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Title: A CASE STUDY ON HUMAN RIGHTS EDUCATION STATUS FOR SUSTAINABLE DEVELOPMENT OF THE TIWA (OTHERS) COMMUNITY IN RI-BHOI DISTRICT OF MEGHALAYA
Authors: Ranjit Bordoloi
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Ranjit Bordoloi Assistant Prof. in Political Science, Dhing College, Assam, India
MLA 8 Bordoloi, Ranjit. "A CASE STUDY ON HUMAN RIGHTS EDUCATION STATUS FOR SUSTAINABLE DEVELOPMENT OF THE TIWA (OTHERS) COMMUNITY IN RI-BHOI DISTRICT OF MEGHALAYA." Int. j. of Social Science and Economic Research, vol. 5, no. 8, Aug. 2021, pp. 2694-2702, doi.org/10.46609/IJSSER.2021.v06i08.008. Accessed Aug. 2021. APA 6 Bordoloi, R. (2021, August). A CASE STUDY ON HUMAN RIGHTS EDUCATION STATUS FOR SUSTAINABLE DEVELOPMENT OF THE TIWA (OTHERS) COMMUNITY IN RI-BHOI DISTRICT OF MEGHALAYA. Int. j. of Social Science and Economic Research, 5(8), 2694-2702. Retrieved from https://doi.org/10.46609/IJSSER.2021.v06i08.008 Chicago Bordoloi, Ranjit. "A CASE STUDY ON HUMAN RIGHTS EDUCATION STATUS FOR SUSTAINABLE DEVELOPMENT OF THE TIWA (OTHERS) COMMUNITY IN RI-BHOI DISTRICT OF MEGHALAYA." Int. j. of Social Science and Economic Research 5, no. 8 (August 2021), 2694-2702. Accessed August, 2021. https://doi.org/10.46609/IJSSER.2021.v06i08.008.
References [1]. Asiiwe, Allen., Agaba, Victor. & Nampewo, Zahara., “Ethnicity and Human Rights in Uganda: A study of Human Rights issues faced by Ethnic Minorities and Indigenous Groups”. Final Report, Avid Development Ltd., April, 20012 [2]. “A Human Rights-Based Approach to Education for All”. United Nations Children’s Fund. 3 United Nations Plaza New York, NY 10017, USA. UNESCO 7, 2007 [3]. Bordoloi, R., “Nature of Tensions, Organizations and Movement of the Tiwa Tribe in North East India”. Dr. Patar, Dhiraj (ed.). Sampriti, Vol. VIII. Issue-2, September, 2021 [4]. Bordoloi, R., Bordoloi, J. & Sarmah, A., “Functional Existence of Samadi an Ethnic Socio-Cultural Establishment of the Tiwas in North East India”. Turkish Journal of Computer and Mathematics Education, Vol. 12 No. 13, 2021 [5]. “Education for sustainable development Uganda implementation strategy”. Secretary General, Uganda National Commission for UNESCO 2010 [6]. Majhang, B. S., “The Marnagar and its Inhabitants”. Bordoloi, R. (ed.), Sograsal, North East India Tiwa Cultural Festival Celebration Committee (NEITCVCC), 2014 [7]. “Meghalaya Socio-Economic Review”. Directorate of Economics & Statistics Govt. of Meghalaya, Shillong, 2011 [8]. “Our Common Future, World Commission on Environment and Development”. Oxford 1987 [9]. Ramirez, P. “politico-ritual variation on the Assamese fringes: Do social system exist? In the social dynamics in the Highlands of South East Asia: considering political systems of Highland Burma”. Robinne, F. & Sadan., M. (ed.). Leiden: Brill, 2007. [10]. Tomasevski, Katarina., “Mnual on Rights-Based Education; Global Human Rights Requirements Made Simple: Collaborative project between the UN Special Rapporteur on the Right to Education and UNESCO Asia and Pacific Regional Bureau for Education”. Asia and Pacific Regional Bureau for Education UNESCO Bankok-2004
Abstract: This research article is a case study report on human rights education status for sustainable development of the minority underprivileged Tiwa community in Umsiang Maiong of Ri-Bhoi District, Meghalaya. Sustainable development means a quality of life, knowledge, values, skills and change in educational thinking and practices in all levels of our human being without discrimination of present and future generation. In our present society such as the Tiwas in Meghalaya of North East India, which are included with non-tribal groups i.e. officially others communities of people are habited and living there in underprivileged having minimal standard of quality of life, skills, communication facilities, modern educational institution, health and sanitizations etc. and unable to meet the needs of present form of quality of life. In this paper I prepared a report on educational status of the people and how it affects in the age of sustainable development as group among them and also recommended policy conclusion. Field study data, various books, journal, newspaper and governmental published documents for qualitative inquiry is taken for consideration in my work.

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