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 112 CLASSICAL LANGUAGES
Paṭisambhidā Jāla-Abaddha Paripanti Tipiṭaka nīti Anvesanā ca Paricaya Nikhilavijjālaya ca ñātibhūta Pavatti Nissāya 
http://sarvajan.ambedkar.org anto 112 Seṭṭhaganthāyatta Bhāsā
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LESSON 3019 Wed 12 Jun 2019 Invitation to Bhikkhus, Bhikkunis, Upakakas, Upasikas of All Awakened Aboriginal Societies with their gracious presence and blessings for our OPENING CEREMONY of TIPITAKA BUDDHA SASANA KUSHINARA PARINIBBANA BHOOMI TBSKPB White Home for TIPITAKA to DO GOOD BE MINDFUL which is the Essence of the Words of the Awakened One with Awareness Mahāsatipaṭṭhāna hSutta — Attendance on awareness — [ mahā+satipaṭṭhāna ] MEDITATION PRACTICE in BUDDHA’S OWN WORDS for welfare, happiness and peace on the path of Eternal Bliss as Final Goal Day and Date will be announced from Analytic Insight Net -Hi Tech Radio Free Animation Clipart Online and Offline Tipiṭaka Law Research & Practice University
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 112 CLASSICAL LANGUAGES Paṭisambhidā Jāla-Abaddha Paripanti Tipiṭaka nīti Anvesanā ca Paricaya Nikhilavijjālaya ca ñātibhūta Pavatti Nissāya http://sarvajan.ambedkar.org anto 112 Seṭṭhaganthāyatta Bhās “No entanto, muitas palavras sagradas que você lê, no entanto, muitos que você fala, que bem eles vão fazer você Se você não 668, 5A Main Road, 8th Cross HAL III Stage Bengaluru - 560075 Karnataka India Ph: 91 (080) 25203792 Email: buddhasaid2us@gmail.com, up a levelhttp://sarvajan.ambedkar.orgup a level Buddhasasana “In the Buddha you see clearly a man, simple, devout, alone, battling for light, a vivid human personality, not a myth. He too gave a message to mankind universal in character.” http://www.orgsites.com/oh/awakenedone/ Awakeness Practices All 84,000 Khandas As Found in the Pali Suttas Traditionally there are 84,000 Dhamma Doors - 84,000 ways to get Awakeness. Maybe so; certainly the Buddha taught a large number of practices that lead to Awakeness. This web page attempts to catalogue those found in the Pali Suttas (DN, MN, SN, AN, Ud & Sn 1). There are 3 sections: The discourses of Buddha are divided into 84,000, as to separate addresses. The division includes all that was spoken by Buddha.”I received from Buddha,” said Ananda, “82,000 Khandas, and from the priests 2000; these are 84,000 Khandas maintained by me.” They are divided into 275,250, as to the stanzas of the original text, and into 361,550, as to the stanzas of the commentary. All the discourses including both those of Buddha and those of the commentator, are divided into 2,547 banawaras, containing 737,000 stanzas, and29,368,000 separate letters.
Filed under: General, Vinaya Pitaka, Sutta Pitaka, Abhidhamma Pitaka, Tipiṭaka, ಅಭಿಧಮ್ಮಪಿಟಕ, ವಿನಯಪಿಟಕ, ತಿಪಿಟಕ (ಮೂಲ)
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LESSON 3019 Wed 12 Jun 2019
Invitation to Bhikkhus, Bhikkunis, Upakakas, Upasikas of All Awakened Aboriginal Societies with their gracious presence and blessings for our OPENING CEREMONY of TIPITAKA BUDDHA SASANA KUSHINARA PARINIBBANA BHOOMI TBSKPB White Home for TIPITAKA to DO GOOD BE MINDFUL which is the Essence of the Words of the Awakened One with Awareness Mahāsatipaṭṭhāna hSutta — Attendance on awareness — [ mahā+satipaṭṭhāna ] MEDITATION PRACTICE in BUDDHA’S OWN WORDS for welfare, happiness and peace on the path of Eternal Bliss as Final Goal Day and Date will be announced from Analytic Insight Net -Hi Tech Radio Free Animation Clipart Online and Offline Tipiṭaka Law Research & Practice University
 in
 112 CLASSICAL LANGUAGES Paṭisambhidā Jāla-Abaddha Paripanti Tipiṭaka nīti Anvesanā ca Paricaya Nikhilavijjālaya ca ñātibhūta Pavatti Nissāya http://sarvajan.ambedkar.org anto 112 Seṭṭhaganthāyatta Bhās “No entanto, muitas palavras sagradas que você lê, no entanto, muitos que você fala, que bem eles vão fazer você Se você não 668, 5A Main Road, 8th Cross HAL III Stage Bengaluru - 560075 Karnataka India Ph: 91 (080) 25203792 Email: buddhasaid2us@gmail.com, up a levelhttp://sarvajan.ambedkar.orgup a level Buddhasasana “In the Buddha you see clearly a man, simple, devout, alone, battling for light, a vivid human personality, not a myth. He too gave a message to mankind universal in character.” http://www.orgsites.com/oh/awakenedone/ Awakeness Practices All 84,000 Khandas As Found in the Pali Suttas Traditionally there are 84,000 Dhamma Doors - 84,000 ways to get Awakeness. Maybe so; certainly the Buddha taught a large number of practices that lead to Awakeness. This web page attempts to catalogue those found in the Pali Suttas (DN, MN, SN, AN, Ud & Sn 1). There are 3 sections: The discourses of Buddha are divided into 84,000, as to separate addresses. The division includes all that was spoken by Buddha.”I received from Buddha,” said Ananda, “82,000 Khandas, and from the priests 2000; these are 84,000 Khandas maintained by me.” They are divided into 275,250, as to the stanzas of the original text, and into 361,550, as to the stanzas of the commentary. All the discourses including both those of Buddha and those of the commentator, are divided into 2,547 banawaras, containing 737,000 stanzas, and29,368,000 separate letters.
Voice of All Awakened Aboriginal Societies (VoAAAS)

http://wisdomquotes.com/buddha-quotes/

There is no fear for one whose mind is not filled with desires. Buddha

Work out your own salvation. Do not depend on others. Buddha

If anything is worth doing, do it with all your heart. Buddha

A man is not called wise because he talks and talks again; but if he is peaceful, loving and fearless then he is in truth called wise. Buddha

Do not look for a sanctuary in anyone except your self. Buddha

No one saves us but ourselves. No one can and no one may. We ourselves must walk the path. Buddha

To live a pure unselfish life, one must count nothing as one’s own in the midst of abundance. Buddha

All that we are is the result of what we have thought. Buddha

If we fail to look after others when they need help, who will look after us? Buddha

One who acts on truth is happy in this world and beyond. Buddha

Give, even if you only have a little.

Even death is not to be feared by one who has lived wisely.

Irrigators channel waters; fletchers straighten arrows; carpenters bend wood; the wise master themselves.

Drop by drop is the water pot filled. Likewise, the wise man, gathering it little by little, fills himself with good.

Better than a thousand hollow words, is one word that brings peace.

If you knew what I know about the power of giving, you would not let a single meal pass without sharing it in some way.

The root of suffering is attachment.

Silence the angry man with love. Silence the ill-natured man with kindness. Silence the miser with generosity. Silence the liar with truth.

People with opinions just go around bothering each other.

Even as a solid rock is unshaken by the wind, so are the wise unshaken by praise or blame.

You yourself must strive. The Buddhas only point the way.

Nothing can harm you as much as your own thoughts unguarded.

Meditate… do not delay, lest you later regret it.

Understanding is the heartwood of well-spoken words.

Ceasing to do evil, cultivating the good, purifying the heart: this is the teaching of the Buddhas.

Delight in meditation and solitude. Compose yourself, be happy. You are a seeker.

Ardently do today what must be done. Who knows? Tomorrow, death comes.

What you are is what you have been. What you’ll be is what you do now.

If you propose to speak always ask yourself, is it true, is it necessary, is it kind.

If you find no one to support you on the spiritual path, walk alone. This is one of my favorite Buddha quote

Stop, stop. Do not speak. The ultimate truth is not even to think

We are what we think. All that we are arises with our thoughts. With our thoughts, we make the world.

Just as the great ocean has one taste, the taste of salt, so also this teaching and discipline has one taste, the taste of liberation.

The one in whom no longer exist the craving and thirst that perpetuate becoming; how could you track that Awakened one, trackless, and of limitless range.

Endurance is one of the most difficult disciplines, but it is to the one who endures that the final victory comes.

Long is the night to him who is awake; long is a mile to him who is tired; long is life to the foolish who do not know the true law.

Whatever precious jewel there is in the heavenly worlds, there is nothing comparable to one who is Awakened.

Our life is shaped by our mind; we become what we think. Joy follows a pure thought like a shadow that never leaves.

Like a fine flower, beautiful to look at but without scent, fine words are fruitless in a man who does not act in accordance with them.

Our theories of the eternal are as valuable as are those which a chick which has not broken its way through its shell might form of the outside world.

An idea that is developed and put into action is more important than an idea that exists only as an idea.

However many holy words you read, however many you speak, what good will they do you if you do not act on upon them?

Chaos is inherent in all compounded things. Strive on with diligence.

Attachment leads to suffering

May all beings have happy minds.

Born out of concern for all beings.

I am the miracle.

A jug fills drop by drop.

Every human being is the author of his own health or disease.

The tongue like a sharp knife… Kills without drawing blood.

The way is not in the sky. The way is in the heart.

He is able who thinks he is able.

It is a man’s own mind, not his enemy or foe, that lures him to evil ways.

Delight in heedfulness! Guard well your thoughts!

Everything is based on mind, is led by mind, is fashioned by mind. If you speak and act with a polluted mind, suffering will follow you, as the wheels of the oxcart follow the footsteps of the ox.

There is nothing so disobedient as an undisciplined mind, and there is nothing so obedient as a disciplined mind.

A mind unruffled by the vagaries of fortune, from sorrow freed, from defilements cleansed, from fear liberated — this is the greatest blessing.

Know from the rivers in clefts and in crevices: those in small channels flow noisily, the great flow silent. Whatever’s not full makes noise. Whatever is full is quiet.

You are a seeker. Delight in the mastery of your hands and your feet, of your words and your thoughts.

See them, floundering in their sense of mine, like fish in the puddles of a dried-up stream — and, seeing this, live with no mine, not forming attachment for states of becoming.

‘As I am, so are these. As are these, so am I.’ Drawing the parallel to yourself, neither kill nor get others to kill.

All experiences are preceded by mind, having mind as their master, created by mind.

To enjoy good health, to bring true happiness to one’s family, to bring peace to all, one must first discipline and control one’s own mind. If a man can control his mind he can find the way to Enlightenment, and all wisdom and virtue will naturally come to him.

All wrong-doing arises because of mind. If mind is transformed can wrong-doing remain?

What we are today comes from our thoughts of yesterday, and our present thoughts build our life of tomorrow: Our life is the creation of our mind.

The one who has conquered himself is a far greater hero than he who has defeated a thousand times a thousand men.

Transcendental intelligence rises when the intellectual mind reaches its limit and if things are to be realized in their true and essential nature, its processes of thinking must be transcended by an appeal to some higher faculty of cognition.

I will not look at another’s bowl intent on finding fault: a training to be observed.

The external world is only a manifestation of the activities of the mind itself, and the mind grasps it as an external world simply because of its habit of discrimination and false-reasoning. The disciple must get into the habit of looking at things truthfully.

Mind precedes all mental states. Mind is their chief; they are all mind-wrought.

If with a pure mind a person speaks or acts happiness follows him like his never-departing shadow.

There is no path to happiness: happiness is the path.

Happiness comes when your work and words are of benefit to yourself and others.

Thousands of candles can be lighted from a single candle, and the life of the candle will not be shortened. Happiness never decreases by being shared.

It is in the nature of things that joy arises in a person free from remorse.

The enlightened one, intent on jhana, should find delight in the forest, should practice jhana at the foot of a tree, attaining his own satisfaction.

Do not dwell in the past, do not dream of the future, concentrate the mind on the present moment.

Set your heart on doing good. Do it over and over again, and you will be filled with joy.

Should a person do good, let him do it again and again. Let him find pleasure therein, for blissful is the accumulation of good.

We are formed and molded by our thoughts. Those whose minds are shaped by selfless thoughts give joy when they speak or act. Joy follows them like a shadow that never leaves them.

Resolutely train yourself to attain peace.

Indeed, the sage who’s fully quenched rests at ease in every way; no sense desire adheres to him whose fires have cooled, deprived of fuel. All attachments have been severed, the heart’s been led away from pain; tranquil, he rests with utmost ease. The mind has found its way to peace.

Do not turn away what is given you, nor reach out for what is given to others, lest you disturb your quietness.

Those who are free of resentful thoughts surely find peace.

Just as a candle cannot burn without fire, men cannot live without a spiritual life

Looking deeply at life as it is in this very moment, the meditator dwells in stability and freedom.

Meditation brings wisdom; lack of mediation leaves ignorance. Know well what leads you forward and what hold you back, and choose the path that leads to wisdom.

Whatever a monk keeps pursuing with his thinking and pondering, that becomes the inclination of his awareness.

The fool who knows he is a fool is that much wiser.

Whatever has the nature of arising has the nature of ceasing.

Unity can only be manifested by the Binary. Unity itself and the idea of Unity are already two.

What is the appropriate behavior for a man or a woman in the midst of this world, where each person is clinging to his piece of debris? What’s the proper salutation between people as they pass each other in this flood?

The greatest gift is to give people your enlightenment, to share it. It has to be the greatest

When watching after yourself, you watch after others. When watching after others, you watch after yourself.

Let none find fault with others; let none see the omissions and commissions of others. But let one see one’s own acts, done and undone.

The true master lives in truth, in goodness and restraint, non-violence, moderation, and purity.

Offend in neither word nor deed. Eat with moderation. Live in your heart. Seek the highest consciousness. Master yourself according to the law. This is the simple teaching of the awakened.

Life is like the harp string, if it is strung too tight it won’t play, if it is too loose it hangs, the tension that produces the beautiful sound lies in the middle.

Do not believe in anything simply because you have heard it. Do not believe in anything simply because it is spoken and rumored by many. Do not believe in anything simply because it is found written in your religious books. Do not believe in anything merely on the authority of your teachers and elders. Do not believe in traditions because they have been handed down for many generations. But after observation and analysis, when you find that anything agrees with reason and is conducive to the good and benefit of one and all, then accept it and live up to it.

Just as treasures are uncovered from the earth, so virtue appears from good deeds, and wisdom appears from a pure and peaceful mind. To walk safely through the maze of human life, one needs the light of wisdom and the guidance of virtue.

The wise ones fashioned speech with their thought, sifting it as grain is sifted through a sieve.

The virtues, like the Muses, are always seen in groups. A good principle was never found solitary in any breast

Someone who has set out in the vehicle of a Bodhisattva should decide that ‘I must lead all the beings to Nibbana into that realm of Nibbana which leaves nothing behind’. What is this realm of nirvana which leaves nothing behind ?

Nothing is forever except change.

There is no fire like passion, there is no shark like hatred, there is no snare like folly, there is no torrent like greed.

Both formerly and now, it is only suffering that I describe, and the cessation of suffering.

He who can curb his wrath as soon as it arises, as a timely antidote will check snake’s venom that so quickly spreads, — such a monk gives up the here and the beyond, just as a serpent sheds its worn-out skin.

May all that have life be delivered from suffering.

It is easy to see the faults of others, but difficult to see one’s own faults. One shows the faults of others like chaff winnowed in the wind, but one conceals one’s own faults as a cunning gambler conceals his dice.

Neither fire nor wind, birth nor death can erase our good deeds

Should you find a wise critic to point out your faults, follow him as you would a guide to hidden treasure.

As an elephant in the battlefield withstands arrows shot from bows all around, even so shall I endure abuse.

Praise and blame, gain and loss, pleasure and sorrow come and go like the wind. To be happy, rest like a giant tree in the midst of them all.

In separateness lies the world’s greatest misery; in compassion lies the world’s true strength.

Be a lamp for yourselves. Be your own refuge. Seek for no other. All things must pass. Strive on diligently. Don’t give up.

Better it is to live one day seeing the rise and fall of things than to live a hundred years without ever seeing the rise and fall of things.

If you do not change direction, you may end up where you are heading.

National Education policy must educate on above Buddha’s teachings and education policy as enshrined in our marvellous Modern Constitution.

https://duckduckgo.com/l/?kh=-1&uddg=https%3A%2F%2Fwww.researchgate.net%2Fpublication%2F322695770_DrBR_Ambedkar%27s_views_on_Education
Dr.B.R Ambedkar’s views on Education
This paper aims at Dr.B.R.Ambedkar’s views on Education; Ambedkar’s knew that education was the necessary precondition for the reconstruction of the society on the principles of equality and justice. Studying the development of education in Indian Society he found that during the rule of Peshwa in Maharashtra and even during the earlier period of British Raj, right to education was restricted to higher castes. He fought for the education of masses without discrimination of caste and sex. Participation in the budget to debate he said, Education is something which ought to be brought within the reach of everyone. The education department is not a department which can be treated on the basis of quid pro quo. Education ought to be cheapened in all possible ways and to the greatest possible extent. Taking active part in the discussion on Bombay University Act and Primary Education Amendment Bill, he contributed his views in the reform of Education. He founded the people’s Education society, and started colleges at Bombay and Aurangabad. He repeatedly with the government that providing equal educational opportunities to all without discrimination was its responsibility however, boys and girls should get the different education. Paper attains to understand the Dr. B R Ambedkars views on education with the uniform education system in India.
ABSTRACT
This paper aims at Dr.B.R.Ambedkar’s views on Education; Ambedkar’s knew that education was the necessary precondition for the reconstruction of the society on the principles of equality and justice. Studying the development of education in Indian Society he found that during the rule of Peshwa in Maharashtra and even during the earlier period of British Raj, right to education was restricted to higher castes. He fought for the education of masses without discrimination of caste and sex. Participation in the budget to debate he said, Education is something which ought to be brought within the reach of everyone. The education department is not a department which can be treated on the basis of quid pro quo. Education ought to be cheapened in all possible ways and to the greatest possible extent. Taking active part in the discussion on Bombay University Act and Primary Education Amendment Bill, he contributed his views in the reform of Education. He founded the people’s Education society, and started colleges at Bombay and Aurangabad. He repeatedly with the government that providing equal educational opportunities to all without discrimination was its responsibility however, boys and girls should get the different education. Paper attains to understand the Dr. B R Ambedkars views on education with the uniform education system in India.
Key Words: Dr.B.R.Ambedkar,Enlightened, Self-respect, Moral values Introduction:

Introduction:
„It is the education which is the right weapon to cut the social slavery and it is the education which will enlighten the downtrodden masses to come up and gain social status, economic betterment and political freedom‟, are the views of Ambedkar. B.R. Ambedkar, as is well known, the Chairman of the Drafting Committee of the Constitution of India, devoted most of his intellectual, social and political efforts to give expression to his belief in the ideal, “Sarvenah Bhavantu Sukhinah SarveSantu Niramayah” i.e. the good and prosperity of all and

struggled throughout his life for securing the rightful place for the discriminated, deprived and downtrodden sections of our society. Though several efforts were made by Ambedkar to establish an equalitarian society in India and had been discussed widely by different scholars yet few studies are available to project him as a great educationist. Ambedkar made an attempt to achieve this objective through his educational project also and discussed at length in this paper.
OBJECTIVES:
1. To Assess the Contributions of Dr.B.R.Ambedkar to Educational field.
2. To explore the Changes in life style of marginalised section through
Dr.B.R.Ambedkars Contribution to field of Education.
METHODOLOGY:
The study was conducted by secondary sources of existing literature through historical, analytic approaches. Method consists, analysis concepts and arguments, synthesize ideas and evidence drawn from different sources, construct consistent and well-supported arguments, discuss an issue in a balanced way, evaluate the ideas and arguments of others, make judgments and express informed opinion.
Implications
Dr.B.R.Ambedkar‟sknew that education was the necessary precondition for the reconstruction of the society on the principles of equality and social justice. Studying the development of education in Indian Society he found that during the rule of Peshwa in Maharashtra and even during the earlier period of British Raj, right to education was restricted to higher castes. He fought for the education of masses without discrimination of caste and sex. Participation in the budget to debate he said, “Education is something which ought to be brought within the reach of everyone. The education department is not a department which can be treated on the basis of quid pro quo. Education ought to be cheapened in all possible ways and to the greatest possible extent”(Ambedkar, 40-41). Taking active part in the discussion on Bombay University Act and Primary Education Amendment Bill, he contributed his views in the reform of Education. He founded the

people‟s Education society, and started colleges at Bombay and Aurangabad. He repeatedly with the government that providing equal educational opportunities to all without discrimination was its responsibility however, boys and girls should get the different education.It is unfortunate that in the past India got divided into castes based on birth. The people belonging to low castes i.e. the scheduled castes were denied all privileges and facilities, including educational facilities. They were so poor that they could never think of sending their children to educational institutions. Door of all educational institutions were closed on them. If at all any scheduled caste dared to get elementary education he was required to sit outside the class room. His shadow should not fall on other student. Educationally therefore, they were extremely backward.
Dr.B.R.Ambedkar‟s believed that education would greatly contribute to the improvement of the untouchables. He always exhorted his followers to reach excellence in the field of knowledge. Knowledge is a liberating force. Education makes man enlightened, makes him aware of this self –respect and also helps him to lead a better life materially. One of the causes of the degradation of the untouchables was that they were denied the right to education. Ambedkar criticised the British Policy on education for not adequately encouraging education among the lower castes. He felt that even under the British rule education continued mainly to be an upper castes and untouchables and funded various centres of learning. While a labour member in the executive council of the Governor- General, he was instrumental in extending scholarships for education abroad to the untouchable students. Dr. B.R. Ambedkar wanted the untouchables to undergo both liberal education and technical education. He was particularly opposed to education under religious auspices. He warned that only secular in education could instil the values of liberty and equality among the student.
Dr.B.R.Ambedkar knew that Indian being a multilingual country has the possibility of problems for the unity of the country on account of regional pressures and pulls. When the ideas of linguistic states were mooted he favoured it for two reasons. Firstly it would facilitate functioning of democracy in the country; secondly, linguistic states would help in the removal of racial and cultural tensions. Expressing his views Dr.B.R.Ambedkar said, “In seeking to create linguistic states India is treading the right road. It is the road which all states have followed. In case of other linguistic states they have been so from the very beginning. In case of Indian she has to put herself in the reverse gear to reach the goal. But the road she proposes to travel is a well tried road” (Ambedkar, 145). According to Dr.B.R.Ambedkar‟s,

in the enthusiasm to accept the ideas of linguistic states India could commits the grave blunder of giving official status to regional Language. Therefore he warned that with regional languages as their official languages the states could aspire for Independent nationality and thus pose a threat to the national unity. To avoid this possibility in future he suggested that it should be laid down in the constitution that regional languages shall never be accepted as official language so long as Hindi does not become fit for this status. He warned that linguistic states without proviso would be a peril. Indian should be Indians first and Indians last to keep India a united country. The ideas of linguistic states regional Languages as their official languages was contrary to this principle. Dr.B.R.Ambedkar‟s said “one language can unite. Two languages are sure to divide people. Culture is observed by language. Since Indians wish to unite and develop a common culture it is the bounden duty of all Indians to own Hindi as Language” ( Ibid, 145). He said that any Indian who refused to accept his idea had no right to call himself an Indian. Such a person might be hundred per cent Tamil or Gujarati but could not be Indian in the real sense. Unfortunately, as his warning and suggestions were not understood in the proper spirit. Today, people in Punjab, Tamil Naidu, and Assam are openly asking for separate nationalities. As Indian politics is suffering from lack of unity of interests under the influence of castes. This will be sharpened with linguistic states. India is bound to move to disintegration if suitable amendment in our constitution is not made and a national consensus on one official language is not accepted and enforced
In order to promote education among untouchables Dr.B.R.Ambedkar‟sset up hostels for untouchable students at different places like Panvel, Pune, Nasik, Sholapur, Thane and Dharwad with donations and grant from district and local authorities. Having free facility of boarding to the hostel inmates, these were open to untouchables students, apart from financial constraints social and cultural stigma also affected full development of their personality in the Hindu dominated colleges. Therefore, Dr.B.R.Ambedkar‟s wanted to set up separate institutions for the untouchables. He established the People‟s Education Society in July 1945. The main Objectives were to:
1) Search after the trust
2) Start, establish and conduct educational institutions or give aid to such institutions.
He repeatedly emphasised the need to explode the myth created by Hindu orthodoxy that the untouchables were incapable of learning.

With the constant struggle of Dr.B.R.Ambedkar‟s, due to some of reasons education and literacy among the people belonging to these castes and classes is very low. The problem is likely to continue for quite some time, unless serious efforts are made to remove these hurdles and obstacles. Much attention is already being paid, but distance to be covered is very long. The government is giving scholarships liberally to these students. They are encouraged to go abroad for higher studies. Even in India for admission to professional and non- professional courses percentage of marks is kept low. Separate girl hostels have been opened for them. Book banks have been started and all hurdles which stand on the way of non- utilisation of educational facilities by them are removed
Conclusion
Ambedkar has deliberately included Article 45 in the Directive Principles of State Policy that, “the state shall Endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years.” The government of India has passed the bill of Right to Education Act 2008 and paid a great tribute to the contributions of Ambedkar to mass education. The policy of the Government of universalization of elementary education focusing particularly on marginalized groups, poorer sections and the girl child, enhancing enrollment in secondary education as well as its commitment to expand education facilities will empower and equip youth to face the future with hope and confidence. There are several challenges to cherish Ambedkar‟s vision of universal education. There is need to frame such policies starting from the primary stage to the higher stage that help to realize the vision of Ambedkar.
References:
1. Babasaheb Ambedkar: Writing and Speeches, Vol II, pp. 40-41
2. Babasaheb Ambedkar: Writing and Speeches,Vol XIX
3. Dr. Babasaheb Ambedkar Writing and Speeches, Vol. I, p. 15, Bombay: The
Education Department, Government of Maharashtra, (1979)
4. Dr. Babasahab Ambedkar Writings and speeches Bombay 1979, Vol.14, part 2.
6. Ambedkar,B. (1995).Writings and Speeches,14(1) Education Department, Govt of
5. Dr. Navjot - Education and Vulnerable Communities- Reading B.R. Ambedkar’s Visionhttp://ijellh.com/education-and-vulnerable-communities-reading-b-r-ambedkars- vision/ 2-10-2016 2-25pm

Maharashtra
7. Dhavaleshwar C U and Banasode, C.C. (2017), Dr. B R Ambedkar as a Social
Worker for the MarginalisedSections, International Research Journal of Human
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8. Salagare, M..B. (2017) .Dr. B. R. Ambedkar‟s Views on Dalit Movement (September
28, 2017). International Journal of Research in Economics and Social Sciences
(IJRESS), 7 (9), Available at https://ssrn.com/abstract=3061050
9. Salagare M.B,- Perspectives on Women Empowerment (April 16, 2017). Third
Concept, 31( 362) Available at https://ssrn.com/abstract=2968783
10. Dhavaleshwar C U and Swadi, S. Y. (2016), CSR and Empowerment of Marginalised
Sections, International Research Journal of Social Sciences 5, (11), 32-34.
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November Available at https://ssrn.com/abstract=3064683.
12. Kamble, Ramesh and Dhavaleshwar (2014),,Ambedkar‟s Views on Indo-Pak Partition
and Social Concern International Journal of Research in Commerce, Economics &
Management, .4(1), Available at https://ssrn.com/abstract=2863842
13. Kamble,R. and Magar S.V(2016). Dr. B R Ambedkar‟s Social Movements and his Followers in Vijayapur District India Historical View, Int. Res. J. Social Sci., 5 (4),
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14. Magar,S.V., and Kallolikar, S. K., (2016). Dr. B R Ambedkar S Relation With North
Karnataka, Journal Of International Academic Research For Multidisciplinary 4(1).

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The essence of Human Resource Development is education, which plays a significant and remedial role in balancing the socio-economic fabric of the Country. Since citizens of India are its most valuable resource, our billion-strong nation needs the nurture and care in the form of basic education to achieve a better quality of life.
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Summary Report on Performance Grading Index (PGI) for States and UTs 2017-18
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SVEEP Campaign for Voter Verification & Information ahead of Lok Sabha Elections 2019
Before this FOCUS on Ballot Papers instead of the fraud EVMs/VVPATs which were not verified 100% in any elections.
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Unified District Information on School Education (UDISE+) Booklet

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