When going to school keeps vulnerable kid safe from exploitation and trafficking
For over a decade Project Help India has provided a beacon of hope for children trapped in the vicious cycle of poverty, drug abuse, and street begging. Through the unwavering dedication of our team, we have transformed the lives of countless 'Dalit' (also known as 'the untouchables') children, steering them towards education and better nutrition. Last week the children from Project Help India's Kotdwara Slum Center took a bold step by staging street dramas to raise awareness about 'Operation Mukti'. We are so proud of some of our senior students who bravely and most confidently handled the microphone to give speeches to the public. In doing this, their skills are growing exponentially and they provide a wonderful leadership example to the other students and to the many passers-by. Operation Mukti, spearheaded by the Uttarakhand Police Department, aims to rescue children from the streets and provide them with the opportunity to receive an education. It's a collaborative effort involving various government departments and NGOs, with Project Help India playing a pivotal role. Over the years Project Help India has participated in Operation Mukti, and we have been delighted and encouraged by the large number of confirmed new school enrolments that we have seen across the state. What is significant about this endeavour is the emphasis on changing mindsets about the value and importance of education. For many of the Dalits there is a belief and generational lived experience that school is not accessible to their children. Sadly due to entrenched prejudice still held by many in the community (coupled with hierarchies of power and control) it can be very difficult for the Dalit kids and their families to be accepted and included in a school community. The primary objective of Operation Mukti is to eradicate child begging, promote education, and raise community awareness to prevent child exploitation. During these awareness programs, senior police officials and representatives from human trafficking departments were present, underlining the seriousness of the issue. Our Director, Mr. Amit Samuel, engaged with the community to discuss solutions and emphasise the importance of supporting children's education. As Project Help India continues its mission, we stand as a shining example of how grassroots initiatives and compassionate actions, can bring about positive change and pave the way for a brighter future for the next generation. Through our collective efforts, we are striving to create a more inclusive and safer environment for vulnerable children, shielding them from the horrors of trafficking and exploitation.
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When mum and dad just don't have the money to send their kids to school
Angel is 10 years old and she has two siblings. She attends the Project Help India Education Centre in Ferozepur City, in far Western Punjab. Angel's family faces extreme financial hardship with them barely earning enough on a day to day basis.. Her parents, Aman and Shalu, work as a labourer and maid, respectively, struggling to make ends meet. Unlike many other parents in the slum, Aman and Shalu recognise the important place that education has but they simply cannot afford the very small fee required to send their children to the local government school. Then came a chance for the kids to attend the Project Help Ferozepur Centre. However, even with this opportunity, Angel and her siblings resisted and lacked interest and motivation for studying. Being their first time at a school we wonder if they did not understand what it was all about, With time and a lot of loving patience and support from their teacher, the children slowly changed. Angel became engaged and captivated by her lessons and this impacted her academic performance for the better. Angel's mother expresses gratitude towards the centre and its teachers for the transformation she observes in her children. With a newfound enthusiasm for learning, Angel and her siblings strive for a better future. The family's story serves as an inspiration for other children in similar circumstances, highlighting the transformative power of education and inclusive intervention programs like Project Help India which provide advocacy for marginalised children who because of poverty cannot afford to send their kids to school. www.projecthelpindia.co Project Help India tackles the dire circumstances faced by India's marginalised Dalit community, offering education to children living in slums or remote villages, who would otherwise be vulnerable to exploitation and trafficking. By providing education centres (with meals where possible), parenting programs, and counselling, we seek to change societal attitudes towards education, particularly for the most marginalised, especially targeting children with disabilities. Our holistic approach aims to break the cycle of inequality and poverty, advocating for, and bringing hope and opportunity to some of the world’s poorest children, who would otherwise be trapped in a life of hardship, deprivation, and limited opportunities. Project Help India has 6 centres in the state of Punjab with 222 students (ages 4 to 17) at a recent count. All up we have 13 Education Centres across 3 states in Northern India with a little under 600 enrolments in total. When a family's helplessness stops their son from going to school, and when a teacher intervenes and brings hope.
Yuvraj, a 13-year-old from a small village called Phillaur in Western Punjab, has faced significant obstacles to his education due to familial dysfunction and financial constraints. Conflict and disturbances at home disrupted his studies, causing Yuvraj to pull out of school. His mother's mental health issues, and his father's despondency compounded the challenges, resulting in neglect and abuse towards their son. Without parental support and lacking financial resources, Yuvraj's future appeared bleak - both of his parents were in a state of helplessness and in no place to think about their son's education, so essentially we spent most of his days keep out of harms way. However, intervention from Anjali, a teacher from the local Project Help India Education Centre, offered a glimmer of hope. Anjali introduced Yuvraj and his family to the centre, highlighting the benefits of education. Encouraged by the potential opportunities that were presented by Anjali, Yuvraj's father enthusiastically enrolled him. With support and guidance Yuvraj has flourished academically, emerging as one of our brightest students. His renewed interest in learning prompted him to rejoin his local school. Once again, it was Anjali who assisted his enrolment, advocating for Yevraj's situation. Through consistent attendance and application to his studies, Yuvraj's father talks proudly about his son's remarkable progress, bringing newfound happiness, and a sense of hope to their home. The transformation in Yuvraj's life underscores the vital role of the Project Help India Education Centres have in intervening for these marginalised kids and offering them a pathway to a brighter future - breaking the vicious cycle of poverty and bringing hope and purpose to their lives. We are so proud of Yuvraj and believe that the sky is the limit for him. www.projecthelpindia.co Project Help India tackles the dire circumstances faced by India's marginalised Dalit community, offering education to children living in slums or remote villages, who would otherwise be vulnerable to exploitation and trafficking. By providing education centres (with meals where possible), parenting programs, and counselling, we seek to change societal attitudes towards education, particularly for the most marginalised, especially targeting children with disabilities. Our holistic approach aims to break the cycle of inequality and poverty, advocating for, and bringing hope and opportunity to some of the world’s poorest children, who would otherwise be trapped in a life of hardship, deprivation, and limited opportunities. Project Help India has 6 centres in the state of Punjab with 222 students (ages 4 to 17) at a recent count. All up we have 13 Education Centres across 3 states in Northern India with a little under 600 enrolments in total. When being so hungry stopped a kid from going to school
Jagrup Singh is a sixth-grade student at the Project Help Centre in Fatehgarh Panjtur in far western Punjab. He comes from a very poor family of five struggling with poverty and his father's addiction issues. His father's alcoholism and irresponsible behaviour exacerbate their dire situation, leading to financial instability and neglect. The family struggles to meet the basic needs and the children are hungry most days. The family's poverty has led to malnutrition, effecting the children’s physical and cognitive abilities. Also because they do not have nutritious food at home, they are becoming so weak there is (ironically) a high risk of loss of appetite. Hearing about this family, Project Help India persuaded Jagrup's parents to enrol him and his sister Harmeet in the centre for education. The kids would not be attending school if it was not for our Centre. With the love and support of the centre Jagrūp has found hope and purpose by focussing on his studies, however, his constant hunger impacts his ability to concentrate. This initiative not only addresses their physical health but also strengthens their connection to the centre, emphasising the importance of student wellbeing. Jagrup, Harmeet, and their mother express gratitude for the centre's assistance, highlighting the positive impact it has had on their lives. Under the watchful eye of their teacher, the centre has become a place of safety for the children. Through education and support, Project Help India strives to uplift marginalised families like Jagrup's, offering them a path towards a brighter future. Jagrup's teacher tries as much as possible to give him a little to eat. Our hope at Project Help India, one big thing that we would like to do is to employ cooks, to be able to provide a daily meal to all of our 222 students in Punjab. This is by no means an inexpensive task. We estimate we would need to budget $20 000 AUD, plus set-up costs for one year (which is not bad for over forty thousand individual meals). These meals would essentially become the main consistent source of daily nutrition for these highly vulnerable kids like Jagrup. Perhaps you can help? Please reach out to me if you can. www.projecthelpindia.co Project Help India tackles the dire circumstances faced by India's marginalised Dalit community, offering education to children living in slums or remote villages, who would otherwise be vulnerable to exploitation and trafficking. By providing education centres (with meals where possible), parenting programs, and counselling, we seek to change societal attitudes towards education, particularly for the most marginalised, especially targeting children with disabilities. Our holistic approach aims to break the cycle of inequality and poverty, advocating for, and bringing hope and opportunity to some of the world’s poorest children, who would otherwise be trapped in a life of hardship, deprivation, and limited opportunities. Project Help India has 6 centres in the state of Punjab with 222 students (ages 4 to 17) at a recent count. All up we have 13 Education Centres across 3 states in Northern India with a little under 600 enrolments in total. At the heart of a great education there is a great teacher - advocating for a little girls' education.
Jasleen Kaur, a 7-year-old from Fatehgarh Panjtur (in Punjab North India) faces significant hurdles and suffering due to her family's poverty and her father's drug addiction. Jasleen belongs to a very poor family. Her father Ajay, is addicted to drugs, spending all his earnings on his drugs, sometimes even selling household things to buy the drugs. Jasleen’s mother works as a domestic worker or babysitter in other residences and performs a variety of household services like cleaning, laundry, ironing, and even taking care of children and elderly dependents, and other household errands, doing all this work to make sure the survival of the family. Despite these challenges, Project Help India and Mr. Jakab Singh (a dedicated and most remarkable teacher) have intervened to provide Jasleen with educational opportunities. Jasleen's parents initially hesitated to send her to school due to their financial struggles and societal norms which devalue girls' education (she was destined to childhood labour to help the family to survive). However, with persuasion and counselling from Project Help India, they eventually agreed. Jakab’s compassionate and dedicated teaching has transformed Jasleen from a confused learner to a bright and loving student. Jakab’s efforts have not only impacted Jasleen's academic progress but have also influenced her father's behaviour positively. Through education, Jasleen's family has begun to see a way out of their cycle of poverty and addiction. Her mother attests to the profound impact of Jakab’s intervention on her husband's habits. Jasleen's story of this family underscores the transformative power of education and the crucial role of dedicated teachers like Mr Singh in breaking the cycle of poverty and addiction in marginalised communities, and whose relentless efforts have made it possible for a little girl to be educated. www.projecthelpindia.co Project Help India tackles the dire circumstances faced by India's marginalised Dalit community, offering education to children living in slums or remote villages, who would otherwise be vulnerable to exploitation and trafficking. By providing education centres (with meals where possible), parenting programs, and counselling, we seek to change societal attitudes towards education, particularly for the most marginalised, especially targeting children with disabilities. Our holistic approach aims to break the cycle of inequality and poverty, advocating for, and bringing hope and opportunity to some of the world’s poorest children, who would otherwise be trapped in a life of hardship, deprivation, and limited opportunities. Project Help India has 6 centres in the state of Punjab with 222 students (ages 4 to 17) at a recent count. All up we have 13 Education Centres across 3 states in Northern India with a little under 600 enrolments in total. Why should having a disability stop you from attending school?
Shabad, a 6-year-old boy from Canal slum Colony, faces numerous challenges due to his family circumstances and significant health issues with his blood sugar levels. With his father addicted to drugs and his mother struggling to manage, Shabad's education has suffered. Like many children with a disability, he has never been to school because the school is unable to accommodate for his medical needs. A member of the Project Help India team heard about Shabad’s situation and invited him to attend our Centre. He now attends regularly and is loving school life. Through dedication and hard work, Shabad has not only learnt to read and write but also proves to be a brilliant and quick learner. His mother is overjoyed by his progress, marking a significant milestone in Shabad's life. With the ongoing medical care that is needed, we are confident that Shabad will develop as a confident learner, who will strive to achieve and be successful in life. He displays emerging leadership character and we are hopeful for a bright future for him. www.projecthelpindia.co Project Help India tackles the dire circumstances faced by India's marginalised Dalit community, offering education to children living in slums or remote villages, who would otherwise be vulnerable to exploitation and trafficking. By providing education centres (with meals where possible), parenting programs, and counselling, we seek to change societal attitudes towards education, particularly for the most marginalised, especially targeting children with disabilities. Our holistic approach aims to break the cycle of inequality and poverty, advocating for, and bringing hope and opportunity to some of the world’s poorest children, who would otherwise be trapped in a life of hardship, deprivation, and limited opportunities. Project Help India has 6 centres in the state of Punjab with 222 students (ages 4 to 17) at a recent count. All up we have 13 Education Centres across 3 states in Northern India with a little under 600 enrolments in total. One of the #ASCD presenters referenced this inspiring quote by Peter Senge. There is so much to unpack here.
This is why first and foremost, I love being a teacher. I am impacting children's lives for life! It's also why I value any opportunity to learn something new ...recreating myself, seeking to be a better person, but knowing that I am always enough. Learning to make change happen and to make the world a better place. #human-flourishing I am incredibly grateful to have had the opportunity to have attend the 2024 ASCD Annual Conference in Washington DC, along with 5000+ delegates (it is HUGE!) and to give a one hour presentation about my school entitled ‘Creating a Happy, Safe, and Connected School – An Australian Case Study’.
My presentation explored the key features of learning space design, along with research-informed considerations to enhance respectful relationships, belonging, safety and connectedness in an inclusive primary (elementary) school setting. Based on comments made by many who attended Claremont is leading the way, inspiring educators from around the world with our collaborative teaching model and inclusive academic and wellbeing programs. I'm also honoured to have been able to put the spotlight on Australian Education - we do so many brilliant things, and we should never underestimate what we can be sharing with others on the global stage. The Association for Supervision and Curriculum Development (ASCD) is America’s largest education professional association. It has more than 125,000 members from more than 128 countries, including principals, teachers, school administrators and other educators. If you are ever considering which educational conference to attend ...this is it! www.claremont.nsw.edu.au From submissions from 39 countries across the globe I am delighted that my school is the recipient of an (IFIP) Global Inclusion Award 2024.
A total of 149 organisations and individuals have been recognised and celebrated across eight categories – architecture and design, corporate and business, culture, education, social impact, health, sports, leisure and tourism. A meticulous evaluation of all applications was conducted by a distinguished panel of inclusion specialists representing each of these sectors. The aim of the awards is to: “shine a light on the diverse inclusion challenges that the world faces and to showcase existing best practices that can guide others towards ensuring equitable access and benefits in education, employment, culture, and leisure activities worldwide”. Claremont College is one of four Australian organisations (and one of two schools) to receive this award. Our school was nominated for the following reasons… In our pursuit of inclusive education at Claremont, we initiated a multifaceted approach. Firstly, we transformed our learning spaces into visually appealing, inviting, and safe environments with flexible designs to align with our pedagogical model. Our classrooms include breakout spaces to support individual learning needs and to enhance group collaboration. Simultaneously, we redefined our teaching practices, introducing a collaborative teaching model that fosters a fully inclusive setting for all students. This model involves dedicated support from Learning Enrichment Teachers and Teaching and Learning Assistants working within classrooms. Despite initial resistance to not withdrawing students, we courageously persevered. Additionally, we prioritised a full-time school counsellor who often works directly with students in their learning spaces. We also embarked on a rigorous research project which affirmed our strategic priorities, gave us confidence and informed our ongoing decision making. To address individual needs, we have developed a comprehensive process for developing Individualised Programs which encourages direct student participation and voice. Witnessing happy and flourishing children kept us grounded. Though faced with ongoing challenges, our determined commitment to inclusive education has prevailed. Follow the link here to see the other Global Inclusion Award Winners from around the world. As Principal I am so thrilled for Claremont to be recognised in this way. For me personally, the reason why I initially chose to become a teacher was to work in a school where students with disabilities and special needs were included in a mainstream setting. More recently, my professional experiences at Claremont have equipped me for giving back - working in India advocating for marginalised and vulnerable children, especially those with disabilities and slum kids who have limited or no access to a school and education. For Claremont, what we have created over the past decade truly has been a team effort. I am so proud of our teachers, professional support staff and leadership team. I honour their passion, commitment and dedication to our school, and to their students. My team inspires me! Claremont College continues to be a world leading ‘light house’ school, pointing others to the way of Jesus. We seek to be a school that serves and impacts our students, families and community, and be a place that brings light, hope and love. "Truth leads us to freedom" ...Pastor Ossie Cruse MBE AM has dedicated his life to the advancement of Aboriginal people and the survival and sharing of Aboriginal culture and knowledge, uniting generations in intercultural understanding and respect. He took his message to the United Nations, subsequently advocating on the global stage through his work with the World Council of Indigenous Peoples and the Pacific Asia Council of Indigenous Peoples. Today, 2nd March 2024, marked a significant moment for me and many others, standing beside one another, in unity, with shared purpose.
We gathered for 'A National Act of Recognition' at Kurnell, Kamay Botany Bay, near the landing site of Lieutenant James Cook. Kamay was the site of Cook’s first encounter with First Nations people, the Gweagal people, in 1770, where atrocious crimes were committed, and it is fitting that we gathered at the site where Australians recognise the truth about our shared history since colonisation. It was an emotional and powerful moment for me, as I spoke this apology to the many First Nations peoples, elders and others, who had come from across Australia to share this important occasion together... I am a teacher, and a Principal. I love education and learning is my passion. I was a school student in the 1970. As a small boy sitting here in this place with my mother and father, I recall watching the enactment of Cook’s arrival. We came here to celebrate this moment in history. We were told that it was a glorious most wonderful moment. I was taught as a primary student that this happened peacefully and with the consent of First Nations peoples. I was lied to, I was taught that Cook was a hero. I was lied to. How could I have been so stupid. As a young teacher a few decades later I initially continued to teach the lies. Our history curriculum both then and for many years later perpetuated this convenient and comfortable myth. I am profoundly sorry for this. For me I am embarrassed to say it was a Year 4 student who challenged me and said it like this…. "No body comes to your home, and enters in the front door and says to the owner, this is now my house. But quite simply this is what happen. Stolen home, stolen lands - done without consent." I am pleased to say that our current curriculum now tells much more of the truth. I am proud to say that I work with a generation of teachers, teachers who stand with me this morning, who understand and seek to keep listening and tell the truth we are hearing today. Yet, there is still so much to do, but today is a wonderful start. I have been a Principal of an Anglican School for 17 years. Last year I was bestowed the honour of being named 'The Australian Primary Principal of the year, 2023. I speak in this capacity today. As a leader of a Christian school I am ashamed of the past actions caused by many Christian leaders in schools across Australia. What many religious leaders did in the name of God is abhorrent and certainly does not reflect the loving God that I believe in. I acknowledge the pain and trauma caused by many schools and religious institutions and I offer my sincerest of apologies to those people, to you and your family members, your land and community who are here today. A Declaration of Recognition We gather at the place where our shared history began – Kamay Botany Bay. Though we speak of untold loss and grief, Yet also we are filled with gratitude – for what we have found in each other. We see the many fair minded people who live on all these lands. We see First Nations people who have generously shown love and forgiveness. We see later Australians who, seeing truth, labour to make wrong things right. And yet, we know that the heart of our nation is disturbed. At the heart of our nation there lies a profound injustice – and a deep divide. It is a divide between descendants of those who were here and those who came. First Nations, Aboriginal and Torres Strait Islander people, became oppressed. On our first day of shared history, an armed attack was launched against them. Tall ships came from the sea – and other people overran Country. Belonging to Country, First Peoples were dispossessed of their homelands. Elders looked and saw – old people displaced, no Place of belonging. They looked and saw – language forbidden, culture, identity – all lost. Young lives broken by inter-generational trauma - lives over before they began. The time has come to recognise the truth about European arrival in this land. The voice of First Peoples must be heard, And the voice of all people of goodwill heard with them. With this Declaration of Recognition we enter the Truth Telling space together. We declare that at this place we recognise the truth – the stains on our past. We publicly reject, and strongly condemn these colonising actions. They are not acceptable to us – they were not done in our name. We celebrate a truth that binds us together, the truth of our common humanity. We commit to walking together – in our resolve to making wrong things right. Truth leads us to freedom Beginning in 1997, 'A National Act of Recognition' has developed a simple but powerful Truth-Telling model. It involved 26 years of consulting with First Nations people where they live – on Country – in urban, regional and remote areas. This is a joint venture designed by first and later Australians working together, with the support of local Elders and La Perouse Local Aboriginal Land Council. Our Truth Telling model can be found at www.actofrecognition.org.au |
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April 2024
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