Madan Majhi – A Journey from Child Labor to Education

Background

Madan Majhi, an 11-year-old boy studying in Class 4 at Sunkoshi Basic School, lived with his family of seven in a small village near the Koshi River. His family relied on daily wage work and fishing to make ends meet. Their agricultural land was devastated by the floods of October 2024, pushing the family further into financial instability. Madan’s daily routine involved waking up at 5 am, even during harsh winters, to fish in the Koshi River and sell the catch at the nearby Gairhi Pucchar market. This often forced him to miss school, jeopardizing his education and future.

Intervention

Children Women in Social Service and Human Rights (CWISH), under the project Together for Child Rights, conducted a two-day capacity-building training on child rights and child protection for child club members at Sunkoshi Basic School. The training covered critical topics such as:

• Child rights and protection.
• The hazards of child labor.
• Climate change and its risks.
• Life skills for personal development.

Madan, a member of the child club, attended the training. The sessions opened his eyes to the importance of education and the risks associated with child labor. He realized that children his age should not be engaged in hazardous work and should instead focus on their studies.

Transformation

After the training, Madan made a bold decision. He told his family, "I don’t want to go fishing anymore. I want to focus on my studies and school." This decision initially angered his father, who relied on Madan’s support to earn money for the family. However, the school principal, Mr. Narayan Acharya, intervened and convinced Madan’s father of the long-term benefits of education for his son’s future.

Madan’s commitment to his studies grew stronger. He shared, "I didn’t feel like going  fishing anymore. Now, I’m more interested in studying. I could study even better if I had good notebooks, pencils, and books."

Impact

With the support of CWISH, Madan received educational materials, including notebooks, pencils, and books, which significantly improved his academic performance and school attendance. The principal noted a remarkable change in Madan’s behavior and dedication to his studies.

• Improved Academic Performance: Madan’s performance in class improved, and he became more active in class.
• Regular School Attendance: Madan stopped missing school and became a regular attendee.
• Awareness in the Community: Madan’s story inspired other children and families in the community to prioritize education over child labor.

Conclusion

Madan’s journey from child labor to education highlights the transformative power of awareness and support. The intervention by CWISH not only changed Madan’s life but also set an example for the community. By addressing the root causes of child labor and providing educational support, the project Together for Child Rights has demonstrated how empowering children with knowledge and resources can break the cycle of poverty and create a brighter future.