A CASE STUDY ON

SKILL EDUCATION AND VOCATIONAL TRAINING

OF
CWIN-NEPAL
FOR CHILDREN WITH CHILDREN

Submitted by:
Mr. Subash Bista
BBB III Year
Symbol No: 4680002
TU Registration No: 7-2-468-35-2006

A Field Report

Submitted to:
Department of Management
Brilliant Multiple Campus
Chabel, Kathmandu

In Partial fulfillment of the requirements for the degree of Bachelor of Business

Studies

Kathmandu, Nepal
August, 2009

ACKNOWLEDGEMENT
This is my immense delectation to present the report of Bachelor in Business
Studies (BBS 3rd Year) assigned by Tribhuvan University. This fieldwork report
entitled A CASE STUDY ON SKILL EDUCATION AND VOCATIONAL
TRAINING OF CWIN NEPAL is prepared for the partial fulfillment of
requirement for the Bachelor of Business Studies under Tribhuvan University.
I would like to express my sincere gratitude and acknowledgement to all
supporters who provided me very informative and precious as well as proper
information on making of this report. I am highly obliged to lecturer Mr.
Baburam Koirala(subject teacher) Kedar Nath Adhikari, Prem Prasad Lohani
Durga Prasad Nepal(principal) Sir for his assignment and proper instruction.
I am also grateful to the staffs of CWIN who have kindly made available the
data and related information required for the preparation of report.
At last, my sincere thanks go to Achut Dangal friend who helped me in every
step of my report preparation.

Date:
Subash Bista
BBS IIIrd Year
Brilliant Multiple Campus
Chabel, Kathmandu.

ABBREVIATIONS
The abbreviations used in this report are as follows:
Abbreviations

Full forms

CWIN

Children Workers in Nepal Concerned Centre

GOs

Government Organizations

NGOs

Non Government Organizations

No.

Number

HMG

His Majesty Government

SWC

Social Welfare Council

Percentage

Degrees

CAZOP

Children as Zones of Peace

NRCIC

National Resource Centre on Children in Conflict

BBS

Bachelor of Business Studies

TU

Tribhuvan University

HIV

Human Immunodeficiency Virus

AIDS

Acquired Immune Deficiency Syndrome

Table of Contents
ACKNOWLEDGEMENT
ABBREVIATIONS
Chapter

Page No.

Chapter - 1......................................................................................................................1
1

Introduction..........................................................................................................1

1.1

Background of the study....................................................................................1

1.1.1

Introduction of CWIN....................................................................................2

1.1.2

Friends of CWIN............................................................................................3

1.1.3

Major Working Partners.................................................................................4

1.1.4

Working Districts of CWIN...........................................................................5

1.1.5

CWIN and its parts.........................................................................................5

1.1.6

Main Activities of CWIN...............................................................................7

1.1.7

CWIN Management Structure........................................................................7

1.1.8

CWIN Programme Structure..........................................................................8

1.1.9

The Jobs Children Do in Nepal......................................................................9

1.2

CWIN Programmes of Action............................................................................9

1.3

Objectives of the study.....................................................................................11

1.4

Importance of the study....................................................................................11

1.5

Limitations of the study....................................................................................11

Chapter 2...................................................................................................................13
2

Research Methodology.......................................................................................13

2.1

Introduction......................................................................................................13

2.2

Research Design...............................................................................................13

2.3

Population and size of sample..........................................................................13

2.4

sources of data..................................................................................................13

2.5

Data Collection Procedure...............................................................................14

Chapter - 3....................................................................................................................15
3

Data presentation and analysis.........................................................................15

3.1.1

Background of CWIN Centre for Self-Reliance..........................................15

3.1.2

Activities of CWIN Centre for Self-Reliance..............................................15

3.1.3

Financial Report...........................................................................................16

3.1.4

Training Titles..............................................................................................17

3.1.5

Some Training Titles and their duration.......................................................18

3.1.6

Budget..........................................................................................................18

3.1.7

No. of Boys and Girls receiving different types of skill training.................19

3.1.8

No. of boys and girls receiving the different types of skill training in 200520

3.1.9

No. of boys and girls who received the different types of skill training in the

year 2004......................................................................................................................22
3.1.10

Educational Background of the young people.............................................24

3.1.11

Working background of young people.........................................................25

3.1.12

Parental condition of young people..............................................................26

3.1.13

Sources of young people..............................................................................27

3.2

Job placed and still working candidates...........................................................28

Chapter 4...................................................................................................................29
4

SUMMARY, CONCLUSION AND RECOMMENDATIONS.......................29

4.1

Summary..........................................................................................................29

4.2

Conclusion........................................................................................................30

4.3

Recommendation.............................................................................................31
Bibliography..................................................................................................32
Glossary...........................................................................................................33

Appendix..............................................................................................................33

List of Tables
Table

Page No.

1.1 Branches & sub branches of CWIN.........................................................................3

1.2 Working Districts of CWIN......................................................................................5
3.1 Some training titles and their duration...................................................................18
3.2 Budget....................................................................................................................18
3.3 No. of boys & girls receiving different types of skill training...............................19
3.4 No. of boys & girls receiving different types of skill training in 2005..................20
3.5 No. of boys & girls who receiving different types of skill in 2004........................22
3.6 Educational background of young people..............................................................24
3.7 Working Background of young people...................................................................25
3.8 Parental condition of young people........................................................................26
3.9 Sources of young people........................................................................................27
3.10 Job placement & still working candidates............................................................28

List of Figure
Figures

Page No.

3.1 Financial Report.....................................................................................................16

3.2 No. of boys & girls receiving different types of skill training...............................19
3.3 No. of boys & girls receiving different types of skill training in 2005..................21
3.4 No. of boys & girls receiving different types of skill training in 2004..................23
3.5 Educational background of young people..............................................................24
3.6 Working background of young people...................................................................25
3.7 Parental condition of young people........................................................................26
3.8 Sources of young people........................................................................................27

Chapter - 1
Introduction
1.1 Background of the study
Children are the source of inspiration and hope for the society. Every society
wishes to bring up its children in an atmosphere of love and care and in peace
and harmony. However millions of children are forced to live and work in
critical circumstances.
Child labour is so common place to many Nepalese; it is unremarkable and
therefore invisible. Its root lies in poverty of rural Nepalese, in the general
ignorance of the value of education and of child rights, in the excess of a feudal
system that in many ways still operates and in certain religious and cultural
practices which persist into modern times, despite their prohibition by Nepali
Constitutions and legislations to protect the rights of children.
Children in this country make an integral part of workforce in every sector,
from agriculture to industries. Children living in least developed countries face
more serious problems with regard to their survival, development and
protection. Fetching water, collecting firewood, cattle minding, looking after
young siblings and assisting parents in working in the field are among the
responsibilities of the rural children. Beside they also help family by working as
hired laborers in domestic service, construction and agricultural works. Because
of this and in hope of earning money they migrate towards the city they forget
that without proper education and proper skill they have null chances of earning
good sum of money. Due to lack of skill education and training for migrated
children they may not have sufficient alternatives to survive and there are no
jobs they need. In this situation knowingly or unknowingly rule of struggles for
existence would operate.
As a result many of them are doomed to be child lab-our working for seths,
maharanis, etc. also they are forced to do the dominant works like rag picking,
prostitution, begging, etc. similarly migrated children make a large chunk of
street children in the city centers.
Majority of children have chosen working against education because they failed
to distinguish the importance between the two. But it is suggested that children

who want to work should know that education not only makes them wiser and
skilled but helps them in their work only. Also good education and training
develops a healthy and qualified manpower for the country.

1.1.1 Introduction of CWIN

Established in 1987, child Workers in Nepal Concerned Centre (CWIN) is a
pioneer organization in Nepal for the rights of the child and against child labour
exploitation. CWIN is an advocate organization for the childs rights with focus
on children living and working under the most difficult circumstances. CWINs
main areas of concern are child lab-our, street children, child marriage, bonded
lab-our, trafficking of children, children in conflict with laws and commercialsexual exploitation of children.
As a watchdog in the field of child rights in the country, CWIN acts as a voice
of children through lobbying, campaign and pressure to the government to
protect and promote childrens rights in the country, and to end all kinds of
exploitation, abuse and discrimination against children.
As a concerned organization to the children at risk, CWIN has been also
undertaking a number of socialization, support and rehabilitation programme
through its various programmes. CWIN carries out research into child labour in
all sectors of the Nepalese economy. It provides support to street children
through its Common Room Programme and has extended its Literacy
Programme to several projects in Bagmati State and the tea plantations in Ilam
and Jhapa. CWIN provides about more than 90 places in public and private
schools for disadvantaged children through its Education Sponsorship
Programme.
It is an advocate organization for child rights with focus on child labour, street
children, child abuse, trafficking in children and other related issues. CWIN acts
as childrens voice lobbying, campaigning and pressurizing the government to
protect and promote childrens right in the country, and to end all kinds of
exploitation, abuse and discrimination against children in its different local and
national programmes.
CWIN raises public awareness through organizing seminars, workshops,
exchanges and exhibitions and publishes the results of its research in periodic

reports. It also publishes a monthly newsletter in Nepali, Bal Sarokar, and the
quarterly magazine, Voice of Child Workers, in English. Both have become an
important resource for those concerned with child rights. It also directly works
with the children at risk for their rescue, support, socialization, education,
empowerment and social reintegration. CWIN is a voice for children. It believes
that working for children is just not a charitable action but one which can bring
about social change. In order to translate the CWIN conception of working for
children with children into action, priority is given to promoting and ensuring
childrens right to participation.
CWIN promotes link with other social action groups sharing similar aims and
encourages local communities to set up child development programmes in the
isolated rural areas. It campaigns nationally and internationally to make the
rights enshrined in the United Nations Convention on the Right of the Child a
reality for Nepals children. CWIN is registered under HMG/District
Administration Office/Kathmandu, No: 517-047-048 and is affiliated with
social Welfare Council (SWC) No. 409/2048.
Branches and Sub-branches of CWIN
Head Office

- Ravi Bhawan, Kathmandu; Nepal

Branch Office

Biratnagar

Pokhara

Table No. 1.1

1.1.2 Friends of CWIN

CWIN has been running a Public Participatory Programme to gather support,
solidarity and promote participation of individuals, groups and organization
towards CWIN movements for the rights of child.
CWIN has been receiving continuous support and solidarity from organizations
like:
a) Quinoa & Salaai Belgium

b) United World College South East Asia in Singapore

c) Defense for Children International Finland
d) Children in Crisis UK
e) Aperion Italy
f) Nepal Analyst Group Japan
g) Profit for Worlds Children Holland
h) KEPA Finland

1.1.3 Major Working Partners

CWIN works with different international NGOs in the spirit of partnership in
action for realizing its objectives to advocate on child related issues and to
support children at risk. The major partners of CWIN are:
a) Save the children (Norway Nepal)
b) FORUT (FORUT Norway)
c) Plan Nepal
d) GRT (GRT Italy)

Working Districts of CWIN

CWIN operates its work in the following districts of Nepal.

Eastern Region

Central Region

Western Region

Udaypur
Jhapa
Morang
Bhojpur
Sunsari
Chitwan
Dhading
Bhaktapur
Lalitpur
Kathmandu
Nuwakot
Makwanpur
Sindhupalchowk
Dolkha
Kavrepalanchowk
Nawalparasi

Mid Western Region

Far Western Region

Baglung
Palpa
Kaski
Parbat
Arghakhanchi
Kapilvastu
Surkhet
Banke
Mugu
Dailekh
Zazarkot
Rolpa
Rukum
Salyan
Kanchanpur
Kailali

Table No 1.2

1.1.4 CWIN and its parts

Some of the parts of CWIN which are operating in the valley are as follows:
i) Clinic
It is a 24-hr medical clinic. Staffed with qualified and renowned doctors and
nurses, it offers every kind of services related with pharmacy. Street children are
provided with proper treatment before they are sent to various centres of CWIN.
ii)

CWIN Sajha Thalo

Situated at Bafal it is a home for those children who work and live in the
street, for children with no parents, for the runaway children, etc. as the name
refers it is a commonplace for all the children who come from difficult
circumstances.

iii)

Rehabilitation Centre
Also known as CWIN Transit Home, it offers accommodation for boys of
different age groups. Here they are kept for specific time period and within
that time attempts are made to re-unite them with their family.

iv)

CWIN Boys Peace Hostel

As the name refers it is a peace hostel for boy associated with armed groups
and armed forces keeping in mind their safety and education. The hostel offers

educational and health support, counseling and social re-integration. It also

opportunities for skill development and promotes self-reliance.
v)

CWIN Peace Home

It is a crisis management centre for girl child survivors of Nepal's armed
conflict as well as former girl child soldiers. It is situated at Panauti. For the
reconciliation of the children affected by the ongoing conflict it runs different
integrated programmes like education support, health, recreation, psychosocial
counseling, peace education and children empowerment programmes.

vi)

CWIN Balika Griha

CWIN Balika Griha is under the existing programme for children at risk. It
extends the needed support to children (girl) in conflict by providing transit
placement, health services, education and vocational training, adolescent
education, life skills training and more.

vii)

CWIN Helpline
It is a 24hr open emergency line maintained by CWIN for street children, child
labour, child abuse, etc. Matters relating to these mentioned issues can be put
forwarded to CWIN via this helpline anytime by anyone who may have an eye
over these issues. After getting the information the field staff of CWIN looks
over the issue liaison with security personnel's i.e. police.

1.1.5 Main Activities of CWIN

The following are main activities conducted by CWIN
1. Promoting children's right through advocacy.
2. Self-reliance center; A window of opportunity for young people at risk
3. Protecting and empowering girls at risk
4. Street children get more than just beating the winter chill in the camps
5. Working together brings hope for street kids
6. Helplines children the rights of children at risk
7. Helping children to make their schooling possible
8. Research for action
9. raising hopes of tiny tots brought up amidst violence
10. Children as zones of peace campaign
11. Shanti Griha: A home for children with sears of war
12. Exploitation to education

13. Working towards minimizing the harms of alcohol, tobacco and drugs
14. Making passengers aware of trafficking and child abuse
15. Child rights forum: a growing association of children for their rights
16. Children in crisis reunited with family
17. CWIN Pokhara
18. Working with community partners for community conscientisation
19. Children initiate street theatre for public awareness on the rights of
children
20. Building capacities of stakeholders to strengthen the child rights
movement
21. Networking and alliance building.

1.1.6 CWIN Management Structure

CWIN is governed by a General Assembly consisting of 300 members, which
elects an Executive Board of seven members. The board meets very three
months. The Executive Board nominates an Executive Coordinator who heads
the programme committee to formulate and implement plans of action.

1.1.7 CWIN Programme Structure

General Assembly

Childrens Advisory

Executive Board

Advisory Committee

Executive Coordinaor

Fundraising Committee

Programme Coordinaors
Advocacy

Admin. Finance
& HRD

Community Work &

Networking

For Children With

Children

Information

Gender
Mainstreaming

Programmes
Child rights watch,
support & social
reintegration

Child
Participation

Centres

Advocacy Through
Action

Helpline

Child Rights
forum

Action Research

Advocacy &
Awareness

Rescues, Relief,
Referral & legal

Theatre

Human Resource
Development

Lobbying

Transit Centres &

contact centres

CWIN Sports
Club

Information
Dissemination

Community support
for children

Community
Conscientisation on ROC

Community Development
Programmes

Campaign
Volunteer & Resource
Mobilization
IEC

Childrens Homes
& Hostels

Children

Media Mobilization

Counselling

Empowerment &
Leadership
Building

Education &
training for Self
Reliance

Working Children
Street Children
Adolescents at Risk
Survivors of Trafficking
Survivors of abuse and exploitation
Children in Armed conflict

Fig: Programme Structure

Network & Partnership

1.1.8 The Jobs Children Do in Nepal

The jobs children do in Nepal are as follows:
Agriculture
Livestock tending, planting, harvesting, ploughing, fishing.
Cottage Industry
Pottery, carpet and cloth weaving, candle-making, thanka painting, poultry
farming.
Manufacture
Printing, bricks, bread, garments, matches, cigarettes, soap, shoes, plastics.
Plantation
Tea, sugarcane, tobacco.
Domestic
Caring for parents, servants.
Catering
Hotels, tea shops, restaurants, bars.
Selling
Street hawking, petrol pump attendant, shop assistant, shoe shining,
newspaper vending and delivery.
Manual Labour
Rock breaking, mechanic, sweeper, road and building site worker,
carpenter.
Tourist and Travel Industry
Portering, circus performer, rafting and trekking guide, bus-conductor,
rickshaw puller.
Other Ways Children Earn Money
Rag picking, prostitution, begging.

1.2 CWIN Programmes of Action

CWIN Programmes of Actions are as follows:
a) Advocacy Through Action
Advocacy is the giving of support to a cause. Advocacy through action
is CWINs major approach to its work. Being an organization working
for the child rights it believes that giving support and power to the
children will develop them in a positive way making this positive

attitude sustain for a longer period of time. Besides it also release

advocacy materials, organizes trainings and community actions for
sensitization on child rights.
b) Research and Information
CWIN conducts various research activities to raise awareness, influence
police and to guide CWINs programmes. Likewise, it runs a National
Resource and Information Center for information. Also it runs websites
like www.cwin.org.np and www.childlabournepal.org and a mailing list on
child labour for worldwide information dissemination. CWIN Local Action
against Alcohol and Drugs and publishers a monthly e-newsletter on
children in armed conflict entitled Children are Zones of Peace.
c) For Children, With Children
While working as an advocate for child rights, it is most important to listen
to the children themselves. CWIN believes in working with children and
empowering them for realization of their rights. Organizes activities to
promote peace such as the Children as Zones of Peace (CAZOP)
campaign.
d) Support for Children at Risk
CWIN feels the need to support the children at risk for their emergency
help, socialization, education and capacity building for social reintegration and empowerment for which it runs a Helpline system with
hotline telephone, ambulance, counseling, medical and legal services.
CWIN socialization centre and many more for the cause of supporting
children at risk.
e) CWIN Programme to address Children in Conflict
CWINs programme on children in armed conflict aims to raise awareness
on the issue, provide humanitarian services and empower the voices of
children who are the victims of ongoing armed conflict in Nepal. In the
areas affected by the conflict it has become obvious that children are often
denied overall fundamental rights, so CWIN has undertaken the policy of
working as an advocate for child rights in general. CWINs programme

10

offers emergency and educational support, shelter, socialization and

conflict. CWIN has established a National Resource Centre on Children
in Conflict (NRCIC) to raise awareness, enhance human resources and
disseminate information for reliable information.

1.3 Objectives of the study

The main objectives of the study are as follows:
a) To know the number of male and female involved in the training.
b) To know the educational background of young people.
c) To know the parental condition of the young people.
d) To know the working background of the young people.
e) To know the sources of the young people.
f) To know the working background of family.
g) To know the number of training titles run out by CWIN.

1.4 Importance of the study

The main importances of the study are as follows:
a) To fulfill the requirement of the degree of Bachelor of Business Studies
(BBS) according to T.U. Curriculum.
b) It is useful for future reference to those scholars who want to carry out
similar type of research work.
c) For library use for general readers.
d) On the basis of the suggestions and recommendations of the study, the
organization can take actions for improving the performance for various
trainings.

1.5 Limitations of the study

The main limitations of the study are as follows:
a) The study focuses on the skill education and vocational training of CWIN
self-reliance centre. Thus, other aspects and other centre of the
organizations remain untouched.
b) The secondary data collected from CWIN are its limiting factor.
11

c) Finding of the study cannot be used in other NGOs.

d) Due to organizations secrecy, report is prepared on the basis of provided
data only.
e) The study covers the information of year 2008and 2007 as the recent data
was unpublished till the preparation of the report.

12

Chapter 2
2

Research Methodology

2.1 Introduction
Research methodology constitutes one of the most important components of a
research project. The importance and usage of a research depends upon the
research methodology used in the study. In the process of research activity using
different techniques and methods can collect information, and on the basis of
such information project report is prepared. Therefore, research methodology
refers to the methods and techniques used in the collection, tabulation and
analysis of the data and information collected to achieve the objective of the
study. The main objective of this research is to analyze, interpret and examine
the data information to come at appropriate decision. The major component of
research methodology followed in course of study includes the following things:

2.2 Research Design

Research design tells how study is to be made. Research design helps us to
collect right quantum of accurate data. Without research design we cannot deal
with the descriptive of the situation and interpretation of data.

2.3 Population and size of sample

Population size refers to the toal number of NGOs in Nepal. For the research
work Child Workers in Nepal Concerned Centre (CWIN) was selected among
the total population, so it constitutes the sample size. The reason of selecting
CWIN is that the staffs of CWIN are very supportive and co-operative to the
students who go over to complete their research.

2.4 sources of data

Data are the matter of information required to complete the study. Data may be
collected either from primary source or secondary source. So there are two
methods of collecting data:

Primary Data
Primary data is an original data gathered by the researcher for the research
project at hand. This data are actually collected for meeting the specific

13

objectives of the study. It can be collected by own intellectual power, sense and
field observation, interview, questioning, etc.

Secondary Data
Secondary data are those data, which is collected by the help of other peoples,
professors, friends, books, article, report, journal, etc. here generally all
collected data are secondary one. Due to lack of time and proper feasible
investigation the primary data are limited to certain extent only. These data has
been collected from the office of CWIN and various materials published by
CWIN.
The secondary data used in the research work are:
o The staffs of CWIN
o Various books published by CWIN
o CWIN annual report 2007
o CWINs brochure

2.5 Data Collection Procedure

Data collection procedure includes different method applied to collect data. All
research involves the collection and analysis of data, whether through reading,
observation, measurement, asking questions, or a combination of these or other
strategies. The data collected during and for research may, however vary in their
characteristics.
The data collection procedures are as follows:
a) Field visit
b) Observation
c) Unstructured interviews with the staffs, trainers and trainees
In this context, field visit, documents and unstructured interview has been taken
into process.

14

Chapter - 3
3

Data presentation and analysis

3.1.1 Background of CWIN Centre for Self-Reliance

CWIN (Child Worker in Nepal Concerned Centre) is basically a child rights
organization focusing on the relief, socialization and social re-integrating of
children living and working in the most difficult circumstances.
The aim of CWIN Centre for Self-Reliance is to protect children (14 years of
age) from risk and empower them for their self-sustainability through skill
education, training and income generation opportunity. They are given
opportunities to join several skill educations and provided support for their
employment, small business set up and rehabilitation support. This program has
been also extending the areas f training as per the interest of youth and need of
the market.

3.1.2 Activities of CWIN Centre for Self-Reliance

The activities carried out by CWIN Centre for self-reliance are as follows:
i.
Skill education and training for children and youths.
ii.

Food, shelter, fees and emergency support to the trainees (as per

needed).
iii.

Workshop facility and production units after training.

iv.

Marketing of products by social marketing.

v.

Facilitate job placement for the skilled youths.

vi.

Income generation programme.

vii. Follow up/Social re-integration.

viii. Networking with GOs, NGOs, training institutes, job providers and
other related organizations.
ix.

Empowering on gender, trafficking, HIV/AIDS, health, child right,

life skills, adolescent education, etc.

15

3.1.3 Financial Report

Figure 3.1
Working Notes:
Calculation of angle at centre:
%
O
Amt

100
360
666

6
21.60
399

9
32.40
599

8
28.80
532

20
72.00
133

34
122.4
226

12
43.20
799

4
14.40
266

7
25.20
4663

in

243

745

618

994

248

522

491

497

701

Rs.

05

8.3

7.45

4.4

61

63.7

6.6

2.2

35

16

3.1.4 Training Titles

a) Plumber
b) Carpentry
c) Wood carving
d) Watch, T.V. Radio repair
e) Driving
f) Sewing/Knitting
g) Floriculture/Gardening
h) Fine art/Board painting
i) House painting
j) Paper craft
k) Hair cutting
l) Cook/waiter
m) Computer
n) Community Health Worker
o) Automobile repair
p) Bamboo craft
q) Music/Dance/Vocal
r) Beauty Parlor
s) Screen Print
t) Others (according to the interest and capacity of trainees)

17

3.1.5 Some Training Titles and their duration

S.N.

Training Title

Duration (in months)

1.

Photography

6months

2.

House Painting

2months

3.

Hair cutting

2months

4.

Computer

3mnoths

5.

Jute bag making

1months

6.

Paper craft

3months

7.

Plumbing

3months

8.

Furniture

3months

9.

Tie die

1months

10.

Beautician

3months

11.

Snacks making

1months

12.

Tailoring

4months

13.

Tailoring advance

3-4months

Table No. 1

3.1.6 Budget
S.N.

Training Title

Budget (Approx per person in Rs.)

1.

Photography

16000

2.

House Painting

4000

3.

Hair cutting

5000

4.

Computer

2500

5.

Jute bag making

1500

6.

Paper craft

1300

7.

Plumbing

6500

8.

Furniture

6500

9.

Tie die

2000

10.

Beautician

6000

11.

Snacks making

1000

12.

Tailoring

2000

13.

Tailoring advance

2000

Table No. 3.2

18

3.1.7 No. of Boys and Girls receiving different types of skill training
The total number of children, youth who attended the different types of skill
training within this nine months were as follows:
Gender

2005

2004

No

No

Male

48

31.17%

98

53.85%

Female

106

68.83%

84

46.15%

Total

154

100%

182

100%

Table No. 3.3

Figure No. 3.2

The above table and figure shows the number of boys and girls in the CWIN
Centre for self-Reliance who attended the different types of skill training within
2008 and in the year 2007. at the time of survey the total numbers of trainees
were 154 comprising 48 boys and 106 girls which are 31.17% and 68.83%
respectively whereas in the year 2007 the total number of trainees was 182
comprising 98 boys and 84 girls which are 53.85% and 46.15% respectively.

19

3.1.8 No. of boys and girls receiving the different types of skill
training in 2008
S.N.

Training Title

No.

1.

Photography

2.

House Painting

3.

Hair cutting

27

4.

Computer

17

5.

Jute bag making

13

6.

Paper craft

7.

Plumbing

10

8.

Furniture

11

9.

Tie die

10.

Beautician

15

11.

Snacks making

12.

Tailoring

36

13.

Tailoring advance

Total

154 (Boys 48, Girls 106)

Table No. 3.4

20

Figure: 3.3
From the above table and figure we can see that the total number of trainee was
154 during 2008 of which 48 are boys and 106 are girls. Of them the number
indulged in photography and house painting was 1 on each. In the rest titles like
hair cutting, computer, jute bag making, paper craft, plumbing, furniture, tie die,
beautician, snacks making, tailoring and tailoring advance the number indulged
were 27, 17, 13, 5, 10, 11, 6, 15, 7, 36 and 5 respectively.

21

3.1.9 No. of boys and girls who received the different types of skill
training in the year 2007
Trade

No.

Sewing

25

Carpentry

13

Dance

13

Beauty Parlor

Driving

Motorcycle repair

Floriculture

Computer

10

Electrical

Hair cutting

20

Cook

34

Knitting

18

Plumber

12

Community health worker

Total

182 (Boys 98, Girls 84)

Table No: 3.5

22

Figure 3.4
The above table and figure shows the number of boys and girls who received
the different types of skill training in the year 2007. The total number of trainees
was 182 of which were boys and 84 were girls. From above we can see that the
title which included the highest number of trainee is cook which had 34 trainees
and the title which included the lowest number of trainee is electrical which had
3 trainees only. The title which had second majority is sewing maintaining a
trainee of 25. The title of carpentry and dance maintained a trainee of equal
number i.e. 13. The remaining titles of beauty parlor, driving, motorcycle repair,
floriculture, computer, hair cutting, knitting, community health worker and
plumber contained trainees of 5, 7, 9, 4, 10, 20, 18, 12 and 9 respectively.

23

3.1.10Educational Background of the young people

Educational Background

Percentage

Literate

24%

Illiterate

8%

Under 5

30%

Above 6

38%

Table No. 3.6

Figure 3.5
The table and chart shows the educational background of the young people.
From the above graph we can see that the educational background of the young
people comprises mainly of four categories literate, illiterate, under 5 and above
6. The above 6 group has majority while illiterate group has minority of 38%
and 8% respectively. The remaining two groups literate and under 5 maintains a
percentage of 24 and 30 respectively.

24

3.1.11 Working background of young people

Working background

No.

Restaurant

10

Carpet weaving

Rag picking

45

Domestic helper

17

Labor

17

Tempo conductor

10

Student

22

Street vendor

Not working

38

Garment

Press

Table 3.7

Figure 3.6
The above table and diagram shows the working background of young people
before they received the different types of skill training. Before they received
the training they worked as restaurant workers, carpet weavers, rag pickers,

25

domestic helpers, labor, tempo conductor, student, street vendors, garment

workers and press workers whereas some were unemployed. Here the majority
is of rag pickers making the number up to 45 whereas press workers hold a
minority of 2 only. The numbers of restaurant workers, carpet weavers,
domestic helpers, labors, tempo conductors, student, street vendors,
unemployed and garment workers are 10, 5, 17, 17, 10, 22, 7, 38 and 3
respectively.

3.1.12Parental condition of young people

Parental condition

percentage

Both

49%

Single

37%

Step father/mother

8%

Orphan

4%

unknown

2%

Table No. 3.8

Figure 3.7
From the above table and pie chart we can see that 49% of the young people
have both parents i.e. father and mother both 37% of them have one parent only,
and 8% of them have either step father or step mother. Among 4% are orphans
and 2% of the group are unknown.

3.1.13Sources of young people

26

Sources

No.

Street

26

CWIN Centers

44

Slum dwellers

16

Individual

45

Other organization

51

Table No. 3.9

Figure 3.8
The above table and figure shows the sources of young people who comprised
the training group of CWIN Centre for Self-Reliance for the year 2007. The
main sources of young people are street, CWIN centers, slum dwellers,
individual and other organization. Here 26 people have come from street, 44
people have some from various CWIN centers, 16 people are slum dwellers, 45
people are individuals and 51 people have come from different organizations.

27

3.2 Job placed and still working candidates

The name of the candidates who have been job placed and still working, after
the training provided by CWIN Centre for Self-Reliance is as follows:
Training Titles

Cook

Gardening

Wood carving
Tailoring

Plumbing

Furniture
carpentry

Beautician

Hair Cutting
Paper Craft

Name of the candidates

Debendra Lama
Madhu Rokka
Raju Khadka
Asharam Sharma
Manoj Baskota
Rabi Tamang
Sanjaya Lama
Dhan Bahadur
Bhim Chhetri
Kumar Thapa
Dhan B. Ghartimagar
Raj K. Thapa
Manik Magar
Chandika Dangol
Renu Maharjan
Subash Nepali
Rakesh Karki
Krishna Magar
Kamal Nepali
Dilip Aale Magar
Netra B. Shrestha
Ramesh Khadka
Hari Thapa Magar
Kumar Lama
Ram Timilsina
Resham Lama
Sarasoti K.C.
Ranjana Wade
Mangal Laxmi Shrestha
Govinda Timilsina
Rajendra Sapkota
Gopal Timilsina
Sanjib Raut
Ram Chettri

Table No. 3.10

28

Chapter 4
4

SUMMARY, CONCLUSION AND RECOMMENDATIONS

4.1 Summary
This study examined the number of boys and girls receiving the different types
of skill training in these nine months and in the year 2007. It also examined the
educational background of the young people, working background of the young
people, parental condition of the young people, sources of young people and
working background of the family of those young people who received the
different types of skill training from CWIN Centre for Self-Reliance.
At the time of survey the total numbers of trainees were 154 comprising 48 boys
and 106 girls which are 31.17% and 68.81% respectively whereas in the year
2007 the total number of trainees was 182 comprising 98 boys and 84 girls
which are 53.85% and 46.15% respectively. In the year 2007 the trainees were
acquainted with the titles like sewing, carpentry, dance, beauty parlor, driving,
motorcycle repair, floriculture, computer, electrical, hair cutting, cook, knitting,
plumber and community health worker.
The educational background of the trainees comprised of four groups literate,
illiterate, under 5 and above 6. Literate comprised 24% of the total while the
percentage of the illiterate was 8%, 30% of the total had education below
primary level and only 38% of the total had education above 6.
Before acquiring the skill trainings the young people worked as restaurant
workers, carpet weavers, rag pickers, domestic helpers, labors, tempo
conductors, student street vendors, garment workers, press workers whereas
some were unemployed.
Similarly, 49% of the total trainees have both parents i.e. father and mother
both, 37% of them have only one parent, 8% of them have either step father or
step mother, 4% of them are orphan and the parental condition of the rest 2%
are unknown.
The main sources of young people are street, CWIN centers, Slum dwellers,
individual and other organizations. Out of total 26 were from street, 44 were
from various CWIN centers, 16 were slum dwellers, 45 were individual and 51
were from other organizations. Also the young people have come from the
29

background like farming, service, street vendor, labor, not working, security
guard, driver, rice mill, gardening, painter, army, fisherman, priest, tailoring and
wool weaving.

4.2 Conclusion
CWIN centre for Self-Reliance helps empower the children and youth living
and working at risk condition through capacity building training, job placement
and income generation opportunities. It gives juveniles who are forced to work
under difficult circumstances, various types of skills, education and training
programmers, in order to enhance their working ability, and to search for
methods for reintegrating them in society. It gives youth various types of
employment generating skills training that are available in local business
enterprise and social enterprises and conducts single or group wise generating
programmers or micro credit programmers for youth so that they can earn a
living as well as learn enterprising skills. It also conducts awareness
programmers at community levels so as to reduce child labor, and to simplify
the process of earning a living through building capacity according to the need.

30

Recommendation
The following recommendations apply suggesting how each could contribute to
achieve the goals efficiently and effectively.

It should make different programmers related with the skill training in

different places to raise awareness to the people about the skill training,
its impact and its advantages.

It should conduct different training programs for the trainers also so that
they can train a large numbers of trainees at a time effectively and more
efficiently.

There should be special centre for lodging complaints where the trainees
can complain about the training defects.

It should establish credit schemes to provide economic independence

and help for poor trainees.

31

Bibliography

Agrawal Govinda Ram, Project Management in Nepal, Bhotahity,

Kathmandu, M.K. Publishres & Distributors, 2007 A.D.

CWINs Annual Report 2008

CWINs Brochure

Sattur Omar, Child Labor in Nepal

Various books published by CWIN

Website of CWIN www.cwin.org.np

32

Glossary
Seths

A rich man

Mahajans

Moneylenders (a person whose business is lending money;

usually at a high rate of interest.)

Thanka

Rectangular Tibetan paintings on cotton, usually of mandalas or

Tantric deities.

Appendix:-

33