Organise youth, women from the Van Gujjar and Taungya community and develop Livelihood activities based on the indigenous skills of the community
Location: Saharanpur (Uttar Pradesh), DehraDun, Haridwar (Uttarakhand) – Shivalik Range of Himalayas
Van Gujjars and Taungyas have lived for decades as per the community in the forests of the Siwalik and the Himalayan ranges in Uttarakhand, Uttar Pradesh and Himachal Pradesh. Over the last few decades, Van Gujjars like many other transhumance (pastoralist) communities have had to deal with rapid changes – political, economic and social; the prolonged systemic inequities and injustices have deprived these communities of their fundamental human rights.
The women from the community have had a history of minimalistic participation in the livelihood engagements of the household. This has had an impact on the – 1. relative status of adult literacy (ability to write one’s name etc); 2. awareness about health; 3. opportunities to generate incomes by use of traditional skills – among men and women from the community.
Form groups of women and introduce practices to use the traditional skills to acquire economic empowerment as group. We intend to use this in order to introduce interventions in the areas of health of women and children in particular.
Whole School Transformation of Forest School (2019) - access, availability and affordability - of school primary and middle school education for Van Gujjars and Taungyas
Location: Border areas of DehraDun (Uttarakhand) and Saharanpur (Uttar Pradesh) in the lower Shivalik range close to Rajaji National Park.
The seasonal movement of the community is inherent to their existence; there are many aspects which have had considerable influence on their educational status. Education among the children from the community varies as the per location though substantial set of children from the community have no to poor access to education. The access is also determined by the relative economic well being, sedentarization of the community over the years, and a host of other factors.
Taungya children though a part of the peripheral areas of the forests have been unable to get education due to poor infrastructure, lack of teachers, regular schooling and lack of ownership from administration. There has been a year on year loss of learning for the children as a result they have been unable to reach senior or higher schooling as well.
Formulate an educational intervention with the participation of the community enabling education (K12 framework) under community ownership and leadership building capacities for sustainability.