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CSEI AligningPeopletoPolicyandPolicytoPeople

Annual Report Year 2015-2016

Annual Report 2015-2016 © Centre for Social Equity & Inclusion 2016

Published by: Centre for Social Equity & Inclusion 2157/A,2ndUpperFloor,SarthakBuilding,GuruArjun Nagar,NewDelhi-110008;Tel011-25705650;

Website:csei.org.in

CentreforSocialEquity&Inclusion

AnnualReport

2015-2016

CentreforSocialEquityandInclusion AnnualReport2015-2016/2


TableofContents

EQUITABLEQUALITYEDUCATIONWITHSOCIALINCLUSION...................................................71.1RighttoEquitableQualityEducation:Overview.........................................................................71.2EducationResourceCenters(ERCs)inDelhiState.......................................................................81.3PromotingEducationamongMusaharChildreninBihar.............................................................9

InnovationsinEducationinBiharState...............................................................................................91.4PromotingEquity&InclusioninPrivateEducation....................................................................13

Strategies............................................................................................................................................14ObjectivesofthePublicHearing........................................................................................................14TheJury..............................................................................................................................................15RecommendationsbytheJury...........................................................................................................15

1.5Section121CWatchGroupinDelhi.........................................................................................161.6StrengtheningGrievanceRedressMechanisminDelhiState.....................................................161.7NationalConsultationtoExpandtheScopeofSection121C....................................................161.8TeacherTrainingModuleonNon-DiscriminationinEducation..................................................171.9BuildingEduLeaders:TeachingApprenticeshipProgram(TAP).................................................171.10EducationNetworkingandAdvocacy......................................................................................18

YOUTHEMPOWERMENT-SELFTOSOCIETYPROCESS............................................................212.1YouthEmpowerment:Overview...............................................................................................21

Challengesexpressedbytheyoungpeople.......................................................................................21StrategiesandInterventions..............................................................................................................22

2.2YouthTechHubs(YTHs)inDelhiState.......................................................................................22OpportunitiesattheYTH....................................................................................................................22ProcessesintheYTH..........................................................................................................................23

2.3BiharAmbedkarStudentsForum(BASF)....................................................................................24BASFobjectives..................................................................................................................................25

2.4LeadershipBuildingProcesses...................................................................................................25Athreephase-leadershipmodel:.......................................................................................................25

2.5CommunityEngagement...........................................................................................................262.6YoungAchievers........................................................................................................................26

NATIONALEQUITYFORUM-STRENGTHENINGCOMMUNITYLEDORGANISATIONS&

YOUTH..................................................................................................................................303.1PromotingNationalEquityForumofCLOs.................................................................................30

ThreecriticalresultareasinstrengtheningtheCLOs.........................................................................30Social,GenderandDemographicdetailsofselectedCLOs................................................................31

3.2PromotingNationalYouthEquityForum...................................................................................313.3NationalYouthPeaceFestival...................................................................................................32

ObjectivesofYouthPeaceFestival.....................................................................................................323.4StrengtheningCLOs&YouthEngagementinCSR........................................................................32

ChallengesExperienced......................................................................................................................33StrategiesandInterventions..............................................................................................................33SpecificObjectives..............................................................................................................................34OutreachandcoverageTheprojecthasmadeinitialinroadsacrossmanyindicators:...............34


LessonsLearnedandRecommendations...........................................................................................36NextSteps..........................................................................................................................................36

STUDY-RESEARCH................................................................................................................394.1ActionplanonSocialInclusioninNationalYouthPolicy2014....................................................394.2NIOSfromSocialExclusionPerspective.....................................................................................394.3StatusofMinorityGirlsandWomen.........................................................................................404.4ICount-CountMe.....................................................................................................................404.5OneinThree:ChildMarriagesinMarginalizedCommunities.....................................................40

NETWORKING,INTERNSHIPS,COLLABORATION&ADVOCACY..............................................425.1Networking...............................................................................................................................425.2ParticipationinNationalLevelProgrammes..............................................................................435.3Visitorsintheyear2015-16.......................................................................................................435.4Internship.................................................................................................................................44

AUDITEDFINANCIALSTATEMENTFORFY2015-16.................................................................47

MOVINGFORWARD..............................................................................................................51

OurTeam..............................................................................................................................52


MessagefromManagingTrustee

CentreforSocialEquityandInclusion(CSEI)completedsixyearsin2015.CSEIwasinitiatedto

focus on and promote the rights and development issues of children and young people from

Dalit, Tribal and Muslim communities. Concerns are the social exclusion, discrimination,

segregation, inter-generational poverty andother disadvantages facedby children and youth.

PartneringwithCommunityLedOrganisations(civil societyorganisation's ledbymembersof

socially excluded communities) from the same communities is the adopted strategy to reach

children and youth. The journey of the past six years helped CSEI to create and engage in

diversespaces toarticulate ‘socialequityand inclusion’dimensions inrelation tocivil society

organisations,childrenandyoungpeople.

Continuing with the focus on leadership building, equitable quality education with social

inclusion,opportunitiesforhighereducationandcareerbuilding,policyresearchandadvocacy

andnetworking,CSEIhastakensomeinnovativestepsin2015-16.

Thecallto‘ZeroDiscriminationinEducation’gainedmomentumwithstateandnationalpublic

hearingsondiscriminationinschooleducation,discriminationinimplementationofSection12

1 C of RTE Act, institutional discrimination which led to the death of Rohith Vemula. CSEI

developed the ‘Teachers Training Module on Non-Discrimination and Social Inclusion’. This

experientialmodulebuildsteachers’capacitytoidentifyownandsocialbiasesandbuildsskills

topromotesocialinclusionactionsinclassrooms/schools.

Wefindadiscordbetweenchildrenwhoaspiretobecome‘bigpeople’inourengagementsand

their high levels of drop-out and poor performance. An effort by CSEI in this regard is the

‘TeachingApprenticeshipProgramme (TAP)’ in social sciences. CSEI developedmaterials and

methodology to enhance subject-specific (social sciences currently) skills of educated youth

fromthesociallyexcludedcommunities.20modulesonsocialsciencetopicsarepreparedand

tested under TAP. This holds great potential to be scaled up and also developed in other

subjects.

The collaboration with Oxfam India and Praxis on ‘By the People: capacity building of civil

societyorganisationsofthemarginalisedcommunity’isasuccessfulnextsteptotheCLOstudy

donein2014.Developingthe‘RoadmaponSocialInclusionintheNationalYouthPolicy2014’

wasanothermarkerof theyear. Itpleasantlyopenedupanewworldofvolunteeringamong

the youth from socially excluded communities. The engagement on Corporate Social

Responsibilitydeepenedtheworkonhighereducationandskilldevelopmentfortheyouth.The

Youth Needs Assessment (YNA) and Community Resource Mapping (CRM) provide tools to

synchronizecorporateinterventionswithcommunityneedsandopportunities.

The year has been challenging and rewarding. We once again take the opportunity to carry

forward the perspectives and action on social equity and inclusion in promoting rights and

developmentofchildrenandyouthinpartnershipwithcommunity-ledorganisations.

AnnieNamalaManagingTrustee


Section-IEQUITABLEQUALITYEDUCATIONWITHSOCIALINCLUSION

1.1RighttoEquitableQualityEducation:Overview

1.2EducationResourceCentre’s(ERCs)inDelhiState

1.3PromotingEducationamongMusaharChildreninBihar

1.4PromotingEquity&InclusioninPrivateEducation

1.5Section121CWatchGroupinDelhi

1.6.StrengtheningGrievanceRedressMechanisminDelhiState

1.7NationalConsultationtoExpandtheScopeofSection121C

1.8TeacherTrainingModuleonNon-DiscriminationinEducation

1.9BuildingEduLeaders:TeachingApprenticeshipProgram(TAP)

1.10EducationNetworkingandAdvocacy


EQUITABLEQUALITYEDUCATIONWITHSOCIALINCLUSION

1.1RighttoEquitableQualityEducation:Overview

Educationisrightlyrecognizedasarightinitselfandalsoinstrumenttopromoteandenjoyotherrights. Discussionswith theDalit,MuslimandTribalcommunitiesreflecttheir concern to access quality education which is non-discriminatory and promotessocio-economicmobility.However, in thecurrentunequaleducationsystem, thepoorandsociallydisadvantagedcommunitiesaccesssegregated,poorqualityeducation.CSEIisemphaticontheneedtopromote“equitablequalityeducationwithsocialinclusion’asthestrategytoaddresshistoricalandcurrentformsofsocialexclusion,disadvantages,discrimination and inequalities. CSEI partners with Community Led Organizations(CLOs) and their identified volunteers toworkwith the children in theDalit, Adivasiand Muslim communities. Learning spaces are organized in the habitations and arefacilitatedbytheeducatedyouthinthecommunity.

Challenges:Childrenexpressthefollowingconstraintsinregularlyattending,learningandparticipatinginschools:

• Theyprimarily study in government schools in thenearbyhabitations and theteaching provided in these schools are far below the quality standards, withteachersspendingtimemoreonnon-academicactivities.

• Thechildrencomplainoflackofteaching,lackofteacherattention,teachersdonot motivate them and teachers often assume that they are not capable oflearning.

• Schoolsarealsoknowntopracticediscriminationagainstthesechildreninmanyways,underminingtheirconfidenceandinteresttolearn.

• Their homes are one-room all-purpose homes, where there is little space forstudyingandlearning,eventodotheirhome-work.

• Thehomeenvironmentmayalsonotbe conducive to the children to learn, intermsoffamilyotherengagements,disturbancesanddistractions.

• Theyrarelyhaveacademicsupportathome,rarelyanyonetheycanaskforhelpintheirstudiesandlessons.

• Theyareoftennotabletomeetthedemandsofschoolfromtheirhome,beitonattendingontime,books,additionalmaterials,additionalcosts,etc.

• They may also have to contribute to household income and hence theiropportunitytolearnathomeiscompromised.

StrategiesandInterventions:Theeducation/learningcenters’providechildrenspacetoexpressthemselves,sharetheiraspirations,theirchallengesandthinkcritically.Thecenters’ facilitate learning and leadership through ‘experiential education’methodologies. The volunteers engage with the children, the parents, communitymembersandlocalschools.FurtherCSEIisengagedinmonitoringtheimplementationof the Right to (Free and Compulsory) Education for children from 6 to 14 yearsthrough monitoring RTE compliance in schools and encouraging parents to use theGrievance Redress mechanism (GR) to address the gaps. School ManagementCommitteemembers(SMC)andcommunityleadersarealsoengagedintheprocess.Asignificant part of the interventions is promoting awareness on Section121C of the


RTEActwhichpromotessocialinclusionintheprivateschools,byreserving25%oftheseatsforchildrenfromdisadvantagedgroupsandeconomicallyweakersections.

Other interventions include equipping educated young people in the communities tounderstandandcoachchildrenonspecificsubjectsthroughtheTeachingApprenticeshipProgramme(TAP).TheTAPmoduleiscurrentlydevelopedinsocialsciencesandwillbedeveloped for other subjects. A module for training teachers on ‘practicing non-discrimination and promoting social inclusion’ has beendeveloped this year. CSEI andthe CLOs are actively engaged in the national and state RTE forums and the IndianAllianceforChildRights(IACR).

1.2EducationResourceCenters(ERCs)inDelhiState

Education Resource Center’s (ERCs) in Delhi state are developed as creative spacesoutside school hours for children who are currently attending schools. The ERCsencourage and support out of school children to join schools. These centers promotelearning, leadership and expose the children to a variety of engagements and extra-curricularactivities. GirlsandBoyscomeatdifferenttimesasthegovernmentschoolshifts are so organized. The parents of the children aremotivated to use grievanceredressal (GR)mechanismwhile addressing issues that face them in their children’sadmissionprocessandcontinuingeducationintheschool.

ERCsinDelhistate

S.No. Location CLO Facilitators Initiatedin

No ofchildren

1 Rohini CentreforsocialDignity

KalpanaBahotRahnumaVineetJingala

2013 48

2 KusumpurPahari 4B–Bachpan,Bachav,Badna,Bathcheet,

SunitaChouhanMeenakshi

2014 48

3 JantaMazdoorColony

NaiUmangNaiSonch

FarheenGulnaz

2014 40

ERCScheduleofActivities

Batch1 11:00amto12:30pm 12:30-1:00pm 1pm–2pmBatch2 2pm–3:30pm 3:30pm-4pm 4pm–5pmMonday Hindistudy Khel-se-Mel Computer

Tuesday Englishstudy Khel-se-Mel Computer

Wednesday Math’sstudy Khel-se-Mel Computer

Thursday SocialStudiesstudy Khel-se-Mel Computer

Friday Sciencestudy Khel-se-Mel Computer

Saturday Games,Dance,Art&Craft

Khel se Mel (adapted from the international Play for Peace) activities is used forconfidencebuildingandsocialinclusion.Childrenarealsoorientedonchildrightsandhuman rights through puppetry. They have exposure visits to various


institutions/programme and participate in programmes conducted by other civilsociety organizations. At community level the children along with the parents areencouraged to organize awareness programmes and community celebrations: BudhJayanti, Ambedkar Jayanti, Savitribai Phule birthday as teachers’ day. Childrenwereengagedinvariousglobalactionsunder‘Action2015’inthebuilduptotheSustainableDevelopmentGoals2030.TheysenthandwrittenpostcardstotheHon.PrimeMinister,heldcommunityawarenessagainstchildlabour,anddidworkshopsonenvironmentalprotection.

• Rohini centre celebrates children’s birthday collectively everymonth andhasinstituted a trophy for the ‘Student of the Month’ to motivate them to do well. Inaddition,childrenareencouragedtowritetheirdiaries.

• Kusumpur Pahari children had special campaign to demand for potabledrinkingwaterandpropersanitationintheircommunity.Theyheldstreetmeetingsontheneedforwater,mettheirlocalmunicipalcouncillorandMemberoftheLegislativeAssembly(MLA)demandingdrinkingwaterintheircommunity.Childrenweretrainedtopresentgenderissueslikechildmarriageanddomesticviolencethroughpuppetry.• JanataMajdoorColonyislikean‘oceaninabucket’.Withinaveryconstrainedspaceoflivingandcommuting.15to20childrencomeeveryday.Initiallystartedonlyforgirls,FarheenandAsifhavebeenabletoconvinceparentstoalsosendboystothe

centre.ForaconservativepoorMuslimlocality,thisisrevolutioninateacup.

1.3PromotingEducationamongMusaharChildreninBihar

CSEIBiharengages inpilotingvariousdimensionsoneducation inDhanurvablockofPatnadistrictwithMusaharchildrenandcommunities.MusaharcommunitieshavethelowestliteracyratesinBiharstate-9%formenand3%forwomen.Theprogrammeisanchored on the Community Leadership and Youth (CLAY) fellowships for educatedMusaharyouth.Currently16CLAYfellowsareactiveintenMusaharhabitations.Theyhold CLCs (CLAY learning centers’) in their habitations, engage with the schools,monitor RTE compliance in schools, promote Learning Improvement Programme forEquity(LIPE),andpromotealearningenvironmentinthehabitations.Theirobjectiveistoensurethatallchildrenintheirhabitationsattendschoolandlearn.Theprogrammeidentified20schoolsandmappedRtEcompliance inthem.Childtrackingsurvey,RTEcompliancesurveyandexperiencedairiesarecollectedintheprocess.Thereporthelpsevolve priority areas in RTEmonitoring and advocacy. The process has developed anumberofinnovativeinterventionsoverthepastfouryears.

InnovationsinEducationinBiharStateCommunity Leadership and Youth Learning Centre’s (CLCs): CLAY centers’ arecommunity level spaces for children which emerged as youth engagement for theircommunities. The interested youth are encouraged to set up these Centre’s in theircommunities. Currently there are 22 CLCswhere 136 youth (107 boys and 29 girls)facilitate and support. They motivate and support children in their learning andleadershipprocesses.


SocialEquityForum:Children fromDalit andothermarginalized communitiesweretrained on child rights and human rights issues and encouraged to articulate themthroughpuppetryandstreetplaysintheirschools.Thisopenedupthespacetodiscussissueslikeearlychildmarriage,childlabouranddiscriminationinschools.

EquityandInclusionthroughBalSansads:BalSansadsareinstitutionalmechanismsinschoolstopromotechildren’sparticipationandorientthemtodemocraticprocesses.CSEIdiscussedtheneedtohavespecialfocusontheissuesofsociallyexcludedchildrenandgirlsandencouragedtwoadditionalpositionswithintheBalSansads–i.e.Ministerand Dy. Minister on Social Justice. One girl and one boy from socially excludedcommunitiesareencouragedtostandforthesepositions,oftenfromtheEquityForum.Theyarethusabletobringtheconcernsofnon-discrimination,equitableparticipationandsocialinclusionintotheprocesses.Theprocessisactivein7schoolscurrently.

PostaLetter forRight toEducation (RtE): EachunitofAmbedkarStudentsForum(ASF) in thestatepostmonthly letters toauthoritiesandconcernedpeople toensureaccountabilityinproperfunctioningoftheirschools.Thisispartoftheirmonthlytaskswhereallcorecommitteememberswriteatleastonelettereverymonthtoconcernedauthorities.TheyalsopostanapplicationunderRight to Information(RTI)Actwhichwillhelpthemtodesigntheiradvocacystepsineducation.Shiksha Samvads: Shiksha samvads are dialogues among different stakeholders ineducation. The community, schools, school administration, children and youth cometogether to dialogue on the issues in promoting education in their schools. Variousissuesspecific toMusaharchildrenare takenup in thisdialogue.15ShikshaSamvadswereheldin2015-16involving450communitymembers.

HaqBanaRahaAbhiyan:TheBASFandCLAYfellowstracktherightsundertheRTEActthroughamobileapplicationincollaborationwithGramVani.

Learning Improvement Programme for Equity (LIPE): LIPE is an innovation in2015-16. 233 Musahar community school going children were assessed on theirlearning levels using ASER tool and categorised into 3 groups and organized intolearninggroups.Thegroups thatcannotrecognizeHindialphabetswereorganizedasthe i)NaamkoPehchaangrouptomotivate themtorecognizealphabetsandreadandwritenamesofpeople intheircommunity. Thegroupwhocouldrecognizealphabetsbut could not read words and sentences were organized as ii) Gaonko Pehchaan toidentifythingsintheirvillage–trees,ponds, institutionsetc.Childrenwhocouldreadwords but not write on their ownwere organized as the third group iii) AnubhavkoPehchaanto documents their experiences. Each group was given “specially designedlearningnotebook”wheretheyhadtowritetheirlearningprocessondailybasis.Thuslearning ismadepartof theirowncontextandexperiencebeing located in theirownhabitations and people. This note book also included information about importantpersons/rolemodels inDalit community, calendarof importantdays tomotivate andencouragethechildren.TheCLAYfellowssupportandoverseethelearningprocessoftheirparticulargroupandsignedoffthenotebook.


Theprocessisspreadoverfivemonths.Thetasks/targetforeachgroupis: i)NaamkoPehchaanchildrenwillabletoread/writetheirnames,namesoftheirgroupmembersandnamesof theirparents ii)GaonkoPehchaanchildrenwill learn toreadandwriteonenewitemintheirhabitationeveryday.iii)AnubhavkoPehchaanchildrenwriteonepageeverydayabouttheirexperiencesonthatparticularday.

At the end of 5months, the CLAY fellows organize “ShabdMela” aiming tomobilizeparents/teachers/panchayat/government officials to be part of this village festivalwhere LIPE childrenwill showcasewhat they have learnt in these 5months.On thisday,LIPEgroupwillnameeverything intheirhabitationbyputting“nametags”on it.Childrengivenamecardtotheirparents,childrengettheirownnamecards,decorateall the items in thehabitationswithnameson it. The idea is to learnwithdignity, intheir context and valuing their experience; share and have fun with learning.TheprocessshowsmuchpromiseandthechildrenaregraduallypickingupHindilanguage(whichwasusedas the firstexercise)andareable towritenamesof things,animals,parents name, crops and many more. Children have enjoyed learning in a freeenvironmentandfounditexcitingandinteresting.Alearningenvironmentiscreatedinthe community involvingparentsandcommunity leaders.Youth is akeypromoter inthe process. This process engaging the whole community and creating learningenvironmentinthecommunityisparticularlyimportantwhencommunitiesthemselvesarenotliterateorengagedineducationprocesses.

1.4PromotingEquity&InclusioninPrivateEducation

The RTE Act provides for 25% of seats in starting classes for children fromDisadvantagedGroups(DG)andEconomicallyWeakerSections(EWS)inunaidednon-minorityprivateschoolsunderSection121C.CSEIrecognizesthisasimportantsocialequity-inclusion measure. The programme equips Community Led Organisations(CLOs)to identifyprivateschools intheir localityandencourageparents fromtheDGand EWS communities to apply for admission. The project contributes to enhancingmonitoringandaccountabilityprocessesandhighlightingandarticulatingtheissuesofsocial exclusion, equity and inclusion as essential frameworks for effectiveimplementationandoutcomes.


Strategies• DevelopingIECmaterialsforawarenessbuildingamongCLOsandparents

• SupportingCLOstosupportparentsofDGandEWStoapplyunderSection121C

• Facilitating parents to engage with the grievance redress mechanisms tostrengthenthesystemandseekredress

• Tracking&identifyingbarriers,discriminationandexclusion

• Mappingviolationsofrightsandentitlementsthroughamatrix

• Publichearingandpressmeetstohighlightandarticulatethebarriers

• Advocatingwiththestateandseekinstitutionalmechanismstoaddressbarriers,rightsviolationsandexclusions

• ProvidinglinkagetotheCLOstotakepart innationaleventsandscaleuptheirinterventions

PressMeet on the Implementation of 12. 1 C byDelhi State for the Year 2015-2016: CSEI organized pressmeet to visibilise the issues in 12.1C implementation inDelhi tobringcivil societypressure forbetter implementation.During thepressmeetCSEI shared its findings from the official website of Delhi government (DoE) on thestatusof121Cadmissions.AsonAugust2015,theinformationreportedonadmissionsin1186schools.539schoolsdidnotreportcompliance.Oftheavailable25954seatsin1186schools,only22616wereallocateddenying7447seats.

Public Hearing on Implementation of RTE Sec-12 1C: CSEI organized the publichearing on Section 12 1 C on 9th Dec 2015. Labour Education Development Society(LEDS), JointOperationforSelfHelp(JOSH), Initiative forsocialup-liftment(ISU),NaiUmang Nai Sonch Society (NUNSS), Bachpan, Bachav, Badna, Batcheet (4B) andDeepshikhaSamiticollaboratedintheprogramme.

ObjectivesofthePublicHearinga) Review the existing systems and mechanisms in pre-during-post admission

underSection121C.b) Highlight the barriers and constraints faced by parents from DG and EWS

categoriesinaccessingadmissionsunderthisprovision.c) Reviewexistingsupportmechanismsavailabletoparentsinadmissionprocessd) Make recommendations on necessary and desirable norms and standards for

effectiveimplementationofthissection.e) Take forward therecommendationswith theeducationadministrationand the

privateschoolstoeffectivelyimplementtheRTEActCLOsdocumented28casesfromdifferentdistrictsofDelhitoshowcasethenatureofconstraints and barriers faced by parents ‘pre-during-post’ admissions under thesection121C.TheJurywasgiventhedocumentedcasesand15parentsfromDGandEWS categories presented their cases before the Jury, expanding upon the hurdlesexperienced.


TheJury• Ms.FarahNaqviawriter,activistandconsultantwhoisinvolvedindemocratic

interventions on issues of minority, gender rights, justice, communalism andviolenceagainstwomen.

• Prof. GeethaB.Nambissanawriter and sociologist, teaching at ZakirHusainCentre forEducationalStudies, JNUandhasconsiderableworkoneducationofDalits,AdivasisandGirls.

• Prof. Janaki Rajana a leading educationist, teaching in the Department ofTeacherTrainingandNon-formalEducationat JamiaMillia Islamia.She is firmbelieverinthetransformativepowerofthepeopleandleavesnoopportunitytopromotethesame.

• Adv.KhageshB. Jhaanadvocate inDelhiHighCourtandaneducationactivistassociated with Social Jurist, a group that is actively engaged in promotingeducationrightsofchildrenintheDelhistate.

• Ms. Maitreyi Shankar an activistworking forworker’s rights in the state ofMaharashtra.SheisactivelyengagedinpromotingandstrengtheningaunionoftheWastePickersinPunecity.

• Mr. RajivKumar, founderdirectorofPardarshita, a civil societyorganizationactivelyengagedintherightsofchildren,particularlyrightsineducation.

• Mr.RajneeshKumarworksasAssociateEditorinafortnightlyUTsVoicethatfocuses on the Union Territories and has brought out the issues of sociallyexcludedcommunitiestothemediathroughhiscontinuousandintensewritings.

RecommendationsbytheJury• The provision of 25% reservation for Disadvantaged (DG) and Economically

Weaker Sections (EWS) in private schools must befully implemented andensured.

• Parents have to be provided specific information at the right time and furthersupporttoapplyandaccesstheprovision.

• Conversations anddialogueneed tobe startedwith theprivate schools on theprovisionanditsimplementation.

• TheState/Private Schoolsmustbear the additional costs involvedby the childforeducation.Parentsshouldnotbeburdenedwithpaymentforadditionalcosts.Thereneedstobemorein-depthdiscussionbetweenthestateandtheschoolsinthisregard.

• Schoolsshouldprovideafriendlyandsupportiveenvironmenttochildrenaftertheyareadmittedintheschools.

• School has to ensure non-discrimination and encourage participation of thechildren admitted under this provision be they in learning or co-curricularactivities.

• The very nascent Grievance Redress mechanism needs to be strengthened-beginningwiththeschools,departmentandtheDelhiCommissionforProtectionofChildRights(DCPCR).

• There needs to be systematic research on private schools to understand theirfunctioningandcontributiontopromotingqualityeducation.

• At this time, it is also important to locate the public role of private educationwithintheoveralleducationsystemofthestate.


• 121CWatchGroupshouldbesetuptomonitortheadmissionforthecurrentacademicyear.

1.5Section121CWatchGroupinDelhi

TheCLOshavecometogetherasSection121CWatchGroupinDelhi.Membersmeton5thJanuary2016toplanfortheadmissionmonitoringfor2016-17.Delhistatedecidedtoconductadmissionsthroughon-lineprocess.Themembersdiscussedandchartedthevarioushurdlesanticipated.Someofthepointsofhurdleswerei)poorliteracyamongtheDG/EWSparents, ii) lackof access to on-lineprocesses, iii) difficulty in accessingnecessarydocuments,iv)difficultyinup-loadingandcompletingtheonlineapplicationprocessetc.,.Thegroupheldone-dayorientationforvolunteersfromthedifferentCLO’stohelpparentstoovercomethehurdles.

Orientationworkshopwasheldon8th January atNDTiwariBhavan,Delhi. 30youthvolunteers participated in the workshop. IEC material about rules/regulation,informationonRTEAct,Stateguidelinesforthesec-121CandthelatestguidelinesonOnline and offline admission process were provided and explained to volunteers.FurthertheCLOleadersandyouthsupportedtheparentstoapplyundertheprovisionin their near-by schools. Over 6000 pamphlets and 200 posters were printed anddistributedinthecommunities.

1.6StrengtheningGrievanceRedressMechanisminDelhiState

30 camps were held in various Delhi urban bastisamongMuslim&DalitcommunitiesbytheSection121 C Watch Group. The Parents who attended thecamps were familiarized on grievance redressmechanisms and were helped to register theircomplaints on the RTE implementation and Section121C admissions. TheDelhi govt. responded to thegrievances, though not as final solutions, buttemporarymeasures.Thepurposeof theGRprocesswastoactivatetheGRmechanismandtakeupthisprocessinotherstates.

1.7NationalConsultationtoExpandtheScopeofSection121C

Thenationalconsultationwasorganizedon31stMarch2016attheIndiaInternationalCentre(IIC),Delhi.

Objectives:• To share status, experiences & voices from the excluded communities, Civil

societyandEducationBodiesonRTEimplementation

• Identify challenges, support provisions and positive practices of stategovernment, schools and other stakeholders in facilitating admission andretentionofthechildrenfrommarginalizedsectionsundersection12.1.CofRTE.

• Recommendessentialnormsandpracticesineffectiveimplementationofsection12.1.(c),includingmechanismstoaddressexclusionanddiscrimination.

• Evolvewayforwardstrategies.

Over 1000 grievances wereidentified out of which 650grievances were registered ononlinewiththeEducationDept.of Delhi and the rest wererepresented directly toconcernedauthorities.


80 people participated in the consultation with representatives from 12 states-UttarPradesh, Bihar, Chhattisgarh, Madhya Pradesh, Jharkhand, Odisha, Panjab, Rajasthan,Andhra Pradesh, Telangana and Delhi. Each state presented the experience of RTEimplementation.Itwasdecidedtostrengthenthestateplatformsfurther.

Indian Institute of Management (Ahmedabad), Central Square Foundation and VidhiLegalResourceCentrefromDelhicontributedtotheconsultation.

1.8TeacherTrainingModuleonNon-DiscriminationinEducation

Discriminationagainstchildrenfromsociallyexcludedandmarginalizedcommunitiesisa prevalent reality in schools and even higher education. Promoting leadership andawareness among children and communities are one part in addressing the same.Another dimension is to build awareness and sensitivity among teachers and equipthem to be non-discriminatory and inclusive. CSEI undertook a three-monthparticipatory process in government schools in Bihar where the researcher engagedwith thechildrenandteachers.Natureofdiscriminationwas identifiedandprocessesdeveloped to address them in the teaching-learning process. A four daymodulewasdeveloped incorporatingthedimensionsofbuildingawarenessandskills torecognizeandaddress threedimensionsof i) social exclusion, ii) social equityand iii) inclusionskills.Additionalreadingandpracticematerialswereaddedtothemodule.ThemodulewasstrengthenedwithinputsfromtheCentralInstituteofEducation,Delhi.ItwaspilottestedwithstudentsfromtheBELEdstudentsfrom7collegesofDelhi.

1.9BuildingEduLeaders:TeachingApprenticeshipProgram(TAP)

ThemajorityofDalitandMuslimchildrenaccessgovernmentschools. Thequalityofteaching-learning in the government schools is of grave concern. There are manysystemic issues in the education system – huge vacancies of teachers, even whenpresentteachersdonotteachinmanycases, inadequatespaceforchildreninschools,


schoolsrefusetoadmitchildren,booksdoesnotarrivetillhalftheyear,discriminationand corporal punishment to cite some of them. Children keep attending the schoolmore as a routine or they enjoy friends and other activities. Young children keeppassingexamsandmovingtothenextclasswithoutgraspingwhat is inthebooks. Itresults in cumulative gapwhen they cannot copewith studies in higher classes. It isimportant to fill this gap so that they stay longer and have a meaningful process ineducation. Amajorityofparentswhosend theirchildren togovernmentschoolsalsospendon tuitions for their children.The tuition teachers in thebastis are themselvespoorlyequipped to teach. It isdifficult forparents to sendchildren tootherplacesathighercosts.Hence thecycleofpoor learningcontinues. In this context, theTeachingApprenticeship Programme (TAP) is envisaged as a means to gradually improve theeducation environment and quality in the bastis, by encouraging and supportinginterestedyouthtoenhancetheircompetenciesinspecificsubjectareas.

TheselectedyouthsfromERCsandYTHsweretrainedbyCSEIonhowtoteachchildrenand help them to build reading, writing skills and comprehension. The process wasinitiatedwithSocialSciences.Thevolunteerswereorientedwiththehelpoftextbooksas well as modules on social science themes. The modules are based onconcepts/themes from the social science textbooks of NCERT. Facilitator introducedeachthemeinsuchawaythattheyouth can relate it to her/hisexperience; and gets interested inthe theme. The main issuescovered under that theme in thetextbookareexplainedlucidly.Theemphasis is on comprehensionrather than memorizing. Thevolunteers were encouraged tothinkcritically.

ImplementationandIntervention:Asetof25topicswereidentifiedfromthesocialsciences curriculum covering various subjects (History, Political science, economics,geographyandcivics) fromclasses6 to10ofNCERTbooks.Currentlymaterialshavebeendeveloped in18 topics and10Edu leaders trained. FacilitatorsofERCandYTHand a few others from the concerned community found this concept interesting andunique.Theyareenthusiastictocarryitforward.

1.10EducationNetworkingandAdvocacy

CSEI isactivelyengaged inadvocacyeffortsalongwithNational levelRTEForumandDelhi and Bihar state RTE Forums. CSEI also contributed our inputs on the NationalEducationPolicyandtheChildLabourAmendmentAct2016.FurtheradvocacyareonOut of school children, School Management Committee’s (SMC), Section 12 1 C,Grievance Redress, Teacher Training and Budget Analysis. CSEI provided the criticalthinking and recommendation for equity and inclusion into the large advocacyplatforms.

TAP is a fresh and challenging idea. It challengesexpertstomakemodulesandlearningmethodsmoreinteresting and contextualize it to themarginalizedyouth. Youth are able to connect with the subjectmatter more deeply and learn to teach with moreconvictionandmeaningfully.


SectionIIYOUTHEMPOWERMENT-SELFTOSOCIETYPROCESS

2.1YouthEmpowerment:Overview

2.2YouthTechHubs(YTHs)inDelhiState

2.3BiharAmbedkarStudentsForum(BASF)

2.4LeadershipBuildingProcesses

2.5CommunityEngagement

2.6YoungAchievers


YOUTHEMPOWERMENT-SELFTOSOCIETYPROCESS

2.1YouthEmpowerment:Overview

Youngwomenandmenisanimportantcategoryintheempowermentperspectiveandapproachwithin CSEI. The National Youth Policy (NYP) 2014 states the objective ‘toempowertheyouthofthecountrytoachievetheirfullpotential,andthroughthemenableIndiatofinditsrightfulplaceinthecommunityofnations’.TheNYPrecognizesinclusionand social justiceas two importantpillars topursue inachieving thisobjective.Youthinclusionandempowermentisparticularlyimportantinempoweringsociallyexcludedcommunities.Theyhold thehighestpotential in the community–majorityhavegonethroughsome levelofeducation,haveengagedwith institutions likeschools,colleges,administrativesystems,civilsocietyinterventions,widergeneralcastecommunitiestonameafew.Theyalsoformanimportant‘bridge’betweenthechildrenandtheadultsintheircommunities.CSEIhasadoptedthe‘selftosocietyapproachinouryouthwork’.Theself to society approach has two dimensions youth development and youth fordevelopment.The first encompasses thedevelopmentandempowermentof theyouththemselvesandthesecondallthatyouthcandotoempowertheircommunitiesandthenation.CSEIengagementwithyouthwasinitiatedin2012inBiharandin2014inDelhi.

Challengesexpressedbytheyoungpeople• Parents are often non-literate or less educated and do not recognise the

constraintsinaccessinghighereducation.

• Ofteneldersiblingsarenotwelleducated,andtheyoutharethefirstgenerationtoaccesshighereducationandhavetofindtheirwaywithoutfamilysupport

• They have none/limited information about educational and professionalopportunities.Inthisprocesstheymissoutinformation,donotgetinformationontime,anddonotgetguidanceevenwhentheyhaveinformation.

• Somecompletetheirschoolingthroughopenschoolingandthemajoritydotheirhigher education through the open/correspondence courses. They depend onself-studyandlacktheextra-curricularopportunitiesavailabletostudentswhoattendregularcolleges.Theirsocialcapitalalsoremainslimitedinthisprocess.

• Beingfirstgenerationhighereducationparticipants,theyarealsothefirstonesin the family toexplorenon-traditionalemploymentopportunities.Hereagaintheylackthesocialcapitalandguidance.

• Often they have to cut short studies and take up employment tomeet familyneeds.Oftentheyremainintheselowpaidjobsanddiscontinue.

• Youth is confused when references to caste identity are discussed and are indilemmahowtorespondordealwithit.

• TheyarekeentolearnEnglishandenhancetheirpersonality,butfinditdifficultforthecostsinvolvedorthelackofopportunitiesintheirnearbylocations.

• Theystruggletofeelgoodaboutthemselvesandtheirtalentsorachievements-underminingtheirabilitytobuildself-confidenceandloveforthemselves.


StrategiesandInterventions• Creating safe spaces for young people to meet together, share concerns,

information,ideas,ownstories,buildsocialawarenessandcriticalthinking.Theorganisationand functioningof the space isdone in aparticipatorymanner topromote critical thinking, leadership and decision making by the youththemselves.

• Providingopportunitiestoexploreinterests,talentsandleadership.Informationandopportunitiestohighereducation,skilldevelopment,andlivelihoodarealsopartoftheinformationbasket.

• Promoting leadership and capacity building opportunities through designatedworkshops, discussions and dialogue, exposure programmes, experientialeducation,KhelseMel,ralliesandmeetingsonsocialissues

• Promotingandstrengtheningyouth forumsatdifferent levels– local, stateandnational.

• Creatingopportunitiesforcontributingbacktothecommunityandsociety

These strategies are outlined in the 4 pillars of the youth programme – personalitydevelopment, information and opportunities, excel in education and contribute tocommunities.TheprocesshasemergedastheAmbedkarStudentsForums(ASF)atthepanchayatlevelinBihar.TheywerefurtherfederatedastheBiharAmbedkarStudentsForum(BASF)atthestatelevel.InDelhitheyhaveevolvedasYouthTechHubs(YTHs).

2.2YouthTechHubs(YTHs)inDelhiState

The core constituency being Dalit, Tribal and Muslim, Youth Tech Hubs (YTHs) arepromotedamongDalitandMuslimyoungwomenandmeninDelhi.Inkeepingwiththeprinciple of CSEI theYTH are evolvedwith and in collaborationwith theCommunityLedOrganizationsatthehabitationlevels.

The Youth Tech Hub (YTH) The Youth Tech Hub is a community based space foryoung women and men from marginalized communities to explore themselves, talkabout their education, dreams, hobbies, ambitions; life skills through experientiallearning, participate in various kind of workshops, mentoring processes and buildleadership qualities; map community, have awareness campaign and connectcommunity youth with education, employability, entrepreneurial opportunities andconstitutional rights. Being excluded and marginalized youth, their empowermentcontributesdirecttoyouthdemographicdividendatthenationallevel.

OpportunitiesattheYTH• An open space where young women and men from socially excluded

communities can access local and global information and knowledge and beguided to explore knowledge building and opportunities through internetservices/informationtechnology.

• Explore choices and access to available institutions (government, private andglobal)andopportunitiesforsuitableskillsdevelopmenttrainings,employment,entrepreneurshipandhigherstudies.

• Link with one another and other young people from diverse fields and socialbackgroundspromotingsocialinclusion,networkingandplatformbuilding.


• Ways to contribute to socially excluded communities’ empowerment in thebastis.

SNo Location YouthFacilitator CLO Initiated1 KarolBagh VijayKumar IdealYouthClub 2014

2 RajasthanColony Hemlata KansottiaRajiniSingh

Labour Educationand DevelopmentSociety(LEDS)

2015

3 KusumpurPahari Sunita ChouhanPriyanka

4B Foundation –Bachpan, Bachav,Badna,Batcheet…

2015

4 Janta Mazdoor Colony(JMC)

AsifMd.Farheen

Nai Umang NaiSonch

2015

5 AdarshNagar HashibAlam YUVA 2016

ProcessesintheYTH• Establishing YTH: The process was initiated in Kusumpur Pahari and Janta

Majdoor Colony with workshops on the role and relevance of the YTH to theyouth in the community. The process included identifying common issues andmapping aspirations; with the YTH as the space for sharing and pursuingcommoninterestscollectively.

• Challenge by Choice: An exercise that is conducted from time to time tomotivateyouth topursue their interestsandmove forward in life.Theprocessinvolveshelpingtheyouthidentifytheirownspaceswhentheyareini)comfortspaces, ii) stretchspaces, iii)panic spaces.Theprocessmakesyouthconsciousandmoves themoutofcomfortspaces tostretchspacesbutnotbe too long inpanicspaces.

• Behaviour Contract: This is an important process in building the YTH. Giventhat youth with diverse experiences and interests come to the space, animportant process is to set boundaries to the engagement in the space,respectingandsupportingoneanother.Aconcernisalsothatyoungwomenandmencometothespaceandrespectandsafetyofgirls.Theyouth identifywhatactions and behaviour are acceptable in the YTH andwhat is not. Everyone isresponsible to point outwhat is not acceptable and is presented as ‘whatwillbreaktheegg?’

• Self-Reflection:Anexercisewheretheyoungpeopleareencouragedtomapoutthevariousactivitiestheywereengagedinoveraperiodoftime(week)andseewhatwasgooduseoftimeandwhattimewasspentonunproductiveactivities.The exercise surprise the youth themselves and lead to conscious time andactivitieschoices.

• GenderAwareness:AprocessundertakenoftenintheYTHistodiscussgenderdimensions insociety, familiesandtheirownbeliefsandpractices.Followingafourdays gender training to the facilitators and core group from theYTH- themembershavetakenituponthemselvestobringthisdiscussionintotheYTH.Adeepening of the discussions is seen in their cultural conditioning of girls andwomenintheirownfamiliesanditsimpactonthegirlsandwomenthemselvesandthefamily/community.


• Understanding equity in practical terms: Various discussions are held onissuesofsocialexclusionandequitywithpracticalexamples.Theeasyexamplesarelocatedingenderanddisabilityissues.

2.3BiharAmbedkarStudentsForum(BASF)

CSEIorganizedandmobilizedyoungpeoplethroughtheprogrammeonstrengtheningCommunityLedOrganisations(CLOs)in2011.TheyouthwereorganizedasAmbedkarStudentsForum(ASF)atthepanchayatlevel.ASFswerefederatedtogetheratthestatelevelastheBASF.WhiletheCLOstrengtheningprogrammesupportedbyChristianAidendedin2014,theyouthforumcontinuestobegrowingandvibrant.Thisforumaimsto organize and create support mechanisms for socially excluded youth from Dalit,AdivasiandMuslimcommunities,withtheconditionthattheyareengagedineducationinsomewayortheother.Attheinstitutionallevel,BASFisacampaignengagingyouthto ownanddrive the agendaof social change and educationmobility.Membership isencouraged at the panchayat level, which comes together at the district level.RepresentativesareelectedbythemembersforthestateBASFfromthedistricts.ThestaterepresentativesformthecoregroupofBASF.Thestatebodyiscoordinatedbyacore group and organizes opportunities for students and youth to acquire leadershipskills, knowledge and awareness on social, legal and political issues, strategies topromote equity and inclusion in education and struggle to demand and achieve

educationalrights.


BASFobjectives• To strengthen Dalit, Tribal andMuslim Students’ Platform towards promoting

equityandinclusionineducation.

• Tobuildopportunitiesforexposures,collaborationandnetworkingforyouth

• TodevelopandconsolidatetoolsandmethodsonsettingupeducationresourcecentresandPersonalityDevelopmentCentres

• Topromote‘EquityWorkingGroupinEducation’atthestateandnationallevel.

• Tocampaignforcommunityrightsandentitlements

BASFhad10ASFunitsin10panchayatsin5blocksduring2012-14.CurrentlyBASFhasexpanded to 22 ASF units in 7 districts with approximate 1000 members, mostlystudents.Furtherthereare16coregroupmembersand5mentorsatstatelevel.CSEIsupportsBASFbylinkingthemtoopportunitiestobuildtheirleadershipcapacitiesandnetworking. The Youth took active part in Nine is Mine campaign, Video volunteers,International Citizens Service, Play for Peace, Community Youth Collective, GlobalActiononPovertyfellowship,SMILEinternshipduringthecurrentyear.

2.4LeadershipBuildingProcesses

Promoting the leadership among the young people is an important dimension of theyouthwork.ThisincludesmanyplannedengagementintheYTH/ASFitself,workshopsat the collective level and exposures and workshops with other agencies and youthgroups.

Athreephase-leadershipmodel:• KhelseMel(KsM):KhelseMelhasbeenadaptedfromtheinternationalPlayfor

Peace (PfP) methodology. Based on the experiential education methodology,KsM builds the skills and confidence among youth to articulate themselves,engage with others, be comfortable with one’s body and thinking, ability toreflectandthinkoutof theboxthroughoverahundredplayactivities.KhelseMelasaninstrumenttopromotesocial inclusioninschoolsandsociety–Morethan15YouthFacilitatorshaveemergedwhoarenowabletoplanandconducttrainings for other organizations. They also take Human rights educationthroughPlayforPeace.

• Sports for Peace andNon-Violence: A secondmodule of leadership buildingwherevariouscurrentsportsandgamesarere-framedtopromotenon-violence,cooperationandpeace.Thesecondmodulewasconductedincollaborationwiththe Regional Rajiv Gandhi Institute in Chandigarh. In this process, attention ispaid to engage with a diversity of youth – from various social backgrounds,regions of the country and also bring girls and boys together. In the processvarioussessionsongender,diversity,casteandcommunalismare takenup fordiscussion.

• Milte-RahengaBadhteRahenga (MRBR) isdesignedtobringthecoregroupfrom the different YTHs to promote a larger platform at the state level.Currently they engage and build rapport among themselves and furtherenvisage engagement with other youth groups of Delhi. The youth leadersthemselves evolve their strategies in the process,while the facilitators discussthe challenges in their tasks. The process is supported by CSEI team. Variouskinds of gaps are addressed like caste identity, shyness, submissiveness etc. It


hasanagendatoengagewithlargercommunitiesandbuildcommunion.SessionwithFacilitatorshelpsbothCSEIandFacilitators tobeonsamepage.DifferentFacilitators learns fromeachother’s experiences.Theprocess is very inclusiveandnotjudgementalandoftenissuesareresolvedandstrategiesevolved.

2.5CommunityEngagement

The youth in the YTH andBASF engage in various community activities – awarenessbuilding,learningcentresforchildren,educationinterventionsforchildren,schoollevelactivitiesetc.aspartoftheircontributiontothecommunityempowerment.Inaddition,they also engage in various campaigns – zero discrimination in education, right toeducation,Dalitandtribalrightstobudgets,campaigntostrengthentheatrocitiesAct,protectionofstudentrightsetc.Animportantpartofthecommunityengagementistoengage with families to allow their girls to engage in higher education and youthactivities.

2.6YoungAchievers

An important intervention of CSEI is linking these Young Boys and Girls withopportunist that exists for youth to participate, share their concerns and issues inforumsofUNandotheropportunities thatexistoutside Indiaandwithin India.Manyyouthhasusedtheseopportunitiestotravelacrosstoshareandlearnfromothers.Forthe community and the youth it’s information about such opportunities, getting tobelievethattheycanparticipateandactuallyparticipate.SomeoftheAchieversare

PoonamKumari1. NaziaAfreen2 SoniKumari

School drop-out fromMusahar community inBihar. She Participated inthesideeventorganizedbyNine is Mine at the UN onrunuptoSDGs

From Muslims communityinBihar.Sheparticipatedinside event organized byNine is Mine at the UN onrunuptoSDGs.

FromtheDalit communityinBihar.Sheisthecaptainfor the under 16 NationalFootball Team. She alsoparticipated at UN SDGsconferencewithCSEI.

1WatchPoonamwww.youtube.com/watch?feature=player_embedded&v=YqmXpWVMXBg2WatchNaziaathttps://www.facebook.com/9isM9/videos/697933736903013/


GeetaKumari RavinderKumar UpendraKumarShe hails from Musaharcommunity in Bihar. She isthe first Musahar girl tofinishMAinSocialWork.

From Dalit community inBiharworkedascommunitycoordinator with partnerCLO organization. He wasmotivatedtotakeuphighereducation and completedM.A. Social Work in TISSMumbai.

FromMusaharCommunityin Bihar.Winner of GlobalAction on PovertyFellowship, elected stateconvenerofBASF.

AjayRavidas NeelamJajoria, NitinDuttKalyanFrom Dalit Community inBihar. Contested panchayatelectionatayoungageandwon.HeisPanchayatSamitiMember.

Dalit Girl from Delhi.StudiedinNationalInstituteofOpen Schooling. ShewasselectedbytheGlobalPeaceFoundation and went tothree-month youthexchange program Norwayand Nepal by Global Peacefoundation.

From Dalit communityfrom Karol Bagh in Delhi.Was selected by GlobalPeace Foundation wentNorwayandNepal.

International Citizen Service (ICS): is once-in-a-lifetime volunteering opportunityopen to all 18-25yearolds, fundedby the UK Government. It's a developmentprogrammethatbringstogetheryoungpeoplefromtheUKanddevelopingcountriestovolunteer in some of thepoorest communities in Africa, Asia and Latin America. UKvolunteers work side-by-side with local volunteers in developing countries, stayingwithhostfamiliesinthelocalcommunity.WithencouragementgivenbyCSEIi)SunitaSoren,2)AnilKumar,3)SauravKumar,4)ShaziaSheik,5)KhushbooKumari,6)RanjitKumargotthefellowship2015-16year.


SMILE(StudentsMobilisationInitiativeforLearningthroughExposure):runsasaprogramacrossIndiawithanaimtoinvolveyoungpeopleinactivitieswhichhelpthemto belong and take moreresponsibility in whatever theydo. This year 1) AmarjeetKumar,2)AmitaKumari, 3)ManojKumar, and4)RajnitKumargot the fellowship toparticipateinthe2015-16year.

Video Volunteers: Youth are trained to capture and highlight issues of violations,atrocities,deprivationandexclusionwiththemarginalizedcommunitiesthroughvideodocumentation.Thisisusedtoraiseawarenessandadvocatewiththeconcerneddutybearers at all levels. This has impacted in resolving several issues with the sociallyexcludedcommunities.1)AmarjeetKumar,2)KushbooBala,3)ManojKumarfromtheBASFaresuccessfulvideovolunteers.


SECTIONIIINATIONAL EQUITY FORUM- STRENGTHENING COMMUNITY LEDORGANISATIONS&YOUTH

3.1PromotingNationalEquityForumofCLOs

3.2PromotingNationalYouthEquityForum

3.3NationalYouthPeaceFestival

3.4StrengtheningCLOs&YouthEngagementinCSR


NATIONALEQUITYFORUM-STRENGTHENINGCOMMUNITY

LEDORGANISATIONS&YOUTH

3.1PromotingNationalEquityForumofCLOs

StrengtheningCommunityLedOrganisations(CLOs)toundertakesustainedrightsanddevelopmentworkwastheprimerecommendationfromtheCSEI-UNDPstudy‘MakingGrowth Just and Inclusive: Partnering Community Led Organisations of theMarginalised’.Over thepast threeyears,CSEImaintainedengagementswith theCLOsby holding state/national consultations and linking them to various advocacy andcampaignprocesses.AnewconsortiumprojecttogetherwithOxfamIndiaandPraxisisinitiated in January2016withsupport fromtheEuropeanCommission.Theproject isanchored on the study and is titled “By the People: Civil society organisations led bymembers of the marginalised communities influencing governance processes forinclusivedevelopment’.

Overall objectiveis tostrengthen the leadership and abilities of the target CLOs toengagewithandinfluencedevelopmentprocesses,andpositiontheiragendawithinthemainstream discourse andperform their roles as independent change agents moreeffectively.

Theprojecthas identified fourcorerightsareas for interventions;Right toEducation,RighttoFood,RighttoHealthandForestRights.50CLOsareidentifiedacross6states(Bihar, Jharkhand, Uttar Pradesh, Odisha, Chhattisgarh and Delhi). It is the first timethat such a project has been conceptualized focused on organisations led by sociallyexcluded groups - Dalits, Tribals and Muslims to exclusively lead a developmentintervention.TheprojectwillfocusonunderstandingthedimensionsofsocialexclusionandbuildstrategieswiththeCLOleadersinarticulatingandadvocatingontheessentialelements of social equity and social inclusion. Unlike projects that are focused onreachingrightsandservicestothecommunity,theprojectbelievesthatstrengtheningtheCLOswill lead toreachingrightsandservices to thecommunities.TheCLOshavetheabilitytoidentifyandarticulatethespecificconstraintsoftheircommunitiesgiventheirin-depthunderstanding,experiencesandrapportwiththecommunities.Buildingthe visibility of the CLOs and their strategies and interventions and dialoguing withotherstakeholdersisimportantpartoftheprogramme.

ThreecriticalresultareasinstrengtheningtheCLOs• Improved capacities of target CLOs to better engage with and influence

governance and development processes. Activities include identifying 50 CLOsled by Dalit, Tribal and Muslim women and men, identifying 150community/youth leaders and volunteers, identifying mentors to support theprocess,conductingbaselineandneedsassessmentstudiesanddevelopingandimplementingleadershipandothercapacitybuildingmodules.

• Enhancedparticipationof theCLOs ingovernanceanddevelopmentprocesses.TheactivitiesincludebuildingGroundLevelPanels(GLPs)oncommunityissues,developingand implementingsocialequity tools tomonitorcommunity issues,organisationdevelopmentprocesses.


• Strengthened collaboration between CLOs, civil society networks and otherstakeholders. Includes identifying advocacy networks, engaging with them onsocial equity and inclusion dimensions, influencing local governance andadvocacyprocesses.

Social,GenderandDemographicdetailsofselectedCLOs

State CommunityLedOrganisations ST SC Muslim Total

StateTotal Male Female Male Female MaleFemaleMaleFemaleBihar 0 1 6 1 1 1 6 3 9

Jharkhand 0 6 1 2 1 1 2 9 11

Odisha 1 3 2 3 0 1 3 7 10

Chhattisgarh 3 3 2 2 0 0 5 5 10

UttarPradesh 0 0 7 1 3 1 10 2 12

Delhi 0 0 1 2 2 0 3 2 5

Sub-Total 4 13 19 11 7 4 29 28 57TotalCLO’s 17 30 11 58

3.2PromotingNationalYouthEquityForum

CSEIfirmlybelievesintheagencyoftheyoungpeopleinsociallyexcludedcommunitiestobetheanchorsandbridgesinempoweringtheircommunities.YouthareengagedandanchorthemanyinterventionsofCSEI.EngagementswiththeCLOsalsofocusonyouthas the change agents. Bihar and Delhi state has provided the framework for thisengagementthroughtheYTH,ASF,BASF,VVKsetc.Whilefocusingoncommunitybasedengagements, the strategy is also to build youth platforms at the state and nationallevels.TheBASFprovidesamodelforsuchstatelevelspaces.TheNationalYouthEquityForum (NYEF) is designed as a space at the national level for promoting youthleadershipandagencyforsocialtransformation.LeaveNoOneBehind:RecommendationsonYouthEquity& Inclusion:CSEIheldthefirstNationalYouthEquityForum(NYEF)on13-14September2015inDelhiwhereover 200 young people from – states participated in the NYEF. The youth wereidentified and facilitated to take part in the NYEF through the CLOs. The NYEFdeliberated on their concerns of social exclusion across ten themes – i) poverty andinequalities, ii) Universalising school education, iii) Accessing higher education, iv)Affordablequalityhealth care, v) employment, skill developmentandentrepreneurialopportunities, vi) inclusive urbanisation, vii) protecting environment, viii) youth indifficult circumstances and ix) youth and media. Action/2015 and Wada Na TodoAbhiyan(WNTA)collaboratedinthisconsultation.


Theyoungpeopleconsultedandevolvedtheirrecommendationsontheabovethemeson13thSeptemberandpresentedthesamebeforedifferentexpertpanelsonthe14th.

3.3NationalYouthPeaceFestival

The National Youth Peace festival was held on 30th November 2015 at A N SinhaInstituteincollaborationwithPravahandBiharAmbedkarStudentsForum.TheYouthfestival was an opportunity for youth from socially excluded communities to cometogether and explore their experiences of social exclusion and violence in their ownlives. The young generations among Dalit, Adivasi, Muslim and other marginalizedcommunitiesare“exposedtoexperience”thenegativeeffectoftheiridentityinaveryearly years of their life, starting from primary schools, and continue to face thisexclusion throughout life until they are able to create/challenge spaces from theperspectiveofequity,inclusionandsocialjustice.Theyareoftennegativelyimpactedbythe exclusion experiences they regularly face. Going deeper than overt violence, theyouthcametogethertoexploreandarticulatethedeeperstructuralviolenceinsocietythatfurthersoverviolence.

ObjectivesofYouthPeaceFestival• FelicitateemergingyoungleadersfromDalit,AdivasiandMuslimcommunities

• Unite youth towards combating caste, religion and ethnicity based socialexclusionanddiscrimination

• Createopportunitiesforyoungpeoplefromthesecommunitiestoshowcasethework they have been engaged towards peace and harmony among youth ofdifferentcommunities

• Strengthen platform and network of young people which will enhanceknowledgeexchangeandleadership.

The youth from seven districts took part in the Peace festival from 25th to 30th Nov.Theyweregivenabroadorientationontheissueson25th,heldyouthequitydialoguesduring 26 to 28 November and held the Youth Peace festival on 30th. It was a verycreativeexperiencefortheparticipants.

3.4StrengtheningCLOs&YouthEngagementinCSR

Largenumberofmembersindisadvantagedcommunitiesespecially–Dalits,Adivasis&Muslims, continue to be excluded from their basic economic human rights, especiallytheirparticipationineconomicdecisionandinenjoyingthecountry’sgrowthdividend.ThisconditionexistseventhoughtherearepromisedprovisionsintheConstitutionandfurthered through various Laws&Acts. Similarly the newly legislated companiesAct2013throughtheintroductionofsection135mandatescertainspecifiedcompaniestospend 2% of their profits towards ‘Socially relevant and Responsible’ initiatives andmakes reporting of this spend to the government obligatory. Various voluntaryinternationalinstrumentsacrossdevelopedcountriestoo,havesimilarmandates.IndiaissignatorytovariousTrade&BusinessTreaties&conventionswhichencouragessuchpractices. The ISO 26000 standardization is non obligatory, but encourages suchpractices as good and healthy. These are considered standards for conducive andbeneficialbusinessconductamonglargenumberofcorporateorganizationsacrossthe


globe.TheprojectexploreswaysinwhichsociallyexcludedyouthandcommunitiescanengageandbenefitfromthenewCompanyAct’sprovisionandotherstoo.

ChallengesExperienced1. No institutionalmechanisms toconsult themarginalizedcommunities to freely

express on conditions faced and to understand the exclusions & constraintsfaced

2. No institutional mechanisms to consult the marginalized communities tounderstandtheirneeds/aspirationsdemandsandwants

3. Additional budget allocations provided for these communities are notimaginativelyplanned,spentorimplemented

4. There are negligible large scale mechanisms to capture qualitative data/indicators or the actual experiences of inequity & exclusion faced by thesecommunities

5. Noprocessof impactassessmentof thechangesachieved insocial&economicconditionsofthesecommunitiesduetoabove.

6. Thenonexistenceofgrievanceredressmechanismsorothersystemstoprovidefor special attention to the special concerns or the barriers faced by thesecommunities

7. Lack of planned administrative protocol and shortage of human resources forproperimplementationofvariouswelfareschemes

8. Non-existentgroundleveladministrativestructuresincludingnon-availabilityofany field /nodal officers within different welfare systems to track theaccessibility and the performance of these marginalized communities on theidentifiedindicators

9. Lack of specific & separate additional support, encouragement &motivationalprocessestoavailtheentitlements/provisionsprovidedforthem.

StrategiesandInterventions• Build clear understanding through Equity – Inclusion perspective on the

provisions, roles & responsibilities provided for in the legislation for allstakeholders

• Consultthecommunityondemands&aspirationsthroughCLOengagements

• MapcurrentCSRinitiatives,governmentprogramsinvolvingCSRinvestmentorprivatepartnerships foryouthengagementsand localopportunitiesarisingoutof these for youth and children and understand their operating proceduresespeciallyrelated toequitymeasuresand inclusionactionsand influence thesetobecomemoreadaptabletocommunityyouththroughCLOs.

• Influence future strategies of the Companies to invest & engage withdisadvantagedandexcludedcommunitieswithadoption&introductionofequitymeasuresandinclusionactionsintheirprograms

• Map current community status (accessibility, availability, adaptability &acceptability) in relation toCSR investmentsand interventions (includinggovt.Programs) and identify gaps in present initiatives on Equity – Inclusionparameters.

• Mapregulatory&monitoringmechanismsandsuggestrequiredPolicychanges


SpecificObjectives1. To enhance capacities of diverse stakeholders (CLOs, CSOs, industry, SMEs,

Industry forums and others) in understanding the CSRmandatewith Equity –Inclusion Perspective and encouraging effective implementation on Equity-InclusionParameters.

2. To establish linkages between industry and community led organizations toundertakeCSRactivitiestosupportdevelopmentofyoungpeoplewithparticularreferencetothosefromthesociallyexcludedcommunities

3. To promote compliance and improved engagements with disadvantagedcommunities under section 135 of the Company’s Act and its rules throughbetter status reports, research, documents and materials. Encourage bettercompliance incompaniesthroughsupportonDesignandevolvingofprocessespromotingEquity–Inclusionperspective.

4. Topromoteentrepreneurshipamongthecommunityyouthandyoungmenwithinformationandknowledge fororganizedoperations thatcanpartner industryproduction and link to the value chains. Linking them to financial inclusionprogramsandfurthertovendordiversityprogramsofPublicandPrivatesectorindustry.

OutreachandcoverageTheprojecthasmadeinitialinroadsacrossmanyindicators:

EngagementwithCLOs:124CLOsacrosselevenstateshavebeenorientedonSection135ofCompany’sAct&CSRprovisions,UNvoluntarystandardsonBusiness&HumanRights,GlobalcompactprincipalsanddisclosureobligationsunderNVGs&reportingonBRR.

Organisationdevelopment&complianceenhancementprocess initiatedwith55CLOsto facilitate their engagement with the CSR process. In 6 states, local opportunitiesmapped & identified and the CLOs were linked to them foremployability/entrepreneurship programmes for community youth especially girlsfrom disadvantaged sections. Equity measures like Professional Personality SkillsFoundation (PPSF) programme introduced within the communities as pre-trainingprocesses and better success rate of the disadvantaged community youth in theprograms.CSRproposalssubmittedthroughtheCLOstointroducelocalopportunitiesfor community girls and youth. Thus the programme has initiated increasedinformation, approaches and strategies with the CLOs with regard to the CSRopportunities.

EnhancingOpportunities forYouth: Youth isan importantcategoryofengagementunder the CSR programmes but little focus is given to socially excluded anddisadvantaged community youth. Among the 4 E's outlined under CSR, employabilityand employment opportunities are directly oriented towards them. They also have aclaim to education and enterprises too.More than 1724 youth have availed differentopportunities linked to higher education, employability/skill training programs,employmentandentrepreneurshipopportunitiesduringthepasttwoyears.Youtharelinked to Industry exposure programs, Personality development programs and otherprofessional skills programs through institutions like Bright Ideas (BI) and Ant skill-


Versity. These programs are found very relevant and important for themarginalizedcommunityyouthsince80%oftheyouthheredonotgotoregularschoolsandcollegesand have limited exposure. These programs fill the gaps that have occurred due theabove conditions. Someof theseprograms costbetweenRs.7500/- toRs.12500/-buthave been offered at no cost or just the nominal study material costs of Rs.250 /Rs.500/-perstudentthroughtheCSEIintervention.Theaboveprogramshaveensuredcontinuity,retentionandcompletionoftheprocesseswithlittledropoutrate.

Promoting Equity Measures: Concerned about the large numbers of young peoplewhowerehesitanttoengageorengagedanddroppedout,CSEInegotiatedwithBrightIdeas (BI) to provide community based pre- training processes as equity measuresthroughcommunityinvolvementandactions.Thisprocessorientedtheyouthtofurthertraining programmes. Interestingly two of the youth have also become trainedfacilitatorsinthePPSF(ProfessionalPersonalitySkillsFoundationProgram)moduleOfBI-India.

Needs Assessments: CSEI found gap's in the understanding of corporate’s aboutcommunities and communitydevelopment requirements. There ismismatchbetweenthe Industry understanding of the needs and aspirations of the youth from thedisadvantaged and excluded communities. This leads to programmatic gaps withintervention limitations affecting outcomes and impacts by such programs andinterventionsforthecommunities.Therehavebeenprocessgapssuchasnospacesforsharingandexchangingacrossthetwostakeholders.CSEIinitiatedanobjectiveprocessof ‘needsassessment’ of the communityyouth.Needsassessmentofover3000youthacross eleven states have been done of which an analysis report of 1594 youthrespondentsfrom6statesas ‘YouthNeedAssessment2015’isreadyforreleaseandsharingwith diverse stakeholders. This toolwill nowbe used as an advocacy tool toengage further with Industry, government and institutions. It helps in introducingsuggestedequitymeasuresandinclusionactionsandalsohigh-communityneedsandaspirationstobefulfilledthroughCSRandotherengagementsandinvestment.

Outreach DetailsCLOsengaged 124CLOs-OrientationonSection135ofCompany’sAct,Global

Compact55CLOODprocessinitiatedtoensurelegalcomplianceinCSRframework

NoofStates 11 states –Delhi , Rajasthan, Bihar, Jharkhand, MadhyaPradesh, Uttar Pradesh, Odisha, Andhra Pradesh, TelanganaState,TamilNaduandUttarakhand

The process has engaged with 54 rural panchayats and 10urbanbastisin57districts.

Households 3000households658Dalitwomen,742Dalitmen272Tribalwomen,308Tribalmen490Otherwomen,594Othermen

Youth NeedsAssessment &Profiles of excluded

3064youth


communityyouthYouth linked tohigher education,employability –skills training &otheropportunities

1724youthAnd from thatmore than730youth linked toPMKVY,NULM,NRLM&SSDMsGovt.Programswhileothershavebeenlinkedto CSR initiatives of ICICI Foundation, ADOBE FoundationPrograms,WaveInfra.,GMRFoundation&CCD

CLO – CSR Linkageproposals

6 proposals in pipelinewith BSES, Adobe Foundation,MMTCPAM, British Petroleum, IOC and Wave Infrastructure Ltdunder consideration for CSR projects & interventions fromCLOs

LessonsLearnedandRecommendations1. Communitybasedinformation&exposureproviding;motivationalprogramsfor

themarginalized communities have to be institutionalized & introduced in allprograms. Since there are inherent and traditional communication andinterpersonal skill gaps in the community youth there have to be communitybased pre- training processes as equity measures. Lack of such measures inmainstream programs remains a concern within the communities and majorreasonsfordroppingoutbythemarginalizedyouth

2. Localsolutionsarebeingworkedout through linkage tovariousprogramsandopportunities introduced as extrameasures. This has impacted results both inretentionandpasspercentages

3. EquitymeasureswithinclusionactionshavebeenintroducedthroughCLO/CSOinterventions & engagements into programs of & with the service providerssupportingandensuringhigherretentionratebymarginalizedyouthandhighercompletionratebythesameyouthoftheseemployabilityprograms

CSEI induced Inclusion actions are promoting higher enrolment rate by themarginalizedyouthandmoreactionsandengagementsof the corporateentitieswithmarginalized communities. The process would have to be institutionalized as youthprogramsforbetterinclusionresultstodevelopmentprograms

NextSteps1. CLOs Engagement with local industries and local level advocacy for CSR

interventions in marginalized communities will be strengthened through CLOcapacitybuilding,handholding,supportchannelsandpilotingprocesses

2. Initiate dialogwith the local industrieswith local industry and influence theirdecisiononequityengagementsinCSRactivities.

3. Buildeffectivenetworkamongthelocalindustriesandlocalmarkets.4. Localmarket’sneedsassessmentprocesseswouldgetattention.5. CLOscapacitybuildingonOD.6. A process of common platform creation for CLOs, communities, Industry,

governmentandotherstoengage-Toinitiateandstrengthenengagementwiththecompaniesandcreateroundtablediscussionstobuildtheunderstandingontheneedforandnatureofsocialequitymeasurestosupportmarginalisedyouthbenefit

7. Centralisedprocesses&engagementwithindustryandcorporateentitieswouldbestrengthened


8. More attention to community entrepreneurship process with engagements infinancial inclusion programs and their participation in vendor diversityprocesses

9. BuildinterfacebetweenCLOs,localindustries,localmarkets


SectionIVSTUDY–RESEARCH

4.1ActionPlanonSocialInclusioninNationalYouthPolicy2014

4.2NIOS:AnalysisfromSocialExclusionPerspectives

4.3StatusofMinorityWomenandGirls

4.4ICount–CountMe

4.5OneinThree:ChildMarriagesinMarginalisedCommunities

4.6NationalYouthNeedAssessment2015


STUDY-RESEARCH

4.1ActionplanonSocialInclusioninNationalYouthPolicy2014

CSEIevolvedanActionPlan topromoteSocial Inclusion in theNationalYouthPolicy,2014 under a call from the UN Volunteers and Ministry of Youth Affairs and Sports(MoYAS). The action plan covered youth fromDalit, Tribal,Muslim communities andyouthwith disabilities. The purpose of the action plan is to promote ‘inclusion of thesocially excluded youth in the roll-out and implementation of theNational YouthPolicy2014’. It explores various issues related to social exclusion and inclusion in youthempowerment.Alongwith the issuesof theexcludedyouth, theexistingVolunteeringpractices among them was also explored by conducting FGDs with SC/ST/Muslim/disabledyouthinvariousstates.Inaddition,individualinterviewswithofficialofNYK,NSSandRGNYID,clubleaderswerealsocarriedout.

Theframeworkrecognisestheneedtounderpintheyouthinclusionontheprinciplesof-i)respectfordiversity,ii)rightsbasedapproachandiii)socialequityandsocialjustice.Public education and public spaces are essential for youth from excluded and non-excluded social groups to dialogue together and understand the contexts ofdisadvantagesandprivilegesofdiverseyouthgroupsandbuildsensitivityandcelebratediversity.AnopportunityexistsinrecognizingandidentifyingYouth-LedOrganisations(YLOs) and Community Led Organisations (CLOs) from the socially excludedcommunities to create the safe spaces for excluded youth groups. It underscores theneed for institutionalmechanismswithinMoYASand lineministries to identify, trackand ensure the inclusion of excluded youth groups in their programmes and alsovigilancecommitteesatthedistrictlevel,largescalesurveysandsocialequityaudits.Itrecommends Safe spaces essential for various youth groups at different levels - forsocially excluded youth to analyse and address their disadvantages, for non-excludedyouth groups to understand privileges and build sensitivity to the concerns of sociallyexcludedyouthgroupsand interface spaces for respectingandcelebratingdiversityandinterfacespacestopromotesocial inclusionareimportantprocessesandoutcomes. Theconcrete Action Plan contains Result area, activities, expected outputs, stake holders,timelineand responsibility.Additionalkey recommendations to theMoYASwerealsomade.

4.2 NIOSfromSocialExclusionPerspectiveNational InstituteofOpenSchooling (NIOS) isanautonomousorganizationunder theMinistryofHumanResourceDevelopment,establishedin1989,asperthesuggestionofNational policy on Education- 1986. It is considered the largest institution of openschooling in the world. The study analyzed how accessible the NIOS is to sociallyexcludedyouth.Thestudyanalysiswasconductedusing4Aframeworkofhumanrightsby assessing the equitability of the programme through evaluating its Availability,Accessibility, Acceptability and Adaptability. The study sampleswere SC andMuslimyouthinDelhiandBiharinurbanandruralcontext.Primary and secondarydatawere collected throughFGDswith young girls andboys,individual interview with community leaders, NIOS officials at various levels andobservation visits. The study explored various issues of SC and Muslim youth in


accessing the program and implementation gaps at all levels. Low enrolment rate ofSC,STandMuslimgirlsandboys,theirbarriersingettingadmission,lackofaffirmativeaction for the excluded youth, lack of learning support system, lack of timelydelivery of various documents and study materials, lack of quality in exam andfurtherprocesseswerethemajorfindings.Itprovidesconcreterecommendationstorevisitthepolicyforbetterreachinthesecommunitiesaswellasimprovementofthequalityeducation.

4.3 StatusofMinorityGirlsandWomenIndia State of Minority Report is an initiative by India State of Minorities ReportCollective, a platformofCivil SocietyOrganizationsworkingon the issuesofminorityrights. TheAllIndialevelreportseekstobuildabodyevidenceforadvocacypurposeonminorityrightsandbuildingsolidaritynetworkofCivilSocietyGroups.Thereportcovered4minoritygroups-Muslim,Christian,BuddhistandSikh. Itcovers5thematicareas-SecurityandLegalJustice,SocioEconomicRights,EffectiveParticipation,Cultureand Identity and Status of Minority Girls and Women. CSEI took responsibility inwriting the chapter ‘Status of Minority Girls and Women. The report is based onsecondarydata.Thegenderchapterhas4thematicareasbasedontheoverallthematicareas- Security and legal justice, Socio-economic rights, equitable participation andCultureandIdentity.Thefirstdrafthasbeencompletedwithanin-depthstudyonthetheme.

4.4 ICount-CountMe

‘ICount–CountMe:AspirationsandAchievementsofYouthPeople–Dalit,MuslimandTribal’ is a collection of short biographies of young people who aremembers of theBiharAmbedkarStudentsForum(BASF)inBihar,YouthTech-Hub(YTH)inKarolBaghinDelhiandEducationResourceCentre(ERC)inRohini,Delhi.Thebookletsharesthecomplex journeys of young people from socially excluded communities and theirstruggle to affirm their identity, pursue their interests and talents and contribute tosociety.Itreflectstheenormouschallenges,resilienceandachievementsoftheseyoungpeopleinthemostcomplexanddifficultcircumstances.ItwasdevelopedinpartnershipwithYTH,ERC,BASF,IdealYouthClubandCentreforSocialDignity(CSD).

4.5 OneinThree:ChildMarriagesinMarginalizedCommunitiesCSEIwith thesupportofCLOsandUNFPAdevelopedaresearchbasedHandbookon‘ChildMarriage and Early Pregnancies amongDalit, Tribal andMuslim communities’.TheHandbookexploresthein-depthissueofchildmarriageandearlypregnancyamongthe excluded communities, the barriers in eliminating the practice, and also theconstitutionalprovisionsandgovernmentschemestoaddresstheissue.TheHandbookwas released in a ‘Conference on Child Marriage and Adolescent Pregnancies:StrengtheningJointAction’heldinOctober,2015inDelhi.TherewasaPanelDiscussiononYouthVoicesonEndingChildMarriageandReducingAdolescentPregnancyinwhichyoung women from excluded communities were participated and shared theirexperiences.


SectionVNETWORKING,INTERNSHIPS,COLLABORATION&ADVOCACY

5.1Networking

5.2ParticipationinNationalLevelProgrammes

5.3VisitorsintheYear2015-16

5.4Internship


NETWORKING,INTERNSHIPS,COLLABORATION&ADVOCACY

5.1Networking

India State of Minorities Report Collective: is a platform of Civil SocietyOrganizations working on the issues of minority rights. CSEI has been part of thecollective fordeveloping IndiaStateofMinorityReport,2016and leading thechapter‘theStatusofMinoritygirlsandWomen’.

AshokaUniversity:AshokaUniversity is aprivatenon-profit universitywhichoffersits studentsmultidisciplinary liberal education. The Young India Fellowship is a one-year, fully residential programme with over 18 different courses across a range ofdisciplines in the Liberal Arts. Last year. Three fellows from the university internedwithCSEIfromSept2015tillMay2016.EachfellowwasassignedtoengagewithoneYTH throughCLOS inKarolBagh, KusumpurPahadi and Jafrabad respectivelywith awell-plannedSchedule tostrengthenYTHs.Awinter internshipmodulewaspreparedby the fellows to initiate a systematic internship process. CSEI team membersparticipatedinthefinalpresentationoftheinternshipheldinAshokaUniveristyVasantKunjOffice.TheUniversityhasexpressedtheirinterestoncontinuouspartnershipwithCSEI through providing Fellowship opportunities for Young India Fellowship –ExperientialLearningModuleProject.

Kalindi College: As per the request from the Principal of Kalindi College, RajendraNagar,regardinginternshipopportunitiestothestudents,CSEIteammadeavisittothecollegetogiveanorientationtothestudentsandfacultiesonCSEI interventionareas,issues and the scope of internship. Around 20 girls expressed their interest in doinginternshipinCSEI.Thepossibleareasofworkthesharedare-spokenEnglish,Dance,Singing, PersonalityDevelopment,MSOffice at YTHs; and Support inResearchWork,datapunching/Tabulation,CSRworkatCSEI.

Action/2015Campaign:Action/2015campaigntopreventChildLabourinDelhiwascarriedoutincollaborationwithDelhiEquityWorkingForumwiththesupportofWadaNaThodoAbhiyanandSavetheChildren.TheDelhicampaignwasincontextofglobalmass mobilization campaign to pressurize the national governments to representdevelopment needs from socially excluded communities and Civil Society at the UNGeneralAssemblyheldinSeptember2015.CampaignwascarriedoutKeepingthetwokey agendas- ensure that every child is going to school and learning; andNo child isengagedindomesticorotherchildlabour.Thereweretwomajorstrategiesadoptedforthe campaign, firstly- meetings with Residents Welfare Associations (RWA) of Delhiand, secondly, Post Card Campaign. Themeetingswere held from11thMay, 2015 to24th May 2015 in different localities of members of EquityWorking Forum invitingmembers of RWA, government officials and other stakeholders in their respectivelocalities. RWA members from all the areas were welcomed the invitations and theagenda.14meetingswereheldengaging245participantsincludingPradhanofthearea,Councilor, RWA Core Committee Members, Police Officials , School Principals andteachers.About5000postcards,600pamphletsand190decisionstakenintheposters-both in Hindi and English were distributed in different areas where meetings held.Followingwerethemajorcampaign.


FactFindingonAtrocityagainstDalitchildrenandparents:InFaridabad,Haryanastate, dominant caste communities attacked a Dalit family, by pouring kerosene andburningthemwhile theyweresleeping.Thetwochildrenagedbelow5yearsandthemotherdiedintheattack.CSEIalongwithNCDHRandotherDalitorganisationsdidafactfindingonthesame.

5.2ParticipationinNationalLevelProgrammes.‘InDefenseoftheRepublic’PublicProgrammeon30January2016:Participationinthe public programme named ‘in defense of republic’ highlighting the attack onsecularism and the impact on minority communities. This was organized by variouscivilsocietyorganizations.AlltheYTHsandERCsparticipatedinitintheMarch.

JusticeforRohitVemula,23Feb2016:InresponsetoHyderabadUniversitystudentRohit Vemula’s institutional murder, students and civil society took to Chalo Delhiprogrammetohighlightthe issuesandseekgovernmentresponseonthesame.YouthandchildrenfromalltheYTHsandERCsparticipatedinthewholedaylongprotest.

BhimYatrabySafaiKarmachariAndolan,13April2016:Participationintheclosingday of Bhim Yatra lead by Safai Karamchari Andolan under the leadership ofWilsonBezwada. The Bhim Yatra as a caravan travelled across various states to gatherattention on the plight of manual scavenging and sewer workers. In the 125 dayscaravan,variousprominentsocialactivistsparticipatedinit.

TheEarthWeek,16th–22ndApril2016:YTHandERCchildrenandyouthorganizedactivitiesaroundtheEarthWeek-plantedplantsinthecommunityground.Theweekbeganwith gathering ofmembers of all YTHs at Lodhi Garden at 6amon 16thApril.They cleaned the whole Lodhi Garden in 60 seconds as part of the activity. Mr.Ajatshatruledthewholeyouthgroup.Hemadeyouthtoreflectonthecurrentlifestyleofpeopleandmadethemtothinkcritically.Hebroughtintheattentionofyouthastohowimportantitistobeclosetonatureandfeelitspower.

Global Campaign on Education: As part of Global Campaign on Education, CLAYfellowsandalltheManjhistudentsparticipatedinraisingtheirvoicealongwithglobalpartnerofeducationaspartof#Upforschoolcampaignandreachedouttoaround2000manjhicommunitymembers toget theirsignatureandvoicesheard in thiscampaign.This was interesting as Manjhi children themselves were going to community andschoolstoaskfortheirsignaturesforRtE

5.3Visitorsintheyear2015-16ArchbishopMittySchool:July23,2015:Aspartoftheirschoolexposureprogrammestudents fromArchbishopMitty School,USA visitedDelhi andhad one-day exposure.Oneof thegroupsvisited theERCRohini.Theywereorientedon the lifeofDalit andMuslimchildren.Around24childrenand8youthfromtheERCandYTHparticipatedinit.When the accentbecameanobstacle formoredetailed conversations, the childrenconversed throughwriting. The visit gave children platform to interactwith children


fromadifferentcontext.Theyfeltacknowledgedandappreciated.Theycouldfindnewwaysofinteractionwhenaccentbecamebarrieraftersomepointoftime.KoreaHopeFoundation:December1,2015:TheKoreaHopeFoundationmembersvisited ERC/YTH in Kusumpur Pahari, Rajasthan Colony, and Janta Majdoor Colony.They interactedwith the children and youth. Children in the KPP centre organized aculturalprogrammeforthevisitors.NationalFoundationof India:October26,2016:GitanjaliDas, project officer fromNFIvisitedtheRajasthancolonycentreandengagedwiththeyouththere.Sheengagedwith the youth and also explored their opportunities in education, life skills andlivelihoodopportunities.GoodwillCommunityFoundation:April27,2015:Mr.DennisMcLain,thePresidentof theGCFvisitedDelhiandBiharCentres.HewaskeentounderstandthechallengesfacedbyDalitchildrenandyouthandthecommunities.

Global Ministries – UCC from USA: 11th February 2016: The Global Ministriesorganizedanexposurevisit fortheirtrusteesandsupporterstoIndia.Aspartoftheirvisit, they were keen to understand the Dalit issues. They visited the centres atKusumpurPahariandengagedwiththechildrenandyouth.Theywereveryimpressedbythewayenergyandengagingwayinwhichthechildreninteractedwiththevisitors.Thechildrenincludedthevisitorsintotheirprogrammes.

Volunteers from Global Peace Foundation: December 26, 2015: Two volunteerswiththeGlobalPeaceFoundation,Ms.EvaandMs.SharmileefromShillongcametotheERC and YTH at Kusumpur Pahari/Janta Mazdoor Colony for a week. They taughtchildrenandyouthaboutIndianconstitutionandrightsforeverycitizenensuredbyit.Theyalsotalkedabouttheirregionandits issuesandalsogenderissues, inparticularthechildrengotinsightsintoissueslikehumanrightsabuseandtrafficking.

5.4InternshipTata Institute of Social Sciences: Two students from TISS interned and developedcomputer course for students in Hindi language and also participated in teachingcomputer course inCentres.TISS internsalso spent twomonths touseYUVAEnglishlearningmoduleforteachingbasicEnglishtoCLAYfellows.

Patang&Pravah:Four internsfromPatangandPravah joinedBihar fieldofficewheretheyhavebeenengagedwithgirls’ testimonialwritingsandmotivatedthemandtheirparentstosendtheirgirlschild/youthinschools/collages.

SMILE interns from Delhi: Two interns spent a months in Bihar to support anddocumentCLAYfellowsstorywhilealsoteachingatVVKIncollaborationwithPRAVAH.

YoungIndiaFellowsfromAshokaUniversity:Ms.Palki,Mr.SiddarthandMs.SatvikainternedwithCSEI fromSeptember2015 toMay2016.During thisperiod, theywereorientedtotheissuesofchildrenandyouthfromtheDalitandMuslimcommunities.In


addition, they engaged with the YTHs in Karol Bagh, Janta Mazdoor Colony andKusumpurPahari.

ArunaSanghpalikaisaPhDscholarfromJNUregularlyengageswiththeYTHcentres.Her expertise in Neuro-linguistic programme (NLP) and personality developmentsessionsareverysupportivetotheyouth.OtherareassheexposesthestudentsaretoDalit women’s issues, her visit to the US and experiencewithmany universities andstudentsgroups.

PalakandRidhi fromDU internedwithYTH inKarolBaghandexposed children tospokenEnglish.

Ms.KirubaMunuswamy is a lawyer from theDalit communityandpracticing in theSupreme Court visited the Karol Bagh centre and shared her experiences with theyouth.

Anneka Singh, of Indian origin born and brought up in theUK visited theRajasthancolonycentreandinteractedwiththechildren.Shesharedwhatit istoliveinUKandalsobroadersocialandgenderissues.


SectionVIAUDITEDFINANCIALSTATEMENTFORFY2015-16


AUDITEDFINANCIALSTATEMENTFORFY2015-16


SectionVIIMOVINGFORWARD


MOVINGFORWARD

Asseen,2015-16hasmovedusforwardinourvision-missionaddingnewdimensions.It has been challenging and fulfilling, each of us contributing and growing with theprocess.

WeThankourProgramPartnerstoProvideuswiththeopportunitytoengagewiththecommunitiesandgroundourworkwiththem:

Delhi:CSD-Rohini,IdealYouthClub–KarolBagh,LEDS–BaljeetNagar,4BFoundation– Kusumpur Pahari, Nai Umang Nai Sonch – JanataMazdoor Colony, YUVA – AdarshNagar.

Bihar:BASFFellows&CLAYFellows

We thankUNDP,UNICEF, ChristianAid, CARE India, Entraidede fraternite, EuropeanCommission-OXFAM,Goodwill Community Foundation, KoreaHope Foundation,NEG-Fire,NationalFoundationofIndia(NFI),OXFAM,UnnatiFoundation,WorldVisionIndia(WVI)YUVAforpartneringusinthisjourney.

Ourpathforwardin2016-17willcontinuetobealongthesamepathway.SomefocusareaswillbetoconsolidateanddocumentmanyoftheprocessesandmechanismstobesharedwithCLOsandothercivilsocietyaspossiblestrategies.Theconsortiumprojectwith50CLOsalsoprovidesaplatformforsharingthelessonsandprocessessofar.Animportantareawillbetoalsostrengthentheorganizationcapacitiesonvariousfronts–human and financial resources, systems and mechanisms and documentation. Anorganizationdevelopmentprocessmaybeundertaken.


OurTeam

OurVision

AjustandInclusivesocietywhereeveryhumanbeinghasequalopportunitiesandresources,andadequate

capabilitiestoharsnesstheirpotential,realizetheirrightsandfulfilltheirresponsibilitiestoliveinfellowship,with

dignityandliberty

OurMission

ToPromotethesocio-economicandculturalrightsofsociallyexcludedandyouth,incollaborationwithcommunity-ledcivilsocietyorganization,throughadvocatingforinclusivepoliciesandprovisionsand

promotingequitableoutcomesandtherealizationoftherightstoeducation,skillstrainingandemployment/

entreneurshipforthesechildrenandyouth

KisleyKumar

PublicationsoftheYear

AboutUs

CentreforSocialEquity&Inclusion(CSEI)isconcernedwithdeepeningdemocracyanddevelopingourbodypoliticsbyenhancingtheawareness/understandingamongexcludedcommunitiesoftheirsocial,economicandcultural(SEC)rights.WerecognizethewidespreadprevalenceofexclusionanddiscriminationagainstDalits,Adivasis,Muslimsminoritiesandothersociallyexcludedcommunitiesin our society, and the specific vulnerabilities of women, children and youth within thesecommunities, in issues regarding access to education, employment and governance. Poverty,disability, physical/geographic in-accessibility, forms of illnesses and other context specificcharacteristics make the picture more complex, demanding sustained efforts in unraveling andaddressing exclusion independently and intersectionally. Our Major constituencies are threecommunities-Dalits,TribalsandMuslimsminoritieswithspecialfocusonwomen,childrenandyouthin collaborating with Community led Organizations (CLOs). CSEI therefore undertakes advocacy-orientedresearch,socialequityaudits,policyadvocacyandthepilotingofmodelinterventionswithmembersofexcludedcommunities inthecriticalareasofeducationandemployment.Embeddedintheexperiencesofexcludedcommunities,CSEIworkstobringtogetherallrelevantstakeholders:theexcluded communities, state actors, civil society organizations, corporate sector and others.ConsistentinterventionsintheaboveareasareundertakenthroughtheCSEIBiharandDelhioffice.Inaddition,CSEIsharesitsmaterials,modulesandlessonswithothercommunity-ledorganizationsandcivil society organizations. Education, employment, entrepreneurship and governance are the keyinterventionareaskeeping“Exclusion–Equity–Inclusion”asourwatchwords.

NationalOffice:

2157/A,3rdFloor,SarthakBuilding,GuruArjunNagar,

NewDelhi-110008

StateOffice:

C/oBDVS,AdministrativeofficeRukunpura,Bailyroad,Patna,Bihar800014

CentreforSocialEquity&Inclusion

LastChildFirst @lastchildfirst cseiindia.blogspot.in

www.csei.org.in

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