The "CHILD" Non-formal School

• Who Benefits?
  The School is primarily meant for street children who, due to unfortunate circumstances, have been left with little or no academic knowledge, though they may have already reached the age of 14-l5yrs. The goal is to teach these children the basic 3 R's, and to encourage them to learn how to work by themselves, using their own imagination and intelligence, through the medium of arts and crafts, mental and physical exercises and teaching aids . The teachers act as personal guides, utilising the tutorial method, enabling the children to learn quicker and better, and, in turn, helping the children to absorb the syllabus within as short a time as possible. The children quickly become disciplined, confidently educated and happy, developing good strong character and a cultivated intelligence.

• How They Benefit
  The main aim of the School is to ensure that these children do not grow up to be illiterate adults. Therefore, they are taught only what is absolutely essential for a child to know, ie. reading and writing fluency in two languages, {Mother Tongue and English} and mathematics to help them learn to calculate up to long division and fractions to prevent them from being cheated later in life. General Knowledge and Morals classes place special emphasis on teaching the children to be aware of their local environment and the World in general. Those children who show scholarly aptitude are given much encouragement to follow the Indian Government curriculum, catch up what is lacking, and are then placed in local private schools. They are further encouraged to go on to college, and then perhaps university. Those not apt to study in detail are given basic education, and then placed in the "CHILD" Vocational Training Schemes where they perfect a skill to provide income for their future life.

• Research Development
  As previously stated, the school system of teaching is non-formal, utilising interesting pictures, charts, games, educational TV programmes and video/audio tapes, professional teaching aids and sections of other professional non-formal school curricula to teach instead of the usual methods, which can tend to be tedious and boring for these children, most of whom have spent many years of 'freedom' on the street. Reference is made to a number of books relating to one topic, and the staff combine important and relevant points into colourful charts, thereby making the subject matter easier to understand, and more exciting to the children

• School Curriculum
  Educational Games
  Games relating to the classroom topics can be taught, which the children play very enthusiastically while learning at the same time. To minimise dissatisfaction and keep a semblance of variety, no two consecutive classes are held where the children have to be studying academically: a serious study class is always followed by an out-of-schoolroom class such as hygiene, cooking or games. Each class lasts approximately 45 minutes during which the children learn to write, to read and play a related game. The next class may be gardening or cooking class. (see Schedule)

• Languages
  Mother tongue and English are taught to all the children from the beginning, with special classes for copy writing and reading. Tedious rote-learning is avoided, and replaced by songs, or processes where they recite and write. The children are encouraged to practice what they are taught in their day-to-day lives., i.e.. correct language utilisation and grammatical instruction. Concentration is on the correct usage of their mother tongue. English is fast becoming universally accepted in India, and throughout the world and is therefore also emphasized.

• Mathematics
  The Mathematics classes are provided with ample time for practice in addition, subtraction, multiplication and division. Mental Arithmetic classes are held regularly during which mathematical problems have to be solved without the use of pen and paper. The older children teach the younger in these, and many other, cases.

• General Knowledge
  The General Knowledge classes cover all topics including science, geography and social studies. There are no restrictions or limitations to this section of the syllabus, and an open view is kept for any relevant suggestions or new ideas. Any point seen to be related to a particular topic - be it science, geography or any other subject, is commonly integrated into, and taught, in any class suitable.

• Hygiene
  Hygiene classes are held regularly in which the children are taught to bathe thoroughly with special emphasis on those certain parts of the body which are usually neglected by children. Nail cutting, tooth brushing, keeping clothing and personal environment clean and neat, as well as proper folding and care of clothes are also part of this segment.

• Exercise And Yoga
  Exercise and Yoga classes, whereby aerobic exercise and different yoga postures are taught step by step with explanations about the benefits. Regular swimming classes are held (if possible), as well as long nature walks. Children are encouraged to perform Yoga on a daily basis.

• Cooking Education
  Cooking classes are held where the children cook one particular recipe from start to finish with expert guidance from the teachers and/or cooking staff. The children are also encouraged to participate in the preparation of the daily meals, which gives them a deep feeling of satisfaction. The art of vegetable cutting, rice and dahl cleaning and decoration are also given emphasis. I believe that if one can cook - one will not go hungry.

• Arts And Crafts
  Handicrafts and Expression classes encourage the children to make full use of waste materials stimulating their creative abilities. The children can make various objects out of cardboard, sea shells, cotton masks, candles etc., some of which can be sold or auctioned at functions.

• Gardening, Agriculture And Dairy Farming
  Gardening classes bring the children close to nature giving them practical knowledge about growing and nurturing plants and vegetables in the school nursery. As the school is situated in the "CHILD" Children's Village Complex, a variety of agricultural and dairy activity is already going on. The children take a regular part in these activities, under the guidance of the relevant staff. Children are taught the art of milking and feeding cows, as well as animal husbandry. Pictorial displays help children understand the botanical and biological aspects of growth of plants, as well as practical experimentation.

• Value Education
  Weekly Value Education classes, perhaps utilising the renowned 'We Are The World' non-formal education series (Orient Longman) are held. In this important segment morals, good manners, etiquette and awareness of nature's gifts to mankind are imbibed. These are explained, not in a formal way, but through the effective medium of group discussions, dramas and drawings. The children are given ample time to think for themselves, then express their views to the group. Here again, the teacher acts only as a guide making basic corrections where necessary.

• Quizzes
  Quiz competitions are held every two weeks. Questions are based on the education that has been imbibed, as well as questions pertaining to modern world topics. The children form their own groups.

• The Staff
  The Staff consists of sincere teachers totally involved and concerned about the children's steady progress. All the teachers continually develop newer and brighter ideas, and consult the children themselves for their input as how to make the "CHILD" education system more interesting. For this reason, the children look forward to school. The children watch the TV news and national educational programmes regularly, weather reports are explained to them, thus teaching them about seasons and formation of weather in general. The children are encouraged to read newspapers and magazines to increase their awareness as well as practice in comprehension.

• Incentives
  Regular incentives are given for exceptionally good behaviour, tidiness, effort and obedience. This encourages both the winners and the non-winners. Short picnics are organised. The children are also taken outdoors to parks or visits to historical places. Sports competitions are regularly held encouraging team spirit, giving the children exercise, and at the same time, enabling them to have fun.

• Academic Groups
  Primer - beginners regardless of age - alphabets, phonics, in English/Telugu, oral exercise mental skill games
  Group 1A - vocabulary, simple spellings, consonants, names of colours, vegetables fruits, math, Eng,Telugu flash cards
  Group 1B - sounds, spelling, writing, advanced vocabulary, general knowledge and functioning, oral formation of sentences.
  Group 2 - advanced formation of sentences, verb use and conjugation, opposites, prepositions, advanced math
  Group 3 - Caps, etc Language skills, speech, composition, essays etc.dictation,
  
  Note: The above indicates grouping, not by age, but by individual abilities, taking into account their previous academic background.

• Replicability
  The project will become a practical and prestigious model for other agencies in the field, in your area and country, to copy, take advice from and apply in both India and other countries where Street Children are in danger of exploitation and a wasted life and talent.
  
  THE "CHILD" SYSTEM - PHASE IV-SKILL TRAINING WORKSHOPS

• A Solid Future For The Students In Your "CHILD" Programmes
  
  The Goal
  The aim of the entire "CHILD" System is to rehabilitate the children completely. So far, they have undergone some steady and meticulous processes of physical reparation of health, cleanliness, behavioural patterns and psychological repair. They know how to read, write and do mathematics, to the highest degree possible in any given case. Now they need to learn a trade that will take them through life with a reasonable income, a happy family and their own small house. This is what is founded under Phase IV.

• Student Rotation
  Your Vocational Skill Training Courses will be, on average, three years in duration. Some courses may be simple and require less training time. Your turnover of children may be large (if you are successful in implementation of the "CHILD" System, it should be), so you will have to rotate the students in batches and perhaps even shifts. Remember to engage the students constantly, they can still leave the programme whenever they want. They are also now teenagers, and need their independence. It is up to you to see that they are satisfied with their work hours, duties and life in general. Be attentive.

• The Methodology
  As in all the "CHILD" System programmes, the element of affection and constant attention is absolutely required for complete success. As the children will be placed for training in various fields, the need for guidance and encouragement is obvious. This will be a new process for them, although they would have been introduced to the programme long ago. By now they will have some idea what particular skill they will want to learn, but the ultimate decision will lie with you. Be completely open with the children in discussion. Your knowledge of the students background, capabilities and nature, will tell you whether they have made a wise choice suitable for them. Look for their natural talents and propensities. Make sure that no hidden talent is being wasted. Nature does not provide us with inborn skills by accident. You may want to incorporate some academic classes as part of your vocational training, especially for those not fully literate. This will also give a chance to those younger children to train early if they are not academically inclined at all and are bored in class.

• The Municipal Corporation
  The Municipal Corporation will, no doubt, have some shops or sheds which can be leased. Always take great pains to develop excellent relations with your Municipal Authority. They are your greatest asset in the city. Without them there is a limit to your expansion and implementation of the "CHILD" System. Ask for shops or sheds at the most nominal rate available. Try to get them all together, if possible. Larger buildings are available at nominal rents, you must ask for precedents in either local or regional municipal corporations.

• The Staff
  In our, opinion it is much better to hire simple artisans and those people who have struggled their whole life to perform their respective services. They are usually more qualified and better natured than so-called graduates. They will also appreciate the new facility you are giving them. Most of the simple people are highly qualified, but due to the lack of capital funds and management training, could never set up their own workshop. Give them an opportunity, but maintain strict vigil. You will find they teach much better and are grateful for your offer.
  Choose trades that would give ample opportunities for employment with the least investment.

• The Trades:
  You might consider the following trades , but you will know best what is suitable in your own area:
  Carpentry, Commercial art, Screen printing, Plastic Moulding, Tailoring, Welding, Two wheeler repair, Upholstery, Bag making, Sweet making, Broom making, Fittings manufacture, Agriculture, Horticulture, Cooking & Catering, Animal Husbandry, Dairy Farm Management.