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PROMOTING

WOMEN’S POLITICAL LEADERSHIP AND

GENDER RESPONSIVE GOVERNANCE

Training of Trainers (ToT) (Uttara Kannada District)

15th May to 19 th May 2012

Abdul Nazir Sab State Institute of Rural Development Lalithamahal Road, Mysore-11

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Promoting Women’s Political Leadership and Gender Responsive Governance Report on Training of Trainers of Uttara Kannada District

Date: 15-05-2012 to 19-05-2012 Course Director

Smt. M.C. Shylaja Faculty ANSSIRD, Mysore Supported by

UN-Women, New Delhi Ministry of Panchayat Raj Government of India National Institute of Rural Development, Hydrabad Department of Rural Development and Panchayat Raj, Government of Karnataka Abdul Nazir Sab State Institute of Rural Development, Lalithamahala Road, Mysore

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CONTENTS

Abbreviations ........................................................................................................................... 5

Context ..................................................................................................................................... 7

Executive Summary ................................................................................................................ 8

A Journey through the Five Days ......................................................................................... 10

Day - 01 ............................................................................................................................... 10

Inauguration of the ToT .................................................................................................... 10

Introductory game followed by sharing of experiences with EWRs ................................. 11

Panchayath Raj System and the Role of PRS in increasing Women’s Participation Error!

Bookmark not defined.

Management of Ward Sabha / Gram Sabha .................................................................... 12

Day - 02 ................................................................................ Error! Bookmark not defined.

Recap ............................................................................................................................... 13

Concept of Women’s Reservation and Challenges in Women Leadership and Strategies

to Address .................................................................................................................. 13-14

Consequences of Gender Inequality and Violence against Women.......................... 14-15

Women's Human Right and Laws to protect Women ................................................ 15-16

Day - 03 ............................................................................................................................... 16

Recap ............................................................................................................................... 16

Gender Mainstreaming ........................................................ Error! Bookmark not defined.

Women Empowerment - Supports and Challenges ....... Error! Bookmark not defined.-18

Role of PRIs in the implementation of Development Programmes ........................... 18-20

Day - 04 ............................................................................................................................... 20

Recap .................................................................................. Error! Bookmark not defined.

Challenges for Communication and Networking between PRIs, SHGs and CBOs and

Strategies to Address ....................................................................................................... 20

Skill Building for Good Governance - Confidence Building and Leadership Qualities

..................................................................................................................... …………….20-21

Conflict Resolution ........................................................................................................... 22

Day - 5.................................................................................................................................. 23

Development Indices to Assess Development.................... Error! Bookmark not defined.

Gender Budgeting ............................................................................................................ 24

Preparation of Action Plan ......................................................................................... 24-26

Feedback and Evaluation of the Training ........................................................................ 26

Valedictory........................................................................................................................ 26

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Annexures ............................................................................................................................... 27

Annexure - 01 - Training Schedule ............................................................................ 27-29

Annexure - 02 - List of Participants ............................................................................ 30-31

Annexure – 03-04 - Pre-Test Questionnaire .............................................................. 32-34

Annexure - 05 - Questionnaire on 73rd Amendment and PRIs .................................. 35-36

Annexure - 06 - Questions for Quiz on Nutrition ........................................................ 37-38

Annexure – 07-08 - Post -Test Questionnaire ........................................................... 39-42

Annexure - 09- Format for Training Evaluation and Feedback .................................. 43-51

Annexure - 10 - Glimpses from the Training .............................................................. 52-53

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ABBREVIATION ANSSIRD - Abdul Nazir Sab State Institute of Rural Development APL - Above Poverty Line ART - Anti-Retroviral Treatment ASHA - Accredited Social Health Activist ATI - Administrative Training Institute BPL - Below Poverty Line CBO - Community Based Organization CDPO - Child Development Project Officer CEDAW - Convention on Elimination of Discrimination against Women CEO - Chief Executive Officer DAPCU - District AIDS Prevention and Control Unit DC - Deputy Commissioner DG - Director General DPC - District Planning Committee DPO - District Programme Officer DRC - District Resource Centre DTI - District Training Institute DWCD - Department of Women and Child Development EWR - Elected Women Representative FIR - First Investigation Report GEM - Gender Empowerment Measure GoI - Government of India GP - Gram Panchayath HDI - Human Development Indices HDR - Human Development Report IAS - Indian Administrative Service ICDS - Integrated Child Development Programme ICTC - Integrated Counselling and Testing Centre IMR - Infant Mortality Rate IP - Intermediary Panchayath IPC - Indian Penal Code MDM - Mid Day Meal MGNREGA - Mahatma Gandhi National Rural Employment Guarantee Act MoPR - Ministry of Panchayath Raj MMR - Maternal Mortality Rate NABARD - National Bank for Agricultural and Rural Development NIRD - National Institute of Rural Development NGO - Non-Government Organization NRHM - National Rural Health Mission ODP - Organization for the Development of People ORS - Oral Rehydration Solutions / Salts OVC - Orphan and Vulnerable Children PDO - Panchayath Development Officer PRI - Panchayath Raj Institution PRS - Panchayath Raj System RMSA - Rashtriya Madhyamik Shiksha Andolan RTE - Right to Education Act SDMC - School Development and Monitoring Committee

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SHG - Self-Help Group SSA - Sarva Shiksha Abhiyan STD - Sexually Transmitted Disease TNA - Training Needs Assessment ToT - Training of Trainers TP - Taluk Panchayath TSC - Total Sanitation Campaign UDHR - Universal Declaration of Human Rights ULBs - Urban Local Bodies VHSC - Village Health and Sanitation Committee ZP - Zilla Panchayath

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CONTEXT

The 73rd and 74th Amendments to the Constitution brought in their wake, the political reservation for women upto 1/3rd in the PRIs and ULBs. During the last decade, India has witnessed an exciting socio-political transformation of ‘feminization of local governance’ and many of the States have moved further to provide 50% reservation to the women. Presently about 1.5 million women are holding office as elected representatives. They are now influencing the developmental decision making of grassroots democracy; making it more mainstreaming of women’s participation in all the avenues of development. Political quotas for women have been a proactive Gender Empowerment Measure (GEM), initiated both by the Central as well as State Governments. The last decade has also witnessed the increasing trend of women contesting from general seats, which is a clear testimony of enhanced confidence and capabilities of women. However, there is still exists a need to invest in Promoting Women’s Political Leadership for Gender Responsive Governance. This in turn, will further spearhead a transformation of local governance agenda, making it more gender-friendly; fostering equality, equity, social justice and human rights for all sections of society.

To meet the critical gap of empowering women’s political leadership, UN Women, South Asia Regional Office, New Delhi, in collaboration with the Ministry of Panchayath Raj, Government of India, has launched a new project ‘Promoting Women’s Political Leadership and Governance in India and South Asia’. The basic aim of this project is to enhance capacities of Elected Women Representatives (EWRs) for promoting gender responsive governance in the selected two to three pilot districts of five partnering States of Andhra Pradesh, Karnataka, Madhya Pradesh, Orissa, and Rajasthan.

The said project in Karnataka has been named as ‘Sampoorna’ and it is being implemented in the districts of Mysore and Dharwar. The responsibility to implement this project lies with the Zilla Panchayath (ZP) of the respective district. The Abdul Nazir Sab State Institute of Rural Development (ANSSIRD) is the nodal agency for implementation of the project and has a vital role to play in conductive training and capacity enhancement programmes under the project.

The first step of implementation of this project is the designing of the Trainers’ Manual by the National Institute of Rural Development (NIRD). This was followed by the training of Master Trainers held in NIRD, Hyderabad, from 03rd to 07th January 2012. Five Master Trainers were identified by ANSSIRD and sent to NIRD, Hyderabad, to participate in the ToT.

The next step in the implementation of this project in Karnataka is to translate the Trainers’ Manual in the local language. Later, with the help of ZP and local NGOs the trainers were identified. After this was done, the training for the trainers was conducted in the two identified districts. In Mysore, the training of trainers was held from 21st to 25th February 2012.

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EXECUTIVE SUMMARY The Initiative - Promoting Women’s Political Leadership and Gender

Responsive Governance Project Title - Sampoorna The Programme - Training of Trainers (as per the Training Module of NIRD) Project Director - Dr. Amita Prasad, IAS Director General - ATI and Principal Secretary Department of Rural Development and Panchayath Raj, Government of Karnataka Project Head - Mr. S. A. Ashraful Hasan Director, ANSSIRD, Mysore Nodal Officer - Ms. M. C. Shylaja Faculty, ANSSIRD, Mysore The Master Trainers - Ms. S. N. Fathima Freelance Training and Documentation Consultant Ms. Zohara Nissar Ahmed Member, Taluk Panchayath, Puttur Ms. Jyothi Muralidhar Advocate and Member, Taluk Panchayath, Sorba Ms. Shobha S Patil Faculty, DTI, Mysore Mr. K. S. S. V. Prasad Principal, DTI, Dharwar Training Duration and Date - Five Days, 15th to 19th May 2012 (Training Schedule is enclosed as Annexure - 01) Participants - 35 Members, who were representatives from various NGOs, Officials from Department of Women and Child Development,

Resource Persons of ANSSIRD, Elected Women Representatives and others. (List of Participants enclosed as Annexure - 02)

Training Venue - ANSSIRD, Mysore Report by - Smt. M.C. Shylaja Translation by - Sri Nikil Kolpe & Smt. M.C. Shylaja

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Training Objectives - At the end of the training programme, the participants will - • Gain knowledge about the project, its aim and objectives

and activities. • Define socio-cultural construct of gender • Define violence against women along with reasons and

types of violence against women. • Get acquainted with the constitutional provisions and

various laws to protect women and their rights. • Understand role of women in promotion of sustainable

development. • Acquire attitude, knowledge and skills to promote

leadership and governance among EWRs.

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A JOURNEY THROUGH THE FIVE DAYS

Day - 01 Introduction

Uttara Kannada District of Karnataka is one of the three Districts where the programme `Promoting Women’s Political Leadership and Gender Responsive Governance’ has been taken up under the sponsorship of UN Women Programme. Uttara Kannada District is situated at the northern part of the Karnataka coast, which has 11 Talukas. Karwar is the one of the taluk head quarters and is situated at the centre place of the Uttara Kannada District, and the five-days training programme was conducted at the premises of the voluntary organization known as ‘Karwar Diocesan District Council’. First Day Training (15.05.2012)

Four trainers were invited as participants from each Taluka and a total of 44 trainers from 11 Talukas were invited. Totally 35 participants were attended and they belong to the following categories.

Sl. No. Category of the Participants Number 1. Supervisor, Department of Women and Child Welfare 11 2. Elected Women Representatives 05 3. Representatives from Voluntary Organizations. 11 4. Resource Persons from SIRD 08

Total 35 The training programme was inaugurated by lighting the lamp which is the symbol of knowledge by Shri Nagesh Raiker, Deputy Secretary, Uttara Kannada Zilla Panchayath,

along with the elected women representatives invited for this training programme. Smt. M.C. Shailaja, Training Co-ordinator and Faculty of Abdul Nazeer Saab State Institute of Rural Development, in her introductory remarks, explained the objectives of implementation of this programme, strategies adopted, the measures to be taken to achieve the objectives and the expected outcome etc. Shri Raiker, who

spoke next, gave tips on how to utilize facilities available at existing system for personal and community development. Fr. Lawrence Fernandes of Karwar Diocesan District Council, who presided, spoke about the importance of knowledge and harmony in fulfillment of life and values of life. He also stressed the importance of such training programmes.

Inauguration by Elected Women Representative

Speech by Raikar, Deputy Secretary Zilla Panchayat, Karwar

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After the inauguration, an activity of introduction was held to make the participants know each other well. Names of 13-15 animals had been written in pairs in small slips of paper. The participants were asked to select one slip each. Then they were asked to imitate the call of the animal mentioned in their slip. Likewise, pairs of participants were made. After indentifying their partner, the participants were informed to share their names, designation, family background and

their experience etc along with their experience with Elected Women Representatives. Then they were told to introduce their partner to the gathering. While introducing their partners, the participants shared their experiences with elected women participants. Experiences with Elected Women Participants

• Dominance of men is an impediment to the development of women representatives

• They have only succeeded in filling the vacancies, but are not in a position to take independent decisions.

• Though some elected women representatives lack experience, they have kept contact addresses of the officials and staff of various departments they have met, and helping in implementations of various programmes with their help

• The elected women representatives are still not given total independence. Even when some of them are working actively, the cooperation of male members is scarce

• ‘Have tea and go home, your job is over’- this is the general tendency towards elected women representatives seen in many Gram Panchayaths.

• The elected women representatives suffer more from inferior complex. It is pathetic to see them plead with the staff, instead of getting their work done authoritatively.

• One of the women elected representatives from Siddhi community (a tribe of African origins seen in Uttara Kannada District) said that she was not interested in politics and was forced to contest and still she is not interested in working as a member.

• Another elected woman representative said that, since she is working actively with the people, everybody is supporting her and nobody neglects her because she is performing her duties well

• When elected women representatives do not agree with male members, they are often mentally harassed

• Elected women representatives lack information. However, it could be seen that those who have information are participating actively

• Illiterate women representatives listen to whatever contractors say

• Some said that they know about their work, but receive little cooperation from others and their grievance was that the action plans are being prepared without bringing to the notice of the women representatives

• Some of the women representatives possess the capacity to face problems

• Some of them are bold enough and extend all cooperation in the development works undertaken by the government officials

The topic of discussion was the positive and negative observations of the elected women representatives. Smt. M.C. Shailaja brought it to the notice of the participants along with the actions to be taken and approaches should be made to transform negative tendencies in to positive ones.

Sharing of Experiences

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After that the participants were asked to fill in pre-training questionnaire. After the lunch break, session commenced with a traditional song. Smt. M.C. Shailaja informed the participants about the measures to be taken to achieve empowerment of women elected representatives. They were informed about the Panchayath Raj system, grassroots level local self governance, provision of basic amenities to people, system of governance etc. Based on the questions posed by the participants, they were informed about the inter relationship between the democratic system and decentralized system, the Panchayath Raj systems prevalent before the 73rd amendment of the Constitution, the development of the Panchayath Raj system in the Country, main features of 73rd amendments, features of Karnataka Panchayath Raj Act based on this amendment through the way of discussions. In continued discussion, participants were also informed about the responsibilities of the Panchayath Raj systems in empowering elected women representatives. Tea break was given after prolonged discussions on role of gram panchayat in improving the performance of women in education sector, reducing gender gap, promoting participation of EWRs in meetings, increasing the participation of women in Ward Sabhas and Gram Sabhas, inspiring women to discuss the problems faced by them in these meetings, finding solutions to their problems, preparation of gender oriented budget etc., Rejuvenation was done through a game called ‘Game of 5’. Then the participants viewed a short film ‘Ward Sabhe, Nammura Vidana Sabhe’ (Ward Sabha is vidana Sabha of our Village). Smt. Zohara, a Master trainer and a member of Puttur Taluka Panchayath of Dakhina Kannada District asked the participants to list the aspects they learnt through this short film. It was observed that the participants were discussing more about the lack of opportunities for the women to openly discuss their problems. Detailed discussions were held on the possibilities of raising their problems boldly in these meetings. Smt. Zohara, while interacting with the participants, informed them about the differences between Ward and Gram Sabhas, quorum, choice of places for the meetings, subjects to be discussed in the meetings etc. The participants shared their experiences about the way the Ward and Gram Sabhas are being held at present. Smt. Shailaja gave an example of the Gummagola Gram Panchayath in Dharwad District, where the villagers found the means to solve their water problem by discussing it at Gram Sabha. At the end of the day, the participants were divided in to four groups and asked to elect their leader. They were asked to get prepare for the debate on the following subjects and present them in next day’s session. Group 1 and 2: There is no meaning in giving reservation for women, unless their capacities have been developed Group 3 and 4: There is nothing wrong, if the administration is run by the male members of the family on behalf of Elected Women Representatives

Second Day (16.05.2012)

The second day’s training programme began with a game called ‘Do you like me? ’ In this game, the participants have to stand in a circle. One of the participants has to go to another and ask ‘Do you like me’. That participant has to answer in the negative. Then, the

Ward Sabhe nammura Vidhana Sabhe – Session held by Zohra

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first one has to ask, ‘who do you like’. The second participants has to answer like, `I like those who wear watch’ or ‘those who are wearing red dress’ etc. The participants have to change their places immediately. The person who is last in doing this, should continue the game by asking the same question. This is an energizing game. After this game, recap activity was held to remember the previous day learning. Participants recalled the activities of the previous day like the learning methods adopted, introductory activity, sharing of experiences, leanings from viewing of the short film and the discussions held afterwards like differences between Ward and Gram Sabhas, agenda for the ward/ gram sabha meetings, necessity of improving the participation of women by measures like informing self-help groups etc. After that, debates were held between groups on two subjects assigned to four groups on previous day. At first debate was held on the subject- There is no meaning in giving

reservation for women, unless their capacities have been developed’ The group argued for the subject was of the opinion that the women are often puppets under the control of men and they have no active role in the arena of politics, unless they are prepared to take up the new responsibility assigned to them. Otherwise without capacity building they cannot work properly. The group against the subject argued that women could automatically enhance their capability, by making use of the opportunities provided by reservations

Concept of reservation has enhanced the status of women in the society. They also argued that there are examples of women providing good leadership and administrations and there is no need to impose restrictions. Likewise, debate was held on the other subject by other two groups. There is much possibility of the participants to find solutions on their own by discussing all aspects of a problem through debates like this and the participants were told to use this exercise as a training method. In the next session, Smt. Fatima, a Master trainer and Mysore District Planning Officer of UN Women Programme delivered the subject ‘Sex, Gender and Patriarchal System’ based on the opinion expressed by the

participants that the traditions, practices and restrictions imposed by the society are the reasons

for the problems faced by women and impediments for their development. At first, the participants were told

to list the differences between sex and gender in the notebooks provided to them. The participants generally were of the opinion that the ‘sex’ is natural, implying physiological differences that could not be

Debate between the two groups

Some hints for role play by Smt. Fathima

Role Play organizing by the participants

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changed and the `gender’ relates to the conditions imposed by the society and could be changed. Role-playing was organized to make the participants realize how gender relations begin from the birth of a child and how such relations are promoted and nurtured by patriarchal system. Situation given to the first group: A mother with two girl children is expecting a third child. What might be the situation if she delivers a girl child once again? Situation given to the second group: A male child is born to a couple who were expecting a child. What might be the environment at their home? Third and Fourth groups viewed the role play, played by the first and second groups and reviewed them. They are of the opinion that both groups had well prepared and selected the roles very well. In the first role-play, neighbors mislead the mother-in-law and suggest her to force the women to undergo abortion. Even the husband is insensitive towards his wife and girl children. The mother-in-law controls the entire situation, which is predominantly woman against woman, and the situation of the mother is pathetic. In the role-play enacted by the second group, the whole house plunges in to celebration mood when a boy is born. Husband and the mother-in-law are ecstatic. They call everyone and distributed sweets to them. Comments like ‘a son is born to light our pyre or an heir is born’ etc are reflective of the mentality of the present day society in general. As an extension of the session, the participants were invited to a debate on how the inequality that we see in our society today is affecting the women. The participants felt that the main outcome of inequality is violence on women. Smt. Fatima, making introductory remarks explained that the violence and exploitation could be mental, physical, or sexual and they violate human values and rights. She asked four groups to discuss separately about types of violence, reasons for violence, the measures that could be personally taken to prevent it and role of the Gram Panchayaths towards this end. She asked them to present the outcome of their discussion at the open session. They did so and the important points they presented are as follows. Types of violence

Physical: hitting, battering and burning

Mental: abusing, talking lightly and insultingly offending dignity of women and confining

Sexual: sexual misuse, forcible and perverted sex, harassment, forced sex work, showing or taking vulgar pictures etc.

Financial: inequality in distribution of property, denial of property rights and denial of right to spend the own earning etc

Social: boycott, banishment, imposing burden of family chores, child marriage, dowry harassment, demand for more dowry etc.

Group Presentation on violence of women

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Measures to be taken to prevent violence against women: • Educating the community about the various laws to protect women

• Educating them about the ill effects of gender bias and inequality

• Informing the woman and encouraging them to avail help from various committees constituted under various laws to protect women and thus enhancing their capacity to resist exploitation and to assert their rights

• Eradicating superstitious beliefs

• Developing one’s own personality and educating the community

• Providing protection and shelter for exploited women

• Caring equally for boy and girl children

• Reforming own views positively

• Providing equality in responsibilities

• Emerging as a model family, where others could look up to Role of the Gram Panchayath in prevention of violence against women:

• Discussing the issues at Ward and Gram Sabhas and educating the community

• Discussing issues among various social organizations and informing them

• Improving the educational level of the villages

• Enquiring into complaints through Social Justice Standing Committee of the Gram Panchayath and taking necessary actions

• Creating awareness among the people on the issues

• Gram Panchayath members should develop attitude to respond to public problems immediately

• Helping the victims to get proper legal aid

• Helping to register incidents of violence against women with proper authorities

• Providing information to the people through display boards

• Preventing violence through committee for prevention of illegal traffic of women and children

While concluding the session the participants were informed about other points that the failed to mention. After the lunch break, the participants were convinced about the necessity and inevitability of reservations through a game called ‘Game of Island’. Master trainer and member of Sagar Taluka Panchayath in Shivamogga District, Smt. Jyothi Muralidhar making introductory remarks and spoke about women’s rights. She requested the participants to share their knowledge about human rights. She consolidated the opinions expressed by them through brainstorming. The participants identified the human rights like right of speech, right against exploitation, religious rights, right to live, right to property, right to vote, right to fight against injustice, right to justice, right to health, cultural rights, right to express, right of independent movement, employment rights, right to have children etc. They were informed about other components of human rights that they failed to identify. Smt. Jyothi Muralidhar explained the definitions given by the Human Rights Commission to various human rights like right against slavery and

Group presentation on

Women and law – session held by

Smt. Jyothi Muralidhar

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subjection, right of expression, property rights, political and social rights given by the Constitution, and international charters to protect the women against violence and secure their rights. Laws to Protect Women There are several women specific laws in the Country to protect them from exploitation and violence and to improve their status in the society. Smt. Jyothi provided information about such laws mainly pertaining to prevention of dowry and violence related to it, child marriage, prevention of sexual exploitation, trafficking, indecent representation, equal wages, female feticide, alimony etc. She explained about the role and responsibilities of the Gram Panchayath in implementation of these laws. Third Day (17.05.2012) Third day of the training commenced with a game called ‘Tell the Names’ to make every participant to remember the names of fellow participants. In this game, the participants stand in a circle. Everyone has to tell the names of four persons to their left and tell their own name last. At the end, they have to throw a paper ball towards any new acquaintance they made on that day. Recap activity for the day was done through a game called ‘Mind Mapping’. The participants were divided into four groups and were given a brown paper sheet each. They were told to draw a banyan tree and consider its trunk as core subject learnt on previous day and consider large branches as sub-sessions and smaller ones as subjects learnt. They were told to write or draw pictures to indicate the points learnt. The four groups drew pictures of a tree with four large branches indicating indication four sub-sessions, namely `Sex, Gender, and Patriarchal System’, `Inequality and Violence against Women’, ‘Women’s Rights’ and `Women related Laws’. They indicated other aspects learnt as small branches. Every group was given opportunity to present one subject each. The participants appreciated it as good activity that helped them to remember the aspects they learnt. After that, master trainer Smt. Shobha Patil asked the participants- ‘how to bring gender issues into mainstream?’ She consolidated the opinions expressed by the participants through a brainstorming session. The participants were of the opinion that this could be done through eradication of inequality and promotion of equality between men and women, improvement of educational level, special training for women, by changing the present attitude etc. She interacted with them explaining further means to bring the gender issue into mainstream.

Mind Mapping exercise - Sharing the previous day learning

How to bring gender mainstreaming – By Shobha patil

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At that point, Chief Executive Officer of the Zilla Panchayath Shri Joshi, Chief Accounts Officer Shri Somanath and Nodal Officer of this programme and Deputy Secretary Shri Mukkanna Karigar arrived at the training hall. While addressing the participants, Shri Joshi regretted that most of the women representatives are unable to take independent decisions even after so many years. He compared the status of women in India with other progressive countries. He said that there is a lot of positive change in the status of women in comparison to yesteryears and hoped that the gap between men and woman would further diminish in coming days.

After the tea break, as continuation of the session Smt. Shobha Patil readout a case study called ‘Martha Badrita’ about a successful Gram Panchayath President. Smt. Martha Badrita is an ex-president of a Gram Panchayath in Odisha State and had been recognized as a very successful President. She is a social worker basically; had been elected with a huge margin and had worked very successfully by totally taking the villagers into confidence. She is a political leader who had utilized maximum funds available for the development in comparison to other Gram Panchayaths of that State. In addition, she had been successful in mobilizing considerable amount through public contributions for creation of quality public assets. When asked what the secret of her success is and what are her achievements, the participants listed them as follows:

• School development

• Transparent administration

• Securing public participation in effective implementation of public works

• Opposition to violence against women

• Close contact and coordination with officials When asked what the reason was for most of the women are not being able to participate in the decision-making process, while some of them are being able to utilize the opportunities available to them and become successful elected representatives, the participants gave many reasons. According to them, inability of women to break the social barriers and restrictions with courage and mingle with public, lack of skill and knowledge, not being able to devote much time and attention to political career because of routine family responsibilities, inferiority complex, fear, and shyness are some of the reasons. They were of the opinion that that is why women are failing to be successful in the important aspect of political field, that is- the decision-making process. The trainers explained them the means and measures to overcome such obstacles and failures with appropriate examples. Improving self-confidence by analyzing and understanding the present situation, setting achievable goals, finding realistic ways to achieve such goals, making a beginning towards that end, not letting others to take decisions on behalf of them in any situation and taking appropriate action are some of the means and measures suggested by the trainers. After lunch break, the afternoon session commenced with a game called ‘Hercules, Tiger, and Angel’, which stresses the importance of collective leadership. Smt. M.C. Shailaja interacted with the participants about the indices of empowerment of women. She listed such indices, which shows whether a woman has achieved empowerment in her family and the community as follows:

Sri Joshi, CEO, ZP addressing the

participants

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At personal and family level At community level

Taking decisions pertaining to family matters Women responding to community need in a big scale

Giving suggestions regarding family problems Participating in meetings and factions at Gram Panchayath scale in big numbers

Solving problems Effective functioning of women’s organizations

Reducing family burden with the help of other members of the family

Higher level of education among girls and women

Achieving financial independence Taking proper decisions for community development through women’s organizations

Having knowledge of daily happenings Fighting against social evils

Solacing and guiding others who are in distress

Fighting against exploitation of women

After the tea break, Training Director Smt. M.C. Shailaja shared the information on the subject- ‘Role of Gram Panchayath in important Government programmes’, through group activity. The participants were divided into five groups. Name of the five most important Government programmes, namely- National Rural Health Mission, Sarva Shiksha Abhiyan, Total Sanitation Campaign, Integrated Child Development Scheme, and Mahatma Gandhi National Rural Employment Guaranty Act were written on five slips and each group was asked to pick one each. In total 40 cards, eight each on each subject- containing important aspects of these programmes were thoroughly mixed and placed at the center of the hall. One from each group was called and asked to collect eight cards each pertaining to subject assigned to their group. Then they were asked to discuss the role of the Gram Panchayath in the implementation of the programme assigned to them in their own groups and enter the salient point in a chart. Then they were asked to present them to the entire gathering. A brief report about the important points made by each group is as follows:

1. National Rural Health Mission: This programme envisages providing quality health services in rural areas. To strengthen health services ASHA workers have been appointed and Village Health and Sanitation Committees have been constituted at every village. Along with these facilities like 24x7 hospitals, health cover, special antenatal and postnatal services etc have been provided. For the effective implementation of the programme in its area, the Gram Panchayath has to

• Coordinate for effective functioning of Village Health and Sanitation Committees

• Take precautions with the help of local Medical Officer to prevent contagious diseases

• Ensure that the Primary Health Centers and Sub-centers have basic amenities

• Provide publicity to the programme and create awareness

• Keep water sources clean

Role of GP in the implementation of National

Flagship Programme

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2. Sarva Shiksha Abhiyan and Implementation of Fundamental Right to Education for Children Act The right to education Act has enhanced and ensured the right of children in the age group of 6-14 years to get free and universal primary education. It also provides to enroll the children in what is called ‘neighbourhood school’. It asserts the primary education as a fundamental right of every child. These composite programmes envisage providing education to children facing acute mental challenges who are unable to come to school at their own home, vocational training for girl children for personality development etc. The responsibilities to be shouldered by the Gram Panchayath are as follows.

• Confirming the enrolment and attendance of all eligible children in schools in its area

• Cooperating with Head Masters of these schools to bring the dropout children back to schools through programmes like ‘Chinnara Angala’ (Children’s Courtyard) and ‘Marali Baa Shalege’ (Come back to School)

• Helping to provide basic amenities to schools

• Ensuring proper implementation of mid-day meals scheme

• Ensuring that School Development and Maintenance Committees and MEENA groups are constituted in every school in the Gram Panchayath area and their proper functioning

3. Total Sanitation Campaign: This programme is in implementation to eradicate open defecation and improve the habits of the people regarding sanitation and cleanliness. Financial help is provided under this scheme for construction of personal or community toilets and sanitation outlets. The Gram Panchayath could do following things.

• First of all creating awareness among the people about the perils of open defecation and lack of sanitation

• Providing information to them about the facilities available for construction of toilets

• Construction of drainages to prevent stagnation of waste water • Construction of waste bins to maintain clean environment • Construction of toilets and urinals at public places

4. Integrated Child Development Programme: This is a programme being

implemented to ensure overall development of children. The result of this programme is reduction in infant mortality rates and school dropout. Six services are being provided under this scheme including providing nutritious food, health checkups, double ration for the children suffering from malnutrition etc. The Gram Panchayath could involve itself in following ways.

• Providing Anganwadis the basic amenities like water, toilets, compound walls etc

• Helping in wall writing campaigns • Providing help in repair of Anganwadi centers • Inspiring the parents to regularly send their children to Anganwadis • Providing help to ensure proper working of ‘Bala Vikasa Samithi’ (Child

Development Committee)

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5. Mahatma Gandhi National Rural Employment Guaranty Scheme: This programme is not only a programme but it is an Act. It has been instrumental in prevention of migration and creation of public assets necessary for the people in the rural areas. Under this Act, it is required to provide a minimum of 100 days of employment per year to every family that requisitions work by registering the names of its working members at the Gram Panchayath. Moreover, provisions have made for treatment for the workers who might be injured at work place and compensation in case of accidental death. The priorities should be given while selecting works like planting of saplings, construction of agricultural ponds etc. keeping in mind the sustainable development of the community. The Gram Panchayath should take up the following responsibilities.

• Identification of unemployed labourers and distribution of Job Cards • Prevention of migration and provision of means of livelihood • Creating awareness about the programme and the facilities available • Ensuring implementation of quality works • Installing display boards with details at the places works

Fourth day (18.05.2012) Fourth day of the training commenced with a game called ‘When Bomb fell’. Such games help to rejuvenate the participants and prepare their mind to the training process. After that, they were told to remember the previous day’s learning. A systematic revision activity was conducted through brainstorming to make them remember the aspects learnt on the previous day. The participants recalled their learning about the efforts to be made to bring gender issues to mainstream, preparing women to participate in the decision-making process, indices of women’s empowerment, salient features of various Government programmes being implemented at the Gram Panchayath level and the role of the Gram Panchayath in their effective implementation. After that, fourth day’s session was formally started by Shri T.G. Bhat, Convener of Sadhana Kendra, Yellapura. He began the session by explaining the impediments for communication between the Panchayath Raj institutions, self-help groups and other organizations and strategies to be followed to overcome them. At first, he explained the necessity and inevitability for an elected representative to set certain goals and achieve them. He showed the methods to circumvent restrictions in unavoidable circumstances while achieving a goal through a game. He wrote nine dots in three rows (three in each row) and told them to join them all by using only four lines. Shri Giridhar, one of the participants succeeded in doing so using his own methods. This effort to overcome restrictions intelligently drew praise from others. He questioned the participants as to what are our hidden capabilities in achievement of any goal. They listed them as capability to understand the minds of others, capability to understand problems, capability to speak, to gather information, self-confidence, courage, cooperative attitude etc. He asked them- “Who among you do not have at least one of these capabilities?” The participants were of the opinion that every one possesses at least one such capability. The resource persons explained the necessity to identify such capabilities in ourselves, develop them, and make others recognize them.

What is leadership…? Session held

by Sri Veeranna

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It was clarified that for effective communication between various organizations and self-help groups it is necessary to have knowledge about them and their activities. The necessity of communication and coordination was stress by telling them a story of a trekker who lost his life because of selfishness and non-cooperation with the group. After the tea break Shri Veeranna, Joint Director, Vishweshwariah Industrial Center, Hubli conducted a session on leadership development. He did this by generously quoting the thought of Swami Vivekananda. He said that self-confidence is the hallmark of leadership. Everyone has to develop self-confidence, he said. A cat looking into a mirror thinks itself as tiger and it enhances its self-confidence, he explained. He gave following tips to the participants.

• First of all, have confidence in ourselves

• Only do what we believe in

• Be prepared to face danger, handle change without hesitation

• Accept mistakes and learn from them

• Accept praise honourably and with dignity

• Totally believe in life and love it These are the aspects, which enhance confidence, he said. Overconfidence could be hindrance. We might try to do something beyond our capabilities and fail because of overconfidence, he warned. He made the participants understand all such aspects with appropriate examples. What are the qualities of a good leader, he asked. The participants said that a good leader should have concern about the people; he/she should have confidence and organizing skills. The trainer added that a good leaders also should have good communication skills, he/she should realistic and always optimistic, should be transparent and gender sensitive. The leaders should have following styles according to the situation. Dictatorial (less relationship, stress on work in hand), liberal (good relationship, but achievement is less), passive (disinterest) and democratic (importance to majority decisions). How should good leaders conduct themselves?

• Encourage the group to achieve goals

• Strengthen the mutual relationships

• Change leadership styles according to situations

• Encourage future leaders

• Conflict based on issues, not against persons

• Should be humble and polite

• Should have concern about the people and have confidence in them

• Should be able to function with different types and classes of people

• Should be able to simplify issues, problems and methods After the lunch break, the next session began with a rejuvenating game called ‘Idli, Vada, Sambar’. After that, Shri K.K. Prasad of District Training Center, Dharawada conducted a session on `Conflict/ Problem Management and Convincing’. He divided the participants into two groups and told them to perform role-play by giving both of them a single

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conflict situation. However, he told one group to solve the problem through the method of convincing and the other through conflict. He told the male participants to perform female roles and female participants to perform male roles. After the role-play, he asked them to analyze different roles. After that, he presented his views base on the aspects reflected in those role-plays. He explained that ‘conflict’ means different opinions or stands on the same subject. People have opinions according to their own perceptions, understanding and state of mind. Some times selfishness and mean mindedness also lead to conflicts. How such conflicts could be solved? Is it always good to avoid conflicts? Every problem has a solution. There is no problem for which there is no solution. Effort should be made to utilize the capability of everybody to solve the problem. Personal participation, interest and intelligence are important. Solutions should be found according to the nature of problems. Sometimes if conflict is avoided in fear of hurting someone, possibilities are more that the hurt feelings might remain hidden inside and erupt in future. These were the insight given by the trainer. Such conflicts arise in what situations? When somebody feels that his or her interest is threatened conflict arises. Difference in attitudes, beliefs, values, and interests lead to conflicts. Generally, people involved in conflicts react according to their own perceptions instead of analyzing the problems objectively. In the situations of conflict, it should be ensured that it does not worsen. The conflict should be solved by solutions beneficial to both parties. Generally, following five techniques could be used to solve conflicts.

1. Avoidance 2. Agreement 3. Challenge 4. Cooperation 5. Compromise

After the participants received extensive information about how to develop their personality by solving conflict situations the may face in life, Smt. M.C. Shailaja conducted a quiz on nutrition at the end of the day. Objective of this session was to make the participants understand the extent of malnutrition women and children in our country generally suffer from, reasons for such situation, programmes envisages to redress this problem and role of the Gram Panchayath in this regard. (Questionnaire of the quiz in given in annexure ---) In this quiz, the participants are divided into four groups. A question is put to the first group. If it answers correctly, it gets 10 points. If it fails to do so, the question is passed to next group. If consequent groups answer the question, they get five marks. In this session, the quiz was held in four rounds. Third group came up with maximum 40 marks. It is queer thing that though all the groups had ICDS supervisors among them, other groups had scored only 10-12 marks because they had failed to update their data and information, leading to some introspection among the supervisors.

How to resolve a conflict situation….

by Sri KK Prasad

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Fifth Day (19.05.2012) The fifth day’s session began with a game called ‘Catch the Mouse’. In this game, the participants have stand in a circle. The facilitator gives any object to a participant, and the participants have to pass on the object to next person as background music plays. When the background music stops the person, in whose hand the object is at that moment has to sing a song, a mimic, tell a joke, dance etc as requested by other participants. This is an energizing game and succeeded in stir up ripples of laughter in the training hall. After that Smt. M.C. Shailaja, Training Director explored many subjects from concept of human development to Gender Inequality Index through a presentation. Some of the points made by her are as follows. Development is not just economical development. It is the development of human resources. If the human resources are to be developed, education, health and per capita income should also improve. This is measured through Human Development Index (HDI) with several parameters. However, whether there is equality between male and female in a Country is measured through Gender Development Index (GDI). This has several parameters like health status of women, Maternal Mortality (MMR), fertility of adult etc. Empowerment of women is measured through the percentage of women members in the parliament or supreme body of a Country and percentage of women with secondary education. Economic empowerment is measured through amount of work put in by women in organized sectors. Situation of women in all the Countries in the world has been measured using such parameters and ranks have been allotted. The fact that India stands at 122nd place among 136 Countries reflects the gender gap in our Country. Continuing this session, Dr. Namitha Thimmiah, Assistant Professor, Department of Economics and Cooperation, Mysore University presented the subject ‘Gender based Budget’. The points made by her are as follows. Gender gap could be reduced by utilizing gender based budgeting. This is not just a process of income and expenditure, but also an integrated and complete process. By doing this development can be measured through the perspective of women’s development like how much resources have been provided and utilized and what is the result etc. Such process was implemented first in Australia. Since this process succeeded, gender gap has reduced in that Country. It could be noted that South Africa and many European Countries have implemented this process. In our Country, gender based budget was presented in the financial year of 2005-06. Gender based units have been opened in every department. In Karnataka Women’s Development Plan was implemented in 1997-2002. Under this Plan, 30 percent of the grants were reserved for women in every Central and State programmes. Five steps have been identified to implement gender-based budget. If it is to be effective, it has to be implemented from grassroots level. The five steps in this regard are as follows.

1. Review of situation (Survey and Data Collection) 2. Formulation of policy (Availability of programmes) 3. Availability of resources 4. Supervision or management 5. Assessment or analysis of impact

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Good example for this is the ‘Chiranjeevi’ programme of Gujarat State. In that State, Maternal Mortality Rate was high at 378 and situation was very serious at five Districts. While examining the problem, it was found that lack of basic amenities was the main reason for such high MMR. ‘Chiranjeevi’ was the programme envisaged to address this problem. Government entered into agreement with private hospitals in five Districts where the health situation was worse to encourage institutional delivery. Arrangement was made to provide free medial care and delivery to families bellow the poverty line. To achieve the goal extensive publicity was given to the programme. This encouraged the poor people to avail the services provided under this scheme. The Government released Rs. 935 Crore to these five Districts. The Government had estimated 58,000 institutional deliveries in these families. It had also estimated 80 percent normal deliveries and 20 percent critical deliveries. On this basis, it had agreed to release grants. The cost was estimated at Rs. 1795 per pregnant woman. After the programme was implemented, only one mother had died during delivery in first six months. However, there was need to find solutions to some other problems. That is to make services available for care of newborn, help the persons accompanying the mothers and provide more grant for critical delivery. Government released grant for that too. As a result only 62 mothers died during 3,44,455 deliveries. The scheme was extended to all tribal women in at Districts of the State. After giving extensive information to the participants about Gender gap, Gender based budgeting implemented to address the problem, group activity was assigned to them. They were divided into four groups. They were given four sectors and told to enter in charts about goal, programmes to achieve that goal, estimated budget and source of funds etc. They were to discuss the subject in their own groups and present them in the session. The sectors given them are:

1. Health 2. Education 3. Nutrition 4. Water and Sanitation

Sl.No Objective Activities Funds Sources

1 To reduce Infant mortality rate (IMR) and Maternal mortality rate (MMR)

• Prevention of child marriages • Promote Institutional deliveries • Reduction in adult fertility rates • Create awareness about facilities

available at different departments • Provide information on nutrients

available at local food stuffs • Create awareness through sub

committees like Bala Vikasa Committee, Village Health and Sanitation Committee, etc.,

• Awareness on Small family norms • Awareness Programme through

Posters, Street Play, Wall writing etc.,

Rs. 15,000/- GP and NRHM

Preparation of Gender based Action plan

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Sl.No Objective Activities Funds Sources

2 Make available of Health Services to everyone

• Organising Health Camps at villages

• Create awareness through posters, wall writing and Street Plays etc.,

• Equip the Health Workers to manage emergency services

• Provide basic infrastructure facilities to the health workers to make them function effectively

Rs.25,000/- GP and Health Department

3 Prevent communicable diseases

• Spraying of drugs before the beginning of rainy reason

• Cleaning of water sources frequently

• Organising campaigns on cleaning through Village Health and Sanitation Commiittees under NRHM

• Awareness Camps on prevention of

• communicable diseases • Create awareness on the

importance of construction of toilets under TSC

Rs.25,000/- GP and Health Department

Implementation of the Programmes to increase Nutritious status of women and children

1 To increase nutritional status of adolescent girls, pregnant women, rural women and children belongs to 3rd and 4th categories of growth monitoring

• Organisation of mothers’s meeting • Organising of Health and Nutrition

camps • Health Checkups for women and

children • Effective implementation of

supplementary feeding programme • Free Distribution of Iron and Folic

acid tablets • Organising awareness camps in

the community • Health Checkups from the

Specialists • Special nutritious food for the

children belongs to 3rd and 4th categories

• Promotion of kitchen garden

Rs. 20,000/- Govt. and GP

Education

1 Reduce the dropout rate of girl children

• Make use of the available programmes such as ‘Ba Bare Shalege”, ‘Samudhayadatta Shalege’, ‘Dakalathi Andolana’, ‘Kooliyinda Shalege’, etc.,

• Home based education • Strengthening SDMC and Civic

Amenities Committees

Rs. 1500/- NGOs, GPs, and Donors

2 Increase the literacy rate of women

• Literacy Programmes, Awareness programmes for women, Night classes, Continuing education, etc.,

• Involve SHG members in this progrmme

Rs. 5,000/- GP, NGOs, Donors, Adult

Education Dept.

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Sl.No Objective Activities Funds Sources

3 Enhance the quality of education

• Provisions of infrastructure facilities (building, Sanitary Latrines, Play ground, Teaching aids, Compound wall) etc.,

• Filling up of vacancies

as per norms Education Dept., GP etc.,

4 Encourage higher education

• Prevention of child marriages • Awareness programmes for

parents of the drop out children • Adoption programmes

-“”- -“”-

5 Special programmes for disable children

• Home based education Edu dept., and donors

Water and Sanitation

e Water Provide safe drinking water to every one

• Desilting of tanks • Desilting of wells • Provide water through taps, mini

water schemes, • Processing and re use of sewage

water

As per the norms

GP, MGNREGA,

Own resources of GP

2 Sanitation Avoid open defecation

• Construction of household latrines • Create awareness through jathas,

street plays, films etc., • Constructions of community

latrines and group toilets • Utilization of Total sanitation

programme towards maximum

All four groups presented their assessment of current problems, corrective measures to address those problems, sources of grants etc. They were convinced that the problems faced by the women at grassroots level could be solved by implementing gender-based budgets in all four sectors. They were of the opinion that, if the process is properly implemented at Gram Panchayath level by assessing the problems correctly, utilizing available funds under various programmes and finding proper and specific solutions, the standard of living of women in rural areas could be improved.

After the lunch break, they were asked to fill in Post Training Questionnaire and Evaluation Form sent by National Institute of Rural Development, Hyderabad. Shri Mukkanna Karigar, Deputy Secretary of Uttara Kannada Zilla Panchayath was present during the closing ceremony. He urged the participants to utilize the training to bring about positive change at the field level and become

models for others follow. He requested them to participate actively in all oncoming programmes, help in empowerment of elected women representatives and improvement in status of rural women. He hoped that the participants bring fame to the District by doing so. The training programme was concluded after certificates were distributed to the participants and vote of thanks was presented.

Valedictory addressed by Sri Mukkanna Karigar, DS, Zilla Panchayat

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ANNEXURES

ANNEXURE - 01 - TRAINING SCHEDULE (Date – 14th May to 19th May 2012)

Session Time Topic / Subject Facilitator / Resource Person

Day - 01

09.30 a.m to 10.00 a.m

Registration Course Assistant

10.00 a.m to 11.00 a.m

Ice Breaking and Introduction to the Training Course

Ms. M. C. Shylaja, Course Director Ms. Zohara, Master Trainer and TP Member, Dakshina Kannada District

11.00 a.m to 11.30 a.m

Inauguration Introductory Remarks about the ToT

Sri. Nagesh Raikar Deputy Secretary ZP, Uttara Kannada

11.30 a.m to 11.45 a.m

Tea Break

1 11.45 a.m to 01.30 p.m

PRS and Role of PRIs in increasing Women’s Participation

Ms. M. C. Shylaja Ms. Shobha Patil, Master Trainer and Vice-Principal, DTI, Mysore

01.30 p.m to 02.30 p.m

Lunch Break

2 02.30 p.m to 03.45 p.m

Management of Ward and Gram Sabha

Ms. Zohara, Master Trainer and TP Member, Dakshina Kannada District

03.45 p.m to 04.00 p.m

Tea Break

3 04.00 p.m to 06.00 p.m

Concept of Women Reservation and Challenges in Women Leadership and Strategies to Address

Ms. M. C. Shylaja Ms. Zohara, Master Trainer and TP Member, Dakshina Kannada District

Day - 02

09.30 a.m to 10.00 a.m

Recap Ms. Zohara

4 10.00 a.m to 11.30 a.m

Socio-Cultural Construct of Gender ∗ Sex, Gender and Patriarchy ∗ Gender Roles and Gender

Relations

Ms. S. N. Fathima Master Trainer and District Programme Officer (UN Women), Mysore

11.30 a.m to 11.45 a.m

Tea Break

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Session Time Topic / Subject Facilitator / Resource Person

5 11.45 a.m to 01.30 p.m

Consequences of Gender Inequality and Violence Against Women

Ms. S. N. Fathima Master Trainer and District Programme Officer (UN Women), Mysore

01.30 p.m to 02.30 p.m

Lunch Break

6 02.30 p.m to 05.30 p.m

Rights of Women, Human Rights, International Agreements and Role of EWRs

Smt. Jyothi Muralidar Master Trainer and Member of Taluk Panchayat, Sagara Shimoga District

Day - 03

09.30 a.m to 10.00 a.m

Recap Smt. M.C. Shylaja Course Director

8 10.00 a.m to 11.30 a.m

Gender Mainstreaming and Increasing Women’s Participation in Decision Making

Smt. Shoba Patil Master Trainer and Instructor, District Training Centre, Mysore

11.30 a.m to 11.45 a.m

Tea Break

9 11.45 a.m to 01.30 p.m

Women Empowerment - Supports and Challenges

Smt. Shoba Patil Master Trainer Smt. M.C.Shylaja Course Director

01.30 p.m to 02.30 p.m

Lunch Break

10 02.30 p.m to 05.30 p.m

02.30 p.m to 05.30 p.m

Role of PRIs in the Implementation of Development Programmes

Smt. M.C.Shylaja Course Director

Day - 04

09.30 a.m to 10.00 a.m

Recap Ms. S. N. Fathima Ms. Zohara

11 10.00 a.m to 11.30 a.m

Challenges for Communication and Networking between PRIs, SHGs and CBOs and Strategies to Address

Sri. T.G.Bhat Convenor Sadhana Kendra Yellapura

11.30 a.m to 11.45 a.m

Tea Break

12 11.45 a.m to 01.45 p.m

Skill Building for Good Governance - Confidence Building and Leadership Qualities

Mr. S. H. Veeranna,

Joint Director, Vishveshwaraiah Industrial Training Institute, Hubli

01.45 p.m to 02.30 Lunch Break

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Session Time Topic / Subject Facilitator / Resource Person

p.m

13 02.30 p.m to 04.30 p.m

Conflict Resolution, Problem Solving, Negotiation and Persuasion

Mr. K. K. S. V. Prasad, Master Trainer, Principal, DTI, Dharwar

04.30 p.m to 04.45 p.m

Tea Break

04.45 p.m to 06.00 p.m

Reasons and Solutions for Malnutrition

Ms. M. C. Shylaja, Course Director

Day - 05

09.30 a.m to 10.00 a.m

Recap Smt. M.C.Shylaja Course Director

10.00a.m.to11.00 a.m.

Development Indices to Assess

Development (HDI, Gender

based Indices, GEM, etc.)

Smt. M.C.Shylaj

Course Director

15 10.00 a.m to 12.30 p.m

Gender Budgeting Dr. Navitha Thimmaiah, Assistant Professor, Department of Studies in Economics and Co-operation, University of Mysore

16 12.30 p.m to 01.30 p.m

Preparation of Action Plan Ms. M. C. Shylaja Dr.Navitha Thimmaiah

01.30 p.m to 02.30 p.m

Lunch Break

02.30 p.m to 04.30 p.m

Evaluation of Training and Valedictory

Sri. Mukkanna Karigar Deputy Secretary Zilla Panchayat, Utthara Kannada District

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Annexure - 02 - List of Participants

Sl. No. Name and Address (Sri/Smt) Contact No.

1. Veena Narayana Siddhi GP Member, Sunkanala GP, Ankola Tq., Uttara Kannada District

88619-81575 94484-52737

2. Jayashree Eshwara Nayak GP Member, Bada GP, Kumuta Tq., Uttara Kannada District

87223-94455

3. Rama Mabalagowda GP Vice President, Sorake GP, Kumuta Tq., Uttara Kannada District

72597-89921

4. Chanda Vijayanayak GP President, Karawar Tq., Uttara Kannada District.

94811-10018

5. Lalitha Eranayak GP President, Itagi GP, Siddapur Tq., Uttarakannada District

08389-283247 94499-92069

6. Geetha Kiran Marate Samooha Samraksha NGO., Kalagatagi, Dharwad District

99003-60778

7. Aparna Thimmanna B hat Hindulida Guddagadu Janara Vikasa Sangha, Ankola Tq., Uttara Kannada District-581314

99726-63032

8. Sumithra Mohana Gowda Hindulida Guddagadu Janara Vikasa Sangha, Molekeri Post Kumuta Tq., Uttara Kannada.

99016-30447

9. Uma D. Bandhekar Samooha Suraksha NGO., C/o Uma M. Yellapurakara, Sharada Galli, Yellapura, Uttara Kannada

99168-18004

10. Lakshmi Alagod Prayatna Samsthe, Kamath Kuteer, Lakshmi Narayan Nagar, Honnavar Tq., Uttara Kannada

93790-10140

11. Ajith R. Pokale Social Activist, Hosalli Cross, Sadhashivagada, Karwar

94803-56439

12. Harishchandra P. Bhat Managing Trustee, Manu Vikasa, Siddapura, Karjagi, Balooru Post

08389-249729 94836-66933

13. Sheetha Vittala Shevale Samooha Suraksha NGO., Joida, Uttara Kannada

90080-64555

14. B.G. Hegde RP, Mukkam, Kodemane, Hegadekatta Post, Sirsi Tq., Uttara Kannada

08283-244280 94836-48493

15. SS Kurdekar RP, Sri Ganesh Krupa, No. A/775, CMC Township, Dandeli, Haliyala Tq., Uttara Kannada

94489-42642

16. Balachandra Panduranga Shetty RP, Achave post, Ankola Tq., Uttara Kannada

94800-33051

17. Kiran S. Marate RP, Medaragalli, Haliyala Tq., Uttara Kannada

97401-05502

18. Giridhar S. Nayak Social Auditor, Yellapura Taluk Panchayath, Uttara Kannada

87621-00214 93798-37646

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Sl. No. Name and Address (Sri/Smt) Contact No.

19. Meenaksi Medhar RP, Janatha Colony, Bailapar, Joida Tq., Uttara Kannada

94818-71511

20. Vasudev Bhagavath RP, Bedgadde, Gunda, Joida Tq., Uttara Kannada

08383-252540 94809-44350

21. Gunamala Nagaraja Jain RP, GP Member, Haladipura GP., Honnavar Tq., Uttara Kannada

99723-83779

22. Sridhar V. Desai Social Co-ordinator, Mundagod Tq., Uttara Kannada

94834-90909

23. Nagaraja R. Habbu Social Co-ordinator, Karwar Tq., Uttara Kannada

94800-72209

24. Kairunnisa N. Shek Sarvajanika Samparka Adhikari, KDDC, Karawar

94491-25878

25. Hemalatha A. Kunibavi Supervisor, Women and Child Department, Sirsi Tq., Uttara Kannada

93790-73730

26. Shamala R. Bandhekar Supervisor, Women and Child Department, Haliyala Tq., Uttara Kannada

99011-22275 08284-220737

27. Surekha Ramakrishna Nayak Supervisor, Women and Child Department, Ankola Tq., Uttara Kannada

94806-03282

28. Nagaveni Nayak Supervisor, Women and Child Department, Kumuta Tq., Uttara Kannada

97316-25165 08386-222354

29. Renuka N. Asundi Supervisor, Women and Child Department, Yellapur Tq., Uttara Kannada

94491-27238

30. Sarojini Veerabhadraiah H iremat Supervisor, Women and Child Department, Joida Tq., Uttara Kannada

82771-36615 08383-282710

31. Mangala Ulagekara Supervisor, Women and Child Department, Karawar Tq., Uttara Kannada

94805-09419

32. Susheelabai Supervisor, Women and Child Department, Siddapura Tq., Uttara Kannada

99003-42234

33. Heerabai Na. Javra Supervisor, Women and Child Department, Honnavar Tq., Uttara Kannada

96862-45252

34. Nagamma R. Nayak Supervisor, Women and Child Department, Bhatkal Tq., Uttara Kannada

96630-59862

35. Sridevi V. Kunt oji Supervisor, Women and Child Department, Mundagodu Tq., Uttara Kannada

08301-222482 99728-30008

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Annexure - 03 - Pre-Test Questionnaire

1. Name of the Participant

2. Have you attended any TOT/ Other training on Panchayaths or Gender issues? Please give a brief.

3. What are the main Gender Issues related to your work?

4. What are the major problems faced by a Women Elected Representatives (WERs)?

5. Please give five Action Points on ‘Promoting Women’s Political Leadership and Governance in PRIs.

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Annexure - 04 - Highlights of Responses for Pre-Test

2. Have you attended any training or ToT on Panchayats or Gender Issues? Only a few participants have informed that they have been participated in the training

programme on Gender issues. Such as

• Panchayat Raj and Gender Responsive Training organised by KDDC, Karwar

• Participated in Two days training programme at Mangalore • Participated in the training programme at Ankola organised by ANSSIRD, Mysore

• Participated in the training programme on Gender Equality for President of Gram

Panchayat and President of SDMC

3. What are the main Gender Issues related to your work?

• Inferiority complex

• Patriarchal system

• Gender inequality

• Socially, economically and educationally women are backward • Opportunities are less for EWRs

• Discrimination is still being practiced between male and female elected

representatives

• Lack of information • ‘Women are only meant for household work not for politics’. This is the attitude of

the men

• Some of the works are implemented without being informed to EWRs

• EWRs could not accessible correct information about ongoing programmes

• Not getting support from the male counterparts • Elected Men Representatives get greater importance in all the decisions.

Whereas elected women representatives get neglected in all the issues

4. What are the major problems faced by a Women Elected Representatives

(WERs)? • Lack of leadership

• Not attending the meetings

• Could not speak anything in the functions and in the meetings

• Non – cooperation from officials as well as male colleagues • Unable to speak courageously

• Interference from the family members especially from the husband

• Unable to concentrate in politics due to household drudgery

• Dependency on male members of the family

• Not interested in politics. • Women were forcefully brought to the politics

• Women’s decisions are not being considered

• Lack of capacity in decision making process

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5. Please give five Action Points on “Promoting political Women’s Leadership and Gender Responsive Governance” • Visits to the Beacon Panchayats by EWRs

• Interface with the people of different sectors to overcome stage fear

• More inputs on organizational skills, communication skills, management of meetings, economic empowerment etc.,

• Support from the family

• Building Self- confidence

• More and more training to enhance the leadership qualities

• Awareness on legal rights for women • Update the knowledge of ongoing programmes

• Involve women organizations like SHGs in the implementions of the various

development programmes

• Convincing the family members about the role of EWRs in the field of politics

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Annexure - 05 - Questionnaire on 73 rd Amendment and PRS

High lights of the State Panchayath Raj Act based on the 73 rd Constitutional Amendment

Sl.No. Prov isions of 73 rd Amendment Provisions under State Panchayath Raj Act

1 Gram Sabha

2 3 tiers of PRIs GP at village level IP between DP and GP ZP at district level

3 Constitutions of Panchayaths GP IP ZP

4

Reservation of seat s:

5 Term of Panchayath Institutions

6 Power and responsibilities of Panchayaths (29 programmes have to devolved )

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7 Constitution of Finance Commission

8 Constitution of Election Commission

9 Formation of DPC

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Annexure - 06 - Questions for Quiz on Nutrition

1. India has 40% of underweight children of the World? Yes / No

2. List three indicators to show the status of nutrition

∗ Less weight at birth.

∗ IMR

∗ Obstructed growth.

∗ Anemia.

∗ MMR.

∗ Lack of drinking water.

∗ Lack of toilet facilities.

∗ Female literacy, etc.

3. The child weighing 2.5 Kgs. at birth is considered to be underweight child? Yes / No

4. The percentage of underweight children in India is 30%? Yes / No

5. What do you mean by IMR? (the death rate of children out of 1000 live births in a year)

6. In India, 38% of children below three years have obstructed growth. What are the

reasons for obstructed growth?

∗ Less weight at birth.

∗ Lack of colostrums.

∗ Not giving only breast milk upto six months of birth.

∗ Delay in giving supplementary food.

∗ Not giving calories and protein rich food.

∗ Viruses and diarrhea.

7. 79% of children between six months and three years are anemic. The reasons for this …

∗ Lack of information about importance of iron rich food.

∗ Worms’ problem.

∗ Insecure water and lack of sanitation.

∗ Viruses and intestine infections.

8. In India, the MMR at delivery is rich, which is 301 per 1,00,000 deliveries? Yes / No 9. What are the Reasons of malnutrition in mothers?

∗ Malnutrition among adolescent girls.

∗ Weakness.

∗ Child marriage.

∗ Anemia.

∗ Lack of pre-natal and post-natal care.

10. In India, 24.3% men are anemic. Yes / No

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11. What are the measures that can be undertaken to reduce malnutrition?

∗ Awareness generating programmes.

∗ Information on preparation of nutritious food in less expense.

∗ Timely vaccination.

∗ Resolution of problems due to worms.

∗ Protection of sources of water.

∗ Prevention of dysentery.

∗ Prevention of diarrhea.

∗ Information related to preparation of ORS.

∗ Consumption of Iron tablets.

∗ Regular health check-up.

12. What is the relationship between female literacy and nutrition?

∗ IMR (per 1000 live births) 70 26

∗ Children’s Mortality Rate (per 1000 live births) 95 30

∗ Percentage rate of very less weight children 22 4.5

∗ Rate of anemia (percentage rate) 75 55

13. In India, what are the supportive programmes implemented with regard to mal-

nutrition?

∗ ICDS.

∗ MDM.

∗ Kishori Shakthi Scheme.

∗ Vitamin A Supplementation Programme.

∗ Programme for Prevention of Anemia. ∗ Prevention of lack of Iodine.

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Annexure - 07 - Post -Test Questionnaire

1. Name of the Participant:

2. What are the five most useful learnings from this training?

3. How will you apply these learnings in your future work?

4. What kind of follow up support would you need for implementing the learnings from this training?

5. Prepare a five point action plan to Promote Women’s Political Leadership and Governance in PRIs.

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Annexure - 08 - Highlights of Responses for Post -Test

Post Test Questionnaire

2. What are the five most learning’s from this training?

• There was no feeling of being superior and inferior between trainers and trainees • Sharing of previous day learnings through recap activities • Differentiations between sex and gender • Reservation is a tool to empower the women that brings gender equity • Preparation of gender based plan • Rights of women • Provisions of different laws related to women • Different ways of developing leadership • Concept of human development • Administration of Gram Panchayat • Combating violence against women • Role and responsibilities of Gram Panchayat • Preparation of gender budget • Participatory process of learning • Learning through games and various activities • Managing conflict situations • Different ways of empowering women • Importance of communication skills • Role of elected representatives in women empowerment • Different ways of reducing MMR and IMRs by involving community

3. How will you apply these learnings in your future work?

• By bringing transparency in our Gram Panchayat Administration • Practice flexible attitude with others • Create awareness among the public • Encourage elected women representatives for active participation • By bringing GP members into the mainstream • Involve community and elected members actively in the process of women

empowerment • To create suitable environment in the society • Doing social service • Involving public in the decision making process • Involvement of the community in the implementation of programmes • Application of gender issues in my routine life and community activities • Prevention of Child marriages • In reducing mal nutrition status of children • Involve in the training programme as a trainer • Try to compile the information which is necessary for our development • Prompt effort in delivering the services of the various depts. to the needy people • I have developed the ability to face challenges • Effective implementation of programmes related to education, health, water and

sanitation with support of GP • Involve in the preparation of village level plan to solve the identified problems

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• Try to solve the conflicts which arises in my constituency by involving the community members

• Whatever I learnt, I try to adopt at my workplace and as well as at home

4. What kind of follow up support you need for implementing the learnings from the training?

• Support from male elected representatives, local organizations, and officials • Need support to develop leadership • Co operation from the officials for the implementation of Total Sanitation Programme • Need funds and the support from the male members • Require cooperation from the community • Provide training related materials for the trainers • Cooperation from Gram Panchayat • Require information of various development programmes • Support from the higher officials • Repeat the trainings to reinforce learning process • Need more trainings like this • Support from the line department officials • Please organise the same type of training programmes for the elected members of

selected panchayats under UN Women programme • Need proper guidance from the concerned officials and trainers • We require more trainings like this • Whole hearted support from the local leaders and elders

5. Prepare a five point action plan to promote women’s political leadership and Gender sensitive governance in PRIs

• Formation of Self Help Groups and organising training progrmmes for the members of SHGs

• Opening of Milk Production Centre • Motivate EWRs to become literates • Elimination of inferiority complex • Develop self motivation to involve in the administration • Create awareness among the public • To eliminate discrimination • To become financially independent • To empower women • Take decisions on my own • To reduce domestic violence against women • Develop Self confidence • To involve women in all the decision making process • Provide opportunities for women to develop their own capabilities • Build suitable environment for learning process • Elimination of impediments which hinders the leadership process • Develop skills of EWRs • Prevention of injustice in the financial allocation for EWRs • Make women members to participate actively in all the panchayat meetings • Motivate women members to involve in the preparation of action plan of GP • Capacity building of Elected Women Members • Creation of suitable environment for EWRs so as to allow them to contribute their

views in the meetings • Easy access to information

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• Developing of communication skills • Bring transparency in the financial issues • Make EWRs to participate in the public functions • Create awareness through street plays • Organising awareness programme in the community • Motivate the family members of the EWRs to provide and necessary support for them

to function as a effective member • Provide opportunities for EWRs to share their experiences • Creating awareness about women’s human rights • Educating mothers and women on preventions of child marriages • Participate in the social functions/ events • Develop unity among themselves • Women should have strong determination • Whole hearted support and response from officials • Promotion of gender equity at PRIs

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National Institute of Rural Development Ministry of Rural Development, Govt. of India Rajendranagar, Hyderabad – 500 0030

Proforma for Evaluation of Training Effectiveness

We are interested in getting a free and frank assessment from you about the usefulness of the programme being attended by you. Your assessment will

certainly help us to make such changes in the programme and achieve excellence in our training programme.

1. Title of the Programme: UN-Women Training of Trainers

2. Venue: K.D.D.C. Institute, Karawar

3. Date of starting: 15-05-2012 4. Date of closure: 19-05-2012

5. Please give your comments on quality of the following programme components (Please ticket (����) mark)

a) Course contents

b) Sequencing of sessions

c) Practical orientation

d) Course material

Remarks if, any

Very good Excellent Good Fair Satisfactory

(4) (5) (3) (2) (1)

Not

applicable

No

response

68% - - 9% 24% - -

38% 3% - 18% 41% - -

38% 3% - 26% 29% 3% -

26% - - 29% 29% - 15%

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e) Handouts/Additional Reading

Material

f) Group discussion

g) Class room exercises

h) Field visit/s

i) Participatory Methods

and Techniques/tools

j) Lecture-cum-discussion

k) Case discussion & presentation

l) Panel Discussion

m) Audio visual / Computer Aids

Remarks if, any

Very good Excellent Good Fair Satisfactory

(4) (5) (3) (2) (1)

Not

applicable

No

response

24% - 3% 47% 18% 3% 6%

50% - - 12% 38% - -

38% - - 32% 29% - -

3% - - - - 74% 24%

50% - - 29% 21% - -

41% - - 18% 41% - -

35% 3% - 24% 38% - -

6% - - 3% 6% 71% 15%

44% - - 12% 44% - -

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n) Personalized attention of

the course team

o) Library facility

p) Boarding

q) Lodging

r) Personalized attention

of the Hostel Staff

s) Recreation

6) Opinion on duration of the Programme conducted is:

(3) (2) (1)

Remarks if, any

Very good Excellent Good Fair Satisfactory

(4) (5) (3) (2) (1)

Not

applicable

No

response

29% - - 24% 38% - 9%

9% - 12% 6% 15% 41% 18%

21% - 6% 47% 26% - -

26% - 6% 24% 41% 3% -

9% 6% 21% 26% 29% 6% 3%

32% 3% - 35% 29% - -

- 88% 3%

Less Sufficient More No response

9%

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7) To what extent this programme will enable you to improve your job performance in the following areas:

(3) (2) (1)

a) Knowledge

b) Skill

c) Attitudinal change

8. Evaluation of Trainers including External resource persons (Please tick (�) in the appropriate box, you consider best.

Sl.

No. Name of trainer Topic

No. of

Sessions

1 Ms. M. C. Shylaja

2 Ms. Zohara

Management of Ward and Gram

Sabha 3

Ms. M. C. Shylaja

Ms. Zohara

Concept of Women Reservation

and Challenges in Women

Leadership and Strategies to

Address

4

Ms. S. N. Fathima

Socio-Cultural Construct of Gender

∗ Sex, Gender and Patriarchy ∗ Gender Roles and Gender

Relations

Medium High

(5)

Excellent Very good

(4)

Good

(3)

Fair

(2)

Satisfactory

(1)

Not

applicable

No

response

88% - - 3% 9% - -

53% - 3% 15% 29% - -

76% - - 3% 21% - -

3% 97%

9% 91%

Low

-

-

- 18% 82%

No response

-

-

-

53% - - 6% 41% - -

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Sl.

No. Name of trainer Topic

No. of

Sessions

5 Ms. S. N. Fathima

Consequences of Gender

Inequality and Violence Against

Women

6

Ms. Jyothi

Rights of Women, Human Rights,

International Agreements and

Role of EWRs

7 Ms. M.C. Shylaja

Gender Mainstreaming and

Increasing Women’s Participation

in Decision Making

8 Ms. Shobha Patil

Women Empowerment -

Supports and Challenges 9 Ms. M. C. Shylaja

Ms. Shobha Patil

Reasons and Solutions for

Malnutrition 10

Ms. M.C. Shylaja

Skill Building for Good

Governance - Confidence

Building and Leadership Qualities

11

Mr. T.G. Bhat

Role of PRIs in the

Implementation of Development

Programmes

(5)

Excellent Very good

(4)

Good

(3)

Fair

(2)

Satisfactory

(1)

Not

applicable

No

response

65% - - 9% 26% - -

47% - - 9% 44% - -

76% - - 3% 18% - 3%

21% 3% 9% 29% 38% - -

47% - - 12% 38% - 3%

47% - 6% 12% 35% - -

9% 9% 21% 32% 26% - 3%

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Sl.

No. Name of trainer Topic

No. of

Sessions

12

Mr. S.H. Veeranna

Challenges for Communication

and Networking between PRIs,

SHGs and CBOs and Strategies to

Address

13

Mr. K.K. Prasad

Conflict Resolution, Problem

Solving, Negotiation and

Persuasion

14

Ms. M.C. Shylaja

Development Indices to Assess

Development (HDI, Gender based

Indices, GEM, etc.)

15 Dr. Navitha

Thimmaiah

Gender Budgeting

16

Ms. M.C. Shylaja Preparation of Action Plan

(75 m. per session)

9. How satisfying was the experience during

the training programme?

10. Which session (s) interested you most and why?

11. Important learning outcomes from the course.

12. How could you make use of learning outcomes in your day

to day job performance?

13. Any remark/suggestion for improvement

Participant’s signature with designation

82% - - 3% 15% - -

(5)

Excellent Very good

(4)

Good

(3)

Fair

(2)

Satisfactory

(1)

Not

applicable

No

response

24% - - 29% 44% - 3%

68% - - 15% 15% - 3%

35% - - 29% 32% - 3%

68% - - 12% 18% - 3%

Enclosed

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Annexure - 10 - Highlights of

Responses from Training Evaluation and Feedback

9. How satisfying was the experience during the trai ning programme?

• Sessions was conducted in participatory mode by sharing the experiences of the

speakers. Elected Women Representatives require this type of training.

• We are satisfied

• This training is highly satisfied. Information given by all the trainers was well

understood by us.

• Training experiences made me satisfied

10. Which session (s) interested you most and why?

• Skill development for good governance

• Human development indices

• Women empowerment

• Difference between gender and sex

• Gender issues

• Since I am a lady, I like the issues related to Empowerment, Education, health and

also the facilities available to the rural women. Now I understood the problems faced

by the women.

• Almost all the lessons thought by Smt. Shylaja made us to understand issues related

to women very well.

• Preparation and presentation of action plan

• All the lessons were very interesting. Because most of the sessions include the

component of empowering women

• I understood from the training that women also have the same capabilities like men

• This type of training will remove discrimination between male and female

• Concept of reservation

• How to promote women leadership

• Communication skills

• We should work in a team for better results

• How to involve in women empowerment process?

• Role of Panchayat Raj System in promoting women’s political empowerment

• Gender Inequality Index at International level

• Issues related to domestic violence

• Most of the issues are interesting. We learnt issues through films, stories, slide

shows, games which make learning effectively

• We can create an healthy society by bringing change in their perception about gender

11. Important learning outcomes from the course?

• Encourage rural women to become literates

• Elimination of superstitious beliefs

• I learnt how to enhance the leadership qualities

• How to promote women’ political leadership at local government

• How to prevent violence on women

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• Resolving a conflict

• Preparing Gender budget

• I learnt communication skills required and

• I came to know our roles and responsibilities,

• How to increase self confidence level increased

• Through game we learnt

• Reasons for the gender gap and how to overcome it

• How to promote leadership?

• Women empowerment

• Enhancement of nutritious status in women

• Enhanced my confidence level in solving problems

• Speaking skills

• How to create awareness among women and how to enhance their self confidence

level

• Combating domestic violence

• It is possible to change the attitude of the people towards women and girl children

• I Behave with respect for women

• This training incorporates new contents and conducted in a different way

12. How could you make use of learning outcomes in your day to day performance?

• Create awareness for women

• Maintaince of Cleanliness

• By motivating them to construct toilets

• I will make use of the learning points for my personal life, community and as at trainer

to

• We can change the attitude of the people by

• Try to eliminate inferiority complex in women through SHG meetings

• To enhance their self confidence level

• Creating a platform to share their experiences

• I learnt many aspects of facing problems undauntedly

• I try to manage my personal responsibilities as well as panchayat duties as an

elected member through the inputs I got by this training programme

• I learned to work in co-ordination without being letting into conflicts

• I try to promote women empowerment

• Being a trainer I make others to understood the concept of gender and gender

mainstreaming

• To reduce domestic violence in the community

• In creating awareness about women’s human rights

• Implementation of women equality

• Involve in the programmes meant for overall development of women

• First I will follow the gender principles at home. Then educate the community in this

regard

• Both men and women are equal

• We should have positive attitude

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13. Any remark/ suggestions for improvement?

• It is an excellent training.

• This is a very good training. We got many inputs by various speakers on different

subjects.

• Show case the best practices of women leaders of local government in future

trainings.

• Group activities helped us to learn better

• Effective presentations of the contents

• To motivate more no. of women train them by satellite mode of training

• Field visit could have been organised

• It is an excellent training. Desire to have similar type of training in future also

• Extend this type of training at grass root level also

• Use more of short films on best practices

• Incorporate more of group discussions

• Increase the duration of the training programme

• Organise refresher courses

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Annexure - 10 - Glimpses from the Training

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