Sunday, September 30, 2018

International Literacy Day-2018- South Zone Board of Continuing Education-OZONE Kalam Awards presented.

Ozone Kalam Awards presented to dignitaries,NGOs and experts in the Field of Literacy and Skill Development.

International Literacy Day was celebrated by South Zone Board of Continuing Education  -OZONE in Trichy on 29th September 2018. KALAM AWARDS instituted by South Zone Board of Continuing Education  -OZONE was presented to RCI-SEVAI-CCRS Project, Shri.K.Sivakumar,Secretary Gandhigram,Dindukal District,Senior Journalist V.Ganapathy, NYK District Coordinator,Thanjavur, and to Karur Gramium Narayanan.The award carried a citation and Poonadai and will be honoured by a noted scholar Prof.So.Sathiyaseelan.South Zone Board of Continuing Education celebrated International Literacy Day-2018 with a focus on UN theme Literacy and Skill Development on 29th Sep 2018 in DWFC conference hall at Trichirapalli.OZONE Chairman K.Govindaraju delivered the presidential address. In his address, the chairman mentioned, “The South Zone Board of Continuing Education was established in 2011 in tune to the motto Excellence in Action and it keeps before it the vision of excellence in all spheres of education. Literacy is the backbone of a progressive and the heartbeat of a developing nation. A literate nation is free from any kind of slavery and open to varied arenas of progress. Ever since the Continuing Education has been  implemented by the South Zone Board of Continuing Education’ Training Programmes, Continuing Education Courses, Population Education Programmes, vocational skill development programmes and other comprehensive rural/urban development special activities with the collaboration of Voluntary agencies situated in Tamilnadu. The South Zone Board of Continuing Education has connection with NGOs those work for the promotion of Health, Animal Husbandry, Hearty Culture, Agriculture, Social Forestry, Rural Development, Social Welfare and Information and Education. The South Zone Board of Continuing Education has proposed to carry out the extension programmes during current year such as dissemination of technology to the community people, sensitization programme on social and economic issues, improvement of slow learners, enhancing employability of the youth from non-formal sector, guidance and counseling to rural youth and imbibing vocational skills to neo-literates for self sufficiency. OZONE instituted I. Knowledge Connectivity KALAM Award, 2.Quality of life Improvement KALAM Award, 3.Community Outreach KALAM Award and 4.Equalancey Education KALAM Award.   K.Govindaraju further said, “The theme for International Literacy Day for the year 2018”.
RCI-SEVAI team awarded Kalam Award by K.Sivakumar
Prof.So.Sathiyaseelan gave special address enlightened the importance of Literacy and Sill Education and quoted, “our father of Nation M.K.Gandhi viewed   education  teach us to assimilate the one and eschew the other. Education should be so revolutionized as to answer the wants of the poorest villagerr. Education in the understanding of citizenship is a short-term affair if we are honest and earnest. Basic education links the children, whether of cities or the villages, to all that is best and lasting in India. Literacy is not the end of education or even the beginning.  Real education has to draw out the best from the boys and girls to be educated. True education must correspond to the surrounding circumstances or it is not a healthy growth. What is really needed to make democracy function is not knowledge of facts, but right education.  A balanced intellect presupposes a harmonious growth of body, mind and soul. Love requires that true education should be easily accessible to all and should be of use to every villager in this daily life. The notion of education through handicrafts rises from the contemplation of truth and love permeating life's activities. The emphasis laid on the principle of spending every minute of one's life usefully is the best education for citizenship”. After receiving the Kalam Award, Mrs.Suda Byas,Associate Director,SEVAI and PCO -Babu mentioned to reporter that
 SEVAI-Railway Children-CCRS team comprising professionals and experts from various domains and the Field officer deputed by Railway Children India manage the Open Shelter and interact with the rescued 592 children those need care and protection to ascertain their whereabouts, nature of vulnerability and produce the rescued children before the Child Welfare Committee as per the mandated procedure to reunite them with their parents. The children are provided with balanced diet in Open shelter as per Government stipulated norms. Child Friendly Space has been created at Open Shelter wherein the child's right to feel safe, to learn and to play is ensured. Child Friendly Spaces at SEVAI-RCI Open Shelter provides a safe place for some of the most vulnerable children as designed to address children's specific needs depending on the crisis state of affairs.  Children are constantly at risk of sexual violence, misuse and violence. Many children resort to drugs and substance abuse to get through each day. Child Help Assistance Booth at Tiruchirapalli Junction is ‘child-friendly’ and has been set up with the help and engagement of SEVAI-Railway Children India.

Friday, September 28, 2018

SEVAI-NYK Trichy conducts short tern certicate course on Child care and family services

Child care and family services
SEVAI participants conducts a street threatre
Promoting Child & Family Well-Being. Promoting well-being involves understanding and addressing child, youth, and caregiver functioning in physical, behavioral, social, and areas. A focus on well-being should be integrated into all aspects of child welfare services.Family and Children, Family and Children's Services provides services to children who have been abused, neglected, or who are at risk of abuse or neglect. Child welfare services focus on child safety, child and family well-being, and permanent homes for children.Child protection is the protection of children from violence, exploitation, abuse and neglect. Article 19 of the UN Convention on the Rights of the Child provides for the protection of children in and out of the home.Child protection is the protection of children from violence, exploitation, abuse and neglect. Article 19 of the UN Convention on the Rights of the Child provides for the protection of children in and out of the home. Child protection systems are a set of usually government-run services designed to protect children a ‘child protection system’ as: the set of laws, policies, regulations and services needed across all social sectors – especially social welfare, education, health, security and justice – to support prevention and response to protection-related risks. These systems are part of social protection, and extend beyond it. At the level of prevention, their aim includes supporting and strengthening families to reduce social exclusion, and to lower the risk of separation, violence and exploitation. Responsibilities are often spread across government agencies, with services delivered by local authorities, non-State providers, and community groups, making coordination between sectors and levels, including routine referral systems, a necessary component of effective child protection systems.Due to economic reasons, especially in poor countries, children are forced to work in order to survive. Child labour often happens in difficult conditions, which are dangerous and impair the education of the future citizens and increase vulnerability to adults. It is hard to know exactly the age and number of children who work.

Endangerment and infanticide

Child abuse:Most children who come to the attention of the child welfare system do so because of any of the following situations, which are often collectively termed child abuse. Abuse typically involves abuse of power, or exercising power for an unintended purpose.This includes willful neglect, knowingly not exercising a power for the purpose it was intended. This is why child abuse is defined as taking advantage of a position of trust having been invested with powers.
  • Physical abuse, is physical assault or battery on the child. Whilst an assault has some adverse consequence that the victim did not agree to (the difference between surgery and stabbing) the victim agrees to the consequences of battery but the agreement is fraudulent in some way (e.g. unnecessary surgery under false pretences). Physical abuse also harassment, a physical presence intended to provoke fear.
  • Child sexual abuse, is sexual assault or battery on the child. The vast majority of physical assaults are a reaction to a situation involving a specific victim. Sexual assault is predominantly perpetrator gratification against any suitable target. Sexual abuse covers the range of direct and indirect assaults (e.g. imagery) and the means of facilitation such as stalking and internet offences.
  • Neglect, including failure to take adequate measures to safeguard a child from harm, and gross negligence in providing for a child's basic needs. Needs are the actions to be taken to protect and provide for the child. Safeguarding is the duty of a person given the powers of responsibility for the child to take the necessary measures to protect the child. If a child is physically or sexually abused then there is an (abusive) person responsible for the assault and a (negligent) person responsible for failing to protect from the assault. In some cases they may be the same.
  • Psychological abuse, when meeting the child's needs by taking the necessary steps to protect and provide for the child the child's wishes and feelings must be considered when deciding on delivery of the provision that best serves the child's needs. Willfully failing to provide in accordance with the child's wishes and feelings, whilst it is in his/her best interests is emotional abuse  or negligently is emotional neglect (negligent infliction of emotional distress).

Parental responsibility

These defined parental responsibility as a 'function' duties to be met and powers that can be exercised to meet those duties. Child abuse and neglect is failure by a person with parental or any other protective responsibility to exercise the powers for the intended purpose, which is the benefit of the child. Actions typically include services aimed at supporting at-risk families so they can remain intact to safeguard and promote the welfare of the child, investigation of alleged child abuse and, if necessary, assuming parental responsibility.Services are provided by corporate bodies (or legal personalities). Parental responsibility gives parents and businesses that make provision to children and families equivalent legal entities. This includes public bodies and public bodies that regulate private bodies. This has been described as the partnership between state and family. A position held in a body corporate places a person in a position of trust. Child maltreatment is the neglectful or abusive exercise of power in a position of trust by either business in delivery of the products that best serve the child's needs for the parents to provide for the child or by the parents in providing for the child with those products.
Child protection systems listed the following categories of children needing help:
  • Child victims of sexual abuse/exploitation
  • Child victims of neglect or abuse
  • Child victims of trafficking
  • Children with disabilities
  • Children in a situation of migration
  • Unaccompanied children in a situation of migration
  • Children without parental care/in alternative care
  • Children in police custody or detention
  • Street children
  • Children of parents in prison or custody
  • Children in judicial proceedings
  • Children in or at risk of poverty
  • Missing children (e.g. runaways, abducted children, unaccompanied children going missing)
  • Children affected by custody disputes, including parental child abduction
  • Children left behind (by parents who move to another EU country for work)
  • Children belonging to minority ethnic groups, e.g. Roma
  • Child victims of female genital mutilation or forced marriage
  • Children who are not in compulsory education or training or working children below the legal age for work
  • Child victims of bullying or cyber bullying
Non Formal Education
Education plays an important role in development. Out of school programmes are important to provide adaptable learning opportunities and new skills and knowledge to a large percentage of people who are beyond the reach of formal education. Non-formal education began to gain popularity in the late 1960s and early 1970s. Today, non-formal education is seen as a concept of recurrent and lifelong learning. Non-formal education is popular among the adolescents specially the women as it increases women's participation in both private and public activities, i.e. in house hold decision making and as active citizens in the community affairs and national development. These literacy programmes have a dramatic impact on women's self-esteem because they unleash their potential in economic, social, cultural and political spheres. Non-formal education helps to ensures equal access to education, eradicate illiteracy among women and improve women's access to vocational training, science, technology and continuing education. It also encourages the development of non-discriminatory education and training. The effectiveness of such literacy and non-formal education programmes are strengthen by family, community and parental involvement.


Non-formal education is beneficial in a number of ways. There are activities that encourage young people to choose their own programme and projects that are important because they offer the youth the flexibility and freedom to explore their emerging interests. When the youth can choose the activities in which they can participate, they have opportunities to develop several skills like decision making skills. Non-formal learning has experiential learning activities that foster the development of skills and knowledge. This helps in building the confidence and abilities among the youth of today. It also helps in development of personal relationships not only among the youth but also among the adults. It helps in developing interpersonal skills among the young people as they learn to interact with peers outside the class and with adults in the community.
Any learning that occurs outside of these parameters is non-formal
 Provides functional literacy and continuing education for adolescents who have not had a formal education or drop outs from schools or did not complete their primary education.
 Provides functional and remedial education for the young people who did not complete their secondary education.
 Provides to improve the basic knowledge and skills.
 Provide in-service, on-the-job, vocational and professional training to different categories of workers and professionals to improve their skills.
 Gives Adolescents of different parts of the country necessary aesthetic, cultural and civic education for public
·         This removes informal learning from the equation and states all learning outside of formal learning is non-formal, equates informal with connotations of dress, language or behaviour that have no relation to learning, defines formal learning as taking place within a learning framework; within a classroom or learning institution, with a designated teacher or trainer.
·         Non-formal education (NFE) is popular on a worldwide scale in both 'western' and 'developing countries'. Non-formal education can form a medium with formal and non-formal education, as non-formal education can mean any form of systematic learning conducted outside the formal setting.
·         A report on vocational education, Making Learning Visible: the identification, assessment and recognition of non-formal learning, defines non-formal learning as semi structured, consisting of planned and explicit approaches to learning introduced into work organisations and elsewhere, not recognised within the formal education and training system.

Thursday, September 27, 2018

OZONE Announces Kalam Knowledge connectivity award to K.Shivakumar,Secretary Gandhigram

South Zone Board of Continuing Education (OZONE), an inspired arm of Tamilnadu Board of Continuing Education (TNBCE) celebrates World Literacy Day on 29th Sep.2018 at Trichy, Kalaiarangam Conference Hall on 29th Sep.2018. On this occasion a seminar is organized on the theme of Literacy and Skill Development. OZONE has instituted Awards in the name of Dr.A.P.J.Abdul Kalam. The awards for the year 2018 will be presented to dignitaries on 29th September by then Vice Chancellor of BU. The Secretary,Gandhigram Shri.K.Sivakumar will be presented Kalam Knowledge Connectivity Award. Awards also presented to other renowned social activists also.
  Then Deputy Director General-UNESCO and subsequent VC of the composite Madras University Dr.Malcolm S.Adishesaiah came out with the idea of continuing Education and established Tamilnadu Board of Continuing Education. Currently with the emerging need of Continuing Education, the fourth President of Tamilnadu Board of Continuing Education (TNBCE) Dr.K.Govindaraju and a team of experts in the field registered South Zone Board of Continuing Education (OZONE) in 2011 as an inspired arm of TNBCE.The South Zone Board of Continuing Education (OZONE) aims to be a quality continuing Education centre providing quality services support for anyone seeking literacy skills, work skills and life skills through the process of continuing education program. It has carved out a position for itself among the professional continuing education organizations in South Zone, India. OZONE is expected to provide academic and

technical resource support by organizing training programs, material preparation, and publishing of relevant material, extension activities, innovative projects, research studies and evaluation. OZONE would be actively involved with actual field processes in implementation.Another point that needs to be stressed in so far as OZONE is concerned is the retention of their voluntary character and autonomous functioning. The South Zone Board of Continuing Education (OZONE) functions as a self finance Institution having membership of experts from South Zone. Continuing education is such a field where NGOs have some very positive and significant contributions. The NGOs are involved on a large scale for the spread of Continuing education.-Kris