Child Labour

Child Labour

Introduction:

            Child labour refers to the employment of children in any work that deprives their childhood, interferes with their ability to attend regular school and that is mentally, physically, socially or morally dangerous and harmful. This practice is considered exploitative by many international Organization.

Causes of child labour:

1. Factors Related to family:

·         Illitracy of  parents.

·         No permanent dwelling Place.

·         Elder children have to take care of the younger sibilings.

·         Tendency of uncivilized parents who consider children’s income important than their future.

·         Childerns are forced to work to pay home loan and debits taken by their parents from employs.

2. Factors related to economic conditions of the family

·                     Most  of the young children take some odd jobs to augment the income of the           

poverty –ridden Family

·                     For those parent who are not able to provide one square meal a day to the

children ,Sending them to school is luxury.

·                     Old age of ill heath parents.

3. Factors Related to social environment in family

·                     Most parents in the society think that girls need not to be educated.

·                     Many parents consider that children should pick up the family occupation or trade

and perpetuate the honour  and dinity of the family.

·                     Forcing the girl children to help in the household chorus of close relatives and

others.

·                     Children who run away from their home end up as food servers or table cleaner

in town restaurtants

4. Education –Related  Factors:

·                  Lack of aptitude of children in education.

·                  Teachers high- handedness and corporal punishment given in schools Frighten the

children

·                  Education remain uninteresting for children.

Types of child Labours:

                        Unicef has classified child work into 3 categories.

         i )  Within the Family: Eg: Domestic, house hold task.

         ii)  Within the family but out side the home : Eg Agricultural  works

        iii)  Outside the family: Eg apprentice ship, prostitution 

 This may be

  1. Migrant child labour         –`   Migrating from their native place

  2. Bonded child labour         -     childern are pledged by their parents/guardians to

      employment   in debts or payments.

              3. Invisible child labour        -     children in the unorganized or and informal sectors

                                                                  .

  Consequences of Child Labour:   

·         Inhuman Practice. The mental growth of children is checked.

·         Less time up opportunity of children to go to school. They are deprived from education.

·         Obstruct individual growth. The standard of living of people remain low

.     Destroy children’s, childhood,

·         Ultimately, child labour affects the growth of country as children are the pillars of economy

·         Girls are Sexually harassed.

·         Though they work for more than 8 hours a day like adult labours, they are not paid wages on par with time.

·         Children may supposed to work in unhygienic conditions. this affect their health.

·         Female child labour become prey for sex torture and some of become unwed mothers.

·         Child labours become addicted to intoxicants Like alcohol, opium smoking etc due to bad companionship.

·         Children are neither educated nor vocationally trained and their productivity very low

Steps taken by Government to check the child labour and promote child welfare in India:

i)          In 1988, the government of India launched the National child labour Project. The scheme involves establishment of special school for child labour who are withdrawn from work;

ii)         These special school provide formal and informal eduction along with vocational training, and also provide a mutual stipend.

iii)        Supplementary nutrition and health care also provided to such children. Mid- day  meals are provided to all students on government school.

iv)        Earlier there was no seperate budgetary provision for any health component to take care of the health related aspects of the children. In revised scheme an amount of honorarium (Rs.5,000 per month for one doctor to put in place an in institutionalized mechanism for regular and periodical effective health care of children by a doctor.

v)         A highly powerful body, The National Authority for the Elimination of Child Labour (NAECL) was established on September 26 1994, headed by the Union Minister of labour in the government of India These are credible efforts being made at the administrative level to eliminate the problem of child labour.

vi)        There are many Voluntary organizations working for the Resume and Rehabitation of child labour in India.

vii)       Encouraging alternate schools and Non Formal Education the scheme of Sarva Siksha Abiyan should be vigorously implemented.

viii)      June 12^th is observed every year as the Child labour Education Day. That day special programmes like processions, organising human chain cycle  procession, etc, could be organised to increase Public awareness about child labour. On November 14^th (Children’s day) is observed as part of it child – labour awarness programmes could be undertaken.

Conclusion:

            Education for all children  is the key that can bring about a fundamental change and help to end the problem permanently. A collective public governmental effort on various fronts will eventually lead to the complete eradication of child labour menance from India.

Bibliography:

                        Periannan, G. (2011). Childhood and growing

                                    Chennai : AMSA Pathipagam.

Oswalt, A. (2016). Children and Media issues. Retrived

From WWW. mentalhelp.com.

Berk, L.E. (2009). Child development

            USA: PHI learning PVT. Ltd.

Four Pillars of Education as Viewed by Delor’s Commission Report

CONTEMPORARY INDIA AND EDUCATION

Seminar

On

Four Pillars of Education as Viewed by

Delor’s Commission Report

                                                                                Submitted By

                                                                            Ancy.P.A

Four Pillars of Education as viewed

by Delar s’commision Report :

Introduction:

                             In achieving the goals of quality education for all there is a great need to develop a broadened vision of educational goals to facilitate holistic approaches to recognizing educational contents and to build national capacity in developing key competencies required to all learners through curriculum renewal in emerging knowledge based societies of  21^st  century .

Delor s’commission Report: -

          International commission proposed the delors commission Report was created by 1996 when the Four pillars of learning as proposed by the international commission for the 21^st century. When the Four pillars is based on Education. They are

                         i)  Learning to know

                        ii)  Learning to do

                        iii) Learning to live together

                        iv) Learning to be

Learning to know:

                             Learning is the acquiring of knowledge, Habits, Skills and change of behaviour. Acquiring knowledge in a never – ending process and can be enriched by all forms of experience. Learning to know includes the development of the facilities of memory. Imagination rezoning, problem solving and the ability to think a contentment and critical way. ‘Learning to know ‘presupposes learning to learn calling upon the power concentratration , memory and thought as tobenifit from educational opportunities continuously arising from formally and non formally throughout life .

Learning to do:

                   Learning to do calls for new types of skills. More behavioural than intellectual. The material and the technology are becoming secondary to human qualities and interpersonal relationship. Learning to this implies of shift from skill to competence or a mix of higher order skills specific to each individual. The ascendancy of knowledge and information as factors of production systems is making the idea of occupational skills absolute and is bringing personal competency to the force. It is closely linked vacacational – technical education and works skills training . It defined skills development for doing specific things or practiced tasks in traditional or industrial economies.

Learning to live together :

          It implies an education taking two complementary paths. On one level. Discovery of others and no another experience of shared purposes throughout life. Specially it  implies the development of such qualities as knowledge and understanding the  self and others appreciation of diversity of the human race and an awareness of the similarities between and the independence of all humans : empathy and co – operative social behaviour in caring and sharing. Respect of other  people and their culture and value systems and competency in working towards common objectives .

Learning to be :

          Learning to be may be interrupted in one way as learning to be human through acquisition of knowledge .Skills and values conductive to personality development in its intellectual, moral, cultural and physical dimensions. Acquiring universally shared human values . Developing aspects of a persons’ potential, memory, rezoning, aesthetic sense, physical capacity and social skills, developing  critical thinking, developing personal commitment and responsibility.

Characteristics of learning:

                   i)   Learning is a growth

                        ii)  Learning is a adjustment

                        iii) Learning is a action

                        iv) Learning is  purposeful

                        v)  Learning is a product of environment

                        vi) Learning is a organizing experience

                  vii) Learning freely depends upon Incites

Conclusion:

          The Four pillars of learning relate to all phases and areas of education. They support and interpenetrate and interpenetrate one another and should be applied as basic principles cross -  cutting themes and generic commences for integration in and across subject areas  or leering domains

Bibliography:

          Periannan , G (2017) contemporary India and Education.

                        chennai: vanitha pathippagam

            Gnanam, D $ sharamug a Boopathi ,p.s (2016) contemporory India and Education.

                        Chennai : samrithapubilcations.

            J. c  Aggarwal (2013)  Thacher and Education in a developing

                        society: New Delhi:vikas publishing

John Dewey’s ideas on Disciplinary Knowledge and curriculum

UNDERSTANDING DISCIPLINE AND SUBJECTS

Seminar

On

John Dewey’s ideas on Disciplinary Knowledge and curriculum

                                                                                Submitted By

                                                                                Ancy.P.A

John Dewey’s ideas on Disciplinary Knowledge and curriculum

Introduction:

          John Dewey viewed subject matter as a distinctive and specialized domain of experience for learners. Subject matter consists of a body at facts, concepts, values and techniques that are selected, organized and sequenced in a way that centers upon the predetermined objectives. His ideas have been influential in education and social reform. He was one of the early developers of pragmatism and functional psychology. The following are some of his ideas about education and society.

            According to Dewey, it is not enough to extend the voting rights. It is of paramount importance to form public opinion through education as well. The aim is to ensure effective communication among citizens, experts, and politicians. The school itself is a social institution through which social reform can and should take place. Thus, Dewey makes a strong case for the importance of education not only as a place to gain content knowledge but also as a place to learn how to live. In his eyes the purpose of education shout not revolve around the acquisition of a pre – determined set of skills but rather the realization of one’s full potential and the ability to use those skills for the  greater good in society. In addition to helping students realize their full potential Dewey goes on to acknowledge that education and schooling are instrumental in creating social change and reform John Dewey was one of the first major contemporaries to develop a clear idea of what constructivism consists. He was concerned with the learner. He wanted to shed light on the learner as an important agent in the learning process. He had precise insights regarding now education should take place within the class room.

          Centered on the curriculum and tousles almost solely on the subject matter to be taught. Dewey argues that the principal weakness in this methodology is the inactivity of the student. Within this particular frame work, the child is simply the immature being who is to be matured. He is the superficial being who is to be deepened.

            Learner- centered He argues that in order for education to be most effective. Content must be presented in a way that allows the student to relate the information to prior experiences this deepening the connection with this new knowledge. Although Dewey believed in the second view  of education, he was alarmed by the excesses of “child- centered education  he argued that too much reliance on the child would be equally detrimental to the learning process .the potential law in this line of thinking is that it  minimizes the importance of the  content as well as  of the . Teacher for this reason he tried to Strike a balance between delivering Knowledge while also taking in to account the interests and experiences of the student

Curriculum:

       I.            Principle of utility:

                  Covered subject language, literature, physical science heath science, math, history, geography etc.  Subjects should be beneficial for student’s daily routine life.

    II.            Principle of natural interest:

                  According to the need, interest, ability of the learners.

 III.            Principle of activity and expression.

 IV.            Principle of integration with other subject.

    V.            Principle of flexibility.

 VI.            Based on experiences.

VII.            Choice of subject in the school methods of Teacher:

                        Activity method. Learning by doing, integration method teacher with real experiences Experimental method Discipline, education. As a preparation make necessary resource .Education as unfolding, Growth and progress are just approximations The significance of the native Capacities of children Need of practical and technical knowledge Role of teacher, practical Knowledge, creates proper environment during teaching learning process. Teach with real experiences, philosopher, friend and dictator, used effective methods of teaching .knowledge about subject, follow psychological aspects of the learners, accounting to the metal level of the learners, Have knowledge of national as well as international level Evaluation, Child centered and Democratic education.

Conclusion:

          We find that, the term discipline has become of trivial and historical importance. All the fields of knowledge are suffering from continuous fragmentation and specialization. Almost all the disciplines have crossed their boundaries and expanded their territories resulting in new fields of knowledge which are applied, professional and interdisciplinary or multidisciplinary in nature. A discipline based curriculum facilitates this with its focus on critical thinking precision in relation to the key elements of the disciplines and expected student engagement.

Bibliography:

          Maisnam, P. (2016). Understanding disciplines and subjects.

                        Meerut: lal book depot.

            Suma, S. (2016). Understanding disciplines and Subjects.

                        Trichy: Akshaya publications.

            Disciplinary Knowledge: Retrieved from www.google.com

             

Self Learning

  LEARNING AND TEACHING

Seminar

On

SELF LEARNING

                                                                                                Submitted By

                                                                      Ancy.P.A

Self learning:

            Self learning is learning is taking in information processing it, and retaining it without the need for another individual to be teaching it in order for the understanding to occur.

            Self Learning is a gift that we give to our students once they are old enough to receive it.

            Good teachers knows how much important it is for the students to practice systematic self-learning and direct their learning towards rewarding experiences. mainly in some students, the desired academic progress eventually tails to accelerate due to poorly organized self learning methods. Every student should know the methods of systematic self learning ,find the time and self motivate themselves for individual- learning to optimize their progress. Setting goals and objectives, following productive methods, using supportive packages and materials, getting feedback and guidance when threaded strongly, can yield most effective self learning.

            Self learning to advance academically, is found to be a challenge to the students and needs initial training and support from teachers. The qualitative improvement and satisfaction obtained from well planned and executed self learning practices in students:

·        Use effective instructional strategies to motivate and faster a natural desire to acquire knowledge, understanding and skills through independent learning.

·        They should learn to independently organize integrate all the instructions learnt in a meaningful way and attempt to add more to it by harnessing the additional knowledge from other sources.

·        Encourage students to in corporate the act of thinking into their self learning. They should ask to themselves several questions and attempt to find answers. Interesting and through –provoking questions help in factual recall sharpening their thought.

·        Home workers assigned to students should encourage them to practic of enrich their knowledge and skills. It should enhance their learning experiences, individuality and creativity.

·        Stress should not be just on learning factual knowledge or on role memorization. There should be attempts for deeper understanding.

·        Students should include into the schedule timely assessment of their learning by talking up some standard tests or performance assessment tests. Self assessment and evaluation enables them to monitor their progress and work for better performances.

·        They should use accumulated supporting activities and materials during the independent learning to sustain interest in learning.

·        Whenever they face some problems during the course of self learning, they should show he readiness to approach teachers or parents for guidance and feedback.

Benefits of Self learning:

Ø  Students becomes an independent thinker.

Ø  Students learns to accept responsibility.

Ø  Students gains the freedom to learn without restrictions.

Ø  Student tests well because he is used to tackling problems on his own. which equals confidence.

Ø  Students learn where to go when help is needed.

Ø  Students has the courage to took into an area of interest to study it without having to wait for a teacher to teach it.

Ø  Self learning gives the opportunity to develop a good work ethic.

Ø  Self learning allows the learner to go as deeply into a subject and interact with the subject matter as deeply as he would like to go.

Ø  Self –learning is more fun than being taught at.

Ø  Self learning is the wave of the future now that so much information is available at our fingertips.

Disadvantages of self learning:

v Nobody will correct your mistakes.

v There is no one person to go it you are struggling with your work.

v The biggest draw back is that there is not test and no routine you do.

v Waste a lot of time if you don’t have discipline and clear goals.

v You can develop bad habits that permanently affect the ability.

Reference:

            Mathew, T.(2008). Effective Teaching : A measure of excellence.

                             New Delhi: S. chand & company Ltd.