PARBHANI

The educational framework of Parbhani aligns with the broader structure of the Indian education system, encompassing pre-primary, primary, secondary, and higher education. By the 19th century, the introduction of the Western education framework in the district changed its educational landscape. British administrators and missionaries played a role in establishing early educational institutions and curricula. Additionally, as part of the Hyderabad State during this period, the district’s educational development was also influenced by the Nizams of Hyderabad. 

Still, even as colonial influences grew, the early 20th century saw a wave of local initiatives; its existence indicated an increasing public awareness regarding the importance of education. Local communities took charge of education, a movement that carried into the post-independence era, shaping the district’s educational landscape in lasting ways. Today, Parbhani holds a notable position in the educational history of Maharashtra as the site of the first agricultural college in the Marathwada and Vidarbha regions.

Much of Parbhani’s early educational history remains unknown. However, this does not necessarily suggest the complete absence of educational systems in the region. It is possible that, like many places across Maharashtra, some systems of education did exist in the district in earlier times.

Some figures in Indian tradition associated with learning and teaching are sants. The Bhakti movement, in particular, was a critical space for such figures, who shaped religious and social discourse in ways that continue to resonate. One such figure tied to Parbhani is Sant Janabai.  Emerging from a lower-caste background, Janabai contributed significantly to the Bhakti and philosophical literature of medieval Maharashtra. Her Marathi abhangas reflect themes of equality, devotion, and moral reflection, and offer insight into alternative modes of knowledge transmission outside formal institutions.

Janabai is believed to have composed approximately 340 abhangas, touching on subjects ranging from the lives of deities such as Krishna and the avatars of Vishnu to epic narratives like that of Raja Harishchandra. Some of her verses display engagement with abstract concepts, including shunya (zero) and ganit (mathematics), and even reference the act of learning to write, suggesting a personal aspiration toward literacy despite social constraints.

Although often described as a dasi (maid) in the household of Sant Namdev, Janabai regarded Namdev as her spiritual teacher, reflecting the guru-shishya tradition in which disciples learned through close association with their mentors. Her poetic signature, “Says Namdev’s Jani,” underscores this relationship and highlights the role of mentorship in her intellectual development.

During the colonial era, Parbhani was part of the princely Hyderabad State, governed by the Nizam. The Imperial Gazetteer of India (1908) notes that, by the early 20th century, educational efforts in the district were primarily concentrated at the primary and secondary levels. Notably, the report highlights a relatively strong emphasis on girls’ education for the time, with 41 schools dedicated to girls operating in the district.

According to the Parbhani district Gazetteer (1967), prior to 1948, education in the region reflected the broader policies of the Hyderabad State, where Urdu functioned as the primary medium of instruction. Persian, Arabic, and English were also taught, typically as secondary languages. The Gazetteer records that around 200 government-run primary schools served approximately 1,500 villages. Notably, private educational initiatives were said to be limited during this period, due to state discouragement of non-government institutions.

While entities from the West and broader educational policies of the Hyderabad State significantly shaped the district’s academic structure, local efforts also contributed to the development of education in Parbhani in lasting ways.

The Nutan Vidya Mandir Education Society, established in 1916, emerged during the late colonial period with the aim of expanding access to education, particularly for marginalized communities. In 1983, the society established Late Sow Kamaltai Jamkar Mahila Mahavidyalaya, a women’s college in Parbhani. Founded under the leadership of Bharat Bhushan Shri Raosaheb Jamkar and other figures associated with the Marathwada Liberation Movement, the college became the first institution of its kind in the district, focusing on the advancement of women’s education.

Following India's independence, the education system in Parbhani underwent major transformations. The introduction of structured education levels—pre-primary, primary, secondary, and higher education and the implementation of National Education Policies heavily shaped the educational landscape of the district. Over the years, the education sector developed with contributions from both government-funded institutions and private organizations. Additionally, Educational boards were also introduced, each offering distinct curricula and standards, providing students with more choices.

During the colonial period, both public and private efforts in education primarily focused on primary and secondary schooling, as indicated by data from district gazetteers across Maharashtra. Higher education remained underdeveloped in most districts, including Satara, with gradual improvements over time. While basic infrastructure for primary and secondary education existed, its expansion was closely tied to increasing enrollment and greater involvement of local figures.

Today, this expansion is evident in the widespread presence of schools across various wards of Parbhani, with available data reflecting the steady growth of educational institutions in both urban and rural parts of the district.

Perhaps one of the most notable changes in Parbhani’s educational landscape is tied to the establishment of higher education institutions. While primary and secondary schooling expanded steadily, opportunities for advanced education remained limited for much of the district’s history. Over time, local leaders and organizations played a crucial role in addressing this gap, leading to the creation of several colleges. As a result, many institutions in the district today are privately managed, semi-private, or autonomous.

One of the most significant developments in the district’s educational history was the establishment of Vasantrao Naik Marathwada Agricultural University in 1972. It evolved from the College of Agriculture set up in 1956 and became one of four agricultural universities in Maharashtra. The institution was established to meet the specific needs of the Marathwada region and has been involved in research and extension activities in agricultural science. Notably, it contributed to the development of the “Gaorani” cotton variety, reflecting its focus on regionally suited innovations.

Saraswati-Dhanwantari Dental College and Hospital is a postgraduate and research-oriented institution affiliated with the Saraswati Dhanwantari Medical, Educational, Social and Cultural Foundation. It is noted for being among the first dental colleges in the Marathwada and Vidarbha regions to receive NAAC accreditation. The college offers undergraduate and postgraduate training in dentistry and serves as a clinical centre for the surrounding region.

In addition to these institutions, a number of centres for higher education operate throughout the district, which offer programmes across various disciplines. While the landscape of higher education has broadened significantly since independence, disparities in access, particularly along geographic lines, remain evident.

Education has been a key driver of social reform, particularly in addressing inequality and expanding access to learning. While formal institutions provide structured education, many communities continue to face barriers due to poverty, social stigma, or lack of resources. To address these challenges, various organizations in Parbhani have focused on community-based education initiatives, with each working to tackle specific social challenges present in the district.

One notable initiative is Snehwan, a non-governmental organization founded by Ashok Deshmane in 2015. Originally from Parbhani, Deshmane grew up in a farming family and later pursued a career in software engineering. Motivated by the increasing number of farmer suicides in the region and his own experience of rural hardship, he left his corporate position to focus on education for the children of affected families.

Snehwan began as a residential education initiative in Bhosari, Pune, aiming to provide shelter, schooling, and holistic support for children of farmers. The organization initially enrolled students in local schools while also offering supplementary instruction in areas such as computer literacy, yoga, and the arts. Over time, Snehwan has expanded to include basic health care, nutrition, and extracurricular activities as part of its residential program.