Written by Machhindra Gojame


An experience of peopleís Institute of Rural Development for eradication of child labour. Peopleís 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.

Peopleís 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 margiís 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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