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This document describes a participatory movement for child rights in Karnataka, India. The movement aims to empower children and promote their participation in decisions that affect them. It targets at-risk children from 10 districts in Karnataka. The key approaches are promoting children's rights through advocacy, networking, and ensuring children's representation. Activities include forming child rights clubs, providing human rights education in schools, establishing task forces to address issues like trafficking and dropout rates. The movement is implemented through collaborative efforts between NGOs, government, and community partners. It utilizes participatory strategies like action research led by children to document progress and ensure their meaningful involvement.
Dbai presentation
- 1. A participatory movement for child rights
- 2. Focus Empowering children in playing a leading role in their own development.
- 3. Targets Children from 10 districts of Karnataka state in India that are most at risk especially those whose fundamental rights are endangered such as street and working children, school drop outs, children affected or infected with HIV/AIDS, children in conflict with the law and children living in remote rural villages.
- 4. THEME Promote children’s participation, promotion of children’s rights, advocacy actions, support for networking and children’s representation in formal constituencies where children can raise their problems and issues and exercise their competencies.
- 5. Idea, Objectives and Expected Results • Enhance confidence level of children to work in a team, address local issues and interaction with local governance bodies and decision makers and thus high level participation of Children is ensured. Also scaling up child participation from different experimented models to consolidation • Enhanced capacities and improved levels of confidence of children and various stakeholders (social workers, parents, community leaders etc.) to involve children and to advocate and demand accessibility of services on a right based perceptive. • Care and protection of the children at risk through participatory strategies and structures which can replicate the desired effects even in future development interventions.
- 6. Human Right Education- the USP of the project Human Right Education (HRE) in 450 schools with a reach out of 22500 children is the highlight of the project. Training in HRE / CRE has helped the children to learn about human dignity, to respect and love each other, to know their own rights, to know the rights of others, and to understand social responsibilities.
- 7. Child Centred Community Structures and Participatory Approach Formed Child Right Clubs and Community Vigilant groups(Task Forces) These platforms ensured the participation of children in various fronts High level of child involvement has been planned in all project activities through formation and strengthening of various forums of children and the representation of these forums in the formal constituencies Close collaboration with government, civil society groups, NGOs and Government schools - KCPCR, Women and Child Welfare Department, Child Line, CWC, MCB
- 8. Results and related Programmes 1. Children’s participation and Child Right Promotion •Formation of Child Right Clubs in Schools •Formation and strengthening of regional and state level networks of Child Right Clubs •Human Right Education in schools •Formation and strengthening of school development and monitoring committees with substantial representation of children and their meaningful participation; •Initiation of participatory action research/ research by children.
- 9. Results and related Programmes 2. Enhance Capacities of children & Other Stake holders • Peer education among street children and children living with HIV/AIDS, drug addicted children and children in conflict with the law • Competency building of children, children’s groups and other stakeholders of the project through trainings, workshops, campaigns, specialised skill trainings and non formal awareness techniques.
- 10. Results and related Programmes 2. Child Care and Protection •Formation of task forces in villages to prevent child trafficking, school drop outs, child labour etc.; These task force will be a mix of children and adults from the communities •Children’s campaigns for advocacy and lobbying for 100 % school enrolment •Initiation of Missing Child Search Network to trace out missing children and ensure their care and protection and expand it in all the districts for influencing policies of child protection •Initiation and strengthening of Child Line/Child Safety Nets in all the target districts by involving children, community leaders, government officials and civil society groups
- 11. Innovative and result oriented implementation method Effective methodology for implementation for getting maximum results in each action. High involvement of children and community has been ensured in all stages, with an aim to reach sustainability at the end of the project. Follows a typical project management cycle, with phases of identification, planning, implementation, evaluation, scaling up, with learning component at every stage of the cycle.
- 12. Innovative and result oriented implementation method Project Organization BREADS Team Project Coordinator(10) one in each district Social Activists (50) Five in each district Supplimentary education and Bridge school teachers (100) 10 in each district) HRE Facilitators ( Trained Teachers from Schools) Coodinator for Missing Child Search Bureau Project Directors(10) one in each district
- 13. Online Process Documentation and Disaggregate Data collection
- 14. Comprehensive and Effective Monitoring and Evaluation System Impacts Outputs Activity Knowledge capitalization Experiential learning Integration/inter nalization of success indicators Assessments Accumulation
- 15. Comprehensive and Effective Monitoring and Evaluation System Groups • CRC, SHG, TFs Who • Social Activists • Tuiton Teachers • Leaders/members of Grass root level groups When • once a week in the initial stage, and twice a month later,Group meetings at least once in a month What • Assess the progress of each activity and share the experiences of each grass root level organization with clear progress indicaors How • through formats that are locally understandable and less time consuming • Focused Group Discussion • direct interaction Community Level Who •Project Director •Project Coordinato r •Social Activists •Tuiton Teachers When •Once in a Month What Assesses the progress. Review of the previous months activities, planning, and sharing of experiences of each member of the staff revisting of ouput indicators How •Presentati on •Group discussion •Experienc e sharing •Brain storming sessions Community Level Project Level Who •Project Director s •Project Coordinators •Executive Director - BREADS When •Once in six month Period What Assesses the outcomes and impacts. revist the approaches, capitalization of learning How •Presentation •Group discussion •Experience sharing •Brain Core TeamMeeting
- 16. Comprehensive and Effective Monitoring and Evaluation System The project use two levels of indicators Progress Indicators Results Indicators
- 17. Comprehensive and Effective Monitoring and Evaluation System Some key M & E indicators that are used in the project: Activity monitoring (Efficiency indicators – target vs actual,...) Outputs Impacts Quality control Cost control Institutions Effectiveness Scaling up Sustainability
- 18. Participatory Action Research – learning and fostering tool for participation Purpose: Capture the outcome of the learning experiences and scale up the same in the future How : A research hypothesis was developed in a participatory manner, and a facilitator is guiding and facilitating the programs (participation, right based approaches, care and protection) proposed in the project Method: The entire process of these programs are documented for further review and analysis. Who: The children have also actively participate in the implementation of the programs, in documentation and analysis When: Once in two months the project coordinators and children’s representatives meet together to assess the process and progress of their actions.
- 19. Participatory Action Research – learning and fostering tool for participation Research Question/ Hypothesis identified through participatory processes Empowered children would play a leading role in their own development and the development of their communities while creating a strong base for their meaningful participation at various forums at local, regional and state levels.
- 20. Participatory Action Research – learning and fostering tool for participation Actions executing and methodologies followed • The research hypothesis was developed in a participatory manner, and one external expert is guiding and facilitating the programs (participation, right based approaches, care and protection) proposed in the project • Created effective forums/structures/platforms ( child right clubs, task forces, ....) to foster genuine participation of children and to play pivotal roles to promote their rights • Facilitate the actions for fostering participation of children in various institutions or groups, such as family, school, leisure groups, vulnerable children , civil society groups, governance with focus on local government, child welfare agencies/departments, etc • Support children to effectively network, participate and be directly represented in local and regional decision-making forums/institutions (SDMC, Gramashaba, community groups ...) impacting upon their lives and the fulfilment of their rights. • Foster genuine child leadership among children (leadership and personality development trainings, representation in various forums....) , in strategic development interventions and advocacy actions at local, regional and state level. • Encourage communication through child-led and child participatory communication strategies; including media (Media scan by children, Children’s paper, Children’s Press meet, etc, Children’s Community Radio....) • Data collection and analysis through participatory research methods( FGD, Questionnaire, Interview, Institutional diagram, etc) and discussing it with the group involved in action research process
- 21. Collectivisation and pro actions through CREAM Networks (District, Regional and State Level) Objectives •Participation (Children...) •Collective Actions (Campaigns for Child Rights....) •Advocacy – (Child Friendly Policies....) •Lobbying – (Children’s Budget....) •Child Care (for unaccompanied/vulnerable children....) •Child Protection (trafficking, abuse, etc....) State level Regional level District level
- 22. Thank You Fr. Joy Nedumparambil BREADS Bangalore