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- Manipur chief secretary asked to reply within four weeks
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OUR SPECIAL CORRESPONDENT
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Imphal,
May 30: The National Human Rights Commission has asked Manipur
chief secretary D.S. Poonia to submit reports regarding the progress achieved
in implementing the midday meal and integrated child development services
(ICDS) scheme in the state.
The
chief secretary has been given four weeks to respond.
In a
release issued today, the commission asked the chief secretary to also
institute a high-level probe into the implementation of mid-day meal scheme
in schools.
The
reports are being sought after Imphal-based NGO, Wide Angle Social
Development Organisation, filed two separate petitions to the commission —
alleging that there were irregularities and misappropriation of funds while
implementing the schemes.
The NGO
lodged the complaints separately earlier this month.Yesterday, the commission
informed the NGO’s secretary, Montu Ahanthem, that it had sent the letters to
the chief secretary seeking the reports.
The NGO
alleged that the state’s social welfare department misappropriated Rs 50
crore meant for implementation of the ICDS scheme.
According
to the complaints, most of the state’s 9,883 Anganwadi centres had only two
workers per centre — one Anganwadi worker and one helper. A recent survey by
the Manipur Alliance for Child Rights revealed that the centres were not
functioning properly.
It was
alleged that the workers and helpers had not been paid since August last year
despite the ministry of women and child development releasing the funds. The
remuneration for the worker is Rs 3,000 while the helper gets Rs 1,500 each
per month.
“We
organised a public rally in November last year and demanded a white paper on
the implementation of the ICDS. But the government failed to respond and this
compelled us to approach the National Human Rights Commission,” Montu said.
Regarding
the mid-day meal scheme for government schools, the petitions said the
quantity of rice distributed to schools was less than the actual allocation.
“On many
occasions our volunteers and workers have come across incidents of siphoning
of rice meant for children under the mid-day meal scheme. This is later sold
in the black market,” one petition said.
Ahanthem
welcomed the steps taken by the national commission.
From
July 17, the commission will hold a three-day hearing in Imphal where both
the issues of ICDS and midday meal schemes will also be heard, Ahanthem said.
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Thursday, May 30, 2013
Panel seeks scheme reports
Team NHRC to arrive in State
Hueiyen
News Service/Imphal, May 30: A
delegation of National Human Rights Commission (NHRC) would be arriving here by
July first week to inspect implementation of Integrated Child Development
Scheme (ICDS) and Mid Day Meal schemes, which are being taken up under the
Central Government, in Manipur.
Meanwhile,
following complaints submitted by Wide Angle Development Organisation, NHRC has
sought explanations from the Chief Secretary of Manipur for the alleged failure
of ICDS and Mid Day Meal schemes in the State.
Addressing
media persons in this regard at Manipur Pres Club here today, Montu Ahanthem,
Secretary of Wide Angle Development Organisation stated that a survey was
conducted jointly by Wide Angle and Child Rights and You (CRY) under the
initiative of European Union. In the survey, it was found that implementation
of ICDS and Mid Day Meal schemes being taken up as flagship programmes of
Government of India, is a total failure in Manipur with none of the school
students and children benefitted from both the schemes.
Based
on the report collected during the survey, Wide Angle and CRY submitted a
complaint to Anil Kumar Parishad, a member of NHRC during his visit to the
State recently. As a consequence of the written complaint, NHRC has sought
explanations from the Chief Secretary of Manipur over the failure of both the
schemes in the State. The explanation would have to provide within four weeks’
time from May 29.
NHRC asks Manipur for report
Sobhapati Samom
IMPHAL, May 30 – The National Human Rights Commission (NHRC) has issued a notice to Manipur Chief Secretary seeking a report on a complaint on the alleged irregularities in mid-day meal supply to Manipur Government- run schools.
IMPHAL, May 30 – The National Human Rights Commission (NHRC) has issued a notice to Manipur Chief Secretary seeking a report on a complaint on the alleged irregularities in mid-day meal supply to Manipur Government- run schools.
This was informed by Montu Ahanthem, Secretary of Wide Angle Social
DevelopmentOrganisation, an NGO working on child
rights in the State during a press conference at Manipur Press Club here this
afternoon.
The NHRC has given the directions after taking cognisance of
a complaint filed by the NGO. The complaint has
been made by the NGO after a study was conducted with the support of European
Union.
The NGO found that there were lots of reports from various circles that the quality of rice
allocated for the children under Mid day meal schemes is never at par with the
actual allocation for each and every government schools that is 50 kg packages were found to contain
only 30-40 kgs. “On many occasions, our volunteers and workers have come across
siphoning of rice meant for children under the mid day meal scheme and is sold
in the black market with the connivance of school authorities and the other
agencies which amounted to the violation of rights to life and right to food of
children in Manipur”, he added in a press release.
NHRC also issued a notice to the State Government over
alleged misuse of funds in the Integrated Child Development Scheme in the State. The NGO had alleged that most of
the Anganwadi centres are non-functional and poorly equipped in the State. The
Anganwadi workers were also not paid their due salaries, sources alleged.
Manipur: NHRC notice on poor anganwadi centres
NEW DELHI, MAY 29:
National
Human Rights Commission on Wednesday issued a notice to Manipur Government over
alleged misuse of funds in the Integrated Child Development Scheme in the
state.
The
rights panel has given six weeks’ time to the state government to submit a
report in this regard.
According
to an NHRC statement, the commission has issued a notice to the Chief Secretary
of Manipur after receiving a complaint from an NGO ‘Wide Angle Social
Development Organisation’ based in Manipur which alleged that most ’anganwadis’
(child and mother care) centres are non-functional and poorly equipped in the
state.
“Reportedly,
the employees have not been paid their dues last year inspite of the Ministry
of Women and Child Development having released the funds,” the NHRC statement
said.
NHRC issues notice to
Manipur government seeks ICDS report
GUWAHATI: National
Human Rights Commission has
issued notice to the Chief
Secretary, Manipur calling for a report into
allegations that the Integrated Child Development Scheme, ICDS is not being
implemented in the State properly amid misappropriation of funds.
The state government has been given four weeks time to respond. Allegedly, most of the Anganwadi Centres are non-functional and poorly equipped in the State.
According to NHRC despite the Ministry of Women and Child Development having released the funds, the employees have not been paid their dues since August, 2012.
The Commission has given these directions after taking cognizance of a complaint filed by an NGO 'Wide Angle Social Development Organization' based in Manipur.
The state government has been given four weeks time to respond. Allegedly, most of the Anganwadi Centres are non-functional and poorly equipped in the State.
According to NHRC despite the Ministry of Women and Child Development having released the funds, the employees have not been paid their dues since August, 2012.
The Commission has given these directions after taking cognizance of a complaint filed by an NGO 'Wide Angle Social Development Organization' based in Manipur.
Saturday, May 25, 2013
Free and compulsory but what about quality education?
By Keisam Pradipkumar
In Manipur, a stocktaking on implementation of Right to Education will indubitably bump up against more letdowns than relative success stories. The two crucial nitty-gritty of “The Right of Children to Free and Compulsory Education Act, 2009” (RTE) i.e.– the true spirit of “Free Education” and the state’s obligation upon ensuring “Compulsory elementary education” to every child in the age group of 6-14 years, is virtually not implemented even in the government schools, let alone the private schools. The dichotomy of “Quality Education” and “Free and Compulsory to Education” remains rather in a disharmonious way. Like various free gift items offered in the market are usually of less quality, the qualitative contents and outputs of free education are also unquestionably questionable. Many government schools continue to collect money from the students under one or another pretext. In hill districts government schools collects money for “Glory Festivals”, while valley based government schools largely collect games and sports fees, some schools still charge tuition fees, if not admission fees. Parents and guardians of some state run model schools, used to subscribe money to help the school management. They called it Donation not Fees, as to get away from the stricture of RTE. Such misdeeds flouting the RTE provisions are being covered up as money receipts are not deliberately issued to the students, so- that no evidence of violation of RTE’s mandate is traceable.
Everyone is aware that the slight increase in the enrolment rate in government schools in recent times does not necessarily mean that government schools start imparting quality education resulting to migration of students from private schools. Because, only the poor and disadvantaged section of the society are migrating from private schools to government schools mainly to get free education facilities, such as free uniform, mid day meal, free text books etc. Government schools could not catch the attention of middle class families till now. If free education is not available in government schools, even the lower class families will not be attracted at all. The State authority has failed to strengthen and confer the rights and responsibilities of existing School Management and Development Committees (SMDCs). Most of the SMDCs are formed for formality sake. If these SMDCs are not able to protect their own rights, then how could they protect their children’s right to education, for which they need to exercise their authority enshrined in RTE Act, over monitoring, planning and implementation. It is high time to ensure a meaningful community ownership in school management through a sustained intervention of genuine and capable SMDCs. Parents and guardians in SMDCs should envision children’s right to equitable quality education within the purview of free and compulsory education. Because, a cheaper or free education sans quality is not the goal.
However, it is shattering to learn that subletting of teachers is undertaken with the benefaction of some village authorities, headmen and local authorities, who knowing or unknowingly, pledge to legitimize the unlawful practice. Making the fraudulent act a socially acceptable tradition, some influential people try to justify it by saying that subletting of government appointed teachers is good, as it provides employment to educated unemployed local youths. In fact, it is a serious crime against the state and society as a whole. If person appointed does not intentionally perform his official duties, he should be penalised and removed from the post and an alternative arrangement should be made officially to fill-up the vacancy. If doctors, engineers or army officers cannot be substituted by any Tom, Dick and Harry, there should not be any exception for the Teachers too. Profession of teacher is not for sale or subletting. In private sector, private minority schools even try to ignore RTE stricture on screening process in admission, and face strong resistance from Child Rights organisations. Private institutions are not fully ready to follow provisions of RTE, and not a single private school has not implemented 25 % reservation for children belonging to socially disadvantaged groups and weaker sections.
There are still various barriers in the education system in India even after the enactment of RTE Act. Primary barrier is on socio- economic basis. The Central Schools, JNVs and Sainik Schools, which are India’s pace setter schools, enjoying special relaxation on RTE’s strictures, fail to reach out to the poor and disadvantaged students. Infrastructure and arrangement to ensure “Barrier - free excess” for children with special needs in schools remain a dream yet to be realised.The object and reason of RTE is primarily to bring a just and humane society, it is to strengthen the social fabric of democracy through provision of equal opportunities to all, and it is to guarantee that every child has a right to be provided full time elementary education of satisfactory and equitable quality in a
formal school which satisfies certain norms and standards. Therefore, the vision of imparting “Equitable Quality” cannot be neglected, but must be a driving force for free and compulsory education mission. Then, what does the Quality Education stand for? Simply, an inclusive quality education must provide vital things such as life skill, livelihood skill, moral education etc. apart from conventional scholastic education. A progressive society needs responsible and creative minds who could dedicate their life for the betterment of the society and humanity. Selfishness, corrupted, irresponsibility, unethical, dehumanisation and demoralization are visible syndromes of a seriously diseased society. The tragedy is that our society, which is terminally ill, has exposed all these syndromes.
Are we getting quality education from the highly prestigious schools? If we could truly get quality education from the highly paid private schools or government run special schools, we must have had a clean administration, justice and good governance in return. Because, many people in executive, legislature and judiciary including doctors and engineers had received so called quality education from these prestigious institutions which produce outstanding students and toppers. In fact, an ideal and visionary teacher could evoke and inspire his students’ mind and spirit and his ultimate teachings have a life -long effect. Such inspired and empowered students, in their future life would be enlightened ones, they could not be easily misled by the negative environmental factors and selfish motives, but could still take the best ever decision in any critical circumstance without losing rationality and
ethical values. The real need of the hour in our society is such enlightened personalities not the mere self acclaimed educated and high sounding degree holder individuals. Our society makes an uproar over the impoliteness and notoriety of some police commandos who committed extra judicial executions, involved in drug trafficking. However, they are energetic youths of the society. Similarly people are also fed up with various unjustifiable violent activities of non state actors thereby distancing themselves from genuine revolutionary identity. They are also energetic youths of the society. Both category of youths who are in state and non state actors, received similar quality of education and groomed in similar social environs. Besides, we do experience uncontainable corruption in public offices, and malpractices in all walks of life. There would be varied reasons for all these social evils and crimes, however, a primary factor would be the failure to impart proper and holistic quality education to our past generations for which we are now bearing the utmost brunt. Our education system failed to evoke their mind and spirit, they are neither inspired nor enlightened, rather they had be trained to be anti social, corrupted, self centred, chicken hearted, wicked and inhuman. Then, before striving for any kind of social reformation and revolution, we must all set to change the education as a whole, from policy, system, structures to individual’s mindsets to ensure truly equitable, inclusive and meaningful quality education to our young generation.
(Keisham Pradipkumar is a Child rights activist)
In Manipur, a stocktaking on implementation of Right to Education will indubitably bump up against more letdowns than relative success stories. The two crucial nitty-gritty of “The Right of Children to Free and Compulsory Education Act, 2009” (RTE) i.e.– the true spirit of “Free Education” and the state’s obligation upon ensuring “Compulsory elementary education” to every child in the age group of 6-14 years, is virtually not implemented even in the government schools, let alone the private schools. The dichotomy of “Quality Education” and “Free and Compulsory to Education” remains rather in a disharmonious way. Like various free gift items offered in the market are usually of less quality, the qualitative contents and outputs of free education are also unquestionably questionable. Many government schools continue to collect money from the students under one or another pretext. In hill districts government schools collects money for “Glory Festivals”, while valley based government schools largely collect games and sports fees, some schools still charge tuition fees, if not admission fees. Parents and guardians of some state run model schools, used to subscribe money to help the school management. They called it Donation not Fees, as to get away from the stricture of RTE. Such misdeeds flouting the RTE provisions are being covered up as money receipts are not deliberately issued to the students, so- that no evidence of violation of RTE’s mandate is traceable.
Everyone is aware that the slight increase in the enrolment rate in government schools in recent times does not necessarily mean that government schools start imparting quality education resulting to migration of students from private schools. Because, only the poor and disadvantaged section of the society are migrating from private schools to government schools mainly to get free education facilities, such as free uniform, mid day meal, free text books etc. Government schools could not catch the attention of middle class families till now. If free education is not available in government schools, even the lower class families will not be attracted at all. The State authority has failed to strengthen and confer the rights and responsibilities of existing School Management and Development Committees (SMDCs). Most of the SMDCs are formed for formality sake. If these SMDCs are not able to protect their own rights, then how could they protect their children’s right to education, for which they need to exercise their authority enshrined in RTE Act, over monitoring, planning and implementation. It is high time to ensure a meaningful community ownership in school management through a sustained intervention of genuine and capable SMDCs. Parents and guardians in SMDCs should envision children’s right to equitable quality education within the purview of free and compulsory education. Because, a cheaper or free education sans quality is not the goal.
However, it is shattering to learn that subletting of teachers is undertaken with the benefaction of some village authorities, headmen and local authorities, who knowing or unknowingly, pledge to legitimize the unlawful practice. Making the fraudulent act a socially acceptable tradition, some influential people try to justify it by saying that subletting of government appointed teachers is good, as it provides employment to educated unemployed local youths. In fact, it is a serious crime against the state and society as a whole. If person appointed does not intentionally perform his official duties, he should be penalised and removed from the post and an alternative arrangement should be made officially to fill-up the vacancy. If doctors, engineers or army officers cannot be substituted by any Tom, Dick and Harry, there should not be any exception for the Teachers too. Profession of teacher is not for sale or subletting. In private sector, private minority schools even try to ignore RTE stricture on screening process in admission, and face strong resistance from Child Rights organisations. Private institutions are not fully ready to follow provisions of RTE, and not a single private school has not implemented 25 % reservation for children belonging to socially disadvantaged groups and weaker sections.
There are still various barriers in the education system in India even after the enactment of RTE Act. Primary barrier is on socio- economic basis. The Central Schools, JNVs and Sainik Schools, which are India’s pace setter schools, enjoying special relaxation on RTE’s strictures, fail to reach out to the poor and disadvantaged students. Infrastructure and arrangement to ensure “Barrier - free excess” for children with special needs in schools remain a dream yet to be realised.The object and reason of RTE is primarily to bring a just and humane society, it is to strengthen the social fabric of democracy through provision of equal opportunities to all, and it is to guarantee that every child has a right to be provided full time elementary education of satisfactory and equitable quality in a
formal school which satisfies certain norms and standards. Therefore, the vision of imparting “Equitable Quality” cannot be neglected, but must be a driving force for free and compulsory education mission. Then, what does the Quality Education stand for? Simply, an inclusive quality education must provide vital things such as life skill, livelihood skill, moral education etc. apart from conventional scholastic education. A progressive society needs responsible and creative minds who could dedicate their life for the betterment of the society and humanity. Selfishness, corrupted, irresponsibility, unethical, dehumanisation and demoralization are visible syndromes of a seriously diseased society. The tragedy is that our society, which is terminally ill, has exposed all these syndromes.
Are we getting quality education from the highly prestigious schools? If we could truly get quality education from the highly paid private schools or government run special schools, we must have had a clean administration, justice and good governance in return. Because, many people in executive, legislature and judiciary including doctors and engineers had received so called quality education from these prestigious institutions which produce outstanding students and toppers. In fact, an ideal and visionary teacher could evoke and inspire his students’ mind and spirit and his ultimate teachings have a life -long effect. Such inspired and empowered students, in their future life would be enlightened ones, they could not be easily misled by the negative environmental factors and selfish motives, but could still take the best ever decision in any critical circumstance without losing rationality and
ethical values. The real need of the hour in our society is such enlightened personalities not the mere self acclaimed educated and high sounding degree holder individuals. Our society makes an uproar over the impoliteness and notoriety of some police commandos who committed extra judicial executions, involved in drug trafficking. However, they are energetic youths of the society. Similarly people are also fed up with various unjustifiable violent activities of non state actors thereby distancing themselves from genuine revolutionary identity. They are also energetic youths of the society. Both category of youths who are in state and non state actors, received similar quality of education and groomed in similar social environs. Besides, we do experience uncontainable corruption in public offices, and malpractices in all walks of life. There would be varied reasons for all these social evils and crimes, however, a primary factor would be the failure to impart proper and holistic quality education to our past generations for which we are now bearing the utmost brunt. Our education system failed to evoke their mind and spirit, they are neither inspired nor enlightened, rather they had be trained to be anti social, corrupted, self centred, chicken hearted, wicked and inhuman. Then, before striving for any kind of social reformation and revolution, we must all set to change the education as a whole, from policy, system, structures to individual’s mindsets to ensure truly equitable, inclusive and meaningful quality education to our young generation.
(Keisham Pradipkumar is a Child rights activist)
Free and compulsory but what about quality education?
By Keisam Pradipkumar
In Manipur, a stocktaking on implementation of Right to Education will indubitably bump up against more letdowns than relative success stories. The two crucial nitty-gritty of “The Right of Children to Free and Compulsory Education Act, 2009” (RTE) i.e.– the true spirit of “Free Education” and the state’s obligation upon ensuring “Compulsory elementary education” to every child in the age group of 6-14 years, is virtually not implemented even in the government schools, let alone the private schools. The dichotomy of “Quality Education” and “Free and Compulsory to Education” remains rather in a disharmonious way. Like various free gift items offered in the market are usually of less quality, the qualitative contents and outputs of free education are also unquestionably questionable. Many government schools continue to collect money from the students under one or another pretext. In hill districts government schools collects money for “Glory Festivals”, while valley based government schools largely collect games and sports fees, some schools still charge tuition fees, if not admission fees. Parents and guardians of some state run model schools, used to subscribe money to help the school management. They called it Donation not Fees, as to get away from the stricture of RTE. Such misdeeds flouting the RTE provisions are being covered up as money receipts are not deliberately issued to the students, so- that no evidence of violation of RTE’s mandate is traceable.
Everyone is aware that the slight increase in the enrolment rate in government schools in recent times does not necessarily mean that government schools start imparting quality education resulting to migration of students from private schools. Because, only the poor and disadvantaged section of the society are migrating from private schools to government schools mainly to get free education facilities, such as free uniform, mid day meal, free text books etc. Government schools could not catch the attention of middle class families till now. If free education is not available in government schools, even the lower class families will not be attracted at all. The State authority has failed to strengthen and confer the rights and responsibilities of existing School Management and Development Committees (SMDCs). Most of the SMDCs are formed for formality sake. If these SMDCs are not able to protect their own rights, then how could they protect their children’s right to education, for which they need to exercise their authority enshrined in RTE Act, over monitoring, planning and implementation. It is high time to ensure a meaningful community ownership in school management through a sustained intervention of genuine and capable SMDCs. Parents and guardians in SMDCs should envision children’s right to equitable quality education within the purview of free and compulsory education. Because, a cheaper or free education sans quality is not the goal.
However, it is shattering to learn that subletting of teachers is undertaken with the benefaction of some village authorities, headmen and local authorities, who knowing or unknowingly, pledge to legitimize the unlawful practice. Making the fraudulent act a socially acceptable tradition, some influential people try to justify it by saying that subletting of government appointed teachers is good, as it provides employment to educated unemployed local youths. In fact, it is a serious crime against the state and society as a whole. If person appointed does not intentionally perform his official duties, he should be penalised and removed from the post and an alternative arrangement should be made officially to fill-up the vacancy. If doctors, engineers or army officers cannot be substituted by any Tom, Dick and Harry, there should not be any exception for the Teachers too. Profession of teacher is not for sale or subletting. In private sector, private minority schools even try to ignore RTE stricture on screening process in admission, and face strong resistance from Child Rights organisations. Private institutions are not fully ready to follow provisions of RTE, and not a single private school has not implemented 25 % reservation for children belonging to socially disadvantaged groups and weaker sections.
There are still various barriers in the education system in India even after the enactment of RTE Act. Primary barrier is on socio- economic basis. The Central Schools, JNVs and Sainik Schools, which are India’s pace setter schools, enjoying special relaxation on RTE’s strictures, fail to reach out to the poor and disadvantaged students. Infrastructure and arrangement to ensure “Barrier - free excess” for children with special needs in schools remain a dream yet to be realised.The object and reason of RTE is primarily to bring a just and humane society, it is to strengthen the social fabric of democracy through provision of equal opportunities to all, and it is to guarantee that every child has a right to be provided full time elementary education of satisfactory and equitable quality in a
formal school which satisfies certain norms and standards. Therefore, the vision of imparting “Equitable Quality” cannot be neglected, but must be a driving force for free and compulsory education mission. Then, what does the Quality Education stand for? Simply, an inclusive quality education must provide vital things such as life skill, livelihood skill, moral education etc. apart from conventional scholastic education. A progressive society needs responsible and creative minds who could dedicate their life for the betterment of the society and humanity. Selfishness, corrupted, irresponsibility, unethical, dehumanisation and demoralization are visible syndromes of a seriously diseased society. The tragedy is that our society, which is terminally ill, has exposed all these syndromes.
Are we getting quality education from the highly prestigious schools? If we could truly get quality education from the highly paid private schools or government run special schools, we must have had a clean administration, justice and good governance in return. Because, many people in executive, legislature and judiciary including doctors and engineers had received so called quality education from these prestigious institutions which produce outstanding students and toppers. In fact, an ideal and visionary teacher could evoke and inspire his students’ mind and spirit and his ultimate teachings have a life -long effect. Such inspired and empowered students, in their future life would be enlightened ones, they could not be easily misled by the negative environmental factors and selfish motives, but could still take the best ever decision in any critical circumstance without losing rationality and
ethical values. The real need of the hour in our society is such enlightened personalities not the mere self acclaimed educated and high sounding degree holder individuals. Our society makes an uproar over the impoliteness and notoriety of some police commandos who committed extra judicial executions, involved in drug trafficking. However, they are energetic youths of the society. Similarly people are also fed up with various unjustifiable violent activities of non state actors thereby distancing themselves from genuine revolutionary identity. They are also energetic youths of the society. Both category of youths who are in state and non state actors, received similar quality of education and groomed in similar social environs. Besides, we do experience uncontainable corruption in public offices, and malpractices in all walks of life. There would be varied reasons for all these social evils and crimes, however, a primary factor would be the failure to impart proper and holistic quality education to our past generations for which we are now bearing the utmost brunt. Our education system failed to evoke their mind and spirit, they are neither inspired nor enlightened, rather they had be trained to be anti social, corrupted, self centred, chicken hearted, wicked and inhuman. Then, before striving for any kind of social reformation and revolution, we must all set to change the education as a whole, from policy, system, structures to individual’s mindsets to ensure truly equitable, inclusive and meaningful quality education to our young generation.
(Keisham Pradipkumar is a Child rights activist)
In Manipur, a stocktaking on implementation of Right to Education will indubitably bump up against more letdowns than relative success stories. The two crucial nitty-gritty of “The Right of Children to Free and Compulsory Education Act, 2009” (RTE) i.e.– the true spirit of “Free Education” and the state’s obligation upon ensuring “Compulsory elementary education” to every child in the age group of 6-14 years, is virtually not implemented even in the government schools, let alone the private schools. The dichotomy of “Quality Education” and “Free and Compulsory to Education” remains rather in a disharmonious way. Like various free gift items offered in the market are usually of less quality, the qualitative contents and outputs of free education are also unquestionably questionable. Many government schools continue to collect money from the students under one or another pretext. In hill districts government schools collects money for “Glory Festivals”, while valley based government schools largely collect games and sports fees, some schools still charge tuition fees, if not admission fees. Parents and guardians of some state run model schools, used to subscribe money to help the school management. They called it Donation not Fees, as to get away from the stricture of RTE. Such misdeeds flouting the RTE provisions are being covered up as money receipts are not deliberately issued to the students, so- that no evidence of violation of RTE’s mandate is traceable.
Everyone is aware that the slight increase in the enrolment rate in government schools in recent times does not necessarily mean that government schools start imparting quality education resulting to migration of students from private schools. Because, only the poor and disadvantaged section of the society are migrating from private schools to government schools mainly to get free education facilities, such as free uniform, mid day meal, free text books etc. Government schools could not catch the attention of middle class families till now. If free education is not available in government schools, even the lower class families will not be attracted at all. The State authority has failed to strengthen and confer the rights and responsibilities of existing School Management and Development Committees (SMDCs). Most of the SMDCs are formed for formality sake. If these SMDCs are not able to protect their own rights, then how could they protect their children’s right to education, for which they need to exercise their authority enshrined in RTE Act, over monitoring, planning and implementation. It is high time to ensure a meaningful community ownership in school management through a sustained intervention of genuine and capable SMDCs. Parents and guardians in SMDCs should envision children’s right to equitable quality education within the purview of free and compulsory education. Because, a cheaper or free education sans quality is not the goal.
However, it is shattering to learn that subletting of teachers is undertaken with the benefaction of some village authorities, headmen and local authorities, who knowing or unknowingly, pledge to legitimize the unlawful practice. Making the fraudulent act a socially acceptable tradition, some influential people try to justify it by saying that subletting of government appointed teachers is good, as it provides employment to educated unemployed local youths. In fact, it is a serious crime against the state and society as a whole. If person appointed does not intentionally perform his official duties, he should be penalised and removed from the post and an alternative arrangement should be made officially to fill-up the vacancy. If doctors, engineers or army officers cannot be substituted by any Tom, Dick and Harry, there should not be any exception for the Teachers too. Profession of teacher is not for sale or subletting. In private sector, private minority schools even try to ignore RTE stricture on screening process in admission, and face strong resistance from Child Rights organisations. Private institutions are not fully ready to follow provisions of RTE, and not a single private school has not implemented 25 % reservation for children belonging to socially disadvantaged groups and weaker sections.
There are still various barriers in the education system in India even after the enactment of RTE Act. Primary barrier is on socio- economic basis. The Central Schools, JNVs and Sainik Schools, which are India’s pace setter schools, enjoying special relaxation on RTE’s strictures, fail to reach out to the poor and disadvantaged students. Infrastructure and arrangement to ensure “Barrier - free excess” for children with special needs in schools remain a dream yet to be realised.The object and reason of RTE is primarily to bring a just and humane society, it is to strengthen the social fabric of democracy through provision of equal opportunities to all, and it is to guarantee that every child has a right to be provided full time elementary education of satisfactory and equitable quality in a
formal school which satisfies certain norms and standards. Therefore, the vision of imparting “Equitable Quality” cannot be neglected, but must be a driving force for free and compulsory education mission. Then, what does the Quality Education stand for? Simply, an inclusive quality education must provide vital things such as life skill, livelihood skill, moral education etc. apart from conventional scholastic education. A progressive society needs responsible and creative minds who could dedicate their life for the betterment of the society and humanity. Selfishness, corrupted, irresponsibility, unethical, dehumanisation and demoralization are visible syndromes of a seriously diseased society. The tragedy is that our society, which is terminally ill, has exposed all these syndromes.
Are we getting quality education from the highly prestigious schools? If we could truly get quality education from the highly paid private schools or government run special schools, we must have had a clean administration, justice and good governance in return. Because, many people in executive, legislature and judiciary including doctors and engineers had received so called quality education from these prestigious institutions which produce outstanding students and toppers. In fact, an ideal and visionary teacher could evoke and inspire his students’ mind and spirit and his ultimate teachings have a life -long effect. Such inspired and empowered students, in their future life would be enlightened ones, they could not be easily misled by the negative environmental factors and selfish motives, but could still take the best ever decision in any critical circumstance without losing rationality and
ethical values. The real need of the hour in our society is such enlightened personalities not the mere self acclaimed educated and high sounding degree holder individuals. Our society makes an uproar over the impoliteness and notoriety of some police commandos who committed extra judicial executions, involved in drug trafficking. However, they are energetic youths of the society. Similarly people are also fed up with various unjustifiable violent activities of non state actors thereby distancing themselves from genuine revolutionary identity. They are also energetic youths of the society. Both category of youths who are in state and non state actors, received similar quality of education and groomed in similar social environs. Besides, we do experience uncontainable corruption in public offices, and malpractices in all walks of life. There would be varied reasons for all these social evils and crimes, however, a primary factor would be the failure to impart proper and holistic quality education to our past generations for which we are now bearing the utmost brunt. Our education system failed to evoke their mind and spirit, they are neither inspired nor enlightened, rather they had be trained to be anti social, corrupted, self centred, chicken hearted, wicked and inhuman. Then, before striving for any kind of social reformation and revolution, we must all set to change the education as a whole, from policy, system, structures to individual’s mindsets to ensure truly equitable, inclusive and meaningful quality education to our young generation.
(Keisham Pradipkumar is a Child rights activist)
17 children in a school van leads to 14 being hospitalized
IMPHAL, May 23: Even as the sight of school vans being stuffed beyond capacity with children of various age groups are a common sight in the state with no guidelines in place from any authority, fourteen school children of North Eastern English School, Moirang Kampu Khewa Bazaar under Imphal East district fainted inside their school van on the way to the school at around 9.30 am today as a possible fall out of over seating leading to suffocation. The van bearing registration number MN 1A-2638 and driven by one Lukhoi Thongam (22) S/o Thambou of Sanjenbam Samshabi under Imphal East district carries a total of seventeen children.
Eleven of the fourteen children were brought to Jawaharlal Nehru Institute of Medical Science (JNIMS) at Porompat while the remaining three were brought down at their homes as their condition were stable. Those brought to JNIMS were Sapam Bony Singh, a student of Class KG; Telem Priyanka Devi and Laishram Mahesh both of Class I; Huidrom Sushma; Thongam Rejiya; Loitongbam Bikash; Sapam Rabishanker; Arabam Jannat; Laishram Thoi Devi and Thongam Niraj Singh of Class II and Sapam Borish of Class III.
When media persons interacted with the children at JNIMS, all of them said that they sensed a foul smell inside the van, making their eyes water and hurt. The children all said they felt intense dizziness just before they were about to faint.
Three of them who were seated in the front seat along with the driver did not faint as they might be getting some air. It was raining and all the windshields of the rear side of the vehicle were closed, they said.
Arabam Jannat threw up while inside the van and at the hospital for 5-6 times altogether. She was administered anti vomiting medicine added to a glucose drip, her mother told reporters. Jannat said all the students were seated tightly inside the van and they could smell something foul inside the van.
Salam Romen, Member of the Takhen Gram Panchayat under Lamlai AC and father of Bony and Borish told IFP that the incident happened due to the carelessness of the driver.
The children fainted when the van reached about 50 meters near the school and the school authority brought the children to JNIMS. The Headmaster of the school M Surkumar paid the treatment charge of around Rs 2,200 for the children, he added.
The parents of the children have incidentally not filed an FIR in consideration that the driver is from their locality though it was heard that the hospital authority filed a complaint to the Porompat Police Station, he said.
When the Principal was approached about the incident it was told that the van service is not under control of the school, he claimed.
“Today’s incident is the first such incident but there are chances that such instances will repeat further if the number of children exceeds the seat capacity of the school vehicle,” Romen added and went on to say how he had requested the driver to decrease the number of children he was carrying in the van.
We do not like it that school vans are filling their vehicles with children as if they are chicken all the while playing loud music and speeding along the congested roads. When we complain, the drivers say that we can put our wards to other vans,”, he added.
The children cannot speak against the driver but cried to their parents that they do not want to be carried in a crowded and congested vehicle. The school authority is appealed to take measures like conducting driver test, limiting the seat capacity etc, he said.
S Sumati, Secretary All Manipur Students Guardian Organization (AMSGO) told IFP that such an incident would not have occurred if the van was not filled with children exceeding the seat capacity, in a commercial and unsystematic way.
School van drivers should take responsibility by taking the children as their own children. Parents’ association of the schools is appealed to be concerned of such issue and to control it, she added while pointing out that schools and van drivers are not following the directive of Supreme Court of India on seat capacity of school vans. They need to set up specific rules and regulations and follow it. All concerned need to work together with dedication and integrity, she stressed.
Meanwhile, the Manipur Alliance for Child Rights has lamented the incident in a separate press release.
The statement has lamented that the incident was a fall-out of negligence and legal actions should be taken up against all those responsible for the incident.
It has further alleged that the school authorities and school van owners’ and Drivers association have failed to check the irresponsible acts of van drivers to cramp the young students inside their van.
It has also expressed the need for a regulatory guideline for the school van drivers.
Eleven of the fourteen children were brought to Jawaharlal Nehru Institute of Medical Science (JNIMS) at Porompat while the remaining three were brought down at their homes as their condition were stable. Those brought to JNIMS were Sapam Bony Singh, a student of Class KG; Telem Priyanka Devi and Laishram Mahesh both of Class I; Huidrom Sushma; Thongam Rejiya; Loitongbam Bikash; Sapam Rabishanker; Arabam Jannat; Laishram Thoi Devi and Thongam Niraj Singh of Class II and Sapam Borish of Class III.
When media persons interacted with the children at JNIMS, all of them said that they sensed a foul smell inside the van, making their eyes water and hurt. The children all said they felt intense dizziness just before they were about to faint.
Three of them who were seated in the front seat along with the driver did not faint as they might be getting some air. It was raining and all the windshields of the rear side of the vehicle were closed, they said.
Arabam Jannat threw up while inside the van and at the hospital for 5-6 times altogether. She was administered anti vomiting medicine added to a glucose drip, her mother told reporters. Jannat said all the students were seated tightly inside the van and they could smell something foul inside the van.
Salam Romen, Member of the Takhen Gram Panchayat under Lamlai AC and father of Bony and Borish told IFP that the incident happened due to the carelessness of the driver.
The children fainted when the van reached about 50 meters near the school and the school authority brought the children to JNIMS. The Headmaster of the school M Surkumar paid the treatment charge of around Rs 2,200 for the children, he added.
The parents of the children have incidentally not filed an FIR in consideration that the driver is from their locality though it was heard that the hospital authority filed a complaint to the Porompat Police Station, he said.
When the Principal was approached about the incident it was told that the van service is not under control of the school, he claimed.
“Today’s incident is the first such incident but there are chances that such instances will repeat further if the number of children exceeds the seat capacity of the school vehicle,” Romen added and went on to say how he had requested the driver to decrease the number of children he was carrying in the van.
We do not like it that school vans are filling their vehicles with children as if they are chicken all the while playing loud music and speeding along the congested roads. When we complain, the drivers say that we can put our wards to other vans,”, he added.
The children cannot speak against the driver but cried to their parents that they do not want to be carried in a crowded and congested vehicle. The school authority is appealed to take measures like conducting driver test, limiting the seat capacity etc, he said.
S Sumati, Secretary All Manipur Students Guardian Organization (AMSGO) told IFP that such an incident would not have occurred if the van was not filled with children exceeding the seat capacity, in a commercial and unsystematic way.
School van drivers should take responsibility by taking the children as their own children. Parents’ association of the schools is appealed to be concerned of such issue and to control it, she added while pointing out that schools and van drivers are not following the directive of Supreme Court of India on seat capacity of school vans. They need to set up specific rules and regulations and follow it. All concerned need to work together with dedication and integrity, she stressed.
Meanwhile, the Manipur Alliance for Child Rights has lamented the incident in a separate press release.
The statement has lamented that the incident was a fall-out of negligence and legal actions should be taken up against all those responsible for the incident.
It has further alleged that the school authorities and school van owners’ and Drivers association have failed to check the irresponsible acts of van drivers to cramp the young students inside their van.
It has also expressed the need for a regulatory guideline for the school van drivers.
Wednesday, May 1, 2013
Press Statement by Special Rapporteur -UN on violence against women
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Special Rapporteur on Violence against women, its causes and
consequences finalises country mission to India
NEW DELHI (1 May 2013) – At the end of her official country mission to India,
the UN Special Rapporteur on violence against women, its causes and
consequences, Ms. Rashida Manjoo, delivered the following
statement:
“I have
been mandated by the Human Rights Council to seek and receive information on
violence against women, its causes and consequences, and to recommend measures
to eliminate all forms of violence against women.
I would like to begin by expressing my thanks
to the Government of India for having invited me to visit the
country from 22 April to 1 May. The invitation, which was in response to a
request from my mandate, was received prior to the events that led to the death
of a young woman in Delhi India
During my visit, I held meetings in New Delhi , Rajasthan, Gujarat, Maharashtra
and Manipur, and gathered information from other states, including Tamil Nadu. I am grateful to all my interlocutors, including Union
and State authorities, National Human Rights Institutions, representatives of
civil society organisations, and United Nations agencies. Most importantly, I
want to thank the individual women who shared their personal experiences of
violence and survival with me. The pain and anguish in the testimonies of loss,
dispossession, and various human rights violations, was visceral and often
difficult to deal with.
The Government of India has signed and
ratified numerous international human rights instruments and has also adopted
numerous progressive laws and policies at the Union
and State levels. Numerous laws, including amendments to existing laws, have
been enacted to address various manifestations of violence against women. Among
others, these include: the Indian Penal Code which broadly includes crimes
against women. This law includes the crimes of rape, kidnapping and abduction
for specified purposes, homicide for dowry, torture, molestation, eve teasing,
and the importation of girls, among others. More specific laws on crimes
against women include: the Criminal Law Amendment Act 2013, the Sexual
Harassment of Women at Workplace (Prohibition, Prevention and Redressal) Act
2013, the Protection of Women from Domestic Violence Act 2005, the Indecent
Representation of Women (Prohibition) Act 1986, the Scheduled Castes and the
Scheduled Tribes (Prevention of Atrocities) Act 1989, the Dowry Prohibition Act
1961, the Commission of Sati Prevention Act 1961, and the Immoral Traffic
(Prevention) Act 1956 among others.
Furthermore, the following Bills are currently under discussion: the
Indecent Representation of Women (Prohibition) Amendment Bill 2012, the
Readjustment of Representation of Scheduled Castes and Scheduled Tribes in
Parliamentary and Assembly Constituencies Bill 2013, the Removal of
Homelessness Bill 2013, the Prevention of Female Infanticide Bill 2013, the
Abolition of Child Labour Bill 2013, the Child Welfare Bill 2013, the Indecent
or Surrogate Advertisements and Remix Songs (Prohibition) Bill 2013 and among
others.
At the institutional level, the
realisation of the promotion and protection of human rights broadly, and women’s
rights and children’s rights specifically, are vested in numerous Union and
state level Ministries, Departments, Commissions, Committees and Missions for
the empowerment of women. Furthermore, I was informed about numerous programs and
policies that have been put in place in recent years to address the issue of
violence against women within a human rights and development framework. These
include schemes addressing the needs of victims of rape, trafficking, domestic
violence, and so on. Some of these schemes address counselling, support, skills
development, access to benefits and also to shelters. Public/private
partnerships have been forged within different spheres including the police
sector. The laws and schemes highlighted above will be analysed and discussed
fully in my mission report.
I
welcome the Government of India’s speedy response after the rape incident of 16
December. A judicial committee headed by the late Justice Verma was
established, and new legislative measures were adopted earlier this year. While
this legislative reform is to be commended, it is regrettable that the amendments
do not fully reflect the Verma Committee’s recommendations.
It is
unfortunate that the opportunity to establish a substantive and specific
equality and non-discrimination rights legislative framework for women, to address
de facto inequality and
discrimination, and to protect and prevent against all forms of violence
against women, was lost. The speedy developments and also the adoption of a law
and order approach to sexual wrongs, now includes the death penalty for certain
crimes against women. This development foreclosed the opportunity to establish
a holistic and remedial framework which is underpinned by transformative norms
and standards, including those relating to sexual and bodily integrity rights. Furthermore,
the approach adopted fails to address the structural and root causes and
consequences of violence against women.
The
Protection of Women from Domestic Violence Act is a positive development in the
aspirational goal of protection for victims of family violence. The discrepancy between the provisions of the laws and the effective
implementation thereof, whether through the use of the police generally or the
Protection Officers in particular, was a recurrent complaint which I heard.
Despite provisions intended to offer legal, social and financial assistance to
victims, many women are unable to register their complaints. As a result, the
vulnerability of women increases, and further, they are also deprived of the
benefits prescribed in the law - as proof of registration of cases is required
for access to many benefits. Furthermore, prevention of violence, as a core due
diligence obligation of the State, does not feature in the implementation of this
law.
Despite numerous positive developments,
the unfortunate reality is that the rights of many women in India
Manifestations of violence against women
Numerous experiences of violence, whether
direct or indirect, in different spheres including the home, the community, and
in institutions, whether perpetrated by state actors or condoned by the State,
was shared with me during the mission. Violence is being experienced in
situations of peace, conflict, post-conflict, and displacement among others. The
denial of constitutional rights in
general, and the violation of the rights of equality, dignity, bodily
integrity, life and access to justice in particular, was a theme that was
common in many testimonies. Violence against women as a cause and consequence
of de facto inequality and
discrimination was also a common theme in numerous submissions received.
Violence against women and girls in India
During
my visit, I heard numerous testimonies of many women who are survivors of domestic
violence, whether at the hands of their husbands or other family members. Many
of these women live in family settings with deeply entrenched norms of
patriarchy and cultural practices linked to notions of male superiority and
female inferiority. The lack of effective remedies, the failure of the State to
protect and prevent violence against women, the economic dependence of many women
on the men in their lives, and the social realities of exclusion and marginalization
when speaking out, often results in women accepting violence as part of their
reality. The current focus by state actors on
preserving the unity of the family is manifested in the welfare/social approach
and not in the human rights based approach. It does not take into consideration
the nature of relationships based on power and powerlessness; of economic and
emotional dependency; and also the use of culture, tradition and religion as a
defence for abusive behaviour.
Sexual
violence and harassment in India
On the issue of conflict-related sexual violence, it is crucial to
acknowledge that these violations are occurring at the hands of both state and
non-state actors. The Armed Forces (Special Powers) Act and the Armed Forces (Jammu
and Kashmir
In India
In consultations
in Manipur, I heard anguished stories from relatives of young women who have disappeared
without trace or who were found dead shortly after going missing. The lack of
response from the police is the norm in such cases, with the attitude being
that these are mostly elopement cases. I am deeply concerned about other consequences of such disappearances
of young women, including exposure to sexual abuse, exploitation or trafficking.
More generally, many tribal and indigenous women in the region are subjected to
continued abuse, ill-treatment and acts of physical and sexual violence. They
are denied access to healthcare and other necessary resources, due to the
frequency of curfews and blockades imposed on citizens. Moreover, the chronic
underdevelopment prevalent in the region, coupled with frequent economic blockades,
is having an impact on the overall cost of essential items, and is exacerbating
the already vulnerable situation of women and children living in the region.
Customary
and religious practices such as child marriages and dowry-related practices,
sorcery, honour killings, witch-hunting of women, and communal violence
perpetrated against cultural and religious minorities, were highlighted in
numerous testimonies. Communal violence, inspired by religious intolerance,
does manifest in some parts of India Gujarat massacre of
2002.
I am also
concerned about the declining female sex ratio in India
With
regard to domestic workers, I am dismayed by the prevalence of numerous
violations faced by these women and girls. Many of them, often migrant and
unregistered women, work in servitude and even bondage, in frequently hostile environments;
performing work that is undervalued, poorly regulated and low-paid. According
to testimonies, they are also denied access to essential services and resources
provided by the State, as they lack proper identification, and view this as a
barrier to access. They are often the victims of various acts of violence,
including sexual harassment and victimization by their employers and others.
I have also been informed that women with disabilities experience
numerous forms of violence, including sexual violence, forced sterilization
and/or abortions and forced medication without their consent. In addition,
their experience of discrimination, exclusion and marginalisation reinforces
the need for greater attention and specificity.
Conclusion
Numerous
human rights mechanisms have addressed the violation of women’s human rights in
India wing issues:
1) There
is a need for urgent measures to end the
alarming decline in sex ratios (CEDAW, CRC)
2) The
negative effect of personal status laws on the achievement of overall gender
equality (CRC, CCPR, and CEDAW). Such laws need to be reformed to ensure
equality in law (CEDAW).
3) The
social and cultural patterns of discrimination against women require urgent
action by the State (CEDAW).
4) Ensure
that all victims of domestic violence are able to benefit from the legislation
on domestic violence. Develop a comprehensive plan to combat all forms of
violence against women (CEDAW). Domestic violence is endemic. The Protection of
Women from Domestic Violence Act and
Section 498-A of the Indian Penal Code must be enforced effectively (CESCR).
5) The
implementation of the Armed
Forces (Special Powers) Act, the Public Safety Act and the National Security
Act, and the Armed Forces (Jammu & Kashmir) Special Powers Act should be
repealed (HRC, SR Summary Executions), as it perpetuates impunity (HRC), and is
widely used against Human Rights Defenders (SR HRD).
6) Grave
concerns are noted as regards the continuing atrocities perpetrated against
Dalit women. There is a culture of impunity for violations of the rights of Dalit
women (CEDAW). Concerns are further expressed for the failure to properly
register and investigate complaints of violations against scheduled castes and
tribes, the high rate of acquittals, the low conviction rates, and the alarming
backlog of cases related to such atrocities (CRC, CEDAW and CERD).
7) The
practice of devadasi is of concern (HRC). The effective enforcement of relevant
legislation and the Indian Constitution is required to end this practice
(CERD).
8) To expeditiously enact the proposed Communal
Violence (Prevention, Control and
Rehabilitation of Victims) Bill, 2005 with the incorporation of: sexual and gender-based crimes, including mass crimes against
women perpetrated during communal violence; a
comprehensive system of reparations for victims of such crimes; and gender-sensitive victim-centred procedural and
evidentiary rules, and to ensure that inaction or complicity of State officials
in communal violence be urgently addressed under this legislation.
9) Grave
concern is expressed about the continued existence of women and girls employed
as domestic workers and their experiences of sexual abuse (CEDAW).
10) Harmful practices on women and girls, including
forced marriage, dowry and dowry-related violence are of great concern
(CEDAW, CRC, CERD, and HRC). Violence and social sanctions due to inter-caste
relationships are also of concern (CERD).
11) The impact of mega-projects on the rights of women
should be thoroughly studied, including their impact on tribal and rural communities,
and safeguards should be instituted (CEDAW).
12) Continuing
disparities in literacy levels are of concern, in particular the educational status of scheduled castes, scheduled
tribes and Muslim women (CEDAW). Effective measures
must be adopted to reduce the drop-out rates among Dalit girls (CERD).
13) More
effort is needed to end customary practices which deprive women from underprivileged classes, castes and religious
minorities of their rights to human dignity and to non-discrimination (HRC).
I would like to encourage the
government of India
My comprehensive findings will be
discussed in the report that I will present to the United Nations Human Rights
Council in June 2014.”
ENDS
Ms. Rashida Manjoo (South Africa University
of Cape Town
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