Taking Occupational Health to the Unorganized Sector- Challenges and Opportun...Dr Rajiv Kumar Jain
Occupational Health and Safety cover for the unorganized sector can well be said as nonexistent.
Of the total employed population in the country during 2007 about 17 per cent was in the organized sector and 83 per cent is in the unorganized sector.
As per the International Labour Organisation (ILO) estimates, nearly 2 lakh workers die annually and about 1200 lakh are injured. Nearly 50 percent of these deaths and injuries occur in developing countries.
As far as occupational diseases are concerned, the absence of any national level statistics is partially compensated with independent studies reporting existence of many occupational diseases.
The overwhelming target population to be covered in the unorganised sector for the improvement of the safety and health status is a Herculean task to be achieved in a vast country like India. special cell with executive power attached to a government department in the Ministry need to be formed and this could be part of the proposed National Board of Occupational Safety and Health. In fact, the Board will be formed under a Government Legislation on Occupational Safety and Health (Safety and Health at Work Act), which the government is proposing to enact. This Board will be an apex body at national level to deal with matters connected with OSH issues of workers in all
sectors or economy and will assist the Government of India in the implementation of the National Policy on Occupational Safety and Health.
The presentation tried to cover in brief the various Social Welfare Programmes existing India that in one way or the other also affects the health of the individual or a community.
Taking Occupational Health to the Unorganized Sector- Challenges and Opportun...Dr Rajiv Kumar Jain
Occupational Health and Safety cover for the unorganized sector can well be said as nonexistent.
Of the total employed population in the country during 2007 about 17 per cent was in the organized sector and 83 per cent is in the unorganized sector.
As per the International Labour Organisation (ILO) estimates, nearly 2 lakh workers die annually and about 1200 lakh are injured. Nearly 50 percent of these deaths and injuries occur in developing countries.
As far as occupational diseases are concerned, the absence of any national level statistics is partially compensated with independent studies reporting existence of many occupational diseases.
The overwhelming target population to be covered in the unorganised sector for the improvement of the safety and health status is a Herculean task to be achieved in a vast country like India. special cell with executive power attached to a government department in the Ministry need to be formed and this could be part of the proposed National Board of Occupational Safety and Health. In fact, the Board will be formed under a Government Legislation on Occupational Safety and Health (Safety and Health at Work Act), which the government is proposing to enact. This Board will be an apex body at national level to deal with matters connected with OSH issues of workers in all
sectors or economy and will assist the Government of India in the implementation of the National Policy on Occupational Safety and Health.
The presentation tried to cover in brief the various Social Welfare Programmes existing India that in one way or the other also affects the health of the individual or a community.
Manovikas Charitable Society' is one of ISO 9001:2008 India's civil society organisation working with people with intellectual and developmental disabilities which is registered under the various Acts:
An Annual Report is for ensuring transparency in operations, presenting a round-up of all the activities of the year, to spread cheer and goodwill about a job well done but most of all for creating awareness about inclusion and the disability fi eld. It is thus very appropriate that it is being released at the Grand Finale of the remarkable initiative of the Department for Empowerment of Persons with Disabilities to use performing arts as a means to spread awareness about inclusion in civil society.
History of Indian Education System
India has a rich history of academia and the formal dissemination of education. We are aware of the Gurukuls of ancient India, where pupils were taught several subjects that prepared them for survival in the world. Since then, the subcontinent's cultural climate has massively shaped how the youth are instructed about the ways of the world and how they contribute to it. The following text systematically examines this progression.
The Upanishads and Dharanshastras can be used to trace the origins of education in ancient India. The idea of Gurukulas is the most significant gift of the old Indian educational system. Unfortunately, the Gurukula educational system is unquestionably declining despite numerous initiatives to Indianize our education via organizations like Vishwa Bharti University, Sri Aurobindo University, Jarnia Millia International, Vidya Bhawan, and Banasthatividyapith, to mention just a few. Candidates from all over the world flocked to ancient Indian institutions like Takshashila and Nalanda, which were renowned for the calibre of their education.
While the British promoted education in India for purely selfish reasons, credit must be given to them for establishing the superior western educational system, which is unquestionably responsible for the current Indian educational system. Though it remains an ideal that has not been completely achieved, the Indian Constitution after Independence provided particular provisions for the promotion of education at different levels through the achievement of universal and compulsory schooling. The Indian government appointed numerous consultants to evaluate the Indian educational system at various stages and times. The Indian government did everything it could to promote education. The nation has unquestionably made significant progress in all areas of education, but we were never able to reach the magnificent ideal of universal kindergarten education or total literacy.
Vedic Spiritual Beginnings
Education in ancient India was closely tied to religious and spiritual practices and was primarily the domain of religious teachers and scholars. Education in ancient India was focused on the study of scriptures and the development of spiritual knowledge and wisdom. It was largely centered around religious institutions such as temples, monasteries, and ashrams. In ancient India, education was largely an oral tradition, with knowledge being passed down through generations of teachers and students. Students typically begin their education at a young age and study under a guru or spiritual teacher for many years. The education system in ancient India was highly hierarchical, with the guru at the top and the students at the bottom. The curriculum in ancient India was largely focused on studying scriptures and spiritual texts, such as the Vedas, the Upanishads, and the Bhagavad Gita. Students would also study subjects such as Sanskrit, grammar, logic, and ethics. Education
The idea of establishing a Textile Institute of world fame was conceived by a group of visionary industrialists in 1954. To realize this idea the Government of Punjab joined hands with the leading textile industrialists to form an Institute of Textile Technology in Faisalabad (then Lyallpur) and provided sixty-two acres of state owned land free of cost. Kohinoor Industries, Colony Textile Mills, Dawood Foundation and Lyallpur Cotton Mills provided funds to the tune of Rs.2.5 Millions, which were utilized for the construction of building and provision of other infrastructure. The Government of U.K. provided the bulk of equipment and machinery, along with the services of experts under Colombo Plan. Field Marshall Muhammad Ayub Khan, the then President of Pakistan, laid the foundation stone of the Institute, on the 12th of October 1959.
A Board of Trustees, with the Minister of Industries as chairman and nominees of the donor companies as members was constituted to manage the affairs of the Institute. In order to meet the recurring expenses of the Institute a Cess was levied by the government on the Textile industry of Pakistan. Later, in 1965, the Institute was granted affiliation by the University of Engineering & Technology, Lahore, and it was renamed as “National College of Textile Engineering”. The first batch of graduate engineers was passed out in 1966. In 1973 the administrative control of the Institute was transferred to Federal Government and it was renamed as “National College of Textile Engineering”.
In 1992, the college received a comprehensive assistance worth 650 million yen from the Japanese Government, through JICA program, in the form of latest machinery and equipment for all the departments of the Institution. The college was upgraded as National Textile University on 15 November 2002 through promulgation of Ordinance No. CXXIV of 2002 by the President of Islamic Republic of Pakistan.
Ever since its inception National Textile University has been the premier Institute of textile education in the country, meeting the technical and managerial human resource needs of almost entire textile industry of Pakistan. It always retained a close relationship with the industry and industrialists
Manovikas Charitable Society' is one of ISO 9001:2008 India's civil society organisation working with people with intellectual and developmental disabilities which is registered under the various Acts:
An Annual Report is for ensuring transparency in operations, presenting a round-up of all the activities of the year, to spread cheer and goodwill about a job well done but most of all for creating awareness about inclusion and the disability fi eld. It is thus very appropriate that it is being released at the Grand Finale of the remarkable initiative of the Department for Empowerment of Persons with Disabilities to use performing arts as a means to spread awareness about inclusion in civil society.
History of Indian Education System
India has a rich history of academia and the formal dissemination of education. We are aware of the Gurukuls of ancient India, where pupils were taught several subjects that prepared them for survival in the world. Since then, the subcontinent's cultural climate has massively shaped how the youth are instructed about the ways of the world and how they contribute to it. The following text systematically examines this progression.
The Upanishads and Dharanshastras can be used to trace the origins of education in ancient India. The idea of Gurukulas is the most significant gift of the old Indian educational system. Unfortunately, the Gurukula educational system is unquestionably declining despite numerous initiatives to Indianize our education via organizations like Vishwa Bharti University, Sri Aurobindo University, Jarnia Millia International, Vidya Bhawan, and Banasthatividyapith, to mention just a few. Candidates from all over the world flocked to ancient Indian institutions like Takshashila and Nalanda, which were renowned for the calibre of their education.
While the British promoted education in India for purely selfish reasons, credit must be given to them for establishing the superior western educational system, which is unquestionably responsible for the current Indian educational system. Though it remains an ideal that has not been completely achieved, the Indian Constitution after Independence provided particular provisions for the promotion of education at different levels through the achievement of universal and compulsory schooling. The Indian government appointed numerous consultants to evaluate the Indian educational system at various stages and times. The Indian government did everything it could to promote education. The nation has unquestionably made significant progress in all areas of education, but we were never able to reach the magnificent ideal of universal kindergarten education or total literacy.
Vedic Spiritual Beginnings
Education in ancient India was closely tied to religious and spiritual practices and was primarily the domain of religious teachers and scholars. Education in ancient India was focused on the study of scriptures and the development of spiritual knowledge and wisdom. It was largely centered around religious institutions such as temples, monasteries, and ashrams. In ancient India, education was largely an oral tradition, with knowledge being passed down through generations of teachers and students. Students typically begin their education at a young age and study under a guru or spiritual teacher for many years. The education system in ancient India was highly hierarchical, with the guru at the top and the students at the bottom. The curriculum in ancient India was largely focused on studying scriptures and spiritual texts, such as the Vedas, the Upanishads, and the Bhagavad Gita. Students would also study subjects such as Sanskrit, grammar, logic, and ethics. Education
The idea of establishing a Textile Institute of world fame was conceived by a group of visionary industrialists in 1954. To realize this idea the Government of Punjab joined hands with the leading textile industrialists to form an Institute of Textile Technology in Faisalabad (then Lyallpur) and provided sixty-two acres of state owned land free of cost. Kohinoor Industries, Colony Textile Mills, Dawood Foundation and Lyallpur Cotton Mills provided funds to the tune of Rs.2.5 Millions, which were utilized for the construction of building and provision of other infrastructure. The Government of U.K. provided the bulk of equipment and machinery, along with the services of experts under Colombo Plan. Field Marshall Muhammad Ayub Khan, the then President of Pakistan, laid the foundation stone of the Institute, on the 12th of October 1959.
A Board of Trustees, with the Minister of Industries as chairman and nominees of the donor companies as members was constituted to manage the affairs of the Institute. In order to meet the recurring expenses of the Institute a Cess was levied by the government on the Textile industry of Pakistan. Later, in 1965, the Institute was granted affiliation by the University of Engineering & Technology, Lahore, and it was renamed as “National College of Textile Engineering”. The first batch of graduate engineers was passed out in 1966. In 1973 the administrative control of the Institute was transferred to Federal Government and it was renamed as “National College of Textile Engineering”.
In 1992, the college received a comprehensive assistance worth 650 million yen from the Japanese Government, through JICA program, in the form of latest machinery and equipment for all the departments of the Institution. The college was upgraded as National Textile University on 15 November 2002 through promulgation of Ordinance No. CXXIV of 2002 by the President of Islamic Republic of Pakistan.
Ever since its inception National Textile University has been the premier Institute of textile education in the country, meeting the technical and managerial human resource needs of almost entire textile industry of Pakistan. It always retained a close relationship with the industry and industrialists
Similar to UCEP Bangladesh's Contribution on non-formal education in bangladesh (20)
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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3. Founding Chairperson
Mr. Mustafizur Rahman
Siddiqi
First Chairperson
Working Period: May, 1988 – October,
1990
Former Member of Parliament
Remarkable Contribution: Paid 2 months
expenses of UCEP Bangladesh
4. Established by Mr. Lindsay Allan Cheyne, in
1972.
Empowering the underprivileged with skills
& education.
A non-profit and non-governmental
organization.
Provides second chance education to out-of-
school children.
Provides decent Work to youth & adults
through Technical Vocational Education &
Underprivileged Children’s Educa
Programs (UCEP) Bangladesh
5. Special focus on social inclusion,
therefore gives priority to females,
children & youth from poor and
underprivileged families.
Works to bring more children and youth,
who have dropped out of school, back to
general and technical Education.
Ran a campaign “Leave No One Behind”.
Underprivileged children & youth fulfill
their dream to learn and earn.
6. Present UCEP Bangladesh
UCEP Bangladesh is governed by the
UCEP Bangladesh Association.
Comprising of 43 voluntary members
of whom 7 are elected to serve as the
Board of Governors (BoG) for a 2
years’ term.
Management is led by the Executive
Director (ED) and a Senior Management
Team (SMT), supported by Regional
Management Team (RMT).
7. Vision
UCEPBangladesh envisions aninclusive society
whereskills of people and institutions are
proactively contributing to the wellbeing and
sustainable development of the country.
Mission
UCEPBangladesh plays a lead role, collaborating with
stakeholders, in employmentcreation and enhancementof
productivity through skilled humanresources, enabling them to
live with dignityand respect, adapting with thechanging context.
8. Milestones of UCEP Bangladesh
1972
Established UCEP
Bangladesh
1973
First school
1980
General Schools
1981
UCEP Khulna
1983
Technical School
1985
Integrated
General &
Vocational
Schools
1988
Transformed into
a National NGO
1992
Chattogram
Technical School
1993
20th Anniversary
2009
Jatrabari School
2012
ISO 9001:2008
2019
Registered Under
NSDA
9. Coverage Area of UCEP Bangladesh
Provide Education for
35000
Students annually in 8 districts across
Bangladesh
32
General
Schools
10
Technical
Schools
17
Technical
Outreach
Centers
10. UCEP Khulna
Established in 1982 initially with
two General Schools.
Location: 7 Junction Road, Baikali,
Khulna.
UCEP Mohsin Khulna Technical School
was established in 1993.
At present;
• 05 General Schools
• 02 Technical Schools
• 01 Outreach center in Barishal
under Khulna region.
11. General Education
Schools with flexible shifts to
the children.
20,000 student enrollments per
year.
UCEP follows the GoB’s textbook
and curriculum.
The schools are equipped with
necessary physical facilities along
with qualified and competent
teachers to deliver quality
education.
UCEP Bangladesh schools have ICT
centers for all of their students.
12. TVET & Skills Development
Provide training which leads to
productivity.
Follow the Life-Long-Learning
approach.
Formal Skills Training.
SSC- Vocational Program for Grade 8
completers.
Level – IV Training for the trainer and
assessor.
Offers an integrated approach to equip
the learner with the required technical
13. Educational Institutions
UCEP Institute of
Science & Technology
(UIST)
AK Khan UCEP
Polytechnic Institute
(AKKUPPI)
Shaheed Khalek UCEP
Textile Institute
(SKUTI)
14. It ensures equal access to all its services
regardless of gender, race, physical or
social obstacles.
51% students are female.
10% are People with Disabilities (PWD).
And 2% are marginalized groups,
contributing to the National Goal of
Ensuring Inclusion.
Social Inclusion and Women
Empowerment
15. Child & Woman Rights Advocacy and Social Inclusion (CWRA & SI) component
was formed in 2014.
The main objective of the CWRA team is to ensure gender parity and
inclusiveness for the girls, Persons with Disabilities (PWDs), ethnic
minorities and other disadvantaged groups.
Establish safe and secured environment across the organization and support
gender and disability-friendly learning environments.
Child & Woman Rights Advocacy a
Social Inclusion (CWRA & SI)