Fwd: [se-ed] QUERY: Status and Challenges of Educating Children in Urban Slums - Experiences; Examples. Reply by 4 March 2010

---------- Forwarded message ----------
From: Suman Swarup <swarupsuman@hotmail.com>
Date: Fri, Feb 26, 2010 at 11:31 AM
Subject: Re: [se-ed] QUERY: Status and Challenges of Educating Children in Urban Slums - Experiences; Examples. Reply by 4 March 2010
To: Education Community <se-ed@solutionexchange-un.net.in>

Dear Friends,

What distinguishes slum children from others is financial deprivation and lack of support from parents. This manifests itself in reluctance of parents to send the children to school as they are contributing to the family income as earners and looking after the siblings, especially the girl child who is also doing the housework, and the cost involved in travelling to school and attending classes.

Parents are also reluctant as the children who have passed primary or secondary school do not find better employment opportunities and perforce take up the same low level employment that their parents found as illiterates. The problem of school drop outs and primary school educated youth who turn to criminal activities in frustration is huge.

To overcome these challenges, it is suggested that:

• Schools be set up in the slum itself or close to the slums
• The timings be adjusted to suit the working hours of the majority of the parents in the slum
• For providing the midday meal the women in the slum be involved
• Teaching of some skills relevant for better employment opportunities be made an essential part of the curricula
• Teaching of English be made essential from class I itself to prepare such children for better quality employment and higher education. It is their inability to communicate in English which becomes a big handicap later.

In Delhi most of the slums were provided a basti vikas kendra  or a community centre which was not only used for community activities but was partly leased out to NGO'S and others willing to run schools , crèches, skill training classes for the slums .

Regards,

Suman Swarup,

Independent Consultant,

Delhi

---

Moderator's Note: Dear Members, we are posting this query to understand the status and challenges in education of Urban deprived children. With the ever growing urban population and the emergence of urban slums in a more rapid manner than ever before as a result of increasing migrant population, the challenges of offering the basic essential services has become huge. Education is of course one of the important essential service to be provided to all children irrespective of their place of residence. It is a major agenda for planners, policy makers, implementers and larger civil society. This query is intended to add to the knowledge base required to plan for effective educational interventions for children living in urban slums.

Amongst you, quite a few members and their organizations are working towards this goal. We would like to hear from you. Do share with us your experiences of work in this field and the challenges you are faced with. Strategisation of the education of urban deprived children is bound to get the priority in the coming years as there is no escape to the fact that they exist in huge numbers around us.

We look forward to your active participation in response to this query. The last date of the current discussions on " replicating innovative experiences in India to implement RTE" has also been extended till 10^th, therefore till 10^th both these queries will run simultaneously and we are sure, on both the issues our members' have lot to offer.

Shubhangi

---

Dear Members,

I work with Katha, a nonprofit organization that works for education of children living in urban poverty. We run 96 schools in slum communities and work with the government to bring the joy of reading to more than 200,000 children and bring communities into safeguarding child interest's vis-à-vis quality education and preventing dropping out etc.

Today, we help bring positive change into the lives of children and their mothers, living in 72 slum and street communities across Delhi; and in the tribal villages of Arunachal Pradesh. As a result, 52,242 children have come into the fold of sustainable education through Katha Schools and 39,846 children have been weaned away from labor into quality education.

A 2008 sampling of salaries show 430 Katha alumni earned a total of Rs. 42 million (their family incomes were Rs. 600-800/month in 1990, according to a government survey).

Since last year, at the invitation of the Delhi Government, we have been working in a 100 schools, helping students gain reading skills for fun and for better grade level academic performance.

Over the last many years we have realized that sharing best practices will make the work of nonprofits and people in the voluntary sector better and more effective. Katha shares its own practices through capacity building workshops, thus avoiding too much time being spent on reinventing every single wheel that turns our commitment to children and communities and curriculum. But many questions do constantly come to mind:

Hence, I request members of the Education Community to share their thoughts and experiences on the following:

• What is the current scenario of education for urban disadvantaged children especially living in slums?
• What are the measures have been adopted by government to prevent children living in urban areas or who are disadvantaged from dropping out of school?
• What do you fee the role of civil society organizations (CSO) and non-governmental organizations (NGOs) should be in preventing children living in urban slums from dropping? Please also share any successful experiences from CSOs and NGOs.

Also, we are looking for evidence/documentation showing a clear co-relation between increased income of urban poor families and education of their children?

Your examples and experiences will help us in developing our strategies further in relation to sustainable education of urban slum children. It will also better understand the kind of work, which can be undertaken to ensure that children living in urban slums receive education that empowers them and gives them skills for future employment after they complete their studies in enter in labor market . 

We thank you in advance for supporting our research and action on child education and urban poverty reduction.

Regards,

Amita Tandon

Katha

New Delhi

--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com

Fwd: [se-ed] DISCUSSION: Strategies to Increase Focus on EarlyChildhoodCare and Development. Reply by 12 March 2010

---------- Forwarded message ----------
From: Kanav Hasija <kanav.hasija@gmail.com>
Date: Fri, Feb 26, 2010 at 10:38 AM
Subject: Re: [se-ed] DISCUSSION: Strategies to Increase Focus on EarlyChildhoodCare and Development. Reply by 12 March 2010
To: Education Community <se-ed@solutionexchange-un.net.in>

Moderator's Note: Dear Members, here is the response from Kanav Hasija on the discussion issue, we posted yesterday evening on early childhood care and development. We look forward to very rich discussion among members on the subject. As you would know, there is another query running simultaneously on education of urban slum children. Until 4th March, that query would also remain open for members to share their responses.

---

Hello All,

First of all I would like to quote that percentage of gross domestic product (GDP) to education expenditure has not increased considerably in the past even after the enactment of 'Education for All'.

If one reads the schedule A of 'Right of children to free & compulsory education act', you will notice that the schools are not uniform and have segregations like alternative schools, EGS centres etc. There is no uniformity and universalization of Elementary Education (UEE).

My suggestions would be:

• Education Expenditure - RTI needs to filed on government expenditure on education to figure out the financial condition and policies to be made as govt. claims that they don't have enough funds for right to education for children below 6 years of age.
• Two needs, One Act - It is true that children from age 2 or 3 - 6 years must be given right to education with nutrition and environmental support. Though a research needs to be done on the needs of children from age 3-6 and children from age 6-14. The needs seems to be different and government can cut upon some expenses in different need structure. Example if government bears Rs. 1000 annually on a child from age 6-14 years, government might spend Rs. 400 annually for a child from age 3-6 years.

Though, two acts need not be made for separate age groups. Two clauses with different responsibilities of the organizations can be included in the same act. Two acts will lead to more loopholes, improper implementation and less co-ordination between the two.

• Uniformity- There need to uniformity in the education system especially for the first age (3-6 years) as building blocks for all must be same. India agreed on UEE in Jomtien & Dakar and must follow on the same lines.

 

Thanks & Regards

Kanav Hasija

Kharagpur Consulting Group

Indian Institute of Technology, Kharagpur

---

Moderator's Note: Dear Members, after a long time, we are happy to initiate a discussion on Early Childhood Care and Education for members' advice. As all of us would agree, this issue is of significance, given the importance of 0-6 years, in a persons' life. The kind of developmental and early learning opportunities as well as nutrition and health inputs a child is able to receive at this age, has a lot of bearing on her future.  

We are happy to announce that Venita Kaul, a known specialist in the area of Early Childhood Care and Development has agreed to be the Guest Moderator for this discussion. Venita Kaul recently retired as Senior Education Specialist from World Bank, India office and has written extensively on the educational and developmental needs of this age group. Even after her retirement from the World Bank, her focus is maintained on ECCD. We are sure members would be forthcoming in sharing their advice and suggestions for better strategization of ECCD in the country.

We look forward to your active participation.  

Shubhangi

---

Dear Members, 

I work for Center for Early Childhood Education and Development (CECED), which is located in Ambedkar University Delhi (AUD). CECED's mission is to contribute to the national goals of social justice and equity by advocating for and promoting every child's right to a sound foundation for life, through contextually appropriate and inclusive ECED and to place ECED in the forefront of policy formulation and effective programme implementation.

After a long battle, education has become the fundamental right for children in the age group of 6-14 years. However, the Right to Education Act has left out the very important age group of children below 6 years. The reason given is the fact that 86^th Constitutional Amendment and its Article 21A through which right to education was accepted as a fundamental right, talks about children between the age group of 6-14 only.

Therefore, the Act clearly excludes and thus violates the right of the 0-6 and 14 to 18 year old children. As a Bill flowing out of the Amendment, it is clear that the Bill can not go beyond Article 21A, which makes it imperative that the 86^th amendment must be re-amended to correct this anomaly, and when that happens, the change needs to be reflected in the corresponding Act at that point of time. 

However, this omission has resulted in the exclusion of 17 crore children of 0-6 years age group from their entitlement to education as their fundamental right, which is a major cause of concern, given that this age is now empirically established as the most important and formative stage of a person's life. Given this concern, the issue of inclusion of children below 6 years in the Right to Education bill is being raised in several forums.   

In the context of the above, we invite members to share their views on how they believe this important age group and its entitlements should be catered to.

We wish to hear your advice on the following:

• Should it be a justifiable right for only 3-6 year olds and that also to center based Early Childhood Education? Or should it be a right to a stimulating, healthy and enabling environment for all children, from birth to 6 years no matter where they are located? If it is the latter, what kind of government's commitment and public provisions would define this right operationally?
• If it should be only for 3 to 6 year olds and through a center based provision, what steps would be needed to ensure access to every child, given the wide variations in quality? If it is not conceptualized as institution/center based ECCD, but more holistically, what would be the monitoring mechanisms to ensure that every child's right to sound ECCE is fulfilled?
• Should there be a separate act for the right to education and development of 0-6 age group? Or should it be part of the Right to Education Act, given that the nodal Ministries for the two are different (for elementary education it is the Ministry of Human Resource Development and for ECCE it is the Ministry of Women and Child Development

Your inputs and advice will strengthen the advocacy and efforts of diverse sets of people in the area of ECCD and would also give us a clear direction to design our own activities and efforts as a Centre dedicated to early childhood care and development

Regards,

Venita Kaul

Center for Early Childhood Education and Development (CECED)

Ambedkar University,

Delhi

--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com

Fwd: [se-ed] DISCUSSION: Strategies to Increase Focus on Early Childhood Care and Development. Reply by 12 March 2010

---------- Forwarded message ----------
From: Venita Kaul <vkaul54@gmail.com>
Date: Thu, Feb 25, 2010 at 5:07 PM
Subject: [se-ed] DISCUSSION: Strategies to Increase Focus on Early Childhood Care and Development. Reply by 12 March 2010
To: Education Community <se-ed@solutionexchange-un.net.in>

Moderator's Note: Dear Members, after a long time, we are happy to initiate a discussion on Early Childhood Care and Education for members' advice. As all of us would agree, this issue is of significance, given the importance of 0-6 years, in a persons' life. The kind of developmental and early learning opportunities as well as nutrition and health inputs a child is able to receive at this age, has a lot of bearing on her future.  

We are happy to announce that Venita Kaul, a known specialist in the area of Early Childhood Care and Development has agreed to be the Guest Moderator for this discussion. Venita Kaul recently retired as Senior Education Specialist from World Bank, India office and has written extensively on the educational and developmental needs of this age group. Even after her retirement from the World Bank, her focus is maintained on ECCD. We are sure members would be forthcoming in sharing their advice and suggestions for better strategization of ECCD in the country.

We look forward to your active participation.  

Shubhangi

---

Dear Members, 

I work for Center for Early Childhood Education and Development (CECED), which is located in Ambedkar University Delhi (AUD). CECED's mission is to contribute to the national goals of social justice and equity by advocating for and promoting every child's right to a sound foundation for life, through contextually appropriate and inclusive ECED and to place ECED in the forefront of policy formulation and effective programme implementation.

After a long battle, education has become the fundamental right for children in the age group of 6-14 years. However, the Right to Education Act has left out the very important age group of children below 6 years. The reason given is the fact that 86^th Constitutional Amendment and its Article 21A through which right to education was accepted as a fundamental right, talks about children between the age group of 6-14 only.

Therefore, the Act clearly excludes and thus violates the right of the 0-6 and 14 to 18 year old children. As a Bill flowing out of the Amendment, it is clear that the Bill can not go beyond Article 21A, which makes it imperative that the 86^th amendment must be re-amended to correct this anomaly, and when that happens, the change needs to be reflected in the corresponding Act at that point of time. 

However, this omission has resulted in the exclusion of 17 crore children of 0-6 years age group from their entitlement to education as their fundamental right, which is a major cause of concern, given that this age is now empirically established as the most important and formative stage of a person's life. Given this concern, the issue of inclusion of children below 6 years in the Right to Education bill is being raised in several forums.   

In the context of the above, we invite members to share their views on how they believe this important age group and its entitlements should be catered to.

We wish to hear your advice on the following:

• Should it be a justifiable right for only 3-6 year olds and that also to center based Early Childhood Education? Or should it be a right to a stimulating, healthy and enabling environment for all children, from birth to 6 years no matter where they are located? If it is the latter, what kind of government's commitment and public provisions would define this right operationally?
• If it should be only for 3 to 6 year olds and through a center based provision, what steps would be needed to ensure access to every child, given the wide variations in quality? If it is not conceptualized as institution/center based ECCD, but more holistically, what would be the monitoring mechanisms to ensure that every child's right to sound ECCE is fulfilled?
• Should there be a separate act for the right to education and development of 0-6 age group? Or should it be part of the Right to Education Act, given that the nodal Ministries for the two are different (for elementary education it is the Ministry of Human Resource Development and for ECCE it is the Ministry of Women and Child Development

Your inputs and advice will strengthen the advocacy and efforts of diverse sets of people in the area of ECCD and would also give us a clear direction to design our own activities and efforts as a Centre dedicated to early childhood care and development

Regards,

Venita Kaul

Center for Early Childhood Education and Development (CECED)

Ambedkar University,

Delhi

--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com

Fwd: [se-ed] QUERY: Status and Challenges of Educating Children in Urban Slums - Experiences; Examples. Reply by 4 March 2010

---------- Forwarded message ----------
From: Amit Kumar <amit.kumar@dfmail.org>
Date: Thu, Feb 25, 2010 at 2:10 PM
Subject: Re: [se-ed] QUERY: Status and Challenges of Educating Children in Urban Slums - Experiences; Examples. Reply by 4 March 2010
To: Education Community <se-ed@solutionexchange-un.net.in>

Dear All,

I agree to most of the points raised by friends and would like to bring in another important dimension to this discussion.

On one hand I do agree that education, as an issue, cannot and should not be seen in isolation to other pressing needs viz. health, livelihood etc, but at many a times it dilutes the issue itself. My own experience of working with slums population in Kolkata tells me that more focused approach (to education per se) have shown better results than integrating it with other issues viz. health. The results were still better when family was the unit of intervention and different converging issues were dealt separately rather than as a 'package', and education always focused on children.

Another disturbing fact is the way the issue of education is dealt in some of the project (in peace mill) and out of the two/three hours allotted for education, 70% goes in arranging 'nutrition' and 'quality materials' and distributing among kids, which is great but education suffers and we build undue expectations at the community level. It is not community's fault as they might need everything but the agency intervening should realize their own strength and focus higher achievement level in the same instead of being 'Santa'.

On the other hand, I have worked with organizations who only talk of developing education level of children with a skill focus and community has contributed space and share management responsibility. They (community) even have raised funds and are sustaining the intervention with little technical support from promoting institution and the learning achievement has grown almost two times in 3/4 years.

Bottom line is issue need to be addressed with best possible solutions and strong sustainability dimension and not in typical 'trying all and succeeding in none' kind of approach. There is no point starting from 'creating demand' approach, which in my opinion is wasting precious time, energy and resources and leads nowhere.

Regards,

Amit Kumar

Deshpande Foundation

Karnataka

---

Moderator's Note: Dear Members, we are posting this query to understand the status and challenges in education of Urban deprived children. With the ever growing urban population and the emergence of urban slums in a more rapid manner than ever before as a result of increasing migrant population, the challenges of offering the basic essential services has become huge. Education is of course one of the important essential service to be provided to all children irrespective of their place of residence. It is a major agenda for planners, policy makers, implementers and larger civil society. This query is intended to add to the knowledge base required to plan for effective educational interventions for children living in urban slums.

Amongst you, quite a few members and their organizations are working towards this goal. We would like to hear from you. Do share with us your experiences of work in this field and the challenges you are faced with. Strategisation of the education of urban deprived children is bound to get the priority in the coming years as there is no escape to the fact that they exist in huge numbers around us.

We look forward to your active participation in response to this query. The last date of the current discussions on " replicating innovative experiences in India to implement RTE" has also been extended till 10^th, therefore till 10^th both these queries will run simultaneously and we are sure, on both the issues our members' have lot to offer.

Shubhangi

---

Dear Members,

I work with Katha, a nonprofit organization that works for education of children living in urban poverty. We run 96 schools in slum communities and work with the government to bring the joy of reading to more than 200,000 children and bring communities into safeguarding child interest's vis-à-vis quality education and preventing dropping out etc.

Today, we help bring positive change into the lives of children and their mothers, living in 72 slum and street communities across Delhi; and in the tribal villages of Arunachal Pradesh. As a result, 52,242 children have come into the fold of sustainable education through Katha Schools and 39,846 children have been weaned away from labor into quality education.

A 2008 sampling of salaries show 430 Katha alumni earned a total of Rs. 42 million (their family incomes were Rs. 600-800/month in 1990, according to a government survey).

Since last year, at the invitation of the Delhi Government, we have been working in a 100 schools, helping students gain reading skills for fun and for better grade level academic performance.

Over the last many years we have realized that sharing best practices will make the work of nonprofits and people in the voluntary sector better and more effective. Katha shares its own practices through capacity building workshops, thus avoiding too much time being spent on reinventing every single wheel that turns our commitment to children and communities and curriculum. But many questions do constantly come to mind:

Hence, I request members of the Education Community to share their thoughts and experiences on the following:

• What is the current scenario of education for urban disadvantaged children especially living in slums?
• What are the measures have been adopted by government to prevent children living in urban areas or who are disadvantaged from dropping out of school?
• What do you fee the role of civil society organizations (CSO) and non-governmental organizations (NGOs) should be in preventing children living in urban slums from dropping? Please also share any successful experiences from CSOs and NGOs.

Also, we are looking for evidence/documentation showing a clear co-relation between increased income of urban poor families and education of their children?

Your examples and experiences will help us in developing our strategies further in relation to sustainable education of urban slum children. It will also better understand the kind of work, which can be undertaken to ensure that children living in urban slums receive education that empowers them and gives them skills for future employment after they complete their studies in enter in labor market . 

We thank you in advance for supporting our research and action on child education and urban poverty reduction.

Regards,

Amita Tandon

Katha

New Delhi

--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com

Fwd: [se-ed] FOR INFO: Education Community Update 30

---------- Forwarded message ----------
From: Shubhangi Sharma <s.sharma@unesco.org>
Date: Thu, Feb 25, 2010 at 1:54 PM
Subject: [se-ed] FOR INFO: Education Community Update 30
To: Education Community <se-ed@solutionexchange-un.net.in>

This Community Update can be downloaded at http://www.solutionexchange-un.net.in/education/comm_update/ed-update-30-25021003.pdf

 

 

Education Community

 

 

Community Update

 

No. 30: 25 February 2010

 

In this Issue

 

From the Resource Team | Member Postings | Network Activity | Community News  

 

From the Resource Team

 

Dear Members

 

We are happy to present to you the 30^th update of the Education Community. This is a significant issue for us as from here onwards we are proposing to make some noticeable changes in our update- to make it more reader friendly and attractive for you.

 

This issue is also important as it is coming at a time when after a lot of anxiety shared by the people on notification of Right to Education Act, finally, it is going to be notified on April 1, 2010. The time ahead would be challenging as well as demanding. It will require concerted actions not only from the federal and state governments but also from all of us. The organizations involved in teacher training, community mobilization, school improvement programs, all have a huge agenda to address to. The requirement of around 12, 00,000 teachers' is to be fulfilled in the stipulated time line. The available set of institutions would require overhauling and innovative strategies would be needed to ensure that the enough number of adequately trained teachers' are deployed in all schools. The most important challenge is to make sure that every child who comes to the schools is able to learn. The required freedom, autonomy and decision making powers to the teachers' are the need of the hour. More people with inclination and interest in education of children need to join in the schools to create an enabling environment for children. As we go along, we shall keep discussing on the challenges and way forward with respect to the various functional dimensions of Right to Education.

 

Last month, we did complete a query and a discussion – both moderated by known educationists in the country. The discussion on pre- service teacher training was shared in the International Conference on Pre- Service Teacher Training, as was the intention in the beginning of the query. The recommendation offered by the members', were received well by representatives of various countries and organizations present in the conference. This has been an input of our members into the existing body of knowledge on the important topic on pre-service education.  We are shortly going to post the consolidated reply of the discussion on replication of Indian experiences to support the implementation of Right to Education Act.

 

There is an ongoing query on the 'status and challenges of educating urban deprived children' which is again an issue requires innovative methods to deal with. We have extended the last date to respond to this query and look forward to your inputs.

 

Do keep engaged as we believe an engaged community is a knowledge community

Shubhangi Sharma

Resource Person, and,

 

Shreya Baruah,

Research Associate,

Education Community, Solution Exchange

 

 

Member Postings   1. Workshops & Conferences   Upcoming UNESCO/China-Great Wall Co-sponsored Fellowship Programme-2010-11 - Last Date:01-04-2010 (From Shreya Baruah, Research Associate) UNESCO has invited application for submission of Co-sponsored Fellowship Programme, the Government of the People's Republic of China has renewed in January, 2010 the offer of twenty five (25) fellowships for advanced studies and two (2) more fellowship on agriculture-related subjects especially at the undergraduate and post graduate subjects. To know more click   Indian Urban Space Foundation- Innovations in Services for Urban Poor Awards Program (From Ranu Bhogal, Solution Exchange, New Delhi) Serving the urban poor, through sustainable enterprises that also achieve social development objectives – is the new frontier of social entrepreneurship. India Urban Space Foundation embarks on a nation-wide exercise to identify, document, reward and celebrate the success of those innovators. Last date of submission is 28th February. To know more visit   Swades ki Khoj ( Anand Kumar, Solution Exchange, New Delhi) Chirag and Ford Foundation Joint initiative in offering young graduates under the age of 28 the opportunity to spend a year living and working in a rural area to discover rural India and themselves and to use their knowledge and skills to help transform someone else's life. To know more click   15th ALL India Children's Educational Audio Video Festival (AICEAVF-2010)–Gujarat Council of Educational Research and Training (GCERT),  Gandhinagar, Gujarat -March 15-17, 2010 (From Shreya Baruah, Research Associate)    AICEAVF is India's major Educational programme Festival. AICEAVF-2010 is the 15th Festival. An excellent opportunity for the producers of educational audio-video programmes for children and teachers, AICEAVF is rated as one of the effective educational audio-video festivals of India. For more information click   2. Recently Held Third International Conference on Digital Libraries (ICDL 2010) (From Shreya Baruah, Research Associate) The Energy and Resource Institute (TERI) and Indira Gandhi National Open University (IGNOU) jointly organized the International Conference on Digital Libraries (ICDL) 2010 as part of IGNOU's Silver Jubilee Year celebrations. To know more click   3.  Resource Corner Information Communication and Technology (ICT) in Education for Development (From Sarah Figge, Solution Exchange Outreach, New Delhi) The paper aims to explain the current state of how information and communication technology (ICT) is being used in education and how it can better benefit current and future users. To read more click   NAVTIKA:Journal of Early Childhood Care and Education (From Sangeeta, Salwan Montessori School, Gurgaon) Journal of Early Childhood Care and Education was launched on January 20, 2007 by Joint Secretary, Ministry of Women & Child Development, Government of India. It has been registered under Registrar of Newspapers of India, New Delhi. To know more click   Reaching the Poorest (From Alison Macbeth, UNESCO, New Delhi) Enrolling the world's poorest children in school needs new thinking, not just more money from taxpayers. To read more click   Education Under Attack-2010 (From Shreya Baruah, Research Associate) This global study has been commissioned by UNESCO to document targeted political and military violence against education staff, students, teachers, union and government officials and institutions. It examines its impact on education and development and highlights opportunities for positive action to be made in the years to come. To view the full report click   Education of Children with disabilities in India- by Dr. Nidhi Singal (From Shreya Baruah, Research Associate) Background paper prepared for the Education for All Global Monitoring Report 2010-Reaching the marginalized. To read more click   A Human Rights –Based Approach to EDUCATION FOR ALL (From Shreya Baruah, Research Associate) A framework for the realization of children's right to education and rights within education. To view the report click   (From Shreya Baruah, Research Associate)   4.  Vacancies For North Zone: Program Assistant – Economic Security & Rights United Nations Development Fund for Women (UNIFEM) Location: New Delhi, India Last Date: March 9, 2010   Co-worker-Education (Female) SOS Children's Villages of India Location: Jaipur Last Date: March 10, 2010   Officer – American Program (Delhi) United States – India Educational Foundation Location: Delhi, India Last Date: March 15, 2010 Sr. Accounting Associate, Room to Read India Trust Room to Read India Location: New Delhi, India Last Date: February 28, 2010 For South Zone: Senior Research Officer Population Services International (PSI) Location: Bangalore Last Date: March 20, 2010   Program Officer Room to Read India Trust Location: Hyderabad, Andhra Pradesh Last Date: February 28, 2010   Assistant Manager - Field Coordination Naandi Foundation Location: Hyderabad Last Date: March 10, 2010   For East Zone: Zonal Coordinator Child In Need Institute Location: Kolkata Last Date: March 1, 2010   Project Coordinator Bhartiya Jan Utthan Parishad Location: Bihar Sharif, Nalanda (Bihar) Last Date: February 27, 2010   IT cum Administrative Officer National AIDS Control Organization, North East Regional Office Location: Guwahati, Assam Last Date: February 26, 2010 For West Zone: Program Manager (MCSMP Program) HLFPPT Location: Mumbai Last Date: February 26, 2010   Several Position Indian Red Cross Society, Gujarat State Branch Location: Ahmedabad Last Date: February 25, 2010   Project Coordinator (School based health promotion program) Sangath Location: Goa Last Date: March 2, 2010 International Vacancies:   Key Positions within Strengthening Local Government Response to Vulnerable Children Program (Chief of Party, Finance and Grants Manager, Deputy Chief of Party- Programs) Save the Children Location: Kampala, Uganda, and Sana'a, Yemen Last Date: March 25, 2010 Deputy Regional Director Right To Play Location: Bangkok, Thailand Last Date: March 9, 2010

Community News   Open Queries and Comments   [se-ed] QUERY: Status and Challenges of Educating Children in Urban Slums - Experiences; Examples. Reply by 4 March 2010 Click here to send in your reply.       ***   From our partners   UNESCO UNESCO Director's Field visit to Jaipur and facilitation of Mr. Anil Bordia UNESCO Director and Representative for India, Bhutan, Maldives, Srilanka, Nepal and Bangladesh accompanied by his wife and the Resource Person, Education Community, Solution Exchange visited Rajasthan to see the work of Doosra Dashak, the project which is being run by Foundation for Education & Development. During his two days visit in the area, he observed and participated in the activities of the learning centers, libraries and Science and Communication centers run by the organization and also interacted with adolescent girls in residential camps. Doosra Dashak is a programme for the Education & Development of Adolescent and Young persons who are in the age group of 11-20 and caters to the goal III in EFA Goals. He also donated a couple of books in the learning centers and schools which he visited. Mr. Anil Bordia, the Chairperson of FED accompanied him during his visit. Dr. Parsuramen also offered the Mahatma Gandhi UNESCO Medal to Mr. Anil Bordia for his un-tiring and committed services in the field of education to benefit the most backward and marginalized communities. Addressing the gathering in Degawadi village, Bap block Jodhpur district, Mr. Parsuramen referred to Mr. Bordia as a visionary of unusual insights and dedication to the cause who is respected nationally as well as internationally for his work. He also applauded the field functionaries of Doosra Dashak for their excellent work and rapport with the local community and opined the need to initiate several such initiatives to attend to the learning needs of Adolescent and young persons.       Yazid Sabeg named UNESCO Goodwill Ambassador French businessman Yazid Sabeg was designated as a UNESCO Goodwill Ambassador by the Director-General, Irina Bokova, at a ceremony on 16 February at Organization Headquarters. To read more click       ***     Unicef   UNICEF welcomes 30th ratification of Convention on Cluster Munitions NEW YORK, 19 February 2010 – UNICEF welcomed the thirtieth ratification of the Convention on Cluster Munitions (CCM) which took place Tuesday. With this ratification, all the necessary conditions for the Convention – which bans cluster munitions, a weapon that has killed and injured scores of civilians, including many children – to enter into force have now been met. For more information read     Bangladesh to vaccinate 20 million children against measles DHAKA, 13 February 2010 – Bangladesh will vaccinate more than 20 million children against measles during a two-week measles campaign starting from February 14th till 28th of February 2010. All children aged 9 months to less than 5 years will be given measles vaccine, while all children aged 0 to 5 years will be given two drops of polio vaccine. To read more     Motivating Videos   Restoring education in Haiti's quake zone VIDEO: Watch now   Work to school - The story of Samsher   Reaching the Marginalized

Network Activity     Completed Queries   Aligning Pre-Service Teacher Education to the National Curriculum Framework 2005 From From Hridaykant Diwan, Vidya Bhawan Society Udaipur (Discussion) Issued on 15th February 2010 Discusses the experiences from all around for reflection and learning to align pre- service education with NCF in the context of RTE for contribution in the proposed seminar of Pre Service Education thereby embarking on an enabling Teacher education and management policy in the country.   Previous Updates  Education Community Update # 29  Issued 22 January 2010 Education Community Update # 28  Issued 23 December 2009 Education Community Update # 27; Issued 23 September 2009 Education Community Update # 26; Issued 30 July 2009 Education Community Update # 25; Issued 30 July 2009 Education Community Update # 24; Issued 30 June 2009 Education Community Update # 23; Issued 29 May 2009 Education Community Update # 22; Issued 30 April 2009 Education Community Update # 21; Issued 31 March 2009 Education Community Update # 20; Issued 24 February 2009 Education Community Update # 19; Issued 15 January 2009 Education Community Update # 18; Issued 12 December 2008 Education Community Update # 17; Issued 11 November 2008 Education Community Update # 16; Issued 22 September 2008 Education Community Update # 15; Issued 14 May 2008 Education Community Update # 14; Issued 22 April 2008 Education Community Update # 13; Issued 10 March 2008 Education Community Update # 12; Issued 24 January 2008 Education Community Update # 11; Issued 01 October 2007 Education Community Update # 10; Issued 03 September 2007 Education Community Update # 9; Issued 01 August 2007 Education Community Update # 8; Issued 1 July 2007 Education Community Update # 7; Issued 1 June 2007 Education Community Update # 6; Issued 1 May 2007 Education Community Update # 5; Issued 2 April 2007 Education Community Update # 4; Issued 2 March 2007 Education Community Update # 3; Issued 30 January 2007 Education Community Update # 2; Issued 15 December 2006 Education Community Update # 1; Issued 1 November 2006

 

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