Pekerja anak

NAYA JEEVAN strives to provide low-income marginalized populations with easy access to quality, affordable health insurance, with plans to combine this with access to uncollateralized easy-to-use financial services. This accessible, affordable quality healthcare plan for underserved communities has been cascaded by Kansai Paints (a Japanese paint company) to over 200 small business painters lying at the end of Kansai’s supply chain. Kansai has financed the annual health insurance program costs ($30/life/year) of these painters and their dependents in a tiered loyalty/incentive program in which the corporation has fully subsidized the health insurance plan of their loyal customers. This model can be replicated globally with a varying degree of corporate co-financing/subsidy which is contingent on: (i) the strategic value of these supply chain partnerships (ii) the cost of the health plan in that market and (iii) the impact on their bottom line – i.e. increased revenue/sales per dollar invested in this loyalty program.

NAYA JEEVAN’s health insurance plan includes:
• Annual medical check-up, which promote the early detection of disease.
• A 24-hour telemedicine helpline managed by doctors available to beneficiaries to handle any concerns or emergencies.
• A Health Rescue Fund, which assists beneficiaries for non-insurable conditions or when their insurance coverage is exceeded.
• Preventive Health workshops that detail the causes, symptoms, treatments and prevention against most common maladies to help individuals protect themselves and their families.

Role models' experience sharing - This involves identifies successful personalities within the communities who have gone through serious difficulties as they grew up yet they made it. We also identify others who at one time mocked suffering cases like orphans who say how later fortunes changed and how sorry they where.

Personal experience - Everywhere I go I share with parents, teachers and pupils about my childhood problems and how certain people identified with and saw the inherent potential and helped me through.

Friday baraza at the Rescue centre - This forum help break the ice for new comers at the centre. Older beneficiaries invite them and talk about themselves first without asking for response.

Christmas camp - This was brought up to make sure that all our beneficiaries had same holiday experiences.

Schools outreach - We go school to school advising teachers on right based education and the need for case by case approach to child behaviour. This reduces instances where children maybe evicted for issues they were not in control of.

Community education on children rights - Through public forums and radio programmes, we educate parents on the need to respect the right of the child irrespective of where the child comes from.

Story telling - Africa is rich with stories emphasizing on emphathy. We have initiated school based story telling during public events.

Audio video shows - This is the new phenomena that we seek to introduce here. We intend to showcase the need for children to put themslves in other children situations.

In urban India often school kids discard stationary & other items like water bottles, pencil box, school bag, shoes for flimsy reasons like new cartoon character in market or slight fade of colour or need for minor repair.Since all stakeholders around urban child are driven by consumerism; school management, parents, peer groups, teachers, frugality is not inculcated among children. S2S is sensitizing urban kids living a protected life, about rural realities, negating any superior/inferior feeling. Re-use & Recycling of urban material extends its lifecycle, reducing pollution in cities. A kid in village school has to walk 2-5 kms to & from school, without proper shoes, in scorching heat, with no water at school. A water bottle makes a difference whether he or she will continue schooling or not. For a village child recurrent expenditure of notebook, pencil or rubber becomes burden for parents struggling for two meals. For countless children, school uniform is also an additional piece of clothing, an important thing for them. In bare Aanganwadis; government’s children health intervention point for malnutrition, vaccination & over all child health care; there is nothing to attract children to come except mid day meal that they pick up & leave. The moment it is filled with colourful toys, games, posters etc., it brings in more children, getting them to stay longer, engaging them thus assisting in overall objective of these institutions..

After talking to the school administration about forming the Stay Safe Club, we meet with student s and explain the idea behind the club, we then oversee leadership elections. This is the first step - students coming into leadership.
Giving Hope Foundation provides basic materials to the leadership committee. We also have dedicated social workers who visit the schools regularly and invite different guest speakers to different schools.

Since the inception of the program in August 2011, Stay Safe Clubs have helped raise awareness on Sexually transmitted illnesses among students, students have reduced on sexual activity and most have resorted to abstinence. The clubs have also helped equip different students with leadership skills.
Students have learned how to distinguish between true love and lust, they are better equipped with skills of rejecting gifts as an enticement towards sexual advances by adults.

Students have also learned how to form profitable friendships and how to reject bad peers without causing conflict. They have held debates on different topics including government policies, reproductive health, parent-child relationships, child rights & responsibilities.

Students have generated a positive impact in the local communities by helping the elderly, talking to fellow out-of-school children on how to live responsibly and some have created working relationships with local counsel committees. One student brought an orphaned child who is now back in school.
Some of the students are now participating in community activities like church and sports groups.

Soni is a student at Protsahan. She was a rag pickers daughter. Initially hesitant to join school, was convinced through repeated encouragement to join Protsahan where she started off with learning Madhubani painting. She loved creative bits of educations that it made her coming back to our centre and slowly started developing interest in studies. Her performance has been fantastic and she got promoted into a government school bringing laurels to her family. She now wants to be a teacher. Her father proud and inspired, gave up rag picking and started own mini enterprise in the slum now. What started with creative education turned into a new life for an entire family. Soni is just one of our success stories.

Our primary activities include : Encouraging children to try out new activities like photography, painting, dancing and music to get engaged in being inspired for a better future. Once, they are motivated and interested in coming back to the center, the numbers and theories follow. Once, their initial nurturing begins at Protsahan,we get them admitted to government schools for further education. We work with their families to foster holistic community development and not just at the level of the child itself. Since we work with at risk street children facing sexual and drug abuse and trafficking, the importance of CREATIVITY and EMPATHY become extremely crucial in our approach.

Peter is 13 and his village is in Lokung, Uganda, a remote area in Northern Uganda, largely ignored by government and NGOs due to its remoteness. He is an orphan, as his father was shot and killed during the war. Peter is respectful and kind, and, along with his good academic record, this is why we selected him for our programme. He has grown up in a paternalistic culture, where men beat children and their wives and drink alcohol to excess. Positive role models are few and even fewer show the importance of empathy to considerate Peter, who is part of a group of children, aged 12-15 on the Butterfly North Project. Initially, they delivered with us a joint HIV/AIDS awareness conference at the Chrysalis Centre to show they can deliver projects themselves. Throughout the year we taught them that they can be the catalyst for change in their respective villages, through discussing poverty alleviation methods, such as off-season planting, fishfarming, practical entrepreneurship projects, such as liquid soap and chick-rearing and drip irrigation. We have also trained the group in ethics, problem-solving, international citizenship, activism and ICT, delivered at the Chrysalis School, where we trained teachers to empower, not subjugate children. For his project Peter developed a young journalist team in the slum district which has produced three newspapers so far, recording news but also giving advice to other children on how to keep themselves safe. Each member has also drawn up a Village Development Plan, which can form the basis for future action in their local community.

CWSN’s Ash Youth Health initiative has been providing comprehensive primary health care services to the working and street children. We have partnered with Pokhara Chamber of Commerce which has been working for child labour elimination programme in the area. The chamber has been operating 5 drop in centers to basic education and other supports to the working children and we have collaborated with them to provide primary health care services to the child labor. We have created a platform to foster coordination and dialogue among the health service providers with regard to increasing street and working children service providers in Pokhara and it has played important role in increasing the children's access to primary health care in the area. CWSN has been facilitating a saving and credit cooperative (Child Development Khajana) of working and street children. It provides these children a safe place to save their money and they can borrow their money also for emergency such as during illness. The initiative has become very effective in that it has significantly increased their access to health care services (in our recent survey, 94.6% children reported easy access to primary care services).

The initiative includes
Health care service delivery through network of 6 clinics and
Outreach works
Health Education Sessions
Life School Education through peer education
Child Development Khajana (a children's cooperative)
Networking and advocacy actions

First, we'll gather information and research and then we'll do the necessary task.

Our model is first to create the classes interesting to them. If they find it interesting they would be regular in coming. Next step is to sync their learning with their life so that eventually they will know the importance of education in their lives and will do efforts by themselves to go to school.

By using the traditional methods of teaching it is not possible to create the interest in the classes. So we use methods like stories, games, drawing, dance, music etc. In all the methods we emphasize mainly to make their involvement. For example, while telling a story we make different roles and involve children to play those roles; then ask questions from the stories, make them curious for many things. We arrange small competitions and award the best performances. To give them exposure we invite other people to celebrate their children’s b’day with them. We go to small trips like visiting malls. We tell them about personal hygiene in order to avoid diseases such as fever and cholera.

After completing the teaching course, we have a plan to give them some technical training that can help them to start their own profession in future. For example, for big girls of the society we have started providing sewing training.

Overall through Udaan, we do not only want to teach them but strive to make them good citizens. With the help of other groups we provide facilities like medical chekup, teeth checkup, eye checkup. We dream to make them persons who can live their life in a better way by contributing in growth of the development of the country.

The model is simple: In Nigeria where accessibility, planning and policies, information is very lacking or does not even exist. Using psu-nsap,(ncaa collegiate model) a USA based idea for school aged children. Just like the NCAA, introducing and grooming children at young age into sports and athletics in schools takes control of so many problems. The NCAA program has produce healthy living, a source for many college educated people, a source for employment and leadership. Our primary activities includes, all sports activities, basketball, soccer, tennis, hockey, vollyball, swimming, boxing and all other activities. Creative activities are very important because they help remain alert, they help in socializing, it helps open the doors for equal access to women and girls.providing education

Our solution makes an enormous impact through the innovative use of media and technology. For example, DTJ spent four years methodically and intimately following the lives of two child soldiers in eastern DRC through film. Currently the feature length documentary film is in post-production after which it will be distributed on a national and international level with a simultaneous educational and outreach strategy to impact the lives of more child soldiers. A global audience will be engaged around a single issue featuring the stories of individual children but connected to actionable change. During the filming process DTJ developed a network of relationships in DRC with key intervention partners and actually was at the lead of rescuing one of the children out of the national military. DTJ also spearheaded a rehabilitation program for other child soldiers and is currently developing an innovative program to use the stories of child soldiers at a community level in mobile cinema screenings to target violence reduction and prevention. Thus, media is used in innovative ways at both an international and community level as part of a multi-pronged strategy to see change for children happen. This combination of media and intervention makes DTJ stand apart and is pushing journalism into a new space where journalistic integrity does not have to be sacrificed for actionable change and vice versa.

In the individual assistance field: vaccination, de-worming with oral medication, taking of anthropometric measurements to the underage population, specific assistance to pregnant women, privileging their well-being and that of their children to be born as also the reference for their specialized assistance in high-risk cases. , gynecological examinations, distribution and education on ant-conception methods (condoms), detection and reference for treatment of epidemiologic cases, among others.
In the group assistance field: education-related activities by promoters of indigenous health on such matters as personal hygiene, domestic violence, alcoholism and drug addiction, labor and migratory rights, human trafficking, etc.

The primary activities of the EJP project are:

To establish core technology and employability skills within youth through Employability, Technology and English language training. All activities emphasize teamwork, leadership, career and life planning skills that cultivates a self-starter attitude within the youth;

Train public school teachers and community mentors in the EJP methodology. The Social Educators training includes: 32 hours of Employability & Technology Methodology training, and Continuous Monthly Training for in-depth analysis of program content and introduction of new methodological approaches;

Qualifying English language teachers to replicate the EJP English teaching methodology. The English teachers take part in 32hrs of pre-service training which introduces the main concepts of the general EJP methodology, and the In-Service training is conducted through 5 monthly training sessions, for a total of 40 hours. All English Educator training sessions are conducted in English to provide teachers with opportunities to listen, speak, read and write in English, as a means to improve their overall proficiency;

To provide social-professional qualification for 6,500 youth in Employability and Technology Centers established in the public schools;

Place youth into the formal job market. The employability team conducts employability workshops, one-on-one career placement assistance and mentoring during the first 90 days after the student has been hired; and

To promote cultural exchange through partnerships with International Universities and/or organizations that have exchange programs in Brazil. The objective is to have the exchange students visit classes and share their experiences with the EJP students and participate in cultural activities promoted by the program.