The Central Child Welfare Board and Street Child of Nepal submitted recommendations to the UN Committee on the Rights of the Child for a General Comment on children in street situations. They recommend adopting strengths-focused approaches to educational interventions that identify and develop children's capabilities. Specifically, they suggest designing flexible curricula tailored to children's interests and skills; delivering child-centered teaching through stable relationships; using participatory methods like peer education; and coordinating efforts under a uniformly strengths-focused approach. The submission is informed by consultations with organizations supporting street children in Nepal.
THE SCOCIAL INSTITUTIONS UNDER RISK : Dr.M.DOSSdoss munusamy
The Social Institutions are responsible for all kinds of developments whether good or bad in the society. Are social institutions such as Family, school, community, media, religion carrying out their intended or assigned tasks genuinely to them or not ? What shall do with our offspring for their survival? This paper may help you contemplate certain modus operandi of parents, teachers, curriculum designers, policy makers etc to redesign the system of education.
Leadership Advocacy For Early Childhood Education - ebookschoice.comnoblex1
Early childhood development and education has been a major topic of discussion and planning at all levels—federal, state, and local communities — not only because of the widespread recognition of the research base on the importance of early development to long-term schooling success, but as a critical national investment strategy for the future of the nation in the 21st Century global economy.
Source: https://ebookschoice.com/leadership-advocacy-for-early-childhood-education/
What are the key principles in developing government’s social policy for chil...inventionjournals
This paper aims to asses the key princssiples in developing government’s social policy for children. Social and economic changes have affected children so much. This often threatens the physical and personality development of children. This needs the role of government to protect children from the social changes through an appropriate policy for them. This paper focuses on the key principles required to design government’s social policy to children which are the children’s need-oriented principle, the children’s rightoriented principle and the children’s quality of life-oriented principle. This paper argues that there is no single principle the best among the others because they each have strengths and weaknesses in providing properly basis for designing government’s social policy for children. Government should combine three key principles because they are complement each other in providing basis for designing social policy for children. This study was conducted using literature review to reach its objectives. This study contributes to deeper understanding of the key principles in designing government’s social policy for children.
To Investigate the Impact of Cultural Practice and Beliefs Affecting Schools ...inventionjournals
Cultural practice such as pastoralist has hindered education for children in both early childhood development education and primary school in Darwed ward which is their legitimate right like all learners in part of world. Education nurture the children to be meaningful people of the society and regardless of their physical, intellectual social, emotional, linguistics, spiritual, economic or any other conditions including learners from arid and semi-arid land in pastoral communities. Many interventions have been made to draw attention for education for all to achieve universal education millennium development goal. The child act 2002 emphasized that every child has a fundamental right to education must be given an opportunity to achieve and maintain an acceptable level of education. School going children from all levels in pastoral communities move together with their parents from one place to another following rainfall distribution patterns and security reasons. The pastoral way of life subjected to school children affects school enrolments in both levels. This pastoral ways of life promote cultural practice which has slow down education progress and they are gender bias
Children’s Participation in Schooling and Education in Pastoralist Woredas of...QUESTJOURNAL
ABSTRACT: Pastoralists are among the marginalized groups of society who live in a marginalized environment and whose livelihood is exposed to the vagaries of climate and harsh environmental conditions. This study explores into impediments of pastoral children’s participation into schooling and education with particular emphasis on the primary school of selected Woreda, Afar Zone. To achieve this purpose, a qualitative research method was employed. Participants of the study were selected by employing purposive sampling mainly on the basis of their roles related to schooling. Seven members of parent teacher associations, 20 teachers, 4 school principals, 14 education experts and officials, a total of 45 respondents took part in the study. Data were collected through the use of different instruments: Strutted interview, focus group discussion, and document review and observation checklist. The data obtained through these data collection instruments were analysed thematically. The steps involved were organizing and preparing data for analysis, reading through all data, coding, generating a description of the settings and people and identifying categories or themes for analysis, representing descriptions and themes in the qualitative narrative and interpretation. The study identified several cultural and economic barriers such as early marriage, lack of interest for modern education, parental level of education, mobility, child labor, poverty and finance. The results also showed that existence of both supply and demand side constraints. Problem of funding, inability to attract and retain qualified teaching staff, poorly equipped schools and community perception of modern education as a threat to pastoralist way of life were the major supply related shortcomings. The demand side limitations were identified as dispersed settlement patterns, demand for child labour, bride-price and peer pressure. Mandatory seasonal mobility, frequent conflicts and conflict induced displacement were cited as the most pronounced disenabling features.Drought and harsh weather were the driving forces of mobility. Competition over water sources and pastureland coupled with border dispute and cattle raid were identified as the long standing causes of armed conflict which in turn result in school activity disruption. Thus, based on the findings, recommendation is made to planners and policymakers so as to alleviate the observed shortcomings. Improving quality of school facilities, sensitization campaign on the benefits of education, blended mode of delivery, peace dialogue to arrest recurring conflicts, self-proof of schools about their worthiness to the local community and rethinking of teacher incentive mechanisms are some of the important propositions made in view to avert the long standing legacy of educational under representation of the Afar pastoralist communities in Ethiopia.
Abstract: India is a developing country having so many challenges. One of the greatest challenges before a socialist and democratic country is the education of its disadvantaged people because in absence of education these people become a major liability on it. It cannot be over emphasised that economic development of a country depends to a large extent on the quality and level of the education of its people. Indian society has been crushed for ages socially, economically and politically only because a large proportion of its population has been the deprived of proper education since time immemorial. Mass education has ever been non-existent phenomenon in this so called highly cultured and affluent ancient country. These deprived people lived a life characterised in poverty, ignorance and superstition. They were easily deprived of the basic human rights and treated as domestic animals by the few rich and powerful men in the feudal social system.
Keywords: Academic Achievement, Deprived Children.
Title: Academic Achievement of the Deprived Children
Author: Dr. N.K Singh
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
This presentation explains education as one of the social institutions in a society. This includes the purposes and functions of education in the society.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
THE SCOCIAL INSTITUTIONS UNDER RISK : Dr.M.DOSSdoss munusamy
The Social Institutions are responsible for all kinds of developments whether good or bad in the society. Are social institutions such as Family, school, community, media, religion carrying out their intended or assigned tasks genuinely to them or not ? What shall do with our offspring for their survival? This paper may help you contemplate certain modus operandi of parents, teachers, curriculum designers, policy makers etc to redesign the system of education.
Leadership Advocacy For Early Childhood Education - ebookschoice.comnoblex1
Early childhood development and education has been a major topic of discussion and planning at all levels—federal, state, and local communities — not only because of the widespread recognition of the research base on the importance of early development to long-term schooling success, but as a critical national investment strategy for the future of the nation in the 21st Century global economy.
Source: https://ebookschoice.com/leadership-advocacy-for-early-childhood-education/
What are the key principles in developing government’s social policy for chil...inventionjournals
This paper aims to asses the key princssiples in developing government’s social policy for children. Social and economic changes have affected children so much. This often threatens the physical and personality development of children. This needs the role of government to protect children from the social changes through an appropriate policy for them. This paper focuses on the key principles required to design government’s social policy to children which are the children’s need-oriented principle, the children’s rightoriented principle and the children’s quality of life-oriented principle. This paper argues that there is no single principle the best among the others because they each have strengths and weaknesses in providing properly basis for designing government’s social policy for children. Government should combine three key principles because they are complement each other in providing basis for designing social policy for children. This study was conducted using literature review to reach its objectives. This study contributes to deeper understanding of the key principles in designing government’s social policy for children.
To Investigate the Impact of Cultural Practice and Beliefs Affecting Schools ...inventionjournals
Cultural practice such as pastoralist has hindered education for children in both early childhood development education and primary school in Darwed ward which is their legitimate right like all learners in part of world. Education nurture the children to be meaningful people of the society and regardless of their physical, intellectual social, emotional, linguistics, spiritual, economic or any other conditions including learners from arid and semi-arid land in pastoral communities. Many interventions have been made to draw attention for education for all to achieve universal education millennium development goal. The child act 2002 emphasized that every child has a fundamental right to education must be given an opportunity to achieve and maintain an acceptable level of education. School going children from all levels in pastoral communities move together with their parents from one place to another following rainfall distribution patterns and security reasons. The pastoral way of life subjected to school children affects school enrolments in both levels. This pastoral ways of life promote cultural practice which has slow down education progress and they are gender bias
Children’s Participation in Schooling and Education in Pastoralist Woredas of...QUESTJOURNAL
ABSTRACT: Pastoralists are among the marginalized groups of society who live in a marginalized environment and whose livelihood is exposed to the vagaries of climate and harsh environmental conditions. This study explores into impediments of pastoral children’s participation into schooling and education with particular emphasis on the primary school of selected Woreda, Afar Zone. To achieve this purpose, a qualitative research method was employed. Participants of the study were selected by employing purposive sampling mainly on the basis of their roles related to schooling. Seven members of parent teacher associations, 20 teachers, 4 school principals, 14 education experts and officials, a total of 45 respondents took part in the study. Data were collected through the use of different instruments: Strutted interview, focus group discussion, and document review and observation checklist. The data obtained through these data collection instruments were analysed thematically. The steps involved were organizing and preparing data for analysis, reading through all data, coding, generating a description of the settings and people and identifying categories or themes for analysis, representing descriptions and themes in the qualitative narrative and interpretation. The study identified several cultural and economic barriers such as early marriage, lack of interest for modern education, parental level of education, mobility, child labor, poverty and finance. The results also showed that existence of both supply and demand side constraints. Problem of funding, inability to attract and retain qualified teaching staff, poorly equipped schools and community perception of modern education as a threat to pastoralist way of life were the major supply related shortcomings. The demand side limitations were identified as dispersed settlement patterns, demand for child labour, bride-price and peer pressure. Mandatory seasonal mobility, frequent conflicts and conflict induced displacement were cited as the most pronounced disenabling features.Drought and harsh weather were the driving forces of mobility. Competition over water sources and pastureland coupled with border dispute and cattle raid were identified as the long standing causes of armed conflict which in turn result in school activity disruption. Thus, based on the findings, recommendation is made to planners and policymakers so as to alleviate the observed shortcomings. Improving quality of school facilities, sensitization campaign on the benefits of education, blended mode of delivery, peace dialogue to arrest recurring conflicts, self-proof of schools about their worthiness to the local community and rethinking of teacher incentive mechanisms are some of the important propositions made in view to avert the long standing legacy of educational under representation of the Afar pastoralist communities in Ethiopia.
Abstract: India is a developing country having so many challenges. One of the greatest challenges before a socialist and democratic country is the education of its disadvantaged people because in absence of education these people become a major liability on it. It cannot be over emphasised that economic development of a country depends to a large extent on the quality and level of the education of its people. Indian society has been crushed for ages socially, economically and politically only because a large proportion of its population has been the deprived of proper education since time immemorial. Mass education has ever been non-existent phenomenon in this so called highly cultured and affluent ancient country. These deprived people lived a life characterised in poverty, ignorance and superstition. They were easily deprived of the basic human rights and treated as domestic animals by the few rich and powerful men in the feudal social system.
Keywords: Academic Achievement, Deprived Children.
Title: Academic Achievement of the Deprived Children
Author: Dr. N.K Singh
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
This presentation explains education as one of the social institutions in a society. This includes the purposes and functions of education in the society.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Consultations with young people and solution providers on education, skills ,...Shravan Shetty
YuWaah! aims to enable sustained and coordinated investments to co-create solutions for learning (including alternative and flexible learning programmes), life and employability skills, career guidance and employment opportunities (including entrepreneurship). The target of the partnership is on adolescents and young people in school (25 million), out of school (20 million) and in institutions (4 million).
“What we need is to unleash the entrepreneurial spirit in India, especially encourage women entrepreneurs. Gender parity is essential for our growth” We will be supporting 500 innovation labs in the next three years, unleashing the entrepreneurial spirit of India”, said NITI Aayog CEO, Amitabh Kant.
The current workforce in India is 480 million, of whom 93 per cent (446 million) are employed in small, informal-sector enterprises. More than 60 per cent (288 million) are employed in rural India. In addition, 90 per cent of India’s workforce has received no formal skills training. In the next twenty years, India’s current population of 444 million children will enter the working age. India will have a huge task to equip these adolescents with marketable skills.
YuWaah! aims to support this massive exercise by bringing together key stakeholders to recognize, design and implement solutions to expand employment and entrepreneurship opportunities for education, skills, decent jobs and sustainable livelihoods – that are accessible to all.
“Despite significant progress for children in their first decade of life — through reduced child mortality and increased access to primary school — tens of millions of adolescents in India are not getting the support that they need through their second decade of life. And this is especially true for girls, migrants, children with disabilities, and those belonging to historically disadvantaged communities,” said Ms Fore during her interaction with young people at the consultation.
In addition to this, Ms Fore also recognized three big opportunities in India: scaling-up flexible education options; expanding social-protection programmes; and supporting young people supporting other young people.
Over 60 adolescents and young people from various parts of India, including from the most marginalized groups Dr. K.P Krishnan, Secretary, Skill Development and Entrepreneurship; Ms Rina Ray, Secretary, School Education and Literacy; Dr. Amarendra Kumar Dubey, Secretary, Ministry of Youth Affairs and Sports, along with representatives from the private sector, UN agencies and civil society organizations were present at the occasion.
The personal opinions may vary from individual to individual. But the main essence of the topic is equally significant to all individuals irrespective of their age, gender and social positions (Huggins-Hoyt, 2014). Their duty towards the society should be unbiased and should have equal social responsibility to have higher chances of progress. The newer policies and procedures should comply well with the societal needs and personal demands should be supported at large. This will increase the welfare mechanisms and the humans service career development will be widened up.
PRECEDE MANIFESTO Partnership for Reconciliation through Early Childhood Educ...Детска Амбасада Меѓаши
PRECEDE MANIFESTO Partnership for Reconciliation through Early Childhood Education and Development in Europe (PRECEDE)
Partnership for Reconciliation through Early Childhood Education and Development in Europe (PRECEDE) is a regional network of civil society organizations from seven European countries: “Early Years - the organisation for young children” from Northern Ireland, UK”; “Partnerë për Fëmijët”(Partners for Children) from Albania; “Balkan Sunflowers” from Kosovo; “The Center for Civil Initiatives”(CCI) from Croatia; “First Children’s Embassy in the World - Megjashi” from Macedonia; “Djeca prije svega” from Montenegro, and “Pomoć deci” from Serbia.
The main objective of the PRECEDE network is to strengthen the capacity of civil society organizations in the Balkan region and Europe, and to support the process of acceptance, peace-building, reconciliation, respect for diversity and unity through education in the early years.
We, as PRECEDE partners want to ensure that children receive a priority focus in the process of all public policy-making developments, at regional and national level.
Submission to the General Comment _ Central Child Welfare Board and Street Child of Nepal
1. Central Child Welfare Board and Street Child of Nepal
Submission to the General Comment on Children in Street Situations
by the UN Committee on the Rights of the Child
The Central Child Welfare Board works towards the protection and realisation of child rights in Nepal, and
coordinates a network of governmental organisations, national non-governmental organisations and international
non-governmental organisations that support street connected children. The Board is leading a campaign to
address issues concerning street connected children in the Kathmandu Valley through a coordinated and
integrated approach. Formore information, click here: http://www.ccwb.gov.np
Street Child works with the Central Child Welfare Board and its network of organisations to support and strengthen
educational interventions for children in street situations. Since 2008, Street Child has worked with children in
street situations in Sierra Leone, Liberia and Nepal towards reintroduction to education, reunification with families
and reintegration into society and has assisted more than 20 000 children to access education. For more
information, click here: http://www.street-child.co.uk.
This submission is focused on rights based, holistic strategies to support children in street situations. In particular, it
is concerned with accessible, adaptable educational interventions that fulfil the right to education proclaimed in
Article 28 of the 1948 UniversalDeclarationof HumanRightsto the 1989 ConventionontheRightsof the Child.
This submission is informed by consultations with children and staff from the following organisations leading
efforts towardschange for street children in Nepal -
Child Watabaran Centre Nepal (CWCN) is working to reintegrate and rehabilitate street children by
providingeducation, vocationaltrainingand life skills for their long-termsocial security
Child Workers in Nepal (CWIN) is working to protect the rights of the child against child labour and other
forms of exploitation
SathSath assists children and youth to develop the capacity to improve their situation and expand their life
choices
Voice of Children (VOC) works to rescue, rehabilitate, and reintegrate children into their families and
communitiesby improvingtheir life skills andcapacity for self-sustainability
GeneralComments
The Central Child Welfare Board and Street Child applaud the efforts of the Committee on the Rights of the Child to
offer guidance on children in street situations.
Article 29 of the Convention on the Rights of the Child acknowledges that education should develop each child’s
abilities to the fullest. General Comment No.5 illustrates this as a ‘holistic concept, embracing the child’s physical,
mental, spiritual, moral, psychological and social development’ and further asserts that ‘implementation measures
should be aimed at achieving the optimal development of all children’1
. Whilst there are a range of educational
interventions for street children, these are varied in scope, scale and outcome. Thus, a General Comment on street
1
Committee on the Rights of the Child, General Comment No. 5, General measures of implementation of the
Conventiononthe Rightsof the Child (arts. 4, 42 and44, para. 6), U.N. Doc. CRC/GC/2003/5 (2003).
2. 2
connected children stands to offer states and their partners a framework for coordinated and integrated
interventions thatcan enhance the impact of their efforts.
Adoptionof strengthsfocused approachestochildren in street situations
Interventions for children in street situations have tended to adopt correctional approaches, stressing problems,
vulnerabilities, and deficits, and resulting in interventions that have been clinical or reactive to the social forces
which force children to take to the streets. The Central Child Welfare Board and Street Child believe that
interventions should be informed instead by strengths focused approaches, a positive psychology perspective that
emphasises the capabilities and resources of children, leverages their strengths and develops these to their
potential2
.
Children in street situations often haveunique knowledge, skills anddispositionsrequiredfor survivalin insecure
anduncertain environments. Consultationsshowthatthesechildren exhibit strongself-sufficiency, ability to
overcomeadversity and resilience and grit beyondtheir years. Their greatest challenges often arise from
destructivestereotypesand appallingtreatment by authoritiesand communities, which threatentheir rights and
realisation of their potentialand force them to the fringes of society.
“Empathy is the most important thing lacking in the streets, in society, in people. When people just see their
present behaviour and accuse them and don’t know how they got there. When people see the positive, that is
the turningpoint.”
- Anita Prajapati (Psycho-SocialCounsellor, Voice of Children) on the need for positive perspectives
Educational interventions for children in street situations are critical in identifying and extending their strengths,
and in inculcating the habits and routines required for them to leverage these in stable home and school
environments. These interventions see each child as a rights holder and are child-centred, participatory and
empowering in nature.
“The kids are very street smart. They havestrongcommunicationskills. And they’realso muchmore mature. But
how to live in a roomis the biggest challenge – they’venever hadto do it before. It’sa socialization process.”
- Biso Bajracharya(Executive Director, SathSath)on the strengthsof street connected children
Recommendations
1. Design of a flexible, individualisedcurriculum asan avenue tomainstream schooling
Whilst conventional schools may lack the capacity to cater to street connected children initially, states must
transition them into a satellite system of small learning spaces that encourage confidence, esteem and ‘a lifelong
project that comes from within the individual’ (World Bank 2008) founded in acquired knowledge, skills, and
relationships, rather thanfrom insecurity and uncertainty.
This requires an agile curriculum that recognises the life and survival skills that they already have and their
connection to the national standards set by each state. It must be appropriately tailored to their interests and
preferences, and critically, must allow for learning through play, an essential element of early childhood
developmentoften denied to street connected children.
2
Lopez, Shane andMichelle C. Louis, "The Principles of Strength-Based Education," Journal of College & Character
(2009):1-6.
3. 3
2. Delivery of a strengthsfocusedteaching and learning approach groundinginstable relationships
States must train and support educators to adopt authentic, relevant and meaningful teaching and learning
practices that are child centred, and see the educator and the children working together to understand the world
around them.
Core to this approach is a grounding in strong, stable relationships between educators and children, as ‘human
relationships are the heart of schooling. The interactions that take place between students and teachers and
among students are more central to student success than any method of teaching literacy, or science, or math’3
.
Powerful relationships in turn transcend restrictive social structures and create conditions and opportunities for
children to identify and grow their strengthsandcapabilities.
“They treat youmore like a brotherand sister, rather thanteacher andstudent.”
- Anil, 15 on his relationshipswith teachers (Child WatabaranCentre Nepal)
States must also train and support educators to adopt differentiated and multigrade approaches for street
connected children who have grown and developed at varying paces. Whilst traditional schooling prepares children
for the real world, street connected children have already developed skills for survival; educators must therefore
encourage children to bring their prior knowledge and perceptions to the learning space, and work with them to
identify, interpret and extend these.
“The teachers push for you to understand the material, regardless of completing your homework. In formal
education, youget punishedfor not doingyourhomework.”
- Corong, 16 on the teaching and learning approach (Child WatabaranCentre Nepal)
3. Developmentof participatory approachesto implement educationalinterventions
States must promote participation, which is at the heart of a strengths focused approach. Successful peer
education models recognise and leverage the maturity, experience and role modelling offered by children formerly
from street situationsto supporttheirpeers.
“Our peer educators have a street background and act as a role model for other street children. They take pride
in helping others, andwhen they are appreciatedand recognized, they are so happy.”
- SumnimaTuladhar(Executive Director, CWIN)on participationthroughpeer education
States must also encourage participation and support from former and current street children and solicit their
ideas and opinions to inform policies, plans and interventions designed for them. Encouraging participation is a
critical step in preventing reintegrated children from returning to the street by offering them a social network,
emphasisingtheir worth andcontributiontosociety and strengtheningtheir senseof civic senseand identity.
“The facilitator is also a street child. They meet once a month and can provide emotional support or help each
other find new places tolive. The peer education program allows the children to still be family for each other.”
- RanjanaSharma (Executive Director, CWCN)on social networksfor formerly street connected children
3
Cummins, Jim, "Negotiating Intercultural Identities in the Multilingual Classroom," CATESOL Journal 12.1 (2000):
3.
4. 4
4. Coordinationof a UniformStrengths FocusedApproach
States play a critical role in creating a uniformly strengths focused approach amongst the actors who interface with
the lives of children in street situations and should ensure that all actors have the means and capacity for
implementation.
States must be closely involved in conceptualising the changes required to adopt a strengths focused approach and
must provide resources and support for governmental and non-governmental organisations to design curriculum,
deliver teaching and learning and develop opportunities for participation for street connected children. This stands
to optimise the impact of a strengths focus, andmaintains accountability and transparency for protecting the rights
of a child at all levels.
Conclusion
The Central Child Welfare Board and Street Child commend the Committee on the preparation of this General
Comment, and looks forward to its implementation. We would be pleased to respond to any questions or
commentsonthis submission, andtoprovideadditionalinformationto the Committee upon request.