WORLD ASSOCIATION FOR THE SCHOOL AS AN INSTRUMENT OF PEACE (EIP) INDIA

(Association mondiale pour IÕEcole Instrument de Paix (EIP)

C/o INDIAN INSTITUTE FOR PEACE, DISARMAMENT & ENVIRONMENTAL PROTECTION

537, Sakkardara Road, Nagpur – 440009 India

Tel:  91-712-2745806 Fax: 91-712-2743664

Email:  iipdep_ngp@sancharnet.in

 

Reports of the 3rd  National Training Session

27th-29th January 2006 (Nagpur) India

Conducted in English & Hindi

 

Organized by EIP India &

EIP, Geneva International

 

 

EIP India with  help from EIP International organized 3rd  National Training session on Human Rights & Peace Education from 27th to 29th January 2006 at Nagpur. Participants mostly teachers and few NGOs from all parts of India attended the Training session.

 

27th January 2006

 

 Training session was started with the registration of the participants from 8.30 A. M. to 9.30 A. M. on 27th January 2006. At 10.00 A. M. participants were made to form a circle and self introduction was done by the participants as well as Guests.

 

After introductory session, 3rd National Training session was formally inaugurated by  lighting  Samai (lamp) by the dignitaries. All guests were welcomed with the floral buckeye.

 

Dr. Balkrishna Kurvey compared the inauguration session. He introduced each guests to the participants. He called upon each guest and requested the guest to address the delegates of this third national training session.

 

Hon. Shri Shankarrao Gedam, former minister of Maharashtra was the chief guest. In his inaugural speech, Mr. Shankarrao Gedam said: He was happy to inaugurate Third Human Right training Session. Though India had celebrated  57th Republic day on 26th January 2006 the day before this training session, still   we are lacking behind in so many things. There are four things which are necessary to take the country forward and according to him those are-National Integrity, Secularism, Democracy, Socialism.

 

The biggest challenges for the youths are to keep trying for the benefit of democracy and hence Human rights are essential. Dr. B. N. Ambedkar, talked about the nation which has equality to its citizens in all forms. But we should have economical equality.

 

Lighting the Lamp ( Samai ) during Inauguration

Hon. Mr. Shankarrao Gedam, Monique Pridezis, Pratibha Dhok, Dr. Subhash Shrirao, Nalini Kurvey, Dr. Neil Arya ( from left to right)

 

 

Later on he asked the teachers to inculcate the values of human rights in their pupils. He said teachers are the images of God.

He cited the examples of three great thinkers of India and they were, Mahatma Gandhi, Raman Maharshi and Jay Krishnamurti, who preached humanity to the people. They preached Universal brotherhood. But it was Swami Vivekanand, who said about human being as image of God and if you do serve the needy, it is service to God. And as teachers are responsible for development of the pupils as well as for awakening the inner strength of the students, they are God.

 

Dr. Nail Arya, Physician from Canada and Vice –President of IPPNW  North America was the guest for this training session. He talked on Ņ Peace through HealthÓ. He informed the participants , mostly the teachers, why physicians should talk on peace. Because the health and peace are closely related and dependant on each other. When we have good health or when there is peace we feel good.

 

Like physicianÕs teachers have the knowledge and skills to help at each stage of violent conflict before violence erupts in terms of preventing it, during violence and after to help a child re-build and re-integrate.

 He told about the projects in El Salvador and Palestine and in Croatia for the society as well as schools to promote trauma healing, non-violent conflict resolution, peaceful living, human rights, and reduction of ethnic bias.

He narrated the story, which is included in such projects.

 

 

 Nalini Kurvey, President EIP India congratulated the participants for making their presence for third national training session. She reported the activities carried out by EIP India since 1995, talking about the national and regional training sessions EIP India is organizing in India with support from EIP International. She narrated the origin of EIP and CIFEDHOP and aims and objectives of EIP.

 

Briefly she explained the program of working for EIP training sessions, which is based on the working of EIP International and requested the participants for their active participation.

 

Dr. Subhash Shrirao, Senior Anaesthesist from City and Well known Social activist talked on this occasion. He said one should be taught to respect the teacher like their parents. Children should have the respect and love for their teacher as their parents. And parents. and teachers should imbibe right values from the beginning to the students. We always say there is violence but inspite of projecting violence we should preach non-violence and peace from childhood.

 

Ms. Monique Prindezis, Secretary General of EIP International, who traveled such along distance to be with EIP IndiaÕs Third National Training session told the participants, that it was important for her to be in India for the first time, India had one greatest thinker, Gandhi, who has influenced us with his reflections on social justice and promoting human dignity.  By her presence, she carried the support from EIP International and was happy to contribute in EIP IndiaÕs activities.

 

She explained the objectives of EIP, which consists primarily the network of educators, teachers in the area of popular education, researchers in educational science, social science, law and humanities; which also include directors of educational establishments, civil servants in the area of education, activists in other NGOs, artists and students.

 

She also told the participants about the International training session run by EIP International. Which are aimed at the acquisition of interdisciplinary knowledge applicable to the areas of human rights and peace and development of educational skills.

She was all praise and thankful to the organizations like UNESCO,  High Commission for Human Rights in Geneva etc. which are fully supportive to EIP.

 

Dr. Devasia, Principal, M. S. W. College of social welfare, Nagpur; talked on Declaration of Universal Declaration of Human Rights. He said that knowing Human rights is very important in 21st century. Human rights are essential for the dignified life of every individual, every community, and every nation.

 

He defined Human rights as the rights which are inherent to every human being, as he/ she is born as a human being. I have these rights in my community, society, in country and in the world. These can not be taken away by anybody. Because we are human beings these rights are bestowed on us.

 

Declaration of Universal Human rights was done because of the miseries of 2nd world war.

Many fundamental rights in Indian constitution are borrowed from Universal declaration of rights, Irish constitution, Australian constitution, from Great Briton. There are six ( 6) sets of fundamental rights on Indian constitution. Later he dwelt on various articles how they are related to every day life.

 

We are free and we are equal. There is ability, rationality in every human being.

 All rights for every one. All rights in Indian constitution are enjoyed by every citizen of this country.

 Right to life. Important thing for the person is his / her own life. Every person has the right to protect his / her body, mind and intelligence and you can defend your life or group.

You can enjoy this inherent liberty which can not be taken away from you.

 No one can keep anybody in slavery or servitude. He explained the meaning of slavery and servitude in simple language for the participant; giving the examples of bonded labor or the malpractice by money lenders.

About the punishment, it should be appropriate, that means punishment should be granted according to the gravity of crime.

Every citizen of India has the right to travel to any place of the country.

 About the right of marrying and forming own family, he said as soon as the person is of particular age, he or she can marry by he own choice and nobody can prevent her. All are entitled to have his/ her own family and it is the duty of the government to protect the family.

Any one can practice his/her religion and can change the religion by his own will.

We can take part in the building of our nation, in decision making directly or indirectly by electing our representative in casting our vote in election. There should be minimum standard of remuneration in respect to the work done and it should be enough to lead dignified life as an individual.

In India we donÕt have the social security system, but do have the maternal and child welfare schemes by the government, which is responsible for nutritious food for the pregnant woman and offers vaccination and free treatment to expectant mother and children.

 

Article 26 - deals with education. All children should have compulsory primary education, and choice to select the higher education is of the parents and the child. Diversion of money to primary and secondary education can make literacy possible.

 

Also as a human being, we are having intelligence and can enjoy the cultural, social practices of the community or society to which one belongs.

One is free to speak, write as a free person, but it should not harm the nationÕs integrity or should not go against the nation.

In democratic country, human dignity is the most important thing. Concept of freedom is the reason for all human rights violation. Because every body likes to be free, there are forces who take away the freedom of otherÕs, hence the conflict starts. Therefore we all should know of our rights and should respect the rights of others as well.

 

 

 

After the lunch break next session was –

 Models of teaching Human Rights

 by Dr K. M. Bhandarkar.,  Principal of P. P. College of Education. Gondia.

First of all he defined Human rights as the basic rights, social and political rights

 

endowed on us as a human being. It includes the right to the fulfillment of such vital

 needs as food, shelter, health care and education and the right to enjoy civil and political

 liberties.

Systemically he explained the need for human rights teaching and the methods and models, which is recent concept for human rights teaching.

According to him;

Objectives of Human rights education are:

 

Knowledge- of imparting human rights

Understanding- of human rights in daily life. And to know the meaning of human rights

Application-to protect their own rights and to fight against evil rights in society

Interest—to arouse more information regarding human rights

Attitudes- to inculcate positive attitudes in the minds of the students regarding human rights and human dignity.

 

He later on dwelt with models of Human rights teaching.

 

Models of Teaching

 

He narrated in detail about the differences between teaching methods and models.—

 

Methods are limited in scope while scope of models is much wider. In addition to teaching and learning models are helpful in designing curriculum and development of audiovisual aids.

 

Models of teaching are based on researches regarding the exact nature of teaching-learning process as it occurs among human beings.

Planned and teaching oriented environment which is based on certain established principles of teaching and created intentionally by the students and teachers, is known as teaching model.

The teaching methods are teacher-centered and role of teacher is fixed. In teaching model the role of teacher changes according to need and demand of the situation. Teacher acts as a facilitator.

 

In teaching models all interactions between teacher and students are included.

 

 

 

 

 

 

He described the models in detail—there are four basic principles or elements of teaching models.

1-    Focus of objective is first decided.

2-    In order to achieve the predecided objective audio visual aids, techniques and material is used systematically.

3-    Social system. –Education is a process of socializing. The success of teaching and learning depends on the relations and interaction among students and teachers.

4-    Support system- communication system,  audio-visual aids and techniques of teaching.

 

 He stressed that emotional intelligence is an acquired ability and teacher can inculcate it in students. If proper care is taken to develop emotional intelligence, all the problems related to social justice and human rights will come to an end.

 

 

INQUIRY TRAINING MODEL FOR HR

Dr. Bhandarkar said that, teachers can go according to these models, ask their students to learn by their own practical experiences, which will enable them to inculcate human right values. By these inquiry models pupils or children can have respect for ones own as well as other personÕs human rights and he was confident these students will become responsible citizens.

These Models are based on scientific approach to teaching. It includes the following steps­-

 

SENSING THE PROBLEM- By experience and observation the students can understand that many students in our society are unable to enjoy the rights of the child.

 

COLLECTION OF DATA: The students can collect data from media and other sources regarding this problem.

 

ANALYSIS OF DATA: On basis of analysis, evidences regarding the status of rights of the child can be obtained.

 

INFERENCES-Inferences or conclusions are drawn on the basis of evidences obtained.

 

REMEDIES- After discussion   with the teacher and students possible remedies can be suggested.

He asked the teachers to work for human rights teaching as per the models, which will be enjoyed by the pupils as well as the teachers.

 

 

After deliberation by Dr. Bhandarkar, the participants were divided in small groups and workshop on different methods and models of teaching was conducted. The participants had beautifully presented the results of this workshop by various methods and models applications. Different groups used different methods and models such as writings, role plays, dramas, songs, interpretations.

 

 

Participants at workshop

 

After completion of the workshop, the group leader or in some groups all participants explained with the methods or models allotted to them the results of the workshop. Everybody was so enthusiastic about their groupÕs performance; they presented the outcomes very efficiently and authoritatively. After all the groups had finished, participants had the practical knowledge of all methods and models and realized how beautifully they can teach human rights with help of writing, interpretation, drama, poems.

 

Inference of the workshop –

The participants had to work on this workshop by the guidelines given to them. We handed the sheets of guidelines and explained them what they are expected to work.  During the process of workshops facilitators and the organizers were giving hints and making the ideas clear and encouraging the participants.

 

1-    About the sitting arrangement in the classroom.

In Traditional methods, students were sitting in the rows with class teacher heading. In such arrangement, the students who are week in studies or not interested, sit in the back rows, which again makes them dissociated from studies.

2-In interactive method- Students sit in the circle, facing the teacher and each other. Teacher can see and watch every student and so the interest of the student is maintained.

3- In teaching model- Students can sit in circles or they can form circular groups, discuss the topic, goes to the site of learning for learning by practical experience.

Here students learn by their own experience.

 

About the purpose of Questioning-

1-    Traditional Method-The purpose of questioning here is to know the knowledge of the student.

2-    In interactive method, the purpose of questioning is to judge the knowledge of the student, which is taught.

3-    In teaching model- the purpose of questioning is to know the knowledge of the student and make the student more aware of the subject.

 

 

What is the basis of Questioning?

 

1-    Traditional methods-Questions are asked on the basis of subject taught.

2-    Interactive methods-On the basis of subject taught but in more details.

3-    In teaching models-On the basis of learnerÕs awareness of the subject, which has taught in the classroom and on ground work.

 

How is the interest of the students maintained?

1-    In traditional methods- level of interest of the students is maintained by keeping strict discipline.

2-    In interactive methods- level of the learner is maintained by participation of teacher and all learners.

3-    In teaching models- level of interest is maintained by interaction, field visits and providing chance to every one.

 

Relationship of teacher and students with each other?

1-    In traditional methods- relationship exists as teacher and students only.

2-    In interactive method-relationship of teacher and students is like friendship.

3-    In teaching Models-relationship of the teacher and students is like friendship as well as teacher plays the role of guide. He is friend, guide and helpful person to the students for their whole development.

 

 

28th January 2006

 

Dr. Kishor Mahabal  conducted the session on Human rights literacy.

 

He distributed the chits to the participants each, having the statement related to the articles in declaration of human rights. He asked the participants to work in pairs and think and talk about his statement, forcing with great stress on his/ her version, why his / her statement is more important than his partner.

In this process one has to think, brainstorm on the human rights values and support his statement with the article.

 

Afterwards participants were made to make group of four and stress his / her own point to other group members.

Every person has to stress his/ her point, so everybody has to take active part in group discussion. They have to share each others views and make other people aware of each othersÕ statement and respective articles.

Next step was to make the big group of 10-12 participants and each person will give his / her statement to others and try to imbibe that statement with authority in the group. By this each participant has to become leader of the group and made his mark on the whole group. In front of the large group he has to say his statement with authority and discuss it with the group and give the evidence of particular article and also take feedback from the group members and has to withstand their criticism.

 

 

 

 In this way each participant gets empowered with leadership, can take active part in discussion, have the stage daring, improve vocabulary, learn all the articles from each other, can handle the criticism, and learn the methods for conflict resolution.

 

After this participatory activity, Dr. Mahabal narrated one/ two stories, why we should respect the rights of disabled person and how  the children can grow up in healthy environment helping each other.

About the rights of displaced people, he gave the example of slum dwellers. People are displaced in the name of progress or development from their place of birth and working and gets migrated to cities in search of employment. They live in inhuman conditions and are denied the basic rights.

 

With the help of participatory activities and stories, he made the participants aware of human rights values.

 

Dr. Balkrishna Kurvey—President  of Indian Institute for Peace, Disarmament & Environmental Protection, working for peace and disarmament not only in India but whole world talked on-Human rights prerequisite for peace, democracy, development and security.

 

He said that Peace is necessary for the development, progress and democracy. Whenever there is violence, militancy, conflict; the progress of the region is halted. No industrialist wants to open industry in such region. There are no means of good transportation, people depend on the agriculture or hunting and lack the modern amenities for agriculture. No cottage industries are there in spite of abundance of natural resources. He gave the example of Bihar, which is full of natural resources like mines, woods, fertile land and it is the land of Buddha, still due to corruption and conflict s in day to day life and political reasons there is no peace and whole infrastructure is jeopardized.

 

In Jammu and Kashmir, due to militancy all cottage industries are suffering. Tourism which was the main source of income for the local people, has suffered. In the name of ethnic cleaning, there is forced migration of people. The beautiful land is lacking in all modern amenities, which could have attracted tourists from the globe.

 

In North east India, there are mountains, rivers, dense forests. But there are no cottage industries, nor there good roads for transportation.

 

He asked the participants from the conflict ridden regions to describe the ground situation and why they are facing the problems of non-development,  and why there is no peace.

 

The topic itself being contradictory, there was stormy discussion among the participants.

 

Dr. Kurvey said, he purposely chose the topic, so that participants could point out the reasons for conflict, terrorism, militancy, lack of development. Being the teachers, participants are the mature citizens and they have their opinions and the knowledge of real situation in their regions. Through dialogue only the solutions can be brought out.

 

This is one method of conflict resolution. And he said, he was happy as the participants were ready and open for criticism.

 

 

The inference of the session was, there are numerous causes of conflict and militancy, from corruption, ethnic hatred, socio-economical disparity and politically motivated vested interests. But most important cause according to Dr. Kurvey is the violation of Human Rights. He said nobody wants to fight with the guns and live the life of militant or terrorist, which is very hard life, but violation of human rights makes these people to lift up the arms and become militant. Therefore he says, human rights are essential for peace and development. First we have to educate and convince our political leaders. CountryÕs importance is not based on how many nuclear weapons the country has but is based on economic progress, agricultural produce, and industrial development.

 

Dr. John Menachery, Reader in Social Work of M. S. S. Nagpur was the speaker for convention on rights of Child. He is working for the welfare of children and has special interest in the upliftment of children, particularly from the downtrodden classes.

 

With the help of Power point presentation he elaborated his topic very well.

First of all he talked of the necessity of Convention on child rights.  

The child, by reason of his physical and mental immaturity, needs special safeguards and care, including appropriate legal protection, before as well as after birth.

United Nations Convention on the Rights of the Child (UNCRC) was adopted by the UN Assembly on November 20th 1989. India ratified the United Nations Convention on the Rights of the Child (UNCRC) in December 1992. All nations except two (Somalia and the United States of America) had ratified the UNCRC.

 

In 1974 India had formulated the 'National Policy for Children (NPC). Child welfare subject is included in the 'Concurrent List' of the Indian Constitution, and both state & union governments are empowered.

Relevant Articles from THE INDIAN CONSTITUTION, in the context of welfare of children are included in :

 PART III - FUNDAMENTAL RIGHTS

Right to Citizenship: Article 5, Right to Equality: Article 14, 15, & 17, Right to Freedom: Article 19-22, Right Against Exploitation: Article 23-24, Right to Freedom of Religion: Article 25-28, Cultural and Educational Rights :Article29-30, and Right to Constitutional Remedies: Article 32.

 

PART IV - DIRECTIVE PRINCIPLES OF STATE POLICY

I. Principles to be followed by state are in these articles: Article 39 (against child labor, exploitation & abandonment), 2. Right to education and public assistance: Article 41, 3. Maternity relief: Article 42, 4.Free& compulsory education for children :Article 45, and 5. Level of nutrition &standard of living : Article 47.

 

 UNCRC is contained in 54 Articles. These 54 Articles provide four sets of rights -: Survival, Protection, Participation, & Development.

 

Rights for survival: right to life, right to an attainable standard of health, nutrition, right to adequate standard of living, and right to a name and nationality.

 

Right to protection: Freedom from all forms of exploitation, abuse & inhuman or degrading treatment. It includes the right to special protection in emergency and armed conflict.

 

Right to development: Right to be educated, support for development & care during early childhood. It also includes, Right to social security. Leisure, recreation & cultural activities.

 

Right to participation: Right to appropriate information, freedom of thought & expression, conscience & religion, and right to an independent view on matters particularly those related to children.

 

In India both Governmental and Voluntary Agencies are working for child welfare and these are-

1. Decision-making Agencies under Juvenile Justice Act 2000;

2. Agencies providing institutional care for children; India had the largest number of orphan children, which needs institutional care like shelter home, residential homes etc.

3. Agencies providing Non-institutional services for children; for repatriating / restoring children, providing adoption, Child Guidance Centre  Clinic and Integrated Street ChildrenÕs Project.

4. Child Protection agencies; The State shall protect the child from all forms of maltreatment by parents or others.

5. Child Rights Advocacy Groups: These agencies bring into focus issues concerning children and make efforts for promoting child rights and prevent child abuse.

Dr. John  said teachers have an important role to play in strengthening child rights advocacy.

 

6. Funding organizations: These organizations provide funding support for carrying out activities with a special focus on children. Examples: Save the Children, India; Child Rights and You (CRY); UNICEF etc.

 

Also there are Governmental bodies like; Ministry of resource development, Ministry of Social Justice & Empowerment.

 

Later on he explained with the help of sketches and pictures, how child abuse takes

Place, not only by the outsider or anti-social elements but also from childÕs own relatives.

 

29th January 2006

 

Workshop on Child Rights was conducted. The teachers were divided into small groups and they were asked to discuss and come with inferences about the rights, which are

followed in their schools and which were violated. They had to search for the article number which is related to the statements and explain in their language, which made all the participants to know the rights of the children. They were also made to think about the rights which are violated and how. Also they were asked to brainstorm, how they can rectify the situations and make their schools student friendly.

 

Some new ideas were shared by the participants, about equal participation and equal dignity to each child regardless of the gender, caste, economic status. The teachers were convinced that they have to respect the rights of the children. Teacher will act as facilitator to the children.

 

Dr. Chandrashekhar Fadnaik was the moderator for this workshop, who applauded the teachers for presenting the workshop so effectively. He asked the teachers to work for inculcating the human rights values in their students. Also they should make them aware of their duties so that the students will become responsible citizens of our country when they will grow up.

 

Advocate Bharti Dangre, Government pleader, teaching and practicing law in Nagpur city; was the speaker for the morning session. She talked on Fundamental rights in Indian constitution. For the governance of the country we have basic documentation, which is the constitution. Constitution of India is divided in various parts, right from defining a citizen, rights of citizen, duties of citizen, structure of our government. There is provision for Emergency situations. Constitution provides the bases for all laws There is provision for amendment of laws depending on the situation for the benefit of people so that laws are not rigid. We have amended the law many times, but the procedure for amendment is made complicated so that it is not easy to amend the law as per the vimÕs of any political party or leader.

 

Our constitution is built on the constitutions of many countries like, Canadian constitution, UKÕs constitution etc.

Fundamental rights are included in chapter III of Indian constitution.

 

She then explained about the rights of the people, which rights are protected by state and how the legal rights are different from fundamental rights.

 

.According to Advocate Dangre, Legal rights has set frame, but the fundamental rights are endowed on every human being irrespective of his caste, creed, religion, sex etc.These are Right to move, right to Education, Right to worship, right to business, right to speak etc. But these rights not absolute rights. Reasonable restrictions can be imposed by government. That means every person has these rights but there are limitations. For example, every citizen of the country has the right to move in any part of the country.  Every person has the right to speak, but one can not abuse other person or one can make remarks which are against the sovereignty of the country. Fundamental rights are available against state or government machinery. For example. Right to life. To protect the life of the citizen is the duty of the government. And these rights are protected by courts itself.

 

 

Legal rights are those rights which are given by some laws. and they are available to individual person also.

 Under article 32, if state violets the rights of the person, he/she has the right to move to court.

 

 

Likewise there are rights given to minority institutions.

The private enterprises can have their own regulations.

In her speech Advocate Bharti Dangre enlightened participants about fundamental rights and legal rights and their intricacies.

 

 

Projects and ideas of Participants

 

Retired teachers or School Inspectors if involved give their time and utilize their energy and experience in spreading the message of human rights .If  EIP gives letter of recomdation for the education officers and minister of education , the retired teachers can go from school to school and spread the message of human rights.

 

One participant was quick in making songs and singing them, she said this training session has provided so much knowledge and information, that all participants will remember for ever.

 

One participant said EIP has given them the material as well as training and now itÕs their duty to convey these human rights ideas to their students and they have to give their students the confidence that teachers are their mentors and supporters as well as facilitator.

 

One participant said that the seeds sown by EIP of human rights will grow into a big beautiful tree through our teacherÕs efforts.  We will take this message from school to school and village to village.

 

One participant narrated the experiences and the human rights projects he is running in his region, He teaches human rights and explain the articles with examples to the groups of teachers in monthly teachersÕ meeting. Similarly he had conducted sessions for the police personals in his area.

 

One participant recited poems and praises the work of EIP India.

 

Certificates of participation were distributed to the participants, one by one in the hands of Monique Prindezis and Mr. Pradip Lande.

 

 

 

 

Participants of 3rd National Training Session, Nagpur. India

 

 

Concluding session

Monique Pridezis, Secretary General of eip international talked in the concluding session. She appreciated the training session conducted by eip India. And congratulated participants for their active participation, which made this third national training session successful.

 

She was very satisfied about the resource persons, who had perfect knowledge of their subjects and the interventions done by resource persons was of very high standard.

She said that she will take the message to Geneva and tell the international people and  will report it to Human rights commission which is based in Geneva, that EIP India conducted training session very efficiently. As this contributes to the United NationÕs plans for human rights education.

 

As she is doing human rights training sessions since last thirty years, she gave some advice to the participants. Education system changes very slowly, So one has to be patient and consistent in introducing new ideas, new methodologies.

 

Secondly she asked the participants to convince their colleagues, principals. Join NGOs or form teachers association working for human rights. 

She asked the participants to be in contact with EIP India as well as EIP International.

 

Certificates of participation were honored on the participants with the hands of Monique Prindezis and Mr. Pradip Lande.

 

In the last Nalini Kurvey concluded the training session. She said, because of the encouragement and cooperation of EIP International, EIP India could conduct this session. She was thankful to the participants for their active participation and enthusiasm they have shown in all activities during this session. She was thankful to her team for running this show very smoothly. Lastly she was thankful to Monique, for coming from

Geneva and being with all and making this endeavor full of energy and lively.

 

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