An Activity Book for Children

We, the ChildrenThe Making of a Child Friendly PanchayatDepartment of Rural

Development and Panchaya� RajGovernment of Maharashtra

for every child

Maharashtra State Commission for Protec�on of Child Rights

UNICEF State Office for Maharashtra

We, the ChildrenThe Making of a Child Friendly Panchayat

An Activity Book for Children

We, the Children

1

We, the ChildrenThe Making of a Child Friendly PanchayatFebruary 2018

Published By Department of Rural Development and Panchaya� Raj Government of Maharashtra Seventh Floor, Bandhkam Bhavan Murzban Road, Fort, Mumbai - 400001 Maharashtra rdd.maharashtra.gov.in

Maharashtra State Commission for Protec�on of Child Rights Government Transport Building Sir Pochkanawala Road, Worli Mumbai 400030 Maharashtra www.mscpcr.egov.co.in

UNICEF State Office for Maharashtra B-Wing, R2, Technopolis Building Ground Floor, Andheri (East) Mumbai, Maharashtra, India - 400 093 Tel: +91 022-2687 5171/72/73/74/75 www.unicef.in

Content & Design: Eka - The Communicators' Collec�ve H/9, Shreeramsharanam Colony Near Shahpura Thana, Trilanga Bhopal, 462039, Madhya Pradesh ekacollec�ve.wordpress.com

for every child

Gram Panchayats and Child Rights are non exclusive; in clearer terms realiza�on of child rights is closely related to func�ons of Gram Panchayat. The func�ons devolved to Gram Panchayats under the Maharashtra Village Panchayat Act make a GP responsible of ensuring that every child achieves his/her full poten�al. So the ques�on now would be how we make every Gram Panchayat responsive to the needs and rights of a child. The pilot ini�ated by UNICEF to make Panchayats child friendly is one such endeavor towards making child rights a reality and bringing the concepts closer home from being big terms men�oned in the UN Conven�on on the Rights of the Child (UNCRC) or Sustainable Development Goals (SDGs). Gram Panchayat is central to the concept of child friendly Panchayat, making them the primary duty holder at local level to put in place processes and systems to translate the child rights as men�oned in various interna�onal conven�ons and na�onal and state level laws and other instruments into reality for every child in the remotest corner of the country.

Maharashtra always had a very proac�ve approach whether it is towards progressive decentraliza�on and child rights; Maharashtra Village Panchayat Act and State Child Policy are examples of state's commitment to these causes. The state has also taken steps to ensure that children's voices are heard and taken into account while making annual development plans at GP level through Government Resolu�on

issued on planning under XIV F inance Commission. So while making local governments responsible and responsive to children's demands, the state is equally concerned about the children's rights to survival, development, protec�on and par�cipa�on.

Child Friendly Panchayat is a concept which effec�vely integrates two areas state is focused on. I believe this resource kit will be a guide to all the Gram Panchayats in the state as well as across the country to help understand the larger concept of 'Child Friendly Panchayat'; it also is a prac�cal guide for everyone to start working towards realiza�on of child rights through transparent and responsible local governance based on principles of decentraliza�on and child rights.

I appreciate the efforts made by UNICEF in developing these resource materials and Chandrapur Zilla Parishad for all administra�ve support provided. I request all elected members of the Gram Panchayats and func�onaries of Gram Panchayats to make use of this resource kit, have discussions on this in the Gram Sabha and GP level Commi�ee Mee�ngs and work towards making the Gram Panchayat, Child Friendly.

Aseem Gupta

Secretary, RD & PR

Aseem GuptaSecretary Department of Rural Development & Panchaya� RajGovernment of Maharashtra

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Maharashtra has a well laid out child policy and is one of the few states having a child policy. However, the ground work required to conver�ng the mission and vision of Child Policy into reality can be achieved only through local self governments. The state has already established itself as a champion in devolu�on of powers to local self governments, thereby making them powerful and responsible to the cause of child rights (survival, protec�on, development, par�cipa�on) in their respec�ve jurisdic�on through various sec�ons of the Maharashtra Village Panchayat Act. MSCPCR recognizes the major role local governments play given the powers devolved and proximity to the communi�es and hence the UNICEF ini�a�ve of 'Child Friendly Panchayat' is looked at as a very strong model in ensuring child rights.

The 'Child Friendly Panchayat' model becomes more relevant given the scenario that state has started inves�ng more on developing capaci�es of Gram Panchayats to plan under the XIV Finance Commission. Though we have taken the first step towards child centric planning and governance, a lot more need to be done to develop a sustainable model with scale up plans. UNICEF model of Child Friendly Panchayat is definitely a step closer to achieving the vision of having a GP own up the responsibility of protec�on of child rights and ensuring a child centric governance with

proper planning, budge�ng monitoring with child par�cipa�on. For the purpose, UNICEF has brought out a resource kit on Child Friendly Panchayat. The resource kit will be a reference manual for various stakeholders, GP members and government func�onaries, facilitators and children to understand the concept of child friendly Panchayat and how to opera�onalize it.

MSCPCR would like to support this endeavor by enhancing child par�cipa�on as well as encouraging the Panchayats to have child friendly schemes an integral part of their programmes. We also look forward to working with the district administra�ons for advocacy related to this work.

I am sure the resource kit will help the local self governments work towards mainstreaming child rights in local planning and monitoring agenda. I would like to acknowledge the effort made by UNICEF to prepare this document addressing the key informa�on requirements for any local government or civil society organiza�ons to start their journey towards making their Gram Panchayat child friendly.

Pravin GhugeChairperson, MSCPCR

Pravin GhugeChairpersonMaharashtra State Commission for Protec�on of Child Rights

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Rajeshwari ChandrasekarChief Field Office (CFO) UNICEF, State Office for Maharashtra

UNICEF is commi�ed to realiza�on of child rights as enshrined in the Cons�tu�on of India, UNCRC and SDGs. UNICEF appreciates the centrality of the role of Local Self Governments for ensuring social jus�ce; social jus�ce encompasses child rights too. India as a country has made great strides towards devolving powers to local governments through the 73�� and 74�� Amendment of the Cons�tu�on of India. Several states have also moved ahead to make the local governments stronger and Maharashtra has always been a champion of decentraliza�on.

With the advent of XIV Finance Commission, Panchayats are preparing Gram Panchayat Development Plans, in which state has given very clear guidelines to earmark funds towards development work directly benefi�ng women and children as well as mandatory mee�ngs with adolescents to listen to their concerns and demands. These are all welcome signs seen across the state. Modelling of Child friendly Panchayats in Maharashtra has made a very valid point that Gram Panchayats are an important stakeholder or duty bearer for child rights achievement; the development of Child Friendly Panchayat resource kits will further strengthen the Gram Panchayats to posi�vely impact the achievement of child rights.

It is important that children are given a voice in the process of building a protec�ve

environment for them, for which there is a process of empowerment so that they meaningfully interact with the adults, facilita�ng the development process. This Resource Kit on Child Friendly Panchayat is meant for elected representa�ves and func�onaries, civil society organiza�ons, volunteers, resource persons and children too, to be used as a ready reference point to understand the concept of child friendly Panchayats and how to work towards it.

The resource kit has five booklets. Each of these booklets addresses the informa�on requirement of different stakeholders; for example, 'On an Equal Foo�ng - Children as Partners in Governance' gives conceptual clarity on what a child friendly Panchayat is; 'In the Right Direc�on - Aiding Child Friendly Panchayats' is the prac�cal guide for the GPs on how to plan, monitor development ac�vi�es with par�cipa�on of children; 'We the Children - The Making of a Child Friendly Panchayat' will help children understand the concept of child rights, child friendly governance, how they can par�cipate in the governance processes through ac�va�ng Bal Sabha and Bal Panchayats; 'In My Defense - Introducing Laws for Children' intend to give the children informa�on on various exis�ng instruments, laws for protec�on of child rights and in case of noncompliance what are the

for every child

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5

measures for redressal. Finally, 'Triggering Change - Handbook for Facilitator in Gram Panchayat' is intended for any volunteer selected by the Gram Panchayat to work with the children to form Bal Sabhas and Bal Panchayats and act as a facilitator cum guide for the Gram Panchayat. The resource kit has been prepared a�er extensive consulta�ons at various levels with elected representa�ves, func�onaries, trainers, resource persons, volunteers from different grassroots level programmes etc.

I believe this resource kit will be a useful reference material for Gram Panchayats across the state and any voluntary organiza�on in facilita�ng the process of making a Gram Panchayat child friendly by strengthening local

governance processes with chi ldren's par�cipa�on. I would also like to thank all who contributed in developing the resource kit; Rural Development Department which gave the concept, MSCPCR for all the inputs, Eka for design and development of the documents, Chandrapur district administra�on, the stakeholders of Child Friendly Panchayat Pilots from Chandrapur, Nandurbar and Latur and other resource persons who consistently reviewed and provided us with feedback to bring out this resource kit.

Rajeshwari Chandrasekar

CFO - UNICEF, Maharashtra

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Sec�on I Ge�ng Started

My Bal Panchayat Kinaesthe�c Learning What's in this Book? As You Take Off

Sec�on II Children and their Rights What are Rights? Where do Child Rights come from? A Cons�tu�on by, of and for Children Development for All

Sec�on III How Does a Gram Panchayat run? What is a Gram Panchayat? Du�es of a Gram Panchayat How does a Gram Panchayat plan its work? G What is overnance? Is my Panchayat a Child Friendly Panchayat?

Sec�on IV Bal Panchayat: For, Of and By Children Children as Partners in Governance Bal Sabha Bal Panchayat Sugges�ve list of ac�vi�es for the Bal Panchayat

Annexure UNCRC

CONTENTS

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SECTION I

GETTING STARTED

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VILLAGE _____________________________________

GRAM PANCHAYAT _______________________

Do you have a photograph of your Bal Panchayat? Paste it here. Never mind if you don't have a photograph. Pick up your colours and draw your Bal Panchayat!

Office Bearers of Bal Panchayat

MY BAL PANCHAYAT

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Place of Mee�ng

• • • • •

Tree Planta�on

on the Birth of a Girl Child

Elec�ons for

Bal Panchayat School Waste

Management

Le�er to the Sarpanch to get tricycle

for Ranu

Your Bal Panchayat's Achievements

Ac�vi�es taken up by your Bal Panchayat

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Challenges faced by your Bal Panchayat

1.

2.

3.

4.

5.

6.

7.

8.

People in the village who guide my group

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Yes, that is the technical name for "Learning by Doing"!

In Nandurbar district in Maharashtra, you get to see a lot of windmills. We are sure you know how windmills func�on. So, you may draw us a diagram, label and tell us how it works. That's wonderful. How about actually building a prototype of a windmill and tes�ng it? This would take your diagram to a totally different level altogether.

Kinaesthe�c Learning is all about going beyond the diagram. It's about actually learning to make the windmill and check whether it works. Once you of engage in the processtes�ng out the idea, you will learn more facts about it.

It's quite similar to working in the fields with aai and baba. Remember how you learnt ploughing the right way; sowing in the correct measure; knowing when it's the right �me to put in the seeds; handling the sprinkler and, of course, keeping the birds away with slingshots. In fact, most of what our parents teach us is through the kinaesthe�c method. They show you how it is done once and then expect you to do it! That's why they say parents are our first and best teachers. That's the method we need to follow here too:

Lead by Demonstra�on and Learn by Doing!

Imagine a school that uses Kinaesthe�c methods of learning. Students may put up a period drama to explain the Bri�sh rule in India or take a walk by the river to understand how the eco-system works. Perhaps they could set up vegetable gardens. Or li�le Raghu may get interested in maths because coun�ng is taught in the papaya orchards!

Learning languages would be fun because children will know how to speak their thoughts in poems! Such schools would be full of li�le poets, scien�sts, engineers, farmers, po�ers, wood-workers, ar�sts, theatre persons and many more. Everyone would be "doing" something to learn a par�cular topic.

This book then, would come in handy for those of you interested in “Learning by Doing” and working together as a group. The book is in the context of our village, children, the Panchayat and how all children can be well looked a�er. We now place this in your hands. Hope you enjoy reading and doing things together with your friends. We will be eagerly wai�ng to see all that you have learnt, discovered and done.

Happy Learning & Doing!

KINAESTHETIC LEARNING

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Some stories, ac�vi�es and a few sugges�ons!

In this book, we have shared some informa�on about the village, the Panchayat, its ins�tu�ons and, of course, children themselves. As Bal Sabha members, you may be curious to find out how a Gram Panchayat func�ons, how different commi�ees are set up and whether children have a role to play in all of this.

So, this book will give you some informa�on about two kinds of Panchayats – The Gram Panchayat and the Bal Panchayat. You sure know about the first one. The second one is for you to set up. Once you understand the Gram Sabha and Gram Panchayat, it's easy to get the Bal Sabha and Bal Panchayat up and running.

You will also find some informa�on about Child Rights, The Cons�tu�on of India, and governance and about a par�cular idea called “Child Friendly Panchayat”. It may interest you to learn about the working of Child Friendly Panchayats. It would be good to find out if they engage in some Kinaesthe�c Learning as well. We will also explore ques�ons that most adults ask,

“What do children know?”

Well, as we speak, thousands of children from Maharashtra and other states are se�ng examples in leadership. Children are leading Bal Panchayats and making sure their voices are heard by the adults in the village. Many of those who had started years ago as Bal Panchayat members are now ac�ve elected members of Gram Panchayats. It's like li�le Mainy growing up to be the Sarpanch of Bhatala someday. Today, she spends all her �me grazing ca�le!

The book also has sugges�ons on how to engage with Panchayat members, community groups, village elders, the school, and the district administra�on. The Village Facilitator in your village will help you in reading and working on this book.

Try to ensure par�cipa�on of all members. Now, this will require some �me and lots of pa�ence! If we hurry, we may ignore some small voices in the group. Some children take �me to open up. We may also miss out on some very interes�ng stories.

Do you know,the most interesting stories often come from the quietest ones!

WHAT'S IN THIS BOOK?

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A groupBring your friends from your school or outside to form a group. Read out the first sec�on to them. Mo�vate group to take up ac�on as they read the book. Some may drop out. Never mind. Some others may join in looking at your work. You can start off with 10-15 members. It's a good group size!

LeadershipSome members can lead and take key responsibili�es. Leadership can be rotated. You can have different leaders for different tasks. The Bal Panchayat office-bearers can have a fixed term of a year. Someone can coordinate the mee�ng. Another can document the mee�ng minutes. Others can arrange resources and space for the mee�ng. This can change for the next mee�ng. This way all members will get the opportunity to take up leadership roles.Space

A nice quiet space where you can talk and work in peace! This could be your community hall, Panchayat Bhawan, the school hall, Anganwadi centre or somebody's big courtyard. If nothing, you can always sit under the shade of a tree and hold your mee�ng.

ResourcesPaper, sketch pens, crayons, paints, rope, some clips, cello tape, mats and a notebook for taking notes and a�endance. Your Village Facilitator will help you get these resources. In case there are no funds available, never mind. You can buy other things later. But make sure you have a notebook for documenta�on. Slowly, as your group starts taking up work, other people will start contribu�ng resources for your work. Important thing is not to stop work due to lack of resources.

Announcement BoardThis can be a chart paper, a wall painted black or even a blackboard that will announce your ac�vi�es. That way more children will know and if they feel so, they can join your group. More, the be�er!

AS YOU TAKE OFF

Here is a list of things that you will need as you start off with this book. This is just a sugges�ve list. Do add your own list.

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SupportThere's a Village Facilitator in your village who will help, guide and support you through this process. They will be most willing to work together. You may also inform other people like some suppor�ve school teachers, Anganwadi Workers, ANM, or any other interested person in the village.

Group NormsNo group can work without discipline. Define some norms that all members should follow. Unlike rules, norms cannot be broken easily. So, if someone says, “No member should disrespect another member” then, all are required to follow it! Write it on a chart paper and display it in your mee�ngs. You can keep reminding people about following group norms

Bal SabhaOnce your small group starts func�oning, more children will join in. This is the right �me to set up the Bal Sabha. A Bal Sabha is a gathering of all the children in the village just like the Gram Sabha, which is the gathering of all the voters in the village. Try to get as many children to be members of the Bal Sabha. It may take about 3 months for the small group of 15-20 children to form a Bal Sabha.

Story-TellersSome of you who like to write can form a group and start working right away. You may want to write about some group ac�vity or some problems faced by the group. Or even a fight in the group. And how it got resolved. As we discussed earlier, you can write, draw, sculpt, narrate, act or find your own ways of telling a story.

Pa�enceYou will need lots of this! Different groups work in different ways. Some members may be steady and regular. Some will come as and when they feel like. The group should have space for all kinds of members. Some would like to read, some dislike reading. Some would like to “act”, some would not be interested. Some would be scared to speak up; others will be excited about it. Some will sulk, some will be cheerful, some will fight and others will resolve conflicts. Moods in the group will keep

changing. At �mes you may feel burdened, angry and ready to give up. Whatever the mood is, never give up!

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SECTION II

CHILDREN AND THEIR

RIGHTS

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Narmadi thought about the li�le ones, Myni and Raghu, playing outside. They always want more of everything. More sweets, more food, more milk, more toys, more clothes! They even wanted all of aai to themselves. If you cut down on anything that they want, they would cry their hearts out. It's a nuisance! Why do small children want so much? Why can't they adjust?

But there are some children who never have enough of anything, not even food twice a day. They rarely wear new clothes. Some even sleep without a roof over their heads. They seldom make demands from their parents. They know their family cannot afford it. Most of these children struggle for basic survival. Some of these children do not have families, so they have to protect themselves, get food and manage shelter on their own. They have to compromise on their basic needs on a daily basis.

Then again, there are children who have more than what's needed. So much that they discard their things within months of buying them..

When children all over the world are same, why is there a difference in their basic needs? Shouldn't all children be having all the things that they require to live a happy, healthy and safe life?

WHAT ARE RIGHTS?

Ajji consoles everyone, “Don't worry. We will cut down on our unnecessary expenses. If we are careful, we will manage this year too.” All adults listen in silence, their heads bowed in despair. Narmadi's heart shrinks as she hears this. No school this year as well. She had spent en�re last year at the NREGS work site. This was the second year of drought and most children in the village had dropped out to help their families. Looking at her Ajji says, “Don't think about what you want now, Narmadi. Think only about your family's basic needs...” Con�nuous drought had made school a luxury for many children like Narmadi.

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Communica�on Ac�vityDiscovering Rights

Get together a group of 15 children. Move

slowly through the exercise, take �me to

discuss and understand. Listen to what

others in the group feel about this topic.

Step 1: What are the basic needs for

children across the world in order to live a

happy, safe and healthy life? Make a list as

long as you want. Maintain a minimum of

15 things.

Step 2: From this list, remove the least

important things. Keep only the things that

are most important. Which are these?

Step 3: Check with the rest in the group.

What were the things they listed? What

were the things that they removed? Why?

Step 4: Make a single list from all the lists in

the group. Now, this is your Group's List of

the basic needs of all children, anywhere in

the World. Do all agree with this list or does

someone want to remove or keep some

things? Discuss and finalize before moving

ahead.

Step 5: Now, as good children do, adjust a

bit and remove some more things from this

final Group List. Remove as many things

that are not so important for children. Keep

only the basic things that are required.

Display the final list of basic needs. Are you

happy with your list? What is the mood of

your group? Are they happy with the list? Is

someone grumbling or angry or sulking?

Why?Ask each member to share their

feelings. Hope you have a good discussion!

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What we found!

The things that you have kept in the list are the most basic needs of children. These basic needs are called “Rights”. They are the basic things we need to survive and lead a good quality life.

Needs are the things that you cut down. These can be compromised to some extent. These are things that you can give up if required.

Wants are luxuries! Those are things that you can do without easily. You must have removed them from the list in the first round itself. Discuss with your friends.

Not all children have access to their basic needs or rights. In other words, you can say, some children are deprived of their rights. Or that Children's Rights are violated. These are some important words that you can use in your work further while working on Child Rights.

Rights are universal, which means they are for all, anywhere in the world. They are indivisible. Which means you cannot cut down on any rights. They should be available to all fully. Rights ensure jus�ce which means they are equal for all irrespec�ve of caste, class, gender, religion, region or any other factors. Right are non-nego�able. This means no compromise, no adjustments! All Rights should be available fully, equally and in a just way to all children across the world.

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Rights Holders and Duty Bearers

Children are the Rights Holders

Adults are the primary Duty Bearers!

Duty bearers are responsible for ensuring rights for all children. Duty bearers include parents, teachers, government func�onaries, Panchayat members, community members and children themselves. Rights holders will not just “receive” their rights passively. They can contribute, demand their rights from the duty-bearers and hold them accountable as well. Let's understand this further.

Communica�on Ac�vityA collage of child rights viola�ons

In Step no. 5 earlier, we asked you to prune the list of basic needs. Being good children, you did. This happens to children all the �me. Adults sweet-talk or bully them into compromising their needs. Even the government some�mes compromises on children's basic needs. That's why the money for children's programmes was reduced this year. So, where does this money go? Talk to your school teacher, your Prerika, other knowledgeable people in the vi l lage, especially those who read newspapers, follow poli�cs and always talk about development. This �me, gather some newspaper cu�ngs and prepare a collage of how children's rights are being compromised.

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Rights and Responsibili�es go hand-in-hand!

Ÿ Children's Rights should be assured irrespec�ve of their sex, ethnic origin, social status, language, age, na�onality or religion. But then, children also have the responsibility to respect each other and in no way hurt the dignity of others.

Ÿ Children have a right to be protected from violence. In the same way, children have the responsibility to ensure that they do not harm or bully other children.

Ÿ Children have the responsibility to take care of other vulnerable children. Children should especially ensure that they do not discriminate among each other.

Ÿ Responsible children will always respect the religions and thoughts of other people. They will never force their thoughts on other children.

Ÿ Children also have the responsibility to take care of their environment.

How can children ensure their rights?

Rakhi can stop the child marriage that is planned for her by taking help from children and adults. Noorie can put a halt to sexual harassment by the village boys; Eknath can raise voice against the poor quality of the mid-day meals served at his school; Sarita can help mothers to learn the right way of preparing ORS and even li�le Mangu can tell baba about bullying in school. Surely, baba will put a stop to that, not only for Mangu but for all other children as well.

Thus, all children who are the 'rights holders' can start the dialogue with the duty-bearers about Viola�on of their Rights. The adults duty-bearers in a Child Friendly Panchayat will definitely work on it.

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WHERE DO CHILD RIGHTS COME FROM?

To understand this be�er, we need to visit two important documents: The United Na�ons Conven�on on the Rights of the Child and the Cons�tu�on of India.

What is a Conven�on?

A Conven�on is an agreement between countries of the world to follow the same laws to protect rights.

How was the UNCRC wri�en?

A�er the World Wars, there was a lot of destruc�on of property and a huge loss of human lives. Children were exposed to endless situa�ons of violence. Taking note of the irreparable damage done especially to children; 51 countries came together for peace talks in 1945. The United Na�ons was thus formed to work on global peace and mutual coopera�on. From chaos, the United Na�ons slowly tried to create some order by working together as a group. Slowly, but steadily their a�empts started giving results. The UN started the process of defining Human Rights. Everyone agreed that children were more vulnerable than adults and needed separate sets of rights to protect them. These were called Child Rights.

A group of UN members got together to write the United Na�ons Conven�ons on the Rights of the Child. This important document contained all the Rights of Children wri�en as "Ar�cles". In all, there are 54 Ar�cles. They ensure various Rights for Children. For example, Ar�cle 7 and 8 say that all children have a Right to an Iden�ty. This means that every child should have a name, their birth should be registered, they should have the birth registra�on cer�ficate to prove their na�onality and get benefit of all government schemes and services.

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All the Ar�cles in the UNCRC are divided into four categories:

Communica�on Ac�vityUnderstanding the UNCRC

Invite your Bal Sabha to par�cipate in the exercise. Depending on the numbers, you can make sets of the UNCRC cards given at the end of this book. Ÿ Form groups of four Ÿ Each of the four groups will work on

the UNCRC framework of Rights - Survival, Development, Protec�on and Par�cipa�on.

Ÿ Give each group the set of cards. You can photocopy the cards from the sheet given at the end of this book, cut them and use them. Make 4 sets.

Ÿ Ask each group to go through the cards, discuss and think of examples to explain the ar�cles.

Ÿ Ask group to lay out the cards under the appropriate heading of Survival, Development, Protec�on and Par�cipa�on.

Ÿ Some�mes, a group may place one card under two or three headers. That is okay.

Ÿ Invite groups to make presenta�ons. Ÿ It will be useful to do this ac�vity with

your Village Facilitator or your school teacher.

Hopefully, your group will ask some important ques�ons like: How is the government ensuring each of these rights? How is your Gram Panchayat ensuring UNCRC is followed? How can the Bal Sabha work on the UNCRC? And so on.

Right to SURVIVAL

to lifeto health

to nutri�onto name

to na�onality

Right to DEVELOPMENT

to educa�on,to care,

to leisure,to recrea�on,

to cultural ac�vi�es

Right to PROTECTION

from exploita�onfrom abuse

from neglect

Right to PARTICIPATION

to expressionto informa�on

to thoughtto religion

All countries who want to ensure Child Rights are required to sign the UNCRC. India signed the UNCRC in 1992. This means that India has promised to ensure Child Rights for all its children. The UNCRC defines a child as any person below the age of 18 years. Since India has signed the UNCRC, we can follow this defini�on of the child.

So, wherever we say child in this book,

we mean any person below the age of 18.

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Communica�on Ac�vityWri�ng a case story

India may have signed the UNCRC, but has it been successful in protec�ng all its children? Can you research about the status of children in our country with the help of newspapers, internet, magazines and radio? Also, look at our Fundamental Rights as wri�en in the Cons�tu�on. Do all children enjoy these Fundamental Rights? Can you write a story about a child or a group of children in your village who are out of the safety net as envisioned in UNCRC or the Cons�tu�on? Do make sure not to reveal the iden�ty of the child while wri�ng this story.

Cons�tu�on defines our seven Fundamental Rights

Right to EqualityThis means that all Indian ci�zens are equal before the law. No one can discriminate against you based on your caste, religion, race, gender or place of birth.

Right against exploita�onAll forms of forced labour, child labour and trafficking of human beings are prohibited. Workers should be treated fairly and with dignity. Importantly, it says that you cannot make children work.

Cultural and educa�onal rightsAll of us have equal rights to preserve our language, scripts, books, songs, cra� and cultural prac�ces, and to teach them to the young members of our community.

Right to cons�tu�onal remediesIf someone denies you any of your fundamental rights, you have the right to approach the Supreme Court of India for protec�on. Not only does the Cons�tu�on provide you with your rights, it also ensures a method to protect it.

Right to freedomYou are free to live in any part of the country, and prac�ce any profession you choose. You cannot be arrested without cause either. The cons�tu�on guarantees your right to live freely without fear.

Right to freedom of religionOur Cons�tu�on gives space to everyone to prac�ce a religion of their choice.

Right to Educa�onEvery child has the right to free and compulsory primary educa�on. It is the duty of the government to ensure that every child receives basic educa�on through a system of child- friendly and child-centred learning.

Rights of the Child (as enshrined in the Cons�tu�on)Apart from the above rights that are for all of us, the Cons�tu�on grants some special rights to children. They are listed as “Ar�cles” in the Cons�tu�on and each Ar�cle addresses various issues related to children.

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Ar�cle 39: It's the duty of the state to ensure its ci�zen an adequate means of livelihood; equal pay for equal work; and favorable economic condi�ons so that children have opportuni�es for healthy development. They should not be forced to work, and their freedom, dignity, childhood and youth should be protected against exploita�on.

The Cons�tu�on has made it very clear that protec�ng childhood and youth from exploita�on is the responsibility of the State. It means that the Union Government, State Governments and Panchayats and Municipali�es are all responsible to protect every child in India.

Ar�cle 24 says that no child below the age of fourteen years shall be employed to work in any factory or mine or be engaged in any hazardous employment

Ar�cle 45 says that the State should provide for early childhood care and educa�on to children below the age of six years. This is done through Anganwadi Centres which provide young children with nutri�ous food, medical care and pre-school educa�on.

Children are o�en trafficked and made

to work like slaves without money, enough food

or freedom. Most children are also pushed into the sex trade and

made to beg.

Ar�cle 23 prohibits trafficking, and makes it a punishable offence. Under this

Ar�cle, employing anyone as a bonded labourer is a crime.

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Child Rights Bodies and Mechanisms

There are certain groups that are specifically given the responsibility of protec�ng children. Some of them are:

1. Village Child Protec�on Commi�ee

2. Block Child Protec�on Commi�ee

3. District Child Protec�on Unit

4. State Commission For Protec�on Of Child Rights

5. Na�onal Commission For Protec�on Of Child Rights

6. Child Welfare Commi�ee

7. Child Line

8. Departments of Health, Educa�on, Labour, Women & Child Development, Tribal Affairs, Panchaya� Raj, Social Jus�ce and many others are also responsible for ensuring child rights.

List the representa�ve members in each of these bodies in your village or district. It may be possible that there are no such bodies in your village. Never mind. You can inform your Panchayat, School Teacher, and Village Facilitator and request them to form such a commi�ee. It will be great if some of you can organize a trip to go and meet the District Child Protec�on Unit, the Child Welfare Commi�ee, the Juvenile Jus�ce Board, Childline. Make sure to take notes, click pictures and collect contact numbers.

Representa�ves of the Departments are present in your village. For example, Anganwadi Worker is the representa�ve of Women and Child Development Department, ASHA and ANM are representa�ves of the Health Department, School Teacher represents the Educa�on department and so on.

As you grow as a group, you can some�me later visit the State Commission for Protec�on of Child Rights and who knows someday the NCPCR as well!

The Cons�tu�on of India

The Indian Cons�tu�on has several provisions to ensure Child Rights. The Cons�tu�on of India was wri�en by a Commi�ee called the Cons�tuent Assembly. This is the Country's guiding book – the one that will tell the government how to do its work and ensure Rights of all its ci�zens, including children.

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What is a Cons�tu�on?

A Cons�tu�on is a set of principles, values and rules of a large group. It helps the members of the group do its work with discipline, honesty and in the right spirit. The Cons�tu�on is wri�en by its own group members. This is good, because if outsiders write it, very few will follow it in principle. If wri�en by members themselves, it's very difficult to disregard or overlook the rules and principles. Also, members know the best about their own group and its issues. A good Cons�tu�on is wri�en in a par�cipatory manner, a�er discussions with all members.

The UNCRC is an Interna�onal document and the Cons�tu�on of India is a Na�onal document. Like the UN and the Cons�tuent Assembly of India, the Bal Sabha can also have its own Dra�ing Commi�ee and its own Cons�tu�on as well. You can integrate values of the Cons�tu�on and the UNCRC into this. This Cons�tu�on can help the Bal Sabha func�on well and follow some norms set together by all members.

Some Bal Sabha members can be nominated to form a commi�ee that will write the Cons�tu�on. This Dra�ing Commi�ee should be open to sugges�ons, do good documenta�on and most importantly, finish their work in �me. The Cons�tu�on thus dra�ed can be shared with the larger group. A�er 2-3 rounds of sugges�ons, the dra� can be finalized. Do remember to keep space for including amendments as and when required.

A CONSTITUTION BY, OF, FOR CHILDREN

Communica�on Ac�vityAudio Story: Making of the Bal

Sabha Cons�tu�on

We are sure not all members will agree to the dra�. Record who agreed, why? Who did not agree, why not? What were the most interes�ng debates? Finally, how did the Bal Sabha reach an agreement? Did something get le� out? Take interviews of members and record their statements. This �me, you can prepare an audio story using the sound recorder in a mobile phone. Play the audio story in the next Bal Sabha mee�ng.

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Communica�on Ac�vityHow to write this Cons�tu�on?

The Dra�ing Commi�ee can have around 10 children to work on the following:

1. What will be the structure of the Bal Sabha?

2. How will it func�on?

3. What will be the structure of the Bal Panchayat?

4. How will it func�on?

5. Where and when will the Bal Sabha and Bal Panchayat meet?

6. What will be the norms of the Bal Sabha?

7. What will be the norms of the Bal Panchayat?

8. Can adults intervene? Under what condi�ons?

Your Village Facilitator will be glad to support you in this dra�ing process. Once dra�ed, you should share it with the Bal Sabha. There may be sugges�ons and comments to the dra�. You need to be open to them. Integrate all required feedback into the dra� and finalize it. Here is your own guiding star: The Cons�tu�on of the Bal Sabha!

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Children exist in a society with other people. Therefore, children's rights are linked to other rights as well. Child rights can be fully achieved only if all other rights are secured. This includes all rights related to adults, animal life and plant life. The environment in which children live has to be safe and healthy. This is the first step in protec�ng children's rights.

Imagine a child whose parents are poor, ill, do not have good jobs or a

DEVELOPMENT FOR ALL

safe house, or are threatened by evic�on. Imagine a child whose village faces natural disasters like floods and droughts; or imagine those who live in conflict zones, in fear of violence, abuse and exploita�on. When adults are not safe, secure and healthy, their children suffer along with them. Even within their homes, children suffer when they witness domes�c violence. War, climate change, crop failure, migra�on - everything in the child's environment impacts her. As you can see, we cannot work on Child Rights in isola�on. It will not sustain for a long �me. We will learn more about this in the following sec�ons.

Communica�on Ac�vityEveryone Counts

Imagine the World of your dreams. What would you like in this world to make it a be�er place? Include everyone (Tribes, Children, Women, Transgender, Men, Elderly, the Differently-abled, and People suffering from illnesses). Think of all places across the world. What basic things would we all require to lead a good quality life? List some of these things. Compare with the list that your friends are making. Put together a common list. What things have you come up with?We hope you have put food, clothing and shelter, among others. Display the comprehensive list at your mee�ng place. Keep adding things as and when you remember.

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Communica�on Ac�vityStory: The Child at the Last Mile

Iden�fy the child at the “last mile” in your village. This means the child who has not yet been covered by schemes, programmes and is unprotected. If there are many such children in your village, it means that the Panchayat is missing its SDG targets. Write a story about the child and how your Panchayat has missed the SDGs. Share with your group as well as with your Panchayat members.

The Sustainable Development Goals

Concerned members of the United Na�ons were interested in crea�ng a world that was free of 'poverty, hunger, diseases and inequali�es'. Here is the story of this very interes�ng group:

In September 2015, world leaders from 193 countries gathered to discuss and define goals that will help reduce poverty in the world. They defined 17 goals in all which were called as Sustainable Development Goals or the SDGs. Countries agreeing to the SDGs have set a deadline of 2030 for achieving them. The SDGs are actually the basic human rights of all people on this planet. These 17 Goals have 169 targets in all. The SDGs can be met only if all countries work hard to achieve them.

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Communica�on Ac�vity Global Goals, Local Efforts.

This is possible! If you start working as a group, the Bal Sabha can be important partners in achieving the Global Goals through Local Efforts.Try comple�ng this ac�vity as a first step:

SDG Goal What can the Panchayats do to achieve the Goals?

1 No Poverty

2 Zero Hunger

3 Good Health and Well Being

4 Quality Educa�on

5 Gender Equality

6 Clean Water and Sanita�on

Display this at the Panchayat Bhavan premises so that all the duty-bearers read it and start thinking about it.

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SECTION III

HOW DOES A GRAM

PANCHAYAT RUN?

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What is a Panchayat?

The world Panchayat means the rule of five persons. In earlier days, the Panchayat was made up of a Sarpanch and five wise men of the village. Together they decided on key ma�ers in the village. In modern �mes, the Panchayat is the primary administra�ve unit of the country. Which means it is the government at the village level. The Gram Panchayat is responsible for looking a�er the village and its development needs.

Panchayats have been a part of Indian society since �me immemorial. Mostly men headed these Panchayats. Women and children had no role. Panchayats were very powerful in earlier �mes, b eca u s e eve r yo n e o b eyed t h e i r decisions. Those who didn't were punished, expelled from the community or sent out of the village. While many foreign rulers invaded India, the Panchayats con�nued to maintain their posi�on at the village level. All rulers whether foreign or Indian, therefore gave a lot of respect to the Panchayats.

Legend has it that Ajoba's father was a he�y man who headed the Jaa� Panchayat. Great Ajoba was feared by all. His was the last word in the village. Ajoba is about 75 years old now. Which means the Panchayat system was present even in the �mes of the Bri�sh. Ajji gives a sneer, "Panchayats existed much before that.Haven't you heard the stories from the religious texts?" Indeed, most Hindu religious texts are do�ed with stories about brave village chie�ains or pradhans who gave a tough fight to invaders. Ajji is right. The Panchayat system has been around for a long �me now. However, the current day Panchayat is totally different from the earlier ones.

WHAT IS A GRAM PANCHAYAT?

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What is Local Self Governance (LSG)?

Local Self Governance means the "Rule" of people themselves. It's a form of government which is of, by and for the people. In LSG, the village is the primary unit of governance. Panchayat consults Gram Sabha before taking decisions on all ma�ers related to village development. In LSG, all villages are independent, but inter-dependent as well. Thus, the idea of LSG is based on self-sustenance and co-ex i s te n c e . T h i s ca n b e b e st understood with the example of a river which flows through many villages. Each village can use the water, but wi l l a lso have to coordinate with other villages for water sharing and management.

LSG was very different from the centralized system of running the government. In a centralized system, all decisions were taken in the capital of the country and sent out to the states, then to the district and finally to villages. Villages therefore had no say in decision-making. They had to agree to everything that the Centre had sent down to them. There was no scope of asking ques�ons, challenging the decisions or disobeying them.

As you would expect, people were unhappy with this system of governance. They expected things would change once the Bri�sh le� the country. However, the dream of Local Self Governance had to wait for a long �me a�er independence. In fact, �ll 1992!

Centre

States

Districts

Villages

Villages

Districts

States

Centre

Centralized Governance De-Centralized Governance

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The 73rd Amendment to the Cons�tu�on

There is a provision in the Cons�tu�on that it can be amended (changed) to make it more relevant. With changing �mes, new provisions have to be added. So, unlike the Cons�tu�on of some other countries, the Indian Cons�tu�on is not very rigid. Some Amendments can be made, but through a lot of discussions in the Parliament and with the President's assent.

The 73rd Amendment to the Cons�tu�on was passed in 1992. It introduced the three-�er system of local governance:

1. Zilla Panchayat at the District level

2. Panchayat Sami� at the Block level

3. Gram Panchayat at the Village level.

With this the Gram Panchayat became a Cons�tu�onal body with administra�ve powers. Gram Panchayats could now take their own decisions. This process was termed as Decentraliza�on. With this, powers were shared between the Centre and the Gram Panchayats. Gram Panchayats could now prepare plans and send it ahead for approval.

The Gram Sabha:

The Gram Sabha is made up of all the voters in the village. Gram Sabha meets at least four �mes a year with more mee�ngs, if required. The Gram Sabha elects an 'execu�ve commi�ee' which is headed by the Sarpanch. The Sarpanch presides over all mee�ngs. All work of the

Panchayat including plans, budgets, programmes and progress reports are shared with the Gram Sabha. Gram Sabha has a right to ask for clarifica�ons from the Panchayat. So, Na�u kaka can get up to ask as to why he did not get benefit of the Pradhan Mantri Aawaas Yojana meant for BPL card holders. The Sarpanch had heard him out and promised to look into the alloca�ons. Similarly, Varsha ques�oned the irregularity of Take Home Ra�on in the Anganwadis. Badri remarked that the new hall added to the Panchayat

Bhawan was a waste of money. It should have been used to build a mee�ng hall in the pada which had 150 houses.

Zilla Panchayat

Panchayat Sami�

Gram Panchayat

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Elec�ons are held every five years. So Panchayats work for a five-year term. The Gram Panchayat makes its own Development Plan and implements it. The Panchayat receives funds from the State for carrying out work in the village. Gram Panchayat has its own resources from the taxes collected. The Sarpanch is the head of the Gram Panchayat. Main du�es of Sarpanch include:

Communica�on Ac�vityVideo Documenta�on: Our Dynamic Panch Member

Do you have a Panch member who is very inspiring and has done a lot of work for the village? Would you like to write a story about this person? Interview the person using the video camera op�on in a smart phone. Later you can edit the movie through one of the easily available edi�ng so�wares. Screen the film in your smart class session or in the Bal Sabha in small groups.

Ensure the par�cipa�on

of all people in all decisions

Conduct and preside over

mee�ngs regularly

Iden�fy villagers eligible for benefits under government schemes especially

for marginalised communi�es

Be responsible for financial

dealings, payments, taxes, and penal�es.

Support all the other

commi�ees in the village, like the

SHGs, VHSC, SMC, CPC etc.

Carry out, monitor

and supervise all development

ac�vi�es in the village

SARPANCH

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Communica�on Ac�vityMap your Gram Panchayat

Now that you have understood the structure of the Gram Panchayat, it will be interes�ng to know who the members of your own Gram Panchayat are. Make a list of the members including names and designa�ons. Visit each Panchayat member with your group and talk to them about the works done by them in their wards / village. Share informa�on about your group as wel l . One such page of your documenta�on notebook will look like this:

Gram Panchayat: Shivpur

Work on Children’s issues

1. Sarpanch: ________________ a. Key Work carried out by the Sarpanch in the village b. Challenges faced by the Sarpanch c. Plans for carrying out child centric development2. Upsarpanch: ________________ a. Key Work carried out by the Up-Sarpanch in the village b. Challenges faced by the Up-Sarpanch c. Plans for carrying out child centric development3. Member 1 ________________ a. Key Work carried out by the Ward Member in the Ward b. Challenges faced by the Ward Member c. Plans for carrying out child centric development4. Member 2 ________________ a. Key Work carried out by the Ward Member in the Ward b. Challenges faced by the Ward Member c. Plans for carrying out child centric development

And so on, for all other ward members. It is very useful to know your Gram Panchayat members and their plans. That way you can always approach them for support once your Bal Sabha swings into ac�on.

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How will the Gram Panchayat members carry out their du�es? Who will guide them to do their work? Not many Panchayat members are used to working as administrators, especially the newly-elected women Panch. That is why the 73rd Amendment has clearly defined du�es of the Panchayat. The Panchayat is given 29 to work on. "subjects"The 29 subjects are as follows:

Agriculture

Animal husbandry, dairy and poultry

Minor forest produce

Small scale industries, including

food processing industries

Fisheries

Land improvement

Minor irriga�on water management

and watershed development

Social forestry and farm forestry

Khadi, village and co�age industries

Drinking Water

Rural housing

Fuel and Fodder

Libraries

Adult and non-formal educa�on

Technical training and voca�onal

educa�on

Educa�on

Cultural Ac�vi�es

Poverty allevia�on programme

Non-conven�onal energy sources

Rural electrifica�on

including distribu�on of electricity

Roads, culverts bridges, ferries

waterways & other means of

travel/connec�vity

Markets and Fairs

Health and sanita�on including hospitals, PHCs and

dispensaries

Family Welfare

Women & Child Development

Public Distribu�on System

Welfare of the weaker sec�ons & in par�cular of the Scheduled Castes

& Scheduled Tribes.

Maintenance of community

assets

Social welfare, including welfare of the differently-abled

This lis�ng of Subjects makes it easier for Panchayat to carry out its work. There is fund allocated for each subject.

DUTIES OF A GRAM PANCHAYAT

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Communica�on Ac�vityFind the Innovator

An innovator is a person who thinks out of the box, experiments a lot and invents something new that benefits people. You know many Innovators who have given us useful things and ideas to make our life be�er. The light bulb, the windmill, train, bicycle, Internet, cinema to name just a few. Imagine what our lives would be without these innova�ons.

Likewise, there is sure to be an innovator in your Panchayat who has new ideas that benefit the community. We met an Innovator who started the "Grain Bank". Every house in the village contributed a measure of grains to the bank. When drought hit the villages, or when poor families fell into difficult �mes, the grain bank came in handy. Find the innovator in your village and write his or her story.

Locate Children's Concerns in the SubjectsCheck out which of the subjects directly concern children. Which are the subjects that concern children indirectly?

For example, do Subject 20 and Subject 23 concern children in any way? How? Prepare a matrix like this one and see how far you can go in filling this up with discussion from your friends.

Sector How does it concern children?

Agriculture • Working children in farms who do not a�end school

• Migrant children who work on farms

• If there is scarce rainfall, agriculture is affected

leading to children not a�ending school

Libraries • There is no library in the village

• Library does not have children's books

• Children are not allowed to take the books in the library

Do the same for other subjects as well.

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41

Commi�ees and their Roles within a Panchayat

It's obvious that the Panchayat cannot handle all these 29 subjects on its own. You must have seen that there is a lot to do under each subject. Therefore, "Working Commi�ees" are formed to help Panchayat work on each of the subjects. Some of the Working Commi�ees are Village Health Sanita�on and Nutri�on Commi�ee, School Management Commi�ee, Child Protec�on Commi�ee, Biodiversity Commi�ee among others. Key responsibili�es of all these Commi�ees are of monitoring, guiding and suppor�ng government grassroots func�onaries in doing their work. For example, suppor�ng Teachers in improving school management, suppor�ng Anganwadi Workers, ASHA and ANM, working with local police sta�ons among others.

There are other village level groups as well who work together with Gram Panchayat like Self Help Groups, Vigilance and Monitoring Commi�ee, Watershed Commi�ee etc.

Employees of Gram Panchayat

Gram Panchayats can employ some people to carry out administra�ve work. They assist the Panchayat in basic management and delivery of services. Some of the GP employees are: Panchayat Development Officer, Secretary, Accounts Assistant, Bill Collector, Pump Operator, Computer Operator and Peon.

Government Department Func�onaries

There are some func�onaries of the government departments who work in our village. They are required to func�on in coordina�on with the Panchayat. They are: Auxiliary Nurse Midwife (or ANM), the Anganwadi Worker, School Teacher, Agricultural Supervisor and the Rozgaar Sahayak.

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School Management Commi�ee (SMC)SMC plays a crucial role in ensuring the children's Right to Educa�on and work towards crea�ng and maintaining a well-func�oning school system. All government, government-aided and special category schools have to cons�tute SMCs. SMCs consist of: Ÿ parents and guardians-of which 50 %

will be women; there must also be representa�on from marginalized groups.

Ÿ Gram Panchayat members Ÿ School TeachersŸ Student representa�ve

In Maharashtra, the size of an SMC is usually between 12 and 16 members. Some of the key func�ons of the SMCs are:

1. Making School Development Plan (SDP) 2. Supervising and suppor�ng its implementa�on3. Management of school including monitoring its finances 4. Monitoring the role of teachers and academic progress of children

Two of the main commi�ees that concern children are the VHSNC and the SMC. Here are some of the roles and responsibili�es of these two commi�ees:

Village Health, Sanita�on and Nutri�on commi�ee (VHSNC)The Village Health, Sanita�on and Nutri�on Commi�ee (VHSNC) is formed to take collec�ve ac�ons on issues related to health at the village level. It func�ons as a sub-commi�ee of the Gram Panchayat and has minimum 15 members. These include:

Ÿ Elected members of the Panchayat Ÿ Community membersŸ Representa�ves from the vulnerable sec�ons and hamlets/ habita�ons. Ÿ ASHA residing in the village is the member secretary and convener of the

commi�ee.Its roles and responsibili�es include:Ÿ Crea�ng awareness about nutri�on for children and mothers Ÿ Facilita�ng early detec�on of malnourished children in the community;Ÿ Supervising the func�oning of Anganwadi Centre (AWC) in the village

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Village Commi�ee Members

School Management Commi�ee

Village Health Sanita�on and Nutri�on Commi�ee

Watershed Commi�ee

Vigilance and Monitoring Commi�ee

Biodiversity Conserva�on Commi�ee

Communica�on Ac�vity Know Your Commi�ees

Now that you know about the var ious Commi�ees in your village, let's find out who holds the membership in each Commi�ee. Make a list. While you are at it, also meet and interact with the Commi�ee members. Some members m ay n o t b e a wa re o f t h e i r ro l e s a n d responsibili�es. So, it will be good to share this new-found informa�on with them as well. Your list may look something like this:

Have you ever thought about how the village ? Who decides how many community func�onsponds need to be dug? How many hand pumps need to be installed? Who should receive the benefits of a housing scheme? Which girl should receive the scholarship for educa�on? How many drains should be constructed? What do the schools need this year? Does the Anganwadi need any addi�onal construc�on? What benefits will reach disabled children in the village? And so on.

The Gram Panchayat is responsible for carrying out all the development tasks in the village. With the help of Working Groups, the Gram Panchayat draws up a budget and makes a plan of all the work it has to do. This plan is called the . It contains details of Gram Panchayat Development Planall the works to be carried out by the Panchayat within a required budget. The plan is prepared by the Panchayat in consulta�on with the Commi�ees, once a year. It is then sent to the Block and District Panchayats for finaliza�on. On approval, are released to the Panchayat for carrying fundsout the works.

HOW DOES A GRAM PANCHAYAT PLAN ITS WORK?

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Communica�on Ac�vityKnow your Planning Commi�ee

Find out if there is a Village Planning Commi�ee in your Gram Panchayat. Who are its members? Enquire if all the members know their du�es. Have they par�cipated in the planning process? What were their experiences? Enquire with your school-teachers, Anganwadi workers and Panchayat members about the GPDP. How was the plan made? What were the highlights of the GPDP? Are children's issues included in the GPDP? If yes, which are the ones included?Ask members if they would agree to include children in the Planning Commi�ee. Prepare a list of your Planning Commi�ee members on a chart paper and display it in your Panchayat Bhavan. We are sure the Panchayat members will appreciate your efforts.

The Gram Panchayat Development Plan (GPDP) is a very important process. It is an opportunity for Panchayat to consult the Gram Sabha and take inputs from everyone. For example, the poorest families may not have enough livelihood opportuni�es, water for irriga�on or fees for higher educa�on of children. The GPDP can accordingly include plans for installing hand pumps or construc�ng wells, ponds in the poorest areas or allot scholarships for children from these families. If all are consulted, the GPDP process become truly inclusive.

Earlier, there was no space for children's voices in the planning process. Adults would decide on behalf of children and include their decisions in the GPDP. But things have changed with the focus on par�cipatory process for evolving GPDP. Children should go ahead and voice their concerns as the decentralized planning process now has a special emphasis on hearing the concerns of adolescents. The GPDP would be truly a Child Friendly plan, only when the Gram Panchayats consults with children and includes their comments.

Communica�on Ac�vityChildren's Voices

What if children were consulted during the Plan prepara�on process? Do you think children can give any sugges�ons to the adults? What would be some of your group's sugges�ons to the GPDP? Interview some of your group members and write an ar�cle about it. Share with your Gram Panchayat members. Who knows, a�er reading your inputs, they may be inspired to invite you to the planning process!

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By now, we hope you are familiar with the Panchayat, its structure, du�es, the planning process and the various Commi�ees that help get the work done. Hope you are enjoying the process so far. Moving on further, we would like to introduce you to the idea of governance.

So, what is Governance? Governance is 'how' the government is run.Everyday the government has to take a thousand different decisions and implement them as well. The government takes these decisions with the help of its team members at the Centre, state, districts, blocks and villages.

A government takes the help of laws, schemes, programmes and plans to do its work effec�vely. Some governments have good laws, but poor implementa�on. Some government have very li�le funds, but they are able to do good work. It all depends on how well the government u�lizes its resources for doing its work. An effec�ve governance process focuses on ci�zen engagement. At the grassroots-level, the Panchayat consults with its Working Commi�ees to effec�vely run the Panchayat.

Good Governance:

Good Governance is when the government is concerned about its people, especially about its most-vulnerable ci�zens, and takes ac�ons in their best interests. For example, the Sarpanch of a village decides to get housing schemes for the Scheduled Castes and Tribes community in the outskirts of his village. Another Sarpanch has the informa�on but is not interested in this community. He is more interested in se�ng up a handpump where upper caste families live. Both are methods of governance. But while the former benefits the most deprived sec�on of the community, the la�er is discriminatory. Good governance should help reduce poverty, ensure good quality of life for every single ci�zen and lead to a more equal, just and peaceful society.

WHAT IS GOVERNANCE?

We, the Children

46

GOOD GOVERNANCE

Communica�on Ac�vityOpportunity for Story-Tellers

Check the newspapers of the past few weeks. What key na�onal developments have taken place? What are decisions being taken? Who is taking these decisions? Do you think these are good decisions? Similarly, find out what is happening in different states and districts. Cut out these key events and organize them state-wise. Highlight the decisions taken. You will understand how the government func�ons in the current day. What is your opinion, do you think it is being run effec�vely at all levels? What needs to change?

Accountability Which means Panchayat is answerable to its people

Effec�veness and EfficiencyThe Panchayat works smartly and achieves all its goals

Equity and InclusivenessBehaves equally with all people and makes sure all people are covered

Transparency & Responsiveness Panchayat is honest & responds to the ques�ons & sugges�ons made by its community

Par�cipa�on and Consensus The Panchayat consults its Gram Sabha and takes decisions with everyone’s consent

Right to Informa�on: Empowering Ci�zens

Our country took an important step towards accountability in governance through the Right to Informa�on (RTI) Act. Using RTI ci�zens can demand to receive and see informa�on that may be of public interest. This helps ci�zens to understand work carried out by the government and seek answers for any discrepancies. Here is a story that will tell you how RTI is used by ci�zens:

The ra�on shop dealer in the village had been illegally selling the grains meant for the villagers to shops in Bikaner town. The dealer used excuses like “the grains have not come”; or “the grains got over” every �me the villagers asked for their ra�on. Fed up of his tac�cs, the youth of the village use the RTI to get all records of their ra�on shop. The records revealed how grains meant for the poor were being black-marketed at a ra�on shop in Bikaner. The villagers filed a complaint against the dealer and got him removed. “They threatened us and also offered money. But we refused, because we wanted to ensure that people in our village get the grains they deserve from the government. And we did not get scared in figh�ng for the rights of our people,” says Revat Ram, a member of the youth group. Besides losing dealership, the ra�on shopkeeper was also forced to pay poor families in the village over rupees four lakh, the cash equivalent of the grains he had sold illegally.

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Well, you will have to find out this one! Before you do that, let us first understand what exactly is a Child Friendly Panchayat and how is it different from the usual Gram Panchayat.

Child Friendly Panchayat

Put simply, a Child Friendly Panchayat takes care of its children. In a Child Friendly Panchayat, the child is in the focus of all its plans. A Child Friendly Panchayat believes that true progress can be achieved only when all its children are protected and cared for. Such a Panchayat takes measures to make sure that all children have the Right to Survival, Development, Protec�on & Par�cipa�on.

Child Friendly Panchayats are Child Friendly villages where adults and children work together to achieve a be�er quality of life for all.

In a Child Friendly Panchayat, children's

views are respected and included in important

decisions.

In such a Panchayat, all service delivery ins�tu�ons like the Anganwadi centre, school, health centre, PDS shops etc. work in coordina�on with each other and the Gram Panchayat. This means that the Gram Panchayat is involved in every aspect of the life cycle of a child - before the child is born and �ll she reaches 18 years. The Panchayat ensures that every child irrespec�ve of class, caste, religion, gender has equal rights and is taken care of.

A Child Friendly Panchayat is therefore, a Panchayat that pays a�en�on towards its children. In a Child Friendly Panchayat, there will be no malnourished children nor any early marriages. Where all children a�end school and no child is engaged in hazardous work, and all children have equal opportuni�es for growth and development.

In reality, a Child Friendly Panchayat works to fulfil all the commitments made by the UNCRC, the Indian Cons�tu�on, the SDGs, Indian laws, policies, schemes and programmes for ensuring child rights.

IS MY PANCHAYAT A CHILD FRIENDLY PANCHAYAT?

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How can you say if a Panchayat is Child Friendly?

Panchayat is aware about Child Rights, the

UNCRC, the Cons�tu�on and SDGs

Panchayat has a Bal Sabha as well

as a Bal Panchayat where children discuss issues, raise

ques�ons & engage with adults

Panchayat members regularly a�end

mee�ngs of the Bal Sabha to understand

children's issues.

Panchayat members take

ac�on on issues raised by children

Panchayat members listen to

ques�ons raised by Bal Sabha and try to respond to them

Panchayat members ensure Bal

Panchayat has enough resources to carry out

their ac�vi�es

Panchayat members support Bal Panchayat in

its public events and campaigns

Panchayat includes children's inputs in the GPDP process

Panchayat includes children in its planning, review and monitoring

process

Panchayat makes sure that all vulnerable

children are protected and provides en�tlements like scholarships,

equipment for disabled, coaching support for slow learners,

voca�onal training etc.

Panchayat takes strict ac�on

in the case of viola�on of child

rights

Panchayat regularly monitors the ac�vi�es

at the AWC, Health Centre and the School

Panchayat ensures play spaces, libraries and

educa�onal programmes for all children

Panchayat acts as a guardian of all its

children, whether they have parents or not

Panchayat works with the Bal

Sabha to establish the Bal Panchayat and works with the Bal

Panchayat Gram Panchayat

and Bal Panchayat act as partners in

village development

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Communica�on Ac�vity Is my Gram Panchayat a Child Friendly Panchayat?

1. Is there a Bal Sabha and Bal Panchayat in your village?2. Have you ever met and discussed your issues and concerns with your Gram

Panchayat members?3. Do you know of many friends who have been married off early?4. Do all children in your village complete higher secondary schooling?5. Is diarrhoea a common occurrence in your village?6. Do all children in the 3-6 age group a�end the Anganwadi?7. Are there any differently-abled children in your village? Do they go to School?8. Are children in your village allowed to a�end the Gram Sabha?9. Can children speak in the Gram Sabha? 10. Are your Gram Panchayat members aware about child rights?

If your Gram Panchayat has a lot of school dropouts, many cases of child marriages, persistent reoccurrence of diarrhoea epidemics and is a place where children cannot sit in the Gram Sabha, or speak their mind... it is a right �me to start work on the concept of the Child Friendly Panchayat!

Ques�ons Yes/No

Loca�ng Good Governance Prac�ces in your Panchayat

1. Does your Panchayat answer people's queries in the Gram Sabha?

2. Are there many pending works in your Panchayat like construc�on, handing out of benefits, poorly managed Health and Nutri�on events? There must be some good work done by your Panchayat as well, which were completed in good �me. Which are these?

3. Does your Panchayat consult people while taking decisions? Can you locate one or two such decisions?

4. Does your Panchayat behave equally and in a just manner with ALL community members? Can you give an example of this?

5. Does your Panchayat share its budgetary decisions?

If your Panchayat carries out most of these steps, you are surely in an effec�vely governed Gram Panchayat.

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SECTION IV

BAL PANCHAYAT: FOR, OF AND BY CHILDREN

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51

Many people laugh when we talk about children as partners in governance. They are mostly adults who o�en ask "What do children know?" Many a �me, they brush aside children as innocent, weak, uninformed persons with no life experiences. Most adults also feel that they have 'more' life experiences than

children, so they know the best. They think of children as wet clay that can be moulded into any shape they want. Quite a few of them try to impose their thoughts and opinions into children's minds. They believe that by doing so, they are shaping their children to become 'good' persons. Adults also worry about their children commi�ng mistakes. They set the rules, goals and aspira�ons for children. So,

for example even if Rachana aspires to take over her father's business, her family forbids even the thought.

Fact is, children are individuals in their own right. They may not have the life experiences of adults, but they have their experience. They can enter owndecision-making processes with their own set of experiences. Also children have a right to par�cipate in all decisions that concern their lives. Given the opportunity, children can be capable decision-makers. Anyone who doubts this can test it out by engaging with children.

A Child Friendly Panchayat, therefore, is a Panchayat that listens to its children. Such a Panchayat trusts and respects its children's capaci�es and creates opportuni�es for them to par�cipate as equal partners.Our past experiences have thrown up many examples where children have effec�vely impacted the governance process.

CHILDREN AS PARTNERS IN GOVERNANCE

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Here's an interes�ng case story from Karnataka:

Children Lead the Way.

In 2004, the Karnataka state government asked Gram Panchayats to build their plans for the next five years. But not many Panchayats knew how to prepare plans. So, the government asked an NGO Concerned for Working Children (CWC) to help them out. CWC said, "Ok, but only if children are allowed to par�cipate as well". The government agreed and the process was rolled out.

Children made beau�ful plans with a lot of informa�on, including facts and figures. They included issues like disability, environment and transporta�on. Never before had such issues been raised in the Panchayat. Children also recorded the history of their villages and degrada�on of resources, made maps that were accurate and informa�ve, and o�en proposed solu�ons.

The Gram Panchayat members were surprised. Their own plans were very poor in comparison. As a result, the children's plans were adopted as the official plan. This process was a turning point for the Panchayat. They saw their Panchayat in a new light and gained a deeper understanding about the needs and concerns of the Village. The gap between the local government and the people diminished.

Children also made a major difference to the planning process. Previously, the plans used to be hijacked by powerful individuals to improve their own lives, making 'people's par�cipa�on' a mere slogan useful only during elec�ons. Now, women, children and en�re Panchayats contribute to the children-led plans through regular mee�ngs and data collec�on, and for the first �me the whole Panchayat felt it owned the plan.

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How can children par�cipate in governance?

Adults need to create an environment where children's opinions are valued. Children can par�cipate in decisions made by family, the school, community and the Panchayat. It is important to create maximum opportuni�es for children. Children will also need to develop skills to think, analyze, ques�on and express their feelings.

Ini�ally, children can slowly start engaging in governance tasks to get acquainted with the work. For example, the Adolescent Girls group set up by the Anganwadi Worker can be part of a prabhat pheri to create awareness. Or they can assist her to inform parents by going for a door-to-door campaign. This will give children an opportunity to learn about immuniza�on, its importance, its reach, and its impact.

Panchayats organize a number of events and programmes. Children can approach the Panchayat as a group and for the management of these programmes. The volunteerVillage Health and Nutri�on Day is a key event where the Anganwadi Worker, ASHA and ANM will require help. By taking part in them and helping the officials, you will learn a lot. By volunteering, you are fulfilling your du�es as an ac�ve Bal Sabha member working for Child Rights.

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Steps for Staring work on Governance

Form a small group and start mee�ng, working together.

Increase membership of this small group by spreading out.

Include all children in the village in this group.

This is your Bal Sabha.Form different clubs

in the Bal Sabha as per interest. You can form the Environment Club,

Health & Nutri�on Club, Educa�on Club, Science Club, Cultural Club, Literary Club, Sports Club etc. Ensure that all children

are part of any one club.

Run all the ac�vi�es given in this book for 8-10 weeks

�ll your Bal Sabha becomes regular.

Announce elec�ons for the Bal Panchayat and elect the

Bal Panchayat members through a democra�c process.

Bal Panchayat members define their responsibili�es.

Write down these responsibili�es on a chart sheet and display in

the mee�ng space.

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55

Form Commi�ees in the Bal Panchayat and elect members

to each commi�ee. Some of the Commi�ees can be: Health & Nutri�on Commi�ee,

Environment Commi�ee, Educa�on Commi�ee, Cultural Commi�ee, Protec�on Commi�ee,

Sports Commi�ee among othersDifferent Commi�ees

of the Bal Sabha can work with Working Commi�ees of the Panchayat. For eg. Health and Nutri�on Commi�ee

can work with VHNSC; Educa�on Commi�ee, can work with

the SMC

Bal Panchayat members should start making

their own plans to present in the Gram Sabha for the GPDP process

Bal Panchayat members must par�cipate in the

GPDP process

Bal Sabha should document its mee�ngs,

learnings and most importantly write stories of

their experiences.

Bal Panchayat members must regularly

a�end monitoring visits made by Gram Panchayat members

to Health Centres, Anganwadis, Schools etc.

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Kamarahalli Village,Gundulupet taluka, Chamrajanagar district, KarnatakaEleven-year old Suchitra K.P had a toilet in her home, but wanted her friends to have one too. So when the CEO of Chamarajanagar Zilla Panchayat came to the village during a visit, she gathered her courage and spoke to the CEO of the indignity faced by children due to lack of access to toilets. The CEO was stuck by her demand, and soon launched a campaign under the sanita�on scheme. In the two months between November 2015 and January 2016 students, school teachers and elected member of 130 Gram Panchayats and the district administra�on constructed 9,403 toilets and began work on another 9,000 under the Swachh Bharat Mission.

When the work is completely carried out by the adult duty-bearersA par�cular Panchayat wanted to improve the sanita�on and hygiene in its village. Their target was: All children should have access to good toilets in their houses, schools, Anganwadis, health centres and public spaces. The Panchayat and the VHSNC carried out a mapping of Child Friendly and girl-friendly toilets and drinking water facili�es in schools and other spaces.

Points included in the MappingŸ Toilets should be clean and have waterŸ Locks should not be faultyŸ It should not be in a dark, unlit space.Ÿ I t should be eas i ly access ib le for

differently-abled children as well. Ÿ There should be provision for disposal of

sanitary wastes in girl-friendly toilets. Ÿ Wash-basins and taps should be at a height

that children can reach easilyŸ Taps should open and shut smoothly. Ÿ The drainage systems should be covered.

A�er mapping, the informa�on was shared with parents and the community. The Panchayat rolled out a sanita�on program that ensured good quality toilets in all schools and centres. This included maintenance of the toilets as well. The sanita�on program was well implemented and the results were quite visible.

But, remember !Children's role in governance is not about children taking over adults' responsibili�es. But when duty bearers are not fulfilling their responsibili�es, children have a big role in making adults aware of their responsibili�es. The Bal Sabha can play a suppor�ve role in ensuring child rights. The key du�es belong to the adults.

Results following the MappingŸ Improved health of children in the villageŸ Increase in enrolment of children in schools

and AnganwadisŸ Rates of dropouts, especially among older

girls reduced dras�cally. Ÿ Children and parents were able to access

public spaces and hospitals with ease. Ÿ Differently-abled children started a�ending

school more regularlyŸ I mproved standards of hygiene and

sanita�on in the school

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When the work is carried out by an ac�ve Children's Group

During the Women's Day Celebra�on conducted by the women's groups of Shevaligaon in Latur district, the adolescent girls group put up a play about child marriage. They had researched their subject well, and at the end of the play put up charts with phone numbers of Childline, the local police sta�on and the Zilla Panchayat office in case anyone wanted to report a case of child marriage.

Through this pla�orm, the girls were able to raise awareness on the issue, express their opinion on the impact of child marriage on young girls, and also influence the ac�ons of the community. By watching this group of young girls who were aware of their rights, the community and the Panchayat too became alert about the issue and resolved to prevent it in their village.

Communica�on Ac�vityAchievement Poster

Now that you have started forming your own Bal Sabha, let's find those who take ac�ve interest in its working? How do they contribute? What do the other members do? Write about the good work done by five ac�ve members of the Bal Sabha. Make posters about each of these members, men�oning their good work. Make sure you have a photograph or a drawing to go with the achievements. Put up the achievement poster for display. This display can change every month.

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Bal Sabha

All the children in the village are members of the Bal Sabha, irrespec�ve of whether they are school-going, out of school, working children or children with disabili�es. All children have a right to be in the Bal Sabha. However, ac�ve contributors can be in the age group of 12-18 years.

The Bal Sabha works for all children in the village.

Bal Sabha members can meet at least once a week. But they can call for other mee�ngs, in special cases. The Bal Sabha may have different clubs of children as per their interest. For e.g., Environment Protec�on Club, School Management Club, Child Protec�on Club, Science Club, Health Club etc. Every child in the Bal Sabha should have the opportunity to par�cipate in any one such club.

The Bal Panchayat members are basically Bal Sabha members first. The Bal Sabha votes them into power and they become office bearers of the Bal Panchayat. They should always remember that they are one from the Bal

Sabha. Becoming an office bearer does not mean that they are no longer Bal Sabha members. The Bal Sabha is a very powerful body of children. All Bal Panchayat office bearers are answerable to the Bal Sabha.

Why the need for a Bal Sabha?

Ÿ Creates space for children to come together and engage in group processesŸ Enables children to learn democra�c ways of working together Ÿ Creates opportuni�es for children to engage in ac�vi�es as per their interest Ÿ Encourages children to express themselves through various forums Ÿ Mo�vates children to par�cipate in leadership roles Ÿ Enables children to work together with children and adults for community

development Ÿ Helps improve children's understanding and awareness about child rights Ÿ Builds confidence among children, strengthens their voice

BAL SABHA

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Communica�on Ac�vityDream Mapping of the Bal Sabha

Your school or your Anganwadi will have provision to setup a Bal Sabha. But you need not wait for someone to set it up for you. All you need is a group of interested children. Once you start taking up ac�vi�es, more children will come in. Slowly, you can work towards including all children in your village in the Bal Sabha.

As part of your Bal Sabha forma�on process, here is a great ac�vity that could set you going with your plans for expansion. Do try this out with help of your Village Facilitator.

Do you dream about a day when your own vi l lage would have facili�es like clean-toilets, a school where you could learn happily, and a hospital that takes care of everyone in the village? Here is an ac�vity that will help your Bal Sabha to chart out your dreams about your village.

Overview:

A dream map is used to understand the aspira�ons of any group or individual. Here, we will use it for your Bal Sabha.

The first step is to decide the subject around which we want to map our dreams. As an example, let's choose 'increasing membership in the Bal Sabha' as our topic. We will now divide the topic into four parts.

Step 1: Understand your Present Situa�on. Step 2: Chart out your Dreams. Step 3: Chart the Hurdles you have to overcome. Step 4: List out every Opportunity that can help you achieve your dreams.

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Step 1: OUR PRESENT SITUATION

First we must understand our current situa�on. List down

all the issues related to the Bal Sabha. Are there enough

members? If not, find out why? Are only school-going children part of the Bal

Sabha? Do we have enough girls as members? Are disabled children part of the

group? Are children interested and mo�vated to take up ac�vi�es? Do we meet

regularly? Do we have enough ideas for ac�vi�es? Do we fight very o�en?

Can we resolve our difference? And so on. Think about this hard

and make your list.

Step 2: DREAMS

What are our dreams about our

Bal Sabha? A func�onal ac�ve group with a

large membership? A Bal Sabha that is appreciated by

teachers, parents, Panchayat? A Bal Sabha that is able to

make a difference in children's lives? Write down all your

hopes and dreams about your

Bal Sabha.Step 3: HURDLES

Step three will help us chart the hurdles that we have to overcome. List all the possible hurdles and problems that may come

in the way of achieving your dreams. What could possibly be some of the biggest

barriers to the Bal Sabha?

Step 4: OPPORTUNITIES

Here, we list out every opportunity that can help

us reach our goal of having a func�onal Bal Sabha of our

dreams. Perhaps it could be the support of our teachers, the Prerika,

or the Panchayat has funds to support regular ac�vi�es of the Bal Sabha.

Maybe the Anganwadi worker will have ideas to help your group grow. Or will

the Panchayat Bhavan be available for your mee�ngs? Opportuni�es could be

endless. You just need to look for them and grab them as and when they are

presented. Make a beau�ful presenta�on on a chart paper and display

your Dream Mapping findings in your mee�ngs space. It will

surely inspire and guide the Bal Sabha.

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Bal Panchayat

Bal Panchayat is the elected body of the Bal Sabha. Officer bearers to the Bal Panchayat are nominated by vote or any other democra�c process. The age of members is ideally between 12-18 years. Bal Panchayat is accountable to the Bal Sabha.

Generally, a Bal Panchayat will have president, vice-president and secretary. There are various Commi�ees which work on health, nutri�on, educa�on, WASH, environment, cultural ac�vi�es, protec�on, sports, etc. Each office bearer holds a post for a year. In most models of the Bal Panchayats, there is a 50% seat sharing between girls and boys. The Bal Panchayat gives voice to children's rights. Children are the cons�tuency of the Bal Panchayat and its officeholders. If actualized, the Bal Panchayat is 'governance of, by and for children'.

Bal Panchayat works for the be�erment of its members. The members are engaged in a healthy exchange of ideas and opinions. They ask ques�ons about their rights, fight social evils such as child marriage; work for birth registra�on, tree planta�on and campaign against children's addic�on to tobacco, and wage war against social menace like child labour, among other ac�vi�es.

The objec�ves of Bal Panchayats are

Ÿ Ensuring children's par�cipa�on in decision-making spacesŸ Ensuring children's voices are heard and acted uponŸ Ensuring children's issues come into the focus of community development Ÿ Enhancing children-led bodies that carry out child-led processes with adult facilita�on and

support Ÿ Crea�ng spaces for all children to come together, share, learn and develop their capaci�es

and talentsŸ Ensure that the most vulnerable children are specially cared for and protectedŸ Learn governance processes and par�cipate in the same

BAL PANCHAYAT

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The Bal Panchayat of Kasarvadi

Here is an example of how par�cipa�on by children in the school enrolment process brought about a consensus in the village about educa�on, making both parents and the Panchayat take ac�on.

In the village of Kasarvadi in Parbhani district of Maharashtra, the president of the Bal Panchayat, Nandu shares the story of how the Bal Panchayat managed to send close to 35 children back to school.

The Bal Panchayat members went from house to house, and spoke to parents about the importance of educa�on. Seeing the way children passionately spoke about the right to educa�on of every child, including the poorest, many parents overcame their reluctance. Almost all the parents agreed to send their children, and re-enrolled them in school.

The Panchayat too was suppor�ve. One of the first tasks they undertook was to re-build the broken school boundary wall. Today the village has an ac�ve school management commi�ee that works on educa�onal issues for all children.

How can we set up a Bal Panchayat?Make sure your model of Bal Panchayat is similar to the structure of the Gram Panchayat Working Commi�ees. Coordina�on between Bal Panchayat and Gram Panchayat can be smooth if both have similar structures. It will help especially during the planning process. Then, the Bal Panchayat can give focused inputs to the Gram Panchayat. The Bal Sabha, Bal Panchayat and each of the sub-commi�ees should have norms for func�oning. These norms should be wri�en by children themselves.

When children work with adults, they will also learn the methodology of working in a Panchayat. When you grow up to be adults, this knowledge will help you become proac�ve members of the Gram Panchayat. Informed, aware and ac�ve ci�zens are the founda�on of a well-func�oning Gram Panchayat.

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What are the du�es of the Bal Panchayat?

Like the Gram Panchayat, the Bal Panchayat too has du�es. Some of the du�es of the Bal Panchayat include:

Meet regularly to assess their work. Bal Sabha members can ques�on, assess, and place their demands and sugges�ons before the Bal Panchayat.

Promote various clubs in the Bal Sabha so that all children are part of groups

Ensure democra�c func�oning in the Bal Sabha, especially in the sub-groups for Health, Educa�on, Nutri�on, Sanita�on, Child Rights etc.

Take up work in schools. It should support the Gram Panchayat to iden�fy issues faced by children in schools.

With the help of the Bal Sabha iden�fy children who are not enrolled in school, or have dropped out, those who migrate frequently thus affec�ng their educa�on.

Iden�fy issues in schools like lack of clean toilets, infrastructure, playgrounds and corporal punishment, among others. They should bring such issues to the no�ce of the Gram Panchayat.

Work on issues of child marriage, trafficking of children, abuse and neglect of children, problems faced by working children.

Work with Bal Sabha to raise issues in the Gram Sabha and in other community mee�ngs

Work with Commi�ees in the Gram Panchayat like the Village Health, Nutri�on and Sanita�on Commi�ee and School Management Commi�ee.

Conduct periodic mee�ngs with the Gram Panchayat to share their issues and concerns.

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Interested to set up a Bal Panchayat in your village?

(Also refer the chart on pages 55-56 �tled "Steps for working on Governance”)

Ÿ Begin with a small group. As more interested members join in, form the Bal Sabha with all the children in the village.

Ÿ The first group can be formed by the adolescents (boys and girls) who are a part of the Anganwadi Groups. Ask your Anganwadi Worker, Village Facilitator to support you in this process.

Ÿ Share this idea with the elders in your village including Panchayat members, school teachers and other interested people who support children. They may be able to guide and support you in this process.

Ÿ If you have heard of a Bal Panchayat in one of the neighboring village, invite them over for a discussion with the group members. They can give you helpful �ps.

Ÿ Read this book. Carry out the ac�vi�es with your group. Maintain your story-telling so that you have a good range of posi�ve stories to share.

Ÿ When you finish reading this book and complete all ac�vi�es, it's �me for you to start the Bal Panchayat elec�on process. Invite all Bal Sabha members for an elec�on and elect your office bearers.

Ÿ Support the Bal Panchayat members as they carry out their du�es. Make sure to write your own Bal Sabha Cons�tu�on. This will surely guide you through rough �mes.

Ÿ Make sure you have a caring and suppor�ve adult like the Prerika, school teacher, Anganwadi Worker or Panchayat members to guide you through the process.

Keep reading, keep yourself informed and be alert about the issues facing children in the village, and take up one issue at a �me to tackle.

Like you did for the Bal Sabha, it will be helpful to carry out a dream mapping of the Bal Panchayat as well. Here is an exercise that will help Bal Panchayat members map their dreams:

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Communication ActivityDream Mapping of the Bal Panchayat

Discuss the ac�on plan and follow-upOnce the map is laid out, plans and �melines can be devised based on it. Create a schedule of mee�ng; appoint teammates to organise space for mee�ng; create a commi�ee to send reminders to all; and invite Panchayat members for discussion, debate or guidance to significantly improve the Bal Panchayat and it’s func�oning. The dream-map should be displayed in an accessible place and referred to throughout the course of the ac�on. Importantly, thank all the par�cipants for their �me and ac�ve involvement. And commit to work on the plans evolved together.

Discuss the PRESENT SITUATION related to the Bal Panchayat with your group.Ÿ Is your Bal Panchayat (BP) an

informal group of ch i ldren mee�ng occasionally, or is it a formally recognized group?

Ÿ Is it representa�ve of all the children in the village? Or is it just a group that meets because the Village Facilitator/teacher told them to?

Ÿ Is the BP aware of its role? Does it hold elec�ons and have office-bearers? How o�en does the BP meet?

Ÿ List down/ draw the present situa�on as a group.

Discuss your DREAMS about the future of your groupŸ Will there be an increase in membership?Ÿ What will be the role of the BP in the Gram

Panchayat? Ÿ Will your group ac�vely par�cipate in local

Panchayat mee�ngs?Ÿ Do you see yourself promo�ng your group's

ac�vi�es in neighbouring villages? Ÿ What about the child rights issues in your

village? Ÿ List down all the dreams brought forth by

the group. Sort and combine similar sounding dreams/ views. Take help of the Village Facilitator to write/draw your BP's dreams while ensuring that everyone's voice is represented.

Discuss the THREATS AND OPPORTUNITIES for your groupŸ Go through the current situa�on points, as well as the dreams of the group.

Discuss the problems of the present situa�on and their causes. Ÿ What are the ways of realising the dreams? Could there be a �meline? Ÿ What should be the role of the BP members in realising these dreams? Ÿ What are the possible hurdles that can come in the way? Ÿ Who are the people in the village who can help achieve some of the dreams? Ÿ The discussion points should be noted and listed as the "threats" and

"opportuni�es".

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Registra�on of Birth • Conduct wide publicity for 100% birth and death registra�on.

• Carry out special drive for birth registra�on of tribal and migrant communi�es se�led in far flung areas.

Immuniza�on • Support the regular process of immuniza�on in the village

• Be part of awareness campaigns, house visits and follow-ups.

• As part of school health ac�vi�es, immuniza�on status of school children could be monitored.

• Help the Panchayat to find out the health status of migra�ng families and children.

Preven�on of accidents • Check availability of first-aid boxes in schools.and injuries among children • Maintain barrier free public spaces for children.

Check for rusted, dilapidated playing structures in the playground.

• Raise awareness to prevent children below the age of 18 from driving motorized vehicles.

Safe drinking water, • Encourage washing of hands with soap before sanita�on and hygiene mid-day meal in schools and Anganwadis. • Monitor: Map the availability of child friendly and

girl-friendly toilets and drinking water facility in school, , Anganwadi etc. Check status at PHCmarket places, bus stands, and other mass congrega�on places for child/girl-friendly public toilets. What are the op�ons for the differently-abled?

• Monitor: Find the number of households with

RIGHT TO SURVIVALRight to survival means that every child enjoys full access to all the basic, essen�al condi�ons that are needed to be born and to live life to its full poten�al. Here are some of the things that we can do to check if the right to survival of all children in our village is ensured.

ENSURING CHILD RIGHTS SUGGESTIVE LIST OF ACTIVITIES

FOR THE BAL PANCHAYAT

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access to safe water, number of households with toilets; number of drinking water sources and distance from sep�c tanks.

• Promote in-house and school-based waste disposal system like compost put, bio-gas and vermi-compost.

Zero discrimina�on • Demand for provision of separate func�onal against girl child toilets for girls in all schools through a c ampaign • Ensure availability of sanitary napkins in all high

schools and higher secondary schools • Hold peer support group discussions to halt

dropout of girls. Bring the issue to the no�ce of the Gram Sabha

• Ensure that incen�ves for poor girl students like scholarships, computer, and bicycle are received.

• Form an ac�ve adolescent girls clubs promo�ng leadership skills among girls.

RIGHT TO DEVELOPMENTHere are some of the key indicators to ensure the right to development.

Early childhood care facili�esChild friendly infrastructure

Access to clean and nutri�ous foodAccess to healthcare services

Quality educa�on for all.

Early childhood care-facili�es • Monitor all child day care centres, Anganwadis, crèches, Balwadis for child friendly infrastructure, environment and care within your village.

• Create a checklist of all the facili�es that children should have within Anganwadi and cross-check it with available facili�es in your village.

• Check if all eligible children in the village, including the migrant workers, transient workers, the communi�es living in padas, and beyond have access to and are regularly a�ending the Anganwadi and school.

• Check regularity of Take-Home Ra�on/ Nutri�onal Supplements for children, pregnant and lacta�ng women.

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• Immediately report any household to the Anganwadi Worker or Health Centre, where a child is going hungry due to malnourishment, poverty or ill-health.

• Check the status of enrolment of children with special needs. Follow-up with the Panchayat on the issue.

Child Friendly infrastructure • Monitor the construc�on of the various infrastructure are as per standards - classrooms, kitchen, lab, playgrounds. Are they inclusive? Do they consider the needs of the differently abled?

• Where is the Anganwadi situated? Is it close to the pockets of poverty or Adivasi hamlets?

• Barrier-free school plan – Evaluate all physical barriers in the school building and hazards in the environment.

• What are the disabled-friendly infrastructure in the school

• Check the status of soak pits and toilets, cleanliness and availability of water. Are there open drains or borewells? Keep an eye out for deep pits on the roads. Inform the Panchayat of all these dangers to children's safety and follow-up.

Access to clean and • Monitor the status of the mid-day meal.nutri�ous food • Do children have access to clean, piped, drinking

water? Or do they have to cross a busy road to access water from a hand pump?

• Where are the dry grains stored in the Anganwadi? Is it a clean space or is there a risk of rat-infesta�on? What about the areas where cooked food is kept? Is it kept covered, on a raised pla�orm or close to the sink, and uncovered? What about the drainage from the wash area?

• Support the se�ng up of a kitchen garden in the local school and Anganwadi.

Genera�ng zero waste • With the help of your teachers, Village Facilitator , start a waste segrega�on programme in your school. Deposit all wet wastes generated a�er meals in a compos�ng pit.

• Sort all plas�c wastes and seek help of the Panchayat for its safe disposal.

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• Nutri�on garden program: Does the school have / or can it promote a green ini�a�ve/ school nutri�on garden? Perhaps the Bal-Panchayat can take a lead in crea�ng a small garden. Use the compost from your segregated waste as fer�lizer for your school garden.

• Ensure that every student gets to par�cipate in various stages of the “zero-waste” management programme.

• Take it beyond your school. Once you get to understand the working of compos�ng and zero waste management, take it to the community. Share your knowledge. Make it a community effort, and keep your village clean.

Access to healthcare • Create a checklist of all the facili�es that children should have within a clinic or a hospital. Talk to your local doctors, ANMs or your teachers for informa�on.

• Map all the local clinics, dispensaries, PHCs and other health facili�es in your village against this checklist.

• Share the results with the Panchayat and the community and suggest changes that the Bal Panchayat feels should be implemented.

• Be part of the school health programme and ensure that every child receives health care services when needed.

• Map the distance to the Zilla Parishad hospital or the nearest hospitals for emergencies. How accessible is i t? What are the means of transporta�on available to reach the hospital? Are ambulance services available?

• Check the status of health and access to healthcare of children with special needs. Follow-up with the Panchayat on the issue.

Access to quality educa�on • Create a checklist of all the facili�es that children should have within a school. Include teachers and parents to know their views as well.

• Crosscheck the available facili�es in your village against this checklist. What is one great feature

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that already exists in your school? What needs improvement?

• Share the results with the Panchayat and School Management Commi�ee. Suggest changes that the Bal Panchayat feels should be implemented.

• Be part of the school programmes to ensure enrolment of every child of the village. Talk to children and families of dropouts and workout ways to get them back to school. Include children with special educa�on needs.

• Map the distance to the hostels, pre-matric hostels and ashram-shalas in your area. Be part of a Panchayat-led social audit of the hostels.

• Create spaces and pla�orms to learn and displays local art, cra�s and art forms in schools.

RIGHT TO PROTECTIONThe right to protec�on ensures that all children are protected, especially those in conflict with law, and of those children in need of care and protec�on. Here are some of the key ways and means to ensure the right to protec�on.

Know your rights • Read up, ask, and share.How can we create a • Conduct mee�ngs with the Police for anChild Friendly Police Sta�on? orienta�on on making police sta�ons hild riendlyc -f

Understand the issues • Monitor the status of children in children's homes/related to children in special homesconflict with law • Rehabilita�on and inclusion of children and

con�nua�on of educa�on Preven�on of • Iden�fy types of abuse and vulnerable children -child abuse in those in need of ins�tu�onal, foster or alterna�veall se�ngs family care • Awareness genera�on, material, talk about it; IEC

bring out the conversa�on in the public domain. Elimina�on of child labour • Iden�fy and list all the various tasks that children

perform-paid and unpaid. Include migrant children, out-of-school children, girls who have dropped out of school, and take into account all work that is done both inside and outside the house.

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• Discuss and find out what are considered child labour among them.

• Discuss the issue of child labour on a larger forum - with parents, teachers and Panchayat members.

Crime mapping • Iden�fy the crimes/violence against children. Separate them as physical, emo�onal, and verbal. Are there any other forms too?

• Map all the unsafe areas in your village where crime takes place. If corporal punishment exists in your school, then it is an unsafe space. If girls are teased at the public bus stop, then that's an unsafe space too.

RIGHT TO PARTICIPATION

1. Ensure that Bal Sabha meets at the scheduled �me every month2. Ensure that Bal Sabha members speak at the Gram Sabhas 3. Ensure that Bal Panchayat members meet Gram Panchayat members and

Working Commi�ees regularly.4. Demand for children's par�cipa�on in the planning process5. Bal Panchayat members should hold mee�ngs with Bal Sabha sub-groups to

gather their inputs before mee�ngs with Gram Panchayat6. Volunteer for community events like VHND, immuniza�on, health camps etc.

This will build your confidence and informa�on for working on community issues.

7. Support Gram Panchayat in mobilizing community for Gram Sabha and other such key events

8. Report child rights viola�ons to the Gram Panchayat in wri�ng. 9. Write le�ers to departments, commi�ee and other child rights bodies to inform

them about your work10. Report vulnerable children to the Child Protec�on Commi�ee and suggest a list

of measures that they can take to help the children 11. Join in child audit processes carried out by the Working Commi�ees of the Gram

Panchayat12. Support the AWC, school and health centre in their programmes. 13. Prepare a score card for the Child Friendly Panchayat with help from your Village

Facilitator. A score card is basically a report card of how well your Panchayat is working on child rights. You can share it with your Gram Panchayat members or the Working Commi�ee.

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Indicators Status Bal Panchayat Progress recommenda�onsFunc�onal toilets Toilets available, but Arrange for with running water with no running water overhead water tank Separate toilets Not available Construct separate for girls toilets or demarcate exis�ng toilets for boys and girls Availability of Not available. Ensure availability sanitary napkins of sanitary napkins through teachers or through vending machines Safe drinking water Available But ensure regular resource water tes�ng Availability of Available, but no First-aid kit to first-aid boxes medicine for burns be replenished regularly.

Here is an example of a score card for school. You can develop similar score cards for Anganwadi, health centre, for working children, for children with disabili�es, for school dropouts etc.

Score Card for School

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THE UNITED NATIONS CONVENTION ON THE RIGHTS OF THE CHILD

Ar�cle 1Everyone under 18 years of age has all the r ights in this Conven�on.

Ar�cle 5Governments should respect the rights and responsibil i�es of families to direct and guide their children so that, as they grow, they learn to use their rights properly.

Ar�cle 2T h e C o n v e n � o n applies to everyone, whatever their race, rel igion, abil i�es; whatever they think or say, whatever type of family they come from. All children have the right to life. Governments should ensure that children survive and develop healthily.

Ar�cle 6All children have the r i g h t t o l i f e . Governments should ensure that children survive and develop healthily.

Ar�cle 3A l l o rga n i za � o n s c o n c e r n e d w i t h children should work towards what is best for each child.

Ar�cle 7All children have the r ight to a legal ly registered name, and na�onality. Also the right to know and, as far as possible, to be cared for by their parents.

Ar�cle 4Governments should make these rights available to children.

Ar�cle 8Governments should respect children's right to a name, a na�onality and family �es.

Ar�cle 9Children should not be separated from their parents unless it is for their own good. For example, i f a parent is mistrea�ng or neglec�ng a child. C h i l d r e n w h o s e p a r e n t s h a v e separated have the r i g h t t o s t a y i n contact with both parents, unless this might hurt the child.

Ar�cle 10Families who live in different countries should be allowed to move between those countr ies so that parents and children can stay in contact, or get back together as a family.

Ar�cle 11Governments should take steps to stop children being taken out of the i r own country illegally.

Ar�cle 12Children have the right to say what they think should happen, w h e n a d u l t s a r e making dec is ions that affect them, and to have their opinions taken into account.

ANNEXURE

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Ar�cle 17Children have the right to reliable informa�on from the mass media. Television, radio, and newspapers should provide informa�on that children can understand, and should not promote materials that could harm children.

Ar�cle 18Both parents share responsibility for bringing up their children, and should always consider what is best for each child. Governments should help parents by providing services to support them, especially if both parents work.

Ar�cle 19Governments should ensure that children are properly cared for, and protect them from violence, abuse and neglect by their parents, or anyone else who looks a�er them.

Ar�cle 20Children who cannot be looked a�er by their own family must be looked a�er properly, by people who respect their religion, culture and language.

Ar�cle 21When children are adopted the first concern must be what is best for them. The same rules should apply whether the children are adopted in the country where they were born, or if they are taken to live in another country

Ar�cle 22Children who come into a country as refugees should have the same rights as children born in that country.

Ar�cle 23Children who have any kind of disability should have special care and support, so that they can lead full and independent lives.

Ar�cle 24Children have the right to good quality health care, to clean water, nutri�ous food, and a clean environment, so that they will stay healthy. Rich countries should help poorer countries achieve this.

Ar�cle 13Children have the right to get and to share informa�on, as long as the informa�on is not damaging to them or to others.

Ar�cle 14Children have the right to think and believe what they want, and to prac�ce their religion, as long as they are not stopping other people from enjoying their rights. Parents should guide their children on these ma�ers.

Ar�cle 15Children have the right to meet together and to join groups and organiza�ons, as long as this does not stop other people from enjoying their rights.

Ar�cle 16Children have a right to privacy. The law should protect them from a�acks against their way of life, their good name, their families and their homes.

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Ar�cle 25Children, who are looked a�er by their local authority, rather than their parents, should have their situa�on reviewed regularly.

Ar�cle 29Educa�on should develop each child's personality and talents to the full. It should encourage children to respect their parents, and their own and other cultures.

Ar�cle 33The Government should provide ways of protec�ng children from dangerous drugs.

Ar�cle 37Children who break the law should not be treated cruelly. They should not be put in prison with adults & should be able to keep in touch with their families.

Ar�cle 26The Government should provide extra money for the children of families in need.

Ar�cle 30Children have a right to learn and use the language and customs of their families, whether these are shared by the majority of people in the country or not.

Ar�cle 34The Government should protect children from sexual abuse.

Ar�cle 38Governments should not allow children under 16 to join the army. Children in war zones should receive special protec�on.

Ar�cle 27Children have a right to a standard of living that is good enough to meet their physical and mental needs. The Government should help families who cannot afford to provide this.

Ar�cle 31All children have a right to relax and play, and to join in a wide range of ac�vi�es.

Ar�cle 35The Government should make sure that children are not abducted or sold

Ar�cle 39Children who have been neglected or abused should receive special help to restore their self-respect.

Ar�cle 28Children have a right to an educa�on. Discipline in schools should respect children's human dignity. Primary educa�on should be free. Wealthy countries should help poorer countries achieve this.

Ar�cle 32The Government should protect children from work that is dangerous, or might harm their health or their educa�on.

Ar�cle 36Children should be protected from any ac�vi�es that could harm their development.

Ar�cle 40Children who are accused of breaking the law should receive legal help. Prison sentences for children should only be used for the most serious offences.

Ar�cle 41If the laws of a par�cular country protect children be�er than the ar�cles of the Conven�on, then those laws should stay.

Ar�cle 42The Government should make the Conven�on known to parents and children.

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An Activity Book for Children

We, the ChildrenThe Making of a Child Friendly PanchayatDepartment of Rural

Development and Panchaya� RajGovernment of Maharashtra

for every child

Maharashtra State Commission for Protec�on of Child Rights

UNICEF State Office for Maharashtra