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India to miss target for universal upper-secondary education by 50 Years

Asia/India/16 de Septiembre de 2016/Fuente: The New Indian Express

RESUMEN: India no tendrá la educación universal secundaria superior (que abarca el grupo de edad de 14-17 años y 9 de la norma 12) hasta 2085, más de medio siglo de retraso, según el Informe de Seguimiento de la Educación Global 2016 por la Unesco. Esto tiene que ponerse en relación con las recientes mejoras en la educación en la India, más notablemente que ha habido un aumento general de tasa bruta de matrícula (GER, o la inscripción del estudiante como una proporción del grupo de edad elegible correspondiente en un año determinado) en casi todas las nivel de educación como de 2013-14. La disparidad de género en la educación se ha abordado en gran medida, y la matrícula de niñas en la educación superior aumentó de 39 por ciento en 2007 al 46 por ciento en 2014.Sin embargo, todavía hay gran disparidad en la consecución de las competencias básicas, como la lectura y las matemáticas, donde ha habido una disminución en los resultados del aprendizaje, como se destaca en el informe de la Unesco.

 

India will not have universal upper secondary education (covering the age group 14-17 years and 9th to 12th standard) till 2085, over half a century late, according to the Global Education Monitoring Report 2016 by Unesco.

This has to be viewed against the recent improvements in education in India, most notably that there has been an overall increase in gross enrolment ratio (GER, or student enrolment as a proportion of the corresponding eligible age group in a given year) at almost every level of education as of 2013-14.

Gender disparity in schooling has been largely addressed, and the enrolment of girls in higher education increased from 39 per cent in 2007 to 46 per cent in 2014.

An increase in single-sex toilets in schools has led to an increase in the enrolment of adolescent girls and female teachers, the Unesco study shows.

However, there is still large disparity in achievement of basic skills, such as reading and math, where there has been a decline in learning outcomes, as highlighted in the Unesco report.

Absenteeism among teachers remains a problem. As many as 25 per cent teachers in primary schools remain absent from work, and only 50 per cent of those at school are actually engaged in teaching activities, a 2004 World Bank report suggested. Almost 24 per cent teachers were absent during random visits to rural schools, according to a September 2015 study by the University of California.

The government has not established any bonus to incentivise teachers and principals, the Minister of Human Resource Development informed the Lok Sabha in April 2016.

E-pathshala, launched in 2015 and aimed at promoting e-learning through e-resources like textbooks, audio and video material, was among the steps taken to tackle the shortage of good teachers, the minister said.

Stunting too is a problem. As many as 39 per cent, or 61.8 million, Indian children who are five or younger are stunted, as IndiaSpend reported in July. This is 15 per cent higher than the global average.

In terms of educational achievement, studies show that stunting at age two leads to children completing one year less of school. Those stunted before age five achieve less schooling and lower test performances.

Another sustainable development goal that India will miss is to have only 100 million children stunted in 2025.

The current trends suggest that there will be 127 million children stunted in that year. A major problem that is preventing stunting is lack of global and local funding, as IndiaSpend reported earlier.

Fuente: http://www.newindianexpress.com/nation/India-to-miss-target-for-universal-upper-secondary-education-by-50-Years/2016/09/14/article3620734.ece

Fuente de la imagen: http://www.oneindia.com/india/india-miss-target-universal-upper-secondary-education-50-years-2208634.html

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India: Union Cabinet approves setting up of Higher Education Financing Agency with initial corpus of Rs 2,000 crore

India / 14 de septiembre de 2016 / Por: Pranshu Rathee / Fuente: http://www.ibtimes.co.in/

HEFA aims to «push for high-quality infrastructure in educational institutions,» says an official statement.

The Union Cabinet on Monday approved the setting up of a Higher Education Financing Agency (HEFA), with an initial corpus of Rs 2,000 crore.

The move is aimed at making «a push for high-quality infrastructure in educational institutions,» according to an official statement from a government spokesperson.

Organisation

The HEFA would be jointly promoted by the identified Promoter and the Ministry of Human Resource Development (MHRD) with an authorised capital of Rs.2,000 crore. The Government equity would be Rs.1,000 crore.

The HEFA would be formed as a SPV within a PSU Bank/ Government-owned-NBFC (Promoter). It would leverage the equity to raise up to Rs. 20,000 crore for funding projects for infrastructure and development of world class Labs in IITs/IIMs/NITs and such other institutions.

Objective and Proposed Functions

The major objective of the HEFA is to leverage funds from the market and supplement them with donations and CSR funds. These funds will be used to finance improvement in infrastructure in top educational institutions

The HEFA would also mobilise CSR funds from PSUs/Corporates, which would in turn be released for promoting research and innovation in these institutions on a grant basis.

Funding and Finances

The HEFA would finance the civil and lab infrastructure projects through a 10-year loan. The principal portion of the loan will be repaid through «internal accruals» (earned through the fee receipts, research earnings etc) of the institutions. The government would service the interest portion through the regular Plan assistance.

All the Centrally Funded Higher Educational Institutions would be eligible for joining as members of the HEFA. For joining as members, the Institution should agree to escrow a specific amount from their internal accruals to HEFA for a period of 10 years. This secured future flows would be securitised by the HEFA for mobilising the funds from the market. Each member institution would be eligible for a credit limit as decided by HEFA based on the amount agreed to be escrowed from the internal accruals.

Criticism

Eminent economist, Deepak Nayyar had criticised the move when it was first announced by Finance Minister Arun Jaitley. Nayyar belived that there was no need to make such a body and instead suggested that it would be more beneficial to vest such powers into the existing body of University Grants Commission.

«I think you should actually recreate the University Grants Commission into a higher education financing authority, something which the United Kingdom has done, which France has done» Nayyar was qouted saying during an interactive session after delivering a lecture on ‘Union Budget 2016 and Beyond’.

Comparing the UGC to the Reserve Bank of India, Nayyar concluded : «They do too many things. They do disbursement, they do accreditation, they do licensing, they do certification…it is wrong.No one institution, nowhere in the world does this.»

«…this financing agency with the corpus of Rs 1,000 crore… what is it going to do? Who is going to lend to it? Because any lender will look for rates of return. Allocation made for the higher education financing agency, forgive me, is peanuts. If you feed peanuts, you will get monkeys. It is not the answer,» Nayyar concluded.

Fuente noticia: http://www.ibtimes.co.in/union-cabinet-approves-setting-higher-education-financing-agency-initial-corpus-rs-2000-crore-693432

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India: Officials to voice concerns before education commissioner

Asia/India/11 de Septiembre de 2016/Autor: Abhishek Choudhari/Fuente: The times of India

RESUMEN: El seminario de educación de dos días de mega que se inició hoy en Nagpur dará una plataforma para los oficiales de educación para expresar sus preocupaciones sobre problemas que surgen durante la ejecución de los planes, directamente al comisionado de educación del estado Dheeraj Kumar. Al inaugurar el evento el sábado por la mañana, Kumar dijo a los oficiales de educación de los seis distritos bajo la división de Nagpur que agradecería sus comentarios. «El domingo, cuando terminamos este caso, me gustaría saber de usted acerca de los problemas y expectativas. Díganos lo que cree que puede hacerse para elevar el nivel académico en las escuelas de todo el mundo,» dijo Kumar. La conferencia es un evento educativo del gobierno de estado completamente con asistencia por invitación. La casi 2.000 fuerte audiencia formada por funcionarios de educación de Bhandara, Nagpur, Gadchiroli, Gondia, Chandrapur y distritos Wardha. Todos los funcionarios de educación estarán dando presentaciones sobre las medidas tomadas únicas en las escuelas bajo su jurisdicción para mejorar la calidad de la educación.

The mega two-day education seminar that began today in Nagpur will give a platform for education officers to voice their concerns over challenges faced during implementation of schemes, directly to the state’s education commissioner Dheeraj Kumar.

While inaugurating the event on Saturday morning, Kumar told education officers from all six districts under Nagpur division that he would appreciate their feedback. «On Sunday when we end this event, I would like to hear from you about the problems and expectations. Tell us what you think can be done to raise the academic standards in schools everywhere,» said Kumar.

The educational conference is a completely state government event with attendance by-invitation only. The almost 2,000 strong audience comprised of education officials from Bhandara, Nagpur, Gadchiroli, Gondia, Chandrapur and Wardha districts. All education officers will be giving presentations on unique steps taken in schools under their jurisdiction to improve the quality of education.

Anil Pardhi, deputy director of education (Nagpur division), played a key role in organizing the event and said Kumar and Maharashtra State Council Educational Research and Training (MSCERT) director Govind Nandede’s presence will be a major boost for education officials. «All employees will appreciate when such senior officers come and guide them for the task ahead. Also it’s a big confidence booster when they present their achievements before them and get appreciation,» said Pardhi.

Fuente: http://timesofindia.indiatimes.com/city/nagpur/Officials-to-voice-concerns-before-education-commissioner/articleshow/54265423.cms

Fuente de la imagen: http://indianexpress.com/article/india/india-others/india-made-impressive-progress-in-providing-primary-education-un-report/

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Inditex e IndustriALL combaten la esclavitud laboral de niñas en India

Asia/India/03 Septiembre 2016/Autor: Jordi Jauma Bru/Fuente: Diario Responsable

El último informe de Comisiones Obreras elaborado por Víctor Garrido e Isidor Boix sobre la explotación laboral y sexual de niñas y adolescentes en el estado de TAMIL NADU, en el sur de India, pone los pelos de punta
Niña - trabako esclavo

Las textileras globales MANGO, H&M o INDITEX trabajan con su cadena de valor para erradicar una situación en la que niñas y jóvenes de la India se ven obligadas a practicar el “Sumangali”, un “contrato” que traducido significa «feliz mujer casada”, y que supone una escandalosa situación de semi  esclavitud. El “Sumangali” es completamente ilegal pero se practica en todo el sur de India, particularmente en la industria textil de Tamil Nadu.

En la práctica se refiere a una aberrante forma de contratación (en prácticas) por parte de unos intermediarios, los llamados “contractors”,  que buscan a las adolescentes, normalmente pobres, y las convencen para trabajar con ellos. El gancho es conseguir una dote para casarse de la cual estas chicas y sus familias carecen pero, una vez engañadas, son contratadas por un periodo de entre tres y cinco años en condiciones de semi esclavitud. En la India las mujeres deben casarse pronto, pues de otra manera son rechazadas por sus padres y por la comunidad. Por esta razón muchas se ven obligadas a aceptar esta situación.

Su salario lo reparten dando el 50 % a sus padres; otra parte importante se queda la empresa para ahorrar la dote económica que les permitirá casarse, – que no recibirán si no cumplen la totalidad del contrato – y finalmente otra parte que les queda a ellas para sobrevivir en condiciones infrahumanas. Según los «reclutadores”,  su edad de captación es de entre 14 y 16 años, aunque según el informe se dan casos de algunas que con apenas 12 años ya empiezan a trabajar.

Esclavitud laboral

Cuando llegan a la empresa las encierran en sus residencias de dónde en muchos casos sólo salen para trabajar. En estos “hostels” de las fábricas las condiciones de vida son muy duras, con literas de 6 a 10 personas por habitación. Su vida transcurre en la empresa, a la que tienen que pagar comida y el alojamiento, sin posibilidad de salir en ningún momento sin permiso.

Otro de los grandes problemas que se dan en las fábricas es el del acoso sexual, un problema que en India ha tenido graves consecuencias en los últimos tiempos. Sólo en el año 2014 se registraron más de 35.000 violaciones.

Evidentemente este es un riesgo laboral y reputacional que INDITEX y otras marcas globales como H&M o C&A tienen que gestionar eficazmente. Para acabar con esta situación, el departamento de sostenibilidad de Inditex inició en 2009 un plan de trabajo específico orientado a la solución en su cadena de producción de los problemas considerados como prioritarios en el país, incluyendo la plena garantía de erradicación del trabajo forzoso, así como de menores, y la eliminación y prevención del acoso sexual.

La empresa gallega no es ajena a esta situación, por lo que lleva a cabo programas específicos en el terreno para acabar con estos abusos y reducir el riesgo de que afecte a su cadena de producción

India es un país muy importante en la cadena de suministro de la mayor empresa española, pues en el año 2015 contaba con 134 proveedores (no en exclusividad para el Grupo)  que se servían de 219 fábricas de confección y 110 de otros procesos, las cuales daban trabajo aproximadamente a 130.000 trabajadoras y trabajadores.

Para paliar esta situación Inditex se ha asociado con diferentes ONG. La empresa inició el proyecto TNMS (Tamil Nadu Multi Stakeholder Initiative),, compartido con ETI (Ethical Trade Iniciative),  dirigido a 10.000 familias del Estado de Tamil Nadu, al que hay que sumar un proyecto propio potenciado directamente pero con la ayuda de la ONG SAVE. Se trata de “Social Awareness and Voluntary Education” (Sensibilidad Social y Educación Voluntaria), organización no gubernamental muy respetada en la zona de Tamil Nadu.

La empresa de Amancio Ortega también participa en el  proyecto “Freedom Fund” tutelado por ETI, donde trabajan conjuntamente con otras empresas y en el proyecto AMCO (Amsterdam Coalition), en el que participan varias marcas desde el año 2015, promovido a instancias de IndustriALL Global Union para tratar de coordinar todas estas acciones e intentar dotarlas de mayor eficacia.

Es  básico, como señalan desde CCOO  que seguimiento sindical de las cadenas de producción de las marcas internacionales sea un instrumento de trabajo esencial para la mejora de las condiciones de trabajo en el mundo y en particular en la India, y en él uno de los temas principales es la erradicación de las prácticas del Sumangali, para lo cual es necesario que las marcas conozcan la totalidad de la trazabilidad de su cadena de suministro, que informen del mismo y que exijan a sus proveedores que no compren hilo o tejido de algodón a las fábricas que aún lo practiquen.

Fuente: http://diarioresponsable.com/noticias/23757-inditex-e-industriall-la-esclavitud-laboral-de-ninas-en-india

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India: Students opt more for international curricula than Indian

Asia/India/02 de Septiembre de 2016/Autor: Shaun Vaz/Fuente: The Indian Express

RESUMEN: Las escuelas en Mumbai que ofrecen programas de estudios internacionales han visto un aumento en el número, al igual que los estudiantes que optan por los programas de estudio nacional sobre el Consejo Central de Educación Secundaria (CBSE), Certificado de la India para la Educación Secundaria (ICSE) o certificaciones Clase XII de la junta estatal. A partir de junio de 2015, había 41 Bachillerato Internacional (IB) y 96 Exámenes Internacionales de Cambridge (CIE) escuelas en el estado afiliadas, y el Gobierno ha dado el visto bueno a la instalación de 1.018 escuelas más internacionales. De dichas escuelas, 18 estarán en Mumbai, y 50 en Thane. Esto apunta a la creciente demanda de los estudiantes para el programa de estudios orientado a la internacional. Una de las razones para el cambio puede ser debido al crecimiento en el número de los estudiantes de educación superior y carreras fuera del país. Dr. Ranjini Krishnan, director del Billabong High School, Thane, dijo: «» Ha habido un aumento, si no marcada, en el número de estudiantes que optan por planes de estudios internacionales. Hay un aumento en la aspiración entre los estudiantes y los padres, que son de la idea de una educación en el plan de estudios internacional hará que sea más fácil para ir al extranjero para estudiar o encontrar puestos de trabajo «»

Schools in Mumbai offering international syllabi have seen an increase in number, as have students opting for the curricula over the national Central Board of Secondary Education (CBSE), Indian Certificate for Secondary Education (ICSE) or the state board’s Class XII certifications.

As of June 2015, there were 41 International Baccalaureate (IB) and 96 Cambridge International Examinations (CIE) affiliated schools in the state, and the government has given a go-ahead for setting up of 1,018 more international schools.

Of these proposed schools, 18 will be in Mumbai, and 50 in Thane. This points to students’ growing demand for international-oriented curriculum. One of the reasons for the shift may be because of the growth in the number of the students pursuing higher education and careers outside the country.

Dr Ranjini Krishnan, Principal of Billabong High School, Thane, said,””There has been an increase, if not marked, in the number of students opting for international curriculum. There is an increase in aspiration among students and parents, who are of the notion than an education in the international curriculum will make it easier to go abroad to study or find jobs””

The Cambridge Board consists of the International General Certificate of Secondary Education (IGCSE), which is equivalent to the 10th standard exams, and goes on further to the As and A Levels, which are equivalent to 12th standard examinations.

Parents are eager to enroll their wards early on, even in relatively new international schools such as the Don Bosco International School — the first international school under the Don Bosco banner. Currently in their third year, the school strength has gone up from 100 students in their first year to 378 presently.

“We see a large number of applicants in our junior classes, about 400 to 500 applications for 48 seats in a particular grade. There certainly is a demand for international level education, and it is only going to grow,” said an official of the school.

The small size of classrooms — coupled with the activity and practical-oriented structure of the curriculum – is also seen as a drawing factor for applicants.

Father Gilbert d Lima, Manager of St Anne’s International School, Malad, said, “The IGCSE curriculum has a holistic approach to education, oriented towards life, and not just book. Inclusive of subjects like robotics, or

the teaching of an instrument from the first grade, it forms a connect between academics and the overall formation of the child.” St. Anne’s, which was granted permission to begin an international curriculum last year, currently has classes till the third grade, with an additional grade introduced every year.

Lissy Mathew, who works in the administration department of Nahar International School, Andheri, said, “Parents who can afford the comparatively higher fees usually choose international schools. They want the best for their children, and they opt for the international curricula.”

Most international schools have smaller classrooms, which allows high teacher-student interaction than in other boards, which usually have crowded classrooms.

There is also a marked difference in the approach and personality of students of international boards and others, said Lima.

“The children of our international school seem more curious to know about things, and express themselves much better, as compared to our state board students. This might be associated to the type of learning, with the IGCSE board being more activity-based, and the state board being rote-learning base”.

“Another major factor is the fewer number of students in the class. Our state board classrooms are much larger compared to our international school classrooms,” he said.

Amay Keval Shah, who just graduated from the Jamnabai Narsee International School earlier this year, said, “I had a choice between ICSE and IGCSE. I opted for the IGCSE because it offers a learning method based on experiments, as opposed to the ICSE, which follows a more rote method. The IGCSE programme offers students a world view, and it appealed to my style of learning.” Amay is currently in the IB programme at Dhirubai Ambani International School, and plans to study in the US after 12th grade.

Fuente: http://indianexpress.com/article/education/mumbai-students-opt-more-for-international-curricula-than-indian-3006899/

Fuente de la imagen: http://www.que.es/ultimas-noticias/sociedad/fotos/6575/20091215/53629-trabajo-educativo-fundacion-vicente-ferrer.html

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India: Prime Minister Modi reviews progress of education, literacy grievances resolution

Asia/India/28 de Agosto de 2016/Fuente: The Indian Express

RESUMEN: El Primer Ministro Narendra Modi presidió su interacción XIV a través de Pragati – la plataforma multimodal basado en las TIC para el gobierno pro-activa. El presidente del Gobierno revisó el progreso hacia el manejo y resolución de quejas relacionadas con la educación escolar y la alfabetización. Dijo que ahora hay una expectativa entre la gente, que el Gobierno estará en condiciones de resolver estas quejas. El primer ministro pidió específicamente funcionarios competentes para sistematizar las medidas adoptadas por ellos para atender las quejas de los estudiantes. Él les dio instrucciones para utilizar todas las herramientas tecnológicas disponibles para asegurar que los escolares no se enfrentan inconvenientes. A modo de ejemplo, recordó sus instrucciones anteriores para todos los Ministerios para el uso extensivo de la tecnología espacial. Dijo que esto podría ayudar en la ubicación correcta de los centros de examen, para reducir al mínimo las dificultades de acceso para los estudiantes. Revisar el progreso de la Sugamya Bharat Abhiyan, el Primer Ministro fue informado de los progresos realizados en la mejora de la accesibilidad en las escuelas, edificios públicos y estaciones de ferrocarril, etc.

Prime Minister Narendra Modi on Wednesday chaired his fourteenth interaction through PRAGATI – the ICT-based, multi-modal platform for Pro-Active Governance and Timely Implementation. The Prime Minister reviewed the progress towards handling and resolution of grievances related to school education and literacy.

He said that there is now an expectation among the people, that the Government will be able to resolve these grievances. The Prime Minister specifically asked concerned officials to systematize the measures being taken by them to address grievances of students.

He instructed them to use all available technological tools to ensure that school-children do not face inconvenience. As an illustration, he recalled his earlier instructions to all Ministries for extensive use of space technology.

He said this could help in proper location of examination centres, to minimize difficulties in access for the students. Reviewing the progress of the Sugamya Bharat Abhiyan, the Prime Minister was apprised of progress made in improving accessibility in schools, public buildings and railway stations etc.

He appreciated the sensitivity that has been shown in this regard by various departments of the Central and State Governments. During an appraisal of the progress of Aadhaar enrolment, it was noted that overall enrolment is now close to 105 crore, and special attention is being given to the North-Eastern States which are lacking in this regard.

The Prime Minister urged States to accelerate enrolment among children in the 5 to 18 age-group so that scholarships and other educational benefits become more accessible to them.

The Prime Minister also reviewed the progress of vital infrastructure projects in the road, railway and power sectors, spread over several states including Punjab, Himachal Pradesh, Karnataka, West Bengal, Jammu and Kashmir, Uttar Pradesh, Andhra Pradesh, Sikkim and Maharashtra. Among the projects reviewed was Nangal Dam – Talwara Railway line, which was first sanctioned in 1981-82, and has been pending since then. The Prime Minister impressed upon the Chief Secretaries of Himachal Pradesh and Punjab, the need to facilitate works at the ground level, so that further delay in this project may be avoided.

Fuente: http://indianexpress.com/article/india/india-news-india/prime-minister-modi-reviews-progress-of-education-literacy-grievances-resolution-2994247/

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India: Delhi schools offer safe space for children to speak up about sexual abuse

Asía/India/28 Agosto 2016/Fuente: theguardian/Autor: Amrit Dhillon

Resumen: La mitad de la población estudiantil en la capital de la India sufren abuso, un tema tabú en muchos hogares. Ahora la policía están visitando escuelas para animar a los niños a denunciarlo. En el salón de actos cavernosa en la escuela pública Victor en el barrio de Delhi Shahdara, cientos de alumnos se sientan con las piernas cruzadas en el suelo para ver una historia de siete años de edad, Komal.

In the cavernous assembly hall at Victor public school in the Delhi suburb of Shahdara, hundreds of pupils sit cross-legged on the floor to watch a story about seven-year-old Komal.

Komal’s parents become friendly with a new neighbour. He treats her affectionately and her parents tell her to call him Bakshi Uncle. He gives her sweets. He plays hide-and-seek with her. Then he plays another “game” that leaves her feeling dirty. The video concludes with an explanation about the difference between “good” and “bad” touches.

Two female police officers then talk to the children about sex and sexual abuse.

The session is part of Project Nirbheek (meaning fearless in Hindi), launched in 556 schools in the north-east district of the city in August last year to raise awareness of child abuse and give youngsters a safe environment in which to speak out.

As well as the video and weekly visits by police officers, children can confidentially post any experiences of abuse or concerns they have in dropboxes installed in each school.

India has laws against child abuse, but implementation and knowledge of them are problematic.

“I realised we had to take the law into the classroom and create an atmosphere that allows children to invoke the law, otherwise the laws are pointless,” says the deputy commissioner of police, Veenu Bansal, who devised the project.

In the first six months, the police received more than 5,000 written and verbal complaints of abuse. Encouraged by the overwhelming response, Delhi police extended the programme to all schools in the capital.

“For the first time, children have a non-frightening way of reporting abuse in the familiar environment of school,” says Mukesh Kumari, one of the police officers visiting Victor public school.

Many of the children tell her that they thought adults would punish them if they talked about such “shameful” things. “Even I felt uneasy at first. It’s just not something we Indians talk about,” says Kumari.

During the session, many pupils look embarrassed. “In our house we don’t talk about such things. My father would slap me if I talked about this,” says 12-year-old Neelam Sharma.

But others were less timid. Two girls speak to Kumari and her colleague, Preeti Tomar, to complain about rowdy youths standing outside the school gates as they leave, directing obscenities at them. Another says she doesn’t like the way the auto-rickshaw driver who drives her home insists she sit close to him even when there is space on the back seat.

Across the city, one or two female police officers visit a school every week, wearing a Nirbheek armband. The police have so far interacted with more than 1 million children and installed complaint boxes in more than 1,500 schools.

Stalking, lewd comments by shopkeepers, inappropriate behaviour by auto-rickshaw drivers, and youths loitering outside the school propositioning girls are common complaints.

In many cases, it is relatively easy for the police to take prompt action against the lesser forms of harassment. If it’s a stalker, a visit to his home to speak to his family usually works. An auto-rickshaw driver can be warned. If it’s a teacher, the school authorities act to discipline, suspend or sack him. The more serious cases require a police investigation. The police have filed formal charges in 11 cases of sexual abuse so far in the north-east district alone.

The only statistics on child sex abuse (pdf) in India are from a 2007 government survey that showed half of children under the age of 18 had suffered some form of sex abuse, ranging from rape to fondling and forced kissing.

“I think the 2007 figure is an eye-opener and the actual problem may be much larger,” Bansal says. “From what I see, a very large number of girls face abuse at some stage in their lives. It’s grim. It happens under everyone’s nose. How can we let our girls, one-quarter of our population, be damaged for life by sexual abuse?”

Bansal enlisted the support of the Recovery and Healing from Incest Foundation (Rahi), an NGO that works with child abuse survivors to train police officers. About 500 have been trained so far.

“It has to be handled sensitively because the social and family dynamics can be so complex. They need to understand these aspects because it will shape their response. It’s great that the police are not waiting for cases to be registered but are being proactive,” says Rahi’s founder, Anuja Gupta.

Tomar admits to being deeply distressed hearing some complaints. “A father had been raping his daughter for years. When she told her mother, the mother said, ‘Just the way I’ve tolerated these things, you will have to tolerate it too.’ After the girl reported the abuse through the dropbox, the mother tried to force her to withdraw it but the girl refused,” she says.

In another case, says Bansal, a maths teacher had been assaulting girls for many years, touching them inappropriately when alone in the classroom. After two girls put a complaint in the dropbox, the other teachers sided with him and tried to bully the girls into retracting the allegation. But the police contacted ex-pupils who said they would testify against the teacher even if the two girls retracted their statements. The teacher is in police custody.

The success of Nirbheek in Delhi has come to the attention of Maneka Gandhi, minister for women and child development, and plans are being made to roll it out nationally using e-dropboxes, which will be hosted on the National Commission for Protection of Child Rights website.

Critics, though, say it’s not the police’s job to talk about sex abuse, and argue for sex education in schools.

Sex education is banned in 13 states and non-existent in the remaining 16. Because of ignorance, children usually don’t even know they are being abused. And the cultural pressure to respect and obey older relatives adds to their reluctance to speak out.

Fuente de la noticia: https://www.theguardian.com/global-development/2016/aug/22/children-start-talk-about-sexual-abuse-india-delhi-schools-offer-safe-space

Fuente de la imagen:

https://i.guim.co.uk/img/media/6d21c890f462075def9723b1fc1ed4c3d4f16617/0_0_2896_1738/master/2896.jpg?w=1300&q=55&auto=format&usm=12&fit=max&s=e5eca8f92853da4ecda074938904b04c

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