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Triggering ChangeHandbook for the Village Facilitator Department of Rural
Development and Panchaya� RajGovernment of Maharashtra
for every child
Maharashtra State Commission for Protec�on of Child Rights
UNICEF State Office for Maharashtra
Triggering ChangeHandbook for the Village Facilitator
Triggering ChangeHandbook for the Village Facilitator February 2018
Published By Department of Rural Development and Panchaya� Raj Government of Maharashtra Seventh Floor, Bandhkam Bhavan Murzban Road, Fort, Mumbai - 400001 Maharashtra rdd.maharashtra.gov.in
Maharashtra State Commission for Protec�on of Child Rights Government Transport Building Sir Pochkanawala Road, Worli Mumbai 400030 Maharashtra www.mscpcr.egov.co.in
UNICEF State Office for Maharashtra B-Wing, R2, Technopolis Building Ground Floor, Andheri (East) Mumbai, Maharashtra, India - 400 093 Tel: +91 022-2687 5171/72/73/74/75 www.unicef.in
Content & Design: Eka - The Communicators' Collec�ve H/9, Shreeramsharanam Colony Near Shahpura Thana, Trilanga Bhopal, 462039, Madhya Pradesh ekacollec�ve.wordpress.com
for every child
5
Gram Panchayats and Child Rights are non exclusive; in clearer terms realiza�on of child rights is closely related to func�ons of Gram Panchayat. The func�ons devolved to Gram Panchayats under the Maharashtra Village Panchayat Act make a GP responsible of ensuring that every child achieves his/her full poten�al. So, the ques�on now would be how we make every Gram Panchayat responsive to the needs and rights of a child. The pilot ini�ated by UNICEF to make Panchayats child friendly is one such endeavor towards making child rights a reality and bringing the concepts closer home from being big terms men�oned in the UN Conven�on on the Rights of the Child (UNCRC) or Sustainable Development Goals (SDGs). Gram Panchayat is central to the concept of child friendly panchayat, making them the primary duty holder at local level to put in place processes and systems to translate the child rights as men�oned in various interna�onal conven�ons and na�onal and state level laws and other instruments into reality for every child in the remotest corner of the country.
Maharashtra always had a very proac�ve approach whether it is towards progressive decentraliza�on and child rights; Maharashtra Village Panchayat Act and State Child Policy are examples of state's commitment to these causes. The state has also taken steps to ensure that children's voices are heard and taken into account while making annual development plans at GP level through Government Resolu�on
issued on planning under XIV F inance C o m m i s s i o n . S o , w h i l e m a k i n g l o c a l governments responsible and responsive to children's demands, the state is equally concerned about the children's rights to survival, development, protec�on and par�cipa�on.
Child Friendly Panchayat is a concept which effec�vely integrates two areas state is focused on. I believe this resource kit will be a guide to all the Gram Panchayats in the state as well as across the country to help understand the larger concept of 'Child Friendly Panchayat'; it also is a prac�cal guide for everyone to start working towards realiza�on of child rights through transparent and responsible local governance based on principles of decentraliza�on and child rights.
I appreciate the efforts made by UNICEF in developing these resource materials and Chandrapur Zilla Parishad for all administra�ve support provided. I request all elected members of the Gram Panchayats and func�onaries of Gram Panchayats to make use of this resource kit, have discussions on this in the Gram Sabha and GP level Commi�ee Mee�ngs and work towards making the Gram Panchayat, Child Friendly.
Aseem Gupta
Secretary, RD & PR
Aseem GuptaSecretary Department of Rural Development & Panchaya� RajGovernment of Maharashtra
Triggering Change
3
Triggering ChangeHandbook for the Village Facilitator February 2018
Published By Department of Rural Development and Panchaya� Raj Government of Maharashtra Seventh Floor, Bandhkam Bhavan Murzban Road, Fort, Mumbai - 400001 Maharashtra rdd.maharashtra.gov.in
Maharashtra State Commission for Protec�on of Child Rights Government Transport Building Sir Pochkanawala Road, Worli Mumbai 400030 Maharashtra www.mscpcr.egov.co.in
UNICEF State Office for Maharashtra B-Wing, R2, Technopolis Building Ground Floor, Andheri (East) Mumbai, Maharashtra, India - 400 093 Tel: +91 022-2687 5171/72/73/74/75 www.unicef.in
Content & Design: Eka - The Communicators' Collec�ve H/9, Shreeramsharanam Colony Near Shahpura Thana, Trilanga Bhopal, 462039, Madhya Pradesh ekacollec�ve.wordpress.com
for every child
5
Gram Panchayats and Child Rights are non exclusive; in clearer terms realiza�on of child rights is closely related to func�ons of Gram Panchayat. The func�ons devolved to Gram Panchayats under the Maharashtra Village Panchayat Act make a GP responsible of ensuring that every child achieves his/her full poten�al. So, the ques�on now would be how we make every Gram Panchayat responsive to the needs and rights of a child. The pilot ini�ated by UNICEF to make Panchayats child friendly is one such endeavor towards making child rights a reality and bringing the concepts closer home from being big terms men�oned in the UN Conven�on on the Rights of the Child (UNCRC) or Sustainable Development Goals (SDGs). Gram Panchayat is central to the concept of child friendly panchayat, making them the primary duty holder at local level to put in place processes and systems to translate the child rights as men�oned in various interna�onal conven�ons and na�onal and state level laws and other instruments into reality for every child in the remotest corner of the country.
Maharashtra always had a very proac�ve approach whether it is towards progressive decentraliza�on and child rights; Maharashtra Village Panchayat Act and State Child Policy are examples of state's commitment to these causes. The state has also taken steps to ensure that children's voices are heard and taken into account while making annual development plans at GP level through Government Resolu�on
issued on planning under XIV F inance C o m m i s s i o n . S o , w h i l e m a k i n g l o c a l governments responsible and responsive to children's demands, the state is equally concerned about the children's rights to survival, development, protec�on and par�cipa�on.
Child Friendly Panchayat is a concept which effec�vely integrates two areas state is focused on. I believe this resource kit will be a guide to all the Gram Panchayats in the state as well as across the country to help understand the larger concept of 'Child Friendly Panchayat'; it also is a prac�cal guide for everyone to start working towards realiza�on of child rights through transparent and responsible local governance based on principles of decentraliza�on and child rights.
I appreciate the efforts made by UNICEF in developing these resource materials and Chandrapur Zilla Parishad for all administra�ve support provided. I request all elected members of the Gram Panchayats and func�onaries of Gram Panchayats to make use of this resource kit, have discussions on this in the Gram Sabha and GP level Commi�ee Mee�ngs and work towards making the Gram Panchayat, Child Friendly.
Aseem Gupta
Secretary, RD & PR
Aseem GuptaSecretary Department of Rural Development & Panchaya� RajGovernment of Maharashtra
Triggering Change
3
6
Maharashtra has a well laid out child policy and is one of the few states having a child policy. However, the ground work required to conver�ng the mission and vision of Child Policy into reality can be achieved only through local self governments. The state has already established itself as a champion in devolu�on of powers to local self governments, thereby making them powerful and responsible to the cause of child rights (survival, protec�on, development, par�cipa�on) in their respec�ve jurisdic�on through various sec�ons of the Maharashtra Village Panchayat Act. MSCPCR recognizes the major role local governments play given the powers devolved and proximity to the communi�es and hence the UNICEF ini�a�ve of 'Child Friendly Panchayat' is looked at as a very strong model in ensuring child rights.
The 'Child Friendly Panchayat' model becomes more relevant given the scenario that state has started inves�ng more on developing capaci�es of Gram Panchayats to plan under the XIV Finance Commission. Though we have taken the first step towards child centric planning and governance, a lot more need to be done to develop a sustainable model with scale up plans. UNICEF model of Child Friendly Panchayat is definitely a step closer to achieving the vision of having a GP own up the responsibility of protec�on of child rights and ensuring a child centric governance with
proper planning, budge�ng monitoring with child par�cipa�on. For the purpose, UNICEF has brought out a resource kit on Child Friendly Panchayat. The resource kit will be a reference manual for various stakeholders, GP members and government func�onaries, facilitators and children to understand the concept of child friendly panchayat and how to opera�onalize it.
MSCPCR would like to support this endeavor by enhancing child par�cipa�on as well as encouraging the Panchayats to have child friendly schemes an integral part of their programmes. We also look forward to working with the district administra�ons for advocacy related to this work.
I am sure the resource kit will help the local self governments work towards mainstreaming child rights in local planning and monitoring agenda. I would like to acknowledge the effort made by UNICEF to prepare this document addressing the key informa�on requirements for any local government or civil society organiza�ons to start their journey towards making their Gram Panchayat child friendly.
Pravin GhugeChairperson, MSCPCR
Pravin GhugeChairpersonMaharashtra State Commission for Protec�on of Child Rights
Triggering Change
5 4 5
Triggering Change
5
Rajeshwari ChandrasekarChief Field Office (CFO) UNICEF, State Office for Maharashtra
UNICEF is commi�ed to realiza�on of child rights as enshrined in the Cons�tu�on of India, UNCRC and SDGs. UNICEF appreciates the centrality of the role of Local Self Governments for ensuring social jus�ce; social jus�ce encompasses child rights too. India as a country has made great strides towards devolving powers to local governments through the 73rd and 74th Amendment of the Cons�tu�on of India. Several states have also moved ahead to make the local governments stronger and Maharashtra has always been a champion of decentraliza�on.
With the advent of XIV Finance Commission, Panchayats are preparing Gram Panchayat Development Plans, in which state has given very clear guidelines to earmark funds towards development work directly benefi�ng women and children as well as mandatory mee�ngs with adolescents to listen to their concerns and demands. These are all welcome signs seen across the state. Modelling of Child friendly Panchayats in Maharashtra has made a very valid point that Gram Panchayats are an important stakeholder or duty bearer for child rights achievement; the development of Child Friendly Panchayat resource kits will further strengthen the Gram Panchayats to posi�vely impact the achievement of child rights.
It is important that children are given a voice in the process of building a protec�ve
environment for them, for which there is a process of empowerment so that they meaningfully interact with the adults, facilita�ng the development process. This Resource Kit on Child Friendly Panchayat is meant for elected representa�ves and func�onaries, civil society organiza�ons, volunteers, resource persons and children too, to be used as a ready reference point to understand the concept of child friendly panchayat and how to work towards it.
The resource kit has five booklets. Each of these booklets addresses the informa�on requirement of different stakeholders; for example, 'On an Equal Foo�ng - Children as Partners in Governance' gives conceptual clarity on what a child friendly panchayat is; 'In the Right Direc�on - Aiding Child Friendly Panchayats' is the prac�cal guide for the GPs on how to plan, monitor development ac�vi�es with par�cipa�on of children; 'We the Children - The Making of a Child Friendly Panchayat' will help children understand the concept of child rights, child friendly governance, how they can par�cipate in the governance processes through ac�va�ng Bal Sabha and Bal Panchayats; 'In My Defense - Introducing Laws for Children' intend to give the children informa�on on various exis�ng instruments, laws for protec�on of child rights and in case of noncompliance what are the
for every child
6
Maharashtra has a well laid out child policy and is one of the few states having a child policy. However, the ground work required to conver�ng the mission and vision of Child Policy into reality can be achieved only through local self governments. The state has already established itself as a champion in devolu�on of powers to local self governments, thereby making them powerful and responsible to the cause of child rights (survival, protec�on, development, par�cipa�on) in their respec�ve jurisdic�on through various sec�ons of the Maharashtra Village Panchayat Act. MSCPCR recognizes the major role local governments play given the powers devolved and proximity to the communi�es and hence the UNICEF ini�a�ve of 'Child Friendly Panchayat' is looked at as a very strong model in ensuring child rights.
The 'Child Friendly Panchayat' model becomes more relevant given the scenario that state has started inves�ng more on developing capaci�es of Gram Panchayats to plan under the XIV Finance Commission. Though we have taken the first step towards child centric planning and governance, a lot more need to be done to develop a sustainable model with scale up plans. UNICEF model of Child Friendly Panchayat is definitely a step closer to achieving the vision of having a GP own up the responsibility of protec�on of child rights and ensuring a child centric governance with
proper planning, budge�ng monitoring with child par�cipa�on. For the purpose, UNICEF has brought out a resource kit on Child Friendly Panchayat. The resource kit will be a reference manual for various stakeholders, GP members and government func�onaries, facilitators and children to understand the concept of child friendly panchayat and how to opera�onalize it.
MSCPCR would like to support this endeavor by enhancing child par�cipa�on as well as encouraging the Panchayats to have child friendly schemes an integral part of their programmes. We also look forward to working with the district administra�ons for advocacy related to this work.
I am sure the resource kit will help the local self governments work towards mainstreaming child rights in local planning and monitoring agenda. I would like to acknowledge the effort made by UNICEF to prepare this document addressing the key informa�on requirements for any local government or civil society organiza�ons to start their journey towards making their Gram Panchayat child friendly.
Pravin GhugeChairperson, MSCPCR
Pravin GhugeChairpersonMaharashtra State Commission for Protec�on of Child Rights
Triggering Change
5 4 5
Triggering Change
5
Rajeshwari ChandrasekarChief Field Office (CFO) UNICEF, State Office for Maharashtra
UNICEF is commi�ed to realiza�on of child rights as enshrined in the Cons�tu�on of India, UNCRC and SDGs. UNICEF appreciates the centrality of the role of Local Self Governments for ensuring social jus�ce; social jus�ce encompasses child rights too. India as a country has made great strides towards devolving powers to local governments through the 73rd and 74th Amendment of the Cons�tu�on of India. Several states have also moved ahead to make the local governments stronger and Maharashtra has always been a champion of decentraliza�on.
With the advent of XIV Finance Commission, Panchayats are preparing Gram Panchayat Development Plans, in which state has given very clear guidelines to earmark funds towards development work directly benefi�ng women and children as well as mandatory mee�ngs with adolescents to listen to their concerns and demands. These are all welcome signs seen across the state. Modelling of Child friendly Panchayats in Maharashtra has made a very valid point that Gram Panchayats are an important stakeholder or duty bearer for child rights achievement; the development of Child Friendly Panchayat resource kits will further strengthen the Gram Panchayats to posi�vely impact the achievement of child rights.
It is important that children are given a voice in the process of building a protec�ve
environment for them, for which there is a process of empowerment so that they meaningfully interact with the adults, facilita�ng the development process. This Resource Kit on Child Friendly Panchayat is meant for elected representa�ves and func�onaries, civil society organiza�ons, volunteers, resource persons and children too, to be used as a ready reference point to understand the concept of child friendly panchayat and how to work towards it.
The resource kit has five booklets. Each of these booklets addresses the informa�on requirement of different stakeholders; for example, 'On an Equal Foo�ng - Children as Partners in Governance' gives conceptual clarity on what a child friendly panchayat is; 'In the Right Direc�on - Aiding Child Friendly Panchayats' is the prac�cal guide for the GPs on how to plan, monitor development ac�vi�es with par�cipa�on of children; 'We the Children - The Making of a Child Friendly Panchayat' will help children understand the concept of child rights, child friendly governance, how they can par�cipate in the governance processes through ac�va�ng Bal Sabha and Bal Panchayats; 'In My Defense - Introducing Laws for Children' intend to give the children informa�on on various exis�ng instruments, laws for protec�on of child rights and in case of noncompliance what are the
for every child
8
measures for redressal. Finally, 'Triggering Change - Handbook for Facilitator in Gram Panchayat' is intended for any volunteer selected by the Gram Panchayat to work with the children to form Bal Sabhas and Bal Panchayats and act as a facilitator cum guide for the Gram Panchayat. The resource kit has been prepared a�er extensive consulta�ons at various levels with elected representa�ves, func�onaries, trainers, resource persons, volunteers from different grassroots level programmes etc.
I believe this resource kit will be a useful reference material for Gram Panchayats across the state and any voluntary organiza�on in facilita�ng the process of making a Gram Panchayat child friendly by strengthening local
governance processes with chi ldren's par�cipa�on. I would also like to thank all who contributed in developing the resource kit; Rural Development Department which gave the concept, MSCPCR for all the inputs, Eka for design and development of the documents, Chandrapur district administra�on, the stakeholders of Child Friendly Panchayat Pilots from Chandrapur, Nandurbar and Latur and other resource persons who consistently reviewed and provided us with feedback to bring out this resource kit.
Rajeshwari Chandrasekar
CFO - UNICEF, Maharashtra
Triggering Change
5 6 5
Triggering Change
7 3
CONTENTS
Sec�on I Introduc�ons
Welcome Mo�vators!
Meet the Mo�vators
Sec�on II Se�ng The Context
Why Volunteer?
A Word About Social Development
Think Global, Act Local!
Issues that Criss-Cross
Where Can You Begin From?
Sec�on III Situa�on Analysis
About Me
Key Informa�on About the Village
Score Card: Status of Children
Score Card: Status of Child Rights Mechanisms
Sec�on IV Working With Groups
What is a Group?
What is a Facilitator's Role?
Methods of Facilita�on
What is Communica�on?
Is this Par�cipa�on?
Sec�on V Time For Ac�on!
Planning for a Session
Know Your Tools
Some Sugges�ve Session Plans
How to Engage Children in a Campaign
Ac�vi�es with Children and Adults
8
measures for redressal. Finally, 'Triggering Change - Handbook for Facilitator in Gram Panchayat' is intended for any volunteer selected by the Gram Panchayat to work with the children to form Bal Sabhas and Bal Panchayats and act as a facilitator cum guide for the Gram Panchayat. The resource kit has been prepared a�er extensive consulta�ons at various levels with elected representa�ves, func�onaries, trainers, resource persons, volunteers from different grassroots level programmes etc.
I believe this resource kit will be a useful reference material for Gram Panchayats across the state and any voluntary organiza�on in facilita�ng the process of making a Gram Panchayat child friendly by strengthening local
governance processes with chi ldren's par�cipa�on. I would also like to thank all who contributed in developing the resource kit; Rural Development Department which gave the concept, MSCPCR for all the inputs, Eka for design and development of the documents, Chandrapur district administra�on, the stakeholders of Child Friendly Panchayat Pilots from Chandrapur, Nandurbar and Latur and other resource persons who consistently reviewed and provided us with feedback to bring out this resource kit.
Rajeshwari Chandrasekar
CFO - UNICEF, Maharashtra
Triggering Change
5 6 5
Triggering Change
7 3
CONTENTS
Sec�on I Introduc�ons
Welcome Mo�vators!
Meet the Mo�vators
Sec�on II Se�ng The Context
Why Volunteer?
A Word About Social Development
Think Global, Act Local!
Issues that Criss-Cross
Where Can You Begin From?
Sec�on III Situa�on Analysis
About Me
Key Informa�on About the Village
Score Card: Status of Children
Score Card: Status of Child Rights Mechanisms
Sec�on IV Working With Groups
What is a Group?
What is a Facilitator's Role?
Methods of Facilita�on
What is Communica�on?
Is this Par�cipa�on?
Sec�on V Time For Ac�on!
Planning for a Session
Know Your Tools
Some Sugges�ve Session Plans
How to Engage Children in a Campaign
Ac�vi�es with Children and Adults
5
Triggering Change
9
SECTION I
INTRODUCTIONS
5
Triggering Change
9
SECTION I
INTRODUCTIONS
Good listener Assertive not aggressive
Confident Knowledgeable
Polite
Trusts the capacities
of her group
Constructive Facilitate meetings
Asks questions
Can resolve conflicts Takes a Stand
Links groups and ideas
Effective Communicator
But follows it up with, “I will find out and let you know”
Unafraid to say,
“I don't know”
WELCOME MOTIVATORS!
A Mo�vator
Enabler Non-discriminatory
Empathetic Flexible
Triggering Change
5 10 5
Triggering Change
11
Deepshikhais a Life Skills Educa�on
Programme that seeks to equipadolescent girls with knowledge, skills
and a process-oriented approach while theyemerge as leaders and facilitators. Deepshikha
facilitators undergo intensive training following whichthey work voluntarily as Village Facilitators with adolescent
girls in their communi�es. Here are some stories of the facilitatorsfrom a few Child Friendly Panchayats. Hope these stories mo�vate you
to adopt a few ideas and apply them in your own villages to make them child friendly. Like these Deepshikha facilitators, any man or woman in the village
can take up the role of a Village Facilitator. All you need to begin withis a strong commitment for social change and an interest in learning.
Your role as a change agent will gradually start shaping up asyou start applying the learnings. In all probability,
someday your story too may inspire otherslike these Deepshikha facilitators!
Meet the Mo�vators!
11
Good listener Assertive not aggressive
Confident Knowledgeable
Polite
Trusts the capacities
of her group
Constructive Facilitate meetings
Asks questions
Can resolve conflicts Takes a Stand
Links groups and ideas
Effective Communicator
But follows it up with, “I will find out and let you know”
Unafraid to say,
“I don't know”
WELCOME MOTIVATORS!
A Mo�vator
Enabler Non-discriminatory
Empathetic Flexible
Triggering Change
5 10 5
Triggering Change
11
Deepshikhais a Life Skills Educa�on
Programme that seeks to equipadolescent girls with knowledge, skills
and a process-oriented approach while theyemerge as leaders and facilitators. Deepshikha
facilitators undergo intensive training following whichthey work voluntarily as Village Facilitators with adolescent
girls in their communi�es. Here are some stories of the facilitatorsfrom a few Child Friendly Panchayats. Hope these stories mo�vate you
to adopt a few ideas and apply them in your own villages to make them child friendly. Like these Deepshikha facilitators, any man or woman in the village
can take up the role of a Village Facilitator. All you need to begin withis a strong commitment for social change and an interest in learning.
Your role as a change agent will gradually start shaping up asyou start applying the learnings. In all probability,
someday your story too may inspire otherslike these Deepshikha facilitators!
Meet the Mo�vators!
11
12
Girls Drive Change in their Village
18-year old , a vocal member of the adolescent girls group, says she never thought she SADHANAcould contribute in a meaningful way and interact with members outside of her family. “I was very excited when the Village Facilitator came to my house, and asked if I wanted to form a group. I joined the classes and since then we have learnt so much about ourselves, about nutri�on, about diseases like / .” The group has also formed sub-commi�ees amongst themselves; HIV AIDSaround themes like cleanliness, environment protec�on, educa�on, health, and even a conflict-resolu�on commi�ee.
During summer, the group organized a haemoglobin-tes�ng camp. Sadhana explains, “Usually because we don't take care of our diets, the girls have low HB levels, which could result in Anaemia or even Sickle Cell Anaemia. So, all the girls organized a one-day camp with the help of the ANM in the village.” The tests during the camp revealed that 3 girls tested posi�ve for Sickle Cell Anaemia, so Sadhana accompanied them to the government dispensary. There, a�er further tests, two were referred further for treatment and are presently under regular medica�on.
The Karishma Kishori group has also taken steps towards financial empowerment by forming savings groups, and star�ng small-scale business ini�a�ves. “Each of us saves about Rs 20/- every month. Recently, with the money collected, we started bringing in items of daily use from the main market and selling it for Rs.1 or 2 more. Since there is only one grocery shop in the village, we made a good profit. Our total savings today has crossed Rs. 5,500/-. Our ac�vity was also convenient and useful for the village.”
Sadhana
Triggering Change
5 12 5
Triggering Change
13
Kojbhi is a small village in the Naghbid district of Chandrapur. MANISHA has close to 20 regular members in her group. “In my role as a Village Facilitator, I learnt to communicate effec�vely with groups and in public as well. Today, my group of girls is also learning to speak up fearlessly. Slowly, we have started taking up other community development issues as well.” About the an�-liqour campaign led by the girls, Manisha says, “supported by women, we decided to put pressure on the Gram Panchayat to ban drinking in the village. Such an environment is not good for anyone in the village. People s�ll drink outside and come home, but at least now it is not being encouraged within the village borders.”
The group announced the forma�on of sub-commi�ees around areas like educa�on, health and nutri�on, water and sanita�on, and conflict resolu�on commi�ee through a cultural programme in the village, where the community and the Panchayat members were invited. Says Manisha, “We had discussed this in our internal group mee�ngs earlier, we formally made the announcement in the larger mee�ng. A few women from the savings groups also became a part of these commi�ees.”
“People used to taunt me saying, 'Are you ge�ng any fees for what you are doing? Why waste �me if you're not?' They discouraged us a lot, by talking about money all the �me. But I don't think their a�tude was right because this is a chance for us to learn and improve our village. Why should someone from outside pay us for it?”
Manisha feels that her communica�on skills have improved tremendously. “I didn't have the courage to speak up, not even when guests came home. Now I can talk with anyone, or in front of the village, with the elders, with visitors, when I go out… I have lots of 'daring' .
Manisha
12
Girls Drive Change in their Village
18-year old , a vocal member of the adolescent girls group, says she never thought she SADHANAcould contribute in a meaningful way and interact with members outside of her family. “I was very excited when the Village Facilitator came to my house, and asked if I wanted to form a group. I joined the classes and since then we have learnt so much about ourselves, about nutri�on, about diseases like / .” The group has also formed sub-commi�ees amongst themselves; HIV AIDSaround themes like cleanliness, environment protec�on, educa�on, health, and even a conflict-resolu�on commi�ee.
During summer, the group organized a haemoglobin-tes�ng camp. Sadhana explains, “Usually because we don't take care of our diets, the girls have low HB levels, which could result in Anaemia or even Sickle Cell Anaemia. So, all the girls organized a one-day camp with the help of the ANM in the village.” The tests during the camp revealed that 3 girls tested posi�ve for Sickle Cell Anaemia, so Sadhana accompanied them to the government dispensary. There, a�er further tests, two were referred further for treatment and are presently under regular medica�on.
The Karishma Kishori group has also taken steps towards financial empowerment by forming savings groups, and star�ng small-scale business ini�a�ves. “Each of us saves about Rs 20/- every month. Recently, with the money collected, we started bringing in items of daily use from the main market and selling it for Rs.1 or 2 more. Since there is only one grocery shop in the village, we made a good profit. Our total savings today has crossed Rs. 5,500/-. Our ac�vity was also convenient and useful for the village.”
Sadhana
Triggering Change
5 12 5
Triggering Change
13
Kojbhi is a small village in the Naghbid district of Chandrapur. MANISHA has close to 20 regular members in her group. “In my role as a Village Facilitator, I learnt to communicate effec�vely with groups and in public as well. Today, my group of girls is also learning to speak up fearlessly. Slowly, we have started taking up other community development issues as well.” About the an�-liqour campaign led by the girls, Manisha says, “supported by women, we decided to put pressure on the Gram Panchayat to ban drinking in the village. Such an environment is not good for anyone in the village. People s�ll drink outside and come home, but at least now it is not being encouraged within the village borders.”
The group announced the forma�on of sub-commi�ees around areas like educa�on, health and nutri�on, water and sanita�on, and conflict resolu�on commi�ee through a cultural programme in the village, where the community and the Panchayat members were invited. Says Manisha, “We had discussed this in our internal group mee�ngs earlier, we formally made the announcement in the larger mee�ng. A few women from the savings groups also became a part of these commi�ees.”
“People used to taunt me saying, 'Are you ge�ng any fees for what you are doing? Why waste �me if you're not?' They discouraged us a lot, by talking about money all the �me. But I don't think their a�tude was right because this is a chance for us to learn and improve our village. Why should someone from outside pay us for it?”
Manisha feels that her communica�on skills have improved tremendously. “I didn't have the courage to speak up, not even when guests came home. Now I can talk with anyone, or in front of the village, with the elders, with visitors, when I go out… I have lots of 'daring' .
Manisha
38
Village Facilitator DHONDU not only conducts classes for 25 girls in her village, but has also managed to get back to college to do her B.A. She earns a modest income by working as a resource person during village micro planning ini�a�ves in other villages. The journey hasn't been easy; physically challenged due to a leg infec�on during her childhood, Dhondu managed to complete her class 12th with much difficulty. A�er which she dropped out of college and stayed at home for a year.
In her village mee�ng, Dhondu shared about the Deepshikha project and how it would be useful to other adolescent girls. She followed it up by personally making home visits and convinced parents to allow girls to a�end the classes. Dhondu also reached out to a mentally challenged girl from her community by persuading the girl's mother to let her join in the Deepshikha sessions. She also took up the responsibility of accompanying the girl to class and back. Dhondu felt that the girl benefi�ed a lot from the interac�on.
Dhondu also registered herself and 5 other girls who passed their 12th std. examina�ons at the Zilla Udyog Kendra (District Employment Centre) in Latur. For some, it was the first �me they had stepped out of their village. “The biggest challenge in this endeavour,” she says, “was convincing the parents of 3 girls belonging to the minority community to allow their girls to work.” Through the income she earns as a Resource Person, Dhondu has saved enough to build a toilet for her home. “When we tell other people in the village to build and use toilets, they naturally will ask us 'Do you have one in your own home?' We must prac�ce what we preach...”
Dhondu
Triggering Change
5 14 5
Triggering Change
15
Latur's 19-year old JANKA SHINDE is one among eight daughters in her family (a fact that always embarrasses her, she declares) Janka was forced to drop out a�er her 11th. “Ini�ally I was very quiet in the trainings. Later it dawned on me that we were learning about our daily lives – like how to communicate, about life skills. I was used to thinking that women could not have their say, but sessions here taught me that I was an individual and a woman who could do many things.” When Janka first started taking classes in the village, people were suspicious that she was being paid to do the work, so they were wary and were hesitant to get involved. Countless mee�ngs and house visits later, her first group of 30 girls was formed. "When a girl begins menstrua�ng for the first �me, parents don't speak to us openly about it. There is a sense of shame a�ached, along with the need to hide the fact".
“In the Anganwadi, the girls didn't know we were en�tled to iron tablets, haemoglobin checks, height checking, weight checking, didn't know what the ideal Hb rate was, what should be done and the importance of iron in our blood.” The group's efforts have also helped a girl from their
village con�nue her school educa�on.
Janka's own parents ini�ally were not too pleased with her involvement. "They were opposed to this earlier only because we are a big family and all hands are needed in the house for work. But now, because of the opportuni�es I have had, they are convinced that le�ng me become a Village to Facilitator was the right thing".
Janka is determined to complete her educa�on in Arts and one of her dreams is to join the police force. “I am very keen on working to protect the
rights of women. Women hesitate to go to police sta�ons because they are unable to speak and share their problems with the male policemen.” Her important takeaways from the project? “Learning to make decisions, self-confidence, courage, nego�a�on skills, talking and more importantly, working with the community.
Janka
38
Village Facilitator DHONDU not only conducts classes for 25 girls in her village, but has also managed to get back to college to do her B.A. She earns a modest income by working as a resource person during village micro planning ini�a�ves in other villages. The journey hasn't been easy; physically challenged due to a leg infec�on during her childhood, Dhondu managed to complete her class 12th with much difficulty. A�er which she dropped out of college and stayed at home for a year.
In her village mee�ng, Dhondu shared about the Deepshikha project and how it would be useful to other adolescent girls. She followed it up by personally making home visits and convinced parents to allow girls to a�end the classes. Dhondu also reached out to a mentally challenged girl from her community by persuading the girl's mother to let her join in the Deepshikha sessions. She also took up the responsibility of accompanying the girl to class and back. Dhondu felt that the girl benefi�ed a lot from the interac�on.
Dhondu also registered herself and 5 other girls who passed their 12th std. examina�ons at the Zilla Udyog Kendra (District Employment Centre) in Latur. For some, it was the first �me they had stepped out of their village. “The biggest challenge in this endeavour,” she says, “was convincing the parents of 3 girls belonging to the minority community to allow their girls to work.” Through the income she earns as a Resource Person, Dhondu has saved enough to build a toilet for her home. “When we tell other people in the village to build and use toilets, they naturally will ask us 'Do you have one in your own home?' We must prac�ce what we preach...”
Dhondu
Triggering Change
5 14 5
Triggering Change
15
Latur's 19-year old JANKA SHINDE is one among eight daughters in her family (a fact that always embarrasses her, she declares) Janka was forced to drop out a�er her 11th. “Ini�ally I was very quiet in the trainings. Later it dawned on me that we were learning about our daily lives – like how to communicate, about life skills. I was used to thinking that women could not have their say, but sessions here taught me that I was an individual and a woman who could do many things.” When Janka first started taking classes in the village, people were suspicious that she was being paid to do the work, so they were wary and were hesitant to get involved. Countless mee�ngs and house visits later, her first group of 30 girls was formed. "When a girl begins menstrua�ng for the first �me, parents don't speak to us openly about it. There is a sense of shame a�ached, along with the need to hide the fact".
“In the Anganwadi, the girls didn't know we were en�tled to iron tablets, haemoglobin checks, height checking, weight checking, didn't know what the ideal Hb rate was, what should be done and the importance of iron in our blood.” The group's efforts have also helped a girl from their
village con�nue her school educa�on.
Janka's own parents ini�ally were not too pleased with her involvement. "They were opposed to this earlier only because we are a big family and all hands are needed in the house for work. But now, because of the opportuni�es I have had, they are convinced that le�ng me become a Village to Facilitator was the right thing".
Janka is determined to complete her educa�on in Arts and one of her dreams is to join the police force. “I am very keen on working to protect the
rights of women. Women hesitate to go to police sta�ons because they are unable to speak and share their problems with the male policemen.” Her important takeaways from the project? “Learning to make decisions, self-confidence, courage, nego�a�on skills, talking and more importantly, working with the community.
Janka
5
Triggering Change
17
SECTION II
SETTING THE CONTEXT
15
5
Triggering Change
17
SECTION II
SETTING THE CONTEXT
15
WHY VOLUNTEER?
Imagine a situa�on where the village school does not have
enough teachers. Some people may come forward to assist
the school �ll regular teachers are recruited. These are the
volunteers who feel the need to intervene. They believe that
their contribu�on will make a difference and get the task
done.
Volunteers are self-mo�vated people who wish to make
meaningful contribu�ons to the development process. They
are catalysts who add pace while moving towards the desired
direc�on. Volunteers support any given task so that it gets
done �mely and qualita�vely.
India has a strong history of volunteerism. You will find
men�on of this in the Independence struggle as well as in the
current day. Surely, you would have heard of volunteers
rushing to the scene when natural calami�es and disasters
strike. One becomes a volunteer when s/he starts thinking
beyond the “self” and engages with others. We are sure you
must have experienced this feeling as you engaged in various
voluntary processes in your village. Isn't it a sa�sfying
experience to watch a task completed; a process in place and
the community benefi�ng from your efforts?
We salute this very spirit of volunteerism that you carry
within you. It is this very spirit that will inspire many others
and make your Panchayat a self-sufficient ins�tu�on with no
dearth of human resources.
Who can be a Volunteer? Anyone who wants to help can be a
volunteer! Every village will have a pool of human resources
with exper�se in a range of topics. Someone may be good in
teaching, someone can do good documenta�on, others will
have good mobiliza�on skills, while another will be good with
keeping accounts. Someone may contribute their ideas, their
labour, their knowledge, their vision, passion..! All of them
can be effec�ve volunteers.
In village Bhatala, Rambhau,
member of the malnutrition
eradication sub-group, was a
worried man. All he thought about
was the health of the seven severely
malnourished children in the
Anganwadi. Other children had
managed to emerge from their
undernourished status. But these
children were not making much
progress. Troubled by their tiny
shrunken faces, Rambhau had
sworn to free the children from the
clutches of malnutrition. He started
supporting the Anganwadi worker in
her task of reviving these children.
Rambhau organized additional
nutrition for the children and
personally supervised the feeding
process. It was now imperative that
the children would need to be sent
to the NRC for further treatment.
After consulting his committee
members, all the children were sent
to the NRC with their parents and
the Anganwadi worker. Rambhau
visited the NRC regularly till the
children were healthy enough to
return home. Seeing the children,
Rambhau beamed with pride as only
a parent could! Indeed, Rambhau's
personal commitment had resulted
in making Bhatala a malnutrition-
free village.
18
Rambhau had followed the
principles of Community-based
Management of Malnutri�on
Triggering Change
5 18 5
Triggering Change
19
We met a karate teacher who conducts free karate class for children, especially adolescent girls, in
his village. He is so popular that if children don't see him for a day, they reach his house asking for
him... Yet another volunteer conducts evening classes, another a�ends trainings with the Panch,
helping them understand the GPDP process. Yet another is an advisor to the woman Sarpanch.
Others raise community issues in Gram Sabha and some challenge power-holders who disturb
peace and create imbalances. All of these volunteers are interested in village development and are
aware of their rights and responsibili�es as well.
19
WHY VOLUNTEER?
Imagine a situa�on where the village school does not have
enough teachers. Some people may come forward to assist
the school �ll regular teachers are recruited. These are the
volunteers who feel the need to intervene. They believe that
their contribu�on will make a difference and get the task
done.
Volunteers are self-mo�vated people who wish to make
meaningful contribu�ons to the development process. They
are catalysts who add pace while moving towards the desired
direc�on. Volunteers support any given task so that it gets
done �mely and qualita�vely.
India has a strong history of volunteerism. You will find
men�on of this in the Independence struggle as well as in the
current day. Surely, you would have heard of volunteers
rushing to the scene when natural calami�es and disasters
strike. One becomes a volunteer when s/he starts thinking
beyond the “self” and engages with others. We are sure you
must have experienced this feeling as you engaged in various
voluntary processes in your village. Isn't it a sa�sfying
experience to watch a task completed; a process in place and
the community benefi�ng from your efforts?
We salute this very spirit of volunteerism that you carry
within you. It is this very spirit that will inspire many others
and make your Panchayat a self-sufficient ins�tu�on with no
dearth of human resources.
Who can be a Volunteer? Anyone who wants to help can be a
volunteer! Every village will have a pool of human resources
with exper�se in a range of topics. Someone may be good in
teaching, someone can do good documenta�on, others will
have good mobiliza�on skills, while another will be good with
keeping accounts. Someone may contribute their ideas, their
labour, their knowledge, their vision, passion..! All of them
can be effec�ve volunteers.
In village Bhatala, Rambhau,
member of the malnutrition
eradication sub-group, was a
worried man. All he thought about
was the health of the seven severely
malnourished children in the
Anganwadi. Other children had
managed to emerge from their
undernourished status. But these
children were not making much
progress. Troubled by their tiny
shrunken faces, Rambhau had
sworn to free the children from the
clutches of malnutrition. He started
supporting the Anganwadi worker in
her task of reviving these children.
Rambhau organized additional
nutrition for the children and
personally supervised the feeding
process. It was now imperative that
the children would need to be sent
to the NRC for further treatment.
After consulting his committee
members, all the children were sent
to the NRC with their parents and
the Anganwadi worker. Rambhau
visited the NRC regularly till the
children were healthy enough to
return home. Seeing the children,
Rambhau beamed with pride as only
a parent could! Indeed, Rambhau's
personal commitment had resulted
in making Bhatala a malnutrition-
free village.
18
Rambhau had followed the
principles of Community-based
Management of Malnutri�on
Triggering Change
5 18 5
Triggering Change
19
We met a karate teacher who conducts free karate class for children, especially adolescent girls, in
his village. He is so popular that if children don't see him for a day, they reach his house asking for
him... Yet another volunteer conducts evening classes, another a�ends trainings with the Panch,
helping them understand the GPDP process. Yet another is an advisor to the woman Sarpanch.
Others raise community issues in Gram Sabha and some challenge power-holders who disturb
peace and create imbalances. All of these volunteers are interested in village development and are
aware of their rights and responsibili�es as well.
19
5
Triggering Change
A WORD ABOUT SOCIAL DEVELOPMENT
What is our understanding of 'Development' and whose development will we work for? Why?
These are the important ques�ons that you will be confronted with at every point in your journey
as a facilitator. Everyone has a different defini�on of development. How will you understand that
development has 'arrived' in your family, your village? Are roads, tractors, large irrigated fields,
tube-wells, huge Panchayat buildings the only indicators of development? Consider situa�ons
where women face domes�c violence, where children migrate on their own to far off ci�es, where
children are married off early, or are kidnapped, when children beg or when school girls in the
ashram shala are found to be pregnant. Will we include all these examples as well when we build
our defini�on of Social Development?
What is the true measure of progress of a society? Is it okay if some people are le� out of the
development process? Do marginalized people have a say in the development process? Will small
farmers, tribal women, abused children, the disabled have opportuni�es to par�cipate in the
process of social development? These are only some of the troublesome ques�ons that should
come into our debates on development. It will be useful if you clarify your understanding about
social development before you proceed. Use this space to draw your idea of development in your
village. Include as many factors as you can to come up with a village that you would really consider
“developed”.
185 20 20
Triggering Change
5 521 19
THINK GLOBAL, ACT LOCAL!
You must read about the Sustainable Development Goals in the
Handbook for PRIs.
The Sustainable Development Goals, or the SDGs, talk about
'Ending Poverty', 'Gender Equality', 'Reduced Inequali�es',
'Peace, Jus�ce and Strong Ins�tu�ons'.
Gram Panchayat talks about “Effec�ve Governance” through
par�cipatory planning and �mely implementa�on. Gram
Panchayat assures schemes to the poorest families, food
security through PDS, AWC and Mid-Day Meals in schools,
gender equality through scholarship support for girls;
reserva�on and other social protec�on coverage for women.
The Panchayat also ac�vely works to improve the infrastructure
of public ins�tu�ons like the AWCs, schools and health centres.
As you can see, goals at both global and local levels are the
same. One completes the other. The SDGs can be truly met only
if the Gram Panchayat ac�vely works towards achieving its own
goals. If all Panchayats in the country can ensure food security, it
will reflect in the country's progress. Similarly, when all
countries are able to effec�vely ensure food security, the world
will move towards a “Zero Hunger” status. By engaging with the
SDGs we become part of the global community working
together to achieve common goals.
But how do we know if our Gram Panchayat is prepared to take
up these local and global tasks?
The first step towards achieving local goals is to have systems in
place. Commi�ees should be in place, members should be
aware of their roles and responsibili�es, they should par�cipate
in planning and implementa�on processes and take charge of
their tasks. Panchayats should set goals towards ending sex
selec�ve prac�ces, educate girls, create more livelihood
opportuni�es for marginalized groups in our community, ensure
The Village Facilitators can carry
out an assessment of the Gram
Panchayat at their own level. Some
of the questions can be:
1. Are our public institutions
functional?
2. Are the public grievance
redressal systems functional?
3. Do schemes and services reach
the poorest households?
4. Is the Panchayat aware of Laws
and is there timely
implementation?
5. Are the Village level committees
functional?
6. Are the Panchayat members
aware of their roles and
responsibilities?
7. Is the Gram Sabha and Mahila
Sabha held regularly and do
women and children participate
in it?
8. Is the GPDP process carried out
in a participatory way?
9. Is there transparency in the
functioning of the Gram
Panchayat?
10. Is the Sarpanch trained in
performing her role as the Gram
Panchayat Head?
Make a note of your findings and
record them in your notebook.
These are some of the indicators
which will show the functional
status of a Gram Panchayat.
respect for women, work to remove malnutri�on among children and create safe environments
for children. Your role as a Village Facilitator is to inform, mo�vate and facilitate ac�on. With this
assessment of the Panchayat, you will have taken your first step as an ac�ve and informed village
mo�vator.
5
Triggering Change
A WORD ABOUT SOCIAL DEVELOPMENT
What is our understanding of 'Development' and whose development will we work for? Why?
These are the important ques�ons that you will be confronted with at every point in your journey
as a facilitator. Everyone has a different defini�on of development. How will you understand that
development has 'arrived' in your family, your village? Are roads, tractors, large irrigated fields,
tube-wells, huge Panchayat buildings the only indicators of development? Consider situa�ons
where women face domes�c violence, where children migrate on their own to far off ci�es, where
children are married off early, or are kidnapped, when children beg or when school girls in the
ashram shala are found to be pregnant. Will we include all these examples as well when we build
our defini�on of Social Development?
What is the true measure of progress of a society? Is it okay if some people are le� out of the
development process? Do marginalized people have a say in the development process? Will small
farmers, tribal women, abused children, the disabled have opportuni�es to par�cipate in the
process of social development? These are only some of the troublesome ques�ons that should
come into our debates on development. It will be useful if you clarify your understanding about
social development before you proceed. Use this space to draw your idea of development in your
village. Include as many factors as you can to come up with a village that you would really consider
“developed”.
185 20 20
Triggering Change
5 521 19
THINK GLOBAL, ACT LOCAL!
You must read about the Sustainable Development Goals in the
Handbook for PRIs.
The Sustainable Development Goals, or the SDGs, talk about
'Ending Poverty', 'Gender Equality', 'Reduced Inequali�es',
'Peace, Jus�ce and Strong Ins�tu�ons'.
Gram Panchayat talks about “Effec�ve Governance” through
par�cipatory planning and �mely implementa�on. Gram
Panchayat assures schemes to the poorest families, food
security through PDS, AWC and Mid-Day Meals in schools,
gender equality through scholarship support for girls;
reserva�on and other social protec�on coverage for women.
The Panchayat also ac�vely works to improve the infrastructure
of public ins�tu�ons like the AWCs, schools and health centres.
As you can see, goals at both global and local levels are the
same. One completes the other. The SDGs can be truly met only
if the Gram Panchayat ac�vely works towards achieving its own
goals. If all Panchayats in the country can ensure food security, it
will reflect in the country's progress. Similarly, when all
countries are able to effec�vely ensure food security, the world
will move towards a “Zero Hunger” status. By engaging with the
SDGs we become part of the global community working
together to achieve common goals.
But how do we know if our Gram Panchayat is prepared to take
up these local and global tasks?
The first step towards achieving local goals is to have systems in
place. Commi�ees should be in place, members should be
aware of their roles and responsibili�es, they should par�cipate
in planning and implementa�on processes and take charge of
their tasks. Panchayats should set goals towards ending sex
selec�ve prac�ces, educate girls, create more livelihood
opportuni�es for marginalized groups in our community, ensure
The Village Facilitators can carry
out an assessment of the Gram
Panchayat at their own level. Some
of the questions can be:
1. Are our public institutions
functional?
2. Are the public grievance
redressal systems functional?
3. Do schemes and services reach
the poorest households?
4. Is the Panchayat aware of Laws
and is there timely
implementation?
5. Are the Village level committees
functional?
6. Are the Panchayat members
aware of their roles and
responsibilities?
7. Is the Gram Sabha and Mahila
Sabha held regularly and do
women and children participate
in it?
8. Is the GPDP process carried out
in a participatory way?
9. Is there transparency in the
functioning of the Gram
Panchayat?
10. Is the Sarpanch trained in
performing her role as the Gram
Panchayat Head?
Make a note of your findings and
record them in your notebook.
These are some of the indicators
which will show the functional
status of a Gram Panchayat.
respect for women, work to remove malnutri�on among children and create safe environments
for children. Your role as a Village Facilitator is to inform, mo�vate and facilitate ac�on. With this
assessment of the Panchayat, you will have taken your first step as an ac�ve and informed village
mo�vator.
22
End poverty in all its forms everywhere
End hunger, achieve food security and improved nutri�on and promote sustainable agriculture
Ensure healthy lives and promote well-being for all at all ages
Ensure inclusive and equitable quality educa�on and promote lifelong learning opportuni�es for all
Achieve gender equality and empower all women and girls
Ensure availability and sustainable management of water and sanita�on for all
Ensure access to affordable, reliable, sustainable and modern energy for all
Promote sustained, inclusive & sustainable economic growth, full & produc�ve employment and decent work for all
Build resilient infrastructure, promote inclusive and sustainable industrializa�on and foster innova�on
Reduce inequality within and among countries
Make ci�es and human se�lements inclusive, safe, resilient and sustainable
Ensure sustainable consump�on and produc�on pa�erns
Take urgent ac�on to combat climate change and its impacts
Conserve & sustainably use the oceans, seas & marine resources for sustainable development
Protect, restore & promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat deser�fica�on and halt and reverse land degrada�on and halt biodiversity loss
Promote peaceful & inclusive socie�es for sustainable development, provide access to jus�ce for all & build effec�ve, accountable & inclusive ins�tu�ons at all levels
Strengthen the means of implementa�on & revitalize the global partnership for sustainable development
Triggering Change
5 22 5
Triggering Change
23 23
ISSUES THAT CRISS-CROSS
Children exist in a social group, both within the family and outside in the community. Issues of
child rights are therefore deeply connected with other issues of the family, community,
ins�tu�ons and systems in the community. To be able to do good work with children, we need to
iden�fy problems and the root causes as well.
Consider a child who has dropped out of school. The problem you would iden�fy is: Increase in
number of school drop-outs.
Some of these factors will change as per the environment in your village.
As you can see, the problem of school dropouts is not limited to the school alone. The Village
Facilitator should be able to iden�fy issues and locate root causes. You should ideally do this with a
group of children and adults separately. It will help you and the groups as well locate the inter-
connec�ons between issues. Once we locate these connec�ons, it will be easier to start finding
solu�ons to the problems.
Here's an exercise to help you think through this. The “Problem Tree” tool is useful to understand
the cause and effect rela�onship in any given problem. Draw a tree. The trunk is the issue, the
roots are the Causes and the leaves are the Manifesta�ons. You can use a chalk, the ground,
blackboard, chart paper and pens to create this tree. Let it be as big as possible to include
maximum number of causes and outcomes. A group of 10-12 can work on this tree.
Make sure you try it out in your own notebook before you take it to the groups.
l Poor quality of teaching in school
Corporal punishment in schooll Family poverty forcing the child to workl Lack of supportive coaching to learn subjects l Lack of functional toilets with running water in schooll Sexual Harassment on the way to school/in schooll Child is not interested in studying. She or he wants to workl
What causeschildren todrop out?
How can theGram Panchayatreduce drop-outs?
Monitoring school teaching and learning process l Take stringent action on teachers who punish children l
Ensure livelihood opportunities for families, ensure social protection schemes l Organize coaching support with help of village volunteers l
Allot funds for construction of toilets in schools l Intervene in cases of sexual harassment l
Organize vocational training classes for children l Promote innovative teaching learning methods in consultation with teachers l
22
End poverty in all its forms everywhere
End hunger, achieve food security and improved nutri�on and promote sustainable agriculture
Ensure healthy lives and promote well-being for all at all ages
Ensure inclusive and equitable quality educa�on and promote lifelong learning opportuni�es for all
Achieve gender equality and empower all women and girls
Ensure availability and sustainable management of water and sanita�on for all
Ensure access to affordable, reliable, sustainable and modern energy for all
Promote sustained, inclusive & sustainable economic growth, full & produc�ve employment and decent work for all
Build resilient infrastructure, promote inclusive and sustainable industrializa�on and foster innova�on
Reduce inequality within and among countries
Make ci�es and human se�lements inclusive, safe, resilient and sustainable
Ensure sustainable consump�on and produc�on pa�erns
Take urgent ac�on to combat climate change and its impacts
Conserve & sustainably use the oceans, seas & marine resources for sustainable development
Protect, restore & promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat deser�fica�on and halt and reverse land degrada�on and halt biodiversity loss
Promote peaceful & inclusive socie�es for sustainable development, provide access to jus�ce for all & build effec�ve, accountable & inclusive ins�tu�ons at all levels
Strengthen the means of implementa�on & revitalize the global partnership for sustainable development
Triggering Change
5 22 5
Triggering Change
23 23
ISSUES THAT CRISS-CROSS
Children exist in a social group, both within the family and outside in the community. Issues of
child rights are therefore deeply connected with other issues of the family, community,
ins�tu�ons and systems in the community. To be able to do good work with children, we need to
iden�fy problems and the root causes as well.
Consider a child who has dropped out of school. The problem you would iden�fy is: Increase in
number of school drop-outs.
Some of these factors will change as per the environment in your village.
As you can see, the problem of school dropouts is not limited to the school alone. The Village
Facilitator should be able to iden�fy issues and locate root causes. You should ideally do this with a
group of children and adults separately. It will help you and the groups as well locate the inter-
connec�ons between issues. Once we locate these connec�ons, it will be easier to start finding
solu�ons to the problems.
Here's an exercise to help you think through this. The “Problem Tree” tool is useful to understand
the cause and effect rela�onship in any given problem. Draw a tree. The trunk is the issue, the
roots are the Causes and the leaves are the Manifesta�ons. You can use a chalk, the ground,
blackboard, chart paper and pens to create this tree. Let it be as big as possible to include
maximum number of causes and outcomes. A group of 10-12 can work on this tree.
Make sure you try it out in your own notebook before you take it to the groups.
l Poor quality of teaching in school
Corporal punishment in schooll Family poverty forcing the child to workl Lack of supportive coaching to learn subjects l Lack of functional toilets with running water in schooll Sexual Harassment on the way to school/in schooll Child is not interested in studying. She or he wants to workl
What causeschildren todrop out?
How can theGram Panchayatreduce drop-outs?
Monitoring school teaching and learning process l Take stringent action on teachers who punish children l
Ensure livelihood opportunities for families, ensure social protection schemes l Organize coaching support with help of village volunteers l
Allot funds for construction of toilets in schools l Intervene in cases of sexual harassment l
Organize vocational training classes for children l Promote innovative teaching learning methods in consultation with teachers l
24
Triggering Change
5 24 5
Triggering Change
25 25
SECTION III
SITUATION ANALYSIS
WHERE CAN YOU BEGIN FROM?
Here are some steps to get you started:
l Finish reading this book and the other books in
the Resource Kit. Take notes as you go.
l Start off with what you have in place. Exis�ng
children's groups, adolescent girls' groups, SHGs,
Panch, or any of the formed and func�onal
Commi�ees.
l Hold mee�ngs in different groups and share your
role and responsibili�es as a Village Facilitator
l Organize regular sessions with these groups on
topics of their interest. For example, the SHGs
may be interested in learning more about income
genera�on. The girls group may want to know
more about voca�onal training opportuni�es.
Ask the group their expecta�ons before you
begin.
l Encourage the children's group to run the Bal
Sabha regularly.
l Take help from the Anganwadi Worker, ASHA and
School teacher to organize children into group,
especially adolescent groups.
l Make a weekly and monthly schedule of your
work and display it in the School and Anganwadi
Centre.
l Discuss your plans with the GP and decide on a
space where you can meet the groups. It can be
the Panchayat Bhawan, the Anganwadi Centre, or
the School Hall.
l Share the concept of the Bal Snehi Panchayat in
your Gram Sabha. Facilitate the forma�on of a Bal
Snehi Panchayat Niyojan Evam Niyantran Sami�.
l Facilitate the sharing of the Resource Kit with the
Sami� members. You can do this by organizing
evening reading sessions. Fix a schedule that is
agreeable to most members.
l As the Sami� members start taking charge, you
can engage them in co-facilita�ng group
processes with children and adults.
l Share your progress in the Gram Sabha, Standing
Commi�ee mee�ngs and other key village level
mee�ngs. Accept feedback and make sure the
Commi�ee members ac�vely engage in some of
the processes.
l As the Village Facilitator, you will be working with
both groups. So, the challenge will be to ensure
that both children and adults par�cipate equally
in the ac�vi�es. A key area of work of the
Facilitator will be to create spaces for children's
par�cipa�on and ensure that their voices are
heard.
l In about 3 months, with regular group mee�ngs
the Bal Sabha can be encouraged to elect their
Bal Panchayat.
l The work of the Bal Snehi Panchayat Niyojan
Evam Niyantran Sami� should be reviewed every
three months. You can help facilitate this process.
l Par�cipate in Monitoring, Review and Audit
processes in the Panchayat. Take ac�ve roles
wherever required. This will help you learn about
child rights issues in your village and prepare
accordingly.
Having a clearer picture of our village and its issues helps us feel prepared. We can now deepen our
understanding by suppor�ng it with facts and figures. The next sec�on will guide you to gather concrete
informa�on about the status of child rights in your village.
24
Triggering Change
5 24 5
Triggering Change
25 25
SECTION III
SITUATION ANALYSIS
WHERE CAN YOU BEGIN FROM?
Here are some steps to get you started:
l Finish reading this book and the other books in
the Resource Kit. Take notes as you go.
l Start off with what you have in place. Exis�ng
children's groups, adolescent girls' groups, SHGs,
Panch, or any of the formed and func�onal
Commi�ees.
l Hold mee�ngs in different groups and share your
role and responsibili�es as a Village Facilitator
l Organize regular sessions with these groups on
topics of their interest. For example, the SHGs
may be interested in learning more about income
genera�on. The girls group may want to know
more about voca�onal training opportuni�es.
Ask the group their expecta�ons before you
begin.
l Encourage the children's group to run the Bal
Sabha regularly.
l Take help from the Anganwadi Worker, ASHA and
School teacher to organize children into group,
especially adolescent groups.
l Make a weekly and monthly schedule of your
work and display it in the School and Anganwadi
Centre.
l Discuss your plans with the GP and decide on a
space where you can meet the groups. It can be
the Panchayat Bhawan, the Anganwadi Centre, or
the School Hall.
l Share the concept of the Bal Snehi Panchayat in
your Gram Sabha. Facilitate the forma�on of a Bal
Snehi Panchayat Niyojan Evam Niyantran Sami�.
l Facilitate the sharing of the Resource Kit with the
Sami� members. You can do this by organizing
evening reading sessions. Fix a schedule that is
agreeable to most members.
l As the Sami� members start taking charge, you
can engage them in co-facilita�ng group
processes with children and adults.
l Share your progress in the Gram Sabha, Standing
Commi�ee mee�ngs and other key village level
mee�ngs. Accept feedback and make sure the
Commi�ee members ac�vely engage in some of
the processes.
l As the Village Facilitator, you will be working with
both groups. So, the challenge will be to ensure
that both children and adults par�cipate equally
in the ac�vi�es. A key area of work of the
Facilitator will be to create spaces for children's
par�cipa�on and ensure that their voices are
heard.
l In about 3 months, with regular group mee�ngs
the Bal Sabha can be encouraged to elect their
Bal Panchayat.
l The work of the Bal Snehi Panchayat Niyojan
Evam Niyantran Sami� should be reviewed every
three months. You can help facilitate this process.
l Par�cipate in Monitoring, Review and Audit
processes in the Panchayat. Take ac�ve roles
wherever required. This will help you learn about
child rights issues in your village and prepare
accordingly.
Having a clearer picture of our village and its issues helps us feel prepared. We can now deepen our
understanding by suppor�ng it with facts and figures. The next sec�on will guide you to gather concrete
informa�on about the status of child rights in your village.
28
ABOUT ME
Name
Age Sex
Educa�on Contact No.
Address
Occupa�on Work Experience
Trainings a�ended Skills that I have
Opportuni�es for fulfilling my Dream
Strengths Weaknesses
Challenges Dreams
Triggering Change
5 26
KEY INFORMATION ABOUT THE VILLAGE
Village Gram Panchayat
Block District
State
Village Map:
Village Profile:
Popula�on: Male: Female:
Child Popula�on: Total Male Female
0-3 age group
3-5 age group
6-18 age group
Differently-abled Children
295
Triggering Change
27
28
ABOUT ME
Name
Age Sex
Educa�on Contact No.
Address
Occupa�on Work Experience
Trainings a�ended Skills that I have
Opportuni�es for fulfilling my Dream
Strengths Weaknesses
Challenges Dreams
Triggering Change
5 26
KEY INFORMATION ABOUT THE VILLAGE
Village Gram Panchayat
Block District
State
Village Map:
Village Profile:
Popula�on: Male: Female:
Child Popula�on: Total Male Female
0-3 age group
3-5 age group
6-18 age group
Differently-abled Children
295
Triggering Change
27
About the Panchayat:
Total Members
Sarpanch Up-Sarpanch
Village Facilitator Bal Panchayat Commi�ees
Working Commi�ee Members
Bal Panchayat Office Bearers
Government Func�onaries:
Gram Sevak Head Master
ANM ASHA Worker
Anganwadi Worker Agricultural Supervisor
Rozgar Sahayak Male Health Worker
30
Triggering Change
5 28
Form
at f
or
Sum
mar
izin
g Fi
nd
ings
:
Ch
ildSu
rviv
al
Key
fin
din
gsfr
om
th
e M
icro
-P
lan
nin
g p
roce
s
Key
Ac�
on
Pla
nn
ed
Ach
ieve
men
ts
Ch
alle
nge
s
Lear
nin
gs
Ch
ildD
evel
op
men
tC
hild
Pro
tec�
on
Ch
ildP
ar�
cip
a�o
n
5
Triggering Change
29
About the Panchayat:
Total Members
Sarpanch Up-Sarpanch
Village Facilitator Bal Panchayat Commi�ees
Working Commi�ee Members
Bal Panchayat Office Bearers
Government Func�onaries:
Gram Sevak Head Master
ANM ASHA Worker
Anganwadi Worker Agricultural Supervisor
Rozgar Sahayak Male Health Worker
30
Triggering Change
5 28
Form
at f
or
Sum
mar
izin
g Fi
nd
ings
:
Ch
ildSu
rviv
al
Key
fin
din
gsfr
om
th
e M
icro
-P
lan
nin
g p
roce
s
Key
Ac�
on
Pla
nn
ed
Ach
ieve
men
ts
Ch
alle
nge
s
Lear
nin
gs
Ch
ildD
evel
op
men
tC
hild
Pro
tec�
on
Ch
ildP
ar�
cip
a�o
n
5
Triggering Change
29
SCORE CARD : Status of Children
(Rate on a scale of 1 to 5. 1 is Very Poor, 2 is Poor, 3 is Average, 4 is Good, 5 is Excellent)
Issues Score What needs to Improve?
Maternal Health
Safe Childhood
Birth Registra�on
Immuniza�on
Diarrhoea Management ofUnder 5 children
Malnutri�on Management
Child Labour
Child Marriage
Child Sexual Abuse,Violence and Exploita�on
Primary Educa�on
Children ba�ling illnesses
Adolescent Care
32
Triggering Change
5 30
Issues Score What needs to Improve?
Water Sanita�on andHygiene in families,community and ins�tu�ons
Waste Management inCommunity and Ins�tu�ons
Library, Playgrounds andSports Resources forChildren
Status of the Girl-Child
Differently-abled Children
Please Note:
Children can be part of the process when the score card is being filled with the Gram Panchayat
representa�ves or the Bal Snehi Panchayat Niyojan Evam Niyantran Sami�. Before filling in the score card
format, please refer the handbook in the Resource Kit �tled, “In the Right Direc�on – Aiding Child Friendly
Panchayats”. The Handbook contains informa�on about each of these issues. While scoring Maternal
Health, look at all key indicators such as access to ANC, PNC, Nutri�on Supplement, Janani Suraksha Yojana
etc. Try to first score each indicator on a scale of 1 to 5. Then give an overall score to Maternal Health
situa�on in your community. It will be a tough process to give an overall score, but the discussion will only
help you understand the actual status and help you move towards solu�ons.
335
Triggering Change
31
SCORE CARD : Status of Children
(Rate on a scale of 1 to 5. 1 is Very Poor, 2 is Poor, 3 is Average, 4 is Good, 5 is Excellent)
Issues Score What needs to Improve?
Maternal Health
Safe Childhood
Birth Registra�on
Immuniza�on
Diarrhoea Management ofUnder 5 children
Malnutri�on Management
Child Labour
Child Marriage
Child Sexual Abuse,Violence and Exploita�on
Primary Educa�on
Children ba�ling illnesses
Adolescent Care
32
Triggering Change
5 30
Issues Score What needs to Improve?
Water Sanita�on andHygiene in families,community and ins�tu�ons
Waste Management inCommunity and Ins�tu�ons
Library, Playgrounds andSports Resources forChildren
Status of the Girl-Child
Differently-abled Children
Please Note:
Children can be part of the process when the score card is being filled with the Gram Panchayat
representa�ves or the Bal Snehi Panchayat Niyojan Evam Niyantran Sami�. Before filling in the score card
format, please refer the handbook in the Resource Kit �tled, “In the Right Direc�on – Aiding Child Friendly
Panchayats”. The Handbook contains informa�on about each of these issues. While scoring Maternal
Health, look at all key indicators such as access to ANC, PNC, Nutri�on Supplement, Janani Suraksha Yojana
etc. Try to first score each indicator on a scale of 1 to 5. Then give an overall score to Maternal Health
situa�on in your community. It will be a tough process to give an overall score, but the discussion will only
help you understand the actual status and help you move towards solu�ons.
335
Triggering Change
31
Score Card : Status of Child Rights Mechanisms
These are some of the Duty Bearers who are responsible for ensuring child rights in the village. Visit these
members/bodies to find out more about their Role. Add more duty bearers.
Issues Role Current Status
Child Protec�on Commi�ee
School ManagementCommi�ee
Village Health Nutri�on andSanita�on Commi�ee
Anganwadi MonitoringCommi�ee
Anganwadi Worker
ASHA
ANM
School Teachers
Volunteers
Bal Sabha
Bal Panchayat
34
Triggering Change
5 32
Issues Role Current Status
Adolescent Girls Group(Sabla/Kishori Shak�)
Adolescent Boys Group(Saksham)
SHG Members
Please Note:
Include Bal Panchayat members in this process. Prepare the members to share the format and its findings in
the Bal Sabha and invite responses to the same. If required, the scoring can be re-done to incorporate the
feedback of the Bal Sabha. This will help children understand role of each child rights mechanism in the
community and assess its func�onality. In later stages, when Bal Panchayat members enter into monitoring
roles, they will be more informed about what they need to observe and assess. These can be reports /
minutes of mee�ngs, decisions and ac�ons taken, follow up etc. It will also be interes�ng to do this process
with both Bal Panchayat and Gram Panchayat as well. In a common mee�ng you can present the findings
from both Panchayats and facilitate a discussion between both Panchayats about differences and
similari�es in the scoring. This will also be a great opportunity for an interface between children and adults.
Both Bal Panchayat and Gram Panchayat can incorporate key points from this discussion into the planning
process carried out by Commi�ees. The joint findings can be shared in the Gram Sabha. This sharing will help
present the joint work done by Bal Panchayat and Gram Panchayat to the community. More than anything
else, this will give you a first-hand experience of working with both groups.
355
Triggering Change
33
Score Card : Status of Child Rights Mechanisms
These are some of the Duty Bearers who are responsible for ensuring child rights in the village. Visit these
members/bodies to find out more about their Role. Add more duty bearers.
Issues Role Current Status
Child Protec�on Commi�ee
School ManagementCommi�ee
Village Health Nutri�on andSanita�on Commi�ee
Anganwadi MonitoringCommi�ee
Anganwadi Worker
ASHA
ANM
School Teachers
Volunteers
Bal Sabha
Bal Panchayat
34
Triggering Change
5 32
Issues Role Current Status
Adolescent Girls Group(Sabla/Kishori Shak�)
Adolescent Boys Group(Saksham)
SHG Members
Please Note:
Include Bal Panchayat members in this process. Prepare the members to share the format and its findings in
the Bal Sabha and invite responses to the same. If required, the scoring can be re-done to incorporate the
feedback of the Bal Sabha. This will help children understand role of each child rights mechanism in the
community and assess its func�onality. In later stages, when Bal Panchayat members enter into monitoring
roles, they will be more informed about what they need to observe and assess. These can be reports /
minutes of mee�ngs, decisions and ac�ons taken, follow up etc. It will also be interes�ng to do this process
with both Bal Panchayat and Gram Panchayat as well. In a common mee�ng you can present the findings
from both Panchayats and facilitate a discussion between both Panchayats about differences and
similari�es in the scoring. This will also be a great opportunity for an interface between children and adults.
Both Bal Panchayat and Gram Panchayat can incorporate key points from this discussion into the planning
process carried out by Commi�ees. The joint findings can be shared in the Gram Sabha. This sharing will help
present the joint work done by Bal Panchayat and Gram Panchayat to the community. More than anything
else, this will give you a first-hand experience of working with both groups.
355
Triggering Change
33
37
SECTION IV
WORKING WITH GROUPS
5
Triggering Change
35
37
SECTION IV
WORKING WITH GROUPS
5
Triggering Change
35
40
WHAT IS A GROUP ?
A group is a set of people who come together around a common point of interest. Anyone who is
inspired by an idea may reach out to others to share the idea and work on it. This can be one
person or a couple of persons. They reach out to the others and mo�vate them to join the group.
Some�mes, people may join in watching the group func�on. Forming a group is a slow process!
Some�mes a group may be set up really fast, but people may start dropping out. The group
solidifies a�er a stage when some members are regular, stay together and work together. Most
groups start func�oning effec�vely once they �de over the ini�al phase of se�ling in. Some of the
important phases in a formal group forma�on process are: Forming
Team acquaintsand establishes
ground rules.Formali�es arepreserved andmembers are
treated asstrangers.
StormingMembers start to
communicate theirfeelings but s�ll view
themselves asindividuals
rather than partof the team. They
resist control bygroup leaders
and showhos�lity.
NormingPeople feelpart of the
team andrealize that
they canachieve workif they accept
otherviewpoints.
PerformingThe team
works in anopen and
trus�ngatmosphere
where flexibility isthe key andhierarchy is
of li�leimportance.
AdjourningThe team
conducts anassessment of
the year andimplements a
plan for transi�oningroles and
recognizingmembers'
contribu�ons.
Credit: Bruce Tuckman
Triggering Change
5 36 41
Good facilitators are good observers as well! The most effec�ve way to learn about how groups func�on is to
study and observe different groups. This can be any group in your village. The Self Help Group, Standing
Commi�ee of the Panchayat, Tantha Mutki Sami�, or even a group of elders in the family deciding over a
conflict in the family
Do you know of any such func�onal groups in your village or anywhere else? What do you most like about
this group? Would you like to be in a group? Would you like to form a group? How would you go about
forming the Bal Snehi Panchayat Niyojan Evam Niyantran Sami�? Write your thoughts here:
5
Triggering Change
37
40
WHAT IS A GROUP ?
A group is a set of people who come together around a common point of interest. Anyone who is
inspired by an idea may reach out to others to share the idea and work on it. This can be one
person or a couple of persons. They reach out to the others and mo�vate them to join the group.
Some�mes, people may join in watching the group func�on. Forming a group is a slow process!
Some�mes a group may be set up really fast, but people may start dropping out. The group
solidifies a�er a stage when some members are regular, stay together and work together. Most
groups start func�oning effec�vely once they �de over the ini�al phase of se�ling in. Some of the
important phases in a formal group forma�on process are: Forming
Team acquaintsand establishes
ground rules.Formali�es arepreserved andmembers are
treated asstrangers.
StormingMembers start to
communicate theirfeelings but s�ll view
themselves asindividuals
rather than partof the team. They
resist control bygroup leaders
and showhos�lity.
NormingPeople feelpart of the
team andrealize that
they canachieve workif they accept
otherviewpoints.
PerformingThe team
works in anopen and
trus�ngatmosphere
where flexibility isthe key andhierarchy is
of li�leimportance.
AdjourningThe team
conducts anassessment of
the year andimplements a
plan for transi�oningroles and
recognizingmembers'
contribu�ons.
Credit: Bruce Tuckman
Triggering Change
5 36 41
Good facilitators are good observers as well! The most effec�ve way to learn about how groups func�on is to
study and observe different groups. This can be any group in your village. The Self Help Group, Standing
Commi�ee of the Panchayat, Tantha Mutki Sami�, or even a group of elders in the family deciding over a
conflict in the family
Do you know of any such func�onal groups in your village or anywhere else? What do you most like about
this group? Would you like to be in a group? Would you like to form a group? How would you go about
forming the Bal Snehi Panchayat Niyojan Evam Niyantran Sami�? Write your thoughts here:
5
Triggering Change
37
42
That's a facilitator for you! An enabler, someone who helps you see your strengths and
weaknesses; prods you to think about op�ons and encourages you to arrive at your own decisions.
Are you such a facilitator? Or do you follow other methods? Write them here!
How do I Work with Groups?
Help build confidence
Bring to the fore
Help connect thoughts
To enable
Empower Enrich
Support discovery of new ideas and thoughts
To make things easy!
To build bridges
To draw out learnings
Have you ever seen a troubled soul pouring her heart out to
her friend? And did you watch the friend respond to her
sharing? And how she listened, empathized, gave a
shoulder to cry on, nodded her head and had the body
language that conveyed her support to the distressed
person? And also how firmly yet gently she spoke the truth
even if it was so bi�er!
WHAT IS A FACILITATOR'S ROLE?
Triggering Change
5 38
METHODS OF FACILITATION
Facilitators use a range of methods while working with groups and individuals. Some facilitators
are interested in par�cipatory methods. These are methods which help the group interact with
each other.
An effec�ve facilitator will not try to impose informa�on on her group. Instead, she will try to open
up her group to ask more ques�ons and clear their doubts. This is how facilitators can get their
groups to try out new behaviours and prac�ces. A facilitator who pushes informa�on to her group
is almost always rejected by the group. For example, if she says “you are all so foolish, did you not
know such a simple thing will save your child?” People may sit through the session, but will reject
the idea.
Some par�cipatory methods pay special a�en�on to:
1. Seating arrangements
2. Leadership
3. Handling the dominators!
4. Reaching out to the quietest person
5. Right to not participate
6. Asking for expectations from the group
7. Sharing of objectives
8. Saying “I don't know” when you don't
know!
9. Equal time and attention to sub-groups
10. Coming prepared with session plans,
resources and an eye on the time
11. Working with the co-facilitator
wherever required
5
Triggering Change
39
42
That's a facilitator for you! An enabler, someone who helps you see your strengths and
weaknesses; prods you to think about op�ons and encourages you to arrive at your own decisions.
Are you such a facilitator? Or do you follow other methods? Write them here!
How do I Work with Groups?
Help build confidence
Bring to the fore
Help connect thoughts
To enable
Empower Enrich
Support discovery of new ideas and thoughts
To make things easy!
To build bridges
To draw out learnings
Have you ever seen a troubled soul pouring her heart out to
her friend? And did you watch the friend respond to her
sharing? And how she listened, empathized, gave a
shoulder to cry on, nodded her head and had the body
language that conveyed her support to the distressed
person? And also how firmly yet gently she spoke the truth
even if it was so bi�er!
WHAT IS A FACILITATOR'S ROLE?
Triggering Change
5 38
METHODS OF FACILITATION
Facilitators use a range of methods while working with groups and individuals. Some facilitators
are interested in par�cipatory methods. These are methods which help the group interact with
each other.
An effec�ve facilitator will not try to impose informa�on on her group. Instead, she will try to open
up her group to ask more ques�ons and clear their doubts. This is how facilitators can get their
groups to try out new behaviours and prac�ces. A facilitator who pushes informa�on to her group
is almost always rejected by the group. For example, if she says “you are all so foolish, did you not
know such a simple thing will save your child?” People may sit through the session, but will reject
the idea.
Some par�cipatory methods pay special a�en�on to:
1. Seating arrangements
2. Leadership
3. Handling the dominators!
4. Reaching out to the quietest person
5. Right to not participate
6. Asking for expectations from the group
7. Sharing of objectives
8. Saying “I don't know” when you don't
know!
9. Equal time and attention to sub-groups
10. Coming prepared with session plans,
resources and an eye on the time
11. Working with the co-facilitator
wherever required
5
Triggering Change
39
44
Things to avoid while facilita�ng
1. Monologue
2. Forcing a participant to speak
3. Focusing only on those who are vocal
4. Ignoring the small voices at the back
and in the corners
5. Putting down a person or making fun
of them
6. Talking about your achievements
7. Asking expectations from the group,
and then doing nothing about them.
8. Not sharing agenda of your session with the group
Add your own points to this list based on your experiences of being a par�cipant or a facilitator.
Triggering Change
5 40
WHAT IS COMMUNICATION?
Communica�on is sharing of informa�on. We communicate all the �me! Even when we are not
using words, we are communica�ng with our body, our expressions! All our expressions – when
we laugh, cry, hug someone, hit someone, tend to animals or the elderly, sit silently, sulk - are our
ways of communica�ng our thoughts to others.
Information is nothing but our thoughts, views and expressions!
Information is communicated through a medium. For example:
Telephone, Television, Radio, Play, Songs, Newspaper, a letter, SMS, poster,
pamphlet, books, wall writing and so many more!
Communica�on is a give and take process. When both sides engage equally in communica�on, it is
called as Dialogue. But if only one person is talking and others are only listening; it will be a
Monologue. Dialogue is interes�ng because it is par�cipatory.
Intra-Personal
Communication: When you
are with yourself, thinking.
You can understand communication in many ways:
Group Communication:
A person discussing in a
group or a group talking to
another group
Inter-Personal Communication:
Two or more people
talking to each other
Mass Communication:
Information going out
to masses whom you
may not even see
or hear!
45
ssage eM
RECEIVERMediumSENDER
5
Triggering Change
41
44
Things to avoid while facilita�ng
1. Monologue
2. Forcing a participant to speak
3. Focusing only on those who are vocal
4. Ignoring the small voices at the back
and in the corners
5. Putting down a person or making fun
of them
6. Talking about your achievements
7. Asking expectations from the group,
and then doing nothing about them.
8. Not sharing agenda of your session with the group
Add your own points to this list based on your experiences of being a par�cipant or a facilitator.
Triggering Change
5 40
WHAT IS COMMUNICATION?
Communica�on is sharing of informa�on. We communicate all the �me! Even when we are not
using words, we are communica�ng with our body, our expressions! All our expressions – when
we laugh, cry, hug someone, hit someone, tend to animals or the elderly, sit silently, sulk - are our
ways of communica�ng our thoughts to others.
Information is nothing but our thoughts, views and expressions!
Information is communicated through a medium. For example:
Telephone, Television, Radio, Play, Songs, Newspaper, a letter, SMS, poster,
pamphlet, books, wall writing and so many more!
Communica�on is a give and take process. When both sides engage equally in communica�on, it is
called as Dialogue. But if only one person is talking and others are only listening; it will be a
Monologue. Dialogue is interes�ng because it is par�cipatory.
Intra-Personal
Communication: When you
are with yourself, thinking.
You can understand communication in many ways:
Group Communication:
A person discussing in a
group or a group talking to
another group
Inter-Personal Communication:
Two or more people
talking to each other
Mass Communication:
Information going out
to masses whom you
may not even see
or hear!
45
ssage eM
RECEIVERMediumSENDER
5
Triggering Change
41
IS THIS PARTICIPATION?
Everybody loves being listened to, understood and included. But there are �mes, when we
experience exclusion. This can be in our homes, school, work places and even amongst good
friends. At �mes, even the government may also exclude us from decision-making processes. We
may have a vote, but further decisions may not be in our control. In such a situa�on, we may feel
le� out or barred, especially if we have something cri�cal to contribute.
It is therefore useful to understand how par�cipa�on works, how it plays out in different situa�ons
and whether we can influence such processes. The key point is to iden�fy situa�ons where our
par�cipa�on is excluded. Is it enough to be heard and consulted about our opinions? Does
par�cipa�on conclude with our opinion being integrated into the decision-making process? Or is it
a dynamic process that needs to be checked every now and then? Are people excluded on the
basis of their age, class, caste, gender, religion, and ethnicity? Are there more categories of
exclusion? Do children and women have opportuni�es to par�cipate? Why is it so? These are
some of the ques�ons we need to ask ourselves to understand this term be�er. Here are some
situa�ons that may help you iden�fy and assess if they are conducive to people's par�cipa�on.
The Bal Sabha members were very happy when they
were invited to be a part of the dais for a village
func�on. Children prepared a speech and went
eagerly to take part in the func�on. In the func�on, the
adults praised the children for their work and gave
them garlands and presents. Bal Sabha received a lot
of apprecia�on, but their representa�ve never got the
opportunity to present their speech! The children
came back disappointed.
46
Triggering Change
5 42
When the Anganwadi Worker, ASHA and ANM
heard that the Adolescent Girls group would like
to support them in their work, they were very
happy. The girls too enjoyed learning health and
ICDS- related informa�on through many
sessions facilitated by the Workers. In a couple of
months, the girls started dropping out. The
Workers had started using children to get their
own work done! Instead of engaging the girls,
the workers had dumped their tasks like filling
registers, doing home visits and mobilizing community onto the girls. The girls
did not like this and stopped coming.
Class 10 girls raised the issue of non-
func�onal toilets in their school. Lack of
water had forced the school to shut down
all the toilets. This had led to poor
a�endance of girls. The Gram Panchayat
promised to work on the girls' demands.
They visited the school, interacted with the
students and consulted them on the
ameni�es that the school lacked. In the next four months, the school not only had toilets
with running water, but a library, levelled playground and sports material for boys and girls.
The children were very proud of themselves as well as their discerning adults.
5
Triggering Change
43
IS THIS PARTICIPATION?
Everybody loves being listened to, understood and included. But there are �mes, when we
experience exclusion. This can be in our homes, school, work places and even amongst good
friends. At �mes, even the government may also exclude us from decision-making processes. We
may have a vote, but further decisions may not be in our control. In such a situa�on, we may feel
le� out or barred, especially if we have something cri�cal to contribute.
It is therefore useful to understand how par�cipa�on works, how it plays out in different situa�ons
and whether we can influence such processes. The key point is to iden�fy situa�ons where our
par�cipa�on is excluded. Is it enough to be heard and consulted about our opinions? Does
par�cipa�on conclude with our opinion being integrated into the decision-making process? Or is it
a dynamic process that needs to be checked every now and then? Are people excluded on the
basis of their age, class, caste, gender, religion, and ethnicity? Are there more categories of
exclusion? Do children and women have opportuni�es to par�cipate? Why is it so? These are
some of the ques�ons we need to ask ourselves to understand this term be�er. Here are some
situa�ons that may help you iden�fy and assess if they are conducive to people's par�cipa�on.
The Bal Sabha members were very happy when they
were invited to be a part of the dais for a village
func�on. Children prepared a speech and went
eagerly to take part in the func�on. In the func�on, the
adults praised the children for their work and gave
them garlands and presents. Bal Sabha received a lot
of apprecia�on, but their representa�ve never got the
opportunity to present their speech! The children
came back disappointed.
46
Triggering Change
5 42
When the Anganwadi Worker, ASHA and ANM
heard that the Adolescent Girls group would like
to support them in their work, they were very
happy. The girls too enjoyed learning health and
ICDS- related informa�on through many
sessions facilitated by the Workers. In a couple of
months, the girls started dropping out. The
Workers had started using children to get their
own work done! Instead of engaging the girls,
the workers had dumped their tasks like filling
registers, doing home visits and mobilizing community onto the girls. The girls
did not like this and stopped coming.
Class 10 girls raised the issue of non-
func�onal toilets in their school. Lack of
water had forced the school to shut down
all the toilets. This had led to poor
a�endance of girls. The Gram Panchayat
promised to work on the girls' demands.
They visited the school, interacted with the
students and consulted them on the
ameni�es that the school lacked. In the next four months, the school not only had toilets
with running water, but a library, levelled playground and sports material for boys and girls.
The children were very proud of themselves as well as their discerning adults.
5
Triggering Change
43
So, the Gram Panchayat was very happy
to receive sugges�ons from the Bal
Panchayat working groups for the Gram
Panchayat Development Plan process.
The Standing Commi�ees of both Bal
Panchayat and Gram Panchayat met
together as well.
However, when the GPDP process was
being finalized the adults decided that
construc�on ac�vi�es should be given
more importance. Many of the sugges-
�ons made by children were dropped
from the final plan.
Par�cipa�on is inclusion and ac�ve engagement.
Imagine there is a Gram Sabha happening in the
village and you are not invited! Is it because you are
a woman, or a child, a person from the poorest
households, or maybe a person from the “lower
caste”? This is the absence of par�cipa�on because
the Panchayat does not include all people, equally.
In Mahila Sabha, women speak their minds. They
understand issues and have interes�ng ideas to
propose. But when invited to the Gram Sabha, the women do not speak at all! So, you may say
they had “got” the chance to par�cipate, but they did not make good use of it. Before you get
angry with the women, think about why this happened? Why don't women speak out in public
forums? Where were they seated? Were they stopped from talking by their families? Was the
Gram Sabha dominated by members of the upper caste community where the women from
lower castes could not speak?
48
Triggering Change
5 44
SECTION V
TIME FOR ACTION!
495
Triggering Change
45
So, the Gram Panchayat was very happy
to receive sugges�ons from the Bal
Panchayat working groups for the Gram
Panchayat Development Plan process.
The Standing Commi�ees of both Bal
Panchayat and Gram Panchayat met
together as well.
However, when the GPDP process was
being finalized the adults decided that
construc�on ac�vi�es should be given
more importance. Many of the sugges-
�ons made by children were dropped
from the final plan.
Par�cipa�on is inclusion and ac�ve engagement.
Imagine there is a Gram Sabha happening in the
village and you are not invited! Is it because you are
a woman, or a child, a person from the poorest
households, or maybe a person from the “lower
caste”? This is the absence of par�cipa�on because
the Panchayat does not include all people, equally.
In Mahila Sabha, women speak their minds. They
understand issues and have interes�ng ideas to
propose. But when invited to the Gram Sabha, the women do not speak at all! So, you may say
they had “got” the chance to par�cipate, but they did not make good use of it. Before you get
angry with the women, think about why this happened? Why don't women speak out in public
forums? Where were they seated? Were they stopped from talking by their families? Was the
Gram Sabha dominated by members of the upper caste community where the women from
lower castes could not speak?
48
Triggering Change
5 44
SECTION V
TIME FOR ACTION!
495
Triggering Change
45
52
PLANNING FOR A SESSION
How to prepare a Session Plan:
A session is a focused discussion on any topic that concerns the group. For example, session on
immuniza�on with a group of parents and grandparents. Here, the facilitators will work to share
correct technical informa�on about immuniza�on, answer queries from the group and make
a�empts to remove any misconcep�ons about immuniza�on.
For this, the facilitator has to do some prepara�ons. Some of the prepara�ons include:
Effec�ve facilitators always write down their session plans. It helps fulfil the objec�ves of the
session. It also helps the group take away some new learnings from the �me they spend in the
session. Some session plans on a set of topics are given below for your reading and reference.
However, to make your own session plan it is necessary to read up on the topic and prepare your
own need based sessions.
However, session planning comes at a later stage. The first step is to understand the needs of your
group. In the first few mee�ngs, you should encourage the group to make a list of topics that they
want to learn more about. This list can be displayed in the place of your mee�ngs. As you proceed
with each session, this list may keep changing and new topics may be added. It is therefore
important that you keep reading and referencing each day. You
need not know everything about all topics. But it would be
good to know enough about a few topics. With con�nued
reading, you will feel more confident and equipped to engage
with any group of children or adults. Also, hope you never shy
away from saying “I don't know” if you do not know!
l Reading up on the topic
l Gathering resources as required for the
session
l Making notes of how to introduce the
session, ask leading questions and
engage the group in a discussion
l Preparing responses to some of the
questions that the group may ask
l Listing possible barriers and working
out ways to tackle them
l Making a list of some resource persons
who can be invited from outside like
some sensitive government functionar-
ies who can talk about health, adoles-
cence etc.
Triggering Change
5 46
Group Size : 20 Adolescent Girls
Time required : 2 hours
Resources required : Chart papers, sketch pens,
markers, cello tape and copy of a body chart with
labels (you can get this from the PHC or the science
Session : UNDERSTANDING OUR BODIES
Process Steps:
1. Invite everyone to sit in a circle. Share the topic and agenda for the
day.
2. Open the mee�ng with a song that everyone can sing together. For
example, songs about girls' educa�on or any such inspiring ac�on.
3. Ask the group to share any key developments that have taken
place since the last mee�ng.
4. Start the session by asking some leading ques�on, “What do you know about the human body, its
organs and func�ons”?
5. Allow the group to respond. Here, you will learn about the exis�ng informa�on of the group
6. Using cello tape, paste three chart papers together to form a single long sheet.
7. Invite a girl to lie on the sheet and another one to draw the outline of her body with a sketch pen.
Ask the girls to feel comfortable doing this. It will be good to do this in two groups, on two sheets.
8. Ask the girls to use a sketch pen to label body parts – internal and external.
9. Invite them to present their body maps. Encourage the groups to share the func�ons of each part.
10. Ask which parts they were easily able to label and explain? Which were the ones they found
difficult to explain or could not?
11. Congratulate the groups on their presenta�ons. Correct the informa�on in the body maps by
explaining the different organs and func�ons. Encourage the group to ask ques�ons.
12. Invite members from the group to sum up what they have learnt from the session.
Sugges�ve discussion points:
l Why did we hesitate to lie down on the floor while making the body chart?
l What are our internal body organs? Which are the external ones?
l Which body parts did you find easy to label and which took �me to label? Why?
l Do you think the parts are labelled correctly? How can you check?
l What are the reproduc�ve organs? What are their func�ons?
l Would the male body be any different from the female body? How?
l How are the different organs inter-connected and how does this affect your body?
5
Triggering Change
47
52
PLANNING FOR A SESSION
How to prepare a Session Plan:
A session is a focused discussion on any topic that concerns the group. For example, session on
immuniza�on with a group of parents and grandparents. Here, the facilitators will work to share
correct technical informa�on about immuniza�on, answer queries from the group and make
a�empts to remove any misconcep�ons about immuniza�on.
For this, the facilitator has to do some prepara�ons. Some of the prepara�ons include:
Effec�ve facilitators always write down their session plans. It helps fulfil the objec�ves of the
session. It also helps the group take away some new learnings from the �me they spend in the
session. Some session plans on a set of topics are given below for your reading and reference.
However, to make your own session plan it is necessary to read up on the topic and prepare your
own need based sessions.
However, session planning comes at a later stage. The first step is to understand the needs of your
group. In the first few mee�ngs, you should encourage the group to make a list of topics that they
want to learn more about. This list can be displayed in the place of your mee�ngs. As you proceed
with each session, this list may keep changing and new topics may be added. It is therefore
important that you keep reading and referencing each day. You
need not know everything about all topics. But it would be
good to know enough about a few topics. With con�nued
reading, you will feel more confident and equipped to engage
with any group of children or adults. Also, hope you never shy
away from saying “I don't know” if you do not know!
l Reading up on the topic
l Gathering resources as required for the
session
l Making notes of how to introduce the
session, ask leading questions and
engage the group in a discussion
l Preparing responses to some of the
questions that the group may ask
l Listing possible barriers and working
out ways to tackle them
l Making a list of some resource persons
who can be invited from outside like
some sensitive government functionar-
ies who can talk about health, adoles-
cence etc.
Triggering Change
5 46
Group Size : 20 Adolescent Girls
Time required : 2 hours
Resources required : Chart papers, sketch pens,
markers, cello tape and copy of a body chart with
labels (you can get this from the PHC or the science
Session : UNDERSTANDING OUR BODIES
Process Steps:
1. Invite everyone to sit in a circle. Share the topic and agenda for the
day.
2. Open the mee�ng with a song that everyone can sing together. For
example, songs about girls' educa�on or any such inspiring ac�on.
3. Ask the group to share any key developments that have taken
place since the last mee�ng.
4. Start the session by asking some leading ques�on, “What do you know about the human body, its
organs and func�ons”?
5. Allow the group to respond. Here, you will learn about the exis�ng informa�on of the group
6. Using cello tape, paste three chart papers together to form a single long sheet.
7. Invite a girl to lie on the sheet and another one to draw the outline of her body with a sketch pen.
Ask the girls to feel comfortable doing this. It will be good to do this in two groups, on two sheets.
8. Ask the girls to use a sketch pen to label body parts – internal and external.
9. Invite them to present their body maps. Encourage the groups to share the func�ons of each part.
10. Ask which parts they were easily able to label and explain? Which were the ones they found
difficult to explain or could not?
11. Congratulate the groups on their presenta�ons. Correct the informa�on in the body maps by
explaining the different organs and func�ons. Encourage the group to ask ques�ons.
12. Invite members from the group to sum up what they have learnt from the session.
Sugges�ve discussion points:
l Why did we hesitate to lie down on the floor while making the body chart?
l What are our internal body organs? Which are the external ones?
l Which body parts did you find easy to label and which took �me to label? Why?
l Do you think the parts are labelled correctly? How can you check?
l What are the reproduc�ve organs? What are their func�ons?
l Would the male body be any different from the female body? How?
l How are the different organs inter-connected and how does this affect your body?
5
Triggering Change
47
54
Objec�ve : To understand the causes and effects of a
problem and their inter-linkages
Time : 60 min
Resources : Chart papers, Markers
Session : PROBLEM TREE
Process:
1. Form five groups
2. Explain the purpose of the exercise to the par�cipants
3. The 'Problem Tree' is an effec�ve visual method of
presen�ng the cause-effect rela�onship.
4. It provides scope for in-depth probing of the causes as
well as effects, as perceived by community groups
5. Ask groups to iden�fy a problem
6. Ask groups to
a. draw an outline of a tree on a chart paper
b. write the iden�fied main problem on the trunk of
the tree
c. iden�fy the causes of the problem and write them
on the roots of the tree in such a way that the inter-
linkages between the causes also get highlighted
d. iden�fy the effects of the problem and depict
them as branches in such a way that they also
reflect the rela�onships between the effects
e. once the diagram is ready, ask groups to present it. Encourage them to reflect and draw the
learning from it.
7. Facilitate a discussion among the par�cipants exploring possible interven�ons and/or solu�ons to
deal with the causes and consequences of the problem.
8. Emphasize the point that many solu�ons are possible at the level of the par�cipants themselves.
9. From solu�ons one can move on to the ac�ons, which are more specific do-able points
10. Once decided, these ac�on points can be integrated into the ac�on plan of the Bal Panchayat
Commi�ees
11. If possible, draw the diagram on the ground (using a s�ck or a chalk) and write the causes and
consequences on small cards placed on the roots and branches
Effect
Problem
Causes
Triggering Change
5 48 55
Objec�ve:
1. Know the difference between sex and gender
2. Appreciate that gender is created by social and
cultural factors and that therefore it can be
changed
Time : 60 min
Resources : Cards, sketch pens, copy of “What is a
boy? What is a girl?” publica�on by Kamla Bhasin
Session : WHAT IS A GIRL? WHAT IS A BOY?
Process:
l Ask par�cipants the ques�on: What is a boy? What is a girl?
l Encourage them to think and ar�culate.
l Listen to their responses
l List them down on the board
l Appreciate their responses.
l Next, distribute cards to the par�cipants, one each
l Ask them to write or draw their response to the
ques�on: What is a boy? What is a girl?
l A�er about 10 mins, ask par�cipants to display their
cards by placing them along the wall of the training hall
(Please remember that some par�cipants may decide
not to display their cards).
l Ask par�cipants to go around and take a look at the
cards and interact with each other. Par�cipants may
find a range of responses, different viewpoints
l Appreciate their responses.
l Next, read out selected sec�ons from the book “What is a boy? What is girl?” by Kamla Bhasin.
A�er about 10 minutes, ask par�cipants to display their cards by placing them along the wall of the
training hall (Please remember that some par�cipants may decide not to display their cards. Ask
par�cipants to go around and take a look at the cards and interact with each other. Par�cipants
may find a range of responses, different viewpoints
l Appreciate their responses.
5
Triggering Change
49
54
Objec�ve : To understand the causes and effects of a
problem and their inter-linkages
Time : 60 min
Resources : Chart papers, Markers
Session : PROBLEM TREE
Process:
1. Form five groups
2. Explain the purpose of the exercise to the par�cipants
3. The 'Problem Tree' is an effec�ve visual method of
presen�ng the cause-effect rela�onship.
4. It provides scope for in-depth probing of the causes as
well as effects, as perceived by community groups
5. Ask groups to iden�fy a problem
6. Ask groups to
a. draw an outline of a tree on a chart paper
b. write the iden�fied main problem on the trunk of
the tree
c. iden�fy the causes of the problem and write them
on the roots of the tree in such a way that the inter-
linkages between the causes also get highlighted
d. iden�fy the effects of the problem and depict
them as branches in such a way that they also
reflect the rela�onships between the effects
e. once the diagram is ready, ask groups to present it. Encourage them to reflect and draw the
learning from it.
7. Facilitate a discussion among the par�cipants exploring possible interven�ons and/or solu�ons to
deal with the causes and consequences of the problem.
8. Emphasize the point that many solu�ons are possible at the level of the par�cipants themselves.
9. From solu�ons one can move on to the ac�ons, which are more specific do-able points
10. Once decided, these ac�on points can be integrated into the ac�on plan of the Bal Panchayat
Commi�ees
11. If possible, draw the diagram on the ground (using a s�ck or a chalk) and write the causes and
consequences on small cards placed on the roots and branches
Effect
Problem
Causes
Triggering Change
5 48 55
Objec�ve:
1. Know the difference between sex and gender
2. Appreciate that gender is created by social and
cultural factors and that therefore it can be
changed
Time : 60 min
Resources : Cards, sketch pens, copy of “What is a
boy? What is a girl?” publica�on by Kamla Bhasin
Session : WHAT IS A GIRL? WHAT IS A BOY?
Process:
l Ask par�cipants the ques�on: What is a boy? What is a girl?
l Encourage them to think and ar�culate.
l Listen to their responses
l List them down on the board
l Appreciate their responses.
l Next, distribute cards to the par�cipants, one each
l Ask them to write or draw their response to the
ques�on: What is a boy? What is a girl?
l A�er about 10 mins, ask par�cipants to display their
cards by placing them along the wall of the training hall
(Please remember that some par�cipants may decide
not to display their cards).
l Ask par�cipants to go around and take a look at the
cards and interact with each other. Par�cipants may
find a range of responses, different viewpoints
l Appreciate their responses.
l Next, read out selected sec�ons from the book “What is a boy? What is girl?” by Kamla Bhasin.
A�er about 10 minutes, ask par�cipants to display their cards by placing them along the wall of the
training hall (Please remember that some par�cipants may decide not to display their cards. Ask
par�cipants to go around and take a look at the cards and interact with each other. Par�cipants
may find a range of responses, different viewpoints
l Appreciate their responses.
5
Triggering Change
49
Objec�ve
l To introduce films on various topics to the Bal Sabha
l To explore ways in which the film as a medium can be used to facilitate
a dialogue at the community level
Time : 90- min
Resources
l Copy of films for children (You can use MeenaManch films developed
by UNICEF, there are also many short films freely available on the
internet which can be easily downloaded, the Anganwadi / Health
worker can help you access films on various topics from the district
headquarters.
l TV/LCD projector
l Player/Pen Drive
Session : Film Screening
Process
l Screen the film with a group.
l A�er the screening, ini�ate a discussion
l The ques�ons would depend on the type of audience group. Some examples:
v What do you think about the characters?
v Which character did you like the most? Why?
v Which character did you not like? Why?
v What do you think about ( a par�cular nega�ve situa�on in the film)
v How would you have responded (to a par�cular situa�on in the film)
v Why do people say this about (pick up any par�cular stereotypical statement in the film
and help children analyze that)
l The ensuing discussion could lead to further probing about the par�cipants (audience group's)
experiences and feelings. Encourage them to express themselves, share their opinion, and to
relate the film to their lives/life situa�on
l Ask par�cipants to form groups of four/five each. Ask them to discuss the film in their group and
share it with the larger group.
l Summarise the responses. Give a brief background of the film you have screened, including
some informa�on about the makers.
56
Triggering Change
5 50
Session : CHILD RIGHTS AUDIT
Process
l To ini�ate a discussion, ask ques�ons like:
v With respect to ensuring and promo�ng child rights in your community, which ins�tu�on's
performance are you sa�sfied with?
v With respect to ensuring and promo�ng child rights in your community, which ins�tu�on's
performance are you not sa�sfied with? Why?
v Are you happy with the par�cipa�on of children in these ins�tu�ons?
l Divide the par�cipants into four/five groups.
l Each group to work on the following issues:
v Birth registra�on
v Malnutri�on
v Immunisa�on
v Child labour
v Early marriage of girls
v Hygiene and Sanita�on
l Plan a child rights audit in your community.
l Put up a chart paper with the following ques�ons for the groups to refer and consider the same in their
plans:
v How will you design an awareness campaign on child rights audit?
v What will be objec�ve and scope of the audit on the par�cular issue?
v What laws/acts, programmes, projects, schemes or ins�tu�ons are linked to the par�cular issue?
v Who will be the members of the child rights audit commi�ee?
v Who all will par�cipate in the audit (respondents)?
v What are the performance indicators to be assessed?
v What methods will be used to collect quan�ta�ve and qualita�ve data?
v How will you disseminate the report?
l Inform par�cipants that they will have to make their group presenta�ons a�er the next day's repor�ng
session
Objec�ve
l To explore possibili�es of conduc�ng child rights audit at the
community level
Time : 30 min
Resources
l Chart Papers
l Markers
575
Triggering Change
51
Objec�ve
l To introduce films on various topics to the Bal Sabha
l To explore ways in which the film as a medium can be used to facilitate
a dialogue at the community level
Time : 90- min
Resources
l Copy of films for children (You can use MeenaManch films developed
by UNICEF, there are also many short films freely available on the
internet which can be easily downloaded, the Anganwadi / Health
worker can help you access films on various topics from the district
headquarters.
l TV/LCD projector
l Player/Pen Drive
Session : Film Screening
Process
l Screen the film with a group.
l A�er the screening, ini�ate a discussion
l The ques�ons would depend on the type of audience group. Some examples:
v What do you think about the characters?
v Which character did you like the most? Why?
v Which character did you not like? Why?
v What do you think about ( a par�cular nega�ve situa�on in the film)
v How would you have responded (to a par�cular situa�on in the film)
v Why do people say this about (pick up any par�cular stereotypical statement in the film
and help children analyze that)
l The ensuing discussion could lead to further probing about the par�cipants (audience group's)
experiences and feelings. Encourage them to express themselves, share their opinion, and to
relate the film to their lives/life situa�on
l Ask par�cipants to form groups of four/five each. Ask them to discuss the film in their group and
share it with the larger group.
l Summarise the responses. Give a brief background of the film you have screened, including
some informa�on about the makers.
56
Triggering Change
5 50
Session : CHILD RIGHTS AUDIT
Process
l To ini�ate a discussion, ask ques�ons like:
v With respect to ensuring and promo�ng child rights in your community, which ins�tu�on's
performance are you sa�sfied with?
v With respect to ensuring and promo�ng child rights in your community, which ins�tu�on's
performance are you not sa�sfied with? Why?
v Are you happy with the par�cipa�on of children in these ins�tu�ons?
l Divide the par�cipants into four/five groups.
l Each group to work on the following issues:
v Birth registra�on
v Malnutri�on
v Immunisa�on
v Child labour
v Early marriage of girls
v Hygiene and Sanita�on
l Plan a child rights audit in your community.
l Put up a chart paper with the following ques�ons for the groups to refer and consider the same in their
plans:
v How will you design an awareness campaign on child rights audit?
v What will be objec�ve and scope of the audit on the par�cular issue?
v What laws/acts, programmes, projects, schemes or ins�tu�ons are linked to the par�cular issue?
v Who will be the members of the child rights audit commi�ee?
v Who all will par�cipate in the audit (respondents)?
v What are the performance indicators to be assessed?
v What methods will be used to collect quan�ta�ve and qualita�ve data?
v How will you disseminate the report?
l Inform par�cipants that they will have to make their group presenta�ons a�er the next day's repor�ng
session
Objec�ve
l To explore possibili�es of conduc�ng child rights audit at the
community level
Time : 30 min
Resources
l Chart Papers
l Markers
575
Triggering Change
51
Understanding Steps to the Child Rights Audit
l An audit is an unbiased examina�on and
evalua�on of the exis�ng status of any
organiza�on or ins�tu�on.
l Social Audit is carried out to improve local
governance, and strengthen the accountabil-
ity and transparency in local bodies through
community par�cipa�on.
l Child Rights Audit, therefore, is based on the
belief that democra�c local governance
should be carried out with the consent and
understanding of all concerned. It should
value the voice of the duty bearers as also
rights holders whose voices are rarely heard.
l Child Rights Audit is a process that helps not
only to measure, understand, verify and
report but also to improve the performance
of a project, programme or an organiza�on. It
helps to narrow gaps between goal and
reality, between efficiency and effec�veness.
Also, neglected issues related to the rights of
the child emerge through the process. In
simple terms, a child rights audit is an
assessment aimed at highligh�ng the gaps,
problems and difficul�es in the protec�on,
promo�on and implementa�on of children's
rights in the community. The audit could seek
to find out whether there are par�cular
issues or fields of ac�vity where children's
rights are being ignored or underplayed.
l The aim could be to gather informa�on
rela�ng to children's lives and par�cular
areas in which their rights might be under-
played with regards to the home environ-
ment, the community in which they live,
nutri�on, health, educa�on, environment,
play and leisure, etc. One could also explore
cross-cu�ng issues like children having a say
in decisions that affect their lives and gender
discrimina�on.
l The objec�ve of child rights audit is to create
awareness among rights holders (children)
and duty bearers (community members and
service providers); assess the gaps (physical
and financial) between needs and resources
available for survival, protec�on, develop-
ment and par�cipa�on of children; analyse
various policy decisions, keeping in view the
best interests and priori�es of the child;
es�mate the loss of opportunity and benefits
for rights holders for not ge�ng �mely access
to services; and increase the efficacy and
effec�veness of child rights related
programmes
l Community par�cipa�on is key to an effec�ve
child rights audit. The outcome includes
capacity building of community groups on
par�cipatory planning; collec�ve decision
making and sharing responsibili�es; ensuring
benefits to disadvantaged groups; and
develops human resource and social capital.
For the research to be as inclusive as possible,
informa�on is to be collected from various
sources including ins�tu�ons and government
departments; community organiza�ons;
community representa�ves; children and
young people.
l The methods to collect informa�on could
include one-to-one interviews and focus
group discussions. The general interview
schedule could ask respondents to highlight
examples of issues where children's rights
58
Triggering Change
5 52
were underplayed and ignored in rela�on to
the main theme of the assessment.
l Visits to homes and/or ins�tu�ons concerned
would provide the opportunity to observe
the situa�on closely. The child rights
auditor/s must have access to registers and
documents related to ac�vi�es undertaken
by the project, programme or ins�tu�on.
They should be in a posi�on to refer and/or
seek clarifica�ons from the implemen�ng
agency about any ac�vity, scheme or
decisions. This requires transparency in the
decision-making and ac�vi�es of the
implemen�ng agencies.
l In a way, Child Rights Audit includes mea-
sures for enhancing transparency by enforc-
ing the right to informa�on in the planning
and implementa�on of local development
ac�vi�es.
l Children and young people should be
encouraged to contribute to the child rights
audit process as it empowers them to
exercise their right to par�cipa�on. This
would also give the audit a child's perspec-
�ve.
l Apart from interviews and group discussions,
children should have the opportunity to
ar�culate their views through drawing
pictures, wri�ng stories, designing posters or
undertaking tasks which are appropriate to
their age and level of understanding.
Depending on the theme and scope of the
audit, children could be asked about things
they considered unfair – in school, in family,
about their community, about play and
leisure facili�es. They could also be asked
about decisions they would like to have a
greater say in.
l The data to be collected could be quan�ta�ve
and qualita�ve. The ques�ons seeking
qualita�ve responses should be open-ended.
l The par�cipants in the audit process should
be informed about its aims. One should also
communicate, and gain their consent, that
any quotes or points they raise in the course
of the discussions would be anonymous in the
report and the presenta�ons. This is especially
true in the case of children and young people.
l Youth volunteers could facilitate forma�on of
a commi�ee to carry out the audit which can
be set up depending on the nature of
schemes, programmes or ins�tu�ons to be
audited. The commi�ee members can be
drawn from among stakeholders – youth
volunteers, child representa�ves, women
from SHGs, re�red func�onaries of different
organiza�ons, PRI members, etc.
l The most appropriate ins�tu�onal level for
such an audit at the community level is the
Gram Sabha which has been given powers and
responsibili�es by the Panchaya� Raj Act to
supervise and monitor the func�oning of
panchayat elected representa�ves and
government func�onaries. Members of the
Gram Sabha and the village panchayat,
intermediate panchayat and district
panchayat through their representa�ves, can
raise issues of social concern and public
interest and demand an explana�on.
595
Triggering Change
53
Understanding Steps to the Child Rights Audit
l An audit is an unbiased examina�on and
evalua�on of the exis�ng status of any
organiza�on or ins�tu�on.
l Social Audit is carried out to improve local
governance, and strengthen the accountabil-
ity and transparency in local bodies through
community par�cipa�on.
l Child Rights Audit, therefore, is based on the
belief that democra�c local governance
should be carried out with the consent and
understanding of all concerned. It should
value the voice of the duty bearers as also
rights holders whose voices are rarely heard.
l Child Rights Audit is a process that helps not
only to measure, understand, verify and
report but also to improve the performance
of a project, programme or an organiza�on. It
helps to narrow gaps between goal and
reality, between efficiency and effec�veness.
Also, neglected issues related to the rights of
the child emerge through the process. In
simple terms, a child rights audit is an
assessment aimed at highligh�ng the gaps,
problems and difficul�es in the protec�on,
promo�on and implementa�on of children's
rights in the community. The audit could seek
to find out whether there are par�cular
issues or fields of ac�vity where children's
rights are being ignored or underplayed.
l The aim could be to gather informa�on
rela�ng to children's lives and par�cular
areas in which their rights might be under-
played with regards to the home environ-
ment, the community in which they live,
nutri�on, health, educa�on, environment,
play and leisure, etc. One could also explore
cross-cu�ng issues like children having a say
in decisions that affect their lives and gender
discrimina�on.
l The objec�ve of child rights audit is to create
awareness among rights holders (children)
and duty bearers (community members and
service providers); assess the gaps (physical
and financial) between needs and resources
available for survival, protec�on, develop-
ment and par�cipa�on of children; analyse
various policy decisions, keeping in view the
best interests and priori�es of the child;
es�mate the loss of opportunity and benefits
for rights holders for not ge�ng �mely access
to services; and increase the efficacy and
effec�veness of child rights related
programmes
l Community par�cipa�on is key to an effec�ve
child rights audit. The outcome includes
capacity building of community groups on
par�cipatory planning; collec�ve decision
making and sharing responsibili�es; ensuring
benefits to disadvantaged groups; and
develops human resource and social capital.
For the research to be as inclusive as possible,
informa�on is to be collected from various
sources including ins�tu�ons and government
departments; community organiza�ons;
community representa�ves; children and
young people.
l The methods to collect informa�on could
include one-to-one interviews and focus
group discussions. The general interview
schedule could ask respondents to highlight
examples of issues where children's rights
58
Triggering Change
5 52
were underplayed and ignored in rela�on to
the main theme of the assessment.
l Visits to homes and/or ins�tu�ons concerned
would provide the opportunity to observe
the situa�on closely. The child rights
auditor/s must have access to registers and
documents related to ac�vi�es undertaken
by the project, programme or ins�tu�on.
They should be in a posi�on to refer and/or
seek clarifica�ons from the implemen�ng
agency about any ac�vity, scheme or
decisions. This requires transparency in the
decision-making and ac�vi�es of the
implemen�ng agencies.
l In a way, Child Rights Audit includes mea-
sures for enhancing transparency by enforc-
ing the right to informa�on in the planning
and implementa�on of local development
ac�vi�es.
l Children and young people should be
encouraged to contribute to the child rights
audit process as it empowers them to
exercise their right to par�cipa�on. This
would also give the audit a child's perspec-
�ve.
l Apart from interviews and group discussions,
children should have the opportunity to
ar�culate their views through drawing
pictures, wri�ng stories, designing posters or
undertaking tasks which are appropriate to
their age and level of understanding.
Depending on the theme and scope of the
audit, children could be asked about things
they considered unfair – in school, in family,
about their community, about play and
leisure facili�es. They could also be asked
about decisions they would like to have a
greater say in.
l The data to be collected could be quan�ta�ve
and qualita�ve. The ques�ons seeking
qualita�ve responses should be open-ended.
l The par�cipants in the audit process should
be informed about its aims. One should also
communicate, and gain their consent, that
any quotes or points they raise in the course
of the discussions would be anonymous in the
report and the presenta�ons. This is especially
true in the case of children and young people.
l Youth volunteers could facilitate forma�on of
a commi�ee to carry out the audit which can
be set up depending on the nature of
schemes, programmes or ins�tu�ons to be
audited. The commi�ee members can be
drawn from among stakeholders – youth
volunteers, child representa�ves, women
from SHGs, re�red func�onaries of different
organiza�ons, PRI members, etc.
l The most appropriate ins�tu�onal level for
such an audit at the community level is the
Gram Sabha which has been given powers and
responsibili�es by the Panchaya� Raj Act to
supervise and monitor the func�oning of
panchayat elected representa�ves and
government func�onaries. Members of the
Gram Sabha and the village panchayat,
intermediate panchayat and district
panchayat through their representa�ves, can
raise issues of social concern and public
interest and demand an explana�on.
595
Triggering Change
53
l Steps in Child Rights Audit:
v Organization of a mass campaign to
increase public awareness about the
meaning, scope, purpose and objectives
of child rights audit
v Clarity of purpose and goal of the
scheme, programme or institution
v Identify stakeholders with a focus on
their specific roles and duties. It is
particularly important that marginalized
groups, which are normally excluded,
have a say on development issues and
activities and have their views on the
actual performance of the institution.
v Orientation on child right auditing
methods, conducting and preparing audit
reports, presentation at Gram Sabha
meetings.
v Define performance indicators which
must be understood and accepted by all.
v Indicator data must be collected by
stakeholders on a regular basis.
v Regular meetings to review and discuss
data/information on performance
indicators.
v Follow-up of child rights audit meeting
to review stakeholders' actions,
activities and viewpoints, making
commitments on changes and agreeing on
future action as recommended by the
stakeholders.
v Establishment of a group of local people
who are committed and independent, to
be involved in the verification and to
judge if the decisions based upon child
rights audit have been implemented.
v The findings of the child rights audit in
the form of a report should be shared
with all local stakeholders. Key decisions
should be written on community boards.
This encourages transparency and
accountability.
l Child Rights Audit could also be process
oriented. The trained youth volunteers, as
part of their monitoring ac�vi�es, could form
a commi�ee of rights holders and community
representa�ves. This commi�ee could carry
out monitoring on a periodic basis. The
observa�ons and the ensuing discussions
could lead to ac�on thereby enhancing
par�cipa�on, ensuring inclusiveness,
ar�cula�on of accountability, responsiveness
and transparency by implemen�ng agencies
or local ins�tu�ons.
- Sessions and Note on Child Rights Audit from
“Facilita�ng Child Rights” Module, UNICEF, 2006
Triggering Change
5 54
55
Poster
13
Posters are a powerful method of communicating
information to a large number of people. Posters can be
visual, text, colourful, black and white or in single colours.
Artists who design posters think of ways in which the
message can be communicated most effectively. Designing
posters can be fun and is a very simple but powerful form
to communicate your message. Do you think you can design
your own poster, based on your local issues and concerns?
You may take the help of a local artist in developing the
design and placing your message into that.
KNOW YOUR TOOLS
5
Triggering Change
55
l Steps in Child Rights Audit:
v Organization of a mass campaign to
increase public awareness about the
meaning, scope, purpose and objectives
of child rights audit
v Clarity of purpose and goal of the
scheme, programme or institution
v Identify stakeholders with a focus on
their specific roles and duties. It is
particularly important that marginalized
groups, which are normally excluded,
have a say on development issues and
activities and have their views on the
actual performance of the institution.
v Orientation on child right auditing
methods, conducting and preparing audit
reports, presentation at Gram Sabha
meetings.
v Define performance indicators which
must be understood and accepted by all.
v Indicator data must be collected by
stakeholders on a regular basis.
v Regular meetings to review and discuss
data/information on performance
indicators.
v Follow-up of child rights audit meeting
to review stakeholders' actions,
activities and viewpoints, making
commitments on changes and agreeing on
future action as recommended by the
stakeholders.
v Establishment of a group of local people
who are committed and independent, to
be involved in the verification and to
judge if the decisions based upon child
rights audit have been implemented.
v The findings of the child rights audit in
the form of a report should be shared
with all local stakeholders. Key decisions
should be written on community boards.
This encourages transparency and
accountability.
l Child Rights Audit could also be process
oriented. The trained youth volunteers, as
part of their monitoring ac�vi�es, could form
a commi�ee of rights holders and community
representa�ves. This commi�ee could carry
out monitoring on a periodic basis. The
observa�ons and the ensuing discussions
could lead to ac�on thereby enhancing
par�cipa�on, ensuring inclusiveness,
ar�cula�on of accountability, responsiveness
and transparency by implemen�ng agencies
or local ins�tu�ons.
- Sessions and Note on Child Rights Audit from
“Facilita�ng Child Rights” Module, UNICEF, 2006
Triggering Change
5 54
55
Poster
13
Posters are a powerful method of communicating
information to a large number of people. Posters can be
visual, text, colourful, black and white or in single colours.
Artists who design posters think of ways in which the
message can be communicated most effectively. Designing
posters can be fun and is a very simple but powerful form
to communicate your message. Do you think you can design
your own poster, based on your local issues and concerns?
You may take the help of a local artist in developing the
design and placing your message into that.
KNOW YOUR TOOLS
5
Triggering Change
55
Flipchart
Banner
Banners come in various sizes and shapes. They
can carry text, images or even plain colours. If
you look around your village you will find a range
of banners in varying designs. It may help to
take a closer look at these banners and find out
the following: What are they made of? What is
their size, shape? Do they have a lot of pictures or are they full of text? Colours, text,
images size are some of the factors that make a Banner interesting
A flipchart is an important communication tool
through which you can interact with a small or
large group, on a focused topic. Flipcharts
generally are a combination of pictures and text,
which both the user and the audience can view and
engage in a conversation. A flipchart may have
additional sub-topics that support the main topic.
Triggering Change
5 56
Pamphlets
Books &Publications
Books, booklets and magazines are printed resources which
contain a range of information on various issues or on certain
focused issues. Books are a window to the world. You may find a
lot of books in the Anganwadi Centre, School Library and even
the Panchayat Bhawan. Check out the topics and content of
these books. You can start building your own collection of
books on a range of topics.
Pamphlets are a powerful source of information on a key topic.
They help disseminate information very fast in a specific
geographical location. They help inform a large number of
people about a given topic and help mobilize public opinion and
support for the issue. For example, you may have seen a
pamphlet about the importance of handwashing.
5
Triggering Change
57
Flipchart
Banner
Banners come in various sizes and shapes. They
can carry text, images or even plain colours. If
you look around your village you will find a range
of banners in varying designs. It may help to
take a closer look at these banners and find out
the following: What are they made of? What is
their size, shape? Do they have a lot of pictures or are they full of text? Colours, text,
images size are some of the factors that make a Banner interesting
A flipchart is an important communication tool
through which you can interact with a small or
large group, on a focused topic. Flipcharts
generally are a combination of pictures and text,
which both the user and the audience can view and
engage in a conversation. A flipchart may have
additional sub-topics that support the main topic.
Triggering Change
5 56
Pamphlets
Books &Publications
Books, booklets and magazines are printed resources which
contain a range of information on various issues or on certain
focused issues. Books are a window to the world. You may find a
lot of books in the Anganwadi Centre, School Library and even
the Panchayat Bhawan. Check out the topics and content of
these books. You can start building your own collection of
books on a range of topics.
Pamphlets are a powerful source of information on a key topic.
They help disseminate information very fast in a specific
geographical location. They help inform a large number of
people about a given topic and help mobilize public opinion and
support for the issue. For example, you may have seen a
pamphlet about the importance of handwashing.
5
Triggering Change
57
Theatre
Puppetry
Theatre is a powerful medium of expression. There are many kinds of theatre. The most
well-known form is that our traditional theatre for e.g.: The Ramleela. We may also have
seen some street plays. Perhaps you have also seen some plays put up by college groups,
professional theatre groups and other departments. Have you ever seen a theatre
performance? What did you most like about it? Have you even been part of such a
performance? How did you feel? Theatre performances are easy to develop, interesting to
work on and challenging to present before a live audience, especially when the audience is
interested in a conversation.
Puppets are a very interesting way of engaging with groups. The interesting thing about
puppetry is that we can both make and use the puppets through a puppet performance.
Many groups engage in a long period of puppet making using different material so that they
get to understand this medium better. Once the group has learnt how to make the puppet,
they go onto the next stage of learning how to use them. In this they learn to script stories,
move the puppets and work together to create a play. It's a very exciting team process and
you may want to do this with a mixed group of women, girls and children.
Triggering Change
5 58
Video Films
Video films in the form of DVDs/CDs are a preferred source
of information for many. A range of films on varied issues are
available with departments, organizations and institutions in
your area. You may want to build a collection of films on topics
related to the Bal Snehi Panchayat, which you can
periodically show to your audience. To screen a film, you will
require a DVD player or a laptop/PC. Films are best seen on a
large screen with the help of a projector. If you do not have
any of these, you may choose to organize a film show in one of
the houses in the community who have a large room and a DVD player as well. You can screen films for
different audiences and not just children & mothers. For e.g.: You can organize a film about Community
Based Management of Malnutrition to a group of men/father/ grandfathers in the community to
mobilize their support on the issue.
Songs are an effective way of self-expression,
mobilization and communicating your thoughts. All
of us sing in some or the other spaces. Do you like to
sing? What songs do you sing? Do you have a favorite
singer? What kind of songs do you like to listen to?
Do you also sing children's songs? If you like writing
songs, you can try write small songs on issues that
are related to the child-friendly panchayat. You can
then set these songs to music and sing them with a
group. It will be great if you can involve the group in
making the song. These songs can be sung in any
public event with children or adults.
Songs
395
Triggering Change
59
Theatre
Puppetry
Theatre is a powerful medium of expression. There are many kinds of theatre. The most
well-known form is that our traditional theatre for e.g.: The Ramleela. We may also have
seen some street plays. Perhaps you have also seen some plays put up by college groups,
professional theatre groups and other departments. Have you ever seen a theatre
performance? What did you most like about it? Have you even been part of such a
performance? How did you feel? Theatre performances are easy to develop, interesting to
work on and challenging to present before a live audience, especially when the audience is
interested in a conversation.
Puppets are a very interesting way of engaging with groups. The interesting thing about
puppetry is that we can both make and use the puppets through a puppet performance.
Many groups engage in a long period of puppet making using different material so that they
get to understand this medium better. Once the group has learnt how to make the puppet,
they go onto the next stage of learning how to use them. In this they learn to script stories,
move the puppets and work together to create a play. It's a very exciting team process and
you may want to do this with a mixed group of women, girls and children.
Triggering Change
5 58
Video Films
Video films in the form of DVDs/CDs are a preferred source
of information for many. A range of films on varied issues are
available with departments, organizations and institutions in
your area. You may want to build a collection of films on topics
related to the Bal Snehi Panchayat, which you can
periodically show to your audience. To screen a film, you will
require a DVD player or a laptop/PC. Films are best seen on a
large screen with the help of a projector. If you do not have
any of these, you may choose to organize a film show in one of
the houses in the community who have a large room and a DVD player as well. You can screen films for
different audiences and not just children & mothers. For e.g.: You can organize a film about Community
Based Management of Malnutrition to a group of men/father/ grandfathers in the community to
mobilize their support on the issue.
Songs are an effective way of self-expression,
mobilization and communicating your thoughts. All
of us sing in some or the other spaces. Do you like to
sing? What songs do you sing? Do you have a favorite
singer? What kind of songs do you like to listen to?
Do you also sing children's songs? If you like writing
songs, you can try write small songs on issues that
are related to the child-friendly panchayat. You can
then set these songs to music and sing them with a
group. It will be great if you can involve the group in
making the song. These songs can be sung in any
public event with children or adults.
Songs
395
Triggering Change
59
Sessions with Adolescent Girls
l Womb to Tomb: Understanding the life cycle of a
girl-child and the threats she faces from concep�on
to death.
l Understanding Our Body – External Organs
l Understanding Our Body – Internal Organs
l Menstrua�on
l Concep�on & pregnancy period
l What is a Girl? What is a Boy?
l What is Gender?
l An introduc�on to life skills
l What is a group? How do groups func�on?
l Understanding Healthcare services – Visit to the
Health Centre
l Understanding the work of the ANM, ASHA and
Anganwadi Worker
Triggering Change
5 60
Sessions with the Bal Sabha
l What is a group? Why form a group? What can groups do?
l l What is gender? (What is a girl? What is a boy? ) What are Child Rights?
l l What are the Sustainable Development Goals? The story of the Cons�tu�on of India
l Why are children vulnerable?
l Understanding Child Rights and Law:
v PCPNDT Act v POCSO Act
v JJ Act Right to Educa�on Act v
v Child Labour Prohibi�on and Protec�on Act v Prohibi�on of Child Marriage Act
l l Understanding the func�oning of courts How to work with the police
l l How to organize a campaign How to organize a camp
l l How to carry out Child Rights Audit How to plan and organize a public event
l l Water-borne diseases Infec�ous diseases
l l Hand-washing Importance of immuniza�on
l l How does an Anganwadi func�on? How does a Health Centre func�on?
l l Preparing for a play How to write songs
l l Telling stories Crea�ng posters
l Preparing for a Prabhat Pheri
5
Triggering Change
61
Sessions with Adolescent Girls
l Womb to Tomb: Understanding the life cycle of a
girl-child and the threats she faces from concep�on
to death.
l Understanding Our Body – External Organs
l Understanding Our Body – Internal Organs
l Menstrua�on
l Concep�on & pregnancy period
l What is a Girl? What is a Boy?
l What is Gender?
l An introduc�on to life skills
l What is a group? How do groups func�on?
l Understanding Healthcare services – Visit to the
Health Centre
l Understanding the work of the ANM, ASHA and
Anganwadi Worker
Triggering Change
5 60
Sessions with the Bal Sabha
l What is a group? Why form a group? What can groups do?
l l What is gender? (What is a girl? What is a boy? ) What are Child Rights?
l l What are the Sustainable Development Goals? The story of the Cons�tu�on of India
l Why are children vulnerable?
l Understanding Child Rights and Law:
v PCPNDT Act v POCSO Act
v JJ Act Right to Educa�on Act v
v Child Labour Prohibi�on and Protec�on Act v Prohibi�on of Child Marriage Act
l l Understanding the func�oning of courts How to work with the police
l l How to organize a campaign How to organize a camp
l l How to carry out Child Rights Audit How to plan and organize a public event
l l Water-borne diseases Infec�ous diseases
l l Hand-washing Importance of immuniza�on
l l How does an Anganwadi func�on? How does a Health Centre func�on?
l l Preparing for a play How to write songs
l l Telling stories Crea�ng posters
l Preparing for a Prabhat Pheri
5
Triggering Change
61
HOW TO ENGAGE CHILDREN IN A CAMPAIGN
First let us understand what a campaign is.
l A campaign helps highlight an issue and bring it into the focus of the community.
l It also creates awareness about the issue.
l It builds public opinion and helps people connect to the issue.
l Every campaign has a strategy which explains “how” the campaign will be implemented
l Most campaigns are carried out by the affected group. For eg: women campaigning for
property rights. Successful campaigns are carried out by a mix of people – the affected
and those who are not directly affected.
l Campaigns try to reach out to the general public, the government, opinion-builders in
society like religious heads, those who oppose the idea and also some fence-si�ers.
Fence si�ers are people who generally do not take any sides.
l Campaigns can be long-term or short-term. They can be a week-long or run into months.
The Wada Na Todo Campaign started in 2004 and con�nues to raise issues of
marginalized groups and communi�es. (Wada Na Todo Abhiyan (WNTA) is a na�onal
campaign to hold the government accountable to its promise to end Poverty, Social
Exclusion & Discrimina�on.)
l Campaigns use a range of media for communica�on. You may have seen the Jal
Satyagraha of Narmada Bachao Andolan in newspapers or heard about the Bell Bajao
Campaign on Television - speaking up against domes�c violence. The Swachh Bharat
Campaign is also a much-publicised campaign ini�ated by the Government. Some
people also do a cycle yatra across states, others do wall wri�ng, many more take out
rallies on the streets. There are a hundred different ways to run a campaign!
l Campaigns have “Key Messages” to communicate their point. Key Messages emphasize
the purpose of the campaign. Key messages help to inform the uninformed.
l Most campaigns rely on voluntary support. They are led by a group of passionate
volunteers who believe in the cause.
l Successful campaigns are able to organize their own funds or make low cost plans
l Small campaigns at the village level can grow into bigger mass campaigns if the issue so
demands.
l A campaign helps build collec�ves and gives them a sense of purpose to work together.
l Well-planned campaigns answer the five Ws and one H. Who, What, When, Where, Why
and How.
Triggering Change
5 62
Engaging Children:
l Form sub-groups of children to work on the campaign. Each group will work on a
medium of their choice. There can be song wri�ng, slogans, making placards for
the rally, songs on the issue and theatre performances. All this should be
sequen�ally arranged in the campaign.
l Iden�fy children who are good at art and cra�. Take the help of a local ar�st from
the village. Encourage children to develop Posters with key messages on the
topic.
l Enlist Bal Sabha's support in organizing the campaign, including registra�ons,
mobilizing community, preparing songs, skits, slogans, placards etc.
l Children enjoy doing theatre. Encourage children to put up a play on the issue.
l Children who like to write can write stories, songs and scripts on various topics
l Encourage folk media groups to include Bal Sabha child ar�sts in their
performances.
l Invite folk media groups to volunteer for training the Bal Sabha theatre group
l Encourage Adolescent Girls group and Bal Sabha to write le�ers to authori�es
concerned. Children can also run a signature campaign.
l Children can prepare informa�ve charts and display it as an exhibi�on on the
issue.
l Children can also display all their work (drawings, pain�ngs, songs,
performances, charts, photographs, video, posters, stories etc) in a common
event. Children can give a name to the event, organize it and hold it as well.
Adults can play suppor�ve roles in running the event.
l Children who are concerned about school dropouts can hold mee�ngs with
working / dropout children and their parents.
l Children can be encouraged to screen films on various topics and facilitate a
discussion on the same.
5
Triggering Change
63
HOW TO ENGAGE CHILDREN IN A CAMPAIGN
First let us understand what a campaign is.
l A campaign helps highlight an issue and bring it into the focus of the community.
l It also creates awareness about the issue.
l It builds public opinion and helps people connect to the issue.
l Every campaign has a strategy which explains “how” the campaign will be implemented
l Most campaigns are carried out by the affected group. For eg: women campaigning for
property rights. Successful campaigns are carried out by a mix of people – the affected
and those who are not directly affected.
l Campaigns try to reach out to the general public, the government, opinion-builders in
society like religious heads, those who oppose the idea and also some fence-si�ers.
Fence si�ers are people who generally do not take any sides.
l Campaigns can be long-term or short-term. They can be a week-long or run into months.
The Wada Na Todo Campaign started in 2004 and con�nues to raise issues of
marginalized groups and communi�es. (Wada Na Todo Abhiyan (WNTA) is a na�onal
campaign to hold the government accountable to its promise to end Poverty, Social
Exclusion & Discrimina�on.)
l Campaigns use a range of media for communica�on. You may have seen the Jal
Satyagraha of Narmada Bachao Andolan in newspapers or heard about the Bell Bajao
Campaign on Television - speaking up against domes�c violence. The Swachh Bharat
Campaign is also a much-publicised campaign ini�ated by the Government. Some
people also do a cycle yatra across states, others do wall wri�ng, many more take out
rallies on the streets. There are a hundred different ways to run a campaign!
l Campaigns have “Key Messages” to communicate their point. Key Messages emphasize
the purpose of the campaign. Key messages help to inform the uninformed.
l Most campaigns rely on voluntary support. They are led by a group of passionate
volunteers who believe in the cause.
l Successful campaigns are able to organize their own funds or make low cost plans
l Small campaigns at the village level can grow into bigger mass campaigns if the issue so
demands.
l A campaign helps build collec�ves and gives them a sense of purpose to work together.
l Well-planned campaigns answer the five Ws and one H. Who, What, When, Where, Why
and How.
Triggering Change
5 62
Engaging Children:
l Form sub-groups of children to work on the campaign. Each group will work on a
medium of their choice. There can be song wri�ng, slogans, making placards for
the rally, songs on the issue and theatre performances. All this should be
sequen�ally arranged in the campaign.
l Iden�fy children who are good at art and cra�. Take the help of a local ar�st from
the village. Encourage children to develop Posters with key messages on the
topic.
l Enlist Bal Sabha's support in organizing the campaign, including registra�ons,
mobilizing community, preparing songs, skits, slogans, placards etc.
l Children enjoy doing theatre. Encourage children to put up a play on the issue.
l Children who like to write can write stories, songs and scripts on various topics
l Encourage folk media groups to include Bal Sabha child ar�sts in their
performances.
l Invite folk media groups to volunteer for training the Bal Sabha theatre group
l Encourage Adolescent Girls group and Bal Sabha to write le�ers to authori�es
concerned. Children can also run a signature campaign.
l Children can prepare informa�ve charts and display it as an exhibi�on on the
issue.
l Children can also display all their work (drawings, pain�ngs, songs,
performances, charts, photographs, video, posters, stories etc) in a common
event. Children can give a name to the event, organize it and hold it as well.
Adults can play suppor�ve roles in running the event.
l Children who are concerned about school dropouts can hold mee�ngs with
working / dropout children and their parents.
l Children can be encouraged to screen films on various topics and facilitate a
discussion on the same.
5
Triggering Change
63
SUGGESTIVE LIST OF ACTIVITIES WITH CHILDREN AND ADULTS
Mee�ngs & Sessions
l Facilitate joint mee�ngs between Bal Panchayat and Bal Snehi Panchayat Niyojan Evam
Niyantran Sami�.
l Work with GP and Bal Snehi Panchayat Niyojan Evam Niyantran Sami� to develop an ac�on
plan to make the GP child friendly in consulta�on with Bal Panchayat
l Hold separate mee�ngs with Adolescent Girls group to locate barriers to girl child educa�on
and development like child marriage or migra�on to meet family expenses
l Training for Adolescents:
v Volunteer for immuniza�on with support from the Health Centre Staff
v Volunteer in basic water tes�ng procedures
v Handwashing, ORS prepara�on, and iden�fying signs of dehydra�on in children,
seeking help, suppor�ng families for diarrhoea management
v On Child Death Audit, Child Rights Audit and developing ac�on plan for the Bal
Panchayat
v Understanding the structure and func�oning of the Gram Panchayat
l Mee�ngs with Bal Panchayat to gather ideas for crea�ng disabled friendly play spaces for
children with disabili�es
l Engage Bal Panchayat in the Child Audit process and other monitoring processes with Gram
Panchayat members. Bal Panchayat shares its findings in the Bal Sabha and takes concerns to
Gram Sabha.
l Village Facilitator to facilitate elec�ons in the Bal Sabha to nominate office-bearers and
induc�on into roles and responsibili�es
l Hold an orienta�on meet with the folk media groups (puppeteers, dancers, song troupes,
performers, story-tellers) on the topic. Engage Bal Sabha & Adolescent Groups in this process
l Organize educa�onal programmes on environment, waste management and science and
technology in the schools for Bal Sabha and Adolescent Groups with support of the Gram
Panchayat and the School Management Commi�ee (SMC)
l Organize orienta�on program for children in schools on topics like Understanding our Body,
Child Sexual Abuse, Substance Abuse, Cyber Crimes, and other related topics.
l Create a data base of incidents of crime against children as shared by children themselves
through the educa�on sessions
Triggering Change
5 64
Learning By Doing :
l Encourage Adolescent groups to a�end Growth
Monitoring sessions for support and learning
l Ensure par�cipa�on of Bal Panchayat in School
Development Plan process to include their views as well
l Engage Bal Sabha in Waste Management programme
through trainings
l Organize Theatre workshops to help children open up,
gain confidence and express themselves
l Introduce self defense, life skills, mental health
programmes in school and in Anganwadis for all children
l Encourage Bal Sabha members to learn documenta�on
by maintaining daily dairies, wri�ng stories and keeping
records.
Exposure Visit
l Exposure visit to the Health Centres, Police Sta�on, Child Welfare Commi�ee, Children's
Homes, Court etc. to learn about various mechanisms for ensuring child rights
l Visits to GP, Block Panchayat, ZP and Collector's offices to understand the administra�ve
structures and different government programmes and schemes. Such visits will also ensure
coordina�on with higher offices.
66 5
Triggering Change
65
SUGGESTIVE LIST OF ACTIVITIES WITH CHILDREN AND ADULTS
Mee�ngs & Sessions
l Facilitate joint mee�ngs between Bal Panchayat and Bal Snehi Panchayat Niyojan Evam
Niyantran Sami�.
l Work with GP and Bal Snehi Panchayat Niyojan Evam Niyantran Sami� to develop an ac�on
plan to make the GP child friendly in consulta�on with Bal Panchayat
l Hold separate mee�ngs with Adolescent Girls group to locate barriers to girl child educa�on
and development like child marriage or migra�on to meet family expenses
l Training for Adolescents:
v Volunteer for immuniza�on with support from the Health Centre Staff
v Volunteer in basic water tes�ng procedures
v Handwashing, ORS prepara�on, and iden�fying signs of dehydra�on in children,
seeking help, suppor�ng families for diarrhoea management
v On Child Death Audit, Child Rights Audit and developing ac�on plan for the Bal
Panchayat
v Understanding the structure and func�oning of the Gram Panchayat
l Mee�ngs with Bal Panchayat to gather ideas for crea�ng disabled friendly play spaces for
children with disabili�es
l Engage Bal Panchayat in the Child Audit process and other monitoring processes with Gram
Panchayat members. Bal Panchayat shares its findings in the Bal Sabha and takes concerns to
Gram Sabha.
l Village Facilitator to facilitate elec�ons in the Bal Sabha to nominate office-bearers and
induc�on into roles and responsibili�es
l Hold an orienta�on meet with the folk media groups (puppeteers, dancers, song troupes,
performers, story-tellers) on the topic. Engage Bal Sabha & Adolescent Groups in this process
l Organize educa�onal programmes on environment, waste management and science and
technology in the schools for Bal Sabha and Adolescent Groups with support of the Gram
Panchayat and the School Management Commi�ee (SMC)
l Organize orienta�on program for children in schools on topics like Understanding our Body,
Child Sexual Abuse, Substance Abuse, Cyber Crimes, and other related topics.
l Create a data base of incidents of crime against children as shared by children themselves
through the educa�on sessions
Triggering Change
5 64
Learning By Doing :
l Encourage Adolescent groups to a�end Growth
Monitoring sessions for support and learning
l Ensure par�cipa�on of Bal Panchayat in School
Development Plan process to include their views as well
l Engage Bal Sabha in Waste Management programme
through trainings
l Organize Theatre workshops to help children open up,
gain confidence and express themselves
l Introduce self defense, life skills, mental health
programmes in school and in Anganwadis for all children
l Encourage Bal Sabha members to learn documenta�on
by maintaining daily dairies, wri�ng stories and keeping
records.
Exposure Visit
l Exposure visit to the Health Centres, Police Sta�on, Child Welfare Commi�ee, Children's
Homes, Court etc. to learn about various mechanisms for ensuring child rights
l Visits to GP, Block Panchayat, ZP and Collector's offices to understand the administra�ve
structures and different government programmes and schemes. Such visits will also ensure
coordina�on with higher offices.
66 5
Triggering Change
65
Campaigns &
Public Events
l Campaigns can be organized
on a range of topics like: Sex
selec�on, Immuniza�on, Solid
Waste Management, Diarrhoea
Management, Open Defeca�on,
Girl Child Educa�on etc.
l Work with children to create
Posters and Display Boards about
schemes for the girl child.
l You can also develop resources like
Posters, messages for wall wri�ng, a
demonstra�on of handwashing techniques, ORS
prepara�on etc.
l Children are barred from engaging in hazardous
work. Prepare displays with children on this
topic and put them up in public places.
l Organize a prabhat pheri
l Prepare slogans and speeches
l Run a folk media campaign with folk songs and
music
l Campaign for open defeca�on free village
through the Swachh Bharat Abhiyaan
l With the help of Bal Sabha create posters and
displays on the list of occupa�ons where
children are barred from working and display in
public spaces
l Engage Bal Sabhas and folk media group in
carrying out a campaign against child marriage
l Encourage Bal Sabha / Adolescent groups to put
up a play promo�ng construc�on, use and
management of toilets
Triggering Change
5 66
l Organize Adolescent Girls group to assist ANM &
ASHA during door to door visit.
l Trained adolescents and health workers test water
resources in the community and mark safe and
unsafe water resources.
l Par�cipa�on of Bal Sabha in the school enrolment
drive to bring back their peers to school.
l Engage Bal Sabha in Mapping safe and unsafe
places in the Community. Encourage Bal Sabha to
present this in a public mee�ng. Enusre similar
sessions for out of school children as well through
Anganwadis, Community Halls, and even the
schools.
l Design and Develop low cost Communica�on
Resources with key messages on Child Protec�on
and display in the unsafe spaces iden�fied by
children. Display child helpline numbers in Schools
and public places.
l Village Facilitator to ensure all children are part of
the Bal Sabha, Adolescent Groups or any other
cultural groups in school or outside. Maintain
records of child memberships in various forums.
l Ac�vate and strengthen SMCs and Bal Sabhas to
look into quality of educa�on in schools.
l Village Facilitator to conduct interfaces between
Standing Commi�ees and Working Commi�ees of
the Panchayat with the Bal Panchayat.
l Observe Na�onal and Interna�onal days of
relevance with Adolescents taking the lead.
l Facilitate elec�on of office-bearers in the Bal
Panchayat alongwith Working Commi�ees; parallel
with the Panchaya� Raj Working Commi�ees and
Working Groups.
Carrying
out Ac�on:
l Organize sports meet, cultural meets,
literary meets and other such programmes
for adolescents. Ensure par�cipa�on of
out of school adolescents as well.
l Facilitate forma�on of Working Groups of
Bal Panchayat with members who are a
part of various groups. For ex Member of
School Environment Club can be part of
the Environment Working Group.
l Village Facilitator to help children prepare
a Children's Plan Document.
l Working Commi�ee members of the Bal
Panchayat (Health, Educa�on, Water &
Sanita�on, Child Protec�on, etc) discusses
points from Children's Plan with Working
Commi�ee Members of the Gram
Panchayat. Ensures inclusion of children's
points in the Gram Panchayat Plan.
l Prepare a score card with children for
understanding progress on the process
with adults and children.
l Encourage Bal Panchayat Commi�ee
Members to par�cipate in child death
audits and other social audits in the village.
Here’s wishing you the very best in your role as a Village Facilitator!
5
Triggering Change
67
Campaigns &
Public Events
l Campaigns can be organized
on a range of topics like: Sex
selec�on, Immuniza�on, Solid
Waste Management, Diarrhoea
Management, Open Defeca�on,
Girl Child Educa�on etc.
l Work with children to create
Posters and Display Boards about
schemes for the girl child.
l You can also develop resources like
Posters, messages for wall wri�ng, a
demonstra�on of handwashing techniques, ORS
prepara�on etc.
l Children are barred from engaging in hazardous
work. Prepare displays with children on this
topic and put them up in public places.
l Organize a prabhat pheri
l Prepare slogans and speeches
l Run a folk media campaign with folk songs and
music
l Campaign for open defeca�on free village
through the Swachh Bharat Abhiyaan
l With the help of Bal Sabha create posters and
displays on the list of occupa�ons where
children are barred from working and display in
public spaces
l Engage Bal Sabhas and folk media group in
carrying out a campaign against child marriage
l Encourage Bal Sabha / Adolescent groups to put
up a play promo�ng construc�on, use and
management of toilets
Triggering Change
5 66
l Organize Adolescent Girls group to assist ANM &
ASHA during door to door visit.
l Trained adolescents and health workers test water
resources in the community and mark safe and
unsafe water resources.
l Par�cipa�on of Bal Sabha in the school enrolment
drive to bring back their peers to school.
l Engage Bal Sabha in Mapping safe and unsafe
places in the Community. Encourage Bal Sabha to
present this in a public mee�ng. Enusre similar
sessions for out of school children as well through
Anganwadis, Community Halls, and even the
schools.
l Design and Develop low cost Communica�on
Resources with key messages on Child Protec�on
and display in the unsafe spaces iden�fied by
children. Display child helpline numbers in Schools
and public places.
l Village Facilitator to ensure all children are part of
the Bal Sabha, Adolescent Groups or any other
cultural groups in school or outside. Maintain
records of child memberships in various forums.
l Ac�vate and strengthen SMCs and Bal Sabhas to
look into quality of educa�on in schools.
l Village Facilitator to conduct interfaces between
Standing Commi�ees and Working Commi�ees of
the Panchayat with the Bal Panchayat.
l Observe Na�onal and Interna�onal days of
relevance with Adolescents taking the lead.
l Facilitate elec�on of office-bearers in the Bal
Panchayat alongwith Working Commi�ees; parallel
with the Panchaya� Raj Working Commi�ees and
Working Groups.
Carrying
out Ac�on:
l Organize sports meet, cultural meets,
literary meets and other such programmes
for adolescents. Ensure par�cipa�on of
out of school adolescents as well.
l Facilitate forma�on of Working Groups of
Bal Panchayat with members who are a
part of various groups. For ex Member of
School Environment Club can be part of
the Environment Working Group.
l Village Facilitator to help children prepare
a Children's Plan Document.
l Working Commi�ee members of the Bal
Panchayat (Health, Educa�on, Water &
Sanita�on, Child Protec�on, etc) discusses
points from Children's Plan with Working
Commi�ee Members of the Gram
Panchayat. Ensures inclusion of children's
points in the Gram Panchayat Plan.
l Prepare a score card with children for
understanding progress on the process
with adults and children.
l Encourage Bal Panchayat Commi�ee
Members to par�cipate in child death
audits and other social audits in the village.
Here’s wishing you the very best in your role as a Village Facilitator!
5
Triggering Change
67
Triggering ChangeHandbook for the Village Facilitator Department of Rural
Development and Panchaya� RajGovernment of Maharashtra
for every child
Maharashtra State Commission for Protec�on of Child Rights
UNICEF State Office for Maharashtra