Aao MiLkar "desh" Badhaye

Aao MiLkar "desh" Badhaye want to develop the mentality of the people to do hard work.i will try to help the all child for their education and happiness for all age people.

'sabka sath' 'sabka vikash'...

आओ मिलकर देश बढ़ाएं !
16/06/2018

आओ मिलकर देश बढ़ाएं !

16/06/2018
26/02/2017

कहते है सब कुछ खो देने से भी ज्यादा बुरा है उस उम्मीद को खो देना जिसके भरोसे आप सब कुछ दुबारा पा सकते है. उम्मीद/hope अँधेरे में छुपी वो किरण है जो उस समय तो दिखाई नहीं देती लेकिन इसकी रौशनी बहुत तेज होती है. लेकिन अक्सर बुरे समय में यह उम्मीद/hope निराशा में बदल जाती है ओर हमें अंधकार में धकेल देती है. जिसका नतीजा होता है की हम काम को अधुरा छोड़ देते है और भविष्य में उस काम को करने में कतराते है.

आज इसे हम एक कहानी की माध्यम से बताने की कोशिश करेंगे जिसके पात्र तो काल्पनिक है लेकिन हमें एक बहुत बड़ा सन्देश देते है.



STORY OF 4 MASHAAL – THE PEACE, BELIEVE, LOVE AND HOPE



एक राज्य में एक शांतिप्रिय राजा रहता था. दुश्मन सेना के बार बार आक्रमण से वह परेशान और दुखी था. उसे अपने राज्य को बचाने के लिए कोई रास्ता नहीं दिखाई दे रहा था जिसका सीधा असर उसकी प्रशासनिक व्यवस्था पर दिखाई दे रहा था. उसे लगने लगा की अब वह कुछ नहीं कर सकता और अब हार ही अंतिम सत्य है. एक दिन जब वह अपने कक्ष की ओर जाने लगा तो उसने रास्ते में लगी चार मशालो को बाते करते हुए सुना.

पहली मशाल बोली – मै शांति (peace) हूँ. यह राज्य युद्ध से घिरा हुआ है. अब मेरी इस राज्य को कोई जरुरत नहीं है. मेरा बुझ जाना ही बेहतर है. उसने ऐसा कहाँ और वह तुरंत बुझ गई.



दूसरी मशाल बोली – मै विश्वास (believe) हूँ. इस राज्य के राजा को अब अपने ऊपर आत्मविश्वास नहीं रहा और जहाँ विश्वास नहीं है वहां मेरा क्या काम. इसलिए मै भी बुझ रही हूँ.





तीसरी मशाल बोली – मै प्यार (love) हूँ. जहाँ शांति और भाईचारा नहीं है, लोग आपस में लड़ने कटने को तैयार है ऐसे राज्य में मेरा क्या काम. इसलिए मेरा बुझ जाना भी उचित ही होगा . ऐसे कहते ही वह भी तुरंत बुझ गई.



राजा दुखी हो उठा और आगे बड़ा तभी चोथी मशाल बोली – हे राजन निराश न हो. मै उम्मीद/hope हूँ और जब तक मै जल रही हूँ तब तक तुम्हे हिम्मत हारने की जरुरत नहीं है क्योंकि मेरी मशाल की आग से तुम बाकि बुझी मशालो को फिर से जला सकते हो. इसलिए आगे बढ़ो ओर मुझे उठाओ और बाकि मशालो को दुबारा से जलाओ.





दोस्तों कहानी के पात्र एक symbol की तरह है जो हम इंसानों की जिन्दगी से जुड़े हुए है. विपत्तियों के समय जब तनाव और चिंता बढ़ जाती है, जीवन में अशांति बढ़ने लगती है, रिश्तो में प्यार कम होने लगत

09/02/2017

Street children in India
Page issues

Street child in New Delhi.
A street child in India is someone "for whom the street (in the widest sense of the word, including unoccupied dwellings, wasteland, etc.) has become his or her habitual abode and/or source of livelihood; and who is inadequately protected, supervised, or directed by responsible adults”.[1]

It is estimated that more than 400,000 street children in India exist.[2] Mainly because of family conflict, they come to live on the streets and take on the full responsibilities of caring for themselves, including working to provide for and protecting themselves. Though street children do sometimes band together for greater security, they are often exploited by employers and the police.[2][3]

Their many vulnerabilities require specific legislation and attention from the government and other organisations to improve their condition.[1]

Definition clarification Edit

Street children at a railway station in Medak district, Andhra Pradesh.
In the early years of research on street children, the term “street child” included any child that worked on the street. From research, however, different categories of children on the streets have been distinguished, while still recognizing that children’s complex experiences are difficult to define.[1] Mark W. Lusk, a prominent researcher of street children, developed four categories of children on the street from his research: children who work on the street but return to their families at night, children who work on the street but whose family ties are dwindling, children who live and work with their families on the street, and children who work and live on their own on the street.[4]

The term “street child” has come to refer only to the last group. UNICEF defines a street child as, “...any girl or boy[5] ... for whom the street (in the widest sense of the word, including unoccupied dwellings, wasteland, etc.) has become his or her habitual abode and/or source of livelihood; and who is inadequately protected, supervised, or directed by responsible adults”.[1] It is important to distinguish the group of children that live on their own on the streets because their lives vary greatly from those of children who simply work on the streets; they thus have different needs and require targeted attention.[3]

While 18 million children work on the streets of India[6] , it is estimated that only 5-20 percent of them are truly homeless and disconnected from their families.[3][4][7] Because the street children in India have unique vulnerabilities - the amount of time they spend on the street, their livelihood depending on the street, and their lack of protection and care from adults - they are a subgroup of the Indian population that deserve specific attention in order to ensure that their needs are known.[8] As the most vulnerable group of children in India according to UNICEF, they need to be understood as much as possible.[2]

Characteristics Edit

Number Edit
There is currently no official statistic of the number of street children in India.[9] The primary reason for this is that it is difficult to obtain accurate data about them because of their floating character.[2] Street children usually have no proof of identification and move often.[9] Of the 50,000 people in India that are officially reported as leaving home annually, 45 percent are under 16; this number, though, is likely very low.[10] Various studies have formulated estimates of certain cities. In the late 1980s, for instance, it was estimated that there were at least 100,000 street children in both Kolkata and Bombay.[2] Overall, estimates for the total number of street children in India range from 400,000-800,000.[2] There are some accurate estimates of one stream which adds to the number of the street children. There are cases of children running away from home. Majority of them use the trains to move. The number of such children who run away from home and land on railway platforms

09/02/2017

This Budget will benefit only a selected few children in higher education, depriving millions of children from their universal rights to education.

This budget lacks the political will to seriously implement universal right to education. Credit: Reuters/Files
Budget 2017-2018 has been very disappointing for the education sector. A higher allocation of resources for school education from pre-school to secondary education was expected. But after a year of long waiting, school education has been totally neglected in the budget. The budget has ignored the effective implementation of the Right to Education Act (RTE) and a meagre increase in the Sarva Shiksha Abhiyan (SSA) budget – by Rs 1,000 crores – is not going to help in any way to implement the RTE Act meaningfully. School education for children aged between six to 14 years is a fundamental right in India. However, from 2010, after the Act was passed, it has faced severe challenges in proper implementation.

Two deadlines of 2013 and 2015 have elapsed and the concern of non-implementation due to inadequate resources continues to remain a major barrier to universal school education. In this Budget, Finance Minister Arun Jaitley has increased only Rs 1,305 crores for the National Education Mission which comprise of the SSA, the Rashtriya Madhayamik Shiksha Abhiyan (RMSA) along with teacher training and adult education. It shows that the government does not prioritise primary and secondary education along with teacher training and development, which form an essential component for achieving quality education. A nominal increase of Rs 300 crores in mid-day meals is also totally insufficient to combat malnutrition among the millions of school-going children.

This neglect will severely impact universalisation of education from pre-primary till the secondary education. Even after a long drawn struggle, this continues to remain a distant dream even today. The education commission (1964-1966) popularly known as the Kothari Education Commission for the first time recommended a 6% allocation of GDP on education – which was never achieved. At present it is only 3.8%. He also talked about a diverse curriculum in tune with the life of the people and importance of qualified teachers. The commission also mentioned how to evolve a common school system on the basis of neighbourhood schools to enable equal access to all children. Successive plans and policies supported these recommendations and strived to achieve equal education for all children in the country.

We have today reached at a stage where providing free and compulsory elementary education has become a fundamental right – a part of right to life. It is also widely recognised that the right to education is a pre-condition for a citizen’s ability to exercise other fundamental rights. After the recognition of right to education as a fundamental right by a Supreme Court judgment, the constitution of India was amended to insert Article 21-A in it.

Unfortunately after six years of implementation of the Act, only 9.5% schools have been made RTE compliant across the country. It has been well documented that millions of children are still out of school and that thousands of additional schools are yet to be built while lakhs of teachers are yet to be recruited and trained. Low allocation is hampering the quality of education in government schools which have a teacher vacancy of more than 5 lakh and at least 6.4 lakh teachers are untrained. Ten percent of the schools are single teacher schools, 30% of the schools are without functional toilets for girls and 20% of the schools still lack safe drinking water.

India failed to meet the Millennium Development Goal of achieving universal primary education by 2015. As per recent official data, around 63 lakh children aged between six to 17 years are working for more than 180 days in a year. These figures display how the ruling party ignores the promises made in their election manifesto to enhance

09/02/2017

Jharkhand Chief Minister Raghubar Das today said the state government will give Tabs to teachers of government schools next fiscal, which will be connected with the e-vidyavahini software.

Jharkhand Chief Minister Raghubar Das.

Stressing on quality education and making Jharkhand a literate state in the next two to three years, Das said the government was also signing MoUs with various institutions for improvement of teachers as well as students.
Addressing a meeting, Das said technical education has an important place and the future of children should be bright and any lacuna or carelessness with their future would not be tolerated. Ninth and tenth standard students would be given coaching, he said.
Stating that Jharkhand has abundant resources but was poor, Das said education would help in eradicating poverty and it was the responsibility of officials and teachers to ensure quality education for children.
Action would be taken against those playing with the future of the children, Das said and asked officials to make surprise visits, work with honesty and commitment to help Jharkhand become a prosperous state.
Development Commissioner Amit Khare, CM's Principal Secretary Sanjay Kumar, HRD Secretary Aradhana Patnaik and other officials were present at the meeting.

26/01/2017
14/01/2017

THE LATEST NEWS, TODAY'S BREAKING NEWS

THE Department of Labor and Employment (DOLE) has declared that it is winning the war on child labor.

“We have made significant strides in curbing child labor in poor communities, especially its worst forms,” Labor Secretary Silvestre Bello said.

Bello noted that in September last year, the United States Department of Labor, in its study dubbed Findings on the Worst Forms of Child Labor, cited the Philippines for having accomplished great strides in its efforts to eliminate hazardous forms of child labor.

“This is the fourth year in a row that the Philippines was cited positively by the study. The study highlighted the assessment of government’s effort in eliminating the worst forms of child labor,” he said.

Child labor-free

Bello also reported that as of November, the Bureau of Workers with Special Concerns has certified 60 barangays as child labor free, bringing the total number of certified barangays to 219 since 2014.

On the other hand, the DOLE Regional Offices awarded Child Labor-Free Establishment (CLFE) Certificates to 38 establishments, bringing the total number of certified establishments to 199 since 2013.

The CLFE Certificate is conferred to an establishment that is not employing child labor and not using products or materials produced through the use of child labor.

The grant of a CLFE Certificate aims to promote compliant and socially responsible business practices as the establishment-based component of the DOLE’s campaign to eradicate child labor.

Anti-child labor policy

Bello issued Administrative Order No. 439, Series of 2016, or the Child Protection Policy of the Department of Labor and Employment, on August 16, 2016 which provides a framework of principles, standards, guidelines and procedures in relation to creating a “child-safe and child-friendly” organization; awareness-raising and prevention of abuse; personnel recruitment and training; management system; guidelines for appropriate and inappropriate behavior; guidelines for communication regarding children; and recognizing, reporting and responding to allegations of abuse.

Yesterday, the “Makiisa Para sa 1 Milyong Batang Malaya” program also launched three major initiatives against child labor.

These initiatives include a first comprehensive project on child labor with set up of help desks, a new project on child labor in gold mining, and a new child labor module in the conditional cash transfer program.

The National Child Labor Committee, chaired by the DOLE, the Department of Social Welfare and Development (DSWD), the Department of Education, the Department of Environment and Natural Resources, the International Labor Organization (ILO) and Ban Toxics jointly launched the programs.

According to the 2011 Survey on Children, 2.1 million Filipino children are subjected to child labor.

“Child labor is complex and deeply rooted in poverty. Children suffer and risk their health or even their lives to work for their family’s survival. Ending child labor requires strong commitment and collective effort,” said Khalid Hassan, Director of the ILO Country Office for the Philippines, who also managed projects that addressed child labor in Africa and Asia.

DESH Badlega....
14/01/2017

DESH Badlega....

Aao MiLkar "DESH" Badhaye...
14/01/2017

Aao MiLkar "DESH" Badhaye...

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