Children’s participation in Monitoring Ladakh workshop ... · Children’s participation in Monitoring Ladakh workshop -May 2003 Save the Children UK – OSCAR/ NWI / West Bengal

Children’s participation in Monitoring Ladakh workshop-May 2003

Save the Children UK – OSCAR/ NWI / West Bengal

1

Organized by Save the Children UK Regional office, Nepal,

West Bengal Office and the North West India Program in Leh



2

The seeds for this workshop were sown in the West Bengal office three years ago…to build some of our project children into a monitoring group to enable the WBO to run its programs better and to understand this from the perspective of children. A strong gust of wind from OSCAR helped put the idea into action. And thanks to NWI, we found space to nurture the tree! The Gujarat team added more thickness to this tree. Many thanks to Ranjan Poudyal who provided most of the resources for this workshop…skill wise and finance wise. Loads of thanks to the NWI team, (on the scene and behind the scene) for hosting the workshop and providing all the support to ensure the workshop went smoothly…right down to the oxygen tanks. And a special thanks to all the children who ensured that conducting this workshop was really worth the effort. They ensured that the adults remained on their toes at all times. For the records…this workshop is the first of its kind in the region. CCVD Children’s Councils for Village Development CCDK Children’s Councils for the Development of Kargil CCDL Children’s Councils for the Development of Leh CO Children’s Organization CEO Chief Education Officer CTC Child To Child CRC Convention on the Rights of the Child DEO District Education Officer IPER Institute of Psychological and Educational Research Lathi Stick MJCC Mayurbhanj Joint Citizen’s Centre NGO Non Government Organization NWI North West India Program (SC UK) OSCAR Office of the South and Central Asia Region (SC UK) TfD Theatre for Development Ustaad Teacher (term used in NWI) Vessan Vices (term used in Gujarat)



3

Children and young people (also adults) are equipped to monitor and evaluate the process and outcomes of participatory and partnership initiatives enhancing efforts towards the increased realization of their rights To equip children/ young people/ partners and some Save the Children staff with the capacity [tools and processes] for children’s participation in Monitoring and Evaluation. To inform the monitoring and evaluation function within Save the Children and to give input to further develop best practice in Monitoring and Evaluation by children and young people and in partnership with adults. To develop a resource network of children and young people and adults with the skills, experience and interest in children’s participation in Monitoring and Evaluation Critical issues with regards to children's participation and citizenship will be discussed and explored (i.e. on ethics, indicators, quality standards, etc.) which will lead to better understanding of Child Rights based programming principles and approaches A Resource Network of people (children and young people and adults) is developed with the interest skills and knowledge on Monitoring and Evaluation on children' participation and citizenship (including partnerships with adults) Participants from each state were asked to greet the other groups in their own language…make friends…chose someone they don’t know and ask their name, something about their likes and get to know about the place from which they came from. The second exercise was the jigsaw puzzle. Each participant had to find and piece together the piece of the puzzle they had in their hand and make friends in the group that finally came together.



4

Agenda for the day…given through a pictorial representation – so that children who couldn’t read would be able to follow as well. (Established by the children) � Discipline should be maintained…no cross talk � If unclear about something, we should ask � No fighting � The adults should not scold children � Maintain time � No one should exit the room without asking � We should listen to what the group leader has to say � Bhaashan kum, kaam zyaada � Speak clearly � Everyone should get a chance to speak � Don’t ask questions while another question is being clarified � Do not make fun of anyone � When I don’t like a session or something that a speaker is saying, I have the right to say

so…Sir…bahut ho gaya � Translation is important � Breaks could be cultural breaks too…we could have some dancing etc The children from the various regions were asked to discuss within their respective state groups and present the following… � Who forms part of the children’s group? � Why was the group formed in the first place? � What / who were the allies/ barriers? � One key achievement of the group The adult participants were expected to observe the process…not of their own group but of another group and document the discussion. Group presentations � Did a role play…an alcoholic father uses all his daughter’s income to drink, a woman in

the neighborhood who is also a social worker, notices the girl and promises to talk to her father…calls on the father the next day and convinces him to send his daughter to school …giving the logic that if he is uneducated and so is the daughter they are quite likely to be taken advantage of by others…father sees logic and agrees to send his daughter to school



5

Achievement � One IPER child said that earlier she did not understand that violence was an issue…now

she understands and also has the confidence to speak in public as well as to her parents…however parents still don’t listen.

� One of the MJCC children has got admission into formal school very recently!

A C-T-C (Child-To-Child) groups have been established in some of the project areas. A The idea is transfer of learning from older children to younger children A Some of the issues that these children have covered include…talks to adults on the ill

effects of gutka (vessan) and smoking…to influence them to give up the habit…to educate the adults in the village and other children to maintain a clean environment…to plant trees…and if the parents / adults do not listen, the children make home visits to educate the adults.

A The group meets every Sunday…they have a resource centre in the village too called Bal Vikas Sanshodhan Kendra which has games and books for children in addition to posters

A The CTC has also opened bank accounts in the name of children jointly with adults – those who have vices such as eating gutka and smoking -to encourage these adults to save and invest for their children. The money is then used for the benefit of the children…buying books, uniforms and so on. Money is withdrawn in the presence of the child, her/ his father and the cashier to prevent misappropriation and to ensure that it is used for the child

A The CTC group also has educative sessions on health for other adults and children A The group concept was started because being part of such a group would provide a more

rounded education for school children and would be a means of including non-school going children into groups.

A Children also encourage parents/ mothers to send the younger children (0-6) to the anganwadi centres

Achievement A Encouraging the adults to keep the environment clean and getting them to collect their

garbage in one place A Another child said they have been successful in stopping alcoholism in their village Initially NGOs came to the village, met with the adults, explained about CCVD’s. The children then got permission to set up a similar initiative in their village.



6

� The objective of the CCVD is that they have been set up for the development of children in the village. Some eg mentioned…the schoolmaster may or may not come; the education system is very weak; then we children have a meeting and take everyone’s opinion and then we explain to the teacher or take to the District Education Officer.

� CCVD’s have an election process to elect the office bearers. The process used - each child holding a vote is given a stone and this stone should be placed behind the nominee they would like to see elected. The nominee getting the most number of stones would be elected the President; the next person would be elected the VP and so on.

� Membership to the CCVD extends to all children of the village, functional membership is for children in the 5-18 age group

� Kargil has 39 CCVDs � The district level representative committee of the CCVD in Kargil is known as the CCDK

– the Children’s Committee for the Development of Kargil � Members of the CCVD have been trained in 7 life skills, Theatre for Development � Disabled children have an executive member seat in the CCDK. � If the president is a boy, the vice president would be a girl; there is a balance between

the sexes at all levels. Barriers faced � Adults didn’t know what a CCVD is all about – took time to convince them � In Poen village, the CCVD children were greeted with a shower of stones by other

children in the school – it took them two days to convince the children, also gave them sweets and goodies to persuade them. Adults didn’t take as long to be convinced

Future plan � Once the office is setup, future planning will be done � Financial issues need to be discussed Achievement � Getting an inquiry instituted into the delay in the construction of the primary school –

the school was started in 1992/3 and is yet to be completed � In terms of personal benefits of being part of the CCVD…getting drop-out children to

school…getting a family to celebrate a festival (Id) which they hadnt celebrated for a long time…providing help to those who are in need…in Pan Drass – a region where no vegetables grow – the children were successful in growing potatoes (after obtaining seeds from Kargil), selling these potatoes and buying text books for children in the village who didn’t have them from the money they earned.

� Nawaz’s participation in the UN Special Session � � Initial village to village visits made by SC and LNP � There are 33 CCVDs in Leh district � Each CCVD has 2-3 meetings in a month � Major concentration on education work and also make children aware on education � Have taken out rallies and also done dramas on anti-smoking, HIV/Aids issues,

alcoholism and its bad effects � After two years of work, it was felt that an executive council needs to be formed…the

CCDL…to present their work at the district level and also obtain assistance from government departments if problems at the village level could not be addressed locally.



7

� Through elections, members are elected. Whoever gets more votes becomes the chief executive councilor, who then selects his executive body. There are 8 executive bodies… education, health, social empowerment, culture, sports, children’s issues, women’s development and environment.

Future plans � Educationally backward villages will be socially empowered � Where health staff/ centres do not exist, we want medical aid centres to be set up � CCVD’s have now made schools more receptive to listening to children Some problems faced in setting up CCVD’s � Initially the children’s committees were laughed upon. They thought the organizers

would make money, as they would get funds and give CCVD’s cheap things. But when the children got the school repaired and drinking water facilities, the adults realised that it was a positive development and are now aware and provide support when the children do fund-raising by giving money/ other support.

� There are many committees, womens groups etc. in the village, so the CCVD’s were not seen as something serious.

� To convince the adults, some of the steps they took included… explaining the CRC book to the sarpanch, councilor and other adults. Children were invited to the village meeting. The adults, especially the VEC, were very supportive. Other approaches to convince parents included showing a movie on CRC to the parents…talks on what children should be taught…how they should be treated by the adults.

� Children said they personally got to participate in meetings, express what we want, get to see other villages, meet new children and interact with them. Adults come leaving their work to see the film –on holidays or days when village meetings are held. For parents who don’t come, children make house to house visits.

A We will get something from here; we will to know about the workshop; we feel that we

will learn something in 5 days, we have also seen Leh and made some friends. A To roam around with other children…we would like to show the outside children our

gompas A I have come here to learn …gain confidence…I am sure I will go elsewhere too A I would like to learn about problems children face in Leh and also share my problems A I have come to Leh for the first time…I didn’t know there were so many CCVDs in Leh…I

hope to learn a lot in the following days A I have learnt something about Gujarat and Calcutta…I hope to get training and know

more about CCVDs A I hope to learn new things…also learn about Calcutta, Gujarat and Kargil and hope to

share all this with other children when I return A I hope to visit villages outside Leh and learn more about this place. A I hoped to meet new children…learn new things…and share all the information with

others on return A I hope to get some information on the other organizations that are here



8

A I hope to learn more on how children’s groups are formed and hope to make parents understand about children’s groups

A I felt that everyone will speak in hindi and was worried since I know very less…am happy to be here and learn about issues from the various states…I also hope to ensure that all children in Gujarat get education…and make Gujarat a progressive state

A I hope to learn how we could reduce violence against children. Start up … Guided meditation…close your eyes and imagine you are in the mountains…lots of snow…flowers around…lots of streams of clear water…lovely blue skies…the sound of birds…a number of children playing…the sound of children’s laughter…happy children…no trouble…no stress…no worries… Following this guided meditation, the children were asked to begin working (in their respective state groups) on their vision over the next 10 years for children in their area. They would have to present this to the rest of the group the following day. The Kargil and Leh groups were divided into two groups each…to get the group size to a more manageable number. End of Day One The groups needed more time in order to fine tune their vision, following which presentations were made through market stalls. Children had written up their vision as bullet points on charts. Children held market stalls – in two different groups…Leh (I)/ Kargil (I) and West Bengal formed one set of market stalls and Leh (II)/ Kargil (II) and Gujarat formed the second set. The adults made their presentation in the plenary. Children visiting the stalls were encouraged to…listen to the presentation being made by the respective stall holders…ask questions…provide constructive criticism…add value Presentations made by one set of stalls have been noted below… P All children should be educated P All children should get equality and love

P The CCVD children should get an exposure visit P There should be no discrimination amongst children

P All children should get an exposure to their culture



9

P Every CCVD should have an office

Vision for 10 years… � All children should go to school � No child, including the disabled, should be left uneducated � CCDL children should go on a tour to other states to understand the different cultures

and languages � CCDL children should go to the plains for training (Delhi se neeche) � Children should have an opportunity to sing and dance � The present office of CCDL is small, it needs to be expanded Some suggestions… � When children become 18 and grow beyond the CCVD age group, they should start NGOs � There should be training in HIV/ AIDS, CRC for children

�



10

Vision for 5 years… � In our village, everyone should have a computer and everyone should have learnt how to

operate computers � Many children should grow up to be scientists � There should be lots of trees and rain � There should be more children in the CTC group � There should be more improved work through the CTC � Children should prove their worth � There should be CTCs in all of Gujarat � Children who are out of schools should all be members of CTCs and should get educated � There should be no pan masala in any village in Gujarat � All children should be going to school in 5 years time � Save the Children should be famous all over the world in five years time. The group also put up a play on a sick person and treatment done for him. � The scene today is that the quality of education is poor and that girls get discriminated

against and are in most cases, not sent to school � The CTC is only for Class 7- 10 students The vision for the future is… � Education levels will improve � Girls will go to school and will also be members of the CTC group � The CTC will expand to 73 villages from the current 8 (having 11 groups) � The groups will be independent and strong � Adults will understand and respect the importance of groups � Groups will be inclusive Suggestions � Have training on children’s rights in schools � Children should participate in adults meetings � More girls could not come for this workshop because parents were apprehensive about

the situation in Kashmir…those who have come for this workshop will inform them about the situation and resolve their apprehensions

In 10 years time There are presently lots of child laborers in Calcutta, child domestic workers and illiterate children. � There would be children’s groups – comprising of slums, child domestic workers, and

child laborers. � All children would go to school



11

� Those who go through these groups will grow old and do jobs and send their children to the children’s clubs

� All members will be empowered to take their decisions about the club � The club should have elections and be more formal and have a president etc. � The children’s group should have strong roots in the community. � Parents would also get educated. � Alcohol will reduce in the homes, also violence will be less and people will have more

money. � If children don’t get a job, there will be some links with organisations that will provide

skill training for them to learn something and thus get jobs. � Violence will be less, happiness will grow in the family and the community environment

will be better. � There would be more cleanliness � There would be no child labor. If a child has to work, children will be allowed to study

by the employers, and will get minimum wages. Employers will try and give children their rights and help them to attain what is best for them.

� If there is need for emergency health, there will be support systems for accessing health services – some kind of fund for the family

� All children of the slum will be members of the group � The work of the children’s group will be so good that other nearby communities will also

ask for establishing groups there. � There should be activities for bringing children together. � Government links will exist with the children’s groups � Interactions with the media, to spread information about their work and get more

funds, will increase. � Keep a balance between political parties in the area � Links with the school so that the children are not thrown out. � Links with banks, so that when the children grow up, they can access loans and keep

their savings � With the police there should be links to prevent them from picking up children

unnecessarily. Suggestions � Why not issue the CRC book to the police so that they don’t pick the children up. � Sensitize all levels of the police system – junior officers too, not just the higher

authorities. � There are 36 CCVD’s in Ladakh now – the aim is to ensure that children are part of

development processes at the block level –beyond education. The children would be able to analyze the issues of their village. There would be an institution at village and district level for children to be able to participate so that even without NGO support the children can continue to be part of all the development processes.

� There should be a legal status for these CCVDs � That all adults would know about children’s rights



12

� There would be an office for each CCCVD and there would be a CCVD in every village in 10 years

� The group also anticipated that child labor and child domestic workers issues would increase due to increased urban migration in the coming years and the organization should be prepared to address these.

In the next 10 years � Communities and the government will create children’s organizations and the NGO’s will

no longer have a role to play � The CCVDs will be participating in council meetings and decision-making � Every village will have a CCVD in the coming 10 years � Children’s councils will be established at the state and regional level. There would be

co-ordination amongst the district level committees. � Children at whatever level they may be – block, district, national and at international

level will be consulted � All children will get their rights A couplet recited at the end of this presentation… Mein akela hee chala tha, jaanib ae manzil magar… kaafile badhte gaye aur karvaan banta gaya The children and adults were asked to prioritize three fruits from your vision…guidelines given… • Make the fruit outlines yourself • Incase you want to modify your vision, you can still make the changes – but decide in

your group what is achievable and then decide the fruits accordingly • Each group should get a different colour fruit (so that when we come to common areas –

it is easier to identify After putting up fruits, each group should select one of the three fruits for the next exercise.



13

(Bullet point highlighted in red is the one fruit identified by the group for the next exercise) � Violence will decrease on young boys and girls � Those children who do not get food and health care are now receiving it � Earlier caste discrimination was high, resulting in violence, with education people will now

come together

� All children should be in school � Stop child labour � No violence in the family/

community ( All children should get basic quality

education ( All children should get their rights ( Children should get a chance to participate in adult meetings ( There should be no gender discrimination ( All children should get their rights ( Adult meetings should emphasize on education ( Children should be consulted at the block and district levels ( The local councils should recognize CCVD’s ( Auto formation of CCVD’s in all villages by the government/ villagers ) � Training for adults on children’s rights � All children educated in Ladakh � CCDL office should be made big � CCVD should have an office at the state level- should know the minister � In every village, there should be a medical aid centre � There should be a national level office of children’s representatives



14

� CCVD expanded to village and district level � Society aware and implementing children’s rights. � Children ‘s participation recognized in the development process for making decisions and

to express their views � Growing more trees � Removing gender discrimination � The education system should be improved

� 73 villages will have self sufficient children’s groups � Quality education for all � Children should be able to participate without any discrimination Next steps � What are the things you would personally need in order to achieve this one fruit? � What is the support you would need from the group? Also keep in mind what is the

support you will need from adults to do this.



15

� Parents support / sensitization needed, in terms of why they aren’t sending children to school?

� Training needed on what are the advantages of education and what are the pitfalls of not being educated

� Need support from the education department in terms of the material and other things needed in the school

� Need the help of village level groups (women’s groups/ adult groups) to help send all the

children to school � Need funds to conduct a needs assessment on why children not going to school and what

are their needs – eg if parents unable to provide books, bag etc, the children’s group should be able to provide these. Funds would come from SC, local NGOs, the education department, or else raise funds themselves through dramas, other activities

� The Executive Councilor of the Education department will need to be approached for support to ensure all children get to school

� Those who don’t believe in discrimination should be found…make an example out of them

and demonstrate to adults in the village. Also talk to them about the pros and cons of discrimination

� We should ourselves have info on discrimination…need training on this first � Elders and parents in the family will need to support them for this endeavor � CTC should have training on CRC � Training on how discrimination can be addressed should be provided and both girls and

boys should attend � The group should have training on communication skills � Taluka and other government officials – the children’s group would need information on

what are the responsibilities of these people and what is their hierarchy, in order to influence them.

Adult � Inputs on how to form groups…expand program to other villages � Monitoring the process…need tools for that � Need to train/ educate partner agencies as well…to ensure the quality of the process



16

A We should be educated A Our own family and community should be made aware… A Which means making them aware about CRC and other rights A No infighting amongst groups; groups need to have some rules (ie conflict resolution) A Should plan and do work A Need training to make all this happen � Networking – to increase familiarity with the school, community � Need training – in how to address the issue even in the face of disappointment � Counseling skills � Need to network with like minded people � Needs of children for books, other stuff, should be taken care of…this work should not

stop for these reasons. So the group would also personally contribute if required. � Need to plan activities and work ( Give info to all those who don’t know about CRC ( Make home visits and make parents understand…also show them the CRC booklet ( Children should be able to participate in adult meetings so that they can explain about

CRC to adults ( Need training on CRC



17

( In meetings of the childrens’ groups, adults, parents and ustaads should attend ( Media should be invited to children’s group meetings to increase propaganda on

children’s rights ( Need funds to make others’ aware about CRC � The children should have a platform to present their views, such as the CCDK or

something similar � Children’s capacities to be enhanced to be able to debate these issues � Panchayats to be sensitized and to influence them to bring in children into their

meetings…also other adults to be influenced on the CRC � CCVD program should be reviewed…whether the current concept of CCVD is actually

having the intended effect � The team should get motivational skills…in order to motivate the adults and panchayats � Financial resources required � Every village should have a CCVD committee…all children need training in CRC in the

state of J & K – for which need the support of children, parents, Leh Council, village CBOs and so on

� To understand the psychology of children and adults � How to organize the community for development and participation � Need funds � Need guidelines on how to take this process forward…how to explain to children and so

on � Political support needed to enhance children’s participation � Need support from the government

+ � All children should get their rights � No discrimination amongst children – whether rich or poor � Girls should not be discriminated against � Everyone should help sort out problems together E n d o f d a y t w oE n d o f d a y t w o



18

Education Kargil West Bengal Gujarat Ladakh

Health for all Leh West Bengal

Children want a national level office

Leh

Violence reduced on children West Bengal Gender discrimination Gujarat

Kargil Tree planting Gujarat Children demand adult training on CR

Leh

All children get their rights Leh Kargil

Adult meetings should include children

Kargil

Following the identification of fruits, three main issues were identified for further discussion… � Discrimination � Quality education � Alcoholism � Role play – bus stop scene 9 children taken as volunteers – to play different roles … the roles being those of � A Politician � 0A 5 year old girl � A blind person � An old man � A pregnant woman � A sweeper � A gunda � A Security man



19

The group was taken out of the room and briefed on the role-play that they needed to enact. They had to depict power play (through dialogues in the scene) between different classes of people at a bus stop) Post role-play discussion…issues brought out by children in the audience… � They are not respecting elders � Politician taking bribe � There is discrimination between rich and poor � No one cares for the disabled � Politician thinks he’s above others � There is a friendship between politician and gunda Discussion moved on to whether this happens in your community/ village. Children’s responses … � In Calcutta, we do not see gunda and politician taking money in front, but it happens � There is discrimination between rich and poor � With adults, children are not allowed to talk. � Teachers only teach those in class who take tuition at home and are paying � Employers cut money if they don’t come for even one day and they do not listen. � Rich do not understand poor people’s issues – If the mother is unable to go to work

because of an illness, the employer does not listen, but cuts money and also says a few unkind words.

� There is some discrimination; adult ministers/ councilors do not like to talk to children. � In our CO, there is no discrimination amongst rich and poor children, there is

reservation for the disabled � Comparison made between if someone came to the village with money, people would leave

whatever they are doing and gather around. However, if the health worker came around for conducting immunization, people wouldn’t give any importance.

� The rich stay away from the poor, there is also much caste discrimination, and even discrimination on what they are wearing. Girls are also heavily discriminated against.

Role play – Leh and West Bengal



20

There is an family where the father is often drunk and the mother is working outside to get some income, the daughter is at home doing housework. Both the mother and daughter are often on the receiving end of beatings from the father. The son gets involved in stealing and the father wants to marry his daughter off to his drunken friend as he has been promised lots of money in return which he believes will help him buy the whole alcoholic shop. But the mother disagrees and wants her daughter to study. The father is happy when the son is stealing since he feels proud that he is following his footsteps. He also manages to bribe the cop who captures and brings home the son. Two friends are lying drunk. Two children from the CCVD group pick them up and take them home. The daughter is scared as the father is coming home drunk. Their fears become a reality as the father hits both her and her mother. The CCVD children observe that this is happening in their village. They call for a meeting. In the meeting they think of doing a rally, a drama, posters etc. They put posters where the parents are drinking and the alcohol is being made. Who will give the money for the machine? CCVD will collect money and give whatever they can. The alcohol shop does not shut down immediately. Alcoholism comes down gradually in the community as it stops in their own homes and then with pressure in the area. (SELF-ACTION) The children then directly approach the alcohol maker and ask him to stop, even threatening him. But he says he has to earn a living to feed his children so they suggest an alternative and will support him to take on that alternative profession. The children decide they will have to take activities at village, block, and district level to stop alcoholism. Suggestions: Some of the tools that can be used to convince adults against alcoholism… � Rallies, posters, drama, videos � Group discussions � Show movies…ill effects of alcoholism � Use of media/ TfD � Bring in medical practitioners � Use an influential group in an area to motivate the alcoholics to give up alcohol � Adults should act as role models How would the children’s group know that alcoholism is reducing? In festivals, adults lie drunk around, so one can observe. If there aren’t glasses around on the table, that would be an indicator. If an adult who has given up comes to the meeting and speaks about it If alcohol making is reduced in the people’s own homes –it’s made on special occasions …festivals or harvesting season or when visitors come. The atmosphere at home is also better, there is less fighting in the house. In addition…CCVD members share information about their family in meetings. Tools that emerged from this exercise



21

� Personal and group experiences � Observation � Group discussions � Community mobilization / social pressure � Rallies � Dramas and videos, songs, TfD, poetry, story-telling � Identifying role models � Posters � Media � One-to-one sensitization � Imposing fines � Using religious heads Role-play Teacher sleeps in class, very reluctant to teach. Next day, another teacher comes to the class since the original teacher had some work. This is a friend of the teacher and he too wants to rest first … listens to the children and teaches them something since they request him to. Some of the children do not have books so he says he will teach them the next day. He sleeps a little and then declares the class over…children feel they will fail so they have to do something. They decide they should meet together and discuss the issue with all the children. They decide they will first discuss the issue with the teacher, then maintain a record of the attendance of the teacher and then approach the CEO. Two of the children go to the teacher who tells them that he has some work and that he had sent a replacement. They say they will go to the CEO…teacher reacts saying that he will give them good grades and move them to the next class…the children track the attendance record of the teacher and take it across to the CEO as a next step. The CEO promises to make a surprise visit and take action accordingly. Some monitoring tools identified by the children from here… � Mapping � Meeting the teacher/ an officer � Keeping the attendance register � Approach the VEC/ other village elders Three issues taken up… � There is no electricity in your village for three days. Should the children’s leader go to

the electricity board? Agree/ disagree. Debate � One of the visions that emerged from some of the children’s groups was to ensure 100%

education for all children. Should this be the responsibility of children? Agree/ disagree. Debate



22

� Girls should do household work. Agree/ disagree. Debate Quotable quote in this last debate…’matlab nikaalne ke liye gadhe ko bhi baap banaana padhta hai. (This was from the yes group) Club the tools listed earlier into any of the three categories… Information gathering Providing information Both Personal experience Community mobilization Observation CCVD sharing experience

Identify role models Group discussion

Using religious speakers Media Video Map Rally Songs Meeting with officers One – to – one Posters TfD Poetry TV films Story Fine Attendance Community mobilization Personal experience Video and drama Group experience Rally Identify role models CCVD sharing Poster Media Songs TfD (?) Observation

Blue font – group one; Red font – group two One of the issues for discussion that arose between the groups was on the issue of whether videos and dramas are used for gathering info as also for giving info – so it should be shifted to the third category. End of Day Three Recap of day three and opening up the suggestion box… Linked to the monitoring tools identified on day three



23

The children were asked to map their movement over a period of time…in their state groups, chose one representative and draw his/ her mobility map. Faiyaz’s account

The children were then asked what they liked about this exercise? Some points that came up � They became aware of how different areas were � What are the fears that exist? � Also got to know where we come from and our contexts � The exercise of asking questions within our own small groups to the person whose

account was being documented was good � Got to know who travels where � Came to know who fears what The children were then asked how would they use this method in your own groups? � If a child doesn’t know a particular area, this is a good way to educate a child � Interviewing a child in such a manner can also give information to those who cannot read � An exercise in this light can tell us where the fears / dangers lie and so we can prepare

in advance � In the Gujarat map, the resource centre has been shown, so we can know the use of

different resources � A tool to gather information. There are other tools too…such as interviewing others. A

good way to get information from new members. Can also use this method for gathering information on the resources in the area, ie such as hospitals and other facilities…this can also help us plan on things on where to locate such things as resource centres, the CCDL office and so on.

He goes to school which is uphill – the fear of shelling is constantly present. Also, his school is slightly out of town for safety sakes – this has been done by the district administration. However, the fear of shelling is still there. Going to the village takes 10 minutes; also to the market or to his friends’ home – which takes him 10 minutes. His house is 5 mts away from the KDP office…takes 15 mts to get to the DC’ s office. Came to Leh, took 8 hours, the fear on the way was while he was crossing Lamayuru, one of the highest points in the world, where the drop from the road is very steep. Also went to Srinagar – took him 12 hours. On the way is Zojila – narrow road and a sensitive area where there is always fear of shelling. Went to Delhi for the launch of the CCVD document and then Chandigarh too for a meeting on Rehabilitation of Women and Children



24

Objective – to see where power lies in any context…within family, in the community, and so on. Example of the power structure within a family shown - within a family – with the girl child of the family being the centre point. The one with the most power is at the highest position in the power ball exercise. The same exercise can also be carried out in the context of the children’s organizations or in a community or a hospital. The children were asked to remain in the same groups as before and to discuss whose power is the most and why?? Situations provided to the children (to conduct the power ball exercise) were P WB – draw the power structure in the context of a family or in the workplace P Kargil – in the context of a community P Leh – in the context of one CCVD P Gujarat – in the context of a school Leh …Took the example of their last years’ executive council…the most powerful person is the Chief Executive Councilor…since he/ she calls for meetings…is present before everyone else at a meeting…does the most amount of work and if the others talk in a meeting, she/he hushes them up. The next most powerful is the Education councilor…then comes the health person…next women’s development…then environment…the least power is with the social empowerment person cause he is absent often from meetings and not many listen to him…also the culture councilor is the least powerful cause he lives far away and also remains absent when the group meets influential persons in the area and so on. Work scene…Shahbaz Most powerful…Imtiaz…the buyer of bangles…Shiraz…the employer/ owner of the factory…Shamsad…the chief worker…then comes Tunna…the chief helper…then comes Shahbaz…the junior most…he is still an apprentice.

The factory owner has a lot of power within the set up – if he chose to shut down the factory, everyone else would have to leave and find a job for themselves. The buyer is the



25

most powerful outside the set up – since if he doesn’t give the order, the factory will have to shut down.

– community situation Religious head District Commissioner NGOs District block officer Panchayat system People Village Education Committee CCDK CCVD Girls Lots of debate on this one…this is the status at present…people needs to be broken up in terms of old people in the village…the disabled…what would happen if the NGOs move out…would it reduce or increase the power of the CCVD. The upper portion of the chart shows the more powerful person in the setup while the lower portion shows the less powerful. The middle line depicts the point of view of the person who has made this power ball. Learnings � We come to know who has more power in different situations Is power the same for everyone…is it the same for a principle in a school situation as it would be for an NGO? � Everyone thinks in a different ways…power equations would be different in different

situations. Power is for control in different situations…so power needed to run systems properly…police uses its power through their uniform and lathi…CCVD’s power is through children/ justice for all – can make or break presidents in the CCVD set up…NGO power is in development/ justice for all

� Power is therefore for development, justice and also through the lathi. So there is positive power and negative power too. There is knowledge power too…which can be used for positive or negative purposes too.

� Power equations change too…who is powerful today may be less powerful in a few months. Eg…in the Kargil case…if the government recognizes the CCVD…then their



26

power can increase. When the hill council comes into power…it will feature prominently in the power structure of the community.

� With power comes responsibility too The children were asked how they would use this power ball in your children’s group? � If the teacher doesn’t come in school, to get him/ her back on track � Whom should we go to sort out our problems can be identified through this exercise � Can use power ball to know about the situation of children within a family…of the status

of a children’s group within a community � Also tells you who are your allies and who are the barriers in order to further our work. The example of how normal tea is made was given…the children were asked how tea is made? � Steps told by the children…get all the stuff in one place…boil water…add tea leaves…add

milk and sugar…filter…pour in cup and drink. � There is therefore a sequence…one cant eat the tea leaves and sugar and drink water

and milk and say that one has had tea! � Also in this sequence…two activities could be done together…ie milk and sugar could be

put in together. Exercise Break up into groups in which you will need to work on a project in this manner � Kargil – teacher absenteeism � Leh – campaign on alcoholism � Gujarat – enrolment of girls in schools � WB – violence against girls The children were required to first list all the activities and then make a flow chart (Alcohol campaign)

Activities Who Support Date Awareness to people

CCVD Panchayat June 01 2003

Poster CCVD Women community July 15 2003 Video/ drama CCVD NGOs/ village

community July 15 2003

Rally CCVD - August 1 2003 CMO CCVD CCDL Aug 15 2003 Media CCVD D O Leh September 1

2003 Fine CCVD Welfare society September 1

2003 Help of religious head

CCVD Panch January 1 2004



27

Poster Media

Awareness Rally CMO Religious head Video/ Fine drama (Teacher absenteeism) P All children will have a meeting P Then a training on 7 life skills will be done…to analyse why the teacher isnt coming P Plan – on how to make the teacher come P How to manage the situation…what are the steps we will take to get the teacher P Make a future action plan…at a meeting done with children…first would try to explain to

the teacher P Then give a petition to the VEC P If the teacher still doesn’t listen, keep record of attendance…this would be effective

documentation and will show it to the ZO. P If the VEC also does not listen then go to the ZO, and if the ZO also does not listen,

they will take further action and go to the CEO. Will also invite the CEO to make a visit to the school.

(Enrolment of girls in school) Steps ennumerated… � Start from home situation…ensuring girls in our family (members of the CCVD) go to

school � Inform parents about the benefits of education and make them aware � Children not being sent to school to educate their parents to senf their chilsren � Discuss with sarpanch…also talk about caste issues to sarpanch � Use media – drama, stories, tv to influence people…campaign mode � CTC group…will first ensure younger chidlren join the CTC � Through the campaign…then CTC will get all these girls into their group � With the help of the VEC, to influence the administration to open the school and inform

the parents about the government schools � Also since the teachers are male …this should remove wrong notions of people and will

help convince the community as well. Violence against girls… � Why does violence happen…because there is drinking or they don’t have money � Girls should recognize and understand what violence is � Girls and boys should study…education is the key � Important to explain to girls about violence issues � Violence classes should happen everywhere � Should explain to everyone about violence and also keep good contacts with the police



28

� Those who propagate violence and don’t say anything…they should be penalized or else they should be reprimanded publicly for being silent

� If some girl is facing violence and all bystanders are watching and don’t say anything…they should also be penalized

� If people don’t listen, we will approach the minister Suggestion � We should start checking violence in our own homes first This exercise will help us � Sequence our activities � Help us plan � Know what comes before and after � This matches the powerball game somewhat…eg..in our village, if we are addressing

power situation, we can first approach the most powerful and then address the others � The advantage of this exercise could result in ensuring that no child remains uneducated

in our village…no violence happens in our village � We can also document effectively…in our groups’ activities…new children joining can

refer to the documentation done and know more about the past or achievements made � Also helps in continuity in work, when new members join � We can also identify our allies…and power equations � Can involve all the children in our group in terms of planning

‘Mirrors of Ourselves’ End of Day Four Suggestion box opened up… Recap of day four The Kargil children’s group facilitated this session. The objective of this session was to demonstrate an ongoing example of a children’s group where a certain level of monitoring of their activities was already taking place. S. No

Activity When/ who Status

Road for school Lochum (road to the school not present – since school is at a higher place…so have talked to the Panch about

April 2003 – CCVD/ Panch/ DDC

In action



29

it. And have given an application to the DDC)

Repair the school in Poen…school in very bad condition…CCVD initially school authorities but no action taken…the issue now taken up by the CCDK with the DDC

May 2003 – CCDK/ CEO

In action

Will be drawing up future action plan through CCDK meeting – to be held hopefully in June 2003 if the weather conditions and other factors are ok

June 2003 - CCDK/ Kargil

Discussion on how they would monitor all this? � Their action plan gives a date anticipating when the particular task should be completed.

If not completed at the end of that period…they then decide what is the next step to take.

� This plan has been made in February 2003 � There is nothing in this to do with the children’s group…both the pieces of work are to

do with construction � When Martin came there, some points from their action plan from last year were left

over…one of which is that they need an office there…this has been committed to and stuff for the office has been obtained…the office will soon be up and running.

� This is the CCDK’s action plan…they will also monitor the CCVD’s action. � The action plan meeting is facilitated by older members, who have passed out of the

CCVD age group.



30

There are three stages from 0-18 (broadly speaking)…infancy…adolescence…maturity In the lifetime of a children’s group…these various stages exist. The purpose of this exercise is in order to understand progress in children’s organizations, how would indicators be developed? Exercise…taking the three stages of infancy, adolescence and maturity…frame activities and set indicators. To be done in the Leh, Kargil, WB and Gujarat group. Frame activities in infancy…adolescence and maturity stage. Second stage…how will you know you have moved from the infancy stage to the adolescence stage – the indicators exercise! Eg of a child given… Infancy Adolescence Maturity Starts to talk / walk Goes to school Taking decisions on their own Recognizes surroundings Begin to do activities on there Is educated and able to look slowly own after those younger When starting a group what are the things you would do? Response from children… � Start making friends � See what is happening in the surrounding in terms of children’s groups � Have a meeting of all children…conducted by older children in the school � Have training…what a children’s group is all about…and know what children’s groups are

all about? � Understand what a CCVD is? � Meet the adults in a village…get them to know about what a CCVD is all about and also

follow up on such meetings

Infancy Adolescence Maturity Explain to adults in the village about CR with the help of the NGO

The children / adults who have received training…will give training to the others

Those who don’t understand we will show them the CCVD model

NGOs and the children, Panch and Sarpanch will get together to form the CCVD

The CCVD children will have got experience and confidence

We will do our election and other processes without the NGO’s support

The adults and children should receive training on how to form the CCVD

Everyone will be made Knowledgeable and confident

We will form a committee to draft a vision for the children in the community



31

Questions Those who have not understood until the third phase…how will you explain in the third phase…we will have shown and done some work by then…the villagers will get convinced that the CCVD means something and so will prove by doing…in order to convince the adults who haven’t listened to them so far.

Infancy Adolescence Maturity Training on what children’s groups are – to children

Will meet children to know what are the issues faced by them

Children’s issues will be highlighted at various forums, not only at the village level

Need to do meetings for children in the village

In Panchayat meetings, the CTC group will present these children’s issues

Information gathered so far on children, will put up charts at the resource centre so that new entrants can know of children’s issues

Visit every house in the village and tell the children about children’s group and also draw up some rules

If there are any other children’s groups nearby, will visit them and know how they function

Children will be able to inform and include new children in the group

In CTC meetings, will observe who are coming and who are not and why aren’t the latter joining

Will need a training on who are the government officials in the district – to know whom to approach

Will spread awareness through rallies on the CTC

In their own meetings, will try to find solutions to children’s problems too

Will strengthen ICDS centres in their area, so that children in the 0 - 5 age group are also focused upon. Gave an eg of having observed young unwell children through a survey who were not going to the centre and reported it to the ICDS centre



32

Infancy Adolescence Maturity We will first identify our own problems before doing a meeting because when we know our issues, only then we will call for a meeting to get a group together

Will plan how to do work and who will get which responsibility and then will carry out the work

Will inform others about our work

Will inform friends and adults through discussion about the problems identified

Will then check if the work is going on well or not and will try to set right what is not going well…how will we know this – if teacher is not teaching, then we will know that he/ she is not doing their work

Will take on new work/ responsibilities

Will take training from NGO on how to form a group and then will form the group

Will then have an election Infancy Adolescence Maturity First to know what a CVD is…call children together…give them sweets and then tell them about CCVDs

Training on the role of CCVD and the role of the office bearers; also how would finance be managed and how to maintain records

Auto formation of CCVD would happen in villages where they are not present. Children can give training to other children – no need to depend on NGOs and government

Also talked to adults about CCVDs. Told them about the different office bearers in a CCVD structure. Also the disabled children should be part of the CCVD structure

Training on 7 life skills, TfD and CRC. To increase confidence of the children. Also analyze why the children have problems they have stated and how would we find solutions. These trainings would also encourage the usually silent children to talk. When

Participate in meetings at the district/ state / country level



33

children initially come, they are hesitant, with training, they become more confident

CCVD would also have adult members

With these trainings, children’s problems discussed at the village level

Be members on the District Education Committees…eg Nawaz Ali is a member of such a committee in Kargil now

All children would be included in the process

During training, experience sharing with the older CCVD members…and enhance the confidence of children. Can then speak to other children and adults too

Questions/ suggestions Auto CCVD…what help do you give them? The older children who have undergone trainings and know a lot about CCVD work, help set these up in new villages – with the help of the adults of that village. How will you know you are on track…what are your indicators? Discussion with children � If you are working on the issue of alcohol, we would see lesser number of adults

drinking, and so that would be an indicator � More peace in the house � More money in the house More information on this from the facilitator There are two ways of knowing… We can see that the activity has been completed and so move on to the next activity. So the question that is asked is whether you have completed all the activities in say the infancy stage…and if the answer is yes, that is an indicator that your work is progressing The other way is if you have said, for eg. That all children are sensitized in your village. Then the question that needs to be asked is have all children been sensitized…are all children part of your group…are some members still left out, if some are still left out, you are not qualified to move to the next phase (ie adolescence) Output…all children have gained confidence Outcome…the numbers of children who are members of the group (80% or 100%) Two points from each child on their personal action plan after going back P Whatever I have learnt I will tell to my friends in the village and also train other

children in my village or other village P Will tell my friends about the training and train the CCVD children.



34

P Zaheeda –will train other children. P Madhumita –through games will find out problems and form a group and find solutions. P Mahindra - will do the vision exercise with our group and do the mobility mapping with

our group P Nazim – will tell other children about CTC and CCVD and tell them how they worked so

that they can continue after us also. Will teach others in school and also in our locality. P Nanji -On return will take out a rally on addiction. Will conduct the mapping exercise in

our group P Anasuya – Will tell other groups of the workshop and tell the children to make trees for

their own groups. Also will teach mapping and use it. P Faiyaz – Will tell the CCVD children about the workshop and play the games with them –

the fruit tree and use it to discuss problems of CCVD children. Also do mobility mapping for each child and also understand if our member is far away and cannot come. Will use the power ball in our CO and also in our community to understand the situation. Also the planning exercise of tea we will use in our CCVD. And the negotiation game. Will do what we have done here practically in our CO. C-T-C training is effective so we will do it with other children, though it would be helpful to do it in winter and with the help of some adults

P Will teach CCVD children, will do the power ball exercise. Which method and tools need to be used, I will teach others.

Workshop evaluation Take the 5/6 major issues discussed and ask children to rank within those…a different color pen was used for the girls and boys. TOPICS Boys Girls Good ok Bad Good ok Bad

Sharing 10 7 9 1 Visioning 16 3 5 5 Prioritization 16 1 10 Tools: Mobility mapping 11 6 1 10 Power ball 11 5 1 10 Flow chart 14 3 5 5 CO’s monitoring 9 5 2 6 3 1 Debate 6 9 3 6 3 1



35

S. No Name Address 1 Vilayat Ali President, CCVD, R/o Skamboo, Block Shargole 2 Faiyaz Ahmed CEC, Kargil, R/o Lotsuma, Block Shargole, Phone

233106 3 Jaffar Ali President, CCVD, Poyen, Kargil, Phone 232771 4 Zahida Bano Wazir CCVD member, Chushoth, Gongma, Phone 263080 5 Ishey Dorjey CCVD secretary, Martselang, Karu, Phone

249085/249108 6 Tsetan Dolker Executive Councillor, Sports and Culture, Liktsey

block, Nyoma 7 Mohammad Baquir President, CCVD Apatec, BPO Apatec, Kargil 8 Aashiq Hussain President, CCVD, Thangboo, Purtikchey, BPO

Sankoo, PO – Purtikchey, District Kargil 9 Nawang Thinles Executive Councillor, Agriculture, CCDL, Wanla,

Baymik pa, Leh block 10 Kunzes Dolma Secretary, CCVD Mulbek, R/o Mulbek, Block

Shargole, Kargil 11 Sonam Chosdon Member, CCVD Mulbek, Block Shargole, Kargil,

Phone 270027 12 Mohammad Hussain General Secretary, CCVD, Poyen,, Kargil 13 Mohammad Ali CCVD member, Village Nagma, Sankoo block 14 Tsering Motup CEC, Leh, Nang village, Bichung, Leh block 15 Tashi Yangzel Executive Councilor, Women’s Development,

Takmachik block, Khalsi 16 Lobzang Tsomo Executive Councilor, Child Welfare, Tukla, Block

Nyoma 17 Zia –ud-din CCVD member, R/o Chushot,Gongma, Phone

263566 18 Hiren C/o Save the Children UK, 19 Nanji 20 Anusuya Joshi 21 Mahendra 22 Sheikh Babloo C/o IPER, 39 Prince Anwar Shah Road, Calcutta –

45, Phone 2417 6991 23 Madhumita Das C/o IPER, 39 Prince Anwar Shah Road, Calcutta –

45, Phone 2417 6991 24 Nilima C/o IPER, 39 Prince Anwar Shah Road, Calcutta –

45, Phone 2417 6991 25 Mohammad Nazim C/o MJCC, 39, Mominpore Road, Calcutta –

700023, Phone 2449 5446 26 Shahbaz Khan C/o MJCC, 39, Mominpore Road, Calcutta –



36

700023, Phone 2449 5446 27 Tsering C/o Leh Nutrition Project 28 Skarma C/o Leh Nutrition Project 29 Nirali Mehta 30 S M Yusuf C/o MJCC, 39, Mominpore Road, Calcutta –

700023, Phone 2449 5446 31 Monideepa Nandi C/o IPER, 39 Prince Anwar Shah Road, Calcutta –

45, Phone 2417 6991 32 Iqbal C/o Kargil Development Project 33 Yasin C/o Kargil Development Project 34 Sharif Bhat Save the Children UK, North West India office 35 K N Pradeep Save the Children UK, A- 20, Kailash Colony, New

Delhi 110 048 36 Ranjan Poudyal Save the Children UK, OSCAR, Nepal 37 Seeta Sharma Save the Children UK West Bengal Office 38 Asha N Iyer Save the Children UK West Bengal Office Some of the other energizes used in the workshop � The bedsheet exercise…two groups sit on either side of a sheet held up…each side

appoints one person (through whispers) to sit right in front…as soon as the sheet is lowered, the name of the person sitting in the front on the other side needs to be shouted out…the one who shouts it out the first gets a point

� Make a circle…write a word out in the air with your left hand…right hand…left leg…right leg…face…eyes…nose…bum…body

� Tota bolta hai…stand in a circle…the person standing in the centre shows some action…whichever action is prefaced with the term tota bolta hai needs to be followed and the rest ignored

� Forming groups…the person conducting the exercise shouts out a number and those many number of people need to get together…less or more numbers in a group are out

� Stand in a close small circle, place both hands out in front of yourself, such that everyone’s hand in the group is one on top of the other…close your eyes…each person should hold two other hands…open your eyes and untangle yourself without leaving hands…such that you are back in a circle once again

� Stand in a circle…each person shouts out numbers 1 to 4 and then the 5th person says bzzz…then 6-9 and the 10th person says bzzz. This game can be played in multiples of any number

� Sit in a circle…need chairs or cushions for this game…those wearing a particular color change places…keep reducing the chairs/ cushions by one or two so that people get out.

� Power game…take a handful of sweets and throw it up in the air…children make a dash for it…some get and some will not…and then discuss power issues/ values …that some get more while others get less and how would you negotiate for equality. Sweets are thrown in the centre of the room and the children are asked to run for it. They all



37

charge towards the centre, but three are only few sweets so only some of them would get the sweets. Analysis done by children…Only 2 girls got…1 boy got the maximum…in all only 9 got. Others did not get because…They did not have strength…Because girls are weaker…they are smaller…They are not interested…Because all the boys charged…the girls must have felt shy to go there…those who were closer got it…those far away didn’t.

� Another power game…arm wrestling. The participants were divided into pairs of two (from between state groups) to do arm wrestling among themselves. Each time a person wins by putting the other person’s hand down she/ he would get one sweet and the aim of the team was to win the maximum number of sweets within a stipulated time. The game’s purpose is to demonstrate the importance of working as a team and collectively working towards a goal. Major learnings… � Initially the participants worked individually and applied their full might to defeat

the other team member without thinking about the team goal. � As the game progressed, it was demonstrated to them how team effort could be

maximized…when both the contestants could decide amongst themselves that they could win the game turn by turn without really losing power!

� Zip zap boing game � Find the leader…police/ chor game…the police goes out of the room…the rest sit in a

circle…chose a leader who initiates some action that is followed by the rest…police comes back into the room and tries to find out who is the leader.

� Stand in circle…move around joining hands… � Write out the names of six animals…or in multiples of the number of children

present…close your eyes, make the noise the animal makes and move around the room and find out the others who are the same as you.

� Crescendo…stand in a circle…follow the actions of the leader in sequence…rubbing hands…click fingers…tap foot…and so on. The noise then rises in a crescendo, if done properly.



38

14th evening Day Zero

15th May Day One

16th May Day Two

17th May Day Three

18th May Day Four

19th May Day Five

Arrive in Leh and rest for most of the day!

Introduction to workshop Sharing Children’s experiences (4 children’s groups plus the adults group )

Welcome to Day Two and continue – Identify fruits and hang on tree Dreaming of a vision…Market stalls exercise…two markets set up! Adults presentation in plenary

Identify common fruits from all the visions…hang on one tree Role plays on three most common prioritised areas… Non Discrimination (power and power analysis) Quality Education Alcoholism Tools for monitoring listed

Monitoring tools… Mobility mapping (children work in groups…present in the plenary) (The same applied for adults who worked in their respective state groups) Power ball exercise

Practical example from the Kargil group on monitoring tools…presentation of their action plan Setting indicators (children’s group in three phases of infancy, middle age and maturity) Followed by presentation from the groups

LUNCH

10:00 am – 1:00pm 2:00 – 500pm

Expectations from the workshop Introducing the Visioning Exercise Guided Meditation (Dreaming of a vision)

Feedback from Dreaming of a vision (6 groups in all – Leh and Kgl teams divided into 2) Each group to prioritize three fruits from vision

Ethics in children’s participation… through Debates • electricity

situation in the village

• 100 % literacy

• Gender

Flow chart Children’s action plan…what they plan to do with all this knowledge and skills gained Workshop evaluation



39

4:00 – 5:00

Children work in state groups on their vision for children in the next few years

Prioritizing one of the three fruits – what personal / group support is required to achieve this…discuss and present in plenary

More tools listed…for information gathering, providing information, both purposes (brainstorming)

Video from the Nepal program shown…Mirror of ourselves

Next steps & closing

5:00-6:00

5:30-7pm Introduction and Ice-breakers Facilitators’ planning meeting

Facilitators planning meet Entertainment program for the children (children’s own plan)

Facilitators planning meet Entertainment program for the children (Walk in the market)

Facilitators planning meet Entertainment program for the children

Facilitators planning meet Entertainment program for the children (Dance party)

There were a number of energizers on all the days…to keep the energy levels of the children high and prevent boredom from setting in. These energizers have been documented in the report. Some of the other regular events each day were Recap…The first session each morning was the recap. This was presented by different people each morning…the children had to mime the key session conducted the previous day and the audience had to verbalize what had been mimed. Also fill in if any gaps were there. Suggestion box…a box for suggestions/ complaints was set up for children who were not comfortable speaking out or there were issues related to their place of stay. This was opened up every morning prior to the recap session and solutions found wherever possible. Soap box 15 minutes were put aside at the beginning of the afternoon session for children to address the rest of the group for 2-3 minutes on any topic that was of interest to them. This however never took off the ground! Wall of comments ie open space..was suggested to the children for anyone who wanted to write on any issue or draw. This too didn’t take off! The parking space..for any issues not covered in any of the other regular events was also suggested…this too didn’t materialize End of the day review …sad face…normal face…happy face. There were marked differences at times between adult and children perceptions. Regular evening activities…walking through the market…dancing/ antakshari and trips to the STD booth to make calls to near and dear ones. 20th May…general strike in Leh…children and the whole team went up to Khardoung la



40

21st May…Visit to CCCD groups in Alchi and Likir…presentation by the various groups on their respective states…practical use of monitoring tools…mobility mapping carried out by workshop participants with the local CCVD children 22nd May…visit to the NWI office, Hall of Fame. Afternoon meeting with the Chief Executive Councilor, Ladakh, Mr Tsewang Thupsten. Children went shopping after that. ‘Childhood is a once-in-a-lifetime window of opportunity for investment in human beings…miss it and the loss incurred can never be made good’…one of the quotations displayed in the room. Report put together by Seeta Sharma and Asha N Iyer, WBO June 14, 2003

The End

Documents

Children’s participation in Monitoring Ladakh workshop ... · Children’s participation in Monitoring Ladakh workshop -May 2003 Save the Children UK – OSCAR/ NWI / West Bengal