Centre for Social Equity & Inclusion
(CSEI)
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_
I.
About the Organization
1. Address
: 2157/A, 3rd Floor, Sarthak Building, Guru Arjun Nagar, Near
Shadipur Metro, Opposite Satyam Cinema, NewDelhi- 110008
2. Legal Status :
Registered in 21.07.2009
Trust Registration No. 231661444
80G – DEL-CE24472-25022013 1968
12A – DEL-CR22679-25022013 1388
TAN – DELC11057E
PAN – AABTC1038R
3. Vision : A just and inclusive Society where every human being has equal
opportunities and resources, and adequate capabilities to harness their potential,
realize their rights and fulfill their responsibilities to live in fellowship with dignity
and liberty.
4. Mission
: To promote the socio-economic and cultural rights of socially
excluded children and youth, in collaboration with community-led Civil Society
Organizations, through advocating for inclusive policies and provisions and
promoting equitable outcomes and the realization of the right to education, skill
training and employment/ entrepreneurship for these children and youth.
5. Objectives
:
1) Socially excluded children and youth enjoy equal rights, freedom and
opportunities, as well as equal participation in the socio-economic arena, especially
with regard to education and knowledge building, skill training, employment and
entrepreneurship.
2) Platform are built among Dalit, Adivasi and Muslim Community-Led
Organizations with shared understandings, goals, strategies and resources for
effective and sustained interventions to ensure equity and inclusion in education,
skill training, employment and entrepreneurship.
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3) The rights, freedoms, opportunities and participation of the most marginalized
with Dalit, Adivasi and Muslim Communities, including girls/young women from
these communities are adequately addressed within the broader ambit of
interventions with children and youth from these communities.
4) A social and political environment is built that is conducive for the realization of
the above three goals.
6. Strategies
:
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evidence building through studies, research
Innovation and piloting equity & inclusion actions
Deepening engagement with children and youth through CLOs
Advocacy through showcasing, networks, policy engagements.
Board Members
Sr
Name
No
1. Annie Namala
2. Fr. Aloysius
3. Prof. Sanghamitra Acharya
4. Satyendra Kumar
Gender
Position
F
M
F
M
Secretary
President
Treasurer
Member
7. The Concept of Social Equity &Inclusion
One understands promoting equality as a desired goal. So is also reducing inequality a
desired goal. The points of divergence follow these two universal positions. What
indicators should we consider for promoting equality/reducing inequality? What strategies
for promoting equality/reducing inequality? The importance of social equity falls here and
is an important cornerstone for promoting equality. Social equity would incorporate all
those mechanisms and measures that are necessary from the needs and aspirations of
people from socially excluded communities.
It is less understood as to how this state of social equality can be achieved – pro-active
interventions in favour of marginalised and vulnerable sections in the form of affirmative
actions are also acceptable. However social equity (including other dimensions of equity as
economic equity..) is the important ingredient linking the bandwidth from inequality to
equality. In overcoming inequality and promoting equality (whatever be the nature of
inequality-equality) the oft-overlooked and neglected dimension is equity – which would
determine whether the measures will be effective and efficient in meeting the objectivesgoals. Social equity is the missing link that we need to ensure and envisage.
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Social equity is at once an approach and a ----. The social equity approach ‘signifies
development aimed at reaching the most marginalised and deprived populations first in
contrast to reaching the largest quantities of people’1
Social equity builds on four important social theories of social justice (Rawls), capability
approach (Sen), durable inequalities (Tilly) and human rights approach to poverty
(OHCHR) and underlines the principles in it.
The equity approach underlines the following:
1. The most disadvantaged have the first call (priority) on any resources, remedies,
reliefs, redress, redistribution, rehabilitation… based on the premise that the
inequality has been socially structured and not owing to individual amiss
2. Takes into account the specific and individualized needs of the most disadvantaged
and demands that the measures not only are provided on priority basis but also are
most effectively implemented – adequate, timely.
3. Given the complex and multi-dimensional nature of poverty and inequalities, equity
measures need to be multiple and multi-dimensional too.
4. Recognizing the long standing negative impacts – consensus on the need for
provisions not for one generation, but many.
5. Another important dimension is that they ensure and protect the dignity of the
persons
Equity goes a step beyond creating a ‘level playing field’ as commonly understood. Level
playing field often limits the understanding to the current context, without adequate
analysis of the root causes that have resulted in the current context. That discrimination
based on caste, race, ethnicity, gender, ability, occupation or any other are currently
recognized as determinants to one’s opportunities, creating barriers to relationships,
barriers to services – which result in unequal results. Thus equity is more in consonance
with ‘prioritarianism’ coined by Richard Arneson, than to level playing field promoted by
Ronald Dworkin and John Roemer. Hence social equity (including economic equity and
other forms of equity) requires that society provides timely, adequate provisions/services in
a rights based framework to overcome the barriers and meet the needs of the most
marginalised sections in society to promote equal opportunities and level playing field to
address the multi-dimensional and complex forms of poverty and deprivation.
An important dimension of social equality is social inclusion. A society that is built on the
principle of equality means that there are no exclusions and that all people are brought
together in an inclusion framework. That there are no inherent or structural barriers that
prevent people from building relationships across each other or diverse groups. Social
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Equity and Social Justice: A short introduction, by Equity for Children June 2013
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Inclusion also needs to be recognized as active efforts that need to be done and not left to
chance or unplanned. In promoting social inclusion it is important to also give it depth and
scope. Various levels and layers of social inclusion can be identified in our efforts, each
moving deeper into the process of inclusion. Social inclusion I) nominal inclusion at the
level of nominal representation of the socially excluded, ii) substantive inclusion that
creates opportunities for agency in decision-making, iii) institutional inclusion making
conducive environment and opportunities for inclusion, iv) relational inclusion that
overcomes prejudices, bias and mental exclusion, v) . This can be done through, thus
inclusion needs to be strategically planned and evolved. A truly socially equal society will
be one based on inclusion and equity.
Civil society organizations hold an important responsibility to promote social equity and
inclusion as we are committed to promoting social equality.
The Concept of CLOs
Community Led Organizations means Civil Society Organizations led by men and women
from Dalit, Adivasi and Muslim Communities i.e., the most excluded communities in India.
The term ‘CLO’ (Community-Led Organization) was evolved by CSEI during the study
‘Making Growth Just and Inclusive: Partnering Community Led Organizations of the socially
excluded’. Following are the major Characteristics of CLOs:
 Led by the community members who personally overcome tremendous barriers
from their families, communities, the larger society and even the State in accessing
education and coming forward to work for their communities.
 They are located within their communities in terms of their leadership, concerns
and context and have great potential in addressing persistent social exclusion issues
of their communities
 They are role models for other young people
 Regardless of the other apprehensions about their abilities to manage programmes
they have a unique reach to, and connect with, their respective communities.
 Leadership and decision making role was vested in the marginalized communities
with whom the organization works.
II.
The Programmes/Projects
VI.i. Promoting Equity & Inclusion in School Education
a. Education Resource Centers in Delhi
ERC is a free space for children and adolescent girls and boys from socially excluded
communities to come regularly and excel in education meaningfully, explore their talent,
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learn and enjoy through special playful activities. ERC also gradually engages with
children’s families on problems children face in schools as well as at home and create a
positive dialogue. ERC gradually also builds community confidence in education. CSEI
initiated its first ERC centre in July 2013 at Vijay Vihar, Rohini of West Delhi district and the
second centre was initiated in August 2014. IN ERCs children are mainly from poor
families. Economic challenges and gaps in government school systems hamper their
growth. Most of the children are continuing their studies. Families are deprived of building
mechanisms helpful for children in their educational and overall personality growth.
Objectives
1. Children excel in education meaningfully
2. Create positive experiences for children through educational engagement and
extracurricular activities
3. Bringing awareness in the families and larger communities on ‘equitable quality
education with social inclusion’.
Function
Creative learning environment: These centres need to provide creative learning
environment for children that gives them fairly decent space to gather, collectively and
individually learn and study, adequate materials to enhance their interest and learning.
Academic support to children: The academic support to children in these centres
includes regular facilitators in the centre. The facilitators need periodic support to
equip themselves on how they can support and facilitate children.
Co/extra-curricular support to children: The children having little access to
technology, or additional reading materials, the centres also need to provide such
opportunities to them.
Non-academic support: The centre also provides an opportunity to expose these
children to other learning opportunities, leadership and personality development,
values and life skills.
1. Education Resource Centre (ERC), Vijay Vihar (Rohini)
Vijay Vihar is located in Rohini in West Delhi which accommodates approximately six
lakh population out of which above 50 per cent belongs to Dalit community. A good
number of the Dalits are migrants from UP, Bihar and other states. Most men are
engaged in industrial labour, vegetable selling, sewage work and sweeping etc and a
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small segment do necklace/garland making work as well. Almost all mothers work as
domestic help. All these works generate meagre income.
There are no government schools in Vijay Vihar. There is one in the nearby habitation and
many more in Rohini. Around 25 private primary schools and around 15 private middle
schools are run by dominant communities here. There are no high or senior secondary
school; neither private nor government school. Many parents send their children to the
private schools when they are small and the costs are affordable. However, as they
progress, many drop out both for economic and academic reasons. In this context CSEI
initiated ERC in Vijay Vihar with the support of Centre for Social Dignity, led by Mr. Vineet
Jingala and Ms. Kalpana Bahot, activists from Dalit community.
2. Kusumpur Pahadi (Vasant Vihar)
Kusumpur Pahadi is an unorganised colony in Vasant Vihar, of South Delhi. At least 6000
families mainly from Dalit communities live here. Family’s bread earners are mainly
engaged in building construction work, road construction work, cleaning work, plants
selling etc. The whole KPP is deprived of water supply and sewerage system. These
challenges give a tough time to the habitants. Most of the children study in government
schools and face lots of challenges.
In Kusumpur Pahadi CSEI initiated the second ERC with the support of Bachpan Bachao
Badhna Baatcheet, an organization led by Ms. Sunita Chauhan, a Dalit woman activist, in
August 2014.
Functioning of ERC
In both the ERCs children come in two batches from 10 to 12.30 am and 2 to 4.30 as the
schools in the locality run in shifts. Majority of boys come in the morning and girls in the
afternoon. Children from classes 3 to 10 attend the centre.
In Vijay Vihar Mr.Vineet , Ms. Kalpana and Ms. Rahnuma are managing the centre whereas
in Kusumpur Pahadi, Ms. Sunita Chouhan is the one who is managing ERC.
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Activities Undertaken in 2014-15
1. Teaching Text Books through Experiential Education
Through a special methodology of Experiential Education, children are linked with their
textbooks where they can relate content and lessons with their own life and thus learn.
CSEI with the team of experts have been building modules for the children which have
brought very good results. It also brings Critical Thinking among children.
2. Overall Personality Development
Through Khel Se Mel activities, in which children learn values while playing, is an
important activity. Through this method children learn the meaning of inclusion, equity,
equality, affinity and become sensitive towards each other. Children explore and polish
their talent and perform on various programs organised within the centre and larger
world.
3. Celebration of Role Models and Important Days
Children learn about their role models come from their own communities and get inspired.
They celebrate them on the particular days. Children also learn the values behind the
important days for example Republic Day, Human Rights Day, Labours Day etc.
4. Exposure Visits
Children are encouraged to be part in national and international campaigns linked with
Education e.g. Right to Education, UpforSchool, Zero Discrimination, Action 2015.
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Children are also given exposure to places like Ambedkar National Memorial, Prerna Sthal
etc where they explore their roots and affinity.
Lessons Learnt
1. Continuous and consistent engagement with children is important to bring them out of
conventional methods of leading life.
2. Innovative methods are required to fill the gaps existing in their life because of societal
and governmental negligence.
3. Innovative methods are required to help them picking up text book content and
through the final exams meaningfully.
4. Giving positive experiences to children gradually inspires their parents to go extra mile
in terms of children’s education and opportunities for them.
5. Advocacy with the government and concerned departments to ensure quality education
in all the schools regardless of its status, and make all the schools and supportive
mechanism inclusive, equitable and conducive to all the children’s mental growth and
sensitive to diversity.
Future plans
Apart from continuous processes which are going on in ERCs it also plans for:
Family engagement: ERC in its journey has understood the requirement to support
children in their home environment, talk to parents, and organize sessions with them on
some of the problems children face at school and in the homes.
Community engagement: ERC also realized that the community needs to be encouraged
and motivated to support the children to study and achieve. While there has been increased
motivation to send children to school, there is growing frustration regarding the poor
performance and poor quality of learning.
Community is also concerned about investing in education and children not accessing the
skills to access better jobs. Hence the community confidence in education needs to be built.
a. Clay Learning Centres (CLC) in Bihar
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CLAY (Community Leadership and Youth) is a rural community development project
supported by NEG-Fire to promote Right to Education to Musahhar Children of Bihar.
Currently CSEI has 6 CLAY centres in Patna district of Bihar.
Activities undertaken
During last year identification of 20 schools and their RtE compliance were mapped to
understand the status of RtE implementation. Later we used NEG Fire tools to collect data
from these 20 schools and data was uploaded towards tracking of children and RtE
compliance. We organized one day training of SMC members from Musahar communities
to understand the need and capacity of SMC members coming from Musahar habitations.
We admitted new CLAY Fellows and created new CLAY centers in Mushahar tola such as
Madhuban, Nima,Sangatpar,Chanaki and Simari in Massuadi Block, Patna. Its “Seventh”
CLAY centers have been opened where two Fellows working together; and we have been
working with “Fifteenth” Fellows till now. We enrolled children in schools and provided
education to student in CLAY center run by CLAY Fellows. We have opened library in every
CLAY center and CLAY Fellow used library for study in center and also practices learning of
books through forming Street Play groups in different centers and issues of discrimination
and inclusion. We have created “Cabinet” structure within 15 CLAY Fellows, functioning;
accountability and implementation of ideology of CLAY are running through cabinet. And
the fellows themselves initiated this initiative under this programme and they have created
different Ministers in structure.
The CLAY Fellows have been played important roles to strengthened CLAY, the roles and
responsibility are described below.
1. Education Minister: Education Minister is a Fellow elected by a group of Fellows as
a Minister and she/he is taking responsibility to check who is not studying in school
and convince childrens’ parents to send them to school and CLAY center in case they
are not going to school. They also call parents to center whenever children have any
problem regarding parents and request parents to send their children to center.
They also observe whether center is functioning well or not and handle the
problems regarding education in Tolas.
2. Water Minister: This Minister is responsible to make students aware on water
quality and hygiene and also make them conscious to save water.
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3. Environmental and Cleanliness Minister: This Ministry ensures the Fellows and
other students to maintain cleanliness, sanitation and hygiene in their house, school,
and centre and in their surroundings.
4. Sports Minister: This Minister has undertaken to organize various games for
children in schools and at center. Twice in a week the children do Khel Se Mel with
Ambedkar Student Forum.
5. Information Minster: This Minister takes care of information dissemination on
various activities like meetings, street plays etc and also communicate with ASF
members on various information.
6. Secretary: The Secretary work as watch dog of all Ministers and do follow-up of
their activities.
7. President: The President is heading all the meetings and responsible to solve
problem of CLAY Fellows and other student of tolas.
8. Chief Minister: The Chief Minister asks for the functioning of Cabinet as per the
information from the Secretary.
9. Prime Minister (CLAY fellow): After getting training from Vyaktitv Vikas Kendra ,
the Prime Minister give training to ASF students and all 15 CLAY fellow responsible
for guiding VVK.
b. Section 12 (1) © /Section 12 Watch Group
The major objective of the program is to ensure the implementation of the Right of children
to free and compulsory education (RtE) Act with special focus on implementation of
Section 12, promoting inclusion of children from Disadvantaged (DA) and Economically
Weaker Sections (EWS) in private schools.
Various Activities undertaken
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Right to Information application on various RTE issues was facilitated by CLOs
Khel se Mel training for Community led Organizations were conducted to
promote Right to Education of socially excluded children.
Visits were made to schools of Central Delhi, New Delhi and West Delhi to create
awareness towards the formation of School Management Committees and also to
understand the status of the formation
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-
-
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The team facilitated Community meetings on SMC by partner CLO for awareness
creation among community about the participation through SMC in the school.
Conducted community Surveys for awareness and status about the Grievance
Redressal mechanism
Information dissemination to 5000 families about section-12 .1 © of RtE .
Grievance Redressal Campaign in Delhi by CLO and the online complaints filing
Were done successfully.
Press meeting on participation status of children from Disadvantaged category
like Rag picker, sewerage worker, safai karamchari , construction workers,
domestic workers and NT/DNT under RTE Section -12.1.C.
Recommendations were made to education department about the gaps of the
implementation of sec-12 like distance criteria, representation of the
disadvantaged children, , simplify the Documentation Requirements during
application, put the word disadvantaged category in every Government Orders
with EWS, circular for income certificate is not required for DA category and
adequate time period for application.
We Raised voice from various forums like Delhi RTE Forum and RTE Forum
(National) on Education Issues.
Consultations on information dissemination on sec-12 1 C RTE act 2009 were
held in UP, Jharkhand and Bihar.
Report on status of the implementation of RTE Sec-12 1C in India in 2013-14
was released in a National Consultation organized by RtE Forum.
Result achieved

1310 families out of 5000 were hand held and supported towards application in 97
Private Unaided schools in Delhi unaided private schools.

Expansion & new formations of advocacy networks- with the unions and movement of
most excluded communities like construction workers, domestic workers, sewerage
workers, Waste Pickers, sweepers, Parents group from Muslim community and General
community, parents from networks, admissionnursery.com, engagement with
Government and engagement with Media.
CSEI did advocacy on RtE Section 12 (1) ©, for Disadvantaged groups, with various
stakeholders like Delhi Government Education Department, Media and Private Schools. .
Since DA category has not been acknowledged by the government, advocacy and
dialogue with the government and other stakeholders are still in process.

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
Formation of National RTE - Section 12.1.C Watch Group with socially excluded
Community leaders, youth and children. The plan has been to strategically involve the
people from the community for effective advocacy.
Lessons learnt
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After two years of experience we realized that supportive actions need to be put in
place towards inclusion with the engagement of community as well as school.
Engagement with Private schools on inclusion actions, especially Individual
engagement with specific private schools could not be achieved because CSEI focus had
been on policy advocacy, community engagements and expansion. The issues in states
are complicated thus the individual school engagements become a next level priority.
Children admitted under the provision are too young to comprehend, have a
perspective or raising their voice and the parents are not prepared to participate since
there is risk of losing the benefit.
Engagement with state governments for formulation of Inclusion guidelines towards
implementation of section12.1.C of RTE. As advocacy is an evolving process and
requires certain level of capacities of CLOs and community as such which has been a
limitation and is being supported and worked on.
Future plans
1. Identification and establishment of anchor ClO's in 5 intervention states like Delhi,
UP, Bihar, Jharkhand and Chhattisgarh
2. National Monitoring and Advocacy process towards Policy change through National
& States - RTI, Websites, CLOs inputs, circulars, notices & Field Visits.
3. National Information dissemination on RTE- sec-12 1 C, through state CLO partners,
Posters, Booklets and Pamphlets.
4. Community parents engagement towards preparation for qualification, Compliance
mapping of schools & administration and assessment of system preparedness.
5. Preparation of Inclusion Manual, Piloting & introduction of this module in 10
schools including introduction of KSM activities.
6. National Consultation & Report on status of the implementation of RTE Sec-12 1C in
India.
7. Handbook on RTE sec.12.1.C with National Law University, Guideline Preparation &
development with NCPCR, NCERT and MHRD.
8. Use Right to Information Act as a powerful tool to get information about Right to
Education.
9. Follow up of Post admission under sec-12 RTE, conduct research & case studies.
10. A study of unrecognized private school in Delhi.
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11. Community engagements through street plays & community dialogues. Constant
and continuous Community engagement processes on education.
c. Curriculum Modules
When we talk about education for the empowerment for socially excluded communities, it
is imperative that we think deeply about what kind of education it is that we are talking
about. Education that is given in most schools involves transfer of some body of knowledge
and is primarily aimed at building students’ credentials (not actual skills) to be able to be
eligible for the job market. However, many revolutionary social thinkers including Dr.
Ambedkar talked about education as a process that develops critical understanding of
social realities in children from marginalized communities. Such a process of critical
education is rarely a didactic teaching-learning process but is based on the principles of
experiential learning, wherein children participate in active experiences and critically
reflect upon them to generate hypotheses. With this understanding, we have worked on
creating several curricular modules that reflect on various dimensions of the personal as
well as social lives of children from Dalit, Adivasi and Muslim minority communities. We
have compiled over 25 activity based experiential learning sessions that address topics of
identity, caste, unequal distribution of resources, child rights, health, employment, Indian
constitution, government policies etc. During this year, we were able to pilot these modules
in Educational Resource Centres and Youth Tech Hubs.
d.
Building leadership among children of Dalit/Adivasi/Muslim communities- a
case storyStory of Dharmendra:
My name is Dharmendra Kumar and I study in 10th standard. I come from a very poor family.
I don’t always get a roof over my head to sleep and I have to think hard before procuring
every meal. I live a stressed and suffocated life. I had no direction and aim in life. However, I
have a dream now. I want to grow up to be a successful and honest man. I want to be a bank
Manager. And now, I try to inspire others to think big and take their lives seriously also.
However, everyone needs some resources to achieve their goal. One needs money to study.
Noone in the Musahar community of Madhuban has studied beyond 10th class. There were a
few who managed to study till 8th grade. However, I have set a new record by being the first
one to finish my matriculation. When I was in 9th grade, I used to dig earth and load into a
truck and give my school fees from the money that I earned. Then I started teaching kids in my
village and continued my studies from the money that I got from tuitions. My father does not
pay attention to us at all, however, my mother is very keen about me studying. One day Saurav
bhaiyya from Bihar Ambedkar Student Forum came to our village and told us that he also
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works with CSEI, Patna. He told me that his organization is interested in nurturing students
like me. He also told me that I need to be a role model for all the children in the village. He
suggested that I start a learning centre in my village and encourage all the young children to
study there. He also told me about the Vyaktitva Vikas Kendra in Nadwa. He said that we will
get to learn computers there. I started my learning centre and started learning computers at
the VVK. I also attended a Khel Se Mel training in Patna. I was very scared as I had never been
to Patna before. The training was really good. I had never interacted with a group of 15-20
people in my life before. I learned interesting games, interacted with people; there were
trainers from USA as well as Guatemala! It was very interesting. Duriing meetings in CSEI, I
was encouraged to think about various aspects of my personality and everyone would listen to
me as I shared my deepest aspirations. I was never given such a space in life before. I realized
that teaching children and conducting Play for Peace sessions in my village and being
associated with CSEI would go a long way in building my self-confidence and also contribute
to improving the condition of education for everybody in the village. Saurav bhaiyya and I
called a community meeting and I shared my plan of starting a learning centre in our village
and shared that I would be teaching everyone for free. Since then, I have been an active CLAY
Fellow from our village and have encouraged several other students to continue education
and improve their self-confidence. I have also gotten a chance to attend International Youth
Peace Festival, where I met young people from over 20 countries. That was an unforgettable
experience of my life.
e.
Community engagement
1.
Shiksha Samman Diwas:
Shiksha Samman Diwas (Education Dignity Day) was celebrated in Bihar on 3rd January
2014, on the occasion of Savitribai Phule’s birth day, to celebrate the importance of
education in the lives of Dalit children and youth. A public event of this nature was also
aimed at creating an environment trust and pride with regards to education amongst the
family members and larger community from which children come. Children performed
various cultural programs, including a puppetry show on stage that narrated their
experiences of schooling. This event was attended by local school teachers, community
members and education officers.
2.
Play for Peace:
Play for Peace is a process of community building using cooperative games and is based on
the core values of inclusion, caring, cooperation and fun. There have been regular Play for
Peace training programs and several young facilitators have emerged from Delhi and
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Bihar. In March 2015, Sarah Gough (Executive Director, Play for Peace) and Andres Armas
(Certified Trainer, Guatemala) visited CSEI in Delhi and developed research tools to assess
the impact of Play for Peace in India.
3.
My Day Programme
During last fiscal year CLOs with the support of CSEI organized 3 My days out of which two
were in collaboration with CLOs , YTHS and ERCs at YWCA on 11th September, 2014 and
15th January 2015 respectively; and one was at Rohini ERC centre on 13th November by
Centre for Social Dignity. The last My Day happened on January 15 which was the day for
Action 2015, a global campaign. Children and Youth articulate social issues through
dances, play and poems and celebrate their struggles and successes. Children of these
communities suffer all kinds of discrimination. They neither have adequate number of
teachers in school nor opportunity of participating in cultural shows or access to even see
these shows. CSEI took initiative of organizing ‘My day’ where children can explore &
exhibit their skills in front of larger audience & get positive strokes for moving on in life.
The second last my day was on the day of the visit of Goodwill Community Foundation
team. It was an overwhelming experience for these children in preparing for day &
performing. There were Songs, dance& skits .Everyone in programme hall appreciated &
applauded. ‘My Day’ was the day of children and youth not just from Education Resource
Centre and Youth Tech Hub but other Community Led Organizations.. Children and Youth
brought out the issues through plays, skits and performances on sensitive/issues based
songs. They celebrated their togetherness, successes and exhibit their talent. Girls who
were so shy and introvert before joining YTH were rejoicing by dancing and singing and
talking about their issues through plays. The day was also important in this way that
children and youth from different areas of Delhi having similar stakes and lives met with
each other and felt a presence of solidarity for each other.
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4.
Festivals & Important days:
In Bihar, on 14th April 2015, Ambedkar Shiksha Cycle Yatra was celebrated, when
children and youth from Dhanarua, Patna went on a bike ride to visit all the Learning
Centers (Ambedkar Libraries) and celebrated Ambedkar’s birthday.
In Delhi on 1st January, Savitri Bai Phule’s birth day and celebration of 1st school for
women opened in Pune (on the same day in 1849) was celebrated. On the same day a
badminton team of girls was formed and they played badminton in the nearby playground.
Many of the girls have moved out from their habitation first time in their life. Around 25
girls participated in this event.
On 6th December, 2014 Dr. Baba Saheb Ambedkar was remembered on his death
anniversary by Youth Tech Hubs and Educational Resource Centres at Khatik Choupal at
Karol Bagh. Youth and children made Baba Saheb’s posters, prepared speeches which they
performed. Several social activists also participated and boosted the morale of children
and youth.
5.
Exposure visits
A delegation of over 40 members, including children and youth from Delhi and Bihar, CSEI
staff members and leaders from CSEI’s partner organizations hosted a consultation on
‘Our future at stake: Dalit children’s and young people’s rights in south asia’ at the Peoples’
SAARC hosted in Kathmandu in November 2014. Children performed various cultural
programs, painting events, equity run and signature campaigns to draw attention to the
concerns of Dalit children and youth, especially in the field of education. In October 2014,
a delegate of 10 youth facilitators from Delhi and Bihar attended the International Youth
Peace Festival, hosted by Yuvsatta in Chandigarh.
ERC Rohini children were given exposure to Prerna Sthal at Greater Noida. It is a
motivational place for Dalits being it demonstrates the Dalit communities’ role model.
These places are highly relevant for Dalit children as there are only a few places like this. It
also carries the forgotten history of eminent personalities coming from Dalit background
and who has influenced the society in terms of social justice.
6. Experiential Diaries:
All the youth leaders from the CLAY (Community Leadership And Youth) program in Bihar
and Youth Tech Hub in Delhi fill daily experience diaries, which is a place for free
17
expression of their daily routines and concerns. These experience diaries are turning out
to be a rich resource for communicating with all the leaders and has the potential to
emerge as a valuable tool for phenomenological research.
VI.ii. Youth leadership & Empowerment Programme
a. Youth Tech Hubs (YTH) in Delhi
Youth Tech Hub is a community based place for young women and men from socially
excluded communities to explore themselves, talk about their education, dreams, hobbies,
ambitions; learn life skills through experiential learning, participate in various kind of
workshops, mentoring processes and build leadership qualities; map community, have
awareness campaign and connect community youth with education, employability,
entrepreneurial opportunities and constitutional rights.
Objectives
1. To create an open space where young women and men from socially excluded
communities can access local and global information and knowledge and be guided
to explore knowledge building and opportunities through internet services/
information technology.
2. To facilitate their choices and access to available institutions (government, private
and global) and opportunities for suitable skills development trainings,
employment, entrepreneurship and higher studies.
3. To link them with one another and other young people from diverse fields and social
backgrounds promoting social inclusion, networking and platform building.
4. To contribute to socially excluded communities’ empowerment in the bastis.
5. To contribute to citizenship building and demographic dividend.
Location
Youth Tech Hubs are located in three areas
1. Regarpura, Karol Bagh, New Delhi
2. Rajasthan Colony, Baljit Nagar, Delhi
3. Kusumpur Pahadi, Vasant Vihar, Delhi
The process for the first Youth Tech Hub was started in July 2013. Almost after 9 months
the first YTH started in Karol Bagh on 4th July 2013. Understanding the need of it and
getting motivating from the first YTH next YTHs started its operation in Kusumpur Pahadi
(Vasant Vihar) and Rajasthan Colony (Baljit Nagar) in October 2014.
18
Type/background of Youth
As a mandate also, YTH is for the youth who are from Dalit, Adivasi and Muslim
communities. Most of them are drop out due to several social and other challenges
however now continuing their studies through correspondence or open school system.
Several youth had a big gap in the education but now re-linked with the education. It is
ensured that half of the members are young women.
Activities undertaken during last year
1. Linking youth with Education: Education through self study, learning peer
group, expert, computer and internet; and motivating dropout youth to continue
study either regularly or through open learning/correspondence system.
2. Leadership building and Personality Development: Through Khel-se-Mel
activities and various workshops by resource persons, Milte Rahenge Badhte
Rahenge (MRBR) and My Day programs and exposure visits.
3. Exposure of Communities Issues: By participation in various campaigns e.g.
Right to Education, CADRE-2201 and workshops through resource persons.
4. Community Outreach by Linking Youth with Opportunities: Awareness drive
in the community on RtE and higher education particularly at the time of
admissions; and against opportunities emerging through Corporate Social
Responsibility program, government and private sector.
Results Achieved
1. Linking Youth with Education: More than 70 youth are continuing their studies
and out of total youth, women’s representation is more in number.
19
2. Linking Youth with Opportunities: (1) 30 youth successfully completed Teach
India’ two months course and out of them 25 youth got job after completion in YTH
at Baljit Nagar (2) 90 youth successfully completed Teach India course in Karol
Bagh.
3. Leadership Building: (1) Created 10 Khel-se-Mel Facilitators (Vijay Kumar,
Kaushal, Sunita Chouhan, Karan, Aarti, Preeti, Nitin Kalyan, Gourav Kalyan, Megha
Das, Shivam); one Playwright and two song writers; A team of theatre artist perform
on social issues; A team of girls, who never got a chance to move out of mohalla,
formed a YTH Badminton Group in YTH Karol Bagh;
4. Community Outreach: 2 Government schools and 3 Public Schools are oriented
and linked with Khel-se-Mel.
Lessons learnt
6. Continuous and consistent engagement with youth is important to bring them out of
conventional methods of leading life
7. Awareness with a rights based approach on various opportunities in the area of
education, employment, entrepreneurship and employability in the communities is
most important
8. Advocacy with the government and concerned departments to smoothen the
processes involve in linking communities’ youth, children and families with
opportunities another important dimension
9. Perpetual efforts in a planned way are required in the community to bring positive
changes.
10. Having interventions through the programs with Scientific Temperament (ST) and
Critical Thinking (CT) is need of the hour.
Future Plans
Besides running activities
1. Community Mapping in all the four concerned areas
2. A consultation with government officials, concerned departments and experts
3. Widen community outreach and awareness on various educational and career
opportunities
4. A Delhi level youth platform
5. Open more YTHs and strengthen processes in all YTHs.
20
Ekta
Ekta is a 14 year old short and dark skinned girl from Dalit community. She was in 7th standard when
she was continuing her study in a govt. school. Her skin color subjected her to face continuous racial
discrimination from her classmates in the school. Classmates would tease her as Kali (the black one).
This routine practice led to humiliation and mental trauma of the little girl. She complained about it to
her class teacher and the Principal. But the girls continued to tease her and even more as she had
complained to the teacher. She felt that teacher did not take the matter seriously and had scolded the
girls just as courtesy. She felt ignored. She became quite quiet and introvert. She would not react. Her
parents who work as Safai Karamchari encouraged her to ignore the girls and keep going. One day she
dropped out and lost her interest in studies.
The case brought in attention of Facilitator of Karol Bagh. He counseled her and motivated her to join
Youth Tech Hub.
She joined Youth Tech Hub. After few days only she started opening herself up. She expressed her
interest areas and wished to continue her study. She performed in a play based on women in front of
several people in a YTH program. She learns singing now and participates in all the routine activities.
Though YTH did try to admit her in the same school once again but school authority has denied. She is
continuing her studies through open school. Now Ekta is very confident. In her own words, ‘I like the
present Ekta after coming to the YTH. I lost some time of my life in the old Ekta’.
b. Vyakti twa Vikas Kendra in Bihar
Vyaktitva Vikas Kendra (VVK) is a space for Musahar children in around 10 tolas in the
block of Dhanarua in the Patna district and also in 4 other districts of Bihar. The main
objective of the centre is to connect youth with education and leadership building. It has a
computer room and a spacious reading room. The computer room is equipped with two
computers, a generator and an internet connection. We are in the process of establishing
computer-based learning modules for learning computers, English and mathematics. The
reading room has over 250 books, textbooks, magazines and newspapers. Reading material
is both in Hindi and in English. It is also stocked with books that help with competitive
examinations. Mathematics and Science learning kits are available for a more hands-on
learning experience of these often feared subjects. VVK has games and sports equipment
available in the learning center. Learning in VVK is designed to be collaborative and
experiential in nature. Emphasis is given on making learning more relevant to the lives of
children and the society in which they live. VVK is designed to be a space that children find
their own. VVK sees regular attendance from over 50 students from nearby communities. It
is a learning space where children experience freedom and ownership. VVK is
conceptualized to be run by these children from one of the most marginalized communities
21
in Bihar. Centre for Social Equity and Inclusion (CSEI) has a unique vision for children from
socially excluded communities. CSEI believes in organizing youth in these villages and
honing them to be role models of their communities. The older children and youth who
visit the VVK get a monthly scholarship from CSEI to support their education and they pay
it back by constructing and leading a village-level learning centre in their own
communities. It is by this process, they learn to be
learning center in their own communities. It is by this process, they learn to be responsible
leaders who not only grow themselves but assist learning for others around them. We are
currently designing certificate courses on Computer Application and Human Rights to be
implemented in VVK. Vyaktitva Vikas Kendra is a place for holistic development of children
that is anchored by children themselves. It is a pioneering concept that demonstrates what
it takes to truly empower children from these excluded communities.
On 15th August 2014 VVK had open ceremony where all the staff and guest have been
invited to facilitate the new opening of programme. In VVK the first ever computer class
had started in different CLAY centers and in VVK main center. Last year, VVK had done Khel
Se Mel activities every week with students from villages with support of CLAY and ASF
member.
They had also conducted training on Life Skill, Gender Sensitization, Science Lab Setup and
other youth empowerment training. VVK had interns from different universities and
colleges from different state and every time invited guest lecture on youth leadership. They
had weekly meeting with CLAY fellows, for time to time guidance provided to CLAY fellows
by the staff members. Under VVK the Computer Courses and Spoken English Courses had
started by staff, Spoken English is under process of provide proper classes. VVK had
celebrated Dr. Babasaheb Ambedkar Jayanti and Mahaparinirvan (Death Anniversary) last
year, with all staff members and CLAY fellows. VVK had Youth Habitation Training where
students form villages and CLAY fellows were participated, this is for eyes breaking of
students from oppression and discrimination practices.
C. Bihar Ambedkar Students Forum (BASF)
BASF- Bihar Ambedkar Students’ Forum is a state level federation of Dalit and Adivasi
students studying in school, colleges and university. This forum aims to organize and create
support mechanism for Dalit and Adivasi girls, boys, educated Dalit and Adivasi youth, and
22
adolescents towards nondiscriminatory, equitable, quality and inclusive education to a full
course of education and establish the link between schooling, personality development and
higher education.
Activities undertaken
Education Dignity Week, Education Resource centre, Navodaya Ab Door Nahi (Dream not
very far anymore), Leadership Training, Leadership Training, Higher Education Link
Programme (HELP), Post a Letter for Right to Education (RtE), Learning Journeys are the
major activities of BASF.
During last year, BASF had done weekly meeting at districts and panchayat level, where
discussion on strengthening and retrospection on BASF at Tola level and block level; and
Monthly meeting which was on state level, in this the state level committee member has
been participates from all the districts of the States.
There was also Capacity building trainings for students from Dalit community. They have
been so active in conducting campaigns to promote education at different levels. The
Campaign for right to education in private schools, where 25 percents reservation in
private schools/colleges have done and the follow is in process. A campaign named “ Abb
Navuday Dur Nahi Hai” (Navuday is not far) and Ambedkar Awasia Admission Campaign
where villages and tolas were aware about education, coaching and support has provided
to student get admission in schools were also has been done.
BASF had filed RTI for official’s inquiries also teach other members how to file RTI, etc.
They had filed compliant to officials at from villages to district level to improve education
quality. Through this they monitoring on implementation of education rights of the Dalit,
Adivasi and Muslim communities. They have done exposure visit through VVK in different
national/ center universities in India. Like JNU, HCU, DU, TISS and etc. BASF celebrated
Skisha Samman Divas (Education Respect Day), in that those students who got
achievement in means of Job, got through in higher education in renowned university had
facilitated on this day.
Siksha Sawad (Educational Discussion) in schools and collages where students kept their
problems and issues related schools and BASF is made plan to solve their problems. As a
result of Siksha Samwad two students from each tolas got governing position in Meena
23
Manch (student union), where students from SC/ST is elected as Social Justice minister and
Deputy Social Justice Minister. BASF had done school visits and has done khel se Mel. BASF
had done placement of students in different NGO’s fellowship and jobs like changeloomer,
video volunteers and etc.
Since 2014 CSEI has been associated with Unnati Foundation, an issue based, strategic
educational support organization working in Western India with people’s collectives, NGOs,
elected representatives in local governance and the government.
Under the mentorship of Ms. Pratima Kumari, Khushboo-- our youth leader from Bihar
Ambedkar Student Forum, has been working to mobilize girls from the Fulwari block and
organize them in a girls' student forum, CSEI has been working in partnership with Gaurav
Gramin Vikas Manch in the Fulwari block of Patna district. In the month of January, around
25 girls were identified, who showed an interest in being change agents in their own lives
as well as their community. Participating in Gram Sabha on 28th January 2105, BASF
members discussed Issues of early girl child marriage, discontinuation of education and the
extra support that girls needed from parents in their education. The girls also shared their
dreams and aspirations with the members of the Gram Sabha and urged them to extend
support in creating awareness and sensitivity in their community.
By celebrating Kishori Samman Divas on 30th January, Girls put up a cultural show,
including dance and drama that talked about matters of school as well as higher education.
They have participated with 'Project Khel', sports for life skills development organization,
to work with our girls' group. We are in the process of scheduling a TOT (training of
trainers) session in the month of April on using football/volleyball for life skills
development of these girls.
c. Equity and Inclusion in CSR
Initiating in the end of 2014, the project contributes to monitoring the section 135 of the
Company’s Act 2013 its implementation with special focus on promoting inclusion of
communities from excluded, disadvantaged (DA) and deprived sections. While the
Company’s Act 2013 has many limitations in terms equity and inclusion, it has a few
stepping stones towards these values, one of it being section 135. The project is national in
its scope, keeping some metro locations like Delhi and Hyderabad as the pilot and learning
24
spaces and has its base in Delhi. The programme is expected to expand to cover 50 CLOs
covering 10 states with nearly 50 districts and 50 panchayats covering 5000 youths and
the 3 SE communities across these 10 states.
At the national level, the project endeavours its engagement with community led
organisations in Bihar, Jharkhand, Chhattisgarh, M.P. Uttar Pradesh, Rajasthan, A.P., T.N.,
Kerala and Haryana with Dalit, Tribal and Muslim CLOs. A Comprehensive Community
Need Assessment and Youth Need Assessment has been initiated in these states after
Consultations have been held in the three Regions covering the above states providing
basic information on CSR and section 135 provisions, as well as sharing the need of such a
study to influence the CSR policies of various corporate entities. Processes have also been
initiated with various Corporate Foundations in engaging with SE communities and to track
their CSR processes on equity inclusion parameters. Another important aspect of the
project is to evolve an international voluntary standard on inclusion – concept being
Industry Inclusion Index to map out social inclusion in the Indian & global Industry. The
project closely engaged with organizations engaged with National Equity Forum (NEF) &
State Equity Forums (SEF) last year, in developing a common platform, to network &
promote the entitlements for Dalit, Adivasi and Muslim children, Youth and women in these
states. The NEF in addition to its activities promotes collaborative advocacy for successfully
changes with governments, corporates and the administration. It has also mapped civil
society organisations working on the provision from Maharashtra, North East and Gujarat
with information and support to initiate processes in their states. The project plans to
expand the network through the International and national forums like Global Compact,
CRB, CII, NASCOM, ASOCAM, DICCI, etc. Importantly the project has also engaged with
national and state academic & Industrial institutions – IICA, MOCA, NSIDC, NSDC, NSFDC
and MSME. An important engagement over the past year is the study of the CSR
implementation as part of the MMTC- PAM CSEI exploratory study. It intends to provide
insights into the ground level implementation across different types of interventions and
engagements in the various states. A national consultation shall be held in August 2015
bringing together almost 100 participants from across 10 states including community led
organisations, other civil society organisations, national education institutions, academics
and corporate sector stakeholders.
The project gives due attention to documenting experiences and lessons, to be shared with
wider stakeholders - CSOs, Industry forums, public and private sector enterprises and
administration at larger forums and networks.
25
Achievements


Policy analysis – comparative study related to section 135, schedule 7 and other
notification and guidelines. The information has been sought from different quarters
and is being compiled for final analysis.
Process of linkage with various stakeholders is in process and progress being tracked
and initiated. Various engagements and consultations are going on towards
development of Model guidelines for effective implementation of section 135. For
Reporting, project implementation and Post reporting processes
Key learning
-
Understanding on various reporting instruments of the industry
Bringing focus and discussion around on Inclusion and Equity
Major activities for next half year
Industry tracking process - information gathering, interviews with corporate, etc.
- Building of grading Index on equity inclusion parameters through CSO networks
- Regional Meet & National Consultation
- Survey and data analysis about G/R from the community
-
d. SHE Pink E- Rickshaw
For the economic empowerment of young Dalit women in Delhi, CSEI in collaboration with
Youth Tech Hubs and other Community Led Organizations (CLOs) engaged with a project
named Pink E-rickshaw during the period of December-2014- February-2015. It was a ‘forprofit’ initiative of ‘Treasure Vase Venture Private Limited’ in association with ‘Shelter for
Her Empowerment’
Under this project Pink Rickshaws were supposed to allot to Dalit women between the ages
of 18-45 by adding other facilities like Bank Account, Accidental Insurance, Self Defense
Training Workshop, Safety and Security through CCTV camera in the Rickshaw, and linking
Rickshaw with the local police station.
The rickshaw supposed to cover the nearby places of Metro station. Every day rickshaw
pilot would pay to the Rickshaw Company Rs. 480 for 5 years. After five years the pilot
would be owner of the rickshaw.
In this project apart from three YTHs each in Kusumpur Pahadi, Baljit Nagar and Karol
Bagh; and two other CLOs, Nayi Umang Nayi Soch (Jafrabad), Dalit Christian Society
(Sangam Vihar), were involved.
26
The whole idea was shared with the CLOs. In the feasibility-study on cost of e-rickshaw vis
a vis facilities with the CLOs it was found quite high. CSEI, along with CLOs and few
potential women from Dalit community who shown interest in taking this project up, held a
meeting with TVV and SHE. The idea was to have a direct interaction with the Initiators and
Community. Being cost of e-rickshaw as a major issue this venture could not move ahead.
Although, the Representative of TVV admitted the high price with a logic this profit money
shall be used to initiate the project in other parts of Delhi and gradually across India to
empower women from socially excluded communities.
Challenges



CLOs understood that in five years they are paying almost four times amount of
actual amount of e rickshaw.
Other benefits are not very popular in the community therefore, are not looked as
direct benefits.
Rickshaw’s original price was Rs. 130000 whereas in market other Rickshaas are
available at Rs. 80000 or even less than it.
Learning
Socially excluded communities neither has capacity nor opened up for Company’s ForProfit business model in case they claim to benefit communities.
VI.iii. Strengthening CLOs
We empower and capacitate community led organizational leadership among socially
excluded women and men through partnering with their organizations in piloting,
knowledge and skill building in the areas of education and employment rights; capacitating
these organizations to undertake equity audits and highlighting equity-inclusion gaps in
education; and facilitating them to advocate for better integration of equity-inclusion and
participation issues in education at the state and national levels.
a. Consultations with CLOs
CSEI has done a number of consultations, trainings and discussions with Community led
Organizations during last fiscal year. Following are the major events carried out with CLOs:


Consultation in Delhi on 11th April 2014, “Exploring Skill Training Opportunities for
SC, ST Youth” to build technical capacities and leadership development of SC, ST
youth in collaboration with Voltas Company on 11th April, India Habitat Centre
Two-day deliberations on ‘Towards Building National Equity working Group’ on 1819th June in Delhi.
27







National RTE Forum- One day National Consultation- 27th October, 2014, at Council
for Social Development
A study on Making Growth Just and Inclusive: Partnering Community Led
Organizations of the Socially Excluded- Report Release and National Consultation,
17th December, 2014
Consultation on Pink E- Rikshaw entrepreneurship on 14th Jan, 2015
Training on experiential education from 13th May to 15th
Second phase training on experiential education
State Equity Working Group Formation Meeting, 9th January, 2015 at Asha Centre,
Bhusur Village, Ranchi.
State Equity Working Group Formation Meeting, UP on 10th January
In addition CSEI along with Human Right Watch jointly organized a Report Release on –
They Say We are Dirty’ a study by Human Rights Watch’and a panel discussion on ZERO
DISCRIMINATION IN SCHOOLS: ENSURING EFFECTIVE IMPLEMENTATION OF THE RIGHT
TO EDUCATION ACT - on 22nd April 2014 at India Habitat Centre. Some of the CLOs from
Delhi also participated in the event.
VI.iv. Research and Reports
a. Exclusion in Education: A study of Children in Tribal Communities in Odisha
with special focus on Mayurbhanj District
The study was undertaken at the request of Siksha Sandhan to review how social exclusion of
tribal children in education was addressed through the interventions taken up by Siksha Sandhan
in the Noto panchayat with support from OXFAM India. Major objectives were to identify and
analyze social exclusion issues for tribal children in education, assess how far the project
has been able to recognize them, assess strategies used to address them and to make
recommendations to address them.
Major findings of the study



Lower education level of children from tribal communities
SS has rightly identified the lack of mother tongue education as important factor for
the high dropout and absenteeism and poor learning of tribal children.
SSA has put tremendous efforts in filling other gaps of SMC training, teacher
motivation, teacher training, additional facilities to schools, child tracking and
assessment module etc.
28


Education in tribal areas is neglected by the state, essential equitable provisions
are not put in place to facilitate tribal children overcome the historical exclusion
from education.
A more comprehensive approach is necessary to identify social exclusion
dimensions and address them in education, based on the multiple and complex
layers of social exclusion.
Recommendations of the study
1. Individual child profiles for CCE – to also see if this includes specific indicators that
can incorporate the strengths and skills from a tribal community perspective.
2. Learning assessment tools to – see if these include specific indicators of knowledge,
leadership and dignity related to tribal communities.
3. Individual profiles of teachers made to measure attitudinal changes – to review and
see if these include specific indicators related to diversity, respect and dignity of
tribal community members.
4. The project seems to suggest that children were good in maths than language – to
verify this and see how they can be supported to excel in maths.
5. Review teacher training materials and modules to see the perspectives of social
inclusion incorporated in it
6. SMC training – to see what leadership roles are being/can be played by tribal
community members in promoting the right to education, and sensitizing other
members and stakeholders on tribal children’s inclusion in education.
7. Voter awareness campaign – could have been taken beyond the project boundaries
through the networking and alliances.
8. A more broader and comprehensive view for education inclusion can be evolved,
drafted and advocated with the state government for tribal children. Some steps
have been outlined in the 12th FYP document which can be a basic framework.
9. Issues of dignity, discrimination needs to be at the core of the interventions and
continuously tracked and monitored.
10. Equity measures has to be placed in the rights framework and community and
children encouraged to demand and access them – scholarship, residential
schools,….Tribal girls particularly could benefit from residential schools as they tend
to drop out after the basic education available in their own local schools.
11. Experiential education and role models, mentoring etc to be incorporated to
motivate and encourage tribal children to aspire and achieve big in education. –
language to experiential education.
29
12. Sensitivity to bring in rights perspective than welfare perspective to tribal children’s
education
13. Build aspiration among children for higher education,
14. Help teachers to become educators – own experiences and mentoring
15. needs wider campaign and advocacy
16. children do study and work at the same time – this issue needs to be explored and
strategies built
17. information on rights
18. community strengths to be incorporated to support education
b. Training Manual on Safety and Security in Schools: with special focus on
marginalized girls
It is a research based Training manual evolved with the support of Care India for Sarva
Shiksha Abhiyan , Uttar Pradesh. Major objective of this manual is to understand, examine
and analyze child abuse and child right violation in education system as a whole,
particularly in elementary schooling in the context of universalizing free and compulsory
education, and to promote safety and security through evolving and implementing
preventive measures along with appropriate Grievance Redressal Mechanism. Specific
objectives are to create guidance cum reference material for the stakeholders in education
system to promote safety and security of children, Analyze the issues of school going boys
and girls with special focus on girls from Dalit, Adivasi and Muslim communities,
understand the discriminatory practices and emotional harassment of children in the
education system and the possible strategies to address it, understand the current
mechanism of the state to ensure safe, secure and child friendly schooling and Support
government in implementing a model safe and secure schooling manual as well as
encouraging other states also for the same. Two panchayats out of these 3 districts
(Balrampur, Bahraich and Faizabad), including 6 schools, were selected for the study.
c. Literacy for Women Empowerment: A Review of Total Literacy Programmes
This report was prepared for the High level Committee of Status of Women in India in
2014. It reviews how women in general and those from marginalized communities have
engaged with, accessed and enhanced their lives through the literacy programmes.
30
d. National Consultation and Releasing of research report on “Making Growth
Just and Inclusive” Partnering Community led Organizations of the Socially
Excluded”
During 2010-13 CSEI had done an in-depth study of 175 civil society organizations (CSOs) led by
Adivasi, Dalit and Muslim women and men in Nine states of India-, Bihar, Chhattisgarh,
Jharkhand, Madhya Pradesh, Odisha, Rajasthan and Uttar Pradesh, Assam and Maharashtra
with support from UNDP. The research report has been released during the National
Consultation on the study held on 17th December, 2014 jointly organized by UNDP and CSEI.
Various stakeholders like Community Led Organizations, Civil Society Organizations, community
network organizations, academicians, activists and students were participated in the event. The
consultation concluded the decision to setting up a National Working Group to take the agenda
forward and the follow up is on process.
VI.v. Networking & Advocacy initiatives
CSEI triangulates community concerns with research and field interventions to develop our
advocacy strategies. The three central themes of the work are – i) identifying and
highlighting social exclusion, ii) analyzing and exploring social equity, iii) promoting
inclusion in action. Based on the findings and experiences, advocacy is done with
community, civil society organizations and the state.
Advocacy 1. Counting Social exclusion, equity and inclusion as important pillars to promote
democracy and development. CSEI undertakes research and pilots strategies for
highlighting social exclusion and promoting social equity and inclusion in children and
education, youth empowerment and strengthening community led organizations.
2. Identifying and highlighting discrimination towards promoting ‘zero discrimination in
education’ and the Right of All Children to Education.
3. Supporting Community Led Organizations (CLOS) for sustainable work addressing core
concerns among marginalized communities.
4. Modeling equity and inclusion strategies in schools. These include khel se mel, leadership
building among children, human rights education, street theatre, puppetry and equity
forums in 5. Expanding equity and inclusion in the National Youth policy
6. Exploring opportunities for nano entrepreneurs under MSME
Following are the Major Network CSEI is associated with
a. RtE Forum
31
RTE Forum - Right to Education Forum (RTE Forum) is a platform of national
education
networks,
teachers'
unions,
peoples’
movements
and
prominent
educationists with a combined strength of 10,000 NGOs from all over India. RTE Forum
is closely working in collaboration with the Council for Social Development that also offers
administrative and operations support. The Forum has been working towards building a
people’s movement to achieve the goal of equitable and quality education to all children
through the realization of the Right to Education Act, 2009 in its true letter and spirit. The
Forum is envisioned to strengthen the National Public System of Education funded by State.
The Delhi Right to Education Forum (DRTEF) comprising of over 100 civil society
organizations, SMC members, children and parents from across the state demand all
political parties to commit to provide quality education and implement the Right to
Education Act and Rules in letter and spirit. Recognizing education as a right in itself and
the means to enjoy all other rights, the Forum demands all political parties to prioritize
quality public education in their party agenda for the election.
Activities undertaken By DRTEF & RTE Forum during 2014-15
1. Memorandums to different political parties like Congress, BJP and AAP were given and
there were individual meeting with Chief member of each of these parties.
2. Two days State stock taking was held on 26th and 27th of February, 2015 and a status
report was released. Out Of school Children, SMC, Grievances Redressal Mechanism,
Quality Education, Disability, and Discrimination were the focus issues. A Stock taking
on Delhi Education status was held on 13th March, 15.
3. National Stock taking in Delhi on the status of RTE implementation was carried out in
March, 2015.
4. Survey was conducted in 25 Delhi Government schools and MCD Schools to find out the
status of RtE Compliance. The forum mobilized about 3000 people for National Stock
taking held in Delhi.
5. A discussion with Delhi Dialogue commission was held in collaboration with the
National RtE forum on 16th April 2015.
6. The Forum conducted a kite flying Program On 14th November, children’s day, by the
Children for Right to Education. DRTEF also participated in Nine is Mine Campaign
Program held in Rahgeeri of Connaught Place on 16th November.
32
7. Grievances Redressal Campaign was organized in November 2014 through 30 camps
across Delhi by Delhi Equity Forum.
8. National Consultation on ‘Claiming education for Every Child: Quality education with
social Inclusion’ was held on 27th October, 2014. People from 5 states with Dalit,
Muslim, Tribal and NT/DNT Community were participated in the consultation.
Major Achievements
-
Grievance Redressal Campaign was initiated to activate the GR Mechanism in Delhi with
online complaints.
Delhi status Report on Education was released covering major Issues likeOut of school
Children, SMC, Grievances Redressal Mechanism, Quality Education, Disability, and
Discrimination.
Future plans
-
To strengthen the network by bringing more number of Community led organizations
and other Civil Society Organizations, individual activists and support them in taking
lead role.
-
We have planned to give more focus on the discriminatory practices in education.
b. Wada na Thodo Abhiyan
Wada Na Todo Abhiyan is a national campaign to hold the government accountable for its
promise to end Poverty, Social Exclusion & Discrimination. CSEI has been associated with
the Abhiyan since its inception. During last year CSEI has been actively involved in Action
2015 campaign launched by Wada na todo Abhiyan on 15th January, 2015 at New Delhi
YWCA.
c. Nine is Mine
Nine is mine is participatory children’s initiative of the children, by the children, for the
children to call for 9% of the Gross Domestic Product (GDP) to be committed to health and
education by 2009—2014 towards realizing the Millennium Goals by 2015 (UN).
-
-
In collaboration with nine is Mine a Collective kite flying was done during a program on
celebration of Right To Education" held on 16th November, 2014 at Rahgeeri of
Connaught Place.
CSEI was actively involved in a Public Day Programme held in Jantar Mandar followed
by National children’s Neighbouhood Parliament organized by Nine is Mine at
Columbus School , Delhi. In the Children’s Parliament young girls and boys from YTHs of
33
Delhi and Ambedkar Students Forum of Bihar were participated and one of the children
from Bihar was being elected as a member of the parliament. There was Bal Ahwan also
during the event. The rich presence of CLOs, young people and children from YTHs and
ERCs of Delhi during public day programme made it inclusive and unique. In addition,
three interns from Kerala working with CSEI were actively volunteered with the
campaign.
d. Up for School
UP for School Campaign is an International campaign with a diverse team from several
countries launched in 2013. It is a movement of hundreds of thousands of people from
more than 250 civil society, teacher, faiths, youth, and business, international and nongovernmental organizations. The campaign has 500 Global Youth Ambassadors
campaigning in 85 countries across the globe. Since November, 2014 CSEI has been actively
involved in Up for School Campaign organizing public events in Delhi and Patna. Posters,
pamphlets and T shirts were distributed as part of the campaign. A cultural program was
held at National Bal Bhavan, Delhi on 10th of March 2015 in which around 200 children,
young people, CLOS, activists from various states were participated. The Chief Guest of the
34
program was Ms. Shelja Kumari, Member of Rajya Sabha. Group of student presented the
drama on the issue of Child labour, Eve teasing and domestic violence and its impact on
education.
e. PSAARC
People’s SAARC’s Regional Convergence 2014 was held in 22-24 November 2014 in
Kathmandu Nepal. People from various movements and human right organizations from
SAARC regions have been gathered in the event. Workshops, consultations and protest
were held on various issues like social, economic, educational, and cultural, discrimination
and gender along with cultural programmes from different countries. Asia Dalit Right
Forum (ADRF) has been one of the key organizations conducted a total of nine workshops
on different themes based on the deliberations at the ADRF meeting on 8th September,
2014 at FEDO-Kathmandu Premises. One of the workshop called ‘Our Future at stake, Dalit
Children’s and Young People’s Rights’ was led by CSEI.
CSEI mobilized a team consists of 36 members, in which children, young people and
activists, from Delhi, Bihar and Kerala, with diverse skills and expertise were present. They
include members of Youth Tech Hub, Education Resource Centre, Vyakti Vikas Kendra,
Baba Saheb Ambedkar Student Forum, World Vision centre, CSEI office team; nine is Mine
team and Rights-Kerala.
The consultation on ‘Our Future at stake, Dalit Children’s and Young People’s Rights’ was
towards formation of South Asia Equity Working Group. It was jointly organized by CSEI,
RIGHTS and Nine is Mine. The participants committed to form an Equity working group,
later on named South Asia Equity Forum, in the SAARC region aiming to expand working
with children and young people beyond India as an expansion of National Equity Forum
formed by CSEI.
35
For the children and young people of Dalit communities it was such great opportunity to
explore a different world with lots of fun and learning. All of them shared it as a first
opportunity in their life beyond India in such a big social forum with group of activists fight
for the same cause.
f. CADRE 2201
CADRE 2201 is abbreviated form of “Campaign on Adivasi and Dalit Rights in Education”,
while “2201” represents the major head code of higher education. CADRE 2201 is a
National Campaign of Adivasi and Dalit students, faculties, youth and student organizations
and Community-led organizations to demand educational rights through justifiable and
effective implementation of Scheduled Caste Sub plan (SCSP) and Tribal Sub plan (TSP)
especially in higher education. This group commits to fight for ensuring better allocations
and implementations of various scholarship programmes, hostels and overall student
support for SC & ST students in higher education, whether it is post-Metric, graduation,
research, professional or post-doctoral courses. CADRE 2201 is envisaged as a federation of
all like-minded student groups, Adivasi and Dalit organizations and activists who are
working on the issue of higher education across the country.
Being part of the Core
Committee, CSEI members
were actively involved in
CADRE
2201 demonstration
on 12 March 2015 organized
by National Campaign for Dalit
Human
Rights
VI.vi. Internship Program
Since its inception CSEI has been offering internship to students of India as well as abroad
from various backgrounds. The major purpose of the internship is to create a better
understanding and learning on the issues of children, young people and CLO of socially
excluded communities along with obtaining the professional service of the students as a
‘both sides gain’ program. During last fiscal year 16 students were successfully completed
their internship with CSEI Delhi and Bihar office. Needs assessment of young people of
36
Dalit, Muslim communities in Delhi and Bihar, Mapping out of CSR intervention of major
Corporate etc were done by the interns during their assignment with CSEI.
Sr
No
List of Interns with details
Name of the Course
University/Colleg Duration of
student
e
Internship
1. Samuel R Ball
Under
Newyork
graduat University,
13th June to
e
Abudhabi centre
8th August,
2014
2. Shamna K
MSW
3.
MSW
Kind
of
engagement
Youth Need
assessment
Youth policy,
skill
development
policy
summary
th
Sree
11 July to Exposure visit
Sankaracharya
1st Feb, 2014 to YTHs, ERCs,
University
of
CLOs working
Sanskrit, Kaladi,
areas
and
Tirur Regional
Kashmiri
Centre
Refugee
Camp
Voluntary
work during
Nine is Mine
Children’s
Neighbourho
od Program
Mapping of
CSR Programs
Sree
11th July to
Sankaracharya
1st Feb, 2014
University
of
Sanskrit, Kaladi,
Tirur Regional
Centre
37
Delhi/Bih
ar
Delhi and
Bihar
Delhi
Exposure visit Delhi
to YTHs, ERCs,
CLOs working
areas
and
Kashmiri
Refugee
Camp
Voluntary
work during
Nine is Mine
Children’s
Neighbourho
od Program
Mapping of
CSR Programs
4.
5. Ludia
Sunny
MSW
Sree
11th July to
Sankaracharya
1st Feb, 2014
University
of
Sanskrit, Kaladi,
Tirur Regional
Centre
Sara BA
Delhi
Philosop University/St.
Stephens College
hy
6. Vivek Raj
BA
Social
Science
BA
Social
Science
MSW
TISS Tuljapur
9. Padma Uike
MSW
TISS Mumbai
10.Jamshed Alam
MSW
TISS Mumbai
7. Prashant
Kumar
8. Sushant
Ramteke
TISS Tuljapur
TISS Mumbai
38
Exposure visit
to YTHs, ERCs,
CLOs working
areas
and Delhi
Kashmiri
Refugee
Camp
Voluntary
work during
Nine is Mine
Children’s
Neighbourhoo
d Program
Mapping of
CSR Programs
16th March Visit to Youth
to
22nd Tech
Hubs
March, 2015 and
Interaction
with
the
Youth
May- June
Conduct
2015
Computer
Course
May- June
Conduct
2015
Computer
Course
Sept-Oct
Engagement
2014
with BASF,
coordination,
documentatio
n
Sept-Oct
Support in
2014
VVK activities
Sept-Oct
Observation
2014
and
documentatio
n of CSEI
activities
Delhi
Bihar
Bihar
Bihar
Bihar
Bihar
III.
11.Vaibhav Kumar BA Mass Delhi University
Comm
July-Aug
2015
12.Ashi Jaiswal
Delhi University
July- Aug
2015
13.Benjamin Kullu 12th
Patang, Orissa
June- July
2015
14.Rupeli Deep
12th
Patang, Orissa
June-July
2015
15.Kundan
Chhura
12th
Patang, Orissa
May- June
2015
16.Prashant
Kumar Seth
12th
Patang, Orissa
May- June
2015
BA
Documentatio
n of case
stories, field
visits
Field visits,
Teaching in
VVK in Fulwari
Sharif
Field
engagement
and
perspective
building
Field
engagement
and
perspective
building
Field
engagement
and
perspective
building
Field
engagement
and
perspective
building
Bihar
Bihar
Bihar
Bihar
Bihar
Bihar
Organization Matters
Various engagements during last fiscal year
1. Effective Research for Development Practices and Policies –Workshop by OXFAM India, 6
and 7 May, India International Centre (IIC), New Delhi
2. Catholic Committee against Hunger and for Development – Earth of Solidarity (CCFD)
Annual International Conference of Ambedkar International Mission - in Paris on 4th and
5th July 2014, Delhi.
39
3. Discussion on “VOs Perspective on CSR and Future relationships” on 5thAugust 2014 at
IIC, New Delhi.
4. 'Kandhamal: Never Again ' programme at Jantar Mandar, 25th August, 2014
5. International Youth Fest by Yuvasatta, Chandigarh
6. Seminar on 16th November, on Challenges for Dalit Children in Primary Education and
Youth
7. 3rd National CSR Summit- 2015 on January 13, 2015 at IHC
8. Dr. K.R. Narayanan Centre for Dalit and Minorities Studies, JMI in Higher Education (1pm
to 7pm) by common concerns Centre for Research and Debates in Development Policy
(CRDDP), New Delhi, the US-India Policy Institute, Washington D.C. and the Departments of
Economics and Geography, Jamia Millia Islamia ,
a Roundtable Discussion
on Friday January 30, 2015 ( 9.30 till 12.30), at Jamia for a wider sharing of its findings, as
well as, to discuss a follow up action plan of Diversity Index Report for India and Major
States’ by Dr. Abusaleh Shariff
9. Invitation for National Consultation on Gender Based Violence, Jamia, Islamic Relief
India,1st & 2nd April, 2015
10. Online initiatives
Following are the major online initiatives undertaken in the last year.
-
Reconstruction of CSEI Website- http://csei.org.in/
Updating of CSEI’s Face book Page- https://www.facebook.com/pages/Centrefor-Social-Equity-and-Inclusion-CSEI/163402697086115?fref=ts
Face
book
page
of
Equity
Forum
https://www.facebook.com/groups/424489401026364/
Face
Book
Page
on
YTHKarol
Bagh-https://www.facebook.com/Yth.Kb?fref=ts
Face
Book
Page
on
ERC
Rohini
https://www.facebook.com/groups/769875273098965/
11. Organization Policies
Following are the highlights of various policies of CSEI
a. Finance Policy:
40




Internal Audit process through Internal Auditor & Finance consultant
Internal Annual Organizational Budget tracked and reported every
month for utilization and variances by the program teams through
monthly reports, Quarterly internal Project ledger reconciliation
processes
External Annual Audits of all books of accounts and reconciliation
every financial year .Processes of requisitioning of cash and materials
as per Policy and procedures of issues of the same in place with
independent internal tracking and monitoring procedures.
Regular maintenance of cash book, cash withdrawal and cash in
transit it reconciliation and monitoring structures in place and
functioning
b. HR Policy
 Democratically evolved and in place with all stipulated mandates in
place and being followed.
 A dynamic supportive policy with provisions for amendments
c. Recruitment Policy:
 Organization encourages Gender and Social diversity and prefers to absorb
more of members from excluded communities.
 Organization has developed a well defined process for above.
d. Sexual Harassment Policy:


The policy has made based on Vishakha Guidelines.
Organization should have a coommittee to receive and respond to sexual
harassment cases.
e. Child Protection and General Code of Conduct:



The language has to be child friendly, the touch has to be child friendly
never address a child in isolation
Organization should have a child protection officer
f. Appraisal Policy:
 Policy is in place and each member is eligible to get maximum10% annual
increment depending on their performance and funds approved
12. List of projects with supporting agencies
41
Sr.
No.
Period
1.
2.
3.
4.
5.
6.
20122015
20122015
20122015
20132015
20132015
20132015
7.
20132015
8.
20142015
9.
20142015
10. 20142015
11. 20142015
12. 20102015
Project theme/subject
Funding
organization
Promoting Inclusive opportunities for Dalit Entraide
ET
children and youth in Bihar
Fratrnite
Promoting Equity and Inclusion for Dalit Christian Aid
Children- Bihar
Inclusive Education for DA/EWS Children in Oxfam India
Private Schools
Advocacy at UN General Assembly Addressing Mission CARA
the Post 2015
Support Consultation process and public Save the Children
interface event in the lead up to UNGA
Development of Youth Programming for Dalit Goodwill
Children’s 2014
Community
Foundation
Exploring
Leadership
and
Livelihood NFI
Opportunities for Marginalized Communities’
Youth in Delhi Region
Exclusion in Education: A study of Children in Oxfam
Tribal Communities in Odisha with special
focus on Mayurbhanj District
Training Manual on Safety and Security in Care India,
Schools with Special Focus on Socially Sarva
Siksha
excluded Girls
Abhiyan, UP
Our Future at stake, Dalit Children’s and Young Oxfam
People’s Rights –PSAARC
Save the children
World Vision
Harnessing Marginalized Youth Population Christian Aid
Dividend through CSR
Making Growth Just and Inclusive: Partnering UNDP
Community Led Organizations of the Socially
Excluded
42
43
44
45
46
47
From Media Coverage
48