Effect+of+NGOs

** (Justin Martin and Monica Salgaonkar)
 * VI. What kind of difference are Non-Government Organizations (NGOs) making in improving the quantity and quality of education received by Indians?

A Non- government Organization or NGO is any non-profit, voluntary citizens' group which is organized on a local, national or international level. Non-government organizations perform a variety of service and humanitarian functions, bring citizen concerns to Governments, advocate and monitor policies and encourage political participation through provision of information (“Definition of NGOs.”NGO Global Network <[|http://www.ngo.org/ngoinfo/define.html.>).] There are over 1000 non-government organizations that are promoting education in India. Some of those various non government organizations include: Sunbeam, Akanksha, Mobile Crèche, Aseema, Ashraya Initiative and many more within India itself. The quantity of education a child receives is dependant upon the amount of school the child attends without drop out rates. The quality of education is essential to keep the child in school. The right teachers and supplies are needed to give the children a quality education and knowledge for the future. All these NGO children have come from various economic and social backgrounds. These NGO’s help cater to the child’s educational needs.

Many of the Children that attend NGO schools have been through a lot: sexual abuse, physical abuse, beatings, and etc. Many of these children live well below the poverty line - in the bottom-most income brackets with household incomes around 30 dollars per month supporting as many as 10 to 12 people in one household (ngo.org). Due to these factors of poverty, these children are the most vulnerable to drugs, prostitution, domestic violence, etc. Many of the street children have to help make an income for the family so they are not able to attend school and receive a proper education. At Ashraya Initiative, “Most children who ‘join’ an NGO never got a chance of going to a public or private school like other children. For example, our children were living on the streets and had to earn money. They worked as beggars, street vendors and mechanics. Now that we are there to provide shelter and food they can go to school and have a normal and happy childhood.”(AIC, Julia). It may be hard to bring the children from a violent childhood into a normal childhood, but it can happen in these NGO’s.

Khar-Danda and Santacruz and propose to establish a Secondary School as well.” (Saana, Aseema). On the other hand, Mobile Crèche “… provides them with programs meant for early childhood care and development for children up to 6 years of age and prepares children between 6-14 years for formal schooling and tries to integrate them into municipal schools.”(Kulkarni, Mobile). Each non-government organization has a different goal for the Children of India and will go at anything to achieve this goal. With the help of these non-government organizations, children will have a more enjoyable future, knowing that they are well educated.

Vocational Training is also something taught to the Children at the different NGO’s. Aseema believes that they should do what is best for the child and help them succeed in the future. “Aseema trains the children in computers and in embroidery, crochet, etc. The products that they make are then marketed and sold by us and the proceeds go back to the children. Children are also made aware of the various vocational courses available to them after their schooling. Aseema then sponsors their vocational training in other institutes.” (Saana, Aseema). Ashraya Initiative makes the children’s dreams come true in what ever field they what to pursue. “If a child wants to become a musician, for example, we will provide him or her with all tools necessary to realize that dream” (Neubauer, AIC). At Mobile Crèche, the children are taught how to sew and driving lessons, which are only offered to the older kids. All these various vocational trainings will help the children in what they want to pursue when they become older. Even if they do not become something professional, this vocational training will help them do little jobs needed around India and make them experts in that field of work.

The various non-government organizations have drastically changed the education system in India. The children now have a greater desire to learn and have a say in the future of their lives. The teachers of these NGO’s contribute greatly to the well being of the child. At Aseema, “Our teachers are trained in various professional institutes. Some have B.Ed degrees while others have been trained in ECCE” (Saana, Aseema). Ashraya Initiative however does not have designated teachers, “For our afternoon tutoring programs, we have volunteers and two caretakers who teach the children (mainly, they make sure that the kids are prepared for exams and get their homework done)” (Neubaur, AIC). At Mobile Crèche, the “Majority of our teachers are qualified up to 10th standard and have undergone an intensive course in early childhood care and development and have been provided with regular refresher courses during the past 30 years and a majority of them have been working with us” (Kulkarni, Mobile). The role of a teacher is very important in helping the child learn and become more knowledgeable. Below are some of the improvements the kids have made on their exams:


 * //Performance of Bridge Course children in the yearly exams held at Sunbeam centers – March ’05//**
 * **Performance Levels** ||
 * **Chandanwadi** ||
 * **Bhuleshwar** ||
 * **Worli** ||
 * **Bandra** ||
 * **Total** ||
 * **Percentage** ||
 * || 61 % & Above (Excellent) ||
 * 9 ||
 * 0 ||
 * 27 ||
 * 5 ||
 * 41 ||
 * 41% ||
 * || 36 % to 60 % (Average) ||
 * 6 ||
 * 4 ||
 * 5 ||
 * 11 ||
 * 26 ||
 * 26% ||
 * || Below 36 % (Poor) ||
 * 3 ||
 * 2 ||
 * 2 ||
 * 0 ||
 * 7 ||
 * 7% ||
 * || Children who didn't appear for exams ||
 * 9 ||
 * 2 ||
 * 8 ||
 * 8 ||
 * 27 ||
 * 27% ||
 * || **Total** ||
 * **27** ||
 * **8** ||
 * **42** ||
 * **24** ||
 * **101** ||
 * **100%** ||


 * //Performance of children in the General Batch in the yearly exams held at Sunbeam centers – March ’05//**


 * **Performance Levels** ||
 * **Chandanwadi** ||
 * **Bhuleshwar** ||
 * **Worli** ||
 * **Bandra** ||
 * **Total** ||
 * **Percentage** ||
 * || 61 % & Above (Excellent) ||
 * 32 ||
 * 16 ||
 * 107 ||
 * 40 ||
 * 195 ||
 * 31% ||
 * || 36 % to 60 % (Average) ||
 * 64 ||
 * 28 ||
 * 112 ||
 * 75 ||
 * 279 ||
 * 44% ||
 * || Below 36 % (Poor) ||
 * 17 ||
 * 8 ||
 * 46 ||
 * 23 ||
 * 94 ||
 * 15% ||
 * || Children who didn't appear for exams ||
 * 16 ||
 * 11 ||
 * 22 ||
 * 15 ||
 * 64 ||
 * 10% ||
 * || **Total** ||
 * **129** ||
 * **63** ||
 * **168** ||
 * **101** ||
 * **632** ||
 * **100%** ||

Although these are positive improvements in India’s Education of NGO children, India still has a long way to go to fully change India’s education system. The non- government organizations are still struggling with some things, having to do with where the children live, sufficient money to build up the organization, or the need for the children to help make an income for the family. The NGO, Ashraya Initiative, is struggling with the government. One of the caretakers, Julia Neubauer, tells me what her NGO is struggling with “…the bureaucracy in India is confusing and not easy to handle. We spend a lot of time dealing with legal and administrative issues when we enroll our children in school. The education system in India has rigorous administrative rules. For example: the children need to present exit forms (from their previous school) when they enter a new school, but the previous school often does not release those or takes a long time. We have been in situations where our home director had to make daily trips to the child’s previous school for weeks at a time in order to get those forms. Making things easier would probably result in a higher number of children that are enrolled in school!”(Neubauer, AIC). Aseema however has a different problem not related with the government. Aseema has the problem of “raising sufficient funds and scaling up our programs to meet the needs of the community.”(Saana, Aseema). Vrushali Kulkarni’s problem at Mobile Crèche, “Does not find vernacular medium schools near our centers and the children who are migrants do not follow Hindi/Marathi. Secondly, at times the schools too are at a longer distance and not easily accessible for children. Some times when both the parents are forced to work and in the absence of any other family support, the older children, especially girls are involved in household chores and hence cannot attend school.”(Kulkarni, Mobile). These various challenges faced by non-government organizations are holding them back from giving all the unprivileged children of India a sufficient education. India’s education system may not fully be perfect, but we can all make an effort to help. All these children come from harsh backgrounds and have gone through a lot. The basic and vocational training given to children will help the child grow and become an independent human being, in the future. With the help of teachers, volunteers, and citizens, we could help change the future of these less-privileged children.

Works Cited

“Definition of NGOs.” NGO Global Network.30 November 2007. 

“Our beginnings.” Ashraya Intitative.2006.30 November 2007. 

“Sunbeam in Action: Education.” Sunbeam.2004-2005. 30 November 2007. 

Neubauer, Julia. “Re: NGO interview from the American School of Bombay”. Email Interview to Ashraya Initiative.  Nov.28, 2007

Saana, “Re: NGO interview from the American School of Bombay” Email Interview with Aseema.  Nov.27 2007

Kulkarni, Vrushali. “Re: NGO interview from the American School of Bombay”. Email Interview with Mobile Crèche.  Nov. 27, 2007

A large population in India is not being educated, because there are certain factors which prevent them from going; this is no big secret. Upon my researching and with my own encounters with NGOs and children living in the “Red Light District” of India’s metropolis city of Mumbai, I can note down that sexual abuse and prostitution is a common factor which these kids are faced with. This prevents them from obtaining an education, mainly because the adults in their life prevent them from doing so, due to the money being brought in trough their work. Along with the constant forcing of these kids into these situations allows a struggle which disallows them to their right as an Indian, to a free governmental education up into the point of 14, which is not perfect, I know, but it is defiantly a big step.

There are other factors which prevent children from obtaining an education, such as low economic status. Majorities of the people, who are below the poverty line, live in makeshift houses called slums, often referred to as “Slum Dwellers”. These people are in this situation because they have been denied an education themselves and hold begging for money in higher regard, than an education. These people, who are uneducated in turn have children and cannot support them well enough, so these children are forced to beg, or if they’re lucky, sell items on the street. It is a vicious and repetitive cycle. These same children are also commonly victimized by labor and prostitution.

Committed Communities Developing Trust (CCDT) is an organization which deals with the street children residing in various areas of Mumbai; a specific branch in the Mumbai Central area (the red light district) is named Ankur which translates to ‘sapling’. The majority of these kids are recovering from being either affected or infected with AIDS and or prostitution. The rest are children of slum dwellers. They are given a decent education and taught that an education is vital for the improvement of their personal economic status as well as that of their country. They are taught how to read and right Hindi/Marathi (the two national languages of India), as well as all other subjects a regular school would teach. I myself have been lucky enough to have worked with these coordinators as well as these children for two years and I have experienced, watching some of these children pass their “regular” schooling and go on to be taught such vocational skills as “seamstress” and “computer programmer”.

Other NGOs do very similar things, with children in similar situations (sometimes better, sometimes worse), such organizations as “Akansha”, “Pratham”, “Mobile Cresh” in Mumbai and “Ashray Initiative” in Pune, are dedicated to finding children who have been denied an education and “recruiting” them, by means of searching for them in the rail Way Stations, where they are most commonly orphans, or by going to streets and slums, to ask whoever the guardians are, if the kids would be ‘allowed’ to go to each individual respected centre to study. “In many cases the answer is yes, and in many cases the answer is no. In the end it is the parent’s decision. There are a lot of children deprived of schooling, but at the same time we cannot take all the children, we’d like to but if the number gets too high, the project will become unsuccessful”, states Elizabeth Sholtys (contactus@ashrayainitiative.org), during a presentation at the American School of Bombay’s 11th and 12th grade meet. Ms. Sholtys is the founder of the project Ashray Initiative, located in Pune, India.

“NGOs often recruit foreign-trained teachers and volunteers and receive teaching materials from abroad. These resources have proven to be very valuable for the education system itself. Many volunteers come to India and teach at Indian schools as part of their NGO volunteer term.” (Neubauer, Julia.Email to Justin Martin). NGOs in India are doing great things, to ensure children with an education. “We provide them [the children] with programs meant for early childhood care and development for children up to 6 years of age and prepare children between 6-14 years for formal schooling and try and integrate them into municipal schools.” (Kulkarni, Vrushali.Email to Justin Martin) which is dedicated to educating children of mainly construction workers. However, it is not always easy to fully educate people, for various reasons. “With regard to education, we do not find vernacular medium schools near our centres and the children who are migrants do not follow Hindi/Marathi, at times the schools too are at a longer distance and not easily accessible for children. Some times when both the parents are forced to work and in the absence of any other family support, the older children, especially girls are involved in household chores and hence cannot they attend school. The majorities of our teachers are qualified up to 10th standard and have undergone an intensive course in early childhood care and development and have been provided with regular refresher courses during the past 30 years that a majority of them have been working with us. Sewing classes are held at a few of our centres where some of the older children attend them. At one of our centres we were able to provide driving lessons to the youth through a local motor driving school”. (Kulkarni, Vrushali.Email to Justin Martin).

There are great amounts of people all over India, who are uneducated; eventually they grow up and become parents themselves. For various reasons these people are denied the government issued “Right to education”. Some are victims of child labor or prostitution; others are simply in low economic situations. Whatever the reason why all the people of India are not receiving an education is, there is a fair level of involvement in the lives of the masses of these uneducated people, and a difference is being made to change the lives of these people. It is in my belief that there will always be a level of uneducated people in India, but there is a growing population of people being given a “second chance” thanks to the various NGOs involved in changing the means of Indian education.

Works Cited List (with correspondence to footnotes): 1. Neuberger, Julia; Kaminika Morjaria; Asami Matsumoto; Elizabeth Sholtys. “FW: Feedback”. Online interview on what NGO’s are doing in Indian education. 29th of November, 2007.

2. Salgaonkar, Monica. “FW: Feedback Neubeuer, Julia.”. Online interview with Neubeuer, Julia on what NGO’s are doing in Indian education. 29th of November, 2007.

3. Salgaonkar, Monica. “Salonkar, Monica: Attachment: Mobile Crèches. Online interview on what NGO’s are doing in Indian education, with Vrushali Kulkarni. 26th of November, 2007.

4. Salgaonkar, Monica. “FW: Feedback Neubeuer, Julia.”. Online interview with Neubeuer, Julia on what NGO’s are doing in Indian education. 29th of November, 2007

Reference Works Cited:

1. www.ashrayainitiative.org.Contemporary Issues/ History Room. American School of Bombay. November 24th, 2007.