Executive Summary
Pathways to Power Creating Sustainable Change for Adolescent Girls The State of the Girls in India 2014
Acknowledgement This report was made possible with the advice and contributions of many. We acknowledge the patience of young women and men and their parents with whom we interacted through a series of interviews and informal discussions. This helped us comprehend the real challenges they face in their everyday life situations and the pathways to resolve them brick by brick. The report benefitted a lot from the discussions with Ms. Rashmi Singh, Director, National Mission for Empowerment of Women (NMEW) and her team. The discussions on the overall policy decisions of the Government of India, its framework and current challenges to reach out the unreached helped inform our section on the role of the government. The NMEW is very much aware of the existing milieu and the critical challenges that young girls and women face today in India and acknowledge that there is an urgent need to bridge public and private dialogue and establish meaningful partnerships for the best interests of society. Our sincere gratitude to Ms. Sunita Menon, Breakthrough for her valuable opinion, thoughtful deliberations, useful suggestions on the challenges of women empowerment in India and on the way forward. We acknowledge the support from Nielsen (India) team led by Mr. Tathagata Dasgupta in undertaking the study, maintaining a high quality of interactions at all levels and weaving together the stream of ideas and perspectives from our young adults into an analytical framework. A special thanks to the Plan India State teams across the study states: Delhi, Rajasthan, Maharashtra, Andhra Pradesh, Uttarakhand and Bihar for their support towards coordination of field visits and survey. Special thanks to Ms. Lilly Vishwanathan for her inputs, advice and value addition to the report. Plan India would like to thank Ashima Kumar for the design and layout. Subrata Banerjee our Manager, Research and Evaluation effectively coordinated and supported in the execution of the study. This report has drawn relevant content from the Plan International State of the World’s Girls, 2014 report. We express our appreciation and gratitude to the Plan International Research team that put together the global report.
Meena Narula Director Strategy and Policy, Plan India
Foreword
Preface Pathways of Power – Creating Sustainable Change for Adolescent Girls is Plan India’s sixth annual report on the State of the Girls in India. It looks at the dynamics of power and their impact on girls’ rights and empowerment. Power is the ability to shape one’s life and one’s environment. The lack of power is one of the main barriers that prevent girls and women from realising their rights and escaping cycles of poverty. Gender-based empowerment involves building girls’ assets (social, economic, political and personal), strengthening girls’ ability to make choices about their future, and developing girls’ sense of self worth and their belief in their own ability to control their lives. However, power cannot be given. To be truly empowered means that women and girls have to take power for themselves. The barriers preventing women’s and girls’ empowerment, however, extends beyond them. Families, communities, institutions - legal and political all effect the way women and girls perceive and access their rights to choose and take decisions on matters that impact their lives. For true and transformational change to happen in the lives of girls, therefore, we need to work at different levels: at the level of the girls, on their education and skills; with communities, challenging discriminatory attitudes and social norms so that families value girls more and treat them with equality and respect. And with the State – to advocate for laws and policies that support girls’ and women’s rights and prevent gender based violence. Plan India has a long standing commitment to promote and secure rights of girls through its programs on education and learning, building life skills, knowledge, self-esteem, confidence and leadership capacity of girls. Gender equality is a core principle of our Child Centred Community Development (CCCD) approach in all the communities that we work in across 13 states of the country. When we first began the report series in 2009, it was difficult coming across data outside of our program areas that looked at the lives of girls. Girls were classified either under “children” or under “women”. There was little understanding of their needs or their rights by age. Today with many programmes that focus on girls and particularly on adolescent girls, we have a much better understanding of the impact of gender and age on poverty and inequality. The primary survey conducted across 6 states and in Plan communities with young men and women who have benefitted from our programs would definitely inform our work. However the stories of our girls are the stories of millions of girls across the country and the findings of the report have a much wider implication and will find resonance with all the stakeholders we work with: girls and boys, their families and communities, the local, regional and national government structures, institutions, donors, corporate sector and civil society. We hope that the report will contribute to strengthening regional and national policy perspectives and help in developing programs that look beyond quantitative achievements and aim to bring about lasting qualitative changes in the lives of girls.
Bhagyashri Dengle Executive Director, Plan India
List of acronyms BIAAG
Because I am a Girl
CASP
Community Aid and Sponsorship Programme
CBO
Community Based Organization
CCCD
Child Centred Community Development
CEDAW
Convention on the Elimination of All Forms of Discrimination against Women
ILO
International Labour Organization
NCW
National Commission for Women
NRHM
National Rural Health Mission
NMEW
National Mission for Empowerment of Women
MDG
Millennium Development Goals
MOHFW
Ministry of Health and Family Welfare
MSME
Ministry of Micro, Small and Medium Enterprise
MOEF
Ministry of Environment and Forests
MSJE
Ministry of Social Justice and Empowerment
MWCD
Ministry of Women and Child Development
PRI
Panchayati Raj Institution (Local governance institutions)
PSK
Poorna Shakti Kendra ( Convergence cum facilitation centres)
SBMA
Sri Bhuvneshwari Mahila Ashram
SHG
Self Help Groups
SSA
Sarva Shiksha Abhiyan ( Education for All)
ULB
Urban Local Bodies
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Carving out pathways of power for girls and young women
“I am uncompromising in the matter of women’s rights. In my opinion she should labour under no legal disability not suffered by a man. I should treat daughters and sons on an equal footing.” - Mahatma Gandhi
About the State of Girls in India reports Because I am a Girl (BIAAG) is a global campaign initiated by Plan to promote girls’ rights and draw attention to issues that adversely impact their survival, development, protection and participation. Aligned with this theme, Plan India conducts an annual research with specific focus on girls. This is Plan India’s sixth annual The State of the Girls in India report. In previous years we have argued for girls’ rights and for the kind of gender equality that would really transform the societies we live in. We have looked at gender discrimination in education, vulnerabilities that girls are exposed to in the very fast changing urban landscape and in the digital arena, roles boys and men can play towards achieving gender equality and opportunities, challenges faced by girls in gaining skills for life and the situation of adolescent girls facing disasters. We have showed that there has been progress, but argued that these have been far too slow. These reports have supported our advocacy for policy implementation with the government, the primary duty bearers and informed our own work
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The quest for gender equality and women’s rights – the carving out of their pathways to power has been a long and an on-going struggle in India as it is across most parts of the world. The combined effect of gender with other social structures on account of caste, ethnicity, class, religion, disability, leaves many young women in India facing marginalization and discrimination through their life cycle, often being denied their rights to survival, protection, participation and development.
emphasises: “It is widely recognised that empowerment is a multi-dimensional process, encompassing changes in the political, social and economic spheres of life and that these different dimensions of empowerment are closely inter-related so that significant change in one dimension is likely to generate changes in others.” The usage of the concept of empowerment is based on a particular understanding of power. It includes an unobservable decision making process as well as the ability to exert influence over the decisions made. Empowerment is thus, rooted in how people see themselves – their sense of self-worth and how they are seen by those around them and the society.
Discussions around power in relation to gender equality often based on the notion of women and girls’ ‘empowerment’. It is an approach that can be used to reconstruct power. Social economist Naila Kabeer defines empowerment as: “The processes of change through which women expand their ability to make strategic choices about their lives and to participate on equal terms with men in bringing about desired changes in the society in which they live.” She
Power doesn’t operate in a vacuum; it plays out in a range of institutions that touch all of our lives. Visible and invisible forms of power over girls are reproduced and deepened through society’s most powerful
Power unpacked Not all power is the same. In this report, we will refer to power in terms of four distinct types of power relations: Power over, Power within, Power with and Power to.9 Power can also be visible and invisible. These forms of power operate in different ways, and to varying degrees, in girls’ lives. The diagram below summarises the key components of power that underpin the analysis throughout this report: Power over is the ability to control others, or to impose certain views, needs or desires over others. Visible power over’ girls determines what they can or cannot do. Holding visible power over girls serves the interests of specific institutions and often ignores girls’ practical needs or strategic interests. ‘Invisible power over’ girls determines what is ‘appropriate’ or ‘normal’ for girls to do or to aspire to. Power within implies having the ability to make decisions, and the self-confidence, skills and assets to carry out decisions. ‘Power within’ improves girls’ sense of self-worth and equips them to challenge gender inequality. Power with is the ability to join with others to achieve collective goals. By joining with others, girls can create forms of power they could not have on their own. At the same time, growing ‘power with’ improves girls’ own ‘power within’ and of course their ‘power to’. Power to involves the skills, knowledge and confidence that give girls the capacity to act collectively to challenge those with power over them.
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institutions: households and communities, the economic institutions and the world of work, and the legal and political institutions of the state. All three areas are also critical dimensions of empowerment. How girls are valued is dependent on the attitudes and behaviours of the people surrounding them and it is girls who often pay the price for how power is wielded by parents, community leaders, local government authorities, business practices, and legislative policy.
Gender transformative An explicit intention to transform unequal power relations. The focus goes beyond improving conditions for women and girls and seeks to change their social position – how they are valued in society – as well as fully realising their rights.
About the Report
To b r i n g a b o u t s u s t a i n a b l e a n d transformative change therefore means an investment not just in girls themselves, but also a strategic shift in the external barriers that block their way to power. This involves working, of course, with girls, but also with the social institutions of families and communities and with the powerful political, economic and legal institutions that can either promote or impede girls’ access to equality and their exercise of real choice in the way they live their lives.
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Pathways to Power, Plan India’s State of the Girls in India, 2014 report is grounded in a conceptual framework of girls’ empowerment that is inherently multi-dimensional, and involves changes in the social, political and economic spheres of governance. It is based upon a holistic approach whereby change is only possible through tackling three interconnected dimensions of agency, social relations and structures.
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Scope of the study Objective 1 To undertake a literature review of existing laws, legislative and programmatic provisions (social security) for ensuring protection of girls and women Existing legal and legislative systems and social security programs to support and ensure girl’s and women’s rights Structures of Government / governance systems and mechanisms through which the laws and social security programs implemented and their effectiveness
Objective 2 To understand the strengths and limitations of key duty bearers such as local governance structures, women’s associations and government in upholding the rights of girls Perspectives of key stakeholders on effectiveness of the legal framework and provisions, policies and schemes Perspectives on hidden influential structures that need to be strengthened to ensure gender equality Meaningful participation of girls and young women in decision making bodies at different levels of governance systems Accountability of governing structures with regard to gender equality and ensuring rights of girls
Objective 3 To understand, the social and cultural norms, attitudes and practices of families, communities, local governance structures and government Traditional, social and cultural norms responsible for girls and young women being treated differently Role and influence of social media, television, radio, print media in realising rights of the girls and young women Level of engagement of adolescent girls and young women in decision making process at all levels Barriers for girls and young women to local leadership in community, media and social activism
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Objective 4 Documenting good practices at the programmatic and policy level Presentation of case studies from Plan program areas and non-Plan areas on enabling and disabling factors for young girls Case studies of young people from communities in which Plan has worked/is working as aligned to the CCCD approach
Objective 5 To derive programing and policy related recommendations towards creating an enabling and equitable environment for realising rights of girls and young women Effectively synthesise information to generate program and policy related recommendations towards realising the rights of girls and young women Table 1: Sample Coverage – Quantitative (Program and Control Group) State
District
Delhi
Program Areas (PLAN Programs)
Control Areas
Total
Male
Female
Male
Female
50
150
50
150
Rural
Urban 400
Maharashtra
Pune
50
150
50
150
400
Telangana
Ranga Reddy
50
150
50
150
400
150
450
150
450
1200
Bikaner
50
150
50
150
400
Udaipur
50
150
50
150
400
Bihar
Muzaffarpur
50
150
50
150
400
Uttarakhand
Uttarkashi
50
150
50
150
400
200
600
200
600
1600
350
1,050
350
1,050
2,800
Total Urban Rajasthan
Total Rural GRAND TOTAL
10 districts
The report assesses the influence of different forms of power in these public and private spaces, and what this means for the prospects of gender equality and for girls and young women in particular. We analyse
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the barriers that girls face on their own pathway towards empowerment. And we focus on how to challenge and change these realities of power, with girls’ collective action as a crucial part of the solution.
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The report was developed through a syncretic approach combining literature and desk review with a primary survey (qualitative and quantitative) with young wo m e n a n d m e n f ro m P l a n I n d i a communities across six states, their families and representatives of civil society and the government. It also looked at a control group in the geographical neighbourhood. Focus group discussions were undertaken with young women and men, parents of young women and men and members of community based organizations (CBOs) and self - help groups. It looks at the rights of girls and young women on issues related to education, early marriage, gender based violence and domestic work.
between the ages of 18-25 years were interviewed for the purpose of this study. Also 921 parents of young women and men were interviewed across rural and urban areas. The sample size was calculated at 95 percent confidence level having a design effect of 1.5 to provide meaningful estimate.
Ethical considerations Adequate care was taken to conduct the research within the internationally accepted standards, particularly those in line with Plan’s child protection policy. All the respondents were provided information on the purpose of the study and informed consent taken prior to their participation. Also, while reporting case studies, the names of the young people has been changed to protect their identity.
A total of 2100 young women (1200 in rural areas and 900 in urban areas) and 100 men (400 in rural and 300 in urban areas)
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The role of the state – the bricks and mortar of gender equality (global & national instruments promoting gender equality & women’s empowerment)
“We’ve built an international architecture of laws and norms to protect women’s rights, but in many ways it remains a bare scaffold without the bricks and mortar needed to make those laws effective in people’s lives and turn our rhetoric into reality.” - Hillary Rodham Clinton World Conference on Education for All (1990), United Nations Conference on Environment and Development (1992), H u m a n R i g h t s Co n f e re n ce ( 1993 ) , International Conference on Population and Development (1994) and World Summit for Social Development (1995) had a distinct focus on gender equality.
In this section, we look specifically at power as it operates in the formal and public institutions of the state. The legal and political frameworks govern the relationships between citizens and the state and can be wielded either to protect girls’ rights and support their pathway to power or to ensure that they continue as second class citizens. They lay the foundation for the interventions that the state would make in the form of policies and programmes
The United Nations and women’s rights
Although it is not easy, addressing governance issues at all levels of society is essential if the structural barriers to girls’ and young women’s empowerment are to be overcome. We use the word governance to refer broadly to the formal or informal rules, systems and structures through which society is organised; in other words, the processes by which a state exercises power, and the social contract between the state and its citizens that should be acknowledged and fulfilled.
The rights of women are reflected in all human rights frameworks. However over time, a need was felt to develop more focused approaches for specific groups like women and children. The first United Nations Conference on Women was held in Mexico in 1975, also declared by the UN as the International Year of Women. Subsequently three other conferences were held in Copenhagen (1980), Nairobi (1985) and Beijing (1995). All four led to global commitment to gender equity. The Fourth World Conference on Women in Beijing, 1995 set strategic objectives and actions for the advancement of women and the achievement of gender equality in 12 critical areas of concern: Women and poverty, Education and training of women, Women and health, Violence
Global instruments reinforcing the rights of women The 1990's saw an increased recognition of the centrality of women's empowerment for the success of development programmes.
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against women, Women and armed conflict, Women and the economy, Women in power a n d d e c i s i o n m a k i n g , I n st i t u t i o n a l mechanism for the advancement of women, Human rights of women, Women and the media, Women and the environment and The girl-child.
India is committed to fulfilling the UN declarations and conventions it signs or ratifies as a member state. National and state policies are accrued to these declarations and conventions.
Table 2: International Commitments towards the Empowerment of Women Key Features
Status
The Convention on Elimination of All Forms of Discrimination Against Women (CEDAW)
• Based on a principle of equality between men and women • Defines the concept of discrimination against women • Addresses the need to tackle power relations between women and men at all levels, from family, to community, market and State • Discards the distinction between the private and the public spheres, by recognizing violations of women in the private sphere
Ratified by India in 1993
The Mexico Plan of Action
• Aimed at increasing participation of women in labour force • Sought better treatment of women on the basis of ILO Conventions • Health and education issues addressed
Adopted by India in 1975
Sl. Commitment No. Document 1.
2.
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Sl. Commitment No. Document
Key Features
Status
3.
Nairobi Forward Looking Strategies for the Advancement of Women
• Attributed most forms of inequality, particularly in the developing world, to “mass poverty and the general backwardness” • Identified “gender” differencessocially determined factors that lead to discrimination between women and men-as obstacles to equality • Key theme relating to women’s rights and empowerment was equality
Adopted by India in 1985
4.
Vienna Declaration And Programme Of Action
• Women’s rights were officially recognized as human rights for the first time on a global stage • Women’s human rights understood to be universal and indivisible and to include economic, social and cultural rights as well as civil and political rights • Inclusion of women as full actors in the human rights enterprise
Adopted by India in 1993
Beijing Declaration of Indigenous Women and Platform for Action
• Commitment to equal rights as enshrined in the various UN documents • Take all necessary measures to eliminate discrimination against women and girls
Adopted by India in 1995
5.
The focus is also reflected in Millennium Development Goals. Gender equality and women’s empowerment is the third of eight MDGs. It is an intrinsic rather than an instrumental goal, explicitly valued as an end in it rather than as an instrument for achieving other goals. Apart from this, Goal 2 also targets to achieve universal primary education for boys and girls alike.
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measure the 'relative gaps between women and men' across countries in four key areas health, education, economics and politics. One area that India fares well (ranked 9) is in terms of the political1 empowerment of women. Provision of reservation of not less than one-third (including seats for women belonging to the scheduled castes and the scheduled tribes) of total panchayat and municipality seats has also been made and such seats to be allotted by rotation to different constituencies in a panchayat/ municipality. The reservation also applies to offices of chairpersons in the panchayat/ municipality at each level.
India-Policy and programmes for women and girls Gender justice is an essential component of women’s empowerment and particularly so for girls and young women who also face an increased vulnerability owing to their age and gender. The principle of gender equality is enshrined in the Indian Constitution, in its Preamble, Fundamental duties ensured that the Principle of Gender Equality is enshrined in the Indian Constitution in its Preamble, Fundamental duties and the Directive Principles. The Constitution also empowers the states to adopt positive discrimination in favour of women. There are 15 specific articles in the Constitution that relate to the rights of women relating to their right before law, right to adequate means of livelihood and employment, equal pay at work and equal opportunity in securing justice. Provision of reservation of not less than one-third of total panchayat and municipality seats has also been made and such seats to be allotted by rotation to different constituencies in a panchayat or a municipality.
National Policy for the Empowerment of Women The National Policy for the Empowerment of Women was adopted in 2001 and was an important step taken for accelerating the pace of women empowerment. The policy was aimed at ensuring women empowerment through positive economic and social policies for the development of their full potential. The policy also assures women equal access to health care, education, participation and decision making in the social, political and economic spheres. The policy also spells out systemic
Legislative measures to empower women Increased attention to gender-based violence and endowing women with the ability to inherit land are pivotal markers of the empowerment of women in India. Since much of the discrimination against women takes place within the household, bringing the protection of individual into the gambit legal framework is an important aspect of legislative reform. India ranks 101 among 136 countries in the Global gender Gap Index published by The World Economic forum, the Index aims to
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Figure 1 : Key legislations impacting women
1970s 1950s 1960s Medical Marriages Act, Maternity Termination of Immoral Benefit Act Pregnancy Act Traffic Dowry Equal Prevention Proibition Act Remuneration Act Act, 1976
1980 The Child Labour (Prohibition and Regulation) Act,1986, amended in 2006
interventions for eliminating violence against women. The government has set up the National Commission for Women (NCW), an apex national level organization with the mandate of protecting and promoting the interests of women.
2010 Protection of Children from Sexual Offences Act, 2012 Sexual Harassmnet of Women (Prevention, Prohibition & Redressal) Act, 2013
Key Strategies for Women’s Agency under the Twelfth Plan are: 1. Economic Empowerment 2. Social and Physical Infrastructure 3. Enabling Legislations 4. Women’s Participation in Governance 5. Inclusiveness of all Categories of Vulnerable Women 6. Engendering National Policies/ Programmes 7. Mainstreaming gender through gender budgeting
The rights of girls also find mention in the National Policy for Children currently revised. The National Youth Policy of 2001 was a step towards identifying adolescents and youth as a separate category.
Building on the aspirations of women and girls for inclusive growth – The Five Year Plans
The current Twelfth Five Year Plan (20132 2017), places inclusive growth at the centre of policy making and aims at mainstreaming gender concerns. The Plan places women’s empowerment as a necessary condition for development and underlines key strategies to ensure improving the position and condition of women by addressing structural and institutional barriers as well as strengthening gender mainstreaming.
There has been a progressive increase in India’s Five Year Plan outlays over the last six decades to meet the needs of women and children. The outlay of INR 40 Million (640,000 USD) in the First Plan (1951-56) has increased to INR 137.8 Billion (2.2 Billion USD) in the Tenth Five Year Plan. More importantly, there has been a shift from a “welfare” oriented approach in the First Five Year Plan to “development” and “e m p owe r m e n t ” of wo m e n i n t h e subsequent Plans.
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1990 PCPNDT Act, 1994 amended 2003
2000 The Protection of Women from Domestic Violence Act(2005) The Prohibition of Child Marriage Act (2006) The Right to Free and Compulsory Education Act, 2009
Several programmes and schemes have been introduced for women and girls over the years as a result of the polices.
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Programs and Schemes for girls and women Programme /Scheme
Key Features
Sarva Shiksha Abhiyan (SSA), 2000
Government of India’s flagship program to universalize elementary education and operational since 2000 provides for a variety of interventions for universal access to education and retention, bridging of gender and social category gaps.
Kasturba Gandhi Balika Vidyalaya (KGBV), 2004
A scheme launched to set up residential schools at upper primary level for girls belonging predominantly to the marginalized communities.
Mahila Samakhya Programme , 1988
Launched to pursue the objectives of the National Policy on Education, 1986.
Support to Training and Employment Programme for Women (STEP)
Enables groups of women to take up employment-cum-income generation programmes of their own, or to access wage employment by providing training for skill up gradation.
Janani Suraksha Yojana (JSY), 2005
Safe motherhood intervention, under the National Rural Health Mission (NRHM), being implemented with the objective of reducing maternal and neo-natal mortality by promoting institutional delivery amongst poor pregnant women.
The Nutrition Programme for Adolescent Girls, 2002-03
To address nutritional needs of adolescent girls, pregnant women and lactating mothers.
Kishori Shakti Yojana (KSY) Advance the nutritional, health and development status of adolescent girls. Indira Gandhi Matritva Sahyog Yojana (IGMSY), 2010
A Conditional Maternity Benefit Scheme that targets pregnant and lactating women (19 years and older with maximum two children).
‘Dhanalakshmi’, 2008
Conditional cash transfer scheme introduced as an incentive to protect the birth of a girl child.
Short Stay Home for Women and Girls (SSH)
Extends temporary shelter and rehabilitation to women and girls who have no social support systems and facing abuse.
Rajiv Gandhi Scheme for Empowerment of Adolescent Girls (RGSEAG): SABLA (2011)
Promoting the holistic development of adolescent girls and aims at enabling their self-development and empowerment through improving nutrition and health, promoting adolescent reproductive and sexual health (ARSH), mainstreaming them into formal/non formal education and upgrading life-skills with the National Skill Development Program (NSDP) for vocational skills.
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One of the bigger challenges that faces most policies related to adolescents and the youth is the varying definitions of age that appear on various legal and programmatic areas that make it difficult to ascertain the clear boundaries within which these terms can be captured.
Identifying the gaps As with all spheres of social change in India, there is an undeniable gap between policy and practice. More notably, the deeply entrenched social hierarchies based on class, caste, ethnic and communal divisions leave many communities on the margins with little knowledge of their rights and even less protection from local, state and national governmental policies.
The opportunities for convergence at different levels were highlighted by Ms. Rashmi Singh in her interview with us. She emphasized the need for the government to work for better convergence of various social schemes without duplication to effectively address the key issues. It was with this aim that the National Mission for the Empowerment of Women was set up by the Government of India.
According to Ms. Rashmi Singh, the Executive Director of National Mission for Empowerment of Women (NMEW), while legal provisions are the basis for addressing discriminatory practices, implementation of the law is the biggest concern. Enforcement of laws and sentencing of perpetrators are long and arduous processes and the gaps in these processes are further widened by corruption3.
There are no set of non-negotiable when it comes to ensuring that the state institutions that control and should protect us are gender equal and accountable. There is no fool proof mechanism that will distribute power more evenly. But having laws in place, more women in charge and training girls so that they know their legal rights, are all crucial. Above all, working with women’s and girls’ organisations, both locally and nationally, to demand that laws are actually implemented, is key to building the bridge between legislation and girls’ daily lives.
The gap in policy and practice in women’s empowerment is most visible when it comes to the levels and types of violence girls and women face in India. Despite the policies, laws, and initiatives by civil society institutions, violence against women in India is widespread. The enforcement of laws and sentencing of perpetrators is a long and arduous processes and the gaps in these processes are further widened by corruption4. Another gap in implementing laws and policies is the inaccessibility of information on victims' rights among rural and less educated women. Additionally, the widespread acceptance of certain forms of violence as inevitable and the social stigma and the fear of abandonment by the family play a big role in women and girls remaining silent on the abuse they face in the public and private domain.
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Governance System for convergence of laws and social security programmes: India The National Mission for Empowerment of Women (NMEW) is a unique initiative to bring about convergence of policies, programmes and schemes with gender focus across ministries and departments through inter-sectoral coordination anchored by the Ministry of Women and Child Development, the nodal ministry to meet the larger objective of overall development and empowerment of women. NMEW’s mandate is to facilitate the reach of various services and programmes of the Central and State Governments to the target group of women through other measures as may be required. To facilitate inter-sector convergence various structures have been institutionalized at the national, state and district level. One of the important initiatives of the Mission is to set up convergence cum facilitation centres for women at the district and sub district levels to improve access to government schemes and programmes spread across different departments and create awareness on various social issues. These centres have been named as Poorna Shakti Kendra or the PSK. The PSKs are the focal point of action on ground through which the service to women at grassroots level is facilitated. Village coordinators at the kendras reach out to the women with the motto “Hum Sunenge Naari ki baat!� (We shall listen to the women). The PSK is an extension of the urban model of gender resource centers pioneered in Delhi, under Mission Convergence program.
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Attitudes, ideas and values – the inequality of the everyday
Factors influencing empowerment
Findings from our study Education is an enabling factor for empowerment: The Millennium Development Goal on gender equity and women’s empowerment has identified education, employment and political participation as indicators of women empowerment. It was targeted to eliminate gender disparity in primary and secondary education by 2005 and at all levels by 2015. With the enactment of Right to Free and Compulsory Education Act, 2009 (RTE), access to primary education for girls has now become a legal mandate.
Despite extensive legislation, girls and w o m e n co n t i n u e t o fa ce t e a s i n g , discrimination and violence. The idea that women are subordinate to men, and that men and women have completely different roles and responsibilities, is picked up by girls and boys from the beginning of their lives and continues to be reinforced. The impact of this gender inequality is far reaching and pervades the social institutions which structure girls’ lives in both private and public spaces. These norms are not easily changed. As the World Bank points out, “because they are widely held and practiced in daily life, because they often represent the interests of power holders, and because they instill unconscious learned biases”.
The primary survey conducted revealed that 61 percent young women interviewed had completed secondary level education as against 77 percent young men. Incidentally the secondary school enrollment ratio in India (2011) was 69 percent.
Figure1: Level of Education of Women (Program vs Control)
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Education improves the economic and social status of women: Young women and men contacted for the primary survey (urban and rural areas) unanimously expressed that education has been instrumental in contributing to their level of confidence and bringing about a positive change in their mindset and outlook. Young women also felt that education has led to improving their economic and/or social status.
Amongst the women who had ever enrolled in formal education, a little over two-fifth reported having dropped out or discontinued their education. The primary reason cited by almost two-fifth young women was marriage (39 percent) followed by their involvement in domestic work (35 percent). This was true for women across program and control areas in both rural and urban settings. Around 9 percent of the total of all the young women mentioned that distance of educational institute from residence and existing culture of limited mobility for girls outside the house as factors for discontinuing education.
“Self-confidence is most important and it comes only because of education. Illiterate people also can survive in their life but we can live better lives with the help of education”
Incentives play a role in girls continuing with their education: A high proportion of young women (97 percent) were aware of the various forms of incentives and scholarship programs being provided by the government. Overall, 81 percent (1750) of those girls who were aware of the incentives in the entire study area also reported receiving one or more of these incentives and scholarships.
- Young woman from a Bihar village, who has completed grade 10
The young women also expressed the view that that less education meant increased girls’ vulnerability to violence or subjugation. According to a young married woman from Rajasthan “If a girl will study only till 8th then it is easier to keep her oppressed but this is not the case if she studies till 12th.” A higher proportion of young women in the urban areas (50 percent as compared to 15 percent in rural areas) reported that education has helped them to actively take part in household decisions and it has brought about a positive change in their mindset (urban=38 percent; rural=19 percent). Girls find themselves discontinuing their education due to gender roles and restrictions on their mobility: There are several factors that influence women’s completion of education - geographical, socio-cultural, health, economic, religious, legal, political/administrative, educational (access, quality) and initiatives (by government and non-government bodies)5.
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Figure 2: Incentives Received by Young Women (Program vs Control)
Over 60 percent of the young women and men interviewed mentioned that the incentives have helped them to continue/complete their education. Almost two-fifth of the young women contacted mentioned that the incentives have helped them continue education and perform better. Figure 3: Impact of Incentives Received by Young Women (Program vs Control)
Young men and women prefer pursuing Vocational Training6 to Vocational Education7
own, or to access wage employment by providing training for skill up gradation. The current focus of government is on enhancing employability of women through skill development. During discussions with women as a part of the primary survey, they have shown keen interest to undergo trainings that will help them in getting a good job.
Lack of adequate skills is one of the impediments affecting women’s participation in the work force, particularly in the secondary and tertiary sectors, perpetuating their concentration in low paid sectors. Support to Training and Employment Programme for Women (STEP)8 has been launched to enable groups of women to take up employment-cumincome generation programmes of their
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Figure 4: Skills Acquired through Vocational Education among Young Women (Program vs Control)
The survey indicated that young women and men prefer short term non-formal vocational trainings to the formal vocational education. More young women and men in the Plan program areas (young women = 32 percent and young men = 31 percent) reported to have undergone technical skills training as compared to control areas (young women = 16 percent and young men = 18 percent). Similarly young women and men in the Plan program areas (young women = 31 percent and young men = 21 percent) reported to have undergone soft skills training as compared to control areas (young women = 8 percent and young men=8 percent). Access to vocational training programs has benefited women.
functional status of government training institutes, outdated curriculum and less focus on practicals, youth preferred attending private training institutes. They were willing to pay for the course and receive quality training in a shorter time span, which is not possible in case of government trainings.
Awareness of schemes and provisions Nearly two thirds or more men in the program (76 percent) and control areas (62 percent) are aware of the Right to Education (RTE) and a similar proportion in urban areas are aware about Right to Information Act (72 percent as against 48 percent in rural areas). The comparative awareness levels for women were lower in both program and control areas (RTE: 61 percent in program and 45 percent in control areas; RTI: 39 percent in program areas and 21 percent in control areas).
Out of 683 young women, who have attained vocational trainings, knowledge of computers was the major technical skill acquired by half of the young women in the urban areas (51percent) compared to only 18 percent of young women from rural areas. Out of 215 young men, who have taken vocational training, 52 percent (59 percent in urban areas and 47 percent in rural areas) acquired knowledge of computers.
More than 90 percent of the young women in the program areas are aware of the midday meal scheme (90 percent young men). Nearly all men (95 percent) and women (92 percent) in the rural areas were aware of the Mahatma Gandhi NREGA scheme but the awareness is much lower in urban areas (57 percent men and 48 percent women).
During group discussions, young men and women opined that because of the poor Pathways to Power
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Figure 5: Awareness of Women about Schemes
With regards to viewing any social messages, out of the young women who have ever used any social networking sites, 66 percent in program areas and 68 per cent in control areas have admitted to seeing some form of social content on Facebook. About 7-10 percent young women having knowledge of social media platforms, recorded viewership of YouTube and Twitter as compared to 25-40 percent young men. Urban areas recorded a higher viewership overall in relation to rural areas
Access to media is changing the way women live their lives Traditional forms of media like print, radio and television continue to remain relevant sources of information. Young women in both program (89 percent) and control areas (82 percent) have highlighted television as the most accessible media platform, followed by newspapers and mobiles. Men reported a greater access to all forms of media in comparison to women. For men as well, television was the most accessible media platform for both the program (96 percent) and control (92 percent) areas.
Figure 6: Access to Media
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Figure 7: Access of Women to Digital Media
The presence of mass media and newer avenues like social media is changing the way the women are living their lives today. These media have given the young women and girls the voice and opportunities they need to fight for their rights.
marriage. Though there is a minimum age set by the Government for marriage, yet in many communities and societies this age restriction is not followed, thereby ignoring the psychological and physiological readiness of young women.
As per our findings, although the awareness and usage of new social media by young women was low, a few of them had used Internet as a medium to gather information related to their education. Also they have acknowledged having heard about or seen social campaigns on the Internet.
Amongst the 1050 married young women, interviewed for the study, more than 72 percent got married before attaining the age of 18 years. The instances of early marriage are comparatively lower in the urban areas (54 percent) as compared to rural areas (78 percent).
The most common form of new media that women have access to in both program and control areas is the popular social networking site Facebook. This is true for both rural and urban areas though understandably the percentages for urban areas are slightly higher than rural areas.
Knowledge and attitude towards age at marriage
Social and cultural norms around marriage – still a deterrent factor
“The girls mind and body should be in sync to get married….if the parents get their daughters married at an early age then she will inevitably become submissive”
79 percent of the young women (87 percent in program areas and 71 percent in control areas) are aware of the legal age of marriage of women and agreed that girls or boys should not be married before the legal age.
Cultural and social norms and the economic status are the key determinants of age at
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- Young woman from Uttarkashi
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Young women during group discussion stated that the ideal age for marriage for girls should be 21 years. “the girls become mature, both mentally and physically. They can have a say in getting a good life partner, of their choice. Even if she gets divorced or her husband dies, she can take care of herself financially and emotionally.”
Protection of Women from Domestic Violence Act was passed in 2005 to protect women (either wife or a live-in partner) from domestic violence.
one-third (30 percent) young women interviewed in both program and control areas reported that they have been physically abused (beaten), followed by teasing/ taunting and stalking/bullying (about one-fif th young women). A comparatively higher percentage of young wo m e n f ro m r u ra l a re a s re p o r te d experiencing physical (37 percent reported beating) and emotional abuse (22 percent reporting teasing) as compared to those belonging to urban areas (18 percent reported beating and 16 percent reported teasing).
- Young woman from Delhi
Young men feel the burden marriage put on them, affects their education and pressurises them to earn for their family. Despite high level of awareness regarding the legal age at marriage, young women attributed this to deep rooted traditions and economic compulsions. “In the village we have to follow our parents and we have to do what our parents say as we don’t have any other option with us”. The urban areas are witnessing a change and young women shared that the attitude of their parents is gradually changing. “My parents are very nice. They will not let me get married unless I become financially independent.”
The vulnerability of domestic violence increases in case of less educated or financially dependant women. ‘Women who do not earn or work, generally are unable to take action against domestic violence. She/they will have to face higher level of resistance and hurdle later on’.
- Young girl from Delhi program areas of Plan
- Young woman from Delhi
Gender-based violence against women – veil of silence continues
A comparatively higher percentage of young women from rural areas reported experiencing physical and emotional abuse as compared to those belonging to urban areas.
Violence in any form constitutes a denial to the fundamental right to life, liberty, security and dignity, equality between women and men, non-discrimination and physical and mental integrity. Gender-based violence reflects and reinforces inequalities between men and women.
Young women and men mostly confided in their friends while sharing experience of violence or abuse. In Plan program areas, sharing of cases with parents/guardian was high (71 percent). However, formal reporting of incidences of violence was negligible.
Despite legislative provisions, gender-based violence was found to be prevalent. Almost
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Figure 8: Experience of Abuse / Violence by Young Women (Program vs Control)
own ways of confronting perpetrators – they confront molesters in groups. Some of the girls have undergone self-defense training and are found to be more confident to handle such situation. “Now we don’t tolerate anything. We have made a group of girls. If someone teases us, we call the group.”
institutions etc. Recognition of girls’ rights – families take a neutral attitude In order to assess the level of recognition and responsiveness towards rights of girls and women in a family, the parents were asked to what extent girls are permitted or not to do the following in a three point scale ranging from “not permitted” to “permitted”: Study after marriage, Defer marriage for education, Decide whom they want to marry, Join political parties/systems of governance, Go to college, Travel to school/college unaccompanied, Girls and boys to eat together, Take a lead role at the community level, Women and girls to go out of the house without permission. In spite of knowing and understanding that women have rights, many possessed a neutral attitude (73 percent) when it comes to being responsive to let women exercise their rights. A similar pattern has been
- Young woman from Delhi
Women’s rights – current practices are in a positive direction Four-fifth of young women and men contacted for the study had a positive attitude towards women’s rights, in terms of meaningful participation in local governing bodies, group-based activities, equal wages between men and women and independent mobility outside home.
Figure 9 : Responsiveness towards Women's Rights (Program vs Control)
This is encouraging to note that four-fifth of the parents interviewed also indicated a positive mindset regarding importance of girls and women’s right to education (at least till 10th), participation of girls in household decision making, voice against dowry and participation in political
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4
Gender-based role of women – the changing scenario
Traditional role of women in family – changing but not fast enough
married to a well-off family then she will not be interested in maternal property.”
Different forms of inequality that persist between men and women across all societies restrict her access to and control over the productive resources. This limits the development of her capabilities. Sociallyaccepted gender norms and values which constitute acceptable behaviour and interpersonal relationships are instilled since childhood, where girls and women are looked upon as submissive group, majorly responsible for performing the household c h o re s a s o p p o s e d to t h e i r m a l e counterparts. The understanding of womanhood and manhood establishes their positions of power and control in the family and society.
Women continue to disproportionately be involved in domestic work: The genderbased division of household work is still prevalent though the burden of domestic work on girls shows an encouraging change. More than 90 percent women are involved in household chores like cooking and cleaning but out of them around 60 percent felt they were able to balance it with their studies. Around 41 percent young men reported to have done cooking and 52 percent did cleaning activities at home. During group discussion both young women and men mentioned, at times when women and girls are busy or not there at home, the boys/men do the household work. Boys/men however are not willing to participate in household chores when girls/women are there at home.
- Young man from Lunkaransar
Findings from the study Women still do not have access to their father’s property: While the Indian Law allows women to own property only a mere 3 percent young women contacted admitted to owning any land/property. While both men and women are eligible to inherit property, post marriage girls are still expected to give up their share of the property to their brother.
Gender specific treatment of women in family While change is an internal process, people do not change without the help and support of those in their lives especially their family. An important aspect of understanding the changing gender roles is to assess the prevailing attitudes and opinions of the family members of the young men and women in addition to their own. An important concern when it comes to a young girl is that of ‘safety’. These have a direct impact on the freedom of mobility of
“If she is a good girl then my sister will not take her share of property and while deciding its share she will give it away in my name. That is the custom and also if she is
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Figure 10: Attitude of Young Men and Women on Mobility and Freedom Issues
these young women. Gender equality is highly dependent on the removal of such constraints on young women and although a large section of the male and female respondents are positively disposed an equally alarming number continues to remain otherwise. Surprisingly though, most parents of these respondents are quite neutral on the whole question of mobility. Unlike their children they do not take a strong ‘yes’ or ‘no’ stand on the matter. According to the young women most of the parents/guardians do not object to their girls going out when they are younger. This openness wanes when the girls grow-up and society considers her to be ready for marriage.
populations reported having a positive mindset (67 percent) as opposed to their rural counterparts (53 percent) who are restricted within the boundaries of their house due to the prevailing practices and ideologies. The exposure and gender sensitisation and awareness programs in the urban areas to combat the social evils and practices might have been instrumental in bringing about a positive deviance in the attitude of the young women and men.
Freedom to mobility and empowerment Eliminating gender differences in freedom of movement and access to basic rights are the key elements in attaining gender equality and reducing disempowerment of women. The analysis of the data on the attitude of the young women and men on gender treatment around freedom and mobility revealed that almost three-fifth (59 percent) of the young women and men in the overall study area had a positive attitude, indicating a favourable shift in their mindset. This figure has been found to be more or less similar for both program and control area. However, actions and interventions are needed to positively change the mindset of two-fifth (41 percent) of the young women and men, whose attitude is negatively disposed.
Perspective of parents of adolescents and youth – neutral towards freedom and mobility of women Parental attitude and support has a great deal of influence on girl’s freedom to access basic services and participation in activities outside home. It is evident from the figure that while young men and women in the overall study area bestowed a favourable or unfavourable disposition of attitude; parents on the contrary were found to have a neutral attitude in this regard.
It is worth mentioning here that gender disparity in treatment of girls around freedom and mobility seems to be primarily a rural phenomenon as higher proportion of young women and men from urban
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Figure 11: Attitude of Parents Towards Gender Treatment Around Freedom and Mobility (Program vs Control)
The attitude of the parents is influenced and often limited by the existing socio-cultural traditional beliefs of the society. Their support is imperative to facilitate removal of barriers in the social and economic development of the girls.
Decision making capacity of young women While girls are not expressively involved in the decision making process within the household they are not relegated to the background either. In matters related to fixing of the household budget, spending that money for household needs, small and large purchase and other types of personal and household decisions the response was seen to be neither positive nor negative (out of 2800 young women and men positive: 25 percent, negative: 36 percent, neutral: 39 percent)
Majority of the parents belonging to both urban (76 percent) and rural (71 percent) areas reported of taking a neutral stand in this regard. Also, the perception of a girl going out of home changes as she grows up. According to the young women most of the parents/ guardians do not object with their girls going out of home, when they are young. This openness wanes when the girls grow-up and society considers her to be ready for marriage.
During focus group discussions, most young women have stated that their opinions are sought though not always followed and complied to. The decision making capacity of men continues to be undeniably stronger as young men see their capacity in a much more positive light than their female counterparts.
“He [my brother] will say if you are young then you can go out. But when you have grown up, there is no point going out of home. I have a younger sister, who is just one and half years younger to me. She goes out of home and is also studying. But in my case he does not agree”
Financial decisions like buying property, insurance or taking a loan are majorly taken by the older male members. Most of the young women and men confirmed that they are not the ultimate decision makers owing to lack of knowledge or awareness about the topic. “I’d go to my father to take suggestion regarding my studies as he’s more knowledgeable.” (Young male, Delhi). The same trend is seen with regard to making decisions about marriage and young men reportedly had more freedom to choose their partner in comparison to girls.
- A Muslim young woman from Delhi
Mobility of young women continues to be restricted outside her immediate neighbourhood and interaction with the opposite sex is still frowned upon as is girls’ participation in group activities even if for social causes.
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5
The participation of women in local governance
The Constitution (73rd Amendment Act), enacted in 1992, mandated the reservation of a minimum of one-third of seats for women (both as members and as chairpersons) within all of India’s locally elected governance bodies including Panchayati Raj Institutions (PRIs). However, while affirmative action in terms of reservation for ensuring women’s political representation is an imperative step; it is not adequate to promote women’s leadership and their participation in governance.
violence in public and domestic spheres, local politics based on caste/class/religious dynamics also affects the participation of women adversely. Further, uneven and limited devolution of powers and resources in the States, with no untied funds adds to the constraints9.
Exercising civil rights : Rural women ahead of urban women Despite the high awareness level, more than half the young women (58 percent) reported that they have never cast their vote. Among the young women who never voted, around one-third (34 percent) were eligible to cast their votes in terms of age in the last held election (this excludes the recent election which coincided with the primary survey period). Young men performed only slightly better in terms of casting their vote (48 percent as against 42 percent of young women).
Women face social, economic and various other forms of institutional barriers to entering PRIs and even in performing their duties as elected representatives. Important limitations to women’s participation include the terms of inclusion, the rules of decentralisation, gender-based division of labour, the policy of rotation of seats etc. Social barriers, such as lack of education, oppressive patriarchal and caste structures, lack of respect of women in PRIs, physical
Figure 12: Exercising Voting Rights by Young Women
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Outside of the family, at the community level, the participation by women is very low and mostly associated with a community based organization (CBO), self-help group (SHG) or NGO. Memberships in women’s groups and SHGs are comparatively low in both program (21 percent) and control (8 percent) areas. The level of participation of young women is higher in rural areas (27 percent) as compared to urban (16 percent). There are many young women who in spite of initial family hurdles came out to take part in group activities. In some cases they were able to gain the support of family but in few cases still they are trying to evade the family pressure.
for women).
“My brother asks me to stay at home ….. He does not even know I come and participate in media clubs.”
There is a distinct contrast in the participation and contribution of young women and men in these meetings.
Since the politics has been dominated by men, it is not surprising that the participation level of men in Gram Panchayats and Urban Local Bodies (ULBS) is far higher than that of women. Within a system that practices both physical and mental exclusion of women, the underwhelming numbers while not surprising are definitely a cause for concern. In program areas as a whole, men’s participation (35 percent) is almost double that of women’s. The same is true for both urban and rural areas. However, the figures for control areas are even more dismal with men’s participation rates are more than four times that of women.
- A young woman from Delhi
“I want to go and attend such kind of meetings but my mother doesn’t allow me to go there to attend the meeting, however our parents attend those meetings”
Participation of women in local governing structures is abysmal with only 14 percent women in rural areas and 10 percent in urban areas taking part in Panchayat or ULB meetings.. Among young women and men i n t e r v i e w e d f o r t h e st u d y, m e n’s participation (35 percent) is almost double that of women (20 percent) in Plan program areas. The participation rates in the control areas is (18 percent for men and 5 percent
- Young women from Bihar
“We go and sit in gram sabha meetings. Whatever new programs are being run they are told in those meetings. We have taken up issues related to roads”
Figure 13: Participation of Young Women in ULB/Panchayat Meeting
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- Young men from Rajasthan
Due to the active nature and presence of Panchayati Raj Institutions in villages, rural areas (67 percent) have recorded a far higher awareness level than urban areas (36 percent) for both program and control areas.
Mere tokenism is the main reason for the presence of women in local governance. All decisions in such cases are taken by the married woman’s husband or any other male member of her house.
Knowledge about participation of women in local governance – higher in rural areas
“If the female Sarpanch’s Sasur (father-inlaw) or Jeth (brother-in-law) is/are sitting there, she won’t come in front only. She will remain in her ghoonghat (veil) and whisper in her child’s ear what is to be said. Or they will not ask her …she will stay inside only.”
Participation in collectives: Outside of the family, at the community level, the participation by women is very low and mostly associated with a community based organization (CBO), self-help group (SHG) or NGO. Memberships in women’s groups and SHGs are comparatively low in both program (21 percent) and control (8 percent) areas. The level of participation of young women is higher in rural areas (27 percent) as compared to urban (16 percent). There are many young women who in spite of initial family hurdles came out to take part in group activities. In some cases they were able to gain the support of family but in few cases still they are trying to evade the
- Young woman, Lunkarnasar
These attitudes and practices do more harm than good to the process of equality and keep women within the regressive patriarchal paradigm. Stronger legislative actions and interventions are necessary to break past these mindsets. Despite the low levels of participation in meetings and local bodies, more than 50 percent of the young women in both program and control areas were aware about the presence of female members present in the Panchayati Raj institutions.
Figure 14: Awareness Regarding Presence of Female Members in Panchayat among Young Women
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family pressure.
privileges. Income generation activities were also reported in the program areas for both rural (69 percent) and urban (46 percent) areas, by women represented on SHGs. In the control areas, income generation activities (rural 81 percent and urban 76 percent) were almost double that of awareness-programs amongst (rural 35 percent and urban 42 percent).
“My brother asks me to stay at home ….. He does not even know I come and participate in media clubs.” - A young woman from Delhi
Young women associated with women’s Groups and SHGs shared that the activities of these groups are focused on awareness generation regarding their rights and
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6
Girls leadership and collective action – from Participation to Power – Stories of Change
Young women in our communities have recognised the role and reach of mass media when they wish to raise their voices for any social cause. This realisation has motivated some of these girls to form groups to report about various social concerns through media forms like media club or street theatres. These women groups at different locations list out the social issues, ranging from importance of education, protection of
women, gender equity etc. within the area and work towards collecting information on these issues. The information thus collected is reported or published in the local magazines by them. The topics for writing such articles are decided jointly by these women and the editor for the magazine. Some young girls even mention about considering Internet as a medium to propagate about the various social issues
Wajood (Identity) – young women ‘created their own identity’ “My husband had an affair with another woman. My in-laws used to treat me very badly” – Malti (name changed), Mongolpuri resident, Delhi.
After having to bear this for a long time and unable to take it any further, Malti was compelled to ride against the tide. One of her friends had spoken of a ‘unique – not heard of before’ group in their locality, comprising of women members, who sit together, talk about the abuses and trauma faced by each and weave their stories of pain and agony into a full-fledged theatrical performance, street plays. This was how ‘Wajood’, meaning ‘Identity’ was formed in the year 2004 in one of the dilapidated houses in the narrow ghettos of Mongolpuri. With no formal training, but believing in the fact that their stories need to come out of the narrow lanes and by-lanes of Mongolpuri, they took to ‘Theatre’ – the most effective form of communication. With 10 members in their team, this group has been instrumental in bringing to light the deeprooted social evils that are ingrained into socio-cultural norms and practices, such as discrimination on the basis of caste, class and gender. “This is the best way to get a message across to the people in an effective manner for it is staged right in the middle of people and not on an elevated platform, creating distance between the performers and audience. More so, it could be staged at the shortest of notice, without the paraphernalia associated with organised plays staged at predetermined venues” – Gayatri (name changed), one of the oldest members in the group
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Under the aegis of Dr. AV Baliga Memorial Trust’s various awareness programmes, this group has groomed itself as a strong street theatre group in the area. In 2009 Wajood became an ‘all girls’ group. The members have been trained on various skills of street theatre to engage crowds,such as scripting, voice modulation, body language, forum theatre, magic tricks, using props creatively etc. to develop their skills. Plan India and Baliga Trust are now exploring options to register the group as a professional theatre group. Being theatre actors, they believe that change is each and everyone's responsibility, and whoever wishes to see it, needs to add their bit. They believe in raising the voice and bringing to the fore different issues that plague our society, and the small steps that can be taken towards larger and greater solutions. They have received a tremendous response from the community they live in – some good, some bad. Initially being an all girls group, they faced a lot of ridicule when performing in front of their neighbours and friends. Their courage, however, never wavered and now they are feted wherever they perform.
The Change…. “My father married a second time after divorcing my mother. He and my new step mother used to torture me and my sister. He used to beat and lock us up without food. After joining the group, I was aware of my rights and what I could do. I pulled up all the courage in the world, filed a police complaint against him and my step mother and the situation has changed for the better since “ – Sunita (name changed), one of the lead actors in the group
This issue has been scripted and transformed into a play and also staged in a number of places, evoking strong reactions from the audience. “My parents forcefully fixed my marriage to a man. Members of my group went to check the person’s background and found out he was having an affair with his cousin sister. They recorded the entire conversation and shared the recording with my parents, saving my life” – Savita
Malti is planning to file for a divorce. She will claim alimony and is also looking for a job. The intervention of Plan India, through their partner NGOs has brought changes in the lives of many young girls and boys. In Rajasthan, a girl was able to continue her education against all odds and has been able to get a grip of her life.
Anandi the crusader for education Anandi (name changed), now a 21 year old, completed a bridge course in Urmul Setu Sansthan in 7 months and returned to school in class 5. However, after she completed her
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middle school there was a lot of pressure from the community members on her mother to get her daughter married off as she had attained marriageable age. For them learning household chores took precedence over continuing education. She remembered how society and people around influenced her mother to refrain her daughters from going to school, for the fear that they might run away with someone if sent to the town for further studies and bring shame for the family. “unko sheher mat bhejo, kisi ke saath bhaag jayegi aur muh kala karke aayegi” (Don’t send her to town, she’ll run away and will make the family ashamed) – Neighbours told her mother
At that juncture, she felt she would never be able to continue her studies as her mother was under the apprehension that her biggest fear might come true and she was prepared to discontinue her daughter’s education and get her married off at the earliest. Anandi remembered how her father intervened and convinced her mother to allow her to study further. Though she could further continue studies, her elder sister could not, as her mother was determined to get one of the daughters married off. Eventually her elder sister became a victim of early marriage and also faced torture and abuse at her in-laws place,being young and not well educated. The plight of her elder sister further motivated Anandi and instilled within her the confidence to fight against all odds and adversity to continue her education and get employed before getting married. She had even taken up ways to influence her mother’s conventional mindset to make her realise the importance of girl’s education. “Agar hum padhai nahi karenge toh humko humesha zulm sehna padega, isse aapko kabhi khushi nahi milega, hum wada karte hain ki hum sirf apni padhai karenge, lekin kabhi koi galat kaam nahi karenge, aap jaha bolo wahi shaadi karenge, lekin hame apni padhai poori karne dijiye” – (If we don’t study then we’ll always have to bear injustice, you will never be happy. I promise you that I’ll only concentrate on my studies and will never do any wrong. I’ll marry wherever you say, but please let me study!) – Anandi told her mother
Anandi later completed her class 9th-12th in a school in Lunkaransar (Rajasthan). She further continued her studies to complete her graduation from Dungur college of Bikaner and one year B.Ed. course form Bikaner. She is currently pursuing her Masters in Hindi Literature. Anandi is now a confident and well educated young woman who feels that today there has been a lot of change in the thinking and mindset of her family who feel proud for their daughter which in a way inspires her to excel in her work. Even her family consults her in all matters of decision making at household level and supports her to study up to her desired level. She has undergone the RKCL course (computer certificate course compulsory to apply for Government jobs in Rajasthan) and has given 2nd grade exams for teachers in
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government school. She aims to be a successful teacher someday which she feels will impact her decision making capacity, boost her self-confidence and give her the power to voice her opinions and views publically, without the fear of being subdued. She is confident to continue her profession even after her marriage even if her in-laws opposes. Given a chance to take part in local governance, she wants to take up the roles and responsibilities and use the platform to spread awareness about the importance of girl’s education which she feels is the only weapon to fight all menace against women and gender inequality. She believes that education is the pathways to correct information and knowledge which empowers women to raise voice against social evils, even in front of the elders of the community who might have little knowledge about it and will in a way give respect to your opinion. “Agar ladki padhi likhi hogi toh woh har mushkil ka sammna kar sakti hai, warna log usse bewakoof aur sirf paon ki jutti samajhte hain” (if a girl is educated, then she would be able to face any problem in life; otherwise people consider her stupid and worthless) – Anandi
Roshni (name changed), a 22 year old resident of Mangolpuri in Delhi, has been lucky enough to get her family support in terms of her education and social participation. However, the involvement in ‘Young Health Programme’ of Plan has given her the platform to effectively interact with people and provide her with required training to perform in street theatres.
The story of “Roshni” (the Light) “Mera pati main khud chunungi” (I, myself, will select my life-partner), says 22 year old Roshni (name changed) with ease and aplomb, coupled with a determined face, when she was asked whether she would marry to her family’s proposition or not. Roshni has been the peer-educator in her area in Mongolpuri. She has actively participated in the activities of YHP (Youth Health Programme), conducted by Plan India. She is one the few members of the organisation who is associated with it for all the 3 years that the organisation has come into existence in Mongolpuri. She mentions participating in a rally on TB, for which she had visited door-to-door to invite, inform and gather the listed participants. – “Mera kam tha sare bacche ko ek sath lana – is rally me kareeb 300 bacche hissa liya tha” (My job was to make sure that children participate in the rally – almost 300 boys and girls took part). She also talks about the street plays training that she has received from the organisation. This training has helped her to participate in several street plays on a variety of topics to spread awareness amongst youth. Participating in these street plays has helped her to
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increase her self-confidence and be more vocal about social issues that girls encounter. Roshni has also been a part of the NSS (National Social Service) in her school. She is one of the 10 leaders who have worked on the school-related issue of plantations in school through this group. Even outside of her school, she has taken initiatives with her family and the NGO to work on other social issues of cleanliness and child marriage. “Mera sab se acche dost, Ruchi ka shaadi kar diya gaya tha jab hum Class 10 me parte the”. (My best friend Ruchi was married off when we were studying in Class 10). “I still remember the tears in her eyes, when she had to quit studies because of her marriage at 16 - this was really an eye-opener for me and I decided to fight it till the end”. Till date, Roshni has conducted around 30-35 street plays, bringing to the foray the menacing issues of child marriage, drug abuse, trafficking and child labour. Although Roshni has not herself experienced any gender-based violence, she has nevertheless seen this problem in the society around her. She is well aware about the necessary measures to be taken in this regard to arrest any such happening. She has formed a group with 9 other school friends to fight any such violence related cases. Roshni has been a true leader, a peer educator in the true sense of the term.
Suggestions and Recommendations • The local bodies and government need to patronise the artists and encourage this medium. • The concept of street theatre has been proven very effective. Hence, due encouragement is solicited at all levels.
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7
Conclusion and Call for Action
• Support from the family to come forward and take up this medium to raise one’s voice. Overcoming the challenges faced towards women’s empowerment requires a distinct focus on effective communication with the key influencers in the lives of adolescent girls and young women. Families and communities are the key influencers, especially on aspects of schooling, marriage and mobility. Building a dialogue with them on constraining cultural practices and changing their behaviours is a crucial step in ensuring that adolescent girls and young women live better lives. The community based approach adopted by Plan and its partners has allowed girls to access various resources by creating an enabling environment within which they can exist and function.
The Way Forward The way forward lies in transformative change, where policy makers, various government departments and non-governmental organizations need to function synergistically. This transformative change can be organized under: • Attitudinal Change: social, family and community – transforming the public and private spaces where social norms and behaviours have become entrenched and where gender inequality and power relations are reproduced. • Political Action: intervention at grass root level for effective percolation of public policies and laws to reinforce and protect girls’ rights. • Economic Empowerment: equal opportunities, decent work and real choices – education and employment that works for young women. • Participation: engaging girls in collective action – using information, mobilisation and respect for rights. Pathways to Power
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Call for Action A multi-dimensional approach is needed to ensure girls’ rights and empowerment. We are setting out three key recommendations to translate ambition into action. To support these recommendations, we also look at some practical steps that the government, as well as corporate and institutional donors and civil society, can take to develop an environment where gender equality can be realised.
Recommendation 1: Gender equality and adolescent girls in the post2015 framework Commit to actively support a post-2015 framework that includes transformative standalone goal on gender equality, full realisation of women’s and girls’ human rights and empowerment of women and girls.
Recommendation 2: Accountability to women and girls Increase accountability to girls and women by strengthening data collection methods and practices. i) Increase data quality and raise standards on data collection ii) Invest in rigorous evaluations of interventions that work iii) Undertake a review of sector plans and budgets.
Recommendation 3: Intensify efforts to end ender-based violence Commitment and investment are urgently required to: i) Develop and implement an integrated national action plans focused on violence prevention, response and the provision of appropriate services. ii) Remove the barriers that prevent girls’ and women’s access to justice iii)Invest in girls’, transition to and completion of, secondary education in a safe and supportive environment. iv) Identify local champions for human rights v) Fund work with traditional, religious and community leaders to end violence The pathways to power is a long one. But with supportive adults, both women and men, and collective organising, girls and young women are finding a way through. It is not just the girls’ responsibility, but, families, communities and policy makers must acknowledge girls’ low status and the barriers and limitations that they experience and enable them to overcome the constraints. Discrimination against girls and women has been part of the structure of our society for generations. Girls’ empowerment, and the transformative social change that this requires, remains one of the greatest challenges of our generation. Girls’ rights are human rights and it is time this became a reality in the lives of girls everywhere.
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References 1
The Global Gender Gap Report 2013, World Economic Forum
2
Inclusive growth is a concept which advances equitable opportunities for economic participants during the process of economic growth with benefits incurred by every section of society.
3
Upadhyay, Reecha – Women’s Empowerment in India – an analytical overview, Asia Foundation
4
Upadhyay, Reecha – Women’s Empowerment in India – an analytical overview, Asia Foundation
5
Education Research Paper No. 09, 1993
6
Vocational Training, also known as career and technical education (CTE) is a training that prepares people for specific trades, crafts and careers at various levels from a trade, a craft, technician, or a professional position in engineering, accountancy, nursing, medicine architecture, pharmacy, law etc. Craft vocations are usually based on manual or practical activities, traditionally non-academic, related to a specific trade, occupation, or vocation.
7
Vocational education refers to vocational stream in education after completing lower secondary or secondary education
8
wcd.nic.in/schemes/step/step.htm
9
XII Five Year Plan - Report of the Working Group on Women’s Agency and Empowerment
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About Plan India Plan India is an Indian NGO working to improve the lives of disadvantaged children, their families and communities through an approach that puts children at the centre of community development. Since 1979, we have been working with our partners to help children access their rights to proper healthcare, basic education, and healthy environment, protection from abuse and exploitation and participation in decisions that affect their lives. We encourage children to express their views and be actively involved in improving their communities. Plan India currently works in 11 states in India, across 5000 communities and has touched the lives of over a million children. To make a difference in the lives of children and their communities, visit www.planindia.org and follow us on facebook.
Plan India E12, Kailash Colony, New Delhi - 110 048 Tel: 91-11-46558484, Fax 91-11-46558443 Email: planindia@planindia.org www.planindia.org Follow us on