A New Approach to Fighting Child Malnutrition in India

very interesting model

India’s demographic dividend is often touted as one of the country’s strengths. More than half of its 1.2 billion population is younger than 25. In the coming decades, India is expected to be one of the few countries where the working population will exceed the number of retirees. Even so, India is struggling with a huge problem: The country has the world’s largest population of malnourished children. Each day, some 1,500 children die of malnutrition. A government report, titled Children in India 2012 — A Statistical Appraisal, notes: “48% of children under age five years are stunted … which indicates that half of the country’s children are chronically malnourished.” According to UNICEF, one in three malnourished children in the world is Indian. It is estimated that reducing malnutrition could add some 3% to India’s GDP.

The Indian government has been trying to address this problem through its Integrated Child Development Services (ICDS) program. Launched in 1975, the ICDS operates a network of daycare centers called anganwadis across the country. These centers are meant to provide supplementary breakfast and lunch, along with immunizations and pre-school education, to children ages 3-6, and cater to the health needs of pregnant and lactating women. Anganwadi workers are also responsible for going door-to-door to counsel mothers with infants aged less than 3 years. Some 1.3 million anganwadi centers sprawl across India; each typically caters to 30 children.

The anganwadi program is estimated to be the world’s largest child nutrition provider. But, as the state of malnourishment in India shows, the anganwadis themselves need a shot in the arm. That is what Indian Impact, an online platform that focuses exclusively on malnutrition, is looking to provide. Launched in November 2013, the Hyderabad-based nonprofit has a two-pronged approach. It offers individuals and corporations an easy way to help improve their nearest anganwadi center, and supports nongovernmental organizations (NGO) that are working to reduce malnutrition.

Bridging the Gap

Indian Impact lists the anganwadis in a given area and a checklist of essential items that each center needs. Individuals or businesses can go to the Indian Impact website, locate their nearest anganwadi center, see what it needs and make donations (only in kind) directly to the centers. Donors are required to share the details of their donations with Indian Impact, so members and volunteers can ensure that donated items are used for the benefit of the children and not pilfered.

Donors registered with Indian Impact can also adopt anganwadi centers and fulfill all of their requirements. In addition, Indian Impact has partnered with the Akshaya Patra Foundation, which runs centralized kitchens and distributes nutritious meals to government schools. Organizations can partner with Akshaya Patra through Indian Impact to distribute meals to their adopted anganwadi centers. At present, anganwadis listed by Indian Impact are limited to Hyderabad. In a year, once it has sufficient understanding of this space, Indian Impact plans to expand beyond Hyderabad to other cities and states. Indian Impact has obtained formal approval for anganwadi adoption from the state government’s department of women development and child welfare in Andhra Pradesh. Once it expands to other states, the organization plans to get approvals from other state governments as well.

Indian Impact also selects and lists on its website reputed NGOs that are doing effective and innovative work to reduce malnutrition, but need funds and manpower in order to scale. Individuals and corporations can donate funds or volunteer their services for any of these projects. NGOs are required to send regular status reports to their donors and also provide proof of utilization to the Indian Impact team.

“We are providing a go-to-market platform that gives instant results, as well as significant outreach,” says Ridhima Parvathaneni, president of Indian Impact. Parvathaneni first thought of working in the sector during her last year at college in March 2013 when she read an article on the alarming levels of malnutrition in India. She wanted to develop “an innovative solution to generate awareness [about malnutrition] and to bridge the crucial gap between those who want to help and those who are in dire need of that help.”

She put together a six-person leadership team with capabilities in different areas, including strategy, research, marketing, branding and web-development, and launched Indian Impact that November. Apart from this core team of six, who are involved with the strategy and creative aspects of the organization, Indian Impact has a monitoring team of 20.

Parvathaneni has also involved her family business, the Seaways Group — one of the largest shipping and logistics conglomerates in India — where she heads new business initiatives, to fund Indian Impact as part of its corporate social responsibility. “One could have chosen the traditional NGO approach, where you work on the ground in a specific locality,” she notes. “But the impact [would be] limited. The situation calls for a solution that will accelerate and magnify the rate of malnutrition reduction. Such a compounding effect is possible through our technological platform.”

Partnering for a Cause

Nilam Sawhney, principal secretary at the department for women, children, disabled and senior citizens for the government of Andhra Pradesh, is upbeat about the initiative. The department has formed a committee to assist firms adopting anganwadis through Indian Impact to help expedite the process, and also track adoption and the consequent improvement. According to Sawhney, this collaboration between her department, Indian Impact and corporations in India “will help create model anganwadis” that can be replicated across the region “for higher efficiency and success rate in reducing malnutrition.”

According to Rao, it is important for Parvathaneni and her team to understand the dynamics of the anganwadi system and why it has failed to deliver. Speaking at the launch, he noted that the anganwadi program is “highly politicized and highly unionized.” Pointing out that “in most of the states, the anganwadi jobs are auctioned,” Rao cautioned: “The union will not brook any interference. You have to be very careful.” Tata added: “Other than identifying what needs to be done, Indian Impact must get more deeply involved in the implementation of the solution.”

http://www.fairobserver.com/region/central_south_asia/a-new-approach-to-fighting-child-malnutrition-in-india-54891/

Vocationalising Higher Education in North East

i thought this was very very interesting

Among many other challenges being faced in the spheres of socio-economic development by the north eastern region of India, the challenges faced in the field of higher education is the greatest. This has been caused by the dearth of higher educational institutions in the region, for which, the community people of Nagaland or north eastern India for that matter, either have to give up thought of educating themselves or have to go outside the region for obtaining it. For lacking of higher educational institutions offering technical and professional careers in this region, students prefer to move to outside for professionalize themselves for employment. The community people of this region, thus spent huge budget annually in higher education, while sending their children and wards to the metropolitan cities outside every year. This is a common scenario, for Nagaland, and as well as for the entire region of  north east India. This factor although look very sound, but in reality it does not appear to be so, as virtually, it drains out  human potential and resources from this region creating a vacuum because students studying outside hardly come back home again.

The Global Open University Nagaland, with its 115 different vocational, skill based and job oriented courses, has opened up doors of education for all. The Global Open University Nagaland, has made it possible for the people of the region to be more realistic in planning education as a means for attaining self reliance by pursuing vocational educational careers for self employment.

The educational institutions today, are supposed not only to certify the youth for merely completing degree, but also empower them for the future challenges to be faced by them. An educational institution, in today’s context, has to certify that empowerment of knowledge for inherent growth of a student within himself from powerlessness to a position of power that make the youth self reliant with his knowledge, skill and self confidence. For this, an educational education has to offer curriculum favorable for job opportunities and thereby eradicate poverty. Such objective is possible only when youths are provided with opportunities to unfold their potentials for employment. Educational institutions with such objectives and curriculum can only make this possible in society.
The Global Open University Nagaland, with its Headquarters at Dimapur and armed by its two wings at Wokha and Kohima, is embarking upon such objectives of vocationalising educational perspectives of the general masses and younger section of the society  for bringing socio-cultural progress  and economic sustainability in the region. By birth, The Global Open University Nagaland is a multidisciplinary institution of excellence of open and distance learning for providing education for all age groups in society. Its objective is education for all. But the principal objective of the university is planning of curriculum for fulfillment of the growing needs for the job oriented educational programs for boys and girls, besides senior Government employees and other sections in society such as parents senior citizens, who have no scope for undertaking formal education.

This university has new courses of learning such as Road Construction Management, Environment Management, Ecology and Environment, NGO Management, Disaster Management, Remote Sensing, Valuation, Distance Education Management, Educational Technology Forensic Science, Fire Science, Green Technology, Nano Technology, Bachelor of Computer Applications, Master of Computer Applications, Management of Business Administration, covering altogether 115 different educational programs as and so on. For all these vocational, job oriented and employment centric courses this university has designed its study materials in book form which are unique.

With this vision the university ever since its inception is running the Department of Hotel Management and Catering Technology and Department of Fashion Design Technology, under regular mode of teaching

Apart from providing a learning environment through activities and visual aids, the Department has well furnished practical kitchens, muck mock restaurant, guest room, a library for the students, teachers and a Computer Laboratory with wi-fi connectivity and in-house software classroom to enable the students for enhancing communicative and technical skills. The students can display their creative and technical talents in their professional service career.

It is for this, since its inception in 2006, the results of all the batches of students from The Global Open University Nagaland have been most successful. All the students have got employment in the chain of the reputed national and internationally fame hotels and resorts in metropolitan cities in India and abroad. Of the four batches of  Hotel Management and Catering Technology Department, the first batch of 15  students in 2008-20011; 18 students  in 2009-1012; 12 students in third batch 2012-2013 and all students from the batch of 2013-14 must follow the previous record successfully and shall achieve 100 % placement record.

http://www.morungexpress.com/public_discourse_public_space/118698.html

Punished by axe: Bonded labour in India’s brick kilns

ndia’s economy is the 10th largest in the world, but millions of the country’s workers are thought to be held in conditions little better than slavery. One man’s story – which some may find disturbing – illustrates the extreme violence that some labourers are subjected to.

Dialu Nial’s life changed forever when he was held down by his neck in a forest and one of his kidnappers raised an axe to strike.

He was asked if he wanted to lose his life, a leg or a hand.

Six days earlier, Nial had been among 12 young men being taken against their will to make bricks on the outskirts of one of India’s biggest cities, Hyderabad.

During the journey, they got a chance to escape and ran for it – but Nial and a friend were caught and this was their punishment.

Both chose to lose their right hands. Nial had to watch while the other man’s hand was cut first.

“They put his arm on a rock. One held his neck and two held his arm. Another brought down the axe and severed his hand just like a chicken’s head. Then they cut mine.

Now free, and his injury healing, he is back home deep in the countryside of Orissa. There is no electricity or sanitation. Many of the villagers are illiterate.

“I didn’t go to school. When I was a child I tended cattle and harvested rice,” Nial says, sitting on the earth outside the cluster of huts which are his family’s home.

It is from communities like this that people are liable to be drawn into a system known as bonded labour. Typically a broker finds someone a job and charges a fee that they will repay by working – but their wages are so low that it takes years, or even a whole lifetime. Meanwhile, violence keeps them in line.

Activists and academics estimate that some 10 million bonded labourers are working in India’s key industries, indirectly contributing to the profits of global Indian brands and multinationals that operate in the country and have helped to transform India into an economic powerhouse.

http://www.bbc.co.uk/news/magazine-27486450

1.4 million Indian children aged 6-11 out of school: Unesco

Achieving the goal of getting all children in school by 2015 is now clearly impossible. It has emerged that there are 57.8 million children who are out of primary school globally. And India, with 1.4 million children, ranks among the top five nations with kids aged six to 11 out of school.

These are some of the findings in Unesco’s Education for All (EFA) Global Monitoring Report on out-of-school populations.

The report attributes India’s woeful performance to, among other things, the largest cuts in aid to basic education effected by any country. Its aid to the sector fell by a massive $278 million between 2010 and 2012.

The Unesco data shows little overall improvement in out-of-school figures since 2007. Pointing out that the EFA will miss its 2015 deadline for putting all children in school, Unesco director-general Irina Bokova said, “Combined with the news from Unesco that aid to education has fallen yet again, the lack of progress in reducing out-of-school numbers confirms our fears – there is no chance whatsoever that countries will reach the goal of universal primary education by 2015.”

The new policy paper however highlighted that improvements are possible. It highlighted how policies like fee abolition in Burundi, social cash transfer in Nicaragua, attention to ethnic and linguistic minorities in Morocco, increasing expenditure in Ghana, improving curriculum in Vietnam can improve enrolment significantly.

For example, India’s neighbour Nepal overcame conflict and after the civil war ended – children in the regions most affected by conflict – which originally were lagging behind – had the same level of access to school as those in less affected regions.

“These countries face very different circumstances but all share the political will to bring about real change in education,” said Bokova, “While they have brought about momentous change, their task is far from complete – they must now ensure that every child starts and finishes school while learning the relevant skills needed for a productive life. But today, others can learn from the experiences of countries like Burundi and Ghana: real progress is possible.”

http://timesofindia.indiatimes.com/india/1-4-million-Indian-children-aged-6-11-out-of-school-Unesco/articleshow/37929697.cms