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http://ideasforindia.in/article.aspx?article_id=287#sthash.r3AApnMa.dpuf
http://ideasforindia.in/article.aspx?article_id=287#sthash.r3AApnMa.dpuf
Poverty apart, the greatest difficulty that has been staring at the face of the young people like Dipika Bodo, Radha Upadhya and all the other school-going children in the Adinggiri Kalapani area is the uphill climb negotiating kutcha dilapidated roads to reach their respective schools.
Although places like Adinggiri, Kalapani etc., are located just on the outskirts of the capital city falling under ward five and seven respectively, these places seem very remote going by the development trend. Reaching these hilly areas is a herculean as well as a neck and back jerking task with no sign of a proper road.
Till date, the Kalapani LP School established in the year 1982 and located in the Kalapani Garo Gaon has no power supply. The school lacks the basic amenities like access to safe drinking water for the 120 pupils, most of whom belong to the minority community. According to the headmaster of the school Durlav Dev Sarma, the school authorities had undertaken a couple of initiatives to provide drinking water to the students including digging of a well but those efforts did not yield any fruitful result.
“We had spend around Rs 1 lakh for digging a well in this area that is a rocky terrain. But it did not bear any result, the more the well was dug, more boulders came out,” said Sarma observing that some alternative water source has to be sought.
It needs to be mentioned here that the school has a water purification system already installed, but water is yet to be supplied.
On the other hand, shortage of teaching staff has also hit the quality of education imparted to the children. Sarma said that apart from water and electricity, the other urgent requirement is appointment of a teacher.
The approach road to the school is kutcha and steep and on any rainy day the students have to miss their classes. As the road turns muddy and dangerous, around 50 per cent of the students stay back at home.
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It is the same story of lack of basic infrastructure in another school, Adinggiri ME and High School that is also located atop and with a poor approach road that turns nightmarish during the rainy season. Established in the year 1996 and recognised in the year 2005, the Adinggiri ME School has around 92 students, five teachers and one non teaching staff. On the other hand, the Adinggiri High School was established in the year 2001 and recognised in the year 2010. It has at present around 60 students, nine teachers and two non teaching staff.
The parents of most of the students of this school work as daily wage earners. The students everyday climb up a stretch of around two to three kms to reach this school. There is no other government high school within a radius of five kms and the children have no other option but to climb up every day to reach the Adinggiri school, although it is in a very shabby condition.
“I want to complete my school education and attend college. So I don’t mind climbing up almost three kms from home to my school everyday,” said Radha Upadhya, a student of class IX.
Dipika Bodo’s father is a daily wage earner and she too is keen to complete school.
Problems galore for this school and the students are learning their lessons in classrooms without doors and windows and with tattered ceilings. However, these problems have not dampened the spirit of the students. With no other school nearby, they brave the uphill climb to reach school on time.
This school earlier had even no toilet facility for the students. World Vision, India’s intervention resulted in construction of a toilet for the students. Umesh Kerketta, a functionary of World Vision, India said that the organisation had carried out a survey in the area to identify the immediate problems faced by the students in particular and the common people in general.
http://www.assamtribune.com/scripts/detailsnew.asp?id=may2514/city07
On Sunday, Umesh, a soft-spoken second grader, and a dozen of his classmates clamored to tell a visitor why no children in the village of Raup had returned to their local government school in this remote southeast corner of Uttar Pradesh since March 26.
Amid the competition to be heard, Umesh, 8, turned to a friend and began to demonstrate how, he said, two teacher trainees tethered him and seven of his friends to windows and ceiling fans and beat them. He spread his arms wide and said, “They tied me up and hung me on the window like this.”
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Umesh and his friends in the village of Raup, in Sonbhadra district, are Ghasia, which is seen as either a caste or a tribe, depending on whom you ask. Forced out of their former villages in nearby forests because of overcrowding, the Ghasia have migrated to rocky, unoccupied land in Raup’s periphery over the past two decades, their homes now abutting a dusty national highway.
Umesh’s school was included in a Human Rights Watch report released on Tuesday, titled “They Say We’re Dirty: Denying an Education to India’s Marginalized,” a qualitative study on the type of discrimination that children in the lowest strata of society, like the Ghasia, experience in schools in four states — Delhi, Uttar Pradesh, Bihar and Andhra Pradesh.
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The report cites Unicef’s estimate that 80 million Indian children will drop out before completing elementary school and contends that various forms of discrimination and intimidation contribute significantly to that number.
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At school, they said, the other children called them Ghasia as if it were a curse, and when they tried to play with the Kharwar children, they were chased away and spat on.
In a video attached to the Human Rights Watch report, the principal at the time, Farida Khatun, said that it was better if the Ghasia children stayed away from school.
“They don’t bathe, they don’t wear school uniform, and they smell,” she said. “When we ask them why they are so dirty, they say there is no water. The problems of these children will never get solved. Their parents are uneducated. We can’t mix these children with normal children because they are spoiling them, too.”
Sangeeta Devi, one of the two current teachers in training, said that if the Ghasia children were to return, it would be impossible to handle all 205 students. The school’s trainees, who have received no teacher instruction, are little more than babysitters.
“We can’t take care of these kids if they come here. They only listen to the male teachers,” she said, referring to the two men accused of tying Umesh to a window, his friend Dayalu, also 8, to a ceiling fan, and others’ hands behind their backs.
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Parents in the Ghasia community expressed little other than injured pride. Most parents interviewed in the village said that beating was the only way to raise obedient children.
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Ghasia parents also pointed to their own poverty as a barrier to acceptance at the school. New clothes are an extreme luxury, and many children don’t get them until they reach school-going age. Soap is unaffordable, so sand is used instead. At times, their poverty is so acute that attending school would be a distant-if-present worry. In 2001, during a period of prolonged unemployment in the community, the Ghasia were reduced to eating grass, some of which proved to be mildly poisonous. A total of 18 young Ghasia children died from both starvation and poisoning.
not directly related to India but this provides an interesting perspective
The Industrial Age that occurred after the Civil War created a demand for labor and many children were drawn into the labor force. Factory wages were so low that children often had to work to help support their families. According to the National Archives, the number of children under the age of 15 who worked in industrial jobs for wages climbed from 1.5 million in 1890 to 2 million in 1910.
Employers viewed children as a bargain: They worked in unskilled jobs for lower wages than adults, and their small hands made them more adept at handling small parts and tools.
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Education was seen as a luxury, but one teacher would have a profound impact on our view of child labor. Lewis Hine, was a New York City schoolteacher and photographer, and he believed that a picture could tell a powerful story. He felt so strongly about the abuse of children as workers that he quit his teaching job and became an investigative photographer for the National Child Labor Committee.
Hine believed that if people could see for themselves the abuses and injustice of child labor, they would demand laws to end it. He often tricked his way into factories to take the pictures that factory managers did not want the public to see. He would tell factory owners that he wanted the child laborers in the photos to show the size of the modern machinery.
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The National Child Labor Committee was formed in 1904, with a goal to end child labor. The organization received a charter from Congress in 1907. It hired teams of investigators to gather evidence of children working in harsh conditions and then organized exhibitions with photographs and statistics to dramatize the plight of these children. The Children’s Bureau became a federal information clearinghouse in 1912 and i 1913, the Children’s Bureau was transferred to the Department of Labor.
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Lewis Hine died in poverty but his photos live on as a reminder of the horrors of child labor and, frankly, the dangers to all workers found in Industrial Age workplaces.
understanding the context of the exam process these kids have to go through is something i never considered but is obviously of great importance.
As many as 1.12 lakh class X, XII students will appear in the examination at 159 centers in the state capital. Out of these, 59,254 (30,368 boys and 28,886 girls) are in class X while 53,346 (26,960 boys and 26,386 girls) will appear for class XII exams. In UP, 39.93 lakh and 31.27 lakh candidates will appear for class X and class XII exams, respectively.
Till late Sunday, many invigilators of self-finance schools struggled to get their identity cards. In some centres, the number of question papers was not adequate because of increase in number of students at the eleventh hour. Errors in the admit cards surfaced as usual. In some, the candidate’s name was written in front of father’s name, in others, the subjects were mentioned wrongly. Many admit cards were of students who failed the class IX exams.
Exam centers where students will appear were in poor shape. Some lacked furniture, while others faced the problem of drinking water and toilets. Providing uninterrupted power supply during the two shifts of examinations at all centres posed a biggest challenge for the board.
This year, 4,000 invigilators (in Lucnow) have been appointed by the board for smooth conduct of exams. Last year, this number was 5,000. While in government and government-aided schools, there are enough invigilators, self-finance centres have their own teachers as invigilators. The board has asked around 1,200 primary teachers to act as invigilators in self-finance centres. “Teachers fear to carry out invigilation duty in self-finance centres because of the terror of education-mafias who encourage cheating.