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Social Accounts of

Indian Council for Child Welfare Srivilliputhur, Tamilnadu

1st January, 2010 – 3oth June 2011

A Journey of transformation from a child labourer to an empowered adult

Indian Council for Child Welfare

Srivilliputhur, Tamilnadu Phone: 04563-262090

Social Accounts – ICCW, Srivilliputhur

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“The day will come when nations will be judged not by their military or

economic strength, by the splendour of their capital cities and public

buildings but by the well being of their people …………. and by the

protection that is afforded to the growing minds and bodies of their children”

– UNICEF Progress of Nations – 1997.

Social Audit …. An Introspection


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Acknowledgements

ICCW would like to acknowledge the contributions of the following people without whom this Social Accoumting and Audit would not have been possible.

Mrs Andal Damodaran, for her guidance and support she gave to the project at Srivilliputhur. We would never have been where we are, without her.

Mrs Chandra Thanikachalam, for her direction, timely assistance and unstinted support.

Mrs Veronica Lattuade, for her unwavering commitment and dedication to the cause of promoting the well being of children.

Mr Matteo Levi, for his unconditional support to ICCW and for enabling the process of this social audit.

Centre for Social Initiative and Management for introducing us to the Social Accounting and Audit framework and facilitating us to execute this audit.

Latha Suresh, Director, CSIM, for her time and keenness she showed in collating this report.

Mr. Balamurugan and his team for providing all the support needed for this audit in spite of their tight schedules.

39 Children volunteers for their enthusiasm in collecting the data required for the audit.

School Headmasters, Teachers and members of the Project committee, for their cooperation in all aspects of the social audit.

Members of SHG, VEDC and Children’s Forum for their unflinching support and enthusiasm.

Girija Kumarbabu Hon. Joint Secretary, ICCW


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CONTENTS

Page Chapter 1 - About ICCW ....................................................................................................................5 1.1 Introduction..................................................................................................................................5 1.2 History and Background ............................................................................................................5 The Organisation ...........................................................................................................................5 Organisational Structure...............................................................................................................6 Timeline of Activities ....................................................................................................................9

1.3 The Social Audit......................................................................................................................... 10 Chapter 2 - Mission, values, objectives and activities (MVOA) ............................................... 11 Chapter 3 - Stakeholders ................................................................................................................... 13 Chapter 4 - Scope and methodology of the social audit .............................................................. 16 4.1 Primary and Secondary data sources...................................................................................... 16 4.2 Methodology .............................................................................................................................. 16

Chapter 5 - The Report on performance: analysis of the Social Accounts .............................. 19 5.1 Values ...................................................................................................................................... 19 5.2 Feedback on values by various stakeholders..................................................................... 20 5.3 Objective 1- Prevention and reduction of school drop outs ........................................... 21 5.4 Objective 2. Support and empowerment of adolescents & the marriageable young .. 34 5.5 Objective 3. The valorisation of local resources& institutions at the community level44

Chapter 6 - Other views of stakeholders ........................................................................................ 54 Chapter 7 - Environmental impact................................................................................................... 58 Chapter 8- Economic impact ............................................................................................................ 59 Chapter 9 - Key Aspects Checklist .................................................................................................. 60 Chapter 10 - Financial information ................................................................................................. 63 Chapter 11 - Main achievements, issues and recommendations ............................................. 66 Chapter 12 - Other details ............................................................................................................... 70 12. 1 Strengths and weaknesses of the Social Accounting Process ........................................... 70 12.2 Future plans for the next Social Accounting Cycle ............................................................ 70 12.3 Dialogue and disclosure ........................................................................................................ 70

Chapter 13 - Conclusion .................................................................................................................. 71 ANNEXURE 1 - TABLES................................................................................................................. 72 ANNEXURE 2 - TESTIMONIALS.................................................................................................107 ANNEXURE 3 – QUESTIONNAIRES ..........................................................................................111


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Chapter 1 - About ICCW 1.1 Introduction The Indian Council for Child Welfare, is a national level NGO formed in 1952 to protect children and to serve as a platform for launching key programmes concerning children. Smt. Rajkumari Amrit Kaur, the then Health Minister of India officiated as the officio President and Tmt. Indira Gandhi as Vice President. The State Councils in every State in India are now independently registered bodies, affiliated at the centre to Indian Council for Child Welfare, New Delhi. The Indian Council for Child Welfare, Tamil Nadu was formed in 1953, thanks to the unflinching efforts of Smt. Manjubashini, a great freedom fighter and a staunch follower of Gandhian principles. The Council has expanded its area of concern over the years and has evolved into a major organization in Tamil Nadu, fighting for the rights of children.

1.2 History and Background

The Organisation

The Council in Tamil Nadu has grown over the years and has rendered pioneering service in the field of child development in Tamil Nadu. The Council has its branches in all the Districts with the District Collector as its ex-officio President. Special Programmes are being implemented in the Districts of Madurai, Virudhunagar, Krishnagiri, Kanniyakumari, Cuddalore, Vellore, Trichy, Nilgiris, Thanjavur, Thiruvallur, Tirunelveli, Kancheepuram, Salem and Nagapattinam. The Council operates from three major planes. Direct intervention in the field – Model Projects, Specialized programmes like Prevention of Female Infanticide at Usilampatti, Child Labour Relief Project for Children working in the Beedi Industries in Vellore, The Tsunami response in Cuddlore, Kanniyakumari and Nagapattinam, Child Line (1098) Chennai and Cuddalore District etc. Training and Capacity Building: The Council firmly believes in the process of enriching the human capital and undertakes different types of training for its stake holders. The Council is recognized as a leading Training Organization in Tamil Nadu for social workers. Advocacy / Documentation The Council strives to be the voice of the children of Tamil Nadu and takes a front position in bringing the problems of children to the forefront. The Council takes steps to build public opinion for positive actions by the State. The Council through the Information, Documentation and Research Centre


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(IDRC) has a rich collection of documents, (Reports, Government Orders, Paper-cuttings etc.) on matters related to children and women. Organisational Structure

The Council is registered under the Societies Registration Act of 1860 and is headed by an Elected Body

President – Mrs Sarojini Vardappan

Vice Presidents

Mrs.Andal Damodaran Mrs Seetha Muthiah

Mrs Chandra Mrs Girija Mrs Lakshmi Mrs.B.Vyjayanathi Thanikachalam Kumarbabu Santhanakrishnan Hon.Gen.Secretary Hon. Jt Secretary Hon. Treasurer Hon.Asst.Treasurer

Project Committees

Full time/Part-time

Professional staff-Members

Volunteers


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Child Labour is a major social problem facing India. There are 1104 lakh child labourers in the Country (SRO 2000). The NGO studies put the estimates at a much higher level. Children can be seen working in both organized and unorganized sectors. The 1986 Act prohibits the employment of children in certain hazardous industries and tries to regulate the conditions of work in other occupations. In Tamil Nadu, Virudhunagar District partially “Sivakasi” is known for the practice of employment of children in Match and Fire Works Industries. It was so widespread that the entire district and the neighbouring district of Tuticorin came to be called as the match belt. The Gurupadaswamy report of 1979 estimated 50,000 children to be working in the match industry. An earlier UNICEF report estimated that there were nearly 60,000 child workers in the Match Industry. According to 1980 area development programme of UNICEF there were 45,269 children among the 1,06,648 labourers. However unofficial reports put the estimate as 1,25,000 working children in match industry. The long hours of work, the exploitative working conditions, the piece rate wage structure, the essential risks in handling hazardous chemicals and the loss of educational opportunity, to children marked the industry being considered as one of the most exploitive child labour situation. It is against this back drop, the Council started its work in Srivilliputhur in the year 1992 in a very small scale. We avoided Sivakasi due to the presence of major industrial houses and went in search of a smaller, more cohesive area. The search led us to Srivilliputhur, which had, in 1993 nearly 139 match factories belong to C & D class. (‘C’ sector units employ more than 20 workers and are registered under the factories Act. ‘D’ sector units employ less than 20 workers are not registered under Factories Act and are considered as home-based industry). The initial survey identified nearly 3000 children to be working in these factories or working from home as full time labourers. Initially, we started our work on a very small scale, in 10 villages and later expanded to cover all the 110 villages in the Srivilliputhur block. We realized that “the endeavour to eliminate child labour in the match industry must address the problem from multiple dimensions and requires an inter-sectoral approach” as often stated by Mr. R. Vidyasagar an eminent Expert on the issue of Child Labour and Child Protection Officer, UNICEF, Chennai. Accordingly, we developed a multi-pronged action programme involving various stake holders. The starting of Women Self Help Groups, Training programmes for enforcement personnel, a well-planned advocacy and


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awareness programme about the dangers of child labour and motivational programmes for youth were some of the early efforts. Similarly, we realized that the only way to prevent children from becoming workers is to retain them as students in schools. Enrolment and retention became our watch words. The formulation of Village Education Development Committee (VEDC) springs from the necessity to reach out to the most marginalized child and bring him/ her to the village school. The VEDC is a local committee consisting of local people with some sensitivity to children. They have been entrusted with a small capital amount ranging from Rs.3000/- to Rs.10,000/-, from which they can give interest free loans to poorest parents of children in the village to cover the educational expenses of the child. The parents are expected to return the loan in 10 instalments, well before the beginning of the next academic year. Through this initiative, it has become possible to identify and reach out to the most marginalized child. Surprisingly, the rate of loan return was healthy. The defaulters were very few in number and were forced to return the money due to social pressure. Although the number of working children had gradually reduced and the conditions of child labour scenario is not so threatening as before, still, we were faced with a major crisis. The children had completed 10 years of schooling; but lacked technical skills. They were not equipped to enter the job market. Many joined the textile mills as daily labourers; some went back to the match industry. The decision to start a Community College was born out of the realization that the young adolescents must be given vocational and life-skill training so that they are able to become gainfully employed in the present day market economy. Imparting vocational skills that are in demand by the neighbouring industries emerged as a primary concern. The Community College in Srivilliputhur renders an invaluable service to the young people of this area through training them to become a professional worker. During the Training, the students learn life coping skills and spoken English. Due to this intense training in all spheres of life, the young adolescents gain a positive outlook on life and brim with self confidence and optimism. The initial step of withdrawing children from labour culminated in creating a space for children for skill acquisition.


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Timeline of Activities

PROGRESSION OF WORK AT SRIVILLIPUTHUR FROM COMBATING CHILD LABOUR TO

PROTECTION OF RIGHTS OF CHILDREN

2010

2008

2007

1998

1993

1992

1998

2001

STARTING OF SELF HELP GROUPS - (89 SHGS)

SUPPORTED FROM AIDE-ET-ACTION UPTO 2005 WORK EXPANDED TO 110 VILLAGES IN THE ENTIRE BLOCK

SUPPORTED BY INTERNATIONAL LABOUR ORGANIZATION (ILO) UNDER INTERNATIONAL PROGRAMME FOR ELIMINATION OF CHILD LABOUR (IPEC ) SCHEME UPTO 1998

BEGINNING OF THE PROJECT WORK RESTRICTED TO 10 VILLAGES

STARTING OF VILLAGE EDUCATION DEVELOPMENT COMMITTEE (VEDC) 83 VILLAGES DECLARED AS CHILD LABOUR FREE

SUPPORT OF SLASH INDIA LIMITED - CORPORATE SUPPORT FOR EDUCATIONAL LOAN THROUGH VEDC

STARTING OF THE SUDAR COMMUNITY COLLEGE. - SUPPORTED BY CIAI, ITALY

IDENTIFICATION AND ADMISSION OF DROP-OUT CHILDREN COMPLETING STD. X


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1.3 The Social Audit As with any undertaking of this magnitude, accountability and transparency to all stakeholders is important. Though ICCW has documented its processes and results, there has been no consolidated all encompassing report giving the impact made by ICCW on the stakeholders involved. When CSIM (Center for Social Initiative and Management) briefed ICCW about Social Auditing which fulfilled our requirement to have a consolidated report on ICCW’s impact, we welcomed the chance. With this Social Accoumting and Audit we hope to

1. Measure (both quantitatively and qualitatively) the extent of impact that our activities have had on all of our stakeholders.

2. Collect feedback from stakeholders that will serve as valuable

information to help identify the pulse of our stakeholders. 3. This in turn will help us gear our goals and activities towards fulfilling

our major stakeholder’s needs in the field of preventing child labour, and providing employable education through our community college.

The Social accounting process was facilitated by Ms. Latha Suresh, Director of Centre for Social Initiative and Management and an accredited social auditor registered with the Social Audit Network, UK. A Social Audit Steering Group comprising of Ms. Girija Kumarbabu, Mr. Balamurugan, Mr. Shankar and Mr Krishnaswmy took responsibility for co-ordinating the social accounting process. There were regular meetings of the Steering Group and all the members were updated on a regular basis.

The Social Accounts was drafted by Ms. Girija Kumarbabu with Ms Latha Suresh and other members of the steering team.


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Chapter 2 - Mission, values, objectives and activities (MVOA)

While the core Objectives and Activities of ICCW, Sriviliputhur were well defined, it did not have a well defined Mission statement and Values. The Mission and Values were defined during the facilitation workshop where all the core members ICCW, Srivilliputhur participated. The MVOA was further ratified by the ICCW Board. The Councils Mission and Vision are well known. It is always printed as part of the Councils Annual Report, however during the first Facilitating Workshop conducted at Chennai an attempt was made to define the Mission and Vision for the Srivilliputhur Project. The staff Team from Srivilliputhur and Members of CIAI along with the Management of the Council arrived at a specific MVOA for Srivilliputhur Project. These values identified during this Workshop fall within the larger framework of the Councils guiding values. The values of the Project were arrived at by reflecting on the actions of the Project Team during critical moments and through identifying the basis for decision making within the Project.

Mission Ensuring the Rights of Children to Development, & Protection from exploitation through family intervention and community participation

Values ♦ Prevention of all forms of abuse against children including child labour ♦ Non-discrimination

♦ Nurturing the innate potential ♦ Ensuring the right to education for all children ♦ Caring with concern

Objectives & Activities Objective 1. Prevention and reduction of school drop outs by

♦ Strengthening PTA in collaboration with SHGs and VEDCs in schools ♦ Running children forums ♦ Launching Tuition centres ♦ Facilitating Open School for dropout children ♦ Conducting Talent search competitions for children

Objective 2. Support and empowerment of adolescents and the marriageable young by

♦ Running a community college

♦ Offering a holistic Curriculum to develop life skills and employment related skills


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♦ Providing Employment placements ♦ Business Development Fund

Objective 3. The valorization of local resources and institutions at the community level by conducting

♦ Child protection training for adolescents ♦ Child protection training for school Head Masters ♦ Training of Trainers to women belonging to Self Help Group to act as

child rights agents ♦ Capacity Building of VEDC members


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Chapter 3 - Stakeholders The first facilitation workshop for SAA gave an excellent platform to identify the stakeholders involved directly and indirectly with ICCW, Srivilliputhur. The following table lists the Primary & Secondary stakeholders.

Primary Secondary

Community leaders Education dept

Community

Children studying in Schools Open schools Tuition centre Members of children forum Media Teachers – Tuition Centre/ Regular Schools School teachers Tuition teachers Suppliers

Head Masters Building owner PTA members Bank officials

VEDC members SHG members Parents of children – Students of Community College & Students of Open School Networking Organisations Government Indian Centre for Research and Development of Community Education, Egmore Women’s Development Corporation , Tamil Nadu

Students of the community college Faculty of community college Resource Persons for training programs

Employers & Internship partners Funding Partners Board / Committee members

Staff Stakeholders were consulted based on the objectives and activities of the Council through questionnaires / structured feedback forms. The table below provides details on the total number of stakeholders and the number of stakeholders from whom data was collected for this set of accounts and the method used for consultation.


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Key stakeholders

It is to be noted that all the stakeholders who were consulted responded to the questionnaires. Hence the number consulted and responded is the same.

Key Stakeholders Total Number

No. of respondents

Method of Consultation

Children studying in Schools Open school Tuition centre Members of children forum

Around 10000 56 436

461

490 20 100

100

Questionnaire

Headmasters & Teachers

Around 100

20

Questionnaire

Tuition Teachers 15 15 Questionnaire

PTA members Around 1000

165

Focus Group Discussions

VEDC members

960 76


SHG members Around 5600

204


Parents of children Around 5000

450


Students of the community college Past Present

133

73

60

30 60

Questionnaire

Faculty 12 12

Questionnaire

Employers & Internship partners

15 15 Questionnaire

Funding Partner

1 1 Feedback

Board / Committee members

7 7 Questionnaire

Staff 12 12

Questionnaire

Community leader 30 17 Questionnaire

Building Owner 1 Feedback


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Different methods were adopted for collection of data from stakeholders. It was decided to cover more than 30% wherever the number of respondents were many. It was decided to include the entire population wherever the numbers involved were manageably small. For collection of data from a large sample, for example SHG members, VEDC Members etc we adopted the Random Number Generator Technique. All the names were computerised and we could get a list of people to be included in the sample by applying RNG. The selected people were invited to participate in the FGD. A detailed list of guiding questions was prepared for conducting the FGD. Questionnaires were administered to all those stakeholders (teachers, Students, staff members, community members etc) all those who could read and write fluently. Questionnaires were mailed to all the past students of the Community College. The sample includes only those who have responded. Care was taken to rule out personal bias in collecting data from children. A group of children who were in the age group of 16 – 18 who were not involved in the activities of the Council were selected act as our field investigators. They were given a one day training on the process of Social Accoumting and Audit and how to collect information from the children. They were instructed to give the chosen tool to the first five children whom they meet on entering any village. The tool was a pictorial representation that could be easily understood and answered by the children. A field trip was included as part of the process for the audit panellist. The Panel members could meet representatives of SHGs, VEDCs and Project Committee in the Office. Later in the evening the panel members visited the villages. They met the members of VEDC at Achamthavirthan. The children’s Forum at Salliapatti was visited where the children gave a warm welcome to the group. The children also presented a cultural Programme reflecting their growth and participation in social affairs. The tuition centre at Poovani revealed the eagerness of the children in improving their academic performance. The field visit gave a fresh insight to the panellist into the working of the Council. All the members considered the field visit as a valuable opportunity for understanding the field dynamics. All the questionnaires and other tools used for the Social Accoumting and Audit purpose are attached as annexure.


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Chapter 4 - Scope and methodology of the social audit

The scope of this set of social accounts is from January 1, 2010 to June 31, 2011.

The period corresponds to the 18 months action plans as approved and supported by CIAI, Italy. For convenience sake, the scope of the audit was restricted upto June 2011 although the project period extends upto end of August 2011.

Omissions

This being the first set of social accounts for ICCW, the secondary stakeholders were not consulted for this cycle of accounts due to paucity of time and logistic reasons. They will be consulted in the next set of social accounts.

4.1 Primary and Secondary data sources

Primary Source of Data

1 Completed questionnaires from stakeholders

2 Children’s Diagram

3 Report on Focus Group Discussions

4 Letters and feedback from employers, resource persons, funding partner and network partners.

Secondary Sources of data

1 All records available at ICCW Project Office at Srivilliputhur.

2 Quarterly Reports submitted by the Council to CIAI.

3 Records of students including answer papers, marklists.

4 Minutes of the Project Committee meetings

5 Details and reports of Training conducted

6 Posters, handbills and other publicity materials produced by the Council

7 Training Manuals prepared by the Project

8 Minutes of the Meetings with SHGs and VEDCs

9 Details of children availing educational loans maintained by VEDCs and ICCW,TN

10 Minutes of the PTA Meetings.

4.2 Methodology


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A two-day workshop was organized by Indian Council for Child Welfare, Tamil Nadu on 18th & 19th April 2011 Gremaltes Hospital, Chennai to deliberate and finalize the plans for writing the social accounts. Mrs. Latha Suresh and Ms Eva Rosalin of CSIM, facilitated the proceedings of the first day. They explained to the team about the process and steps involved in Social Accoumting and Audit and enabled the team to evolve the Mission, Values, Objectives and Activities of the Project. On the second day, the team finalized the list of primary and secondary stake holders to be consulted and also decided on the Methodology. It was decided to involve a neutral group of children in order to eliminate the subjective bias in the collection of data. On 3rd May, the team again met in the offices of CIAI at Pondicherry to finalize the questionnaires. All the questionnaires were completed by the second week of May and a small pilot test was undertaken. It was decided to employ a group of children from the area to collect data from children. This group of children were given a one day orientation on the process of social accounting and were directed to collect information from the field. It is to be remembered here that this group of children had not participated in any of the activities of the Council and hence were not in any way biased about the Council. Focus Group Discussions were conducted with members of VEDC, SHG, Parents, Teachers and older children. Questionnaires were personally administered to staff members, members of the committee, teachers, older children and students of Community College (both present and passed out) Questionnaires were sent out to employer, resource-persons, to organisations accepting placement of students of Community College for training. A special one day training was organized and conducted by Mr. Balamurugran to sensitize all the members of the team about the concept of Social Audit. 39 children were selected from 110 villages and were given an one day training on how to collect information from the various stakeholders.

Details of children Consulted

Female Male Total Children Mandram 23 27 50 Special Group Convenors 10 15 25 Children mandram 11 14 25


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Representatives Children 222 269 491 Children of Tuition centre 46 54 100 Open school children 5 15 20

Data collection commenced by the end of May in earnest and the responses from children was the first set of information to be received. The postponement of the reopening of school to 15th June created a hurdle for us and delayed the completion of data collection. The teachers and members of PTA could not be contacted during the vacation time. Since the number of individuals to be involved was many, the Focus Group Discussion was decided based on Random Number Generator device. Hence, for some members, it was their first opportunity to participate in an event of this nature. In an indirect manner, this adds value to the social accounts, as the opinions have been given by individuals who have not shared their opinions earlier. In total 7 FGDs were conducted for members of SHG involving 204 members and 4 for VEDC involving 56 Members. Details of the FGD and dates are given in Annexure 1 Table 1


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Chapter 5 - The Report on performance: analysis of the Social Accounts

5.1 Values Our Guiding Values The UN Convention on the Rights of the Child (UN CRC) provides a guiding framework for our work. While our focus is child centered we recognize:

o That for holistic development of children, issues concerning their families, communities and society have to be addressed including poverty and social justice

o That children and their needs, interest and rights should be considered and have priority in all policy planning and action by Government, both State, Central, the public and that the ICCW, Tamil Nadu has a role in lobbying for and protecting the interest of the children.

o That the child, for the full & harmonious development of his/her personality, should grow up in a family environment.

o That education is the fundamental right of every child.

o That the girl child needs special attention so as to ensure her rights to survival, development and protection.

o That we have the most meaningful and widest impact on children's lives we need to work at the macro-level in influencing policy, changing social attitudes and networking with appropriate authorities, media, NGOs, the public and children themselves.

The ‘Values’ for ICCW, Srivilliputhur was evolved during the first Social accounting & audit consultation meeting which was more specific to the needs of the area.

♦ Prevention of all forms of abuse against children including child labour ♦ Non-discrimination

♦ Nurturing the innate potential ♦ Ensuring the right to education for all children ♦ Caring with concern

These values were further ratified by the Board members. A few primary stakeholders were consulted indirectly on the values of ICCW. Questions on what they identified with ICCW were asked to the Children, Teachers, VEDC & SHG members. It was noted that all of them associated ICCW with the


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prevention of Child labour and enrolling drop out children back in schools and with development of women.

It is interesting to note that the VEDC Members highlighted the practice of non-discrimination among children. They affirmed that the educational loans were made available for the most needy family irrespective of their caste or social status. They expressed their happiness in being able to help children belonging to scheduled caste even when their committee comprised of members from upper caste.

5.2 Feedback on values by various stakeholders

Children

93% the children respondents associated ICCW with eradication of child labour and ensuring the right to education.

Children speak… “To prevent child labour and to improve of educational opportunities given to children”

– Ramya, 13years, 8th std, Government School, Athikulam “To bring non school going children back to school and to protect the rights of the children”

- Thenmozhi, 11 years, 5th std, RC Primary School, Sallipatti

Community College students

23% of the students knew that ICCW was working towards creating employment opportunities for students and re-enrolling dropouts in schools.

Staff

100% of the staff associated ICCW with eradication of child labour and ensuring the right to education

Staff speak… “Development of women, improvement of individual life style and protection of child reights” - Muthuchamy “Concentrating on children’s growth – economical and educational” - Arokiyam

Community - VEDC The Women belonging to SHGs and VEDC, the PTA members and parents of children going to the tuition centres were all aware that ICCW works towards eradication of child labour, women empowerment and in ensuring children study in schools.


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A VEDC Member from Thiruvanamalai asserted during the FDG that although their committee consisted of upper caste people they have been supporting children from scheduled caste. He further added that their Committee doesnot discriminate between children

SHG member

Members from Solaikuyil Mahalir Mandram emphatically expressed “We do not want our children to work in match factories any longer. We want them to go to school.”

Learnings

Based on the above feedback, it was quite evident that all the stakeholders knew what major values ICCW was upholding. Non-discrimination, Nurturing

the innate potential and Caring with concern were not directly linked as values by the stakeholders. ICCW is planning to make small placards of the values and paste it in appropriate places within the college and also use it during meetings to make the stakeholders know about its organisational values. 5.3 Objective 1- Prevention and reduction of school drop outs Ensuring continuous attendance of children in schools is the primary way of making children not available for employment purposes. Children become a drop out due to 2 major reasons

♦ Compelling domestic reasons, either prolonged sickness of parents, severe debt burden or major changes in the family dynamics like father dying or deserting the family.

♦ The other more prevalent phenomena are lack of attractive courses in school that binds children with the school and the teachers.

Generally these are known as ‘pull out’ and ‘push out’ factors. Any program aiming to address the problem of Child Labour needs to think in terms of addressing the reasons behind these phenomena. So, all our activities are geared towards retaining children in school over a longer period of time. As part of the Social Accoumting and Audit survey, 491 students from 123 villages were randomly contacted and asked to answer about what they thought about the Council. 87% of the students were aware of the activities of


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ICCW. The following emerged as the favoured activities of the Council for these students

What ICCW stood for No. of Students

Giving loans to SHG members 271 Education for Working children 182 Formation of VEDC 174 Providing Educational loans 119 Tuition centre 119 Distributing Free note book, bag, books 101

Conducting competitions for students 90 Forming Children groups 79 Awareness training 60 Running an Open school 19 Help strengthen school infrastructure 17 Provide Free education 14 Community college 13

Anganvadi centre 13 Youth group 11 Help to working children 8

1.1 - Strengthening PTA in collaboration with SHGs and VEDCs in schools

The primary aim of the Project is to motivate the parents to send their children to schools. ICCW-TN Srivilliputhur has been in strengthening P.T.A. since 1992. The VEDC provides a nominal assistance to families below the poverty line in order to meet the education expenses. The women’s group are a strong vehicle for convincing the parents to send their children to schools. In Srivilliputhur the SHGs have introduced a good practice: to allocate some funds as educational loans to their members every year. We strived to bring together these various groups on a common platform and encourage them to monitor the village school. A strong co-ordination among these groups can ensure effective running of the Village Primary School. 22 meetings have been held with PTA at schools. All these meetings were presided over by the school head masters and facilitated by the ICCW staff members. (Please refer Annexure 1 Table 2) Feedback from PTA members Focus Group Discussions were held with the PTA members of six schools. The teachers welcomed these meetings and used this as an opportunity to relate to the parents and emphasized the need for sending their children regularly to schools. The teachers refer some children to the VEDC and help the poor parents to access the loan facility. Some teachers also report about


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the irregular attendance of the children to the SHG members with the request to contact the respective parents.

The following were the feedback from the PTA members

♦ P.T.A helps the teachers in monitoring the regular attendance of children

• It provided an opportunity for the teachers to inform the parents about the performance of their children in schools.

• School infrastructure was improved due to active functioning of PTA (gates, Classrooms)

• Due to support of the P.T.A meeting the dropout children had enrolled at schools.

• It is a forum to share the problems of the children. • It helps in dissuading the parents to seek admission in private nursery

schools and in enrolling the children in village primary school itself • Due to support of the P.T.A meeting the timetable was prepared in few

schools. • PTA helps in improving the punctuality and regularity of attendance

amongst children and teachers. • Tree plantation drives were launched due to P.T.A. in a few schools • Due to regularity of the P.T.A the quality of the children’s education

has been increased. Recommendations by PTA

To give prize for the first rank holder in every year To enroll the children in their village primary school itself and not in private schools

1.2 Running children forums

Children forums were formed in order to provide a space for children to express their opinions on the various issues concerning their lives. These forums are also a training platform for children in developing life skills. It is the current belief among child development professionals that children who are given opportunities for exercising decision making skills turn out to become a more complete adult later in life. Participation enhances the abilities of children to receive and process information and express their views on the information in an appropriate and socially agreeable manner. 15 forums have been formed and 461 children are members of these forums. The children are in the age group of 12 - 18 and studying between 7th – 10th std. 100 children were consulted from the 16 children forums. The forums are open to all the children in the village: Both boys and girls can become members of the children’s forum. Each forum elects its own office bearers. Each forum is governed by the following office bearers


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1 President 2 Vice President 3 Secretary 4 Joint Secretary 5 Treasurer 6 Asst Treasurer

There are four special interest groups namely

1 Promotion of education 2 Protection of environment 3 Health and Hygiene 4 Child Protection

Two Convenors are elected for each of these special groups. It has been decided by the children that if the President is a boy then the Vice President be a girl and vice versa. This practice ensures equal representation to both boys and girls. Their term of office is for two years. At the end of the term the present Vice President will automatically become the President in the next term. The elections will be conducted only for the second line of Office bearers. This practice ensures an opportunity for second line leaders to lead their group. The Convenors of the Special groups are responsible for educating and training the group members on the relevant issues. They are also responsible for initiating necessary social action, if needed, at the Village level. During the period under audit 16 training Programmes have been conducted for the elected members. 15 trainings were conducted at the village level for all the members of the Children’s Forum. The details are given in Annexure 1 Table 3 Feedback from Children 100% of the children respondents appreciated the children forums 88% of the respondents have participated in the training programmes organised by the Council 60% of the respondents have appreciated the trainings conducted by the council specially the trainings on child rights, right to education act, environment and procedures for conducting Elections


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Impact on joining the forum

22%

5%

34%

2%

20%

17%

0% 5% 10% 15% 20% 25% 30% 35% 40%

Acquired new friends

Self confidence has

increased

Gathering New information

Understand the world

better

Better in communication

skills

Child rights awareness

Favoured Activities in the Forum

Learning

50%

Play

4%

Social activities

32%

Training

12%

Others

2%

Learnings The children have become capable of identifying the child rights violations that take place in their village. 54% of the respondents have said that there were 118 children below 14 years who were working as full time labourers. This proves that children have acquired the sensitivity and the skill to identify working children. This finding by the children is valuable to the Project and needs to be seriously considered by the Project team. Of the 50 children, 36 have reported that a bus or a transport vehicle comes to their village to pick up women and children (may be in the age group of 14-


26

18yrs) to work in match factories. So the practice of using a vehicle to transport labour force to the match factory seems to be in vogue even today. The practice of transporting women and children is known as “bussing” and has been documented in studies related to child labour. This seems to continue in spite of the various measures taken by the Government and NGOs. The Council needs to address this issue and identify whether children are being sent in these buses. Children have requested the following

1. More trainings 2. Extension of time by an hour 3. Invite outside resource persons 4. Create awareness on savings 5. Include half an hour for play 6. Expand the centre to include more children

1.3. Launching Tuition centres These Centres function in mostly rent free accommodation provided by the village. The Centre is open for two to three hours in the evening. Since most of the children with whom ICCW is working are first generation learners, they need some after school support in doing their homework and daily lessons. With this mind tuition centres have been opened in 15 villages. A teacher or volunteer is available at the Centre to guide and help the children to do their homework and study their lessons. The children receive personal attention from the teacher.


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Village wise list of tuition centers (2009 – 2010)

100 children out of 436 children attending tuitions were consulted. 49% of the students enrolled in the tuition classes are girls and 51% are boys. (Refer Annexure 1 Table 4 for gender wise distribution of students)

The tuition teachers are selected from the local village. Of the 15 teachers, 14 are women, 2 of them are graduates, 4 diploma holders and the rest have completed their 12th std.

They make the tuition centre proud - Achievers of Poovani Tuition Centre

Krishnaveni is now a student of VPM Engineering College Divya Priya in 2011 scored 420/500 in the X Public Exam

No. of children studying

S.no Village No. of tuition Centres 2009-10 2010 -11

1 Kollurpatty 1 26 24

2 Panankulam 1 30 30 3 Sminathapuram 1 28 46 4 Thiruvannamalai 1 29 25 5 N.Sanmugasundarapuram 1 25 25 6 Poovani 1 23 27 7 Kalangaperi puthur 1 42 22 8 Nagapalayam 1 21 26

9 Keelarajakularaman 1 21 29 10 T.Managaseri 2 41 58 11 Athikulam 1 27 29 12 Sallipatty 1 28 23 13 Kadambankulam 1 28 27 14 Ullorpatty 1 7 20 15 R.Reddiapatty 1 30 25 Total 426 436


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Feedback from Tuition children

What Children like best at the Tuition centre

Studying

72%

Playing

9%

Recreation

3%

Particpating in social

events

16%

Chidrens' opinion on Tuition teachers

Very good

75%

Needs

improvement

1%

Good

23%

Fair

1%

98% of the children respondents felt that their academic performance has improved and 2% felt no change 97% of the children expressed that their parents were happy about them attending the tuition classes


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Recommendations by children

The children recommended the following - ♦ Conduct annual day celebrations

♦ Increase the tuition hours ♦ Introduce story telling sessions ♦ Conduct Computer classes ♦ Organise excursions

Teachers speak..

“I was a student of ICCW tuition centre, so I know the benefits of the centre. The tuition centre offsets the disadvantages of Lack of guidance and facilities at home” - Babu, Kadmabankulam village “The children have acquired good reading skills, ability to memorise, ability to solve puzzles, ability to engage in creative activities like drawing, painting, paper folding etc and have improved their general knowledge. - Vimaladevi, Kamapatti village

1.4. Facilitating Open School for dropout children (otherwise termed as Open School) During the year 2010-11, a special drive was undertaken to identify drop out children. 109 full time working children below18 years were identified. They were encouraged to complete standard X. Many were reluctant to get into regular school life due to a sense of social shame. An alternate method of bringing them to academic stream had to be identified. A private tutorial centre – Indian tutorial college, in Srivilliputhur town, was identified and 76 children were admitted in the tutorial centre. They were given special individual coaching and were motivated to pursue their studies. Out of this 76, only 56 students continued and appeared for the exams and all the 56 students passed in the final examination conducted under the Open School Stream by the Department of Education. Of the 56, 11 of them appeared for class VIII and 45 appeared for class X exams. It is to be noted that children who have dropped out for more than 4 years have also made use of this opportunity. The graph below shows the years that the children have been working since dropping out of school before enrolling into the tutorial college


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Years of working as Child Labourer

2%

62%

4%

16%

8%

2%

2%

2%

2%

0% 10% 20% 30% 40% 50% 60% 70%

1

2

3

4

6

7

8

9

Above 10

No

. o

f Y

ea

rs

Note: 5 has been omitted in the Y axis as there were no children in the open school with 5 years of work experience

(Refer Anexure 5 for student enrolment details in 8th and 10th) Please note that after a 7 year break in their studies, children have come back and enrolled in the Open School Programme. Feedback 95% of the respondents had enrolled in the Open school as a result of ICCW’s intervention 87% of the respondents have stated that but for this opportunity; they would be still working children. 85% of the respondents want to pursue higher studies while the rest stated that they would go back to work 75% of the respondents have expressed their willingness to work as a volunteer in the tuition centre.

Muniyasamy found a new way to start his life again when Ms Vijaya, Animator of ICCW contacted him to find out if he was interested to continue his studies. As a child he was very interested in studies but was forced to discontinue due to his family condition. His father is a visually impaired person and could not contribute to

the family income. It was his mother who was supporting the family and when she became sick it was Muniyaswamy who had to take on the mantle of family responsibility. With 8th std background he couldnot get a good job. He was hoping from working from match factory, to fire works, textile mill and so on. Every where he was treated as unskilled cooli. Muniyasamy joined the tutorial centre and appeared for his X exam. Due to his hard work and commitment he scored 404/500. Now Muniyasamy has secured a free seat in the Government Polytechnic in Ooty undergoing training in Mechanical Engineering. His poor mother has agreed to accept the hardship of living without his income with the hope that her son will one day become an engineer Mr.Muniyasamy being appreciated by

Tamilnadu Progressive Writers Association


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1.5 Conducting Talent search competitions for children

The Right to Development includes the Right to identify and develop one’s innate talent. The school is the best place for nurturing the talents of children in all fields including sports, gymnastics and fine arts like music, dance and theatre. However these opportunities are almost absent in a village school. The school has no avenue for displaying the talents of children. Hence, ICCW introduced a Talent Search Competition open for all children studying in Government and aided schools in Srivilliputhur block. The Objectives of the Talent Search competitions are,

1. To identify and encourage children with talents and provide them an opportunity to exhibit their talents

2. To motivate the teachers to take an interest in inculcating an interest in extra curricular activities amongst children and extend the necessary support as a caring adult to nuture the talent.

The competitions are conducted in collaboration with the Education department. They are held at two levels - Initially at a cluster lever and later at the block level. Generally the competitions are held in the month of October, November as a special programme for children’s day. All the participating children are awarded a small gift. Over the years these competitions have become very popular amongst the students and the teachers. It is to be noted that the teachers and the students do not get any other opportunity for competing in an event of this nature. Although, these competitions may not directly impact the drop out rate, it is to be understood that these competitions make the school life very attractive for the children. The children with creative instincts get an opportunity to display his/her talents and thereby get recognised by the teachers.

Children’s Competition Details Primary School children (1st -5th Standard)

No. of Participants S.no Name of the Event

2009-2010 2010-2011

1 Drawing 26 26

2 Vocal Solo 24 25

3 Fancy Dress 27 36


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Middle School (6th -8th Standard)

No. of Participants S.no Name of the Event

2009-2010 2010-2011

1 Elocution 18 26

2 Essay Writing 19 22

3 Drawing 22 24

4 Fancy Dress 23 17

Total Participants 159 176

Out of 100 tuition centre children, 20 had participated in various competitions and were very happy to have had the opportunity to participate in the competitions.

Learnings form Objective 1

To analyse whether the school going children knew about the drop out children, a few questions were asked. It was found that most of them were aware about school dropouts in their neighbourhood or villages. When asked about the reasons their friends dropped out of school they gave the following responses,

Reasons for Dropping out of School

Unable to study

32%

Punishments by

teachers

11%

Unwilling Parents

51%

Peer Pressure

6%


33

When enquired about the classes in which these children dropped out, their response was as below –

Class No. of students

Below 5th 35 6-8 std 14 8th to 9 18 above 9 11 no drop outs 19

34% of the tuition children have mentioned that they know of a friend who has dropped out in their class and 66% have reported that nobody in their class has dropped out

The tuition centres has helped the girl children to continue in school. It should be noted here that the labour force are predominantly women and girl children.

The introduction of Open school in the area has immense value to working children. It has helped the children directly to come back to education and has stroked their motivation and desire to study further.

The formation of children’s forum has been a good beginning in honing the all round development and leadership skills of children. Children have become aware and sensitive to the social problems around them and eager to be part of the solution

Recommendations for Objective 1

• ICCW needs to focus on accentuating their process of identifying child labourers. It is evident from the responses of children from various categories that child labour is still prevalent in their villages. In Panankulam, a student respondent has stated that there are more than 10 working children. This calls for immediate action

• Tuition centres needs to be expanded to include more children

• Launching more Centres for enrolling working children under open school system

• Regular contacts with PTA needs to be ensured.

• More interface between PTA,VEDC and SHG needs to be organised.

• Children’s forums need to be strengthened


34

The Sumangali Scheme is the way of enticing

rural girl child for employment. They are offered

work on a contract for 3 years and are promised a

bonus amount of `. 30,000/- at the end of the

term. The duration may vary according to the

employer. The employers project that the amount

given at the end of the period will help the family

of the girl child to arrange her marriage.

However, the girls are made to work for

extensive hours (10-12 hrs a day) and are forced

to do night shifts. Their access to family is

restricted. More importantly since they are living

within the factory complex and are not allowed to

go outside they become vulnerable for all forms

of abuse by the men employees of the factory.

Various Committees have studied this problem

and submitted the recommendations to the

Government.

Out of 110 students passed out of Batch II & III , questionnaires were sent to 30 students and all of them have responded. All the 60 students belonging to the present batch are included in the Study.

5.4 Objective 2. Support and empowerment of adolescents and the marriageable young

The Convention on the Rights of the Child very clearly stipulates that any one who has not completed 18 years of age must be considered as a child. We are yet to reach this standard in our Country. Both the legislations, viz the child Labour (prohibition and Regulation) Act of 1986 and the recent Right to Education Act defines the child as one below 14 years of age. Children in the age group of 14 to 18 years are in a vulnerable position.

In this area the children face the following risks and need to be protected against these dangers.

♦ They may return to full time work situation after 14 yrs. Many join the textile mills; Some children, especially girls, may return to Match industries.

♦ Many girl children are sent to other places to work under the Sumangali Scheme.

♦ Child marriages can be arranged by parents for girls as soon as they attain Puberty.

♦ Children are vulnerable for different forms of abuse.

The Council decided to respond to this situation in two major ways.

1. The starting of the Suder Community college provided them with an opportunity to become trained in one special vocational skill, so that they may become economically independent.

2. The starting of the Children’s Forums paved the way for sensitising them on their Rights and build capacity in them to face these challenges collectively on a social plane.

2.1 Running a Community College

The Community College Movement in South India started in the Year 1995. There are 199 community colleges in India and 124 in Tamilnadu. The main purpose of the Community College is to identify the most marginalised children and impart an holistic skill training encompassing both vocational skills and life skills. The latter is given equal importance in the curriculum and covers training in soft skills, spoken English and computer literacy. The training thus prepares a student to become an employable candidate,


35

equipped to face the modern job market. The Council decided to start a Community College after realising the need for vocational training for the young adolescents. Once the young person completes the Training and obtains the Certificate, he can find placement in any part of the Country. The Training empowers them to seek suitable jobs in any part of India and not in Srivilliputhur District. The Suder Community College was started on 25th Jan 2008 The first year, training in three trades were introduced – Fashion Designing, DTP and Computer Hardware. 37 students joined the college. The certificates were issued by the Council. The recognition from Tamil Nadu Open University was obtained in 2009. The course in welding was added in 2010. In the same year the college was brought within the ambit of National Council for Vocational Training (NCVT) and all the students have appeared for their examinations. The certificate from NCVT is recognised all over the country and hence gives greater opportunity to the students in their search for jobs. There are 4 types of diploma courses offered at the Community College. They are

1. Diploma in Fashion Designing and Garment Making (DFGM) 2. Diploma in Desk Top Publishing (DDTP) 3. Diploma in Computer Hardware (DCHS) 4. Diploma in Fitting & Welding (DFW)

Student enrolment

Year No. of students

2008-09 (Batch 1) 43 2008-09 (Batch 2) 37 2009-10 (Batch 3) 73 2010 -11 (Batch 4) 60

List of students enrolled in the Diploma Courses

No. of students S.no Course 2009-10 2010-11 1 DFGM 23 11 2 DDTP 23 27 3 DCHS 19 10 4 DFW 8 12

About 52% of the students enrolled in the community college hail from a very poor socio-economic profile ie. their families earn less than Rs.5,000 a month.


36

Monthly Family income of the students Monthly Family Income % 800-1500 10% 1501 – 3000 19% 3001-5000 22% 5001 – 7000 12% 7001-10000 16% above 10000 20%

Though a nominal fee is collected on admission from the students, a part or whole of the fee is refunded on completion of the course to children who hail from very poor families. Tamil Nadu Open University awards Rs 1000 to all the students on completion of the Course.

II Batch 2008-2009

Details of fee collected

Scholarship

S. No.

Name of the Student Course

Course Fee Paid

CIAI TNOU

Government SC / ST

1 S. JESURAJA DCHS 3700 2500 1000

2 G. SARAVANAKUMAR

DCHS 3700 2500 1000

3 G. RAJA DCHS 3700 2500 1000 2300

4 S. KANNAN DCHS 3700 2500 1000 2300

5 I. RAMAKRISHNAN DCHS 3700 2500 1000

6 V. DHANASEKARAN DCHS 3700 2500 1000 2300

7 G. THIRUPATHI RAJA DCHS 3700 2500 1000


37

8 K. PERIYASAMY DCHS 3700 2500 1000

9 S. GURUSAMY DCHS 3700 2500 1000

10 R. MAHAVISHNU DCHS 3700 2500 1000 2300

11 K. MUTHUKUMAR DCHS 3700 2500 1000

12 R. SURESH DCHS 3700 2500 1000 2300

13 S. ESAKKI PANDIAN DCHS 3700 2500 1000 2300

14 S. MANIKANDARAJ DCHS 3700 2500 1000

15 T. THANGAMARIAPPAN

DCHS 3700 2500 1000 2300

16 A. VIJAYAKUMAR DCHS 3700 2500 1000

17 S. RAMASAMY DCHS 3700 2500 1000

18 M. MUTHULAKSHMI DDTP 3700 2500 1000

19 R. ALAGULAKSHMI DDTP 3700 2500 1000

20 A. ANANTHAMARI DDTP 3700 2500 1000

21 E. DAISY RANI DDTP 3700 2500 1000

22 N. CHINDANAISELVI DDTP 3700 2500 1000

23 J. RAJMATHI DDTP 3700 2500 1000 2300

24 R. MUTHUKRISHNAN DDTP 3700 2500 1000

25 M. AYYAMMAL DDTP 3700 2500 1000 2300


38

26 S. PARTHIBAN DDTP 3700 2500 1000

27 K. PETCHIAMMAL DDTP 3700 2500 1000 2300

28 S. KALAISELVI DDTP 3700 2500 1000

29 G. MARIYA SELVA VIYAGULA MARY

DDTP 3700 2500 1000

30 A. VIJAYALAKSHMI DFGM 3700 2500 1000 2300

31 R. DURGADEVI DFGM 3700 2500 1000

32 T. MUTHUSELVI DFGM 3700 2500 1000

33 P. THAVAMANI DFGM 3700 2500 1000

34 R. SHANMUGAPRIYA DFGM 3700 2500 1000

35 M. LEELAVATHI DFGM 3700 2500 1000

36 V. PANDEESWARI DFGM 3700 2500 1000

37 T. KANAGAVALLI DFGM 3700 2500 1000

SC / ST SCHOLARSHIP HOLDERS FOR ALL BATCHES

S. No.

BATCH TOTAL

NUMBER OF STUDENTS

SC / ST SCHOLARS

1 I BATCH 2008 43 -

2 II BATCH 2008-09 37 11

3 III BATCH 2009 -10 73 25

4 IV BATCH 2010-11 60 18

4 V BATCH 2011-12 63 Yet to apply


39

Success Stories from Community College 12 students got University rank and one got

a gold medal in the second batch. 10 students have become entrepreneurs

43 students of the previous batch of 73 students have been extended financial support. These students hail from backward castes as shown below.

Caste Distribution of Students

SC41%

MBC7%

DNC12%

BC37%

Others3%

SC= Scheduled Caste; ST = Scheduled Tribe; BC= Backward Class MBC= Most Backward Class; DNC= De-Notified Communities

35% of students (21 students) from the current batch and 41% of the previous batch respondents were school dropouts. The following were the reasons for them dropping out of schools

Reasons %

Poverty 43% Low marks 24% Failed in school 19%

Lack of awareness amongst parents to guide the child 14%

It was interesting to note that the students enrolled in the college because they knew they would be employable. The reasons cited were –

Reasons for joining %

To become an entrepreneur 42% To improve the living conditions of the family 33% To get employed in a private firm/ government agency 17% To go abroad 9%


40

2.2 Offering a holistic Curriculum to develop life skills and employment

related skills As most of the students were hailing from a vulnerable background, these students require not only theoretical knowledge of their subjects but also required a lot of life skills education to make them adapt to their workplace effectively. Hence the curriculum was designed to develop both the work related knowledge and also make them self confident individuals. The course curriculum is broadly divided into many categories

♦ Teaching Work related skills

♦ Enhancing their Coping skills ♦ Spoken English ♦ Basic Computer skills ♦ Offering Internship

The work related skills catered to enhancing their skills in the areas of discipline they chose. Experts

from these fields handle sessions for these students. The students also visit a few organsiations to gain first hand knowledge of the current scenario.

The students are taught Yoga and street theatre as part of the coping skills sessions. These sessions helped them to develop their team spirit as well as their self confidence. To make the classes more lively and motivating,

many innovative teaching practices apart from regular lectures were used. Role plays, Seminars and group discussions enabled the students to participate in a more effective manner and internalise the concepts that were taught in class. The internship component of the training played a major role in developing practical work related skills for the students. The college has tied up with number of companies in the neighbourhood to provide internship training for the students. Annexure 1 Table 6

Feedback from the students The students of both the batches were very happy with the teaching methodology adopted at the college.


41

Quality of Teaching

Good34%

Avearge1%

Very Good

61%

No comments4%

They rated each teaching methodology as below-

Methodology used Very Good Good OK

No Comments

Lecture Method 47% 50% 1% 2% Group discussions 49% 39% 11% 1% Presentations 53% 43% 4% 0% Role Play 53% 39% 5% 3% Seminars 64% 28% 7% 1% Assignments 53% 41% 3% 3% Practicals 75% 22% 1% 2%

The internship training was also well appreciated. 93 % of the students felt that the internship was useful for their future job prospects and 97% of the students felt that the internship motivated them to know more about their work skills. Feedback from Teachers All the teachers were very happy to be associated with the college They unanimously opined that the lifeskills training, internship component and job placements were the significant features of the Community college. Feedback from Industrial partners All the partners unanimously agreed that the community college has equipped the students with necessary work skills 67% of the Industrial partners appreciated the quality of students as very good as 33% as good. All the partners agreed that the students were 100% regular during the internship period.


42

My Aim is to run a Garment Factory Ponselvi attended the Community College in 2008 for becoming a Fashion Designer. She started Govind Tailoring Centre at Vanniyampatti. She is

teaching the women to learn tailoring. She conducts training in 3 batches and has till now trained 400 women. She earns around Rs 4000/- a month. “I am able to support the education of my son and daughter.” Says Ponselvi. Many of her students are earning a livelihood by stitching for their neighbours.

All the partners agreed to continue provide internship to the students and also support in their placement 2.3 Providing Employment placements The Council strives to find suitable jobs for the students on completion of their training. In most instances, they are absorbed by the same agency where the students are placed for internship. Most of the students were offered placements on completion of the course. 65 students were placed from the first batch and 41 students were placed in the second batch. (Refer Annexure 1 Table 7 Details of student placements)

Year

Total Number

of students

Working in a

Company

Higher Studies

Self Employed

Not Working

*

I Batch 2008 Jan to Dec

43 37 - 2 4

II Batch 2008-09

37 17 9 8 3

III Batch 2009-10

73 54 4 5 10

IV Batch 2010 - 11

60 43 11 3 3

Total 213 151 24 18 20

It is to be noted that 8 students of the current batch who pursued DFGM were placed in SG Apparels and Fashions, in Rajapalayam and 7 students who pursued DFW were placed in Sri Enterprises, Thoraipakkam, Chennai.


43

Vijayasarathan comes from a very poor family. He lost his father when he was studying 7th Std due to a tragic traffic accident. The elder brother supported him to complete schooling. After X std he had to join in a Private Textile Mill as a casual labour for two years and earned Rs 40 per day. He was dejected and had no hope about the future. It was with reluctance that he joined the Community College due to the efforts of one of our Animators of the Council. However the 12 months with the Community College helped him to come out of his negative attitudes and looked to the future with optimism. After finishing the course he was very eager to start a Computer servicing centre. He was given Rs 12,500/- from the Business Development Fund to start the same. He is now a confident young entrepreneur slowly expanding into retail trade.

Feedback from passed out students 76% of the student respondents got jobs within one month after passing out and 24% got it in three months. The salaries of respondents were –

Amount in Rs. % Less than 3500 48%

3500-5000 33% 5000-7000 4% No jobs 15%

68% of them felt that they were very confident of getting a job, 25% very mildly confident and 7% were less confident of getting jobs after finishing the course. 2.4 Business Development Fund

To encourage passed out students, to become entrepreneurs, a Business Development Fund has been constituted in 2010. Each student with an entrepreneurial idea would be encouraged to launch his business with the help of a seed capital as a loan with nominal interest of 9%. Vijayasarathan, was given Rs.12,500/- to start a computer hardware company.


44

Learnings from Objective 2 This initiative has been instrumental in changing the perspectives and life style of young adolescent children of the area. It has helped them to evolve as self confident, socially sensitive and employable individuals capable and confident of winning the game of life. Financial support for deserving students has benefited the economically most backward children Coordination between peoples groups (VEDC and SHG) and staff members of community colleges has yielded positive results All the teachers of the community college have undergone a social transformation. Their spirit of volunteerism and empathy has increased and they feel that they are able to appreciate and understand the social problems in a holistic manner. Children have an innate leaning of becoming an entrepreneur, if they are guided and encouraged at the right age. 7 students inspite of their economic backwardness have started their own businesses. Recommendations

More linkages needs to be developed with larger business houses to improve the placements Community college needs to have a building of its own. A larger fund can be created to support entrepreneurial initiatives 5.5 Objective 3. The valorisation of local resources and institutions at the community level

Any development initiative need to focus on building and strengthening the local groups or partners. The Council identified the children, the women members of SHGs, the members of VEDC and the school teachers as our partners in our efforts to combat child labour. The council firmly believes that they need to be sensitised about child rights and empowered in due course of time to act as the custodians of children’s rights in this area. Different training activities were carried out for these groups during the period under review. 3.1 Child protection training for adolescents

It was decided to form Children’s Forums and funnel in all the training activities through the Forum. The Children’s forum will work on the following four issues.


45

The story of Children’s Forum at Sallipathy exemplifies the process of change that has taken place. The forum has 35 members and have gone through the process of electing their Office Bearers and Convenors. In May 2011 they staged a Street Theatre in their Village regarding the importance of Education and participated actively in the enrolment campaign. In Dec 2010 they have planted 5 trees in their village and are nurturing them carefully. They have undertaken the responsibility to keep their streets clean. In Oct the Forum decided to petition the Village President for repairing the street lights especially those near their Centre. The first petition received no response. Second time the Forum members met the President in person and handed over their petition to him. The President was so moved that he set the lights burning within 24 hours. Please see Annexure for the signed copy of the petition by children.

1. Child protection 2. Child Health & Nutrition 3. Environment 4. Education for all children.

The children of the forum will be equipped through training, exposure visits and field level action programmes to respond in an appropriate manner to the issues in their villages. Refer Annexure 1 Table ---- for trainings imparted

during the period 3.2 Child protection training for school teachers and Head Masters. The school must be a safe place for children. However, in reality the contrary seems to be more common. Child abuse, be it physical, emotional or sexual can happen in schools .The teachers need to be trained in the art of anger management to prevent physical and emotional abuse. They need to be sensitised about sexual abuse, in identifying and responding to situations of abuse. A beginning was made in this direction by organising an one day training for teachers on positive disciplining. A simple book in Tamil detailing the concept of positive disciplining and its application in the classroom was released by the Council on this occasion.


46

52 teachers from 26 schools (the Head master and one teacher was invited from every participated school) participated in this training. The programme was inaugurated by the District Elementary Education Officer. Feedback from participants “This was the first training programme where we could not fall asleep” “Training programme was personally relating to our experiences” hence we found it more useful and interesting” “It motivated us to think about methods of positive disciplining” “This programme must be conducted for all teachers” 3.3 Training of Trainers to women belonging to Self Help Group to act as child rights agents

Over the last 14 years, ICCW has been working with the women in Srivilliputhur area. The Council recognised that the women power could be harnessed and used for combating child labour. The first few groups were formed with mothers of working children. Later the groups became more inclusive.

S.No year No of SHG's Formed

Total

1 1998 5 5 2 1999 43 48

3 2000 27 75 4 2001 35 110 5 2002 40 150 6 2003 23 173

7 2004 15 188

8 2005 5 193 9 2006 4 197 10 2007 19 216

11 2008 30 246 12 2009 53 299

13 2010 69 368 14 2011 57 425

The Self Help Groups have been an active partner against the practice of child labour in Srivillliputhur. They have been well sensitised and have extended their complete support in mainstreaming working children in schools. It was decided to build their capacities as a monitoring support group for ensuring child protection in the family, school and the community. Efforts are on to develop a suitable module that would help in facilitating the training. However during the year various awareness and sensitisation


47

programs have been organised. This has helped us to identify probable trainers who could act as child rights agents.

Over the period, these SHGs have saved around than Rs.62,00,000. They have availed loans from their groups and the local banks to a tune of Rs. 5 Crores. With the assistance of the Council, they have accessed bank loans to the tune of Rs. 51,00,000 during the last one year. A revolving fund Rs.60,000 has been given to 35 groups in the last one year. A loan of Rs.3,00,000/- for Income generating activities has been given to 5 groups this year.

SHG Savings Details (1998 - 2011)

S.No Year

New SHGs formed during this year

Total savings of the SHGs

1 1998-1999 13 40560

2 1999-2000 64 495800

3 2000-2001 46 758800

4 2001-2002 61 775800

5 2002-2003 64 869200

6 2003-2004 57 1044600

7 2004-2005 58 1152400

8 2005-2006 24 1174400

9 2006-2007 11 1271600

10 2007-2008 39 2034200

S.no Year Name of awareness program

Content of the Training No. of women who attended

Resource Person

1 2009-10

Education Follow up Training

Prevention of Dropout Prevention of Early marriage

92 P.Balamurugan

2 Cluster Level SHG Awareness Program

Prevention of Dropout Prevention of Child Labour Promoting home Garden Give awareness to start economic activity

143 Porkodi Arockiam

3 2010 -11

HIV AIDS Awareness Program

Prevention of HIV AIDS 360 Thavamani Vijaya Muthulakshmi Banumathi

4 Cluster Level SHG Awareness Program

Prevention of Dropout Prevention of Child Labour Promoting home Garden Give awareness to start economic activity

1467 Porkodi Krishnasamy


48

The Manimegalai Award for the best SHG was won by the ICCW Bharathi Mahalir Mandram, Thiruvanamalai at District Level

11 2008-2009 53 3204000

12 2009-2010 69 3492000

13 2010-2011 57 5894400

Total 616 22207760

In every SHG, the members are encouraged to avail a loan for educational purpose, be it admitting their child in school or college. Annexure 1 Table 8

3.4 Capacity Building of VEDC members The VEDC is a unique concept initiated by the Council. It is essentially a people’s organisation in the village, committed to promoting education of children. In the beginning, a small amount ranging from Rs. 1000 - Rs.5,000 was given as a seed capital to give interest free loans to meet the educational expenses of children. Over the years, the VEDCs have been strengthened through trainings. In some villages the VEDC has taken the initiative to collect donations and increase the total amount for disbursement of loans. Over the years the Council had disbursed nearly 8 lakhs to the 100 VEDCs. In 2010, again all the groups were given Rs.1000 as seed capital. The VEDC members were given training on the Right to Education act, enacted by the Govt. of India and about the school management committee as proposed in the act. Parents can avail loans ranging from 500 to 2000 from this fund. It has to be

repaid in 10 equal instalments. No interest is charged for this loan. This amount is used by the parents to purchase school uniforms or notebooks for

their children. Lack of source for this type of timely support to the parents forces the parents to withdraw children from school.


49

Village with a difference

Achamthavirthan boasts that there are no child labour, no drop outs and all children in school upto Class X. The VEDC here is very active and consists of 12 members. They have a seed capital of Rs 8000/- . They continuously monitor the children and ensure that all children are in school. The village has 5 SHGs. Many of the Members are members of VEDC also. The panel visited this village during the audit and interacted with the members. One member informed that her son is working as a Software Engineer in TCS, Bangalore. He studied in this Village School. Two of the members are in Tamil Nadu Police and the VEDC is now supporting one girl to study BSc Nursing.

Loans distributed

Year No. of Children Amount Rs.

2002 – 2003 446 193350.00

2003 – 2004 723 293960.00

2004-2005 792 315216.00

2005 – 2006 862 346524.00

2006 – 2007 188 77080.00

2007 - 2008 228 93480.00

2008 - 2009 456 230430.00

2009 – 2010 223 91430.00

2010 - 2011 557 228370.00

Total 4475 1869840.00 The VEDC has ensured that no child need to be denied their right to schooling due to lack of funds in the family.

Let us Come Back to Our Village School Thiruvanamalai is a small village near Srivilliputhur Town. The only attraction here is the Vishnu Temple atop the hill. The VEDC here has rendered an excellent service to the Village by forcing the village community here to pass a village resolution and to stop the villagers from sending their children to outside private schools. They improved the strength of village school to 73 today from a pathetic 14.


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In the year 2007, the Council received a donation of 6 lakhs from Slash International for strengthening VEDCs. A part of the fund was used for giving training to the members. 5 lakhs has been retained by Council as ICCW Slash Sponsorship Fund for supporting children for higher education. The VEDC members were given the responsibility of choosing their candidates from their respective villages. Those desiring to continue higher secondary or college education can apply to this fund through VEDC. The VEDCs are responsible for collecting the repayments from the children. From 2008 to 2010, 290 children have availed this facility. During the current year 195 (2010) have benefitted from this fund.


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Details of Funds distributed through Slash Support

Class 2007-08 2008-09 2009-10 2010 -11

9 to 10 47000 41000 31000 56000

11 to 12 92000 77000 82000 120000

Degree 108000 111000 108000 150000

Diploma 30000 66000 54000 95000

Engineering 50000 50000 0 0

327000 345000 275000 421000


52


53

(Refer Annexure 1 Table 9 for village wise details of loan disbursed and names of children receiving Slash Support) Feedback from VEDC members On an average 20 – 25 children from each village have benefitted from this loan facility. This loan scheme has prevented the parents to approach the loan sharks. This scheme has a direct impact on preventing parents from sending their children to work. All the children who have availed the loan continue to pursue their education. 95% of the loans have been successfully repaid. Learnings from Objective 3 Teachers are an important stakeholder. The training for teachers on child protection need to be strengthened. The teachers need to be given an orientation and training on alternate forms to discipline children. More learning materials in simple vernacular language need to be developed. The children’s forum generates a lot of energy amongst them. They tend to keenly observe the environment and relate to the social problems easily. Their desire for a change needs to be harnessed and guided appropriately. The SHGs as emerged as a strong platform for women in the villages. If given training, they can act as a protector of child rights in the villages. So, more training need to be offered to the SHGs on a regular basis.


54

Chapter 6 - Other views of stakeholders Staff All the staff members have expressed a Personal transformation in their mindsets and in their values. Many have expressed that they have learnt to relate to the people in general and have become a complete person after joining ICCW. They appreciated the working environment and found it participatory and democratic.

Education, economic development and social empowerment are the objectives of our project – Krishnaswamy, Animator, ICCW. He has taken it upon himself to educate his wife after their marriage and helped her to complete a course in MCA. We have been working to create a society that protects its children, - Dhanalakshmi, Animator, ICCW

Community leaders The community leaders had all been sensitised towards the issue of child protection and child labour. They are all in a position to promote educational opportunities for the children. Some of them were members of VEDC and take a leading position in their village. “As ICCW is non-political, people are convinced and listen to their views” -- Mrs.Chandraprabha, Thenkullampatti, Panchayat leaer Board A project Management committee has been formed to monitor the day to day functioning of the project. Emininent members of the community have been invited to serve as members. This committee serves as a Board for Srivilliputhur. The Board members unanimously said that ICCW is working for the eradication of child labour and providing employment opportunities for the youth.

Details of Members of Project Management Committee

1. Vice President : Mr. TAS. Ramasamy (Correspondent G.S. Hindu Hr. Sec.

School , Srivilliputtur. 2. Secretary : Mr. K.Periyasamy (Head Master, G.S.

Hindu Hr. Sec. School , Srivilliputtur.

3. Treasurer : Mrs. T. Renugadevi 4. Members : Mr. G. Paul Raj Advocate


55

Mr. V.Prakash Teacher Mr. V. Suresh Thaliyath Professor Mr. M. Vaithianathan Professor Mr. S. Sridharan Teacher

Note:- The post of the President remains vacant after the demise of Mr Rangasamy, Past President

“The most significant contribution of ICCW in this area has been eradication of child labour and imparting skill development for employment” – Mr. Suresh Taliath, Board member

“The unique strength of the Council is its closeness to the rural poor”- Mr. Paul Raj, Board member

Feedback from Funding Partner - CIAI

Dear friends and colleagues of the Indian Council for Child Welfare – Tamil Nadu and of the “Sudar” Community College – Srivilliputur, CIAI has been working in India since 1968. Thinking about its involvement during the project, I would like to point out its strong correspondence to CIAI original commitment on child rights and welfare. Despite social and economic progress, the overall wellbeing of Indian children and women has unfortunately little changed. Recent data show that still many changes in children and women welfare have to be improved, and improvement attitudes should mostly be pursued with a right approach to matters, from an “need ” one to a child rights based one. Education is just one key concern among many called social changes. Regardless of the capacity of the RTE act and of its national budget implications to address Indian basic education needs, statistical findings show that a large number of children in India still do not have access to a quality education. In particular, disadvantaged children due to economical, cultural or social factors need a scrupulous attention from public institutions and from social actors. Original CIAI values have been transferred to CIAI India management. Our vision currently integrates a combined pool of experiences and attitudes coming from CIAI world experience. It’s significant to find out how these original values are reflected in Srivilliputur project processes. Partnership with ICCW gives us full confidence on working in the mainstream of child rights. If the CIAI global vision is “A world where every child can develop his/her own potential and grow up with the full awareness of his/her rights and duties” its India translation is “A Nation where children are not discriminated on socio-economic factors, religion, caste, health conditions and gender, enjoying dignity and rights”. Values such as “to be always on the child’s side”, to “consider difference as a value”, to work on “dignity and equal rights for people”, to be “against all kind of violence and discrimination”, to “Strive for excellence, Transparency and accountability” are met and reflected in ICCW Srivilliputur scheme. Equally to “promote the


56

recognition of the child as a individual and to protect its fundamental rights to life, health, to family, to education, to play and to innocence, where it may be” and its Indian descending CIAI mission to be “a resource agency working with Indian Organisations, with common objectives values, working for children deprived of their fundamental rights by creating mechanisms for mutual sharing of capacities, expertise and experience”, fully correspond to the correlated goals such as “Access to development, education and participation for all vulnerable children” joined in the project. Once again the Srivilliputur project gave us the opportunity to affirm that Education is the main tool for acquiring that knowledge and skills who are needed by the child during childhood to achieve a worthy livelihood, to understand and counteract all forms of exploitation or discrimination and to exert his personal human rights. Participation, as the building process of child capacities for decision making processes goes consequently, finally giving to the child the opportunity to deeply influence all decision and choices which affect him/her. The strong link between ICCW and CIAI as project partners is found on mutual respect and on a shared ethic vision: the certitude of working with communities to improve their capacity and consciousness, looking for a better living place for all children. Unfortunately “School Dropout”, “Child labour” and “Child marriage” are at the same time consequences and causes of poverty and social cultural burdens. These conditions are still there in Srivilliputur. They particularly affect the child’s life, they contribute to child abandonment, finally leading to further exploitation and abuse. This successful partnership started aiming to prevent children working exploitation, ensuring education, empowerment, improving the community understanding about child’s rights, and trying to create dynamics leading to a change in positive attitudes and practices in the targeted communities. Present data of beneficiaries attending “Tuition Centers”, “Children Forums”, concerning “Dropout mainstreamed children” or the “Community College” courses pupils finally recruited as qualified workers or starting their own business are significant. Academic excellence and professional results are reinforcing and confirming all stakeholders’ responsibility in supporting social and economical child background (VEDC, SHG, Institutions and Economic actors). This approach needs to be strengthened by measuring social economical and cultural changing behaviors as development indicators. We still consider that the eradication of child labor, child marriage and child traffic is mainly possible by developing education quality, improving the community-based approach in promoting all stake holders’ capacities to address child protection issues. Srivilliputur project experience went in the right direction. Despite the good results achieved until now, there is still a long way to go to achieve the full financial and functional sustainability of the community college. CIAI, ICCW, the business sector, the school and local authorities should link and create a network able to support the functioning of the community college in the long term! Let me finally thank heartily all ICCW staff, with whom since many years we have been sharing challenges, hard work, achievements and ideals. Veronica Lattuada


57

FATHER MESSAGE

Dear Students

Greetings! It gives me immense pleasure to greet you on the completion of

Two years of ICCW Suder Community College started by the Indian Council

for Child Welfare at Srivilliputtur. I am happy to greet and felicitate the

principal, staff and students of the Community College. It was a timely

intervention to start a Community College since there were many school

dropouts going to match factories and textile units for low wages without proper

education and skills.

I am happy to note that the Community College has served 153 students during

the last two years of whom 53 % are Women, 100 % are from the Socially

Backward groups, 100 % are from educationally weaker section and 87 % are

from families below Rs. 3000 has Monthly Income.

This Community College has helped the Target Group for Education,

Empowerment and Employment. It has also achieved 93 % of employment. I

have great hope that this college will become a great boon to the students from

disadvantaged sections of the society in an around Srivilliputtur.

Once again I congratulate the wonderful achievement of the Community College

and wish the College many more successful years of devoted and dedicated

service to the poor and marginalized. I would also like to mention that the

College makes great efforts to bring out the talents of individual students which

was shown clearly when the ICCW Suder Community College won

championship at the cultural festival conducted by the St. Anne’s Community

College, Periyakulam.

I wish you God’s Blessings

With Kind Regards Yours Sincerely

Dr. Xavier Alphonse, S.J., Director, ICRDCE

Member, UGC


58

Chapter 7 - Environmental impact

ICCW does not have any specific environmental policy but adheres to a few environmental norms like

1. Paper

• We reduce the amount of paper used in the office and most of the documents are maintained as electronic data.

• All print-outs and photo copies are double sided

• Most of our correspondence is through e-mails only

2. Energy

• Computers, lights, copiers and printers will be switched off when not in use

3. Office Supplies

• We use long life products over short life ones

• We purchase materials in large packs to avoid excessive packaging

• We purchase eco-efficient or “green” products

• We use paperclips rather than staples 4. Transport

• Office working hours are flexible enough to allow people to use public transport

• Staff use public buses for business purposes whenever possible

5. Tree Planting drives

The tree planting drives in schools aims to create a sense of passion for making a difference towards the environment amongst the students. .

500 saplings were provided to the SHG members as part of a tree planting drive to be planted in their backyard or in their village.

Learnings

ICCW should evolve strong environmental policies and embed them in the system. After witnessing the impact of ICCW’s sensitisation in the villages, it is possible that people can be sensitised on environmental issues like use of plastics, paper, planting trees and so forth. Another suggestion is that the children’s forum could be used to inculcate environmental friendly practises


59

Chapter 8- Economic impact

Over the last two years, Suder Community college has trained 133 individuals. Amongst the 133, 100 students have been placed and 7 have started their own business. The average earning potential for these individuals is around Rs.3,000. Due to this intervention, the local economy has gained Rs.3,21,000/- (3000*107) every month and Rs. 38,52,000 in a year. This money generated would be targeted towards improving the local economy, savings in the local banks, thereby leading to an improvement in the socio-economic profile of the households in this area. ICCW has enabled the SHGs to save around Rs.62,00,000 in the current year. The SHG members have availed loans from their groups and the local banks to a tune of Rs. 5 Crores till date. This year the SHGs have taken bank loans to the tune of Rs. 51,00,000. A revolving fund Rs.60,000 has been given to 35 groups in the last one year hence bringing in a cash flow of 21,00,000 into the local economy. A loan of Rs.3,00,000/- for Income generating activities has been given to 5 groups this year amounting to Rs. 15,00,000. As a result the SHGs have been responsible for bringing in Rs. 87,00,000/- within the local economy. The VEDC has access to Rs.13,00,000/- for educational loans. Nearly 80% of this has been utilised by the members for supporting the education of their children. 195 children from 41 villages have availed these loans. These loans are offered at a very nominal rate of interest. If not for these loans, the women would fall under the prey of the loan sharks, which would make them all long term debtors and defaulters of loans, thereby leading them to poverty. ICCW has spent around 5,00,000/- towards Awareness and Skill building programs targeted at children, SHGs, and VEDC. These trainings have helped in honing the latent skills over 500 children and improved their self - confidence and self esteem largely and motivated them to continue with their education.


60

Chapter 9 - Key Aspects Checklist 1 Human Resources Number Date/Details/Comment

1.1 Number of employees: Full-time Part-time Occasional Volunteer

20 15

1.2 Number of members 7 Y N NA

1.3 Policies and Procedures in place:

a. employee contracts Y

b. employee job descriptions

Y

c. staff appraisals Y

d. grievance procedures Y

e. disciplinary procedures Y

f. equal opportunities Y

g. other, such as family friendly policy:

Y

1.4 Investors in People NA

1.5 Consultations:

a. with paid employees Y

b. with volunteers

c. other Y

2 Good Governance and Accountability Y N NA Date/Details/Comment

2.1 Legal form of organization:

Constitution (tick appropriate):

Society Public charitable Trust Section 25 company

Y

Y N NA Date/Details/Comment

2.2 Appropriate annual return filed

Y

2.3 Annual General Meeting held Y ICCW holds regular AGMs

2.4 Regular Board/Management Committee meetings

Y 4 Board Meetings a year for the Project Management Committee

2.5 Annual Report published Y

2.6 Membership increased/decreased

Y

2.7 Social Accounts prepared First set of accounts prepared for the period 1st Jan 2010 – 30th June 2011

2.8 Social Accounts verified by Social Audit Panel

2.9 Social Accounts reported to


61

Stakeholders

2.10 Consultations:

a. with members of the organization

Y

b. with members of the Board or Management Committee

Y

c. with Advisory Body members (if appropriate)

NA

2.11 Other quality systems used

3 Asset Lock and Use of Surplus Y N NA Date/Details/Comment

3.1 Asset Lock in constitution

3.2 Use of surplus:

a. no surplus made NA

b. to reserves or re-investment

NA

c. to charitable purposes NA

d. to employee bonuses NA

e. to directors’ emoluments

NA

f. to other

NA

4 Financial Sustainability Y N NA Date/Details/Comment

4.1 Annual Accounts prepared and filed

Y

4.2 Balance sheet strengthened

Y

4.3 Profit/loss for year NA

5 Environmental Sustainability Y N NA Date/Details/Comment

5.1 Environmental policy in place

N

5.2 Reports on environmental practices available:

a. energy use: heat and light

NA

b. energy use: transport NA

c. consumption of materials NA

d. re-use of materials NA

e. recycling of materials NA

f. waste disposal NA

5.3 Carbon footprint calculated

NA

5.4 Other


62

6 Local Financial and Economic Impacts in the Community Y N NA Date/Details/Comment

6.1 Purchasing policies defined

NA

6.2 Report on effect of purchasing policies available

NA

6.3 Local multiplier effect of organization calculated

N

6.4 Savings to public purse calculated

Y

6.5 Value of volunteer contribution

NA

6.6 Total inward investment attracted

NA

6.7 Cash and in-kind contributions to the community

Y

6.8 Other financial and economic impact calculations:

N


63

Chapter 10 - Financial information

S.No Job Activity Description Budget Total Spent

1.1 PTA Meeting 16000.00 3332.00

1.2 TUTION CENTERS 1 TC - Salaries Teachers 243200.00 180800.00 2 TC - Rent & Electricity 54000.00 34850.00 3 TC - Didactical materials for

Students 30000.00 72994.00

4 TC - Training for Children Facilitators

7500.00 4780.00

5 TC - Repres. Children in Regional & State Level Network / function

5000.00 6170.00

6 TC - Training for Teachers TA 6400.00 6296.00 7 TC - Didactical materials for

Teachers 3200.00 2383.00

8 TC - Advocacy Programme events 3750.00 24335.00 1.3 DROPOUT CHILDREN 5 DO - Open School fees 150000.00 45200.00 6 DO - Children support and study

material 50000.00 118460.00

1.4 AWARENESS CAMPAIGNS 210000.00 0.00 7 AC - Material preparation 210000.00 108249.00


64


2.1 COMMUNITY COLLEGE Salaries 8 CC – Principal 190000.00 160000.00

9 CC – Instrcutors 570000.00 401063.00 10 CC - Helper 19000.00 15800.00 Professional Training 11 CC - Didactical material for CC 32000.00 33856.00 12 CC - Special programme for CC 64000.00 33822.00 13 CC - Celebration / Important

events 5000.00 48173.00

Other Costs 14 CC – Rent 144000.00 112000.00 15 CC - Electricity & Water 54000.00 30434.00 16 CC - Stationery & General

expenses 36000.00 30668.00

17 CC - Travel / Conveyance 18000.00 12626.00 18 CC - Communication - Telephone

& Posts 27000.00 31135.00

19 CC - Scholarship for CC students 300000.00 150000.00 20 CC - Scholarship for intemship 100000.00 81280.00


3.1 CHILD PROTECTION ADOLESCENTS

21 CP - Preparation of materials 10000 4718 22 CP - Training for 100 members 16

days 400000 188252

23 CP - Resource person Hon. & Accommodation

40000 19000

3.2 SCHOOL HEADMASTERS

24 SHM - Preparation of training materials

8000.00 11880.00

25 SHM - Honorarium 7 travel to Resource person

5000.00 0.00

26 SHM - One meeting for 40 teachers - 2 times

8000.00 6236.00

3.3 T O T FOR SHGs 27 SHG - Training 10000.00 12372.00 28 SHG - Resource Person 12000.00 11151.00 29 SHG - Didactical materials 5000.00 2514.00


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3.4 VEDCs LOANS FOR EDUCATION

30 VE - Hall Rent 800.00 0.00 31 VE - Training for 120 members 12000.00 7413.00 32 VE - Didactical materials 12000.00 10305.00 33 VE - Annual meeting hall rent 1000.00 300.00 34 VE - Annual meeting

Organization 9000.00 9425.00

35 VE - Education corpus (VEDC FUNDS)

200000.00 170000.00

36 VE - Education funds - 824416.00 0.00

4 GENERAL EXPENDITURES ALL ACTIVITIES

37 GE - Project Supervisor CIAI 95380.00 0.00 38 GE - Project Coordinator 228000.00 180000.00

39 GE - Social workers 228000.00 150600.00 40 GE - Case Workers 665000.00 510300.00 41 GE - Accountant 85500.00 67500.00 42 GE - Driver 76000.00 60000.00 43 GE - Helper 19000.00 10100.00 44 GE - Training for the staff 5000.00 0.00 45 GE - Local Travel 90000.00 88067.00 46 GE - State Travel 20000.00 10721.00 47 GE - Office Rent 81000.00 49000.00 48 GE - Office Electricity 18000.00 9484.00

49 GE- Stationery & General expenses 72000.00 58604.10

50 GE - Vehicle maintenance 36000.00 14159.00 51 GE - Fuel for the Vehicle 72000.00 69359.00

52 GE - Telephone, Internet & Courier 72000.00 35048.00

GB- Contribution 60860.00 53 ICCW - Administrative costs 225000.00 54 CIAI - Monitoring Pondicherry 90000.00 0.00

Total 6073146.00 3767930.10


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Chapter 11 - Main achievements, issues and recommendations Achievements The Council has successfully implemented a multi pronged strategy for prevention of child labour. The general awareness among the people about the dangerous impact o child labour on the children has considerably increased. There is a visible change in the mindset of people.

1. Many children have directly benefitted from the Project. The task of removing children from workplace and mainstreaming them into regular schools has yielded positive results. We are able to witness the various levels of achievement reached by these children.

Ex. Child Labourers Present Status

S.No. Name Village Class Year

of

Droped

Out

Placement

Year

Class Years

of

Support

Present

Status

1. S.Kanagaraj

DME

Padikasuvaithanpatti 6 1993 1995 7 5 Mechannical

Eng. Dubai.

Getting Rs.

60000/-

Month

2. R.Akkiniraj

+2

Vaithilingapuram 5 1996 1997 5 7 Army

3. T.Saravanakumar

DHWS Indranagar 4

8

1996

2000

1997

2002

2008

5

8

DHWS

3

2

1

Police

Constable

4. K.Sudha Mamsapuram

Keelur

5 1995 1996 6 3 Teacher

(Metric

School)

5. A.Kuselan Mamsapuram

Keelur

7 1995 1997 7 2 Police then

he Selected

as

Teacher

(Govt.

School

Salem)

These children and many more like them are living examples and success of the intervention. They once again explicitly indicate the exploitation inherent in the practice of child labour. If not for the opportunity to attend school, these children would have burnt their childhood in the match factory and would be today unlettered and unskilled adults.

We are confident that the practice of child labour will not be carried forth into the next generation!

2. All sections of the community are being involved in the process of change. The children, women, community leaders, teachers, etc are all


67

well trained and aware of the rights of children and their need for protection. All of them have been instrumental in identifying and addressing the issue of child protection in a very positive way. They have all become change makers in their own right.

3. The identification of working children in 2009 and bringing them under the purview of Open School System 45 children have completed X Std. Many of them have decided to continue their education and have opted to enrol themselves in plus 2 or in some vocational training programme

4. a. The Community College has opened new vistas in the area of

training and employability. Children are now exposed to a wider range of work skills which leads them to become employable in a professional setting across the country and no longer restrained to meagre employment opportunities in the village.

b. The Community College has affiliated itself with NCVT. NCVT is a certification programme of Government of India and recognised all over India by industrial partners.

c. The choice of Vocations has been carefully done. There is a growing demand for skilled workers from the Garment Industry in Tamil Nadu. There are lot of textile mills around Srivilliputhur. These mills require trained mechanics for maintenance purposes. Further Sivakasi in Virudhunagar District is known for its Printing technology. The trained candidates will be easily absorbed in these printing companies.

d. The Community College had arranged for Campus selection in 2010-11. This is a good beginning.

5. Entrepreneurial skills have been honed which will also provide local employment opportunities for the villagers. Those who have started their business enterprises service as a role model for other children in the village. The Commissioning of a Business Development Fund although small is a however a good idea.

6. Formation of VEDC s is a novel concept and has contributed a great

deal in making education accessible to the poorest of the poor. It is essentially a peoples initiative and is governed by the local people of the village. It has empowered the local community and has placed Education for All Children as an important agenda for the entire village.

7. The SHG women have been motivated to avail educational loans and

ensure that their children continue to be in school, unlike other SHGs whose primary focus is on consumption loans. The women’s groups have played a major role in preventing child labour in the villages.


68

8. The attrition rate amongst the staff has been very minimal and over

80% of them are working for the last ten years. It is a major strength for the Council. The staff team is extremely motivated and act as a cohesive group. Their commitment to work has inspired other stakeholders too. They have rendered a valuable service by propagating and finding community support for the Community College. They enjoy a good relationship with Government Officals and other NGO partners. They are well respected by the villages and their counsel is sought by them in times of personal crisis.

Issues

1. Inspite of concentrated work by the Council over the last 14 years, there is still a prevalence of child labour in the area. This causes concern and is a real challenge to bring the children into mainstream education. Although the incidence of child labour in match industries has considerably reduced, children are still found to be working in other unorganised sectors. It can be seen that children above 14 years are engaged in work. Providing a minimum of 10 years of quality education, still seeing the far away goal.

2. During the last 14 years, no major change has taken place in the

agricultural sector in spite of repeated representations to the government. The overall, economic scenario has changed very little.

3. Children above 14 years are very vulnerable for being sucked into the

textile mills and other industries. The Sumangali Scheme leads to bonded labour and exploitation of young adolescent girls.

4. Various changes have taken place in the sphere of education. There is a mushrooming of private Nursery Schools that has resulted in decline in the School attendance. The quality of education in Government schools is also causing concern. The learning outcome for children attending Government and aided Schools is below the satisfactory level.

5. As a result of the increasing awareness among people regarding rights of children there has been an increase in the reporting of cases of Child abuse be it physical or sexual. At present the systems for protecting and responsing are very weak. There is no mechanism that can be approached by the common man for reporting child abuse. There is also a lack of clarity in the system regarding the appropriate response. At present cases are dealt under the existing legal provisions that are inadequate

6. Inspite of the various awareness programme the practice of child marriage seems to be prevalent in this area still.


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Recommendations

1. The Council must identify all working children and bring them to mainstream education, irrespective of whether they are working in a match sector or not. During the Social Accoumting and Audit process the children have testified to the presence of the working children in the village. The Council needs to address this issue on a priority basis.

2. As the Council has established a closed network with all stakeholders, it is

recommended that the Council has to take steps to ensure a minimum of ten years of education to all children in this area. The people’s groups like SHGs, VEDCs and PTA need to be energised in this respect. Serious efforts need to be taken to equip them with the provisions of the RTE Act so that they may function effectively as a local level pressure group for ensuring accessibility and quality of education for a minimum of 10 years for all children.

3. The Council needs to address the quality of teaching and learning in

Government schools. There is significant gap at present between the Schemes and service delivery. The Council must address itself as to how it can play an effective role in ensuring quality of education to all the children attending Government and Aided schools. The co-ordination between the schools and the local people need to be improved.

4. SHGs are a powerful partners for the Council. The groups need to be brought under one federation and strengthened through introducing self governance systems. This will be an important step towards sustainability.

5. The Council need to plan for future sustainability. An income generating activity leading to the economic sustainability of the Community College should be planned (Rural BPOs, DTP job orders etc).

6. The Council is at present functioning in a rented premises. The Community College is along term intervention and likely to grow in stature in the coming years. The Council need to plan for acquiring a permanent physical structure for the College with good infrastructure facilities that are needed for an academic Institution

7. The Council need to explore the possibilities of creating a corpus fund for supporting the essential activities of the project.


70

Chapter 12 - Other details

12. 1 Strengths and weaknesses of the Social Accounting Process

The present exercise of getting the social accounting process in place was a maiden effort for ICCW. The process has enabled ICCW to develop a multi-perspective understanding of the program. It has given an opportunity in establishing a dialogue with many of our stakeholders. This audit helped gauge programmatic gaps and as well as the stakeholders expectations level to a large extent. Focus group discussions had to be conducted with many stakeholders. As most of the stakeholders were uneducated the discussions had to be carefully facilitated. All the information shared during these meetings couldnot be represented in the audit report. Further there might be loss of information due to differences in the facilitators dynamics. Exact information could not be elicited from all the participants as a few of them were silent participants. Another major gap is the inability to transfer all the subjective information received during the FGD into objective data. 12.2 Future plans for the next Social Accounting Cycle We plan to write our social accounts with the same seriousness as we write our financial account and we want to publish the findings in the annual report, along with the financial statements.

12.3 Dialogue and disclosure The present report shall be condensed into a summary version and shall be shared with our Board members and a few stakeholders. The entire report shall be uploaded on the ICCW website for the public to view it.


71

Chapter 13 - Conclusion

The process of drafting the social accounts gave us an excellent opportunity to get in touch with all our stakeholders. Due to paucity of time, we were able to reach out to only about 40% of our stakeholders. But still, we were able to get feedback from a wide cross section of our stakeholders. This enriching experience has also made us reflect on what activities we need to concentrate more and what activities need to be strengthened. It has definitely paved the way for strategising our future plans. Also, it has made us realise the importance and need for effective documentation within the organisation We thank our funding partner CIAI for supporting us in drafting the social accounts.


72

ANNEXURE 1 - TABLES


73

Table I - Details of Focus Group Discussions conducted

FGD with PTA

S.no Date of Meeting No. of members attended

Resource Person

1 28.06.2011 25 P.Balamurugan & G.Krishnasamy

2 30.06.2011 36 Arockiam & P.Balamurugan

3 1.7.2011 27 K.Sankar & A.Arockiam

4 1.7.2011 29 P.Balamurugan & D.Joshi Earnest

5 4.07.2011 32 G.Krishnasamy & A.Arockiam

6 04.07.2011 16 G.Krishnasamy & P.Balamurugan

SHG Focus Group Discussion

S.No Date No of

Participants

Resource Person

1 11.06.2011 32 Mrs.Girija Kumar Babu

2 16.06.2011 AM

16.06.2011 PM

59 Mr.Balamurugan

3 17.06.2011 AM

17.06.2011 PM

49 Mr.Balamurugan

4 18.06.2011 AM

18.06.2011 PM

64 Mr.Balamurugan

Total Participants 204


74

VEDC Focus Group Discussion

S.No Date No of Participants Resource Person

Male Female Total

1 10.06.2011 2 16 18 Mrs.Girija Kumar Babu

2 23.06.2011 2 19 21 Mr.Balamurugan

3 24.06.2011 7 10 17 Mr.Balamurugan

Total Participants 11 45 56


75

Table 2 Details of PTA Meetings conducted

S.no Date of Meeting

No. of members attended

Resource Person

1 26.10.2010 32 G.Krishnasamy & Arockiam

2 26.10.2010 38 G.Krishnasamy 3 27.10.2010 16 M.Banumathi 4 27.10.2010 45 K.Muthuchamy &

Balamurugan 5 28.10.2010 22 G.Krishnasamy 6 28.10.2010 25 G.Krishnasamy 7 28.10.2010 40 L.Vijayalakshmi &

Arockiam 8 28.10.2010 25 K.Muthuchamy 9 30.10.2010 25 R.Muthulakshmi 10 2.11.2010 24 Thamarai selvi &

Arockiam 11 4.11.2010 26 R.Muthulakshmi 12 4.11.2010 30 P.Thavamani 13 9.11.2010 22 Thamarai selvi &

Arockiam 14 10.11.2010 15 D.Vasantha

15 10.11.2010 22 Dhanalakshmi 16 10.11.2010 22 Ghanalakshmi 17 10.11.2010 15 G.Krishnasamy 18 10.11.2010 15 R.Muthulakshmi 19 11.11.2010 18 Dhanalakshmi 20 15.11.2010 17 D.Vasantha 21 15.112010 13 D.Vasantha

22 30.11.2010 20 D.Vasantha


76

Table 3.1 Details of Children’s Forum Village wise

S.no Forum Name Village No of Members

1 Bharathi Children’s Forum Kollurpatty 24

2 Bharathi Children’s Forum Panankulam 30 3 Bharathi Children’s Forum K.Kammapatty 46

4 Bharathi Children’s Forum Thiruvannamalai 25

5 Bharathi Children’s Forum N.Sanmugasundarapuram

25

6 Bharathi Children’s Forum Poovani 27

7 Bharathi Children’s Forum Kalangaperi puthur 22

8 Bharathi Children’s Forum Nagapalayam 26 9 Bharathi Children’s Forum Keelarajakularama

n 29

10 Bharathi Children’s Forum T.Managaseri 58 11 Bharathi Children’s Forum Athikulam 29

12 Bharathi Children’s Forum Sallipatty 23

13 Bharathi Children’s Forum Kadambankulam 27

14 Bharathi Children’s Forum Ullorpatty 20 15 Bharathi Children’s Forum R.Reddiapatty 25

16 Bharathi Children’s Forum Chinna Athikulam 25

Total 461


77

Table 3.2 Villagewise details of Office Bearers of Children Forums

Thiruvannamalai

President Koodalingam

Vice President Mareeswari

Secretary Selvi

Asst.Secretary Muneeswari

Treasurer Muneeswari

Asst.Treasurer Manikandan

Child Protection Leaders Saravanan

Manimegalai

Child education Leaders Sandhanamari

Karthik

Environment protection leaders Karthik

Devi

Health & Hygiene Leaders Aathilakshmi

Muneeswari

Poovani

President Kaiselvi Vice President Nithyalaskhmi

Secretary Karthigaiselvi

Asst.Secretary Deepika

Treasurer Krishnamoorthy Asst.Treasurer Gowri

Child Protection Leaders Muthusaravanan

Kangaraj

Child education Leaders Muthukumar Muthuselvi

Environment protection leaders Muthuraj

Muneeswari

Health & Hygiene Leaders Vignesh

Muthulakshmi

Kalangaperipudur President Rajeshkannan Vice President Madhavan

Secretary Manmadhan

Asst.Secretary Vijay

Treasurer Bagyalakshmi Asst.Treasurer Punidhavalli

Child Protection Leaders Ranjith

Manmadharaja

Child education Leaders Saravanan

Ravendran

Environment protection leaders Alagu

Murugan

Health & Hygiene Leaders Deepika

Muthu


78

Kadambankulam

President Pandeeswari

Vice President Esakkiraja

Secretary Murali

Asst.Secretary Marimuthu

Treasurer Kavipriya

Asst.Treasurer Gowtham

Child Protection Leaders Mahedran

Muraleeswaran

Child education Leaders Pandiyaraj

Alexpandian

Environment protection leaders Kaliraj Muneeswaran

Health & Hygiene Leaders Karthikraja

Anandaraj

Athikulam

President Vaitheeswari

Vice President Marikani

Secretary Sivasankareswari

Asst.Secretary Mareeswari

Treasurer Siva

Asst.Treasurer Gurusamy

Child Protection Leaders Muniyasamy Priya

Child education Leaders Surya

Sakkaravarthi

Environment protection leaders Maharaja Sakthivvel

Health & Hygiene Leaders Gurunathan

Murali

Panankulam

President Kadhiresan

Vice President Kangaraj

Secretary Esakkiraja

Asst.Secretary Ashokkumar

Treasurer Muniyandi

Asst.Treasurer Sundaravalli

Child Protection Leaders Ramalakshmi

Anandaraj

Child education Leaders Banupriya Ayyanar

Environment protection leaders Muthupandi

Marimuthu

Health & Hygiene Leaders Thangamunyandi

Muthurani


79

Sallipatty

President Murugan

Vice President Ajitha

Secretary Kadhirvel

Asst.Secretary Muthukumar

Treasurer Thangamuni

Asst.Treasurer Murugan

Child Protection Leaders Jeba

Ishwarya

Child education Leaders Muneeswari

Stalin

Environment protection leaders Ramar Guruvammal

Health & Hygiene Leaders Niraipandi

Anandhi

Ulloorpatty

President Subramanian

Vice President Rajkumar Secretary S.Subramanian

Asst.Secretary Raj

Treasurer Kavitha

Asst.Treasurer Muthu

Child Protection Leaders Priya

Balasubramanian

Child education Leaders Maheswari Jeyakumar

Environment protection leaders Ranjithkumar

Balakumar

Health & Hygiene Leaders Muthupandi Pandeeswaran

T.Managaseri

President Ranjithkumar

Vice President Muthuchamy

Secretary Karthikeyan

Asst.Secretary Krishnaveni Treasurer Vijayalakshmi

Asst.Treasurer Kaveri

Child Protection Leaders Kaliraj

Krishnaprabu

Child education Leaders Mahathmagandhi

Muthuselvi

Environment protection leaders Ramalakshmi

Poobathy

Health & Hygiene Leaders Muthurani

Ayyanar


80

N.Sanmugasundarapuram

President Balaji

Vice President Kavitha

Secretary Velmurugan

Asst.Secretary Bagyalakshmi

Treasurer Poobathy

Asst.Treasurer Karpaga Lakshmi

Child Protection Leaders Mahendran

Sathish

Child education Leaders Esakkirani

Karthikraja

Environment protection leaders Revathi Karpagam

Health & Hygiene Leaders Narayanan

Nirmal

R.Reddiyapatti

President Sundaramoorthy

Vice President Ponselvam Secretary Marimuthu

Asst.Secretary Mani

Treasurer Saranya

Asst.Treasurer Banupriya

Child Protection Leaders Nithyadevi

Muthulakshmi

Child education Leaders Muneeswari Muthumari

Environment protection leaders Kanagaraj

Mahendran

Health & Hygiene Leaders Ajithkumar Pradeepa

Keelarajakularaman

President Manikandan

Vice President Navraj

Secretary Kumar

Asst.Secretary Arandhakumar Treasurer Karthikraja

Asst.Treasurer Karuppasamy

Child Protection Leaders Dharmaraj

Thalaimalairaj

Child education Leaders Mahesh

Ravi

Environment protection leaders Divya

Archana

Health & Hygiene Leaders Aruna

Naveenkumar


81

Kollurpatti

President Murugan

Vice President Muneeswaran

Secretary Priyanka

Asst.Secretary Yuvansankarraj

Treasurer Kasturi

Asst.Treasurer Ganeshkumar

Child Protection Leaders Thangeswari

Vijayakumar

Child education Leaders Kalaiyarasi

Saranya

Environment protection leaders Uthamaraja Thmodharan

Health & Hygiene Leaders Rasathi

Kalidass

Nagapalayam

President Aswini

Vice President Sumathi Secretary Kaliraj

Asst.Secretary Muthukumar

Treasurer Jothika

Asst.Treasurer Chithra

Child Protection Leaders Mahalakshmi

Sangilipandi

Child education Leaders Kaniraj Vinodhini

Environment protection leaders Mareeswaran

Gurulakshmi

Health & Hygiene Leaders Saradha Gnanaprakash

Kammapatti

President Suresh

Vice President Sanjeevi

Secretary S.Sanjeevi

Asst.Secretary Kumar Treasurer Chinnasakkamman

Asst.Treasurer Seeniraj

Child Protection Leaders Ramkumar

Duraipandi

Child education Leaders krishnasamy

Vellaichamy

Environment protection leaders Saravanan

Manikandan

Health & Hygiene Leaders Siranjeevi

Anjaiah


82

Chinnaathikulam

President Ashokkumar

Vice President Murugeswari

Secretary Sundaravalli

Asst.Secretary Vishnupriya

Treasurer Esakkimuthu

Asst.Treasurer Nagajothi

Child Protection Leaders Ramya

Priyadharshini

Child education Leaders Manova

Kavitha

Environment protection leaders Kanchana Kilimuthu

Health & Hygiene Leaders Rengaraj

Siva


83

Table 3.3 Details of Training Programmes Conducted

Date No.of Days

No.of trainings

Topic

No of Participants

Resource Person Place

23 & 24.10.10 2 1

Structure of the Childrens

forum 60 Mr.P.Rajagopal Shenbaga Thopu

13 & 14.11.10 2 1

Concept of Panchayat raj 65 Mr.P.Rajagopal

Shenbaga Thopu

05 & 06.02.11 1 2

Child Protection 66 Mr.P.Rajagopal

ICCW Office

12 & 13.02.11 1 2 Education 61

Mr.P.Balamurugan

Mr.K.Kalimuthu ICCW Office

26 & 27.02.11 1 2

Health & Hygiene 82

Mr.K.Thiruppathi $

Mr.A.Arockiam ICCW Office

05 & 06.03.11 1 2 Environment 60 Mr.Venktachari

ICCW Office

15 to 17.05.11 3 2

Childrens parliament 72

Mr.D.Stephen Mr.G.Samuthira

m RCPDS Madurai

26 to 28.05.11 3 1

Childrens parliament 56

Mr.G.Samuthiram

Mr.K.Rajadurai RCPDS Madurai

05.10.10 1 1

Process of the children forum 35

S.Hanitha , D.Thavamani & A.Arockiam

Kollloorpatty

05.12.10 1 1


K.Pechiammal , K.Muthuchamy & A.Arockiam

Panakulam

04.12.10 1 1


G.Subbulakshmi , K.Muthuchamy & A.Arockiam Poovani

04.12.10 1 1


M.Kanikkaaimariyal, D.Vasantha &.A.Porkdi Sallipatti

27.11.10 1 1


D.Chithra, T.Girija & A.Arockiam

R.Reddiyapatti


84

27.11.10 1 1


T.Muthuselvi , K.Subbu,

G.Krishnasamy & A.Arockiam

T.Managaseri

23.01.11 1 1


V.Janaki , M.Dhanalakshmi & A.Arockiam

Ulloorpatti

30.01.11 1 1


R.Gohila , & A.Arockiam

Keelarajakularaman

04.12.10 1 1


& R.Jeya , G.Krishnasamy & A.Arockiam

Nagapalayam

22.01.11 1 1


M.Karpagam , L.Vijayalakshmi

& P.Balamurugan

Thiruvannamalai

27.11.10 1 1


G.Krishnasamy &P.Balamuruga

n& Kadambankulam

30.01.11 1 1


E.Balamurugan , M.Banumathi & P.Balamurugan

Kalangaperipudur

30.12.11 1 1


M.Muneeswari , D.Vasantha& A.Arockiam

N.Sanmugasundarapuram


85


86

Table 4 Details of children in Tuition centres

Tuition Center Details – 2010

Total No of Students

S.No Name of the Village Centre Time

Boys Girls Total

1 Ullorpatty 6.00 to 8.30pm 10 10 20

2 Nagapalayam 6.00 to 8.00pm 10 16 26

3 T.Managaseri 6.00 to 8.00pm 30 28 58

4 Kadambankulam 6.00 to 8.00pm 16 11 27

5 Sallipatty 6.00 to 8.00pm 14 9 23

6 N.Sanmugasundarapuram 6.00 to 8.00pm 9 16 25

7 Kalangaperi puthur 6.00 to 8.30pm 14 8 22

8 K.Kammapatty 6.00 to 8.00pm 27 19 46

9 Thiruvannamalai 6.00 to 8.00pm 11 14 25

10 Athikulam 6.00 to 8.00pm 8 21 29

11 Kolurpatty 6.00 to 8.00pm 10 14 24

12 Poovani 6.00 to 8.00pm 14 13 27

13 Panankulam 6.00 to 8.00pm 20 10 30

14 Keelarajakularaman 6.00 to 8.00pm 15 14 29

15 R.Reddiyapatty 6.00 to 8.00pm 16 9 25

224 212

Total No of students 436


87

Table 5 Details of children enrolled in open school

List of students enrolled in Std. X

S. No

Name of the Student

Year of

discontinued

Discontinued class

Dropout year

Result

Gender

Class Village

1 V.Abishek 2008-09

8th pass 2 Pass M 10th Std

Kolloorpatty

2 M.Perumalsamy 2008-09

9th pass 2 Fail M ,, Padikasuvaithanpatty

3 K.Kasamadasamy

2005-06

8th pass 6 Pass M ,, Gurusamiyapuram

4 R.Vickram 2006-07

9th fail 4 Fail M ,, Gurusamiyapuram

5 S.Subhulackshmi

2008-09

9th dropout

2 Pass F ,, Srivilliputhur

6 M.Vijeyamaheshwari

2008-09

9th dropout

2 Fail F ,, Srivilliputhur

7 M.Kalavathy 2006-07

8th pass 4 Pass F ,, Indhra nagar

8 J.Suganya 2006-07

8th pass 4 Pass F ,, Appayanayakarpatty

9 E.Muneeswari 2008-09

9th fail 2 Pass F ,, Kolloorpatty

10 M.Ponmani 2005-06

9th fail 6 Fail F ,, Mamsapuram

11 M.Poulmari Dropout

F ,,

12 M.Muniyammal 2008-09

9th dropout

2 Fail F ,, Indhra nagar

13 S.Ayyappan 2005-06

10th fail 6 Pass M ,, T.Managasery

14 K.Muthukumar 2002-03

8th pass 9 Pass M ,, Vaithiyalingapuram

15 K.T.Ajith vimalan

2008-09

9th pass 2 Pass M ,, Srivillipthur

16 M.Sangareswaran

2008-09

9th fail 2 Absent

M ,, Kothankulam


88

17 P.Arunpandiyan

2008-09

9th fail 2 Pass M ,, Kothankulam

18 M.Ganesan 2004-05

8th pass 7 Pass M ,, Mamsapuram

19 Gopalakrishnan(d)

Dropout

M ,,

20 Lingavelpandiyan

Dropout

M ,,

21 Kalirajan(d.o.b-1990)

1997-98

9th pass 14 Fail M ,, Srivilliputhur

22 T.Chinnathambi 2008-09

9th pass 2 Pass M ,, Melathottiyapatty colony

23 M.Poomadevi 2008-09

9th fail 2 Pass F ,, Sengkulam

24 S.Anusiya 2008-09

9th fail 2 Pass F ,, Kothankulam

25 S.Muthukarthika

2008-09

9th fail 2 Fail F ,, Ulloorpatty

26 C.Saravanan 2007-08

8th pass 3 Fail M ,, Idaiyankulam

27 P.Eeswaran Dropout

M ,,

28 S.Marimuthu 2008-09

9th fail 2 Pass M ,, Villuppanoor

29 P.Vivek Dropout

M ,,

30 M.Innishkumar 2008-09

10th fail 2 Pass M ,, Srivilliputhur

31 S.Kamesh 2008-09

9th fail 2 Absent

M ,, Mallikasbha

32 S.Ganesan 2003-04

8th pass 8 Pass

M ,, vaithiyalingapuram

33 T.Lackshmanan 2007-08

8th pass 4 Pass M ,, Mamsapuram

34 M.Pandi 2008-09

9th fail 2 Absent

M ,, Kannarpatty colony

35 S.Deivagani 2008-09

9th pass 2 Absent

F ,, Melathottiyapatty


89

36 M.Marimuthu 2008-09

9th fail 2 Absent

M ,, Melathottiyapatty

37 S.Sundaralingam

Dropout

M ,,

38 J.Monava 2007-08

9th pass 4 Absent

F ,, N.Shanmugasundrapuram

39 Shenbagarajan Dropout

M ,,

40 G.Iseckkimuthu Dropout

M ,,

41 M.Anbuselvan 2008-09

9th fail 2 Fail M ,, Pandithanpatty

42 R.Ramkumar 2008-09

8th pass 2 Pass M ,, Indhra nagar

43 E.Ashokraja Dropout

M ,,

44 S.Narayanan 2007-08

8th pass 4 Pass M ,, Melathottiyapatty

45 P.Muppidari 2008-09

8th pass 2 Absent

M ,, Vanniyampatty

46 M.Muneeswari 2005-06

8th pass 6 Pass M ,, Kothankulam

47 M.Poo Isecki 2008-09

9th dropout

2 Fail M ,, Pangkulam

48 K.Sundarampal Dropout

F ,,

49 V.Selvaraj Dropout

M ,,

50 M.Ranjithkumar Dropout

M ,,

51 J.Pandiyarajan Dropout

M ,,

52 M.Raja Dropout

M ,,

53 P.Muniyasamy 2003-04

8th pass 8 Pass M ,, Gandhinagar

54 M.Rajkumar Dropout

M ,,

55 P.Sunderaswaran

2007-08

8th pass 4 Pass M ,, Srivilliputhur


90

List of students enrolled in Std. X

S. No

Name of the Student

Year of discontinued

Discontinued class

Drop out years

Result

Gender Cla

ss

Village

1 M.Karuppasamy 2008-09 7th 2 Pass M 8th Std

Senkulam

2 N.Marimuthu(d) Drop out

M

3 R.Pitchaimani(d) Drop out

M 8th Std

4 V.Tharmaraj 2008-09 7th 2 Pass M 8th Std

Keelarajakularaman

5 R.Kilimuthu Drop out

M

6 S.Lackshmanan 2007-08 5th pass 3 Pass M 8th Std

Melathottiyapatty

7 Muthukrishnan 2008-09 8th 2 Pass M 8th Std

Melathottiyapatty colony

8 P.Govindaraj Drop out

M

9 A.Johnsan sril 2008-09 7th pass 2 Pass M 8th Std

Vanniyampatty

10 E.Ragland(d) Drop out

M

11 P.Chelladurai 2008-09 8th fail 2 Pass M 8th Std

palayasennakulam

12 S.Suresh(d) Drop out

M

13 M.Vaidevi 2006-10 6th 4 Pass F 8th Std

Kadambankulam

14 T.Palanickumar(d)

Drop out

M

15 G.Muneeswaran 2008-09 6th pass 2 Pass M 8th Std

Kadambankulam

16 P.Ilayaraja 2006-07 6th pass

2 Pass M 8th Std

Senkulam

17 A.Rajendran Drop out

M

18 G.Mahendiran 2008-09 7th 2 Pass M 8th Std

Senkulam

19 M.Rajkumaran 2008-09 8th fail Pass M 8th Std

Senkulam colony

20 M.Ambikadevi Drop out

F

21 S.Ponvelpandiyan

Drop out

M


91

Table 6.1 List of Companies offering Internship

S. No

Name of the Company Course No. of Students 2009-2010

1 Ramana Digitals, Srivilliputtur & Rajapalayam DTP 3

2 Private Mills, Srivilliputtur DTP 1

3 LIC Agent Office, Srivilliputtur DTP 1

4 Computer Centre Administrtor, Srivilliputtur

DTP 1

5 Srinivasa Fine Arts, Sivakasi DTP 7

6 Data Entry Operator, Mangai Readymades and Textiles

DTP 1

7 DTP Operator, Siffy Tower, Sivakasi DTP 2

8 Higher Studies DTP 4

9 DTP Designer, Lovely Flex and Banners DTP 1

10 ICDS, Computer Operator DTP 1

11 Data Entry Operator, Ramanathan Clinic, Srivilliputtur

DTP 1

12 Ling Up Textiles Ltd., Chennai DFGM 3

13 Cilvin Export Garments, Thiruppur DFGM 8

14 Own Business DFGM 1

15 Self Employed DFGM 5

16 Sri Vidhya Garments, Srivilliputtur DFGM 1

17 Got Police Constable Posting DFGM 1

18 Sana Tailoring Mart, Chennai DFGM 1

19 Pommys Garments, Muhavoor DFGM 2


92

20 TVS, Chennai DCHS 4

21 Genuine Computers, Sivakasi, Also doing Business

DCHS 1

22 Data Entry Operator, Sivakasi DCHS 1

23 GV Systems, Rajapalayam DCHS 1

24 Computer Administrator, RS Hospital, Rajapalayam

DCHS 1

25 Own Business, RS Systems Sales & Service Business, Srivilliputtur

DCHS 1

26 Working as a Sales Incharge, Private Agency

DCHS 1

27 Foxconn (NOKIA), Chennai DCHS 1

28 Co-operative Bank, Vasudevanallur DCHS 1

29 BSNL, Rajapalayam DCHS 1

30 System Administrator, Srivilliputtur DCHS 1

31 Velmurugan Lathe Works, Mamsapuram DFW 1

32 VR Traders, Sivakasi DFW 1

33 Tools and Tie Making Company, Chennai DFW 1

34 As Fitter Siffy Tower, Rajapalayam DFW 1

35 Private Sector, Trichy DFW 1

36 Abroad DFW 1

37 Got Married DTP 5

38 DISCONTINUED DFGM 3

Total Number of Students 73


93

S. No

Name of the Company Course No. of Students 2010-2011

1 Tamilnadu SuperMarket, Srivilliputtur

DDTP / DFGM

5

2 Shanthi Studio, Srivilliputtur DDTP 1

3 Ramco Group of Mills, Rajapalayam DDTP 2

4 Srinivasa Fine Arts, Sivakasi DDTP 4

5 Vasanth Studio, Srivilliputtur DDTP 2

6 Vaisa Digital Studio, Srivilliputtur DDTP 1

7 Balaji Traders, Vanniampatti Vizhakku

DDTP 1

8 MTS Office, Srivilliputtur DDTP 3

9 DTP Designing and Graphical Centre, Chennai

DDTP 1

10 Genuine Computers, Sivakasi DCHS 2

11 KB Systems, Rajapalayam DCHS 1

12 Interface Solutions, Sivakasi DCHS 1

13 Private Agency, Marketing DCHS 1

14 SG APPARELS and FASSIONS, Chatrapatti, Rajapalayam

DFGM 9

15 Sri Enterprises, Thoraipakkam, Chennai

DFW 7

16 Self Employed, North Karisalkulam DFW 1

17 Searching Job DDTP 4

18 Higher Studies DDTP / DCHS / DFW

11

19 Family Not Willing DDTP 3

Total Number of Students 60


94

Table 7 Details of Student employment placement for children

Batch 2008-09

S. No.

Name of the Student

Educational

Qualification

Course Company Name &

Address Gender

1 S. JESURAJA HSc DCHS CLASSIC COMPUTERS, SIVAKASI

Male

2 G. SARAVANAKUMAR

SSLC DCHS Higher Study, Fire Safety Male

3 G. RAJA SSLC DCHS System Operator, Private Mill

Male

4 S. KANNAN HSc DCHS Higher Studies, B.Sc., Male

5 I. RAMAKRISHNAN HSc DCHS Panchayat Office, Muhavoor Male

6 V. DHANASEKARAN HSc DCHS HIGHER STUDIES - ECE Male

7 G. THIRUPATHI RAJA SSLC DCHS SELF EMPLOYED Male

8 K. PERIYASAMY SSLC DCHS SRINIVASA FINE ARTS, SIVAKASI

Male

9 S. GURUSAMY SSLC DCHS SRINIVASA FINE ARTS, SIVAKASI

Male

10 R. MAHAVISHNU SSLC DCHS SRM INFOTECH, RAJAPALAYAM

Male

11 K. MUTHUKUMAR SSLC DCHS SELF EMPLOYED Male

12 R. SURESH HSc DCHS HIGHER STUDIES - B.SC. (Com. Sci.)

Male

13 S. ESAKKI PANDIAN SSLC DCHS SRINIVASA FINE ARTS, SIVAKASI

Male

14 S. MANIKANDARAJ SSLC DCHS SELF EMPLOYED Male

15 T. THANGAMARIAPPAN

SSLC DCHS HIGHER STUDIES Male

16 RAMASAMY SSLC DCHS EXPIRED Male

17 A. VIJAYAKUMAR SSLC Fail

DCHS Call Centre, Sivakasi Male

18 M. MUTHULAKSHMI SSLC DDTP SRINIVASA FINE ARTS, SIVAKASI

Fenale

19 R. ALAGULAKSHMI SSLC DDTP SELF EMPLOYED Fenale


95

20 A. ANANTHAMARI HSc DDTP Got Married Fenale

21 E. DAISY RANI HSc DDTP SELF EMPLOYED Fenale

22 N. CHINDANAISELVI SSLC DDTP SELF EMPLOYED Fenale

23 J. RAJMATHI HSc DDTP SRINIVASA FINE ARTS, SIVAKASI

Fenale

24 R. MUTHUKRISHNAN HSc DDTP SELF EMPLOYED Male

25 M. AYYAMMAL HSc DDTP HIGHER STUDIES - BA English

Fenale

26 S. PARTHIBAN HSc DDTP MICRO FINANCE, CHENNAI

Male

27 K. PETCHIAMMAL HSc DDTP Data Entry Operator, Panankulam

Fenale

28 S. KALAISELVI HSc DDTP SRINIVASA FINE ARTS, SIVAKASI

Fenale

29 G. MARIYA SELVA VIYAGULA MARY

HSc DDTP HIGHER STUDIES Fenale

30 A. VIJAYALAKSHMI HSc DFGM LOYAL GARMENTS, KOVILPATTI

Fenale

31 R. DURGADEVI HSc DFGM SRINIVASA FINE ARTS, SIVAKASI

Fenale

32 T. MUTHUSELVI HSc DFGM HIGHER STUDIES Fenale

33 P. THAVAMANI SSLC DFGM Working in a Local Stitiching Company

Fenale

34 R. SHANMUGAPRIYA HSc DFGM SELF EMPLOYED Fenale

35 M. LEELAVATHI SSLC DFGM Got Married Fenale

36 V. PANDEESWARI SSLC DFGM SRINIVASA FINE ARTS, SIVAKASI

Fenale

37 T. KANAGAVALLI SSLC DFGM HIGHER STUDIES B.A. English

Fenale


96

Batch 2009-10

S. No.

Name of the Student Qualifi Course Company Name &

Address Gender

1 AKILAESWARI .S HSC DTP Ramana Digitals, Rajapalayam

Female

2 CHANDRA .K SSLC DTP Data Entry Operator, Private Mills

Female

3 GANAPATHIAMMAL .P

HSC DTP Data Entry Operator, LIC Agent Office

Female

4 KALAIARASI .M HSC DTP Computer Centre Administrtor, Srivilliputtur

Female

5 KALEESWARI .P SSLC DTP Srinivasa Fine Arts, Sivakasi Female

6 KARPAGASELVI. V HSC DTP Data Entry Operator, Mangai Readymades and Textiles

Female

7 LAKSHMIPRIYA .K SSLC DTP Higher Studies, +2 Female

8 LINGESWARI .D HSC DTP Self Employed Female

9 MUNIAMMAL .P SSLC DTP Srinivasa Fine Arts, Sivakasi Female

10 SANGARESWARI .V HSC DTP Ramana Digitals, Srivilliputtur

Female

11 SIVA .M SSLC DTP DTP Operator, Siffy Tower, Sivakasi

Male

12 SOUNDARYA .R HSC DTP Higher Studies - DTED Female

13 SYEDALIFATHIMA .K HSC DTP Ramana Digitals, Srivilliputtur

Female

14 THANGAPANDI .M SSLC DTP DTP Operator, Siffy Tower, Sivakasi

Male

15 VIGNESAYYANAR .P SSLC DTP DTP Designer, Lovely Flex and Banners

Male

16 THENMOZHI .L HSC DTP Srinivasa Fine Arts, Sivakasi Female

17 THAMILSELVI .P HSC DTP ICDS, Computer Operator Female

18 VIJAYALAKSMI .A HSC DTP Data Entry Operator, Ramanathan Clinic, Srivilliputtur

Female

19 POLIAMMAL .P HSC DTP Srinivasa Fine Arts, Sivakasi Female

20 MUTHUMARI. K SSLC DTP Srinivasa Fine Arts, Sivakasi Female


97

21 MUTHULAKSHMI .G HSC DTP Higher Studies - BLIC - Madurai Female

22 MAHALAKSHMI.P SSLC DTP Srinivasa Fine Arts, Sivakasi Female

23 VINITHA K HSC DTP Srinivasa Fine Arts, Sivakasi Female

24 CHITHRA .M HSC DFGM Got Married, House Wife Female

25 INDRAGANDHI .K HSC DFGM Ling Up Textiles Ltd., Chennai

Female

26 JUSTIN .M HSC DFGM Cilvin Export Garments, Thiruppur

Male

27 KARPAGAM .V HSC DFGM Cilvin Export Garments, Thiruppur

Female

28 KIRUTHIGA .M SSLC DFGM Self Employed Female

29 LAKSHMIPRIYA .A HSC DFGM Ling Up Textiles Ltd., Chennai

Female

30 MARIAMMAL .M HSC DFGM Cilvin Export Garments, Thiruppur

Female

31 MARIYAMMAL .S SSLC DFGM Got Married, House Wife Female

32 MUNEESWARAN .M SSLC DFGM Cilvin Export Garments, Thiruppur

Male

33 MUNEESWARI. S* SSLC DFGM DISCONTINUED Female

34 PANDEESWARAN .G HSC DFGM Cilvin Export Garments, Thiruppur

Male

35 PAPPAKANI .A SSLC DFGM Searching Job Female

36 POOMARI .M HSC DFGM Ling Up Textiles Ltd., Chennai

Female

37 PAVITHRA .K SSLC DFGM Cilvin Export Garments, Thiruppur

Female

38 RAJALAKSHMI .L HSC DFGM Sri Vidhya Garments, Srivilliputtur

Female

39 RAJESWARI .S SSLC DFGM Got Police Constable Posting Female

40 SEETHALAKSHMI. K SSLC DFGM GOT MARRIED Female

41 RAJALAKSHMI .R SSLC DFGM Got Married Female

42 SELVAKUMAR .M HSC DFGM Cilvin Export Garments, Thiruppur

Male

43 SHEIKMOHAMMAD .S

SSLC DFGM Sana Tailoring Mart, Chennai Male

44 THANGAMALATHI .J SSLC DFGM Cilvin Export Garments, Thiruppur

Female


98

45 RAJALAKSHMI .R SSLC DFGM Pommys Garments, Muhavoor

Female

46 RAJALAKSHMI .P SSLC DFGM Pommys Garments, Muhavoor

Female

47 GURUVAIAHRAJA .P HSC DCHS TVS, Chennai Male

48 KANAGAVEL .K HSC DCHS Genuine Computers, Sivakasi, Also doing Business

Male

49 MARIMUTHU .S HSC DCHS TVS, Chennai Male

50 MUNIYARJA .P SSLC DCHS Data Entry Operator, Sivakasi Male

51 MUTHUMANICKAM .R

SSLC DCHS GV Systems, Rajapalayam Male

52 MUTHAIAH. C* SSLC DCHS DISCONTINUED Male

53 PANDIARAJ .P SSLC DCHS Computer Administrator, RS Hospital, Rajapalayam

Male

54 PANDIARAJ .S HSC DCHS TVS, Chennai Male

55 RAJKAMAL .P HSC DCHS Self Employed Male

56 RAMESH .K HSC DCHS RS Systems Sales & Service Business, Srivilliputtur

Male

57 SURESHKUMAR .L HSC DCHS Working as a Sales Incharge, Private Agency

Male

58 VEERAKANI .M SSLC DCHS Foxconn (NOKIA), Chennai Male

59 GOVINDARAJ .R SSLC DCHS Searching Job Male

60 DURAIPANDIAN P SSLC DCHS Self Employed Male

61 PRASANTH . T HSC DCHS Higher Studies - BBA - Rajus College, Rajapalayam

Male

62 V. ANBAZHAGAN HSC DCHS TVS, Madurai Male

63 SANTHOSH KUMAR.T

HSC DCHS Co-operative Bank, Vasudevanallur

Male

64 MAYALAGU. G HSC DCHS BSNL, Rajapalayam Male

65 A. ALAGAR RAJ HSC DCHS Expired Male

66 M.MARISELVAM IX Fail DFW Velmurugan Lathe Works, Mamsapuram

Male

67 MAYANDI .L SSLC Fail

DFW VR Traders, Sivakasi Male

68 RAJAPANDY .M IX DFW Tools and Tie Making Company, Chennai

Male


99

69 RAJIVGANDHI .A IX DFW Self Employed Male

70 SELVAPRABHU .S SSLC Fail

DFW As Fitter Siffy Tower, Rajapalayam

Male

71 S.VIGNESHWAREN SSLC DFW Private Sector, Trichy Male

72 GANESHRAM .M IX DFW Abroad Male

73 M. SELVAKUMAR* SSLC

DFW Discontinued Male


100

Table 7.1 Details of Self Employed Students

S. No.

Name of the Student Course Description

1 B. VIJAYASARATHAN DCHS Computer Sales & Service, Srivilliputtur Amount given by Gianni Business Development Fund through ICCW-TN

2 M. PONNUSELVI DFGM Running TAILOR Training Institute, Vanniampatti

3 G. THIRUPATHI RAJA DCHS Mobile Computer Servicing, Srivilliputtur

4 K. MUTHUKUMAR DCHS Assist to His father's Business (Viewing Mill), Rajapalayam

5 S. MANIKANDARAJ DCHS Computer and Cellphone Sales & Service Company inSrivilliputtur

6 R. ALAGULAKSHMI DDTP DTP Designing and Data Entry work from House, Rettiapatti

7 E. DAISY RANI DDTP Paper Cup Designing and Manufacturing (In her House - Own Company)

8 N. CHINDANAISELVI DDTP Job Work from House (DTP Works), Perumalthevanpatti

9 R. MUTHUKRISHNAN DDTP Designing and Photo Editing in Cinema Industry, Rajapalayam

10 R. SHANMUGAPRIYA DFGM Stitching Work contract taken from Thalavaipuram Pommys Garments

11 LINGESWARI .D DTP DTP Designing and Data Entry work from House, Rettiapatti

12 KIRUTHIGA .M DFGM Running Fasion and Beauty Parler, Srivilliputtur

13 RAJKAMAL .P DCHS Communication Service (Tower Works), Sivakasi

14 DURAIPANDIAN P DCHS Mobile Computer Servicing, Krishnankoil

15 RAJIVGANDHI .A DFW JCP Driver and Service

16 THIRUVANTHIRAN .K DFW Tractor Service and Agricultural Equipments Workshop, North Karisalkulam

17 MARIRAJ .V DFW Lathe Workshop, Pillayarkulam

18 JAHIR HUSSAIN. D DFW Welding Workshop, Thambipatti


101

Table 8 SHG training


102

S.no

Date of the program

Place Name of awareness program

No. of women who attended

24.02.10 Vanniyampatty Cluster Level SHG Awareness Program

27

20.03.10 Seeniyapuram “ 43 20.03.10 Kalangaperi “ 25 27.03.10 Ramakrishnapuram “ 48 06.04.10 Thailakulam “ 55

07.04.10 Idayankulam “ 25 09.04.10 Kuppachipatty “ 15 13.04.10 Meenakshipuram “ 21

15.04.10 Inamkarisalkulam “ 30 15.04.10 Madathupatty “ 40 24.04.10 Vanniampatty “ 14 09.05.10 Kuppachipatty “ 18

18.05.10 Inamkarisalkulam “ 44 20.05.10 Thailakulam “ 46 22.05.10 Mangapuram “ 49

22.05.10 Pillaiyarkulam “ 25 22.05.10 Pattakulam “ 51 19.05.10 Noorahipuram “ 18 26.05.10 Mamsapuram “ 11

26.05.10 Ullorpatty “ 13 28.05.10 Kalangaperiputhur “ 25 31.05.10 Krishnankoil “ 26

12.07.10 Thiruvannamalai “ 13 16.11.10 Inamkarisalkulam “ 31 18.11.10 Thailakulam “ 80 19.11.10 Pattakulam “ 40 20.11.10 Noorsahipuram “ 35 22.11.10 Atchamthavilthan “ 28 23.11.10 Pillaiyarkulam “ 22 25.11.10 Ullorpatty “ 43 26.11.10 Mamsapuram “ 51 29.11.10 Idayankulam “ 38 29.11.10 R.Rediyapatty “ 45 30.11.10 Vanniyampatty “ 38 1.12.10 Krishnankoil “ 62 3.12.10 Indra nagar “ 18 Idayankulam “ 33 29.12.10 Srivilliputtur Cluster Level

SHG Awareness Program with regard to Federation, Home garden

19

3.1.11 Ramakrishnapuram “ 62 4.1.11 Araichipatty “ 24 5.1.11 Govinthan nagar

colony “ 40

10.1.11 Keelapatty, Mangapuram

“ 44

13.1.11 Kalangaperi Cluster Level SHG Awareness Program

11


103

Table 9 Village wise details of loan disbursed through Slash Support

Educational Loan Given to Students by ICCW through VEDC'S 2008-09

S.No Name of the Village No of students benefited

Loan Amount

1 Amachiyarpatti 1 2000

2 Anaithalaipatti 5 12000

3 GandhiNagar 4 18000

4 Gurusamiapuram 13 28000

5 Inamkarisalkulam 23 53000

6 Keelakodangipatti 1 2000

7 Keelarakularaman 5 7000

8 Kontharayankulam 7 8000

9 N.Sanmugasundarapuram 2 4000

10 Nagapalayam 6 16000

11 Noorsahipuram 1 2000

12 Pillaiyarkulam 8 22000

13 Keelapottalpatti 18 42000

14 Srivilliputtur 3 9000

15 T.Mangaseeri 2 2000

16 Thailakulam 5 8000

17 Thamarainagar 5 15000

18 Thiruvannamalai 2 3000

19 Thombakkulam 2 4000

20 Ulloorpatti Colony 2 5000

21 Vanniampatti 3 8000

22 Viluppanoor 16 28000

23 Notchikulam 4 13000

24 Gagakulam 6 14000

25 Saminathapuram 5 8000

26 V.Pudur 5 8000

154 341000


104

Slash Support Education Loan Distribution Details 2009 - 2010

S.No Name of the Villages Boys Girls Total Amount

1 Vanniyampatty 2 0 2 6000

2 Noorsahipuram 0 1 1 4000

3 Gangakulam 3 4 7 15000

4 Inamkarisalkulam 10 5 15 35000

5 Gurusamiyapuram 5 7 12 29000

6 Pillaiyarkulam 4 1 5 7000

7 N.Sanmugasundarapuram 1 4 5 5000

8 Kontharayankulam 1 5 6 12000

9 Viluppanoor 5 5 10 20000

10 Anaithalapatty 7 2 9 23000

11 Keelapottalpatti 8 3 11 34000

12 R.Reddiyapatty 2 1 3 8000

13 Akkaraipatty 1 2 3 9000

14 Thamarai Nagar 1 1 2 3000

15 Thiruvannamali 2 5 7 10000

16 Nagapalayam 7 7 14 15000

17 Thailakulam 5 0 5 26000

18 Ullorpatty Colony 1 2 3 6000

19 T.Managaseri colony 2 3 5 8000

67 58 125 275000


105

Table 10.1 Details of Educational loan disbursed through VEDC

Year No. of Children

Amount Rs.

2002 - 2003 446 193350.00

2003 - 2004 723 293960.00

2004-2005 792 315216.00

2005 - 2006 862 346524.00

2006 - 2007 188 77080.00

2007 - 2008 228 93480.00

2008 - 2009 456 230430.00

2009 - 2010 223 91430.00

2010 - 2011 557 228370.00

Total 4475 1869840.00


106

Table 10.2 - Village level VEDC Loan Distributed Details 2009

S.no Village Total Male Female Amount

1 Vanniyampatty 22 11 11 10700

2 Vaithiyalinga puram 6 3 3 3000

3 Keeloor 3 3 2000

4 Thiruvannamalai 7 4 3 3500

5 Ulloorpatty colony 3 2 1 1800

6 Kadambankulam 6 3 3 3400

7 Atchangkulam 2 2 2000

8 Pandithanpatty 12 7 5 5300

9 Thilakulam 5 3 2 5000

10 Sengkulam 2 1 1 2000

11 Noorsahipuram 38 17 21 26500

12 Karaivalaithanpatty 12 7 5 6200

13 Innamkarisalkulam 19 10 9 50500

14 Gurusamiyapuram 17 8 9 8500

15 Gankulam 13 5 8 6500

16 Anaithalaipatty 17 13 4 7000

17 A.Ramalinmgapuram 12 7 5 6000

18 Keelpottalpatty 8 5 3 7500

19 Akkaraipatty 6 3 3 8000

20 Keelagodangipatty 8 3 3 3500

21 Chinna Athikulam 1 1 1000

22 Kalavasal 7 3 4 6500

23 Krishnapuram 20 10 10 2880

24 Kolingipatty 13 8 5 3500

25 Meenakshipuram 18 4 14 4000

26 Guppachipatty 4 2 2 1600

27 Sallipatty 2 1 1 8000

28 Krishna koil 2 1 1 700

29 N.Shanmuga Sundrapuram 2 2 900

30 Melathottiyapatty 3 1 2 1800

290 148 140 199780


107

ANNEXURE 2 - TESTIMONIALS


108


109

Testimonials of Students from Suder Community College

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NH;epiya[k; Vw;gl]lJ. vdJ Mrphpah]fspd; xj;JiHg]g[ld; mth]fis

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tiu rk;gsk; th';Ffpnwd;. vd;id ,e;j mstpw;F cah]e;j epiyf;F

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110

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bkhj;j kjpg]bgz; - 667/800667/800667/800667/800


111

ANNEXURE 3 – QUESTIONNAIRES


112

FHe;ijfs; kd;wk;FHe;ijfs; kd;wk;FHe;ijfs; kd;wk;FHe;ijfs; kd;wk; (Special Group Leaders)

Personal Information

bgau; :

taJ :

gof;Fk; tFg;g[ :

gs;spapd; bgau; Cu; :

jfg;gdhu; bgau; :

,dk; : 1.SC 2.BC 3.MBC 4.OC

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General Information

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nghJkhdjhf ,Ue;jjh?

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6. gapw;rpapy; fw;Wf; bfhz;l tpra';fis eilKiwg; gLj;jpas;sPu;fsh?

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6.1. Mk; vdpy; vd;d? __________________

7. eilKiwg;gLj;Jtjpy; jh';fs; re;jpj;j gpur;ridfs; vd;d?

____________


113

8. c';fSf;F mspf;fg;gl;l bghWg;g[ rhu;e;j tpra';fspy; fpuhkj;jpy; VnjDk;

tpHpg;g[zu;t[ bfhLj;Js;sPu;fsh?

1. Mk; 2. ,y;iy

9. FHe;ijfs; mikg;gpy; eP';fs; g';nfw;gjw;Fk; bghWg;g[ tfpg;gjw;Fk; c';fs;

bgw;nwhu; xj;JiHg;g[ jUfpd;wduh?

1. Mk; 2. ,y;iy

10. FHe;ijfs; kd;wk; gw;wp j';fs; fpuhkj;jpy; vd;d epidf;fpwhu;fs;?

11. c';fs; Cupd; Rw;Wr; R{Hiy nkk;gLj;j FHe;ijfs; kd;wj;jpd; Kyk; vLj;j

eltof;if vd;d?

12. Rfhjhug;gapw;rpapy; eP';fs; fw;Wf; bfhz;l tpra';fis FHe;ijfs; mikg;g[

cWg;gpdu;fsplk; gfpu;e;J bfhz;Ou;fsh ?


114

FHe;ijfs; kd;wk;FHe;ijfs; kd;wk;FHe;ijfs; kd;wk;FHe;ijfs; kd;wk;


bgau; :

taJ :

gof;Fk; tFg;g[ :


jfg;gdhu; bgau; :


Kftup :

FLk;g cWg;gpdu; tFLk;g cWg;gpdu; tFLk;g cWg;gpdu; tFLk;g cWg;gpdu; tpguk;pguk;pguk;pguk;


General Information

13. FHe;ijfs; kd;wk; njitbad fUJfpwPu;fsh Vd;? Fwpg;gplt[k;

14. c';fs; Cupy; 14 tajpw;Fl;gl;l FHe;ijfs; ntiyf;Fr; bry;fpwhu;fsh?

2. Mk; 2. ,y;iy

Mk; vdpy; vj;jid khztu;fs; Fwpg;gplt[k; __________________

15. c';fs; Cupy; gs;sp cs;sjh?

a) Muk;gg; gs;sp

b) eLepiyg;gs;sp

c) cau;epiyg;gs;sp

d) nky;epiyg;gs;sp

e) gs;sp ,y;iy

16. c';fs; Cupw;F jPg;bgl;o gl;lhR bjhGpw;rhiy ngUe;J tUfpwjh?

1. Mk; 2. ,y;iy

3.1 Mk; vdpy; vj;jid ngUe;J tUfpwJ? njhuhakhf vt;tst[ egu;fs; ngUe;jpy;

ntiyf;Fr; bry;fpd;wdu; ?

17. c';fs; tPl;oy; ahUk; jPg;bgl;o gl;lhR rk;ke;jkhd ntiyapy; <Lgl;Ls;sduh?

1. Mk; 2. ,y;iy


115

18. c';fs; Cupy; fle;j xU tUlj;jpy; bgz;fSf;F vj;jid tajpy; jpUkzk;

eilbgw;Wj?

a) 16 – 18 tajpw;Fs;

b) 18 – 20 tajpw;Fs;

c) 20 – 22 tajpw;Fs’

d) 22 tajpw;F nky;

19. c';fs; CupypUe;J 14 tajpw;F nkw;gl;l FHe;ijfs; Rk';fyp jpl;lj;jpw;F

cs;Supny (my;yJ) ntW khtl;lj;jpw;nf gzpf;Fr; brd;Ws;sdu;

a) 1 – 5 tiu

b) 6 – 10 tiu

c) 10f;F nky;

20. c';fs; Cupy; cs;s FHe;ijfs; kd;wj;jpy; eP';fs; cWg;gpduhf cs;sPu;fsh?

1. Mk; 2. ,y;iy

21. c';fs; FHe;ijfs; kd;w bghWg;ghsu;fis c';fSf;Fj; bjupa[kh?

1.Mk; 2. ,y;iy

22. c';fs; FHe;ijfs; kd;wg; bghWg;ghsu;fspd; gzp vt;thW cs;sJ?

a) kpft[k; ed;whf cs;sJ

b) ed;whf cs;sJ

c) Rkhuhf cs;sJ

d) ,d;Dk; nkk;gLj;j ntz;oa[s;sJ

23. FHe;ijfs; kd;wj;jpy; c';fSf;F gpoj;jJ vd;d? (1. 2 vd;W tupirg;gLj;jt[k;)

a) gog;gJ

b) tpisahLtJ

c) rKfr; bray;ghLfs; (kuk; eLtJ/ Cu;tyk; nghtJ nghd;wit)

d) Tl;lj;jpy; g';nfw;gJ

e) gapw;rpapy; g';nfw;gJ

f) kw;wit

24. FHe;ijfs; kd;w gapw;rpapy; jh';fs; fye;J bfhz;Ou;fsh?

1. Mk; 2. ,y;iy

10.1 Mk; vdpy; gapw;rpapy; c';fisf; ftu;e;jJ vJ Fwpg;gplt[k;

25. ,J nghd;w FHe;ijfs; kd;w gapw;rpapy; tU';fhyj;jpy; fye;J bfhs;s

tpUg;gkhf cs;sPu;fsh?

1.Mk; 2. ,y;iy

26. vk; khjpupahd gapw;rp ntz;Lbkd;W fUJfpwPu;fs; ?


116

a) FHe;ijfs; kd;w bray;ghLfs; Fwpj;J

b) rKfr; bray;ghLfs; Fwpj;J

c) ,juit (Fwpg;gplt[k;

27. FHe;ijfs; kd;wk; rpwg;ghf eilbgw c';fSila Mnyhrid vd;d?

28. FHe;ijfs; kd;w Tl;lj;jpy; ,Jtiu vj;jid Kiw fye;J bfhz;Ls;sPu;fs; ?

a) ,uz;L Kiw

b) Kd;W Kiw

c) eilbgw;w vy;yh Tl;l';fspYk;

d) ,Jtiu Tl;lj;jpy; fye;J bfhs;s tpy;iy

29. ICCW vjw;fhf c';fs; Cupy; ntiy bra;fpwJ vd;W epidf;fpwPu;fs;?


117

Open School Children Personal Information

bgau; :

taJ :

fpuhkk; :

goj;j tFg;g[ : ,ilepd;w tUlk; :

gs;spapd; bgau;/ Cu; :

jfg;gdhu; bgau; :

,dk; : 1.SC 2.BC 3.MBC 4.OC gs;spia tpl;L ,ilepWj;jk; bra;jjw;fhd fhuzk; FLk;g cWg;gpdu; tpguk;FLk;g cWg;gpdu; tpguk;FLk;g cWg;gpdu; tpguk;FLk;g cWg;gpdu; tpguk; t.vz;t.vz;t.vz;t.vz; FLk;g FLk;g FLk;g FLk;g

cWg;gpdu;fs;cWg;gpdu;fs;cWg;gpdu;fs;cWg;gpdu;fs;

cwt[Kiwcwt[Kiwcwt[Kiwcwt[Kiw taJtaJtaJtaJ fy;tpj; fy;tpj; fy;tpj; fy;tpj;

jFjpjFjpjFjpjFjp

bjhHpy;bjhHpy;bjhHpy;bjhHpy; tUkhdk;tUkhdk;tUkhdk;tUkhdk;

1. ICCW tpd; gzpiaf; Fwpj;J jh';fs; vd;d epidf;fpwPu;fs;?

2. j';fs; Cupy; 8 my;yJ 10k; tFg;g[ Kof;fhj 18 tajpw;fl;gl;l khzt

khztpau;fs; vj;jidngu;?

a) ahUk; ,y;iy

b) 1 – 5 egu;fs;

c) 5 – 10 egu;fs;

d) 10f;F nky;

3. j';fs; fpuhkj;jpy; bgz;fSf;F bghJthf ve;j tajpy; jpUkzk; eilbgWfpwJ?

a) 16 Kjy; 18 tajpw;Fs;

b) 18 Kjy; 20 tajpw;Fs;

c) 21 tajpw;F nky;

4. fle;j Xuhz;oy; j';fs; gFjpapy; 18 tajpw;Fl;gl;l bgz;zpw;nfh my;yJ 21

tajpw;Fl;gl;l Mzpw;nfh jpUkzk; eilbgw;wjh ?

a) Mk; b) ,y;iy

4.1 Mk; vdpy; j';fSf;F bjupe;jtiuapy; vj;jid ?

_____________

5. j';fs; Cupy; 18 tajpw;Fl;gl;L gs;spf;nfh fy;Y}upf;nfh bry;yhj khzt

khztpau;fs; vd;d bra;fpwhu;fs;?

a) ntiyf;Fr; bry;fpwhu;fs;


118

b) tPl;oy; ,Uf;fpwhu;fs;

c) bgz;fs; vdpy; jpUkzk; MfptpLfpwJ

6. j';fs; 8 Mk; tFg;gpw;nfh my;yJ 10 Mk; tFg;gpw;nfh neuoj; nju;t[ vGj ICCW

Kyk; nju;t[ bra;ag;gltpy;iybad;why; vd;d bra;J bfhz;oUg;gPu;fs;?

__________________________________

7. ahu; \yk; 8/ 10 Mk; tFg;g[ jdpj; nju;t[ vGjyhk; vd;gijj; bjupe;J bfhz;Ou;fs;?

a) ICCW gzpahsu; \yk; b) kfspu; kd;wk; \yk; c) fpuhk fy;tp tsu;rpf; FG \yk; d) ez;gu;fs; \yk; e) ITC \yk; f) ,juit / Fwpg;gplt[k; ________________

8. ITC \yk; tH';fg;gl;l gapw;rp vt;thW ,Ue;jJ ?

a) ed;whf ,Ue;jJ b) nghJkhdjhf ,Ue;jJ c) ,d;Dk; Kd;ndw;wk; njit

9. mLj;J vd;d bra;ayhk; vd;W epidf;fpwPu;fs;?

a) nky; gog;g[

b) ntiyf;F

c) 8tJ Koj;jpUe;jhy; 10k; tFg;g[ Kog;gJ

10. C';fisg; nghynt gof;f ,ayhj FHe;ijfSf;F j';fshy; vd;d bra;a

,aYk;?

a) Mnyhrid

b) gog;gjw;F cjtp

c) gpw Fwpg;gplt[k; _________

11. j';fs; gFjpapy; cs;s FHe;ijfs; gog;gjw;F jd;dhu;tj; bjhz;luhf bray;gl;L

Oa{rd; brd;lu; elj;JtPu;fsh?

a) Mk; b) ,y;iy c) fUj;J ,y;iy

12. Mnyhridfs; VnjDk; ,Ug;gpd; Fwpg;gplt[k;

13. ICCW tpd; gyjug;gl;l gzpfspy; Kf;fpakhdjhf jh';fs; fUJk; \f;iwf;

Fwpg;gplt[k;?


119

Open School Parents


bgau; :

taJ :

gog;g[ :

bjhHpy; :

Mz;L tUkhdk; :

FHe;ijapd; bgau; :

epd;w tFg;g[ kw;Wk; tUlk; :

jw;nghJ gof;Fk; tFg;g[ :

epw;Fk; Kd; goj;j gs;spapd; bgau; Cu; :


Kftup :

General Information

30. ICCW gw;wp c';fSf;F bjupa[kh?

31. c';fs; fpuhkj;jpy; bjhHpw;rhiy cs;sjh?

1. Mk; 2. ,y;iy

Mk; vd;why; ve;j bjhHpw;rhiy cs;sJ

a) jPg;bgl;o

b) kpy;

c) gl;lhR

d) kw;wit

32. c';fs; fpuhkj;jpy; vd;bdd;d bjhHpy; bra;fpwPu;fs;?

a) fhl;L ntiy (tptrhak;)

b) bfhj;jdhu;

c) kuk; btl;Ljy;

d) kw;wit

33. c';fs; fpuhkj;jpy; 14 tajpw;Fl;gl;l ntiyf;Fr; bry;fpwhu;fsh?

1. Mk; 2. ,y;iy

34. FHe;ijfs; ntiyf;Fr; bry;tJ Fwpj;J j';fs; fUj;J vd;d?

35. c';fs; FHe;ij nkw;bfhz;L gof;f tpUk;gpdhy; gof;f mDg;g[tPu;fsh?

1. Mk; 2. ,y;iy


120

36. c';fs; FHe;ijiag; nghynt gpw FHe;ijfs; 8/ 10 k; tFg;g[ Kof;fhky;

,Ue;jhy; neuoahf 8/ 10 k; tFg;g[ nru;j;J tplyhk; vd epidf;fpwPu;fsh?

1. Mk; 2. ,y;iy

37. Mk; vdpy; vd;d bra;tPu;fs;?

38. Ve;j fhuzj;jpw;fhf c';fs; FHe;ijia gof;if tpl;L epWj;jpdPu;fs;?


121

FHe;ijfFHe;ijfFHe;ijfFHe;ijfs; kd;wg; bghWg;ghsu;fs;s; kd;wg; bghWg;ghsu;fs;s; kd;wg; bghWg;ghsu;fs;s; kd;wg; bghWg;ghsu;fs;


bgau; :

taJ :

gof;Fk; tFg;g[ :


jfg;gdhu; bgau; :


Kftup :

FLk;g cWg;gpdu; tpguk;FLk;g cWg;gpdu; tpguk;FLk;g cWg;gpdu; tpguk;FLk;g cWg;gpdu; tpguk;


General Information

39. FHe;ijfs; mikg;gpy; eP';fs; tfpf;Fk; bghWg;g[ vd;d?

3. jiytu; 2. brayhsu; 3. bghUshsu;

40. eP';fs; tfpf;Fk; gjtpapd; bghWg;g[fs; gw;wp Twg;gl;Ls;sjh?

1. Mk; 2. ,y;iy

41. Mk; vdpy; vjd; \ykhfj; bjupe;J bfhz;Ou;fs;?

1. gapw;rp 2. Tuition Teacher 3. ICCW fsg;gzpahsu;

42. FHe;ijfs; mikg;g[ rk;ke;jkhf vj;jid gapw;rpapy; fye;J bfhz;Ou;fs;?

__________

43. gapw;rp c';fSf;F cgnahfkhf ,Ue;jjh?

1. Mk; 2. ,y;iy

44. gapw;rpapd; Kyk; eP';fs; g[jpjhf fw;Wf; bfhz;l tpra';fs; vd;d?

45. FHe;ijfs; mikg;gpy; vt;tst[ ehisf;F xU Kiw Tl;lk; elj;JfpwPu;fs;?

____________

46. FHe;ijfs; kd;w Tl;lj;jpy; ve;j tpra';fSf;F Kf;fpaj;Jtk; bfhLj;Jg;

ngrpa[s;sPu;fs; ngrg;gl;l tpra';fs; Fwpj;J VnjDk; eltof;if vLj;Js;sPu;fsh?

_______________

47. FHe;ijfs; kd;wj;jpd; vjpu;fhyj; jpl;lk; tFj;Js;sPu;fsh?


122

1. Mk; 2. ,y;iy

48. FHe;ijfs; kd;wj;ij c';fSf;F mwpKfk ; bra;jJ ahu;?

49. FHe;ijfs; mikg;gpy; c';fs; vjpu;ghu;g;g[ vd;d ?

50. C';fs; fpuhkj;jpy; FHe;ijfs; cupikf;F vjpuhdjhf cs;s \d;wpidf;

Fwpg;gplt[k; (c';fisg; bghWj;jtiu) ?


123

School Going Children

bgau; :

taJ :

gof;Fk; tFg;g[ :


jfg;gdhu; bgau; :


Kftup :

“ICCW” v';fisj; bjupa[kh?

V';fs; gzpfspy; c';fSf;F gpoj;jJ 5 Twt[k;


124

Community Leaders

1. ICCW gw;wp jh';fs; mwpe;jJ vd;d?

2. FHe;ijfs; ntiy bra;tJ aw;wp jh';fs; fUj;J vd;d?

a) rup

b) jtW

c) ntWtHpapy;iybad;why ntiy bra;ayhk;

d) mtutu; tpUg;gk;

3. Rk';fyp jpl;lj;jpw;F j';fs; gFjpapy; ,Ue;J vj;jid bgz;fs; ntiyf;Fr;

brd;Ws;sdu; ?

a) xUtUk; ,y;iy

b) 1 – 5

c) 5 – 10

d) 10 f;F nky;

4. kfspu; kd;wk; eilbgWtJ Fwpj;j j';fs; fUj;J vd;d?

a) ey;yJ

b) njitapy;yhjJ

c) gzk; fpilf;fpwJ

d) Vjpu;fhyj;jpy; rKjha khw;wk; Vw;gLk;

5. ICCW tpd; gzpfspy; ve;jg; gzp j';fisf; ftu;e;jJ?

a) FHe;ijj; bjhHpyhsu; xHpg;g[

b) kfspu; kd;wk;

c) fpuhk fy;tp tsu;r;rpf; FG

d) rKjhaf; fy;Y}up

e) nkw; Twpa midj;Jk;

f) VJk; bjupahJ

g) v';fs; gFjpapy; gzpbaJk; eilbgwtpy;iy

6. j';fs; gFjpapy; Rkhuhf vj;jid FHe;ijfs; ntiyf;Fr; bry;fpwhu;fs; ?

a) 14 tajpw;F fPH; _____________

b) 14 Kjy; 18 taJ tiu __________

7. FHe;ijj; bjhHpyhsu; Kiw xHpg;gpw;F j';fs; gFjpapy; jh’z;fs; vd;d bra;a

,aYk; ?

a) Cu;f;fl;Lg;ghL

b) ntiyf;F mDg;g[k; bgw;nwhUf;F Mnyhrid TWjy;

c) gzpahw;Wk; epWtd';fis fz;og;gJ

d) VJk; KoahJ


125

8. j';fs; gFjpapy; fle;j Mz;oy 18 tajpw;F Fiwthd bgz;fs; vj;jid ngUf;F

jpUkzk; eilbgw;Ws;sJ?

a) 1 – 3

b) 4 – 6

c) 6 – 9

d) 10 f;F nky;

9. ICCW tpd; gzpia rpwg;ghf elj;j j';fs; Mnyhrid vd;d?

10. ,ytr fl;lha fy;tpr; rl;lk; 2009 gw;wp c';fSf;F bjupa[kh?

11. fl;lhaf; fy;tpr; rl;lj;ij mKy; gLj;Jtjpy; j';fspd; g';F vd;d?

12. ICCW fl;lhaf; fy;tpr; rl;ljj;ij vt;tifapy; Kd;bdLj;J bry;y ,aYk;?


126

Open School Children’s Parents - Focused Group Discussion

13. C';fs; FHe;ij gs;sp ,ilepWj;jk; bra;jjd; fhuzk; vd;d?

14. Open School ypy; gof;f tUk; Kd;g[ vd;d bra;Jbfhz;oUe;jhd;?

15. ntiyf;Fr; brd;Wbfhz;oUe;jhy; tUkhd ,Hg;ig vt;thW <L bra;jPu;fs;?

16. ICCW tpd; ,g;gzp Fwpj;J eP';fs; vd;d epidf;fpwPu;fs;?

17. Open School Fwpj;j jftiy ahu; \yk; bjupe;J bfhz;Ou;fs;?

18. j';fs; FHe;ijapd; nkw;gog;gpw;F vd;d jpl;lk; cs;sJ?

19. eP';fs; ICCW tpw;F ve;j tifapy; cjt Koa[k;?

20. j';fs; FHe;ijfSf;F nghJkhd gapw;rp tH';fg;gl;ljhf fUJfpwPu;fsh?

21. Open School ypy; nru;j;Jtplg;gl;l FHe;ijfs; Vd; ,ilepWj;jk; bra;jhu;fs;/

,jd; kPJ jh';fs; vLj;j eltof;if vd;d?

22. ICCW ,d;Dk; vd;d bra;jpUf;fyhk; vd;W fUJfpwPu;fs;?

23. c';fs; FHe;ijaplkpUe;J eP';fs; vd;d vjpu;ghu;f;fpwPu;fs;?

24. fy;tpf;fhf murh';fk; vd;d vd;d cjtp bra;fpwJ vd;W c';fSf;F bjupa[kh

mjd; \yk; gadile;jpUf;fpwPu;fsh?


127

PTA Focused Group Discussion

25. PTA elj;Jtjd; Kf;fpaj;Jtk; vd;d?

26. PTA tpy; Kot[ VJk; vLf;fg;gLfpwjh vLf;fg;gLk; Kot[fs;

mky;gLj;jg;gLfpwjh?

27. PTA elj;JtJ gs;spf;F/ FHe;ijfs; fy;tpf;F ve;j tifapy; cjtpahf

cs;sJ?

28. PTA elj;Jtjd; \yk; FHe;ijfs; ,ilepWj;jk; jLf;fg;gl;Ls;sjh?

29. PTA tpy; VnjDk; gpur;ridfs; te;Js;sjh? mjid vt;thW jPu;j;jPu;fs;?

30. PTA vt;tst[ ehl;fSf;F xUKiw eilbgWfpwJ?

31. PTA \yk; gs;spapy; VnjDk; khw;wk; Vw;gl;Ls;sjh?

32. PTA elj;Jtjdl \yk; Mrpupau; kw;Wk; bgw;nwhu; cwt[Kiw vt;thW cs;sJ?

33. PTA meeting elj;JtJ fy;tp juk; cau;tjw;F xU rhjdk; vd;W

epidf;fpwPu;fsh?

34. PTA bjhlu;e;J eilbgw j';fs; Mnyhrid vd;d?

35. ,e;jpaf; FHe;ijfs; eyr; r';fk; Fwpj;J j';fs; fUj;J vd;d

36. PTA elj;Jtjw;F ICCW ve;jtpjj;jpy; Jizahf cs;sJ vd;W epidf;fpwPu;fs;?


128

SHG - Focused Group Discussion

37. ICCW Kyk; elj;jg;gLk; ve;bje;j FHe;ijfs; rk;ke;jg;gl;l gzpfspy; j';fs;

kfspu; kd;wk; fye;J bfhz;Ls;sJ? mJ Fwpj;J j';fs; fUj;J vd;d?

38. j';fs; fpuhkj;jpy; 14 tajpw;Fl;gl;l vj;jid FHe;ijfs; gs;sp ,ilepWj;jk;

bra;Js;sdu; ?

39. c';fs; Cupy; bghJthf ve;j tajpy; bgz;fSf;F jpUkzk; eilbgWfpwJ? 18

tajpw;F fPH; eilbgw;w jpUkz';fs; vj;jid?

40. j';fs; Cupy; cs;s gs;spapy; vd;d gpur;rid cs;sJ? mjpy; j';fs; jiyaPL

vd;d Kot[ vd;d?

41. gs;spr; nru;f;if ,af;fk; vjpYk; g';bfLj;Js;sPu;fsh?

42. j';fs; FG \yk; FHe;ijfs; gog;gjw;F neuoahfnth kiwKfkhfnth VnjDk;

cjtp bra;Js;sPu;fsh?

43. j';fs; fpuhkk; FHe;ijj; bjhHpyhsupfs; ,y;yhj fpuhkkhf khw jh';fs;

VnjDk; Kaw;rp vLj;Js;sPu;fsh?

44. rKjha khw;wj;ijf; bfhz;LtUtjw;F kfspu; FGtpd; g';F vd;d eP';fs;

VnjDk; bra;Js;sPu;fsh ?

45. FG cWg;gpduhd gpd;g[ cWg;gpdu;fs; thH;f;ifapy; VnjDk; khw;wk;

Vw;gl;Ls;sjh?

46. FGtpy; vjw;fhf fld; bgWfpwPu;fs; ?

47. bjhHpw; fld; bgw;W bjhHpy; bra;fpwPu;fsh ,y;iybad;why; bjhHpy; bra;a vd;d

bra;a ntz;Lk;? Vd; bjhHpy; bra;atpy;iy?

48. ICCW \yk; elj;jg;gl;l ve;bje;j gapw;rpapy; fye;J bfhz;Ou;fs; mJ ve;j

tifapy; cgnahfkhf ,Ue;jJ. mJ Fwpj;J j';fs; fUj;J vd;d?

49. ICCW tpd; tHpelj;Jjy; nghJkhdjhf ,Ue;jjh? ,y;iybad;why; vd;d bra;a

ntz;Lk; ?

50. c';fs; fpuhkj;jpy; Rk';fyp jpl;lj;jpw;F vt;tst[ FHe;ijfs; ntiyf;Fr;

brd;Ws;sdu; ? ,J Fwpj;j jh';fs; fUj;J vd;d?

51. kfspu; kd;wk; vg;nghJ Muk;gpf;fg;gl;lJ

52. FGit elj;Jk; nghJ epu;thf uPjpapy; VnjDk; gpur;rid te;jhy; mitfisj;

jPu;gjw;F ICCW cjt[fpwhu;fsh?

53. ICCW gapw;rpapy; g';F bfhs;tjd; \yk; j';fs; epu;thfj; jpwd; mjpfupj;Js;sjh

?

54. ICCW itf; Fwpj;J j';fs; fUj;ij ,uz;L thu;ijapy; Fwpg;gplt[k; ?


129

VEDC Focused Group Discussion

55. j';fs; fy;tpf; FG ve;j tUlk; Muk;gpj;jJ

56. ,jd; \ykhf ,Jtiu vj;jid FHe;ijfs; gadile;Js;sdu;/ ,jpy; VnjDk;

rpwg;ghdjhf fUJfpwPu;fsh?

57. ICCW Vd; fy;tpf; FG Muk;gpj;jjhf epidf;fpwPu;fs;?

58. 18 tajpw;Fs; 8 k; tFg;g[ Koj;j gpd;g[ njhuhakhf vt;tst[ FHe;ijfs; tPl;oy;

cs;sdu; my;yJ ntiyf;Fr; bry;fpd;wdu; ?

59. j';fs; gFjpapy; fpuhk fy;tp tsu;r;rpf; FG \yk; njhuhakhf vt;tst[

FHe;ijfs; gadile;Js;sdu;/ xUntis fpuhk fy;tp tsu;r;rpf; FG

,y;iybad;why; ,tu;fs; vd;d bra;jpUg;ghu;fs;?

60. VEDC \yk; gadile;j FHe;ijfs; Fwpg;gplk; goahf ey;yepiyapy;

cs;sduh? mtu;fs; vt;thW ,Ue;jdu;. Vt;thW Mfpa[s;sdu; ? ,uz;L

cjhuzk; Twt[k;

61. VEDC f;F tH';fg;gl;l bjhif vt;tst[? vt;tst[ gzk; cs;sJ? mjpfupf;f

,Jtiu vd;d eltof;if nkw;bfhz;Ls;sPu;fs; ?

62. fpuhkf; fy;tp tsu;rpf; FGtpd; gzpfs; vd;d?

63. fpuhkf; fy;tp tsu;rpf; FGtpd; Kyk; vd;bdd;d epfH;r;rpfs; elj;jg;gl;Ls;sd

?mjpy; j';fs; g';F vd;d?

64. VEDC apy; cWg;gpduhf ,Ug;gJ Fwpj;J j';fs; mgpg;gpuhak; vd;d?

65. VEDC rpwg;ghf eilbgw j';fs; Mnyhrid vd;d?

66. VEDC ,Ug;gJ c';fs; fpuhkj;jpy; vy;nyhUf;Fk; bjupa[kh?

67. fy;tpf; fld; tH';Fk; nghJ vy;yh FHe;ijfisa[k; ftdj;jpy; bfhs;fpwPu;fsh?

vjd; mog;gilapy; fy;tpf; fld; tH';FfpwPu;fs; ?

68. fy;tpf; fld; bgw;w vy;nyhUk; jpUg;gp brYj;Jfpd;wduh? jpUg;gpr; brYj;jhjjd;

fhuzk; vd;d?

69. fy;tpapd; mtrpaj;ij kf;fs; czu;e;Js;sduh?

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