Progress Report Working with parents and the wider community to help child labourers access education August 2008 - May 2009

1. To directly help 100 out of school children to access education by providing an intensive educational bridge course that will enable them to be enrolled in the mainstream school system. Children aged 9 - 14 working as labourers or those in 'at risk' categories are the primary target.
2. To raise awareness within the community about the importance and value of educating all children.
   
   

1. 93 children, 45 girls and 46 boys, were enrolled in the project this year, 61% were mainstreamed into the national education system within a twelve-month period. The remainder have either migrated from the project area, dropped out due to irregular attendance or require further support before being integrated.
2. Enrolment drive, monthly parents' meetings, mainstreaming workshop for parents and street dramas on social issues at major cultural events such as the celebrations for Children's Day undertaken. These activities have improved awareness amongst parents, local community leaders, teachers and employers about the value of education for all children.

Bridge Course - The two camps ran for 8-9 hours a day, five days a week. Using CINIs specially developed Accelerated Bridge Course, the children were given intensive educational support to bring them up to the level necessary for them to be integrated into age appropriate classes. Progress was reinforced through regular revision and testing throughout the year. Nutrition - Children were fed two nutritious meals every day, this improved their health and alertness for classes and largely offset the income received from their work in the rubbish dump or tanneries Recreation - Enthusiasm for education and creativity were encouraged through regular recreational activities, this year the children also enjoyed a trip to an alternative energy theme park where they learned about solar energy. Child rights and life skills training – individual and group workshops were done on child rights and duties and on vital life-skills. Support for children with learning difficulties - Volunteers known as Shishumitas provided one-to-one support for slow-learners or those with learning difficulties. The children also saw a commercially popular film about a child with dyslexia whose hidden talents are finally shared with the world when a new teacher gives him the support he needs.

Our education camps provided improved opportunities and a chance for the children to enjoy their childhood

Children at the camp receive CINI’s special bridge course

Coaching centre activities completed Children mainstreamed in previous years received after school support through CINI’s coaching centres where they were able to help with homework, support in core subjects and at which volunteer teachers helped to keep them motivated about the value of getting an education. The Shishumitas also visited the children’s schools to meet with their teachers and discuss how they are settling in. The 57 children mainstreamed in the 2008/2009 academic year were each linked up by the Shishumitas to coaching centres through which they will be able to receive support over the coming year. Work to improve direct enrolment into local schools In Tijala, CINI made facilities at the education camp available in support of a government scheme to boost direct enrolment into government school aged 5-6. CINI provided pre-school support for these children including training on reading, writing and basic sums and rhymes. Lots of games were played to improve hand-eye coordination and crucially this pre-school support helped the children get into the habit of going to ‘school’ – making the process of starting school less difficult, and meaning they don’t start school with learning skills a year or more behind their more privileged peers

Parents Meetings - Parents were briefed on their children's progress in monthly meetings held at the centres. These were also used to encourage involvement in their children's education and to stress the importance of regular attendance and punctuality.

Mainstreaming Workshop - Again this year we ran our mainstreaming workshop which has proved hugely successful in empowering parents to promote their children's education themselves. All elements of the mainstreaming process are discussed from the school application forms to the government or community assistance available to cover the hidden costs of education e.g. uniforms and books

Celebrations - of the children celebrated national holidays such as national children's day and a special camp closing ceremony where the children exhibited their talents in music, drama, art and poetry - some of which focused on raising awareness of social issues in their communities.

Sports events - sporting events were organised in both Tijala and Khanaberia, with the support of community leaders and the school authorities. Between the various races and competitions, speakers talked about health issues, cleanliness, the dangers posed to children by child labour and the fact that recruiting child labourers is a punishable offence

Community contributions received

Project costs were partly meet by the parents, the local community and government initiatives ensuring that the project can continue to be run at a very low cost. For instance, both space and electricity costs are met by the local community and parents. We are hoping to increase the level of this community responsibility in the future.

Challenges and Lessons

1. This year a particularly difficult decision was made regarding the Tiljala camp. Previous problems of family migration were heavily exacerbated this year by the eviction of a large portion of the local population from an encroached area. This mass migration prevented many children from continuing at the camps and from subsequently being mainstreamed. Of all non-mainstreamed children across the project 73% were from this location. As a result of this the Tiljala camp will not be run next year and CINI will operate a new camp in the district of Benia Pukur. Despite the problems of migratory families, CINI’s work in Tijala has meant that there are far fewer children in employment and there has been a community wide increase in the perceived value of education. There are now more child labourers in the Benia Pukur catchment area and public support for a camp in this area is such that we believe the new education camp will have excellent outcomes for the children.
   
   
2. There is a lack of schools in both of these areas while low teaching quality also means that mainstreamed children are at a higher risk of falling back out of the education system. CINI provided additional training to government teachers on addressing the needs of children from disadvantaged backgrounds. CINI will continue to raise awareness of shortcomings in the availability of suitable places and work with the relevant authorities to solve these problems.

Children excited about starting education at the camp opening ceremony

Sujan's journey - from rubbish dump to classroom

Sujan Bose, aged 9, lives in Khanaberia near a rubbish dump on the outskirts of Kolkata. He used to work alongside his mother as a rag picker, working in unhygienic conditions sorting through rubbish. In June 2008 he began attending CINI’s education camp. The community teacher at the camp noticed that he was unable to read or write properly. He was confused with the letters of the alphabet and often wrote them the wrong way round. It became clear that Sujan had dyslexia. Within about six weeks, with intensive support from his teacher, he was able to identify letters and gradually improved. After doing much better in his studies, he gained confidence, began to take a greater interest in doing his homework, and started to make an effort to come to classes neat and tidy.

Sujan, pleased to be going to school rather than to work as a rag picker

Sujan enjoying a maths class at the CINI education camp

At the end of the academic year Sujan took and passed his admission tests and was accepted into a local school. He is now looking forward to starting at school, making new friends and continuing with his studies. He is no longer exposed to the daily dangers involved in sorting rubbish, though he does still help his mother carry her bags back home at the end of the working day. He has all the good qualities of a good student and it is expected that he will continue to do very well. When he is older he has said that he would like to become a teacher. Being educated, and no longer facing the health hazard posed by regularly handling rubbish, he is now on track to get skilled work when he is older, so that he can break free of the inter-generational cycle of poverty.

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archived reports of previous years available here

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