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The Rajiv Gandhi National Institute of Youth Development (RGNIYD) is an institute of national importance. It was created by the Act of Parliament No.35/2012 and is regulated by the Ministry of Youth Aairs & Sports, Government of India. The institute (RGNIYD) is located at Sriperumbudur, nearly 40 kilometers south of Chennai city in south India. The RGNIYD was set up to enable the nations youth to make the most of their natural potential to realize their aspirations. This is done by creating a conducive environment and empowering them with the necessary tools. It functions as a vital resource center by coordinating training, orientation, research, extension and outreach initiatives for State, Central Governments and national level youth organizations.

The RGNIYD seeks to realize its vision by:


Providing substantive inputs to aid formulation of youth-related policies and develop innovative program initiatives that respond eectively to the needs and concerns of the young people of the country; Developing professional capacity of all youth development agencies in the country state sponsored or voluntary organisations through training and specialised services, such as consultancies, and providing expertise and training materials for in-house training programs; Setting up a world-class and modern Resource Centre that will provide library and other related services and facilities to those involved in youth-related activities youth organisations, educational and training institutions, researchers, scholars, and young people; Generating authentic and comprehensive primary and secondary data on all issues and matters that impact the life of the young people in the country through a systematic and extensive program of action research and study; Working to enhance international cooperation on all issues related to youth development by:

Establishing productive and enduring relationships with international organisations

engaged in youth-related activities; and with national youth development bodies of other countries, especially in the Asian region;

Organising joint programs and projects that benet young people across the globe; Working to build consensus on youth-related issues; Oering training, consistent with international standards and curriculum to participants
from other countries in youth development areas.

The Centre on Integrated Rural Development for Asia and the Pacic (CIRDAP) is a regional, inter-governmental and autonomous institution in the Asia-Pacic region. It was established in 1979 at the initiative of the countries of the Asia-Pacic region and the Food and Agriculture Organization (FAO) of the United Nations with support from other UN organizations and donor countries or agencies. The current member countries of CIRDAP are Afghanistan, Bangladesh (host state), Fiji, India, Indonesia, Iran, Lao PDR, Malaysia, Myanmar, Nepal, Pakistan, the Philippines, Sri Lanka, Thailand and Vietnam. The main objectives of CIRDAP are to assist national action; promote regional cooperation; and act as a servicing institution for its member countries for promotion of integrated rural development through research, action research, training and information dissemination (sharing good practices among member countries). In India, RGNIYD is one of the focal institutions of CIRDAP. Thus, CIRDAP plays a vital role in sharing experiences and tacit learning within CIRDAP and national institutions of India. A agship process known as Horizontal Learning Process (HLP) has evolved since November 2007 in Bangladesh. It has been accepted as one of the successful models for enhancing capacities, up-scaling good practices and creating a vibrant platform for peers to share, learn and conduct a dialogue among themselves, especially for tacit learning. CIRDAP discussed with the Ministry of Youth Aairs and Sports (the Ministry) and RGNIYD regarding the potentiality of HLP. As requested by the Ministry and RGNIYD, CIRDAP organized an orientation workshop on HLP for members of RGNIYD to explore its potential in complementing/reinforcing the Ministrys activities. In India, HLP has already started with support from the Local Governance Initiative South Asia (LoGIn) of the Swiss Development and Cooperation Agency (SDC) in Maharashtra for Resource and Support Centre for Development (RSCD) and Mahila Rajsatta Andolan (MRA) as Sobat Shiku and for Kutch Nav Nirman Abhiyan (KNNA) in Kutch as Parasparik Shikkhan from 2012. SDC provided support through Santanu Lahiri both in Maharashtra and Gujarat to assist the respective institutions to adapt, design and implement HLP in their own areas. CIRDAP assisted the Government of Iran and Government of Pakistan, prior to working in India, to initiate HLP in their respective countries in November 2012 and 18-21 Feb, 2013. As requested by the Ministry and RGNIYD, CIRDAP designed an orientation workshop and sought the assistance of Santanu Lahiri from the Water and Sanitation Program (WSP) of the World Bank and Srestha Roy and Veena Mahor from KNNA to design, facilitate and organize the HLP Workshop. Dr. Vasanthi Rajendran from CIRDAP acted as the main focal person to coordinate and liaison with the Ministry and RGNIYD for organizing a HLP Workshop from 19-21 April, 2013. In this backdrop, an Orientation Workshop on Horizontal Learning Process was organized by the Ministry of Youth Aairs and Sports; Rajiv Gandhi National Institute of Youth Development and the Centre on Integrated Rural Development for Asia and the Pacic which lasted for 3 days from 19 to 21 April at RGNIYD campus in Sriperumbudur, Tamil Nadu.


The key objectives of the orientation workshop were to:
n Share

concept of HLP; the outline and achievements of the HLP in Bangladesh; the possibility of applying the principles of HLP to the programs of the Ministry of Youth Aairs in

n Present

n Examine


There were some other objectives too, namely:n To

share the best practices of Bangladesh with RGNIYD and local government ocials of Tamil Nadu to familiarize them with applications of these in policy framework and programs; discuss the concept, process and approaches of the Horizontal Learning in connection with research and development and participatory approach related activities; develop a work plan for their organizations/regions; identify some best practices of Tamil Nadu and prepare fact sheets to share with other CMCs.

n To

n To n To

The total number of participants was 36 representing local NGOs, Department of Youth Aairs, National Service Scheme (NSS), Nehru Yuva Kendra Sangathan (NYKS), RGNIYD faculty, Panchayati Raj elected representatives. There were ve more participants who joined the event occasionally. There were four resource persons from CIRDAP, WSP/SDC and Kutch Nav Nirman Abhiyan (KNNA).

The workshop outcomes are as follows:

Brief workshop proceedings for sharing with RGNIYD and CIRDAP members; Understanding of Horizontal Learning Process (HLP) in the region; Knowledge-sharing of good practices in social and rural development emerging from youth; Engagement of the provincial and eld ocers with HLP for replication at the grassroot level; Collective assessment of the potential benets and challenges of promoting the processes entailed in HLP; Development of a follow-up work plan by agencies who may be interested in applying this process.

Inauguration of workshop The Orientation Workshop on Horizontal Learning Process was organized by the Ministry of Youth Aairs, RGNIYD and CIRDAP at RGNIYD Campus in Sriperumbudur from 1921 April, 2013. The workshop was formally inaugurated by Shri. Michael Vetha Siromony, IAS, Director, RGNIYD. He welcomed all participants and resource persons for this event in RGNIYD. The workshop activities started after the completion of the inaugural session.


The workshop objectives and purpose were mentioned by Dr. Vasanthi Rajendran, Director, ICD, CIRDAP.

Setting the climate: useless session Veena Mahor from Kutch Nav Nirman Abhiyan (KNNA) requested participants to identify any useless items in RGNIYD premises within three minutes. Out of 36 participants, around 24 participants identied items including plastic, used bottle, feather, leaf, broken snail shell and broken electrical equipment etc. Each participant explained why they thought it was useless. Then the remaining 12 participants explained that the items they had identied are usable if an innovative way could be devised. This exercise made all participants realize that no items are totally useless. If nothing is useless is carried to its logical conclusion, then obviously no person, no matter how bad he/she is, can be totally useless. The exercise highlighted the key principle of horizontal learning that every person and society has something good which they can oer to others. Welcome Mat Each participant was asked to write on a ip chart his/her name and place of residence/work. S/he was asked to also draw a symbol that described him/her and highlighted their dreams. Each participant wrote/drew on their ip chart and posted them inside the workshop wall. Then participants introduced themselves through these ip charts, which enabled them to get to know each other. This created a climate for the appreciative inquiry principles which underpin HLP and set the ball rolling to discuss on the horizontal learning process.

Participants collectively agreed on following norms to follow for the workshop:n n n n

Appreciate others Everyone should participate Be punctual Encourage team spirit

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Ensure patient listening Share experience Be forward looking Be happy attitude

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Be dynamic / innovative Equal opportunity be given to all Mobile should be silent

Group exercise: Throwing the ball The next session started with a group exercise of throwing a ball to create alertness and orient ones mind towards positive thinking. The participants stand in a circle and a ball is thrown to someone. As soon as they get the ball, they have to talk about some good practices that they have come across. The ball was thrown to everyone and nearly 36 good practices were discussed in brief. This helped participants focus on their positive aspects i.e., on good practices that they have come across in the past.

Good Practice Hunt

Participants were requested to make a circle and start moving. When the facilitator called three, then they had to make groups consisting of three people. If the facilitator called ve, they made groups of ve people. Finally, the facilitator called nine and four groups were formed. Now each participant of the four groups was asked to identify three good practices. However, they nally came up with many good practices per group. The good practices presented by the participants are: 1. All youths are given chance for sports, skill development and education.

2. Five R practices of Youth Environment Club: reduce, reuse, recycle, refuse and rethink. 3. Engaging youth in dierent phases of government policies, educating them to achieve their goals, develop youth club to motivate them. 4. Youth farmer club sustainable agricultural practices. 5. Role of government in giving training to youth. 6. Youth development by conducting Panchayat level training for youth clubs, Mahila Mandal members, Self Help Groups, creating awareness of government schemes on development etc. 7. Creating awareness of human rights, especially the right to live, by providing cassettes, CDs to every school about right to survival by doing moral activities. 8. Change management group club. 9. Talent club. 10. National Service Scheme. 11. Youth collective for social change. 12. Youth change through positive moral education and value education. 13. Motivation through active participation and promotion of social values. 14. Channelize youth energy into self-discipline through sports and games. 15. Enhancing employability of youth through print media. 16. Role of youth in empowerment of women. 17. Implementing positive thinking by motivating youths through career guidance. 18. Role of youth in natural resource management. 19. Role of youth in eradication of child labour. 20. Role of youth in creating awareness of HIV/AIDS. 18. Participation of youth in blood donations. 19. Participation of youth in social work. 20. Neighbourhood youth parliament. 21. Ilanthalir - Youth participation in community radio. 22. Youth club at village/college level. 23. Creating awareness in youth of ground realities. 24. Youth Resource Centre hygiene, toilet facility through the youths. 25. Peer education on adolescent health and rights. 26. Rain water harvesting to avoid water scarcity. 27. Initiative by former students to encourage and help weak students. 28. Conducting job fairs.

29. Youth club initiative to encourage participation of people in Gram Sabha. 30. Planting and ensuring survival of fruit bearing plants in village. 31. Initiative for energy literacy (reduction of power consumption). 32. Rural Tribal Women Welfare Society. 33. Formation of youth council for youth development. 34. Working with youths for youth development.


Out of 34 good practices, participants voted and selected total 12 good practices for sharing the experiences in brief with others. These good practices are as follows:n n n n n n n n n n n n

Young people support youths higher education and development. Young people participate in Gram Sabha and other public fora. Role of youths in natural resource management. Development of sports, skills and education. Neighbourhood youth parliament. Participation in social service night school. Youth participation in community radio. Role of youth in women empowerment. Youth Resource Centre. Five Rs of Youth Environment Club reduce, reuse, recycle, refuse and rethink. Motivation through folk arts to participate and promote social values and moral values among youths. Young peoples initiative in rain water harvesting.

Fact Sheets
Again out of these 12 good practices, participants nally selected four good practices to prepare fact sheets in the workshop. Participants worked in four groups on one good practice each, as a night assignment and nally prepared four draft fact sheets. The salient features of these fact sheets are highlighted below, which participants presented in a plenary.

Presentation of four fact sheets Four good practices selected were presented. These are:

1. Youth Resource Centre

The youths of Vellore district have established a Career opportunity/Counseling/Job fair, social business named Restless Development, which is a youth led development agency or centre, commonly known as Youth Resource Centre (YRC) where youth can avail resources for their career and welfare . The main purposes of YRC are to:
n Create n n n

opportunities for their social, economical and cultural development.

Inculcate social and moral values for human life. Provide access to information and communication technology. Access to information of livelihood opportunity.

The aims of YRC are to:

n n n n n

Identifying and packaging information and resources related to youth development. Disseminating information. Motivating, sensitizing and orienting youth to build their condence. Facilitating youth to identify opportunities and help them to help themselves. Enabling social transformation through collective eorts of youth.

This YRC was established in December 2012 with the support of RGNIYD by investing INR.2,00,000. A number of youth collectively started this social business in Aavarangadu, Pallikuppam Katpadi of Vellore district. Since the inception of YRC till date, a total of 790 youth have become members of this centre. They have accessed 1282 bits of information that includes access to information on results, admission to colleges, jobs, business and further career development. YRC collects membership fees from each member, which has enabled them to create a bank account. This success has encouraged and further motivated other youth to open similar centres in their respective areas.

YRCs achievements so far have been to ensure:n n

62 youth have been employed in various sectors with support from YRC. 38 youth and their family have increased their income level due to access to employment news of youth through YRC. Youth have contributed towards building social harmony by distributing DELL Tablet at PHC; conducting events on malnutrition, blood donation camps, HIV/AIDS etc; enhanced youth participation in Panchayati Raj local level Government by joining planning meetings of the Panchayat and the Gram Sabha; using RTI to get information of public work being done in the community.

The success of YRC is due to:

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Acceptance of YRC by the community. Support from families and Panchayati Raj institutions. The support of youth themselves.

However, there are still challenges remaining for YRC and these are:
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Attraction of politics and o track virtual media. Groupism which does not allow newcomers in to the YRC system.

Further information can be obtained from

2. Five Rs of the Youth Environment Club

The Youth Environment Club introduced the concept of 5 Rs. These are described below.

Reduce: Many of the problems created by waste can be addressed by reducing the amount of waste we produce in the rst place. Reducing waste includes rethinking what you buy and refusing things you dont need. Reuse: It is amazing how many things we can use a second or even third time. If you cant re-use something, there may be someone else who can. We must nd innovative ways to re-use old bags, containers, building materials, clothing and unwanted things. We can choose well-made durable items. These products may cost a little more but their lifespan will be longer. When we re-use items we bought, they become more cost- eective. Not only will we save money, but also prevent those materials being discarded as waste. We also help reduce the amount of energy used to manufacture new products when we reuse. Recycle: When we buy recycled products we are saving resources and reducing the impact of pollution. When disposing o products make sure only the items accepted for recycling go in your recycling bin. There might be restriction in your local area on what can be recycled so check with the local council. Appliances and furniture can be repaired instead of replaced. Charities and specialist repair services might need your broken goods to be turned into recycled products.



IV. V.

Refuse: Refuse all products those are harmful to the environment, especially say, NO strictly to plastics. Rethink: Rethink before you purchase a product or use a service if is there a better way to meet this requirement or solve this problem in a way that is less damaging to the environment

One example of reduction of water consumption in farming: The case of community initiative in water management by adoption of system of rice intensication (SRI). It is an agro-ecological methodology for increasing the productivity of irrigated rice by changing the management of plants, soil, water and nutrients. SRI is based on the cropping principles of signicantly reducing plant population, improving soil conditions and irrigation methods for root and plant development, and improving plant establishing methods. The objectives are:
n n n n

To quantify the dierence in water requirement; To assess the cost of cultivation; To study the growth and yield; To popularize the SRI technology.

Standard practices in SRI method are:

n n n n n n

Transplanting of young seedlings of around 15 days. Carefully one plant per hill. With wide spacing of about 22-25 cms on either side. No standing water during the vegetative growth phase. Utilization of compost, and Early and frequent weeding.

Examples of water management are:


When alternate wetting and drying is practiced water consumption is reduced due to practice of alternate wet and dry irrigation. SRI Practice of cultivation: 800 mm (32 lakhs liters of water per acre per crop). Conventional practice: 1200 mm (48 lakhs liters of water per acre per crop). Water conservation per hectare: 400 mm (16 lakhs liters of water per crop).

n n n

n n n

Simple technology; can be easily replicated. The whole community is mobilized. Success in one eld seems to have bred the condence to try the new elds, thus making it easy to replicate by other farmers. Increase in income for farmers with reduced cost of cultivation.


n n n n

Technical support is essential during the cultivation, the rst adoption stage of the method. Sustaining the new practices of the community. Hard to operate cono weeder. Linking farmers to support services and advice is dicult but essential.

Benefits of SRI method of cultivation:


Reduced seed requirement: 2 to 3 kgs of seeds ( 30 kgs to 4o kgs of seeds for conventional practice of paddy cultivation) are sucient for one acre of land; Reduced water consumption: Water can be conserved up to 35 to 40%; Increased hay: The quantity of paddy straws also increases; High quality grains: Increased weight /quality of yield is observed; Reduced pests and use of pesticides: The pest and disease attack is minimal in SRI method, hence the use of pesticides is signicantly reduced; Increase in yield. Less expenditure compared to conventional practices; Prot more than doubled.
Under SRI Under conventional

n n n n

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2250 kgs to 3000 kgs. Minimum of 30 bags @ Rs. 1000/Income per acre: 30000 Expenditure: Rs. 17400 per acre Prot: Rs. 12600/- per acre

1500 kgs to 1875 kgs. Maximum 25 bags @Rs 1000/Income per acre: 25000 Rs. 19000/- per acre Rs. 6000/- per acre


3. Motivation through folk arts to participate and promote social values and moral values among youths.
The main purpose: Promoting and enabling the youth through folk arts to inculcate social ethics and moral values among them is the best means of creating a stable mindset in youth and help them to live responsibly in the society. It develops


in youth a respect for the heritage and tradition which is the repository of the ancestral wisdom. It prevents them from unhealthy ways of living and motivates them to dedicate the heart and mind to the nation. It lls the youth with positive energy and propagates the message to live your life in the way it ought to be.

The main objectives are:n n n n n

To create an opportunity for their social and cultural progress; To inculcate social and moral values of human life; To engage them in this medium to contribute to the best of their ability to the society; To increase the sense of social responsibility; Orient the youth about the preciousness of adulthood and the need to be the vehicle for improving the lot of the youth; To avoid social evils in their life, and enable them to have access to information and communication technology.

n To

Expected outcome: Youth will engage themselves in learning and performing the folk arts. More time will be spent imbibing the social and moral values and expressing it in their lifestyle too. This would lend momentum towards making the youth become constructive in their approach to any crisis. It would enable them to become problem solvers and solution makers. Energy of youth would be conserved rather than being wasted on damaging activities. The contribution of the youth towards raising the living standards of the public would be great in measure.


Strength: To implement this good practice we have a well-trained folk arts troupe in every district that carries the social message to the public. We perform in the villages and schools, colleges and in the womens training centres in the village Panchayats and townships. Peoples recognition and acknowledgment enables the good practice to ourish with ease in the society. Key challenges: Resistance from the youth in the beginning. Reluctance to participate at the initial stages. Funds for the training and workshops. For further information please refer to Mr. Raymond, Email:

4. Rainwater Harvesting
Rainwater harvesting provides an independent water supply during regional water restrictions and in developed countries is often used to supplement the main supply. It provides water when there is a drought, prevents ooding of low-lying areas, replenishes the ground water table, and enables dug wells and bore wells to yield water in a sustained manner. It also helps in the availability of clean water by reducing the salinity and the presence of iron salts.

The main purpose of the young peoples initiative of rain water harvesting: The aim of the young people rain water harvesting is to reduce water scarcity and to ensure the collection of rainwater, increase the water level, increase the number of water tanks in the community and enhance the number of houses harvesting rainwater.


The main objectives are: To build the harvesting storage tanks; To increase the level of ground water; To orient the people of the village about water preservation by youth community; To avoid getting water from outside the village. Expected Outcome: Through this practice community people can devote more time to their livelihood and increase the area under cultivation. Households can satisfy their needs and avoid installing bore well within 100 meters distance. This good practice can be shared for implementation at the village level and escalated to district level with community participation.

Strength: To implement this good practice we may utilize the resources of the youth community from the youth club in the same village and involve the MGNREGS members, self-help group members through village level water regulatory committee and respective village Panchayats. There are still key challenges remaining for rain water harvesting and these are: Water from the drainage system might mix with harvested water. During the summer, cyclone, ood and storm. Funding.


For more information Mr. G. S. Manoj Babu, Program Executive, CRS, RGNIYD, can be contacted at Mobile: 9894971663.


Shrestha Roy and Veena Mahor presented HLP The Parasparik Shikkhan in Kutch. They have completed three block level workshops. This has been followed by organizing the Network Workshop. So far 19 good practices of Gram Panchayats have been identied. Upon completion of Network Workshop, some Gram Panchayats have already started replicating good practices by utilizing their own funds. This is a complete paradigm shift from other project approaches. In Parasparik Shikkhan, Gram Panchayats are now feeling good about sharing their good practices and replicating them to sustain the improvement of Adding value to capacity building processes services.


Santanu Lahiri presented the general HLP concept. Governments and developing partners are often largely focused on nances, technologies and, nowadays, on governance issues. They provide nancial support to pilot, demonstrate and scaleup projects which have resulted
Starting point What Who teaches Who decides Why Where Result

Capacity building

Horizontal learning Capacity

Should be.. Experts Program To meet standards Classroom Increased capacity

Is working. Peers Self selection To address my Field based Increased


in many good practices on the ground. However, after nancial support is withdrawn many good practices are phased out due to lack of nurturing. The critical question is how to sustain the improved services and/or good governance that have been achieved through some project. It needs to be rolled out into program mode to sustain and internalize the entire eort. The most important factor to achieve sustainability is to look into untapped local resources; to combine an initiative which leads through the mind as well as the heart. Definition: Horizontal learning is an outcome-oriented process. It supports the innate human ability to acquire tacit skills by copying the very best of what others do. Outcome: Horizontal learning builds peer-to-peer networks that build condence and encourage innovation. This enables the momentum for governance reform to be built from the bottom up. The traditional capacity building program usually starts with the assumption that there is a lack of capacity that has to be addressed. What, how and when these deciencies will be compensated are generally decided upon by experts. In contrast, the basic assumption in HLP is that there are existing capacities which are working well at the grassroots level. What, how and when learning will be undertaken is decided by a peer group. Therefore, though the HLP is not replacing conventional capacity-building eorts, it aims to reinforce the target groups commitment for enhancing their own capacities. Similarly, capacity-building eorts are also adding value to the HLP.


Appreciate: To realize everyones potential to overcome the limits that we impose on ourselves. Connect: To remove the distinctions that separate us and detract from our collective well being. Replicate: To start with what works and enable replication through exposure in the local context. Self-refining: Under horizontal learning, good practices continue to be identied, rened and adapted leading to continued improvement in the quality of these good practices. Value added: Horizontal learning is a bottom-up tacit learning process that complements conventional capacity-building approaches. Limitations: The key limitation of horizontal learning is that external agents cannot impose anything, that is, good practices are determined by peers and policies leveraged by the peers collectively. The HLP has been developed by the Water and Sanitation Program, World Bank (WSP, WB) in Bangladesh. The HLP in Bangladesh was launched by the Local Government Division of the Ministry of Local Government, Rural

Development and Cooperatives in November 2007. Now, CIRDAP is assisting with sharing this learning in their other member countries. Summary of HLP The HLP summary was further discussed among participants and they have drawn the lessons learned, which is reected in the diagram below.

Work planning Participants collectively prepared work plans (activities for next steps) for HLP at the end of the workshop, which is highlighted below.
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Preparation of Workshop Brief Report Finalization of Fact Sheet 4 Numbers Printing of Report and Fact Sheets Dissemination of Report and Fact Sheets Formation of WTMS Issue Letter by RGNIYD Resolutions in Respective GPS and NGOs - Send to RGNIYD and CIRDAP Network Workshop for GPS National Workshop for NGOs Select Outstanding Initiator/Replicators for other HLPs

Review of HLP concept: Role play with third person It is important to note how the concept was internalized by the participants. Thats why at the end of the workshop, two students of RGNIYD requested permission to take part in the workshop. The sh bowl methodology was used to explain HLP to them in 10 minutes. Then these two students tried to explain What is HLP to the participants of the workshop. The students were able to explain HLP quite nicely. This gave the participants greater condence about their ability to internalize this new concept.


Selection of Tamil name for HLP - ILAINGAR PAALAM Participants brainstormed and came up with 12 names in Tamil for horizontal learning. Consensus was nally reached on calling HLP as Ilaingar Paalam which in Tamil means youth bridge or bridge for youth. Evaluation of workshop Participants were asked to ll up a questionnaire on workshop evaluation. The results are as follows: Most of the participants have expressed their view about the workshop as very good and useful to their professions. They were beneted and think that more success stories of HLP implementation may be shown and literature may be given to create positive energy. They gained a lot from HLP workshop and learned how to implement the good practices with youth participation, develop positive thinking to ensure survival of the ttest, gain full knowledge of others and realized that they had a lot of information to share. They were very pleased and expressed that it was wonderful to be the part of this workshop and horizontal learning is very important for development in any organization. Some of them believe the wonderful principles of HLP Appreciation, Connection and Adoption will make it easier for them to practice at their own level, while encouraging others who are in the vicinity to learn good things and help them to practice them. The participants have given some suggestions for further improving this type of workshop such as: more success stories of HLP implementation may be shown and literature may be given; to add more activities; to connect more people with multiple thought may aid the adaptation of many more things. They also pointed out some logistic diculties and suggested that the duration of the workshop be extended a bit; the hall room/place of the workshop should be more spacious; to arrange it in all district headquarters by tying up with District Administration; to conduct it once in a month etc. The closing CIRDAP and RGNIYD distributed the certicate of attendance to the participants. Dr. Vasanthi, on behalf of CIRDAP, and Dr. Gopinath, on behalf of RGNIYD, summarized the workshop and thanked the other resource persons, participants, co-workers and back-up sta for their sincere engagement during the entire event.


Workshop Participants K. Kasthuri; S. Nagarajan; F. Christopher; P. Raymond; P. Kanakaraj; M. Thiruneelakandan; U. Siva Sankar; P. Narayana Swamy; Duguru Shivashankar; A. R. Vijaya Rao; N. Gopal; B. Pushpa Kumar; A. Renuka; R. Manimala; L. Balasubramaniyan; G. S. Manoj babu; Dr. K. Gireesan; P. Nagarajan; R. Gunasekaran; S. Devendhiran; M. Krishnamurthy; A. Vadivelan; M. Rani; S. Vijayalaxmi; K. Sethupathy; S. Raziya Sultaana; A. Marie Clera; Prabhu V.; S. Ranjith; P. Muniyappan; Datchana Moorthy; P. Tamilarasan; C. Santhosh Kumar; C. Hari Prasad; T. Dhaniyel; and G. Dhandapani. The workshop facilitators: The workshop co-facilitators: Photo credit: Report prepared by: Peer reviewed by: Edited by: Printed and published: Dr. Vasanthi Rajendran and Mr. Santanu Lahiri Dr. T. Gopinath, Ms Srestha Roy and Ms Veena Mahor Mr. Surendra Babu Santanu Lahiri, Dr. Vasanthi Rajendran, Dr. T. Gopinath & Veena Mahor Dr. Cecep Eendi, Hossein Shahbaz and Mark Ellery Kalpona Moitra August 2013

If you would like more information on this please contact: Dr. T. Gopinath Training Ocer ICEYD, RGNIYD Email: 20 Dr. Vasanthi Rajendran Director, ICD CIRDAP Email: