ISC Pune Site Visit Report: April 2009
By Deb Kukreja
Introduction
ISC Pune was established in 1979. ISC works with children of migrant workers in brick kilns and slum communities around the Yerawada District of Pune. Families work in brick kilns, construction jobs, domestic help, ragpicking, and unskilled labor. ISCoperates a total of 30 support classes and balwadis for ~ 680 children. Asha Seattle current funds the operation of 8 centers which serve ~ 300 children.
Education
Asha Seattle currently funds eight tuition classes in 4 locations in Yerawada with a total of 260 children. Classes are held 3 hours per day, 6 days per week. 3centers are held in one-room buildings within the community while the ISC office is the 4th center. Currently, 10 teachers hold tuition classes in Yerawada, with an aim of hiring 20 teachers to create smaller classes.
Teaching Centers
I visited two of the four teaching centers during my visit to ISC. The first slum community I visited was relatively well off; solidly built concrete houses line paved roads. It’s one of the nicest slums I’ve ever visited. Men primarily work in construction while some women work as domestic help. The first center was solidly built. Girls ranged from 1st to 4th standard in the classroom I visited. Currently, children study on the first floor, which also holds exercise equipment for the men. Through ISC education and gender classes, the girls took it upon themselves to request a room dedicated entirely to their studies so they wouldn’t have to share exercise space. As a result, the men are building a second story to relocate the equipment, so the first floor can be dedicated entirely for the girls’ studies. I was deeply moved of the girls’ convictions!
The teacher showed me small pamphlets that are used as reading material for the children as well as math flash cards. Math flash card examples I viewed included addition and fractions.
The second classroom I visited was one with only 1st and 2nd graders. By the time I arrived, class had been dismissed, so only two children remained behind. The second classroom was not at sturdily built as the first building, and had a blue tarp covering the building for a roof. The teacher hoped that a more lasting roof could be readied before the monsoon rains so the classroom could be continuously used. I was quite impressed with a couple of the drawing the girls showed me.
Operational Structure
3 centers = Yerawada Disctrict
1 center = ISC Office
Teachers = 8 currently (aim is 20)
Reading Program
ISC works with 3 schools in Yerawada with four classes, covering 617 children. A library teacher holds a reading class in each class twice a week per aduration of 45 minutes. Each child is requested to read, given personalize instruction from the teacher. In addition to the library teacher, schools ensure that children read 30 minutes a day in the classroom.
Nutrition
All children receive eggs 2X per week so children absorb more protein in their diet.
GENDER PROGRAM
In my opinion, ISCs gender program has contributed significantly to the education of the children in the Yerawada District, especially the girls. Before the gender program was implemented, many more 7th and 8th grade girls used to drop out of classes to stay at home. Gender groups meet one time per week. Approximately 15 gender groups comprise a total of 180 students. Issues discussed include:
1)Education
2)Health
3)Child Marriage
4)Child Rights
5)FemaleFeticide
6)Child Labor
7)Nutrition
8)HIV/ADIS
9)Child Abuse
10)Discrimination
11)Love & Friendship
12)Bodily Changes
Health
Puberty, sex, reproductive health, & hygiene are discussed.
Nutrition
Teachers discuss the importance of proper nutrition including protein,leafy vegetables for iron (methi, drumsticks, etc.) and dal. Some girls who have several anemia in ISC take iron tablets. Community workers frequently visit families to make sure that iron tablets are being taken.
Child Marriage
In classes, teachers emphasize the United Nation’s law again child marriage and why it’s not right. Families who want daughters to marry at a young age tend to send them to outside villagers for marriage for fear of ISC involving the police. Many girls try to postpone marriage and argue against it with their families because of the knowledge they’ve received.
Child Rights & Child Labor
ISC explains the UN Standards and encourages children to avoid employment. Their place is in the school. Over the course of the last 30 years, ISC has brought down child labor to 10% in their work with the Yerawada district.
Child Abuse
Explanations of verbal and physical abuse are discussed in classes. Through discussions in class, the girls become empowered to fight against abuse. Sometimes, I SC becomes involved in cases when abuse severe enough to interfere with day to day functioning and education.
Love & Friendship
Many children have difficulty understanding boundaries in love and friendship due to the neglect and emotional deprivation they experience in their families. When children reach pubescence, falling in love is common. It’s easy for children to focus all their attention on new love with heightened hope especially since they are emotionally deprived in their families. ISC tries to explain love and friendship and help guide their social relationships by doing many role playing activities.
Street Theater
During holiday time, children often perform street plays around the Yerawada District as well as slum areas to educate other families about gender issues (child marriage, child labor, and child trafficking).
Parents
Parents are brought together every other month to discuss different gender issues. If children attend tuition irregularly, community workers visit the home
Recommendations
ISC has operated in Pune for 30 years. The majority of the children in the Yerawada district attend school through the 8th standard. Their gender program helps create awareness of various gender issues. It directly impacts how children respond to their daily environment. For example, the girls in one center demanded that a room be added so it could exclusively be used for education. Now that boys are more aware of the household pressures of their sisters, they help more with the choresat home.
While I believe ISC has done tremendous work in slum communities in which they work, I would be more comfortable if they could keep more documentation regarding graduation statistics. I’d like to get a rough idea of how many children make it through 8th grade, 12th grade, and to college to get a clearer picture of ISCs impact. Despite a lack of some documentation, it is clear that ISC does make a difference.
I think ISC is doing a great job and we should continue funding them.
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