Participatory Monitoring and Accountability:

A Means of Implementation for the Post-2015 Agenda

My School My Voice
An Action Report: Participatory Monitoring and Accountability for Beyond
2015

Neeru Chaudhary, Head – Programmes Childreach India,

New Delhi, India
October 2014
Disclaimer: The findings, interpretations and conclusions expressed in this

paper are those of the author(s) and do not necessarily reflect the policies

or views of UNICEF, UN Women, UNDP, or of the co-sponsors of the

Participatory Monitoring and Accountability consultation (the governments

of Canada, Peru and the Republic of Korea), the United Nations or the

participants’ organizations.

Cover photos: The Participate Initiative of the Institute of Development Studies (left and center)

and ATD Fourth World / UMass Center for Social Policy, Boston (right).
My School My Voice
An Action Report : Participatory Monito ring and Accountability for Beyond
2015’
The report demonstrates how participation with children and parents result in confiscating
resilient obstructs in achieving improved access and delivery of quality education in target
schools and community in Delhi, the national capital of India.

Neeru Chaudhary, Head - Programmes

Childreach India,
New Delhi, India
 Childreach India envisions ‘A
world where all children have
the opportunity to reach their
full potential in life’. It
addresses issues that affect
access to quality elementary
education for children, early
childhood care and
development, gender
discrimination, health and
hygiene practices and other
An Action Report: Participatory Monitoring
underlying issues of poverty
and Accountability for Beyond 2015’
through services, community
participation and state
partnership. Children
participation is on the core of
all our projects and activities.

My School My Voice
Neeru Chaudhary, Head - Programmes
Childreach India,
G – 3 Delhi Blue Apartments,
Near Safdarjung Hospital, Main Ring Road,
New Delhi - 110029, India

Email id: neeru.chaudhary@childreachin.org

Website: www.childreachindia.org

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2
My School My Voice
Preface
Childreach India is as young as India and its children. An organisation of just four years, the
organisation has an advantage of appreciating the imperfections in children’s access to their
rights with an innocent, unprejudiced and vigorous intellect. Like a child, it also enjoys the
freedom of not being judged for making mistakes. The young organisation places all its focus on
its goals and is determined to achieve! It is these attributes of childhood that originated My
School My Voice, a multi-stakeholder programme that facilitates the role and responsibilities of
children and adults and seeks their participation to address issues in accessing education in
schools.

India deals with complex, multi-dimensional and enduring problems in many domains. It is
interesting to see how unprecedented progress at numerous spheres and the struggle of basics
for masses continue to grow simultaneously in the country. Education or the lack of it is an

My School My Voice
established and the most logical rationale for this situation. That the country struggles to provide
the foundation – the primary education to its children, is distressing though. No evolution of any
magnitude can justify this neglect.

Child reach India observes Right to Education Act, 2010, as one step forward by the Government
of India, the key provider to the system of education in the country but ‘Education for All’ still is a
distant dream. There is and cannot be an ingenuous, conventional and upright approach to deal
with the deep-rooted systemic problem of education. My School My Voice, a process-oriented
approach is inspired by the restiveness to bring change with values of positive participation, trust
and acceptance.

During its small journey, MSMV has had an impact on large number of children with their access
to and facilities in schools. The community-driven programme takes its lessons from the children,
the parents, the teachers and continually reinvents itself in accordance with the needs,
opportunities and scope of people’s participation.

The programme has the potential to scale up to many more schools in different parts of the
country and will get an endorsement by all experts, activists and implementers who believe in
people’s participation.

Neeru Chaudhary 3
Head – Programmes, Childreach India
 Acknowledgements

My heartfelt regards to all the children who have adorned us with their time, hope and trust
and allowed us to share their dreams and aspirations. I acknowledge the efforts, belief and
determination of hundreds of community members and parents of children that participated
in the process of bringing change.

I thank Ms. Reena Banerjee, secretary Nav Srishti and Mr. Zuber Khan, project director Sakshi
for believing in the vision and approach of MSMV and for their valued inputs and leadership
to seamlessly tackle all impediments and make this journey memorable.

I shall fail in my duty if I do not mention the passion, enthusiasm and hard work
demonstrated by the team members Jaya Chatterjee, Avik Dey, Pratishtha, Narender along
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with other staff and volunteers in making the processes meaningful and result oriented.

I also am grateful to the administrators and teachers who accepted our interventions and
campaigns in schools and community, encouraged children and supported the members of
community to participate.

My sincere gratitude to Childreach India board members, Naresh Chaudhary, the country
director for being so supportive and allowing the team to experiment with strategies and
actions on ground and colleagues who help shape my thoughts and views.

I am grateful to the networks of civil society in education that have provided a much-needed
platform to share and learn the passion, experiences and learnings with each other.

Last but not the least, I sincerely thank Beyond 2015 for acknowledging the potential of
Childreach India’s My School My Voice programme and giving me an opportunity to
document and share the approach and results in significant detail. I hope the report connects
the organization with more actions, individuals and organisations across the globe that
synergize with the approach of people’s participation in education.

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Abbreviations

DCPCR Delhi Commission for protection of Child Rights

EWS Economically Weaker Section

IEC Information Education and Communication

MSMV My School My Voice

PTM Parent Teachers Meeting

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RTE Right to Education

SC Schedule Caste

SMC School Management Committee

ST Schedule Tribe

UNICEF United Nation International Children’s Emergency Fund

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 Contents

Chapter 1: Elementary Education in India 7

Chapter 2: MSMV Parliament: Children 14

Participating in Change
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Chapter 3: MSMV: Parents influence 36

Policies as partners in education

Chapter 4: Participation of Children and 49

Parents in Education: A Tool

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 My School My Voice
Chapter 1
Elementary Education
in India

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 1.1 An Overview

India is a country of young people. More than 50% of its population being young, places India in
a very advantageous position. It can clearly avail of the demographic dividend. But this
demographic dividend may turn into liability unless education and skill levels of its youth are
significantly improved. One of the key challenges is to have growth with equity and democracy
without which the current growth becomes unsustainable. Ensuring good quality education for
its population is an indispensable step in the direction of bringing equity and enhancing
democracy.

Even as the education system seeks to reach out to each child through changes in national and
state laws, policies and strategies by widening access, providing for school infrastructure and
teachers, the issue of quality presents daunting challenges. Indian education system is known for
its inequitable character – there are high fee charging schools catering to the rich and privileged
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and ‘ordinary’ government schools with extremely insufficient facilities. There is a range of
government and private schools between these extremes.

1.2 The Situation

Government school system is accessed by 77 percent of children. However, the extreme

challenges in the quality of education available in these schools ensure that a large majority of
India’s children continue to be far behind.

National data reveals that 98.28%

children are enrolled in class I, after
age 5. It is interesting though to note
Elementary Education
(in percentages)
that the 1.72% children that do not 120
enroll into schools constitute of 8 100
million children, one million more than 80
the total number of children from 5 to 60
14 years in United Kingdom, for 40
instance. 20
0
Out of every 100 children who enroll, Class I Class VI Class VIII
8
22 drop out of school before
completing even the primary cycle and Enrolment Rate Drop Out Rate
42 drop out before completing the elementary education. Research indicates that the high
number of drop-outs and cases of repetition are largely due to the poor functioning of schools.

Even among those who stay in schools for five years, the learning levels are abysmally low. In
fact, a substantial proportion of student population does not even acquire basic literacy and
numeracy skills. Absenteeism, among certain categories of children, remains high. Since there
does exist a very high correlation between attendance and learning achievement, low learning
levels in schools, with such high absenteeism, is obvious.

Irregular attendance of the teachers, overcrowded classrooms, ineffective teaching-learning

processes, an inappropriate curriculum and dilapidated school buildings, lack of basic facilities
(e.g. separate toilets for girls, availability of water) and school infrastructure are some other key
issues in education. In addition, teachers tend to come from areas distant from their place of
work. Poor teacher motivation and absenteeism, harsh/disinterested teaching styles, lack of
appropriate training and follow-up support for teachers, little to no connection between

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teachers and the parents/community who live around the school, are all critical underlying
issues and often combined to the detriment of the educational system.

Access, efficiency and quality issues are far more challenging for marginalized communities (e.g.
muslim minorities, children living in remote rural areas or crowded urban slums, scheduled
castes and tribes, girls and not the least children with disabilities).

1.3 The Right to Education Act: An Opportunity

To ensure that all children irrespective of their religion, caste, class, gender and location get an
education of comparable quality, the Government of India introduced Right to Education Act,
through 86th amendment to constitution of India, in the year 2010. The Act guarantees children,
in the age group 6 to 14 years, the right to free and compulsory education. Historically, though it
has taken a struggle of 100 years for the country to accept education as a fundamental right.

The Right to Education Act provides for an answer to the issues such as access, infrastructure,
qualification and trainings of teachers and extends to guarantee equality, justice and resources.

9
 The flyer on the next page explains the rules and provisions in the legal document in a simple to
read, easy to comprehend language and style for children and parents to understand the
nuances that the Act guarantees. It carries specific provisions for democratization of schools, for
parents and local communities to shape and run schools and become member in School
Management Committees (SMCs) that have the potential of revitalizing the almost defunct
government schools that cater to the common people in the country
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.
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 1.4 MSMV: An Approach

My School My Voice inspires, motivates and empowers children and adults that have a stake in
the school to ‘own’ the issues in the school, identify the scope of participation and deliver self-
responsibilities to ensure that the school brings children an environment where they are safe
and creates opportunities for all children to unlock their potential.

Improvement of the quality of education is strongly linked to the quality of physical space,
availability of textual materials, classroom processes, school environment, motivated teachers,
interface between parents and teachers, and community involvement. The programme begins
with an assessment of participatory understanding of the physical and non-physical needs and
challenges in schools and communities through perspectives of different groups of stakeholders
and thereby takes a more comprehensive view for inputs and scope of participation for redress.
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MSMV defines the following two objectives to ensure child-friendly access and delivery of
quality education in target schools:

1. Partner with schools and communities to build capacities of adults and children, for their
increased participation in improving attendance, retention, learning outcomes and ensuring
that children stay in a safe
environment with
opportunities to unlock
Children
their potential in schools. participate in
change
2. Create a supportive
environment for Involved Parents as
implementation of Administration Partners
innovative applications,
and sharing of best
practices across the
MSMV
development and
Empowered
education sector. and Active
Aware
Community
SMCs
The programme stands on
the back bone of
12 Child-friendly
empowerment and Teachers
participation and inherits
the values of trust,
acceptance and responsibility. It integrates result oriented strategies with each of the
stakeholders and facilitates actions by them. With the strategy to work with schools with highest
challenges in the country comes the opportunity to reach a large number of vulnerable children
including the girl children, children belonging to the most socially and economically marginalized
families. Children with disabilities have all the rights but negligible access and acceptance in
schools. The programme is sensitized to the inclusion of children with disabilities in schools.
Strengthening foundation of learning for children from 3 to 6 years is another scheduled area of
focus of the programme.

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 Chapter 2
MSMV Parliament:
Children Participate in Change
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The chapter demonstrates how awareness and participation of

hundreds of children from 11 state schools empowers them to
prioritize issues and bring solutions and changes in their schools with
the participation of peers, parents and teachers.

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2.1 Children’s Right to Participation

2.1.1 The Concept

Many different interpretations and understandings of the concept of participation have evolved
in the 22 years since the United Nations Convention of Child Rights was adopted. Article 12 of
the Convention on the Rights of the Child establishes that children are entitled to express their
views on all matters of concern to them and to have these given due weight in accordance with
their age and maturity. This principle of participation is affirmed by other rights to freedom of
expression, religion and association.

These rights apply to all aspects of their education and have profound implications for the status

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of children throughout the education system. Participation rights do not simply extend to the
pedagogic relationships in the classroom but also across the school and in the development of
legislation and policy. Children can also play an important role in advocating for the realization of
their rights. Governments need to introduce legislation and policy to establish and support these
rights at all levels in the education system.

2.1.2 An Alien Subject for India

India has about 287 million children in the age group of 6 to 14 years. Despite such obvious
realities and the numeric strength, unfortunately, children in general in the country are ignored
in any decision making at all levels - family, society, state or nation.

Elders decide what is good or not good and expect them to be passive recipients of their
‘wisdom’ including welfare schemes targeted on them. Children participation for many
organizations is either not on agenda, badly misunderstood, or even opposed. There are
individuals and organizations that are against participation of children as they believe it is near
to exploitation of children and that the adults cannot shirk from their responsibilities to the
weak shoulders of children.

A couple of years back, I had an opportunity to read a response of 100 state and community
based organizations working for children across the country to “what do they understand by the 15
term ‘child participation’ and how do they ensure the participation of children in their projects?’
 While 60 of them expressed since they work for children, participation of children in their work
is inevitable, none of the organizations could quote any strategies or activities that demonstrate
meaningful child participation. Having said that, there are rights based international, national
and also community based organisations in India that understand and believe in children
participation as a philosophy and value and adopt meaningful processes to engage with them,
but the count is few.

As responsible actors, it remains for the sector to decide whether we can afford to risk losing out
on the great potential of young generation or should we nurture them to become ‘Leaders of
Tomorrow’- socially sensitized with right values and sense of responsibilities.

2.1.3 Childreach India’s Approach

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Fundamentally connected to Childreach India’s community-centered approach, is the need for

respectful and meaningful participation with children. The key approach is to engage with
children in designing and participating projects that genuinely reflect their needs and
aspirations. The philosophy is not to consider children as passive objects of interventions but
active agents in their own development.

This requires more than just listening to them, it means involving children in decision-making
and encouraging them to take an active role in finding solutions to their problems. The approach
is underpinned by the principles of the UN Convention on the Rights of the Child; guided by the
best interests of the child at all times and adopt the non-discriminatory principle that all rights
apply to all children without exception.

The organization aims for all its projects to actively, ethically and meaningfully involve all
children in the decision-making process for planning, implementation and evaluation, through
which they are empowered to claim their rights and take responsibility for the project and its
results.

Translating such mandate into actions, the organisation hosts a variety of processes of
engagement that are listed below:

16
 The
The Process The Reach
Concept

  Structured Children Groups   Project run with schools comprising 8000

 Need Assessments children
My School My  Campaigns on Rights and  Children of age 6 to 11 learn to remain safe
Pride Responsibilities and protected though role plays and
 Child to Child Approach disseminate learnings to peers
 Child to Parent Awareness
 Children Participate in Change
  

 Girls are empowered to propagate   ‘Save the Girl Child’ own project run in Hisar,
Girls Action Haryana with 300 girls
messages to stop female feticide in
Groups states with highest incidence of sex
selective abortions.

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Ek Din   Children from ‘privileged’ backgrounds   30 children from elite schools lived life in
Swadeshi stay at project sites to create social remote rural project areas in Hyderabad
sensitivities and responsibilities. and Delhi

  Aware Children present opinions and
MSMV
suggestions on issues that affect them
Parliament and participate in discussions and
and Conclave debates with policy makers,
implementers, influencers
  550 children from 75 different schools have
participated in four parliament sessions and
2 conclaves in Delhi, Hisar, Hyderabad and
Bangalore

  Children aware on Rights and   Project on Children Collective with 2500

Children as
formulate as groups children supported in Gujarat for 3 years
Catalysts of  MSMV Delhi involved 300 children in
 Identify Community Issues
Change Sangam Vihar
 Participate in Awareness Campaigns
 Take Actions

Recess   Children in Schools are sensitized on
social and development issues
  Children from 25 different schools in Hisar
and Delhi emoted pain and anguish on
peace, harmony and female feticide
through music, dance and drama
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 2.2 MSMV Parliament

2.2.1 The Background

India, we all know, is the largest democracy on the earth and its Parliament is the temple of
people’s faith, hopes and aspirations as under its roof are decided country’s policies, goals and
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journey path. Elected members of the Parliament discuss debate and decide on such issues -
representing dreams of billion plus Indians! Children are the future leaders of the nation. All get
instrumental in contributing to nation building in their own sphere, influence and capabilities.
The thought process emerging out of such situation has resulted into the concept of ‘Parliament
of Children’ - offering children a platform - to think, voice and act on issues concerning them.

The process of working with children for the parliament enlightens them about their rights and
responsibilities, provides them an opportunity to come out with their own understanding of the
problems; think hard to spell out their suggestions and come out with actions they may like to
undertake to contribute to the goal. It advocates for children’s active participation that links
learning with earthy realities and recognizes the role of children as citizens contributing to the
development of themselves and others.

2.2.2 The Planning

With implementation of Right to Education as a challenge and the opulent and unexploited
resource of children, the 4th session of the parliament was centered on the provisions and rules
under the Right to Education Act, 2010. Aligned with MSMV’s programmatic objective, this was
the first parliament with children of government schools. Many firsts were introduced and
gradually the event progressed as a result-oriented process that reached thousands of children
18 and their parents. The planning and execution of the process molded and formed through the
following characteristics that developed as the foundation of a meaningful participation by
children.
That the event must involve a collaborative process of engagement with children that is
not on an activity mode.
That the awareness and message is simplified to be understood by the maximum
possible number of children and adults in the schools.
That the hope and the dignity annexed to the rights of children overshadows the
negativity of the issues that they encounter with.
That the medium of discussion is only in Hindi thereby providing children an effortless
expression of thoughts.
That the theme, the tagline, the topics, the words, the language is child-friendly and
positive.
That the IEC material used (invites, folders, banners, letters, the presentation in the
invite, gifts, posters and paintings by children) is attractive, creative and above all
demonstrates our positive approach to finding solutions in a participative manner rather
criticism or problem-centric.
That we reach children from most marginalized, vulnerable and discriminated sections

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of society.
That children are encouraged to think of ‘out of the box’ solutions that are innovative
and participative
That the ‘solutions’ are independent from dependence!
That on the panel we have policy makers, policy influencers, implementers, activists and
researchers from the field who can supplement on the thoughts of children and
synopsize their views and reflect upon the policies. Also the conception was to influence
the minds of panels with an unexploited resource to address the colossal and composite
issue with simplicity and innocence.

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 2.2.3 The Themes

The above thoughts and approach resulted into “Right to Education| My Hope My Pride My
Participation” a tagline that soon became popular with children
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RTE Act – Who participates in implementation - Government, Community and Family?

In India, the centre and the state share the responsibility of implementation of Right to
Education, as per law. The school has to be viewed as a social organization, organically linked to
the community.

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One of the important provisions in the RTE Act is to constitute SMCs in all state run and local
schools. The inclusion of this provision is to ensure community participation and particularly, to
encourage parents of school going children to cherish the goal of universalizing elementary
education. The objective around this theme was to look beyond the role of school authorities –
identify the role that community, parents, children can play to bring compliance of children’s
right to education in classrooms and schools.

I must attend school and complete my education!

Poor attendance, low retention and children out of schools continue to be a big reason for the
dismal state of education. In accordance with the RTE Act, distance to schools for children in
primary and upper primary classes is defined as one and three kms respectively. The Act also
provides for infrastructure, non-discrimination, increased involvement of teachers and parents
that are considered prime factors in attending to such issues.

Children here have an important role in maintenance of such infrastructure, demonstration of

My School My Voice
acceptance and respect with vulnerable children, increased engagement of parents and most
importantly in understanding the importance of sustained self-interest and continued learning in
schools.

There will be discipline, and fun in studying, no pressure or fear of punishment

RTE ACT states no child can fail. It also bans corporal punishment. The rules were put in place to
protect the rights of children from harm and abuse and to contain the problem of drop outs in
schools for children who leave school when forced to repeat in the same grades.

Large number of children in classrooms; lack of knowledge amongst teachers for alternate ways
to discipline children; increased exposure and influence of violence on children especially in
urban nuclear families and communities are some of the reasons annexed to these issues.
Teachers have chosen to remain indifferent and blame the provisions for deterioration in the
quality of classroom and school environment and learning outcomes.

Most of the target children are first learners and many of them do not get opportunities to
inherit values of discipline, behavior life and supplement learnings at homes. An added
indifference from teachers becomes a threat not only for themselves but also to the society.

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 2.2.4 The Process

Step 1: Awareness Sessions and Signature Campaigns

Government Schools, school going children groups in marginalized communities reached

through Sakshi and Nav Srishti, two community-based organisations, partners in implementing
the MSMV programme in communities and schools. Orientation on Rights and Responsibilities;
the Right to Education Act through school assemblies and group meetings was done.
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Signature Campaign “Right to Education | My Hope My Pride My Participation” was the positive
message spread with children. Standees were put during orientation sessions for children to
write on their biggest HOPE from their Right to Education! In some schools postcard sized papers
were given to children to write on their biggest HOPE. There had been schools with no drinking
water and toilet facilities and 30% children in such schools also mentioned ‘computers’ as their
22 biggest hope - A learning for us on what a child aspires for the most!

The significance, purpose and process of parliament were explained to children and those
interested were asked to get their names registered.
2.5.5 Output

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Step 2: Focused Group Discussions and Group Formation:

1000 interested children got their

names registered. Limitation of
time and space on the ‘parliament
day’ allowed for presentation by
limited number of children.
Children were informed but
encouraged to share their
perspectives as the effort was to
collect views of large number of
children. Regular focused group
discussions to unfold the themes
of the session were conducted.
Many children took initiative to
express themselves. Some of
them discussed the themes with
their parents, siblings and peers in classes and brought a collective view. Children brought
dimensions of perspectives of looking at the theme and the topics. The children who actively
expressed themselves were retained for participation in the parliament session. Thereafter 13
groups, each consisting of 6 children were formed.
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 Step 3: Participatory Learning and Action Approach, ‘out of the box’ Solutions Identification
and Presentation

Groups of children were finalized from different parts of Delhi. Techniques of tail diagram and
Preference Ranking were adopted a) to identify the situations that they will like to change in
their classrooms and schools; b) to prioritize these situations as per the number of ranks given to
each problem. Problems with highest recurrence were taken up for brainstorming on solutions.
Thereafter the solutions were deliberated upon and collective learnings from larger groups of
children were analyzed and discussed.

Based on collective solutions to issues, scripts were prepared by children and worked and
reworked. Amongst 6 children, roles were defined. Two children chose one theme to deliberate
upon. Both of them together worked on their script while one of them also prepared to speak.
Permissions were taken and involvement was sought by parents for children to participate in the
pre-parliament sessions and the event.
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Preference ranking:

Children were organised into

groups. Each group was given 10
minutes to identify 3 most
important problems with reasons
as per their own perception in 3
point scale

Groups take turns to come to

the board and vote against the
three most important problems
by marking with bindis (stickers
used by women in India on
forehead as an object of
beauty).

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 10 most important problems were
identified and written down on the
board in a specific format

After completing the voting process,

total number of bindis were counted and
written down to analyse the score of
each problem.

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Reasons linked with the
problems with highest rankings
were discussed and participative
solutions brainstormed.

Students were asked to identify the situations

that they will like to change in their classrooms
and schools. Thereafter individual child was
called upon to prioritize the problem. The
problems with highest recurrence were taken
up. Solutions were derived through group
exercises.

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 Tail Diagram

Identified problems written

down on a chart paper and
pasted on the wall

Prioritization of problems through

group discussions and writing on
pieces of papers of different sizes (the
size of paper and the identified
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problem in correlation with each

other)

Children deliberating on roles and

scope of participation in bringing
‘change’

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Step 4: The Day of the mock children Parliament

The event was held at India International Centre, Lodi Road, Delhi, a popular venue for
engagement on social and development issues. The bright faces entered the huge hall with
eagerness to express, some looked nervous though. Interestingly crafted names of groups (each
symbolized with meaning of education) were prominently displayed on the round tables. The
budding parliamentarians settled on their seats as per the names of their groups.

The choice of panel was strategic. All belonged to the group of policy makers, policy influencers,
law makers, researchers and implementers.

The first girl spoke with a roar loud enough to inspire and remind all children that they are here
to represent the voices of thousands of children in schools and communities. Loud enough to
stimulate the minds of the august audience and the esteemed panelists that this not just a
meeting that takes a 360 degrees and is called for the day. She, a girl of class V was lucid, vibrant
and well-defined. Taking turns, one child from each group presented opinions from the collective

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of children in the sequence of the three themes. The select panelists presented their views on
their collective voice and the session ended with a unanimous imprint on the minds of all that
children views cannot be ignored!
(https://www.youtube.com/watch?v=7DZ4EYLq29s&feature=youtu.be)

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 Step 5: Post parliament sessions

Post Parliament sessions were

organized to a) to create
platforms for the budding
parliamentarians to enhance
their confidence and
demonstrate their learnings to
their peers in large numbers b) to
reach yet more children with the
information on right to education
c) make education and
participation a talking subject
amongst children, teachers and
parents.
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Thereafter interactions with

children and parents were held for next 6 months. It was understood that children discussed
their learnings the most with their peers and siblings. The story below explains the extent of
impact their learnings had:

A Change Story:

After the parliament, the participating children organised meetings with peers to discuss about
maintaining discipline in schools with prime focus on putting an end to destruction of school
property, which is a very common problem, especially with the boys’ schools.

For most of the participants including the 24 girls of 11 to 14 years from economically backward
muslim communities, it was the first time that they had an opportunity to understand about
their rights and express themselves. The experience resulted in excessive confidence in the girls
and they stood up to confront gender biases in their school as a collective and they also started
being more active with sports. Most of these schools are supportive and progressive to see their
children discuss and participate in issues.

Sushmita, 13 years, student of class VII tells her story. “My learnings from the parliament made
me realize that my school has all the provisions, but they are not reaching the children. I
discussed this with my friends and one day, spoke to my class teacher about this. My class
teacher encouraged me to speak to the school principal. Next day I brought the certificate and
the trophy with me. I was proud to carry it to my principal and requested her to arrange library
32 and sports classes for us in school.” The principal made arrangements for regular library and
sports classes in the school within one month. “There were no provisions and schedule of
regular library and sports classes though we have some infrastructure in place, Sushmita’s
question made the need urgent and important”, the principal said. Children now feel very happy
to get regular access to books and play” said Sushmita.

“I am happy that Sushmita knows about her rights in education, but the confidence that she
builds up through this programme is the most important achievement” remarked the vice-
principal.

3 Outputs

Series of Pre-Parliament sessions reaches 7500 children in 7

schools
Awareness and Signature Campaigns

My School My Voice
•Group Formation and Need Analysis through Participatory Learning
Approaches

78 budding parliamentarians echo voices of thousands of peers including

children with disabilities
Children deliberate around topics and share participative solutions
•Panelists from education department, civil society, administraion left spell-
bound at 'out of box', innovative yet simple and realistic solutions suggestions

Post-Parliament sessions reach 3500 children in 4 schools

•Participating children demonstrate in school assemblies

•Interesting stories of change documented and shared for impact

Networking
The invite, an awareness tool on RTE, children and community participation
sent (online and through posters) to thousands of civil society organisations,
state/ national education, RTE monitoring institutions, parliamentary
committee on RTE.
•The RTE connect established with pride, dignity and participation of children 33
was noted and appreciated.
34
My School My Voice

At A Glance
Chapter 3
MSMV: Parents
influence policies as
‘Partners-in-Education’

My School My Voice
This section demonstrates the case story of transition of parents from
ignorance and struggle of more than 20 years to awareness and
empowerment thereby bringing sustained solution to a continuing
problem of an exorbitant drop-out rate, poor attendance and risk of
safety, exploitation and abuse for more than 1800 children graduating
class V each year.

35
 3.1 Community Participation in Education

3.1.1 The Genesis

Historically, community has operated the education system, not the State. In the post-
Independence period the education system was progressively ‘governmentalised’. ‘Community
participation’ returned to the discussion during the 1980s when the Constitution was amended
to provide powers and functions to Panchayati Raj Institutions to plan and implement schemes
for socioeconomic development including primary and secondary school education.

Big cities that are forced to embrace ever-increasing migrant population from across the country
bring together people from different castes, tribal affiliations, power relationships, loyalties on a
My School My Voice

common issue. This subtle dynamics of interaction contribute an additional level of complexity
to the processes of community participation in cities.

Community participation refers to both processes and activities that allow members of an
affected population to be heard, empowering them to be part of decision-making processes and
enabling them to take direct action on issues. Active involvement of the community facilitates
the identification of community-specific education issues and strategies that are effective in
addressing them. Additionally, community participation serves as a strategy to identify and
mobilize local resources within a community, as well as build consensus and ownership for
programmes.

3.1.2 A Strategy: MSMV

MSMV concurs with the belief that parents and children are the primary stakeholders of an
education system and it is they who bear the brunt of the faulting school system. They need to
be given opportunities and support to bring about a change in the education system. Our role is
to make them realize that they hold the powerful key to initiate the process of reversing the
decline in schools, through their constructive and collective engagements with the school and
other stakeholders.

36 The programme adopts a 3-way approach to involve community in education that has been
explained through the figure below:
 INPUTS OUTPUTS

   Advocate on Policy Issues

 Need Assessments
 Monitor Enrollment and
Aware Community  Awareness Campaigns
Attendance
 Interface Meetings and
 Education as a Local
Events
Development Agenda

 
 Regular PTMs
 Need Assessments  Participate in School
Parents as Partners  Orientation Sessions Management
 Focused Group Discussions  Monitor Children’s Learning and
Behavior

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 
 Regular and Participative
Empowered and Active  Democratic Formation
Meetings
SMCs  Capacity Building
 School Development Plan
 Children Participation
 Steer Actions for Change

3.2 Sangam Vihar, Delhi: The Situation

Sangam Vihar is considered the largest resettlement colony in Delhi, forming the boundary
between Delhi and Haryana, and lies in the foothills of the Aravalli belt. It consists mostly of
migrants from Uttar Pradesh, Rajasthan, Bihar, Madhya Pradesh and Uttaranchal or offspring of
migrants. Predominate employment includes construction workers, masons and laborers, bus
drivers, vegetable vendors and street hawkers. The colony that came into existence 20 years
back is denied public services such as electricity, water, health, and sanitation and schooling
services. There are many private water/electricity operators across the colony that are 37
responsible for providing water to the residents, but do so at discriminating prices due to
monopoly and rise in transportation costs.
 More than half a million population spread over 150 acres of encroached land and at least 25
blocks. The huge populated area opens through and channelizes into numerous narrow lanes
making accessibility a real big issue in the community.

Most of the houses are ‘pukka’ and average at 50sqft. Garbage and sewage is strewn all across
the road making it filthy and hazardous for pedestrians and any kind of traffic. There is a lack of
sanitation facilities and any form of proper waste disposal systems. Lanes get water and mud-
logged so badly in rains and remain as such as no mechanism of mitigation.

Sangam Vihar is also often in news for being one of the highest incidence of violence and crime.
A number of unrecognized schools and clinics run by self-proclaimed doctors and teachers have
mushroomed at the expense of the ignorance of the local population.

The condition of schools in terms of infrastructure, access, quality education is for obvious
reasons no better to that of the community. Not hard to imagine the prevalence of violation and
threat to the rights of thousands of children in the community and the schools. The colony is
My School My Voice

termed as ‘unauthorized’ and that for the state justifies the situation of people here.

3.2.1 The Intervention

My School My Voice entered the community along with our partner organization Nav Srishti in
May 2012. The objective was to address the challenges in delivery of quality of education in
primary schools through participation of all stakeholders.

Our intervention started with household surveys targeted to assess the situation of elementary
education in the community. By the end of the survey, it was clear to us that the biggest
problem the community faces is of continued education for children after class V. 1800 Children
from four of the primary schools were allowed admissions in a school 7 kms away from the
community – a struggle of children and parents since two decades. As a result, the situation of
education was abysmal. Understandably, parents could not afford to send their children at such
a long distance not only because of the financial implications on their budgets but primarily for
the fear of risk to their safety. In the last few years, there had been accidents that caused death
of a girl and left two children live with permanent physical disabilities. Incidents of teasing,
abuse for girls and threat to exploitation a predominant factor in the colony.

But the Right to Education Act proclaims ‘A school cannot be more than 3 kms away from the
38 child’s home for classes VI to VIII. It was such a clear violation of the law that forced 1800 every
year to add to the thousands of children in the community who could not complete their
education for the same reason. And this was for sure, not the only violation of children’s right to
education but the tip of the mound.

Not shocking but ironical that the community, the parents and the affected children were
completely unaware of any such law in the country.

Taking the challenge head on, we initiated concerted advocacy, awareness creation among
community (children and parents) about Right to Education Act and empowered them to
exercise their rights as accorded under the Law. The effort (which included submitting petitions,
meetings and facilitating an interface between community and the authorities) succeeded in
revising feeder school policy for the four primary schools. The community also motivated the
local area councilor to participate in the process of school development and provide necessary
finance from development fund thereby upgrading the existing primary school accessed by 4000
children.

My School My Voice
3.2.2The Process

Step 1:
Soon after the survey that covered
2000 households, we started
organizing meetings in the narrow
lanes of Sangam Vihar with women,
girls and children. In small groups,
through informal discussions, the facts
and issues were understood in detail,
information about the significance of
rights and laws under Right to
Education Act was shared. Problems
appeared to be grave. From prevalence
of corruption practices to business by
private players - the rigid policies to
huge population of children in schools all seemed responsible for the dismal state of education.
Reasons were complex and big. But there was law and that was the strength and the tool. Much
more had to be done to make gaps in education an agenda in the community and uniting the 39
community as groups. To identify the leaders and make them lead.
 Step 2:
Mothers of all children between 5 to
14 years were approached and asked
to attend meetings in the community
office on fixed days. Booklet on RTE by
UNICEF and the self-scripted flyer on
Right to Education were used as tools
of information dissemination and
awareness generation. The
information was divided into parts and
delivered as lesson plans on fixed
meeting days. Focused and
participative discussions with
community resulted in learning for the
My School My Voice

mothers and for us as well. Often

when we try to address an issue on the face the layers earlier not visible open up from nowhere.
And a similar situation was encountered each day.

Step 3:
Simultaneously we were taking literacy
and numeracy classes for children in the
community project office. Very soon
hundreds of children joined the classes.
Most of them were attracted because of
the books in the library, the different
activities and information being shared
with children. Children started bringing
their mothers and spread awareness on
their own initiative in the community.
The group of mothers and children
started growing gradually.

The issue of change in school was a community issue. There were many women and husbands of
women in our groups who had to drop out of school after class V for the same reason. There was
40 aggression amongst them as their children were the victim of the same old problem that has
affected their lives. Information on laws under Right to Education Act was to reach all members
in the community. Multi-pronged strategies for awareness were adopted.
Easy-to-understand simple Information Education Communication material was developed and
handed over to people to read. Walls in the community were painted with compressed
messages easy to comprehend and remember. Flex boards with messages were fixed at
prominent pillars in the community. Street plays performed by professionals and later by
children groups at various community hub points held to reach mass population, in specific
those not literate to read and understand the written pieces of information.

My School My Voice

41
 The highlight of awareness events in Sangam Vihar always had been the rallies that appeared as
small movements headed by parents and children. The purpose was to make the issue of
change of feeder school a local development agenda in the community.
My School My Voice

Step 4:
There was adequate information in the community to understand their rights and that the
distance of school was a clear violation of the law passed by the government of India. The
women and the children that attended focused group discussions regularly played an important
role in spreading the message around. When education became the agenda for the community,
the local councilor joined the movement. More than 100 parents signed and submitted number
of letters to explain their distress and the affect that it would cause to their children and
submitted with relevant authorities for action including the department of education, Delhi
Commission for protection of Child Rights (DCPCR), the state agency for monitoring the
implementation of the RTE Act. Parents went in large numbers to meet concerned officers
several times. There was no action. The local councilor meanwhile got very active. She declared
7.5 million rupees to invest in one of the primary schools which existed with no facilities. She
announced to build toilets, water tank and renovate the broken walls of the makeshift structures
of classrooms. This was positive and one reason to celebrate. But the bigger fight was not won.

42 The cycle of next round of admissions were about to approach. The community was getting
impatient as no action meant fragmented education for yet another 1800 children and now it
was difficult for them to abide by this - they were armed with the knowledge of the law and their
rights. An interface between the department officials, parents, DCPCR and the local councilor
was organised on March 14, 2013, in the community.

The concerned school inspector, parents, DCPCR representative, the principals, councilor – all
attended. The principal of one of the primary schools came with a letter that turned the
interface into celebration! He announced and shared the official letter with the community and
declared that the request by community has been accepted and the school for 1800 + children
from 4 primary schools have been changed. Now these children would get admission to the high
secondary school (till class XII) that was within the community, less than 3 kms for all children.
Not to comment on the condition of roads and its state during rain, for now. Parents and
children were in complete joy, for them it was a dream come true as many mothers and fathers
had left their education after class V for the same reason.

My School My Voice
Step 5:
This was a phase of victory for parents. For us, there was an unmatched trust in the community.
Our activities with children and parents for strengthening education in schools continued with
greater vigour. Few stories touched and were documented. The highlight was when a girl with
disability was able to attend the community school in class VI. Very soon the community
meetings again went restless. Children who had passed out from class V before the academic
session of 2013 and dropped out from school for the same reason wanted their children to get
admission in the nearest school as well. As per law, they had all the right. Many parents met
concerned officials but 13 of these got their children admitted. The problem of already high 43
enrollment in school was being quoted.
 Challenges continued. We had rented our office in a low cost private school. After this change,
we started getting messages to not only vacate our office but also leave Sangam Vihar from
private school union as their business was getting affected with more number of children now
opting for the government schools.

Many teachers and principals also had supported the parents in the struggle and after a year we
organised an annual event and called it ‘Rejoicing Change’ in one of the school grounds to
felicitate the parents who lead the movement, the teachers and officials who supported and the
children who participated in the street plays and other rallies. The day brought mixed feelings.

The memories of the tale of fear, struggle and delight were still afresh when the academic year
of 2014-2015 arrived with an uncalled for unexpected challenge. The decision of admission for
465 boys from one of the 4 schools got revert. They had to again go to the same 7 km far school.

The children disillusioned, parents in dilemma and teachers disheartened. Parents refused all
together to send their 10 year-old children through the unorganized, insensitive and expensive
My School My Voice

public transport, the crowded roads, the popular streets that reminds them of nerve-wrecking
incidents and accidents.

Parents refused to take transfer certificate from the school. Visits to the primary school
principal, asking him the same question framed distinctively each time, became a daily activity
for the parents while their children accompanied them with the readiness to join the school the
next day. The united parents and children appealed, petitioned and urged all individuals and
institutions with the hope to save the future of their children from dropping out of studies.

The situation became volatile, the primary school principal, already disappointed and concerned
about the future of his 465 children became the only target for the crowd of parents in despair.
The parents, he knew, would listen to our project coordinator whom he would call before
entering the school every day.

A month old same struggle of 465 parents came to a prolific conclusion on April 25, 2014.

44
Of all the stories that were captured, the impact on Monika has been most emotive. Monika, a
girl of 12 years cannot walk. She has polio and uses a tricycle to commute. Monika and her
mother have always been regularly attending the meetings. For them, the change of feeder
school was the most important. Her mother always said “I cannot afford her education in a
private school and it is impossible for Monika to travel the dreadful roads on her tricycle. She will
have to leave her studies if the feeder school does not change. Monika since regularly attends
school on her tricycle.

My School My Voice

45
46
My School My Voice
 MEDIA
COVERAGE

My School My Voice

47
 Friendly Admission
in Schools, Enroll
Your Child in School
Today!
My School My Voice

Easy Access to Schools,

Admit Your Child to the
Nearest School!

48
Study in School
without
Pressure, Learn
and Grow
Fearless!

My School My Voice
Required
Facilities in
School, Go to
School Every
Day!

49
 Quality
Education by
Empowered
Teachers,
Respect your
Teachers!
My School My Voice

Parents' Support
in Education,
Participate
Parents, Realise
your Dreams!

Non-
Discrimination,
50 Special Provisions
for Special
Children!
References

 “IS THE WORLD BANK REACHING OUT-OF-SCHOOL CHILDREN? An analysis of World Bank

commitments to basic education in relation to out-of-school populations” by RESULTS

Educational Funds

 [http://www.results.org/uploads/files/Is_the_World_Bank_Reaching_Out-of-

School_Children_-_Full_Report.pdf]

 “FACT SHEET: A summary of the rights under the Convention on the Rights of the Child” by

My School My Voice
UNICEF

 [http://www.unicef.org/crc/files/Rights_overview.pdf]

 “Community Participation and Institutional Experiences in School Education: School

Development and Monitoring Committees in Karnataka” by OXFAM India

 [http://www.oxfamindia.org/sites/default/files/wp-community-participation-and-

institutional-experience-in-school-education_0.pdf]

 “SCHOOL MANAGEMENT COMMITTEE AND THE RIGHT TO EDUCATION ACT 2009: Resource

Material for SMC Training” by American India Foundation and LAMP – Learning and

Migration Program

 [http://aif.org/wp-content/uploads/2012/08/SMCBook1.pdf]

 “Depoliticizing Development: The World Bank and Social Capital” by J Harriss

 “Community Participation in Development Projects: The World Bank Experience” by S Paul

51
 “National RTE Stocktaking Report 201d” by National RTE Forum, India