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मंदार शिंदे
Mandar Shinde

Tuesday, November 9, 2021

Virtual Reality and Augmented Reality Explained in Marathi

आभासी वास्तव आणि संवर्धित वास्तव याबद्दल -

व्हर्चुअल रियालिटी (व्हीआर) आणि ऑगमेन्टेड रियालिटी (एआर) यांची नावं एकसारखी असली तरी दोन्हीमध्ये खूप फरक आहे.

व्हीआर तंत्रज्ञानात ७५% भाग आभासी असतो आणि २५% भाग वास्तवाशी जोडलेला असतो.

एआर तंत्रज्ञानात फक्त २५% भाग आभासी असतो आणि ७५% भाग वास्तवच असतो.

व्हीआर तंत्रज्ञान विशिष्ट उपकरणांशिवाय वापरता येत नाही. उदाहरणार्थ, व्हीआर गेम खेळण्यासाठी डोळ्यांवर मोठ्या गॉगलसारखं एक उपकरण लावलं की आजूबाजूच्या जगाशी तुमचा संबंध संपतो आणि एका वेगळ्याच विश्वात तुम्ही प्रवेश करता. (तुम्ही हाताळत असलेल्या उपकरणांची जाणीव २५% पेक्षा कमी राहते आणि तुम्ही ७५% पेक्षा जास्त आभासी विश्वात हरवून जाता.)

एआर तंत्रज्ञान मात्र तुम्ही रोज वापरता, तुमच्या स्मार्टफोनवर. उदाहरणार्थ, स्मार्टफोनवर फोटो काढताना, प्रत्यक्षात नसलेली टोपी, गॉगल, दागिने तुम्हाला कॅमेऱ्यात दाखवले जातात; किंवा तुमच्या चेहऱ्यावरील रंग, रेषा, खड्डे, उंचवटे पुसून गुळगुळीत चकचकीत फोटो (तुमचाच) तुम्हाला दाखवला जातो, ही एआरची कमाल आहे. (इथं मुळात तुमचाच चेहरा किंवा आजूबाजूचा परिसर - ७५% वास्तव - वापरून त्यावर २५% आभासी काम केलं जातं.)

गेमिंग, मार्केटींग, आरोग्यसेवा, शिक्षण, संरक्षण, अशा सर्व क्षेत्रांमध्ये व्हीआर आणि एआर तंत्रज्ञानाचा वापर केला जातो. यामध्ये आणखी संशोधन सुरु आहे आणि भविष्यात अजूनच वेगळं तंत्रज्ञान समोर येऊ शकतं.


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Monday, October 11, 2021

Bring girls back to the classroom - Article in Mid-day

Int’l Girl Child Day: Why it is urgent to bring girls at risk of dropping out back to the classroom

10 October 2021 |  Mumbai Mid-Day | Sarasvati T



Marriage, domestic work, digital gaps and disrupted income regularly push Indian girls away from formal learning. On the occasion of International Girl Child Day, and as schools and colleges reopen across the country, we look at ongoing efforts to bring girls back in touch with education



Stuti Yadav* from Malad Malwani, an underdeveloped area in suburban Mumbai, was made to leave school in 2017 and quickly married off by her father to someone in their village in Uttar Pradesh’s Jaunpur. Her mother, who has a hearing and speaking impairment, had no knowledge of this. “I did not want to drop out. I had just passed my ninth grade and wanted to study further,” says the 21-year-old, who was 17 at the time.


“I resisted initially but my father started crying and was scared I would run away with someone like my elder sister. I was of the view that my father cares about me and would have planned the best for me. My mother was shocked when I returned,” she recalls. Yadav, now separated from her husband, is trying to find work and complete her education in the city.


As offline classes resume in a phased manner across several states in India, bringing children—especially girls—who have lost touch with education back into schools will be a priority for education rights activists, community volunteers and government authorities. Nearly 42 percent of females, from age 3 to 35 years, were currently not attending educational institutions, according to data collected by the National Statistical Office (NSO) between July 2017 and June 2018.


The problem has worsened during the pandemic. The socio-economic impact of lockdown disconnected a large number of learners across India, specifically those who belonged to underprivileged sections of society, from formal education. UNESCO estimates hold that school closures due to Covid-19 have affected 320 million learners in India from pre-primary to secondary levels of education. Girls accounted for 141 million, or 41 percent, of those affected.


In the state of Maharashtra, ever since the pandemic, a total of 2,399 children—including 1,129 boys and 1,270 girls—have dropped out of school, according to data provided by Child Rights and You (CRY). CRY says it has managed to re-enroll a little over half of them — 638 boys and 702 girls.


Mandar Shinde, member of Pune-based child rights network Action for Rights of Children (ARC), says many girl students in their area of jurisdiction are still registered in schools but have stopped attending classes, and hence are not considered ‘dropouts’ yet. He adds that it is too soon to estimate the number of actual dropouts over the year.


With an increasing digital divide and unequal access to resources, gender disparities are widening across all levels of education. Additionally, a surge in child marriages—the National Crime Records Bureau found such cases jumped 50 percent from 523 in 2019 to 785 in 2020—is also contributing to more and more girls dropping out of school and college education.


The burden of child marriage


UNICEF estimates find that at least 1.5 million girls under 18 get married in India each year. Marriage is the major reason why 13.2 percent of enrolled females—12.4 percent in rural areas and 15 percent in urban—do not currently attend any educational institution. This is as per the NSO data cited above.


In Yadav’s case, she was promised that she would be allowed to study further after marriage but what followed within months was pressure to conceive a child, domestic violence and harassment by an alcoholic husband which finally led to the couple’s separation.


For Yadav, the separation meant the end of a tormenting year, making her a little hopeful. She returned to Mumbai last year and despite societal and family pressure to marry again, plans to educate herself and her siblings.


“I have decided to study further with my own money and my father has agreed. I want to earn and take care of my family as well,” she says, adding that she will be applying to take the tenth standard exam privately next year. While her younger siblings are still engaged in formal school education and managing to attend online school classes, Yadav is currently on the lookout for jobs to support them and herself.


ARC’s Shinde says at this point, his organisation’s focus is on bringing such children back to school by tracking them and assisting them with resources. “If we receive cases of a girl child marriage, we try to stop it. But if we cannot, the state Child Welfare Committee takes up the cause of rehabilitation of children who are married off.”


Aspirations vs domestic expectations


According to the NSO data, as of 2018, 32 percent of females in rural areas and 27 percent in urban areas, were not attending education in 2018 because of domestic work.


“My elder daughter had to drop out of school in seventh class because of my deteriorating relationship with my wife. She had to leave school and take care of younger siblings and other chores at home,” says Suhas Chavan, who works as a housekeeper at a private company in Pune.


Chavan’s daughter Raksha*, who used to study in a municipal school, has since been at home dealing with the family crisis, with no opportunities available to study further or learn new skills. Completing her education and getting a job are uphill challenges for the 15-year-old.


“I want to enroll her again in school but the situation at home does not allow that. How will she study now when she cannot learn the English language quickly or remember anything that she has learnt? And I don’t want her to work. We can manage ourselves financially,” her father says.


Raksha’s three younger sisters have continued to attend online classes on one phone that Chavan bought during the pandemic. He says the three will go to school once offline classes begin for their age groups.


Both Yadav and Chavan’s eldest daughter were forced to put aside aspirations and compromise their independence to shoulder household responsibilities at a tender age.


How digital gaps hurt


For 17-year-old Almas Khan’s younger sister, who is studying in Class 7 at a Municipal school in Malad Malwani, attending online class every day was a task as the family did not have enough money to spend on internet services or mobile data.


“There was only one phone and three people to study. My sister used to visit her friend’s house to study but even that could not last for a long time. My father cannot work since he was grievously injured in an accident. In that case, paying for mobile data is a privilege,” says Khan, who herself is grappling with finances to secure admission in a first year bachelor of commerce (BCom) course in a nearby college.


Khan fears that her younger sister will have to leave school after passing seventh class, the final level of upper primary municipal school. The fear, she says, is valid, given that she was forced to quit school after tenth class, due to financial constraints.


In 2019, she managed to resume Class 11 studies at a night college with financial assistance from teachers, a few debts and small scale jobs at home. Lockdown hit during her first year final exams, and like her younger sister, she too attended online classes with her friends and cleared the 12th class board exams with 76.5 percent.


According to the Centre for Budget and Governance Ability (CBGA), only 33 percent of women in India had access to the internet, in contrast to 67 percent of men. Further, the NSO data reveals that only 24 percent of Indian households have an internet facility.


According to Shinde, most of the children from marginalised communities were attending government schools so education and related entitlements were available for free up to the seventh or eighth standard. The pandemic disrupted this system with online classes and lack of access to digital infrastructure pushed children from marginalised communities, especially girls, out of school.


Ongoing efforts and scope for action


Mumbai’s Zarin Khan, community organiser at Nakshatra Network which works for girls’ education and health, says she and her colleagues have been constantly visiting girls who are willing to get back to school and convincing their parents to re-enroll them. According to Khan, the group has managed to re-admit six girls this year to school or college and is currently in touch with 35 more girls in the Malad Malwani area.


“We have also been gathering groups of girls and allowing them to study together since there are a limited number of phones,” Khan adds.


Education rights volunteers believe there is not much that they can do if the families have shifted to their native places after losing their source of income in cities during the lockdown.


When asked how schools can help bridge the gap between the number of girls enrolled and those attending online or offline classes, Shinde states that schools must first get in touch with local authorities such as Zilla Parishads or Municipal Corporations to identify vulnerable groups of children and ensure that they are attending school.


Second, schools must provide basic necessary facilities such as transport, books and uniforms to such children at the earliest. “Finally, schools must declare out-of-school and dropout cases as an educational emergency as any child left out of school is a potential victim of child marriage or child labour,” Shinde adds.


Organisations have also been conducting classes to help children work on their basic skills and recover from learning losses.


According to Nilendu Kumar, General Manager, Development Support of CRY, volunteers are also conducting bridge classes, where they take language, maths and science lessons, for children from marginalised communities in rural and urban areas, to ensure they are smoothly integrated into the offline system.


Says Kumar: “Children have faced a loss of education for more than one and a half years. This has been the biggest casualty. In the case of girls, if you have to prevent them from getting married underage, you have to ensure that you connect them to education in some or the other way.”


(*Names of all the girls have been changed to protect their identity)


https://www.mid-day.com/lifestyle/culture/article/intl-girl-child-day-why-it-is-urgent-to-bring-girls-back-to-the-classroom-23195907




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Blogger Naming Pattern

फार पूर्वी, म्हणजे साधारण पंधरा ते वीस वर्षांपूर्वी, शिकलेल्या लोकांमध्ये डायरी लिहिण्याची पद्धत होती. दिवसभरात घडलेल्या महत्त्वाच्या घटना किंवा त्यावर आपली मतं मांडायचं ते एक हक्काचं व्यासपीठ होतं. अर्थात कित्येकांच्या डायऱ्या त्यांच्यानंतर फार तर घरातल्या इतर लोकांनी वाचल्या असतील किंवा न वाचताच रद्दीत किंवा कचऱ्यात टाकून दिल्या असतील. काही मोजक्याच डायऱ्यांना आत्मचरित्र किंवा चरित्रामध्ये रुपांतरित व्हायचं भाग्य लाभलं असेल. पण तो आपल्या चर्चेचा विषय नाही.

मागच्या पंधरा-वीस वर्षांमध्ये डायरीमधल्या नोंदी बंद वहीतून थेट इंटरनेटवर आल्या, ब्लॉगच्या रूपानं. सुरुवातीपासून गुगलची ब्लॉगर किंवा ब्लॉगस्पॉट ही सर्व्हीस वापरायला सोपी आणि लोकप्रिय राहिली आहे. त्या पाठोपाठ वर्डप्रेस आणि मग आता मिडीयमसारख्या अनेक सेवा उपलब्ध झाल्या आहेत. पण अजूनही ब्लॉगरची लोकप्रियता आणि वापर फारसा कमी झाल्यासारखं वाटत नाही. ब्लॉगवर असंख्य प्रकारचं लेखन दररोज प्रसिद्ध केलं जात असतं, तेसुद्धा जगभरातल्या वेगवेगळ्या भाषांमध्ये. ब्लॉगवर एखादी पोस्ट प्रसिद्ध (पब्लिश) केल्यावर ती शेअर करताना एक महत्त्वाची गोष्ट लक्षात येते, ती म्हणजे त्या पोस्टचा पत्ता किंवा युआरएल.

ब्लॉगरचा स्वतःचा एक युआरएल नेमिंग पॅटर्न असतो. तुमच्या ब्लॉगच्या टायटलमध्ये तुम्ही इंग्रजीत (रोमन लिपीत) शीर्षक टाईप केलं, तर -

ब्लॉगचा पत्ता / वर्ष / महिना / पोस्टचे शीर्षक आणि शेवटी डॉट एचटीएमएल

असं युआरएल तयार होतं.

उदाहरणार्थ, ५ ऑक्टोबर २०२१ रोजी प्रसिद्ध केलेल्या पोस्टचं शीर्षक 'Friends Forever' असं असेल तर, त्या पोस्टचं युआरएल असेल -

https:// yourblogname.blogspot.com/ 2021/10/ friends-forever.html

पण पोस्टचं टायटल मराठीत (देवनागरी किंवा रोमन व्यतिरिक्त कोणत्याही लिपीत) टाईप केलेलं असेल, तर ब्लॉगरला त्यातून कोणताही शब्द/अक्षर युआरएलमध्ये घेता येत नाही. मग अशा पोस्टसाठी -

ब्लॉगचा पत्ता / वर्ष / महिना / blog-post_तारीख आणि शेवटी डॉट एचटीएमएल

असा पॅटर्न वापरला जातो. यापैकी blog-post च्या पुढं अंडरस्कोअर ( _ ) चिन्हानंतर दोन आकड्यात पोस्ट प्रसिद्ध केल्याची तारीख दिली जाते. म्हणजे, ९ तारखेला blog-post_09 आणि २७ तारखेला blog-post_27.

पण या पॅटर्नमध्ये बदल होण्याची शक्यता निर्माण होते, जेव्हा -

* एकाच दिवशी एकापेक्षा जास्त पोस्ट प्रसिद्ध केल्या जातात; किंवा
* एखादी पोस्ट प्रसिद्ध (पब्लिश) करून डिलीट केली जाते आणि पुन्हा नव्यानं ड्राफ्ट करून प्रसिद्ध केली जाते.

यापैकी पहिल्या केसमध्ये, blog-spot_2439 किंवा blog-spot_792 असे आकडे दिले जातात. हे आकडे रँडमली टाकले जातात की त्याला पुन्हा वेळ, तास, मिनीट, असा काही संदर्भ असतो, हे नक्की माहिती नाही; त्यामुळं सध्या अशी रँडम उदाहरणं दिली आहेत.

दुसऱ्या केसमध्ये, ८ ऑक्टोबरला पहिल्यांदा प्रसिद्ध केलेल्या पोस्टला समजा blog-post_08 असा युआरएल दिला होता आणि तुम्ही ती पोस्ट डिलीट करून पुन्हा प्रसिद्ध केली, तर blog-post_8 असा युआरएल देऊन तारखेचा संदर्भ टिकवण्याचा प्रयत्न केला जाऊ शकतो. पण हीच पोस्ट २९ तारखेला केली असती, तर कदाचित दुसऱ्यांदा प्रसिद्ध केलेल्या पोस्टला रँडम आकडाच द्यावा लागला असता.

यामागचं कारण विचारात घ्यायचं तर, blog-post_08 ही पोस्ट तुम्ही तुमच्याकडून डिलीट केली तरी ब्लॉगरच्या आर्काइव्हमध्ये काही काळ ती पोस्ट साठवून ठेवली जाते. त्यामुळं तिला एकदा मिळालेलं युआरएल लगेच दुसऱ्या पोस्टला देता येत नाही.

रोमन लिपीव्यतिरिक्त इतर लिप्यांमध्ये टायटल टाईप केलं असल्यास वर सांगितलेला पॅटर्न वापरला जातो; पण संबंधित महिन्यातल्या पहिल्या पोस्टसाठी युआरएलमध्ये तारीख टाकली जात नाही. तिथं फक्त /blog-post.html असं युआरएल दिसतं.

लिंक किंवा युआरएल बघून ती कशाबद्दल आहे हे समजण्यासाठी पोस्टचं टायटल रोमन लिपीत टाईप करणं आवश्यक आहे, हे बऱ्याच लोकांच्या लक्षात येत नाही. तसंच, लिंक बघून एखादी पोस्ट शोधायची असल्यास रोमन लिपीतलं टायटलच उपयोगी पडतं, मग पोस्ट कुठल्याही भाषेत/लिपीत का असेना.

- मंदार शिंदे
९८२२४०१२४६



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Thursday, July 8, 2021

Motha Manus - Marathi Short Story

 

मोठा माणूस

(मंदार शिंदे ९८२२४०१२४६)


    चिनू आज सकाळी सहा वाजताच उठून बसला होता. रात्री झोपताना बाबांनी त्याला प्रॉमिस केलं होतं - 'उद्या नक्की पुस्तक काकांकडं घेऊन जाईन'. पुस्तक काकांकडं जायला चिनूला खूप म्हणजे खूप म्हणजे खूप आवडायचं. रोज सकाळी शाळेत जायला चिनू अजिबात तयार नसायचा; पण आवडीच्या ठिकाणी जायचं म्हटलं की सगळ्यात आधी उठून तयार व्हायचा!


    पुस्तक काकांचं घर चिनूचं खूप म्हणजे खूप म्हणजे खूप आवडीचं ठिकाण होतं. खरंतर ते घर नव्हतंच… तो एक जुना वाडा होता; पण जुन्या सिनेमात किंवा पुस्तकात असतो तसा दगडी वाडा नव्हे. या वाड्याच्या भिंती बांबूच्या होत्या आणि एकावर एक तीन मजले बांधलेले होते. बांधलेले म्हणजे खरोखर जाड्या सुतळीसारख्या दोराने बांधून घेतले होते. अशा भिंती चिनूने कुठंच बघितल्या नव्हत्या; अगदी पुस्तकातसुद्धा नाही, टीव्हीवरसुद्धा नाही, इंटरनेटवरसुद्धा नाही.


    या भिंतींचा रंग प्रत्येक वेळी वेगळा असायचा. याचीसुद्धा चिनूला खूप म्हणजे खूप म्हणजे खूप गंमत वाटायची. एकदा भर उन्हाळ्यात चिनू बाबांसोबत पुस्तक काकांकडं गेला होता, तेव्हा त्यांच्या घराच्या भिंती हिरव्याशार आणि थंडगार होत्या. बाबांच्या आणि काकांच्या गप्पा मारुन होईपर्यंत चिनू त्या हिरव्याशार आणि थंडगार भिंतींना टेकून बसला होता. हळूहळू तो स्वतःच एवढा थंड झाला की, जाताना बाबांना त्याला झोपेतून उठवावं लागलं.


    नंतर एकदा भर पावसात त्यांच्याकडं गेल्यावर, भिंतींमधून झिरपणारं पाणी बघून त्याला खूप म्हणजे खूप म्हणजे खूप मजा वाटली होती. आपल्या घरी भिंतीवर चुकून एखादा ओघळ आला की वॉटर प्रूफिंगवाल्यांना फटाफट फोन जातात... आणि इथं भिंतींचे धबधबे झाले तरी पुस्तक काका गरम वाफाळत्या चहाचा घोट घेत निवांत गप्पा मारत बसलेले असतात. गंमतच आहे नाही?


    पुस्तक काकांच्या घराची आणखी एक गंमत म्हणजे त्यांच्या घरात कुठंही जिनेच नव्हते. ना जिना, ना पायऱ्या… पण मजले तर तीन होते! मग वरच्या मजल्यांवर जायचं कसं? चिनूलासुद्धा हा प्रश्न पहिल्याच भेटीत पडला होता. चिनूनं हा प्रश्न विचारल्यावर त्याचे बाबा आणि पुस्तक काका खो खो हसायलाच लागले. त्यावेळी चिनूला या दोघांचा खूप म्हणजे खूप म्हणजे खूप राग आला होता. मोठ्या माणसांना लहान मुलांपेक्षा चार गोष्टी जास्त माहिती असतात, मान्य आहे. पण ते लहान होते तेव्हा त्यांनापण असे प्रश्न पडले असतीलच ना? मग आता लहान मुलांनी असे प्रश्न विचारले की ही मोठी झालेली माणसं खो खो हसून का दाखवतात?


    "तुला वरच्या मजल्यावर जायचं आहे का?" पुस्तक काकांनी हसू आवरत विचारलं होतं.


    "जायचंच आहे असं काही नाही; पण जायला लागलं तर कसं जाणार, एवढाच प्रश्न पडला, काका…" चिनूनं राग आवरत उत्तर दिलं होतं.


    यावर पुन्हा हसत हसत काकांनी त्याला सरळ उचललं आणि एका भिंतीसमोर धरलं. चिनूनं नकळत समोरच्या भिंतीला, म्हणजे त्यातल्या दोन बांबूंना पकडलं आणि काकांनी त्याला सोडून देताच सरसर वर चढत तो वरच्या मजल्यावर पोहोचलासुद्धा! आणि वरच्या मजल्यावर त्याला जे काही दिसलं, ते बघून तो खूप म्हणजे खूप म्हणजे खूपच खूष झाला होता...


    आणि म्हणूनच तेव्हापासून पुस्तक काकांकडं जायला चिनूला खूप म्हणजे खूप म्हणजे खूप आवडायचं. आणि म्हणूनच चिनू आज सकाळी सहा वाजताच उठून बसला होता.


    बरोबर सात वाजता चिनू आणि बाबा पुस्तक काकांकडं जायला बाहेर पडले. बाबांनी त्यांच्या बाईकला किक मारून ती स्टार्ट केली. बाईक स्टार्ट झाल्याची खात्री करून मगच चिनू त्यांच्यामागं चढून बसला. त्याचं काय आहे, मागं एकदा तो गाडीवर बसलेला असताना बाबांनी किक मारली आणि ती किक गाडीला बसायच्या ऐवजी चिनूच्या पायालाच बसली. तेव्हापासून चिनू बाबांकडं हट्ट करत होता, बटण स्टार्टची बाईक घ्या म्हणून… पण बाबांना काही ते पटत नव्हतं. त्यांना किक मारल्याशिवाय गाडी चालवायचं समाधान मिळत नसावं बहुतेक... म्हणून चिनूनं स्वतःपुरता उपाय शोधला होता की, बाईक स्टार्ट झाल्याशिवाय मागं चढून बसायचंच नाही. तसा चिनू खूप म्हणजे खूप म्हणजे खूपच स्मार्ट होता, नाही का?


    बाईक स्टार्ट झाल्याची खात्री पटल्यावर चिनू टुणकन उडी मारून बाबांच्या पाठीमागं बसला आणि आईनं शंभर वेळा दिलेल्या सूचनेचं काटेकोर पालन करत त्यानं सुरक्षिततेसाठी बाबांच्या पोटाला घट्ट मिठी मारली. पण बराच प्रयत्न करूनसुद्धा त्याच्या दोन्ही हातांची बोटं एकमेकांपर्यंत पोहोचू शकली नाहीत. बाबांचं पोट जरा जास्तच सुटलंय, असं मनातल्या मनात म्हणत त्यानं खाली स्वतःच्या पोटाकडं नजर टाकली, आणि बाबांचा नव्हे तर आपलाच घेर वाढत चाललाय हे त्याच्या लक्षात आलं. पण आपलं वाढीचं वय आहे, त्यामुळं हे चालायचंच, असं त्यानं स्वतःला समजावलं आणि बाबांच्या ढगळ्या शर्टच्या दोन कडा मुठीत घट्ट पकडून तो बसला.


    पहिल्या वेळी पुस्तक काकांच्या घराच्या वरच्या मजल्यावर गेल्यावर चिनूला जे काही दिसलं होतं, त्याच्यासाठी पुन्हा पुन्हा त्यांच्या घरी जायची वाट तो बघायचा. आत्ता गाडीवर बसल्या-बसल्या त्याच्या डोळ्यांसमोर त्या वरच्या मजल्यावरचंच चित्र दिसत होतं आणि तिथं पोहोचल्यावर काय-काय करायचं, याचीच डोक्यात जुळणी चालली होती.


    आपल्याच विचारांमध्ये गुंगलेल्या चिनूला पुस्तक काकांचं घर आलेलं कळालंच नाही. म्हणजे घर आहे तिथंच होतं, पण तो तिथं कधी येऊन पोहोचला हे कळालंच नाही. बाबांनी गाडी सुसाट पळवलेली दिसते, असा विचार करत त्यानं गाडीवरून टुणकन खाली उडी मारली आणि पळत-पळत घराच्या उघड्या दरवाजातून थेट आत शिरला. दरवाजावर काकांच्या नावाची एक रंगीत पाटी लावलेली होती, तिच्याकडं चिनूनं नेहमीप्रमाणं दुर्लक्ष केलं. एक तर पुस्तक काकांचं खरं नाव खूप मोठं होतं; त्यापेक्षा त्याला त्यानं स्वतः ठेवलेलं 'पुस्तक काका' हे नाव जास्त आवडायचं. पुस्तक काकांनासुद्धा या नवीन नावाचा काहीच प्रॉब्लेम नव्हता; तसं त्यांनी चिनूला आणि चिनूच्या बाबांना स्पष्ट सांगितलं होतं. म्हणजे पुस्तक काकांनासुद्धा त्यांचं खरं नाव आवडत नसण्याची शक्यता होती. खरंतर आपलं नाव आपण स्वतःच ठरवलं पाहिजे, असं चिनूला वाटायचं. म्हणून तर त्याला थोडं-थोडं कळायला लागल्यावर त्यानं आई-बाबांशी चर्चा करून त्याचं 'चिनू' हेच नाव वापरायला भाग पाडलं होतं. तसं त्याचं खरं नाव आई-बाबांनी (की आणखी कोणी, माहिती नाही) 'चंद्रशेखर' असं भारदस्त ठेवलं होतं. पण त्या नावाचं त्याला स्वतःलाच एवढं ओझं वाटायचं की विचारू नका! आणि इंग्रजी शाळेत जायला लागल्यावर एवढ्या मोठ्या नावाचं स्पेलिंग… बापरे!


    तर चिनूनं पुस्तक काकांचं 'पुस्तक काका' हे नाव ठेवण्यामागं काय कारण असावं? बरोब्बर ओळखलंत! पुस्तक काकांच्या घरात खूप म्हणजे खूप म्हणजे खूप पुस्तकं होती आणि चिनूला पुस्तक वाचायला खूप म्हणजे खूप म्हणजे खूप आवडायचं; म्हणून मग त्यानं पुस्तक काकांना हे नाव देऊन टाकलं.


    "तुम्ही दोघं बसा इथं गप्पा मारत; मी चाललो वरच्या मजल्यावर," अशी घोषणा करत चिनू भिंतीला धरुन सरसर सरसर वरच्या मजल्यावर पोहोचलासुद्धा. खालून बाबा आणि पुस्तक काकांचं खो खो हसणं ऐकू येत होतं; पण आता त्याला त्यांच्या हसण्याचा राग येत नव्हता. वरच्या मजल्यावर पसरलेला पुस्तकांचा खजिना बघून चिनूचे डोळे चमकायला लागले होते.


    त्या मजल्यावर सगळीकडं कपाटं भरभरून पुस्तकंच पुस्तकं होती. कपाटात न बसणारी पुस्तकं टेबलावर, खुर्च्यांवर, आणि अगदी जमिनीवरसुद्धा ठेवलेली होती. एवढी सगळी पुस्तकं पुस्तक काकांनी कधी आणली असतील? एवढी सगळी पुस्तकं त्यांनी स्वतः वाचली असतील का? एवढ्या सगळ्या पुस्तकांमधलं त्यांना थोडं थोडं तरी आता आठवत असेल का? असे खूप म्हणजे खूप म्हणजे खूप सारे प्रश्न पहिल्या वेळी या मजल्यावर आला तेव्हा चिनूला पडले होते. पण आता या प्रश्नांवर विचार करायला त्याच्याकडं अजिबात वेळ नव्हता. बाबा आणि पुस्तक काकांच्या गप्पा संपेपर्यंत त्याला जास्तीत जास्त पुस्तकं वाचून काढायची होती.


    पुस्तक काकांनी चिनूला पाहिजे तितकी पुस्तकं वाचायची परवानगी दिलेली होती; पण एकाच अटीवर... कुठलंही पुस्तक या घराच्याच काय, मजल्याच्या देखील बाहेर नाही गेलं पाहिजे. या मजल्यावर चिनूला आवडणारी गोष्टींची, चित्रांची, खेळांची, आणि माहितीची खूप म्हणजे खूप म्हणजे खूप पुस्तकं होती. कदाचित शंभर, दोनशे, पाचशे, किंवा हजारसुद्धा असतील... पुस्तक काकांना तरी नक्की आकडा माहिती असेल की नाही कुणास ठाऊक!


    ही सगळी पुस्तकं वाचून झाली की मग पुस्तक काका त्याला अजून वरच्या मजल्यावरची पुस्तकं वाचायची परवानगी देणार होते. प्रॉमिसच केलं होतं त्यांनी तसं. वरच्या मजल्यावर म्हणे मोठ्या माणसांनी वाचायची पुस्तकं होती. पण या मजल्यावरची पुस्तकं वाचून संपेपर्यंत चिनूसुद्धा एक मोठा माणूस झालेला असेल, असं बाबा मागं एकदा म्हणाले होते.


    "वयानं नाही झाला तरी डोक्यानं नक्कीच मोठा माणूस होईल तोपर्यंत," असं त्यावर पुस्तक काका म्हणाले होते.


    ...म्हणजे फक्त वय वाढलेलीच माणसं मोठी असतात असं नाही का? म्हणजे वयानं वाढली पण डोक्यानं वाढलीच नाहीत अशा माणसांना पण आपण मोठी माणसं म्हणतो का? आणि वयानं नाही पण डोक्यानं वाढली अशा मोठ्या माणसांना आधीच मोठी झालेली माणसं लहान समजतात की मोठं? आता आपल्या डोक्यात असे मोठे मोठे प्रश्न यायला लागलेत म्हणजे आपण मोठे झालो असं समजायचं का? पुस्तक काकांएवढा मोठा माणूस होण्यासाठी किती पुस्तकं वाचायला लागतील? असे खूप म्हणजे खूप म्हणजे खूप सारे प्रश्न चिनूच्या छोट्याशा डोक्यात गर्दी करू लागले.


    पण या प्रश्नांवर आत्ता विचार करायला अजिबात वेळ नव्हता. आत्ता पुस्तकं वाचायची आहेत. बाकीचे विचार घरी परत जाताना बाईकवर मागं बसूनसुद्धा करता येतील. तेव्हा बाबा काहीतरी प्रश्न विचारतील; पण त्यांना हं हं म्हणून आपले विचार चालू ठेवता येतील. मोठी माणसं असंच करतात हे चिनूनं अनेकदा बघितलं होतं. मोठ्या माणसांच्या अशा अनेक गोष्टी त्याला लवकर लवकर कळायला लागल्या होत्या. अशानं तो खूपच लवकर मोठा माणूस होऊन जाईल आणि मग पुस्तक काका त्याला अजून वरच्या मजल्यावर पाठवून देतील. पण तोपर्यंत या मजल्यावरची पुस्तकं वाचूनच नाही झाली तर काय? या विचारानं चिनूची पुन्हा गडबड उडाली आणि बाकीच्या विचारांना मोठ्या कष्टानं बाजूला सारत तो पुस्तकात मान खुपसून वाचू लागला.


[समाप्त]


('शिक्षण विवेक' जुलै २०२१ अंकामध्ये प्रकाशित)




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Saturday, July 3, 2021

“I Want to be an Artist” - A Short Story

This story happens in the pre-Covid era. Yes, it has become necessary to specify this, as the Covid crisis has changed the way we lived our lives before.

It was the same boring time in the night when Pooja, a 13-year-old girl, was neither excited to study nor tired to sleep. Additionally, she was again upset with her parents after a heated argument over her career.

Yes, Pooja's parents - both of them successful and well-known Architects, were worried about Pooja's career despite her being too young to understand their concerns. She had recently developed a liking towards drawing and painting, thanks to the new art teacher, who encouraged and appreciated her genuine efforts in learning and creating something different. Pooja wanted to spend hours colouring up white sheets of paper with the shapes and colours that represented her imagination in true sense. Under the influence of her new found love towards arts, she had unintentionally expressed before her parents at the dining table, her desire to become an artist when she grows up. That was the incidental reason for the outbreak of World War III in the territory of her very own house.

"Are you out of your senses? Do you even know what an artist does?" Pooja's mother inquired.

'I don't even know what an architect does!' Pooja wanted to respond, but she ate her own words with the next bite of the tasteless food on her plate. The food wasn’t actually tasteless; however, Pooja had lost her interest in it after the reaction from her mother.

"Don't be so harsh on her," Pooja's father intervened. "You should be happy to know her liking towards drawing. It's just a matter of setting the goals right, isn't it? She can continue her practice of drawing, which will eventually help her in the course of architecture."

Pooja was shocked. Her parents had already decided upon which profession she would take up. 'When did they discuss and finalize? When she was 10, maybe 5 years old? Or even before she was born? Even before they knew whether it would be a girl or a boy? Ridiculous!' Pooja kept eating all these words, while listening silently to the rising voices of her parents.

"Don't justify her kiddish ambitions," her mother snapped at her father. "She just mentioned that she wants to become an artist! And I want to make it very clear that she cannot waste her precious years on things which she will regret for the rest of her life."

"I agree with you on this," the father said in a soft yet firm voice, but I don't even consider it a topic of discussion. We know what is best for her and we will do it whatever may come. Why can't you just ignore her and enjoy the food?"

'That is so mean, Mr. Architect!' Pooja took her next bite and chewed upon the anger building inside her.

"No, I can't ignore, rather I would like to make it very clear that she is not allowed to ruin our plans for her bright future!" The mother made the final statement of the evening.

Pooja was disappointed and retired to her room for a long lonely night. She wanted to speak with someone. Someone who could understand what she feels. Someone who would listen to her without judging or preaching.

Could it be her best friend Sneha? No! Pooja had tried sharing her thoughts with Sneha once, but she was already convinced to become a software engineer and fly to the US when she grows up. She had also advised Pooja that she can pursue her hobby even as an architect. No no, she didn't want to speak with Sneha on this topic again.

Could it be her art teacher then? Pooja was not sure. She knew nothing about the teacher beyond their interaction in the class. She liked the teacher for all the encouragement and appreciation, but didn't feel like sharing family matters with some outsider.

The thoughts in her head and the tasteless words she had eaten, now tired her so much that she fell asleep without even removing her glasses.

Pooja could not tell how much time she slept or whether she was still sleeping and dreaming. She could hear the shouting news anchors on the news channels that her parents watched with immense interest. There was some breaking news about a virus and a pandemic and a lockdown declared by the government with immediate effect. Pooja had heard about viruses, but she couldn't understand what a pandemic was or what the lockdown meant.

Pooja's thoughts were disturbed by the flipping of the calendar hanging on the wall. She was surprised to see the pages flipping and months changing with the blink of her eyes. Now she was sure, it was a dream. But then, suddenly her mother entered her room and she appeared to be very real in person. Pooja was confused.

"Don't worry Pooja, we will be out of this very soon," her mother's voice was surprisingly soft and assuring.

"Out of what, Mom?" Pooja asked innocently, sitting up in her bed.

"Out of this pandemic and the lockdown, my dear." She rested her hand on Pooja's shoulder.

'But why are we under lockdown?' Pooja wanted to ask, but she felt so nice by the warmth of her mother's touch that she remained silent. She couldn't tell how much she longed for this touch.

"The schools will not open for the next few weeks... or maybe a few months," her mother continued. "I know you're going to miss your studies…"

'And the fun with the friends!' Pooja wanted to add but didn't.

"This pandemic has changed our lives," her mother said sadly. "It's been six months since the first lockdown was declared and we don't see the situation improving a bit."

'Six months? Did I really sleep that long? Or am I in a dream? What did I eat last night that I'm having such a strange dream?' Pooja kept thinking until her mother spoke again.

"Your father is very upset. We had just shifted to the new office and all this happened. All the projects stopped; finances dried up; interest on loans continued to accrue… We never imagined something like this would happen. We weren’t prepared for this…"

Pooja felt her mother was on the verge of tears. She was not prepared for this. Till now, it was always Pooja who cried and her mother consoled her or left her alone for some time. Pooja was not sure whether to console her mother or leave her alone for some time. She just put her hand on her mother's hand resting on her shoulder.

"Anyways, I didn't intend to scare you or make you feel sad. In fact, I came here to give you the phone."

"Phone? For what?" Pooja spoke, breaking her silence.

"Your friend Sneha called. She wanted to speak with you. Here, have this," She spoke, handing over her phone to Pooja. "Speak with her. And come to the kitchen once you're done. I'll be making your favourite dosa today."

Pooja held the phone in her hand, looking at her mother in disbelief. She waited for her to leave the room before dialing Sneha's number.

"Hi Pooja! I was waiting for your call," Sneha said merrily.

"Why? Anything special?" Pooja asked dryly.

"Yes, wanted to share something with you," Sneha replied. "Although I'd have loved to meet and have a hearty chat with you... You can't imagine how much I'm missing our school. Aren't you?"

"Yeah, me too." Pooja said matter-of-factly.

"Anyways, I wanted to tell you how happy my Mom is these days. All thanks to your Mom!" Sneha continued while Pooja listened carefully, looking at the flipping pages of the calendar on the wall. "My Mom's handmade jewellery is a hit after she attended the online workshop conducted by your Mom. Your Mom is a true superstar! She's helping so many housewives like my Mom, in setting up their own online businesses."

"Oh, is it?" exclaimed Pooja. She had never experienced this side of her Architect mother. It was getting more and more difficult for her to make sense of what she was hearing today.

"And one more thing…" Sneha sounded very excited. "I'm joining the watercolour painting workshop by your father from the next week. You're so lucky, Pooja, to have such artist parents."

"Oh, thank you, Sneha!"

"Do you know what my engineer Dad said when I mentioned this to him?" Sneha asked mischievously.

"What?"

"He said, 'Don't worry dear, I'd also join the batch with you and we'll practice together at home' So cool, isn't it?"

"Wow! That's a great thing to hear…" Pooja was amused.

"There's something more…" Pooja could imagine Sneha jumping up and down on the other side of the phone. "My parents have changed the plan of making me an engineer."

"Oh, congratulations!" Pooja reacted in the most natural way. "But does that also mean you wouldn't be flying to the US when you grow up?"

"No no, that is fixed," replied Sneha. "Only change is that I will pursue my education in Arts from the US. Thanks to this pandemic and the lockdown, my parents now want me to become an artist and not an engineer. Even you can talk to your parents; perhaps, they also have had a change of mind by now..."

"Pooja… Pooja…" her mother's voice came from a distance, before Pooja responded to Sneha on the line.

Pooja got confused again. Is this a dream or the reality?

What do you think?

 

(Published in ALG-O-Rhythm, The Art Magazine Jul-Aug-Sep 2021)

- Mandar Shinde
9822401246
shindemandar@yahoo.com



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Sunday, June 20, 2021

NEP, SARTHAQ, and RTE Act

Date: 20/06/2021


A Critique on SARTHAQ
with respect to RTE Act 2009



Background


    The Ministry of Education (formerly the Ministry of Human Resource Development), Government of India, released a draft of a new National Education Policy in 2019. Multiple consultations were held by several civil society organisations, networks like Right To Education Forum, and other institutes, to discuss the impact of proposed education policy and suggest changes based on their experience, study, and analysis of the draft. The 484 page long draft was quite elaborative and spoke about restructuring of the Indian education system at all levels, right from early childhood education up to higher education and research.
 
    The official draft released in May 2019 explicitly recommended extension of the Right To Education Act. It was mentioned in the Chapter No. 3 that “The ‘free and compulsory’ aspect of the RTE Act must be enforced, and extended through Grade 12 and to all children up to the age of 18.” However, in another copy made available in October 2019, it was mentioned in section 3.3 that “The ‘free and compulsory’ aspect of the RTE Act will be examined for extension through Grade 12 and to all children up to the age of 18.” By December 2019, there was another copy circulated with the above statement in section 3.3 changed as “For providing equitable and quality education until Grade 12 to all children up to the age of 18, suitable facilitating systems shall be put in place.” Finally, in the official copy of National Education Policy (NEP) 2020, the statement appears as - “For providing equitable and quality education from the Foundational Stage through Grade 12 to all children up to the age of 18, suitable facilitating systems shall be put in place.”

NEP, SARTHAQ, and RTE

    The implementation plan for National Education Policy (NEP) 2020 was declared by the Ministry in the form of a document named SARTHAQ (Students’ and Teachers’ Holistic Advancement Through Quality Education). SARTHAQ links each recommendation of NEP with 297 Tasks along with responsible agencies, timelines and 304 outputs of these Tasks. There are two parts of the SARTHAQ document - Part 1 describing the tasks in detail along 276 pages and Part 2 (156 pages) providing chapter-wise, organisation-wise and year-wise task tables along with guidelines and frameworks for implementation. While it is advisable to read and understand the entire implementation plan, some of the tasks specifically targeting / impacting the Right To Education Act are discussed below.

Chapter 3 - Curtailing Dropout Rates and Ensuring Universal Access to Education at All Levels

3.4 Implementation Plan

Task 68: Alternative and innovative education centres will be put in place by States/UTs (after the amendment in Section 2(n) of the RTE Act) in cooperation with community, civil society, etc. to ensure that children of migrant laborers and other children who are dropping out of school due to various circumstances are brought back into mainstream education. (Timeline: 2024-25)


Comments:

    According to section 3 (1) of the Right of Children to Free and Compulsory Education Act, 2009, "Every child of the age of six to fourteen years shall have a right to free and compulsory education in a neighbourhood school till completion of elementary education."

    According to section 6 of this act, "For carrying out the provisions of this act, the appropriate Government and the local authority shall establish, within such area or limits of neighbourhood, as may be prescribed, a school, where it is not so established, within a period of three years from the commencement of this Act."

    Any alternative and innovative education centres (as mentioned in the SARTHAQ Task 68) go against the provisions of the RTE Act as according to Section 9 (k) of the RTE Act, "Every local authority shall ensure admission of children of migrant families."

    It appears that the government has failed to bring all out-of-school children to the schools, hence trying to adopt the model of non-formal education (designed and run by non-governmental organisations in response to specific needs and challenges) instead of focusing on universalisation of and improved access to education.

Chapter 16 - Implementation

16.3 Implementation Plan

Task 295: The implementation plan for NEP would certainly require amendments in certain sections of the RTE Act, 2009 (which is the vehicle for elementary education) for its smooth implementation. This task will be undertaken immediately by initiating consultations and discussions, followed by finalising the draft amendment and taking to the Legislature. (Timeline: 2021-23)


Comments:

    The strongest and most urgent demand regarding amendment in the RTE Act has always been its extension to cover education of all children up to 18 years of age. Even the Draft NEP had clearly recommended such an extension, which was later removed from the final NEP document. However, the NEP implementation guide SARTHAQ directly aims at amendments in certain sections of the RTE Act for smooth implementation in regards with non formal models and privatisation of education.

• The sections of the RTE Act need amendment as follows:
o Section 2 (n): Where the definition of school has been defined, alternate model of schools as mentioned in NEP are required to be added.
o Section 3: A child with disability referred to in sub-clause to be in line with the RPwD Act, 2016 which emphasizes on adapting the disabilities covered as per the Schedule of Disabilities mentioned in the Rights of Persons with Disabilities (RPwD) Act, 2016.
o Section 23: Qualifications for appointment and terms and conditions of service of teachers to acquire ECCE qualifications with minimal disruption to their current work.
o Section 31 and 32: Monitoring of child’s right to education which need to be realigned with the roles and responsibility of Counsellors and safety and security of children.
o Section 21 and 22: School Management Committee and School Development Plan for realigning the roles and responsibilities of School Complex Management Committees (SCMC) in preparing school development plan in the context of school complexes/clusters.
o Section 25: Review of Pupil Teacher Ratio (PTR)


Comments:

     The definition of a school under section 2 (n) of the RTE Act 2009 includes schools established, owned, controlled by the government, as well as wholly or partially aided and unaided schools. Section 19 (1) states that "No school shall be established, or recognised unless it fulfills the norms and standards specified in the Schedule." The Schedule specifies the Norms and Standards for a School defined under section 2 (n), which include Pupil Teacher Ratio as well as infrastructural norms and standards such as separate toilets for boys and girls, safe and adequate drinking water facility, playground, boundary wall, library, play material, games and sports equipment, etc. All of these are included in the right of every child to free and compulsory education. The alternate model of schools to be added in the definition will not certainly follow these norms and standards, depriving the majority of students of their rightful access to these facilities required for their overall growth and development.

    School Management Committee and School Development Plan have their own significance with respect to proper functioning and development of any school. However, even after ten years of RTE Act implementation, the School Management Committees have not been established or functional or empowered in all schools. Instead of empowering existing School Management Committees, the NEP and SARTHAQ talk about introducing School Complex Management Committees which might not work as desired or might work in conflict with the best interest of children at standalone schools. No research and pilot projects have been worked upon related to establishment and functioning of school complexes. Without any data or experience or examples to support the model, School Complexes are being forcefully introduced in the NEP, overlooking urgent needs of the existing schools in both rural and urban areas.

    Other amendments proposed in the sections 3, 23, 31, 32, and 25 should be discussed and evaluated by involving concerned stakeholders such as organisations working with children with special needs, teachers’ associations, early childhood care and education experts, etc.

• The other major focus areas of the implementation plan, which need to be included in the RTE Act include:
o To allow alternative models of education (the requirements for schools to be made less restrictive enabling open school courses equivalent to class 3,5 and 8 (b) establishment of school complexes/clusters,
o Curriculum and evaluation procedure by emphasizing on holistic report card
o Other models for schools will also be piloted, such as philanthropic-public partnerships
o Standard-setting/regulatory framework and the facilitating systems for school regulation, accreditation, and governance


Comments:

    The section 30 (1) of the RTE Act specifies that "No child shall be required to pass any Board examination till completion of elementary education." Allowing open school courses equivalent to class 3, 5, 8 would certainly involve external exams violating every child's right to continue education till completion of 8th standard as per RTE Act 2009. The open school model also deprives the children of their right to access all necessary infrastructure at schools, including the playground, library, midday meal, etc. Experience with existing schools under philanthropic-public partnerships must have been considered before recommending inclusion of this model through proposed amendments in the RTE Act.

Chapter 17 - Mode of Implementation: Samagra Shiksha, Mid-day Meal, Adult Education

17.2 Background Of Existing Schemes

I. Samagra Shiksha

The Department has undertaken various new initiatives to bring reforms in the school eco system.

3) The RTE (Amendment) Act, 2019 amending the no detention policy of the RTE Act, 2009 has been enacted by Parliament and notified on 11.1.2019. Under this, if a student fails in second attempt, he/she can be detained in Class 5 or 8 or both, or the State can decide not to detain the child. This will pave the way for improvement in learning outcomes of children.


Comments:

     The No Detention Policy was amended in the Parliament in 2019, but the implementation was left to the States. The No Detention Policy was a very thoughtful provision under the RTE Act, encouraging and ensuring every child to complete elementary education or at least access all the rightful entitlements related to education. The NEP implementation guide SARTHAQ makes this objectionable statement that detaining a child in Class 5 or 8 or both will pave the way for improvement in learning outcomes of children. The No Detention Policy has been misinterpreted by the implementation agencies as a No Exams Policy or a Free Pass Policy. In fact, the RTE Act emphasizes on Continuous Comprehensive Evaluation of the children throughout the year, which should help the teachers understand the learning progress of every child on an ongoing basis instead of periodic exams that are designed to fail and detain and discourage children from learning. Given the challenging situations across the country, especially for girls, and looking at the dropout rates over the years, the No Detention Policy must be strongly backed. No study or research has ever shown that failing or detaining a child improves learning outcomes at any level of the education system. Instead of focusing on improving infrastructure and quality of teaching, the NEP and SARTHAQ are trying to blame the child for not learning. This statement and approach towards education must be strongly objected to at all levels, advocating for continuation of the No Detention Policy in the States.

Conclusion:

     This document covers some of the tasks in the NEP implementation guide SARTHAQ, that specifically target or impact the Right To Education Act. It is advisable to read and understand the entire implementation plan from the perspective of universalisation of education and ensuring access to quality education for every child up to 18 years of age. Efforts should be made to create awareness about the proposed amendments in the RTE Act and their impacts on education of children from socioeconomically deprived communities, including girls across the country. Any amendments in the Act must be well discussed upon and opinions and experiences of researchers, educationists, experts, child rights activists, etc. must be taken into consideration. No child should be deprived of its right to free and compulsory education along with all necessary entitlements as well as its right to protection, participation, and development.

 




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Saturday, June 12, 2021

Don't breach privacy and snatch dignity of children!

 मुलांच्या गोपनीयतेचा भंग करू नका आणि त्यांचा आत्मसन्मान हिरावून घेऊ नका!

- एलिन मार्कवीस, स्वतंत्र कायदेशीर सल्लागार


कोविड मदत कार्य पहिल्या लाटेकडून दुसऱ्या लाटेकडे जात असताना आणि आता तिसऱ्या लाटेची भीती जाणवत असताना, काही गोष्टींची काळजी घेणे गरजेचे आहे.

मी माझ्या अनेक मित्र-मैत्रिणींना आणि संस्थांना, ते मदत करत असलेल्या मुलांची ओळख उघड न करण्याबद्दल सांगत आले आहे. त्यांचे फोटो काढून सोशल मीडियावर पोस्ट करणे बेकायदेशीर आहे. माझ्या माहितीनुसार, मदत कार्याचा भाग म्हणून देखील मुलांची ओळख फोटोमधून उघड करणे या मूलभूत तत्त्वांच्या विरोधात जाते :- (ii) आत्मसन्मान आणि स्वयंमूल्य तत्व; (viii) निंदा न करणाऱ्या शब्दप्रयोगाचे तत्व; (xi) खाजगीपणा व गोपनीयता जपण्याच्या हक्काचे तत्व; (xiv) नव्याने सुरुवात करण्याचे तत्त्व, इत्यादी.

बाल न्याय (मुलांची काळजी व संरक्षण) अधिनियम २०१५ मधील कलम ७४ नुसार मुलांची ओळख उघड करण्यास प्रतिबंध केला गेला आहे. कोणत्याही वर्तमानपत्र, नियतकालिक, बातमीपत्र, किंवा ऑडिओ-व्हिज्युअल माध्यम, अथवा संवादाच्या इतर कोणत्याही स्वरूपातील कोणत्याही अहवालामध्ये, एखाद्या बालकाची ओळख उघड होईल अशा प्रकारे नाव, पत्ता, अथवा शाळा किंवा इतर कोणताही तपशील, अथवा अशा कोणत्याही बालकाचे छायाचित्र प्रसिद्ध केले जाऊ नये. या तरतुदींचा भंग करणारी कोणतीही व्यक्ती, सहा महिन्यांपर्यंतच्या तुरुंगवासाच्या अथवा दोन लाख रुपयांपर्यंत दंडाच्या किंवा दोन्ही शिक्षेस पात्र राहील.

मुलांच्या कल्याणासाठी काम करत असताना, मुलांच्या संरक्षणासाठी आणि सर्वोत्तम हितासाठी केलेल्या कायदेशीर तरतुदींकडे दुर्लक्ष किंवा त्यांचे उल्लंघन होणार नाही याची काळजी घेऊया.

लक्षात घ्या, जेव्हा तुम्ही एखाद्या बालकाचा, तुम्ही त्याला किंवा तिला देत असलेल्या वस्तूसोबत सेल्फी काढून पोस्ट करता, किंवा तुम्ही ज्यांना मदत केली आहे अशा अनेक मुलांचे फोटो पोस्ट करता, तेव्हा तुम्ही त्यांचा आत्मसन्मान हिरावून घेता, त्यांच्या गोपनीयतेचा भंग करता, आणि त्यांना आयुष्यभरासाठी कलंकित करता.







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