A Life Cycle Approach to the Empowerment of Girls in Rural
and Tribal Regions of Madhya Pradesh
Barli Development Institute for Rural
Women: Hands on Experience
At Seminar
"The Girl Child: Life Cycle Approach to the Empowerment of Women" organised by The
Baha’i Office for the Advancement of Women on March 4, 2003, New Delhi.
by Janak Palta McGilligan, Director
Barli Development Institute for Rural Women.
The Barli Development Institute for Rural Women (BDIRW)1 has been operating since 1985 in
Madhya Pradesh2, the largest Indian state, in the districts of Jhabua, Dhar, Khargone, Shajapur, Dewas,
Ujjain, Indore, Bhopal, Bastar, and Betul. Its programmes are aimed at the empowerment of women,
which it sees as crucial to any process of enduring change in the largely rural areas of the state. Located in
Indore, the Institute has focused much of its initial efforts on the tribal women 3 in several districts. Since
its establishment, under its residential training programmes, totally free of cost, the Institute has trained
more than 1,500 women in 300 villages as agents of social change for their communities. It has conducted
and successfully completed 83 long and short-term training courses ranging from three weeks to six
months and twelve months. All are needy, deserving and willing rural and tribal women who have come
with their families’ consent. Preference is given to scheduled tribes, backward castes, orphans, physically
disabled, widows, divorced, living below poverty line irrespective of caste/religion.
The Institute has designed the Rural and Tribal Women Training Programme to foster change and
to overcome obstacles that outworn practices of the past placed in the pathway of development. To this
end, it empowers the women with an opportunity to reflect on the nature of their relationships with others
and with their social institutions, as well on age-old caste, tribal and class prejudices. At the same time,
they are encouraged to identify positive elements in their culture, which need to be preserved and
strengthened. Special emphasis is placed on art, music and dance.
The Institute works on these goals through education, offering courses to rural young women,
calling the students “volunteers for social change.” The subjects taught are concerned with a student’s
holistic development, covering education and experience in: literacy, leadership training, tailoring,
agriculture, artisan crafts-work, human rights knowledge, environmental awareness, self-esteem and
personality development, a sense of social commitment, nutrition and health, and income-generating
skills.
1 Previously called Baha'i Vocational Institute for Rural Women, an Institute of the National Spiritual Assembly of the Baha’is
of India
2 Madhya Pradesh official Demography: in terms of population, it was the sixth most populous state at the 1991 population
census with a population of 66.18 million. The average annual rate of growth of population in the state, during the decade 198191, was 2.38% per year, the second highest in the country. The 1991 population census indicates that nearly 40% of the
population of the state is less than 15 years of age. During the period 1991-93, the total fertility rate in the state was 4.5 live births
per woman while the infant mortality rate was 97 infant deaths per 1000 live births. These rates are amongst the highest in the
country.
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The Institute recognises, of course, that such reflection, alone, will not help the women become
equal partners with men in the development of their communities. The Institute also seeks to assist in
acquiring an awareness of their own innate capacities and in developing practical skills that would
improve health and nutrition, raise household income, increase literacy, and preserve the environment.
Besides focusing on women, the Institute views the change of attitude of the other members of their
communities - their husbands, parents, panchayats, self help groups, NGOs, and children - as essential,
and endeavours to promote such change through its programmes.
WHY RURAL WOMEN?
The Institute aims to bring about positive changes starting with those who are the backbone of the
communities and who will pass knowledge to the future generations - the women. Further, these women
are the ones who face more and urgent problems from suffering overall oppression within society, on
physical, social and mental levels. Often they are the driving force of land cultivation, yet the amount of
land that actually lies in the hands of women is extremely disproportionate and they are unable to make
decisions about what happens to the earth as well as to themselves.
 In tribal communities female education is very low. According to statistics published by the National
Commission for Women in 1994, 92 per 1,000 tribal girls are literate, 3 per 1,000 complete middle
school, and only 1 in every 1,000 passes higher secondary school. According to Indian Human
Development Report 2001, female life expectancy is 57, the lowest in the country, female IMR =
97/1000, and CMR = 20.
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To eliminate poverty, to develop positively, to rise and to keep rising from the bondage that has
forever been imposed, women must be given knowledge, skills, and become part of their own
development process. The input of these women in the field of action and at levels of designing and
administering programs is crucial. It is the strong opinion of the Institute that women not only need
equal rights, education, and opportunities, but equal participation as members of society, as workers,
crafts people, teachers, farmers, inventors, and role models.
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The curriculum is designed to achieve the following:
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To facilitate change in the traditional attitudes and practices which block or impede the efforts of men
and women to live in equality with dignity and security
To facilitate the initiation and execution of development activities in the communities
To increase awareness and knowledge of the potential for improving the social and economic
conditions in the communities
To impart the skills and knowledge needed to initiate development activities, improve health and
nutrition, raise household income, increase literacy, protect and improve the environment
The Training programmes offered are the following:
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Community Volunteers: 6 months
Hindi/English Typing: 1 year; Area Coordinators/Trainers: one year
Family Life Training (for young married couples): 2 weeks
In addition to the courses, the Institute conducts a development orientation and gender sensitising
training for the parents and guardians of the trainees during each training programme. From time to
time, the Institute carries out short-term courses and workshops for women's groups and Gram
Panchayat (Village Government) members, on issues like gender sensitization, importance of
development of girl child, rural health and hygiene, or women's reproductive health.
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National Institute of Open Schooling Exams
Since 1997, the Barli Development Institute has been accredited by NIOS as a Vocational Course and is
in the process of being accredited for Academic Courses. Examinations are conducted twice a year for
two vocational courses: Cutting & Tailoring (six-month course) and Hindi-English Typing (one-year
course). During a training programme, the first three months are focused on literacy and vocational
training. Once the girls are literate, they start preparing for the exam by repetition, reading, questions &
answers sessions, and then writing tests.
There are three parts to the exam, which total 200 marks: Theory (30 marks), Internal Assessment (80
marks) and Practical (90 marks). In the Internal Assessment, trainees are evaluated on attendance,
practical book and performance throughout the course. In the practical exam, which lasts three hours,
they first make a pattern and then stitch a cloth (into a frock, blouse, etc.). On an average, one
programme of six months trains 60 trainees and one program of 12 months trains 15 trainees. In all there
135 trainees every year. Regarding our results, our pass percentage of school drop out is 100% and those
who come as normally has been 75-80 %.
Training schedule
Environmentally Friendly Agriculture & Horticulture
Each morning between 7 and 9 a.m. the trainees and staff work in the garden and cleaning the building
and surrounding areas. They learn how to grow vegetables and fruits, how to irrigate, different methods of
composting, raising and maintaining nurseries and other methods of plant propagation (including tree
nurseries and flower gardens). They also learn growing of other crops on a larger scale for storage such as
potatoes, onion and garlic, different pulses, grams, peas, beans and spices (including turmeric and chilies).
They learn about water, soil and energy conservation.
The Institute gardens include fruits trees like guava, mango, lemons, limes, Jamun, mulberry, banana,
papaya, almond, tamarind. They also learn to dry and process all these. All the ingredients for the
Institute's meals, with the exception of wheat, rice and salt are provided by the garden. All vegetables are
harvested just before cooking. Thus they learn growing, preserving, processing, and marketing
vegetables, lentils, spices, fruits, herbs and medicinal plants.
Care for the Environment
Caring for the environment is taught as a spiritual responsibility. The Institute is focussed on
environment and sustainable development, the need to care for the environment and how to care for the
land, water, animals and forest and the environment as a valuable source of home and natural remedies.
The value of indigenous knowledge is pointed out. In practice, they learn to raise tree nurseries by
planting, maintaining and protecting the trees; to use energy conservation techniques (like composting
and vermiculture); to re-use biodegradable products, i.e. waste management; to harvest rainwater, and to
reuse water and not to create garbage etc.
Solar Energy
For the last 15 years, the Institute has been experimenting with and successfully using solar box cookers
for some of its cooking. Since May 1998 a 7.5 square meter parabolic solar cooker has been installed at
the Institute, and presently all the cooking is done on this cooker 250 days in a year. According to data
collected at the Institute, we can save up to 6 cylinders of cooking gas or 800 kilos of wood per month;
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further collection of data and evaluation is still going on. The students are shown the value and saving
benefits to the environment, are given the chance to use the solar cookers, and encouraged to propagate it
and other energy saving devices in their villages.
Now the Institute is also using and experimenting with a solar storage device on behalf of the inventor,
Mr. Wolfgang Scheffler and Manufacturer Gadhia Solar Systems, Ltd. This device stores the sun’s energy
to use for cooking after sunset. We are able to cook for 100 persons every day for 300 days in a year,
including chappatis every night and most of breakfast on this solar storage device. This is the first
working model of this type of solar storage cooker in the whole world. Recently, the Institute has started
manufacturing solar parabolic cookers and 32 of these are already in use in tribal communities. The
distinctive feature is that these were bought by the people by their choice.
Personality Development \ Value Inculcation
The class takes place from 10 to 11 a.m. Personality development is a combined result of the training in
the class, and their life style at the Institute, behaviour of the Institute staff, volunteers and other people
who interact with them and their overall exposure in a peer group learning atmosphere. The curriculum of
the class includes training them to conceive something, visualize, plan, organise, become conscious
decision-makers, make action plans, implement them, and share their successes with others. The main
objective is to develop the trainee's leadership skills, to make them take initiatives, and to show the
importance of women's role in developing society, and respecting and reinforcing the value of their
culture.
The Institute tries to inculcate to them a scientific temperament and spirit of inquiry. Similarly, it fosters
ethical and human values like freedom from prejudices of all kinds. Most importantly, it encourages
children's education, especially for the girl child. They are trained to become sensitive to social
development issues and to act to solve them by mobilising and developing local resources. They are
taught that work is worship and service is prayer, and they are encouraged to foster love, peace and unity.
They also learn to recognise their self worth and develop self-esteem and self-confidence. Consultation is
seen as the key principle in all matters, so trainees learn communication techniques, such as how to
consult, to problem solve, to take part in a group discussion, to listen, to speak and address an audience
and to give a report.
Confidence building
The classes start with morning assembly. The aim of convening the assembly is that all the girls come
forward to speak without any hesitation and shyness and can convey their opinions and views in a correct
manner. They can chant prayers, tell a story, sing, do things they learned in the previous classes, help
each other with studies, etc. There are four girls in each group. Each group plans one day before what
they have to do in the morning assembly; after making the plan the group consults with the teacher at
night who can guide them if any improvement is needed. A paper with information on composition of
groups and the next day's plan is made by them.
Values Practised at the Institute
Alongwith values taught in the class, some of the visible values practiced at the Institute are the
following:
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Self-service:
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Everyone in the institute has to do her own work and, through work groups, help in everyday tasks, so
that no person feels over-burdened and the work can be done faster and more easily. Self service is
done with a spirit of service and self help. Trainees operate as self-help groups and clean and
maintain this institute with the help of each other as if it is their own home. These groups are of three
kinds:
Preparing food and cleaning the Institute
There are 8 to 10 girls in a group. Their work is to clean the Institute from 7 to 9 a.m., while the
others go to work in the fields. This will include work like: sweeping and cleaning; mopping the
whole dormitory; taking the materials for composting; cleaning the office, classrooms, toilets,
bathroom; filling the drinking water; and helping in the kitchen. Each group performs this task for one
week. On Sundays there is no work in the fields so all groups clean the whole premises of the
institute. Kitchen store and garden storage areas and training materials are all controlled and managed
by the trainees. They have the key, maintain the stock and learn to take responsibilities. They make
the decision what to cook.
Housekeeping
Each girl has her own bedding with a number on it, which they must remember or write in a notebook to
avoid disorder at bedtime. Groups have been formed to make the beds; in the morning, they have to
remove their bedding and keep it at designated place.
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Self-discipline and self-reliance can be experienced all the time.
Literacy
The empowerment of women is not possible without literacy. Literacy is incorporated in all subjects.
Formal literacy classes take place each day between 11 and 12 noon and between 5 and 6 p.m. Trainees
rise from illiterate to the level of being able to sit for a National Open School theoretical exam at the end
of the six-month course. The Institute provides each trainee with basic literacy in Hindi to enable her to
understand herself and the world in which she lives. She learns to read, write and understand simple
forms, notices, messages, letters, signs and books. She learns numerical and simple arithmetical
calculations and the measurements of length, weight and time.
All subjects at the Institute are taught holistically, i.e., interwoven with literacy. For example, in
horticulture and gardening, the women learn to count the tools, trees, fruits and vegetables, weigh them
and write their names. In health instruction, they learn to write the names of different diseases and
preventive measures and take body weight and height. They learn to understand and record time for
immunisations and for pre-natal and post-natal care. They use their newly learned Hindi immediately in
measuring cloth and the person for whom the garment is being made, making patterns, cutting and
stitching according to measurements. Trainees learn through practical experience to write a receipt,
calculate stock, estimate costs, count cash and give change. They also learn to approach a bank or a local
government official for applying for loans.
To prevent them from falling back into illiteracy, they are encouraged to write postcards to the Institute.
All the news, views and stories of the graduates, plus some educational messages, are published in a
monthly newsletter, "Kokila," which is sent to all the graduates from the Institute.
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Kokila Newsletter
Left in the centers of the traditional weekly markets, women pick up each issue to share with their friends
and their wider communities. Ideas relating to environmentalism, health concerns and explanations,
social issues, legal dilemmas, success stories of Institute graduates, song lyrics, and black and white
photographs are given voice in a comprehensive, simple, and accessible manner. Undoubtedly “Kokila”
reaches the hands and hearts of thousands of others as it circulates through homes and villages spreading
the voices of women. Kokila is a way for the women to continue reading, writing and staying connected,
as involved and important members of a broader community. It is a source of inspiration as well to those
who have not known the Institute through any other means and it enables communities to remember the
value of their women.
Health and Hygiene
The curriculum in health and hygiene is designed to provide the skills and develop the potential of the
trainees and their communities to deal with health problems by preventive measures and practical
solutions. Trainees learn personal and home hygiene and sanitation, child care and nutrition, the
prevention of diseases, benefits of immunisation and pre-natal and post-natal care, caring for the sick or
elderly, the damaging effect of alcohol and domestic violence, and the basics of waste management.
Trainees learn to replace superstitious practices with medical care from qualified doctors.
Pre-and Post-Natal Care / Mother and Child Care
In the villages where most of the trainees come from, there is very little or no access to pre-natal and postnatal care. More than 90% of all deliveries take place at home and are assisted by poorly or untrained so
called mid-wives (who are sometimes men), who carry many traditional practices such as cutting the
umbilical cord with an arrow or sickle. The trainees are trained in taking care of a pregnant woman, the
physiology of conception, the symptoms of pregnancy, and the social practices relating to pregnancy.
Regarding the care of a pregnant woman, they learn about immunisation, check-ups, problems expected
during pregnancy, how to identify emergencies, solutions, proper food, importance of rest, dealing with
family and the social environment, and preparing for delivery. Post-natal care involves training in safe
delivery, immediate care for the new born, tying and cutting the umbilical cord, handling and disposal of
the placenta, immediate care for the mother, hygiene, breast feeding, importance and responsibility of
becoming a mother, and role of the family. Other subjects covered are nutrition, child immunisation,
cleanliness, massage, clothing, weaving, precautions against home accidents, treatment, and management
of low birth weight. The value of registration of births and deaths, and knowledge of child diseases (and
its causes, precautions and treatment) are also emphasized.
Training in Income Generating Skills
During the first few years of its operation, the Institute focused primarily on developing income
generating skills like producing small mats, incense sticks, dry leaf cups and plates, candles, chalk sticks
and hand loom weaving. Progressively, the Institute has developed into a more structured system of
vocational training, and is now accredited by the National Open School for vocational courses.
Below are some of the vocational courses, the trainees learn at the Institute.
 Cutting and Tailoring
 .Typing and Word Processing (computer training)
 Textile design like Block and Batik Printing
 Embroidery and Fabric Design
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Growing, preserving and processing and marketing vegetables, lentils and fruits, herbs and medicinal
plants
Cutting & Tailoring Exam
Hindi Typing Exam
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Every evening there are a few optional studying groups in the evening, mostly for the girls facing
more difficulties in learning. Sunday is normally the day off, even though many girls continue their
work (like block-printing or sewing) or help with other tasks. Sunday is also free day when they can
learn how to ride a bicycle.
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During the first 15 days of a training program, the new girls are welcomed by those who have
already trained to make the newcomers feel more comfortable and confident.
FACILITIES
Barli is set on six acres of campus surrounded by a wall in the city of Indore, Madhya Pradesh. The
physical facilities at the campus include a well-equipped workshop-cum-classroom, a dormitory with a
kitchen and dining hall, an office, staff headquarters, volunteer's rooms, and the Director and Manager's
house. The Institute has an electrical supply, water supply, sewerage system, telephone, internet, and
access to fax and telex, and a jeep for its outreach work in the communities. The rest of the land is over 4
acres of green space with fruit trees scattered among crops of daals, various vegetables, herbs, spices and
flowers to serve the sustenance needs of the trainees and staff members, as well as to provide an
integrated study atmosphere for the trainees.
Staff and volunteers
There are 20 full-time staff . The Institute also receives volunteers regularly. For the last 10 years, it has received
more than 90 short-term and long-term volunteers from overseas.
OTHER ACTIVITIES/PROJECTS UNDERTAKEN BY THE INSTITUTE
Environment Protection/ Health
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Since 1987, in collaboration with government agencies, the Institute had pursued an educational
programme in 302 villages of Jhabua district (M.P.) for the prevention and eradication of guinea
worm caused by contaminated water. When the programme began, 752 people were infected and
211,813 were at risk. Through the efforts of the government health officials and the women trained at
the Institute, the population of the Jhabua district was completely free of Guinea worms by 1990.
Science and Technology
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The Institute has been making efforts to develop and promote the following technologies for the rural
and tribal communities:
Growing, processing, and using local vegetable and fruit dyes and marketing the same
Growing and using indigenous medicinal plants and marketing the same
Small improved agricultural, forestry and horticultural tools, which can be made by the village
blacksmiths
Food processing with local appropriate technologies
Manufacturing user-friendly and fuel-efficient stoves and SK 14 solar cookers, which are already in
use in the communities.
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Promotion of bio-villages and biotechnology (like vermiculture or sericulture)
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Field Visits
The Institute's staff spend approximately 100 days every year on field visits to conduct awareness-raising
programmes, recruit women for courses, conduct surveys and research, and to assist the former trainees to
organize women's committees. Much of this work is carried out by the Area Coordinators, who report
regularly to the Institute.
IMPACT
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Since its establishment, the Institute has trained more than 1,300 women in 200 villages as agents of
social change for the communities. Many young women who have discontinued their middle and high
school studies are being assisted to continue their education and complete high school. In addition,
the Institute has trained 116 couples in family life, which not only reduced violence within the family,
but also helped the graduates to be more effective after training. With the help of UNICEF, the
Institute has also conducted advanced training to 86 of its graduates to build their capacity to carry
out local initiatives of social and economic development.
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216 members of 49 Gram Panchayats, including 43 women office bearers of grassroots elected village
councils, have used the graduates as their trained resources for immunisation, literacy, environmental
and poverty reduction programmes.
The recent Baseline surveys of the SIDA PROJECT (1994-97) on the Institute's graduates reveal the
following data:
99% became literate i.e. they can read, write and understand simple Hindi while in the beginning of
the programme only 40- 43% had the ability to do so; this has motivated people to send their children
to school;
96% of them are using their income generation and related skills; 46% have established small
businesses of sewing clothes and started generating income; 7-9% are employed in various jobs
(Government Service or private jobs);
Now 97% of the graduates are using safe drinking water. There was a complete irradiation of Guinea
Worms from 302 communities in Jhabua District;
Superstitions are being replaced by health care; brushing teeth with natural and herbal stems is
becoming popular, so is washing vegetables before cooking and covering food;
70% now include leafy vegetables in their diet and 41% are growing and selling vegetables; 2,500
trees have been planted by women in five villages and 40% of them are growing;
94.5% demonstrated knowledge about pre-natal and post-natal care. They have raised the
immunisation of children in their communities from 25.7% to 66.8% and raised the number of women
going for regular health check-ups;
92- 99% became aware of the causes of and proper treatment for malaria, snake bite and diarrhea;
75% pass the National Open School Exam;
75% participate in women’s committees and groups for voluntary community development work and
76% are active participants in workshops, conferences, seminars and craft fairs (at local, regional and
sometimes national level).
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Impact on Community:
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Immunisation of children of DPT3, BCG and measles raised from 22.7% to 63.6%;
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Percentage of children given complete polio vaccination raised from 25.7 to 66.8;
Percentage of infant death in one year went down from 17.1 to 2.6;
No occurrence of infant death from diarrhea and vomiting in the one year from the beginning of the
project as the use of ORS increased from 1.7% to 79.2%;
Incidents of death of pregnant women out of 122 women came down from 2 to zero in 3 years;
Percentage of miscarriages and stillborn babies came down from 42.6 to 36.1;
Pre-natal and post-natal practice of health care of pregnant went up from 46.1% to 61.5%;
Overall total literacy rate in the project villages went up from 12.7% to 22.3% and female literacy
level has increased from 23.9% to 33.8% of the total literate population.
Awards and Recognition
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In 1990, two of its (formerly illiterate) trainees won first prize in a Learner's Song Competition
sponsored by UNESCO.
Also in 1990, the literacy methodology used at the Institute was adopted by the University of
Leicester, U.K.
In 1992 United Nations Environmental Programme conferred the Institute with the 'Global 500 Roll
of Honour' for outstanding Environmental Achievement in helping to eradicate guinea worm from
302 villages in Jhabua district (presented at The Earth Summit in Rio de Janeiro).
In 1994, the Institute was listed in UNESCO's INNOV database as one of 81 successful basic
education projects in developing countries.
In the spring 2000 "International Network For Girls", UNICEF, New York, in its report to Beijing+5
has included the Institute as an example of "Empowerment Through Good Practices' (Action for
Girls, Vol. 1, NO2.).
Affiliation/Collaboration
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The Institute is a placement agency for the Indore College of Social Work as well as for The Indore
Mahavidyalaya Institute. Every year two students of each take fieldwork training at the Institute for
the whole year during which they come twice a week. The Institute trains them to work in the
community with the rural and tribal women, to run community development programmes and holistic
development projects. PSSCIVE has also conducted VALUE EDUCATION training for vocational
trainers. M. PURJA Vikas., NIGAM BIO-TECHNOLOGY Department and the School of Energy
Energy of DAVV, Indore, have also conducted their extension projects at the Institute. Many other
organisations like Cooperative Cold Store, Rau, Sahayata and professionals such as doctors, teachers
or designers, come as volunteers to give assistance.
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For further information please contact: (Mrs) Janak P. McGilligan Executive Director
 Barli Development Institute For Rural Women
 180, Bhamori, New Dewas Road, Indore 452010 (M.P) India
(Registration number IND/5612/2001) http://geocities.com/bvirw/
http://geocities.com/RainForest/2519/
http://geocities.com/bvirw/Photos/solar-storage.html
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 Phone: 0731-554066; Fax: 0731-558866; E-mail: bvirw@sancharnet.in
Barli Development Institute changed its name to 'Barli' for a very special
reason. 'Barli' is a very common name among tribal women of Jhabua and Dhar
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districts, Madhya Pradesh, the districts from which many of our trainees come. Barli denotes a central
pillar, which supports a tribal house typical of these areas, highlighting the belief of the Institute that
women are the central pillars of modern society.
The Institute was established in 1985 as Baha'i Vocational Institute for
Rural Women by National Spiritual Assembly of the Baha'is of India, New
Delhi. In 2001 the Institute was empowered as an independent NGO.
Since its registration on 11th September 2001, the Institute has been
functioning under its independent Board of Directors. The goals and the
programmes of the Institute continue to be the same, irrespective of the
change of the name and status.
(Registration number IND/5612/2001)
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