The global situation of young people is characterized by extreme disparities in economic, social, technological and cultural resources. Young people suffer from poverty, hunger and disease, low quality education, lack of marketable skills, high rates of unemployment, early pregnancy, social exclusion, and the highest rates of HIV / AIDS infections. Despite decades of efforts undertaken to ensure well-being and livelihood for young people, the situation of adolescents has not improved to the extent expected.
The global situation of young people is characterized by extreme disparities in economic, social, technological and cultural resources. Young people suffer from poverty, hunger and disease, low quality education, lack of marketable skills, high rates of unemployment, early pregnancy, social exclusion, and the highest rates of HIV / AIDS infections. Despite decades of efforts undertaken to ensure well-being and livelihood for young people, the situation of adolescents has not improved to the extent expected.
The global situation of young people is characterized by extreme disparities in economic, social, technological and cultural resources. Young people suffer from poverty, hunger and disease, low quality education, lack of marketable skills, high rates of unemployment, early pregnancy, social exclusion, and the highest rates of HIV / AIDS infections. Despite decades of efforts undertaken to ensure well-being and livelihood for young people, the situation of adolescents has not improved to the extent expected.
SeIected Best Practices, Report ol the Conlerence and Recommendations United Nations Educational, Scientific and Cultural Organization South Asian RegionaI Conlerence South Asian RegionaI Conlerence Responding to the needs ol 0ut 0l SchooI AdoIescents xperiences ol South Asian Countries Responding to the needs ol 0ut 0l SchooI AdoIescents xperiences ol South Asian Countries IN/2011/ED/42 South Asian Regional Conference Responding to the needs of Out Of School Adolescents Experiences of South Asian Countries 1-3 March 2011 New Delhi, India Selected Best Practices, Report of the Conference and Recommendations 3 I am happy that UNESCO and Plan India have jointly come up with this compendium comprising noteworthy initiatives and examples around learning and development of Out of School adolescents. As all of us are aware, the global situation of young people is characterized by extreme disparities in economic, social, technological and cultural resources which vary enormously across localities and population groups. Young people suffer from poverty, hunger and disease, low quality education, lack of marketable skills, high rates of unemployment, early pregnancy, social exclusion, and the highest rates of HIV/AIDS infections. This is despite the fact that about 20 years ago from now in 1990 during the Jomtien Conference on Education for All, member states envisaged six EFA Goals which were further referred through the Dakar Framework of Action. Goal III of these agreed goals is to Promote learning and life skills for young people and adults It was ironic that this goal despite its relevance for growth of any country didnt receive much attention. Despite decades of efforts undertaken to ensure well-being and livelihood for young people, the situation of adolescents, especially adolescent girls with regard to their rights and access to education, health and other basic services have not improved to the extent expected. The Global Monitoring Reports over the years also indicated towards the challenges faced in achieving the targets stipulated under Goal III. It is a matter of great pleasure for me that UNESCO New Delhi along with the colleagues at headquarters thought about organizing a dedicated conference on Goal III focusing on Out of School Adolescents at such a crucial juncture when the world is looking forward to Adolescents and young persons as key agents for social change and prosperity combined with peace, harmony and compassion. I would also like to thank Plan India to agree to collaborate with UNESCO for this important conference which was an excellent example of collaboration between UNESCO and the civil society organization for an important cause. It would also be worthwhile here to mention the Education Community and the Gender Community of Solution Exchange (which is a joint UN initiative) for carrying a query on the same issue to serve as background/ reference material for the conference. This conference was quite successful in several respects. It enabled presentation of 50 initiatives from across geographies and brought about key recommendations by the end of the three day deliberation to be considered by Member States, UN agencies, International organizations and the larger civil society. I am condent that the Governments in the region would pay needed attention to the proposed recommendations during their planning processes and together, we would be able to offer enabling learning and development opportunities for our adolescent boys and girls. I express my sincere thanks to Government of India for supporting the conference through the participation of Honorable Minister, MHRD, Shri Kapil Sibal; Secretary, School Education & literacy Ms. Anshu Vaish; Secretary, Youth Affairs and Sports Mr. A. K. Singh along with other government ofcials for their presence during different sessions. I also convey my sincere appreciation and gratitude for member states In Pakistan, Bangladesh, Bhutan, Maldives, SriLanka and Nepal for sending their representative along with the NATCOMS. Message from the Director and UNESCO Representative 4 UNESCO stands committed, as always, to work with the Government and the larger civil society for timely and effective implementation of Goal III. Not much time has gone by when in a Joint Statement was issued by UN Adolescent Girls Task Force, which has participation of UNFPA, UNICEF, ILO, UNESCO, UNIFEM, and WHO with the introduction of the Girls Fund which has been set up by the UN Foundation to support the UNs work on the ground. I am sure this compendium would be benecial for policy makers and practitioners across the member states to learn from some of the noteworthy experiences. I congratulate my colleagues at UNESCO and Plan India for their untiring work to organize this conference and work on the compendium for larger sharing and learning. I am also condent that the recommendations came out of this important conference would be paid due consideration and together we would be able to ensure proper follow up of the deliberations. Specic policies, legislation, programs and measures that address the rights, needs, and concerns of adolescents, particularly adolescent girls, are in-dispensable to ensure that they are adequately prepared and protected in this stage of life. I have no doubt that such steps would be ensured by all Members States in South Asia in the coming years which would accelerate the pace of progress towards achievement of goal III. With best regards, Armoogum Parsuramen 5 Message from the Executive Director Plan International (India Chapter) As we all know South Asia is home to the largest number of out of school adolescents. Over the next ten years Growing up in Asia will be a signicant challenge for many children. Of the 1.27 billion children in Asian developing countries, 600 million or almost 50% will be severely deprived of some of their basic needs such as food, safe water, sanitation, health services, shelter, education services and information. Over 350 million of them will be absolutely poor. The vast majority of these children will live in rural areas in South Asia, which has the worlds highest levels of child malnutrition, lack of sanitation and out of school girls. Additionally the needs of adolescents, especially female adolescents, for protection, development and space to participate in society are neglected. South Asia has the worlds lowest youth literacy rate. The overwhelming need in terms of severity and sheer numbers of deprived children will be in South Asian countries. But what is increasingly recognized is that without the direct involvement of poor children and families, efforts to address these challenges will not succeed. This group has specic issues and needs a clear focus, as has been recognized in Education for All Goal 3- Promote learning and life skills for young people. And it is with this backdrop that this Conference on Responding to the Learning and Development needs of Out of School Adolescents has been organized to help us reect on what needs to be done for this group, what strategies work and what do not. Plan has been working in India for the last 30 years and focuses on working with children and adolescents till the age of 18 years. We believe that children and adolescents have the right to grow up to their full potential in life. We have been working with adolescents in a holistic manner across themes like reproductive health, education, promoting active citizenship and gender equity. While we work with all children and adolescents our reach is to the most marginalized, especially in remote and hard to reach areas and particularly girls. Plan is guided by a Strategic framework called Growing up in Asia that outlines the strategic focus of work till 2015 using a Child centered community development approach. This approach focuses on keeping children and youth at the centre of all our work keeping in mind aspects of inclusion and non-discrimination, gender equality and participation. Therefore Plan seeks not only to work with children and adolescents but also with families, communities and adults and relies on the collective action of civil society to support empowerment of children and adolescents. At the same time we also feel that certain actions need to be undertaken by states to live up to their obligations under the United Nations Conventions on the Rights of the child. Plans work spans across health, education and life skills education for this group. We work with adolescents in communities to educate them on life-skills education and problem solving within the overall context of growing up. The groups of children and adolescents track issues of concern to children such as effective functioning of schools, ICDS centers and Public health centres. In some areas they also track and advocate to parents about negative impact of early marriage. 6 We also create awareness on their rights and prepare them to be able to articulate their voices on issues that matter in their lives. We simultaneously work with adults especially Panchayati Raj institutions and communities to develop their capacity to work on issues surrounding adolescent lives. Plan links adolescents who have dropped out of school to suitable employment through vocational training and placements. We also support them through a process that helps families understand the ramications of work and also help the adolescent to manage aspirations. In education we have worked with the never enrolled boys and girls to ensure that they reach a basic level of equivalency of formal education through an Accelerated learning program to link to formal education. We look forward to hearing and learning more from the esteemed gathering that will enrich our work at the grassroots and identify those issues that may require policy change and collective efforts of us all. Thank you, Bhagyashri Dengle 7 Message from the Director and UNESCO Representative 3 Message from the Executive Director Plan International (India Chapter) 5 Acknowledgement 9 OVERVIEW ARTICLE 11 The Status of Adolescents in South Asia 13 REPORT OF THE CONFERENCE 23 Responding to the Education and Development Needs of Out of School Adolescents- Experiences of South Asian Countries. 25 Conclusion 39 SELECTED BEST PRACTICES 43 Doosra Dashak CCT engagement (the Indian Experience) Anil Bordia & Shubhangi Sharma 45 Muktangan the Open Courtyard Deep Purkayastha 53 Breaking the cycle of poverty for women: Empowering Adolescents for Social Transformation (EAST) Ehsanur Rahman 56 Kishori Chitrapata (KC) Empowering adolescenct girls through ICTs. Gurumurthy Kasinathan 59 Responding to the Needs of out of school Adolescents-Experiences of South Asian Countries Havovi Wadia 64 Promoting Rights Based Actions for Adolescents in India: A Comprehensive Sexual and Reproductive Health Programme in Vulnerable Areas of West Bengal and Jharkhand Indrani Bhattacharya 68 An Inclusive Education Programme for OOSA Lessons from Sri Lanka. Kamal Hearath 75 Empowering Adolescents to adopt safe sexual behaviors using Theatre in Development Madhura Dutta 79 Contents 8 Vocational Training for Adolescents Murali 82 Project Prerana for Out of School Adolescent Girls in Bikaner, Rajasthan: A journey towards empowerment through education Dr. Neelima Pandey and Rameshwar Lal 86 Breaking the Poverty Cycle of Women; Empowering Adolescent Girls (Boys) to become agents of Social Transformation Quratulain Bakhteari 90 Responding to the Needs of out of - school Adolescents Rajani Nair & Gouran Lal 93 Child Domestic Worker Project, West Bengal Sanjeev Rai & Ritesh Datta 97 Pathways to Empowerment of Adolescent Girls: Insights from the UNESCO pilot project Empowering Adolescent Girls to Become Agents of Social Transformation Sayeeda Rahman 100 Education of Adolescents in the Tribal Areas of Jharkhand Shubhra Dwivedy 106 The Capability Approach and the Education of Adolescent Girls: A Case Study from Rajasthan Shushmita Dutt 110 Prole of the Authors 115 ANNEXURES 119 Agenda of the Conference 121 List of Participants 129 9 Acknowledgement We acknowledge Education and Gender Community, Solution Exchange (which is a joint UN initiative) for carrying a query on the learning and development Needs of Adolescents to serve as a background/reference material in the Conference. The consolidated Reply can be accessed going to the link ftp:// ftp.solutionexchange.net.in/public/edu/cr/cr-se-ed-gen-10031102.pdf (Size 453.34 KB) For Further Info on the conference you can contact Shubhangi Sharma Randeep Kaur UNESCO, UNESCO House Plan India B-5/29, Safdarjung Enclave E-12 Kailash Colony, New Delhi- 110029, India New Delhi 110048 India Tel: +91-11-26713000 (122) Tel: +91 11 46558484 (Ext 480) Email: s.sharma@unesco.org Email: Randeep.Kaur@planindia.org 11 Overview Article 13 Background South Asia is a region of paradoxes. On the one hand the countries in the region have seen tremendous economic growth in the last two decades, resulting in an expanding middle class with the resources to afford a lifestyle comparable to their counterparts in the developed nations of the west. However, at the same time, the region is also home to some of the most marginalized populations in the developing world. The vulnerabilities of this section of the population are further exacerbated by violence, internal strife and widening social and cultural gaps. The latest UNICEF State of the Worlds Children Report 1 reveals that though the percentage of government expenditure allocated to health [2%] and education [5%] are on par with the more developed nations in East Asia and the Pacic [1% and 5% respectively], the nations in the South Asian region lag behind these countries in the area of basic human indicators such as education, health, and life expectancy. UNICEFs report Progress for Children: Achieving the MDGs with Equity 1 reveals that compared to children living in the richest household, the children who live in the poorest households in South Asia are: 5 times less likely to receive skilled assistance at birth 3 times less likely to have his/her birth registered 3 times as likely to be underweight 2 times less likely to receive basic immunizations 3 times less likely to receive a secondary education The region has the highest number of out-of-school children (33 million) half of nearly 615 million chil- dren in the region are living in poverty. It is important to note that conditions in the region are not uniform across all nations. There are sig- nicant differences between each of these countries as is evident in the indicators listed in Table 1. For example, in spite of years of ethnic civil strife, Sri Lanka is way ahead of all the countries in the region, with the exception of the Maldives, in its health and literacy gures. These inter country variations are a result of geographic, political, cultural and religious differences among these countries. A study of de- velopmental issues in the area have to take these differences into account in order to capture the reality Table 1: South Asia - selected indicators 1 UNICEF (2011) State of the Worlds Children 2011: Adolescence An Age of Opportunity. NY: UNICEF Countries Under 5 mortality rate - 2009 Life expectancy at birth (years) - 2009 Total adu lt literacy rate (%) (2005-2008) Primary school net enrolment/ attendance (%) 2005-2009 Bangladesh 52 67 55 95 Bhutan 79 66 53 87 India 66 64 63 83 Maldives 13 72 98 96 Nepal 48 67 58 84 Pakistan 87 67 54 71 Sri Lanka 15 74 91 99 SUMMARY INDICATORS Asia 25 69 80 88 South Asia 35 64 62 82 East Asia and Pacic 14 73 93 96 Source UNICEF SOWC 2011 The Status of Adolescents in South Asia Vimala Ramachandran 14 on the ground. This paper, which explores the situation of one segment of the population in South Asia adolescents/youth between the ages of 15 and 24 years, examines their situation against the background of the geopolitical and cultural differences that shape their lives. Youth in South Asia dening and identifying the population Adolescents are located at the crossroads between childhood and adulthood. The period of adolescence is a a very specic stage between childhood and adulthood, when people have to negotiate a complex interplay of both personal and socio-economic changes in order to manoeuvre the transition from dependence to independence, take effective control of their own lives and assume social commitments (UNESCO 2004) 2 . It is a time when young people are coming into their own, establishing their sense of selves and their place in the social world. What it means to be an adolescent in a specic region of the world is based on a variety of factors, including culture, religion, socio-economic class and gender. There is no one size ts all understanding of this phase in a persons life. A discussion on the status of adolescents in the region has to be grounded on an understanding of the term adolescent who are the members who constitute this group and an analysis of data on this sub sect of the population. It is difcult to arrive at a universal and precise denition of the term adolescence and UNICEFs State of the Worlds Children Report discusses this problem at some length. On the surface, it seems simple enough and in many cultures, the onset of puberty is seen as a clear line of demarcation between childhood and adolescence. However, this differentiation is fraught with problems because puberty occurs not only at different ages for boys and girls but there are also individual variations within each sex. Girls can experience menarche any time between the ages of 8 and 15 whereas boys enter puberty between the ages of 13-15 years. In every country there are laws that stipulate when an individual ceases to be a minor and is allowed to engage in adult activities such as voting, marriage, property ownership and formal work including the military. However, there are wide variations in national laws that dene when a child ceases to be a minor and becomes an adult and this factor makes it difcult to dene adolescence with precision. This is particularly true in the case of the age of marriage. The countries in South Asia have different marriageable ages for males and females, with the marriageable age for men being higher than that for women. For example, in India it is 21 for men and 18 for women. Finally, in spite of legal age limits that demarcate childhood and adolescence from adulthood, many adolescents and young children in South Asia are engaged in adult activities such as work in the unorganized sector, marriage, as primary caregivers of children at home and in conict areas, as soldiers. All of these factors make it difcult to dene adolescence with precision. For the purposes of this paper we have adopted the UN denition of adolescence as anyone between the ages of 10-19 years. Dening who is an adolescent is just the rst step in addressing their problems and needs. There is an urgent need for disagreggated accurate data on individual groups and areas in the region if governments are to develop policies and programs that address the needs of the most marginalized groups within this population. This is a challenge, starting with birth registration data, which is vital for providing child protection services, eradicating child labour by enforcing minimum employment age laws, preventing child marriage, protecting children from trafcking and combating HIV AIDS. Data published by UNICEF reveals that South Asia has the largest number of unregistered children (more than 23 million) which is 65% of all births in the region and 47% of all unregistered births world wide The data provided in Table 2 reveals that across the region, with the exception of the Maldives, less than half the births are registered. It is interesting to note that there is little gender differentiation in birth registration, however there are variations based on urban and rural residences. When births are not registered it becomes difcult to enforce laws and provide services that are targeted at specic age groups within a population. 2 UNESCO. (2004) Empowering Youth Through National Policies. Paris: UNESCO 15 Table 2: Birth registration (%) 20002009 Countries and territories Total Male Female Urban Rural Bangladesh 10 10 10 13 9 Bhutan - - - - - India 41 41 41 59 35 Maldives 73 76 69 Nepal 35 36 34 42 34 Pakistan 27 26 27 32 24 Sri Lanka - - - - - SUMMARY INDICATORS Asia 43 43 44 60 37 South Asia 35 35 35 50 30 Source: UNICEF. Progress for Children. Sept. 2010 What does it mean to be an adolescent in South Asia? According to UNESCOs SOWC 2011 report, South Asia is home to 335 million young men and women between the ages of 10-19 years. They constitute 21% of the total population gures that are comparable to the least developed nations in Africa. They have been an invisible population for most of the last century and it is only fairly recently that the focus and attention of national governments and development organizations has shifted to this important and vulnerable group. Among this population 51% attend secondary school and boys outnumber girls 55% as opposed to 47% in access to secondary schooling. Bangladesh constitutes an exception where a greater number of females (53%) are in school as opposed to males (46%). It is evident from these numbers that youth in the region, like elsewhere in the world, do not constitute a homogeneous group. The circumstances of their lives are shaped by the opportunities that are available to them and these in turn are dictated by the following variables: Residential location The educational level and SES status of their families Religious and cultural values both within the family and in the community Disability Gender Each of these variables determines access to resources and opportunities, including education, health and employment. Any exploration of the situation of adolescents has to be contextual and take into account the geography, culture and social and economic circumstances that shape their lives. Adolescents do not live in a social and cultural vacuum. The factors that affect their access to resources and opportunities are multiple and overlapping and include rural and urban differences, economic factors, caste and ethnicity, disability and gender. These mutually reinforcing disadvantages form an interconnecting web that determines their life chances and their quality of life. Residential location or the areas in which individuals or their families live often determines the access that they have to resources that may in turn open or shut the doors of opportunity. This is particularly true in the developing world where youth who live in urban areas have access to signicantly greater resources than rural youth. This includes the availability of information, better quality educational institutions and healthcare facilities and access to higher paying jobs. The opportunity to take advantage of these resources leads to higher standards of living for families and individual members. 16 The urban rural divide has been widened with the rapid development of technology and means of communication. In economies where wages are increasingly becoming linked to higher levels of technical skills, access to technology impacts employment opportunities and standards of living down the road. Children who live in underdeveloped regions have limited or no access to technology and are severely limited in their wage earning abilities. This results in a reproduction of the cycle of poverty. Closely linked to residential location as a determinant in access to resources is the socio-economic status of a family. Youth from higher SES families who live in urban areas are the most privileged in terms of the opportunities that are available to them. The economic, social and cultural capital that they possess gives them access to information networks and high quality educational institutions, which inevitably leads to a head start in life opportunities. In sharp contrast, youth who live at the other end of the continuum face economic challenges that often limit school attendance and completion. Being born into poverty is one of the strongest factors that leads to educational deprivation, which in turn limits employment and economic opportunities. The 2011 State of Worlds Children published by UNICEF reports that ...those from the poorest and most marginalised households and communities fail to complete their studies or else nish with insufcient skills, especially in those high-level competencies increasingly required by the modern globalised economy Children born into poverty are also extremely vulnerable and as they enter adolescence they are often open to exploitation, manipulated and drawn into sex trafcking, crime, drugs and other forms of substance abuse and farmed out as cheap labour. These are the hidden subgroups who are caught in a cycle of exploitation and poverty. Children with disabilities suffer multiple disadvantages. They are often subjected to private embarrassment within their families and public ridicule, all of which leads to low self esteem. Educational opportunities for children with disabilities is severely limited in all the countries in the region and when the situation is exacerbated when it is combined with poverty and residential location outside the urban centres. Schools that cater to the poor and rural schools seldom have the infrastructural facilities or the trained teachers to meet the educational needs of this population. Gender discrimination and its impact on adolescent girls Among all the marginalized sections, the one group that bears the impact of discriminatory practices at all levels is girls/women. In addition to all of the above constraints, they face the strictures imposed by cultural and religious practices that severely limit their choices. Girls growing up in traditional households with sharply dened gender roles lead very constricted lives. They are often pulled out of school at an early age, married young and often take on adult roles and responsibilities before they are out of their Table 4: Adolescent girls: marriage and age at rst birth Country Marital status: Girls aged 15-19 who are currently married/in union (%), 2000-2009* Age at rst birth: Women aged 20-24 who gave birth before age 18 (%), 2000- 2009* Adolescent birth rateNumber of births per 1,000 girls aged 15- 19, 2000-2008* Bangladesh 46 40 133 Bhutan 15 - 46 India 27 22 45 Maldives 17 - 14 Nepal 32 23 106 Pakistan 16 10 20 Sri Lanka 9 4 28 SUMMARY INDICATORS Asia 24 19 36 South Asia 28 22 54 Source: UNICEF SOWC Report 2011 17 teenage years. Great stress is places on training them to be home makers and so they take on increasing household responsibilities in their natal home. There is little space or value attached, in this context, to formal education. Though strides have been made in reducing gender disparities, a great deal more needs to be done. This can only be achieved with drastic change in social attitudes and cultural practices related to gender roles and acceptable behaviours for women. Bangladesh is a striking example that such change is possible. As pointed out earlier, girls outnumber boys in secondary school attendance. The limited access that girls have to schooling results in an intergenerational transmission of poverty and of traditional values that imprisons successive generations of women in cycles of child marriage, early motherhood and often domestic violence. As the gures in Table 4 reveal more than a quarter of the girls between the ages of 15-19 in South Asia are married and 22% of these have given birth to their rst child before age 18. These girls have become wives and mothers while still in their adolescent years and unless specic programmes targeted towards this group and geared towards raising their awareness of their rights are developed, the cycle of gender discrimination is likely to be perpetuated into successive generations. Why are Adolescents Out of School? Research on the impact of schooling on future economic returns reveals that the longer one stays in school, the greater the outcomes in terms of income. Whereas primary school completion led to increased socio-economic status in the 1980s and early 90s, in todays global economy with the emphasis on technical skills, each year of secondary education completed makes a signicant impact (WB, 2007) 3 . For girls, the benets of education are tremendous. There is extensive documentation on the linkages between the number of years of schooling and age of marriage. The longer a girl stays in school, the older the higher her age at marriage, and the lower her risk of contracting HIV. She also has fewer and healthier children who stay in school longer. Women who have completed secondary schooling are likely to be more empowered; more involved in family decision making and have fewer unwanted pregnancies. It is therefore imperative that adolescents who drop out of school should have alternative avenues for acquiring these skills. Table 3: Primary and Secondary School Enrolment Youth (1524 years) literacy rate (2005- 2008) Net Primary school enrolment ratio 20052009 Net Secondary school enrolment ratio 20052009 Countries Male Female Male Female Male Female Bangladesh 73 76 85 86 40 43 Bhutan 80 88 86 88 46 49 India 88 74 91 88 - - Maldives 99 99 97 95 68 71 Nepal 76 75 78 64 - - Pakistan 89 59 72 60 37 28 Sri Lanka 97 99 99 100 - - SUMMARY INDICATORS Asia 92 86 92 89 - - South Asia 86 73 88 83 - - The gures in table 3 reveal a sharp drop in enrolment ratios between primary and secondary school in all the countries in the region for which data is available. Of the four countries for which secondary school enrolment data is available Bangladesh, Bhutan, Maldives and Pakistan with the exception of Pakistan, 3 World Bank 2007. World Development Report 2007: Development and the Next Generation, Washington D.C. 18 the female enrolment ratio is slightly higher than males. However, with the exception of Maldives, for both sexes secondary school enrolment is less than 50% indicating that the countries in the region have a long way to go towards achieving EFA goals. The political stability of a region inuences both access and retention in myriad ways. In areas torn by political strife, schools may not be physically accessible to children or there may be a real physical danger associated with travel to school. In some situations youth may be recruited by political or military groups to further their cause. Political instability invariably causes a disruption of family life and in such situations, adolescents may be forced to take on adult roles in the home, thus effectively ending their chances of an education. It has long been documented in the literature on access to schooling that the distance between home and school directly affects attendance, especially for girls. In rural areas where schools are not available in close proximity to residences and transportation is limited, parents are reluctant to send their girls to school once they reach puberty, particularly if they have to travel long distances. Often the absence of female teachers in the school acts as a further deterrent to girls attendance and completion of secondary education. UNESCOs 2010 EFA 4 report states that for children born into poverty, affordability is a major deterrent to school attendance. In countries where schooling is free of cost, other incidental expenses like transportation, school supplies etc are barriers to attendance and completion. The report points out that in a survey covering fty slums in Delhi, nancial limitations were given as the main reason for school age children being out of school or dropping out. Children in such families are also compelled by economic pressures to join the unskilled labour force at a very young age in order to augment the family income. Once out of school, they seldom return. In addition to economic factors, attitudes and stigma associated with caste and ethnic hierarchies lead to an erosion of self esteem and poor school attendance and performance. Centuries of stigmatization can lead to an internalization of inferiority which in turn becomes a self fullling prophecy. For example, while the Indian Constitution has banned untouchability and the government has provisions in place to compensate for past historical discriminatory practices, educational disparities based on caste continue to exist . Children belonging to scheduled castes and tribes have lower rates of school attendance and completion. In an experiment on perception ability based on caste membership and test performance, children aged 11 and 12 were selected at random from one low caste and three high caste groups. They were given a series of puzzles to solve. When caste was not mentioned to the participants, it had no bearing on either the initial or subsequent test performance. However, the moment caste was brought into the picture and talked about before the test, the scores for low-caste children fell dramatically. These results support similar ndings on studies done with minority children. When their minority status is brought into the picture, a long history of ingrained low expectations comes into play and affects individual performance. Raising and educating a child with disability requires additional nancial inputs from a family. A study in Bangladesh, reported in UNESCOs EPA report found that the parents of children with disabilities faced additional nancial costs for aids, appliances and health care that were three times the average household budget for raising children. In families with limited resources, this places an additional nancial burden and most often in such cases, this results in the neglect of their educational needs. In addition to nancial constraints, caste membership creates another layer of disadvantage and deprivation. The effective planning and development of policies and programs that address the needs of out of school adolescents has to be based on identifying their numbers and their needs. Currently there are no internationally accepted indicators for post-primary education. Also, as evidenced in Table 3 in the data on secondary school enrolment in South Asia, not all countries can provide consistent and reliable enrolment data for secondary school enrolment and therefore a complete picture of out-of-school adolescents is currently missing (UNESCO 2010) 5 4 UNESCO. 2010 EFA Report.Regional Overview. South and West Asia 5 UNESCO (2010). Out of School Adolescents.. Montreal, Canada. 19 The way forward EFA Goal No. 3 emphasizes that the learning needs of all young people and adults should be met through equitable access to learning and life skills programmes While there is little doubt that schools (i.e. secondary-level education and higher) are one place to begin to meet this goal, other learning environments might also present an opportunity. In any event, monitoring exclusion at the secondary level is important in relation to this goal in order to quantify those out of school and in need of alternative forms of education. There can be no one size ts all programme for adolescents who have dropped out of school. As a group they can be divided into four distinct categories: i. adolescents who have never attended or who have dropped out before completing primary school ii. adolescents who are currently enrolled in primary school, but are overage, attending irregularly, and/or repeating grades. iii. adolescents who are out of school but who have completed primary school iv. adolescents who are enrolled in lower secondary schools but who are overage and/or not learning Though research reveals that the most common reasons why adolescents drop out of school are lack of money, the need to help at home, the need to work, not liking school, repeated failures, humiliation by teachers and peers, and not wanting to attend, there is a real paucity of localized data on this group. The rst step therefore would be to conduct a situational analysis to map the composition and characteristics of these groups. To be meaningful and to get a clear picture this data should be disaggregated by gender, urban/rural residence patterns, linguistic, caste and ethnic groups and by socio-economic quintiles. Such analysis will allow government and agencies that work with OOSA groups to understand where the greatest numbers, and disparities lie, and where targeted response is most required, in terms of resources and services. For many of these students there is little connection between the formal curriculum in schools, their lived experiences and the skills sets and demands of the labour market. In many underprivileged areas, the majority of students have a difcult time understanding and keeping up with what is taught in the classroom. In this situation, when comparing the relative importance of regular school attendance against the opportunity to contribute to family income they see little advantage in staying in school. This is also because in most cases the school curriculum is not linked to the local economy and does not provide skills and contacts that lead to employment. It is clear that programmes targeted towards this vulnerable group should combine non formal education with vocational skills so that they can earn their livelihood. A crucial component of any programme is to build positive experiences that build self condence and a motivation for self development through education. A truly effective programme as is revealed in the papers in the following sections is one that combines literacy and numeracy skills with life skills education, including knowledge on health and hygiene, adolescent sexuality, reproductive health, HIV prevention, leadership training and employment skills. The health component in non formal curriculum is vitally important, particularly in the light of the HIV / AIDS epidemic that is affecting the youth in the region. Recent studies on adolescents conducted in India reveal that a large number of young boys, especially in urban areas, have their rst sexual encounter with commercial sex workers. Campaigns to encourage them to use condoms have had limited success because of social and cultural taboos around discussions on matters related to sexuality and sexual health. The ignorance about sexual matters coupled with considerable sexual activity among adolescents and youth points to a growing health crisis among this population. There is therefore a vital need for programmes that help adolescents understand and deal with their health, their bodies and their sexual lives. 20 Literacy and Life Skills education form the backbone of the majority of the programmes geared towards OOSA. The denitions of the two terms have been expanded and rened over the past decades to reect the changing technological and knowledge base. At the basic level the term Life skills refers to the skills that people require in order to function in everyday situations which are context driven. The Jomtien declaration (1990) declared that life skills education should include both essential learning tools (such as literacy, oral expression, numeracy and problem solving) and basic learning content (such as knowledge, skills, values and attitudes) required by human beings to be able to survive, to develop their full capacities, to live and work in dignity, to participate fully in development, to improve the quality of their lives, to make informed decisions and to continue learning. In Dakar (2000) the denition was further elaborated to include the acquisition of knowledge, values, attitudes and skills through the Four Pillars of Learning: learning to know, learning to do, learning to live together with others, and learning to be. The World Bank denes education and life skills as the the acquisition of knowledge and skills, where skills include competencies that make people productive and employable, and that enable people to live full and healthy lives. It is apparent from these broad denitions that the contours and details of what is included in a Life Skills programme vary with location. It is based on the contexts in which young people live and has to be geared towards the particular needs of individual communities. In the absence of an all encompassing and denitive programme the following list of life skills, developed by UNICEF provides a starting point for the development of programmes geared towards the needs of OOSA. Though divided in to broad areas the categories are not discrete topics but overlap and interweave and can be adapted to local situations. Interpersonal communication skills Verbal/Nonverbal communication Active listening Expressing feelings; giving feedback (without blaming) and receiving feedback Negotiation/refusal skills Negotiation and conict management Assertiveness skills Refusal skills Empathy Ability to listen and understand anothers needs and circumstances and express that understand- ing Cooperation and Teamwork Expressing respect for others contributions and different styles Assessing ones own abilities and contributing to the group 21 Advocacy Skills Inuencing skills & persuasion Networking and motivation skills Decision-Making and Critical Thinking Skills Decision making / problem solving skills Information gathering skills Evaluating future consequences of present actions for self and others Determining alternative solutions to problems Analysis skills regarding the inuence of values and attitudes of self and others on motivation Critical thinking skills Analyzing peer and media inuences Analyzing attitudes, values, social norms and beliefs and factors affecting these Identifying relevant information and information sources Coping and Self-Management Skills Skills for increasing internal locus of control Self esteem/condence building skills Self awareness skills including awareness of rights, inuences, values, attitudes, rights, strengths and weaknesses Goal setting skills Self evaluation / Self assessment / Self-monitoring skills Skills for managing feelings Anger management Dealing with grief and anxiety Coping skills for dealing with loss, abuse, trauma Skills for managing stress Time management Positive thinking Relaxation techniques The papers in this compendium reect the adaptation of these skill sets in varied settings with diverse population groups. The organizations whose work is presented in the following pages have created meaningful educational opportunities for children from the most disadvantaged sections of the population. These programmes link education to empowerment, employment, better health and responsible sexuality, awareness of social, political and community issues, and their rights as citizens and as young people to create meaningful experiences for this marginalized and vulnerable population. 23 Report of the Conference 25 Responding to the Education and Development Needs of Out of School Adolescents - Experiences of South Asian Countries. New Delhi, March 1-3 2011 Background In the countries of South Asia, including India which has more than 45% of its population in the age group of 15- 35 about 22% of the people are in the age group of 11-20 years and out of those about 50% have either never attended school or dropped out because of varied reasons The education of adolescents and young adults has received less than required attention over the years since the Dakar framework of Action. One of the six EFA Goals explicitly relates to the educational and developmental needs of young persons. However, not much has been achieved in the member countries since then as far as this goal is concerned. The last few Global Monitoring Reports clearly reveal that insufcient attention has been given in Member Countries as well as EFA Coordination Ofces to this Goal. This could be because of all the EFA goals this is one of the most difcult to measure. It involves measuring the individual and collective progress in the process of learning, assessing how far human potential is being realized, or estimating how well people cope with change or the extent to which they are able to adhere to basic human values at the time of crisis. Measuring these affective variables is not an easy task. It is easier to measure the development of practical skills as well as literacy per se, but not the skills which are generic and are largely visible in changed behavior. However, this Goal is of great importance, especially in the lives of adolescent girls who nd themselves marginalized in every sphere of life education, health and nutrition, employment and especially choices regarding their lives. There is no denying the fact that educated, healthy and skilled adolescent girls will help build a better future, advance social justice, support economic development, and combat poverty. They will stay in school longer, marry later, delay childbearing, have fewer and healthier children, and earn better incomes that will benet themselves, their families, communities and nations. Investing in their rights and empowerment will help accelerate the achievement of international goals, including the Millennium Development Goals (MDGs). However, an analysis of the status of girls reveals that they are more subjugated, burdened by gender discrimination and inequality, and are subject to multiple forms of violence, abuse, and exploitation, such as child labor The potential of these adolescents and their contributions to their communities have yet to be realized. But change cannot be brought about by working exclusively with girls. In the predominantly patriarchal societies, which is the reality in the majority of the countries in the region, working with boys is essential if the investments in adolescent girls are to be ensured. Their involvement is crucial to create a society which is based on the values of equality, social justice and respect for each other. The experiences of South Asia as well as initiatives taken up in India suggest that until strong advocacy and work is done with boys and men the emancipation of girls will remain a half fullled agenda. A just social structure demands that men and women respect each others identity, and work together to create spaces and opportunities for each other to grow. Though not sufcient, over the years a range of initiatives have taken place on education of adolescents in India as well as in neighboring countries in the region. Quite a lot of these experiences have the potential of being scaled up and expanded. What is required is the sharing and analysis of such experiences, whether government or non government, for the purposes of learning and wider dissemination. 26 In the context of the above, the conference was planned by Plan India with UNESCO New Delhi from March 1-3 2011. The overall objective of the conference was to contribute to the thinking on Goal 3 of EFA Goals using the experiences /learning of existing governmental/non governmental efforts in the South Asian Region. The deliberations that took place at the conference provided a platform for practitioners as well as policy makers from government/non government organizations/agencies in the South Asian region, who are working with out of school adolescents, to share their experiences and ideas with each other. Over the course of the three days, participants from India, Bangladesh, Pakistan, Nepal, Maldives, Sri Lanka and Bhutan reected on their work and the contribution of their programmes to achieving Goal 3 (Promote learning and life skills for young people and adults) of the Education For All (EFA) Goals. At the conclusion of the conference participants prepared a set of recommendations (included at the end of this report) to be shared with ofcials of MHRD and Ministries of respective countries, Ministry of Youth Affairs and Sports as well as the Planning Commission. The presentations for the conference were organized around the following themes: Inculcating life skills amongst adolescents Basic Education for out of school adolescents Gender equity and empowerment Favourable environments, safer spaces and freedom from exploitation Democratic participation: Engaging with adolescents on issues related to governance and ac- countability Adolescents sexuality, reproductive health and HIV/AIDS Holistic Programmes for Cross Cutting issues Challenges of Employability Around 50 papers were presented during the initial two days of the conference on various themes covering strategies, successes, challenges and future directions. Inaugural Session Delivering his welcome address Director and UNESCO Representative Mr. Armoogum Parsuramen said that as signatories to the EFA Goals in 2000 at Dakar, all the member states had committed themselves to take appropriate measures to achieve the goals within the stipulated time. However, despite the huge number of adolescents and young persons requiring much needed opportunities for their learning and development, this Goal has lacked adequate attention by member countries for several reasons. Gradually member states have started to realize the importance of this age group and work has started happening around Goal III. Some of the concrete steps taken by the Government of India in this direction including setting up of Working Groups to attend to the learning and development needs of adolescents in the context of preparation of the 10th and 11th Five Year Plans of the country are worth mentioning. These Working Groups made valuable recommendations, based on which the Government of India took several signicant decisions towards the realization of Goal III. Mr. Parsuramen also congratulated the Government of India for the recent enactment of the Right to Education Act which is another historic step towards bringing a large segment of the adolescent population back to school and ensuring completion of their elementary education. The other countries in the region are also stepping up their efforts to attend to the adolescent population, he said, which is a good sign 27 Referring to several conventions of the UN especially the UN convention on the Right of the Child he made a special mention of the Cross Cutting Project on Empowering Adolescent Girls: Breaking the Poverty Cycle of women which was designed by an inter-sectoral team specically to respond to adolescents multidimensional development needs and was implemented in four countries of South Asia, namely India, Bangladesh, Pakistan and Nepal in partnership with leading experts and institutions working on adolescents empowerment. He stated that the lessons learned from the project have enriched our understanding of the learning needs of adolescents and are worth considering for scaling up in South Asia as well as in other regions. The stage for the conference themes was set in her inaugural address by Mmantsetsa Marope, Director, Division for Basic to Higher Education and Learning, UNESCO Paris 6 who, while describing the status of adolescents in the world, pointed out that despite decades of effort by governments and global agencies there has been little marked improvement in the situation of adolescents. This is because, in the absence of adolescent focused policies at the national level, the programmes targeted for this group are seldom designed to respond to adolescents needs and therefore fail to improve their situation, particularly that of adolescent girls. Therefore, there is an urgent need for policies, legislation, programmes and measures that address the rights, needs, and concerns of adolescents, particularly adolescent girls. Drawing on UNESCOs experiences in South Asia, Director Marope pointed out the need for and effectiveness of adolescent-cantered, holistic and multisectoral programmes that address the needs of marginalised adolescent groups. Ms. Marope also made a mention of the Joint UN Initiative for Accelerating Efforts to Advance the Rights of Adolescent Girls, which provides a platform to share experiences, knowledge, expertise and resources towards responding effectively and collaboratively to address adolescents learning and development needs. Speaking on behalf of Plan India, Ms. Bhagyashri Dengle, Executive Director Plan India, pointed out that the largest number of out of school adolescents live in South Asia and among these the majority live in rural areas. All these adolescents face severe challenges. They are deprived of some of their basic needs such as food, safe water, sanitation, health services, shelter, education services and information. However, efforts to meet these challenges will only succeed with the involvement and participation of adolescents and their families. This has been central to Plans work in the region. Ms. Dengle described the work undertaken by Plan India. The organization has been working in India for the last years with adolescents upto the age of 18 years. Guided by a strategic framework called Growing up in Asia and the country Strategic Plan 3 Plans work follows a child centered community development approach that works not only with adolescents but includes families, and communities as well. The work of the organization includes health, basic education, life skills training and rights awareness education all of which are conveyed through interlinked holistic programmes. In addition Plan also works with adults especially Panchayati Raj institutions on issues that affect adolescents. The organization also has an effective vocational training and placement programme that trains and assists adolescents transition into the world of work. The Inaugural address was delivered by the Chief Guest Shri Kapil Sibal, Honorable Minister of Human Resource Development with additional charge of Communication and Information Technology. In his speech Mr. Sibal addressed the issue from different perspectives. He began by pointing out that adolescents live in different worlds and as they live in different worlds their problems are naturally qualitatively different. If they are qualitatively different then the ideas for the 6 Ms Marope couldnt join the conference due to emergent work, therefore her message was shared by colleague at UNESCO, New Delhi ofce 28 solutions need to be entirely different too. Adolescence is marked by tensions, conicts and feelings of isolation as young men and women try to carve out spaces for themselves both within their families and in their communities. The problems that adolescents face are as varied as their backgrounds which are shaped by their locations, socio economic and cultural backgrounds, gender and ability. There is no one single solution that will address their needs, instead any programme that is developed for them has to take into account the complexities of the contexts that shape their lives. Special attention has to be paid to those among this group who are the most vulnerable. Mr. Sibal alluded to two particular groups girls and those adolescents who belong to impoverished families. The latter are often exploited and abused and caught in a cycle of poverty from which they cannot escape without help. The situation of girls, especially those belonging to poor and marginalized groups require greater attention. Many of them are burdened by the duties of adulthood at a very young age, their opportunities and choices are limited and their lives are circumscribed by the needs and demands of the members of their families. He pointed out that given this complex situation the problems that face adolescents, especially out of school adolescents have to be addressed in the context of the complexity of the problem....we need a roadmap and solutions which target different groups of adolescents depending on the situations they nd themselves in. Education has to be at the center of any programme that is developed for adolescents. Their issues have to be addressed through changes in the curriculum both in schools and teacher training programmes, especially the latter because changes in classroom experiences can only come about when teachers take the lead and become agents for such change. In the Indian context a good starting point to address the problem holistically is to reach the teaching community through the DIETS and Teachers Training programs and In-Service Teachers Training programs. Mr. Sibal also emphasized the role that technology can play in reaching out to children who currently feel alienated from the mainstream educational process. He revealed that the government of India is working on a plan that will connect every village and every school in India through a beroptics network. This will open up vast opportunities for distance education, which has the added advantage of addressing the shortage of trained teachers. This, he said, is where UNESCO and Plan can play an important role in supporting software developers to develop programmes that address the needs of adolescents and that can equip them to meet the new challenges that they will face as they enter adulthood. Mr. Sibal repeatedly stressed the need for programmes that empower adolescents, because with empowerment comes understanding and the ability to make choices. In order to achieve this goal the government is working with industry to develop a national vocational educational programme, the National Vocational Education Qualication Framework, that will provide career options for those students who do not wish to pursue the more expensive academic track. In addition to education, Mr. Sibal also touched upon the importance of addressing health issues that affect adolescents. He talked about the problem of HIV/AIDS and said it was unfortunate that this silent killer disease was not getting the attention it needed. Session I The inaugural session was followed by reports on the Status of Adolescents in South Asia by Ms. Vimala Ramachandran, Methodologies of Identifying Out-of- School Adolescents and source of data by Mr. Shailendra Sigdel and country reports from Bangladesh, Nepal, Bhutan, Sri Lanka, Pakistan and Maldives presented 29 by the nominees of the Member States. This session was chaired by Mr. Anil Bordia, former Secretary of Education, Government of India and Chairperson and Managing Trustee of Foundation for Education & Development Ms. Ramachandran, in her report on the Status of Adolescents in South Asia pointed out that adolescents are not a homogenous group. Their situation depends on multiple factors such as caste and class membership, gender and disability all of which impact their life opportunities. One categorization that can help us understand OOSA is that it is an outcome not a characteristic. For example, it is a result of location - those who live in remote, tribal areas, are less likely to have easy access to schools and more likely to drop out. Similarly, an area that has been hit by any kind of natural disaster, e.g. Lahore or Mumbai is more likely to have out of school adoelscents. Family characteristics like literacy and education, economic status, occupation, and medical condition of the family contribute to intergenerational dimensions of being Out of School. For example, children born into families that are landless or who have to migrate very frequently are highly likely to drop out of school and join the labor force. In order to meet these challenges, Ms. Ramachandran argued, we need to move away from a template kind of planning and to plan for specic groups of young people. The educational programs that are designed for them need to be situation and group specic. Organizations that work with OOSA need to be committed to responding to the ground level needs of their constituents. Non-formal education programmes play a big role in meeting the needs of this group. It is important that these programmes be formally recognized. This is a big challenge because after class six or eight a large number of adolescents are apprentices working as artisans or in the building trade. One of the most effective ways of developing programmes that are sensitive to their needs is to begin with local mapping and more importantly engaging adolescents in the mapping process. Mr. Shailendra Sigdel, UNESCO Institute of Statistics talked of the methodologies and some of the challenges associated with identifying OOSA and their proles. The Institute collects data on this population from several sources within each country - local educational systems, households, individuals, and local administrations. The information is also collected from census and surveys. Each of these sources has its strengths and limitations primarily that the quality of data varies according to source and by country. Thus none of them either individually or taken together yield a complete picture on this population. However it is important to gather meta data to get a better understanding of the situation. The country reports focused on each of the countries in the region and provided a description of the situation in each country and the challenges involved as we move forward. Bangladesh: Adolescent and youth (10-24 years) form the largest segment of the population of Bangladesh. Of these 23 percent falls in the age bracket of 10-19 years. Among them women constitute an extremely vulnerable group. Inspite of the fact that girls surpassed boys in primary-school completion, 78 % of the girls get married before they reach the legal minimum age of marriage, which is 18 years. The median age of marriage for girls is 14 years and 59% of women bear their rst child at 19 years. Early marriage and motherhood leave these girls socially isolated and vulnerable. There is an urgent need for programs that address the needs of this population. The government of Bangladesh has taken active steps to set up Technical and Vocational Education and Training Centers [TVET] across the country. However, these programs are fraught with problems. The centres suffer from poorly equipped workshops and laboratories, lack of teaching and training materials, 30 inadequate classrooms and libraries, lack of qualied teachers, presence of untrained managers and administrators. Combined with this is the absence of linkage between the training institute and the employing establishments and inadequate policy level support to the skilled training programs. Bhutan: The presentation included a discussion on the reasons for adolescents dropping out of school in Bhutan. Chief among these are residential conditions - parents living in remote areas in higher altitudes prefer to keep their children at home rather than have them traveling long distances to school. Also, children who are members of nomadic groups or live in remote settlements are not able to attend school because of issues of physical access. Finally, parents are reluctant to send children with special needs to school. The government and NGOs have developed programmes to help these out of school adolescent. These include, non formal education programmes, vocational training, tapping into the traditional knowledge base in communities and among parents, community education programmes and youth networks. The challenges faced by the program include ensuring systematic improvement of standards and quality, review of the labor market, updating programme content and services, developing attitudinal changes among out of school adolescent, such as inculcating the dignity of manual labor. A Youth Policy has been developed but it has yet to be endorsed by the government. India: has a huge youth population - 20% of the population (400 million) is between the ages of 10 -19 years. In terms of sheer numbers this is signicant and poses unique challenges because of its diversity. A Youth Policy that was developed in 2003 is under review. There is considerable debate on whether the thrust of the interventions should be on efciency or whether it should be broad based. The majority of the programmes include life skills education and career counseling. The government has identied a need for skill building. The National Skill Development Corporation is working to partner with industry. It is currently engaged in 6 lakh villages in skills mapping. The Skill Gap analysis is looking at where the jobs will be created in the next 20 years. Thus there is a synergy between labor and employment. However all the efforts are at the micro level and scaling is an issue that has yet to be addressed. Nepal: The strategic priorities in Nepal include (1) continuation and expansion of existing programs (2) opportunities for self employment (3) media mobilization (4) reduction of HIV /AIDS. A broad framework is provided by the National Plan of Action and the ten year NFE Literacy Framework which includes life skills education as a core component. Maldives has a literacy rate of 98%, however less than 7% of the population has a university degree. The challenges faced in Maldives differ from those in the other countries in the region. These include expansion of secondary education, recruitment and retention of qualied teachers, and enforcing the Education Act which provides for free and compulsory education for everyone. At present, though education is free, it is not compulsory and the Act needs to be enforced for it to be meaningful. The island offers considerable opportunities for NGOs and private organizations in the area of OOSA. At the present time there is not much capacity within the school for support programs, there is limited intake of secondary school leavers into tertiary education, no emphasis on life skills and vocational training. Programme implementation is made difcult because of the geographical dispersal of the islands. Pakistan: There are 54.3 million adolescents and youth in the age group 10 24 years in Pakistan. The country faces enormous challenges - low rate of literacy, malnutrition, unemployment, limited recreational facilities, injustices and inequalities with in different parts of society, limited health facilities, and low quality of infrastructure for social services and low levels of adult literacy. The National Education Policy developed in 2009 aims to increase literacy levels upto 86% by 2015, develop a national literacy curriculum, develop and enforce minimum quality standards, link non-formal education with industry and internship programs and develop special programmes to target child labor. 31 Sri Lanka: The southernmost country in the region is markedly different from its neighbours in that its adult literacy rates, life expectancy, and infant mortality have reached levels comparable with the developed countries of the West. The educational system in Sri Lanka is a two tier programme that consists of both formal and nonformal programmes. In the eld of formal schooling, the government funds almost 95% of the public schools, thus enabling large masses of the school age population to have access to free education. The non formal education system was established in 1970 as classes for adult learners. Later NFE services were extended to include the educational needs of school drop outs and school leavers and included literacy classes and technical courses. These are held in religious centers, schools and other community based centers serving the larger community. The system plays a signicant role in providing access to education to members of marginalized groups. The government conducts annual surveys to identify the children who are enrolled in school and those who have dropped out. Those who have dropped out are encouraged to return and if they are not able to do so they are directed to an NFE programme. In order to encourage attendance, students are supplied with school uniforms and beginning in 2010 with free textbooks. With a literacy rate of 91.1%, Sri lanka is an example of what can be achieved through active government intervention and engagement. Thematic Sessions: deliberations, key issues, concerns and way forward The format of the conference followed a set pattern. Individual breakaway sessions included paper presentations which were followed by discussions. These were followed by plenary sessions where each breakaway group presented the key points that emerged from the discussions. The key ideas that emerged from these discussions are presented at the end of each thematic description. Inculcating life skills among adolescent and Basic Education for out of school adolescents Twenty one papers were presented in the 2 sessions on life skills and basic literacy programmes targeted at a range of diverse groups including girls, tribal children and youth, children and youth whose rights have been violated, and children in urban slums. The papers addressed the responses of NGOs and government bodies to their needs and requirements. The primary target of the life skills programme initiatives presented at the conference were out of school adolescents in various states across India. Almost all of these children have either never attended school or have dropped out of school at the primary levels. Both their physical environment and their socio- economic condition make them vulnerable to exploitation in many forms. The life skills programmes that were discussed have all been designed with the aim of creating an awareness of their rights, 32 and developing skills so that they can negotiate their world with condence. The emphasis in these programmes is on vocational training, negotiation and communication skills and literacy training and imparting information on health, hygiene and sexually transmitted diseases. Two of the programmes were also involved in training teachers and community members who can then work with the children in local communities. Particular emphasis was placed on exposing children to resources available in their communities like the local post ofce and banks. An important component of all the programmes was raising critical awareness of the participants on their situation. This was especially true of programmes that were geared towards adolescent girls. The girls were taught to question gender stereotypes and cultural practices, like early marriage, that are detrimental to their well being. Information on mental and physical health issues and hygiene were an integral component of these programmes. The Basic Education programmes are primarily aimed at children who have some level of schooling, in order to help them complete their education cycle. The majority of the projects presented in this section were bridge programmes that helped students transition into regular schools. Targeted at minorities, with a focus on the challenges faced by girls, in particular, these projects have adopted a multi faceted approach that includes local learning centres and residential camps that provide intense tutoring in a supportive environment. Some of the papers described programmes that prepare participants, in a short period of time, to enter mainstream schools. In some cases the curriculum in these programmes includes both the academic school curriculum prevailing in the area as well as life skills and consciousness raising components. Vocational training is available for those students, who because of the economic situation in their families are completely unable to return to school. There is a unanimous recognition that the success of academic bridge programmes is heavily dependent on the school environments that the students enter after they have completed the bridge courses. The programmes either have teacher training programmes in existence or in their future plans in order to train teachers to understand the needs of at risk students and to provide them with the skills to help them succeed in school. The discussion following the paper presentations focused on the commonalities that participants faced in the implementation of their individual programmes. There was universal agreement that programs need to be customized to t the individual needs of specic populations. One effective way of doing this is to involve adolescents themselves in the research and design of educational programs, a strategy that is missing in most program development. In addition it is also important to engage the larger community in the programmes that are being developed for adolescents. Family and community support can go a long way in ensuring that adolescents complete programmes that they join and can also be useful in the long term sustainability of the programme. This is particularly true in the case of programmes that target girls. The work of Grassroots India challenges the popular notion that certain minority groups resist educating their girls. due to long entrenched cultural values. The presenter shared details about the intervention that focuses on educating underprivileged and out of school girls living in slums in UP. The ndings show that these groups are keen and willing to educate their daughters if the programme designs are sensitive to the cultural, religious and social needs of these communities. The ndings on the work with minority girls struck a chord with several practitioners who pointed out that these lessons are true for many other marginalized groups, e.g. children living in tribal areas. One of the reasons why many children drop out of school is because the conventional school curriculum is far removed from the reality of their lived experiences and successful programmes are those that build programs based on ground realities. 33 Gender equity and empowerment The session on gender equity discussed the challenges that girls face in getting an education. The disadvantages of lower caste and class backgrounds are compounded by cultural values that limit the physical spaces and education opportunities that are open to them. In addition many adolescent girls are married young, they have little say in the decisions that are made about their lives and live in a world of limitations rather than possibilities. The goals of all the projects, presented in this session, were to expose the girls to what is possible for them; to bring about an awareness of their rights and the resources that are available to them. The content of the programmes included a combination of literacy and numeracy skills, life skills training and vocational education. The programmes used innovative methods that included placing cameras and videos in the hands of young women so that they can capture the world around them. Documenting their environment brought about a heightened awareness of the beauty of their surroundings as well as its power to limit their choices and opportunities. A consistent thread that ran through the presentation was making safe spaces available to girls where they could articulate their problems, dreams and aspirations. These spaces in the form of residential camps were also locations for conducting bridge courses so that the girls could be mainstreamed into local schools. Program coordinators were acutely aware of the need to work with the community to sustain the skills that the girls had acquired, and were working towards this end. The discussions following the presentations reiterated some of the themes presented in the papers. A crucial point made by an observer and taken up by several members of the audience was the need to include boys in programmes whose goal is the empowerment of girls. The project presented by CARE did include boys in its leadership programme, however this programme was conducted in a traditional school setting and the boys who participated in the programme were in classes four and ve. Though there was general agreement on the need to work with boys, the reality on the ground makes this a difcult proposition. Programmes that want to include adolescent girls and boys in mixed settings will face strong resistance from both families and the community and will be counterproductive. Given the social and cultural milieu in which the majority of the girls in the region live, an inclusive programme is not feasible at this time. There was near unanimous recognition that gender equity programmes focused exclusively on girls has very limited possibilities, however there were no ideas on how to do anything differently given that any programme that makes an impact on the lives of adolescent girls will not succeed without family and community support. Favourable environment, safer spaces, and freedom from exploitation The papers presented in this section described projects that worked with children whose situations are markedly different from those discussed in the preceding sessions. The children whose needs were addressed in this session are the most vulnerable and exploited. Based in West Bengal, India, the programmes targeted the needs of homeless children who live on railway platforms, victims of sex trafcking and those who are engaged in domestic labour. These are the invisible children who live on the periphery, trapped in a cycle of exploitation. The central tenet of the programmes was the rehabilitation of these children, making them aware of their rights and the resources that are available to them, that will help them escape the exploitative conditions that mark their lives. Moving them out of the cycle of poverty and exploitation is not easy in the case of the children who are trapped as domestic workers or in the sex trade, it means opposing powerful vested interests, and this is an ongoing battle. The programmes worked with government agencies in order to rehabilitate the children. 34 Rehabilitating children who are exploited requires a two pronged approach. The problem has to be addressed at the source the families and villages where the children come from and at the venues of their labour. Their rehabilitation includes providing them with safe spaces where they can recover while in transition, teaching them life skills and vocational skills, and reuniting them with their families. Skill development is particularly important because the children have to have a means of earning an income if they are not to fall back into a cycle of exploitation. The biggest challenge faced by the project coordinators is a lack of understanding and empathy on the part of the public at large to the situation of this most vulnerable group of children. The situation of girls who are the victims of sex trafckers is acutely tragic. Many of these girls live like prisoners, closely guarded by their immediate families for whom the girl is often the primary and maybe the only source of income. Rehabilitating these girls is an uphill struggle because it involves lengthy legal procedures, keeping the girls physically safe during the period when the cases are in court and above all dealing with the social stigma that is associated with the profession. In the discussion that followed the presentations there was overall consensus that the problem of trafcked and exploited children is too vast to be resolved without government intervention. Members of the audience pointed out, and the presenter from Muktangan agreed that in the case of the children who live on railway platforms, it was the initiative and support of the Railways and the Railway Protection Force that ensured the continuity, expansion and success of the programme. The impact of a combination of public apathy and lack of political will is seen in the situation of girls who are the victims of sex trafckers and adolescents who work as domestic servants. The NGOs working with these groups of adolescents are confronted by powerful vested interests who have resources that far outweigh what is available to the NGOs and so it is an uphill struggle. The vulnerable situation that these children, who are vitims of exploitation nd themselves in is compounded by the fact that because of extreme poverty, it is often parents or immediate family members who steer these children into exploitative situations. For the NGOs working with this group it is indeed an uphill task because rehabilitating these children has to involve working with parents who are themselves caught in a desperate trap. There was a palpable sense of helplessness and frustration that permeated the discussion. There were suggestions such as approaching the media to focus on the plight of these children, particularly those who are victims of sex trafc and domestic labour. However, there was a sense of resignation that with all of this, the problem is not likely to disappear and the best that can be done is to work to rehabilitate these children and youth as best we can. Democratic participation: engaging with adolescents on issues related to governance and accountability. An awareness of democratic principles and values and an understanding of their rights is central to improving the condition of disenfranchised youth. This session discussed three programs where adolescents are engaged in governance and accountability. In the rst programme, the organization Lehar has partnered with Lakshya to run Youth centres in Purnia and Vaishali districts in Bihar - areas with high rates of sex trafcking. A critical component of these centres is the Village Vigilance Committees comprising of young boys who work with village panchayats and with Lakshya in a monitoring role to ensure that children in their neighbourhood are not trafcked or absorbed into the sex trade. The goal of these programmes is to engage children and youth in activities that provide them with the opportunities to participate in decision making processes thereby developing and nurturing democratic principles and values. This is carried out by working closely with Panchayat Raj Institutions and enabling young people to play a critical role in the community. Through this the adolescents and youth have an enhanced awareness of rights, non-discrimination, political entitlements and democracy; and participate actively in arenas of governance. 35 The Kishori Panchayat (KP) or the Adolescent Girls Forum is a community based organization in Bihar, that facilitates the participation of adolescent girls in discussions on various issues related to their lives, viz reproductive health, communication, functional literacy and leadership for governance. The girls are trained in social, political and economic issues that are relevant to their lives, and two members of KP are included in the Village Coordination Committees. They are involved in decision making at the village level and for the rst time, the girls have a forum where they can articulate their issues and concerns. The Concerned for Working Childrens Appropriate Integrated and Comprehensive Education Programme (AICEP) includes a rights based education curriculum that teaches children about legislation related to child rights. The organization runs residential centers where children practice good governance through electing their own Panchayat which is responsible for the effective governance of the centre. The presumption is that the children will participate actively in local government once they return to their communities. A crucial question that emerged in this session is how do we incorporate the voices of adolescents and make it acceptable for them to question the establishment and their elected representatives.? This question was seen as particularly signicant for the countries in the region where cultural norms dictate a strict and rigid hierarchy based on age and gender where the young are socialized not to question those in authority. It is a particular challenge to NGOS working to empower youth when the very practices that they encourage may be seen as threatening the social order. Suggestions on how to meet this challenge involved garnering the support of the community, especially the elders. In addition communication skills should be an integral component of all rights awareness and empowerment programmes, wherein adolescents are taught to express their ideas and needs in an effective but non-confrontational manner. It was also pointed out that there is a need to mainstream these programmes on youth empowerment. This is an issue that is relevant to all adolescents, not just to out of school adolescents and the question is how can we incorporate the vision and goals of these programmes in the National Youth Policy. Adolescent sexuality, reproductive health and HIV/AIDS Adolescence is a time when youth is becoming aware of their sexuality. In South Asia because of socio- cultural norms, issues of sexuality are shrouded in silence. Sex and reproductive matters are almost never discussed, leading to a great deal of misinformation and in this day and age the very real risk of contracting HIV/AIDS. The papers presented in this section included a research study on the voices of adolescents with HIV living in institutions and the use of theatre to spread the message about HIV/AIDS. 36 Given the prejudices surrounding HIV/AIDS and the cultural taboos around discussions of sexuality, street theatre is a powerful tool in that it provides a safe space in which to raise the topic and build awareness. At the same time bringing the issue out into the open creates a forum for adolescents to talk about the physical, emotional and psychological changes that they are experiencing. The workshops where adolescents were trained in theatre techniques allowed the organizers to build on the activity to engage in discussions that went beyond HIV/AIDS to include conversations on healthy living, substance abuse, gender rights, effect of early marriage on reproductive health. Also included in the programme were life skills development activities that focused on building self-esteem and handling peer pressure. The discussion that followed these presentations were underscored by the understanding that this is a sensitive but vital programme area that needs to be handled with care. It was pointed out that children in Non formal education classess had an advantage, in this instance, over their counterparts in the formal school system where this is a taboo area that is seldom discussed. Audience members pointed out that the situation of migrant youth, who are the most vulnerable are missing from the presentations and in that sense what was heard was limited in scope. It was also agreed that conversations and discussions on HIV cannot be disease specic and there is a danger of it becoming that but the illness has to be placed within the larger context of other social issues such as child marriages and sexuality. Holistic programs for cross- cutting issues- Cross Cutting Theme Project- An Example of Human-Rights based Multi Sectoral Framework for Adolescents Empowerment This session was an overview presentation of the CCT project implemented by UNESCO headquarters, UNESCO Field ofces and implementing partners in four countries. Ms. Sayeeda Rahman, UNESCO Paris under whose leadership the project was piloted had prepared an overview presentation 7 on the same gave an overview of the project. The overview presentation was followed by presentations from the implementing partners form each country which included India, Bangladesh, Nepal and Paksitan. Each presentation tried to capture the unique strategies adopted by partners to address the overall objective of the project as well as challenges faced and mutual learning which took place. Globally acknowledged as one of the best practices, the cross cutting theme (CCT) project Empowering Adolescent Girls to Become Agents of Social Transformation was a collaborative effort between UNESCO and local partners in four South Asian countries Nari Maitree and Dhaka Ahsania Mission , Bangladesh, Doosra Dashak, Foundation for Education & Development , India, CeLRRd, Nepal and IDSP, Pakistan, The project was piloted over a period of six years (2002-2007) The goal of the project was to empower marginalized adolescents girls in order to not only improve their own lives but that of their communities as well. The unique strength of the project was its intersectoral and multi level approach within the framework of rights of adolescents for their own development as well as development of their capacities to serve as Agents of Social Transformation. The project had four interrelated and complementary components including education - combining micro- nance and skills training; science, communication and monitoring and evaluation. The focus of the programmes was on making girls aware of their rights. Legal education was therefore a central part of the project. The target population included adolescent girls who had never enrolled in schools or who had dropped out before acquiring basic literacy skills. Each country developed its own delivery mode and timeline to match specic local contexts and conditions. Various cross-cutting activities were implemented in each project country geared towards community mobilisation, policy dialogue, knowledge sharing, advocacy and resource mobilisation. Over its six year implementation period the project reached 8000 adolescent girls living in rural areas or urban peripheral slums. It also sensitized nearly 25, 000 community members. The success of the project clearly demonstrated the need for the development of more cross cutting inter disciplinary programmes that will build a cadre of adolescents who are active members and agents of change in their communities. 7 Since Ms. Sayeeda Rahman couldnt join the conference, her colleague from UNESCO, New Delhi made the presentation on her behalf) 37 Challenges of employability A central element of the programme for adolescents is vocational skills, a component that was included in all the discussions listed above. However vocational education cannot be a stand alone programmatic element it has to be imparted in conjunction with literacy and life skills. The presentations in this section differed from the others in that the focus is primarily on developing employable skills, such as career exploration, workplace attitudes, etiquette and behaviour, apprenticeships/job placements and mentoring for work. It includes job training for work that requires specic skills sets like working with computers, beauticians courses, health workers etc. These jobs require a minimum set of literacy and numeracy skills and project participants include adolescents who have had some level of schooling. Various presenters focused on the fact that there was a disconnect between formal education and employability and in South Asia this is particularly acute, as in many cases the courses are outmoded and not suited to industry requirements, and teacher training has not kept pace with what is required. Focus of Childrens paper was on their work with out of school adolescents who are linked both to schooling and employability options. Through their initiatives they have linked youth to employment and also provided them with mentoring support. The organisation SIDH raised the issue that if education is equated with literacy then there is a danger that other knowledge sources such as traditional wisdom and oral traditions in the region may get ignored or lost. Additionally they made a strong point that the purpose of education is to provide an intrinsic sense of condence to adolescents. A key issue that emerged in the discussion was the perpetuation of gender stereotypes in vocational education programmes. By and large, though there are few exceptions girls are still predominantly trained to become beauticians while boys go into higher paying jobs like motor mechanics. Linking potential employees to employers is a constant challenge and so also to ensure that adolescents aspirations are managed and they are able to retain their initial placements. What Works and what does not work? The conference brought together a large number of ideas and practices that have tried to address the learning and development needs of out of school adolescents. While a number of key ideas, challenges and examples of what worked has been captured in the thematic sessions this section seeks to capture broadly what will work and what will not work It was clear from the conference that One size ts all programmes will not work with adolescents since this is not a homogenous group. Programs need to be customized based on the socio- cultural background including gender, of the diverse sections of this group. Mapping of adolescents situations and needs is of vital importance. Currently across South Asia mapping is related to social schemes that exist for these adolescents run by various ministries. It results in the generation of data that is specic to particular schemes. The scope of mapping needs to be expanded to include community members, particularly adolescents, who can be trained to undertake the task. There is a need for a convergence of data gathered from various schemes and services; this is a major challenge. We need to have a mechanism for convergence and analysis of this data which will help in designing better programmes for this group. Some sections of adolescents who are doubly marginalised need immediate attention like adolescents who have been trafcked, child domestic workers and children and youth who have never been to school. This means that along with a mapping of needs we need a vulnerability mapping of these adolescents across the region, This will result in creating better programs of social protection for this 38 group. Schemes for protection of children and youth below 18 need to involve local community members. Their involvement is necessary to ensure cessation/reduction of trafcking from source destinations. Across South Asia schools and programmes need to be made attractive if children are to attend Schools regularly and complete at least 10-12 years of education. Enrollment efforts beyond elementary stage will not be successful if secondary education isnt seen as attractive and relevant to these adolescents needs. Additionally it is also important to develop twin bridge programs to link livelihood/employability skills training from school level and education for those Out of School Adolescents who would like to return to school. Vocational education needs to do localized mapping of employment needs of the future and there has to be a buy in from the community if stereotypes for employment of girls and boys are to be broken. There is a potential large pool of change agents in the community and various means such as scholastic camps for girls with community and parental involvement can create the environment, bonding and support, that helps to facilitate social change and advancement; specically school enrollment and delayed marriage age for girls. Similarly adequate focus on life skills education for boys can create positive social demand for girls to be born in a deepening situation of skewed sex ratios in South Asia. To sum up there was an intense debate around many themes as they relate to adolescents lives and needs and the key issues were on issues surrounding up scaling which is a challenge. It was agreed that up scaling can only be done effectively by governments. There is a need to make up- scaling a part of the process rather than an afterthought. While planning programs for up scaling there is a need to ensure that the goals related to up scaling are being achieved 39 The conference concluded with a set of recommendations proposed by the participants for further discussion and modication. On behalf of participants a presentation of the draft recommendations was made by Dr. Shubhangi Sharma, UNESCO New Delhi and Ms. Randeep Kaur, Plan India. It was decided that a small drafting committee will work on the further improvements suggested in the draft and will nalise the recommendations for submission to the relevant Ministries in the participating countries, UN agencies, international organisations and larger civil society. The recommendations nalized by the drafting committee are given at the end of the compendium. The speakers in the concluding session efciently summed up the main themes of the conference. Mr. Jag Mohan Singh Raju, Director General of the National Literacy Mission congratulated the participants on a very useful, well-thought out and relevant set of recommendations. However, he felt that they were too general to be useful and needed to be more specic to the conditions and needs of out of school adolescents. It would be very useful to the government if the recommendations could identify specic government programmes and how they can address the needs of adolescents. Mr. Singh lauded the role of NGOs and stated that it is important to bear in mind that the government and NGOs are working towards the same goals. Their efforts should complement each other instead of competing for the same space. He pointed out that the government now has authentic data of 125 youth clubs which can be the nodal points to reach out to the larger community. Ms. Anshu Vaish, Secretary , Department of School Education & Literacy in her remarks pointed out that the RTE Act recognizes the right of every child up to age 14 to stay in school until s/he has completed his/her education. This does not happen because unfortunately there is little awareness on the ground of the RTE Act. The government has 3 years to full the mandates laid down in the Act. She pointed out that one of the areas of convergence is to use the youth clubs in training the School Management Committees to develop the School Development Plan as per the RTE norms. She pointed to the need for residential and non residential bridge courses to serve the needs of children in remote areas. The whole process of mainstreaming children back into school has to be reassessed and reorganized because the way it is carried out at present is ineffective and does not keep children in school. She pointed out that child labour is one of the major reasons for children to be out of schools. To counter this, governments have included the centres under the National Child Labour Programme in the mid day meal scheme. Speaking on the occasion , Mr. A. K. Upadhyaya, Secretary, Youth Affairs and Sports made a brief mention of a couple of promising programs and policy initiatives by his ministry and stressed the need for more coordinated efforts to address the concerns of Out of School Adolescents. Referring to Goal III he emphasised the need to work on holistic interdisciplinary interventions which could help adolescents develop into responsible and productive future citizens. He also said that his ministry would be willing to consider the recommendations proposed by this conference and take further appropriate action. Ms. Bhagyashri Dengle, ED Plan India, stressed that it is essential to recognize the need and requirements of adolescents as a special focus group across South Asia and also recognize that adolescents have the right to develop to their full potential for which one needs to take forward the main learnings from this conference to other South Asian countries. She pointed out that gender constructs need to be reworked and deconstructed. Recognition needs to be given to families and communities that are an important part of adolescents lives and civil society needs to cover this aspect. She also added that as a group it is important to look at initiating similar efforts on Goal 3 across Asia by mapping best practices in the region as a beginning and work with the SAARC University to undertake data collection on this group at the South Asia level. She said that one can also map possibilities of convergence of schemes for adolescents across education, health, HIV/AIDS, and market skills development after studying /analyzing which strategies work best in the Asian context. Conclusion 40 Offering the vote of Thanks Mr. Armoogum Parsuramen, Director and UNESCO Representative for Bhutan India, Maldives and Sri Lanka expressed his satisfaction over the enthusiastic and engaged participation from organizations and individuals throughout the conference. He re-emphasised the need to consider adolescents as persons with specic needs and urged to ensure targeted holistic interventions for their development and learning. He also underscored the role of education in enhancing skills, knwoledge and understanding of adolescents on critical issues as well as its importance in helping individuals to come out of the vicious circle of poverty. He opined that Gender subordination and stereotypes prevalent in the society also require education which promotes reection and action to lead us towards an inclusive existence respecting diversity. Across the globe, there are examples that right kind of education had been instrumental in enabling countries to overcome the challenges of poverty, deprivation and subjugation, he said. Therefore education has to be given central focus while designing initiatives for adolescents. He expressed his sense of gratitude to the Member States for sending their nominees in the conference to share the government initiatives as well as intentions to work towards Goal III focusing on adolescent persons. He also expressed his gratitude to the NATCOMS representatives from member states for their presence and active participation and hoped that they would be a catalyst to take the agenda of the conference forward. He also praised the respect and cooperation between the government and NGOs in India in the eld of adolescent education & development and said that it sat an example and was a model for other countries in the region. Mr. Parsuramen, while thanking Ms. Anshu Vaish, Secretary, School Educaiton & Literacy, MHRD; Mr. A.K. Upadhyay, Secretary, Youth Affairs; Mr. Jag Mohan Singh Raju, Joint Secretary, MHRD and Director General, National Literacy Mission, hoped that this conference would be instrumental in bringing about a renewed attention on the learning and development needs of adolescents and would result in range of policy and practice level initiatives across the region. He also stressed upon the need to follow up of the Conference recommendations in the participating countries for joint achievement of Goal III within a stipulated time and expressed UNESCO commitment to work untiringly with Member States and the larger civil society to work towards the realization of the targets mentioned therein. 41 Recommendations proposed for Member States in South Asian Region, Inter-Governmental and non-Governmental International Agencies and the Civil Society The Jomtien Conference on Education for All (1990) was a historic event. The Declaration of that Conference envisaged 6 EFA goals of which Goal 3 emphasizes the importance of providing equitable access to education and life-skills programmes for young people and adults. The Jomtien Declaration was reiterated through the Dakar Framework of Action (2000). As is evident from Global Monitoring Reports on Education For All(EFA) brought out by UNESCO, Goal 3 has received scant attention from Member States, particularly with regard to learning needs of adolescents. With a view to drawing the attention of the world community, and of South Asian region in particular to this issue UNESCO New Delhi, with Plan India, organized the South Asian Conference in New Delhi on 1-3 March 2011. The principal theme of the Conference was EFA Goal 3 focusing on Out-of-School Adolescents. The following recommendations were unanimously adopted in the Conference for consideration of Member Countries, UN Agencies, International Organizations and larger civil society. 1. Adolescents should be recognized as a population group having specic learning and development needs. Adolescent-centered perspective and approaches should be adopted to respond to such needs. Interventions and policies related to adolescents should be developed keeping in mind a rights based perspective and within the framework of various relevant UN conventions, particularly convention on the Rights of the Child. 2. Any intervention to meet the adolescents learning needs should be holistic in nature, integrated and responsive to their present challenges as well as future aspirations and needs. 3. With a view to making relevant interventions adolescent age group should be categorized into two: the age group between 10-14 and those 15 years and above. The emphasis in the younger age group could be on education, health and nutrition while in the older age group it could be on preparation for the world of work, family life and understanding of civic responsibility. 4. Elementary Education in most South Asian countries is characterized by non achievement of universal enrolment, high drop out rate and low levels of learning which result in persistence of illiteracy among adolescents. This situation needs to be remedied through effective interventions in teacher education, improved learning opportunities and making school environment child centered and learner friendly. 5. Educational strategies should place special focus on out of school adolescents to enable them to laterally enter school through bridge courses and other means of non-formal learning of good quality. Opportunities should also be provided to pursue education through open schooling and other modes of distance education. 6. There is need for distinct strategies for out of school girls, as they go through multiple disabilities. The special needs of girls facing trafcking and girls in other difcult circumstances need to be recognized in order to develop effective strategies including legislation for amelioration of their condition combined and effective implementation of existing legislation and availability of social safety nets. There should also be South Asia level treaties for easy repatriation of trafcked girls. 7. Adolescents education needs to be combined with life-skills and vocational training, entrepreneurship training and simultaneous provision of various development opportunities which might enhance their access to remunerative work. 8. Issues of health and nutrition should be integrated with adolescents educational and life-skills training programmes. Systematic approaches should be adopted to enhance their access to health- care and exclusion of addictive substances through adolescent friendly health services 42 9. Keeping in view the limited availability and accessibility of adolescent friendly counseling facilities in the Region, there is a need to widen counseling services and also to promote peer counseling, particularly in rural areas, to help them deal with stress, confusion and complexes of adolescents life. 10. HIV/AIDS is a serious threat to adolescents well-being. Adolescents fall prey to this malaise mainly due to lack of information and counseling. This matter needs to be given high priority through appropriate programs and interventions focused around adolescents sexual and reproductive health while protecting human rights of HIV positive adolescent boys and girls 11. Adolescents migration in search of work is a known reality which must be responded through development of appropriate strategies for protection of rights of migrants, their continuing education, improved economic opportunities and vocational training. In each country , there should be systematic mapping of employment requirements of these adolescents as well as avenues available for them ensuring better collaboration amongst employment bureaus, labor exchanges and institutions for vocational training. 12. Multi-faceted mobilization activities need to be undertaken with the community, such as formation of womens and youth groups and sustained work with religious and tribal leaders to ensure that the process of adolescents development is not hindered by socio- cultural factors. 13. This conference, which is an example of collaborative work between UNESCO and civil society, has also underscored the importance of collaborative action among countries of South Asia. This needs to be further pursued through implementation of multi-sectoral initiatives that have a Cross Cutting Approach like UNESCOs Cross Cutting Theme Project in South Asia, on Education of Adolescent Girls, Plan supported teen channel approaches that link education and livelihood in a single continuum ensuring a continuous link between education and employment and similar such holistic and integrated approaches , inter country study visits, collaborative action and provision of opportunities for exchange of ideas and experiences among countries of South Asia. 14. Civil society has played a signicant role in identication and alleviation of the problems and meeting specic needs of adolescents along with working for adolescents rights. Their sustained involvement is essential for purposeful development and empowerment of adolescents. 15. Effective liaison between government and civil society and the judiciary, legal and health systems, as well as other mechanisms of juvenile justice should be ensured. Adolescent jurisprudence should be a feature of the work in the region as special laws and courts are needed to handle adolescent crimes. This is essential to secure fair and just treatment for adolescents needing those services. 16. Governments in the region need to develop structures and mechanisms at various levels to legitimize and create spaces for adolescents in the process of governance and on larger development issues. 17. There should be surveys, research and studies to collect, collate and made widely accessible gender disaggregated and age specic data in respect of adolescents. It would be benecial if adolescents participation is secured in this process. Also, collaboration amongst countries in the region should be explored through institution such as SAARC University and similar such initiatives which are cross country with regard to understanding Adolescents status, problems and responses to those in a globalized world. 18. There should be a concrete Plan of Action for Adolescents in each Country with time bound targets to achieve the development and learning needs of adolescents with scope for periodic review of progress and corrective measures. Finally, we strongly recommend that there should be a distinct policy for adolescents in the South Asian Region to establish a framework for adequately responding to the learning and development needs of adolescents. The policy should emphasize the rights and the contextual needs of adolescents with enhanced scope of cultural underpinning and convergence among government departments and sectors of economy. Selected Best Practices Disclaimer: The papers selected for best practices, references there in, are sole responsibility of the author. UNESCO & Plan India do not claim any responsibility. 45 Doosra Dashak CCT engagement (the Indian Experience) (A rewarding collaboration for Empowerment of Adolescent Girls.) Anil Bordia & Shubhangi Sharma Context Adolescence is a critical transitional stage in a persons life, more so for girls. Marked by distinct physical, psychological and emotional changes, this period also brings with it a plethora of relevant concerns, stresses and challenges requiring responses which are contextual, relevant and enabling. At the same time, this age group is also characterized by the growing advent of idealism, optimism, enthusiasm and zest to change the world. If channelized properly, this group can be a vital source to address a host of social, cultural and economic challenges faced by nations across the globe. However, in most parts of the developing world the situation is far from satisfactory when it comes to dealing with adolescents and addressing their concerns. Two distinct trends are visible when the issue of adolescents development is examined. They are either overprotected and guarded, with all their actions scrutinized; or there is a marked indifference, negligence, cynicism and apathy towards them. Furthermore, instead of considering them responsible, productive future citizens, they are viewed with suspicion and distrust. This situation has caused major concerns not only for adolescents but also for those who consider adolescents as harbingers of social change and reconstruction. In the countries of South Asia adolescents bear a double burden - at one level, they are considered as adults and deemed t to earn for the family. At another level they are looked upon as children requiring control, scrutiny and guidance for all their actions. Girls are particularly disadvantaged. At the onset of puberty, they face the pressure of early marriage leading to early pregnancy. Restrictions on their mobility, and low chances of schooling and receiving other needed development opportunities places them in a vicious circle of marginalization which is hard to break. An examination of the status of girls reveals that they are subjugated, suffer from gender discrimination and inequality and are subject to multiple forms of violence, abuse, and exploitation, such as child labor and trafcking. However, across the world there are ample examples which demonstrate that with appropriate care, not only can the barriers to adolescents development be removed but they can be supported to become active agents in the process of social transformation. Doosra Dashak The Doosra Dashak Project in Rajasthan, initiated by the Foundation for Education and Development, a public charitable Trust, was set up in 2001 in order to bring about changes in adolescents lives. Doosra Dashak literally means second decade. The mission of the project is to work with individuals in the age group 11-20 years for their holistic development and integrated education. Gender equity is Doosra Dashaks cornerstone. It permeates all their strategies and processes of work. There is hardly any activity which does not include a conscious effort towards empowerment of adolescent girls and fostering gender equity. When the UNESCO cross-cutting theme (CCT) project accepted Doosra Dashak as a partner in 2002, it was already implementing activities towards adolescents development in two remotely situated and backward blocks - Bap in Jodhpur district and Kishanganj in Baran district - of Rajasthan. These sites are inhabited largely by very impoverished 46 communities - Muslims and Scheduled Castes in Bap Block and Sahariya, a primitive tribe, in Kishanganj Block. The focus of the project was on out-of-school adolescent girls and boys living in remote and sparsely inhabited villages in the area. Currently, the project outreach extends to 9 blocks in Rajasthan, all of them under developed, marginalized and with distinct sets of challenges. As one of the pioneering interventions in adolescents education and development, the project has been able to create a ripple effect in many states of India. It has inspired a range of civil society organizations to take up similar initiatives for adolescents, including designing contextually relevant interventions. Doosra Dashak also engages in advocacy at various levels for policy interventions to regard adolescents as a distinct age group and to focus attention on their learning and development needs. The CCT-DD Engagement The premise of the UNESCO cross cutting theme (CCT) project was to work with adolescent girls to help them break the vicious cycle of poverty and become agents of social transformation. UNESCOs analysis was based on the fact that lack of basic education and scientic knowledge, along with exclusion from technologies of communication and information were at the root of girls and womens poverty and further marginalization. This matched well with the assumptions and objectives of Doosra Dashak, and the project was revamped on the lines of the CCT Project. The CCT project was carried out in both the above referred blocks and contextually relevant strategies to engage with the adolescent girls were designed. Within the multi-dimensional, multi-level and inter-sectoral CCT framework, the Doosra Dashak pilot intervention added a range of fresh initiatives into the implementation. These were aimed at enabling the girls to come out of their household periphery and participate in the processes of their own growth and development. The rights-based approach adopted by the project redressed the deprivation and marginalization which were integral to the lives of adolescent girls. The framework was put into concrete actionable interventions with a wide-range of activities covering initial action for mobilization of the community followed by residential camps for illiterate and school dropout girls. The process was strengthened by varied continuing education activities through Prerna Kendra (motivational centers), joint adolescent forums, Gyan Vigyan Kendras ( Science & Communication Centers) and Science Fairs. The technique of micro-planning was used to assess the progress of each participant on a set of indicators and chalk out suitable future interventions for their growth. All these initiatives were reinforced by close interaction and activities with the parents, the larger community, and religious leaders. The idea was to prepare girls with required knowledge, skills and information so as to ensure not only their own progress but also to enable them to contribute to the development of their families, their immediate surroundings and the larger community. The project also attempted to break the socio- cultural prejudices persistent against girls through engaging them in non conventional roles and responsibilities. The most signicant conclusion which emerged from the experience of the CCT implementation was that once adolescent girls become educated, begin to understand the impact of science in their lives and have accessed ICT, they have the possibility of becoming effective agents of social change. Not only can they steer their own futures, but they can also create circumstances for the improvement of the quality of life of rural women steeped in poverty. It is this possibility of vicariously bringing about a transformation in the communitys situation which is, perhaps, the most signicant promise of the CCT approach. The activities delineated below were the key interventions with adolescent girls, which paved the way for their holistic education and empowerment. 47 Strategies and interventions Community Mobilization Establishing rapport with the community was treated as of intrinsic value. This helped signicantly in harnessing community support in securing girls participation in residential camps and ensuring their continuing education. Building organizations of women was part of the process of community mobilization. Formation of strong womens collective, Jagrat Mahila Sangathan (a collective of awakened women), in the Kishanganj block, and concerted work with inuential religious leaders in Bap Block, were instrumental in securing the participation of older girls in residential training program. The methods used for community mobilization were spending time in villages, interacting with people, and organizing group meetings with men and women, local government representatives, NGOs, government ofcials, etc. This was further strengthened by bringing the parents and other family members to residential training programs and informing them about the diverse activities being carried out with and for the adolescent girls. This approach helped in building a relationship of mutual trust and enhanced girls attendance and participation in the camps. Residential Camps Residential camps of three to four months duration were the principal method of transacting a model of integrated education. Girls are subject to caste constraints and tend to adapt to the subordination and gender discrimination, which they see all around them. The residential training camps strengthened their collective identity and created a sense of camaraderie. These camps were helpful in enabling adolescents get over the narrow limits imposed by religion, caste and social status and inculcated in them an understanding of, and commitment to, human rights. The curriculum emphasized literacy and numeracy skills and integrated these with life skills, health/ reproductive health issues, building awareness of human rights and gender equity, civic and political education, legal literacy, etc. 50-55 girls participated in each camp. Some of the important gains from the camps were: Enhanced capacity of adolescent girls to express themselves both orally and in writing. All the girls lived together, rejecting the differences of caste, class and religion. They gained an understanding of the values of democracy, secularism and human rights. There was an improvement in their personal hygiene, understanding of health issues and environmental sanitation. They developed an understanding of micro credit and self-help groups. In addition to the long duration residential camps, several short duration camps, also residential in nature, were held for the induction of additional adolescent girls. After the residential camps were over, further need-based training programs of short duration were organized. These training programs revolved around issues such as laws affecting women, right to information, formation of self-help groups, etc. Learning Centers Once the adolescent girls entered the Projects fold, the emphasis was on continuous learning in any form, whether it was through admission to a formal school, non-formal education centers, use of library or educational excursions. Known by different names in different places such as Prerna Kendras (motivational centers), Ikhavelos, these centers ensured continued learning and association of adolescents in various realms of learning. These were the places for adolescent girls to gather, discuss and plan for their learning and talk about their relations with the community. This was just like their own place, where they could have fun, learn and make future plans and explore ways of bringing in other girls into the Project fold. These centers were a means of reinforcing and sustaining the education of those who had gone through the long duration residential camps and were meant to sustain their interest in new living and learning. 48 Adolescent Forums These were also centers of continuing education for adolescent girls, of which trained boys were also members. Some of the activities that were taken up by these forums were: conducting surveys of villages at the time of acute drought to provide relief to the most vulnerable; helping the government health department to deal with a malaria epidemic through testing blood samples and drug distribution; participating in polio eradication drives initiated by the government; and conducting surveys of families living below the poverty line to ensure that their names were included in the lists being prepared by the government. Collectively, these forums were active in taking up ghts against social injustice and incidences of violation of human rights. They also took initiative in activities such as village sanitation, opening of libraries and training program for peer adolescents. Training in Livelihood Skills and Micro-Finance The Project strategy for income generation was to enhance adolescent girls capacity through good quality vocational training and assuring micro-nance. It included harnessing local resources and the application of science and technology. In the implementation area there was a vast possibility of making scientic use of water, land, forest areas and grasslands. The project enriched and conserved resources, while, at the same time providing economic benets. The basic approach to training in vocational skills was strengthening and building upon the existing skills that the girls already had. During the project period a number of girls were trained in one or more of the following crafts: traditional embroidery weaving, sewing and knitting - roof-tile-making, water testing, making puppets, rexine-bag making, solar technology, etc. Co-operation was established with the National Primitive Tribes Technical Training Centre, situated near Kishanganj, to provide adolescent girls with training in their chosen areas to enable them to become capable of linking their skills with the market. An effort was also made, through joint forest management, to develop credit-based program for sh culture, cultivation of medicinal plants and participation in the governments scheme of social forestry. Integration of Science and Communication with Education From the beginning of the project, science education was an integral part of the residential program. This included topics such as the human body and health and physiological processes (respiratory system. circulatory system, etc.), health status (which was assessed through pathological examination), haemoglobin, dysentery, etc. The study of water, its pollution and cleaning to make it potable, was a practical way to understand science. The training of trainers was organized on a regular basis so as to improve the integration of science with the educational processes, and to enhance their capacity. A denitive curriculum for the three-month residential training programs was developed during the trainings. This ensured that the understanding of science was integrated with the entire educational process. Gyan Vigyan Kendras (Communication and Science Centers): Two Gyan Vigyan Kendras (GVKs), were established, one in each block. The GVKs were also intended to serve as multimedia centers. The goal was to set up decentralized institutions with strong community involvement at the block and panchayat levels so as to enhance the spirit of enquiry amongst school-going and out-of-school adolescents, as well as popularize science in the community. The specic purposes of GVKs/VKs were as follows: to further the education of adolescents; to develop a scientic temperament in the larger community so as to enable them to apply science to ensure safe drinking water, sanitation, and nutrition; to enable adolescents to understand basic health issues, nutrition, and environment through the application of scientic method; to develop basic computer literacy; to encourage experimentation and enquiry ; and to serve as multimedia centers using traditional forms of communication, such as puppetry and folklore, as well as modern electronic technology radio, TV, VCP and computers. 49 The GVKs were also resource centers for strengthening science education in the activities of Adolescent Forums and popularizing science in the community. Science fairs managed by the Gyan Vigyan Kendras and attended in large numbers by adolescent participants, became another crucial tool for the popularization of science amongst the community as well as the inculcation of a scientic temperament among adolescents. Monitoring and Evaluation Three kinds of monitoring mechanisms were used: Micro-planning: This was a process of monitoring each participant (i.e., each beneciary). A beginning was made by way of benchmark when an adolescent girl began her association with the Project. Her progress was assessed at the end of the training and, thereafter, it was done quarterly. This tracking was done on 13 parameters, which comprised the essence of the Project. Through this technique, it was possible to ensure that each person received opportunity for further development and attention for growth. Activity-related Management Information system (MIS): This was done through formats which could provide a two-way ow of information -from the state to block level and then to the village level and from village level upwards to ensure transparency and maintain the quality of the Project. Review and Planning Meetings: This method of evaluation involved periodic reviews and planning meetings at each operational level - beginning from the cluster level, the block level and the state level. These meetings related to the overall activities of the Project and provided a planning base for the future. Sandhan, the technical resource agency, was closely involved in the process and the meetings were documented. Action research was undertaken in respect of various aspects of the Project. This helped in mid-term revision and correction in strategies. Key Learnings and the Way Forward Though the project was executed in a comparatively small geographical area and was on the ground only for a short span of 5 years, it was able to generate several notable results. These results can be seen in the form of direct impact on the lives of the adolescents it worked with and also in terms of the ripple effect in the surrounding areas/ villages. It created a conducive atmosphere for further work with adolescents in general and girls in particular. About 1500 girls and 1200 boys were trained in the 5 year period in 30 Panchayats and 160 villages of the implementation area. 76 Adolescent Forums were formed, engaging additional adolescent boys and girls in multifarious activities in village and community development. Quite a few adolescent girls were not only able to continue their own learning but were also able to ensure more dignied lives for themselves, by overcoming oppression and subjugation and coming out of exploitative relationships. Many of the girls trained at the time of the CCT implementation took up the role of rural counselors, peer trainers, educators in residential camps and supporters in the running of Gyan Vigyan Kendras and offshoots of GVKs (Vigyan Kendras) in villages. Nearly 180 girls emerged as grassroots activists. These young women are still in the forefront of struggles for the delivery of basic services to village communities, for the implementation of laws which provide protection to the tribal people and other communities which face deprivation and discrimination. These activists also take up issues of human rights and other rights such as right to information, right to work, right to safe drinking water, etc. The CCT project was discontinued after 2007. However a range of activities continued thereafter with new dimensions added to the initial initiatives. The project was extended to 7 more blocks and several new villages under the aegis of Doosra Dashak. This programme has been adopted by 17 other NGOs spread over 4 states. The project offered critical learning in the area of adolescents education and development. Some of which are briey described below: Adolescents aged 1019 are a specic population group who need to be recognized as persons with their own rights and needs, requiring intervention strategies for the fulllment of their creative potential as well as to prepare them for their future life. In order for change to be sustained over a long period of time, the life of 50 adolescents needs to be seen as a continuum and the responses that are designed for them need to be holistic, keeping in view their present as well as their future life, rather than piecemeal , sporadic and sector specic initiatives. A rights-based perspective, instead of a service delivery perspective, needs to be central to the interventions aimed at adolescents. This enables adolescent girls to participate and engage in their own development processes in a more meaningful manner instead of being mere recipients of knowledge , information and skills. This requires a new perspective towards their learning and also requires appropriate materials, vocabulary and interventions. Any intervention which is aimed at addressing adolescents concerns in a holistic manner needs to have an understanding of its own limitations and strengths. There has to be a conscious understanding and scope for engaging in partnership and collaboration with organizations and individuals with diverse sets of expertise. This approach enables mid- term correction as well as graduation from one level of intervention to another level, all the time responding to the needs of the learners. Education is the key to all processes for social transformation. There is overwhelming evidence across the globe to show that adolescents education must be multi-faceted, taking into account the fact that they are at the threshold of family life, world of work and citizenship. Therefore, any effort towards the education of adolescent should be holistic in nature and should enable them to take care of their lives as well as participate in the processes of governance and bring about social transformation. This is possible through adoption of an interdisciplinary approach to adolescent development rather than uni-dimensional interventions. Such education also needs to be consistent with contextual realities within which adolescents live and interact. Opportunities for continuing education are as important as initial trainings and activities. This is true for adolescents in general but girls in particular, especially for the reinforcement of their learning. This is specially to be kept in mind when the adolescent participants happen to be rst generation learners. However good the initial educational program may be, its long-term impact depends on continuing education and opportunities for the application of learning. This is particularly so in a predominantly non-literate environment. Therefore, necessary attention must be paid to the provision of appropriate courses and other learning opportunities to keep them engaged in the realm of learning. A cadre of trained permanent trainers is essential in any educational process aimed at what the CCT project aspired for. Such trainers are more likely to contribute signicantly to adolescents learning as well as their emergence as condent, socially aware persons. The micro nancial services for the girls should be offered subsequent to a range of empowering activities which will enable them to take decisions on the kind of investment they would prefer to make, ensure the right usage of the nances they have received and ensure that they keep meticulous records. Otherwise there are chances for girls to remain merely conduits between micronance providers and their family rather than assuming the role of a principal negotiator and decision maker. Peer support and hand holding plays a major role in work with adolescents. Peers can serve as condants, motivators and role models. Their role as peer counselors, as observed in the Indian experience, can also be critical on issues on which adolescents hesitate to talk to their elders. This helps in dealing with age specic confusion, dilemma, stress and apprehensions on minor matters. Neglect, deprivation, restricted mobility leading to lack of proper education and learning opportunities, combined with added household responsibility, throw adolescent girls in poor households into the grip of poverty. If not checked and responded to in time, this grip acquires the shape of a vicious cycle. A deeper understanding of the vicious cycle of poverty is especially needed in the group that works with adolescents belonging to marginalized communities. Such understanding is crucial for designing inter-sectoral activities that have a denite bearing on adolescents education and their enhanced capacities to break the cycle of poverty. The deep layers that underscore marginalization need to be clearly understood and appreciated before initiating work with adolescent girls. This includes a fuller comprehension of social deprivation, cultural marginalization 51 and economic impoverishment, combined with an understanding of gender specic disadvantages inherent in their being born as girls in deprived families. Such knowledge is vital for the development of interdisciplinary and rights based frameworks. Work with the community in a sustainable manner requires sound understanding of community dynamics and the role of different actors. This has to be combined with an understanding of what constitutes the community as many a time representation of the powerful and inuential is understood as community participation further isolating those who have always been at the periphery of mainstream society. These interventions also require policy interfaces. It is therefore important to establish dialogue with the policy making bodies at the federal and state levels and establish rapport with the executive machinery at the district and local levels. A dynamic policy environment can serve as an enabler to draw attention towards adolescents along with facilitating the sharing and dissemination of results at all levels. A Partnership of Mutual Gain Combined with several knowledge and information sharing meetings to develop a common vision of project implementation, timely technical inputs and dynamic leadership at all levels, the CCT project offered each partner an opportunity to contribute to the overall project implementation across South Asia. Doosra Dashak was also not an exception and several of the salient features of project implementation in India were incorporated in the overall project implementation as value addition. Some of the mutual gains are described below: GVKs in Doosra Dashak were distinct in several senses. Firstly, these centers were very much grounded in the community. Secondly, here science was not only seen as a subject but as a way of life, to build an attitude of experimentation and reection to solve life problems. In all residential training programs as well as in activities conducted at learning centers, science was treated as a transversal theme and GVKs were quite helpful in doing this. This was the reason that GVKs became a vibrant centre of engagement in the community, helping in the popularization of science and the inculcation of scientic attitude amongst adolescent participants. The GVKs also emerged as a focal point for cooperation with the school system complementing science teaching in schools by setting up experiments which were prescribed in school curriculum. Though the focus of the CCT project was on girls, Doosra Dashak believed that it was equally important to work with both boys and men if real social change was desired. There is no doubt that it is essential to create a harmonious favorable environment for girls, but this can only be achieved if men are engaged in developing a deeper understanding of gender inequalities and their role in perpetuating womens oppression. It was therefore necessary to prepare men to break out of the stereotypical mould and take on new roles for themselves, which in turn would facilitate girls empowerment. The modality of all trainings being residential in nature was one of the key features of the CCT project implementation in India. This was regarded as non-negotiable. The residential nature of the training was instrumental in developing a sense of togetherness between girls and their instructors as well as a sense of camaraderie amongst girls of different caste, class and religion. This modality also facilitated the imparting of an integrated education program that combined literacy and numeracy, with life skills, local self governance, legal literacy, reproductive health and an understanding that social and cultural norms are not set in stone but can be changed. As the project proceeded, it was able to develop the rst ever holistic integrated curriculum for adolescents. This was shared with NGOs across the country and was widely acclaimed. Prerna Kendras (motivational centers) were conceived with the purpose of facilitating continuing education of girls - not only those who participated in the initial training or residential camps but also those who were enrolled in mainstream schools. In the case of the latter it substantiated their scholastic learning. These centers became a place for women, young persons and other community members to interact among themselves and resolve a wide variety of issues. These centers also were a vital link between school going children and those who were not able to do so. Similar centers, known as reective learning centers, were set up in Pakistan under the aegis of IDSP, the partner from that country, to inculcate reective skills amongst participants. 52 Finally, the most considerable contribution of CCT implementation in India and the simultaneous advocacy undertaken by Doosra Dashak was that it drew the attention of government and civil society towards hitherto neglected Goal 3 of EFA goals and was instrumental in bringing about a host of policy initiatives coupled with civil society interventions across the country. As an epoch-making beginning, Indias Planning Commission set up a Working Group on Adolescents in the context of the 10th Five Year Plan (2002-2007). The report of this Working Group was a path-breaking document through which Government of India recognized adolescents education and development as a priority area. Subsequently, in the context of the 12th Five Year Plan (2007-2012) a Working Group on Adolescents Development was set up under the aegis of the Ministry of Youth Affairs & Sports and a Sub-group on Education of Adolescent Persons under the aegis of the Ministry of Human Resource Development. Reports of these groups highlighted the importance of 11-20 age group, the fact that more than one-third of persons in this age group were deprived of basic education and the worthwhileness of investment in this age group. Each of these groups made recommendations for initiating large programs for adolescents development and their education, not only through the Central Government but also through the State Governments. The Ministry of Youth Affairs and Sports was designated as the Nodal Ministry to coordinate and implement interventions for Out of School Adolescents. The National Scheme for Youth and Adolescent Development was launched recognizing adolescents as a distinct age group, thus enabling focused action for them. References Doosra Dashak: Original Concept Notes I, II &III, 2000 Doosra Dashak CCT Project Proposal, 2001 Progress Reports submitted to UNESCO Paris between year 2002-2007 Sharing Hopes- Shubhangi Sharma; March 2002 Knock on the Closed Doors, Shubhangi Sharma; August 2002 Empowering Adolescent Girls: Breaking the Poverty Cycle of Women , A UNESCO Pilot Project; October 2003 Educating Adolescent Girls : Beginning Afresh Shubhangi Sharma , Sept 2004 Education of Adolescents for Development in India - The Case of Doosra Dashak; Prof. Denzil Saldanha, 2007 Report of the Working Group on Adolescents, Planning Commission, GOI, 2000 Report of the Working Group on Adolescent Development, Ministry of Youth Affairs & Sports, GOI, 2007 Report of the Sub-Group on Education of Adolescent Persons, Ministry of Human Resource Development, GOI 2007. 53 Muktangan the Open Courtyard collaborative child protection programme with the Railway Protection Force Deep Purkayastha In early 2003, the Divisional Security Commissioner of the Railway Protection Force (RPF), Malda Division of Eastern Railway in West Bengal, Mr Arul Jothi, started a school for children living on railway platforms inside the RPF station at Malda Railway Station. Two RPF constables were given the responsibility of teaching the children for a couple of hours during the daytime. A television was arranged for the children so that they could spend time in the evening at the school. Every Saturday, Mr Jothis wife would cook a khichri meal for the children. Praajak read about this school in a newspaper report and by the middle of the year extended technical support by training the two constables in learning styles and teaching methods. This involvement increased over the next year and by 2004 a collaborative venture was born. The programme was named Muktangan which means an Open Courtyard. This was visualised as a Child Protection Programme run by the Railway Protection Force, for children living and working on the railways, with technical support from Praajak, a social development agency working for the rights of children and youth. By 2004, the collaboration had been able to impact the lives of children to the extent that the RPF reported a signicant decrease in juvenile crime in the railway station area. In 2005, the RPF Act was amended and the RPF mission statement now included its commitment to help homeless children living on railway platforms. Thus Muktangan was now the instrument through which the new Mission Objective of RPF, which is to Remain vigilant to prevent trafcking in women and children and taking appropriate action to rehabilitate destitute children found in railway areas, could be operationalised. The Muktangan Programme reaches out to children who run away from home to escape neglect, abuse and violence in their families and seek refuge in transport terminals like railway stations. Praajak has been working with railway children since 2000 and has grown to believe that children on the railways could only be protected through robust State interventions. In the case of railway children, this would mean the Department of Railways. To Praajak, the RPF ofcerss spontaneous initiative in this regard could be the spark that was required to ensure active participation by railways in the care, protection and rehabilitation of railway children. Currently, Muktangan is operational in 3 Railway Zones, Eastern, South Eastern and Northeast Frontier Railways at Malda (since 2003), Asansol (since 2005), Kharagpur (since 2004) and New Jalpaiguri (since 2009) railway stations in West Bengal. These are the largest junction stations in these zones after Howrah and Sealdah. The Muktangan model has 6 functional components: The major activities of the Muktangan programme: Outreach: Outreach is a major component of Muktangan. Through outreach the project reaches out to children in distress and seeks to provide them with services for survival and protection. Drop-in Centers: These are protected spaces that have been provided by the Railways through the RPF. Education sessions, art and craft classes, movie shows, recreational activities like quiz, storytelling, dramatics and indoor & outdoor games are held regularly as part of the drop-in-centre activities. All national and local festivals are celebrated with great enthusiasm with the active involvement of civil society volunteers. The Drop-in Centre also provides night shelters for children. The centres have bathing and toilet facilities provided by the Railways and lockers for personal belongings. 54 Since its inception more than 1800 children have come into contact with the programme and accessed its services. Gate keeping and Reunication: This component attempts to prevent the new runaway or abandoned children in railway areas from entering a life on railway platforms. The programme also seeks to restore a child who has lived on the railway station for some time to the family and reintegrate him with his community, or alternatively to place him in a Childrens Home for his future rehabilitation. 240 children have been reunied with their families and 150 children have been placed in childrens homes since 2006 when the reunication programme was initiated under Muktangan. Sanjha-Chulha: Sanjha-Chulha is the childrens community kitchen subsidised by Praajak. Children are encouraged to contribute some money to the kitchen to foster a sense of dignity and self-respect. This also provides the children an opportunity to develop skills like marketing, serving food, cooking and job responsibility. It prepares them for reintegration into the larger community. Currently the kitchens at Asansol and Kharagpur receive support under the Mid-Day Meal scheme of the government. The scheme is poised to start in Malda and New Jalpaiguri in the new year. 943 children have accessed food through the Muktangan programme under the Mid-Day Meal scheme. Childrens Savings Initiative and the Child Mart is a savings initiative modeled on a formal bank with deposit slips, withdrawal slips and pass-books to help children and protect their earnings and keep them safe It helps them save money for economic rehabilitation and protects them from economic exploitation by others and wasteful expenditure on harmful substances and gambling. The initiative also motivates children to save money, understand the value of savings and familiarizes them with the functioning of a formal bank so that they can access formal banks in the future. This programme is linked to Child Mart, which is an informal shop where children can buy things at prices lower than the market rate. Children are also encouraged to save their money and invest it in small businesses through the mart. Over the last 7 years, the volume of transaction by children has been almost Rs. 7,00,000. Trekking and Camping: Children are taken on regular trekking and camping trips as part of the programmes psycho-social care programme. This consists of rock-climbing, low altitude trekking and camping in the wilderness. Since its inititation in 2007, 77 children have participated in this activity. Childrens Panchayat: Children participate in weekly meetings where they discuss their own issues and the services they receive from the programme. A Childrens Panchayat has been set up at all the centers. Members are elected democratically by vote. Establishing a proper gate keeping programme in the station premises in order to initiate early family reintegration with the runaway / abandoned child found in railway areas. Promoting the establishment of childrens self-help collectives for their empowerment through multiple strategies including education, pycho social support and vocational and business skills development. Provision of basic infrastructure through RPF like drop-in centres and night shelters near the railway station. Participation of trained and sensitized RPF personnel in daily interventions with the children. Sustaining the Muktangan programme through greater involvement of civil society and mobilization of volunteers. Establishing referral systems with government and non- government agencies for various services. 55 Workshops: Regular Workshops are held to provide the children with life skills and build capacities to develop self-help collectives amongst themselves. Workshops also help to develop their creativity and imagination through various activites like art and craft, music, dance, poetry, storytelling and other psychosocial counseling techniques. Vocational and business skills also form a major component of these workshops. So far 120 children for whom going back to the family or placement in childrens homes was not an option, have been supported to set up micro-businesses or placed in jobs. Praajak has been able to develop a volunteer core in all the cities and towns where Muktangan operates. These form a valuable resource mobilisation team. Over the last 3 years Praajaks resource collection team has been able to generate resources of around Rs 10,00,000 for children. This is spent on clothes, medicines, educational materials, blankets and mattresses and other material required by the children. Praajaks advocacy programme aims to sustain the project through budgetary support from the Railway Department as an RPF Community Policing Programme and afliating Muktangan to the Integrated Child Protection Scheme. 56 1 Special issue on adolescence. American Psychologist. Volume 48 # 2 edited by Ruby Takanishi (Guest Editor) February 1993. 2 DAM is a multi-sectoral NGO in Bangladesh working with people for social and spiritual development of the human community since 1958. For details www.ahsaniamission.org.bd 3 According to Census 2001 (Provisional Report) about 10.5 per cent of the total population belong to this group 4 PFA and NAP Implementation in Bangladesh: Role of NGO, Salma Khan et al, NGO Coalition on Beijing Plus Five, 2002, Dhaka 5 BRAC, Beliefs and Superstitions on Menstruation in Rural Bangladesh, 1991, Dhaka Breaking the cycle of poverty for women: Empowering Adolescents for Social Transformation (EAST) Ehsanur Rahman Background and Introduction Development psychologists have described adolescence as a period of psychological and social transition between childhood and adulthood. 1 Unfortunately both boys and girls often nd themselves unable to cope with the changes emanating from specic physiological growth during this time. Adolescence is a territory that both adolescents and their parents nd perplexing and mysterious. Lack of knowledge/education and training and proper guidance/counseling exposes adolescents to risky behaviors and increases their vulnerability. Depending on the social, economic and cultural conditions, many adolescents become vulnerable to unsafe sex, sexual abuse, early marriage, drug abuse, smoking and alcohol use, mental health disorders, eating disorders, depression, and some other difculties. Unstable emotions can lead to crime and delinquency. Considering all these difculties this period in an individuals life is described as a time of storm and stress. Adolescent girls and boys represent an immense untapped potential which can be transformed into human capital In this paper the programmatic approach of Dhaka Ahsania Mission (DAM) 2 for working with adolescents, the implementation strategies, and participation process for including adolescent girls and boys and the impact of the programme on the lives of participants is described. Towards the end of the paper, a brief analysis is made of the impact of the program at the community level and policy level, with evidence of how the process could bring about changes in the mindset of the stakeholders. The replicable elements and lessons are highlighted. Context: Bangladesh Bangladesh is a developing country in South Asia. Adolescents aged 10 -18 years constitute an important population group in the country. 3 Discrimination in family and social life, early marriage, dowry, domestic violence, social isolation, lack of awareness of their rights, lack of decision making powers and autonomy are some major socio-cultural adversities that adolescents in the country face. 4 Most adolescents have limited scope for acquiring knowledge and skills for self-development. The majority of them are uninformed or insufciently informed about reproductive health and contraception. Within the family they are dominated by older members, both male and female. As a result, a growing number of socially, legally and economically marginalized adolescents, specially girls, face various types of violence and exploitation. Adolescent girls from poor families are victims of double vulnerabilities because they are girls and because they live in poverty. A lack of access to education and health care, lack of gainful employment and lack of a voice in family and social life characterize the lives of a majority of adolescent girls in Bangladesh. They enjoy little opportunity for self- development and thus rank at the lowest echelon in a gender-based power hierarchy. The lack of recognition and awareness regarding the special care that adolescence deserves perpetuates and leads to further deprivation. Open discussions about menstruation is forbidden and considered a matter of shame 5 . Unsafe management of menstruation thus becomes the norm and results in poor health in the short run and increases the risk of maternal 57 and infant mortality in the long run. Though this scenario holds for girls rather than boys, many of the taboos around conversations on sexuality and sexual health are true for adolescent boys as well. It is therefore important to open up access to education, health and gainful employment for all of them so that the quality of their lives can be improved. EAST Program EAST stands for Empowering Adolescents to become agents of Social Transformation. The aim of this program is to enhance the roles of adolescents as potential actors for social change and to make them a decisive population group. It creates a psycho-social protection shield for adolescent girls and boys by raising awareness and empowering them and building up adolescent chains at various levels of action. The program builds the communication and participation capacity of adolescent girls and boys in the program areas. It also increases community support for the role of the younger generation in social and economic development. Experiential learning The EAST program began with pilot initiatives in 2002-3 in 10 project sites covering 176 villages, as part of UNESCOs regional project in South Asia for improving girls and womens livelihoods. To respond proactively to the multi- dimensional problems faced by adolescent girls living in depressed rural areas, a broad based and coherent set of activities was carried out which aimed at empowering 4500 girls in these project sites. The capacity building program, developed in collaboration with national partners with proven experience in community development issues, linked literacy and life skills to health and legal education, to information on application of science and technology in daily life, to the use of ICTs in the rural context. The goal was to develop the abilities of young women in communication, participation and interaction with the world outside their villages and to train them in income generation and micro nance mechanisms. In the following years, based on the experience of the pilot project, DAM developed a broad-based program for empowerment of adolescents (both girls and boys) which aimed at a) increasing the levels of education of adolescents b) increasing their knowledge on basic and reproductive health and safe reproductive health practices c) preventing adolescents from engaging in social vices, and cultural practices such as early marriage d) enhancing life skills of adolescents to enable greater participation in family and community related affairs e) establishing a network through which adolescents would be able to articulate their issues f) developing entrepreneurial capabilities of adolescent so as to enable them to engage in income generation activities g) creating a social safety-net for adolescents. This program was implemented in seven districts in Bangladesh. In total, 11074 adolescents, of whom 8304 were girls, in the age range of 11 to 18 years, were the direct beneciaries of this program, The indirect beneciaries were family members, and friends and community members. At the eld level three interconnected program components facilitated implementation of actions. These were a) Education and micronance, b) Communication and information services, and c) Popular science and technology. The EAST program led to the following outcomes: Increase in the educational levels of participants. Interested adolescents went in for further education and were mainstreamed into nearby primary and high schools. Increase in knowledge on reproductive health, STD, HIV/AIDS, social rights and other social issues. Adolescents who participated in the programme practiced safe menstruation management. Adolescent entrepreneurs were developed. Increased participation of adolescents in social mobilization. Increased participation of adolescents in decision-making processes. A network of community learning centers was established and adolescents were given the responsibility of organizing and managing the centers. 58 Adolescents raised and discussed issues that affected them with the local authorities. Policy makers and other concerned authorities become proactive on adolescent issues. Uniqueness of the EAST approach The EAST program pursued an integrated approach combining Preventive approach, Participatory approach, and Partnership approach. The Preventive Approach provided leverage against degeneration and loss of potential. Vague or unscientic ideas, superstitions and traditional beliefs regarding the future role of girls takes shape during adolescence and keeps women from realizing their potential. EAST acted during this critical stage of human growth and development to use the untapped potential of the target group in the social transformation process. The Preventive Approach facilitated the prevention of cultural and social practices like early marriage, dowry, unsafe sex, sexual abuse, drug abuse, smoking and alcohol use, and eating disorders, both in the programme participants life and also in the larger community. The Participatory approach created opportunities for active involvement of the target group in planning and managing the activities; and nally, the Partnership approach facilitated partnerships at all levels, with other local NGOs and national policy makers and planners. The EAST approach adopted a community based implementation strategy. To ensure continuing support for program activities, community mobilization was emphasized. Community based organizations were used as a platform for program implementation and to facilitate linkage of support services from government and non- government sectors. Monitoring of the eld level activities was conducted by the community using participatory monitoring tools. The multiplier effects of the EAST model is that it creates a deep impact from the community level up to policy making level, as it changes or improves the attitude, behavior, practice and involvement of all the stakeholders in the area. Observing the way the program protects and upholds the rights of adolescents in the areas, the respective communities gradually go through a transformation in their attitudes, beliefs and practices related to human rights and life skills. The involvement of government agencies, local government standing committee members, and community level action groups in the program activities creates a positive impact leading to good governance and to a shift in societys views on the role of adolescents. 59 Kishori Chitrapata (KC) Empowering adolescenct girls through ICTs. Gurumurthy Kasinathan ...we need to recall how difcult the life of adolescent girls in India is, and not just for the poorer strata of society. Our culture poses formidable mental and social barriers to girls when they attain puberty. Some of these mental blocks make it extremely difcult for education to do what it is supposed to - namely, boost condence in ones abilities by developing a positive self-concept. Right from early childhood, girls are socialized to perceive matrimony and motherhood as the ultimate goals of their life. A numbing array of rituals and customs is used to prepare girls for the inescapability of leaving their natal homes and for a life of dependence and silent compliance Prof. Krishna Kumar, former Director NCERT - Empowerment by verbal chicanery (http://www.thehindu.com/ opinion/lead/article605995.ece?homepage=true) Overview Adolescence is a stage of high vulnerability for girls, with maximum family and social constraints. The mainstream school system with its alienating curricular and pedagogical processes often fails them. What they need are alternate models that focus on their empowerment through contextual and constructivist learning approaches. The KC project of CCID, in Mysore (Karnataka), with the Kishori sanghas of Mahila Samakhya (MSK), uses video as a curricular tool and weaves techno-social processes of learning; focusing on identity strengthening, understanding and relating to local contexts, building networks of peer support, supporting the development of life skills as well as a deeper understanding of contexts and possibilities. Brief introduction An adolescent girl in rural India is conspicuous by her complete absence in various developmental discourses. She has to be a child or a woman to get noticed. The many deprivations that women face, begin during adolescence. Girls are pulled out of schools, malnutrition manifests in health problems, and social norms dictated by patriarchal interests are tacitly accepted. Though primary enrollment has achieved near universal levels, the high level of dropout (where less than a third of students enrolling in class 1, reach class 10), means that the majority of children fail to benet from the school system. Hence, education, considered a powerful tool for the socially vulnerable, is at present not fully available to most adolescent girls. Programs that aim to empower adolescent girls through education also sometimes suffer from disadvantages of processes similar to schools from which the girls have dropped out a text heavy, decontextualised curriculum and rote based pedagogy. The Kishori Chithrapata project aims to empower adolescent girls through a process of learning that is not limited by script and in which kishoris construct curricular resources that are intimately linked to their immediate life contexts and priorities. 60 Project Drawing on our experiences in community radio, video and computing and with sanghas 1 of MSK, in the Mahiti Manthana project, ITfC in partnership with MSK, UNICEF and Sarva Shikshana Abhiyaan (SSA) launched the KC Project in July 2009. The project works with around 75 kishoris in two village hubs - Attiguppe and Hosavaranchi and the Mahila Shikshana Kendra, Hunsur, Mysore district of Karnataka. KC 2 addresses the learning 3 needs of out of school adolescent girls through innovative uses of video, radio and computing technologies. The project takes a social constructivist approach to learning. Girls are encouraged, individually and collectively, to explore, question and redene their social and cultural universe through these technologies and to achieve the larger purpose of education the ability to creatively negotiate ones ecosystem in order to fulll ones potential and aspirations. Some KC specic goals are to: 1. Initiate kishori sanghas and build capacities for developing local audio, video and computer based content, in a collaborative and spiral manner through constructivist learning processes 2. Contribute to the empowerment of kishoris through new empowering learning processes, social roles and skills 3. Use the content produced as well as related process for various local community development objectives - including health related activities, basic legal and rights awareness, strengthening linkages with self-governance bodies etc. 4. Advocacy for the absorption of techno-social / techno-pedagogical models developed in the KC project, in the girls education and empowerment programs conducted by the state Techno-Social or Techno-pedagogical refers to the project design and project methods. This is informed by a deep understanding of developmental and educational principles and uses participatory social and pedagogical processes. In this method, technologies are not seen as stand alone remedies that need to be applied in decontextualised and non-participatory manner as is often the case in ICTD projects, in which the technology interventions are spearheaded by technology experts. Technology and Social change processes are not two independent strands of the project, but are seen as a single interwoven strand. While developmental principles remain the bedrock of the project, the new possibilities, both expected and unexpected from using ICTs, provide new opportunities for interpreting and applying possibilities of change. The project team consists of people deeply entrenched in developmental thinking and experiences with a deep afnity and understanding of the changes that ICTs are bringing about in the evolving information or network society. Strategies The project focused on digital camera and video technologies, taking advantage of the relative ease of use and sharing, opportunity for creativity, amenability to inculcating a spirit of enquiry, supporting individual expression as well as teamwork. The curriculum interwove social themes/topics with technical learning and took the kishoris through a variety of issues relating to the self, family, friends, relations, and community. This was done through lessons on digital photography and digital video. Initially the stress was more on video learning, moving gradually to video aided learning, including widening their world view regarding adolescence (watching and discussing 1 Womens collectives 2 Kishori Chitrapata can be translated as images by adolescent girls. 3 Learning interpreted in a wider sense the Mahila Samakhya vision is empowerment through education, covering literacy, legal literacy, livelihoods, health, political participation etc 61 adolescent girl initiatives through out the country), articulation around role models, understanding and examining their perceptions of their bodies, and viewing their lives through a new lens by using video as a powerful method 4
to construct, store and share knowledge. The pedagogy was largely experimental and experiential and integrated technical and social/pedagogical components. Training videos, activities and games supplemented conceptual sessions. This helped keep the training vibrant and interesting (whereas long lectures caused silences). The Kishoris looked forward to game based learning, since they had not played games in years and knew that they would not be allowed to play outside the context of the project (this is part of the control on their mobility and public appearances). The pedagogy was sensitive to the diverse backgrounds and capacities of kishoris, helping each kishori in her unique journey of learning and empowerment. The project used localised examples to explain technical words and demystied jargon 5 by allowing the learners to come up with their own terminologies. Technology was never allowed to intimidate the learner or overshadow the processes of learning. Using videos in training worked well. When the kishoris watched a video, their understanding was quick, and their recall was higher. The videos were also an effective tool for those who missed the training to quickly pick up the required skills and knowledge. As mentioned earlier, adolescence is the period of maximum vulnerability 6 for girls. It is the time when they face enormous social pressures and restrictions on their mobility, learning and development. Entrenched patriarchal interests are keen that their submission not be challenged in any way and this makes working with adolescent girls is difcult. Recognizing the social risks attached to this age group, signicant trust building measures were taken with the parents of the kishoris in order to gain their commitment and to ensure that they did not feel threatened by the projects implicit goals. 7 Thanks to the Mahiti Manthana project 8 , the sangha women emerged as a support group for the adolescent girls. In the end the video could be used as a subversive technology because parents and community members did not feel threatened by the kishoris engagement with new digital learning spaces. Photo exhibitions were held in order to create visibility for the work done by the girls. They also built their self- esteem and condence and created social acceptance for this kind of learning. The exhibitions were received with much curiosity, enthusiasm and joy and helped to change the communitys perceptions of adolescents as weak, vulnerable people who needed to be conned for their own good. Outcomes. We didnt know our village was so beautiful ! The Kishoris created pictures and video resources for learning and empowerment and acquired the skills to read photographs/videos and interpret their environment. For instance, they held a piece of mirror in their hands to create an illusion, arranged owers, waded into water to get the height right etc. As an integral part of this process, they picked up life skills - expressing their opinions and feelings, committing themselves to taking responsibility for their own learning, starting to think about their own and others likes and dislikes and seeing new things with openness, thus enhancing their understanding of themselves and the community they live in. The topics also included health and hygiene, local geography and environment, resource mapping, local vocations, local government etc. 4 Text, a powerful method to store and share knowledge is often seen as the primary form of storing / sharing knowledge. However video has an advantage of being accessible even to the text illiterate. 5 Using simple examples to illustrate a technical concept seemed to work. eg: lens is like the eye, frame is like a teviri (the boundary of a eld) 6 See Prof Krishna Kumar quotation at the beginning, emphasising how this is the period during which they are coerced into accepting .. a life of dependence and silent compliance 7 The powerful features of ICTs includes the elements of subserviseness and newness parents and community members see learning video/photo making purely as a skill and accept the techno-social processes that cause exploration, critical reection, sharing and collaborating, peer feedback etc, as a part of such learning 8 Prior to the KC project, ITfC worked along with Mahila Samakhya with the MS Sangha women, using community radio, community video and community computing to support their learning and empowerment across the thematic areas of MS, including literacy, legal literacy, health, livelihoods and local government. The Mahiti Manthana project was supported by Government of India and UNDP through the National Institute of Smart Government (NISG). 62 An important outcome has been that kishoris have ventured out into the village and used the camera to look at the streets of their village, and the men and women who inhabit these spaces. The presence and novelty of the camera and their growing boldness seems to have validated this new found mobility. The kishoris also went beyond their local connes and travelled to Mysore where they used their technical skills to seek exposure to the city spaces as independant explorers (which they otherwise could have negotiated only in marginalised roles as spouses). Such an exposure served as a strong learning experience, helping them gain an understanding of urban settings and processes. Any initiative becomes a movement only when people organise around common objectives and interests. The kishoris have begun to build a sense of collective which is also consciously encouraged in the trainings. The exhibitions have created spaces that allow the communities 9 in which the Kishoris live to interact with each other at various levels celebrations, critical appreciation, a new engagement with art and acknowledgement of the achievements of young girls, thereby building acceptance for such efforts. The interaction between villages during the exhibitions has strengthened this process. Also it has marked a step towards empowerment in that it has helped the kishoris negotiate with their families to visit other villages. Finally, the trainings have enabled the kishoris to voice questions that were earlier trapped in their minds and to individually as well as collectively think about these questions Why am I in this street? Why am I supposed to marry now? Why are my parents anxious when I go out? What skills do I need to negotiate more space for myself? Can I take on a vocation like my brother? Challenges, lessons learned and the way forward The project faces continuous and severe challenges including that of participants dropping out to get married, intimidation from brothers, lack of interest, going to work because of the need for additional income in the household, responsibilities at home including cooking, lling water, house maintenance, taking care of younger siblings and/or sick people etc. The mobility of the girls is highly restricted and their interactions are limited to members of their own households and their neighbors. This affects their joining the program. Caste is a severe obstacle to building a sense of collective identity. Technical challenges such as a steady electric supply to power the equipments was solved to some degree by using laptops. A key learning from the project is that audio visual technology is extremely amenable to exploring opinions, capturing ideas and consolidating concepts. A curriculum for video aided learning can support alternate learning and empowerment processes for those who drop out of regular schools. Yet camera, video and audio are not as easily accepted by the entire community as computers. This perception needs to be dealt with subtly, by making the pedagogical value of the camera trainings explicit to both kishoris and the community. Acceptance from the community is a signicant factor in enabling Kishoris to pursue learning avenues. The way forward is to build on the socio-technical skills of the kishoris and explore a whole range of issues, including identity, the strength of a collective etc. A detailed curriculum has been mapped for the program. This will include audio visual content which will be shared locally through audio broadcasts on our radio program, Kelu Sakhi and lms screened to the larger community. Increasing the project coverage and advocating the integration of program learnings and resources into the formal education system, beginning with Mahila Shikshana Kendras, KGBV, NPEGEL schools are longer term goals. 9 The community context of the KC project is the same of the MM project Mahila Samakhya works with poor dalit women and these projects are situated in villages in rural parts of Mysore district. 63 Case Studies 1. Reetha from Hosavaranchi Reetha dropped out of school in the 7th standard. Her familys perceptions about her were not positive. (peddi, she is not intelligent). She came in with poor self condence, mortied that she could not easily read Kannada and did not attempt writing at all. Initially, her peers made fun of her different 10 way of speaking. Our pedagogy, sensitive to the diverse strengths of the participants, helped the group realize and acknowledge her contributions to building the local technology jargon 11 . Today Reetha is a transformed young woman. When the bridge course started with new Halevaranchi Kishoris, she took them around the village and introduced them. She declares I will learn to read and write in 6 months. She took to computers before the others and started practicing Kannada typing. When some Kishoris miss sessions she takes the initiative to help them catch up. She has blossomed to become a creative and sensitive human being, eager to learn. 2. Electoral democracy and local government When Gram Panchayat elections were announced, the Kishoris were asked to do a recording. The Kishoris prepared the questionnaires and interviewed sangha women, after which they shared the following: I did not know that there were different types of elections happening, I thought once in 5 years people gathered at School to vote for the Government. I have never voted though I am older than 18 years Gram Panchayat elections are so important! During this process they covered the streets where the dominant caste of the village lived. For the rst time in their lives, they stepped into unknown streets and lmed the process. The Kishoris expressed astonishment that for the rst time they had seen how big their village is, how many streets it has, and who all live in it. This topic served as a useful lesson in the hows and whys of electoral representation and democratic principles and processes. For video resources, visit http://content.commons.net.in/index.php?option=com_frontpage&Itemid=42 For more information about the KC project and CCID, visit www.ITforChange.net. 10 We presume homogenous learner groups and standard methods of learning. However it is proven that different learners tend to have different learning styles and approaches. For instance, the theory of multiple intelligences of Howard Gardner suggests that different learners lean more on specic set of intelligences for their learning, whereas traditional learning systems focus largely on one of them. This disadvantages learners for whom, this is not the primary method of learning. 11 Just as learners have heterogenous learning styles, their contributions to the learning processes is also diverse. It is important to acknowledge these diverse contributions, to move out of approaches that seek to value only a small set of contributions from bright learners. The emphasis on peer learning in KC project helped the kishoris to understand and acknowledge the strengths and capacities of one another 64 Responding to the Needs of out of school Adolescents- Experiences of South Asian Countries: A paper by Lehar (Mumbai) based on the work done by partner Lakshya in Patna, Bihar. Havovi Wadia Brief Prole of Lehar Lehar is a support organisation that works with partner organisations to assist with writing, editing, communication material, research based work, strategic interventions and approaches and training requirements. The organisation was established in 2010 by a small team that is committed to building bridges and channels through writing, research and practice, in two arenas: Between Academic Approaches and Development Practice Between grassroot organisations and national and international funders The six goals that outline the EFA focus for the years between 2000 and 2015 were determined by 164 countries in Dakar in 2000. Those six goals engage with early childhood education, free and compulsory education, needs of out of school adolescents, adult literacy, gender parity and quality of education. At the outset it is worth noting that goals 3 and 4 pertain not to the Right to Education but rather to a compensatory requirement of basic literacy or employability skills for a generation that has been for some reason, denied the Right to Education. It is important to accept at this stage, that adult literacy and work with adolescents focussing on vocational training and similar skill building programmes, are essentially admissions of failure on the part of a system, and may be seen as bandages that will help to ensure a minimum social cohesion and political and economic stability in a section of the population that is often viewed with some amount of apprehension. It is Lehars belief that the segment of the population that is being targeted in EFA Goal 3, should be understood as a people deprived of its rights and therefore in need of redress from the state. In that sense, this goal may be seen as a temporary one, that will no longer be required once goal two (free and compulsory education for all) is ensured. In the current paper, Lehar seeks to present the work being done by Lakshya, a partner grassroots organisation in Bihar. Lakshyas work is focussed in the Purnia and Vaishali districts of the state. The main focus of the organisation is on issues pertaining to the lives of women, children, and other marginalised people. Over the years the organisation has realised that the main issues in the region remain those of livelihood and unsafe migration. In this paper, we present the initiatives and learnings of the organisation in the work done with out of school adolescents in Purnia and Vaishali. There are two approaches that Lakshya takes in its work with teenage children who are out of school. On the one hand, in its centre, Koshish, it seeks to provide a safe space for children who live in the red light area in Purnia. On the other it seeks to work with adolescents through Village Vigilance Committees and the Meena Manch to empower children to play a constructive role in their communities. This work is based in Vaishali district. In both districts Lakshya seeks to nd a workable model to then build a stronger network of similar actions and interventions across the state. 65 1. Creating safe spaces for children: In 2008 Lakshya started Koshish, a school for the children in Purnia who are currently excluded from mainstream education. The need for this centre was realised when the organisation did a study on human trafcking in the area earlier that year and realised that several children simply dont go to school, even though the school is barely a kilometre away. This is because they face discrimination and stigma issues in the school. As a result, they spent all day around their homes; this restriction to a certain kind of cultural exposure was pushing them almost inevitably towards a role in the sex trade. In an attempt to create an alternative space for them, and acclimatise them to the notion of schooling, Koshish was established. Here they could spend a few hours of their day and devote their attention to more constructive and exploratory tasks. Over the past two years 60 children regularly attended the school which has had not a single long term drop out so far! While at the centre, children choose what they want to do during the day no xed timetable is set, and they can opt to play, listen to a story, do some activities or some mathematics etc. The centre has some books, some indoor games and a facilitator present to ensure that the children are engaged constructively during the time they spend there. The idea at the centre is not so much to provide literacy skills or to educate the children as it is to show them that there can be alternative ways of life, other than those they have been exposed to thus far. There is also an attempt to encourage parents to gradually enrol their children in the nearby government school, so that they acquire a formal education. So far 25 children have been enrolled in formal school. 1
The centre is a necessary space for children not just the 60 who attend it currently, but for the others as well, who can see that the children enjoy coming to the centre and are able to learn something here. It serves the dual purpose of enabling children to learn and grow and providing some hours for them in a space that is unthreatening and constructive. The children are now asking to be taught certain skills specically English skills, Computer skills and the use of media like the internet and photography. Lakshya is exploring possibilities to be able to empower the children with some of these skills. 2. Working with Adolescent Children to enable constructive citizenship There are two other programmes that Lakshya runs with an explicitly adolescent and youth centred approach, involving them in the process of taking ownership for the neighbourhood and engaging with various issues that are pertinent to them. i. Meena Manch: This is a group of adolescent girls from Vaishali district, who were trained by Lakshya to do street plays on issues pertaining to their lives. The group consists of girls both in and out of school. The girls have performed a play called Kahaan Gayee Muniya, about the vulnerability of girls to trafcking. The process has also aimed at enabling the girls to speak up about issues impacting their lives. So far there have been 12 performances of the play in the village and also at spaces like the railway station, where the RPF has been very supportive of the efforts of the organisation. The organisation is now looking to form similar groups of girls in partnership with some schools in the district, to ensure that messages about trafcking, unsafe migration and sex work reach as many people as possible. Simultaneously the current group of girls in the Meena Manch is hoping to continue to perform the play in as many spaces as are made available to them. In this way, this group of adolescents, which are otherwise vulnerable to various other exploitative industries due to their age and gender, has become a pressure group to prevent others of their age from becoming victims of those with vested interests. Their impact on other girls in the community is considerable because of the fact that they belong to the area and have backgrounds similar to those of their audience. This continuity allows for a 1 Lakshya has been interacting with teachers and trying to minimize the stigma that children face, especially from those in authority in the school. This ongoing effort is resulting in the re-enrollment of some children. 66 credibility to be built around the messaging that ensures its effectiveness. Here is one concrete example of how sustained rapport building and engagement with a stakeholder can give rise to an approach that is participatory, people-centred and creative. ii. Village Vigilance Committees: This is a relatively new initiative of the organisation. The attempt is to build community based groups to perform monitoring functions to ensure that children in their neighbourhood are not trafcked or absorbed into the sex trade. Currently there are ve such groups at the Panchayat level in Vaishali, consisting primarily of young boys from marginalised communities who are now playing a role in spreading awareness and building public opinion against trafcking. This initiative has been painstakingly developed by rst establishing a rapport with members of the Panchayat and conducting Capacity Enhancing sessions with them. Once their support for the issue was ensured, the team began to look for youth and adolescents who could partner with the organisation to become the rst point of contact in the community to act on issues such as trafcking, unsafe migration and other forms of exploitation of children. Challenges: a. Persuading children and their families to make use of the centre or to participate in Meena Manch or Village Vigilance Committees. There is a long process of preparation required before any kind of project or programme can be initiated in the community. Lakshya has realised that this period of ground work is crucial to the efcacy and sustainability of any programme. However in the early stages the level of frustration can be very high, as people take a long time to trust the organisation and be willing to send their children for the activities. b. Finding trained and dedicated staff for the centre, who are willing to withstand the pressure from vested interests and the several challenges involved in ensuring that the children continue to come to the centre. This continues to be a challenge especially areas far from Patna. c. Creating engagement opportunities and Capacity Enhancing sessions with external resource persons Given the location of the district it is difcult to create a programme that will involve guest faculty and trainers who can expose children to different and interesting life options. The organisation is currently in the process of trying to work towards a programme where the children at Koshish will be able to communicate with other children in the country through the digital media in some form, to initiate spaces for dialogue as well as advocacy. d. Extending the notion of safe space beyond the four walls of a centre is probably the greatest challenge. While the children are at Koshish, Lakshya ensures that they are not threatened either by unruly older children/ people in the area or by the pimps. However, beyond the purview of the centre, the children continue to inhabit spaces where they are vulnerable to being trafcked, harassed and used by these elements. In the experience of Lakshya, out of schools adolescents are the most vulnerable among children in the red light areas in Purnia district. Their age, living circumstances and the lack of livelihood options makes them victims of pimps and others who can make money by putting them into the sex trade. Often children are sold; some are moved to other parts of Bihar, some across the border to Nepal and still others go to various other parts of the country. We believe that there is urgent need for positive and constructive work to happen in this region, if one is to move beyond responding to the current needs of out of school adolescents. 1. Concentrated attempts need to be made to bring children from marginalised communities into regular schools. 2. There need to be clear policy of non-acceptance when it comes to discrimination against these children due to the work done by their mothers. 3. Mothers need to be encouraged to participate in PTA meetings so that they understand that they have an important role to play in the education of their children. 67 4. Linked to schools, spaces need to be made available for children to study, play or simply spend time away from the inuence of vested interests. 5. Adult Literacy programmes coupled with meaningful vocational training will go a long way to ensuring the sustainability of any intervention with children and young people in this area. The scope for work with this particular kind of adolescent population is tremendous. The reasons for their being out of school are peculiar to them a fear of stigma, a belief in the inevitability of their lives, the lack of availability of meaningful engagement with them, the lack of livelihood opportunities and positive role models are all push factors pushing them out of school and towards the only way of life that they have been exposed to thus far. Even as we engage with EFA Goal three, it is imperative that we keep in mind the larger goal of quality education for all, thus ensuring that in time there are progressively fewer adolescents who are dropped out of school. 68 Promoting Rights Based Actions for Adolescents in India: A Comprehensive Sexual and Reproductive Health Programme in Vulnerable Areas of West Bengal and Jharkhand Indrani Bhattacharya Overview Universal access to quality Sexual and Reproductive Health [SRH] services and the ability to exercise sexual and reproductive rights are essential for poverty reduction in any developing and under-developed country. Poverty and negative SRH outcomes, including unwanted pregnancy, maternal and/or infant death and HIV and AIDS, operate in a vicious cycle; the poor often have less access to Sexual and Reproductive Health and Rights, [SRH&R] services and information. Their economic situation makes them vulnerable to at-risk behaviours, such as commercial sexual exploitation. In turn, ill health, particularly HIV and AIDS makes people more vulnerable to extreme poverty and can prevent them from contributing to the national economy and progress. Despite huge economic development in recent years, India remains poor with extremely inequitable distribution of resources. The countrys GDP per capita ($2,892) ranks 118 out of 177. There remains a substantial and persistent disparity of opportunity in the education, health and economic prospects of women and young girls, particularly those marginalised by virtue of gender based violence, early marriage or unsafe abortion, being out of school, living on the streets, working as child labourers, or by engagement in unsafe sexual activities. There is further marginalisation of scheduled castes and tribes, a group that is systematically discriminated against, and consequently have signicantly poorer health indicators, including SRH. With the second largest number of people living with HIV and AIDS in the world (5.1 million), high levels of stigma and discrimination, taboos around discussions on matters related to sex and drug use, lack of correct knowledge, and gender inequities, India faces the potential for rapid growth of the AIDS epidemic. Over 60% of all HIV cases in Asia live in India. According to the National AIDS Control Organisations estimates, India had about 2.5 million HIV infected people in 2006. Other SRH indicators are also causes for concern - every ve minutes an Indian woman dies from complications related to pregnancy and childbirth, adding up to approximately 1,30,000 women deaths a year, resulting in a maternal mortality rate of 301 per 100,000 live births. These health problems result from low levels of knowledge of safe motherhood and SRH issues and services. There are almost 350 million adolescent and young people (10 to 24 years) in India, representing 30% of the population. Sexual relations among many in this group are characterized by early debut (particularly among females in the context of marriage), multiple partners and casual sexual relations (particularly among young males), violence, and coercive / non-consensual sexual experiences. Unmarried adolescent girls are particularly uninformed, as it is assumed that they are not having premarital sex, despite studies suggesting that up to 9% of females and up to 30% of males 15-30 engage in premarital sexual activity. Studies exploring contraceptive or condom use by the unmarried show that it is infrequent and irregular. Although consensual abortion is legal, because of social stigma and censure associated with the procedure, unsafe or illegal abortion is highly prevalent and results in extensive morbidity and mortalitys among adolescents. These problems are further exacerbated when girls remain out of school and engage in different activities, like domestic work, child labour, unsafe sexual activities with single or multiple partners. CINI has been addressing these issues in West Bengal and Jharkhand, the states with extreme poverty and gender inequality, through partnerships with the Government. There is a great need for improved knowledge of and access to services in this area, as nearly 3/4 of the 45% of married women experiencing reproductive health problems have not sought advice or treatment, and only 14% of women and 45% of men who have had a sexually transmitted infection, have ever sought treatment. 69 1 CINI focuses all its work on enabling the creation of child and women friendly communities. Here the key actors are community, local self government and service providers, who are trained, encouraged and facilitated to utilise the potential of participatory governance processes for local development. The emphasis is on ensuring informed dialogue, negotiation and action that promotes the best interests of children, adolescents, women and other marginalised groups. CINI acts as a facilitator in these processes, building capacities and supporting the key actors. Approach Over decades, CINI has developed a Child and Woman Friendly Community [CWFC] approach, based on lessons learned from life cycle based intervention models. CWFC is a rights based approach focusing on the rights of children, adolescents and women, working to empower them within their own communities. It is rooted in the organizational values of equity, non discrimination and inclusion, with four key guiding principles - Community Ownership, Participatory Governance, Social Inclusion and Sustainability. It contributes to sustainable changes in poverty and inequality levels and focuses on building partnerships that are child, adolescent and woman centred. CWFC is envisaged as communities where children, adolescents and women can claim and achieve their rights in the critical areas of education, protection, health and nutrition. Their voices, needs, priorities and aspirations are reected in public policies and programmes. 1 In the interventions related to adolescent issues like reproductive and sexual health and rights and education, CINI builds the capacities of adolescents and young people who are key change agents and advocates for their own rights. This is done with the support of parents and other community members, local decision makers i.e. PRIs and urban local bodies, as well as service providers. The projects/programs To contribute to the development of adolescent health, nutrition, education and protection related issues, CINI has been implementing the following projects in both rural and urban areas of Jharkhand and West Bengal in India: Sl No. Name of the Project Intervention Area Target Group 1. Promoting Rights-based Action to Improve Youth & Adolescent Sexual & Reproductive Health including HIV/AIDS in India (PRAYASH) 12 districts of West Bengal and Jharkhand Adolescents and young people [10-24 years of age] 2. Community Partnerships: Modelling A Rights Based Approach to Addressing Young Peoples Sexual and Reproductive Health and Rights (SRH&Rs) 12 districts of West Bengal and Jharkhand Same as above 3. Prevention of anaemia among Out of School Adolescent Girls in West Bengal 2 districts of West Bengal Adolescent out of school girls aged 10-19 years 4. Attainment of Millennium Development Goals 3, 4, 5 and 6 through the adoption of Life Cycle approach 16 Wards of Diamond Harbour Municipality Adolescent girls and boys [10- 19 years] 5. Peer education and anemia prevention of out of school and school going adolescents in urban slums 3 wards of Kolkata Same as above 6. Link Worker scheme for HIV and AIDS 4 districts of West Bengal Adolescent girls and boys [10- 19 years] [along with others] Strategies and intervention Community-based behaviour change intervention through Peer Education strategy Peer Education is a central method employed to achieve the specic objective of positive behaviour change. This component ensures that the target groups of adolescents are actively involved in increasing their awareness and knowledge and also facilitating behaviour change amongst their peers. It has been adopted for two key reasons; rstly, on the rationale that peers can be a trusted and credible source of information. They share similar experiences and social norms and are therefore better placed to provide relevant, meaningful, explicit and honest information. Secondly, that peer education is, in itself, empowering. In working with their peers, adolescents become active 70 players in their own development rather than passive recipients of a set message. This results in positive changes in terms of knowledge, skills, attitudes and condence. Capacity building activities for these projects are structured in a cascading manner, where each and every adolescent girl and boy is capacitated through peer educators. This strategy contributes to the mainstreaming of out of school adolescents into schools. Promotion of Drop-in-Centres the adolescent-friendly resource hub: Drop in centers are village level [1 per 1000 population] spaces which provide safe spaces where adolescents feel comfortable and can meet with their peers. Both school going and out of school adolescent girls and boys use these spaces as information and recreation centers. These centers are the means for capturing the attention of adolescents, allowing peer educators, youth advocates and CBOs to engage with children and young population on SRH&R and HIV and AIDS issues. A variety of methods such as development of comic strips, drama, art, group sessions and individual counseling is used. The drop in centers/ resource centers provide vulnerable adolescents with access to positive structured health messages. These centers are managed by adolescents themselves with support from the communities in which they are located. Promotion of adolescent-friendly services: A package of comprehensive gender sensitive and youth friendly SRH and HIV and AIDS services based on NRHM protocols on youth friendly services has been promoted by CINI. These include information and counseling on sexuality, safe sex and reproductive health, contraception and condom provision with an emphasis on dual protection; HIV and AIDS; pregnancy testing and ante- and post-natal care, sexual violence and abuse counseling; post abortion care; and referrals to other programmes or services of interest to youth. Emphasis has been placed, in line with current accepted thinking, on integrating HIV and AIDS into existing SRH services and on integrating SRH services into centers developed as stand alone HIV and AIDS service delivery outlets such as Voluntary Counseling and Testing Centers. Rather than creating parallel structures, this strengthens the existing community and government infrastructure, for example existing youth groups, schools, health sub-centers, ICDS centers and different committees. Youth-led advocacy: A participatory, segmented advocacy strategy has been developed by adolescents and young people for themselves in consultation with community members. Simultaneously, youth advocates are identied from among adolescent peer educators who have received focused training on problem analysis. This is done in consultation with communities, stakeholders and force-eld analysis and through developing segmented advocacy strategies. These youth advocates play a key role in advocating for the SRH&R of adolescents in their communities, both with their peers and at Gram Panchayat, District and State levels. This creates opportunities for young leaders to exchange ideas and strategies and develops links between civic engagement and advocacy as an effective youth development strategy. The following structures have been created/strengthened at the village level in order to support youth led advocacy: Youth Adult Committees: Youth-Adult committees have been established to cover approximately 5000 people in each area of implementation. This committee performs various roles and responsibilities like i) overseeing the implementation of the outreach programme through peer educators and engaging with a broad range of stakeholders and institutions ii) supporting peer educators in mobilizing and managing funds and conducting community based activities, such as youth fairs, celebrations of special days and events, and iii) facilitating greater youth involvement and participation in existing key public forums (e.g. youth health fairs) and promoting youth- adult partnerships at all levels. 71 Adolescent Friendly Groups/Clubs: Local adolescent girls and boys form groups at para level, which in turn form adolescent friendly clubs. Both out-of-school and school going adolescents are members of these groups and clubs which contribute to the mainstreaming of drop-outs, spread positive messages on health, nutrition, education and protection and advocacy for issues identied by the adolescents themselves with local government agencies, service providers and parents and communities. These structures represent CINIs commitment to translating adolescents right to participation into reality. Here, groups of adolescents discuss issues that affect their lives. CINIs units provide support, particularly on issues like rights and protection, preventing child labour, increasing school enrolment and retention. The adolescents track school dropouts among their peers, highlight related issues and causes at school and at home that lead to dropouts and follow up on the corrective measures to be undertaken to bring students back to school. Linking and leveraging with government policies and programmes: All the above mentioned programmes that address the need for health information and services among youth, increased and equitable access to services , and the promotion of equality between males and females are linked with existing Government policies and programes like the National Population Policy, (NPP), National AIDS Prevention and Control Policy (NACP)III, National Policy for Empowerment of Women (NPEW) (2001), National Health Policy (NHP)(2002), National Youth Policy (NYP) (2003), Eleventh Five Year Plan , and Reproductive and Child Health II programme. Outcomes of the intervention Improved quality of and access to youth friendly sexual and reproductive health and HIV and AIDS services across the prevention, care, treatment and support continuum. Increased knowledge of life skills and awareness among vulnerable adolescent girls and boys about sexual and reproductive health issues including HIV and AIDS. Creation of an enabling environment at the community level for adolescents rights though participation of adolescents (including out of school girls), parents, community and religious leaders in youth programmes. Increase in the technical planning and management capacity of different NGOs and other stakeholders. Strengthening of grassroots level adolescent networks that reach those who have previously been left out. Increased convergence, linkage, partnership and leveraging with Government programmes and policies related to adolescent health, nutrition, education and protection Lessons learned, Challenges, and the way forward Lessons Learned: Greater participation and involvement of adolescent groups, youth-adult committee members, local self government and service providers from different sectors in planning, implementation and community based monitoring ensures community empowerment and ownership and is the key to the sustainability of the project Interactive, participatory and reexive training programmes are key to knowledge and skill enhancement of young people Convergence of different stakeholders has increased the acceptance of the SRH needs of young people at the community level Separate youth friendly spaces/drop in centres for young boys and girls at the village level serve as youth friendly information, entertainment and service delivery hubs. These centers, designed and managed by youth, lead to participation by young people and ensures their sustainability 72 Challenges: Socio-cultural norms/taboos prevent discussion on issues related to [SRH]. This makes it difcult to work on issues of sexual and reproductive health [SRH] in traditional rural areas Motivating adolescents to train as peer educators and then work as volunteers without any incentives Frequent changes in local decision makers Sustainability of the programme without any facilitating organization. The Way Forward: CINI has been implementing adolescent sexual and reproductive health education and rights interventions for the past ten years. The organization has created a community based intervention model which is a comprehensive and rights based one with emphasis on social inclusion. It does not seek to develop a parallel structure for adolescent and youth programs but seeks to align with existing community based structures focusing on the direct involvement of young people and advocacy for integration in the public health system. The Population Foundation of India has done a Scalability Assessment Study of this model and has highly recommended it as a scalable model in different areas of India. CINI has started replicating the model in different areas of Jharkhand and West Bengal states of India in partnership with the Department of Health and Family Welfare, Department of Women and Child Development and Social Welfare, Department of Youth Welfare, Department of Panchayat and Rural Development, Department of Education, Department of Youth Affairs and Sports, Department of Municipal Affairs and other Line Departments Case Studies Rudas Story Ruda Khatoon, 19, is a resident of Kashirampur village of Banganagar I Gram Panchayat of the Falta Block in South 24 Parganas district of West Bengal and is one of the most active peer educators. She dropped out of school after completing class V. She has been associated with CINIs PRAYASH project supported by the European Commission [EC] and Interact Worldwide [IWW] and has emerged as one of the key motivators in the community. I remember the rst time I met CINI didi at a community meeting organized in our village. I attended the meeting out of sheer curiosity, recalls Ruda. However, she did come back for the next community meeting organized for young people. It was interesting to learn, through these meetings, how much we, especially girls, overlook health and nutrition as anything serious, yet they play a dominant role in shaping our health and life ahead. I realized that I was not the only one unaware of these issues but there were so many more like me, my friends, my sisters and other girls in my neighbourhood. Then CINI didi asked us if we would like to join their programme as Peer Educators (P.Es), an idea which I was quite willing to explore. So I joined even though I was shy to go out and talk to other people, says Ruda. It was difcult to convince Rudas parents to allow their daughter to join the programme. A P.E has to counsel her fellow community members on issues related to health and nutrition and reproductive and sexual health (RSH) - topics that are rarely discussed openly at public forums or discussed at length in the community. It took a series of regular home visits and meetings with her parents, over six months, to nally convince them to let their daughter join the programme. Ruda received training on RSH, HIV and AIDS and adolescent health issues. During the training she learned that though these issues were sensitive, they could be discussed publicly if handled and managed the right way. In addition, she also learned about the rights of young people. A series of training sessions on life skills and communication along with the constant guidance and support from CINI eld staff, helped Ruda to become 73 condent and strong. My friends tell me that I am a lot more condent, vocal and logical now than before, she says. I can now easily talk about RSH issues to anyone and explain to them why we must never turn a blind eye but instead treat it as a serious issue, theres nothing to be shy or hesitant about this. We could risk our futures if RSH problems are not resolved. Ruda has raised awareness among many girls and women in her community about their rights, health, common SRH problems and the youth friendly services that were available to them. Through home visits and community events she motivates the youth in her community to incorporate positive health behaviours such as maintenance of hygiene (especially menstrual hygiene amongst girls), contraceptive use and adequate consumption of nutritious food. Further, through one on one interaction, Ruda provides counseling support and provides information to them about various services that are available to them. Ruda is now one of the key motivators and youth community leaders in her community. Ruda plans to continue being involved in the community development process. The amount of respect and love that I now receive from my fellow community members is heartening. Being involved in this entire process has helped me gain a vision and a new perspective towards life. Earlier I never thought of pursuing a career but now I do. I dont want to merely get married and have children, I want to work. Despite initial opposition, my parents now support me. I must thank PRAYASH, EC, IWW and CINI for their support and for making me realize my potential, she concludes. Chak De Football The girls in the project areas have been complaining to CINI that the boys always have the privilege of playing football and cricket openly in the play grounds of the villages. But when girls reach adolescence they face lots of Nos. They can no longer run in the lanes, or play in public playing elds. They have to suppress their wishes in front of their families. In order to address this inequality, CINI, in active collaboration with YUWA INDIA, organized a girls football match in its project area of the Falta block in South Twenty Four Parganas district of West Bengal . The project was funded by the European Commission, and supported by Interact Worldwide. The aim of the programme was to reduce gender inequalities at the grass roots level. Thirty young girls participated in the match which was held on 21st December 2009. The girls were both school going and drop-outs from schools. Initially none of the girls seemed interested in participating in the match. They were afraid of the reaction of their families and also of the community. CINI held discussions with parents groups and persuaded them to permit the girls to play the match. Once this was done, the girls took the initiative to x the eld for the match and arranged the other logistics such as inviting the girls in the other Panchayats. Before starting the match, they decorated the dais and the eld. One team was named the Green team and the other was called the Blue team. After a long ght between the two teams, the Green team snatched the winning trophy. The Joint Block Development Ofcer of Falta block and the Sub-Inspector of Falta Police Station handed the trophy to the winning team and each of the participants was given a memento and a medal. 74 Barnali, a young 22 year old girl who lives in Chaluari village of Chaluari Panchayat of Falta block described her experience in these words - we never thought that CINI would give us an opportunity to enjoy a day like any of the boys. 75 An Inclusive Education Programme for OOSA Lessons from Sri Lanka. Kamal Herath Introduction Education in Sri Lanka is free and compulsory. The right to quality education has been recognized since the 1940s, many years before International Conventions were introduced. The state has provided compulsory general education, free of charge for the last seven decades. The islands primary school net enrollment rate is as high as 97.5 percent. Some of the measures that directly facilitated availability and access to education are the provision of free education from Grade 1 to University level (Kannangara Reforms of 1945), establishment of central schools in every parliamentary electorate, introducing the Grade 5 scholarship examination and making the mother tongue the medium of instruction in all the schools. The welfare measures include the provision of a free midday meal, awarding bursaries to children of poor parents and providing uniforms and textbooks for all students. The measures taken to improve access, quality and governance of education include the nationalization of all schools. The educational reforms of 1972 introduced general education from grades 1 to 9 under a common curriculum. With the introduction of the 13th Amendment to the constitution, education devolved to the provinces. This was done in order to expedite educational reforms. However, policymaking, curriculum development and donor-funded projects are within the jurisdiction of the Ministry of Education. It is interesting to note here that some of the policy and educational reforms conducive to achieving the EFA goals of universal primary/basic education, adult literacy, gender parity and equity and quality in education were in place in the countrys educational framework even before the Dakar Framework for Action in 2000. For example the education reforms of 1999 introduced competency based education. This is in line with the Education for All (EFA) goals. However, the EFA Mid Decade Assessment that was carried out in 2008 shows gaps in the achievement of the goals. Disparities and inequalities still persist and there are social groups, geographical areas and educational areas that are in great need of support to achieve the EFA goals. Junior secondary education in Sri Lanka is 4 years in duration, extending from grades 6 to 9 and covering children ages 11-14 years. Out of the total number of 9714 government schools 7,228 (year 2006) provide education from grades 6 to 9 1 . The large number of schools ensures availability and accessibility. A noteworthy feature in secondary education is that the net enrolment rate is 88 per cent for boys and 91 per cent for girls (2005) but retention at the end of junior secondary education is only 85 per-cent. Gender disaggregated data shows that more boys drop out of schools than girls. Although textbooks, school uniforms and the midday meal are provided, the cost of stationery, additional clothing, transport, pocket money, tuition fees and extra curricular activities places tremendous nancial burdens on poor parents. In addition, the mismatch between the school curriculum and the examination system and the competitiveness in education has given rise to a ourishing tuition industry that makes education even less affordable for poor children. Male children from poor households who take on family responsibilities at an early age cannot bear these hidden costs. Although there is a school based assessment system to improve regular classroom instruction, this is ineffective and there are no mechanisms for additional learning support except in selected schools that are deemed as model schools. This results in poor academic performance which leads to absenteeism and poor retention. The majority of the children who drop out are concentrated in areas affected by civil strife, the plantation sector, remote rural communities, urban slums and shanties and shing communities. These children are absorbed as child labour in the informal sector. 1 The number of students in the junior secondary cycle who attend the government schools was 1,319,996 in the year 2006. 76 The islands primary school net enrollment rate is as high as 97.5 percent. At present around 400,000 children enter the formal education system annually. But about 80,000 (18 percent) students drop out before completing the ordinary level (O/L) examinations. In 2007, out of 333,000 students who sat for six subjects or more in their O/L examination, only 159,000 (48 percent) were qualied to proceed to the Advance Level (A/L) stage. The same year, 60 percent of students failed the English paper in their O/L examinations and just over half failed in mathematics and science. Recent studies have revealed that enrolment rate for quality ECCD services is less than 55% and the quality and sustainability of the programmes have not been evaluated. Only 46% of the children acquire required readiness level when they enter the formal education system. Due to low readiness levels, children are not competent to follow the standard curriculum at grade one. Due to this poor start, most of the children in this area have fallen behind and are at risk of dropping out from school. Project Location Monaragala District is one of the second largest districts in Sri Lanka with a land area of 7,133 square kilometres and one of the least developed areas other than the war affected North and East. The total population of the district is approximately 420,000 with a population density of 49 and 73 respectively. There are many marginalized and vulnerable groups, disadvantaged and excluded groups living in this area. According to national level data, around 30,000 children in school going age do not have access to the formal education system. In comparison with other districts there is a signicant gap in the Monaragala district in accessing formal education system due to socio economic disparities. School drop-out rates in both primary and secondary sections, are very high in this area. The recent studies carried out by the National Education Research and Evaluation Centre, revealed that achievement levels of primary cycle students and junior secondary cycle is very poor in the Monaragala district. Research has shown that there are several reasons contributing to this problem, some among them include the poor standard of education, rigid teaching methods, teacher deployment patterns and poor access to learning space, which contribute to widening their knowledge gaps. Poor governance, unequal resource allocation and mismanagement are other main issues in the sector. Compared with the urban schools, the per child budget allocation is very poor in remote areas. Mayuragama Grama Niladhari Division is situated in Monaragala District under the south east programme unit. This is one of the most marginalized villages and is situated at the boundary line of Moneragal district. There are 250 families living in this division, comprising of 415 children. Most of the families are living as famers and some are working as daily wage laborers. Plan Sri Lanka selected this location as its programme area in 2007 to ensure childrens rights by addressing the above issues. Identifying the problem At the time Plan entered the village of Mayuragama, a large number of children were school drop outs. The achievement level of the primary students (specially in basic mathematics and rst language ) was 43% and the completion rate of compulsory education was at 80%. Plans Southeast Programme undertook a systematic assessment of the situation and along with the education authorities was able to identify the types of schools in the area that have high attendance rates and the reasons behind childrens absenteeism and drop out. Around 245 children in the catchment area were assessed to identify the depth of the issue. Out of 245 children,18 children had never been to school and 98 children had not attended school regularly. More girls than boys had never been to school and more boys than girls were school dropouts. There were more children in the 10-14 age group who were out of school. The assessment revealed that poverty, the indifference of parents, unstable family environments, engagement in paid employment in occupations such as domestic service and manual labour, school related factors such as refusal to admit poor children or those without birth certicates, lack of facilities for children with disabilities, harsh punishment and lack of transport facilities were all barriers to school attendance and retention. Personal problems such as chronic ill-health, disability peer pressure and learning difculties also contributed to non-schooling and drop out. The ndings indicated that multi-pronged strategies are necessary to ensure that all children access their right to education. 77 Approach The interventions were aligned to the existing Inclusive Education Approach and Plans CCCD approach which focuses on childrens participation. The Ministry of Education of Sri Lanka follows a Child Friendly School frame work to ensure the right to quality education for all the children in Sri Lanka. Due to various reasons, this CFS has not been implemented at all levels. We wanted to improve the access, quality as well as governance within the existing framework. Main Interventions of the Programme Based on the initial assessment, the following interventions were designed in order to achieve the expected targets. The technical support and coordination was done by the Provincial Ministry of Education of Uva. 1. Informed provincial level education authorities on the identied issues and encouraged them to pay more attention to the situation. 2. Developed special curriculum and other supplementary materials with technical support from the provincial educational authorities. 3. Remedial actions were taken for the children who were out of school. These included: a) Organizing extra classes for the children to bring them to expected age appropriate levels. Some classes were conducted at community learning centers for the children who had never been to school. Specially trained volunteer teachers conducted the classes with the supervision of formal school teachers. After six months these children enrolled in the formal education system. b) Providing teaching materials for the centers. Because some children had never been to school we had to design educational materials suited to their needs. c) Increasing parental involvement. High parental involvement was required to overcome the situation. The community included a lot of single parent families. In order to change their attitude from one of indifference to caring so as to improve their participation, specially designed activity based parents awareness programmes were conducted. d) Helping parents obtain birth certicates for the children whose births had not been registered. 4. As long term interventions, Plan established an inclusive and proactive learning environment inside the Mo/ Villooya school to minimize absenteeism and drop outs. This included: a) Special training programmes for the teachers to strengthen their pedagogical and facilitation skills. b) Training sessions for the Principal and sectional heads to enable them to identify the children at risk, especially those who were slow learners, marginalized children, regular absentees and children with disabilities. c) Extra classes inside the school premises for the children who had not reached mastery levels. d) Programmes to improve parents involvement in the school governance especially in the decision making and planning process. Achievement The children who were out of school enrolled in the formal education system after acquiring competency levels. This project was an eye opener for the provincial educational authorities who had never taken any action for the out of school children until the implementation of this project. Plan was able to strengthen the inclusive learning environment inside the schools to minimize absenteeism and dropouts. 78 Plan Sri Lanka (PSL) has expanded the programme to other areas of the country. In coordination with PSLs Child Protection programme, PSL is going to establish village level child protection committees with the technical support of the National Child Protection Authority Sri Lanka. PSL expects to use this venue to identify the children at risk of dropping out of school. Challenges To prepare and train the community was a huge challenge for the programme. Most of the parents do not wish to discuss their children at public forums. Though the government of Sri Lanka has introduced a compulsory education policy to ensure the right to education for all children, there is a lack of awareness on the part of families and a lack of will to administer the policy among education ofcials. Though the Ministry of Education has introduced the Child Friendly School frame work, it has not been implemented at all levels. Due to the poor economic back ground and educational levels of the parents, it is very difcult to maintain the sustainability of the programmes. Case Study Nishantha (who is in the middle of the picture) shared his experiences: I dropped out of school when I was in grade 8 as I could not understand the lessons. For about 6 months, I worked as a labourer. I joined this special education programme where I learned a lot through different creative and practical activities, which motivated me to attend school again. My lessons are not a challenge for me anymore! As a teacher, I am very happy about the enormous efforts of Plan to raise the education standards of our girls and boys. These children are very special and most of them did not have a birth certicate. Plan intervened in this connection and arranged with the authorities for these children to be issued their birth certicates. These children have an identity of their own now. Plan and the Provincial Education Department are jointly continuing with the awareness programme for parents and the villagers, on subjects such as the importance of education, childrens rights, and child protection. Furthermore, the teachers were provided with special training through the introduction of various activities and new teaching methods, to teach students in a very child-friendly manner. I consider our ability to brighten our childrens future through the above programmes, as our good fortune. Learning through creation 79 Empowering Adolescents to adopt safe sexual behaviors using Theatre in Development Madhura Dutta Introduction Adolescents, i.e. boys and girls in the age group of 13 - 19 years are in a stage of life when they are experiencing major psychological and physiological changes, discovering about life and relationships and are preparing for adulthood. Social expectations on how they should behave and live with respect to socio cultural norms and regulations coupled with a complete lack of information about sexual and reproductive health lead to an inability to cope with the challenges of life. The wide range of adolescent issues and concerns include a lack of knowledge on reproductive and sexual health problems along with low self esteem, peer pressure, lack of condence and poor negotiation skills, especially among the marginalized and backward communities. Project Overview In order to improve the sexual and reproductive health status of slum dwellers in Bhubaneswar city, an initiative was undertaken by banglanatak dot com in Dec 2008 to empower local adolescents and youth with knowledge on Sexual Reproductive Health (SRH), HIV/AIDS vulnerabilities and ways of leading a healthy and safe life. The intervention, under Project Sakhyam by Lepra, targeted the critical issues of lack of awareness on the importance of SRH and personal hygiene, safe sexual practices, problems related to early marriage of adolescent girls, prevalence of high rates of abortion, and risks associated with unprotected sex with multiple partners and a lack of knowledge about HIV/AIDS. The focus was on providing adolescents with authentic knowledge about the process of growing up, HIV/AIDS, substance abuse, sexual rights, and gender equity. The high risk groups in this intervention included adolescents and youth in the age group of 12-25 years living in four slums of Bhubaneshwar - Bharatpur, Saliasahi, Malisahi and Niladri Vihar. The majority of these adolescents belonged to the poor, largely uneducated Oriya communities. The group also included members from Telugu and Bengali speaking slum families. They were a mix of Hindus, Muslims and Christians and the majority were drop-outs from school at the secondary level. Theatre in Development methods proved extremely effective in reaching out to this population. The programme aimed at raising awareness on safe sexual practices and creating platforms for discussing local problems and establishing linkages for access to proper health services. The intervention involved and addressed about 5000 adolescents and youth. Strategies and Approach Participatory and edu-tainment based approaches (Theatre in Development methods) were used to help adolescents overcome their shyness, their mental blocks, fears, myths, misconceptions, and apprehensions in discussing SRH related issues. The approach also helped to break the silence about these issues within the community. Instilling a sense of responsibility towards changing risky behaviour among adolescents and youth was the key to building a community led action. Community led awareness generation: The adolescents and youth were sensitized on the issues of SRH and HIV/AIDS and trained in theatre based communication so that they could carry out awareness campaigns within their communities. This non-threatening and two way communication led to an involved contact with the target audience who could identify with the problems shown in the theatre shows and thus internalized the messages better. The theatre shows also created a platform for audience interaction. After the shows they could voice their concerns, and clarify their doubts. 80 Participation led to open discussions on the otherwise taboo issues of SRH and HIV/AIDS and also created greater acceptability of the campaign. Key messages included: Causes of HIV/AIDS, behavior that is risky, myths and misconceptions. Causes and symptoms of STI Services available in the community for testing, counseling, care and support for SRH and HIV/AIDS Principles of basic hygiene and healthy sexual behavior. Stigma and its impact on individual lives. Empowering adolescents and youth with knowledge and life skills: Workshops in life skill development were organized with adolescent and youth groups so as to motivate them to provide leadership in reducing HIV/AIDS vulnerabilities. Since discussing and clarifying SRH issues with adolescents was a taboo in these slum communities, the workshops were designed to be theatre based activities. Role-plays were used to inculcate an understanding of the problems and risks involved in the behavioral patterns of adolescents. Ice breaking exercises enabled them to break out of their shyness and inhibitions. Through various participatory exercises the workshop sessions addressed issues of adolescence concerns on SRH and HIV/AIDS, healthy living, substance abuse, gender rights, effect of early marriage on reproductive health and health of children and also dealt with attitudes regarding sexual practices. Life skill development activities addressed the importance of self esteem and handling peer pressure and developed skills of self-expression, creativity, imagination, effective communication, and condence. The workshops also addressed the role of adolescents and youth in promoting safe sexual practices among their peers. In order to build community led action and based on the understanding that the young in the communities will be the best advocates, culture based behaviour change communication tools which they could use in the future were also shared. Outcomes of the intervention The participants enjoyed the friendly, relaxed and open learning environment which helped them to overcome inhibitions and discuss HIV/AIDS, STI/RTI and related issues, even with their elders and also with people of the opposite sex. The campaign led to improved awareness on HIV/AIDS and developed leadership at the grassroots level to stop the spread of HIV/AIDS. The theatre shows created a public forum for discussion on SRH and HIV/AIDS which is usually difcult to achieve. After the shows, no one hesitated to come forward and ask questions related to issues surrounding HIV/AIDS The training of local youth in interactive theatre based campaigns led to the development of local resources for campaign sustenance. The workshops claried the myths, misconceptions, doubts and queries of all the adolescent participants. The participants said that after the workshop they felt that it was their responsibility to create awareness for improved community health and well- being. During the discussion on RTI/STI, adolescent girls felt that it was very important to build their knowledge base on taking care of their health and cultivating clean habits. Post workshop, one of the participants stated that he was at risk before attending this workshop. Many of them also said that they would advise their friends and peers to adopt safe practices to prevent the spread of HIV/AIDS. The life skills approach provided the adolescents with needed competencies for human development and led them to adopt positive behaviors that enabled them to deal effectively with the challenges of adolescent life. The participatory learning environment was regarded as a very rewarding experience by most adolescents, affording them an opportunity to build thinking, interpersonal, and presentation skills. 81 Today there are local adolescent and youth groups who continue to do theatre based awareness campaigns in their slums thus reducing local vulnerabilities. The young girls and women of the target slums continue to hold meetings on SRH related problems and issues every month and also help others to access effective health services. Challenges and the Way Forward The intervention started with a baseline study of the local situation, its vulnerabilities and also identication of the target population. The challenge was to mobilize adolescents and youth to come forward and participate in an intervention on SRH and HIV/AIDS issues because the adults of the community strictly forbade the practice of giving information on safe sexual practices to young girls and boys, in spite of the high level of vulnerability among them. Trust building through regular interactions and sensitizing the guardian community was a challenge that was overcome through the theatre based participatory communication strategy involving non-threatening ways of learning and communicating. Based on discussions with the target population and with the leadership of the informed and sensitized adolescent groups, a communication plan was drawn up on future action. Thus the intervention created a sustainable mechanism of information and service delivery practices through empowering local youth. 82 Vocational Training for Adolescents Murali Identication of the Problem India has the largest population of youth in the world with more than 650 million below the age of 30. While 70 % of Indias population is under the age of 35, a mere 17 % of its youth are productive. Rapid economic growth, combined with a huge unemployed youth population creates an environment for potential unrest. Indian youth from low socio-economic backgrounds lack work skills and self management skills. This combination places them on a life trajectory of chronic unemployment and vulnerability. The adolescents participating in the vocational training project are primarily from poor and migrant families. With low levels of education and skills, the majority of these families currently work as laborers on construction sites, as petty traders and mobile vendors. Some of the women work as house maids, at times supported by their children (particularly their daughters). The incomes that the adults earn are not sufcient to meet the basic needs of the household, and thus the children in these families enter the workforce at a very young age. Girls very often take up adult responsibilities within the family at an early age; taking care of younger children and/or working mainly as domestic workers. Thus, these children/adolescents are placed in an exploitative and vulnerable situation at a very young age. They become marginalized due to lack of education and skills. Girls in the Muslim community also face the prospect of underage marriage. CAP Foundation has identied the following causes for low high school completion and high drop out rates at the post primary stage: Financial compulsions of the family forces the older children to work at an early age to supplement the family income Inability of the existing education system in high schools to provide any link between academic certication and their future career and livelihoods, Lack of exibility in school working hours prevents older children from learning and earning Lack of access to tutoring opportunities to overcome repeated academic failure in formal school examinations Early marriage norms (especially for girls) Lack of clean and proper sanitation facilities (especially for girls Inability of many children to cope with the full time educational pressure. Poor attendance is the start of a slippery slope towards dropping out of school. Lack of government policies and programs to address the educational needs of these children Description of the Project: CAP Foundation is an innovative workforce development initiative demonstrating end-to-end solutions to link learning and livelihood for disadvantaged young men and women. The Foundation offers academic, vocational and occupational preparatory programs thorough in-school, out-of-school and post-school program interventions. These include Bridge schools, Vocational Junior Colleges, Community Colleges, Degree Colleges and the CAP Institute of Hotel Management.. The youth get qualitative learning and labour market oriented vocational training opportunities that support their pathways to safe and positive futures. The CAP Foundation has an impressive footprint in terms of its approach, face-to-face and e-learning training content and methodology, capacity building of service providers, and job placement support to trainees. The CAP Foundation specializes in working with the most deprived, vulnerable and difcult to reach sections of adolescent young men and women in poor urban and semi-urban communities and has a very strong gender perspective. In pursuit of its vision, CAPs programs and activities are spread across 13 states in India. 83 In Andhra Pradesh the CAP Foundation, in partnership with Plan India, operates in 32 suburban slum communities in Shapurnagar and Balanagar areas located along the industrial belt in Qutbullapur and Kukatpally municipalities of Greater Hyderabad Municipal Corporation. Thirty seven percent of the families in the area live below the povery line. The project communities are spread over a radius of approximately 6 kms from the project ofce along the industrial belt. These communities are primarily inhabited by low-income migrant populations from Andhra Pradesh and neighboring states. The key partners of CAP include bilateral and international agencies, a large range of multi national corporate and business houses, government and not for prot organisations and local NGOs/ CBOs. The organization offers its services for both direct program implementation and capacity building of its local partners for program implementation. CAP has been successful in connecting learning and livelihood for 2,00,000 adolescents and young people in last ve years Project Strategies and Interventions Academic Preparatory: The Teen Channel program, through its community learning centers, aims at reaching adolescents between the ages 14- 18 years who have opted out of school or are potential drop-outs. This program is specially designed for adolescents and provides an integrated learning program of academic support for high school completion/certication along with life skills, pre-vocational education, basic computer skills and opportunities for them to earn while they learn through apprenticeship and part time jobs. The model establishes an enabling environment that engages their learning needs academic, vocational, and occupational. Thus it addresses issues affecting the quality of their lives and their futures. The Components of the Teen Channel Program are: Academic certication Life Skills Basic computer skills Spoken English Career exploration Workplace readiness Part time placements/Apprenticeship / Job Shadowing Business mentor network Individual youth learning portfolio What it means for the Teens? Flexible timings Life-Work -Education Balance Learning at ones own pace ranging from 6 months to 2 years Informed multiple options Space for participation CAP offers pre- vocational education modules for students in classes six to nine. This is geared towards regular in school adolescents in government high schools. The modules are integrated with select concepts of academic subjects and are available in digital form. Vocational Preparatory: CAP Vocational Junior College imparts formal higher secondary vocational education and training for adolescents and young people from disadvantaged communities who complete high school and aspire for higher education with specialization in vocational streams. CAP currently has 3 vocational junior colleges in Andhra Pradesh afliated to the Board of Intermediate Education, Andhra Pradesh, Hyderabad. The interface with industry is an integral part of the programme which is linked to apprenticeship/on-the-job training in various companies and offers placements after completion. Students gain practical knowledge and 84 skills through project work which is a part of the regular courses at the college. They are encouraged to interact with industry through guest lectures, industry visits, eld visits, on the job training, tours, market surveys, career exploration visits etc. Based on the labour market survey conducted in the area the courses being offered in the vocational colleges are: Computer Science Engineering, Automobile Engineering technicians, Computer Graphics and Animation, Hotel Operations, Accounts & Taxation. Occupational Preparatory: Ek Mouka Employability Skill Training program is a new economy livelihood promotion training program, which is exclusively designed for school dropouts/unemployed secondary school graduates/street youth/retrenched workers/migrant youth/resettlement community members from the poorest 15% of the Indian population. Ek Mouka Employability Skill Training program operates on a 3-tier institutional mechanism which formally engages the private sector, government and civil societies. The Employability Training Centers (ETCs) across the country provide access to market oriented employability and entrepreneurship training to the target groups. The Employability Exchanges (EEs) are dynamic, sustainable livelihood hubs that provide for exchange of resources, opportunities and competencies between businesses and communities. Teen Channel Ek Mouka Continuum Learning Initiative: CAP has been offering the three agship innovative programs as independent service delivery platforms. The need was for an integrated program delivery system to offer multiple options for community based qualitative, sustainable and affordable learning opportunities that links education and livelihoods for young people from economically disadvantaged urban communities. It was, therefore, planned to initiate a pilot for demonstration of the continuum of services as a community based integrated model of education and training t for replication and scaling up in a sustainable manner. MSDF responded to CAPs request to support its Teen Channel-Ek Mouka Community Learning Initiative and supported ve centres in Andhra Pradesh and three centres in Tamil Nadu. CAP Community Colleges are an alternative system of education which aims to empower individuals through appropriate skill development leading to gainful employment. Developed in collaboration with the local industry and community, the project tailors programs to local needs and state-based requirements by using approaches that will be most acceptable to workers in the given community. Community Collages generally have a 2-year curriculum that either lead to an Associate Degree for transfer to an undergraduate college or to the students direct entry into any occupation or trade. These colleges are a source of economic growth because they provide an educated and skilled workforce that improves the quality of life for individual students, communities, and the nation. The CAP Community College has registered with Indira Gandhi National Open University (IGNOU) as Multi Campus community College. It offers 6 months Certicate Programs, 1 Year Diploma Programs and 2 Year Associate Degree programs in as many as 35 different subjects across 6 sectors. Close to 12,500 Students have undergone training through 11 campuses and Extension centers across 12 states since July 2009. 85 The key features of the CAP Community College Interventions Credit transfer System based continuum learning for vertical mobility: A student selected for the Program has the facility of credit transfer and a student can enter and exit at any level. Thereafter, depending upon his/her interest she/he can continue further education by attending contact classes prescribed by the college to complete the credits required for certication at Diploma / Associate Degree level Provisions for Entry and exit at any level: A student has an opportunity to enter and exit at any level depending upon eligibility. The eligibility criteria is exible enough to enable students from different age groups to enroll. Flexible Learning: The program is based on a credit system for each course. This enables students to complete courses and acquire credits by enrolling for either full time, part time or week end study. Earning while learning: Students are provided with high quality skill training both theoretical and practical in classroom settings. In addition all students are provided with on the job training and are provided with stipends from the industry depending upon their performance. Life-Work -Education Balance: The offering of various job oriented programs and exible learning options enables them to balance life work education. All the above programs include Life Skills Training Module, Work Readiness Module, Basic English & Communication Skills, Industry Approved Curriculum, e- Learning, an active Business Mentor Network, On The Job Training, Job Placement Support, and Alumni Support Services. Outcomes of the intervention Reaches out to the most difcult to reach adolescents and young people Multiple entry and exit pathways for education work transition Life-Work-Education balance Learning while Earning Support Siblings Education Participation in decision making In the last ve years, nearly 6000 adolescents have accessed the Teen Channel program with 76% of them completing elementary and high school State Board examinations. In the last ve years, nearly 645 adolescents/ youth have accessed the Vocational Training program of which 45 % of them opted for full time job placement and continued into higher education through distance learning, The rest opted for regular higher education with part time jobs. In addition, 1,20,065 youth have accessed the Ek Mouka Employability Skill training program of which 75% have accepted the job placement Challenges, lessons learnt and way forward 1. Scalability 2. Financial Sustainability 3. Post Placement / Graduates support to Alumni. 86 Project Prerana for Out of School Adolescent Girls in Bikaner, Rajasthan: A journey towards empowerment through education Dr. Neelima Pandey and Rameshwar Lal Introduction Many of the almost 23 million children under the age of 15 (40% of the total population of 56.5 million) who live in the Indian state of Rajasthan, particularly girls, are routinely denied their right to protection from all forms of abuse, neglect, exploitation and cruelty. Girls are also denied their right to education and nutritious food and even to voicing their opinions on issues that affect them. One major concern for girls in Rajasthan is child marriage. In 1998, the average age of marriage in Rajasthan, was below 15 and 65% of all girls were married before they were 18 years old. Accompanying early marriage was early rst pregnancy: one-third of all married girls aged 15-19 had had a child (NFHS 2, 1998-1999). The Prerana Project was started in 1998 by Plan India and its NGO partners Urmuls Setu and Urmuls Seenant in the villages of Lunkaransar and Bajju block of Bikaner District of Rajasthan. At this time it was not unusual in the project area for a 15-year-old to deliver her second child. Plan and Urmuls started working with the community, especially parents, because most of the girls, in their late childhood, were sitting at home waiting to be married before they had even reached adolescence. The project faced an arduous task in working against deep rooted patriarchal prejudices against educating girls and women. The project succeeded in changing parents attitude to the extent that they agreed to send their daughters to a ve to seven month long well designed, structured, residential camp where they were taught life skills, literacy and a vocation. This was a landmark achievement and later these camps evolved into separate, safe and interactive spaces for adolescent girls. These spaces became regular girls clubs called Kishori Prerana Manch. The decade long journey of this project has resulted in signicant delays in the age of marriage. In Plan Urmuls partnership program area, 27% of the girls get married before they turn 18 (Plan program baseline survey, 2009) as against 47% in the state (NFHS 2006). In addition 30% of the girls from these clubs have joined occupations, a situation that was unheard of a decade ago. Some of them are working with the police department, some have become ICDS facilitators some have become teachers in government schools, some are entrepreneurs and all of them are empowered mothers who believe in their daughters education. In PlanUrmuls program area, the enrollment of girls in primary education is almost 100%, and most adolescent girls are enrolled in secondary schools. They are pursuing distance education and intend to pursue higher studies. The latest adolescent girls and parents consultation report from the project area clearly reveals that the girls crave for a secondary school and college in their vicinity. They want to study, and their parents want them to study. The only concern now is that higher education centers are far away and the roads are insecure. Plan and Urmuls have now initiated child protection programs in the area. The Project Plan India in partnership with URMUL Setu and URMUL Seemant in Rajasthan initiated a unique ve months residential camp in 1998. The focus was to work with those girls who were out of school and waiting at home to get married as soon as their parents could arrange a suitable match for them. The project covered 200 villages of Lunkaransar and Bajju area in the Bikaner district of Rajasthan State in India. In over a decade the project has been able to work directly with around 3000 adolescent girls. 87 Strategies and intervention of the project To address the issue of the rights of out of schools girls in the villages the following strategy was adopted: Education basic literacy with life skill education Creation of safe spaces for girls Girls Residential Camps- Balika Shivir During 1998 to 2006 Plan Urmul held ve to seven months residential girls training camps for 1976 girls between the age group of 12 to 20 years, who were living in rural areas and who were deprived of an education. These camps were called Balika Shivir. They were structured bridge schools which prepared the girls to join the mainstream government schools after nishing their training. Interventions: Changing attitudes of parents and community towards girls education and mobility outside their homes Building trust amongst parents Planning and running structured residential camps Imparting education to the level of 5th standard through multi-grade teaching methods Life skills education- reproductive health Vocational skills- embroidery and stitching Mainstreaming into regular schools Follow up programs in the form of Life skills training at the village level Strengthening of Kishori Prerna Manch (KPM) The Adolescent Girls Inspiration Forum. The KPMs evolved following the success of the Balika Shivir program. The girls who were part of Balika Shivirs, became regular participants of the follow up programs in their villages. Their persistence led to the development of another group intervention for girls between the age group of 12 to 20 years. These groups served as safe spaces where girls could come together, meet and hold discussions on issues that affected them. At the moment there are 58 such girls forums within Plan Urmuls project. Around 1200 girls are members of these groups. Over the past one decade the project has changed the lives of around 3000 girls for the better. They entered Balika Shivirs in their late childhood and graduated from Kishori Prerana Manch as informed and empowered women. Broad interventions and some specic activities under this strategy Empowering girls through changes in their attitudes and self-perception Life Skills Training Problem solving and analytical skill building Village Libraries The Forum has set up libraries in the villages. Located at a public place in the village, it is accessible to everyone including women. Training in vocational skills such as embroidery, stitching and computers: These skills are helpful in boosting their self condence and also gives girls the opportunity and choice to be self employed later. Educational exposure tours for girls Training in the use of Media Tools for expressing their collective concerns and views 88 Outcomes of the intervention Results of Balika Shivirs Between 1998 and 2004 the residential camps trained 2000 girls and all of them were mainstreamed into regular schools at the 5th standard level. The government started its own Balika Shivirs and Plan and Urmuls stopped running residential learning camps for improving girls enrollment in primary school because the government adopted and scaled up that effort. From 2005 to 2007, Plan and Urmuls started residential camps for improving girls enrollment in secondary school. 61 adolescent girls who were out of school were given training to the level of 8th standard. After they completed the camp all the girls joined mainstream schools for further education. Some of the girls have gone on into higher education. From 2005 to 2008, 115 girls who were out of school were trained up to the level of class 10 and 14 girls up to the level of class 12 in the nine month residential training camps. After the camps these girls continued their schooling in government schools. . Key Achievements of KPM girls: In the Famine Relief Program organized at the village level, the girls helped in the relief work. The alumni are working as Sanchalikas (organisers) in Anganwadi Centers They are facilitators of KPM groups for the next generation They are working as Education friend for Government School going children They have become advocates of education and KPMs In their own family, they have become strong advocates of change They teach children from class 1 to 5 in Marushala (Desert schools) organized by URMUL. Some of the girls are also involved in Income generation programs. Impact of the total program over the past one decade Delay in the age of marriage. 100% enrollment of girls in elementary education in these villages Improved enrollment of girls in secondary education Challenges, lessons learnt and way forward The challenges faced by the program include: Distances of secondary schools Caste based abuse of girls Lack of employment opportunities in the vicinity Apathetic male attitude Lack of process documentation The decade long work on out of school girls in these areas needs to be backed up by research to establish the efcacy of various interventions as a collective model. The project is planning such a research document in the coming year. 89 Case Studies Goga of village Sonpalsar belongs to the Meghwal tribe. She is from a poor family. She has seven brothers and sisters and her father, who works as a labourer, is the only earning member. She attended Balika shivir and later completed classes 6 to 9 from the village school. There was no high school in the village so she passed class 10 from URMULs nine months camp. Before her association with Balika Shivir, only one brother was going to school. But after her training there was a lot of behavioral change in her. In her home she brought about a complete change in her parents attitude towards education and now all the seven brothers and sisters are going to school. She is the rst girl to pass class 10 in her village. She is a role model in her village. She plays an important role in the village by organizing Inspiration Forums for girls. The community respects and listens to her. Biki, studying in 8th class said: Through Kishori Prerna Manch, we came to know about advocacy on child marriage, girls education, gender issues, nutrition, sex education and female foeticide. It helped in strengthening our knowledge and awareness about these issues 90 Breaking the Poverty Cycle of Women; Empowering Adolescent Girls (Boys) to become agents of Social Transformation Quratulain Bakhteari An overview: The majority of students nd the formal education system in Pakistan rigid, inexible and, irrelevant and therefore many adolescents either do not enrol or drop out of school as early as 1st 2nd or 4th grade. A very large majority get excluded in 8th, 9th or 10th grades. The adolescents or youth who do graduate do not qualify for jobs, nor do they have any meaningful skills that will enable them to earn a livelihood. In order to address this issue, The Institute for Development Studies and Practices launched a pilot project, with UNESCO support, in two communities in Baluchistans provincial capital, Quetta. Baluchistan Baluchistan is the largest province in Pakistan covering 43.6 percent of the total land mass in the country. The tribal, mountainous, dry province has a population of 6.7 million people, the majority of whom are between the ages of 15 to 35 years, followed by those in the age group of 4 to 14 years. This means that the majority of Baluchistans population is of school going age. However, its literacy rate is as low as 16. 5%. One estimate is that only 10 to 15 % of the enrolled school population completes grade 5. The situation is worse in the case of girls. Womens literacy is very low and worsens in rural areas often reaching as low as 2 percent. The strong inuence of tribal culture creates barriers for womens mobility and adversely impacts their access to education and health resources. Project objectives Providing an integrated capacity building program for empowering young women and enhancing their capabilities so that they become agents of social transformation in their communities. Creating a positive and supportive environment for girls and women so that they can participate actively in the social, economic and cultural development of their communities. Approach Young women in two communities in Quetta, Baluchistan were selected to lead the project. These women were given training in self development and raising self esteem, community mapping, conducting a baseline survey of their area, and listing the out of school adolescents. The project created a group of young faculty who could train others in the following areas - literacy, life skills, health , legal rights, micro nance, information and communication technology and education, and learning to set up and manage their business. Each centre enrolled 150 to 200 adolescent girls between the ages of 9 to 19 years. 1200 to 1600 women beneted indirectly from the programme. 91 The instructional materials were created by IDSPs faculty and the adolescents of the community. Each learning cycle was for 18 months. The courses were designed and implemented in the two communities. 3000 adolescent girls graduated from these centres over a period of two learning cycles. About 50% joined school in 5th grade. The remaining participants developed traditional embroidery skills. Today these graduates have established their own organizations that impart literacy and life skills. 300 young girls and women are engaged in entrepreneurial work. Their situation has improved in their homes. They are now decision makers, their knowledge of life and their rights has increased dramatically and their self esteem and self worth have improved. The positive outcome has led IDSPs faculty and activists to extend the centres to other parts of the city. Four more learning and skills centres have been established and a team of 10 facilitators has been trained to engage street children, and working and vulnerable adolescents. In addition to literacy training, these centres offer hot showers, and material for personal hygiene and care, doctors services for trauma and other illnesses, and sports and entertainment. Nutritional food is given once a day. The personal care is a very powerful instrument in improving their personal hygiene. Their self respect and health have improved. A cadre of facilitators and trainers has been created as a result of these centres. Approximately 2000 adolescents have enrolled in these centres and a majority of them are girls. In its third intervention, with support from the government, IDSP extended the scale of the project to ve districts of Baluchistan. 130 literacy and skill instructors were hired from the communities. By Oct 2011, 4000 adolescents will graduate from 50 community learning centres, and fty percent of them will be girls. Project goals: Learning, demonstration and scaling up. Creating leaders who will take ownership and ensure sustainability. Educating government personnel and other stakeholders. Engaging children and adolescents and creating spaces that suit their needs and circumstances. 92 Outcomes: Organizational space and formal institutions for children and adolescents have been established in 60 communities in six districts in Baluchistan. The project has: Created opportunities for young entrepreneurs. Trained girls so that they can earn a livelihood. Developed appropriate resources and methodology to expand and sustain the learning process in ood hit areas. To date a total of approximately 4000 adolescents, both girls and boys, have graduated or are attending the centres. More than 50% have joined formal schools. Excellent connection is made between learning and earning. Challenges: Need to ensure quality of the learning and empowering process. There will always be a large majority who will not join the main stream education system or work in the formal sector, therefore there is a need for IDSP to create structures of learning and earning that include village centres, district level colleges and the university. Need to create an effective assessment system. Law and order issues and physical safety are the biggest challenges. Case Studies Amina Jan (Momin Abad) Amina Jan is a 21 year old girl who belongs to a lower class family. All of her brothers are educated and one of them is a teacher. Her sister is married. She was brought up in an environment where girls are considered unimportant. At the time that she joined the RLV, she suffered from very low esteem as a result of constantly being told by her family that she was ignorant and dim-witted and could never do anything right. The 10 months that she spent at the learning centre brought a big change in her. She no longer sees herself as obtuse and dull. She has started believing that she can learn. She has started to pay attention to her appearance and tries to be as neat and tidy as she can be. Her family has also noted the change in her. Khadija Syed Nasir (Momin Abad) Khadija Nasir, a potential learner at the Mominabad Reective Center, is an interesting case study. She is married and has two children a boy and a girl. Within a few days of enrolling in the centre, her husband divorced her, leaving her without any means of nancial support. She took refuge in her mothers home. Khadijas mother was of the opinion that a divorced girl should be housebound instead of leaving her children and engaging in activities outside her home. IDSP staff and the learners and facilitators at the centre offered to take care of her children while she attended her classes. They went to Khadijas home and convinced her mother that attending the classes would ensure a better future for her and her children. Khadija was allowed to rejoin the Centre. The learners took turns in caring for her children. Khadija was overjoyed to be back at the centre. However, recently her husband divorced the woman he had left her for and remarried her. She has dropped out of the centre to take care of her home and family. 93 Responding to the Needs of out of - school Adolescents Rajani Nair & Gouran Lal Overview Adolescence, a vital stage of growth and development, marks the period of transition from childhood to adulthood. It is characterized by rapid physiological changes and maturation, thereby mandating sensible and informed guidance for adolescents. The World Health Organization refers to life skills as, the ability for adaptive and positive behavior that enables individuals to deal effectively with the demands and challenges of everyday life. These skills help young adults make informed decisions, think critically and creatively, communicate effectively and build healthy relationships. Schools have been unable to provide the space and the environment to develop life skills due to their vision of education as a means for primarily feeding into the job market. Having identied these gaps, organizations like Pravah have researched, designed and implemented life skills programs for young people since 1993. Our programs are driven by the perspective that instead of curing in the aftermath of social conicts, we should engage constructively in preventing conicts. Thus, as future decision makers, youth need to internalize social responsibility and active citizenship in their every day actions and engagements with the world. This cannot be actualized merely through academic discourse in schools, but requires sustained intervention that is sensitive to the background and learning needs of the students. Our content, methodology and delivery of programs are relevant for diverse groups of students, ranging from out of school to those in school. Special attention has been given to design that ensures engaged and reective participation, aided by methodologies like theatre, lm screening, meditation, comics, puppetry and simulation games. Our cadre of trained, committed and experienced facilitators is critical to ensuring qualitative interventions. Though our primary target group is in school adolescents, we recognize that working with diverse groups adds deeper perspective to our work. Our engagements with out of school adolescents has helped us understand and identify gaps that need to be addressed in designing targeted interventions for adolescents in general and out of school children in particular. Our key learnings from the experience of working with both these groups are: a) though there exists a silo like approach of working with both the groups independently, a lot can be done by taking the experiences of the out of - school children into classroom spaces while simultaneously taking the classroom experiences to the out of - school spaces. The inability of interventionists to leverage the strengths and learnings from both the groups has created two very different and separate worlds. Limited understanding leads them to stereotype each other and carry this as baggage for the rest of their lives. Pravah has developed and piloted the From Me To We program in order to diffuse these boundaries and bring them together in common spaces. b) Secondly, though there are individuals who are dedicated and passionate about the cause of working with out - of - school children, there lies a gap between the intention and competency of these individuals, which impacts their engagement and delivery of programs. Pravahs strengths in Instructional Design and Facilitation has enabled it to develop and implement the Teachers Training and the Change Looms programs that focus on capacity building of individuals engaged with various groups including out - of - school children. 94 Brief description of the programmes From Me To We (FMTW) The From Me to We curriculum on citizenship education, is delivered through intensive workshops in schools. The intervention builds life skills in students. It teaches them to deal effectively with conicts and equips them with the skills to become active citizens. As part of the curriculum students also implement social action projects. Through this program we have reached out to more than ve thousand adolescents both in school and out- of school. Our out of - school experience involves engagement with the youth groups of Tughlaqabad Field Centre of Action India, participants from various vocational schools and centres at Balsahayog and an Open Workshop with participants from both in school and out of school groups. Teachers Training Program The Teachers Training intervention (The World is My Classroom), works with school teachers to design citizenship curricula within the existing educational framework, equips them to deliver these, and links the process of education with social realities. The intervention creates opportunities for teachers to interact, share and learn from each other. The program also supports individuals working with adolescents by providing fellowships and capacity building. The program has trained fty teachers including twenty one facilitators from Sankalp, an NGO based in Rajasthan that works with rural children. Change Looms Change Looms is a joint venture between Pravah and Ashoka: Innovators for the Public, supported by the Youth and Civil Society Initiative of the Sir Ratan Tata Trust and global Fund for Children. Change Looms is a support program for young people who have started and are leading social initiatives. The goal of Change Looms is to contribute to a movement of young people leading to social change. We do this by recognizing the efforts of young social entrepreneurs and creating processes that deepen their understanding of how to bring about social change. Through this program we have worked with thirty seven organizations so far including eight engaging with out - of - school children. Outcomes of the Interventions Direct Intervention The direct interventions with the out of school groups were successful in increasing the condence levels of the participants and in developing their communication skills. The youth group at Tughlaqabad for instance, shared with us that there was a marked decrease in inhibitions with respect to voicing their opinions and initiating conversations. The group at Balsahyog shared an increase in comfort level with each other due to effective personal sharing. Sessions on assertiveness gave the groups an alternative to aggressive conict resolution. On the social action front the group at Tughlaqabad demonstrated increased gender sensitivity, an example being the boys resolving to wash their own clothes and dishes instead of getting them washed by their mothers and sisters while the girls resolved to participate in cricket matches. What is noteworthy is that the outcomes of our engagement with in school adolescents are similar to those with our OOSA groups. The participants in the in school programme expressed an increase in their level of condence and their communication skills. 95 The difference in the backgrounds of the two groups creates a web of stereotypes. For e.g. one of the participants from the out of school group, described all the members from afuent backgrounds as being arrogant and insensitive, an opinion based on his experiences while living on the streets. Similarly for the in school children described all those who dont attend schools as being violent and uneducated. Mixed workshops are very effective in breaking such stereotypes. Our pilot Open workshop brought together participants from both the groups. During the session on inclusiveness and exclusiveness, we explored identity and peaceful coexistence, and discussed questions such as - can one understand the nature of a person by observing their clothes, personality and the language of communication; does money dene character and does one person represent a community? The discussions resulted in a distinct shift in how members of the two groups viewed each other. Some other concrete outcomes of the workshop were an understanding on the part of both the groups of the importance and value of working in a team, the possibility for different identities to co exist, getting to know more about oneself, and making friends with people they never thought they had anything in common with. Indirect Intervention Through our Teachers Training program we have conducted capacity building for twenty one teachers from Sankalp, an NGO based in Kota, Rajasthan. The teachers have reported that some of the skills and techniques that they have developed have enabled them to engage and enrol out of school adolescents into the formal education system. They also reported that the Instructional Design and facilitation skills that they learned supported them in structuring their interventions. Through the Change Looms Program we have supported young people in organizational development and networking. One of the Fellows, leading the organization Humara Footpath that works with street children in Mumbai reported that the intervention helped her design sessions for team building within the team. She also acknowledged the signicance of documentation, networking and creating a database for efcient functioning. Similarly Milan an initiative in Delhi has reported that the support provided by Pravah has been successful in developing condence in their lead team. Their meeting like - minded people along with structured guidance has been critical in developing decision making skills. Some Learnings and insights The following are extracted from our experience of engaging with in school and out of - school children. We hope they will be relevant for policy makers to factor into their strategies. Since most of the out of school children that we have worked with have been deprived of a lot of opportunities and have lived in challenging circumstances, their desire to learn something new that will make life meaningful is welcomed. Their heightened openness to learn and desire to question brings a lot of excitement and energy into the interventions, and challenges facilitators to constantly innovate new ways and means to keep this group engaged. Interaction between the facilitators and the students provides a great learning opportunity for both to understand each others perspectives. The facilitators can take these learnings to other diverse groups thereby enriching the process for the latter. A more regular communication between the out of school groups and the in school groups will provide a great learning opportunity for both the groups Since most of the OOSA have barely been exposed to the formal education system, holding their attention and concentration is a challenge. Abstract concepts are difcult to explain and to understand. Their short attention span and soaring energy levels asks for something that is high on action and involves less mental deliberation. Hence the design has to cater to the above needs. 96 Following up with these groups of children is a challenging task. Revisiting them over a span of time and checking on where they are, their struggles and triumphs in applying what they have learned are important. Often this this is overlooked because of limited resources and manpower. Most civil society interventions with the out of school children are in terms of vocational education and life skills workshops, both of which are very necessary. Greater support in delivering academic inputs needs to be provided to organizations working with out of school children. This will help lift the glass ceiling which limits them from availing of certain employment opportunities. Often the passion for engaging with this marginalized section cannot get translated into a profession for those engaged in the social sector. Making such interventions nancially more remunerative will allow more people to engage fruitfully with the sector. Case Study Bhaskar was one of the members from Karm Marg who participated in the Open FMTW workshop. The workshop participants came from diverse backgrounds and initially Bhaskar interacted only with the members of his group . However, in due course he was seen interacting with the members of the other groups as well. He freely expressed his opinions and ideas and also challenged a lot of the members of the group on their stereotypes based on rst impressions. Likewise he was also open to learning new things and challenging himself. During the session on stereotypes Bhaskar shared his belief that all Muslims are terrorists. On being challenged by one of the students from the community Bhaskar readily agreed that he needed to reect on some of his own stereotypes. He also recognized that we often get affected by the stereotypes that people have of us and seldom reect on our own stereotypes about other people. This deepened the interaction and the discussion. Towards the end of the workshop Bhaskar demonstrated leadership qualities and the group also looked upto him as a leader. The workshop made Bhaskar more open to a group of people whom he least interacted with and in turn his interactions made the other members of the larger group more sensitive and open to a group whom they earlier were disdainful about. 97 Child Domestic Worker Project, West Bengal Sanjeev Rai & Ritesh Datta Introduction The context: West Bengal is a notorious hub for trafcking of children for labour. The state has more than 850 thousand 1
children below the age of 14 years engaged in work for wages. A large number of them work as domestic help. In addition to employment within the state, many children from the rural areas are trafcked for domestic work and other exploitative forms of labour, including the commercial sex trade, to distant cities and towns in India. In the last three years, more than 30,000 women (based on the ofcial police record; however the actual number is much higher), many of them under 18 years old, were trafcked within West Bengal. No one knows where 22,000 of these women and children are today. Some will have been pushed into the sex trade, others caught up in forced organ donations, others forced into drug peddling and some into an isolated life of domestic work. The Child Domestic Worker (CDW) Project: Save the Childrens interventions with CDWs in the state was piloted in the year 2000-2002 on a small scale. This was later expanded to a larger project across 6 districts in 2003. It was believed that through more inclusive, improved, quality education (SC Study reveals that 86% of the children engaged in domestic work have either never been to school or have dropped out at the primary level), linkages with poverty alleviation and livelihood programmes and enhanced awareness and empowerment of children, their families and communities - the factors that drive trafcking of children can be challenged. Main Interventions The CDW Project intervention works in parallel at the source (rural) and destination (urban) areas. In rural areas the focus is on preventive work. Save the Children works with communities, schools, local governments, NGOs, and youth organizations to build consensus against child domestic work and trafcking. It promotes community-based child protection groups that work at the village level to address the issues of trafcking of children and also helps in the rehabilitation of families and children withdrawn from work. It trains group members on the legal tools that are available to deal with child trafcking and labour, provides information about different schemes of the government on poverty alleviation, and facilitates their interaction with government ofcials of different departments in order to create bridges with the government. The project has also educated government ofcials on the nature and scale of trafcking and different cases of violation of laws that protect children. In the urban areas, Save the Children works with the children who are working as domestic help and puts them on the path of gradual repatriation by providing them with education and vocational training support so that they can explore alternative means of livelihood. It also works towards challenging the demand for child domestic workers by undertaking innovative campaigns involving school children, college students, media, local clubs, NGOs etc. It holds consultations with the government and provides an interactive platform for the government and civil society to discuss steps to curb child domestic work in the city of Kolkata 1 Census 2001 India, http://news.webindia123.com/news/articles/India/20080611/971758.htm 98 The components of this project include: 1. Education: Save the Children provides education support both in the source and destination areas, to children in domestic work, children withdrawn from domestic work, and out of school vulnerable children. The goal is to bring them back into the fold of mainstream education. The educational component includes transitional education support, mainstreaming into formal school, coaching, and soft skills development. 2. Vocational Training: Vocational Training is imparted to children/families for their economic rehabilitation. It is implemented in two stages. At the primary level children at the BCC/DICs are given pre-vocational training to generate their interest in a particular trade or vocation. In the second stage children/family members are put into a selected trade based on their interest and aptitude, so that they can earn their livelihood. 3. Advocacy: Advocacy is a key component of the project. It entails inuencing policy and public opinion on trafcking and child domestic work. Save the Children works with the community, different government departments (Police, Labour and Women and Child Development), media (electronic and print), educational institutions (schools and colleges), local elected government (Panchayats and Municipal Bodies), elected representatives, local institutions (Youth Organizations), NGOs, and industry bodies to sensitize them on the issue and also have mechanisms in place within their institution to safeguard child rights. 4. Institutional Capacity Building: Institutional Capacity Building is carried out at four levels: a. Local Partners: Save the Children collaborates with local NGOs, to gain access to infrastructural support and to the local community. It builds capacity on the issues of child rights, advocacy, media and communications, documentation, project management, and nancial management for the effective delivery of the programme. b. Community-based Child Protection Groups: Community-based Child Protection Groups are promoted at the village level with local people. They are action groups which play an active role in combating trafcking of children, withdraw children engaged in domestic work from their village, and help in putting these children back into schools. c. Local Governance Members/Police/Media: Training is provided to these important stakeholders on forms of trafcking, legal provisions regarding child labour and trafcking, child rights, protection of children from different forms of abuse and law violations. It is expected that these people will work in collaboration with the community. 5. Research Study and Documentation: Save the children conducted an empirical study on the prevalence of child domestic work in Kolkata through a survey of the number of child domestic workers and their status. In addition, to ensure transparent and effective management of the programme, SC has developed a software based comprehensive MIS system that can provide data on project progress, number of children reached, and tracking of children reached through this project. The Impact Save the Children has been working in 30 wards of Kolkata for the past three years on providing educational and vocational training services. Prior to this, the project was implemented in 50 villages in South 24 Parganas, 40 villages in North 24 Parganas, 30 villages in Maldah and 36 villages in Jalpaiguri from 2000 to 2006. The main achievements of this intervention are: In the period between 2004-2010 almost 4000 children have been withdrawn from hazardous domestic work and reintegrated with their families in the rural areas. Village Level Child Protection Committees have been formed in more than 100 villages and are functioning effectively in combating the trafcking of children. More than 4000 Out of School children and children withdrawn from work were put back into formal schools in the rural area. 99 In urban areas so far 1200 children working as domestic help have been reached. Six hundred of these children left the exploitative occupation and are now either in schools or pursuing alternative livelihoods. Save the Children has played a key role through advocacy in getting the inclusion of child domestic work as a hazardous occupation under the CLPRA amendment notication in 2006. Save the Children has lobbied with the Central Board of Secondary education to issue circulars to all its afliated schools in denouncing child domestic work practices among families of children studying in their afliated schools. The Board has more than 10,000 afliated schools across India. Several research studies on child domestic work and on trafcking of children were conducted by Save the Children and ndings were widely disseminated. Active volunteer support groups were promoted in more than 10 schools across Kolkata. The peer volunteers, consisting of mainstream school students, play an active role in denouncing child domestic work practices. Way Ahead An alternative education curriculum that includes a vocational training component has been designed and is being implemented in urban centres of Kolkata with the support of community and partner NGOs. Currently we provide two vocational options (beauticians training and tailoring) but need more options to ensure sustainable livelihood for girls. 100 Pathways to Empowerment of Adolescent Girls: Insights from the UNESCO pilot project Empowering Adolescent Girls to Become Agents of Social Transformation Sayeeda Rahman Executive Summary The UNESCO cross cutting theme (CCT) project Empowering Adolescent Girls to Become Agents of Social Transformation focused on marginalized adolescents girls, in the belief that if empowered during the critical period of transition between childhood and adulthood, these girls can not only improve their lives and participate in the development of their communities but can also play a signicant role in breaking the poverty cycle of women in South Asia. The challenge was to nd effective pathways to reach out to neglected girls, identify their needs, understand their constraints, provide relevant programmes to enhance their capabilities and create favourable environments for their growth and development. This called for co-ordinated interdisciplinary, intersectoral and multilevel interventions. An intersectoral UNESCO team, in close collaboration with experienced local partners, designed a rights-based and holistic programme framework for enhancing the capabilities of girls from disadvantaged groups, in order to develop their potential as social transformation agents. The programme combined four interrelated and complementary components: i) Education, skills training and micronance - linking literacy and life skills to health and legal education, with access of older adolescents (15-18yrs) to micronancial services for income generation; ii) Science - providing information on the impact and application of science and technology in daily life, iii) Communication and Information - using traditional and modern tools, including ICTs, in the rural context to enhance the abilities of adolescent girls in communication, participation and interaction, within and outside their communities; and iv) Monitoring and Evaluation - introducing peer-group evaluation by youth NGOs to ensure that due attention is paid to adolescents perception of progress and empowerment. Taking the major international development targets, particularly those related to the Education for All (EFA) objectives and the Millennium Development Goals (MDGs), as the backdrop, the project sought to align global and local concerns for concerted actions. The EFA Goal III call for ensuring the access of all young people to appropriate learning and life skills programmes and the MDG targets related to poverty eradication, gender equality, maternal health as well as HIV/AIDS and other major diseases, set the fundamentals for addressing the learning and development needs of adolescent girls in South Asia, who are living in extreme poverty, facing exclusion, discrimination and exploitation. Over a period of six years (2002-2007) 1 the project was piloted in four South Asian countries, namely Bangladesh, India Nepal and Pakistan, with each country developing its own delivery mode and timeline to match specic local contexts and conditions. The various cross-cutting activities were complemented, in each project country, by multilevel interventions, for community mobilisation, policy dialogue, knowledge sharing, advocacy and resource mobilisation. Although modest in outreach, the project demonstrated how the untapped potential of adolescents can be transformed into a driving force for their own personal growth and development as well as that of their communities. It also revealed that with an adolescent-centred, holistic and interdisciplinary approach, girls from marginalised and excluded groups can be protected from sexual exploitation, child marriage and pregnancy during this critical 1 The ofcial time frame was from 2002-2007 but some activities, particularly in Nepal continued over 2008 101 transition in the human growth sequence, and can be prepared for key adult roles such as citizen, worker, spouse and parent. If adequately documented, the lessons learned from this project can serve to empower adolescent girls in other countries and regions, to enable them to seek their rightful place in society, take effective control of their lives, fully develop their potential, enhance their self-esteem and strengthen their livelihood base. A brief overview of the project highlighting its salient features I. Background & Rationale Strategic focus on marginalised adolescent girls and eradication of poverty Emphasising the need for the convergence of a wide variety of disciplines, skills and approaches for sustainable solutions towards the eradication of extreme poverty, UNESCO launched an interdisciplinary and intersectoral programme in 2002 to address it as a cross cutting theme. The project Empowering Adolescent Girls to Become Agents of Social Transformation was designed and developed within this cross-cutting theme (CCT) framework, as a strategy to break the poverty cycle of women in South Asia. As poverty and gender discrimination persist in South Asia, adolescent girls from disadvantaged groups, continue to face social and economic discrimination and lack access to basic services such as education and health care. While many of them never enrol in schools, others drop out at primary or secondary level without acquiring basic literacy skills and thereby have limited scope for learning and acquiring knowledge and skills for self-development. Unaware of their rights, they become victims of child marriage and pregnancy, dowry, trafcking and domestic violence. In family life, they are dominated, even coercively, by older members both male and female, and often conned indoors with activities limited to household tasks. At the onset of puberty, when adolescents, especially girls, need attention and care to understand the important biological, physical and psychological changes that occur in their lives, neglect, deprivation and abuse combined with lack of education, skills and knowledge about their rights make the adolescent girls of poor households particularly vulnerable. Unless addressed, the grip of poverty becomes vicious and the vulnerability gets further rooted. On the other hand, if enabled to develop their full potential through access to the required knowledge, skills and services, they can navigate successfully through the transition, for example, from childhood to adulthood, from dependence to independence, and, participate in their own development and that of their communities. With a view to counter the alarming situation of poverty and discrimination of girls and women, the overall goal of the project was to chart effective pathways for empowering marginalised adolescent girls. The objective was also to generate a process of sustainable improvement in their lives through a rights-based comprehensive interdisciplinary programme, backed by advocacy for a favourable policy framework. A rights-based approach to address vulnerability and enhance capability Looking upon poverty as a barrier to basic human rights, the project emphasised the rights-based perspective. Through pilot interventions in Bangladesh, India, Nepal and Pakistan it looked at marginalised girls as the central element. The project demonstrated that not only is it opportune to target vulnerable adolescent girls caught in the process of pauperisation, but it is also crucial to go beyond the narrow perspective of considering these vulnerable girls only as people with needs and to recognise them primarily as people with high potential whose rights must be defended for the well being of all. Looking upon adolescent girls as a decisive population group, the project cast them as potential actors for social change, who can think, act and react, and given the opportunity, reshape their lives and improve their environment. As a rst step towards freeing them from the grip of poverty, activities were designed and directed towards securing their basic human rights. They were made aware of their rights, for example, to education, health, decent work, access to information, security and justice, and to benet from scientic progress. A rights-based capacity- building programme including legal education was implemented at the project sites in order to bring about the desired changes in the lives of girls and women living in poverty, 102 II Project development process and implementation (2002-2007) A shared vision for effective programme development and delivery The initial project framework was designed through extensive consultations within UNESCO by an intersectoral team that included staff members from the Education, Science and Communication Sectors, as well as the Youth Co- ordination Unit. It was then shared with the project implementing partners in each country, who in turn discussed the project objective and activities with local communities, including adolescents, at each project site. In April 2002, a Project Planning and Programme Development Workshop was held in Jaipur, Rajasthan, India to reach a shared understanding of the objective of the project, its programme framework and operational mode, the roles and responsibilities of the partners, as well as the mechanisms for monitoring and evaluating its progress. The workshop brought together the members of the UNESCO intersectoral team, the local partners, and representatives of governments, NGO leaders and research institutes of the host country. The Jaipur workshop was a notable example of participatory project development in the spirit of interdisciplinary collaboration. Continued consultations between the UNESCO team, implementing partners, international and national experts, beneciary adolescents and local communities, facilitated contextualisation of the global perspectives on poverty with the real situation of marginalisation, discrimination and violence against girls and women at the project sites. Field visits, workshops and networking further fostered partnership. Collaboration among the partners was crucial for developing a broad-based capacity-building programme which responded adequately to the needs of adolescent girls living in poverty Thus an interdisciplinary framework with various cross-cutting activities was jointly developed for enhancing the capabilities of adolescent girls from disadvantaged groups and to enable them to become agents of social transformation. A common interdisciplinary programme framework responding to adolescents needs Given the presence of a high number of out-of-school adolescent girls in the four project countries, particularly in the sites selected for the pilot interventions, the focus of the interdisciplinary programme was on adolescent girls who had never enrolled in schools or who had dropped out before acquiring basic literacy skills. In fact, to date, out-of school adolescents 2 constitute a largely forgotten group amongst the worlds illiterate population. Having passed the age for primary schools, they are not covered by the worldwide efforts towards universal primary education. Moreover, the learning needs and aptitudes of adolescents are different from the needs and aptitudes of the children who are not able to enrol in primary schools. Nor do adolescents benet totally from adult literacy programmes which are not designed for them. In line with the EFA Goal III, the project therefore sought to respond to the learning needs of adolescent girls with an appropriate learning and life skills programme. In the complex and deep-rooted context of poverty, an interdisciplinary approach seemed more appropriate than uni-dimensional interventions in critical areas such as education, health or science. Therefore, while a comprehensive literacy and life skills programme was at the heart of the interdisciplinary framework, it was complemented by education in science, communication and information technology with access to micronancial services. The main components of adolescents capacity building programme were: 1. Education was mandatory for all adolescents who joined the programme. It combined basic and advanced literacy, health and legal education with training in vocational skills, income generation and micronancial services. In parallel, adolescents forums were organised for both girls and boys, facilitating their interaction through discussions on a wide variety of issues such as their rights and personal development, their responsibilities in society and in the community. Opportunities for continued learning were supported through linkages between formal and non-formal education (NFE), in the form of advanced courses for adolescents to enter secondary schools or continue NFE. 2. The science component was developed as an essential tool for girls and womens development and it became the driving force for drawing the communitys interest. A science education programme was specically developed for strengthening basic knowledge in science and technology. A sub-regional network of scientists, created in 2 According to The EFA Global Monitoring Report (GMR) 2011, worldwide 74 million adolescents were out-of-school in 2008, 103 June 2002, provided guidelines for developing the non-formal science curriculum and its popularisation process. It focused, as per local needs, on basic health, safe water, renewable energy and agriculture. Activities were devised to raise the awareness of the communities on the impact of science in their day-to-day lives. 3. Initially, the activities related to communication & information technology supported and strengthened the education and science components. Gradually activities were developed to use both new and traditional media technologies (from puppet shows to videos, radio and computers) as learning tools to enhance adolescents communication skills. Use of local communication tools and access to ICT have been combined to preserve tradition and to narrow the digital divide. Programme delivery variations to match local contexts The interdisciplinary programme framework designed jointly by the core project team 3 was implemented by the local partners with variation based on the locally assessed needs of adolescent girls and the real conditions of their lives. Similarly, the local partners developed the delivery modes suited for each country to reach out to adolescent girls living in depressed rural areas and/or urban slums. In Bangladesh, the pilot initiative was implemented in two sites in Narshingdi and Tangail Districts. Nari Maitree and Dhaka Ahsania Mission, the local partners set up Ganokendras or Community Learning Centres (CLCs) as the nucleus of the programme. These CLCs carried out the mandatory education programme, provided information on human rights and training in vocational, entrepreneurial and income-generation skills. In addition, health communication sessions were organised in the CLCs to disseminate information on reproductive-health as well as STD/RTI, HIV/AIDS and other common diseases. With the support of clinical assistants. paramedics, and social workers at the community level, CLCs also provided antenatal care, general primary treatment and immunisation services. Higher level multipurpose science, communication, and information centres such as Community Resource Centres and Centres for Knowledge and Science or Gyan Vigyan Kendras (GVKs) were also set up to provide ICT access and to function as libraries, as well as technical resource and training centres to further strengthen the CLCs and ensure their sustainability. In India pilot interventions were implemented in Kishanganj block in Baran District and Bap block in Johdhpur District in Rajasthan, where physical distances are considerable. Due to the geographical remoteness of these areas, the Foundation for Education and Development (FED), UNESCOs partner for this project, organised a series of long and short duration residential camps at the project sites to bring the girls together to provide them opportunities for strengthening collective identity and offering spaces for reecting on, questioning and understanding long- held social beliefs. These camps integrated education (which emphasised quality literacy and numeracy) with life skills, reproductive health, raising awareness of human rights and gender equity, civic and political education and legal literacy. They were also organised to provide further needs-based training programmes of a short-duration, revolving around issues such as laws affecting girls and women, the right to information, and formation of self- help groups. Motivational Centres or Prerna Kendras were created where beneciaries came together to discuss and plan for their learning, work and relations with the community. Gyan Vigyan Kendras (GVKs) were set up for popularising science and strengthening science education. The GVKs also served as centres to provide information on communication technology. In addition, Adolescent Forums were created for organising activities such as science fairs, village sanitation, opening libraries and training for peer adolescents. In Nepal, the project was implemented in Chitwan, Nawalparasi, Kanchanpur and Udayapur districts by the Centre for Legal Research and Resource Development (CeLRRd). The CLCs in Nepal operated as multipurpose community centres for providing support services for all the interventions in the areas of education, science and communication and information technology. The District Education Ofcers and schoolteachers helped in nding spaces for NFE class, in the schools or in the community. These classes consisted of educational programmes which included literacy sessions, information on basic human rights and child rights, information on trafcking and violence against women and girls, legal literacy, health education and training in life skills, income-generation and micronance. Orientation programmes for guardians were also organised. Womens Paralegal Committees 3 Composed of the UNESCO intersectoral team and the project implementing partners. 104 which were part of Village Development Committees (VDCs) were motivated to play a role in providing day to day support, particularly for NFE classes. Radio programmes were developed and broadcast weekly and short television lms were developed for mobile TV shows targeted at adolescent girls. In Pakistan, the project was implemented by the Institute of Development Studies and Practices (IDSP) in Mominabad and Sabeel in Quetta, in the poor and underdeveloped province of Baluchistan. The principal implementation mechanism in Pakistan was the Reective Learning Centres (RLCs), established in each of the two sites. In addition to basic education, adolescent learners were introduced to issues such as gender, science and technology, life skills, leadership and management skills, computers and home management. In particular, reective skills among the learners were developed; health and legal counselling were provided to the girls on a regular basis. Through this approach the learners were encouraged to become active participants, rather than passive recipients, of the services. IDSP invited the Pakistan Science Foundation (PSF) to carry out the science and communication programme through a multidisciplinary science team. The PSF prepared the science materials for the RLC, arranged science exhibitions in the community and prepared science caravans to travel to the rural areas to sensitise people and popularise scientic issues. Training of trainers was a crucial component which each partner developed with care and caution as the success of the programme depended on how well the teachers were able to gain the adolescents condence for effective teaching-learning. Also, at the request of adolescent girls and community members, adolescent boys were integrated in the programme at all the project sites. Multilevel interventions for creating a supportive environment Simultaneous multilevel interventions enabled the project to ensure a favourable environment for adolescents development. At the local levels community members were consulted and sensitised about the project and were mobilised to participate actively in various cross cutting activities. Regular dialogues were maintained with the local authorities to keep them informed about progress. Policy makers at national levels were invited to policy dialogues and workshops to reect on appropriate policies to respond to the specic needs of adolescents, with a focus on marginalised girls. Related ministries such as Education, Science and Technology, Women and Child welfare, as well as Youth, have been sensitised for inter-ministerial collaboration for girls and womens development. Moreover, while networks of experts were formed at the sub-regional level to support the interdisciplinary programme, at the global level lessons were shared for advocacy and resource mobilisation. Finally, partner youth NGOs were invited to introduce peer-group evaluation to ensure those adolescents aspirations and perception of their development are well reected in the project documents. III. Lessons learned and the way forward From the experience of this pilot project implemented simultaneously over a period of six years, in four South Asian countries, it can be reiterated that investment in marginalised adolescent girls, if planned and carried out effectively, brings high socio-economic returns. It not only contributes to human development in any given country, but by enabling marginalised girls to develop their potential, it prevents them from falling deeper into the poverty trap and instead contribute towards breaking the cycle of poverty in which women live their lives. Further, through adolescent-centred, holistic and multisectoral programmes the project demonstrated how: i) out- of-school adolescent girls from disadvantaged population groups can be reached and; ii) their basic learning and development needs can be met. The project revealed that to empower marginalised adolescent girls it is important to: 1) examine the complex nature of marginalisation experienced by them by virtue of their age, gender, class, religion and caste; 2) identify and partner with local organisations with experience in gender and development; 3) adopt a participatory, partnership- based and policy-oriented approach; 4) orient NFE to ensure their access to quality learning and life skills and link NFE with formal education for continued learning options; 5) develop an interdisciplinary learning and life skills 105 programme integrating science and technology to prepare them to face the 21st century challenges; 6) make them aware of their rights; 7) create community-based girl-friendly learning spaces; 8) include adolescents boys; 9) involve local communities and local governments; 10) carry out multi-level interventions for creating a favourable environment; 11) foster inter-ministerial and multisectoral dialogues for favourable policies 12) design and develop adolescents education, health and vocational skills as integral parts of national policies 13) involve youth NGOs and promote peer-group motoring and evaluation; and 14) support research for adequate adolescent specic data. The project reached out to over 8000 adolescent girls living in depressed rural areas or urban peripheral slums. It also sensitised nearly 25, 000 community members towards creating a favourable environment for effective implementation of the various cross cutting activities carried out locally for enhancing adolescents capabilities. Although in terms of numbers it may seem modest, particularly in the context of highly populated countries of South Asia, signicant changes were noted in the behaviour and attitudes of the girls with regard to learning, defending their rights and improving their lives. Today, as educated and informed adolescents, they are participating actively in their communities, voicing their concerns, seeking services and leading the community in development matters. Despite notable progress in gender equality and girls and womens development, neglect and marginalisation of adolescent girls persists, particularly in South Asia. Out of the 74 million out-of-school adolescents in 2008 4 , over 50% were girls and nearly 28 % were in South and West Asia. In order to accelerate actions to urgently redress this situation, it is crucial to document and consolidate learning from good practices. From the increasing number of pilot interventions in this area, it is clear that expertise exists and ample ground work is being done. The focus should now be on policies and guidelines to speed the scaling up of successful pilot initiatives and expand the programmes to maximise their outreach. Further, these policies and future programmes should be developed through collaborative initiatives among national and international agencies. Finally, the EFA Goal III and the MDGs I, II & III provide platforms for inter-ministerial and multi-partner collaboration. The way forward is to initiate in each country in South Asia, programmes which respond adequately to marginalised adolescents, particularly adolescent girls development needs. This should include relevant education and training, complemented by science and ICTs, life skills, health-care and employment opportunities. 4 GMR 2011, page 54 & GMR 2010, page 74 106 Education of Adolescents in the Tribal Areas of Jharkhand Shubhra Dwivedy Overview There have been massive efforts and investments in the last decade to fulll the goal of universal elementary education and literacy. The Jharkhand State youth policy is now present in black and white. There is also an increasing realization about the importance of the age group 9-20 years which comprises about 22% of the population. Most marriages take place during this age in the eastern states. In Jharkhand the vicious circle of low literacy- chronic unemployment-perpetuating poverty, is being broken by extremist groups which offer an attractive opening to the frustrated youth. The tentacles of extremist war groups have now spread into 22 out of the 24 districts of Jharkhand including the eld areas of SEEDS. Despite the obvious and urgent need for attention to it, there have been very few programmes for this age group in the state of Jharkhand. Whether we are addressing poverty, healthcare, population control, unemployment or human rights, there is no better place to start than in the corridors of education since it is the means to a better life. Our approach focuses on the socio-economic-cultural aspects, such as consciousness raising, education through community empowerment techniques, formation of adolescent collectives-particularly for securing the rights of those in the deprived communities, nurturing youth who are potential transformational leaders and providers of livelihood security for themselves and their families. Introduction of the Project Education is not only the acquisition of knowledge but also the development of the learners personality, the application of what s/he has learned and the inculcation of values. Our focus has been on basic education that helps the learners attain knowledge, skills and values, especially those that are related to their lives and the environment in their villages. Those who have the potential are guided towards better opportunities that will improve their lives. The newly constituted youth forums play a large role in the social change and economic development of the area. SEEDS runs education programmes which cover about 1000 illiterate and dropout adolescents in 44 villages in the two southernmost districts of Jharkhand viz. Seraikela-Kharsawan and East Singhbhum. Nearly 85% of the learners are girls and about 90% of the total learners belong to eight scheduled tribes including three primitive tribe groups. Families living below the poverty line constitute 79% of the total families in the project area. Strategies and Interventions Integrated approach to education Gender equity Learner centeredness Locally relevant and culturally appropriate learning Multi- level participation The main interventions include Village learning centers with exi timings: 54 centers with nearly 1000 adolescent learners are functioning. Two months residential camps for basic education and skill development Youth resource centres in the village clusters: There are 10 YRCs in 10 different villages which provide ample opportunity to youth for continuing their education, knowledge and skills. 107 Training in life skills, advocacy and livelihood skills: These include: Life Skills - Personal skills like self awareness, personality development, communication, time management, decision making, leadership and team building, problem solving, understanding of reproductive and sexual health Advocacy skills like social and negotiation skills, organization and collective action skills, and accessing information and knowledge Livelihood Skills -Developing an understanding about poverty and basic needs, the knowledge and means to generate an income for sustainable livelihood and vocational training Adolescent groups and adolescent forums: There are 70 village level adolescent groups which save money, participate in community work and some advocate for their rights (PDS, mid day meals in schools/anganwadi centres) Youth fellowships: 25 rural fellows are pursuing minor research on various topics (traditional food, equipments, crops, games, markets, oils, natural bers, implementation of government schemes etc) with a view to revive the best practices and local wisdom and make the community aware of and adapt these traditional local practices to changing times. Education Resource Centers: These centers play a key role in material development, training, monitoring , networking with CSOs and publications. Outcomes of the Intervention About 500 adolescent learners (including 380 girls) have benetted from the camps. There was tremendous improvement in basic education language and numeracy skills. All the adolescents (over 90% tribals) learned to speak, read and write in Hindi. About 25% of the camp children enrolled in government schools in classes II-VIII. The learners have developed strong leadership qualities. On returning home from the camp they took the initiative of holding meetings with adolescent/youth groups in their villages. They conducted village cleanliness drives and made soakage pits at public hand pump sites. Their communication skills have improved and they exude a lot of condence. In the absence of qualied village teachers to teach at the learning centers, four of the adolescents who had participated in the camps have become teachers and they are proving to be good teachers despite not having formal schooling or teacher training. Nearly 80% of the tribal learners have learned to speak simple Hindi with a local accent. 169 learners have enrolled in government schools (in classes 2nd to 9th)out of which 78 (46%) go to school regularly, 50 (30%) are irregular and 41 (24%)have dropped out. Domestic work, working in brick kilns, and as contract labour in factories, are the reasons for their dropping out. The ones who are irregular are largely disinterested in studying. There is a distinct adherence to good practices by most of the learners and their family members who are applying the learned knowledge in their daily lives. Some of these include sending their children to school/ learning centre; practicing personal hygiene; developing kitchen gardens and channelizing domestic waste water; reduction in malaria and diarrhea; consulting medical practitioners instead of witch doctors; male members sharing in the household chores; following the minimum age of marriage especially for girls; reduction/stoppage of alcohol and rice beer (handia) intake. Training on advocacy has developed an understanding of their rights and spurred rights based action by adolescent forums (Gram Shakti Yuva Manch) especially on issues of food security. They are creating community awareness and acting jointly to streamline the public distribution system, the mid-day meal scheme in schools, attendance and punctuality of school teachers and nutritional inputs for children, adolescent girls and lactating/pregnant women through Anganwari centres. 108 Challenges Lessons Learnt A Way Forward We have been facing four major challenges in the sphere of implementation which are as follows: a) Extremist Activities During the last one year our mobility has been restricted in the western area of the project comprising of 11 interior villages due to activities by militant groups. The area is the hotbed of extremist groups and a Central Reserve Police Force company with nearly 150 personnel are camping there. Most of the youth in the area are under close observation including some of our teachers. Getting fed up of the harassment by the extremists at night and the para military forces during the day, a few of our promising teachers have left their villages. This has hampered regular functioning of the Geyan Talma. During the last one year bandhs were called by extremist groups and a few by political parties on 52 days. This has hampered the progress of the programme. b) Absenteeism due to Drought This year there has been decient rainfall for the second successive year resulting in minimal agricultural work in the villages. Consequently the adolescent workforce have left the villages to work as contract labour in factories and other places. This phenomenon is hampering the attendance of adolescents in some of the centers. c) Low Education Level of Teachers The low numbers and poor quality of educated youth in our villages necessitates intensive and recurrent training and regular monitoring of teaching personnel. Keeping in mind the very poor standard of teaching in rural government schools, of which these teachers are the products, we cannot expect quick results. However their openness, exibility and willingness to learn and teach is an asset while training them to be effective teachers. d) Erratic Attendance and Non Retention of Mainstreamed Learners in Schools Nearly 20% of the learners of the geyan talma have enrolled in government schools in the last one year. A recent survey shows that 24% of those enrolled have dropped out and 30% do not attend regularly. The main reasons are work and disinterest in school studies. The attendance of nearly 40% learners are erratic in the talma too. Lessons Learned In order to ensure that the local teachers continue with the programme, it is important to balance the local teachers potential to absorb the training inputs, with the appropriate teaching/learning processes. A teacher who is a member of the community, even though less educated, largely proves better than a qualied outsider. Learning processes need to be adapted to the local situation irrespective of the time it takes. Mainstreaming all adolescents will not become a reality until the formal school offers an appropriate curriculum and an attractive learning environment It is best to integrate life skills and livelihood skills with basic education for adolescents. 109 A Way Forward An adolescent education programme will become successful only with a community managed continuing education system that will sustain the learnings and skills imbibed by the participants. An inter institutional networking among organizations working with adolescents will strengthen the cause and will enable organizations to reach most of the out of school adolescents. Story of Change Daughters of Village Headman Transform Their Family The Geyan Talma and the two months residential camps have transformed my family. Your programme and my three daughters are responsible for this. These feelings were expressed by 60 year old Mr. Jodeya Hansda, the tribal headman of remote Jankipur village. He further states that he has learned punctuality, cleanliness of the home, personal hygiene and respect for others from his daughters. I have four daughters and I have never sent any of them to school. But now I realize the importance of education. Now, I am proud of my daughters. Hope I live long enough to ensure that my grandchildren go to school right from the beginning. 110 Overview Girls Freedom has been conceptualized for the purposes of this paper as education leading to increased women/ girls sense of condence, self-worth; ability to make informed decisions/choices about their lives; ability to access resources, opportunities to improve the quality of their lives, ability to inuence the direction of change; to create social and economic space for themselves and those around them An analysis of the low social and literacy indicators for Rajasthan led to the setting up of a short term residential camp for girls in Tonk district. The girls were introduced to primary education and all of them completed at least up to class III level. They also learned some essential skills for life. However, these changes did not affect the external social mores. It became clear that primary level education was necessary but not sufcient to bring full freedom to the girls. Several external factors would have to change to achieve this. Introduction Rajasthan has low social indicators and literacy rates for women. Retrogressive social norms ensure that women and girls occupy a marginalized position in society. The female sex ratio is 922 females per 1000 males 1 . The mean age of marriage for girls in Rajasthan was 16.6 years in 2001. In some areas like Tonk, Barmer and Jhalawar girls are married as early as 12 years of age. Some reports claim that in Tonk in 2006, about 80% of girls, roughly 31,000, were estimated to have been married below the age of 18 years. The male literacy rate stood at 75.70% in 2001 compared with 43.90 for females. Despite some improvement under Sarva Shiksha Abhiyan (SSA), the retention of girls and their learning achievement requires attention. There are large numbers of adolescent girls who have not completed primary education either because they have never been enrolled or have dropped out early. An analysis of the situation led to setting up a Girls Residential Education Camp in Tonk District to provide learning opportunities for girls aged 9-14 years. A door-to-door survey to identify such girls in select villages of Tonk was followed by community mobilization. The data for this report was collected through a detailed questionnaire and individual and focus group interviews which were conducted in Hindi. The views of the organizers, district education authorities and of the teachers were also considered. The Capability Approach and the Education of Adolescent Girls: A Case Study from Rajasthan Shushmita Dutt 1 National Family Health Survey-2, Rajasthan, 1998-99, NHDR 2002. 111 Girls Residential Camp A Girls Residential Camp (with a capacity of 100) as an Alternate Learning Strategy (ALS) was started to introduce primary learning and skills for life to out-of-school girls. The ultimate objective was to ensure that girls continued their education in formal schools. The camp was also a model for the state to replicate. The ALS was selected because it provides learning opportunities and integrates life skills into the curriculum. The evaluations of some major ALS interventions show that about 60% of the girls in these courses acquired basic reading and writing skills and were able to join the regular schools to continue their education. The majority of the girls enrolled in the camp were between 12-13 years. There were 38 girls who were already married. Some of these girls had been sent to the camp by their parents but there were also cases where some of the married girls had been sent by their parents-in-law. This seems to indicate that family members, even marital families, were able to understand the potential gains of the camp. A girl student, who joined the camp, in her home with her family. Photographs courtsey Manisha Jani. Girls at the camp. Social Prole of the Girls Caste No. of Girls Scheduled Caste 17 Scheduled Tribe 18 Other Backward Castes 34 Minority/Muslim 1 Others 31 Total 101 The girls used rough language when they joined the camp. The teachers made a great deal of effort to teach them decorum in their behavior and speech. The participatory methods of teaching, individualized student attention and a fundamental re-conceptualization of the student-teacher relationship were key-tools employed at the residential camp. The teachers did not use corporal or other forms of punishment. There was no discrimination or practice of untouchability within the camp. The girls played together and shared rooms, books, food and water. The girls visited the local post ofce, primary health centre and banks to learn how the institutions function. They were taken on bus and train rides and encouraged to plan their trips and buy their own tickets. They were taught about health and nutrition and were able to plan meals, purchase and store food and keep accounts. The most important session of the day was the Chetna Satra or Awakening Session. The concepts of rights, responsibilities, equality before law and individual freedom were discussed and debated. Sensitive subjects like rape, dowry, dowry deaths and atrocities committed on women were deliberated. These discussions helped the girls reect on the position and situation of women and girls in society. The subject of early marriage was discussed from a legal, social and health standpoint to understand how this cuts short physical, mental, academic and development opportunities for both girls and boys. Parents and guardians were invited to participate in these sessions. Lady doctors were invited to provide professional insights on Family planning and HIV AIDS. 112 The issue of personal hygiene was discussed at length and repeated through out the camp duration. This issue had practical implications for camp life and was addressed carefully in detail. The results of the academic assessment carried out at the end of the camp in 2006 indicated some encouraging results. Evaluation of Girls at Class III, IV and V level: Class V Class IV Class III Class Percentage of total girls who were evaluated and passed 38% 42% 20% Age of the girls at the level 12-16 years 12-14 years 9-12 Lessons Learned A review of the lessons learned from the camp showed that all the key objectives of the camp had been met. One hundred and one girls completed the residential camp and all the girls completed at least class III level of learning. The parents and other community members were particularly appreciative of the manifold life skills that were introduced at the camp. The academic help provided to the girls was welcomed and acknowledged. Some camp inputs were not strictly measurable but greatly valued by the guardians and parents. These included health, hygiene, nutrition information, use of more polite speech and language, awareness and use of civil manners. The girls at the camp learned to make their voices heard in their families and the community. They were able to make small decisions for themselves. They did not shy away from strangers as they did when they joined the camp. However, the girls education made no changes in the core attitude of the parents and guardians about the restrictive social mores that surrounded the girls. It was clear from discussions with the parents that these would not be relaxed in any way. The girls were not yet sufciently independent in their thinking to challenge these social traditions. The education of the girls though necessary was not sufcient to bring about full freedom. Therefore, the results of the camp were analysed using the Capability Approach The Way Forward The Capability Approach and the Education of Adolescent Girls in India The Capability Approach is a conceptual framework developed by Amartya Sen and Martha Nussbaum in order to evaluate social states in terms of human well-being. It emphasizes functional capabilities (such as the ability to live a healthy life, engage in economic and community activities); these are construed in terms of the substantive freedoms people value (happiness, desire-fullment or choice) or access to resources (income, possessions). The Capability Approach emphasizes fundamental entitlements like nutrition, health, education etc; and the conditions that affect these entitlements like the social, economic, cultural, environmental and political environment. Nussbaum points to three sets of factors that inuence personal choices. 1. Personal factors (such as physical condition, literacy, competencies etc) 2. Socio-structural and cultural factors (such as social norms, gender roles, power relations, discriminatory practices etc.). 3. Institutional factors (such as welfare and educational arrangements, collective provisions etc.). 2
2 Andersen Sabine et al. 2006. Education and Welfare: A Pedagogical Perspective on the Capability Approach. University of Bielefeld. P 23 113 The responsibility of the state is to empower individuals and build capability through investments in skills and knowledge. In the context of the adolescent girls, additional economic and social resources are required if they are to 1. complete their education, pick up additional skills (for income generation and otherwise) 2. inuence their life choices regarding marriage, child bearing, place of residence 3. enrich their quality of life (eg better health, expanded economic opportunities). Girls well being cannot spring exclusively from their being educated upto the primary level. In order to access full freedom, the girls require support from an inclusive economic environment enabling social attitudes of the community and family effective governance structures The girls require space in the economic arena to turn their capabilities to monetary gains, for accessing basic nutrition, better health and at least secondary education. The supports required by adolescent girls are as listed by I. Robeyns 3 - resources (income), non-monetary products (care, domestic work, voluntary work), - public goods and services, e.g. child care facilities, high quality education. - social; institutions, e.g. fair and efcient legal system, - the communitys culture, e.g. attitudes towards working mothers, parttime working fathers, The framework below indicates the stepwise process to be followed to ensure effective freedom for adolescent girls. Framework for ensuring Girls Freedom through Education. Capabilities Functional level Essential level Effective level 1. Possess sense of condence, self-worth Girls are valued by family and immediate community Girls have a secure and identied place in the larger community; local Panchayati Raj Institutions, state and national political framework. 2. Possess understanding and the ability to make personal decision, choices Girls can and do make choices about education, freedom of movement, personal behaviour Girls can and do make personal choices about issues that affect their life eg marriage, child bearing, working 3. Possess access to resources, opportunities to improve the quality of their lives Girls have access to and use functioning public health, education, nancial and economic empowerment programmes. Girls have access to and use sufcient income (fair wages, no economic vulnerability), good health, education, nancial and economic empowerment. 4. Possess the ability to inuence the direction of change to create social and economic space for themselves. Girls have the knowledge and understanding to initiate change in social attitudes/values in small circles of family and community Girls have the knowledge and understanding to initiate social change in larger society, enlarging space for marginalised in economic environment ; inuence policy for womens effective equality Unless the State and society assume responsibility towards these girls, they will be unable to convert their knowledge and skills towards greater opportunity, well being and better quality of life. 3 Robeyns,Ingrid. 2005. The Capability Approach and Welfare Politics University of Amsterdam.P 5. 114 Case Study A Breath of Fresh Air Asha Meena, an 11 year old girl, came to the camp as an untidy child who hated to bathe, wash her hair, brush her teeth or wash her clothes. She had dropped out of school because she said school did not interest her. Her language was rude and abusive. The stay at the camp helped her to change her ways and learn to use more acceptable language. Soon she persuaded her parents to buy her a new set of salwar kameez. Within a short time she had turned into an articulate, vibrant new person. She became so attached to everyone at the camp that she refused to go home even for festivals. She persuaded her family that she needed to stay at the camp during vacations in order to complete her studies. Asha at the Camp. 115 Prole of the Authors Mr. Anil Bordia is the formerly Secretary, Federal Ministry of Education, Government of India and the formerly Chairperson of Lok Jumbish Project which was implemented in Rajasthan until 2010. Besides being an administrator of exceptional insights and caliber, he is known as an educationist of high repute, respected world wide for his innovative ideas and worth mentioning initiatives in the eld of Education. Mr. Bordia was bestowed with the 3 rd highest Civilian Award Padma Bhushan in year 2009 for his untiring services in the eld of Education and Social Development. He presently resides in Jaipur, Rajasthan and is the Chairperson and Managing Trustee of Foundation for Education and Development which is implementing Doosra Dashak project in Rajasthan, a pioneering effort for the Education and development of Adolescents and young person in the age group of 11-19 years. He can be contacted at his email ID anilbordia@doosradashak.in. Mr. Deep Purkayastha is the founder-director of Praajak, an organization committed to the establishment of the rights of children and young people in India based in Kolkata. He is an Ashoka Fellow, and has been instrumental in establishing a child protection model for children found on railway stations in collaboration with paramilitary forces like the Railway Protection Force (RPF). This project, called Muktangan has been instrumental in inuencing the decision of the National Commission for the Protection of Child Rights to recommend to the Department of railways to set up Child Protection Programmes with the active involvement of the railways in eleven major stations in India. Deep is also uses art as a healing and therapeutic paradigm and works to use the narratives of children to guide them through theatre, dance and movement. He can be contacted at his email ID raktadeep@gmail.com. Mr. Ehsanur Rahman is Executive Director of Dhaka Ahsania Mission in Bangladesh. Working in the eld of non-formal education over last twenty ve years, he contributed vividly in macro planning and also capacity enhancement of various level non-formal education personnel in Asia and Africa. Mr. Rahman is an active promoter of the Community Learning Centre approach as a strategy for empowerment of the poor, particularly the women and girls. He can be contacted at his email ID ehsan1155@gmail.com. Ms. Gouran Lal is currently working as a consultant at Pravah. Her association with Pravah goes back to 16 years where she has been one of the founding members and there on resumed her role as a volunteer here. After completing her graduation in Economics, Gouran has done her post graduation in hotel management, a B Ed and later a Post Graduation in International Law and Human Rights. She has a varied experience in education, as well as media sector. She believes that working at Pravah has given her a space to share, receive and enjoy the work she truly respects. She can be contacted at her email ID gouran.lal@pravah.org. Mr. Gurumurthy Kasinathan is Founder and Director of IT for Change, a NGO based in Bangalore (India). He works on program, research and advocacy aspects in the domains of Education, Public Software and Internet Governance at IT for Change. Gurumurthy is also a visiting faculty at the Tata Institute for Social Sciences where he teachers Education Leadership and Management in their post graduate program in Elementary Education. He is founder and secretary of the Centre for Leadership and Management in Public Services, a NGO formed to work on issues of individual and institutional capacity building in government and non governmental organizations. He is also on the governing board of Hengasaru Hakkina Sangha, a NGO working on legal rights for women. He can be contacted at his email ID Guru@ITforChange.net. Ms. Havovi Wadia is part of the founding team of Lehar and is simultaneously working towards a doctorate in Childhood Studies at the Tata Institute of Social Sciences. She has an enduring interest in understanding childhoods and working for the rights of children. Some of her writing can be read on infochangeindia.org. She can be contacted at havoviw@gmail.com. 116 Dr. Indrani Bhattacharyya is a social scientist working in the development sector for last 15 years. She has done her Ph.D in social anthropology and led many programmes on child, adolescent and maternal health and nutrition as well as participatory governance and community partnership. Currently she is working as Assistant Director for Adolescent Resource Centre in Child In Need Institute [CINI] in Kolkata and leading programmes on adolescents and young populations health, nutrition, education and protection rights and entitlements including sexual and reproductive health issues. She can be contacted at her email ID Indrani@cinindia.org or bcindrani@gmail.com. Mr. Kamal Herath has done his masters in Sociology and has a diploma in Early Childhood and primary education. He has over 15 years of experience in the education sector. He is presently the National Advisor-Education with Plan Sri Lanka and is based in Colombo. He can be contacted at his email ID kamal.herath@plan-international.org. Ms. Madhura Dutta is a Masters in Sociology from Calcutta University and Masters in Sustainable Development from Staffordshire University, U.K. She is also a PhD Scholar at Tata Institute of Social Sciences, Mumbai and has over nine years of experience of working with rural and urban poor across India on issues ranging from child protection, gender rights, health, livelihood generation, sanitation, bio-conservation, etc. She currently works in a social enterprise Banglanatak dot com which works for fostering pro-poor growth using culture based approaches for development. She is based in Delhi and can be contacted at her email ID madhura@banglanatak.com. Mr. Murali is the focal point person of livelihood in CAP Foundation in Hyderabad. The CAP Foundation is a registered Trust, and was initiated as an innovative public private partnership to demonstrate a model to address poverty alleviation through linking learning and livelihood needs of working children and disadvantaged youth at risk to equitable qualitative learning and promising labour market oriented vocational training opportunities. You can contact Murali or CAP Foundation at the email ID Caphyd.pu@planindia.org. Dr. Neelima Pandey is a qualied psychologist. She is presently working in Plan International (India Chapter) as Senior Programme Manager and is based in Delhi. Her email address is Neelima.pandey@planindia.org. Dr. Quratul Ain Bakhteari grew up in a refugee camp on the outskirts of Karachi after the creation of Pakistan in 1947. After completing her B.A. degree, she helped new refugees coming from Bangladesh by providing them with basic health care and education. Later, she earned a masters degree and Ph.D. and established 2,000 government girls primary schools in rural Baluchistan, resulting in the enrollment of 200,000 girls - a record in Pakistans history. Frustrated with a lack of efcacy in internationally sponsored development projects, she wrote a concept paper that became the blueprint for Institute for Development Studies and Practices (IDSP) and was funded by The Asia Foundation for 3 years. She formulated curriculum, recruited and trained faculty and formally launched IDSP in 1999. Dr. Bakhteari has received many awards such as Pakistan Jaycees Award for Outstanding Performance in Field of Social Work, 1984, Pakistan Jaycees Award for Outstanding Performance in Field of Womens Development, 1986, Matushita Memorial Award for International Year of Shelter for the homeless, Tokyo, 1987, Academy for Educational Development, Washington, Best Project Development Staff Member Award, 1996 to name a few. She can be contacted at her email ID quratulain@idsp.org.pk. Ms. Rajani Nair currently works with Pravah in Delhi where she designs and facilitates journeys for adolescents through rural camps and workshops. She completed both her Bachelors and Masters in Political Science from Delhi University. While pursuing her Masters she also volunteered with NGOs in Delhi and she had interned with the Pravah initiative in Jaipur where she was actively involved in the start -up process of the organization. She participates in the education sector and its initiatives in various capacities. She is trained in facilitating workshops on comics- a medium for engaging with people on various issues. She feels that she has grown in perspective and understanding through her engagement with Pravah. She can be contacted at her email ID rajani.nair@pravah.org. Mr. Rameshwar Lal has 30 years of experience in the development sector. He is the Secretary of Urmul Setu Sansthan in Lunkaransar, Rajasthan. He can be contacted at Lunkaransar.pu@planindia.org. 117 Mr. Ritesh Datta is a Business Development Manager with Save the Children, India (West Bengal ofce). He has been working on employability skills development and developing sustainable enterprise for the last 4 years. He can be contacted at his email ID r.datta@savethechildren.in. Mr. Sanjeev Rai is the National Manager-Education with Save the Children, India and has been working in the development sector for last 12 years. Sanjeev has had experience of working with media houses and academic institutes and pursuing his doctoral research on children of Nepal. He can be contacted at his email ID s.rai@savethechildren.in. Ms. Sayeeda Rahman is a native of Bangladesh with an academic background in International Relations, Political Science and Development Economics. She has been working in UNESCO for more than twenty years. She joined the Education Sector of UNESCO in 2000 and worked in the areas of Basic Education, Literacy and Non-formal Education, Teacher Education and Education for Sustainable Development. Presently she is a programme specialist in the Section for Literacy and Non-Formal Education. Between 2002-2008, she headed an inter-sectoral team in the development, implementation and follow up of the UNESCO cross-cutting theme project in South Asia entitled Breaking the poverty cycle of women: Empowering Adolescent Girls to become Agents of Social Transformation). She can be contacted at her email ID S.Rahman@unesco.org. Ms. Shubhangi Sharma is presently based at UNESCO New Delhi. She was the Director, Doosra Dashak, Foundation for Education & Development from 2001 until 2006, during when CCT project was implemented in India with Doosra Dashak as a partner organization, before moving to Delhi to work with Oxfam Trust as Director, Programs. She can be contacted at her email ID s.sharma@unesco.org. Dr. Shubhra Dwivedy has done her post graduation, MPhil and PhD in Regional Development from the Jawaharlal Nehru University in New Delhi.. She worked for over four years as Consultant (Non Formal Education and Early Childhood Care and Learning) and Project Ofcer in the Bihar Education Project in the early nineties. From 1996 onwards she heads the NGO Socio Economic and Education Development Society, popularly known as SEEDS in Jamshedpur. Dr Dwivedy is Board member in a number of organizations. She is an IFPLP Fellow of the Public Health Institute, San Francisco. Among other recognitions, she has been conferred the Paul Harris Fellowship by Rotary International. She can be contacted at her email ID sdwivedy@gmail.com or seeds@xlri.ac.in. Ms. Shushmita Chatterji Dutt has been closely associated with the process of education in the South Asia for over 25 years. Her areas of interest are special educational efforts for the marginalized sections of society and the education of girls. She has experience of working at the ground level and also contributing to policy discussions. She has worked with children of urban slums and street children and led policy formulation for girls education in India. She has designed educational content for adolescent girls and helped to bring national focus on the transition of girls from Elementary level to Secondary level. She can be contacted at her email ID shushmita_d@hotmail.com. Annexures 121 South Asian Regional Conference Organized by UNESCO and Plan India Responding to the Learning and Development Needs of Out of School Adolescents Experiences of South Asian Countries ,01-03 March 2011, The Theatre, India Habitat Centre, New Delhi Tuesday, 1st March 2011 The South Asian Conference on the Learning and Developmental Needs of Out of School Adolescents aims at bringing focus to the concerns and issues related to this age group. The conference will also provide a platform to deliberate upon further action that needs to be undertaken within the South Asian countries to accelerate the process towards the achieve- ment of Goal III under the six EFA goals by offering concrete recommendations through identication of gaps and systemic issues hindering attention to adolescents. Registration 09:30 10:15 Hrs INAUGURAL SESSION 10:00-11:00 Hrs 10:30 10:40 hrs Welcome Address- Mr. Armoogum Parsura- men, Director and UNESCO Representative for Bhutan Maldives and Sri Lanka 10:40 10:50 hrs Adolescent Education a priority to address: Message from Ms. Mmantsetsa Marope, Di- rector, Division for Basic to Higher Education and Learning, Education Sector, UNESCO, Paris 10:50 11:00 hrs Working with Adolescents: Plans priorities: Ms. Bhagyashri Dengle, Executive Director, Plan India 11:00 11:15 hrs Inaugural Address Chief Guest: Shri. Kapil Sibal, Honorable Minister, MHRD and Addi- tional Charge of Communication and infor- mation Technology, New Delhi 11:15 11:20 hrs Vote of Thanks on behalf of UNESCO and Plan India : Shubhangi Sharma 11:20 11:35 Hrs TEA/COFFEE BREAK 122 SESSION I Chair: Mr. Anil Bordia, Chairperson, FED, Rajasthan 11:40 11:50 hrs Adolescents Status in South Asia: Ms. Vimala Ramachandran, ERU, New Delhi 11:50 - 12:05 hrs Methodologies of Identifying Out-of-school Adolescents/ children and developing pro- les, Shailendra Sigdel, UNESCO Institute for Statistics, 12:05 13: 15 hrs Country Perspectives: Sharing from Bangladesh, Nepal, Bhutan, Sri Lanka, Pakistan and Maldives and India Sri-lanka - Ms. G.Y Wijesooriya, Deputy Director of Education, Non Formal Edu- cation, Ministry of Education and Mrs. A.L.P. Weerasinghe, Deputy Director of Education, North Western Province Bangladesh: Mr. Rezaul Quader, Director General of Bureau of Non-Formal Educa- tion Bhutan: Ms. Jamyang Cheoden, Deputy Secretary General, NATCOM, Bhutan & Mrs. Tashi Pelzom, Chief Program Of- cer from the Department of Youth and Sports, Ministry of Education Nepal: Mr. Deepak Sharma, Ministry of Education, Government of Nepal Pakistan: Mr. Shafqat Ali, Assistant Educational Adviser, Curriculum Wing, Ministry of Education, Government of Pakistan & Mr. Syed Tajamal Hussain , Deputy Educational Adviser, Curriculum Wing, Ministry of Education, Govern- ment of Pakistan, Islamabad Maldives: Ms. Jameela Ali Khalid - Secretary General, Maldives National Commission for UNESCO & Mr Mohamed Hashim - Executive Ofcer, Maldives Polytechnic, India: Mr. Sailesh 13:30 14:00 Hrs LUNCH BREAK SESSION II - BREAK AWAY SESSIONS, Amaltas, Rudraksh, Kadamba hall (The Theatre) 14:00 16:00 hrs Mainstreaming Adolescents Lessons Learnt from ongoing approaches and interventions Break Away Sessions 123 Group I: Inculcating Life Skills amongst Ado- lescents and Basic Literacy Amod Kanth (PRAYAS) Sehba Hussain (BETI Foundation) Mirna Guha (SANJOG) K.Sekar (NIMHANS) Pallavi Patel (CHETNA) Rajani Nair & Guran Lal (Pravah) Raja Rajeshwari (Dr. Reddys Foundation) Kamal Herath (Plan Sri Lanka) Amit Kumar (IGNOU) Sushmita Dutt Gurumurthy Kashinathan (IT For Change) Hasrat Anjjumend UP (Grassroots) Chair: Mr. Amod K Kanth, INDIA and Dr. Sehba Hussain, India Group II : Inculcating Life Skills amongst Adolescents and Basic Literacy Poornima (NIRANTAR) Jaya and Geeta Narayan (UNFPA Asheema Singh (NIOS) Urmila Sarkar (UNICEF) Binay Pattanayak (UNICEF) Froagh Ahmed Jami (CARE) Shubhra Dwivedy (SEEDS) Pritha Ghosh Sangita Puhan and Pankaj (CYSD/Plan) Chair: Ms. Urmila Sarkar, INDIA 16:00-16:15 Hrs TEA COFFEE BREAK SESSION III: PLENARY SESSION 16:15-17:15 Reporting to the larger group followed by discussion/comments Chair Pakistan: Mr. Rezaul Quader, Bangladesh 124 Wednesday, 2nd March 2011 SESSION IV: 09:00 09:30 hrs Brief Sharing of the Previous day proceed- ing, tasks before groups SESSION V 09:30 11:45 hrs Approaches to Address Adolescents Con- cerns within the Framework of Rights break away sessions Theme III Gender Equity and Empowerment: Working with boys and men Girls groups Suniti Neogi (CARE) Aradhana Yadav (UNOPS) Neelima Pandey and Rameshwar Lal (Plan Urmul) Chair : Ms. Sehba Hussain, India Theme IV: Favorable Environment, safer spaces and Freedom from Exploitation: Sexual violence, Harassment in cyber space Trafcking, Protection issues of adolescents in difcult circumstances Indrani Sinha (SANLAAP) Sanjeev Rai (Save the Children) Indrani Bhattacharya/ Manidipa Ghosh (CINI) Deep Purkayastha (Muktangan) Chair : Ms. Jameela Ali Khalid, Maldives and Ms. Shushmita Dutt, India Theme V: Democratic Participation Engag- ing with Adolescents on issues related to Governance and Accountability: Participation in governance Social audit, formation of Citizen groups Youth clubs/forums, etc. Ragini Sahai (University of Delhi) Havovi Wadia (Lehar) Kavita Ratna (Concern For Working Children) ______________________________ Theme VI: Adolescents Sexuality, Repro- ductive Health and HIV/AIDS : Adolescents Reproductive and sexual health; HIV/AIDS related education Sadhna Jain Madhura Dutta (Bangla Natak) Uma Ainapure (SAVE Foundation) Upma (Urivi Vikram Trust) Chair : Mr. Anjan Kumar Dahal, Nepal 125 11:30 11:45 Hrs TEA/COFFEE BREAK SESSION VI PLENARY SESSION 11:45 13:00 hrs Reporting to the larger group followed by discussions/comments. 13:00 14:00 HRS LUNCH BREAK SESSION VII (14:00-16:00) BREAKAWAY SESSIONS Theme VII: Holistic Programs for Cross Cutting Issues: An Example of Human-Rights based Multi Sectoral Framework for Adoles- cents Empowerment Interdisciplinary and Multi-Sectoral Collabo- ration: the relevance and the need: Presenta- tion form Ms. Sayeeda Rahman, Team Leader, UNESCO, CCT, project: (2000 2008) Overview presentation presented by Ms. Shubhangi Sharma (UNESCO, New Delhi) Presentation by CCT Partners from Nepal, Bangladesh, and India Mr. Anjan Kumar Dahal (CeLRRd, Nepal) Ms. Shabnam Aziz and Mr. Murari Lal thanvi (Doosra Dashak, INDIA) Mr. Ehsanur Rahaman (Dhaka Ahansia Mission, Bangladesh) Chair: Ms. Dipta Bhog, India Theme VIII (a): Challenges of Employability and well as specic skills Market oriented Vocational Training: Curriculum and relevance incorporating generic skills as approaches Placements and employability P.B. Sajeev (Aide-et-Action) Vineeta Joshi Ram Pratap Singh & Murli (CAP) Dr. P. Shivkumar (Rajiv Gandhi National Insti- tute of Youth Development) Prof. Ubaidullah (SV University, Tirupathi) Chair: Mr. Vishwanath Koliwad, India 126 Theme VIII (b): Challenges of Employability and well as specic skills Market oriented Vocational Training: Curriculum and relevance incorporating generic skills as approaches Placements and employability Pawan kumar Gupta (SIDH) V.S. Mehrotra (PSSCIVE) Anjali Agarwal (SRC) Gopika Bakshi (YP Foundation) Lakshmi Hariharan (SHRUSHTI) Chair: Dr. K.B. Subramaniam, India and Ms. Jamyeng Cheoden, Bhutan 16:00-16:15 Hrs TEA COFFEE BREAK SESSION: VIII: PLENARY SESSION 16:15-17:15
Reporting to the larger group followed by discussion/comments. Thursday, 3rd March 2011 SESSION : IX BREAK AWAY SESSIONS (Magnolia, Willow, Maple Halls IHC) 09:30 11:00 HRS Culling Out Policy and Programme Priorities: Group work to deliberate on a way ahead Working on key recommendations to be submitted to the respective Governments in Member States Priorities for Civil Society Organizations to work on engage in work with out of School Adolescents Facilitative strategies to be adopted by Governments to promote civil society work with adolescents Group I Chaired By Ms. Jameela Ali Khalid, Maldives Group II Chaired By Mr. Ehsanur Rahman 11:00 11:30 Hrs TEA/COFFEE BREAK 127 SESSION: X PLENARY SESSION 11:30 13:00 hrs Finalizing 10 key recommendations for re- sponding to the 21st century learning needs of Adolescents. Chair Mr. Anil Bordia, Chairperson, FED, Rajasthan 13:00 14:00 Hrs LUNCH BREAK SESSION VALEDICTORY/ CONCLUDING SESSION : 14:00-15:00 14:00 14:10 hrs Presenting key recommendations: Ms. Shub- hangi Sharma, UNESCO New Delhi and Ms Randeep Kaur, Plan India 14:10 14:15 hrs Some observations on the three day pro- ceedings : Ms. Bhagyashri Dengle, Executive Director, Plan India 14:15 14:30 hrs Response from the Government; Shri Jagmo- han Singh Raju, Joint Secretary and Director General NLMA, MHRD 14:30 14:40 hrs Response from the Government: Mr. A.K. Upadhyay, Secretary (Youth Affairs) 14:40 14:50 hrs Response from the Government: Ms. Anshu Vaish Secretary (SE&L), Department of School Education & Literacy, MHRD 15:00 15:10 hrs Way forward and Vote of Thanks by Shri Ar- moogum Parsuramen, Director and UNESCO Representative to Bhutan, India, Maldives and Sri-Lanka 129 List of Participants S.No. Title Name of Participants Organization/Department/ Institute Country 1 Ms A.L.P. Weerasinghe Deputy Director of Education, North Western Province, Sri Lanka Srilanka 2 Mr A.K. Upadhyay Secretary (Youth Affairs),MHRD India 3 Dr Amit Kumar Shrivastava School of Good Governance, Bhopal India 4 Mr Anil Bordia FED, Rajasthan India 5 Ms Anjali Agarwal State Resource Centre, Indore India 6 Mr Anjan Kumar Dahal CeLRRd Nepal 7 Ms Anshu Vaish MHRD India 8 Ms Aradhana Yadav UNOPS - Norway India Partnership Initiativ, Jaipur India 9 Ms Asheema Singh National Institute of Open Schooling India 10 Ms Ashraf Patel Pravah India 11 Mr D.M.C. Dissanayake Plan Srilanka Srilanka 12 Mr Deep Purakayastha PRAJAAK India 13 Mr Deepak Sharma Ministry of Education. Kathmandu Nepal 14 Ms Dipta Bhog NIRANTAR India 15 Mr Ehsansur Rahman Dhaka Ahsania Mission Bangladesh 16 Mr Farog Ahmed Jami Care India India 17 Ms G.Y Wijesooriya Deputy Director of Education, Non Formal Education, Ministry of Edu- cation, Srilanka Srilanka 18 Ms Geeta Narayan United Nations Population Fund India 19 Ms Gopika Bakshi The YP Foundation, New Delhi India 20 Mr Gurmurthy Kasinathan IT for Change (ITfC), Bengaluru India 21 Mr Hasrat Ajjumend Grass root India Trust, Delhi India 22 Ms Havovi Wadia Lehar, Mumbai India 23 Ms Indrani Bhattacharya Child in Need Institute (CINI) India 24 Ms Indrani Sinha Sanlaap India 25 Ms Jameela Ali Khalid Maldives National Commission For UNESCO Maldives 26 Ms JamyengCheoden Bhutan National Commission For UNESCO Bhutan 27 Ms Jaya United Nations Population Fund India 28 Dr K. Sekar NIMHANS, Bengaluru India 29 Mr K.B Subramaniam Pandit Sunderlal Sharma Central Institute of Vocational Education India 30 Mr Kamal Herath Plan Srilanka Srilanka 31 Ms Kavita Ratna Concerned for working children India 32 Ms Lakshmi Hariharan Srushti, Bengaluru India 130 S.No. Title Name of Participants Organization/Department/ Institute Country 33 Ms Madhu Ranjan United Sates Agency for Interna- tional Development New Delhi/ India India 34 Ms Madhura Dutta banglanatak dot com, Delhi India 35 Ms Manidipa Ghosh Child in Need Institute (CINI) India 36 Ms Mirna Guha Sanjog, kolkata India 37 Mr Mohamed Hashim Executive Ofcer, Maldives poly- technic. Maldives Maldives 38 Mr Murali CAP Hyderadabad India 39 Mr Murari Lal Thanvi Doosra Dashak India 40 Ms Nivedita Gupta Social Statistics Division, Ministry of Statistics & P.I. , Govt. of India India 41 Dr P. Sivakumar RGNIYD, Chennai India 42 Mr P.B.Sajeev Aide et Action International - South Asia, Chennai India 43 Ms Pallavi Patel CHETNA India 44 Mr Pankaj CYSD India 45 Mr Pawan Gupta Society for Integrated Development of Himalayas (SIDH) India 46 Ms Pritha Ghosh India 47 Ms Ragini Sahai Department of Applied Science & Humanities, Galgotia College of Engineering & Technology, Delhi India 48 Ms Raja Rajeshwari Reddy Foundation India 49 Mr Rameshwar Lal Urmul Lunkaransar India 50 Mr Rezaul Quader Director General, Bureu of Non for- mal education, Ministry of primary and mass education, Dhaka Bangla- desh Bangladesh 51 Dr S. Tajamal Hussain Shah Deputy Educational Adviser Minis- try of Education, Islamabad Pakistan 52 Ms Sadhna Jain Department of Family and Child Welfare, Aditi Mahavidyalaya, Uni- versity of Delhi, Delhi India 53 Ms Sangita Puhan Plan India (South India ofce) India 54 Mr Sanjeev Rai SAVE THE CHILDREN India 55 Ms Sehba Hussain BETI Foundation India 56 Ms Shabnam Aziz Doosra Dashak India 57 Mr Shafqat Ali, Assistant Educational Adviser, Minis- try of Education, Islamabad Pakistan 58 Md Shahidul Islam Deputy Secretary, MOE, Dhaka Bangladesh 59 Ms Shailaja Vincent Plan India (South India ofce) India 60 Ms Shanti Menon ERU India 131 S.No. Title Name of Participants Organization/Department/ Institute Country 61 Ms Shereen Akhter UNESCO Dhaka Ofce Bangladesh 62 Dr Shubhra Dwivedi Socio Economic and Education De- velopment Society (SEEDS) India 63 Ms Shushmita Dutt Raipur India 64 Ms Suman Sachdeva Care India India 65 Ms Suniti Neogy CARE INDIA India 66 Mr Tap Raj Pant UNESCO Ofce in Kathmandu Nepal 67 Ms Tashi Pelzam Bhutan National Commission For UNESCO Bhutan 68 Mr Ubaidullah India 69 Ms Uma Ainapure SAVE Foundation, Sangli Maharash- tra India 70 Ms Upma Urivi Vikram National Center for Adolescents India 71 Ms Urmila Sarkar UNICEF India Country Ofce India 72 Dr Vanita Nayak Mukherjee Ford Foundation India 73 Ms Vimala Ramachandran Educational Research Unit India 74 Mr Vishnath Koliwad Family Planning Association of India (FPAI) India 75 Mr Armoogum Parsuramen UNESCO - New Delhi India 76 Ms Bhagyashri Dengle Plan India - Delhi ofce India 77 Dr. Shubhangi Sharma UNESCO - New Delhi India 78 Ms Randeep Kaur Plan India - Delhi ofce India 79 Ms Alison Macbeth UNESCO - New Delhi India 80 Ms Nidhi Chawla UNESCO - New Delhi India 81 Ms Shreya Baruah UNESCO - New Delhi India 82 Ms Lily Vishwanathan Plan India - Delhi ofce India 83 Ms S. Sandhya Plan India - Delhi ofce India 84 Ms Shompa Mohanty Plan India - Delhi ofce India 85 Ms Rituparna Bose Plan India - Delhi ofce India 86 Ms Poonam Rajput Plan India - Delhi ofce India 87 Ms Anubhuti Patra Plan India - Delhi ofce India 88 Ms Neelima Pandey Plan India - Delhi ofce India 89 Mr Pravin Jha Plan India - Delhi ofce India 90 Ms Vineeta Sirohi NUEPA India 91 Ms Rajani Pravah India 132 S.No. Title Name of Participants Organization/Department/ Institute Country 92 Mr. Shailendra Sigdal UNESCO India 93 Mr. Mohammad Ahsan CEDPA India 94 Mr. Vijay P. Goel MHRD India 95 Mr. Sanjay MHRD India 96 Ms. Sanjana Das Child Fund India 97 Mr. Venkatesh UNICEF India Country Ofce India 98 Mr. Binay Pattanayak UNICEF India Country Ofce India 99 Mr. Ritesh Datta SAVE THE CHILDREN India 100 Mr. R.K. Srinivasan Plan India - Delhi ofce India 101 Mr. Vibhuti Pandey Plan India - Delhi ofce India 102 Dr. Colin Yarham HEPI India 103 Mr. S.K. Goyel UNESCO Chronicle India 104 Dr. V.S. Mehrohtra PSSCIVE India 105 Mr. Vedprakash Gautam Plan India - Delhi ofce India 106 Ms. Nidhi Sen Public Interest Foundation India 107 Ms. Clair Noronha Collaborative Research and Dissemination India 108 Mr. Amit Chakraborty Plan India-Delhi ofce India 109 Mr. Gordhan Singh Plan India-Delhi ofce India 110 Ms. Chhavi Vora Consultant India I3 March ZII NeweIhi, India SeIected Best Practices, Report ol the Conlerence and Recommendations United Nations Educational, Scientific and Cultural Organization South Asian RegionaI Conlerence South Asian RegionaI Conlerence Responding to the needs ol 0ut 0l SchooI AdoIescents xperiences ol South Asian Countries Responding to the needs ol 0ut 0l SchooI AdoIescents xperiences ol South Asian Countries P|an India F-12, Kai|ash Ce|eny, New De|hi - 110048 Tel . 1-11-46558484 Fax . 1-11-4655844J Email . lanindiaQlanindia.org Website . www.lanindia.org UNFSCD UNFSCD Heuse B-5/?, Safdarjung Enclave New Delhi- 1100? Tel. 1-11-?671J000 Web. www.unesco.org United Nations Educational, Scientific and Cultural Organization