Abstract:

Globalization and urbanization are the changes of the modern times. These changes are mostly considered positive in nature. The other side of these positive changes is an increase in demand of products leading to more and more man power requirement, soaring economies, urbanization, increase in migration and creation of slums…both authorize and unauthorized. The increasing growth rate is also leading to increasing migration that has to be accommodated in the urban locales. These temporary settlements turn out to be a permanent habitation minus the basic amenities. The men folks easily get employment, which is insufficient to meet their requirements. The family needs to substantiate their income to survive. Women of the family work and so does children. They remain away from schools so that they can earn and support their families. In this rut, they end being abused both economically and physically. They also end up becoming a drug addict or a criminal.

One of the biggest challenges is that the people are not interested in sending their children to schools. If they go to school they will not be able to earn, if they do not earn anything what will they eat? Thus it becomes evident that they will have to earn but due to their poor skill base they become a poor quality labor unable to fetch completive wages leading to more poverty. The health of the working children also undergoes a drastic decline. They are exposed to hazardous situations and poor work environment leading to further sickness. This has a permanent effect on their health leading further decline in the wage they draw. This is a vicious circle.

This paper speaks about the Educational Change Management experiences of XIDAS in Madar Tekri Slum Area, Jabalpur in the central parts of India. The Institute’s experiences and strategy of working in one of the biggest slums, which is mostly inhabited by the Muslim Community is analysed.

XIDAS runs five Transition Education Centers or the Bridge School in the area where about 200 children (at a given time) who have never been to school are given elementary education. These schools are run under National Child Labour Project, also called INDUS Child Labour Project.

The paper is based on the empirical research conducted in the year 2007. It discusses the condition of Slums in general and Madar Tekri in particular and also highlights the problems of education and child labour. The concept of Bridge School is also elaborated comparing the education situation before the Bridge School and after the Bridge School. There has been a tangible difference in the number of children (mostly girls) who earlier used to go to Madarsaas are now going to the regular School. They have been mainstreamed to the School through these Bridge Schools.

In a nutshell, the paper discusses the Educational Change Management strategies used to combat the problem and the miseries of Child Labour in an urban community.

Keywords:

INDUS, India, US, Xavier Institute of Development Action and Studies.