Hand Book for Gaon Burahs and Panchayati Raj Leader
Hand Book for Gaon Burahs and Panchayati Raj Leader Hand Book for Gaon Burahs and Panchayati Raj Leader
88being of the society to which they represents. They could help thegovernments by participating in the process of identification of child labouroccupations and processes in which child labours are engaged, rehabilitationsprocess like selection of beneficiaries, project proposals for NCLP schemeand functioning of schemes and by participating in monitoring and evaluationprocess. More so, they can also directly be involved as an implementingagency of NCLP scheme like running of special child labour welfare schools,awareness and publicity campaign etc. Being member of district level Projectsocieties, the Panchayat Raj Institutions members have the all powers,functions and role to be played as exercisable by other members fromGovernment departments and members of NGOs.The village Gaon burahs can play the role of quasi-Judicial authority anda credible advocate by admitting certain complains of child labour anddisposed cases according to traditional and customary laws and under certainGovernment Regulations. The GBs /PRI members have the role of aninformant and advise and aware the village masses and be a coordinatorbetween Government and the people. They can be a logical leader fordiscovering and denouncing child labour abuses at local level and can beseen as protector of child’s right.Thus no Govt. policies can successful without participation ofpeople and the society.At the concluding remark, I am of the view that the child labour is asocial crime created by an irresponsible section of the society. No economicand social issue is more serious than the denial of rights to a child. Childlabour perpetuate poverty and degrade the stock of human capital necessaryfor economic and the social development. Constitution of child labours createsunemployment and underemployment of the adults. It is an abuse to thehuman rights, so unanimously condemn yet so widely practised. Still itspractice is surrounded by a wall of silence and perpetuated by ignorance andilliteracy, which the present society has the responsible to break, erase onceand for all.
89CHAPTER XIXADULT LITERACY AND THE PRIs / GBsPOST LITERACY PROGRAMME (UNDER ADULT EDUCATION) ANDROLE OF GB/PRITypesPost-LiteracyProgrammes(PLPs)Aims &ObjectivesTo maintain andenhance literacyand generatebasic work skillsenabling adults tofunctioneffectively in theirsocieties.DeliveryMechanismFace-to-faceClassroom types,self-learning,mixedapproaches.Clientele GroupAll youth andadults (school)drop-out andsemi-literates.The PLP is a continuation of TLC for achieving those objectives:-a) Achieving self-reliance in literacy and numeracy.b) Becoming aware of the causes of their deprivation.c) Participation in the process of development activities.d) Acquire skills to improve their economic status and general well-beinge) Imbibes values, of national integration, conservation of environment,Women’s equality, small family norms etc.f) Creating an environment conducive for Literacy efforts and a learningSociety where literacy could be valued and cherished.Post-literacy Programme aim to maintain and enhance basic literacy,numeracy and problem solving skills, giving individuals sufficient general basicskill enabling them to function effectively in their society.Post-literacy Programme (PLP) is designed to strengthen literacy skills sothat learners can follow meaningfully other opportunities offered by continuingeducation programmes.PLP focus on the development of functional knowledge as well as thegrowth of technical literacy skills such as:-a) Recreational topicsb) Social/ Development issues.
- Page 42 and 43: 38d) ASSISTANCE TO PWD (Persons wit
- Page 44 and 45: 408. The subsequent allotment of sc
- Page 46 and 47: 424. Commercial Crop Programme.Unde
- Page 48 and 49: 44Under Tractor subsidy also, PRIs
- Page 50 and 51: 46CHAPTER: XA.H. & VETY DEPARTMENT
- Page 52: 48Modes of transmission:-• THE VI
- Page 55 and 56: 51Besides other ongoing fisheries s
- Page 57 and 58: 53Proper identification of the bene
- Page 59 and 60: 555. The ARCS/DRCS should be reques
- Page 61 and 62: 57which the villagers do not have a
- Page 63 and 64: 59participation of the community an
- Page 65 and 66: 61CHAPTER XVDISASTER MANAGEMENT AND
- Page 67 and 68: 63VILLAGE DISASTER MANAGEMENT PLANL
- Page 69 and 70: 65from the high elevations carries
- Page 71 and 72: 67However, the members of this Team
- Page 73 and 74: 696. This team should receive perio
- Page 75 and 76: Sl.No.71Total Number of Family Memb
- Page 77 and 78: 73Sl.No.Type of Infrastructure Yes/
- Page 79 and 80: 75f. Distance of the Village from t
- Page 81 and 82: 77CHAPTER XVIPDS MANAGEMENT AND ROL
- Page 83 and 84: 79CHAPTER XVIIREGISTRATION OF BIRTH
- Page 85 and 86: 81governed by the provision regardi
- Page 87 and 88: 83ANNEXURE (A)IN THE COURT OF EXECU
- Page 89 and 90: 85CHAPTER XVIIIERADICATION OF CHILD
- Page 91: 87members of the project societies
- Page 95 and 96: 91Schemes/Programmes of TRYSEM, DWC
- Page 97 and 98: 938. B.nutans 35” 28. S.latifoliu
- Page 99 and 100: 95A BRIEF NOTE ON ENCROACHMENT, ILL
- Page 101 and 102: 97as per guidelines. For transporta
- Page 103 and 104: 99x. Information which relates to p
- Page 105 and 106: 101In simple terms the Right to Inf
- Page 107 and 108: 103this internet facilities in the
- Page 109 and 110: 105C H A P T E R- X X I I IDrug De-
- Page 111 and 112: 107and strains of modern life, eros
- Page 113 and 114: 109whom they were associated earlie
- Page 115 and 116: 1118. To check the voters of other
- Page 117 and 118: 113‣ All members need to be aware
- Page 119 and 120: 115CHAPTER XXVIEMPOWERMENT OF WOMEN
- Page 121 and 122: 117generating additional income to
- Page 123 and 124: 1194. Where to file a complaint?Und
- Page 125 and 126: 121MANAGEMENT1. There will be a cen
- Page 127 and 128: 1232. Zilla Parishad may formulate
89CHAPTER XIXADULT LITERACY AND THE PRIs / GBsPOST LITERACY PROGRAMME (UNDER ADULT EDUCATION) ANDROLE OF GB/PRITypesPost-LiteracyProgrammes(PLPs)Aims &ObjectivesTo maintain <strong>and</strong>enhance literacy<strong>and</strong> generatebasic work skillsenabling adults tofunctioneffectively in theirsocieties.DeliveryMechanismFace-to-faceClassroom types,self-learning,mixedapproaches.Clientele GroupAll youth <strong>and</strong>adults (school)drop-out <strong>and</strong>semi-literates.The PLP is a continuation of TLC <strong>for</strong> achieving those objectives:-a) Achieving self-reliance in literacy <strong>and</strong> numeracy.b) Becoming aware of the causes of their deprivation.c) Participation in the process of development activities.d) Acquire skills to improve their economic status <strong>and</strong> general well-beinge) Imbibes values, of national integration, conservation of environment,Women’s equality, small family norms etc.f) Creating an environment conducive <strong>for</strong> Literacy ef<strong>for</strong>ts <strong>and</strong> a learningSociety where literacy could be valued <strong>and</strong> cherished.Post-literacy Programme aim to maintain <strong>and</strong> enhance basic literacy,numeracy <strong>and</strong> problem solving skills, giving individuals sufficient general basicskill enabling them to function effectively in their society.Post-literacy Programme (PLP) is designed to strengthen literacy skills sothat learners can follow meaningfully other opportunities offered by continuingeducation programmes.PLP focus on the development of functional knowledge as well as thegrowth of technical literacy skills such as:-a) Recreational topicsb) Social/ Development issues.
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