Monday, January 19, 2009
"There are more children under the age of fourteen in India than the entire population of the United States. The great challenge of India, as a developing country, is to provide nutrition, education and health care to these children."
child labor is a complex issue that is rooted in poverty, there is unwavering commitment by the Government and the people of India as by other developing nations to combat it. Success can be achieved only through social engineering on a major scale combined with national economic growth.The following link is a personal account of a frail boy who has escaped from Pappadum (Indian wafer) unit in Gujarat, India.the boy was sold into slavery by his own parents to an agent for 7,000 rupees (equivalent of $143)
Friday, January 16, 2009
This post is an example of a complex, two-sided message by pointing out why child labor is bad, why some think it is good, and then refuting their ideas with cold evidence.
We here at IDLCLBIIB believe that Child Labor should be eliminated for the sake of children everywhere. Child labor is inhumane and shortens the lifespan of a child who should be free to access the same opportunities children all over the globe get. By eliminating child labor and not purchasing goods made by child labor, America's economy will thrive. We will stop outsourcing our labor for cheap and will make more jobs for able and willing American men and women of the legal working age.
Now, opponents of child labor will differ with me; they say that without exploiting children for work, their companies will fail. They will also argue that the children are being paid and making money for the families to put food on the table every night and that without their help, these children will die from living in poverty.
These people, however, are wrong in their thinking. If child labor is taken out, able bodied men and women in their countries will fill those jobs, putting food on their tables for their children. If not required to work all the time, these children can gain access to an education which has been proven to be the easiest element in helping families get out of poverty.
Child labor used to be a problem in the United States but we have since regulated and outlawed these practices; let's now change the world.
- Hazardous child labour and negative percentages
In May 2002, the ILO issued a new Global report on Child labour that describes the extent of the problem. Almost 250 million children, about one in every six children aged 5 to 17 on the face of the globe, are involved in child labour. Of these, some 179 million (one in eight) are trapped in the “worst forms” of child labour. The worst form are those that endanger the child’s physical, mental or moral well-being.
Children can be found in almost any economic sector. However, at a global level, most of them are in agriculture (70%). Some hazards in agriculture are the exposure to pesticides, the use of dangerous machinery or tools (like knives), carrying heavy loads, the presence of snakes, and so on. Children working in agriculture are the ones suffering most injuries. And one of the sad characteristics of child labour in agriculture are the few, if any opportunities for advance or change.
The elimination of child labour is a long-term objective. However, in the meanwhile, we cannot allow that children are injured or harmed at work in their struggle for survival, especially when we have the knowledge and means to prevent this.
What Will Happen If We Keep Relying on Child Labor
- kids will have bad health problems
- Children will die slow deaths!
- kids wont live as long
- we will relie on child labor to produce at a lower clost driving up the earnings of the employer
Specific Steps To Help STOP Child Labor!http://www.worlded.org/WEIInternet/projects/ListProjects.cfm?Select=Topic&ID=14&ShowProjects=No&gclid=CN6R0ff4k5gCFQrFGgodwnf7mQ
Preventing Child Labor
Child labor and hunger is one of the principal social illnesses in my country. There are many institutes, organizations, public departments and international organizations like UNICEF whose main objective is to prevent child labor. They have many steps to prevent it and I have some ideas that can help.
First, many children left their homes in a way to avoid the abuse that they are victims of from their parents. To prevent this bad treatment, the government could help give conferences to the parents about child labor and the consequences that it brings. In this way, we can help prevent other children running away from home and living as homeless children.
Another option could be to build homes for those children that are living in the streets. They will be sent to these homes and they would not have to live outside. In this way we can help prevent children from any abuse that they can suffer in the streets. In these homes, children are not supposed to work; they can study and learn a career, and they will get a better job and a future.
Child labor is a very serious problem. Politicians should make laws to prevent child labor and find solutions. Children are our future and we have to take care of them if we want a better future.
Thursday, January 15, 2009
This post is a use of repetition, ingraining in your head that child labor is, in fact, bad.
This is our survey. Enjoy!
Professor of Political Science Myron Weiner is an internationally known authority on political change in developing countries. Professor Weiner wrote extensively on internal and international migration, political demography, ethnic conflict, child labor and education, democratization, and the politics of developing countries. He was an expert on India's politics, ethnic conflicts, education, and agrarian and industrial policies.
Dr. Weiner had been chair of the External Research and Advisory Committee of the United Nations High Commissioner for Refugees since 1996. He was engaged in three projects: (1) examining policies toward immigration, refugees, illegal migration and citizenship in Japan, Germany, the United States and South Africa; (2) analyzing conditions which generate migration and refugee flows and the policy instruments available to receiving countries and international institutions to ameliorate these conditions; and (3) researching child labor and educational policy in India and other developing countries.
Dr. Weiner's 1991 book The Child and the State in India: Child Labor and Education Policy in Comparative Perspective (Princeton University Press) is in its fourth edition in India and has contributed to the debate in that country over how child labor can be ended. Under the auspices of UNICEF, he has lectured in India on education and child labor and has consulted with government officials there.
Before Dr. Weiner's work the general view of many politicians was that India was simply too poor to do very much about either child labor or the lack of universal access to education. The thinking was that poor parents sent their children to work to help the family budget and this was not likely to change until incomes rose.
Mr. Weiner countered by presenting historical arguments showing that in poor 19th-century societies like Scotland, reforms expanding education, which were spurred by religious ideals, preceded rather than followed higher incomes. Even more convincingly, his charts showed that countries much poorer than India, including a number in Africa, had done a better contemporary job than India in reducing illiteracy and extending education. In the book, China, the country to which India has so often been compared and to which it often compares itself, was also shown to have done better than India.
Joshua Cohen, the chairman of the Department of Political Science at M.I.T., said that the book had a profound impact in India. ''Here was a work, written by a friend of India, which presented irrefutable facts. It presented comparative statistics, and while it raised moral issues, it was not written as a moral diatribe.''
Myron Weiner would be a very credible communicator for ending child labor around the world.
Sources used were:
HOLDING THE A BABY IN HER HAND TELLING US HOW BAD THAT BABY'S LIFE IS, AND THAT ONES THAT ARE LISTENING CAN HELP SAVE A BABY FOR A DAY BY DONATING 25 CENTS A DAY... IF YOU KNOW WHAT I AM TALKING ABOUT THEN YOU MIGHT AGREE WITH ME ABOUT FLASHING A SUBLIMINAL PERSUASION MESSAGE THAT HAS ANOTHER KID LAYING DOWN WITH A T-SHIRT THAT HAS A SAD FACE ON IT!
Wednesday, January 14, 2009
Passing legislation alone cannot solve the societal problem like child labor. There is need to induct technology to make child labor an uneconomical proposition. It will make impossible for child to be employable unless he gets some basic education...
According to the paper "Reducing Child Labor Through Education: Innovative Uses of Technology" by Dr. Robert Allen, Andrew Kerr, Christine Obester, the key to eliminating Child Labor is by offering education to the children in areas where child labor is most prevalent.
Because current child laborers are mostly in rural areas, education is hard to reach these students, especially state of the art systems that make learning fun and interesting.
The Allen, Kerr, Obester paper cites the following technology fixes in education that would help child laborers access education:
Delivery through low-cost satellite dish, receiver, and television gives communities access to educational programming as well as other satellite television signals. For example, strategic placement of a television in a school or community center can have an enormous impact on the learning potential in a classroom, allowing on-demand content streaming at any time of the day or week.
Delivery by very low-cost satellite radios and portable 1.3 meter long antennae gives communities access to educational programming as well as other satellite radio signals. For example, programming continuing the same ongoing curriculum presented in formal classrooms could be transmitted directly into the home or community center to
reach children in the afternoon during planting and harvesting seasons.
Delivery via low-cost satellite dish (or antenna), receiver, and computer gives communities
Internet access to educational materials as well as access
to the World Wide Web. For example, receive-only Internet
access equips the school to download content and curriculum
for the classroom, providing teachers with new resources for
Community development or educational receive only programming can be rebroadcast using existing television broadcast stations. While not as customizable as satellite video, the television stations can rebroadcast the same educational and community development programming at different times to target the largest possible audience.
Community development programming can be rebroadcast using existing radio broadcasting stations. Broadcast radio signals have a much longer range than broadcast television signals, allowing for a larger audience. Rebroadcasting the educational and/or community development programming on radio stations makes the information accessible with the cheapest possible equipment: a simple transistor radio, already in place in most communities.
Education service providers can supply CDROMs, VCDs, and DVDs on community development or educational topics. All of the video, audio, and print materials can
be accessed through a computer. Computers placed in a school or community center can provide all of the education and community development information as stand-alone training or as a supplement to other training mediums.
Education service providers can supply books, flyers, and pamphlets on community development topics. Printed materials can serve as textbooks or supplemental information for any of the other mediums described above. Printed material can be used to disseminate the information about education and community development programs and to provide a written “voice” for the community.
In the late 1700's and early 1800's, power-driven machines replaced hand labor for the making of most manufactured items. Factories began to spring up everywhere, first in England and then in the United States. The owners of these factories found a new source of labor to run their machines — children. Operating the power-driven machines did not require adult strength, and children could be hired more cheaply than adults. By the mid-1800's, child labor was a major problem.
Children had always worked, especially in farming. But factory work was hard. A child with a factory job might work 12 to 18 hours a day, six days a week, to earn a dollar. Many children began working before the age of 7, tending machines in spinning mills or hauling heavy loads. The factories were often damp, dark, and dirty. Some children worked underground, in coal mines. The working children had no time to play or go to school, and little time to rest. They often became ill.
By 1810, about 2,000,000 school-age children were working 50- to 70-hour weeks. Most of them came from poor families. When parents could not support their children, they sometimes turned them over to a mill or factory owner. One glass factory in Massachusetts was fenced with barbed wire "to keep the young imps inside." The "young imps" were boys under 12 who carried loads of hot glass all night for a wage of 40 cents to $1.10 per night.
Church and labor groups, teachers, and many other people were outraged by such cruelty. They began to press for reforms. The English writer Charles Dickens helped publicize the evils of child labor with his novel Oliver Twist. Britain was the first to pass laws regulating child labor. From 1802 to 1878, a series of laws gradually shortened the working hours, improved the conditions, and raised the age at which children could work. Other European countries adopted similar laws.
In the United States it took many years to outlaw child labor. Connecticut passed a law in 1813 saying that working children must have some schooling. By 1899 a total of 28 states had passed laws regulating child labor.
Many efforts were made to pass a national child labor law. The U.S. Congress passed two laws, in 1918 and 1922, but the Supreme Court declared both unconstitutional. In 1924, Congress proposed a constitutional amendment prohibiting child labor, but the states did not ratify it. Then, in 1938, Congress passed the Fair Labor Standards Act. It fixed minimum ages of 16 for work during school hours, 14 for certain jobs after school, and 18 for dangerous work.
Today all the states and the U.S. Government have laws regulating child labor. These laws have cured the worst evils of children's working in factories. But some kinds of work are not regulated. Children of migrant workers, for example, have no legal protection. Farmers may legally employ them outside of school hours. The children pick crops in the fields and move from place to place, so they get little schooling.
Child labor has been less of a problem in Canada because industry there did not develop until the 1900's. The Canadian provinces today have child labor laws similar to those in the United States. Most other countries have laws regulating child labor, too. But the laws are not always enforced, and child labor remains a problem.
Information from http://content.scholastic.com/browse/article.jsp?id=5428