Written by Machhindra Gojame


Our Efforts and Experiences – Part - I

“In allrepparttar civilized societies all overrepparttar 105877 world system of child labour is condemned as a social evil butrepparttar 105878 fact isrepparttar 105879 system is prevelent on a large scale in a country like India. It is noticed that, in recent times our society is showing some signs of awareness about this social evil. This isrepparttar 105880 first part ofrepparttar 105881 article giving details aboutrepparttar 105882 efforts undertaken in and around Ahmedpur for eradication of this system.

Since past 12 years I am working on various issues related to rural areas through People’s Institute of Rural Development and Rachanatmac Sangharsha Samiti (Maharashtra). To generate employment for farm labour through “employment guarantee scheme”is our sustained and major activity. While working with farm labour during 1988-90 I was exposed torepparttar 105883 issue of Child Labour. When I sawrepparttar 105884 children working as child or boned Labour in agriculture, I could realiserepparttar 105885 intensity of this issue.

Agriculture is a main source of employment for labour in rural areas. Child Labour working in farms, or as a bonded labour or as a herdsman has an adverse impact onrepparttar 105886 employment of adult people. When dialogue was initialed with farm labour on this issue. They narrated that when child works as a Child Labour he/she actually supportsrepparttar 105887 family. They feel that child provides something to eat to a family. This is a general feeling amongrepparttar 105888 rural masses about Child Labour. The common understanding among this labour class is more working hands means more income for a family. But this calls still could not decide, whose hands these should be? They are not understanding that small hands are depriving of big hands from employment.

The difficult life they are living and ignorance of these farm labour is responsible for such type of their attitude towards their own children. It made us realised that there is a need of structural changes inrepparttar 105889 society and we resolved to work for structural changes. Inrepparttar 105890 society and we resolved to work for structural changes. Inrepparttar 105891 initial period neither we had any plan nor a concrete stralgy to deal withrepparttar 105892 situation. We decide to have a dialogue with farm labour on this issue. Already we were discussing with them about employment minimum wages, equal wages for equal work, laws forrepparttar 105893 profection of a farm labour etc. while discussing these issue we always had positive attitude and approach. We used to tell them sending children to work means depriving of themrepparttar 105894 apportunity to go to school. If a child will not to go to school, he/she will grow as illiterate person. Valnerable for all sorts of exploitation please send them to school. It will be better if they remain unemployed after getting e ducation. We were always insisting that they should send their children to school. Our perception was if children will go to school then automatically no. of child labour will be reduced which will result in generating some employment for Addults. After sometime, we realised that, what ever efforts we may do, it will never be possible to aduilt allrepparttar 105895 children from this class to school. This realisation directed us to conceive a programme called "Education programme for child Labour" Immediately its implementation was started. Inrepparttar 105896 process of implementation of this nonformal education programme for child Labour, in depth thinking was going on, on this issue. At this juncture, TDH and YUVA tookrepparttar 105897 initiative and started "Campaign against Child Labour" on 14th Nov. 1992. Sincerepparttar 105898 first meeting we are associated with this campaign and working for it. Though we have an ambition to work for eradication of a system of Child Labour we are aware ofrepparttar 105899 scope and magnitude ofrepparttar 105900 problem and our own limitations. Therefore; based on our own assessment of our capacities we have decided to implement following programmes;

1)Education programme for child Labour. 2)Creche Programme for children of farm Labour; and 3)Campaign against Child Labour.

1) Edcuation Programme for child Labour : This programme is initialed with an objective to provide opportunity to those Children of below 14 age to get education, who could not go to school or who are school dropouts. And due this reason they work as Child Labour. This programme will enable them to learn 3 Rs. And may be make them capable to appear for Std II or Std VII examinations. They may be become a part of main streme education. In a period of three years 20 education centres were of ended in 20 villages. Around 600 to 800 children were enrolled in these centres. Selected children were prepared for Std IV examination. They were motivated and supported in this venture. Inrepparttar 105901 period 1992-93 --- 1994-95 183 children appeared for Std IV examination. Out of which 122 passedrepparttar 105902 same and from those who passed 68% were girls. Along with those who appeared for examination, 139 other children joinedrepparttar 105903 main streme of education this is our achievement. It could be possible due to purposeful effort.

a)Village level programme: A:1100% enrollment in schools. In allrepparttar 105904 20 villages a list of children inrepparttar 105905 age group 5½ to 7 is prepared every year. The purpose is, they should be enrolled in schools. Non-formal education centre co-ordinator and village education committee fully participate in this endearour.


Written by Machhindra Gojame


An experience of people’s Institute of Rural Development for eradication of child labour. People’s Institute of Rural Development has implemented two major programmes till to date. One is Education Programme for Child Labour and second is campaign against child Labour. But, we were ofrepparttar scope and intensity ofrepparttar 105876 problem and alsorepparttar 105877 inadequate efforts of Government and voluntary organisation to mitigaterepparttar 105878 problem. Inrepparttar 105879 mean time we could visit M.V. Foundation Hyadarabad(A.P.) and could see their programme of "Bridge Course Camp" which highly motivated us. To implement this concept T.D.H. agreed to make necessary financial arrangements. Inrepparttar 105880 month of April it was decided that five voluntary organisations will organise 60 days Bridge Course Camps for Child Labour from Latur and Osmanabad districts simultaneously. According allrepparttar 105881 organisation initiated priliminary activities for implementation ofrepparttar 105882 course.

People’s Institute of Rural Development conducted a survey in 10 villages for enrolment of children inrepparttar 105883 age group 7-15 forrepparttar 105884 camp. It was proposed that minimum 100 children should attendrepparttar 105885 camp. After assessing that 10% will be dropped out 126 children were enrolled forrepparttar 105886 camp. After enrolment major problem was of accommodation and availability of water. Mr.Shrama, District Collector, Latur has allowed us to userepparttar 105887 premises of Mahila Kendra. A Building in Narangwadi was also available for this purpose. Butrepparttar 105888 problem was at one place water was not available and atrepparttar 105889 second place conductive atmosphere for education was not available. Therefore; a new alternative was to find out. We could get a suitable place, that is anand margi’s Ashrams of Tawasigarh and Salegaon. Butrepparttar 105890 condition was girls will not be allowed to stay with boys. Because two separate Ashrams are there for male and female. Hence, we were compelled to conduct a separate camp for girl children. In this process, instead of starting a course on 1st May, we could start it on 7th May.

Beforerepparttar 105891 commencement ofrepparttar 105892 camp arrangements of enrolment of children, accommodation, water, foodgrains. Teacher, assistant and procurement of other required material were made. Still it took 5 to 6 days for stabilisation and regularisation ofrepparttar 105893 camp. Inrepparttar 105894 beginning children were in less number. Some of them were went back due to homesickness. But slowly and graduallyrepparttar 105895 no. of children was onrepparttar 105896 rise. Finally there were total 126 children inrepparttar 105897 camp. Out of which 44 were girl children. Analysis ofrepparttar 105898 attendance ofrepparttar 105899 children revealed that out of 126 children enrolled 47 attendedrepparttar 105900 camp for 5 to 15 days only. There were 44 girl children, they were more interested in attendingrepparttar 105901 camp. Out of 82 male children 47 attendedrepparttar 105902 camp for 5 to 15 days only. Girls were onrepparttar 105903 fore frout for completingrepparttar 105904 full term ofrepparttar 105905 course. Out of 44 girls 23 were present for 60 days while out of 82 boys only 12 were present for full term.

Children attended Bridge Camps TypesAttended CampEnrolled into school Boys8233 Girls4423 Total12656

Participant children were from landless labour and small farmers families. Analysis also reveled that out of total population 27% were from upper caste. This was a maximum number. While only 8% were from nomadic tribes. OBCs were 19%, SCs were 22%, ST 13% and 11% were from muslim community. But onrepparttar 105906 basis of this statistics drawing a conclusion of caste wise incidence of child labour will be wrong. This statistics only givenrepparttar 105907 coastwise, Percentage of child Labour participate inrepparttar 105908 camp. Out of total participants only few of them were literate otherwise majority of them were illiterate. Some of them disclosed that they had attendedrepparttar 105909 schools and wee studiad from 1st to VIIth stds. But majority of them were not able to identify evenrepparttar 105910 alphabets.

The objective ofrepparttar 105911 camp was to bringrepparttar 105912 children inrepparttar 105913 main streme of education. For this they wanted to be prepared to appear for IVth or VIIth Std. Examination according to their status and capacities. Therefore, they were classified as literate, samiliterate and illiterate catagories, and according to their categoryrepparttar 105914 curriculum was designed. First 15 days were utilised for improving their capacities and for their stabilisation inrepparttar 105915 campus. Hence gamesm sports and entertainment activities were introduced during those days. After this first phese, preparation for IVth Stds. Was started. Each subject was given 35 to 40 hours for preparation and accordinglyrepparttar 105916 syllabus was administered. Each camp was having three teachers. Teachers role was to teachrepparttar 105917 children as well as to function as their parents. It was resulted in developing emotional relationship between children and teachers which was visible onrepparttar 105918 valedictory function.

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