Life skills-based hygiene education

Life skills-based hygiene education for School Children in rural and urban areas in Madurai,Tamilnadu,India

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No:5,South Street Extension, Singarayar colony, Madurai-625002, Tamilnadu, INDIA
IN India
Web http://www.goodwillsocialworkcentre.org/
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About the project Edit

GOODWILL SOCIAL WORK CENTRE,MADURAI,INDIA


1) Title of the Project :
Life skills-based hygiene education for School Children i rural and urban areas in Madurai,Tamilnadu,India- A capacity building, advocacy,media interventions, resource sharing and information networking initiative for children

2) Executive summary of proposa:

The United Nations Convention on the Rights of the child,1989 states ‘the child shall have the right to freedom to seek, receive and impart information(article 12), has access to information and material which are aimed at the promotion of his or her social, spiritual and moral well-being and physical and mental health(article 17) and that the education shall be directed to the development of the child’s personality,talents and mental and physical abilities to their fullest potential(article 23).Life skills-based hygiene education focuses on the development of knowledge, attitudes and skills that support people/children in taking a greater responsibility for their own lives. It helps children to acquire and practise good health behaviours along with the underlying knowledge and positive attitudes. It also helps children to develop and strengthen their general interpersonal and psycho-social capabilities or life skills. Life skills are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and the challenges of everyday life (WHO 2000).

Knowing the importance of the promotion of good hygiene behaviours associated with the prevention of water and sanitation-related infectious diseases among children, the Goodwill social work centre proposes to launch ‘Life skills-based hygiene education through capacity building, advocacy,media interventions resource sharing and information networking initiative for school children in rural and urbna areas in and around Madurai,Tamilnadu,India.The project will focus on empowering children with information dissemination through the use of traditional and modern media of communitations.The curriculum will include Children rights with a focus on envrionmental health rights, water,sanitation and waste,personal and food hygiene,water and sanitation related diseases that have an impact on health and facilities for water,sanitation and hygiene within schools,households and community.

The project is designed as an intervention-oriented research within the framework of quasi-experiemental.It will comprise pre and post assessment surveys to assess the knowledge, attitudes and practices among the selected population. The primary data will be collected from the participants through interview method. The data will be analysed using elements of quantitative and qualitative research approaches. In addition, the focus group discussions with children will be made. The collection of data will result in the form a study report which will be a useful source of information for replicating the project elsewhere.

The duration of the project is 36 months. The project will be implemented in a phased manner. It is estimated that the project will cover 30000 children who are in the age group of 6-17 within a span of three years.

The expected outcomes will include 1.Development of knowledge most relevant to the elements of life skills-based hygiene education being addressed 2. Development of specific psychosocial (or life) skills – such as assertion, negotiation, empathy building – most relevant to the local challenges to health, hygiene, and well-being 3.Development of positive attitudes and motivation to use the skills and knowledge
to promote health and hygiene 4. Development of necessary hands-on skills such as proper hand washing and use of latrines, as well as skills in proper operation and maintenance of facilities and,where relevant, building skills for construction of facilities 5. Opportunities to model and practise the knowledge, attitudes and skills within the school context and local environment.

Children will have the skills to critically analyse local conditions and find solutions that fit local means and culture. They will also have the relevant knowledge to guide their actions. They will develop positive attitudes to adopt and sustain a healthy life style during their days in school and during the rest of their lives.

3) Objective and Targeted group(s) of the project:

1. To impart Life skills-based hygiene education to school children in low and moderate
income families who are in the age group of 6-9 and 10-17.
2. To provide participatory learning experiences to the children that will aim to develop the
knowledge, attitudes and especially skills needed to take positive actions to create or
maintain hygienic conditions through artwork and media interventions.
3.Prepare children to share environment related health information with others on a child-
to-child and child-to-community basis.

Target groups:

The duration of the project is 36 months. The project will be implemented in a phased manner. It is estimated that the project will cover 30000 children who are in the age group of 6-17 within a span of three years. The total number of schools and Institutions providing home care for children (both boys and girls) will be 50, which are located within the Madurai East and west Panchayat union blocks including Madurai city,Madurai District, Tamilnadu,India.

4) Geographical area of execution of project and reason for selecting that area:

This is a project based on our wide experiences in organising environmental education and communication programmes for children in villages and children's rights including environment health rights through artwork project for school children. The description and background of the project, organising environmental education and communication projects for children and promoting children's through artwork and the right to water among school children are described below:

The project will be implemented in Madurai city and Madurai East and West panchayat unions,Madurai District,Tamilnadu,India. Madurai is the second largest city in Tamil Nadu, India and is also considered as the cultural capital of Tamil Nadu.It is one of the three metropolitan cities in the state of Tamilnadu having a total population of over 2 million, of which 19.06 percent are slum population which is distributed in and around the Madurai city corporation. It is reported in the Government of Tamilnadu, Slum population 2001 that Madurai (Corporation) has a slum population 175875 of which 88725 are males and 87150 are females. The total number of slums is 185. A very high proportion of the families of working children live in slums and backward areas and most of them (father and mother) work in unorganized and informal sectors. Some of them take up self-employment to eke out their livelihood.

1. Description and background:

The United Nations Convention on the Rights of the child,1998 states ‘the child shall have the right to freedom to seek, receive and impart information(article 12), has access to information and material which are aimed at the promotion of his or her social, spiritual and moral well-being and physical and mental health(article 17) and that the education shall be directed to the development of the child’s personality ,talents and mental and physical abilities to their fullest potential(article 23). The study of the right of the child to information is necessarily related to a child's development, the processes involved in seeking information, the availability and accessibility of sources of information, and the relevant legal and social protection. The child's developmental process reveals that information plays an indispensable role. The informational process begins even before birth, and accompanies the child throughout childhood and further stages of human development. Information affects the physical, emotional, cognitive and social development of the child .Despite the fact that the number of schools and institutional homes for children in need of care in on the increase and the increasing enrolment of children in the villages and urban areas, the personality development of school aged children and the problems they face in both the home and school settings are receiving very scanty attention. . School is not just a place to learn how to read, write and to do sums. It is also a social environment where children can learn about health, how to relate to one another, and how to deal with questions life poses them. This calls for the development of knowledge, attitudes, values and the life skills needed to make appropriate decisions and act upon them.

It is certainly important that schools provide safe and healthy environments for children to learn these things. They need schools where they have access to proper water and sanitation facilities, where they can practise the health-promoting behaviour they learn, and the life skills that help them become healthy citizens, physically, mentally and socially. They also need teachers who have the attitude and skills to go beyond teaching how to read, write and do sums. If we want to address the undesired school drop-out of girls, this becomes even more important. Proper sanitation facilities then need to be built for boys and girls separately. Girls need support in the development of additional mental strengths and skills that help them deal with their often disadvantaged position in society as compared to boys. The quality of the environment and the care a child receives from home, school and community exerts a powerful influence on his or her physical and mental development processes.

Promotion of personal hygiene and environmental sanitation in schools therefore helps children to adopt good habits during their formative childhood. What children learn in school they can and often do pass on in their families and communities, both at the time of learning and during their lives as parents and grandparents. However, the learning potential of many children and adolescents is compromised by conditions and behaviours that undermine the physical and emotional well-being that makes learning possible. In many countries, schools are some of the most crowded places. These conditions facilitate the spreading of micro-organisms that cause diseases. When water, sanitation and hygiene conditions are poor, instead of safeguarding children from the transmission of infectious diseases, school environments are full of health hazards. Hence, education on health and hygiene has to go hand in hand with physically safe and well-kept hygiene facilities to make schools safe places for children’s development.

Safe and hygienic schools and effective education require the participation of parents, teachers NGOs and civil society groups and above all, children. At all ages, children and adolescents can be engaged actively in learning experiences that enable them to practise basic hygiene and sanitation and advocate it at home and in their community. It is also important to focus on children because they are the parents of the future. Life skills-based hygiene education can help to create effective education and hygienic schools by giving children not only knowledge but also attitudes and skills for coping with life (hence the term life skills). Part of this coping is in water, sanitation and hygiene and includes the learning of practical hygiene skills. Life skills-based hygiene education helps children to change behaviour and so reduce risks and prevent water and sanitation related diseases. Teaching children through life skills-based hygiene education materials involves the use of interactive and participatory methods with room for information focused sessions and child-centred sessions.

Life skills-based hygiene education focuses on the development of knowledge, attitudes and skills that support people/children in taking a greater responsibility for their own lives. It helps children to acquire and practise good health behaviours along with the underlying knowledge and positive attitudes. It also helps children to develop and strengthen their general interpersonal and psycho-social capabilities or life skills. Life skills are abilities for
adaptive and positive behaviour that enable individuals to deal effectively with the demands and the challenges of everyday life (WHO 2000). Examples of interpersonal and psycho-social capabilities (or life skills) are assertion, negotiation, empathy building and stress-coping skills. Life skills-based education addresses real-life applications of knowledge, attitudes and skills, and makes use of participatory and interactive teaching and learning methods. It can be applied to many issues and aspects of life such as peace, human rights, or the environment

Children who live in villages and backward areas in and around Madurai, Tamilnadu, India need a decent, secure, affordable home which is fundamental to the realization of children’s rights. The quality of housing affects girls’ and boys’ health and overall environment. Their health and survival depends as much on healthy environments as on health services. In fact, these children are particularly affected by health related problems which are related to water and sanitation and they are susceptible to diarrhoeal diseases, intestinal worms and various eye and skin ailments. Inadequate living environments namely environmental chaos, stress and parenting, poor housing, absence of safe informal public gathering places, lack of easy access to opportunities for safe play, absence of constructive opportunities for young people, repeated exposure to violence in hazardous in rural and semi- urban environment etc impact the quality of life of children.

2. Our experiences in organising Children environmental health rights programmes:

A.Environmental education and communication projects for children in
villages,Madurai,India ( Funded by IDRC,Canada & Dupont South Asia Ltd)

The Goodwill social work centre has had wide previous professional and experience in undertaking rights based environment education and communication projects for rural children and youth in ten villages in the Narikudi village panchayat block, Kamarajar district, Tamilnadu, South India under the aegis of the International Development Research Centre, Ottawa, Canada.(1994-1995),which was replicated in Therkutheru Villages, Madurai East Village panchayat union block, Madurai district, Tamilnadu, South India, funded by US based DuPont South Asia Limited, Madurai under Safety Health and Environment (SHE) award(1996-1998). The following strategies included.1. Setting up Children’s Environmental Rights Centre. 2. Designing a curriculum on Environmental Education. 3. Focus on environmental rights education & Training. 4 Training for village male and female Animators. 5. Enrolment of children (Girls and Boys) 6. Pre-assessment survey. 7. Time frame for Environmental rights sessions and media interventions. 8. Program implementation .9 Post evaluations. The environmental health rights program components comprised 1.rigth based education and training 2. Participatory training 3. Field study and exposure visits 4.Media interventions (Traditional and modern methods of communication applications). The above projects have indicated the following recommendations.

1. Being an innovative intervention action program for the children in villages, the responses and the level of participation of all children in the program were more encouraging and invigorating at every stage. In addition to the surveyed respondents, more children showed enthusiasm to participate in the program. Obviously enough, there is a imperative need for organizing similar programmes for children in the rural areas in villages in India and other developing countries, which will certainly benefit them for the present and the future 2. Longitudinal studies on media interventions in environmental rights education program for children are highly recommended for greater impact on them. Such programmes undertaken for children on a fairly longer period will certainly prove to be productively useful and meaningful to them. 3. It is highly recommended that this action research may be replicated and implemented in every village in the rural areas. There is a need to focus on future research in this direction. Further, specially designed environmental rights education may be organized for urban children particularly in slums and backward areas. 4. Studies on environmental health for rural children and children’s rights and sustainable development, combining research as a major intervention in these programmes could be attempted. 5. In line with the methods design adopted in the present research, studies on girls and young women’s participation in environmental rights and communication in villages in suggested. 6. Communication application in promoting environmental rights among children should be promoted and a variety of media could be used in making the program truly effective and enriching for the children. 7. It is essential that school teachers, informal youth leaders and volunteers in villages should be sensitized to the environmental rights of children and trained on communication applications for promoting environment related rights among the school and non-school children. 8.Most importantly, greening the young minds of children through promoting digital opportunities to have access to on line communication and information on environmental issues and threats affecting their lives and their environmental rights and needs in villages in India is an urgent need for the present and future generation.

 B. Children's rights through artwork project-A rights based  programming combining children's rights and artwork(Funded by Art Venture,Singapore):
 
As part of our Children's rights through artwork project supported by ART VENTURE,Singapore, Goodwill social work centre has formed 'Children's rights through artwork groups' of girls and boys who are in the 7-17 years of age with a view to building a holistic understanding the United Nations Convention on the rights of the child and various children's rights and the issues  which affect children,combing arts with a study of the UN convention on the rights of children  as a way to promote children’s understanding of their legal status in society and developing art skills, improve self confidence and enhance creative and enjoyment in the arts and to know of their rights to childhood.Through the formation of  artwork groups  a social awareness is  created among the children and local communities as well concerning various rights based issues namely poverty, education, food and nutrition, health and shelter ,peace, discrimination, disability, child labour,armed conflicts,  sexual  exploitation, environment, violence against children, media, children in conflict with law.

Children are trained in various forms of arts namely water colouring,painting,pencil sketching, oil on canvas Painting,miniature painting, cartooning and computer graphics,pottery painting,portrait  and figure drawing ,floor painting – rangoli  and kollam,crayons  and oil pastel work,modern painting,clay modeling,glass painting,Tanjore
painting,pencil drawing, pot painting  and  embossed painting, folk arts and dances,which are used to portray and convey messages relating to children's rights to survival,protection,development and participation that are enshrined in the UN Convention of the rights of the child. Children learn of the various issues and concerns which affect them through their active participation in the artwork.The most celebrated forms of folk arts used in the training include Kuravan- kurathi Aattam(Gypsy dance), Bharathanatyam(classical dance), Karagaattam(with a brass vessel on head), Peacock dance,Dummy Horse Dance dance,Dummy Bull dance, kavadiattam,kollattam(using two batons), Puppetry, Oyilaattam (Ribbon dance), folk songs etc. In point of fact, the art painting and folk art media serve as power tools to promote and propagate the rights of children among the children and local communities. Children in these artwork groups not only get themselves empowered  but also  sensitise other children to their rights and needs and  also adults as to their responsibility in protecting and promoting the ethos of 'Children First' through their artwork.
 
The artwork of our children's groups may viewed at  our web albums and video links:
 
http://picasaweb.google.com/chrisdangswc/ChildrenSRightsThroughArtworkGroupGSWCMaduraiIndia?feat=directlink
 http://s633.photobucket.com/albums/uu51/CHRISDANIEL_photos/
 http://picasaweb.google.com/chrisdangswc/GOODWILLSChildrenWinAtThe2ndWorldWaterDayInternationalPosterContest2009NVOCUSA#
 http://www.youtube.com/watch?v=NPW8HTkKEMA

The Children's  rights through artwork is a unique project which is aimed  empowering children in the age group of 7-17  with information on their rights,developing skills  in them in arts and learning to combine arts with the study on their rights  and inspiring them to discover their unique talents through a variety of hands-on workshops in arts and crafts and folk arts. These children put their creative energy into their artistic expression. They show a high level of creativity in their artwork and a inner-connective knowledge and awareness of child rights issues and concern which affect them and children worldwide. Goodwill social Work Centre believes that the art painting,murals,art models they make and their learning of children rights through folk arts will make an impact on the viewers and inspire them become more proactive in the protection and promotion of  children's rights,which is an adult obligation .

C.GOODWILL'S  children from Madurai give water a voice to promote the right
to water in International poster contests organised by NV-OC,USA,2008- 2009:

Our organisation has been able to take up children's rights through artwork supported by ART VENTURE,Singapore and a Rain centre for local children and communities supported by Nature's voice-Our choice,USA. A phenomenal achievement is that five students from our children's rights through artwork programme were selected as winners at the international poster contest 2008 on theme 'What Water Means in my Life' organised by the Nature's Voice-Our Choice,USA.
 
Three of our children from Madurai,India (out of six non US international students) under
our 'Children's rights through artwork project' supported  by ART VENTURE,Singapore  have been declared as   International poster contest winners at the Second  annual International Poster Contest 2009 sponsored by Nature's Voice-Our Choice,USA.

As part of our art training programme for children we conducted a series of poster contests on the themes 'Water and Culture" and 'right to environment' for school children from  February,15, 2009 to  March 10, 2009 in and around Madurai,Tamilnadu,India.Of 2440 posters made by children, 966 posters were selected for submission to the Nature's Voice-Our choice,USA  for the 2009 World water Day International Poster contest.It is a proud moment for GOODWILL to make known that three children under the Children's rights through artwork project have been selected as international poster contest winners.

 Of 3000 children from 8 different countries and throughout the United States participated in the   Second  annual International Poster Contest  2009 sponsored by Nature's Voice-Our Choice ,USA. Of 12 children were selected  as International poster contest winners 3 children are from Goodwill Social work Centre,Madurai,India. Our Three winners  and their winning posters can be viewed at our web album link:

D.Invitation to  check out URL: http://www.naturesvoice-ourchoice.org/students-give- water-a-voice.html from the website of Nature's Voice-Our Choice,USA:

It is a proud moment for us to share this URL: http://www.naturesvoice-ourchoice.org/students-give-water-a-voice.html from the website of Nature's Voice-Our Choice,USA, which contains information on our children under our 'Children's rights through artwork project' giving water a voice at the world water day International poster contests 2008 and 2009 organised by the Nature's Voice-Our Choice,USA. Five children from our project were selected as International poster contest winners at the 2008 poster contest and three children at the 2009 International poster contest. You may please check out the video in the URL to see our children at artwork. Please click on “Students awards and recognition” to view our web album about the award distribution function organised by Goodwill Social Work Centre,Madurai,India.
 
Our experiences have shown that though these activities and services which are being offered to boys and girls who hail from villages and urban slums areas have impacted the quality of their life to an appreciable extent and the extent of their participation in the programmes is found to be fairly high, the need for promoting ‘Life skills-based hygiene education for school aged children especially in low and moderate income families in villages and urban areas is of paramount importance.

Knowing the importance of the promotion of good hygiene behaviours associated with the prevention of water and sanitation-related infectious diseases among children the Goodwill social work centre proposes to launch ‘Life skills-based hygiene education to cater to the needs of children in low and moderate income communities in and around Madurai, Tamilnadu, South India and backward areas in and around Madurai, Tamilnadu, South India.

Rationale of the project:

In general, children in rural and semi urban India lack the basic information on the life skills based hygiene. Promotion of life skills-based hygiene education in schools and institutional home care for children helps children to adopt good habits during their formative childhood.Schools in villages and urban areas do not concentrate on promoting life skills-based hygienic behaviours nor do they have environment and hygiene education in the formal or non-formal curriculum. Safe water and sanitation are essential for a healthy learning environment. Appropriate hygiene behaviour by all users children is essential to derive the full health benefits from the facilities. Children lack the opportunities to learn and explore their environment physically and intellectually. Children are easy to reach and indispensable component in achieving sustainable development.Accessing children to life skills-based hygiene education will protect them from dangers and risks.

It is a social facility enjoyed by the children in villages and backward areas in the cities.
Life skills- based hygiene education and networking will attract children's attention and co-operation Children have the right to participate fully in life skills education and learn about water, sanitation and personal hygiene which protect and promote environmental health rights and well being.

The programme will create a healthy and safe learning environment and help children to develop knowledge, attitudes and life skills - that is, skills to cope with life - that support the adoption of good hygiene behaviours and better health and eventually reach out to families and communities to stimulate safe hygiene and sanitation practices by all community members.

5.Budget Details (detailed cost break up (head-wise) in Indian Rupees and US
Dollars

Personnel costs:

1)Project Coordinator
(Rs.12000x 12 months x 3 years) 432,0000
2) Life Skills Educators
(Rs.8000 x 12 months x 5 x 3 years) 144,0000
3) Auditor’s fees (Rs.20000 x3 years) 60,000 Sub Total: 582,0000(USD100344)



II.Programme Expenses

1) Organizing LSBH education,
training ,educational kits, field study ,personal 108,0000
hygiene and health camps &exposure visits
for 30000 children in 50 schools for 36 months)
(Rs.30000 x36 months)

2) Rent for the Goodwill field office 540,000
(Rs.15000 x 36 months)

3) Stationery and postage (Rs.5000 x 36 months) 180,000
4) Telephone rent per month (Rs.5000x36moths) 180,000

5) Traveling allowances to Six Project staff to visit
project locations (Rs.500 x 6 persons x 36 months) 108,000

Sub Total: 208,8000(USD36000)

III. Non-Personnel costs (Capital investment requirements)
1) Purchase of two computer systems
at the rate of Rs.50,000 x 2 systems 100,000
2) 1UPS /Invertor & 1HP Deskjet Printer 50,000
3) Purchase of Xerox machine (Photo- 90,000
Copier) with voltage stabilizer
4) Furniture for the office 50,000
5) Preparation and developing learning materials 500,000
6) Purchase of teaching aids and audio visual aids 325,000
7) Purchase of a four wheeler(Van for field
Visits by field staff and for the use by children 100,0000
Sub Total: 211,5000
(USSD36465)

Total grant requested: Indian Rupees 100,23,000
USD 172,810



6) Execution/ Implementation Plan (with specific time- frame)

The centre will design and develop a curriculum on Life skills-based hygiene education containing five major themes and sub themes as shown below:

1. Water, sanitation and waste

• Water sources in the school compound and the community
• Water transport, storage and handling at home and in school
• Waste materials, including human excreta and rubbish at home, in the school compound and in the community
• Water quality and purification

2. Personal and food hygiene
• Personal hygiene • Nutrition - Food hygiene, eating patterns, water availability

3. Water and sanitation-related diseases that have an impact on health
• Diarrhea
• Skin, eye diseases, dental problems
• Worm and lice infestation
• Area specific diseases, e.g. related to
arsenic and fluoride pollution
• Malaria, Jaundice, Chikungunya etc

4.Facilities for water, sanitation and hygiene within schools, households and the community

•  Basic knowledge about environmental hygiene at home, in school and in the community
• Defecation practices at home, in school and in the community
• Operation and maintenance of household and school facilities • Technical and managerial
aspects of facilities at home and in school

5.Environmental health rights: What are children's rights-What is right to water? 2. Right to water as a human right- The UN Convention on the rights of child (1989) relating to environment namely
Article: 6-Right to life,
Article: 12-Right to express views
Article: 13-Freedom of expression, including freedom to seek, receive and impart information
Article: 15-Freedom of association, perhaps in relation to formation of environmental groups
Article: 16- Privacy
Article:17-Access to information including national and international sources, especially material aimed at promotion of the child’s physical and mental health,
Article: 24- Right of the child to the enjoyment of highest attainable standard of health, Article: 27-Right of every child to a standard of living adequate for the child’s development, Article: 28 & 29 -Education
Article: 31-Right of the child to rest and leisure and to engage in play and recreational activities.

Organisation of the Project:

Rapid needs assessment in the schools and institutions providing home care for children will be undertaken by our project staff-Identifying schools and institutions-Identifying groups of children for the Life skills-based hygiene education programmes -Selection of Educators for the project.

A curriculum on life skills-based hygiene Education’ containing a brief description of each unit of lesson, teaching methods to be used and the number of hours required will be designed in the local language(Tamil)-Our Educators will undergo intensive orientation training on the Life skills-based hygiene education, which will include both theory and practicals. In addition, short training courses will be organised for building individual capacity on 'Life skills-based hygiene education and role of school teachers and home care givers' for teachers and home care givers in selected schools/ institutions.
Implementation of the educational programmes in each school and institution-Duration of the programmes to be determined-weekly and monthly.

The Life skills-based education and training sessions will be held in the evenings, week ends and holidays. For each subject included in the lesson plan, the educators will conduct a pre evaluation to examine the existing knowledge among the children and after each unit of lesson , a post evaluation will be done. Evaluation instruments will be designed and developed for assessing the knowledge 'before' and 'after' our interventions.
Learning methodology: Use of group work for participatory methods in the programmes.

As a supplementary programme, the centre will organise free general medical check up camps, dental, skin care camps and eye check up camps for the children in collaboration with local Government and private hospitals, Madurai, South India. Treatment and supply of medicines will be provided to the children free of cost.

The centre will organise advocacy to pressurize local governmental organisations primary health care centres to make water, sanitation and hygiene related facilities and services available for children in schools and institutions providing home care for children
Monitoring and evaluation-Mid evaluation, Annual and post evaluation will be made during the tenure of the project.

Documentation and Report writing:


The project is designed as an intervention-oriented research within the framework of quasi-experiemental.It will comprise pre and post assessment surveys to assess the knowledge, attitudes and practices among the selected population. The primary data will be collected from the participants through interview method. The data will be analysed using elements of quantitative and qualitative research approaches. In addition, the focus group discussions with children will be made. The collection of data will result in the form a study report which will be a useful source of information for replicating the project elsewhere.

A training manual will be prepared in English and translated in vernacular which will describe the lesson plan for each topic relating to life skills-based hygiene education for children. Each lesson will detail the existing knowledge of the children, relevant aspects that can influence the lesson, objectives, attitudes, life skills and hands-on skills to be developed. The required knowledge, required attitude, required skills and methods for each lesson plan will be listed in the manual. In addition to lectures participatory learning and teaching methods such as , Class conversation, Concentric circles, Problem-solving discussions, Forum discussion, Continuum or rope-voting, Calling numbers/Jigsaw puzzle, Role-play, Brainstorming, Pantomime, Songs, Games, Demonstrations, Voting, Ranking, and field visits will be carried out with the whole groups of children. Curricula and lesson plans in life skills-based hygiene education start from the children’s knowledge and skills and the local beliefs, values, behaviours and conditions that are most relevant for the local context.

The media become an important strategy in sensitizing the participants as to the right to water. Both traditional and modern methods of communication are being used in all education and awareness building programmes. The Centre proposes to organize seminars, discussions, poster exhibitions, competitions, rallies, fellowship programmes focusing on various issues and concern concerned with right to water.

With a view to awakening public consciousness about the right to water and issues and concerns realating to water, sanitation and waste, it is proposed to initiative efforts to send ‘ACTION ALERT’ to NGOs, Schools and parents, local governmental organisations, elected representatives of the parliament and legislative assembly, places of worship, workplaces, newspapers, magazines on a regular basis. The media of Action Alert will include posters, post card, leaflet and tracts, post cards, newsletters letters and memoranda.Exchanging information through Electronic and non-electronic networking with agencies involved in the promotion and protection of the right to water at the national, regional and international level is an important project activity, which our centre will undertake. It will generate and disseminate information about relevant issues at the local level through Internet, Newsletter, child rights bulletin, leaflets, booklets etc.

Programme modules:

The programme modules will include the following: 1.Basic information:Children will find out the basics of Children rights with a focus on envrionmental health rights, water,sanitation and waste,personal and food hygiene,water and sanitation related diseases that have an impact on health and facilities for water,sanitation and hygiene within schools,households and community.It will introduce vast and complex subject concerning water related issues affecting children namely food,nutrition and health,water and sanitation etc in an accessible manner and provide statistics and basic facts and figures. This will stimulate interest and curiosity among the children and promote an emotional response by using the information and visual media to portray the situations concerning environmental health.
2. The image: Building profiles of children who are victims of water borne diseases and issues concerning children on the basis of several images. This will personalise various issues and heighten the emotional awareness of problems of children and young people and instill a sense of responsibility for children,parents,teachers and local communities in the image and introduce the question of how change is brought about the society in which they live.
3.Art for development:Children will learn of the right to water as a child's right through art training programmes
4.Folk dances and Songs : These traditional media will influence the children and the local communities for behavioural change within themselves become a way of promoting and protecting the right to safe water and to take sustainable measures to safe guard themselves from waterborne diseases .
5.Role-play: Acting out the roles of children,parents,and civil society groups in protecting and promoting the right to water and as promoters of water rights
6.Creative writing: Creating stories on the theme and them flesh it out and using it to write a story about water and environment at the micro and macro levels. This will develop literary and communication skills in local language and in English among children and provide a means to express their innermost feelings on water and environment related issues.
7.Interview and survey: Conducting surveys and interviews about the water related problems and issues affecting children and local communities. This will support the community integration aspect and stimulate wider interest.
8. Debates and Dialogues: Conducting debates and dialogues for children,parents/families and communities on issues relating to water,food,nutrition,health,environment etc. 9.Drama: Developing and performing theatre arts for children with a view to stimulating dramatic expression on various issues relating to water rights . It will provide an outlet for them to express themselves in articulate and meaningful way and build a strong platform for community integration and awareness about various problems related to water 10.Media Press,Radio and Television:Developing contacts with the media to bring public attention to the rights of the child
11.Community integration: Stimulating the interest and external communities which will include NGOs and civil society groups in particular. This will raise awareness about environmental health rights and among the external communities and make them involve in such a way as to further provoke attention and interest in the project and in the issues affecting children and young people.

VI.Project Delivery process

The Project delivery process is divided into FIVE phases namely I. Initiating II.Planning III.Executing IV.Controlling and V.Closing.

In phase I, the Executive Director –cum- Project Leader in consultation with the Board will design a logical framework which will set the goals,purpose,outputs and activities relating to the proposed project to be implemented in the project areas. The Board will discuss the measurable indicators, means of verification and important assumptions to identify the external factors necessary to sustain the objectives, purpose, outputs and activities. The roles and responsibilities of project staff will be delineated.

In II phase, a delivery project plan with a detailed work schedule including purpose of the project, objectives and deliverables to objectives, scope control, approach to be adopted, Time line, Stakeholder roles and responsibilities (children, teachers, parents and project staff), communication plan to keep the stakeholders informed of the project status, project budget, risk plan, assumptions and success criteria will be developed. The Executive holder and Project Leader will hold a series of discussions with the Project Co-ordinator, field project offers and professional Artists as to the need to follow and administer the delivery project plan. A work schedule detailing the Milestone/deliverable area, project tasks/Action Items, work assigned to, planned start date and end date, actual start and end date will be prepared which will have to be followed by project staff .

In III phase, the project will be launched and it will put to use all the tools and mechanisms developed. The project activities namely children’s rights and peace education, art educational courses and workshops, arts participatory exercises and art events etc will be undertaken by our project staff for the target population. The project will start to work on the task listed in the delivery project plan. Daily/weekly reports on the activities will be prepared and feed back sessions for the project staff and the children in groups will be held, which will be organized by the Project Coordinator who will be assisted by the field project staff including artists.

In Controlling phase- IV, the Project staff will monitor the project and communicate its status to the all the participants. A project status report will be designed and administered to check any cautionary or critical issues which can have an impact of the project plan and issues.

Phase –V will make a post mortem review which will done by the Executive Director –cum-Project Leader and also all the project staff in terms of goals, objectives,deliverables,work schedule, success criteria(were they met, partially met, missed).Based on the lesson learned from this review, next steps will be taken by all for furthering the project activities for the second and third year.

The project will use of documentation of events which will involve recording information about various kinds of intervention relating to children’s rights relating to water and environment. The Project holder and project staff will be documentors who will collect data on and analyze each art event/programme. The documentation will contain some text but the most important part is the information presented in non-textual documents namely, photographs, art murals, models, art exhibits, video recording of events, slide shows etc.

VII. Indicators and Evaluation:

The evaluation of the project undertaken by the Goodwill Social Work Centre will include outcome evaluation to assess the extent to which the Life skills based hygiene education and training through artwork programme achieve its outcome-oriented objectives.This evaluation will examine the programme processes and activities undertaken for children as to the level of knowledge about their rights and how they able to combine with the study of the UN convention on the rights of the child through their participation in arts programming.Goodwill Social Work Centre will also use process/implementation evaluation to assess the extent to which the arts programme operations/activities conform to the design of the project. Further, the project will use impact evaluation to assess the net effect of the programme relating to children's right to water, children’s arts education and arts participation. Both qualitative and quantitative ways of measuring in terms of the project goal, objectives,outputs and activities will be done. All information will be properly documented and presented in the form of study reports.

The project will use of documentation of events which will involve recording information about various kinds of intervention used in this project. The Project holder and project staff will be documentors who will collect data on and analyze each art event/programme. The documentation will contain some text but the most important part is the information presented in non-textual documents namely, photographs, art murals, models, art exhibits, video recording of events, slide shows etc.Some documents will be made available to the public through local print media and Goodwill’s website and networking websites on the internet as web publishing. GOODWILL will keep written journals to chart the arts programming organized for the children.

7) Human Resource involved (paid-off, volunteers etc.)

The human resource will include the following:
1.The Executive Director who will be project holder(Honorary)
2.Project Co-ordinator-paid
3.Life skills Educators-Paid(Male and Female Staff)
4.Vounteers-Honorary

8) Expected Outcome/ Benefits of the project.

Life skills-based hygiene education offers an effective approach to equipping children with the knowledge, attitudes and skills that they need to help them avoid risk-taking behaviours and adopt healthier life styles. The expected outcomes will include
• Development of knowledge most relevant to the elements of life skills-based hygiene education being addressed;
• Development of specific psychosocial (or life) skills – such as assertion, negotiation, empathy building – most relevant to the local challenges to health, hygiene, andwell-being;
• Development of positive attitudes and motivation to use the skills and knowledge to promote health and hygiene;
• Development of necessary hands-on skills such as proper hand washing and use of latrines, as well as skills in proper operation and maintenance of facilities and, where relevant, building skills for construction of facilities;
• Opportunities to model and practise the knowledge, attitudes and skills within the school context and local environment.

Children will have the skills to critically analyse local conditions and find solutions that fit local means and culture. They will also have the relevant knowledge to guide their actions. They will develop positive attitudes to adopt and sustain a healthy life style during their days in school and during the rest of their lives. 



Goodwill Social Work Centre, Madurai, India=General data about the organisation

1.Name, designation and address of the Contact person:

Prof.Dr. J. Christopher Daniel, M.A. Ph.D (Social Work)
Executive Director
GOODWILL SOCIAL WORK CENTRE
No: 5,South street Extension
Singarayar colony
MADURAI-625 002,INDIA
Email: chriskan@satyam.net.in
Phone: 91-0452-2531175
Website:http://www.goodwillsocialworkcentre.org

2.Legal status of the organisation

Registered under the Tamilnadu societies Registration Act 1976 and Foreign Contribution Regulations Act 1976,Ministry of Home Affairs,Government of India

Registration Certificate Number: 112/1981

FCRA Number: 075940124

3.Date of Registration: 17th December 1981

4.Name and address of Banker

ICICI BANK
ICICI BANK LIMITED
TALLAKULAM BRANCH
30, Kamala II Street, Tallakulam
MADURAI-625 002,TAMILNADU, INDIA
RTGS/NEFT IFSC CODE:ICIC0006006

5. Bank Account Number

GOODWILL SOCIAL WORK CENTRE
SB ACCOUNT NUMBER: 6006010 49921


6.List of Executive Committee members

Name & address of EC Member Offices held

1. Mr.J.G.S Johnson, B.Sc., B.L Chairman
Lawyer
D/78,7th cross, Eastern Extension
Thillainagar, Tiruchirappali-620018
India
2. Mr.J.R.C.Charles Deputy Chairman
Businessman
Foto Marison, 49, PT Rajan Road
Madurai-625002, India
3. Prof. Dr.J.Christopher Daniel, M.A., Ph.D Executive Director
Professor of social work& HRM
Madurai Institute of social Sciences
Madurai-625002, India
4. Prof (Mrs.) C.Kalaneethy, M.Sc., M.Phil.BCS Honorary Secretary
Professor of Chemistry & Vice Principal
Lady Doak College
Madurai-625002, India
5. Mrs.Gitalatha Johnson, M.A Member
Social worker
D-78, 7th cross, Eastern Extn
Thillainagar, Tiruchirappali-620018
India

6. Mr.C.E Rajakumar, M.A., B.Ed Member
School Teacher
No: 5, South street Extn
Singarayar colony, Madurai-625002, India

7. Mr.Raja Selvaraj, M.A., B.L Member
Lawyer
A.Kosakulam
Madurai-625 014, India

8. Dr.Emmanauel Christopher,BDS, Member
Dental Surgeon
Emmanuel Dental Clinic,Madurai,India


Goodwill Social Work Centre- Advisory Board

1.Prof.Dr.M.Kannan,M.A.,Ph.D-Hon.Social Research Consultant,Madurai,India
2.Dr(Mrs.) Anthea Washington,M.A.,Ph.D-Project Consultant-NGO,Madurai,India
3.Ms.C.Melita Esther Dorothy,B.E,Software Professional and IT Consultant,Madurai
4.Mrs.Deepa Christabel,M.A.,B.Ed.,Trained Teacher,Government School,Madurai
5.Mr.D J C Barnes,M.B.A.,B.L,HRD Consultant,Madurai,India

Submitted by:


Dr.J.Christopher Daniel,M.A.,Ph.D
Executive Director
Goodwill social work centre
No:5,South street Extension
Singarayar colony
Madurai-625002
India
http://about.me/dr.christopherdaniel
Email:chriskan@satyam.net.in
Website: http://www.goodwillsocialworkcentre.org
Telephone:+91 0452 2531175










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In what ways is this project unique and creative? Edit

The United Nations Convention on the Rights of the child,1989 states ‘the child shall have the right to freedom to seek, receive and impart information(article 12), has access to information and material which are aimed at the promotion of his or her social, spiritual and moral well-being and physical and mental health(article 17) and that the education shall be directed to the development of the child’s personality,talents and mental and physical abilities to their fullest potential(article 23).Life skills-based hygiene education focuses on the development of knowledge, attitudes and skills that support people/children in taking a greater responsibility for their own lives. It helps children to acquire and practise good health behaviours along with the underlying knowledge and positive attitudes. It also helps children to develop and strengthen their general interpersonal and psycho-social capabilities or life skills. Life skills are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and the challenges of everyday life (WHO 2000).

Knowing the importance of the promotion of good hygiene behaviours associated with the prevention of water and sanitation-related infectious diseases among children, the Goodwill social work centre proposes to launch ‘Life skills-based hygiene education through capacity building, advocacy,media interventions resource sharing and information networking initiative for school children in rural and urban areas in and around Madurai,Tamilnadu,India. The project will focus on empowering children with information dissemination through the use of traditional and modern media of communications. The curriculum will include Children rights with a focus on environmental health rights, water,sanitation and waste,personal and food hygiene,water and sanitation related diseases that have an impact on health and facilities for water,sanitation and hygiene within schools,households and community.
The project is designed as an intervention-oriented research within the framework of quasi-experiemental. It will comprise pre and post assessment surveys to assess the knowledge, attitudes and practices among the selected population. The primary data will be collected from the participants through interview method. The data will be analysed using elements of quantitative and qualitative research approaches. In addition, the focus group discussions with children will be made. The collection of data will result in the form a study report which will be a useful source of information for replicating the project elsewhere

What is the social value of this project? Edit

Promotion of personal hygiene and environmental sanitation in schools therefore helps children to adopt good habits during their formative childhood. What children learn in school they can and often do pass on in their families and communities, both at the time of learning and during their lives as parents and grandparents. However, the learning potential of many children and adolescents is compromised by conditions and behaviours that undermine the physical and emotional well-being that makes learning possible. In many countries, schools are some of the most crowded places. These conditions facilitate the spreading of micro-organisms that cause diseases. When water, sanitation and hygiene conditions are poor, instead of safeguarding children from the transmission of infectious diseases, school environments are full of health hazards. Hence, education on health and hygiene has to go hand in hand with physically safe and well-kept hygiene facilities to make schools safe places for children’s development.
Safe and hygienic schools and effective education require the participation of parents, teachers NGOs and civil society groups and above all, children. At all ages, children and adolescents can be engaged actively in learning experiences that enable them to practise basic hygiene and sanitation and advocate it at home and in their community. It is also important to focus on children because they are the parents of the future. Life skills-based hygiene education can help to create effective education and hygienic schools by giving children not only knowledge but also attitudes and skills for coping with life (hence the term life skills). Part of this coping is in water, sanitation and hygiene and includes the learning of practical hygiene skills. Life skills-based hygiene education helps children to change behaviour and so reduce risks and prevent water and sanitation related diseases. Teaching children through life skills-based hygiene education materials involves the use of interactive and participatory methods with room for information focused sessions and child-centred sessions.

Life skills-based hygiene education focuses on the development of knowledge, attitudes and skills that support people/children in taking a greater responsibility for their own lives. It helps children to acquire and practise good health behaviours along with the underlying knowledge and positive attitudes. It also helps children to develop and strengthen their general interpersonal and psycho-social capabilities or life skills. Life skills are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and the challenges of everyday life (WHO 2000). Examples of interpersonal and psycho-social capabilities (or life skills) are assertion, negotiation, empathy building and stress-coping skills. Life skills-based education addresses real-life applications of knowledge, attitudes and skills, and makes use of participatory and interactive teaching and learning methods. It can be applied to many issues and aspects of life such as peace, human rights, or the environment

Children who live in villages and backward areas in and around Madurai, Tamilnadu, India need a decent, secure, affordable home which is fundamental to the realization of children’s rights. The quality of housing affects girls’ and boys’ health and overall environment. Their health and survival depends as much on healthy environments as on health services. In fact, these children are particularly affected by health related problems which are related to water and sanitation and they are susceptible to diarrhoeal diseases, intestinal worms and various eye and skin ailments. Inadequate living environments namely environmental chaos, stress and parenting, poor housing, absence of safe informal public gathering places, lack of easy access to opportunities for safe play, absence of constructive opportunities for young people, repeated exposure to violence in hazardous in rural and semi- urban environment etc impact the quality of life of children.

The objectives of the project are as follows:

1. To impart Life skills-based hygiene education to school children in low and moderate
income families who are in the age group of 6-9 and 10-17.
2. To provide participatory learning experiences to the children that will aim to develop the
knowledge, attitudes and especially skills needed to take positive actions to create or
maintain hygienic conditions through artwork and media interventions.
3.Prepare children to share environment related health information with others on a child-
to-child and child-to-community levels.

Rationale of the project:

In general, children in rural and semi urban India lack the basic information on the life skills based hygiene. Promotion of life skills-based hygiene education in schools and institutional home care for children helps children to adopt good habits during their formative childhood.
Schools in villages and urban areas do not concentrate on promoting life skills-based hygienic behaviours nor do they have environment and hygiene education in the formal or non-formal curriculum.
Safe water and sanitation are essential for a healthy learning environment. Appropriate hygiene behaviour by all users children is essential to derive the full health benefits from the facilities.
Children lack the opportunities to learn and explore their environment physically and intellectually.
Children are easy to reach and indispensable component in achieving sustainable development
Accessing children to life skills-based hygiene education will protect them from dangers and risks.
It is a social facility enjoyed by the children in villages and backward areas in the cities.
Life skills- based hygiene education and networking will attract children's attention and co-operation
Children have the right to participate fully in life skills education and learn about water, sanitation and personal hygiene which protect and promote environmental health rights and well being.
The programme will create a healthy and safe learning environment and help children to develop knowledge, attitudes and life skills - that is, skills to cope with life - that support the adoption of good hygiene behaviours and better health and eventually reach out to families and communities to stimulate safe hygiene and sanitation practices by all community members.

What is the potential of this project to expand and develop? Edit

Life skills-based hygiene education offers an effective approach to equipping children with the knowledge, attitudes and skills that they need to help them avoid risk-taking behaviours and adopt healthier life styles. The expected outcomes will include
• Development of knowledge most relevant to the elements of life skills-based hygiene education being addressed;
• Development of specific psychosocial (or life) skills – such as assertion, negotiation, empathy building – most relevant to the local challenges to health, hygiene, andwell-being;
• Development of positive attitudes and motivation to use the skills and knowledge to promote health and hygiene;
• Development of necessary hands-on skills such as proper hand washing and use of latrines, as well as skills in proper operation and maintenance of facilities and, where relevant, building skills for construction of facilities;
• Opportunities to model and practise the knowledge, attitudes and skills within the school context and local environment.

Children will have the skills to critically analyse local conditions and find solutions that fit local means and culture. They will also have the relevant knowledge to guide their actions. They will develop positive attitudes to adopt and sustain a healthy life style during their days in school and during the rest of their lives. 

What was the triggering factor of this project? Edit

This is a project based on our wide experiences in organising environmental education and communication programmes for children in villages and children's rights including environment health rights through artwork project for school children.

Our experiencees in organising Children environmental health rights programmes

A.Environmental education and communication projects for children in
villages,Madurai,India ( Funded byIDRC,Canada & Dupont South Asia Ltd)

The Goodwill social work centre has had wide previous professional and experience in undertaking rights based environment education and communication projects for rural children and youth in ten villages in the Narikudi village panchayat block, Kamarajar district, Tamilnadu, South India under the aegis of the International Development Research Centre, Ottawa, Canada.(1994-1995),which was replicated in Therkutheru Villages, Madurai East Village panchayat union block, Madurai district, Tamilnadu, South India, funded by US based DuPont South Asia Limited, Madurai under Safety Health and Environment (SHE) award(1996-1998). The following strategies included.1. Setting up Children’s Environmental Rights Centre. 2. Designing a curriculum on Environmental Education. 3. Focus on environmental rights education & Training. 4 Training for village male and female Animators. 5. Enrolment of children (Girls and Boys) 6. Pre-assessment survey. 7. Time frame for Environmental rights sessions and media interventions. 8. Program implementation .9 Post evaluations. The environmental health rights program components comprised 1.rigth based education and training 2. Participatory training 3. Field study and exposure visits 4.Media interventions (Traditional and modern methods of communication applications). The above projects have indicated the following recommendations.

1. Being an innovative intervention action program for the children in villages, the responses and the level of participation of all children in the program were more encouraging and invigorating at every stage. In addition to the surveyed respondents, more children showed enthusiasm to participate in the program. Obviously enough, there is a imperative need for organizing similar programmes for children in the rural areas in villages in India and other developing countries, which will certainly benefit them for the present and the future 2. Longitudinal studies on media interventions in environmental rights education program for children are highly recommended for greater impact on them. Such programmes undertaken for children on a fairly longer period will certainly prove to be productively useful and meaningful to them. 3. It is highly recommended that this action research may be replicated and implemented in every village in the rural areas. There is a need to focus on future research in this direction. Further, specially designed environmental rights education may be organized for urban children particularly in slums and backward areas. 4. Studies on environmental health for rural children and children’s rights and sustainable development, combining research as a major intervention in these programmes could be attempted. 5. In line with the methods design adopted in the present research, studies on girls and young women’s participation in environmental rights and communication in villages in suggested. 6. Communication application in promoting environmental rights among children should be promoted and a variety of media could be used in making the program truly effective and enriching for the children. 7. It is essential that school teachers, informal youth leaders and volunteers in villages should be sensitized to the environmental rights of children and trained on communication applications for promoting environment related rights among the school and non-school children. 8.Most importantly, greening the young minds of children through promoting digital opportunities to have access to on line communication and information on environmental issues and threats affecting their lives and their environmental rights and needs in villages in India is an urgent need for the present and future generation.

 B. Children's rights through artwork project-A rights based  programming combining children's rights and artwork(Funded by Art Venture,Singapore)
 
As part of our Children's rights through artwork project supported by ART VENTURE,Singapore, Goodwill social work centre has formed 'Children's rights through artwork groups' of girls and boys who are in the 7-17 years of age with a view to building a holistic understanding the United Nations Convention on the rights of the child and various children's rights and the issues  which affect children,combing arts with a study of the UN convention on the rights of children  as a way to promote children’s understanding of their legal status in society and developing art skills, improve self confidence and enhance creative and enjoyment in the arts and to know of their rights to childhood.Through the formation of  artwork groups  a social awareness is  created among the children and local communities as well concerning various rights based issues namely poverty, education, food and nutrition, health and shelter ,peace, discrimination, disability, child labour,armed conflicts,  sexual  exploitation, environment, violence against children, media, children in conflict with law.

 Children are trained in various forms of arts namely water colouring,painting,pencil sketching, oil on canvas Painting,miniature painting, cartooning and computer graphics,pottery painting,portrait  and figure drawing ,floor painting – rangoli  and kollam,crayons  and oil pastel work,modern painting,clay modeling,glass painting,Tanjore
painting,pencil drawing, pot painting  and  embossed painting, folk arts and dances,which are used to portray and convey messages relating to children's rights to survival,protection,development and participation that are enshrined in the UN Convention of the rights of the child. Children learn of the various issues and concerns which affect them through their active participation in the artwork.The most celebrated forms of folk arts used in the training include Kuravan- kurathi Aattam(Gypsy dance), Bharathanatyam(classical dance), Karagaattam(with a brass vessel on head), Peacock dance,Dummy Horse Dance dance,Dummy Bull dance, kavadiattam,kollattam(using two batons), Puppetry, Oyilaattam (Ribbon dance), folk songs etc. In point of fact, the art painting and folk art media serve as power tools to promote and propagate the rights of children among the children and local communities. Children in these artwork groups not only get themselves empowered  but also  sensitise other children to their rights and needs and  also adults as to their responsibility in protecting and promoting the ethos of 'Children First' through their artwork.
 
The artwork of our children's groups may viewed at  our web albums and video links:
 
http://picasaweb.google.com/chrisdangswc/ChildrenSRightsThroughArtworkGroupGSWCMaduraiIndia?feat=directlink
 http://s633.photobucket.com/albums/uu51/CHRISDANIEL_photos/
 http://picasaweb.google.com/chrisdangswc/GOODWILLSChildrenWinAtThe2ndWorldWaterDayInternationalPosterContest2009NVOCUSA#
 http://www.youtube.com/watch?v=NPW8HTkKEMA

The Children's  rights through artwork is a unique project which is aimed  empowering children in the age group of 7-17  with information on their rights,developing skills  in them in arts and learning to combine arts with the study on their rights  and inspiring them to discover their unique talents through a variety of hands-on workshops in arts and crafts and folk arts. These children put their creative energy into their artistic expression. They show a high level of creativity in their artwork and a inner-connective knowledge and awareness of child rights issues and concern which affect them and children worldwide. Goodwill social Work Centre believes that the art painting,murals,art models they make and their learning of children rights through folk arts will make an impact on the viewers and inspire them become more proactive in the protection and promotion of  children's rights,which is an adult obligation .

C.GOODWILL'S  children from Madurai give water a voice to promote the right
to water in International poster contests organised by NV-OC,USA,2008- 2009

Our organisation has been able to take up children's rights through artwork supported by ART VENTURE,Singapore and a Rain centre for local children and communities supported by Nature's voice-Our choice,USA. A phenomenal achievement is that five students from our children's rights through artwork programme were selected as winners at the international poster contest 2008 on theme 'What Water Means in my Life' organised by the Nature's Voice-Our Choice,USA.
 
Three of our children from Madurai,India (out of six non US international students) under
our 'Children's rights through artwork project' supported  by ART VENTURE,Singapore  have been declared as   International poster contest winners at the Second  annual International Poster Contest 2009 sponsored by Nature's Voice-Our Choice,USA.

As part of our art training programme for children we conducted a series of poster contests on the themes 'Water and Culture" and 'right to environment' for school children from  February,15, 2009 to  March 10, 2009 in and around Madurai,Tamilnadu,India.Of 2440 posters made by children, 966 posters were selected for submission to the Nature's Voice-Our choice,USA  for the 2009 World water Day International Poster contest.It is a proud moment for GOODWILL to make known that three children under the Children's rights through artwork project have been selected as international poster contest winners.

 Of 3000 children from 8 different countries and throughout the United States participated in the   Second  annual International Poster Contest  2009 sponsored by Nature's Voice-Our Choice ,USA. Of 12 children were selected  as International poster contest winners 3 children are from Goodwill Social work Centre,Madurai,India. Our Three winners  and their winning posters can be viewed at our web album link:

D.Invitation to  check out URL: http://www.naturesvoice-ourchoice.org/students-give- water-a-voice.html from the website of Nature's Voice-Our Choice,USA

It is a proud moment for us to share this URL: http://www.naturesvoice-ourchoice.org/students-give-water-a-voice.html from the website of Nature's Voice-Our Choice,USA, which contains information on our children under our 'Children's rights through artwork project' giving water a voice at the world water day International poster contests 2008 and 2009 organised by the Nature's Voice-Our Choice,USA. Five children from our project were selected as International poster contest winners at the 2008 poster contest and three children at the 2009 International poster contest. You may please check out the video in the URL to see our children at artwork. Please click on “Students awards and recognition” to view our web album about the award distribution function organised by Goodwill Social Work Centre,Madurai,India.
 
Our experiences have shown that though these activities and services which are being offered to boys and girls who hail from villages and urban slums areas have impacted the quality of their life to an appreciable extent and the extent of their participation in the programmes is found to be fairly high, the need for promoting ‘Life skills-based hygiene education for school aged children especially in low and moderate income families in villages and urban areas is of paramount importance.

Knowing the importance of the promotion of good hygiene behaviours associated with the prevention of water and sanitation-related infectious diseases among children the Goodwill social work centre proposes to launch ‘Life skills-based hygiene education to cater to the needs of children in low and moderate income communities in and around Madurai, Tamilnadu, South India and backward areas in and around Madurai, Tamilnadu, South India.

What is the business model of this project? Edit

This is a development project for empowering children and young people in rural and urban areas .The indicators and the evaluation of the project are described below:

The evaluation of the project undertaken by the Goodwill Social Work Centre will include outcome evaluation to assess the extent to which the Life skills based hygiene education and training through artwork programme achieve its outcome-oriented objectives.This evaluation will examine the programme processes and activities undertaken for children as to the level of knowledge about their rights and how they able to combine with the study of the UN convention on the rights of the child through their participation in arts programming.Goodwill Social Work Centre will also use process/implementation evaluation to assess the extent to which the arts programme operations/activities conform to the design of the project. Further, the project will use impact evaluation to assess the net effect of the programme relating to children's right to water, children’s arts education and arts participation. Both qualitative and quantitative ways of measuring in terms of the project goal, objectives,outputs and activities will be done. All information will be properly documented and presented in the form of study reports.

The project will use of documentation of events which will involve recording information about various kinds of intervention used in this project. The Project holder and project staff will be documentors who will collect data on and analyze each art event/programme. The documentation will contain some text but the most important part is the information presented in non-textual documents namely, photographs, art murals, models, art exhibits, video recording of events, slide shows etc.Some documents will be made available to the public through local print media and Goodwill’s website and networking websites on the internet as web publishing. GOODWILL will keep written journals to chart the arts programming organized for the children.



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