Sunday, 20 October 2019

Support "Wonder Girl "


The mind and the body are intrinsically linked. When you improve your physical health, you’ll automatically experience greater mental and emotional well-being. Physical activity also releases endorphins, powerful chemicals that lift your mood and provide added energy. We are striving to give strong physical & mental health to our girls . Be a part of it and Please support the campaign .
We believe in what Buddha said! -“To keep the body in good health is a duty…otherwise we shall not be able to keep the mind strong and clear.” – Buddha


Saturday, 19 October 2019

EDUCATE TO SAVE Why is it so important to educate girls?


EDUCATE TO SAVE
Why is it so important to educate girls?

What’s going on?
One of the greatest problems of the indian sub-continentis the lack of education provided to girls. According to the data reported first by the MHRD (Ministry of Human Resources Development) and then by CENSUS, in 2011 around 84 million children were outside the school system, almost 20% of all those who have an educational obligation, according to the norms of the RTE (Right To Education Act). The Right of Children to Free and Compulsory Education is an act of the Indian Parliament which guarantees free access, and confirmation of its mandatory nature, to education for all those who are between 6 and 14 yearsold.
However, especially towards the end of primary studies, the number of girls attending school is low and indeed the dropouts are numerous. The data iseven more negative when we start talking about secondary education, where 32% of girls do not have access to school, compared to 28% of boys, as highlighted by researcher AnjelaTaneja.
Why?
What determines the dropouts and what prevents many girls from studying?
Reasons can be traced to three macro-areas:
1)      Family responsabilities: traditional gender roles come into play,according to which girls must take care of home and family, and then get married soon. The responsibility however does not stop there, since the parents are often worried about the sexual harassment that girls could experience, bringing dishonor on the family, as reported by Rachel Williams on The Guardian;
2)      Lack of toilet facilities: an other serious problem that leads to poor attendance by female students is the lack of adequate sanitation and the presence of negative myths and beliefs related to puberty and the menstrual cycle;
3)      Priority to the boys: access to the internet and other facilities is often generally poor, therefore the priority is given to the boys, who hence have better access to knowledge, which facilitates their studies.


Why educating girls is so important?
This situation must necessarily be solved because of many reasons. In particular, educating girls would lead to both personal and social benefits. Let’s look atthem in more detail:
v  Economic independence: educated girls can aspire to jobs outside the house, which can give them a salary and thus make them economically independent;
v  Gender equality: among the SDGs there are “quality education” and “gender equality”. Adequate education allows girls and women to become aware of themselves and their abilities, reducing inequalities;
v  Society development: there can be no development within a society, and this cannot be said to be developed, unless there are equal rights and opportunities for women;
v  Social independence: as well as for economic independence, adequate education helps girls to be aware of themselves, their abilities and their rights as women, which emancipates them from traditional logics;
v  Chasing dreams: an educated girl is also a girl who, thanks to her skills and knowledge, can develop aspirations and goals, dreams that are more easily reachable with the right education;
v  No more pay-gap: another key point is the wage difference. With the right education and the right qualifications women can aspire to positions of a certain level, and they can fight to abolish wage differences.
Obviously the reasons for ensuring a (better) education for girls are not only these, but the list would be far too long to enumerate them all. We will therefore limit ourselves to these.
What can be done?
Of course, different interventions are needed to make a change: on the one hand, the role played by NGOs and non-profit associations working on a local scale is very important. As reported by The Atlantic, NGOs and individuals are moving to promote womens’ education,building schools dedicated only to girls. On the other hand, the push must also come from the government: although the problem has been recognized, the indian Government is slow in its response, putting the problemat the bottom of the list ofitspriorities. HEEALS is continioulsy campaigning on the importance of education among childrens ,espicially girls in schools and communuities.
Educated girls are fundamental to achieve a better future for themselves and for all of us, it’s fundamental that everyone understands it.
-Martina Pignatelli
Sources:
-          Why Do Indian Girls Drop Out Of Schools?,The Times Of India
-          Why Girls In India Are Still Missing Out On The EducationTheyNeed, The Guardian
-          The Groups Fighting For Girls’ Education In India, The Atlantic
-          The High Dropout Rate Of Girls In India, AnjelaTaneja
-          Right To Education, righttoeducation.it

Tuesday, 15 October 2019

Happy Global Handwashing Day!


October 15 is Global Handwashing Day, a global advocacy day dedicated to increasing awareness and understanding about the importance of handwashing with soap as an effective and affordable way to prevent diseases and save lives.

Monday, 14 October 2019

Project Wonder Girls !

Wonder Girls - Self Defence & Self Confidence Project ,We need your Kind Support!
"Wonder Girl" A Self defense & Self confidence project.
Your kind support will help to make our girls more #stronger #smarter & #inspiring
By spreading supporting and sharing you are helping many girls.
Please visit below link to support
https://www.indiegogo.com/projects/wondergirl#/


Wonder Girls - Self Defence & Self Confidence Project ,We need your Kind Support!

"Wonder Girl" A Self defense & Self confidence project. 

Your kind support will help to make our girls more #stronger #smarter & #inspiring

By spreading supporting and sharing you are helping many girls. 

Please visit below link to support 


Friday, 11 October 2019

International Day of the Girl Child 2019

The Theme Of International Day of the Girl Child 2019 is "GirlForce: Unscripted and Unstoppable". 






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MDMS: Malnutrition and Solutions


What’s On Your Plate?
In Milan, where I live, lunch consists in a first course (usually pasta or rice, sometimes the much-hated soup), a second plate of meat or fish, a side dish of vegetables and finlly fruit or dessert.
In a dish in Paris we could easily find fish, spinach, potatoes, cheese and bread.
If we were children in Bangkok we could see ourselves served with pork in sweet and sour sauce, rice and a pudding wrapped in banana leaves.

What about India? On 15 August 1995 the NP – NSPE (National Programme of Nutritional Support to Primary Education) was launched. The programthen led, in 2001, to the creation of the MDMS (Mid Day Meal Scheme).Over the years the scheme has undergone some changes and modifications, which led to the current shape of the program, renamed the National Program of Mid Day Meal Scheme: extended to all areas of the territory, with a summer extension in those severley affected by drought, provides for a quantity of food equal to 450 calories and 12 grams of protein per day for at least 200 days a year; all students up to 8th class in the primary school benefit from the program, in every Government school or subsidized school(asreported on the Department of School Education&Literacy web page).
So, what does any Indian student eat? Rice, lentils, roti, fruit and milk once a week. What about proteins? What about eggs?
What’sbad?
Although some improvements have been ascertained with the introduction of the program, as reported on the official page of the Mid Day Meal Scheme in the Findings of Research studies, cases of poor quality in the food served in the schools and malnutrition among children are constantly reported.
This August, a video in which about 100 students were recorded eating roti and salt at lunch, still inside the MDMS, became viral. The scandal lead to the immediate suspension of the teachers and the principal of the school under investigation, and to an official appeal from the National Commission for Human Rights to the Government of Uttar Pradesh: the selected commission then r equested a full report on the matter. However, as reported by the weekly journal The Week,the Government ofUttar Pradesh was already aware of serious cuts within the program. A study conducted on 40 schools in 2016 by GIDS (Giri Institute of Development Studies in Lucknow) has highlighted how“not all school had kitchen sheds due to lack of space and funds; […]. Regarding the availability of food supplies […] of the 40 schools in the study, only 26 had supplies worth a month. On the quality parameter, three in 10 schools described the food as of “average” quality”. The quantity of the meal was also reported to be insufficient […]. […] lack of plates at schools because of which children had to get utensils from home […].”
Another more recent report by the MHRD (Union Ministry of Human Resource Development), dating back to March 2017, found that around 63% of schools still use firewood to cook meals instead of the healthier and greener LPG.
If from the health point of view the risks are clear and obvious, from a social point of view the situation cannot be considered any better: the program has failed to achieve one of its main goals, to improve the number of enrollments to primary school. Indeed, the latest report drafted by CAG (Controller and General Auditor of India) shows how the schools in which the scheme is being put in place record a decline in the registrations in the last five years (from 146.9 million in 2009/2010 to 138.7 million in 2013/2014, as reported by the DownToEarth website).
What’snext?
Given what has been said so far, the need to make changes in the program, or at least to follow it as it was actually designed became increasingly obvious. In particular, deficiencies have been highlights in the amount of food available for meals in schools, as well as its poor quality (some times even worms have been found in children’s dishes).
What would then be necessary to do? First of all, it is clear and evident the importance of increasing the quantity of food served (a 7-8 year old child needs about 1500-1700 kcal per day). An improvement in the quality of food would be of fundamental importance, establishing a chain of controls that can guarantee at least the minimum requirements.
These are us two of the changes that must necessarily be implemented, in the hope that one step at a time India will achieve what the program was created for.

Martina Pignatelli
International Cooperation &Development Student
Italy

Sources:
o   Department of School Education&Literacy, “Mid-Day MealScheme”
o   The Week, “UP govtwasaware of severe shortcomings of mid-day mealscheme”
o   The Indian Express, “Report on Mid-day MealScheme: 63 per centschoolsstill use firewood for cooking”
Down To Earth, “Mid-day mealhasfailed to attractchildren to government schools, says CAG audit

Know Yourself: A Practical Guide to Emotional Intelligence

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