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Homelink Newsletter
Inside this issue:
RTE & its Reality in
India
2
Missing Children:
Who cares?
5
News from Partners 6
Case Studies 10
Monitoring Visit
of HLK Partners
12
Repeal & Re-
enactment of Juvenile
Justice Act
13
Educational Status
Report
14
Children's
Performance
15
Director’s Desk
“The child’s mind is indeed not a vessel to be filled but a fire to be ig-
nited” – Plutarch
Every child is special as he/she is born with his/her own set of unique inher-
ent talents, latent potentials, skills and creativity. They have a right to live
with dignity. We as the citizens of this great nation should give every op-
portunity to their intellectual, spiritual and social growth. The steps to be
taken are not only by protesting, taking out rallies and making laws, but to create awareness
by changing their mind set.
Dear Friends & Partners, this issue of Homelink Newsletter highlights on EDUCATION &
EDUCATIONAL SERVICES rendered by our Networking Partners. Every child has a
right to education. Is it a wishful dream or reality for our children?
It is said that one day partially deaf four year old child came home with a note in his pocket
from his teacher. “Your son is too stupid to learn, get him out of the school”. His mother
read the note and answered, “My son is not too stupid to learn, I will teach him myself”. And
that son grew up to be the great Thomas Edison. He had only three months of formal school-
ing.
Every student can learn. Just not on the same day or in the same way. History proves that
many slow learners have become qualified writers and scientists in their lives, because the
teachers offered them basic skills necessary for learning at the rate of a normal student at
their stage.
“Every piece of marble has a statue in it waiting to be released by a man of sufficient skill to
chip away the unnecessary parts. Just as the sculptor is to the marble, so is education to the
soul. It releases it. For only educated men are free men. You cannot create a statue by smash-
ing the marble with a hammer, and you cannot by force of arms release the spirit or the soul
of man,” so says Confucious.
The socio-economic, political, pluralistic religious and cultural scenario, prevailing in India
today, with its challenges and opportunities, impels us to re-look at the Right to Education
and its realities. Let us listen to the voice of a child, “If you touch me soft and gentle, if you
look at me and smile at me, if you listen to me and then talk to me, I will grow, really grow”.
This voice challenges us to be true educators to prepare our children to learn and to enter a
global world, to participate in a democracy, make a living wage and be lifelong learners.
Let us acknowledge that every child in India deserves quality education. Let us recognize
that the surest path to development is through quality education to our children. Let our
motto be “overcome evil with good” and let our goal be “quality education to every child”.
Joe Prabu
National Director
“We must view young
people not as empty
bottles to be filled,
but as candles to be
lit.“
Robert H. Shaffer
May-June 2014
Volume 3, Issue 15
RTE & its Reality in India
The importance of education cannot be denied in one‟s life. It is
essential for eradicating poverty and it allows people to be
more productive and playing greater roles in economic life and
earning a better living. The education is the key which allows
people to move up in the world, seek better jobs, and ultimately
succeed in their lives. The importance of primary education has
been neglected by India since independence knowingly or un-
knowingly. However, Government of India tried to improve the primary education by bringing
legislation i.e. Right to Education Act (RTE) 2009. The law that is in force in the country from
April 1, 2010 is derived from the 86th Constitutional Amendment Act. The Act entitles each child
aged 6 to 14 years to free and compulsory elementary education as the fundamental right. With
this, India has moved forward to a rights based framework that casts a legal obligation on the Cen-
tral and State Governments to implement this fundamental child right as enshrined in the Article
21A of the Constitution, in accordance with the provisions of the RTE Act.
The important features highlighted in RTE are:
Every child in the age group of 6 to 14 years shall have a right to free and compulsory edu-
cation in a nearby school.
Private and unaided educational institutes shall have to keep 25% of the seats for students
belonging to the weaker sections.[The Supreme Court ruled that minority institutions were outside the ambit of
the Right To Education (RTE) Act and they cannot be hence obligated to reserve 25 per cent seats for students from so-
cially and economically weaker sections of the society (Utkarsh Anand, Indian Express, New Delhi, May 6th 2014)]
No child should be failed or expelled and will not be required to pass any board examina-
tion till the age of 14.
It lays down the norms and standards relating inter alia to Pupil Teacher Ratios (PTRs),
buildings and infrastructure, school-working days, teacher-working hours. All students who complete their elementary education shall be awarded certificate.
Financial burdens shall be shared between the center and states.
RTE lays down a timeframe of three years to meet all the norms except for the tar-
get of teacher training to be achieved by 2015. On 1st April, 2013, India completed
three years of enactment of the Right of Children to Free and Compulsory Educa-
tion Act, 2009. This legislation, laid down a time bound agenda to address some of
the long pending gaps in the educational system, yet to be realized. Only eight per
cent schools have complied with the Right to Education (RTE) norms despite the
deadline for their implementation coming to an end about a year ago (http://
www.dnaindia.com/mumbai/report-only-8-schools-have-complied-with-rte-norms-1969172).
The Act has brought out some changes in the education system. It is an undeniable
fact that additional government resources have been allotted, more teacher posts created and infra-
structure sanctioned and administrative changes brought about. This enactment opened new possi-
bilities for improving the quality of school education in the country. Consequently, several initia-
tives were taken at the national and state levels by individuals, groups, networks and alliances.
Though the Act brought some sporadic changes in education, much had not reaped as per the Act
outlined. For example, the Act does not take care of the children who fall between the age below
six and over 14 years. There is no auditing or review to check whether RTE is implemented in the
states. Although the Act was notified in 2010, and all states were asked by the Centre to imple-
ment the Act, its efficacy has not completely been proven in many states. Again there is no reliable
statistics available on out-of-school children in our country. There are no criteria mentioned to
check the quality of learning except for Continuous and Comprehensive Evaluation (CCE).
The Supreme Court ruled that
minority institutions were outside
the ambit of the Right To Educa-
tion (RTE) Act and they cannot
be hence obligated to reserve 25
per cent seats for students from
socially and economically
weaker sections of the society
( Indian Express,New Delhi,
May 6th 2014)]
2 Homelink Newsletter (May-June 2014)
The Twelfth Five Year Plan document points out that (2) only 4.8 % of the
school in the country achieved RTE compliance in all the nine indicators
(Twelfth Five Year Plan, Vol.III, and Social Sectors). According to RTE Stock Tak-
ing Forum (2013), "Irrespective of the party in power, no state has
fully implemented RTE. This is the case from Gujarat, with a 14.4%
compliance rate even in Ahmedabad, to Mizoram with the lowest com-
pliance rate of zero per cent in Serchhip district (Status of Implementation of the
Right of Children to Free and Compulsory Education Act, 2009: Year Three (2012-13)
The Act has faced some challenges for a proper implementation in all the states.
The major challenges to achieve the objectives and promises are financial challenges, qual-
ity of education and qualified teachers, adequate infrastructure, to bring child laborers to schools,
etc.
Financial challenge
The fiscal burden of the RTE has to be shared between the center and the states in the ratio of
55:45 and 90:10 for the North-Eastern States. Many states of India like Bihar, Uttar Pradesh and
Punjab have expressed their incapability to mobilize funds and they would not be able to imple-
ment the Act in the absence of funds from the center. The state of Orissa wants the same status as
of the North Eastern states with respect to the Act. With this situation, how can the implementation
of RTE expect improvement in infrastructure, trained teachers, more facilities in schools?
Quality of education and qualified teachers
The number of hours of teaching has a significant
impact on learning. It is a fact that, about one
fourth of the teachers of government school remains on leave in India at any given point of time
and most of them are not able to do full justice to their professions due to numerous reasons. No
consistent provision for substitute teachers is made available in the schools. The Act emphasis that
school drop outs and other kids who are unable to get education, would be brought back into the
education stream again. This provision demands recruitment of more teachers in school. Accord-
ing to a report (www.dnaindia.com), only 59.67% of students are in schools that have met the teacher
student ratios outlined in RTE. Further, while RTE mandates that all teachers in the country be
trained by 2015, (3) India has 6.6 lakh untrained teachers and 5 lakh vacant positions.
The actual situation in few northern states is that there are hundreds of students in one class. An-
other report says that, the average Student Classroom Ratio (SCR) across schools in Bihar was
found to be 82 indicating a significant load of students per classroom, which is 30 at national level
(The Economic Times (Aug 27, 2013), Bihar schools lag in implementing right to education). The
average Pupil Teacher Ratio (PTR) was found higher than the RTE norm and all India count of 30
in states like Bihar (51), Jharkhand(39) and Uttar Pradesh(38) as per official statistics of National
University of Educational Planning and Administration (NUEPA), 2013-14.
RTE Act prohibits holding back and expulsion of a child from school till the accomplishment of
elementary education. The „no detention‟ provision in the RTE Act does not mean that children's
learning will not be assessed. The RTE Act makes provision of Continuous and Comprehensive
Evaluation (CCE) procedure to assess the child‟s learning and performance in a more constructive
way. The CCE became very mechanical in nature and making the children busy without learning
anything substantial. Children come to these schools, get a free meal and it bothers no one whether
Only 4.8 % of the
school in the country
achieved RTE
compliance in all the
nine indicators
(Twelfth Five Year
Plan, Vol.III, and
Social Sectors)
India has 6.6 Lakh untrained teachers and 5 Lakh vacant
positions.
Homelink Newsletter (May-June 2014) 3
they are making any progress at all. (4)Enrollment level has gone up and de-
clined in reading and writing skills among children. It led to the preference
for private schooling by the parents and created the demand and need for pri-
vate tuition. According to a research study conducted in Haryana, found that
most of the investigated schools are able to fulfill basic infrastructure ex-
cept a few but
with regard to curriculum assessment, teachers training and other related issues
they are lagging far behind. The findings showed that there has been some progress
only in terms of enrollment/basic infrastructure but towards guaranteeing quality educa-
tion in terms of student learning the state has to go a long way (Ojha Seema S. Implementing Right to Educa-
tion: Issues and challenges, Research Journal of Educational Sciences, Vol. 1(2), 1-7, May (2013),
Infrastructure
Infrastructure spell out the requirement of number of class rooms, library facility, play ground and
playing materials, toilet facility for boys and girls separately, drinking water facility, all weather
building, etc. The survey on 'Elementary Education in India', conducted by the National University
of Educational Planning and Administration (NUEPA), highlighted the fact that almost half of the
recognized elementary schools in the country do not have separate toilets for girls. In the same sur-
vey (5)found that the government schools in Andhra Pradesh, Madhya Pradesh, Maharashtra,
Orissa, Rajasthan and Uttarakhand do not have sufficient class rooms (Department of School Education and
Literacy, Ministry of Human Resource Development Government of India, DISE 2013-14, National University of Educational Plan-
ning and Administration, 2014, New Delhi). As per the findings of a study commissioned by State Commis-
sion for Protection of Child Rights, Bihar lagged on different counts of infrastructure and basic
facilities like kitchen shed, library, playground, sanitation, free text books and potable water facili-
ties (http://cp.bangladeshinfo.com/education/indian-schools-lag-in-implementing-education-act). It is very clear that the
financial burden shouldered by Centre and State have not produced any expected impact. And also
there is no clear demarcation between the responsibilities of the center and state and it seems to be
a challenge to work out the details.
RTE and Child labour
RTE has become a fundamental right of each and every child, therefore, the
children who are out of schools and child labours should be brought back to
schools. Childhood poverty and slavery (includes slavery-like practices such as
debt bondage, forced marriage, and sale or exploitation of children, human
trafficking and forced labour) has forced many children into the workplace
rather than the classroom. The dropout and never enrolled children tend to be
the most marginalized and most disadvantaged such as child labourers, street
children, migrant children, children in conflict affected areas and the disabled
need more focused efforts. Meeting this target would require huge efforts from
the state to accelerate implementation of the existing provisions under the Right to Education Act
and eventually provide equitable and quality education. Despite the government‟s 2012 ban of all
types of child labor under the age of 14, little has changed in the past two years. According to the
recent Global Slavery Index, (6)India ranked 4th among countries with highest prevalence of mod-
ern slavery (www.globalslaveryindex.org, www.globalslaveryindex.org/country/india/).
Enrollment level has
gone up and reading
and writing skills has
declined .opened the
door to prefer private
schools by the
parents and more
demand and need for
private tuition to
their wards.
The government schools in
Andhra Pradesh, Madhya
Pradesh, Maharashtra,
Orissa, Rajasthan and
Uttarakhand do not have
sufficient class rooms (National University of
Educational Planning and
Administration, 2014, New
Delhi).
4 Homelink Newsletter (May-June 2014)
Conclusion
I would like to state that passing an act is not sufficient. The need
of hour is to implement and monitor the Act properly. The level
of basic education has got changed and the urgent necessity is
that to focus on more in higher level of education than the pri-
mary education. Teachers should be free from all types of extra duties
assigned to them by the government. The consistent monitoring and intention of
the political will is a must to implement the Act successful to bring the intended results in our
country. Along with the political will, the success and failure of RTE would
largely depend on participation of all the stakeholders. Budgetary allocation of
funds should be sufficient in achieving universal elementary education. Infrastruc-
ture and quality of teachers .should be enhanced as per the Act. To curb the drop
outs from the school, school environment need to be converted into child friendly
through the inclusion of more practical learning. The youth and civil society
should come forward and spread the usefulness of education to illiterate parents
who are unable to appreciate the relevance of education in curbing the social evils
Sr. Mary
Program Coordinator
India ranked 4th among
countries with highest
prevalence of modern
slavery
(www.globalslaveryindex
.org).
Missing Children: Who cares?
Fr. Maria Arokiam Kanagam the Regional Councillor
for South Asia, and the President of SPCSA, released
the book by presenting the first copy to Fr. Fr. Balaraju
Raminedi, the Provincial in-charge of the SPCSA for
the YaR regional commission, on the first day of the
SPCSA General Assembly Meet.
Fr. Maria Arokiam handed over the second and third
copies to Fr. Koshy George, the newly appointed Sec-
retary of YaR, and to Fr. Mathew Thomas, the outgo-
ing YaR Secretary, in the presence of other 40 Sale-
sians from all the Salesian Provinces of the South Asia region, including all the Provincial Superiors.
``The whole issue of child protection, particularly of missing children, is a matter of growing concern
among child rights activists and policy makers``, said Fr. Prabhu prior to the book release. He bewailed the
lack of coordination among the different stakeholders of child care, and lack of knowledge of procedures
and the insensitive handling of cases of missing children in general. He expressed the motive behind the
publication of the book saying that ``The vision of a safe and secure environment for all children as envis-
aged in the Juvenile Justice (Care and Protection of Children) Act, 2000, is still a distant reality. But we
can, and we must, push for more concerted action to control and eliminate the growing menace, and we
cannot allow this to be swept under the carpet.`
``Missing Children: Who cares?`` brings together recent statistics, relevant laws, guidelines, court-rulings,
initiatives and interventions of many stakeholders in their task of working to find untraceable missing chil-
dren. The book has informative chapters dealing with the concept of the Missing Children; International
and national protocols on Missing children; Interventions on Missing Children from the Government of
India, the State Governments and NGO`s; and ways and means of tackling the problem of missing children,
including efforts by YaR through Child Safety Net and Home Link systems. The book is dedicated to the
victim children of the country in the hope that it will provide a breakthrough for child safety net in the lives
of Indian children.
.
Homelink Newsletter (May-June 2014) 5
World Day against Child Labour
On 12th June, 2014, during the morning assembly at Shelter
Don Bosco, Mumbai, Fr. Jesu Robinson, Mr. Eustace & Mr.
Datta Gade gave a session on Child Labour. The important
information about child rights and child labour was pre-
sented by speakers in detail. Current issues about child la-
bour in Mumbai city were also explained. It was an interac-
tive session as boys participated in discussion. A video
presentation on Child Labour was also filmed. By the end
of the program all the children became aware about Child
Labour and also understood that Child Labour is a mishap
to our society.
The boys at Shelter Don Bosco were grateful for the knowledge provided
to them by the coordinators and speakers at the center.
Mr. Datta K. Gade
Mumbai Hub Coordinator
English Vinglish Don Bosco, Anbu Illam, Coimbatore, hosted a summer camp from 21st April to 17th May, 2014 for
students who have completed 10th, 11th, & 12th classes. Chil-
dren were taught Spoken English and basic grammar. „Speak
English‟ became a slogan among students, as they conversed
only in English and accordingly individual points were
marked. During computer classes, the basic functionalities of
Microsoft Office were taught and shortcut keys were intro-
duced to enhance their speed. The weekly revision and
month long program was tested through Quiz Programmes
and Games and points were awarded.
The peak of the summer camp was on the final day, when the
students organized the „Goodbye‟ function with all the cul-
tural programmes presented in English with great surprises of
their ability to express themselves in English. It ended with
the distribution of certificates and prizes according their per-
formances.
Ms. Jacqueline
Coimbatore Hub-Coordinator
Education is the most
powerful weapon we can use
to change the world.
Nelson Mandela
Education is not prepara-
tion for life; education is
life itself -
John Dewey
Only the Educated
are Free…
6 Homelink Newsletter (May-June 2014)
“Stop Child Labour, Protect Child Rights”
On the eve of the International day against Child Labour, 11th
June 2014, BOSCO CHILDLINE in association with the
schools surrounding Charmarajpet and city market along with
the Bangalore Police took out a massive rally to create aware-
ness to the public as well as to identify pockets where children
are employed for various forms of labour and checked the pos-
sibilities of rescuing them. The inauguration of the rally was
held at Old Fort High School Ground, more than 500 hundred
children from various schools participated. The rally was
flagged off by Shri R.V. Devaraj MLA Chickpet, who insisted
the need for stopping child labour from all commercial and non-
commercial sectors. He also mentioned that today‟s need is
education and it is important to give best education to all the
children and by employing them as child labourers we are
harming the society as well as the child‟s future.
On this occasion he released the posters and volunteers distributed pamphlets to the passengers,
shop keepers, bus travelers, auto owners, drivers, garage people and hotel owners, where child la-
bour is still prevalent. BOSCO prepared a CD on the rights of the children. Shri Devraraj appreci-
ated the efforts of BOSCO in reducing the child labourers in the city of Bangalore.
Children were brimming with energy and they wanted to tell everyone that the need of the hour is
to educate all children. So, they held high placards with beautiful themes like „Stop child labour,
send children to school‟ and shouted slogans to end the exploitation of children. A street play high-
lighting the theme was put up in Kalasipalyam and Shanti Nagar bus station by the children in a
specially designed vehicle.
The rally went through areas like Kalasipalya, JC Minerva circle, Vinobha Nagar where child la-
bour is usually at a high rate and ended at the Lalbagh Main Gate where the concluding ceremony
was held. The gathering was addressed by Shri Hungund, a Human Rights member. He empha-
sized on the need of awareness among the people on the issue of child rights. He referred about the
government sectors, especially the Child Rights Commission and the Human Rights Commission
for the role they have to play regarding the issue of child rights.
BOSCO undertook a week long door to door campaign in child labour prone places like Kalasi-
palyam, Agrahara, Gopalpura, Shivajinagar, KR Market, Vinobhanagar and Gandhinagar and is-
sued notice to the employers under JJ Act, Section 26. A signature campaign was also organized to
make these places child labour free. More than 5000 signatures were collected from
the public to stop child labour in their work places and its vicinities. On
the Anti-child Labour day, 12th June, BOSCO sub- mitted the
memorandum to the Labour Minister, Labour C o m -
missioner and District Collector during the public f u n c -
tion at Kanteerva stadium.
Mr. Binu Varghese
State MCB Coordinator
Homelink Newsletter (May-June 2014) 7
An investment in
knowledge pays the best
interest. Benjamin Franklin
State Level Consultation on Children in Kerala
A State Level Consultation on Missing Children and Track
Child System was organized by Kerala State Commission
for the Protection of Child Rights in the State Capital of
Kerala, Trivandrum, on 22 May 2014. Fr. Philip Parakatt
SDB, Member of Kerala State Child Rights Commission,
was the key Organizer of the Consultation. Fr. Philip be-
longs to the Salesian Province of Bangalore. He was in-
volved in the ministry towards young at risk for the past
two decades. The forum consisted of ministers, bureaucrats, Police Officers and activists in the
field.
Vocation Camps at Don Bosco Lonavla
The cradle of vocations to the Mumbai province, Don Bosco
Lonavla, hosted two vocation camps beginning from May 2-12,
2014. Seventy enthusiastic young boys participated in these
camps. The house of Lonavla, with its beauty and inspiring his-
tory, gave way to a wonderful experience to the campers.
Addiction to De-addiction Snehalaya in collaboration with SOS conducted a de-
addiction camp, a first of its kind in Assam, at the SOS
village at Bhakatpara, Darrang District. 22 boys from
Snehalaya Drop-in Centre as well as Railway Station,
streets, markets and slums of Guwahati participated in
the month-long camp from 2nd to 29th May 2014. The
children participated in the camp voluntarily as they
want to quit the habit of substance abuse.
One of the most challenging issues of the vulnerable
children is their addiction to substances like dendrite,
erasex and tobacco products which are easily available in the stationery shops and general stores at
cheap rates.
Since there are no de-addiction treatments available specifically for children in Assam, it was
thought that a child-specific intervention may wean the children from these substances. The camp
was an effort to provide these children an environment where not only these substances are not
available but several positive inputs like green surroundings, recreation like sports and music, craft
activities along with professional counselling were provided.
The outcome of the camp has been very encouraging as most of the children are determined to quit
the habit and study further. Most of the children from the camp are now at different homes of Sne-
halaya and are preparing to enrol in regular schools. The others are in touch with the workers of
Snehalaya and are being supported in keeping away from substance abuse.
Ms. Meenal Gandhe
Guwahati Hub-Coordinator
8 Homelink Newsletter (May-June 2014)
Evening Degree Course for Disadvantaged Youth
In keeping with the Spirit and Mission of Don Bosco, St. An-
thony`s College, Shillong will open its doors to the under-
privileged youths of the state who desire to continue their
education and to graduate from a reputed institution. Its
Bachelors of Arts Pass Course (Evening Shift), due to begin
from 2014 onwards is geared specifically towards meeting
the needs of students who were unable to find admission into
good colleges of the town due to their low percentage.
Young at Risk have Great fun at Summer Camp
Don Bosco Navajeevan Rehabilitation centre, Raman-
thapur (Hyderabad), Home for Street involved and young
at Risk Children, organized a month long summer camp
which began on 1st May 2014 and ended it with sweet
memories on 31st of May 2014. The children from Don
Bosco Navajeevan, Nampally too came over to Raman-
thapur for the concluding programme. Fr Thathireddy
Vijay Bhaskar, the Vice Provincial of the Salesian Prov-
ince of Hyderabad, was the Chief Guest for the event.
Homelink Newsletter (May-June 2014) 9
Education for Life!
“315 million Indians are studying,” as reported in Times of India (3rd July 2014). If they were to
form a country only of their own, they would form the fourth largest country in the world. The US
has a total population of only 318 million. China, despite being the most populous country in the
world has only 252 million students – perhaps a result of its decades-old one-child policy.
It is interesting to note that over 33 million Indian students are above the age of 30 and it isa great
sign. I wonder whether this number consists of those who are only studying or includes those that
work and study at the same time. I used to be amused by people who say, “I have completed my
studies.” What could that mean – that there is nothing left for them to learn? – that they are not
studying anything specifically towards getting a certificate, diploma or degree? The smart people
are those who keep learning something new every day, whether formally or informally, whether
for a “degree” or for better results at work or for their own personal growth and satisfaction.
It is even more interesting that 1.2 million Indians above the age of 60 declare that they are
“studying”, and 120,000 people above 80 are also “students”. If this is not the result of a poorly
worded or badly misunderstood question in the census, but reflects the reality, it is wonderful
news. I once met a person in Belgium who was above 70 and was studying Aramaic so that he
could read the Bible in the language of Jesus. How wonderful the attitude of people above 60 and
80 who take up serious studies once again!
10.5 million Indian students are in the age group 0 to 4. They are 10% of all the kids in that age
bracket. Is that a “good” sign or a “bad sign”?
M.C. George
Director - BoscoNet
Ask, Search and Knock
P. Eshwar, 10 year old, hails from Nellore. He came to
Vijayawada in search of his father, who was selling waste
paper in a town of Vijayawada. During the search the boy
lost his way and ended up at a railway station in Vijay-
awada. He was picking up rags in order to earn his living
that is when the Street Presence team from Navajeevan
Bala Bhawan spotted him and brought him to the center.
Initially the boy was kept in a temporary shelter through
childline in Tana Rescue center. The boy wanted to go home desperately, thus, the Home Integra-
tion staff decided to search for boy‟s parents. At first Nellore police station was approached but on
receiving no response from them, Childline office was approached, yet the parents of Eshwar were
not found.
Then, staff from Navajeevan along with the boy went to Nellore in search of his parents. After a
long search in areas like Yana Dula and D.Dibba the team was successful in restoration of the boy
with his parents.
Alias Rajesh Rajesh, a 14 year old boy was found roaming aimlessly in
Visakhapatnam Railway Station in school uniform. From
his behavior he was identified as a first time run away and
was brought to Navajeevan by the field Staff, Mr. D.
Raviprasad. He was a student of a welfare hostel and on
reaching home for Dasara holidays he found that both his
parents died in a road accident and that nobody had in-
formed him about this as he was the only child and they
had settled down in that locality from a distant place very
recently. Even his only maternal uncle had left the house
some time ago after a family dispute. He did not want to return to the hostel as the thought of his
dead parents kept haunting him. He adjusted well to the Navajeevan climate and was found to be
happy and well behaved.
After spending much time with him in counselling by Fr. Thomas, he gave the number of his
school Principal and agreed to return to the school. On contacting the Principal we were told that
the boy had not returned to the hostel after the holidays and that both his parents were alive. He
has an elder brother and a younger sister too. His parents were contacted immediately and they
Mr. Prakash, construction worker and Mrs. Mamatha, housewife rushed to Navajeevan without
any further waste of time as they were looking for him frantically everywhere and had even filed a
missing complaint with the police. Mamatha had made up to end her life if the boy was not found
for two more days.
They told that his real name was Velanganni Raju and not Rajesh as he had told us. While he gave
the information as a 5th class student, in fact he was studying in 9th Std. His parents were loving
people and he too was very caring and affectionate to them. They told that his real name was Ve-
langanni Raju and not Rajesh as he had told us. While he gave the information as a 5th class stu-
dent, in fact he was studying in 9th Std. His parents were loving people and he too was very caring
and affectionate to them. Whenever he used to ring up from the hostel he advised them to take the
10 Homelink Newsletter (May-June
medicines regularly and not to neglect their health. So for them too it is a mystery why he ran
away from home.
In the course of the conversation his mother told that her father was run over by a lorry and killed
on the spot. Perhaps this thought lingered in his mind and he imagined that his parents too will be
lost in a similar manner. Therefore he dreaded such a tragedy and was running away before it
could happen. What drives people to different untoward deeds is a mystery but a helping hand and
a loving word at the right time can save a life and even a family too. His parents left the Nava-
jeevan Office with tears; may be that of happiness or that of gratitude, or even a mixture of both.
Next day they returned with the entire family beaming with joy and a donation for Navajeevan.
May Velanganni Raju grow up to be a blessing to himself and to his family.
At last I am back Home!
V. Satish, a 16 year old hailing from Vissanna Peta, Krishna Dis-
trict, ran away from his grandfather‟s house at the age of eight.
The boy was found by the staff of Navajeevan Bala Bhawan,
was placed in Chiguru, and then shifted to government home in
Eluru. At Eluru he was diagnosed with HIV positive, due to
which he had to be shifted to Nirmal Hriday Bhavan.
The boy was missing his parents and wanted to meet them. So,
the Home Integration staff decided to home place the boy. The staff took the boy to his village Pu-
trela. Reaching the village they found out that the boy‟s parents had migrated to Hyderabad long
back. The staff continued their search and got to know that his parents had later shifted to another
place called Kotipallygudem. It is after talking to the Gram Sarpanch they got to know that the
boy‟s parents had died because of HIV and the elder sister was married off.
The staff continued their search in search of other relatives; at the end they were successful in find-
ing the boy‟s uncle and aunty in the Putrela Village. Both the boy and the relatives were overjoyed
on seeing each other. They were grateful to Navajeevan Bala Bhawan and Nirmal Hriday Sisters
for their care and concern throughout the home placement process.
Shocking! Appalling! Shameful!
On 25 June, 2014, Jayanti Nayak, 14 years, from Ganjam District of Orissa, committed suicide.
Jayanti needed a fresh notebook and pencil. Her parents could not afford to buy them as her father
was bed ridden and is just back to work after three months. On the same day Jayanti told her
mother she could not go to school without the notebook and pencil and would stay back home for
the day. After her mother left for work she doused herself in Kerosene and set fire to herself. The
neighbours saw fire and smoke coming out of the house. They rushed in and took her to the hospi-
tal, but she passed away.
Some people wonder why NGOs get into education when we have so many government schools
and a wonderful programme like Sarva ShikshaAbhiyan (SSA). A lot remains to be done despite
our beautiful policies and schemes. NGOs like Don Bosco still have a LOT to do!
The Purpose of Education is to replace an
empty mind with an open one.
Homelink Newsletter (May-June 2014) 11
Montu makes Snehalaya proud
Montu Kalita is a 17 years old boy living at Snehalaya, Guwahati, since
2004. In last ten years he has blossomed into an intelligent youth with many
talents. His cheerful and confident demeanour impresses one and all. He
recently passed his matriculation examination with 73% from Don Bosco
High School, Hojai. He also received laurels in subjects, like, English,
Computer Science and Social Science. He is a student of the school since
2005 and has excelled in many co-curricular and extra-curricular activities.
He also has been a class monitor and a „House Leader‟.
Other than studies, Sports are Montu‟s favourite activity. He has won nu-
merous medals in sports, like, football, basketball, cricket, badminton, etc.
He loves to travel and make new friends. He is a role model for the children
of Snehalaya and his school. Snehalaya family as well his school is extremely happy at Montu‟s
achievement and wish him all the very best.
Monitoring visit of Homelink Network Partners
The monitoring visit was conducted by the National team, com-
prising of Joe Prabu, Austin Francis and Mary, during the
month of June 2014 in different Hubs in South India. The pur-
pose of visit is to understand the efforts and achievements of
each Hub in Homelink Network programme for the children &
young at risk, to appraise the functions of the Hub in line with
the MoU and to guide the Hub personnel for further monitoring
of their Nodes.
The team visited Coimbatore, Chennai, Bangalore, and Hydera-
bad Hubs and some of their Nodes as well from 3rd June to 13th
June. Hubs presented the current status of their nodes and their
level of documentation with the usage of Child MISS Web ap-
plication. Field visits were made to interact with organization
staff and children to comprehend the ground realities and its
application to Child MISS. Meetings were held with hub and
node directors discussing on the progress and development so far, the challenges and way for-
ward. The national team introduced simplified formats for the data entry of child basic and fur-
ther information, proposed the possibility of multi-user license for data entry at department or
sub centre level and demonstrated on the various possibilities of data filtering and report genera-
tion. We also discussed brief about the presentation of monthly reports of the status of the vari-
ous services rendered to children and young people in the staff meeting of the organization. Dur-
ing the monitoring visit, each Hub was given a checklist on Hub functionalities and performance
for their own internal assessment and later it was submitted to the National office.
In short, the outcome of the visit is that all the hubs and nodes had taken a progressive step for-
ward to make the respective hubs and nodes active in function.
Sr.Mary
Program Coordinator
12 Homelink Newsletter (May-June
Repeal & Re-enactment of Juvenile Justice Act
"There can be no keener revelation of a society's soul than the way in which it treats its children".
- Nelson Mandela
The Women and Child Development Ministry has decided to repeal and re-enact the JJ Act, 2000.
A draft of the proposed Juvenile Justice (Care and Protection of Children) Bill, 2014 incorporating
the suggestions already received during previous consultation process has been uploaded on the
website wcd.nic.in for suggestions/comments from the civil society organisations, non government
organisations and individuals by 3rd July 2014.
Over the last few years, concerns regarding protection of children and implementation issues re-
lated to the legislation have arisen, which need to be addressed as a priority through strengthening
of existing provisions and introduction of new clauses in the Act. The Women and Child Develop-
ment Ministry had discussions with States / UTs and Civil Society Organisations and the following
issues came up:
1. Increase in reported incidents of abuse of children in institutions, family and communities.
2. Inadequate facilities, quality of care and rehabilitation measures in Homes.
3. Delays in various processes under the Act, such as decision by the Child Welfare Committees
(CWCs) And Juvenile Justice Boards leading to high pendency of cases.
4. Delay in adoption process.
5. Inadequate provision to deal with offences against children.
6. Provisions related to juveniles in conflict with law, in the age group of 16 to 18 years, etc.
We as a network have presented two-fold suggestions with explanation (issue based & on specific
sessions) with the view that this bill will ensure the objectives of child rights preservation, holistic
development and protection of children. The following are some of the highlights for amendment:
1. Name of the Act: Children in Need of Care and Protection Bill 2014 or The Children (Justice,
Care And Protection) Bill 2014.
2. Children are all those below 18. There should be no exception whatsoever. There should be
mandatory age verification by authorized hospitals.
3. CWC and JJB must be with competent people who are committed to the welfare of children,
without any magistrate or lawyer or Public servant in it.
4. Child in Conflict with the Law (CCL) has to be a sub-section of Child in Need of Care and
Protection (CNCP). The child is presented before CWC and the committee decides those to be
referred to JJB.
5. Cases involving detention, prosecution or penalty of imprisonment. Matters or processes relat-
ing to apprehension, production before court, disposal order and restoration and hence restora-
tive justice is applicable to CCL and not retributive justice.
6. Definition on Missing Children and the need to create a social network system like that of the
Missing Child Bureau to address the issue with Govt. support and NGO Network.
7. Procedures and decisions related to adoption of children and rehabilitation and reintegration of
children in conflict with law or as the case may be, in need of care and protection under such
other law.
8. Means to ensure the rights of the child from the Government and its functionaries and to pro-
vide sufficient human and financial resources.
Joe Prabu
National Director
Homelink Newsletter (May-June 2014) 13
Educational Status Total No. of Children : Male 914
Female 624
Total 1538
S.No Educational Status No. of Children
Male Female Total
1 Classes 1-5 353 269 622
2 Classes 6-8 286 172 458
3 Classes 9-10 94 31 125
4 ITI Formal & Informal 121 104 225
5 Polytechnic/Degree Course/Certificate/Diploma 13 19 32
6 Not attending School 34 24 58
7 Any Other 13 5 18
Total 914 624 1538
0
50
100
150
200
250
300
350
400 353
286
94121
1334
13
269
172
31
104
19 245
Male Female
HLK Partners—Educational Status
Children's Performance
S.No Name Age School Organisation’s Name % Photo
Class X
1 Ravi Chandran M. 15 St. Paul‟s Hr. Secon-
dary School, Salem
The Salem Don Bosco
Anbu Illam Social Ser-
vice Society
81.4
2 Shiv Kumar 17 Madakeri High School,
Hosept
Don Bosco Hospet 80.96
3 D. Vinitha 15 Ganapathy Govern-
ment Hr. Sec. School
Kovai
Marialaya – Coimbatore 76
14 Homelink Newsletter (May-June
4 Kotresh 17 Patil High School,
Hospet
Don Bosco Hospet 75.86
5 Montu Kalita 17 Don Bosco Hojai Snehalaya Don
Bosco,Guwahati
73
6 Ashok 16 St. Michaels Boys. Hr.
Sec . School Don Bosco Anbu Illam,
Coimbatore
65
7 Vinitha Mary 17 15 Velampalayam Marialaya, Tirupur 53
8 Sagar 16 Govt.High School Tar-
fail Don Bosco PYaR, Gul-
barga
48.80
9 Laxmikant 16 Govt. High School Tar-
fail Don Bosco PYaR, Gul-
barga
48.48
10 Baburao 16 Govt.High School Tar-
fail Don Bosco PYaR, Gul-
barga
47.04
Class XII
1 Asha Baby 17 15 Velampalayam Marialaya, Tirupur 85
2 Krishna V 18 Corporation College Bosco Sumanahalli 71
3 Murugan 17 St. Michaels Boys .
Hr.sec School Don Bosco Anbu Illam,
Coimbatore
70
4 S. Mari Sarala
Mary
19 Presentation Girls Hr.
Sec. School - Kovai Marialaya – Coimbatore 62.75
5 Gangadar 18 Pragathi Bosco Sumanahalli 60
6 Gowtham. M 17 St. Paul‟s.
Hr. Sec. School Salem The Salem Don Bosco
Anbu Illam Social Ser-
vice Society
57.3
“The roots of Education are bitter, but the fruit is sweet”
Aristotle
Homelink Newsletter (May-June 2014) 15
Homelink Newsletter (May-June 2014) 16
“Education is not the lightning of a pail, but the lightning of a fire”
W.B.Yeats