appendix 1 observations at read center for education and...

Tanja Panadit Clausen 29.07.2016 CCG Master Thesis

Appendix 1 Observations at READ Center for Education and Women Empowerment Village Shahbad Mohammadpur, Dwarka (Sector 21) F/109 Near Shyam Ayurvedic Medical Store Main Road Railway Station, New Delhi 61 Contact: Anju Gaur, center coordinator, +91 8527383456 Date: April 25, 2016 Observation guide:

● Activities ● Environment ● Appearance of users ● Human Traffic ● Interaction and verbal behavior ● Gestures and physical behaviour

How, when, with home….. Roles, resources, time, number of participants, activities. Arriving 12:30: I have been in contact with Anju regarding my visit, by mail and when in India by text (phone). The center is located in an area of high poverty and with a large number of inhabitants. Only men and children were seen in the streets. Older woman greeted me at the taxi, she did not speak English, but hindi. The woman was very welcoming and warm. I later discovered that she is the caretaker of the center. The woman took me to the center and showed me to Anju’s office. Anju was very welcoming as well. She told me a little about the center and showed me the different facilities including a library, a school for the smallest children in the community, a sewing working space and a computer room with six computers. The library was under construction, so all books were temporarily moved to Anju’s office. In the sewing room there was a teacher teaching five women how to sew clothes. The women was very eager to talk to me and seemed very excited to have a foreign visitor there. Anju told me that they after the 3-6 months sewing training could work in production in the city (Delhi). There were also a room with some sewing machines for bigger production. As the clock was turning one, the children left the school to go home for lunch (lunch break between 13:00-14:00). The school entertains 25 pupils between 3-5 years. We went down to the computer room, where five women and girls and one boy were learning basic computer skills. As there were only six computers, two women were sharing. The training takes 6 months in total and teaches the students basic skills in computer, such as Word, Excel, Powerpoint etc. The teacher, a young girl, was a former students, she had only hold the job as a teacher for two months. She seemed very happy with her new job. The students were writing in Word, changes colours of the letters, size etc.. One was writing a text off from a newspapers, others had READ material they were copying into Word. All


was in English, I am uncertain if they understood all there was written (later Anju told me the center did not provide any language classes). The boy was working in Powerpoint. Lunch break 13:00-14:00 The boy and the women shots down their computers and leave the room as the clock turns 13:00. Anju takes me to her office where we will have lunch prepared by the teacher. Anju tells me that both women and men are welcomed in the center, but the men of the community thinks it is mainly for women, and only few come to check out books. She tells me that her husband is very supportive and also involved in the center. She further explains that the women come to the center to learn basic computer skills for prosperity jobs or for their children, as they will need to learn this in school. We have lunch and chit chat about differences of Denmark and India. I tell them about my master thesis, and why I think it is so interesting and important doing observations as well as interviews. Anju tells me that she has arranged with three women to come by the center the day after, for me to interview them. All women has been or are through computer training. 14:00-15:30 Observing a computer class. There were six computers in the class. The computers were outdated, and one also kept shutting off. The room is warm, there is no air condition. The old woman brings my tea, and Anju takes a seat next to me. I try to explain her about my reasonings for observing and what I will be noting; things like how many students, computers, what do the students do etc. Two girls arrive first. Material is handed to them by the teacher. The girls are given the task to make a timetable in Word, copying the one they are handed. Anju tells me that the girls has been taken computer class for one month. The girls look at me, they are shy and clearly feel nervous about me being there and watching them. It is not explained who I am, but as I speak English with Anju it is clear that I am a foreigner. The teacher sits behind the students, watching their screens and their work. One other girl arrives to the class. All three girls are around 15-18 years old. The two first girls are dressed modern in jeans and t-shirt, the third girl is traditionally dressed. The girls help each other with their tasks. There is an open dialogue between the teacher and the students, the environment is free and the atmosphere seems relaxed. The task of making a timetable is mostly to copy the timetable given to them. The timetable is written in English, and the girls does not seem to be critical (or always understand) about what they are writing. As I am observing them work, I learn that their skills is very basic, and the way they produce the timetable leaves me to believe that their skill set in computers are very low and I am surprised how basic they learning are. As I sit and observe the computer class, I feel observed by Anju. It is clear that they are calling from the HeadQuarter to check up on Anju and me. Though I do not understand what they are talking about I hear my name mentioned several times. The girls seems to be more relaxed about my presence. They ask me about my name in broken English. It is clear that their English is very limited and they do not understand what they are typing. Girl number 3 (last girl to enter the room) works on a different task. She is working on a powerpoint presentation about setups and other functions on a computer. The teacher reads up from the material to girl number three, the girl is suppose to write this in her


presentation, the teacher takes over the keyboard and types for her; all in advanced English. The computer is not functioning correctly and girl 3 changes to another computer. Anju leaves the room and leave me to my observations. Girl 1+2 still works on their timetables, they make it very complicated (drawing lines instead of inserting a table), and for me it is clear that there is easier ways to make the timetable, the teacher helps them, her skills is limited as well and they are not using Word functions as easy as it could be done. Girl 2’s computer crashes and she has to start over. A five year old boy comes into the room to say hello. The teacher tells me that the children of the community often comes to the center after school to get help with their homework or read in the books. She also tells me that the government schools are not good and that the children does not learn what is needed to know. In the center they try to help the children as well. The teacher’s phone rings and she leaves the room for about five minutes. The girls work quietly. When the teacher comes back she talks with the girls. They all laugh together. Girl 3 asks for help, the teacher helps her in a very friendly manner. Girl 2’s computer crashes again. It seems to often happen that the computers does not function well. Girl 1 has finished her timetable (14:53). The teacher looks at it and compares it with the given material, it looks exactly the same and she approves of the task. Girl 2 finish as well and saves her work on the computer. The two girls get a new assignment in Word. The new assignment has the headline ‘I have become a teacher’. They again have to copy a text - in English - and use different graphics for headlines etc. The text is an empowering text about a woman who comes to the centre, learns basic skills and then become a teacher. She is becoming a teacher because she believes all girls should be taught. Anju comes back to the room. Two new girls enters the room (15:20), they are there for the next class starting 15:30. Girl 1+2 shots down their computers and leave the room just as two young boys enter the room. I leave the room as the class ends. 15:30-16:00 Talking with the children. I go in to Anju’s office. 10 children, Anju and the caretaker sits here. As the library room is under construction, the books are temporarily moved to Anju’s office. I sit and talk with Anju while the children are doing homework. They are very interested in me, and keeps talking to me in Hindi and very broken English. Anju tells me that this is a very poor community. The men are allowed at the center, but only very few comes. The children are coming to the center after school to get help with their homework. I sit with the children and read them from an English children’s book. They are very eager to learn. Anju calls me a taxi. General thoughts: It seems as the READ center functions just as much as a safe-place for women and children as a library, training center etc. It is a very open place and everybody seems welcome. Despite other experiences in Delhi with a big gap between the castes and a lack of respect


from higher cast to lower, everybody is very nice to eachother here and I see no disrespect. Everybody are friends and help each other, they see the value in being empowered. Anju seems worried if they did not perform, and keeps asking me if everything is okay and if I am getting the right information. Furthermore I was clearly being observed while doing my own observations, as well as while casually talking to the users of the library.

Tanja Panadit Clausen 29.07.2016 CCG Master Thesis Appendix 2 Interviews with two women at READ Center for Education and Women Empowerment Village Shahbad Mohammadpur, Dwarka (Sector 21) F/109 Near Shyam Ayurvedic Medical Store Main Road Railway Station, New Delhi 61 Contact: Anju Gaur, center coordinator, +91 8527383456 Date: April 26, 2016 Present during interview: T - Tanja R - READ coordinator R2 - READ Teacher W1 - Woman 1 W2 - Woman 2 T: Okay, thank you. I will just put it here. I am really happy that I can interview you. Maybe if you can first tell a bit about yourelf, or maybe I should tell a bit about myself. I don't know how much you have been told, ummm, but I'm from Denmark. R: Translating into Hindi T: I am writting my master thesis about libraries and computers in India R: Translating into Hindi T: So just to, mmm, I'm just here to do some reserach, to get some ideas how it actually works in India, instead of just reading books about it R: Translating into Hindi T: Ummm... maybe if you can tell a bit about yourself, I'm not sure if you understand? How old you are.....? R: Translating into Hindi W1: Ummm.. My name is xx, umm... I'm a housewife, I'm... (Talking in Hindi) R: I have two childrens W1: I have two children T: Yea, - this is one of the? Very cute! How old is she? R: Translating into Hindi W1: Two years T: oooh R2: Her name is Hazel T: Hazel, that's a pretty name. Very cute R: Talking in Hindi W1: Talking in Hindi R2: She has a good experience coming here T: Okay R: When she came to the center to learn computer, and she gained... R2: Knowledge. She really didn't know how to take mouse properly and how to train computer and how to start.... T: Okay, so she had to learn everything from the beginning


R2: Yea, and that had a great impact... on her life. T: That's good! Did you, before you came, or started in the center, what is it then - 6 months ago? W1: 6 months T: Yea, did you before... did you go to school? When you were younger? R2: Yes, she completed graduation... masters T: AH, okay! And how old are you, sorry? W1: Talking in Hindi.... 30 years T: 30 years! Very beautiful! W1: Giggling T: Umm... How did you hear about the center? R2: She lives nearby, in Shahbad T: Okay, but did you hear... did you learn about from some of your other friends? Or did you maybe meet some of the workers here? R: Translating into Hindi W1: Talking in Hindi R2: She heard by someone T: Okay W1: Talking in Hindi R2: Laughing. Are you getting something of that? (Everybody lauges) T: Noo. (Laughing) I'm just nodding R2: She came here for learning computer. She loves the environment. And the.... talking in Hindi W1: Talking in Hindi R: She started coming to the library and she see the environment is very good. R2: And she started coming T: Okay R: Many courses are in the library: library, computer... but she is mostly into the computer, so she reads computer books. T: Okay R2: She takes admission of computer books T: And how will you use your new skills, in the future? Have you thought about anything? W1: Talking in Hindi R2: She wants to become a teacher or something T: Oh, that's good! A computer teacher or a teacher for children? R2: Children... or anything T: That's very nice! Ummm.... So I want to ask, 'cause I'm also studying, you know, the life of women in India, and how it is to be a woman in India, which is very different from where I'm from. So I just wanna ask, if it's okay, if you don't wanna answer it's okay, when you told your husband that you wanted to come here, was he supportive of it? W1: Supportive... Talking in Hindi R: (Talks in Hindi) Her husband is very supportive. T: Okay R: He convinced her in-laws that she is coming to the library. T: Okay! R2: They are generally not interested, but eehhh, she convinced them


R: That interesting (Women laughing) T: That's very good! And how do you think, do you think it's a problem in India that you need to convince someone - or your family - that you need to come to a center like this? W1: (Talks in Hindi) R2: They are not interested in (talks in Hindi) to ehh... send the family to the centers. They're not interested. T: Okay R2: No proper experience W1: (Talks in Hindi) (Women laughs and talk in Hindi) R: It's difficult. T: Yea, very difficult.... Have you told your friends about the center, have you tried to tell other women to come? R: Women.... The women's thinking is very low so... R2: They're not broad minded. T: Yea, that's a problem R2: Difference of girls and boys, communities... R: Community members... very low! T: Yea, that's what I hear a lot about R: It's very difficult to convince them! T: Yea, yea! And how is it when they are in school, is it the same for children - boys and girls? R2: Not for children. For ladies only. T: Okay. R2: After 12 they starting (talks in Hindi). T: Okay, so after they are 12 you can see their roles are changing R2: Changing. Yea. They are getting bigger. More grown up. T: Grown up, yea. Okay, uummmm. So, so just maybe just a last question to sum it up. This is very short. Umm... just, what do you think it means for you coming to the center? How has it chnages your life? (Women talking in Hindi) R2: There's a big change. Comming to center. W1: (talks in Hindi). New emoitions. R2: Confidence level increases. W1: I do. I do something. T: In the center, do you talk a lot about these roles and emotions that women have? Do you talk about women empowerment alot and how to change the roles? Do you discuss it with other women, or? R: Yea, she discuss many things with us. T: Okay. R2: She wants to do something in the future. T: Yea. So this center has given something new, how do you say it... R2: It increases her confince level. T: Yea, broaden up some opportunities I guess? R: Yea. T: That's really good.


R2: She's now changed. R: She's busy with us. (Women laught) R2: She also wants to do English speaking course T: Oh! Can you do that here, in the, in the center as well? R: We are planning. In future. T: Okay. That's very good, yea. R2: A lot are intersted. T: Yea, I can understand. Also very good with the computer. English and computer, combining them. R: We also want it. (Women laugh) R2: Including English. It's very important now. (Women talk in Hindi and laugh) T: Okay, well, that was actually it. It was only a very few questions. Thank you! Umm... Can I ask you the same questions? (Women laugh and talk in Hindi) R2: She is scared, doing interview T: Oh is she? R2: She don't know English T: Oh no no, but we'll make it work. (Women laugh) T: Okay. Umm... Again, if you can just tell me a bit about yourself; how old you are, if you are married, if you have any children? (Women talk in Hindi) W2: My name is xx R2: I am 35 years old W2: I am 35 years old. T: 45? R2: 35 years old. W2: (Talks in Hindi) R2: I am married W2: I am married (Women talk in Hindi and laugh) W2: I two children. T: How old are your children? (Women talk in Hindi) R: One boy one girl. T: And how many years are they, your children? W2: 10 years and 13 years old. T: Okay, so big. Teenagers almost. Umm... So you have a job working in the police. How long have you been working? (Women talk in Hindi) R: 8 years T: Okay, for a long time. And how did you lern about the center? (Women talk in Hindi. W2: (laughs)


T: Oh from you (woman1)! You told her to come with you? R: They are neigbours. W2: I am very interested for (laughts). (Women laugh) T: You took her and said you're coming? W1: Yes. (Women laugh) T: That's good, that's good. (Women laugh) R: They are best friends. T: Ooh, that's very nice! So, so why did you want to learn about computers? (Women talk in Hindi) R2: Computer is a requirement for her job. That is a computer work. T: Okay? And, so it's to get better at your job and be able to do something. But do the police not offer you computer training? R2: No... (Women talk in Hindi) W2: In office. Computer work. (Women talk in Hindi) R2: They give trainig but for lesser day, like for 7 days only. T: Oh! That's not enough to learn everything. You need more than 7 days. I understand that..... And umm..... What do you like about coming to this center? (Women talk in Hindi and laugh) R: She says, the staff is very good. T: Oh well, you have to say that now they are sitting here! (Women laugh) R: We are a family. T: Yea, that's very nice to see. Umm... Let me just see. Are there many women working in the police? (Women talk in Hindi) R: Many T: Many, okay. And is it easy to work as a woman in the police? (Women talk in Hindi) W2: Yes. R2: It is safety T: Okay, no problems. Do you think it is easier sometimes for men sometimes to work, or do they have, like do they get a higher salary for instance, than women? Is that common in India? R2: There is no problem. (Women talk in Hindi) W2: No. T: Okay, well that's good. So... we'll except that making a lot of making good friends and having a good environment here, umm... How has the center, what has it meant for you, has it done anything for you as a person? (Women talk in Hindi) T: Just. I'm just asking the same question. What it means for you to come to the center? Or how it has changed your life?


(Women talk in Hindi) R: New knowledge. T: Okay, that's very nice. It's ahh.. it's very different than from where I come from. (Women laugh) T: It's very interesting! Did you also graduated school, when, 14? (Women talk in Hindi) R: Yes R2: Completed graduation T: And how... does your daughter go to primary.. or she's to young? (Women talk in Hindi) T: Will she learn computer when she gets bigger? (Women laugh) T: Well thank you very much. It was very interesting. Very short. R: Yes. T: I wanted to ask, can we walk a tour around, can I see the village? Is that okay, maybe, do you wanna show me around. Do you have time? R: They have no time. T: No time, okay. They have to go home. R: Because they are living with the family. 5 'o clock. T: Yea, okay, no worries. (Women talk in Hindi and laugh) R: Because it's too hot T: Yea, it's very hot. No problem. (Women talk in Hindi)

Tanja Panadit Clausen 29.07.2016 CCG Master Thesis Appendix 3 Interviews with Geeta Malhotra, country director, at READ HQ 2016, 1st floor, Sector 45 Near Ramada Hotel Gurgaon 122003 Contact: Smita Rai, center coordinator, +91 9811681776 Date: April 27, 2016 Four themes of the interview:

1. The work of READ India centers related to women empowerment 2. The goals and achievements for 2014 3. The Indian Government/Right to Information Act 2005 4. International actors influence on women empowerment in India (and with READ)

All questions (see other document) was asked to be send before the interview. When arriving to the HQ, Geeta Malhotra had answered questions in the received document. I was not allowed to record the interview, neither take note - as she said, all her answers were already in the document. Below notes is therefor from past the interview as best remembered.

● First teach the different cultures/religions to work together, then the women can become friends and work on developing together

● A lot of the work is actually for the next generation, so the women see it is important to educate their children and keep the girls in school

● Changing mindsets is changing social structures ● READ India has experienced an increase in funding from the Indian Government

Story of empowerment told by Geeta Malhotra: A young woman was beaten by her husband. Her family did not want to help her and she was forced to stay with her abusive husband. The woman started coming to the center, learning a skill in order to make some money. As she started to earn her own money, she could pay her own expenses to the family, and eventually gained their respect. As they “saw” her, they took her away from her abusive husband. Other notes: The interview did not have the character of a dialogue as I hoped it would have. The atmosphere was not very open or welcoming. When I tried to ask more critical questions about the government, fundings and the RTI Act, Geeta shut me down with that the organization does NOT work with rights, but simply makes libraries.

Tanja Panadit Clausen 29.07.2016 CCG Master Thesis !

!

Appendix 4!Interview with Geeta Malhotra, country director, at READ HQ !!2016, 1st floor, Sector 45!Near Ramada Hotel!Gurgaon 122003!!Contact: Smita Rai, center coordinator, +91 9811681776!!Date: April 27, 2016!!Semi-structured interview presented as a dialogue between READ representative and Tanja Panadit Clausen. My focus is on women empowerment through education, technology and information.!!Four themes of the interview:!!

1. The work of READ India centers related to women empowerment 2. The goals and achievements for 2014 3. The Indian Government/Right to Information Act 2005 4. International actors influence on women empowerment in India (and

with READ) !!For first theme I would like to touch upon questions as below. As the interview is semi-structured, these might change or other questions will be asked depending on the dialogue:!

!● First I would like you to (briefly) describe the work of READ in India in regards

to women empowerment.!!Women are the integral part of the Library programme. READ Centers partner with the communities and we form the Library Management Committee, 50% women are the members of this committee.!!We believe that if a woman is empowered, she can send her children to the school by not only taking this decision, but also will save money for her child’s education.!!READ’s experience is that women when start earning the money, their attitude towards their own self, their family, the society they represent changes in a positive direction as she realizes that she herself has come out of her own beliefs and the society pressure of non acceptance, with her hard work, she has changed the perceptions of the people for her. She is trained on maintaining her own dignity, self-respect and make her place stronger with her positive attitude in the family and society as a whole.!!

● Can you tell me about the different community centers (focusing on women empowerment) and its main activities?!!

Tanja Panadit Clausen 29.07.2016!CCG Master Thesis!!

!

READ India has almost 21 Centers and basic programmes are the same at every Center like women empowerment workshops, their livelihood trainings, management of the Center and join the sustaining enterprise which READ India launches with the launch of the Center.!!Her role and responsibilities are clearly defined in the beginning for the growth of the Center and she starts working on learning the skill. She takes charge of the sustaining enterprise with the support of other stakeholders and keep on sharing the best practices and challenges which they face from time to time.!!

● What are the ‘Self Help Groups’?!!Self Help Groups are the groups facilitated by the trainer among women, who form the affiliation groups first without talking about savings. In rural India, the caste issue is there, normally two women from different castes are not comfortable sitting together, these Affiliation groups help them to understand each other and the boundaries created by the caste and religion are broken in a phased manner. Then, these women are given the training on how they can contribute some money on a monthly basis and create a pool of funds. Whosoever needs the money on an emergency basis could request for a loan on a very minimum interest amount. This is like a non-formal banking system. This group formation helps them to rotate the money as per their needs and a level of trust is being built among themselves.!!Sometimes, they save more than a limit which the government banks also recognize and open their bank account. The government bank also provides them the loan to start a micro-enterprise or otherwise for their self-utilization and return to the SHG.!The women are given training on maintaining their accounts, create their own pass-books (ledgers) and also have a common ledger where these women sign and do the money transactions.!!

● Can you describe the (female) users of the centers?!!The female users of the Centers are the women and adolescent girls from the rural areas around 10-15 kilometer radius. They can walk and come to the Center on a regular basis to learn a skill, to attend the women empowerment sessions, to bring her child for the Early Childhood Learning programme or in the Library for reading books, or attending any specific programmes for enhancing her child’s capability in learning. These women are doing everyday household work for 10 to 12 hours which is not recognized even by their family members as this is the culture and the common trends. She takes care of the cattle, cleaning of the house, fetching water, cooking, feeding the animals and the family members, sending her children to the school etc. She never thinks of herself. (During the workshops, when we tell them to share about themselves in two sentences, the answer is that they have not thought of knowing themselves.) It is a difficult task and we use different techniques to remove their inhibitions and make them understand about themselves and make them realize about their hidden potential through role plays, art therapy, discussions, one to one counseling etc. We believe that even the basic reading and writing skills can help them learn computers and use other technology tools. We give the audio recorder in her hand wherein she can record her voice and listen. These various techniques help them to bring a change in themselves.!!

● What difference do the community centers bring to women?!


!

!The women realize their existence; they can talk in front of others about themselves, about their family, about the society issues and share their learning among their peers and even in front of the outsiders. Once they come to the Center and realize their potential and what they can get from the Center, they are eager to learn and earn. Money power is a big power for them and that helps them to take decision for themselves and for their families.!

!● What do the women mostly use the centers for: Training, information access,

meeting other women?!!Learning, reading, writing, skilling, joining the livelihood programme, earning some money, taking care of their children’s education, better understanding on various health issues, meeting other women, sharing their learning and visible impact on others.!

● What do you think rural women in India mostly need; information, skill training, education etc.?!

!Self-respect, dignity, relevant and needed information, skill to learn and earn, education for themselves and for their children, happy and healthy life.!!!

● Can you tell me about the people working in the centers; who are they, what are their qualifications, how did they get the job, what are their tasks?!

!These people are either from the same village or the adjacent villages. They are high school pass and above, who are the staff at the Center. Women who come for the learning are either illiterate or having primary to secondary education, some are graduates and post-graduates. As they belong to the rural villages, they do not get opportunity to explore. READ Centers provide them the opportunity. The staff manages the Library, computer learning, early children development programme, women livelihood programmes, facilitate other programmes which READ India focuses on education, health, women empowerment, farming, ICTs, youth development, life skills etc.!!

● Have there been any conflicts with the male population in the communities where the centers are?!

!Yes, sometimes they do not allow women to come to the Center. But with our constant efforts and when they realize the importance of the Center, they do not have any objection. Women and their families say that the Center is like a temple for learning for them. As our programme is more of women and adolescent girls oriented, sometimes there are inhibitions that men do not have anything to learn. When we talk about various programmes on education, health, farming, ICTs etc. they start coming at the Center. !!Men are also the part of the stakeholders committees set up by READ India for various programmes and Library Management Committee as well.!!

● What is the biggest impact from the centers on local women’s lives?!!Change of their mind-sets; change in their attitude; reality about women empowerment; decision making to some extent in their families and sometimes


!

strong decisions about their children and their own self. Better earning attitude and one of the most important impact is sparing time for themselves.!!

● How do you “choose” the areas/communities where you wish to make a new center?!

!The areas where we get the maximum response and the community is willing to partner with us.!!I am aware that there are many centers located in India, and I do not expect to learn about them all, also every community is different and therefor answers cannot be generalized. I hope to touch upon above questions briefly.!!For the next theme I would like to ask about the reasoning behind the focus on empowering rural women in 2014:!!!!

● What were the goals for 2014?!!Apart from the regular programmes at the READ Centers on women empowerment and livelihood, we trained 1000 women in 2014 on four skills, namely beauty and wellness, nursery teachers training, computer literacy and stitching and sewing. 1000 women were regular visitors at four of READ Centers in Delhi, Uttar Pradesh, Rajasthan and Bihar. Apart from the livelihood skills, women were empowered on health awareness, reproductive health, adolescent health, importance of immunization etc.!!

● Were the goals achieved?!!The goals were achieved. A report is also available for reference if you so desire. This report has been submitted to the Ministry of Women and Child Development.!!

● Why not before focus on women empowerment before 2014?!!This concept was from the beginning. During the passage of time, it is becoming more focused, result oriented and increase in the number of women beneficiaries.!!

● Can you tell me about the 10-scale formula READ India has devised to bring women to a level where they are empowered?!

!Ten scale formula has been created by us as we were finding it difficult to measure the impact of trainings/workshops we have been doing with the women in relation to women empowerment. The 10 points highlighted and measured from the trainer’s perspective were as follows :!!Self Introduction; level of understanding; level of concentration; self-awareness; self-confidence; self-esteem; self-growth; self-presentation; self-discipline; self-decision making. These points are further broken to understand the change in them.!!!


!

● Can you tell me about the partnership with the Ministry of Women and Child Development?!

!We worked with the Ministry to empower 100 women. The details are mentioned above.!!The last question above leads me to the third theme regarding the Indian Government and the Right to Information Act (2005):!!

● What are the advantages teaming up with the Government of India’s National Mission for Empowerment of Women?!

!Knowledge resources; their team available at the State, District, Block level for providing assistance and help, at some levels guidance and to add value in the programmes.!!

● What is the role of the government/READ in this partnership?!!Reaching to the women collectively and designing the programme to empower women in a holistic manner.!!!“The basic object of the Right to Information Act (2005) is to empower the citizens, promote transparency and accountability in the working of the Government, contain corruption, and make democracy work for the people in real sense.”!

!● Are you aware of the Indian Right to Information Act (2005)?!

!● Do you believe the work of READ India can help to increase awareness on

women’s rights?!● How does rural women mostly learn about their rights, do they you their new

gained access to internet for this?!!They can get access to the internet. We train her to use the internet and she has to right to know whatever she wants to know by the use of technology.!!

● Why is it so important to empower women?!!Because she is also the important part of the World.!!!Lastly I wish to understand the work of READ India in a global context by asking below questions:!!

1. READ is an international/global NGO how does this impact the work of READ India?

!We are proud of sharing our association with READ Global and it helps us to present ourselves in an effective manner. The links are sometimes developed at the global level and sometimes at the National level.!!

2. Does/what international actors influence your work?


!

a. CEDAW b. UN MDG : 1st thing which we translate into action. We are addressing

these goals at the grassroots level. !

c. Global NGOs : Yes, they are our partners. !

!d. Others : Yes, our model is partnership based. We believe that we

cannot do everything on our own. We authenticate our content in partnership with expert NGOs. !

2. Do you think the international actors can influence the Indian government on the issue of women empowerment? UN Women; W.I.N. and there are many other organizations which influence the government. The International Organisation have their presentations with the Government. !!

3. How can international relations add value to the work of READ India? !

4. Can libraries in rural India innovate through internationalization? Yes of course, we are part of the Global Library programme of Bill & Melinda Gates Foundation. We have visited many a time to global libraries and learnt from them. READ India staff has been trained by International Organisation.

!

Thank you for your time and help!!

!

Tanja Panadit Clausen 29.07.2016 CCG Master Thesis Appendix 5 Interviews with Ritu Srivastava, programme manager, DEF House No. 44, 2nd & 3rd Floor (Next to Narayana IIT Academy), Kalu Sarai, (Near IIT Flyover), New Delhi – 110016 Contact: Udita Chaturvedi, +91 9717121310 Date: April 30, 2016 Present: T - Tanja Clausen R - Ritu Srivastava, DEF T: [...] I'm doing research for my master thesis on digital libraries and libraries in India, I'm mostly here to get an understanding of the culture and how things work, instead of sitting home in Denmark reading about it. R: So your master thesis is about digital libraries in India or what? T: In India. R: So being in Denmark, you're writing about India? T: Yea. That's why I'm here, to actually get to know India. My focus is on international relations and women empowerment, so the whole... if you have access to information and knowledge, if you can be empowered by that.So I think the digital public libraries are quite interesting. R: Okay... So from which university are you doing your masters? T: It's called Aalborg University, it's a small university in Denmark, and I did my bachelor in... I'm doing my master in international relations, and I did my bachelor in library science at the Royal School of Library and Information Science in Copenhagen. R: Okay, so I'm Ritu and I'm working with DEF, for more than 5 years. Okay, so I normally do not work with the specific digital library project, but I know about it, so I will tell you about what is DEF and what are we doing here and where we... what our focus areas are. T: Yea. R: So then you can relate with those [...] So we are more than 12 years old organisation, approx. 14 years, and this December we are about to be 15 years. Okay, so we are working in... we established our self in 2002, with the focus on that information is a barrier and that access to information is a barrier and that is... since information is not reaching the people, that is why everybody is... that is because electricity is not there, that is why poverty is there, that is why things are not... so we find that, that providing information is more important than anything, so that is, so we started this organisation having a focus on that we would try to bridge the gap of information from the main.. from the above to the poor because 70 percent of the population in India is living in poor and most of them those who are working are.. very diverse country.. either some of them are [...] some are in dessert, if you look at it at India's geography it is very diverse. So.. that is the reason why we started working with this work, and we work in five main areas, the one is education. In education we have two programmes, it's not, not, now we have more than three programmes, okay, and just one of the elements have become digital. So one programme is called Gyanpedia this was the first


project, where we started collecting content, content was gathered by 58 standard students, they were collecting and maintaining and then they were having discussions as well, with their teachers. So that was the first project. Then we have another project called NDLM which is, which alignment government mission program, national digital literacy mission, so in that one we try to provide digital literacy to every household of the Panchayas [noise]. So that programme is aligned with another sector. And third programme is District Public Library, in this one we try to make the public libraries. We take public libraries and transform them as a platform of one of, as acces point. In India most of district libraries are in traditional form where books are there, sitting tables are there, and people used to be silent, so those are the structure, and if you go [noise] number of public libraries are there, it's either far away or the books are either outdated, or even if books are there, nobody is, nobody is going to come, it's difficult to find books, because cataloging is not done properly. Nobody is there to guide them. Librarian is not sufficient person to guide them, no extra resources are available, and it's [noise]. So these are poor things, so we thought that we, we pictured that... public library we transform them, mixed with the traditional with the modern. So we kept the computer, cleared a digital section there, and we done the cataloging on the computer so that anyone coming can search the books on a easy way. Since the access of information was there, someone was there to help them, where is the book located as well as, there is also district libraries does not have a sufficient funding to management operative, so we were there to help them out this way... Also, in another way one person were also certificated to one platform, one space to kids, they came and enjoy and became more participating [noise] we did two sections, one is strictly for kids, one is strictly for other ones, and the adults who want the silence, they can go there. Kids also want to read, learn [noise], so that we adopted as a learning mode. This is something that we did, and we did it in... Syed is a better person to tell you more about it. T: Yea. R: Okay. So this is one of the projects that we is in power of. Now we are working on another project, we have another programme it is Access and Infrastructure. In Access and Infrastructure we have two projects: Wireless for Communities and CIRC - Community Information Resource Center. So this CIRC is basicly we establish the CIRC making a physical hub center. We places our smallest CIRC center, is having 5 computers with maximum 10 computers. In these CIRC, it's physically, we chose location in a way that it is unconnected region, it is not connected of any medium of communication and so we are going there basically, and we set CIRC with minimum of 5-10 computers with projector with CD with every infrastructure of digitally. So that physically CIRC can become a literacy center, vocational training center, become entrepreneur skill center, can become in an evening become an entertainment center where people can come and watch movies on youtube or we plug it on USBs, so they can watch films, and so and so we do. And digital information center we provide so right to [noise], right to other rights, we provide information about every scheme every government schemes, everything we provide there. So that physical center is accessible by community 24/7 and depending on the need of community, whether they want it 24/7, or they want to 8 pm, so we do that, some say no we want to 8-7 pm, so we do that depending on the location and the community. So this physical center is accessible, eehhh, by 5-10 km or then we also have mobile caravans. So we... in fact, when I say mobile caravans, so we gave them, and this physical center also has a wireless connectivity. That is where other projects also play a role. For example, in a CIRC wireless for community is another project they are unroll, because through these centers we further


distribute connectivity to other enterprises. Like. Eehhh.... Enterprises, NGOs, micro [noise]. We distribute the internet, so that's another. Then digital literacy, the primary element of that physical center, where we are providing digital literacy to every, we start to, mobilise, we do a lot of mobilise in the community itself so that people can come and ask in the physical centers. And all of the activities are completely free, but we charge them on the basis of their requirement, very minimum amount, less than... one cent we charge. T: Okay yes. R: That's it. Because one cent, in Indian currency is still a high amount. So one cent we charge just to make sure that center is operational. And, when people start giving us some amount, they want to replace that amount. And that is why, once they are hooked up to the CIRC, they do not want to go elsewhere. They understand, they understand why there is a need of internet in Indian life. So if community is handing fee, they understand that I can sell my product, from this one to anywhere else. If community is agriculture, they understand that I can access better information prob information marked before I go to the market. So, if the price of the prob is right now is 50 Rupis here, I can go and sell it here as well. And, so if.. all these information they can go and access at here. So we provide digital resources, how to use the computer, how to access the computer for their own benefit. T: Okay yes. R: So that is also one of the things. Then we have, we do work with the frontline worker. we work with the health education, health sector, with so many frontline workers that is in the areas. We work with the research advocacy that [noise]. Okay. Where we try to bring up talking about the rights, freedom to expression, how offline and online [noise] why access to information is as important online as it is important offline. Okay. So physical access is traditionally what we do, as you come from Denmark you understand me and you trying to access information at computer. So this is the way you do it. But then, we are trying to advocate, we are advocacy freedom of expression online and offline. Trying to do an advocacy around where Right to Information, right to entitlement [noise] so we are also trying to mobilise community, that this is your right, you should ask for it. And also giving support to administrative that before they come as an activist you provide them an proactive information, so this is [noise] communication we do it. So we work with the community, so that, you should know that this is your basic rights and you should know that you can avail these rights forms from these specific people. So now, at the administrative side, what we do, we select these government things that you can provide to community. And before community come and ask you, why [noise] this is available. So that is the thins as we do it. So we work on the both side; community as well as the administrative side. So try to bridge the gap between the two of them. Okay. so this is something we do in research advocacy. T: Okay. R: We try to bring, the research to both. T: Sorry to interrupt, does this happen at the... the advocacy, at the community centers, or libraries or the.... R: So, so physical centers are hubs centers, so where we provide, so this physical center we provide digital literacy, within the center we are providing information about all the government schemes and within the center we provide internet connectivity. T: Okay, yes R: So we have space, space like this one. We acquire space like this much, with the support of the local NGO. Because local NGO is the best organisation to mobilise community, because they understand the community.


T: Yea R: Okay. they have a trust and faith in community. Community has a faith in that particular local NGO. So we work with that NGO. And then we try to bridge the gap, we do the advocacy starting from here, then we use the motorcycle or any bike and take our small level of mobile version and go some other places, make one day camp there, do mobilisation. You see, if you come here instead of going to CIRC which is approx 25 km far away, you come 2 km access and information and then go. Because access and information in 25 km is difficult, but coming here in 2 km is quite [noise] so that is the, all are physical centers including district libraries, sometime become a [noise]. District library also have an online computer to provide every stuff, information, so that they can provide it. Also district libraries needs to have everything, it's not only meant for, gathering information, books only. It’s a place for, where people can come, sit and read something new. Community can come, kids can come and play something [noise]. T: Yea R: And, reading the newspaper is one thing, and then you can access information on a computer, so those kind of mobilisation we do it. However, I have not seen any public library, so I don't know the exact model. Syed can tell you much more about it. All we are focusing right now, we have in Kanpur, we have in Unnao. Okay. And we are also trying to collaborate with some district public libraries and trying to lead them, trying to update them modern and traditional, both ways. And engage, and trying to that community that this public library is, not that, some infrastructure. You can come and access it, if the time is 10 am to 7 pm it's open. You can come and access it. So that is the way it's been, trying to working hours. T: How many of these hubs are there now? R: We have, approx. 150 physical centers T: Wow R: Yes. And that is in 22 states. T: That's a lot. R: And it's more. Day by day, it's coming out. T: Yea. Can you see online where the centers are? Is it on the webpage? R: Yes yes, in DEF webpage it is there. T: Okay. R: Okay. And every day there is a new center which is coming out. We are now working with a school. We have adopted 10 schools in [noise], and to provide them information on right to education and making the school's [noise] with graduation [noise] (Phone rings, Ritu answers) R: [noise] We do not say that we come and do certain rights... (Phone rings, Ritu answers) R: Sorry. I lost it T: No worries. We were just talking about the centers... R: So these are the main primary areas. We work in.. so our right approach is not, it's not like we come out and... we work with both sides. Community as well as administrative. So for an example if we start working with a school, we will say, students have a right to know about that they have a right to clean water, they have a right to access clean, hygiene and sanitation. Schools should have two sets of toilets, one for girls, one for boys. So we tell them this one. Also we tell to the school community member, that you should build this one. So that is the way we approach right, these things a written in paper, you need to follow it.


T: Yea, R: Okay. So, working with schools and school community members as well. So our right approach is from both sides. And rights approach come from mobilisation from both sides. T: It's very interesting, very impressive! R: And we work with the, most of our centers are located in unconnected places, far away places, rural places. Even if we are working in Delhi itself, that place is slum area, that place either would be [noise] outskirts where you can only see the dumps and waste material. So we work in those locations. So some of our elements, in those terms, we provide the physical, try to bring them the books, the books in the libraries. Have partnerships with READ India on physical things. So we do all sorts of activities to mobilise as well. But Syed can tell much more, because he is a programme coordinator of that. T: Okay, thank you. I've been visiting the READ Centers here in Delhi. R: There are so many READ centers. Some of our centers, READ has [noise] T: I like what you said that you teach them to access information that is beneficial for the users R: Yes yes. so in our center people come from every location. Sometimes people come, like kids come. They want to access the Youtube, just to understand how these dance things is happening. Because [noise] one thing is, they are not reaching them out. No phone, no newspaper, no electricity, nothing. They have mobile phone, and they want to come and watch that video. So they come, they take out their micro simcard and they put it in, and they store the Youtube video. And other people come [noise] as if they are grown up and it is the only way to access, they will come for other information about probs. Tell me what is the price, tell me how can I reach these banks. How can I fill a bank form online they say. Because, instead of going from here to there, I fill it online as well. So, for those things we help them out. T: I saw on your webpage that there's also this programme called 'Help Women Go Online'. Is that also in the center you have this activity or is it... R: We did training for 1000 women and that training that we teach women to come online. So our structure model was from providing 8 hours of training, to 4 hours of training, to 2 hours of training, to 1 hour of training, and continuous training. So after 1 hour training, they understood why do I need to come. They understand I need to come online. Then in 2 hours, how do I come online, then in 4 hours why do I need to come online, so those kind of activities, this activity was done in physical centers hub centers, spoke centers, from physical centers we took the caravan and went to other places and made a one day camp, mobilised the community, told women that we are holding a camp here, before going, one day before we mobilised. We went there, only 2 hours, women can come, they cannot all come for 8 hours because they also have their families. They can't come for 8 hours. They came for 1 hour, okay they went, then, out of 10 if 5 are interested, we took them to the centers and they can access more information. We took a few of our laptops there and then they got training. So those are some of the [noise] model. Yes. This is the way we structure it, and we did it. And now, most of our, some of the centers are also depending on women require accessibility. So if they say we can't come because man is a trainer, then we keep both man and woman. T: Okay, yes R: As a trainer... We try to accommodate needs of both. And digital literacy is the basic, as how to turn on the computer, how to switch it off. How to use Word how to use wiki, simple simple elements, how to use Excel to make your own [noise]. So we try to tell them, how to


link with their own daily life. If you are a woman, okay, I spent today 5 Rupis, 6 Rupis I gave to husband, so this thing, how make your budget, what you spend. So we try to tell them. And then you can, okay, this is the how much you spent, you might save 2 Rupis and then in the end of the month, you might have saved 20 Rupis. Now you can see you balance sheet, your balancing. So we try to link up to their life. So those kind of elements we try to teach them. T: That's really good. R: Yes. T: I think that covered everything. Thank you. Notes:

● DEF has worked on 150 centers in 22 states ● Different programmes

○ Public libraries ○ Physical spaces/Community hubs ○ Project on women and internet ○ Digital Panchayat

● DEF work with other Asian countries and international organizations ● Rights can be understood differently from the whom the receiver is ● First step of empowering is giving the women self-confidence and a voice. Change

the social norms, then they can become activists ● “Teach women what is beneficial for them”


Appendix 6 Interviews with Syed Kazi, programme manager, DEF House No. 44, 2nd & 3rd Floor (Next to Narayana IIT Academy), Kalu Sarai, (Near IIT Flyover), New Delhi – 110016 Contact: Udita Chaturvedi, +91 9717121310 Date: April 30, 2016 The assistant of Syed; Ramendra Dwivedi, was presence as well. I was not allowed to record the interview. District Public Library Syed was one hour late to the interview. He apologizes and explains that he had to go to the bank for a bank statement. He is currently applying for a German visa, to go to a conference next month. I start the meeting with explaining who I am, my study program, my thesis and my interest in libraries. Syed takes over explaining about the programme ‘District Public Library’. Syed’s points:

● DEF is developing public libraries in partnership with the government and the local community

● So far they have worked on 7 libraries, more to come ● The biggest challenge is to motivate the staff to take ownership of the library and

help in future processes ● The government is not very inefficient when it comes to develop the libraries or the

staff: ○ Salary and small amount to maintaining the library is given, but the

government does not uphold whether the libraries are being maintained or the staff doing their tasks. No measurement. No status or interest

○ Many issues with the government/bureaucracy ● Other scholars has met with Syed or visited his library, but very little research has

been done on how to motivate staff. Syed would like to know more about this ● Global tendencies: developing the libraries to new institutions, more welcoming, a

inviting space, more as a community center ● IFLA has helped with processes and consulting as well as digitalization: making a

library system/cataloging ● Users of the libraries are financially contributing ● The library should fit the needs of the community


Syed furthermore tells that his assistant recently has been visiting the libraries to conduct information on the development, he lets me know I can have the data. Syed offers me to go visit the public libraries in Kanpur and Unnao. We agree to continue on e-mail to find a suitable date, as I am leaving for Mumbai the same day.


Appendix 7 Visit to the District Public Library, Kanpur Near Lallmali Chairaha, Chunniganj Kanpur U.P. 208001 Contact: Pankaj Sharma, coordinator, +91 09696057562 Date: May 11, 2016 Talk with Ms. Sharda Tiwari, librarian. I was not allowed to record. District Public Library, Kanpur http://kanpurpubliclibrary.org/ Notes:

● There are 12.5 mio inhabitants in the district ● The library has excited since 1995, but was developed in 2004 by DEF and Bill and

Melinda Gates Foundation ● There are 3230 members (before 2004 2880 members) ● The library has around 75.000 books ● Users are children, youth, women and seniors - mostly children and youth uses the

library for education purse and digital training ● The library has several volunteers/interns who works there as a part of their college

education ● 10 computers were donated by DEF ● The library arranges activities and gatherings for the community for involvement ● Offers computer training/knowledge - (Intel easy step for women programme) ● Other activities: Reading, debates, internet shopping for women, painting,

careers counselling, parents counseling etc. ● Most popular: computer training, internet shopping and reading. ● A deposit of 500 Rupis is asked for membership ● The library has a mobile digital library to reach the different and more rural

communities ● The library is open for everybody and does not consider culture, religion, caste etc. ● The library has engaging members and the staff listens to the needs of the members

in order to arrange future activities and events ● The staff receives training from Pankaj the library coordinator


Appendix 8 Visit to the Public Library, Unnao Uddar Pradesh U.P. 208001 Contact: Pankaj Sharma, coordinator, +91 09696057562 Date: May 11, 2016 Talk with librarian. I was not allowed to record. Public Library Hub, Unnao http://www.unnaodistrictlibrary.org/ Notes:

● In 2014 the library was introduced to a digital section and offers many digital services ● The library is a hub, and controls 3 other smaller libraries in rural areas in the district ● There are around 5 mio. inhabitants in the district ● The library has 2500 members ● The library has more than 80.000 books ● The library has 7 computers, 3 laptops and 2 tables funded by DEF ● A non-refundable fee of 300 Rupis/year is charged by its members for the usage of

digital tools and for computer training ● The activities in the library are planned by the staff ● The activities are among others:

○ Career counseling ○ Children competition ○ Movie demonstrations ○ Essay Writing ○ Beauty tips ○ Painting ○ Jewel making for girls ○ Discussions for seniors ○ ICT learning ○ Language training ○ Debates ○ Etc.

● Women are very interested in activities such as Beauty Tips and Movies ● The library works with local NGO’s for outreach and to bring awareness of the library,

its activities and the importance of knowledge/education ● The library is undergoing construction and are building a new space with A/C, wifi

and more computers. Members will be charged 1000 Rupis/year for usage

appendix 1 observations at read center for education and...

Documents