They can have a better life: A project document by Nitasha Sarangi

They can have

a better life!

by Nitasha PHOTOGRAPH: NITASHA

NITASHA SARANGI | GRAPHIC DESIGN

DIPLOMA DOCUMENT | 2012

They can have

a better life!

A DIPLOMA PROJECT DOCUMENT BY NITASHA NATIONAL INSTITUTE OF DESIGN, 2012 PROJECT GUIDE: PROF. IMMANUEL SURESH PROJECT SPONSORED BY DESIGN FLYOVER (DFO)

NITASHA SARANGI | GRAPHIC DESIGN

DIPLOMA DOCUMENT | 2012

About the publication The world of design is usually submerged with a seemingly endless list of lucrative projects. Seldom, we look at design in its actual sense, when, it is brings a difference in many lives. I am an old-fashioned person with a belief clinging to the old phrase, â&#x20AC;&#x2DC;bringing in a good difference.â&#x20AC;&#x2122; This particular document is an attempt to put my research, understanding, analysis and my thought process in structure, throughout my diploma project. The project was officially undertaken in the time period of 15 March 2012- 15 July, 2012, under the guidance of Prof. Immanuel Suresh (from National Institute of Design) and Mrs. Shreya Sarda and Mr. Nachiket Gandhi (partners of DFO). It was sponsored by the design studio in Mumbai, Design Flyover aka DFO.

NITASHA SARANGI | GRAPHIC DESIGN

Feb 2012 “... Yes, I have finally made the choice for the project at DFO over all that I was offered. The project is related to health and as I understand, it is definitely looking forward to evolve in itself and nourish lives. I have always been inclined to do projects of social importance and here is my chance to work on it. I’m happy about my decision of choosing the project, without thinking about the pay and other factors. Honestly I have no clue how it is going to be in the end, but I am sure, there will be a new ‘me’ and a better designer-conscience in me, when the project ends. With a hope for growth, some new learning and experiences, towards reaching many lives, hereby I have taken my initial steps towards it and as I see from here, there is a very long way to go...”

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Aug 2012 “...This project started with the very intention of making some design-social contribution towards a better life for the unprivileged. While the objective of the project remained the same throughout the whole duration, the way of reaching to the goal, kept changing. All this time, while working on my project, I always tried taking domains that were less touched and worked upon, for there was a greater scope and that was necessary. I am not yet in a position to announce the project a success or a failure, which will take a lot more time, but definitely there was growth that was quite evident. As I had anticipated 6 months before, to see a new me with better designerconscience, I can actually see some necessary changes in me, which I lacked before. This project has given me, immense satisfaction and confidence, for any such ventures in future... “ Like James Dean Bradfield sings: “You think that this is your road… There’s still a long way to go.”

NITASHA SARANGI | GRAPHIC DESIGN

DIPLOMA DOCUMENT | 2012

“I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I– I took the one less traveled by, And that has made all the difference...” Robert Frost- The Road Not Taken

PHOTOGRAPH: NITASHA

NITASHA SARANGI | GRAPHIC DESIGN

MUMBAI the city that never sleeps... DIPLOMA DOCUMENT | 2012

PHOTOGRAPH: NITASHA

Once the city of dreams, now the city that never sleeps. Everyday is a new adventure, every soul is spirited and every night has its own sun. Although, I did not like it much here, its worth a try for a while at least. For I did spend four great months during my diploma project Nothing here really ends with a full-stop.

NITASHA SARANGI | GRAPHIC DESIGN

DIPLOMA DOCUMENT | 2012

Acknowledgement

I thank you all Hundreds of challenges everyday and Hundred and Thirty days in Mumbai and it did swift away like a happy weekend-adventure because of those few, who stood by me, everytime I needed them.

As clichĂŠ, as it may sound but this project would not have been possible without some people . First of all, I would like to thank my guide, Prof. Immanuel Suresh for all his support, encouragement and trust throughout the project. I am very grateful to Prof.Praveen Nahar and Prof. Tarun Deeep Girdher for all the discussions we had and their valuable inputs. Thanks a lot to Prof. Chakradhar Saswade, Prof. Rupesh Vyas, for their encourgament, Lalitha Ben, Sujitha, Paresh Bhai and Catherine for helping me out in crucial situations of diploma registration, my batchmates for giving me scope every now and then for a better perspective. I would also like to thank everyone from NID and outside, back from my home-town, all the NGO people we interacted with during the project, who directly or indirectly helped me out many times and ofcourse the adolescent girls with whom I interacted.

for a whole lot of things (a lot more than I can ever list down) starting from all the encouragement, support, dealing with me every day, those delicious cuisines, teas, for all their effort to make me like Mumbai and for being such great friends and mentors. Special thanks also goes to Mahila Mandali, my close friends group, especially Aditi Agrawal, Puja Ray, and Pooja Kulkarni, for dealing with me and my tantrums and inspiring me in a way or other, every time I speak to them.

In Mumbai, my greatest thanks goes to my friend, Anjali Menon and her family for all their extra support to make my life easy in the big city, my brother, Mahesh Shinde, for being there everytime I needed him, my friend Shreyoshri, for helping me out in the initial stages and all Mumbai facts and living, Rushil Jain and Dheeraj Bangur for making everyday life lighter and easier for me. A special thanks to Shreya and Nachiket,

Again, I would like to express my gratitude to all of them, for everything I have mentioned and missed-out. Thank you all.

Last but not the least, I thank my parents and family for being there and encouraging me all the time and Akash Banerjee, for being there always as a friend, philosopher, and mentor, with all his patience and love, and continuously encouraging and inspiring me to have hope and take an extra step in everything in life, since I have ever known him.

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Contents 01. AN INTRODUCTION

A. National Institute of Design (NID) B. Design Flyover (DFO) C. National Rural Health Mission and others D. My Diploma Project

02. PRE-PROJECT STAGE

A. My perception and expectations from the project B. Background study for the project C. Making of a project proposal

03. THE START-UP

A. Studying the existing and taking it further B. Some more highlights and my understanding C. From the scholars D. Understanding the problem areas E. Some focussed group research

04. THE PRELUDE

A. About the warm-up project B. What can I take from the warm up to the main project?

GUIDE VISIT 05. THE SYSTEM A. Analysing the structure and planning the system re-design

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86 88

06. THE REVIEW TIME

100

A. Re-look and Re-think B. The new brief, its components and working

SOME TRIPS AND VISITS 07. MIND TO PAPER, WORD TO IMAGE

112 124

The design process to output A. Information Segregation and Content Generation B. Udaan Logo Design C. Sizes, Folds and Layouts D. Visual Language

08. EDITING AND FINALS

162

A. Translations and Editing to Finals

09. TOWARDS IMPLEMENTATION

190

A. Presenting and Convincing B. Post-Workshop Scenario

CONCLUSION

196

BIBLIOGRAPHY

197

NITASHA SARANGI | GRAPHIC DESIGN

An introduction DIPLOMA DOCUMENT | 2012

PHOTOGRAPH: NITASHA

This section gives a general and brief introduction to National Institute of Design, Design FLyover and my diploma project.

NITASHA SARANGI | GRAPHIC DESIGN

01/A National Institute of Design (NID)

The National Institute of Design (NID) is internationally acclaimed as one of the foremost multidisciplinary institutions in the field of design education and research. The Business Week, USA has listed NID as one of the top 25 European & Asian programmes in the world.The institute functions as an autonomous body under the department of Industrial Policy & Promotion, Ministry of Commerce & Industry, Government of India. NID is recognised by the Dept. of Scientific & Industrial Research (DSIR) under Ministry of Science & Technology, Government of India, as a scientific and industrial design research organisation. NID has been a pioneer in industrial design education after Bauhaus and Ulm in Germany and is known for its pursuit of design excellence to make Designed in India, Made for the World a reality. NID’s graduates have made a mark in key sectors of commerce, industry and social development by taking role of catalysts and through thought leadership. NID offers professional education programmes at Undergraduate and Post Graduate level with five faculty streams and 17 diverse design domains. NID has established exchange programmes and ongoing pedagogic relationships with over 50 overseas institutions. NID has also been playing a significant role in promoting design. DIPLOMA DOCUMENT | 2012

Entered the 6th decade of design excellence, NID has been active as an autonomous institute under the aegis of the Department of Industrial Policy & Promotion, Ministry of Commerce & Industry, Government of India; in education, applied research, service and advanced training in Industrial, Communication, Textile, and I.T. Integrated (Experiential) Design. NID offers a wide spectrum of design domains while encouraging transdisciplinary design projects. NID is a unique institution with many problem-solving capabilities, depths of intellect and a time-tested, creative educational culture in promoting design competencies and setting standards of design education.The rigorous development of the designer’s skills and knowledge through a process of ‘hands on minds on’ is what makes the difference. The overall structure of NID’s programme is a combination of theory, skills, design projects, and field experiences supported by cutting edge design studios, skill & innovation labs and the Knowledge Management Centre. Sponsored design projects are brought into the classroom to provide professional experience. Interdisciplinary design studies in Science and Liberal Arts widen the students’ horizons and increase general awareness of contemporary issues.

NID CAMPUS MAIN GATE

A unique feature of NIDâ&#x20AC;&#x2122;s design education programme is the openness of its educational culture and environment, where students from different faculties and design domains interact

with each other in a seamless manner. The benefit of learning in such a trans-disciplinary context is immeasurable.

GRADUATE DIPLOMA PROGRAMME IN DESIGN (GDPD), NID Main Campus, Ahmedabad This 4-year intensive professional UG programme is offered in the following areas of specialisation from the Main Campus, Ahmedabad Faculty of industrial design: Product design, furniture & interior design, ceramic & glass design

Faculty of textile, apparel and lifestyle accessory design: Textile design The Graduate Diploma Programme in Design commences with a two semester rigorous foundation programme followed by 3 years of specialised studies in any of the disciplines offered in gdpd.

Faculty of communication design: Graphic design, animation film design, film & video communication, exhibition (spatial) design

NITASHA SARANGI | GRAPHIC DESIGN

01/B Design Flyover (DFO)

Design Flyover is a 3-year old design firm based in Mumbai, specialized in Branding, Environment design, Product design, Entertainment and Media, Industrial design and provides a full range of creative services for all creative needs – from logos, branding, brochures, annual reports, print collateral, website design and website development, campaigns, package design, marketing consultation, marketing plan creation, photography, print and production services, production and manufacturing and print advertising – and everything in-between..

Design is an effort towards realistic simplicity. DFO thrives on penetrating the unexplored and believes in personifying concepts. It draws its air from the heroes who had the courage for exploration. DFO works together with companies and organizations of all sizes and in a variety of different ways – on a project-by-project basis or as a permanent design consultant to a particular organisation. DFO strategises to develop and execute smart, creative, and effective solutions that help its clients achieve their full marketing potential.

DFO’s focus lies at the intersection of insight and inspiration, and is informed by business, technology, and culture.

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DESIGN FLYOVER, DFO, MUMBAI (PHOTOGRAPHS BY NITASHA)

NITASHA SARANGI | GRAPHIC DESIGN

01/C National Rural Health Mission and Others

National Rural Health Mission (NRHM) is an Indian health program for improving health care delivery across rural India. The mission, initially mooted for 7 years (2005-2012), is run by the Ministry of Health. The scheme proposes a number of new mechanisms for healthcare delivery including training local residents as Accredited Social Health Activists (ASHA), and the Janani Surakshay Yojana (motherhood protection program). It also aims at improving hygiene and sanitationinfrastructure. Noted economists Ajay Mahal and Bibek Debroy have called it “the most ambitious rural health initiative ever”. The mission has a special focus on 18 states Arunachal Pradesh, Assam, Bihar, Chhattisgarh, Himachal Pradesh, Jharkhand, Jammu and Kashmir, Manipur, Mizoram, Meghalaya, Madhya Pradesh, Nagaland, Orissa, Rajasthan, Sikkim, Tripura,Uttarkhand and Uttar Pradesh.

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NRHM MISSION AND GOALS Health & Sanitation Committee of the Panchayat; strengthening of the rural hospital for effective curative care and made measurable andaccountable to the community through Indian Public Health Standards (IPHS); and integration of vertical Health & Family Welfare Programmes and Funds for optimal utilization of funds and infrastructure and strengthening delivery of primary healthcare. •

It seeks to revitalize local health traditions and mainstream AYUSH into the public health system.

•

It aims at effective integration of health concerns with determinants of health like sanitation & hygiene, nutrition, and safe drinking water through a District Plan for Health.

•

It seeks decentralization of programmes for district management of health.

•

It seeks to address the inter-State and interdistrict disparities, especially

NRHM WEBSITE (NATIONAL RURAL HEALTH MISSION)

among the 18 high focus States, including needs for public health infrastructure. •

publicly on their progress. It seeks to improve access of rural people, especially poor women and children, to equitable, affordable, accountable and effective primary healthcare.

It shall define time-bound goals and report

Economists Ajay Mahal and Bibek Debroy have called it

“the most ambitious rural health initiative ever”. DEFINED GOALS •

Reduction in Infant Mortality Rate (IMR) and Maternal Mortality Ratio (MMR).

•

Access to integrated comprehensive primary healthcare.

•

Universal access to public health services such as Women’s health, Child health, Water, Sanitation & Hygiene, Immunization, and Nutrition.

•

Population stabilization, gender and demographic balance.

•

Revitalize local health traditions and mainstream AYUSH.

•

Promotion of healthy life styles.

•

Prevention and control of communicable and non-communicable diseases, including locally endemic diseases.

NITASHA SARANGI | GRAPHIC DESIGN

01/D My Diploma Project

My diploma project! Four months and it still seems to have a really long way to go. Reliving flash backs, my project actually started the very day, I got the offer from DFO and to be precise, it was January 27, 2012. I spoke to Shreya about the project on phone and two seconds later, I was on google and at NRHM site, digging into the new cake in front of me, consuming every spoon I could gulp. My research work started right away and hence I believe my project. I read all I could find from the internet and KMC and started building my own library, along with casually short and intriguingly long discussions with my friends and faculties, in and around NID. This really helped me to stay better organized in the later stage of my project, which I realized at the end. By my guide, Prof. Immanuel Suresh’s advice, I also went through some diploma documents of similar kinds in KMC, which gave me a broader sense about my project.

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By the first week of February, I had the project brief in hand sent by Shreya, by mail and to put it in exact words, it was as follows: “Hi Nitasha, This project is for the development of IEC (Information Education Communication) material for National Rural Health Mission (NRHM) Rajasthan. You may also refer to the website: http://nrhmrajasthan.nic.in/ In this project we are going to propose the government certain schematics and an overall kit including many diverse things like banners, posters, ads, games, other visual and writing aids as well as events like Street-plays etc. that will help promote various schemes that the mission offers. The Project deals with: • Study of existing verticals and various divisions • Work that has been done so far • Possible areas of design intervention (in existing solutions and other new areas which are relatively untouched) • Proposal made for that intervention and presenting that to the state govt. • Taking feedback and developing the final concepts

We feel this project will be extremely interesting as it will cover many design facets starting from studying the existing schemes in the mission, their priority and then visualizing what will help the people of the state the most. Eventually making a proposal to the govt for the same and then after presenting this, we will work on delivering the final products that will fall under the scheme of solution that we propose. The duration of the project is around 4 months wrt completion from our end. The actual implementation might take much longer than this. Though we will try that certain aspects of the suggested solutions get implemented asap. We are happy to offer you this as a diploma project. Cheers! Shreya” After getting clear on the brief, still quite vague and lost as to, where my project would go, I confirmed my diploma project with DFO for the brief provided, due to my strong inclination towards, design-social contribution projects. With some more research and perspective in my tool-kit, I managed to make a decent diploma proposal and registered the project with an official joining date of March 15, 2012.

Six months of effort and now, I have • A well structured, open workshop format for girls on health and hygiene- Udaan • A system design proposal for School Health Programmes • A scenario defined beyond the workshop as the final outcomes of my diploma project. A dry run for the project is yet on the to-do list, before proposing it to the government of India, which involves a lot of different time-taking procedures, other than design and we are really looking forward to it to happen soon in the month of September. Later, when the workshop is conducted fullfledgedly, I may or may not be a leading member in organizing it, but am eagerly waiting for it to happen to rate my effort and see how far it is reaching. After all, it’s like Javelin throw of Olympics, and being one of the right brained ones, my breath is on hold till the Javelin I threw is in air which is yet to mark the ground.

Finally I joined DFO, rather few days before time. First one and a half weeks at DFO, I started building my base with the research materials DFO had, and the library I had previously put together for myself, from NID. One and a half week of intense reading, writing, brainstorming and structuring, I took up another project in the firm that had just arrived and was very much related to health and NRHM. The project was about, building a signage system for Primary Healthcare Centres in Rajasthan, which served as a warm-up for my project. Alongside, I finalized on the domain for my project and started segregating the collected information. I had chosen the domain of School Health Programmes, to focus mainly on menstrual hygiene, anaemia and family welfare. Since then, the project got de-briefed and re-briefed, several times till it evolved into a system design proposal for School Health Programmes and an open format workshop under the same.

NITASHA SARANGI | GRAPHIC DESIGN

PreProject Stage DIPLOMA DOCUMENT | 2012

This section talks about my research and work at KMC and from the net, before the official commencing date of the project.

PHOTOGRAPH: NITASHA

NITASHA SARANGI | GRAPHIC DESIGN

02/A My Perception and Expectations from the project

Well, as I saw it then, it just look like a huge project that will take a lot of effort and time to reach its end. In fact I was scared too. But I always believed, sometimes somewhere in life, one has to take decision by one’s heart and that will be known when the situation arrives and here was my situation. Hence, heart ruled over head and the risk had to be taken. So, I trashed out all my fear and tried focusing more on my love for the project and soon things looked easier and better. From the discussion I had with Shreya and the brief I got from her, I expected it the end to be more like a campaign or a publication. I am glad that I did not box my mind to that, rather tried keeping an open mind to new, different, innovative and naive ideas. Knowing that the context

To be Rajasthan, it seemed I would need to research and read a lot and expected a lot of field visits and rural and semi-urban stays with the people to understand their lifestyle. Less did I know, all the matters were kind of already researched and kept in the studio. I took the project with a lot of hope to make a good difference for the unprivileged ones in the area. As I have already put light on my feeling back then– “I am sure, there will be a new ‘me’ and a better design-conscience in me, when the project ends. With a hope for growth, some new learning and experiences, towards reaching many lives, hereby I have taken my initial steps towards it and as I see from here, there is a very long way to go...”

I am sure, there will be a new ‘me’ and a better design-conscience in me, when the project ends...

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02/B Background study for the project

NRHM National Rural Health Mission NRHM is a National effort at ensuring effective healthcare through a range of intervention at individual, household, community and most critically at the health system levels. Despite considerable gain in health status over the past few decades in terms of increased life expectancy, reduction in mortality and morbidity serious challenges still remain. These challenges vary significantly from state to state and even within states. (NRHM official website; http://mohfw.nic.in/NRHM.htm) IEC Information Education Communication The Govt. of India has recognized IEC as a support to healthcare delivery since long. Now IEC has been inbuilt as one of the components in all the National Health and Family Welfare Programmes. The operational aspects of IEC with regard to population stabilization has been discussed in detail in National Population Policy 2000. While appreciating the role of IEC in implementation of all national health and family welfare programmes, the National Population Policy 2000 points out that communication of family welfare messages must be clear, focused and dis-

seminated everywhere in local dialects, including the remote corners of the country. To achieve this goal, a well planned â&#x20AC;&#x2DC;Communication Strategyâ&#x20AC;&#x2122; has to be designed; keeping in view the profile of audience, the messages that are to be transmitted, the availability of media and access to the audience, the existing monitoring or feedback mechanisms, the availability of resource, etc. This would facilitate in taking forward the challenges of National Rural Health Mission by informing, educating and motivating rural mass to adopt appropriate healthcare practices with regard to ante-natal care, post-natal care, contraception, basic hygiene and sanitation, iodized salts, etc. (http://www.nihfw.org/Activities/projects_links/ IEC.pdf)

NITASHA SARANGI | GRAPHIC DESIGN

GIVEN PROJECT BRIEF

PROJECT SCOPE AS I SEE

This project is for the development of IEC (Information Education Communication) material for National Rural Health Mission (NRHM) Rajasthan. You may also refer to the website http://nrhmrajasthan.nic.in/ In this project we are going to propose the government certain schematics and an overall kit including many diverse things like banners, posters, ads, games, other visual and writing aids as well as events like Street-plays etc. that will help promote various schemes that the mission offers.

Looking at the current scenario, the scope of the design intervention especially in terms of communication design is immeasurable. Starting from designing campaigns, banners, posters, ads, games, building systems and strategies around it, street plays and other events, visual and writing aids and kits, etc. promoting healthy care practices with regard to

The Project deals with: • Study of existing verticals and various divisions • Work that has been done so far • Possible areas of design intervention (in existing solutions and other new areas which are relatively untouched) • Proposal made for that intervention and presenting that to the state govt. • Taking feedback and developing the final concepts.

• • • • • • • • • • • • •

ante-natal post natal contraception immunization and vaccination hygiene and sanitation prevention and control of communicable and non-communicable diseases women health, child health, nutrition, use of iodized salt, population stabilization, gender and demographic balance and promoting primary healthcare and health lifestyles.

There is a wide range of scope in this area of social improvement, in the state of Rajasthan.

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02/C Making of a Project Proposal

After reading and researching a little on the project and its background, I started working on the project proposal. It did not happen at one go. However funny and immature it may sound but after all it was my final project proposal, my diploma project proposal and it got furthermore difficult to get it through because of the graphic mental block and the text-layout extra-care syndrome that we generally maintain while handling any piece of text. Sometimes, the information was getting too long to be a project proposal and sometimes it was getting too short to be one. But after many long and short discussions with

Suresh, I finally caught a hold of the exact words to go into my proposal. With that I finally froze on one printed sheet and got it signed by my guide and others. Finally, the project was registered. Now the next step was to reach Mumbai, find a place to stay, check out the office, and lot many other things. Registering the project was like announcing a battle, but once announced, I could feel it was catching the pace to roll on.

It was like announcing a battle... ...once announced, I could feel it was catching the pace to roll on.

NITASHA SARANGI | GRAPHIC DESIGN

Can you still not

hear her ? DIPLOMA DOCUMENT | 2012

Poster. lets be the voice.

PHOTOGRAPH

: NITASHA

NITASHA SARANGI | GRAPHIC DESIGN

The Start-up DIPLOMA DOCUMENT | 2012

A start-up is the most important phase for anything. As those initial leads one further. This section deals with the starting up of the project and my joining at DFO.

NITASHA SARANGI | GRAPHIC DESIGN PHOTOGRAPH: NITASHA

03/A Studying the existing and taking it further I decided to start my research right from the word health and India. One of the great resources I reached at said as the following: RIGHT TO HEALTH (http://www.legalindia.in/right-to-health) Health: The widely acceptable definition of health is that given by the WHO in the preamble of its constitution, according to World Health Organization, “Health is a state of complete physical, mental and social wellbeing and not merely the absence of disease.” In recent years, this statement has been amplified to include the ability to lead a ‘socially and economically productive life’. Through this definition, WHO has helped to move health thinking beyond a limited, biomedical and pathology-based perspective to the more positive domain of “well being”. Also, by explicitly including the mental and social dimensions of well being, WHO has radically expanded the scope of health and by extension, the role and responsibility of health professionals and their relationship to the larger society. Right to health: Right to health is not included directly in as a fundamental right in the Indian Constitution.The DIPLOMA DOCUMENT | 2012

Constitution maker imposed this duty on state to ensure social and economic justice. Part four of Indian constitution which is DPSP imposed duty on States. If we only see those provisions then we find that some provisions of them has directly or indirectly related with public health. The Constitution of India not provides for the right to health as a fundamental right. The Constitution directs the state to take measures to improve the condition of health care of the people. Thus the preamble to the Constitution of India, inter alia, seeks to secure for all its citizens justice-social and economic. It provides a framework for the achievement of the objectives laid down in the preamble. The preamble has been amplified and elaborated in the Directive Principles of State policy. Directive Principle of State Policy and Health: Article 38 of Indian Constitution impose liability on State that states will secure a social order for the promotion of welfare of the people but without public health we cannot achieve it. It means without public health welfare of people is impossible. Article 39(e) related with workers to protect their health. Article 41 imposed duty on State to

public assistance basically for those who are sick and disable. Article 42 makes provision to protect the health of infant and mother by maternity benefit. In the India the Directive Principle of State Policy under the Article 47 considers it the primary duty of the state to improve public health, securing of justice, human condition of works, extension of sickness, old age, disablement and maternity benefits and also contemplated. Further, State’s duty includes prohibition of consumption of intoxicating drinking and drugs are injurious to health. Article 48A ensures that State shall Endeavour to protect and impose the pollution free environment for good health. Article 47 makes improvement of public health a primary duty of State. Hence, the court should enforce this duty against a defaulting authority on pain of penalty prescribe by law, regardless of the financial resources of such authority. Under Article 47, the State shall regard the raising of the level of nutrition and standard of living of its people and improvement of public health as among its primary duties. None of these lofty ideals can be achieved without controlling pollution inasmuch as our materialistic resources are limited and the claimants are many. The Food Corporation of India being an agency of the State must conform to the letter and spirit of Article 47to improve public health it should not allow sub-standard food grains to reach the public market. The State under Article 47 has to protect poverty stricken people who are consumer of substandard food from injurious effects. Public Interest Petition for maintenance of approved standards for drugs in general and for the banning of import, manufacturing, sale and distribution of injurious drugs is maintainable. A healthy body is the very foundation of all human activities. That is why the adage “Sariramadyam Khalu Dharma sadhanam”. In a welfare State, it is the obligation of the State to ensure the creation and sustaining of conditions congenial to good health. Some other provisions relating to health fall in DPSP. The State shall in particular, direct its policy towards securing health of workers. State organised village panchayats and gave such powers and authority for to function as units of self-gov-

ernment. This Directive Principle has now been translated into action through the 73rd Amendment Act 1992 whereby part IX of the constitution titled “The Panchayats” was inserted. The Panchayat system has significant implications for the health sector. There will be discussed in relation to relevant Articles 243-243A to 243O contained in Part IX. Article 41 provides right to assistance in case of sickness and disablement. It deals with “The state shall within the limits of its economic capacity and development, make effective provisions for securing the right to work, to education and to public assistance in case of unemployment, Old age, sickness and disablement and in other cases of undeserved want”. Their implications in relation to health are obvious. Article 42 give the power to State for make provision for securing just and human conditions of work and for maternity relief and for the protection of environment same as given by Article 48A and same obligation impose to Indian citizen by Article 51A.(g). Panchayat, Municipality and Health: Not only the State also Panchayat, Municipalities liable to improve and protect public health. Article 243G says“State that the legislature of a state may endow the panchayats with necessary power and authority in relation to matters listed in the eleventh Schedule”. The entries in this schedule having direct relevance to health are as follows: 11 -Drinking 23 -Health and sanitation including hospitals, primary health centers and dispensaries. 24 -Family welfare 25 -Women and Child development 26 -Social welfare including welfare of the handicapped and mentally retarded. Article 243-W finds place in part IXA of the constitution titled The Municipalities: 5 - Water supply for domestic industrial and For commercial purposes 6 - Public health, sanitation conservancy and solid waste management. 9 - Safeguarding the interest of weaker sections of society, including the handicapped and mentally retarded. 16- Vital statistics including registration of births and deaths 17- Regulation of slaughter – houses and tanneries. NITASHA SARANGI | GRAPHIC DESIGN

Fundamental Rights and Health: The DPSP are only the directives to the State. These are non-justifiable. No person can claim for non-fulfilling these directives. But the Supreme Court has brought the right to health under the preview of Article 21. The scope of this provision is very wide. It prescribes for the right of life and personal liberty. The concept of personal liberty comprehended many rights, related to indirectly to life or liberty of a person. And now a person can claim his right of health. Thus, the right to health, along with numerous other civil, political and economic rights, is afforded protection under the Indian Constitution. The debate surrounding the implementation of the human right to health is fresh and full of possibility for the developing world. In fact, Indian has been able to create a legal mechanism where by right to health can be protect and enforced. The early of 1970s, witnessed a watershed in human rights litigation with thekeshwanand bharti Vs State of kerala ushering in a unprecedented period of progressive jurisprudence following the recognition fundamental rights. At the same time standing rules were relaxed in order to promote PIL and access to justice. So there were two developments in 1980s, which led to a marked increase in health related litigation. First was the establishment of consumer courts that made it cheaper and speedier to sue doctors for medical negligence. Second, the growth of PIL and one of this offshoots being recognition of health care as a fundamental right. Through PIL the Supreme Court has allowed individual citizen to approach the court directly for the protection of their Constitutional human rights. The Constitution guarantees the some fundamental rights having a bearing on health care. Article 21deal with “No person shall be deprived of his life or personal liberty except according to procedure established by law.” Right to live means something more, than more animal existence and includes the right to live consistently with human dignity and decency. In 1995, the Supreme Court held that right to health and medical care is a fundamental right covered by Article 21 since health is essential for making the life of workmen meaningful and purposeful and compatible with personal dignity. The state has an obligation under Article 21 to safeguard the right to life of every person, DIPLOMA DOCUMENT | 2012

preservation of human life being of paramount importance. The Supreme Court has in the case of Parmanand Katra vs Union of India, held that whether the patient be an innocent person or be a criminal liable to punishment under the law, it is the obligation of those who are in charge of the health of the community to preserve life so that innocent may be protected and the guilty may be punished. Article 23 is indirectly related to health. Article 23(1) prohibits traffic in human beings. It is well known that traffic in women leads to prostitution, which in turn is to major factor in spread of AIDS. Article 24 is relating to child labor it deal with “No child below the age of 14 years shall be employed to work in any factory or mine or engaged in any other hazardous employment.” Thus this article is of direct relevance to child health. In addition to constitutional remedies sensitizing of the relevant ordering law towards later health for all adds to the content of right to health. Legal prohibition of commercialized transplantation of human organ and effective application of consumer protection act to deal with deficient medical services have animated right to health. Judicial Response: with the recognition that both the Indian Constitution and the fundamental right of life emphasize human dignity, began to address the importance of health to Indian citizen. In the DPSP, Art.47 declares that the State shall regard the level of nutrition and the standard of living of its people and the improvement of public health as among its primary duties. Since DPSP are not enforceable by the court, implementation of the guarantee has remained illusory. However, in a series of cases dealing with the substantive content of the right to life, the court has found that the right live with human dignity including right to good health. In Consumer Education and Research Center v. UOI, the Court explicitly held that the right to health was an integral factor of a meaningful right to life. The court held that the right to health and medical care is a fundamental right under Article 21. The Supreme Court, while examining the issue of the constitutional right to health care under arts 21, 41 and 47 of the Constitution of India in State of Punjab v Ram Lubhaya Bagga, observed that the right of one person correlates to a duty upon another, individual, employer, government or authority. Hence, the right of a citizen to live

under art 21 casts and obligation on the state. This obligation is further reinforced under art 47; it is for the state to secure health to its citizens as its primary duty. No doubt the government is rendering this obligation by opening government hospitals and health centers, but to be meaningful, they must be within the reach of its people, and of sufficient liquid quality. Since it is one of the most sacrosanct and valuable rights of a citizen, and an equally sacrosanct and sacred obligation of the state, every citizen of this welfare state looks towards the state to perform this obligation with top priority, including by way of allocation of sufficient funds. This in turn will not only secure the rights of its citizens to their satisfaction, but will benefit the state in achieving its social, political and economic goals. Right to Health Care as a Fundamental Right: The Supreme Court, inPaschim Banga Khet mazdoor Samity & ors v. State of West Bengal & ors, while widening the scope of art 21 and the government’s responsibility to provide medical aid to every person in the country, held that in a welfare state, the primary duty of the government is to secure the welfare of the people. Providing adequate medical facilities for the people is an obligation undertaken by the government in a welfare state. The government discharges this obligation by providing medical care to the persons seeking to avail of those facilities. Article 21 imposes an obligation on the state to safeguard the right to life of every person. Preservation of human life is thus of paramount importance. The government hospitals run by the state are duty bound to extend medical assistance for preserving human life. Failure on the part of a government hospital to provide timely medical treatment to a person in need of such treatment, results in violation of his right to life guaranteed under Article21. The Court made certain additional direction in respect of serious medical cases: 1. a. Adequate facilities be provided at the public health centers where the patient can be given basic treatment and his condition stabilized. 2. b. Hospitals at the district and sub divisional level should be upgraded so that serious cases be treated there. 3. c. Facilities for given specialist treatment should be increased and having regard to the growing needs, it must be made available at the district and sub divisional level hospitals. 4. d. In order to ensure availability of bed

in any emergency at State level hospitals, there should be a centralized communication system so that the patient can be sent immediately to the hospital where bed is available in respect of the treatment, which is required. 5. e. Proper arrangement of ambulance should be made for transport of a patient from the public health center to the State hospital. 6. f. Ambulance should be adequately provided with necessary equipments and medical personnel. Environment Pollution is linked to Health and is violation of right to life with dignity: In T. Ramakrishna Rao vs. Hyderabad Development Authority, the Andhra Pradesh High Court observed: Protection of the environment is not only the duty of the citizens but also the obligation of the State and it’s all other organs including the Courts. The enjoyment of life and its attainment and fulfillment guaranteed by Article 21 of the Constitution embraces the protection and preservation of nature’s gift without which life cannot be enjoyed fruitfully. The slow poisoning of the atmosphere caused by the environmental pollution and spoliation should be regarded as amounting to violation of Article 21 of the Constitution of India. It is therefore, as held by this Court speaking through P.A, Choudary, J., in T. Damodar Rao and others vs. Special Officer, Municipal Corporation of Hyderabad, the legitimate duty of the Courts as the enforcing organs of the constitutional objectives to forbid all actions of the State and the citizens from upsetting the ecological and environmental balance. In Virender Gaur vs. State of Haryana, the Supreme Court held that environmental, ecological, air and water pollution, etc., should be regarded as amounting to violation of right to health guaranteed by Article 21 of the Constitution. It is right to state that hygienic environment is an integral facet of the right to healthy life and it would not be possible to live with human dignity without a humane and healthy environment. In Consumer Education and Research Centre vs. Union of India, Kirloskar Brothers Ltd. vs. Employees’ State Insurance Corporation, the Supreme Court held that right to health and medical care is a fundamental fight under Article 21 read with Article 39(e), 41 and 43. InSubhash Kumar vs. State of Bihar, the Supreme Court held that right to pollution-free water and air is an enforceable fundamental right guaranteed under Article 21. Similarly in Shantistar Builders v. Narayan NITASHA SARANGI | GRAPHIC DESIGN

Khimalal Totame, the Supreme Court opined that the right to decent environment is covered by the right guaranteed under Article 21. Further, in M.C. Mehta vs. Union of India, Rural Litigation and Entitlement Kendra v. State of U.P., Subhash Kumar vs. State of Bihar , the Supreme Court imposed a positive obligation upon the State to take steps for ensuring to the individual a better enjoyment of life and dignity and for elimination of water and air pollution. It is also relevant to notice as per the judgment of the Supreme Court in Vincent Panikurlangara vs. Union of India, Unnikrishnan, JP vs. State of A.P.,the maintenance and improvement of public health is the duty of the State to fulfill its constitutional obligations cast on it under Article 21 of the Constitution.

Conclusion: Our constitution makers was much aware about the public health or right to health thatâ&#x20AC;&#x2122;s why they imposed liability on Stat by some provision (Article 38, 39(e) 41, 42, 47, 48A ) of DPSP. Constitution makers included public health inform of DPSP because they were well-known about it that only inclusion of right to health as F.R. will hive only right but it will not ensure medical facilities. If right to health included as a F.R. then what happened it is clean that State can protect himself to say that who is going to take away your right for example if any person effected by T.B. defended for his right to health as a F.R., then State can protect to say that go and be healthy T.B. is not caused to you by State. Thus right to health as F.R. cannot be give remedy for ill person. For treatment of T.B. there are so many component are requirement i.e. Hospital, doctor, medicine. So constitution makers included it in DPSP for to impose duty to State so that State will protect and improve public health. Due to this duty state are taking steps in this regard and hospitals are running in control of State to give free health service to public at large. There is no need of of right to health for a person to be healthy. A person should have health entitlements, medical aid, medical assistance which provided by States. Right to health and right to education are similar. Right to education was not fundamental right at the time of Constitution rafting. It was also inform of DPSP because for education there is a need of schools and it will made by States itself. How in the State of Kerla before right to education there was 100% literacy, because State government of Kerla provides entitlements for education and realized its duty and achieved it by taking necessary steps in this regards.

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WHAT I COULD TAKE FROM THE READING, BEYOND THE TEXT AND INFORMATION? It was my decision to read on laws and duties and countryâ&#x20AC;&#x2122;s legistation and system, so that I get a rough idea as to how things work and why somethings are done in a way and not any other way possible. Sometimes, we see some amendments got done in our system, read a little and then believe everything is going to be fine in that domain. This leads to lot of assumptions and misunderstandings because we donot know the details. To know what to do, we first should know what can be done within the framed structure, or what structural changes are to be made in the frame itself to that it suits the people, afterall, its a peopleâ&#x20AC;&#x2122;s democracy in India. I have always believed, looking at everything and any practical situation in terms of the two sides of coin, does no good but narrows our perception for the same, which at any case should be avoided at the research stage at the least. And here I was. After reading a lot on it in kmc- library and online, I reached this website that summed up pretty much what I read in all other resources I came across. It is important to note that to make a difference, we need to know the possibility and understand the state of the matter. The next page displays the preamble of NRHM (National Rural Health Mission). As absurd it may look to include this short paragraph in my document, it actaully helped me in my later stage to crack some loop holes and structure a better proposal, which I will discuss in the later phase of the document.

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PREAMBLE

Recognizing the importance of Health in the process of economic and social development and improving the quality of life of our citizens, the Government of India has resolved to launch the National Rural Health Mission to carry out necessary architectural correction in the basic health care delivery system. The Mission adopts a synergistic approach by relating health to determinants of good health viz. segments of nutrition, sanitation, hygiene and safe drinking water. It also aims at mainstreaming the Indian systems of medicine to facilitate health care. The Plan of Action includes increasing public expenditure on health, reducing regional imbalance in health infrastructure, pooling resources, integration of organizational structures, optimization of health manpower, decentralization and district management of health programmes, community participation and ownership of assets, induction of management and financial personnel into district health system, and operationalizing community health centers into functional hospitals meeting Indian Public Health Standards in each Block of the Country.

The Goal of the Mission is to improve the availability of and access to quality health care by people, especially for those residing in rural areas, the poor, women and children.

PREAMBLE OF NATIONAL RURAL HEALTH MISSION

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Another great resource that I came across was ‘Learning from the field.’ An amazing NID publication, again referred by my guide, Suresh. This is a publication documents the project of NID, with UNFPA (United Nations Population Fund) and FPAI (Family Planning Association of India) in late 1970s. It was for the state of Rajasthan and was to develop design-assisted strategies to assist the nation’s most urgent need- the need for awareness and change in perceptions and practices the affect population growth. The whole publication puts together all their experience and learning from the field and their understanding as a whole. I read the book and following is the section that summed it in brief, all that I got from this book. LEARNING FROM THE FIELD Experiences in Communication By Lakshmi Murthy, Amita Kagal, Ashoke Chatterjee Page no. 69

and the context has always to be considered. •

When the final visual material was prepared and selected for testing in the field, a selection committee finalized the range of communication aids that were to be field-tested. No one represented the village community. Had some been present, they may have been able to provide important indicators. For example, they may have advised use of idioms or conventional symbols, explained that children in a village community can never be kept out of a puppet show, and guided other socially relevant matters.

•

What are the preconceived notions that exist within the target group? What have their past experiences been? Have previous interventions succeeded or failed? All these factors determine the design of any visual material. Research is essential.

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NID’s communication project was set against a negative background. The community had previously been through the Government’s target-oriented population control programme.

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The social structure within the village (the caste system, the position of women within a community) plays a role in communication. Women are the least literate and therefore marginalized from mainstream knowledge.

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If the visual of a woman in a poster, film/slide show is shown wearing clothes, jewellery of another community, a tribal woman will never identify herself with the picture and therefore will not accept the message. Messages are always taken literally. The visual images have therefore to be as neutral as possible, cutting across class and caste. Signs of wealth like a wrist watch, good clothes and good shoes are important indicators and also play a vital role in communication. A man with wrist watch is an immediate indicator of wealth. A poor man looking at the poster will assume that the message is not for him but only for those who are wealthy. In the same way, showing a visual of an urban woman in a rural situation, results in no one being able to relate to the visual.

•

In the case of ‘conventional’ symbols like the cross, they were not noticed by respondents.

DRAWING FROM PAST EXPERIENCE After having produced a variety of materials, NID realized the need to look back at all these different experiences collectively, so that they could serve as guidelines for future communication and design planning. The past successes and failures became a resource to draw upon for future communication projects. During the experience, the following pointers emerged: •

When designing visual material for a community where a majority cannot read, one cannot altogether do away with written material. Simple written explanation is useful, as someone in the community can read and explain. This helps ensure uniformity in the message.

•

There is a felling that everyone has ‘basic understanding’. What is often forgotten is that there is always a context or reference, and understanding is within that frame of reference. For example, a child in a village setting recognizes the call of different birds. This is basic knowledge in the community he belongs to. An urban child in this situation will not be able to tell one bird from the other- and is therefore ‘illiterate’ in that context. Understanding differs for different communities,

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It was an irrelevant sign, and the visual behind the X was seen with curiosity. No connection or association was made with the two elements, the cross and the visual behind it. An important lesson was learnt from this- literacy to a certain extent influences the way one ‘reads’ a visual. •

•

In the same way, using columns and ellipses or similar elements can add to confusion when viewed by illiterate target groups. Like literacy, visual literacy is a learned ability. Certain visuals cause embarrassment- naked figures, pictures suggesting intercourse, women washing the genital area, etc. this suggests that familiar pictures seen as a matter of course are less likely to cause negative reactions than those that are rare or generally not seen at all. Toning down an embarrassing visual, as in the case of the ‘open-up’ poster, reduces the discomfort and increases the acceptance of the message. Using an actual condom as part of the visual aid was liked. The advantage here was that this gave no room for confusion. There was no problem about scale of the human figure for the condom and it obviously had a direct impact. Introducing new concepts can be tricky. The view-finder was novel and very popular, the viewer having total control and being able to watch for as long as he/she wanted. Later, it proved a health hazard- spreading eye infection. The view-finder had to be eliminated.

•

The animation flip-book needed skill, turning the pages very fast to create an illusion of motion. If not turned properly, the impact of the visual was lost on the audience. Most rural communities have no access to urban games, so familiarity with the medium is an influencing factor in understanding the message. On the other hand, if the target group starts to ‘play’ with the game a couple of times, the game will be enjoyed and the message will eventually get understood.

•

Careful planning therefore becomes an important component in communication design. These indicators can help to form the basis of future strategies, so that communication

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stops becoming a one way, top-down process and involves audience on their own terms.

From later field experiences, other of pointers have emerged: •

Conventional symbols like crosses, ticks and arrows are irrelevant for groups who are not literate.

•

Simple frames are mistaken for fields. In traditional paintings, pictures are drawn all over the page. The eye therefore travels all over, and sequences are invented by the viewer. The same concept can be applied for planned communication material.

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What is embarrassing for urban people need not be the rural groups.

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Perspectives can be mixed in a picture. Pictures can be drawn flat, and different views can be mixed so that communication can be faster.

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Target groups must be involved in planning and designing strategies for effective communication.

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One approach to this is getting basic drawings and other visual resource material from within the group itself.

•

Another need is repeated field-testing and modification.

WHAT I COULD TAKE FROM THE READING, BEYOND THE TEXT AND INFORMATION? One fine day in the middle of a great discussion, Suresh asked me to take a look at this publication named ‘Learning from the field’. Few days later, I casually looked around for the book in kmc and found the book. I was already with two books issued in my bag, three documents to look through to refer to, so for a while I did not really read it thoroughly. But later when I started reading it, half way through, I felt the need to own this publication. Although the project took place almost 20-30years ago, the essence was still alive. I was really amused and inspired by their detailed way of documenting experience and learning. It definitely seemed as one of the best design processes for such kind of project. Broadly, the book gave me a perception of the time then and the way it might be now. It did give me the details of the lifestyle and how different people react to text, visuals and situation. Looking at it practically, the book doesn’t seem to serve any purpose because it was a different time, different culture, almost the generation of my grandparents. But when I looked at it beyond that, the book has helped me think and rethink every once and then of my deisgn process; it has taught me that, all designs may not be successful. Even if the audience we deal with in our everyday life are absolutely moved by our work, it maynot even appeal to a differnet group, but ultimately what matters is the design process and our understanding of the target audience. These kind of projects are very much prone to failures. Sometimes finally when they really succeed, the age group with whom it was tested have grown old and a younger generation is ready for the information and hence, it has to be revised and the process continues in a viscous circle again and again. But there will be lot of thinking gone into it and quite a bit of learning out of it and that is important to be documented and shared for a better lifestyle of the people. The best part was, after reading this book, I was ready for both good and bad consequence at the end.

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On the first day at the studio, when I was getting used to the new place, new people and new lifestyle, I got a very warm and homely welcome from Nachiket, Dheeraj and Rushil and ofcourse from Shreya over the phone as she was away from Mumbai and out of station. People at DFO were dedicated yet chilled out. I was really very impressed by the friendly environment out there, which I still in love with. We had a short discussion on the project brief and I was introduced to the projects of DFO including those related to my project and other CSR (Corporate Social Responsibility) projects. It was amazing to see all the projects when they are laid on one platform. Then I came across this huge collection of resource, including books, pdfs, videos, brochures, etc. all revolving in and around the topic. I realized most of the previous work of the studio was on family planning, girl education, family welfare, etc. The best part was the resource was like an ultimate collection of great works happening around the world. Some of the great campaigns and programmes while reading while I came across

WEBSITE OF ‘MAKE WOMEN MATTER’ CAMPAIGN DIPLOMA DOCUMENT | 2012

while reading through and those that left a mark in my mind, were as the following: MAKE WOMEN MATTER CAMPAIGN (http://www.makewomenmatter.org/) A campaign, from Marie Stopes International, which highlights the need to improve the lives of women around the world and to put an end to preventable deaths that are the result of pregnancy and childbirth. Every day, an alarming number of communities are losing mothers, wives, daughters, sisters and friends. Most of these deaths are preventable; all that’s needed is access to family planning and high quality healthcare. Make Women Matter brings the five inspirational films told through the personal experiences of women in Sierra Leone, Bangladesh, South Africa and Uganda. Each film offers a unique insight into the life and death challenges faced by girls and women in poorer countries. It gave me a great insight to lifestyle of people in such situation, which later helped me in the project.

SAVE THE CHILDREN (http://www.savethechildren.org/site/ c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site. htm) Save the Children is the leading independent organization creating lasting change in the lives of children in need in the United States and around the world. Recognized for our commitment to accountability, innovation and collaboration, their work takes them into the heart of communities, where they help children and families help themselves. They work with other organizations, governments, non-profits and a variety of local partners while maintaining their own independence without political agenda or religious orientation. When disaster strikes around the world, Save the Children is there to save lives with food, medical care and education and remains to help communities rebuild through long-term recovery programs. As quickly and as effectively as Save the Children responds to tsunamis and civil conflict, it works to resolve the ongoing struggles children face every day— poverty, hunger, illiteracy and disease— and replaces them with hope for the future.

Strategy: Grounded in their shared vision of a world in which every child attains the right to survival, protection, development and participation, Save the Children’s new mission is to inspire breakthroughs in the way the world treats children and to achieve immediate and lasting change in their lives.

SAVE THE CHILDREN CAMPAIGN (PHOTOGRAPH FROM THE WEBSITE) NITASHA SARANGI | GRAPHIC DESIGN

UNICEF-UNITE FOR CHILDREN (http://www.mindsetfoundation.com/think/ unicef/) The Unite for Children, Unite against AIDS campaign is the largest campaign ever mounted to bring the world’s attention to the global impact of HIV/ AIDS on children and young people. It addresses the impact of HIV/AIDS on children not only in hardest-hit sub-Saharan Africa, but also in Eastern Europe, the former Soviet Union, Asia and the Americas. UNICEF Canada has made support of the Unite for Children, Unite against AIDS campaign top priority for the next five years (2007-2011). The campaign objectives are to: • Prevent mother-to-child HIV transmission. Provide paediatric treatment. • Prevent infection among adolescents and young people • Protect and support HIV+ children

WEBSITE OF ‘UNICEF– UNITE FOR CHILDREN’ CAMPAIGN DIPLOMA DOCUMENT | 2012

KONY 2012 Kony 2012 is an online vigilant campaign which aims to arrest the Ugandan guerrilla group leader and head of the Lord’s Resistance Army Joseph Kony before the end of 2012. The operation seeks to create viral media to raise awareness about Kony’s use of children as soldiers and sex slaves in order to urge the American government to assist the Ugandan military in capturing him. It is a film and campaign by Invisible Children that aims to make Joseph Kony infamous, not to celebrate him, but to raise support for his arrest and set a precedent for international justice. Join the Revolution. This account is in support of Invisible Children but is not run by Invisible Children. This is one of the most inspiring campaigns for me. Not because what is being done, but the strategies and how it is being carried out. It is really amazing.

POSTERS FOR ‘MAKE KONY VISIBLE’ CAMPAIGN FROM THE INTERNET– GOOGLE NITASHA SARANGI | GRAPHIC DESIGN

CRIMSON CAMPAIGN (http://www.crimsoncampaign.org/) Crimson Campaign works to empower communities to understand and address the barriers facing women and girls due to menstruation.This is achieved through collaboration with multiple and diverse stakeholders in order to engage the population at large in a global campaign tackling five major barriers to achieving positive considerations of menstruation and changing these barriers into five areas of action. Crimson Campaign seeks to promote understanding and education of menstruation around the world in order to contribute to the international advancement of women and girls as a whole.Women and girls are faced everyday with challenges that exist because of their gender. The Crimson Campaign has been created to bring people together to address considerations and respect around menstruation by all people. The five Areas of Action of the Crimson Campaign provide a concentrated effort by addressing the financial, environmental, social, educational and cultural considerations linked to menstruation, allowing us to contribute to a better world where men and women, girls and boys are considered equal.

WEBSITE OF â&#x20AC;&#x2DC;CRIMSON CAMPAIGNâ&#x20AC;&#x2122; DIPLOMA DOCUMENT | 2012

VIKALP DESIGN AND LAKSHMI MURTHY (http://www.mum.org/indiapad.htm) (http://www.vikalpdesign.com/home.html) Lakshmi Murthy, a NID alumni, works in the domain of girls and the issues related to their sexuality and adolescent and ofcourse menstruation. She has worked on a lot of training programmes and various communication materials and workshops for the objective of women and health. I really admire her dedication to issues like these and her effort to resolve them. Her works definitely made me re-think many things while working on my project.

A GENUINE CONFESSION With due respect to all the resources- books, brochures, website, videos, etc. I came across, I have put together only the most prominent ones in this section. Sometimes, with the constraints of budget, time and resources, it becomes impossible on one’s part to acknowledge in detail to everyone and everything that helped in the design process, but there is always a gratefulness within me for everything and everyone, I have ever come across in my life. I believe, its not just the research that I have documented here, has helped me through till here, but a lot of learning right from my childhood, from books, peoples, situations, experiences, actions and circumstances, that has had an effect on my thinking and my design thinking and process till date.

I would again like to point out that, this section or any other section in this publication, related to research, does not compile, every bit of my actual process but the main highlights that has helped me tangibly in the design process during my diploma project.

POSTERS FOR ‘MAKE KONY VISIBLE’ CAMPAIGN FROM THE INTERNET– GOOGLE NITASHA SARANGI | GRAPHIC DESIGN

03/B Some more highlights and my understanding

wearing urban attire in a poster of instructions or information, if shown to the women in village, it would be perceived as a poster for the urban woman only.

There are some things, I noticed that designers generally ignore or miss out while designing and strategizing campaigns in India. I thought I will note them and should be careful about when I work on something particular after choosing the domain •

Leaving apart the universal perceptions and symbology of colour, the acceptance plays a very important role. If they cannot accept black, then they won’t read or understand what is on a black background.

•

A person, who is not used to traffic in a city, may not understand the colour red, green and yellow. Using red in that context may not mean stop. It could simply mean bad news. Similarly, a person from metropolitan who is not exposed to the culture much, may not understand auspicious feel/belief for example, the toran or the rangoli at the entrance of houses in western and northern Indian villages. For him/her, it could just be a part of aesthetic element/addition to the surrounding.

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Small details like attire that a male or a female wearing in an image, could be an indicator of a community, group, even social status in a region. For example, a woman

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While working for any community/region, it is very important to keep in mind that there will be a lot of already existing material/information, which might have been delivering wrong information to the people. Giving information beyond that would be a great challenge that has to be tackled very sensitively

•

Another great issue is to understand, what is ‘explicit’ among the concerned group. To understand the thin line separating what can be talked in public and what to be talked in private is really important. Many campaigns fail at this point. Sometimes, people just ignore it, other times there even get down to raise voice against it and ban the campaign, which makes it worse for any future intervention in the domain.

•

People of different region react to messages differently. ‘I do not like the visual’ is one of

the major reasons of failure for some infographics. Here one has to understand not liking is directly proportional to do not/cannot understand in majority of the people. That comes from psychology. So, field testing becomes very important before implementing the programmes.

•

‘Assumption’ is bad for a graphics designer working in this kind of domain. One just cannot assume and work towards a campaign of AIDS, this leads to major miscommunication of information.

•

Any discomfort in viewing the images can cause it difficult to understand/accept.

•

Dividing information transfer into different phases makes it lighter for the viewer and gives a better scope to accept things.

•

Again the level of sarcasm varies from person to person, age to age, profession to profession and region to region, also depends on the literary rate of the person. Sometimes, we, as designers design posters and other info-graphics with sarcasm and the target audience tend to understand the image literally and not get the pun behind. That is why it becomes very important to understand the target group very thoroughly.

The above are some points to remember rather points not to forget, I made for myself. It helped me a lot throughout the duration of project. Generally there are so many things I do that shouldn’t be done and realize it later and feel bad. But then again, there are some things I do, and that works and that’s the best moment because that is what gives me the confidence to move further. This was one of them.

A GLIMPSE OF MY SKETCHBOOK. PHOTOGRAPH BY NITASHA NITASHA SARANGI | GRAPHIC DESIGN

Sometimes...

Its not really about what should be done

that makes th

DIPLOMA DOCUMENT | 2012

Its really about what should not be done PHOTOGRAPH: NITASHA

he difference.

NITASHA SARANGI | GRAPHIC DESIGN

03/C From the scholars

During my research I came across these two fantastic theories BASNEF and KAP. These theories are mainly used during research and field survey. Another theory we had read about during our Design management course, was of great use too. It was called SWOT ANALYSIS. I am going to discuss the detail of the same in the following:

Subjective Norms (community), influenced by family, community, social network, culture, social change, power structure, peer pressure;

BASNEF (Beliefs, Attitudes, Subjective Norms, Enabling Factors) (Reference: Hubley, J. (2004). Communicating health : an action guide to health education and health promotion. 2nd ed. Oxford, UK, Macmillan. – xii, 228 p.: fig., tab. – Bibliography: p. 223-224. Includes index. – ISBN 1405028831.)

An understanding of the influences on a person’s behaviour can lead to interventions that go beyond the individual to include programmes at the family, community and national levels and involve health education, service improvement and advocacy for educational, social, economic and political change.

The acronym BASNEF was introduced by Dr. John Hubley from Leeds University in 1991, author of the Communication Health book : an action guide to health education and health promotion. BASNEF is not a strategy. It stands for the process that influences take up of change in behaviour of individuals from a social psychology perspective. The letters making the acronym are as the following: Beliefs, Attitudes (individual), influenced by culture, values, traditions, mass media, education, experiences; DIPLOMA DOCUMENT | 2012

Enabling Factors (inter sectoral), influenced by income/poverty, sanitation services, women’s status, inequalities, employment, agriculture.

His summary in nine questions are a good starting point when planning hygiene programmes: 1. Have you drawn upon available current knowledge to make sure that that the behaviours chosen will have an impact on prevention?

2. Can you choose behaviours that are; •

simple to carry out and require few

INFLUENCES

ACTION NEEDED

BELIEF, ATTITUDES (INDIVIDUAL)

culture, values, traditions, mass media, education, experiences

communication programmes to modify beliefs and values

SUBJECTIVE NORMS (COMMUNITY)

family, community, social network, culture, social change, power structure, peer pressure

communication directed at persons in a family and community who have welfare

ENABLING FACTORS (INTER-SECTORAL)

income/poverty, sanitation, women’s status, inequalities, employment

programmes to improve income, sanitation provision, situation of women, housing skill training

BASNEF-MODEL (HUBLEY, 1993)

• • •

additional skills or resources? compatible with local culture and acceptable to the community? meeting a felt need in the community and are wanted? produce some benefits in the short term that are observable?

3. Are enabling factors such as money, time and materials required for performing the behaviour? If so, how can we make sure that they are provided through improving services, reducing costs?

able perceptions be reduced? Can the positive perceptions be strengthened?

7. Should you direct your efforts at the individual, family, district, national or international level?

8. How can you encourage community participation in the understanding of behaviour and planning hygiene education programmes?

9. What changes in government policy are needed to make hygiene choices easier?

4. If your programmes involve targeting women, have you taken into account the workload of women in the home and fields and other gender barriers?

5. Who are the significant persons in the family or community who have influence over the particular behaviour? Do they support your programme?

6. What beliefs does the community have about the consequences of performing the behaviour? How were these beliefs formed? Can the unfavour-

NITASHA SARANGI | GRAPHIC DESIGN

KAP (Knowledge, Attitudes, Practices) (http://www.anthropologymatters.com/index. php?journal=anth_matters&page=article&op=vie wArticle&path%5B%5D=31&path%5B%5D=53) KAP study measures the Knowledge, Attitude and Practices of a community. It serves as an educational diagnosis of the community. The main purpose of this KAP study is to explore changes in Knowledge, Attitude and Practices of the community it is first necessary to assess the environment in which awareness creation will take place. Conducting a KAP study can best do this? KAP Study tells us what people know about certain things, how they feel and also how they behave. The KAP survey tradition was first born in the field of family planning and population studies in the 1950s. KAP surveys were designed to measure the extent to which an obvious hostility to the idea and organisation of family planning existed among different populations, and to provide information on the knowledge, attitudes, and practices in family planning that could be used for programme purposes around the world (Cleland 1973, Ratcliffe 1976). In the 1960s and 1970s, KAPsurveys began to be utilised for understanding family planning perspectives in Africa (Schopper et al. 1993). Around the same time, the amount of studies on community perspectives and human behaviour grew rapidly in response to the needs of the primary health care approach adopted by international aid organisations. Hence KAP surveys established their place among the methodologies used to investigate health behaviour, and today they continue to be widely used to gaininformation on health-seeking practices (Hausmann-Muela et al. 2003, Manderson and Aaby 1992). The attractiveness of KAP surveys is attributable to characteristics such as an easy design, quantifiable data, ease of interpretation and concise presentation of results, generalisability of small sample results to a wider population, cross-cultural comparability, speed of implementation, and the ease with which one can train numerators (Bhattacharyya 1997, Stone and Campbell 1984). Nevertheless, over the years some researchers have criticised KAP surveys for taking for granted that the data provided offers accurate inforDIPLOMA DOCUMENT | 2012

mation about knowledge, attitudes, and practices that can be used for programme planning purposes(Cleland 1973, Nichter 1993, Pelto and Pelto 1997, Yoder 1997, see also Green 2001). A number of social scientists have also voiced their concern over the applicability of KAP surveys (Cleland 1973, Caldwell et al. 1994, Green 2001, Manderson and Aaby 1992, Nichter 1993, Ratcliffe 1976, Smith 1993). Yet in the international health community and among health programme planners, there is rarely any discussion about whether KAP surveys are an appropriate methodology to explore health-seeking practices that can be used for programme planning or not (Foster 1987).

Main aspects of a KAP survey Whose knowledge counts In KAP surveys, the knowledge part is normally used only to assess the extent of community knowledge about public health concepts related to national and international public health programmes. Investigation of other types of knowledge,such as culture-specific knowledge of illness notions and explanatory models, or knowledge related to health systems, e.g. access, referral, and quality, is highly neglected (Hausmann-Muela et al. 2003). Lack of investigation of illness notionsand explanatory models is probably due to the fact that community knowledge is the embodied knowledge of explanatory illness models, and treatment practices. It is contextualised, practice-based, and emergent in times of illness, and,therefore, very difficult to detect using KAP surveys as pointed out by Nichter (1993). The narrow focus on knowledge can further be explained by the definition of knowledge and the agreement on whose knowledge counts. Pelto and Pelto(1997) have pointed out that public health professionals usually share the view that knowledge and beliefs are contrasting terms. They have an implicit assumption that knowledge is based on scientific facts and universal truths (refers toâ&#x20AC;?knowingâ&#x20AC;? about biomedical information). In contrast, beliefs refer to traditional ideas, which are erroneous from the biomedical perspective, and which form obstacles to appropriate behaviour and treatment-seeking practices (see also Good 1994). This narrow definition of knowledge is also shared by international health communities. While they have recognized the role and engagement of communities in the management

and prevention of diseases, such as malaria and acute respiratory infections (ARI), they still fail to recognize the value of the knowledge that the communities possess (Nichter 1993). There is, however, no specific reason why knowledge related to health systems are rarely investigated in KAP surveys. Attitudes - can they be measured? Measuring attitudes is the second part of a standard KAP survey questionnaire. However, many KAP studies do not present results regarding attitudes, probably because of the substantial risk of falsely generalising the opinions and attitudes of a particular group (Cleland 1973, Hausmann-Muela et al. 2003). In everyday English, the term attitude is usually used to refer to a person’s general feelings about an issue, object, or person (Petty and Cacioppo 1981). Furthermore, attitudes are interlinked with the person’s knowledge, beliefs, emotions, and values, and they are either positive or negative. Pelto and Pelto (1994) have also described causal attitudes or erroneous attitudes, which are considered derivatives of beliefsand/or knowledge. KAP survey and practices A third and integral part of KAP surveys is the investigation of health-related practices. Questions normally concern the use of different treatment and prevention options and are hypothetical. KAP surveys have been criticised for providing only descriptive data which fails to explain why and when certain treatment prevention and practices are chosen. In other words, the surveys fail to explain the logic behind people’s behaviour (Hausmann-Muela et al. 2003, Nichter 1993, Pelto and Pelto 1994, Yoder 1997). Another concern is that KAP survey data is often used to plan activities aimed at changing behaviour, based on the false assumption that there is a direct relationship between knowledge and behaviour. Several studies have, however, shown that knowledge is only one factor influencing treatment-seeking practices, and in order to change behaviour, health programmes need to address multiple factors ranging from socio-cultural to environmental, economical,and structural factors, etc. (Balshem 1993, Farmer 1997, Launiala and Honkasalo 2007).

SWOT ANALYSIS (http://www.mindtools.com/pages/article/ newTMC_05.htm) (http://en.wikipedia.org/wiki/SWOT_analysis) Originated by Albert S Humphrey in the 1960s, SWOT Analysis (alternately SLOT analysis) is as useful now as it was then. One can use it in two ways - as a simple icebreaker helping people get together to “kick off” strategy formulation, or in a more sophisticated way as a serious strategy tool. It is a strategic planning method used to evaluate the Strengths, Weaknesses/Limitations, Opportunities, and Threats involved in a project or in a business venture. It involves specifying the objective of the business venture or project and identifying the internal and external factors that are favorable and unfavorable to achieve that objective. The technique is credited to Albert Humphrey, who led a convention at the Stanford Research Institute (now SRI International) in the 1960s and 1970s using data from Fortune 500 companies. Setting the objective should be done after the SWOT analysis has been performed. This would allow achievable goals or objectives to be set for the organization. • Strengths: characteristics of the business, or project team that give it an advantage over others • Weaknesses (or Limitations): are characteristics that place the team at a disadvantage relative to others • Opportunities: external chances to improve performance (e.g. make greater profits) in the environment • Threats: external elements in the environment that could cause trouble for the business or project Identification of SWOTs is essential because subsequent steps in the process of planning for achievement of the selected objective may be derived from the SWOTs. The usefulness of SWOT analysis is not limited to profit-seeking organizations. SWOT analysis may be used in any decision-making situation when a desired end-state (objective) has been defined. Examples include: non-profit organizations, governmental units, and individuals. SWOT analysis may also be used in pre-crisis planning and preventive crisis management. SWOT analysis may also be used in creating a recommendation during a survey. NITASHA SARANGI | GRAPHIC DESIGN

03/D Understanding the problem areas

After a discussion with all the people at the studio, regarding my understanding and their perception of problem areas, we got into listing domains that can be considered in context of Rajasthan. And the list goes as the following: •

Safe motherhood

•

Infant mortality

•

Immunisation

•

Family Welfare

•

School Health Programmes

•

Menstrual Hygiene

•

ARSH (Adolescence Reproducing and Sexual Health)

•

Anaemia

•

ASHA organisation/ community

•

Humari Beti

•

MCHN ( Mother and Child Health and Nutrition) and VHN days (Village Health and Nutrition Days)

•

Malnutrition and MTC (Malnutrition Treatment Centres)

•

Mamta Card and maternity

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Now it was my turn to choose a domain and give a direction to the project. I started listing my interest. Later it was pointed out by Shreya, my mentor at DFO that, taking one subject would be a very small domain. As the subjects are interrelated, combining them would give an holistic approach to my project. Hence, I started the permutation and combination and selection and hence my further research.

A PAGE FROM MY SKETCHBOOK

NITASHA SARANGI | GRAPHIC DESIGN

03/E Some focussed group re-search

SCHOOL HEALTH PROGRAMMES (Brief on the Programme: My understanding from pdf of the guidelines of School Health Programmes) Introduction: School Health program is a program for school health service under National Rural Health Mission, which has been necessitated and launched in fulfilling the vision of NRHM to provide effective health care to population throughout the country. It also focuses on effective integration of health concerns through decentralized management at district with determinant of health like sanitation, hygiene, nutrition, safe drinking water, gender and social concern. The School Health Programme intends to cover 12,88,750 Government and private aided schools covering around 22 Crore students all over India.

Rationale for School Health Programme The programme is the only public sector programme specifically focused on school age children. Its main focus is to address the health needs of children, both physical and mental, and in addition, it provides for nutrition interventions, yoga facilities and counseling. It responds to an increased need, increases the efficacy of other investments in child development, ensures good current and future health, better educational outcomes and improves social equity and all the services are provided for in a cost effective manner. The programme at the national level has been developed to provide uniformity/guidance to States who are already implementing or plan to implement their own versions of programme and to give guidance in proposing a coherent strategy for school health programme in next yearâ&#x20AC;&#x2122;s NRHM- PIP to those States who have not yet started their programme.

Recognizing the need is the primary condition for design. Charles Eames

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Process adopted for developing the Programme The decentralized framework of implementation under NRHM has enabled various states to devise and implement their own version of School Health Programme. A detailed study was undertaken through which the programmes being implemented in various States was documented. Through the analysis of the strengths and weaknesses of these programmes being implemented in various States a broad strategy for the school health programme was developed. This strategy was shared in meeting chaired by HFM and attended by Secretary (HFW) apart from various other senior officers. The contours of the programme were shaped after this consultation.

COMPONENTS OF SCHOOL HEALTH PROGRAM Health service provision • Screening, health care and referral: Screening of general health, assessment of Anaemia/Nutritional status, visual acuity, hearng problems, dental check up, common skin conditions, heart defects, physical disabilities, learning disorders, behavior problems, etc. Basic medicine kit will be provided to take care of common ailments prevalent among young school going children. Referral Cards for priority services at District / Sub-District hospitals. •

Immunisation: As per national schedule Fixed day activity Coupled with education about the issue

•

Micronutrient (Vitamin A & IFA) management: Weekly supervised distribution of Iron-folate tablets coupled with education about the issue. Administration of Vitamin-A in needy cases.

•

De-worming As per national guidelines Biannually supervised schedule Prior IEC Siblings of students also to be covered Health Promoting Schools

•

Counseling services Regular practice of Yoga, Physical education, health education Peer leaders as health educators. Adolescent health education-existing in few places Linkages with the out of school children Health clubs, Health cabinets First Aid room/corners or clinicst • • •

Capacity building Monitoring & Evaluation Mid Day Meal

The strategy suggested for the programme: Various options of implementation have been suggested under the programme based on the assessment of various on-going school health programmes in various States. Out of these options, one main strategy (Option-1) has been recommended which tries to bring uniformity/give guidance to the school health programmes being implemented in various States and provide a framework for initiating the programme in those states who have not yet started the programme. Within these guidelines, it is proposed that ANM may be apared once a week for school health only if she has either MPW(male) or second ANM to support her at the health subcentre. The Multi Purpose Worker(male) will be more appropriate for exclusive boys’ senior basic schools.The guidelines along with indicative costing will help the States where the programme has not been started to propose the programme in next year’s PIP in a more structured and realistic manner. Based on a cascading training strategy involving Health and Education Departments ToTs will take place at State and District levels and teachers will be oriented on the programme so that they internalize the core values and strategies of the programme. Apart from the teachers screening the children, area ANMs/MPWs will visit one school every week on an average for detailed screening and treatment of minor ailment and required referral. In addition, a Medical Officer will also visit one school per week for additional screening, treatment and referral. Inferring from the indicative costing, it has been proposed that the programme may be taken up in a phased manner covering 20% schools in the first year and 40% schools each in second and third year. The proposed cost of implementation so phased can then be met out of RCH-II Flexible Pool/Mission Flexible Pool. NITASHA SARANGI | GRAPHIC DESIGN

Management Structure for effective management • Management structure has been provided for in the guidelines at national, State and District levels.

•

The NRHM convergence mechanism will apply to this programme as well. The involvement of MSG, State Health Mission and District Health Mission has been ensured by placing the school health programme management committees under the overall supervision/guidance of these overarching structures.

•

In addition, emphasis has been placed at making these management committees multi-departmental involving the functionaries of various related departments/organisations such as Education, Rural Development, WCD, NACO, etc.

These management committees have been proposed in a manner that they bring in convergence between related departments/organizations. The main convergence required in the programme is between the Ministry of Health & Family Welfare, Ministry of Human Resources Development (MHRD) and Ministry of Rural Development (MRD). MHRD will be partner in capacity building, IEC, Monitoring & Evaluation. MRD needs to take care of water, safety education, Sanitation Education and Garbage disposal waste management. The MoHFW will take care of screening, health care services, immunization, referral, micronutrient management, health education, capacity building, monitoring and evaluation, etc.

•

Various School Health Promotion Committees recommended at State, District, Block and School levels is detailed in the enclosed write-up of the programme.

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School Health Coordinator on contract basis at the State and District levels has been provided to support the programme in the areas of coordination and monitoring and evaluation.

A PAGE FROM MY SKETCHBOOK.

NITASHA SARANGI | GRAPHIC DESIGN

MENSTRUATION IN INDIA Practices and Hygiene (My understanding from the report: Menstrual hygiene in South Asia: A neglected issue for WASH (water, sanitation and hygiene Programmes) A cycle of neglect Menstrual hygiene is a taboo subject; a topic that many women in South Asia are uncomfortable discussing in public. This is compounded by gender inequality, which excludes women and girls from decision-making processes. Low literacy levels and numeracy skills, lack of confidence and social norms were found to be critical barriers to women’s involvement, and require long-term strategies to overcome. Perceptions of gender continue to limit women’s potential to engage. For example, men perceive that women are uneducated, and cannot contribute to meetings and decision- making. The negative effects of this neglect are far-ranging on the lives of girls and women, and on the achievement of wider development goals.

Social exclusion: Taboos and rituals The taboos and rituals surrounding menstruation in South Asia exclude women and girls from aspects of social and cultural life. For example, in Hinduism, notions of purity and pollution determine the basis of the caste system, and are central to Hindu culture, including gender relations. Bodily excretions are considered to be polluting, as are human bodies in the process of producing them. All women, regardless of their social caste, incur pollution through the bodily processes of menstruation and childbirth. There are two main ways to achieve purity: by avoiding contact with pollutants, or purifying oneself to remove or absorb the pollution. Water is the most common medium of purification. The protection of water sources from such pollution, particularly running water, which is the physical manifestation of Hindu deities, is therefore a key concern.

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ASSESSING THE IMPACT Impact on girls’ education One major concern is the impact of cultural practices and lack of services for menstrual hygiene management on girls’ access to education. A study in South India reported that half the girls attending school were withdrawn by their parents once they reached menarche, mostly to be married. This was either because menstruation was regarded as a sign of readiness for marriage, or because of the shame and danger associated with being an unmarried pubescent girl (Caldwell, Reddy and Caldwell 2005, cited in Ten 2007). Even when girls are not completely withdrawn from school, menstruation affects attendance for many. Lack of privacy for cleaning and washing was the main reason given, (41 per cent), with other key factors being the lack of availability of disposal system and water supply. In focus group discussions in one study, many girls revealed that when they did attend school during menstruation they often performed poorly, due to the worry that boys would realise their condition. Similar findings were reported by a survey undertaken by WaterAid in India, in which 28 per cent of students reported not attending school during menstruation, due to lack of facilities. Many mentioned that fear of staining on their clothes caused them stress and depression (Fernandes 2008). Impact on health Many of the studies discussed above suggest clear links between poor menstrual hygiene (that is, re-using cloths that have not been adequately cleaned and dried, and not being able to wash regularly), and urinary or reproductive tract infections and other illnesses. However, it is not clear that this is supported by sound medical analysis. It is therefore difficult to prove causality in the majority of studies reporting a connection. However, anecdotal evidence does support a connection. Impact on development goals The cumulative effects of ignoring menstrual hygiene and management (on social exclusion, access to water, sanitation and hygiene services, education and health) discussed above may affect the achievement of the development goals which governments, donors and agencies have committed through the Millennium Development Goals (Ten 2007). Given the potential of a focus on menstrual hygiene to support the achievement of global targets, it is essential that development

professionals and their agencies incorporate this issue into their work. This also requires fostering greater links between the relevant sectors. The following case study of WaterAid in India shows how menstrual hygiene can be incorporated by WASH sector agencies, and highlights the experiences, successes and challenges faced. CASE STUDY: WATERAID IN INDIA WaterAid has been working in India since 1986, supporting communities, in partnership with local organisations, to access water, sanitation and hygiene. Hygienic management of menstruation is a challenge for women in India, raising serious health concerns. However, until 2007, the hygiene promotion programme did not specifically address women’s hygiene issues. Despite women and adolescent girls being a target group, the programme did not address the issues related to poor menstrual hygiene. The information given here documents the first hand experiences of WaterAid India’s programme team.

pants also identified the need for a detailed study of practices associated with menstruation. Subsequently WaterAid’s regional team in Bhopal, India, collaborated with NGO partners to carry out an assessment of beliefs and behaviour, and the diseases related to poor menstrual hygiene which are prevalent in the region. The study additionally aimed to assess the level of knowledge of these issues among women and girls, and to find out what facilities are available to them. The study included women and girls living in 53 slums and 159 villages across the three states of Madhya Pradesh, Chhattisgarh, and Uttar Pradesh. A total of 2,579 rural and urban poor women and girl students were selected, using a random sampling method. Of these, 686 were students, and 1,893 were adult women and girls not attending school.

Breaking the silence: first steps In January 2007, during a project visit to a village in Sehore district of Madhya Pradesh State, an adolescent girl told WaterAid staff that her mother did not allow her to use the household’s toilet during menstruation, because she is impure. During another visit to a village in Sheopur district, a woman casually mentioned in discussion that during menstruation she has used the same set of cloths for the last four years. These two small incidents brought to light another dimension of hygiene, and WaterAid realised that this is an area which has to be addressed, to ensure that girls develop with dignity, and that young and adult women have necessary facilities to address their female needs.

Around 14 per cent of women reported suffering from menstrual infections, including white discharge (leucorrhoea), itching/burning, ovaries swelling, and frequent urination. For the absorption of menstrual blood, around 89 per cent of respondents reported that they used cloth, 2 per cent used cotton wool, 7 per cent used sanitary pads, and 2 per cent used ash. Some respondents used paper, whilst others menstruated on the clothes they wore. It was found that among some tribes, women who have their periods spend their days in a cowshed. Of those women who used cloth as an absorbent; over half of them used the same cloth for more than a month. A majority of respondents cited high cost and non-availability as prime reasons for not using sanitary pads. Around 63 per cent of respondents had access to a toilet, although 20 per cent of them did not use the toilet during their menstrual cycle. The main reasons stated for not using a toilet were fear of staining the toilet, nonavailability of disposal facilities, and no space in toilets for storing cloths.

Tackling menstrual practices proved to be a more difficult task for the frontline workers and project planners as discussion on this, even with women, is culturally prohibited among many communities. To improve understanding, a workshop was organised for women field workers. Resource persons were identified (despite the difficulty in finding people with appropriate experience), to brief the participants on the science of menstruation and essentials of hygiene that need to be followed by women and girls. The partici-

The survey found that 41 per cent of respondents had no information, and were either completely unaware about menstruation or did not have any knowledge about the purpose of menstruation as a biological process prior to its onset. Interestingly, only 16 respondents out of a total of 686 students had received information at school. It was observed that of the women and girls who were aware of menstruation prior to menarche, most had got the information from their friends and mothers; only 2 per cent and 1 per cent of NITASHA SARANGI | GRAPHIC DESIGN

respondents had received information from their teachers or schools, and books, respectively. While both the print and visual media are full of advertisements for sanitary pads, rural communities still struggle for basic information on the menstrual cycle. Of a total of 2,579 respondents, 36 per cent were illiterate, and 64 literate. The survey found that there is hardly any correlation between literacy and considering menstruation taboo. These findings showed that menstrual hygiene is a neglected subject in schools, and that peer groups and mothers also require information, and must be targeted. This study triggered discussion within WaterAid and local NGO partners about addressing menstrual hygiene and its neglect in hygiene promotion programmes. Even amongst NGO staff, a culture of silence around menstruation meant that in open forums it was termed as women’s hygiene, rather than menstrual hygiene. Taking up the issue has not been easy. Local NGOs who had worked for more than twenty to twenty-five years with rural communities felt that initiating discussion on menstrual hygiene would disturb women’s privacy. They also expressed fear that they would be rejected by the communities, because menstruation is more deeply associated with religious and cultural taboos than hygiene. The majority of the NGOs are headed by men, so this also made it difficult to convey the importance of the issue. A first orientation workshop was held with field level women workers, to assess the practices followed during menstruation. The female staff, who also had faced challenges in the management of their menstruation, shared their experiences at an NGO partners’ meeting and this triggered the first step to break the silence and to take initiative on this issue. A strategy was developed to reach out to the women by first developing an understanding of women NGO workers’ experiences, and drawing on these to develop them as master trainers. At the community level, meetings of women’s self-help groups were identified as a platform for raising the issue of menstrual hygiene, because individual discussion was largely rejected by some members of the community. They felt fear of spoiling their wives, daughters or daughterin-laws, who would be cursed by the Goddess if they failed to follow cultural practices based on

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the concept of women’s impurity during menstruation. As one NGO worker reported, in self-help groups, a few women expressed the view that menstruation was an issue for their sense of their own dignity and health, and until now no one had discussed it with them. They themselves had not felt it important to share their experiences of exclusion, embarrassment and health problems associated with menstruation. Once a few women leaders came forward to share their personal experiences, others became motivated to address this issue. As a result of these first steps, a major breakthrough among the participating NGOs was a decision to take up this issue formally, as menstrual hygiene, and to include this in activities undertaken within the community, without any inhibition or hesitation. Hygiene promoters have taken the initiative of educating members of women’s self-help groups to ‘know about self’: that is, to help them discover themselves. This process seemed to ‘open up’ even the most silent women, bringing clarity, and exposing the myths and misconceptions around menstruation. Presenting women with simple facts on menstruation, and easy solutions (such as how to produce low-cost sanitary pads) created further demand from communities to expand menstrual hygiene promotion activities.

One cannot not communicate.

From Axioms stated by Paul Watzlawick NITASHA SARANGI | GRAPHIC DESIGN

DIPLOMA DOCUMENT | 2012

PAGES FROM MY SKETCHBOOK

NITASHA SARANGI | GRAPHIC DESIGN

DIPLOMA DOCUMENT | 2012

PAGES FROM MY SKETCHBOOK

NITASHA SARANGI | GRAPHIC DESIGN

The Prelude DIPLOMA DOCUMENT | 2012

The warm-up or the prelude! This section deals with my understanding and analysis from another similar project I worked on at DFO alongside my main project.

PHOTOGRAPH: NITASHA

NITASHA SARANGI | GRAPHIC DESIGN

04/A About the warm-up project

The research for the selected domain got more intense during this time. During that time, the studio had got another similar project. It was to work out a signage system for primary healthcare centres in Rajasthan. As the project was on the similar ground again for NRHM and RCH related to health, Shreya suggested, that I work on the same as a warm up for my main project. Honestly, I have always had a soft corner for these subjects and I also wanted to work on a live sig-

nage project to understand way-finding better. Hence I took up the project and worked mainly for the maternal department. My main objectives and expectations were to understand the way of living, image perception and knowing the people in Rajasthan. Images in the following pages are from the design process and finals.

SKETCHES FOR SIGNAGE FROM MY SKETCHBOOKâ&#x20AC;&#x201C; FOR DOCTOR ROOM DIPLOMA DOCUMENT | 2012

SKETCHES FOR SIGNAGE FROM MY SKETCHBOOK– FOR DOCTOR ROOM (ABOVE), DELIVERY ROOM (BELOW) NITASHA SARANGI | GRAPHIC DESIGN

SKETCHES FOR SIGNAGE FROM MY SKETCHBOOK – FOR WASH ROOM/ TOILET DIPLOMA DOCUMENT | 2012

SKETCHES FOR SIGNAGE FROM MY SKETCHBOOK– FOR INFACT INTENSIVE CARE UNIT (ABOVE), ENTRY-EXIT (BELOW) NITASHA SARANGI | GRAPHIC DESIGN

SLIDE FROM RCH SIGNAGE PRESENTATION (ABOVE), DELIVERY/LABOR ROOM SIGNAGE (BELOW) DIPLOMA DOCUMENT | 2012

SIGNAGE SYSTEM FOR MATERNITY WARD OF PHC (ABOVE), LABOR ROOM SIGNAGE ON WALL (BELOW) NITASHA SARANGI | GRAPHIC DESIGN

SOME EXPLORATIONS WITH DECORATIVE SIGNAGE TO SUIT THE RAJASTHAN CULTURE TO MAKE IT MORE ACCEPTABLE DIPLOMA DOCUMENT | 2012

FEW POSTERS FOR THE MATERNITY WARD (ABOVE), HOSPITAL SIGNAGE ON STREET (BELOW) NITASHA SARANGI | GRAPHIC DESIGN

04/B What can I take from the warm up to the main project?

I spent about two weeks on the signage project. At the start, I expected the project to give me a clear view of the mindset of the people of Rajasthan and towards the mid of the project I was very disappointed and frustrated for it wasnâ&#x20AC;&#x2122;t meeting my expectations and I had already spent a lot of time on the same, that I could have devoted for more research. But as the project headed towards its tangible outcome, I was able to see the clear grey matter that my brain had decoded silently, while working on it. That reminded me, once what Tarun had mentioned (Mr. Tarun Deep Girdher, my professor from NID): â&#x20AC;&#x153;Sometimes learning happens after the course of time.â&#x20AC;?

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Very true indeed! While working on the project, I had researched, analyzed and somewhat understood the way of living among my target audience. I even got a base to understand the way of living among my target audience. I even got a base to understand their way of perceiving and understanding images and symbols. The learning happened gradually while I was working on the project. Although these are not like the facts that can be put in words on paper, but it is a different kind of learning that later opened my eyes to a realm where I could understand why certain initiatives and campaigns failed in the past and and I believe, thats the level of understanding that really matters after all in any design project.

Sometimes learning happens

after the course of time. as quoted by Prof. Tarun Deep Girdher, NID

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The guide visit DIPLOMA DOCUMENT | 2012

The visit to Ahmedabad happened at a vey initial level when I was working on the system design for School Health programmes and I had already worked on the warm-up project. With a very confused mind state, I had met Prof. Immanuel Suresh, my project guide that time. But by the time, I was taking a step out of hiss cabin after a long discussion and a few short stories. Things started looking easier than before. As usual, Sureshâ&#x20AC;&#x2122;s stories again inspired me and helped me move ahead. Later I also met Prof. Praveen Nahar. I am really grateful to him for taking out time for me from his busy schedule in that short notice then. While discussing, he made me see many other different possibilities in a system redesign. Although, the discussions with him involved a lot of techincal terms from the domain of system design that I really did not understand well then, but after the discussions with him, things got clearer and more interesting for me. As a whole, after the guide visit, the spectrum of my project, in my mind had got broaden up. I could see a lot of possibilities that I could not even think of before. Hence the guide visit was very fruitful. Even though, I could not make for more guide visits, I was in constant touch with Suresh throughout the project through emails and phone calls and he was very supportive and encouraging and optimistic during the whole time.

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The system DIPLOMA DOCUMENT | 2012

PHOTOGRAPH: NITASHA

This section talks about my understanding of the system of school health programmes, finding the loop-holes and the proposal of a system re-design

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05/A Analysing the structure and planning system re-design After discussing with Suresh and Praveen and many other people on campus, I realized, the main problem starts with system malfunctioning. As I was looking at School Health Programme, I started to read on the same. At this stage, I did not know where my project was heading, but I knew for sure one of the aspects of the project would be system redesign. Well equipped with SWOT analysis and BASNEF, I started putting down my understanding on brainstorming sheets towards finding loop holes, gaps, previous initiatives, their success, failures and my proposal of interventions.

As a matter of fact, at that stage, I took the domain of menstrual hygiene as one of the examples and how social causes and topics like that can be combined with School Health Programmes. At this stage, I had started putting down all information in terms of the info-graphics, that can be easy to understand for me and for everyone else and can be put in any presentation or in this document. Hence further on, all my information will be put in the form of info-graphics with some labeling and caption to make it clear, as per need. As Richard Grefé said– ‘Design is the intermediary between information and understanding’, I will try to make it, the best of its kind.

Design is the intermediary between information and understanding.

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A PAGE FROM MY SKETCHBOOK

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SLIDES FROM THE SYSTEM RE-DESIGN PROPOSAL PRESENTATION FOR SCHOOL HEALTH PROGRAMMES DIPLOMA DOCUMENT | 2012

Mapping the design process

MAPPING THE DESIGN PROCESS WHILE RE-DESIGNING THE SYSTEM FOR SCHOOL HEALTH PROGRAMME NITASHA SARANGI | GRAPHIC DESIGN

SLIDES FROM THE SYSTEM RE-DESIGN PROPOSAL PRESENTATION FOR SCHOOL HEALTH PROGRAMMES DIPLOMA DOCUMENT | 2012

SLIDES FROM THE SYSTEM RE-DESIGN PROPOSAL PRESENTATION FOR SCHOOL HEALTH PROGRAMMES NITASHA SARANGI | GRAPHIC DESIGN

SLIDES FROM THE SYSTEM RE-DESIGN PROPOSAL PRESENTATION FOR SCHOOL HEALTH PROGRAMMES DIPLOMA DOCUMENT | 2012

SLIDES FROM THE SYSTEM RE-DESIGN PROPOSAL PRESENTATION FOR SCHOOL HEALTH PROGRAMMES NITASHA SARANGI | GRAPHIC DESIGN

SLIDES FROM THE SYSTEM RE-DESIGN PROPOSAL PRESENTATION FOR SCHOOL HEALTH PROGRAMMES DIPLOMA DOCUMENT | 2012

SLIDES FROM THE SYSTEM RE-DESIGN PROPOSAL PRESENTATION FOR SCHOOL HEALTH PROGRAMMES NITASHA SARANGI | GRAPHIC DESIGN

The review time DIPLOMA DOCUMENT | 2012

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PHOTOGRAPH: NITASHA

This section deals with those times during the project, when I re-looked on the work done and re-visited my understanding and questioned the priorities in the project.

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06/A Re-look and re-think

After a lot of research, this was the first time, I had started looking at solution possibilities. I started taking feedbacks from Suresh, and every one from the studio. Now it was time to prioritize things within the system designed. I also realized, the examples that I had put in the models about menstrual hygiene and family welfare can actually be taken forward and refined. As it was going to be the first after the system-redesign, it was important to choose an initiative that was feasible and viable and should be easy to be taken forward. While reviewing the work done, there was a very important observationMy project is just in Rajasthan!

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Now this was conflicting, no doubt implementation starts from one region, but when I am redesigning a system, it is very important to keep India as a whole in mind. Keeping my mind narrow to a particular region was a bad idea. If the idea proposed, worked, sooner or later, it was going to national level. Then it would need a lot of change again and more field testing and else. After an elaborate discussion with Shreya and my guide Suresh, we decided to take it to national level and work on design keeping that in mind. So that is how my previous brief started to look torned up. And hence the rebriefing process started.

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06/B The new brief, its components and working

After a lot of contemplating, here I was with pen and paper. Mind was jumbled up with words and my heart was not finding any word. Finally I started putting my thought process on paper and it was kind of like the following. Later I was quite ok with the new brief I had put down on paper and went ahead with it, after a short discussion with Shreya.

NEW PROJECT BRIEF Brief: To develop an awareness package/campaign on menstrual hygiene and health, along with and under a system design proposal for School Health Programmes in India. Project objective: The package to be developed in the project is intended to find the loop holes in the system of School Health Programmes and fix it with innovative and strategic design solutions. The communication package is also intended to make people aware of menstrual hygiene, healthy habits and healthy living. The prime motto of the design process is to make life better and promote education and healthy living and hence family welfare. Client: NRHM (National Rural Health Mission) and Interested NGOs. Sponsor: Design Flyover aka, DFO in Mumbai

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NEW PROJECT BRIEF Brief: To develop an awareness package/ campaign on menstrual hygiene and health, along with and under a system design proposal for School Health Programmes in India.

Project objective: The package to be developed in the project is intended to find the loop holes in the system of School Health Programmes and fix it with innovative and strategic design solutions. The communication package is also intended to make people aware of menstrual hygiene, healthy habits and healthy living. The prime motto of the design process is to make life better and promote education and healthy living and hence family welfare.

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O TO

IT AS H

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SLIDES FROM THE SYSTEM RE-DESIGN PROPOSAL PRESENTATION FOR MENSTRUAL HYGIENE DIPLOMA DOCUMENT | 2012

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SLIDES FROM THE SYSTEM RE-DESIGN PROPOSAL PRESENTATION FOR MENSTRUAL HYGIENE NITASHA SARANGI | GRAPHIC DESIGN

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SLIDES FROM THE SYSTEM RE-DESIGN PROPOSAL PRESENTATION FOR MENSTRUAL HYGIENE

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Intermission:

They can have a better life! NITASHA SARANGI | GRAPHIC DESIGN

Some trips and visits DIPLOMA DOCUMENT | 2012

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PHOTOGRAPHS: NITASHA

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The search in Ahmedabad

While on my guide visit, and after the discussions with Suresh and Praveen, I decided to make a visit to the mini-slum next to National Institute of Design (NID). This further broadened my mind for my project. I studied their living conditions and scopes. They had different set-up of their lives and different notions and understanding of their own that I was unaware of. Some kids from the slum go to school and many do not and that makes a very big difference and also made me realize how important it becomes to give the correct information in a way that they also perceive it correctly , because the information is defintely going to pass to their peer group people. They understand things differently and interpret it too. Their kind of notion was of course very different than people from

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village as I remembered from my experience from Environmental Perception course from foundation days. Due to the lack of space, men and women in the slum stayed in a very close proximity to each other and were aware of any occurrence of anything in their lives and in opposite gender. Although menstruation was not talked much but people in family and neighbor would obviously and very evidently know about any girl in her period. A girl grown up in an area set-up like this would have a different understanding and take on it from a village or any urban girl. Analysing varipus other aspects of their lives helped me a lot in the later part of the project while determining the content and representation.

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LIFESTYLE IN THE SLUM NEAR NID, AHMEDABAD. PHOTOGRAPHS BY NITASHA NITASHA SARANGI | GRAPHIC DESIGN

A trip to Cuttack

Cuttack is a semi-urban town in Orissa and also my hometown, where I have spent my first 18 years of life. This time, I was visiting home in between my project due to some unavoidable circumstances and responsibilities and happened to be a very necessary break for me. I got time to review, think and re-think about the work and myself. My idea of a solution to a problem changed after the visit. One of the days at home, I planned to go out and take time-out from the intense environment at home. While on a long ride, I came across a community. These people have a very low standard of living. I just randomly started talking to the girls there. They seemed very nice and kind. So I decided to go again next day.

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With a lot of hesitation, one of the girls finally started talking to me. She was around 12 years old and had started with her periods just 6 months back. Thanks a lot to the sweet little girl. Talking to her, made me feel alive and fresh. Although this case study cannot be one of the official case/ field studies but it was worth mentioning in this project document. An interesting conversation with the little girl is in the next spread.

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GIRLS PLAYING BY THE RIVER BANK AT CUTTACK. PHOTOGRAPH BY NITASHA NITASHA SARANGI | GRAPHIC DESIGN

A TWELVE-YEAR OLD GIRL SAYS: (IN ORIYA) “se gudaka sabu kharap rakta.. seethe pain thakura kan pakhu jiba bilkul mana.. aamku sebishaya re katha haba re laja lage. Maa ku jahan jana thila se mote sabu kahi deichi… “ “Haan.. jemiti ki ae sabu kaha sahita katha hebani.. aau gadheithile… thakura ghara ku jibani.. semiti sabu.” “pad! maa mate pad bharika kichi dieni.. kana hi samasthe byabahar karanti… eb mun jauchi.. tame kali aasiba na?”

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A TWELVE-YEAR OLD GIRL SAYS: (ENGLISH TRANSLATION) “Those are bad- impure blood… that’s why one is restricted to go near God…we feel shy talking about it… whatever my mother knows, she has told me..” “Yes.. like we should not discuss these topics much.. if taken bath, one should not go to the God and Goddess’s premises or area.. Likewise.” “pad! My mother doesn’t give me anything like a pad.. everyone uses cloth pieces only… I’m going now.. will you be coming tomorrow also?”

NOTE: Generally bath is meant as period, because, by the tradition there, girls and women must take a bath and wash head whenever one starts with her periods every month)

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To Ahmednagar: The Snehalaya Visit After I came back from Cuttack, Shreya, me and Nachiket were still in search of sponsors to conduct the dry run and lucky enough we found a NGO set-up in Ahmednagar, a small city in Maharastra, who were interested in the project and dry run. Hence we planned a visit to the place. The NGO was very much distributed in the city unlike having all its set-up at one place. They worked for a lot of causes, mainly for women and children, HIV people and cause concerning women occupational hazards like those of prostitutes of the red light area of the city. They had their own adoption centre, rehabilitation centre and radio frequency unit. Snehalaya’s mission is to develop awareness & capability in those members of the society who have been deprived of their rights because of the inequality and exploitation. Support¬ing over 400 homeless destitute children in residential homes, providing shelter and voca¬tional training to more than 60 women in distress, educating over 900 children in slum based Bal bhavans, empowering and rehabilitating over 2100 commercial sex workers to lead a better life, providing medical treatment for over 6000 HIV +ve men and women every year, managing a 24x7 Childline and rescue operations, regularly saving children and women from abuse, facilitating adoption and placement of hundreds of infants into good families - Snehaaya is a place of vibrant activities that is makDIPLOMA DOCUMENT | 2012

ing a positive difference to peoples’ lives and the society every single day. As I interacted with the care-takers and children there, I understood what is essential for the adolescent girls. I felt a lot more for the cause, after the warm and homely welcome, we got at the centre and in the kitchen. The girls out there were pursuing good education and had great ambition in life and yet were so loving and caring. I felt these girls already with inspiring stories, if get well equipped with correct information will have a great life ahead. This visit definitely showed me another way of looking at life and made things more clear and easier for my project.

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SNEHALAYA, AHMEDNAGAR. PHOTOGRAPHS BY NITASHA NITASHA SARANGI | GRAPHIC DESIGN

Shreyaâ&#x20AC;&#x2122;s Rajasthan Visit Shreya Sarda, a partner of DFO, one of my mentors for this project and is also an alumni of NID, also helped me in collecting information. She generally makes a lot of visits to Rajasthan for different projects. Moreover, Rajasthan is her native place and hence she kept giving me information here and there every time she was around. During few of the visits for system redesign proposal of School Health Programmes and RCH signage system, she would take a lot of photographs and show me with detail verbal description about the places and people and working of the organisation, once she was back in Mumbai at DFO.

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Shreya was a wonderful mentor for the project and helped me throughout not just in my project but also in living in Mumbai. These small pieces of information here and there spread all throughout the four months of working with her, helped me a lot in the project and information dissemination.

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IMAGES FROM RAJASTHAN. PHOTOGRAPHS BY SHREYA.

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Mind to paper, word to image DIPLOMA DOCUMENT | 2012

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PHOTOGRAPH: NITASHA

As the name suggestes, mind to paper and word to image, this section mainly deals with the work done for the project.

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07 The design process to output

Once re-briefing was done, the next step was information dissemination and further finding ways of representing them. Later after trips and visits, all the ideas started transforming from words into images. We decided on one of the workshops already proposed before in the system design. The workshop was named Udaanrepresenting freedom and flight for a better life and living for adolescent girls. Later we started working on the components of the workshop. And this was one of the most interesting phases.

A GLIMPSE FROM MY SKETCHBOOK. PHOTOGRAPH BY NITASHA DIPLOMA DOCUMENT | 2012

This phase can be divided into five parts: 07/A: Information Segregation and Content Generation 07/B: Udaan Logo Design 07/C: Sizes, Folds and Layout 07/D: Visual Language

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A PAGE FROM MY SKETCHBOOK, EXPLORING WITH ILLUSTRATION STYLE NITASHA SARANGI | GRAPHIC DESIGN

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A GLIMPSE FROM MY SKETCHBOOK. PHOTOGRAPH BY NITASHA

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A PAGE FROM MY SKETCHBOOK

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PAGES FROM MY SKETCHBOOK

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PAGES FROM MY SKETCHBOOK

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AN ARTICLE ON LOW COST SANITARY PADS (LEFT), A PAGE FROM MY SKETCHBOOK (RIGHT)

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PAGES FROM MY SKETCHBOOK

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SOME SHEETS FROM CONTENT GENERATION STAGE DIPLOMA DOCUMENT | 2012

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07/B Udaan Logo Design DIPLOMA DOCUMENT | 2012

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LOGO DESIGN CONCEPTS AND SKETCHES FROM MY SKETCHBOOK

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PAGES FROM MY SKETCHBOOK

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ATTEMPTS FOR THE APPROPRIATE SYMBOL WITH CRAYON FILL EFFECT. FROM MY SKETCHBOOK DIPLOMA DOCUMENT | 2012

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logotype

x/3

symbol

Logo Specifications

Aligning the type to the foot

FINAL LOGO FOR UDAAN. HANDDRAWN WITH CHARCOAL. NITASHA SARANGI | GRAPHIC DESIGN

UDAAN LOGO Udaan as a name evolved from the whole idea of flight and freedom from the myths about menstruation and its perception as a curse. With the concept words ‘freedom, flight and girl’, I started working in the logo. As the process continued, the idea got more clearer and the perspective got better. After a lot of exploration, there was something missing. With a lot more brainstorming, it was decided to introduce a factor of innocence and energy to the logo as well. So another set of exploration was done and suddenly I came across this thought (from my childhood) of flying that I used to have as a kid and also my friends then. In a play at school, we enacted birds. Our hands became wings and we had to run on the field swinging to our left and right. And bang! That was the symbol. It had energy, an element of fly and girls and of course innocence. I started working on the idea and its treatment. After a few sketches and explorations, I realized the pencil feel to the logo was looking really nice and hence I tried with crayons and charcoal also. Later, it was decided to keep the logo in its handdrawn form with the charcoal fill and not vectorise because that way it was losing its charm.

x x

CLEAR SPACE AROUND THE LOGO DIPLOMA DOCUMENT | 2012

Few more corrections in form here and there and there it was ‘the symbol’. The next step was to find select a typeface for the name to come with the logo. This selection was done very much visually. The aim was to find a typeface that would go best with the symbol and enhance the attributes of the symbol further. After a long search, ITC American typewriter for English and Mangal in Hindi was solving the issue best for typeface. And it was finalized. Note: In the longer run, as Udaan could go to the remote areas of the country, the regional languages could be an issue then. Hence, even though the typeface for the type to go with logo is decided, but the logo in its symbol form alone without the typeface should be preferred over the whole symbol wherever possible (after its introduction). Logo and its colour scheme The workshop module was made for NGOs and government organisations, who in the longer run might want to add some more brochures or other material in single colour. Having a colour limitation would limit their choice of colour for single colour print then, so it was decided to keep colour options open for the logo.

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UDAAN LOGO IN ENGLISH AND HINDI

SOME GUIDELINES FOR THE LOGO USAGE

Donot fill or outline the logo

Donot put the logo on any shape

Donot distort the logo

Donot tilt or rotate the logo

Donot add any element near the logo

Donot change the placements

Donot use different colours for symbol and logotype

Donot use logotype alone. Although the symbol alone can be used and is infact preferred.

Donot add any filter or effect to the logo

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the joy of freedom PHOTOGRAPH: NITASHA

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07/C Sizes, Folds and Layouts DIPLOMA DOCUMENT | 2012

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PAGE FROM MY SKETCHBOOK- SIZES, FOLDS AND LAYOUTS

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EXPLORATIONS WITH SIZES AND FOLDS DIPLOMA DOCUMENT | 2012

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PAGES FROM MY SKETCHBOOK- TYPEFACES AND LAYOUTS

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PAGES FROM MY SKETCHBOOK- BROCHURE AND POSTER LAYOUTS WITH HINDI SLOGANS

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PAGES FROM MY SKETCHBOOK- POSTERS, ARTICLES AND HINDI SLOGANS/ MESSAGES

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07/D Visual Language DIPLOMA DOCUMENT | 2012

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COLOUR, TYPOGRAPHY, SCALE– OVERALL VISUAL LANGUAGE

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WHILE WORKING ON THE BROCHURE AND LATER– OVERALL VISUAL LANGUAGE

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This section deals with working and editing in design and language. One of the most tedious phases of a project, when you have to once again go through the content minutely for the millionth time and find out the mistakes. Nevertheless, once done, it makes it flawless and hence worth the effort.

PHOTOGRAPH: NITASHA

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08/A Translations and Editing to Finals

Succeeded by the most interesting part was the most tedious part. Editing. Making the content, a good layout, deciding sizes, making visuals and etc. was fun but while editing one has to find loopholes in your own designs. Being critical to oneâ&#x20AC;&#x2122;s own work is like self analyzing.

holes, mistakes in the designs and made the required editing and corrections along with Shreya. And I felt, this exercise of creating distance between oneself and oneâ&#x20AC;&#x2122;s work is very important and I could work a lot faster after the exercise. And hence the editing was done.

Here I took a break of three-four days and worked on some other projects of the studio and that helped me create some distance between my work and designs and me. After the break when I revisited my work it was very much like a third person point of view. I could easily see the loop

Later we started finding vendors and checked with them regarding the costing and hence worked on the elimination and addition of articles to the kit and the workshop. And later it came down to the finals.

Good design is a lot like clear thinking made visual. -Edward Tufte DIPLOMA DOCUMENT | 2012

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PHOTOGRAPH: NITASHA

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WHILE EDITING THE BROCHURES AND OTHER COLLATERALS

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THE FUN TIME OF HINDI TRANSLATION AND EDITING FOR ALL THE COLLATERALS OF THE WORKSHOP

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: PH

OG OT

H AS NIT

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INFORMATIVE POSTER EXPLORATIONS FOR SQUARE MEAL AND BALANCED DIET

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INFORMATIVE POSTER EXPLORATIONS FOR SQUARE MEAL, BALANCED DIET AND MAINTAINING HAND HYGIENE

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Finals DIPLOMA DOCUMENT | 2012

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THE FOOD, EXERCISE AND HEALTH GUIDE (LEFT AND ABOVE)

THE FOOD, EXERCISE AND HEALTH GUIDE: For a healthy and better living. Good-healthy food and regular exercise are the major aspects for a good health. This brochure absolutely focuses on the same. It talks about balanced diet and square meal (that is based on the colour of the food), the importance of water in our body and other healthy food habits. It also talks about different kinds of exercises, but focuses mainly on the 12-step namaskar yoga. Namaskar yoga is one of its kinds and as already mentioned in the brochure- ‘if practiced with dedication, it will help you to achieve a sense of well-being and purpose in life.’

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THE HEALTHY HABITS GUIDE (LEFT AND ABOVE)

THE HEALTHY HABIT GUIDE: For a healthy mind and soul This brochure starts with a definition of health, given by the â&#x20AC;&#x2DC;World Health Organisationâ&#x20AC;&#x2122; and talks about the importance of being healthy, followed by some info-bits on healthy habits and living. The main aim here is to encourage kids to adopt healthy habits and good manners and develop good morals. Further going ahead with the same aim, there are a number of short stories, animation films and other movies included in the workshop event planned for the kids. These stories and films are mainly based on good habits, manners and morals. As visuals are always better and stronger than words, for any audience to remember, the event has been planned accordingly, to balance out the amount of information to be given through the presentation and also reduce the seriousness of it, thus making it a fun activity.

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THE HYGIENE GUIDE (LEFT AND ABOVE)

THE HYGIENE GUIDE: For all the adolescent girls This brochure introduces the topic of menstruation to the girls. Along with that, it talks about menstrual hygiene and care, healthy habits and managing menstruation as a whole. Starting from what sanitary products to use, how to maintain them till sanitary disposal and behavior during menstruation has been the topic of discussion in the brochure. It also emphasizes on the importance of keeping a track of oneâ&#x20AC;&#x2122;s own menstrual cycle and symptoms, for which a calendar has also been developed. Detail of the same, follows.

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THE PERIOD CALENDAR (LEFT AND ABOVE)

PERIOD CALENDAR The period calendar has been designed to make it easier for the girls to keep a track of their menstruation dates and symptoms. This becomes very important and really helpful in the long run. Maintaining a period calendar will help any girl to be prepared for the dates with their sanitary pads, cloth and other requirements (especially for the school-going girls). This will also help one to know and understand their symptoms. So in case, if oneâ&#x20AC;&#x2122;s cycle goes wrong anytime, she can notice the changes herself. If the matter gets serious, then right information can get one the right medication as well.

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ABOVE: THE MAIN BAG (FRONT AND BACK PRINT), BELOW: KIT COMPONENTS: SOAP, TOOTHPASTE, SHAMPOO SACHET (SMALL), BADGE, KEYCHAIN, HANKERCHIEF, CAP AND BROCHURES

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ABOVE: THE PLASTIC BAG TO GO INSIDE THE MAIN BAG. BELOW: THE PLASTIC BAG COMPONENTS: STAYFREE PACK OF FOUR PADS, MENTRUAL HYGIENE GUIDE BROCHURE AND PERIOD CALENDAR TO KEEP A TRACK OF THE PERIOD DATE AND SYMPTOMS

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ABOVE : OTHER COLLATERALS- NOTEBOOK FOR KIDS AND VOLUNTEERS, STAMPS TO REDUCE COST OF PRINTING. BELOW: T-SHIRT FOR ALL VOLUNTEERS.

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DIFFERENT OPTIONS FOR COMPONENTS- IN TERMS OF PRINTS, COLOURS AND LANGUAGES (HINDI AND ENGLISH) (MAIN BAG, PLASTIC BAG, BADGES, CAPS)

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SLIDES FROM THE WORKSHOP PRESENTATION (IN HINDI AND ENGLISH). THERE ARE TWO SETS: ONE FOR THE VOLUNTEERS (WITH VOLUNTEER NOTES) AND THE OTHER FOR KIDS (WITHOUT THE NOTES).

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FACEBOOK PAGE MADE AS ONE OF THE PROMOTIONAL STRATEGIES FOR UDAAN AND ALSO TO PRESENT AND INTRODUCE UDAAN TO OTHER ORGANISATIONS AT THE INITIAL STAGE.

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This section talks about the processes and procedures of getting back to the organisations with the designed module for the workshop.

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09/A Presenting and convincing

The work is done, designs are ready, events are planned and the module is on heat. Now we are waiting for the sponsors. During the project, we had shortlisted and contacted a few NGOs and government organisations in Rajasthan and Maharastra to conduct a dry run for the workshop. Few of them had agreed to sponsor the workshop. Recently we presented our design module to them for their feedback and to take it forward and we got a very positive response. We have kept our design module for the workshop to be flex-

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ible, so that it can be taken up by organisation with an ease on their budget at the initial stage. Once the organisation gets back to us, the number of the articles in the kit and other costings can be figured out according to the available budget. Once the dry run is done, we will do the changes required in the module and present it to NRHM with the case studies, for its implementation at the national level. Our aim still lies in â&#x20AC;&#x2DC;reaching them allâ&#x20AC;&#x2122;.

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09/B Post-workshop scenario

A- Reaching different parts of the country After the case studies and later with correction and editing in the module, similar workshops can be conducted in different parts of the nation (in various regional languages). These can be combined with the school health programmes also. B- Workshop with different modules for holistic development Workshops can be conducted for the same target group, focusing on other related issues, faced by the group. Different modules with tool kits can be formulated for different issues and can be conducted with the group. C- Workshops for the larger audience that influences the target group A workshop, one-step ahead of the present module can be considered. Most of the times, people related to the adolescents, (like parents, teachers, etc. )make a great difference in their lives. A wider and varied module of UDAAN can be worked upon, for audience, related to the adolescent, so that the learning is evenly passed to everyone in the community and as a result a healthy living is easily embedded in their lives.

D- Taking these workshops to school curriculum in the country The workshops can be included in the school curriculum as part of School Health Programmes, and others, for it to reach a wider audience. E- Celebrating world menstruation days and month At a later stage, we would like to propose to make first- Friday, Saturday and Sunday of June every year, to be celebrated as World Menstruation Days and the month of June as the World Menstruation Month. Hence, workshops with menstruation module and kit and also focusing on healthy living could be conducted in different parts of the country during this time of the year. [Reason for celebrating menstruation: Menstruation is considered as a curse/stigma in most of the places. Celebrating/ observing few days dedicated to the natural process, will help eradicate this perception of the people. With a few workshops already done, it will be easier to bring in the change.Reason for choosing June: In many parts and cultures of India (e.g. Orissa, Assam and other north-eastern states) menstruation of Mother Earth/Goddess is celebrated during the month of June according to the calendar of the culture. For e.g. Roja Sankranti in Orissa] NITASHA SARANGI | GRAPHIC DESIGN

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Our aim still lies in

reaching

them all PHOTOGRAPH: NITASHA

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Conclusion

Even after, almost six months, the project seems to still have a really long way to go. Academically, one has to mark an end to every piece of work he/she does because that is the way how a system can work smoothly and hence I am marking it here. After the project I have come down to notice and realize certain things in life that I did not pay much heed to before- starting from the structure of our society and belief system to the change of my own perception over the years and even in these six months. Although, during all the SLA courses at NID, we were taught about the same, and there were a lot of discussions in which I had participated, but this was a practical experience to those theories. It’s very interesting to see how our life gets defined, re-defined and molded by the society and system, without even being noticed by ourselves. I guess maybe that is the reason why we tend to restrain any change in our lives and surroundings. Analyzing the fact, it just looks so weird- we aspire for a better comfort and satisfaction in life, and yet we always tend to like to be in our ease

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zone and confine ourselves to that and even expect others to be in theirs too. What I could conclude from my learning and experience till nowat NID and beyond, is the most important thing in life is to accept the ‘change’. As I have already mentioned in one of the brochures- ‘Change is not something that we should fear. Rather it is something that we should welcome. For without change, nothing in this world would ever grow or blossom and no one in the world would ever move forward to become the person they are meant to be.’ This conclusion definitely does not mark an end to this project here but certainly for this document and my time at NID. Further from here, I carry with myself some very important learning that I have had (from all the faculties and people at NID, courses, projects undertaken, industrial training and my diploma project) towards a future, to which I have promised to face and accept all the changes that are to come in my life. As the next thing to being alive is change. ‘Change is inevitable and through change only we grow.’

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Bibliography

•

Murthy Lakshmi, Kagal Amita, and Chatterjee Ashoke. Learning from the Field: Experiences in communication.National Institute of Design, 2000.

•

Hubley, J. (2004). Communicating health : an action guide to health education and health promotion. 2nd ed. Oxford, UK, Macmillan. – xii, 228 p.: fig., tab. – Bibliography: p. 223-224. Includes index. – ISBN 1405028831.

•

Ahmed, R. and K. Yesmin (2008) ‘Menstrual hygiene: breaking the silence’, in Wicken et al. (eds.) Beyond Construction Use By All, IRC International Water and Sanitation Centre and WaterAid

•

Mahon Thérèse and Fernandes Maria, Menstrual hygiene in South Asia: A neglected issue for WASH (water, sanitation and hygiene) programmes

•

“Right to health” last modified July 11, 2012, http://www.legalindia.in/right-to-health

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“Make women matter,” last modified July 15, 2012, http://www.makewomenmatter.org/

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“Save the children” last modified July 15, 2012, http://www.savethechildren.org/site/ c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

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“UNICEF: Unite for Children” last modified July 20, 2012, http://www.mindsetfoundation.com/ think/unicef/

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“Crimson campaign” last modified July 15, 2012, http://www.crimsoncampaign.org.

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“Museum of Menstruation,” last modified July 15, 2012, http://www.mum.org.

•

“Application of signage system,” last modified July 21, 2012, http://www.designofsignage.com/ application/symbol/

•

“Vikalp Design”, last modified on August 21, 2012, http://www.vikalpdesign.com/home.html

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“National Rural Health Mission”, Last modified on August 21, 2012, http://mohfw.nic.in/NRHM.htm NITASHA SARANGI | GRAPHIC DESIGN

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“Hazaaron khwahishen aisi ke har khwahish pe dam nikle Bohat niklay mere armaan, lekin phir bhi kam nikle” Ghalib Mirza Asadullah Khan

“Thousands of desires, each worth dying for... many of them I have realized... yet I yearn for more...” Ghalib Mirza Asadullah Khan (English translation)

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Later Additions DIPLOMA DOCUMENT | 2012

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This section talks about the post jury work, visits and add-ons to this document.

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10/A Recommendation of the jury and furthermore

The jury for the project happened on 6th September, 2012. The panel consisted of Shekhar Chatterjee (Chairman), Immanuel Suresh (my guide), Lalith Lad (VC member) and Vinita Desai (External Member). After a long three-hour discussion on the scope of improvement in the project, the jury recommended me to visit an organisation in Ahmedabad and track their functioning and processes, process of data collection and communicating to the target audience (entire process) They also suggested me to reconsider the title of the project document. Soon after the jury, I started researching on the organisations in Ahmedabad. During the process, I came across the organisation named FWWB, (Friends of Women’s World Bank) India. It has been founded by Smt. Ela R. Bhatt in 1982. Since then, it has been working in the microfinancing industry in India to empower women and give them a financial stability. I went through their annual reports and websites and made a visit to the organisation. At the organisation, I spoke to a few people and that helped me enrich my understanding. Reflecting back to January this year, while photodocumenting the Open Elective 2012 for NID, I had visited Smt. Ela Bhatt and had a long discusDIPLOMA DOCUMENT | 2012

sion on women welfare and security, along with the “Social and Political Design” Open Electives team headed by Mr. Sethu Das, at her residence. Because of the discussion, I already had an idea about the vision and mission with which organisations founded by her, might be working with and that was quite similar as to what I found out at FWWB. I remember, when I had asked Ela ben- ‘even after 50 years of our independence, the equality between men and women has not come to that level. What is the future of the women in India?’ She had said very confidently- ‘No. I do not think so. I see women as a future. And women have done far better than men, worldwide. Women are finding their way. I think the mentality of the society is changing. They are getting all these new opportunities that their mothers did not have. Instead of men sitting on decision-making positions, in so many cases women are being preferred as they have performed better, whenever given opportunities. Of course women have to work harder. But I think keep faith, and keep the spirit.There is so much difference in that sense. If you see, for example, the age of marriage of our grandmother, then our mother, then our own, it has made good improvement now. It takes time to change.’

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DISCUSSION WITH SMT. ELA BHATT. PHOTOGRAPH BY NITASHA (NID PHOTO-DOCUMENTATION OF OPEN ELECTIVE 2012,)

FWWB, ASHRAM ROAD AHMEDABAD. PHOTOGRAPH BY NITASHA NITASHA SARANGI | GRAPHIC DESIGN

10/B Introduction To FWWB, India

Friends of WWB, India (FWWB), an affiliate of Women’s world Banking (WWB) was established in 1982 as a Non-Profit Organization. It was created to extend and expand informal credit supports and networks within India to link them to a global movement. The 1975 International Women’s Conference in Mexico City, which brought together like-minded women leaders from across the world, culminated into formation of Women’s World Banking (WWB) in 1980. WWB was created to address the hitherto unmet needs of economically active but poor women’s access to financial services thereby enabling them to engage in productive economic activities. In 1982, promoted by SEWA, Friends of Women’s World Banking, India (FWWB-I) was created as one of the first few affiliates of Women’s World Banking. VISION A society based on equity and social justice where women are active partners in holistic development. MISSION Providing financial and capacity building services to organizations promoting livelihoods and self-reliance of poor women

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HISTORY Friends of Women’s World Banking - India (FWWB-I), was promoted in 1982 by SEWA Bank, as an affiliate of Women’s World Banking, a global network created to focus on the need for women’s direct access to financial services.. To begin with, FWWB-I was providing guarantee to a few co-operative banks in the state of Gujarat to facilitate the provision of loans to self employed women. In the year 1989, it modified its byelaws to expand its operations to cover the entire country and operate as an ‘apex’ organization to build a strong network of institutions providing financial services to low income household women. Led by a Board of Women Leaders, representing strong community based initiatives, FWWB-I’s strategy was to act as a catalyst with the commitment to build a society based on equity and social justice where women are leaders in social change. FWWB-I combined its loans with technical assistance to ensure sustainable growth of microfinance institutions. From 1989 to 2010 it reached out to more than 300 institutions with technical assistance and nearly 200 with loan support. Till March 2010, FWWB-I had made a cumulative disbursement of around Rs. 11 billion benefitting 2.6 million women. FWWB-I has been providing capacity building support to MFIs that includes operational support in the initial years

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for start ups, training by in house team and external resources, exposure visits , etc.

Institutional and Capacity Building Community Based Organizations (ICB CBO)

FWWB-I, being a member of various networks, has played a significant role in the building of the sector. To expand its outreach to more institutions, FWWBI promoted an NBFC Ananya Finance for Inclusive Growth (AFIG). FWWB-I hived off its micro finance activity to AFIG in April 2010. Ananya’s mandate is to continue to build the network of institutions that will successfully be able to balance their social mission with the commercial one. Mrs. Vijayalakshmi Das who had steered the growth of FWWB-I as an apex for the last twenty one years is now the Managing Director of Ananya Finance for Inclusive Growth.

People at FWWB-I believe that the community, especially women, have the potential to bring change in their lives and in society. In the initial stages of building a CBO, most of these organizations, seldom have enough resources to afford Institutional and Capacity Building (ICB) inputs. Since its inception, FWWB-I has promoted Community Based Organizations by providing the necessary combination of financial support along with Institutional and Capacity building (ICB).

FWWB-I, under the leadership of Ms. Anshu Bhartia, will continue to work in the areas of women empowerment, strengthening community based and micro finance institutions, livelihood promotion and need based financial products and services that impact the lives of the poor. Both FWWB-I and AFIG have a common vision and goal of reaching out to larger number of low income households in the underserved regions of the country. Focus Areas Institution Building, Capacity Building, Monitoring and Assessment Services for Micro Finance Institutions, Community Based Organizations (Federations, Cooperatives, Producer Companies), Enterprises. Supporting Partner Organizations that use innovative ways of poverty alleviation, focusing on enhancing and introducing sustainable livelihood activities for women. Support for Reducing the Vulnerability of Low Income Households. This includes providing financial and technical assistance to POs for on-lending to poor women clients, to enable them to get better access to: • Solar Energy Light systems • Water and Sanitation Facilities • Education Loans • Health and Hygiene Awareness • Financial Literacy • Others

The mission of this Program is to identify start-up CBOs and build successful and sustainable organization by providing relevant support.

Institutional and Capacity Building Micro Finance Institutions (ICB MFI) It is observed that for growing MFIs, non-financial support to the organizations in terms of networking, training, skill development and information management systems, handholding and nurturing support is very essential along with financial support. At the initial stages most of the organizations can seldom afford such training programs. Over the years FWWB-I as an ‘apex’ institution has been supporting and strengthening Microfinance Organisations through its various programs on providing technical assistance, training, loan and grant support etc. Continuing with institution and capacity building support, FWWB-I is actively engaged in the Institutional Strengthening of startup / nascent organizations. Objective of this Program is to identify and strengthen MFIs that are socially oriented, are new or have been trying to create a successful and sustainable organization but need help, by providing them handholding support to make them self sufficient. The FWWB-I MFI selection process, a fairly intensive process, starts with a desk appraisal followed by a validation and need assessment visit to the organizations. Based on the need assessment, the selected organizations are provided support through class room trainings, on field assistance, workshops, exposure visits and other inputs. Additionally, during the support period, the organizations are monitored at regular intervals.

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FWWB-I has provided support to over 300+ organziations since 1982. This Program can be fee based or free of cost for organizations that meet criteria of Grant funded Projects.

Livelihood and Enterprise Development ( Lead ) LEAD project was initiated in April 2007, with the aim of providing support to organizations working innovatively for addressing issues of financial inclusion of economically deprived households, by introducing or enhancing livelihood activities.

Year 2011 onwards, FWWB-I wants to exponentially increase it’s ‘true’ impact through higher outreach and monitoring program success through measurable outcomes. A new program – ‘Financial Security’ has been designed in partnership with sister concerns – Indian School of Microfinance for Women (ISMW) and VIMO SEWA. The program is a combination of financial literacy and social security awareness creation along with support for providing linkages.

Solar Energy The main objective of the LEAD Program is to support Partner Organizations – Producer Companies, Cooperatives, NGOs, and Enterprises creating alternative livelihood means or additional income sources so as to improve the economic conditions of the very poor household and to promote innovation as one of the solutions of poverty eradication. Eligibility for assistance under the LEAD program Is based on a review of project feasibility and sustainability by assessing the organization and the project at the grass root level and organization and management level. FWWB-I is currently working with partner organizations in Assam, Bihar, Gujarat, Kerala and Tamil Nadu and has reached out to more than 30,000 underprivileged Households. FWWB-I is also working with VIMO SEWA and ISMW to provide an integrated Financial Security Awareness Package. The Financial Security module consists of Financial Literacy and Social Security products

Financial Security FWWB-I has been actively leading and participating in social change through ‘empowerment’. While our focus has been on income generation, studies world over show that increase in income doesn’t necessarily lead to sustainable improvement in the standard of living. Financial education is one of the proven ways to address this gap. FWWB-I has over the years promoted financial education at the client level through direct interventions and providing grants to Partner Organizations.

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Solar Energy program was initiated in December 2009 with an aim to provide access to energy efficient devices for poor households, through our Partner MFIs. Over the years, FWWB-I has been working closely with various micro finance organizations across India. FWWB-I with its various interventions and support from partner organizations has been able to make a positive impact on the lives of the poor households. It was observed that there was a strong need for providing credit plus services to the poor.

Water and Sanitation Program ( WATSAN ) Access to portable drinking water and proper sanitation is a primary requisite of every human being. In addition to its direct impact on improving the health, particularly of women and children, water and sanitation has indirect impact on life expectancy and the number of working days, and has a big influence on dignity of a woman. FWWB-I initiated interventions on Infrastructure Credit from the year 2000 which took a full swing in the year 2008 – 09 with launch of FWWB-I – Water and Sanitation Program. The main objective of the program is to improve the overall quality of life of women by facilitating access to Water and Sanitation through credit services and awareness creation on hygiene and sanitation.

AT THE FWWB OFFICE I got to know about FWWB from Aditya Bharadwaj, an alumnus of NID. With his reference and lot of doubts in my head as to how should I proceed further, what questions to ask and etc., I went to the office there. People out there were very welcoming and friendly.They got into talking with me very soon. First I gave a brief about my project and my motto there. Then they gave me a brief idea about the organisation and the schemes. With further questioning they told me about the process in detail. At the office, I mainly spoke with Shubham Gupta from Microfinancing team and Shimulee from the Livelihood team. They have been working with the organisation and in this field for more than a year now and have had done a lot of field visits. They gave me an idea as to how to approach people at grassroot level and how FWWB functions. With the help of the understanding I could get from the discussions with them, I have formed some infographics and flowcharts that come in the following pages.

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DISCUSSION WITH Ms. SHIMULEE, FROM THE LIVELIHOOD TEAM AT FWWB, AHMEDABADPHOTOGRAPH BY NITASHA

DISCUSSION WITH Ms.SHUBHAM GUPTA, FROM MICROFINANCING TEAM. PHOTOGRAPH BY ADITYA BHARADWAJ DIPLOMA DOCUMENT | 2012

AT FWWB At FWWB, there are various research and assessment methods are being followed. Few of the most common ones are listed in the following:

VARIOUS RESEARCH METHODS •

INDIVIDUAL INTERVIEW

•

GROUP INTERVIEW

•

SELF- DOCUMENTATION

•

READING AND FINDING FROM BOOKS AND NETS

•

EXPERT INTERVIEW

ANALYSING AND STRUCTURING METHODS •

FIND OPPORTUNITIES AREA

•

CREATE TIMELINE

•

COLLABORATIVE DESIGN

•

EXTRACT KEY INSIGHTS

•

CREATE FRAMEWORK

•

CONSULT EXPERT

•

GATHER FEEDBACK

•

FIELD TESTING

•

ANALYSING THE OUTCOMES

•

EDITING

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MAPPING THE PROCESS AT FWWB: FUNDING INSTITUTIONS

YES

CAN FWWB SUPPORT THE ORGANISATION?

Analysing The Organisation Structure

RELATED ORGANISATION

FWWB

DESK APPRAISAL

FIEL

Few Da Finding Information

Gather Financial Data

WORD OF

Operational Data Activities– What? Why? How? For Whom? Agenda? Vision And Mission? Word Of Mouth About The Organisation

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UND FU

MAKE JURY PRESENTATION GREAT! FUNDING STARTS ANALYSE THE STRUCTURE

ASSESSMENT PERIOD

JURY APPROVES

PRE-JURY PROCESS

LD VISIT

JURY

ays Stay At The Field

VALIDATE F MOUTH VS REALITY

JURY DOES NOT APPROVE IDENTIFY LOOPHOLES

WHY?

DERSTAND THEIR UTURE PLANS PRESENTATION NOT CONVINCING ENOUGH

INSTITUTION NOT ELIGIBLE FOR FUNDING NITASHA SARANGI | GRAPHIC DESIGN

MAPPING THE PROCESS AT FWWB: REACHING THE GRASSROOT LEVEL

YES

CAN FWWB SUPPORT THE ORGANISATION?

Analysing And Identifying The Problems

RELATED ORGANISATION

DESK APPRAISAL

FWWB

15-20

Finding Information through • • • •

Internet Partner Organisation in the area Balance sheet of the organisation Other sources

Analy At List

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FIELD VISIT

0 Days Stay At The Field

ysing And Looking At t Of Support Based On Practicality

NVOLVING HIGH LEVEL CONSULTANTS

GREAT! NOW FWWB CAN LOOK AT OTHER ISSUES IN THE AREA.

REQUIRED EDITING IS DONE WITH FEEDBACKS FROM EXPERTS AND PEOPLE FROM THE FIELD

YES

DOES THE SOLUTION WORK?

MONITOR VISIT

IMPLEMENTATION

YES

Organisation’s Response To The Solution–

FWWB PROPOSES SOLUTION

Make Report

FIELD VISIT WITH EXPERTS

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HOW TO DEFINE CRITERIA FOR TARGET AUDIENCE?

DEFINE VISION

DEFINE MISSION

RESEARCH

DEFINE THE GUIDELINES

CRITERIA DEFINED

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E.g. I want to work with A, A being the target audience group

E.g. I want to work with A in this area

IDENTIFY PROBLEMS

E.g. I want to work with the relevant kind of A in this area

THE PROCESS LOOP

DOCUMENT LIVES AND STORIES

FINAL OUTCOMES

THE PROCESS LOOP

FEEDBACK AND SUGGESTIONS

ANALYSE AND STRUCTURE

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THINGS TO CONSIDER IN THE PROCESS

ACCEPTANCE

FEASIBILITY

VIABILITY

SOLUTION

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10/C Conclusion

After visiting the organisation and analysing the structure and process followed there, it became all the more clear as to where be the missing link in my project till now. It is very necessary to have a strong research for project like this, which is meant for social development, because it is for the people. One should always make sure to collect the exact data and figure before proceeding towards the solution. If I would have had made this visit to any organisation in the earlier part of the project and had done the assignment of tracking the process followed in an organisation, then there would have been a great difference in my approach and my opinion towards this cause and the project.

NOTE: I would really like to thank my jury members especially Ms. Vinita Desai for giving me a broader perspective on the project further. I would also like to thank Prof. Immanuel Suresh, Prof. Tarun Deep Girdher, Prof. Rupesh Vyas, Lalita Ben, Aditya Bharadwaj, Pooja Kulkarni, Puja Ray, Shipra Srivastava, Anjali Menon, Aditi Agrawal, Dinesh Bharule, Monisha, Vidhi Mehta and Akash Banerjee for supporting me and helping me out till the end. I am very grateful to all the people at FWWB, for being so patient and helpful with my queries and doubts. Thanks to everyone I mentioned and I missed here for helping me out with the project.

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