“PADI” has developed various training modules on the basis of its 23 years of rich experiences in working with children. These training modules are been widely used by various NGOs, Govt. Departments and individuals while conducting trainings to the officials/ staffs on Child Rights. For availing these training modules Please contact us
Grievance Redressal Mechanism in School
Child Right & Child Protection System
Child Right Cultural Group
Safe and Unsafe Touch
Child Right Club
Meena Club
Child Right Grama Sabha
RTE Cell
POCSO Handbill
POCSO Poster
RTE Awareness handbills
NCPCR Guidlines onCorporal punishment
SDMC roles & responsibilities handbills
Education resource Centre has its own objectives and based on objectives organizing the many programmes plan of action
1. Involving the school activity: RC members participating school activities to improve the quality of education also safeguard the rights of the children.
2. Monthly Resource Centre meetings: Every month ERC Executive Committee members conducting monthly meeting and discussing and make the plan of activity.
3. Advocacy: ERC members will actively involved child right issues and address the problems of children’s and put forward to people representatives also advocating the govt. line department to understand the problems and lobbying the initiate changes in the society. One of the most popular forms is social justice advocacy.
3. Teachers Week: To improve the quality of education in the schools Education Resource centre conducted every year in the month of October- November In collaboration with CBO’s and teachers Network organized
4. ASER survey: “Annual status of Education report” a study was conducted in collaboration with PRATHAM Mysore, to gauge the reading and mathematical capacity of the children from age between 3-16. This was a national level study of all the states in India. Hence ERC members were proud to be a part of this study and it conducted the study in the two districts of DK and Udupi.
5. Children Parliament:programmes were conducted in 8 taluks through the 8 RC’s. The children had an opportunity to have a face to face dialogue with the MLA’s, MP’s and voiced out their problems related to mid-day meals, communication, electricity, no proper teacher as per RTE, child abuse, delay and quality of govt schemes supporting schooling of children, conducting effective child right grama Sabha and also implement a policy supporting the same in the cooperation/municipal areas too. Handed over the resolution to the taluk level EO’s and CEO at district level. Requested to allot one day of the MLAs in a year for the face to face discussion with children. In the taluk level programme two representatitive will select to district level programme and in the district level programme two children will select to State level and get the opportunity to interact with Chief Minister.
6. SDMC Convention:SDMC Convention conducting at taluk level of Udupi and D.K district level. The main contents covered in thisconvection Present status of RTE Act at the level of schoolFormation of SDMC Forum at taluk level Involvement with Networks at District to State levelRecommendations and its follow up strategiesat various stages regarding RTE Act.
7. Makkala Masostava: Valored would undertake a children’s month-long celebration with the collaboration of ERC. The main objectives of the programme to build public awareness on child rights, to propagate the importance of girl child education, to propagate Sarva Shiksha Abhiyana, and placing the importance of community participation in schools and child centered education; first and foremost, the common public has to be aware of what is Child Rights
Hence, to spread this message of Child Rights in the year 2002 in October and November a month-long celebration namely ‘Makkala Masothsava’ was organized in D.K. and Udupi Districts. Ever since, every year, in October and November this Child Right Campaign with also an emphasis on child centered education is carried out through street plays; Shikshana Ayana (Education Fair), Jatha, banners, posters, placards cards, checklists and information handbills on child right distributed, all in order to gain support and protect the child right issues and demand for the implementation of the resolutions.
8. Dialogue with the Political candidates: before the elections of candidates could take place ERC members met the candidates and placed before them their demands with regards to resolutions drawn up supporting the rights of the children in the preliminary meetings of the SDMC member union and RC members. The candidates were also requested if elected should take keen interest in the welfare of the children and voice out in the Parliament secessions.
9. Organizing and attending Training Programs: ERC members actively attending many training programmes upto state level and also conducting training programme grass root level to state level. ERC having well versed subject wise resource person team
10. Makkala Grama Sabhe: ERC members also actively participated in the makkala grama Sabha programme in their respective area of panchayath.
11.Publication: ERC printed many materials which is helps to aware the people like handbills belongs to Child rights, POCSO
12.programmes collaboration with departments :
Collaborations with departments ERC organized many programmes such as
Awareness programme for SDMC /CAC members
Workshop for teachers
Workshop on Child rights
RTE act awareness programme
Workshop on gender sensitivity
13. Other activities:
Vocational training programme
Education fest
Community education programme
Health related programmes
Jatha, rallies, protests etc.
· Encourage community participation to enhance the atmosphere of Value Oriented Education at grass root level.
· Establish a network of likeminded and develop the each network i.e., Teachers Network, Children’s network, SDMC network.
Through these ERCs we aim at activating a process of education were the poorest in the rural areas will be provided an authentic education for their holistic development. The process of learning will be child oriented and activity based, so that the dropout rate can be reduced. The whole education orientation will be towards social justice. The approach to education will not be institutional but people oriented. The education envisaged should include a complete training and formation of the human person. This must cover the physical, social, spiritual and moral development of the integral human personality. Value and right attitudes must be inculcated in these primary schools as the most fundamental basis of a true human development.
Ultimately, our purpose in establishing these ERCs is part of our primary aim which is to bring about social transformation of society, starting with the grassroots in the rural areas.
In concrete, through these resource centers we want:
1. To involve teachers in the primary schools in an organized and effective way.
2. To sustain and continue locally existing human and people oriented values in the primary education process for e.g. tribal and dalit values.
3. To help the rural students to understand and learn skills and new teaching methods to improve their teaching and the children’s creativity.
4. To identify local resources and utiltise them in the educational process.
5. To motivate more and more child-centred and creative activities in primary schools.
6. To actively involve teachers in educational process for e.g. preparation of test books, Government Education policy.
7. To prepare guidelines, demonstrate and find out something new for teachers to develop their skills.
8. To share their experience and contribute their ideas among teachers so that they come to know each other.
9. To spread the idea of improvising the quality of education.
10. To formulate the public’s opinion to form a better education policy.
11. To identify Child Right issues in supporting care and protection for children.
Valored started with a small team of four. The first few months were spent in getting a general orientation to education, especially to education in primary schools. We got to study and to evaluate objectively the text books, the methodologies used by the teachers, and the psychology of the rural children. The text books were analysed for their relevance to the lives of the learners and for the values or absence of values in each unit of the texts. The reactions of the parents, their indifference or even hostility, the incompetence of the school staff, the total disregard of the community in the primary school were taken note of.
Three schools in Mangalore who were open to change gave us free access into the classrooms. Our observations were further strengthened through programmes such as seminars, workshops, meetings, camps and we became increasingly aware of the huge gap between the teachers, school, education department, children, parents and the community. The children who should be the centre of education were just puppets and at times victims of the system. It was a matter of misplaced priorities and a meaningless adherence to hierarchy. In order to bridge this gap we realized that certain networks had to be built, a classroom friendly atmosphere to be created with the education department and the community taking equal amount of responsibilities and getting themselves involved in the development of schools and the community had to be made responsible and involved and the people and the Department had to be in touch. All this would be possible only if we worked at the grass root level. Hence the idea of establishing Resource Centers at the taluk level emerged.
Initially four Education Resource Centers were established in the year 1999 namely Belthangady, Bantwala, Mangalore and Udupi at the taluk level of undivided South Kanara District with the idea of bringing about active participation of the local community in the welfare of its schools and activities. In 2008 Valored extended its work to four more taluks namely Puttur, Sulya, Kundapura and Karkal.
The ERCs played a vital role in bridging the gap between schools and community, teachers and parents, teachers and children, the community and the education department. The ERCs took the initiative to conduct meetings for planning and implementation of programmes for the teachers, children and the community at large. There was a continuous dialogue with the education department officials and their cooperation was ensured.
The objects and mission statement of CHILDLINE
CHILDLINE is India’s first 24-hour, toll free, emergency phone outreach service for children in need of care and protection linking them to long-term services for their care and rehabilitation. Any child and concerned adult can call 1098 and access the CHILDLINE service any time of the day or night.
Vision
A child-friendly nation that guarantees the rights and protection of all children
Mission
CHILDLINE will reach out to every child in need and ensure their rights and protection through the 4 Cs:
• Connect through technology to reach the ‘last mile’.
• Catalyze systems through active advocacy.
• Collaborate through integrated efforts between children, the state, civil society, corporate and community to build a child friendly social order
Communicate to make child protection everybody’s priority.
Objectives of CHILDLINE 1098
i) To reach out to every child in need of care and protection by responding to emergencies on 1098 and by physically reaching out to children.
ii) To adapt and integrate telecommunication technology, linking all districts to the service of 1098, and making it available to all children in need of care and protection.
iii) To provide a platform of networking amongst organizations and to provide linkages to support systems that facilitates the rehabilitation of children in need of care and protection.
iv) To work together with the Allied Systems (Police, Health Care, Juvenile Justice, Transport, Legal, Education, Communication, Media, Political and the Community) to create child friendly systems.
v) To advocate for services for children that are inaccessible, non-existent or inadequate.
vi) To create a body of NGOs and Government organizations working within the national framework and policy for children.
vii) To be a nodal child protection agency in the country, providing child protection services to children in need of care and protection.
viii) To set up innovative child protection services leveraging technological advancements in areas where such services are inaccessible, non-existent or inadequate
ix) To undertake research with the objectives of strengthening the CHILDLINE 1098 service, and studying new and emerging trends in child protection issue
x) To contribute and work towards strengthening and participating in a global movement that addresses issues related to child protection and ensures that children’s voices are heard.
Primary education is the fundamental right of every Indian.VALORED as a concept emerged in 1993 to ensure that this education is given in a meaningful, relevant and effective way to all children.
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