Vice-President C. P. Radhakrishnan visited Nyedar Namlo in Itanagar on 9 September 2026, a worship centre tied to the Donyi-Polo indigenous faith of the Nyishi community and other tribal groups in Arunachal Pradesh. During his visit, the Vice-President spoke about the need to protect tribal cultures, traditional knowledge systems and indigenous languages alongside economic development. He linked this message to the Prime Minister’s “Vikas bhi, Virasat bhi” vision, which translates to both development and heritage.
What the Vice-President said
At a community gathering, the Vice-President described Arunachal Pradesh as representing India’s unity in diversity, where customs and modern goals coexist. He said tribal communities serve not only as keepers of India’s past but as active contributors to its future.
He highlighted two local efforts:
- The Nyishi Nyidung Mung-jwng Rallung organisation, which documents traditions, organises cultural festivals, and preserves customary laws and social values
- The Yerko Gurukul system, which combines contemporary education with indigenous knowledge, allowing children to access modern opportunities while staying connected to their roots
The Vice-President stressed that protecting indigenous culture means ensuring that development does not erase identity. He called on young people to gain skills in modern science and technology while maintaining their connection to mother tongues and traditions.
He also noted that the recognition of Janjatiya Gaurav Diwas (Tribal Pride Day) has brought national attention to tribal contributions, and linked cultural preservation to the “Vocal for Local” and “Ek Bharat, Shreshtha Bharat” movements.
What this means for you
The Vice-President’s remarks signal official backing for balancing tribal development with cultural protection. If you belong to an indigenous community or live in regions with tribal populations, this underscores that government attention exists for documenting and preserving traditional knowledge, languages and practices. The emphasis on combined modern and indigenous education models may also influence how schools in such areas approach curriculum.