>-•'. ? ••• '■gc^ ’se v ^ - - ^ r v ■*■ SCHEDULED OfgTES ANfi SCHEDULED-TIBBS' g o VESNMEbrr pF ,i^d£4 .DEI^Ap’MksfT OF.SOCIAL SEmFglTY THE REPORT OF THE ADVISORY COMMITTEE ON THE REVISION OF THE LISTS OF SCHEDULED CASTES AND SCHEDULED TRIBES GOVERNMENT OF INDIA DEPARTMENT OF SOCIAL SECURITY CONTENTS PART I PTER I. I n t r o d u c t i o n ............................................................. 1 II. Principles and P o l i c y .................................................... 4 III. Revision o f L i s t s .............................................................. 12 IV. General R eco m m en d a tio n s.......................................... 23 V. Appreciation . 25 PART II NDJX I. List of Orders in force under articles 341 and 342 of the Constitution ....... 28 II. Resolution tonstituting the Committee . 29 III, List of persons 'who appeared before the Committee . 31 (V. List of Communities recommended for inclusion 39 V. List of Communities recommended for exclusion 42 VI, List of proposals rejected by the Committee 55 SB. Revised Statewise lists of Scheduled Castes and . Scheduled T r i b e s .................................................... ■115 CONTENTS OF APPENDIX 7 1 i Revised Slantwise Lists pf Scheduled Castes and Scheduled Tribes Sch. Sch. Slate Castes Tribes Page Page Andhra Pracoih .... 52 9i rtssam -. •S'S 92 Bihar .... 64 95 G u j a r a i ....................................................... 65 96 Jammu & Kashmir . 66 98 Kerala............................................................................... 67 98 Madhya Pradesh . 69 99 M a d r a s .................................................................. 71 102 Maharashtra ........................................................ 73 103 Mysore ....................................................... 75 107 Nagaland ....................................................... 108 Oriisa ....................................................... 78 109 Punjab ...... 8i 110 Rejssth&n ...... -
Higher Education Development Program (HEDP) (P161386)
Higher Education Development Program (HEDP) (P161386) Indigenous People Planning Framework (IPPF) for Kalash Valley on Local Development Research Projects April 23, 2019 Higher Education Commission, Government of Pakistan Contents 1 Introduction ...................................................................................................................................... 28 2 Project Description ............................................................................................................................ 28 2.1 Project Development Objective ................................................................................................ 28 2.2 Project Components ................................................................................................................. 28 3 LEGISLATIVE, POLICY AND INSTITUTIONAL FRAMEWORK FOR INDIGENOUS PEOPLES ................... 34 3.1 Overview ......................................................................................................................................... 34 3.2 Constitution of Pakistan 1973 ................................................................................................... 35 3.3 Executive Order for the Protection of Kalash Communities ..................................................... 36 3.4 Kalash and National Database and Registration Authorities .................................................... 36 3.5 United Nations Protection for Kalash Cultural Heritage ........................................................... 36 3.6 International