project on child eductaion in ngo.docx

7/24/2019 project on child eductaion in ngo.docx

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PREFACE

Practice orientation of management student is must generating competence todeal with issues at grass root level it is for this reason that Research project study

is prescribed as a part of syllabus for MBA egree in Mumbai! "he main

objective of this project is the #Child Education in Aarambh $go%!

"his project was also carried out to understand the future &utloo' of Aarambh $go

Another motive includes is child education in $(&! "he scope of this project is

limited to study of Aarambh $go!

Child is age a person is or ceases to be a child is a constant debate in the )ndia! "he Census of

)ndia considers children to be any person below the age of *+, as do most government

programmes! Biologically childhood is the stage between infancy and adulthood! According to

the -$CRC.a child means every human being below the age of eighteen years unless, under the

law applicable to the child, majority is attained earlier.

) have tried to put my ma/imum effort to get the accurate statistical data! 0owever

) would appreciate if any mista'es are brought to me by the reader!

*


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Who is a Child?

efining what age a person is or ceases to be a child is a constant debate in the )ndia! "he

Census of )ndia considers children to be any person below the age of *+, as do most

government programmes! Biologically childhood is the stage between infancy and adulthood!

According to the -$CRC.a child means every human being below the age of eighteen years

unless, under the law applicable to the child, majority is attained earlier.! "his definition of

child allows for individual countries to determine according to the own discretion the age

limits of a child in their own laws! But in )ndia various laws related to children define

children in different age limits!

"he )ndian Penal Code @)PC*7


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regard to protection against 'idnapping, abduction and related offenses the given age is

si/teen for boys and eighteen for girls!

According to Article 5* @a of the)ndian Constitutionall children between the ages of si/ to

fourteen should be provided with free and compulsory education! Article +: states that the

state should provide early childhood care and education to all children below the age of si/!

1astly Article :*@' states the parentsDguardians of the children between the ages of si/ and

fourteen should provide them with opportunities for education!

ABOUT CHILD LABOUR

Child labour was employed to varying e/tents through most of history! Before *>+3, numerous

children aged :*+ wor'ed in Europe, the -nited 2tates and various colonies of European

powers! "hese children wor'ed in agriculture, homebased assembly operations, factories,

mining and in services such as newsies! 2ome wor'ed night shifts lasting *5 hours! ith the rise

of household income, availability of schools and passage of child labour laws, the incidence rates

of child labour fell!

)n developing countries, with high poverty and poor schooling opportunities, child labour is still

prevalent! )n 53*3, subsaharan Africa had the highest incidence rates of child labour, with

several African nations witnessing over :3 percent of children aged :*+ wor'ing! orldwide

agriculture is the largest employer of child labour! 9ast majority of child labour is found in rural

settings and informal urban economyG children are predominantly employed by their parents,

rather than factories! Poverty and lac' of schools are considered as the primary cause of child

labour!

Across the world, millions of children do e/tremely haHardous wor' in harmful conditions, that

prevents them from getting an education or is harmful to their health or to their physical, mental,

or social development! Every day, an estimated 5*: million boys and girls wor' as child

labourers, in the farms, fields, factories, homes, streets and battlefields! "hey face hunger, hard

wor' , illhealth and poverty!

According to )nternational 1abour &rganiHation @)1& Convention $o! *75, #the worst forms

of child labour% includeI

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All forms of slavery or practices similar to slavery, such as the sale and traffic'ing of

children, debt bondage and serfdom, and forced or compulsory labour, including forced

or compulsory recruitment of children for use in armed conflictG

"he use, procuring, or offering of a child for prostitution, for the production of

pornography, or for pornographic performancesG

"he use, procuring, or offering of a child for illicit activities, in particular for the

production and traffic'ing of drugs as defined in the relevant international treatiesG

or' which, by its nature or the circumstances in which it is carried out, is li'ely to

harm the health, safety or morals of children!

At least 5 million children are traffic'ed annually for child labour and se/ual e/ploitation! Most

child labourers are in the informal economic sector, where they are not protected by laws and

regulations! "he worst forms of child labour are illegal and must be eradicated immediately!

Child labour involves at least one of the following characteristicsI

9iolates a nationJs minimum age laws

"hreatens childrenJs physical, mental, or emotional wellbeing

)nvolves intolerable abuse, such as child slavery, child traffic'ing, debt bondage, forced

labour, or illicit activities

Prevents children from going to school

-ses children to undermine labour standards

here does most child labour occurK

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&f an estimated 5*: child labourers around the globeI appro/imately **+ million @:4L are in

Asia and the PacificG *+ million @=L live in 1atin AmericaG and 4=!74L of the total

population

*5>!

4>*:753

@7>!>5 Million

Child population :

*7 years old

4534*7333

>57>5553

@>5!7> Million

55=+5:=73

@55=!+4 Million


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@453!4*7 Million

Population below

international poverty

line of -2 *!5: per

day

@+5L in 5337

*7==54533

@*7=!=545 Million

C)F estimates +3L of

Children are

marginaliHed due to

poverty, labour,

abuse, disability,

malnutrition,conflicts

, disasters ,

displacement,

illiteracy, abandoned,

etc

@533


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classified as main wor'ers from +!4 percent in *>>* to 5!4 percent in 533*! But there was a

substantial increase in marginal wor'ers in every category of wor'er irrespective of se/ and

residence! As a result, despite the number of main wor'ers declining from >!37 million in *>>*

to :!=7 million in 533*, the total number of children in the wor' force increased! A large part of

the increase was accounted for by the increase in marginal wor'ers, which increased from 5!5

million in *>>* to million in 533*! "he trends between *>>* and 533* of declining main

child wor'ers along with increasing marginal wor'ers may indicate the changing nature of wor'

done by children! "his is also to be seen in the conte/t of decelerating employment growth in

general in the economy during the last decade!

Poverty and lac' of social security are the main causes of child labour! "he increasing gap

between the rich and the poor, privatiHation of basic services and the neoliberal economic

policies are causes major sections of the population out of employment and without basic needs!

"his adversely affects children more than any other group! Entry of multinational corporations

into industry without proper mechanisms to hold them accountable has lead to the use of child

labour! 1ac' of uality universal education has also contributed to children dropping out of

school and entering the labour force! A major concern is that the actual number of child labourers

goes undetected! 1aws that are meant to protect children from haHardous labour are ineffective

and not implemented correctly!

A growing phenomenon is using children as domestic wor'ers in urban areas! "he conditions in

which children wor' is completely unregulated and they are often made to wor' without food,

and very low wages, resembling situations of slavery! "here are cases of physical, se/ual and

emotional abuse of child domestic wor'ers! "he argument for domestic wor' is often that

families have placed their children in these homes for care and employment! "here has been a

recent notification by the Ministry of 1abourma'ing child domestic wor' as well as employment

of children in dhabas, tea stalls and restaurants NhaHardousN occupations!

"he following are some of the situations in which children are engaged in wor'I

Agriculture Children wor'ing long hours and under severe hardships on the fields! "hey are

also e/posed to the haHards of wor'ing with modern machinery and chemicals!

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0aHardous )ndustriesD &ccupations 1i'e glass ma'ing, mining , construction , carpet

weaving, Hari ma'ing, firewor's and others as listed under the Child 1abour Act!

2mall industrial wor'shops and service establishments!

&n the streets Rag pic'ers , porters ,vendors etc!

omestic wor' 1argely invisible and silent and hence face higher degree of e/ploitation and

abuse in the home

Magnitude o Child Labour a!ross "tates

"here is across the board decline in the incidence of child labour in the 2outhern and estern

)ndian 2tates and -"s between *>>* and 533*! 0owever, there has been an increasing trend in

the Eastern and $orth )ndian 2tates and -"s! hile the Oerala and "amil $adu stories are well

'nown, it is heartening to see that the state of Andhra Pradesh, that had a dubious distinction of

having the largest child labour force in the country, shows very remar'able reduction in wor'

force participation, along with a dramatic increase in the enrolment of children in school!

2urprising is the case of 0imachal Pradesh, which has shown significant increases in school

attendance and in literacy levels!5 0owever, there is a dramatic increase in the percentage of

children in the agegroup :*+ years who are classified as wor'ers, both main and marginal

CAU"E" O# CHILD LABOUR

Child labour persists even though laws and standards to eliminate it e/ist! Current causes of

global child labour are similar to its causes in the -!2! *33 years ago, including poverty, limited

access to education, repression of wor'ersJ rights, and limited prohibitions on child labour!

Poverty and unemployment levels are high!

Poor children and their families may rely upon child labour in order to improve their chances

of attaining basic necessities! More than onefourth of the world.s people live in e/treme poverty,

according to 533: -!$! statistics! "he intensified poverty in parts of Africa, Asia, and 1atin

America causes many children there to become child labourers!

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A!!ess to !o$%ulsor&' ree edu!ation is li$ited!

)n 533 report by the -nited $ations estimated that

achieving universal education for the world.s children would cost *343 billion about 3!=L 5!3L of the annual cost of global military spending!

E/isting laws or codes of conduct are often violated!

Even when laws or codes of conduct e/ist, they are often violated! For e/ample, the

manufacture and e/port of products often involves multiple layers of production and

outsourcing, which can ma'e it difficult to monitor who is performing labour at each step of the

process! E/tensive subcontracting can intentionally or unintentionally hide the use of child

labour!

Constitutional %ro(isions or !hildren in India

2everal provisions in the Constitution of )ndia impose on the 2tate the primary

responsibility of ensuring that all the needs of children are met and that their basic human rights

are fully protected! Children enjoy eual rights as adults as per Article *+ of the Constitution!

Article *:@4 empowers the 2tate to ma'e special provisions for children! Article 5* A of the

Constitution of )ndia directs the 2tate to provide free and compulsory education to all children

within the ages of < and *+ in such manner as the 2tate may by law determine! Article 54

prohibits traffic'ing of 0uman beings and forced labour! Article 5+ on prohibition of the

employment of children in factories etc, e/plicitly prevents children below the age of *+ years

from being employed to wor' in any factory,

mine or any other haHardous form of employment! Article 4>@f directs the 2tate to ensure that

children are given eual opportunities and facilities to develop in a healthy manner and in

conditions of freedom and dignity and guaranteed protection of childhood and youth against

moral and material abandonment! Article +: of the Constitution specifies that the 2tate shall

endeavour to provide early childhood care and education for all children until they complete the

age of < years! Article :*A clause @' lays down a duty that parents or guardians provide

opportunities for education to their childDward between the age of < and *+ years! Article 5+4 (

read with schedule** provides for institutionaliHing child care to raise the level of nutrition and

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the standard of living, as well as to improve public health and monitor the development and well

being of children in the Country!

Union la)s guaranteeing Rights and entitle$ent to Children

A fairly comprehensive legal regime e/ists in )ndia to protect the rights of Children as

encompassed in the CountryJs Constitution! "he age at which a person ceases to be a child varies

under different laws in )ndia! -nder the Child 1abour Prohibition and Regulation Act, *>7


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*+! "he 8uvenile 8ustice @ Care and Protection of Children Act, 5333, repealed the 8uvenile

8ustice Act *>7

=! $utrition Programme For Adolescent (irls

7! Early Childhood education for 4< age group children!

>! elfare of wor'ing children in need of Care and Protection

*3! Childline services

**! Rajiv (andhi $ational Creche 2cheme for children of wor'ing mothers!

*5! -88AA1A I A Comprehensive 2cheme for Prevention of traffic'ing and Resue,

Rehabilitation and Reintegration of 9ictims of "raffic'ing and Commercial 2e/ualE/ploitation

*4! 2arva 2hi'sha Abhiyan

*+! $ational Rural 0ealth Mission

*:! Rajiv (andhi 2cheme for empowerment of Adolescent (irls 2AB1A!

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child labour as an unavoidable conseuence of poverty! "here is a need to formulate a holistic,

multipronged and concerted effort to tac'le this problem! An integrated approach involving

various strategies li'e poverty eradication programmes, campaigns, budget advocacy, community

action, engaging institutions of governance for the ultimate attainment of the desired goal!

,- .o(ert& Eradi!ation .rogra$$es/

Poverty has an obvious relationship with child labour, and studies have Nrevealed a positive

correlation in some instances a strong one ** between child labour and such factors as

povertyN @MehraOerpelman *>>7= observes

that, Nif these figures are compared with the caste structure of the country, it would be

realised that a comparatively higher proportion of scheduled caste children wor' at a younger

age for their own and their familiesJ economic supportN @p! **7= goes on to state that in his study >>


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schooling leaves some children with little else to do but wor'! "he attitudes of parents also

contribute to child labourG some parents feel that children should wor' in order to develop

s'ills useful in the job mar'et, instead of ta'ing advantage of a formal education! "his

abhorred practice is accepted as being necessary for poor families to earn an income! "hus,

an *5 e/tensive reform process is necessary to eliminate the proliferation of child labour in

)ndia which strives to end the desperate poverty in the nation! Changing the structure of the

wor'force and hiring the high number of currently unemployed adults in greatly improved

wor' conditions is only the first step in this lengthy process! Emergency relief should give

attention to the rehabilitation of agriculture, live stoc' and fisheries! $ew labour standards

and wages must be adopted and medical e/aminations and minimum nutrition reuirements

must be established in )ndia!

0- Ca$%aign or stri!t i$%le$entation o Legislations/

$(&s and voluntary organisations can do an intensive campaign to spread across the civil

societyorganisations through networ'ing to draw the attention of the policy ma'ers,

implementators and the community! "he organisations wor'ing on any issues should involve

in the campaign by putting the problem of child labour on the prime agenda! "he campaign

should focus on the effective implementation of the various legislations! "he strategies

should be aimed at change at the local, provincial, national andDor international levels! $(&scan play a pivotal role in the process of universalisation of education by adopting innovative

approaches to uality education! Effective implementation of $ational Rural Employment

(uarantee Act @$RE(A would translate the Right to or'as envisaged in the Article +* of

)ndian Constitution to a statutory legal right! "he $RE(A heralds a promising era in poverty

alleviation! Poverty is not just income deficiencyG the need for enabling environment both

physical and psychological needs to be addressed! "he wor's are necessary for the rural

agriculture economy that has the potential to get this poor deprived community out of

poverty! 0ence there is a need to get active during the implementation of the various

legislations!

1- Budget Ad(o!a!&/

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"he organisations need to ta'e up the issue of budget analysis and advocacy for budget

allocation for the implementation of the policies! Most of the time the policies are

formulated without proper budget allocation which affect the process of implementation!

Budget analysis is an advocacy tool for developing public understanding on policy

priorities of the (overnment which will have a greater impact on those who have little

political influence @poor and marginaliHed! )t is important to scrutiniHe the (overnment

Budgets from the perspective of child development! Mere analysis of the *4 Budgets

alone cannot influence the policy ma'ing unless it is supported by proper public action or

advocacy to promote the findings in public forums so as to influence the common

mindset! "his would eventually empower the people to see' (overnmentsJ accountability!

)t will give widespread information about the performance of the (overnment and can

also become a ground for creating public pressure on the issues that affect the children!

"here is a need to establish a strong lobby body or platform to wor' with (overnment to

increase allocation of budget for children! Coordinated and collective effort from the

$(&s and Civil 2ociety &rganiHations strengthen the budget allocation for children! "his

process would provide a large operative space and public support to the child labour

campaign! >4rd constitutional amendment to the constitution made the right to education

as a fundamental right is an opportunity to strengthen the campaign! "he main motto of

the campaign should be to change political attitudes by socialiHing the issues of childrenat the community level!

2- Co$$unit& A!tion to)ards Child Edu!ation/

"here is need to bring about wide spread public awareness towards initiating community

action in promoting school enrolment! Education helps a child to develop cognitively,

emotionally and socially, and needless to say, education is often gravely reduced by child

labour! e need to create a conducive climate in which community people at large would not

tolerate the child labour in any form any more! "here is need to bring about awareness among

the poor parents so that they will develop a willingness to ma'e any sacrifice to get their

children educated! )t is possible only when they are convinced about the significance of

education! &nce the child is released from labour, the child should be admitted either to

formal education or to informal education depending upon various factors li'e age, level of

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understanding! "his should be accompanied with vocational training depending upon their

own choice! Preparation should also be made for sustaining education outside of formal

school buildings, using community facilities and strengthening alternative education through

a variety of community channels! )nfluence and sensitiHe the political parties to include child

education and eradication of child labour in their election manifesto! "hrough training and

capacity building of central care givers, including *+

parents, teachers, and community health wor'ers, a diversity of programmes can enhance the

communityJs ability to provide education to children!

3- Engaging Institutions o *o(ernan!e/

"he institutions of governance at grass root can monitor the policies, programmes and laws

to ensure protection of childrenJs interests and rights! (ram Panchayat can play a responsible

role in identification of the projects in the (ram Panchayat areas and allocate employment

opportunities to the needy! )t can also ensure child participation and choice in matters and

decisions affecting their lives! "here is need to create community monitoring system through

their effective participation in the (ram 2abha! 2trengthening community participation in the

whole process by way of conducting regular social audits of all the programmes is a

prereuisite! )n doing so they see' authorities accountable and transparent towards effective

implementation of various government programmes meant for child education anderadication of child labour!

RE4I"ED NATIONAL CHILD LABOUR .RO*RAMME 5NCL.6

*! "ransitional Education Centres

"he current $ational Child 1abour Programme @$C1P needs to be revamped! $C1P schools

must be converted into "ransitional Education Centres @"ECs which are both nonresidential

and residential! )t is very important that the guidelines for "ECs are very fle/ible, adapting to the

local situation!Every child rescued from wor' would have to be brought to a local "EC and the

"EC would have to accept all children who are rescued from wor'! "hese "ECs must act as

bridges and the children are to be handed over to the 22A programme! "his will have to be

decided on a casebycase basis! Each "EC should have facilities to accommodate at least :3

children at any given point of time! )t is proposed to have 43 "ECs @nonresidential in each of

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(iven that eradication of child labour is not an easy tas', preventive strategies are more

sustainable in the long run! &ne of the major preventive strategies, which must feature in any

national child labour eradication policy, is the role of social mobiliHation and community

participation! )t is vital to ensure that children stay at home and go to formal government schools

rather than leave home to wor' full time! "here has to be a national campaign to invo'e public

interest and largescale awareness on this issue, there is a need for an e/tensive awareness

generation campaign launched over a period of time at the Centre and 2tate on a sustained basis!

Reuired budgetary provisions for such a mass campaign must be provided for in **th Plan!

"o!ial Mobilisers

Child labourers are spread across the countryG wor'ing in dispersed villages and slums! "he

eradication of child labour cannot be done by the labour department alone, as it is so under

staffed! 1abour department needs to have a cadre of youth volunteers who can be trained as

2ocial MobilisersJ who will be responsible for withdrawing children from wor' as well as

monitoring school dropouts and children with irregularity of attendance! )t is understood that if

such children are not trac'ed they would join the labour force as child labour! )t is proposed to

have : social mobilisers in each of the


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E8I"TIN* .RO*RAMME" #OR REHABILITATION O# CHILD LABOUR

,+ National Child Labour .rogra$$e

A $ational Policy on Child 1abour was announced in *>7= which emphasised the need for strict

enforcement measures in areas of high child labour concentration! )n order to translate the above

policy into action, the (overnment of )ndia initiated the $ational Child 1abour Project 2cheme

in *>77 to rehabilitate the wor'ing children starting with *5 child labour endemic districts of the

country! -nder the 2cheme, wor'ing children are identified through child labour survey,

withdrawn from wor' and put into the special schools, so as to provide them with enabling

environment to join mainstream education system! )n these 2pecial 2chools, besides formal

education, they are provided stipend Q Rs!*33D per month, nutrition, vocational training and

regular health chec' ups! )n addition, efforts are also made to target the families of these children

so as to cover them under various developmental and incomeDemployment generation

programmes of the (overnment! "he 2cheme also envisages awareness generation campaigns

against the evils of child labour and enforcement of child labour laws! )t is seen that the level of

enforcement in the 2tates of "amil $adu, Andhra Pradesh, Maharashtra ; est Bengal is

encouraging, whereas that in -P, Rajasthan, Madhya Pradesh ; &rissa it is very low!

ILO+International .rogra$$e or Eli$ination o Child Labour 5I.EC6

)1& launched )PEC Programme in *>>* to contribute to the effective abolition of child labour in

the world! )ndia was the first country to sign M&- in *>>5! "he )$-2 Project envisages direct

interventions in the identified 5* districts spread across five states for identification and

rehabilitation of child labour! "he strategy under the project is to complement and build up on the

e/isting government initiatives!

"9NER*9 BETWEEN ALL CONCERNED DE.ARTMENT"

Ministries and departments have different roles to play in order to ensure that children removed

from wor' are properly rehabilitated and do not go bac' into the wor' force!

,- De%art$ent o Labour

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"he department of 1abourJs function is to identify and rescue child labour and

ensure that all the children who are out of school in an area are coveredG Enforce

law and action against employers of childrenG Counsel rescued children and

mainstream them into formal schoolsG Coordinate all the concerned departments

of education, police, youth, welfare panchayat raj, and women and child development and

establish protocols for collabourative actionG Establish "ECs for children rescued from labour!

0- De%art$ent o Edu!ation

"he department of education has the tas' of integrating all out of school children which includes

child labour and school dropouts into the school system and ensure that children enjoy their right

to education! "heir function is to prevent children from joining the labour force the education

department must ensure that all children in the :7 years age group are enrolled and retained in

schoolsG through 22A pay attention to children in the >*+ age groups li'e child labour,

migrating children, street children, domestic child wor'ers and school dropouts and never

enrolled children and provide for residential and nonresidential bridge courses, seasonal hostels,

mobile schools and wor'site schools for children who migrate with their families must from the

very beginning be lin'ed to a formal government school

1- De%art$ent o Ho$e:.oli!e

"he role of the police is, boo'ing the right cases under the Child 1abour Act and all other

relevant ActsG ta'e complaints all missing children and trac' them and follow up in the best

interest of the child and their right to education!

2- De%art$ent o 9outh Aairs

"he $ehru 6uva' Oendra 2angatanas @$6O2 under the Ministry of 6outh Affairs and 2ports

has a huge networ' of youth clubs across the country! "hey

must spearhead a campaign against child labour and for childrenJs right to education in the entire

country!

3- De%art$ent o .an!ha&at Ra7

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"he Ministry for Panchayat Raj DRural evelopment is to ensure that all gram

panchayats fully monitor the status of children in their area! )t must also provide

training for the gram panchayats to trac' children and protect their rights

;- De%art$ent o Wo$en and Child De(elo%$ent

"he Ministry must strengthen Child line and e/panded to every district of the

country! A 8uvenile 8ustice Board and a Child elfare Committee @CC must be set up in every

district as reuired in the 88 Act of 5333! "here is a need for the 1abour department to coordinate

its activities with the CC!

- Role o *ra$ .an!ha&ats

At the level of gram panchayats, children would not be statistics but will have

specific names! )f children are not found in the village or with their family, there

must be an immediate enuiry into their whereabouts! As a first step they must

lodge a police complaint and pursue the matter till children are found and rescued from whatever

location they might be in! A list of all such children who are not in the families must be drawn up

and consolidated at the mandalDbloc'D and district level! )t must be monitored at the 2tate level

and reviewed systematically!

- 4o!ational Training or !hildren in ,3+,> &ears age grou%

"he 1abour epartment should assist children who have completed Class ? to get vocational

training by lin'ing them up to local )")s, $(& run vocational training programmes and private

sector initiatives! "hey should not run vocational training centers as the trac' record of

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vocational training centers set up by the labour departments is e/tremely poor! "he labour

department should instead help older children to get placements in the job mar'et!

TRAININ*"

6outh volunteers, gram panchayats, school teachers, officers of labour department and so on

must all be given training about child labour and their respective roles in abolition of child

labour! "raining modules are to be prepared on the issue of child labour and education! All the

participants must have a legal literacy and have a full 'nowledge of childrenJs rights and their

entitlements, the role of various departments, and awareness of the schemes and programs meant

for children!

EDUCATION A" AN INTER4ENTION "TRATE*9 TO ELIMINATE AND .RE4ENT

CHILD LABOUR

Consolidated *ood .ra!ti!es o the International .rogra$$e on the Eli$ination o Child

Labour 5I.EC 6

Education is pivotal to eliminating and preventing child labour, to establishing a s'illed

wor'force and to promoting development based on the principles of social justice and human

rights! "here has been progress in recent years in raising public consciousness of the problem of

child labour, of its pervasive and tenacious nature and of the awful prospect that it is growing insome areas of the world, for e/ample, in parts of sub2aharan Africa! )n addition, 'ey -$ and

other international agencies are now wor'ing together more effectively, which is critical to

sustaining the growing global movement to eliminate child labour! "he basis of action to combat

the problem is the political will and commitment of individual governments and civil society to

address it! )t has been shown that a phased and multisectoral strategy which motivates a broad

alliance of partners to ac'nowledge and act against child labour is most effective in bringing

about tangible and sustainable results! Primary education in most countries is not completely free

and in most developing countries schooling is not accessible to all children! Parents who send

their children to primary school must shoulder numerous indirect costs, such as uniforms and

te/tboo's! Furthermore, they incur the opportunity cost, which is the wage that the child would

earn if she or he was wor'ing instead of going to school! 2till, while poverty is an important

#pull% factor, dragging children prematurely into the labour mar'et, there are important #push%

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factors, particularly social e/clusion, within the education system itself, or within the local

communities in which schools are situated! )nvestments in primary education should be spread

more evenly, focusing more on children at ris'! $ot ta'ing these children into special

consideration will jeopardiHe the goal of achieving universal primary education by 53*:, one of

the Millennium evelopment (oals @M(s! "he lac' of mechanisms to offset the opportunity

cost for very poor families is particularly important!

(ood practices in education to eliminate andDor prevent child labour )n )ndia

)1&)PEC, therefore, has acuired e/perience and e/pertise in a number of strategic areas

regarding educationrelated activities to eliminate or prevent child labour and reach outof

school children! &n the basis of this e/perience, it has been possible to highlight some 'ey

underlying principles that characteriHe some of the good practices that have been emerging, for

e/ampleI

Multisectoral approaches have a much more effective and sustained impact in the elimination

and prevention of child labour, combining the involvement of relevant government line

ministries, social partners and civil society!

Education is a necessary, but not sufficient, intervention in the case of children wor'ing in

haHardous and e/ploitative labour! )n addition to receiving education of good uality and

relevance, wor'ing children also need to benefit from a protective rightsbased environment and

access to legal, health and other services!

Child labour must be mainstreamed into Poverty Reducation 2trategy Papers @PR2P, EFA,

national plans of action and other resource allocation framewor's!

Partnerships within the broader framewor' of the -$ system and other international and

national organiHations must be actively pursued and implemented!

Particular attention should be paid to the situation of girlsJ wor' and education through gender

specific strategies, and to the situation of particularly vulnerable groups of children, for e/ample,the very young!

Formal education strategies are vital to the longterm success of interventions!

Practices should be grounded in countryspecific realities when dealing with the issue of child

labour, while recogniHing broader issues that may go beyond any one specific country! "here are

a variety of approaches being underta'en using education as a means of combating child labour!

54


24/65

"he identification of good practices in this area will help in the creation of a 'nowledge base that

can assist field practitioners, policy ma'ers, agencies, organiHations and other partners and may

be able to support wor' in mainstreaming child labour in EFA and poverty reduction strategies

and in other development approaches!

BRIE# DE"CRI.TION O# THE .RACTICE IN INDIA

India

"his aims to eliminate child labour through the universalisation of uality formal education and

wor's towards the creation of awareness and demand for education among the poor! )t started

wor'ing in the Ranga Reddy district of Andhra Pradesh in *>>* and universalisation of formal

primary education has been one of its 'ey objectives! M9F maintains that children are not meant

to be wor'ers and each child out of school is a potential wor'er! "heir programmes therefore

target all children, believing that every child going to school means 'eeping the child away from

wor'ing! Moreover, providing schooling to child wor'ers is only not a matter of building a child

friendly environment within the schools, but also promoting a broader, more political

environment in which going to schoolJ is part of the fundamental rights framewor' for children!

"he geographical location of the action programme supported by )1&)PEC, Oul'acherla

Mandal, is a very underdeveloped area and there is also a high concentration of girls wor'ing in

the production of hybrid cotton seeds in cotton farms! Many of these girls are from the 1ambaditribes who are 'nown to be migratory in nature! 2upported by an approach using social

mobiliHation techniues, MF9 ** established residential #bridge camps% to facilitate the

transition of former child labourers into formal education and social mobilisation!

I$%a!t o the %ra!ti!e

Ee!ti(eness

)n )ndia, in spite of limited financial support from )1&)PEC, M9FJs bridge course was

particularly effective and, over the last decade or so, has been implemented in more than


25/65

labour! )ts research and activities have indicated that these two goals are ine/tricably lin'ed and

must be pursued together! An )1&)PEC report subseuently revealed that there had been a

considerable reduction in the incidence of child labour in the area following the M9F

programme! )t also successfully created a consensus at the communitylevel that school is the

only alternative to prevent children from wor'ing and, through this consensus, established a

social norm against child labour!

"ustainabilit&

"he M9F model was replicated on a wider scale by the Andhra Pradesh governmentJs

epartment of 2ocial elfare through its #Bac' to 2chool Project% covering over *3,333

children each summer! M9F plays a significant role in providing technical support to stateled

educational programmes! 0aving the state assume the responsibility has been the best way to

ensure the sustainability of the bridge course strategy!

Re%li!abilit&

"he M9F has been wor'ing in Andhra Pradesh since *>>5 and continues to e/pand its influence!

As mentioned above, the stateled #Bac' to 2chool Project% essentially replicated the M9F

model and the organiHation played a significant role in providing technical support!

INITIATI4E TA@EN B9 *O4ERNMENT #OR CHILD EDUCATION

"ar(a "hisha Abhi&an

2arva 2hi'sha Abhiyan @Education for All Movement is a programme by the (overnment of

)ndia aimed at the universaliHation of elementary education Nin a time bound mannerN, as

mandated by the 7


26/65

(overnments to cover the entire country and address the needs of *>5 million children in *!*

million habitations!

"he programme is loo'ing to open new schools in those habitations without schooling facilities

and to strengthen e/isting school infrastructure through provision of additional class rooms,

toilets, drin'ing water, maintenance grant and school improvement grants!

E/isting schools with inadeuate teacher strength are provided with additional teachers, and the

capacity of e/isting teachers is being strengthened by e/tensive training, grants for developing

teachinglearning materials and strengthening of the academic support structure at a cluster,

bloc' and district level! 22A see's to provide uality elementary education including life s'ills!

22A has a special focus on female education and children with special needs! 22A also see's to

provide computer education to bridge the digital divide!

)ts goals of 53** were to do the followingI

&pen new schools in areas without them and to e/pand e/isting school infrastructures

and maintenance!

Address inadeuate teacher numbers and provide training a development for e/isting

teachers!

Provide uality elementary education including life s'ills with a special focus on the

education of girls and of children with special needs, as well as computer education!

Ba!h%an Ba!hao Andolan 5BBA6

Bachpan Bachao Andolan @BBA is a pioneering Child Rights and Anti0uman traffic'ing non

governmental organiHation in )ndia wor'ing to eradicate bonded labour, child labour and

traffic'ing, along with the demand for education for all children since its inception, in *>73!

BBA today is 'nown for its effective multidimensional approach in dealing with the issue of

child labour and traffic'ing! BBA activists are fighting at all fronts there are some who are

5


27/65

wor'ing at the grass roots level, some who are wor'ing with the victims, yet others who are

dealing with the legal aspects and the introduction of new policies in law and order! "he

movement is not only rigorously active in domains sustaining child labour, but is also wor'ing

with eual vigor to prevent the problem at the grassroots level! )ts vision is "o create a child

friendly society, where all children are free from e/ploitation and receive free and uality

education! )ts Mission is "o identify, liberate, rehabilitate and educate children in servitude

through prevention, direct intervention, child and community participation, coalition building,

consumer action, promoting ethical trade practices and mass mobilisation!

MID DA9 MEAL "CHEME

"he Midday Meal 2cheme is the popular name for school meal programme in )ndiawhich

started in the *>


28/65

According to the programme the (overnment of )ndia will provide grains free of cost and the

2tates will provide the costs of other ingredients, salaries and infrastructure! 2ince most 2tate

governments were unwilling to commit budgetary resources they just passed on the grains from

(overnment of )ndia to the parents! "his system was called provision of dry rationsJ! &n

$ovember 57, 533* the 2upreme Court of )ndia gave a famous direction that made it mandatory

for the state governments to provide coo'ed meals instead of dry rationsJ! "he direction was to

be implemented from 8une 5335, but was violated by most 2tates! But with sustained pressure

from the court, media and in particular from the Right to Food Campaign more and more states

started providing coo'ed meals!

)n May 533+ a new coalition government was formed in the centre, which promised universal

provision of coo'ed meals fully funded by the centre! "his promise in its Common Minimum

Programmewas followed by enhanced financial support to the states for coo'ing and building

sufficient infrastructure! (iven this additional support the scheme has e/panded its reach to

cover most children in primary schools in )ndia! )n 533: it is e/pected to cover *43 million

children!

57
http://righttofoodindia.org/http://en.wikipedia.org/wiki/Common_Minimum_Programmehttp://en.wikipedia.org/wiki/Common_Minimum_Programmehttp://righttofoodindia.org/http://en.wikipedia.org/wiki/Common_Minimum_Programmehttp://en.wikipedia.org/wiki/Common_Minimum_Programme


29/65

AARAMBH

5>

C&MPA$6

PR&F)1E


30/65

AARAMB0 is a nonprofit charity organiHation based and wor'ing in $avi Mumbai @$ew

Bombay, )ndia! "his nongovernment organiHation @$(& was created as a Community2ervice Center for the most marginaliHed families living in urban slum communities and ruralareas!

&ur goal is to provide educational, health and vocational s'ills tounderprivileged children andwomen! AARAMB0 is registered with the "he Charity Commssioner Mumbai, "he )ncome"a/ epartment and the 0ome Minstry @FCRA (overnment of )ndia!Please ta'e a few minutes and browse through our website to learn more about us! rop us a

note when you have the time! e.d love to hear from you and answer any uestions that youmight have!

The .roble$/+

$avi Mumbai @ $ew Bombay, a satellite township to Bombay with its broad roads andbeautiful railway stations is also home to thousands of migrants who have come to this city insearch of employment! "hey live in small shanties put on the side of roads, under flyovers andalong railway trac's! "hese areas have no sanitation and drin'ing water facilities! iseases li'e"!B!, Malaria, etc are common and the worst sufferers are the children!

2ic'ness among children and poverty of parents force thousands of children to drop out ofschool even before they are *3 years old

0undreds of children are forced to wor' *3 to *5 hours a day to support their families

omen and young girls face harassment and abuse at home and in the community

(irls as young as *+ and *: years are forced into marriage due to social and culturalpressures

Mission

CatalyHe social and economic change in marginaliHed communities with focus on the rights of

underprivileged children and empowerment of women!%

43


31/65

hen founded in *>>>


32/65

listing of our current endeavorsI

Children

Educational activities for children who have dropped out of school

Enrollment of out of school children into regular schools

Eliminating child labor in the slum communities by awareness

programs for parents

Regular health camps ; follow ups for children

Cultural activities for self e/pression

6outh

"raining in vocational s'ills training for including screen printing ,paper products, and computer courses

1eadership training for youth

2ponsorships for needy students to enable them to pursue their

education through high school and college

0ealth awareness camps

omen

9ocational s'ills training ; income generation including tailoring,embroidery, candle ma'ing, crafts, etc

"hrough our savings groups, women are encouraged to open and

operate their own ban' accounts, and to save for a rainy day!

0ealth education and adult literacy classes

1eadership s'ills

Our #uture/+

e recogniHe that our success in attracting and retaining childrenatris' to this program is

dependent on mobiliHing mothers and convincing them that AARAMB0 is a productive and

useful opportunity for their children! e therefore have and will continue to include women in

our activities! e see' to empower women in slum communities in order to ensure their access

to health and economic services!

45


33/65

Our e& goals or the net three &ears in!lude/

E/pand our programs to include 5333 children

Provide vocational s'ills training for 533 youth

Provide 0ealth and 2ocial Awareness programs for :33 women!

&ver the ne/t ten years, we plan to provide educational and health support for :333 children! )n

addition, we will wor' with *333 women to help them access and e/ercise their rights to health,

social ; economic prosperity!

The $a7or ser(i!es o the !entre

Child ; Family Counselling

Enrolment into Formal Education

Awareness on 0ealth ; 0ygiene

Recreational Activities

0ome )ntegration and Repatriation

C0)11)$E

2pecial 8uvenile Police -nit @28P-

ChildrenJs ay Celebration

Craft or's

9alue )mparting Programs

&rientation Programs

9arious Religions Celebration

44


34/65

Working Strategies of Aaralabh

*! At the level of young at ris'5! At the level of community and 2ociety

Target Groups of Aaralabh

*! -naccompanied Children living on streets

5!Children who do labour

4! Abandoned D &rphaned Children

+! Runaway D Missing children:! 9ictims of 2ubstance Abuse

=! Children who do begging

7! Children who do Rag Pic'ing

>! Children whose Rights are violated

"er(i!es

Counseling

Every child who enters AARA1AB0 would undergo Counseling! "hey provide two types of

counsellingI )nitial counseling and )ntensive counseling! "he intensive counselling will ta'e a

wee' long! "he details of the child are revealed through the initial counseling! "heir professional

counsellors, who would in the process identify the real problems of the child and help him to

transform his attitudes towards life! "he intensive counselling includes recreational and

motivational therapy as well! At the end of the counselling the child is either reinstated into his

family or placed in one of its centres for rehabilitation! )n some e/ceptional cases the child is

referred to other care institutions!

Home Placement

4+


35/65

0ome placement finds its core importance among all our activities! AARA1AB0 believes that

the Child belongs to hisDher home and that is where the children can grow up best! Reinstating

the children bac' in their homes at the earliest after rehabilitation is the goal that AARA1AB0

pursues with intent! uring the intervention time AARA1AB0 absorbs them in the interim for a

period that may be necessary and which depends on the specific needs of the individual! "he

counseling services in this direction and the formative measures underta'en are focused on

enabling and empowering the individual child to reintegrate them bac' into their families or

societies!

Education

Most of the children stop their education after their initial schooling! "he reason behind this

scenario is that economic instability! AARA1AB0 intends to support these children for their

higher education in different trades with the help of well wishers and li'e minded people who

could support these children to puruse the education further!

ocational Training

9ocational training coupled with $onFormal Education is provided to those children above *+

years of age, who show too much resistance towards formal education! "his is because many

children from poor families find earning money as a better alternative compared to going to

schools! "herefore we try to provide them with this option at least to help them lead a better and

more responsible life! "he vocational training includes welding, carpentry, twowheeler

mechanism, computer training, tailoring etc! 0owever, in the process whenever we discover that

a child has developed interest in formal education, we help him to ma'e a switch!

!ob Placement

4:


36/65

After completing the vocational training, we place these children in different job setting

according to their ualification! "his will help them to construct their future, by ma'ing them to

find out their bread from their sweat!

"oom Placement

Room placement for older boys nearing the age of *7 years is an activity to help them become

independent! "he job placed boys are assisted in procuring a separate rented room outside

AARA1AB0Js residential facility! Around 4+ boys live together in a room, they pay the rent

jointly and stay together as a family with bonding!

Health Care

(iving better medical service to the children is one of our major concerns! )t is our primary

responsibility to loo' after the children until they are reintegrated with their families! e

facilitate proper treatment for sic' children and also conduct medical camps from time to time!

Personality Enhancement

Personality Enhancement has a vital aspect among our services! 2uch measures help to develop

positive attitudes in life, facilitate growth in resilience, recogniHe and understand the

personalities and bring awareness of haHards that adversely affect the physical health!

Child #abour Eradication

Child labour is a serious and e/tensive problem, with many children under the age of fourteen

wor'ing in haHardous situation! Child labour has been identified as harmful and haHardous to the

childJs development needs, both mental and physical! AARA1AB0 through its Child 1abour

project aims at the termination of child labour gradually and to ensure the change in mindset of

these innocent 'ids to get in to normal and dignified life!

4


37/65

H$%A$&S A'areness

0)9DA)2 is considered as the dreadful disease of this century! )t is also spreading at an

alarming rate! Being ran'ed second in case of 0)9DA)s patients, )ndia is on the path to reach

the top spot! "his is mainly due to the unawareness among the people! As a remedy to this, we

organiHe plenty of awareness programs in order to ma'e young people on the streets to be aware

about 0)9DA)2 and its transmission!

National "esearch and &ocumentation (N"&)

)t is one of the important elements of AARA1AB0Js activities aimed at providing for building a

strong intellectual base essential for the 'ind of wor' it is involved in! $R plays an

indispensable role of adding intellectual and critical substance to the programs and activities of

AARA1AB0 and discerning its mission in the conte/t of changing circumstances, emerging

realities and policy environment that affect and influence its target groups and areas! $R

highlights AARA1AB0Js e/perience as an inspiration to others to serve

4=


38/65

OB=ECTI4E" O# THE "TUD9

47

&B8EC")9E &F 2"-6


39/65

*Reduce and prevent the incidence of children wor'ing in harmful conditions

5 )ncrease educational alternativesG and document best practices and replicable strategies!

4)mproving the uality and effectiveness of educational and social development programs for

the orphans!

LIMITATION" O# THE "TUD9/

"he time is one of the major limitations!

"he information collected is restricted to only one $(&!

"he study is conducted in metro city!

4>

RE2EARC0 ME"0&&1&(6


40/65

RE"EARCH METHOLO*9

"he methodology used in studying and understanding the perceived views of respondents

about the child labour and child education !

2ampling, by definition, is that part of statistical practice concerned with the selection of

individual observations intended to yield some 'nowledge about a population of concern,

especially for the purposes of statistical inference! Each observation measures one or more

properties of an observable entity enumerated to distinguish objects or individuals! )n the case of

this project, the properties ta'en into concern are, the opinion of people regarding the 'nowledge

education and child labour policies and action,

"he process of 2ampling in the city of Mumbai was conducted among the company

employees and students !!

"OURCE O# DATA

)n a broader sense we can say that two types of data are available to the researcher! "hey

are as followsI

*! Primary dataI A structured uestionnaire was prepared for the collection of primary data!

5! 2econdary dataI 2econdary data are collected from the materials provided by the ngo , internet

and the company website!

RE"EARCH DE"I*N

Broadly spea'ing, we can classify the Research esigns into 4 types

E%lorator& Resear!h Design/

+3


41/65

"his is generally used to clarify thoughts and opinions about the research problems or the

respondent population, or to provide insights on how to do more conclusive @casual research!

E/ploratory research studies are also 'nown as Formularies Research 2tudies!

Des!ri%ti(e Resear!h DesignI

escriptive research studies are those studies which are concerned with describing the

characteristics of a particular individual, or of a group, whereas diagnostic research studies

determine the freuency with which something occur or its association with something else!

Casual Resear!h Design/

Casual Research design is also 'nown as 0ypothesis testing research studies, @generally

'nown as e/perimental studies are those where the researcher tests the hypotheses of casual

relationship between variables! 2uch studies reuire procedures that will not only reduce bias and

increase reliability, but will permit drawing inferences about causality! -sually e/periments meet

this reuirement! 0ence, when we tal' about research design in such studies, we often mean the

design of e/periments!

RE"EARCH DE"I*N O.TED

)n this research process the design opted for research are the E/ploratory and Casual

Research esign!

"AM.LIN* METHOD

2ampling -nitI students and company employees

2ampling 2iHeI 43 Respondents!

+*


42/65

"he sampling procedure adopted in this study is nonprobability judgmental samplingG

the chance of any particular unit in the population being selected is 'nown! "he sample area and

sample unit chosen are primarily on the basis of judgmental!

0ere judgmental sampling will be used to pic' the sample area, sample unit;

respondents therein! "hus, altogether the study proposes to have 5 sample area;43 respondents!

"TATI"TICAL TECHNIUE"/

2imple statistical techniues used, drawing of percentage! "ables for analyHing and

graphs for pictorial understating were used in the study!

"OURCE O# DATA/

)n a broader sense we can say that two types of data are available to the researcher! "hey

are as followsI

*! Primary dataI A structured uestionnaire was prepared for the collection of primary data !

5! 2econdary dataI 2econdary data are collected from the materials provided by the $(& !

.ROCE""IN* O# THE COLLECTED DATA/

* A number of tables are prepared to bring out the main characteristics of the data!

5 )nferences are drawn from the data analyHed!

RE"EARCH IN"TRUMENT/

"o elicit the primary data of the proposed study, uestionnaires with structured uestions

for the respondents shall be considered!

+5


43/65

.LAN O# ANAL9"I"/

"he collected data is analyHed with the help of statistical tools! 2tatistical tool

percentages are used wherever possible to ma'e the presentation effective, tables, charts ;

diagrams were used!

TOOL" U"ED #OR DATA COLLECTION/

"he tools used for primary data collection was a structured uestionnaire that includes

both open ended and close ended uestions! 2econdary data was collected from the certain

websites, boo's and major chun' of information was collected from the $(&! "he collected data

was organiHed, processed and tabulated in separate tables under specific heading! "he data was

processed using the percentage method!

+4


44/65

CA1C-1A")&$ ; )$"ERPRE"A")&$ &F RA")&2

++

A"A A$A162)2

;

)$"ERPRE"A")&$


45/65

Ho) $u!h ha(e &ou heard about Child Labour?

TABLE

No o res%ondents #reuen!& .er!entage

A lot 0,


46/65

#REUENC9 .ERCENTA*E

TELE4I"ION ,3 3F

INTERNET ; 0F

NEW".A.ER 1F

OTHER "OURCE F

*RA.H

TE#E$S$6N $NTE"NET NEWSPAPE" 6THE"S

,-

.,-

/,-

0,-

1,-

2,-

3,-

ANAL9"I"

from the above data *: people@:3L of the sample siHe get information about child labour from

television , < people @53L from internet , > people @43L from newspaper!

INTER.RETATION

Media plays a vital role in this segment also ! as 73L of the respondents gets information about

child labour from the electronic media i!e television and internet ! Rest 53L gets it from

newspapers!

+


47/65

Who do &ou thin !an hel% To end Child Labour?

TABLE

#reuen!& .er!entage

*O4ERNMENT ; 0FN*O 2 ,1F

BU"INE""

OR*ANIATION

3 ,


48/65

#REUENC9 .ERCENTA*E

U. TO THEM ; 0F

NECE""ARIL9 E4IL 1F

THE9 "HOULD NOT CUT

DOWN THEIR CHILDHOOD

< 01-1F

ITG" A HORRIBLE CONCE.T > 0;-;F

*ra%h

,-

2-

.,-

.2-

/,-

/2-

0,-

02-

ANAL9"I"

53L of the respondents thin's it is up to the children whether he wants to wor' or not , 43L i!e

> people thin' it is necessarily an evil to the society !

5+L beliefs that the child should not cut down their childhood by engaging himself in this social

taboo ! 5=L ie 7 people thin's that itJs a horrible concept

INTER.RETATION

"he society now a days does not accept the child labour , but still some problem is there , so

awareness is needed to abolish the problem ! some people thin's that its up to the child whether

to do child labour or not , poverty is the main issue in many cases ! child labour can be irradiated

by strong educational policy

Whi!h gender do &ou thin is $ore ae!ted b& Child Labour?

+7


49/65

Table

*ENDER #REUENC9 .ERCENTA*E

MALE ,0 2F

#EMALE > 0;-;F

BOTH , 11-1F

.ie !hart

1,-

/4-

00-

7A#E

8E7AE

96TH

ANAL9"I"

From 43 respondents *5 people @+3L thin's that there is more male child labour , 5=L thin's

that there is more female child labour , and the rest around 44L means *3 people thin's that

there is eual ratio in both male and female child labour !

Inter%retation

"he society thin's that there e/ist both male and female child labour who wor's in different

industries ! there is a belief that male child labours are more than the female child labours,

+>


50/65

Do &ou thin that *o(ern$ent is doing enough to redu!e Child Labour ?

TABLE

reuen!& %er!entage

&es ,> ;F

no ,0 2F

.ie !hart

3,-

1,-

:ES N6

ANAL9"I"


51/65

Do &ou thin Child Edu!ation )ill hel% to redu!e the Child labour s&ste$ ?

Table

reuen!& %er!entage

&es 0; >;-;F

no 2 ,1-2F

.ie !hart

54-

.0-

:ES N6

Anal&sis

7=L respondents @5< out of 43 have a strong belief that child education is much more

important than anything to end this problem ! *4L says only child education is not enough to

control the child labour problem!

Inter%retation

People thin's by providing child education we can reduce the child labour problem ! but still it is

not enough , we have to go through deep and analyse the real problem , in some case poverty is

the main issue so we have to solve those 'inds of issues first so that further action can be ta'en !

apart from child education s'ill training and other initiatives can also be ta'en

:*


52/65

Are &ou A)are o ,> !hild hel%line nu$ber ?

TABLE

reuen!& %er!entage

9es 1F

No 0, ie 43L people are aware of the *3>7 child helpline number! Rest

=3L ie 5* are not aware of this number !

INTER.RETATION

*3>7 A phone number that spells hope for millions of children across )ndia, C0)11)$E is

)ndia.s first 5+hour, free, emergency phone service for children in need of aid and assistance!

hether you are a concerned adult or a child, you can dial *3>7, the toll free number to access

our services

From the above data we can assume that still there is a lac' of awareness in the society ! so

awareness program must be done to get benefit from such initiatives li'e *3>7 child helpline

number

:5


53/65

Do &ou thin N*OGs are taing initiati(e or the better$ent o Or%han Child ?

TABLE

reuen!& %er!entage

&es ,3 3F

No 1F

CanGt sa& ; 0F

.ie !hart

2,-

0,-

/,-

:ES

N6

CANT SA:

Inter%retation

*: people @:3L agrees that $(&s are doing well for the betterment of child orphans, 43L ie >

people disagrees it and < people could not reply for the uestion!

Anal&sis

From the above data we can assume that ngos are doing well for thr betterment of orphan

students , ngos are providing education ! s'ill training and other trainings for the orphan students

to ma'e them able to sustain in the society in future ! they are ta'ing action against those who are

provo'ing child labour system in direct way ! guiding the missing children , helping the poor

:4


54/65

children to get their education etc , so ngoJs are doing their wor' to get bac' those bac'ward

child into the main stream of the society

#inding

Eli$inate .o(ert&

)nternational financial institutions li'e the orld Ban' and the )nternational Monetary Fund

contributed to the rise in child labour when they called on countries heavily indebted to them to

reduce public e/penditure on health care and new jobs! "hese structural adjustment programmes

have resulted in increased poverty and child labour! "he orld Ban' and the )nternational

Monetary Fund should rethin' their loan plans to developing countries in an effort to increase

social e/penditure rather than reduce it!

:+

F)$)$(2


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(overnment organiHations and industries should be pressured to act in a socially responsible

manner and to put an end to child labour or to provide children with better wor'ing conditions!

Boycotting is not the solution because it forces children, who otherwise have no specific training,

to uit their jobs and return to the streets or to more dangerous activities!

En!ourage Edu!ation

Children need to learn how to read and write! "hey need social and professional s'ills that only

school and a nurturing environment can provide!

2ome countries have compulsory schooling and some provide free public schooling! 0owever, in

many countries, particularly for those where structural adjustment lending has led to the

privatiHation of schoolsthe cost of teaching, boo's, and uniforms ma'es it impossible for

children to get an education! Furthermore, for education to become a solution to child labour,

schools must be located close to where these children live!

Education must be free and compulsory up until the minimum legal age for employment!

Enor!e Labour La)s

Most countries have laws against child labourG however, some governments support child labour

@regardless of e/isting laws as a way of gaining a competitive mar'et advantage!

Rehabilitate and Protect or'ing Children@Encourage $(& participation

Preventing children from wor'ing is not necessarily the best solutionG children may end up in

worse situations and their families may become even poorer!

2ome $(&s fight to protect wor'ing children by providing them with information on their rights

or by guaranteeing them safer wor'ing conditions! &ther $(&s help children in the transition

from wor' to school by building centres where they are provided with healthcare and a tailored

education! "he children leave these centres only when they have learnt to be independent!

Abolish Child Trai!ing

Everywhere in the world, there are adults who earn a living by buying and selling children! "he

governments of all countries must ta'e harsh measures against child traffic'ing!

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.ro$ote #air Trade

"here is a worldwide rise in commercial agreementswhich must include norms for guaranteeing

basic human rights and respect! )mplementing these fair trade norms helps prevent child labour!

"he new labelling campaignsli'e Rugmar' or the euitable commerce labelguarantee that the

products consumers buy are not manufactured by children and that fair commercial practices

have been employed! "he label also remindscompanies that young consumers should also be

aware of commercial practices!

Fair trade practices guarantee a fair price to smallscale producers! )n ++ developing countries,

fair trade helps 'eep ::3 cooperatives in business! "hese cooperatives conseuently provide

goods to : million people and often reinvest profits in the community, where the money is used

to build schools, medical clinics, wells, etc!

Re%la!e Child Worers b& Adult Worers

"here are 733 million unemployed adults in the worldG and yet, the number of wor'ing children

is estimated to be at over 433 million!

Replacing these wor'ing children with their mostly unemployed parents would result in higher

family incomes @since adults are generally paid better, and the resulting rise in production costs

would have little impact on e/ports sales!

: !hild hel%line nu$ber ?


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6es

$o

+ Do &ou thin N*OGs are taing initiati(e or the better$ent o Or%han

Child ?

A+ 9es

B+ No

,- What go(ern$ent !an do abolish the !hild labour ?

Ans

project on child eductaion in ngo.docx

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