A N N E X U R E S

A N N E X U R E S

Annexure 1.1: Ranking of Best Practices

Table 1.1: Ranking based on Impact, n Increase in decision making
Documentation, Maturity n Increased access and control over resources
n Access to gender justice
Step 1: Please list all your practices. Then please rank all
n Access to education (formal and non formal education, life
practices from top 1 to bottom 20 using the 3 criteria
skills)
explained below. Pick the top 5 based on how effective
the practice is in meeting its own specific objectives. Need for Systematic Documentation: The practice has not
been extensively documented already and needs to be
Step 2: Please enter the top 5 practices in Table 1 and rank the
documented for the purposes of learning, advocacy, expansion,
top 3 using the following 3 criteria:
and for raising funds.
Impact/Results means strong impact of the practice on gender
A Working Model: The practice is a working model being
equality and/or women's empowerment, or education for the
implemented beyond the trial and error (pilot) phase, that state
empowerment and includes the following types of impact:
level guidelines/training material exists, and the practice has
n Increased mobility
reached a certain level of maturity.

Table 1.1: Ranking Based on Impact, Documentation, Maturity

Practices (List) Impact on Women’s empowerment and education Rank Documentation Working Model Average Rank
Mobility Decision Resources Gender Access
Making justice to education
(formal and non
formal education,
life skills)
1
2
3
4
5

Table 1.2: Ranking of Best Practices based on Effective Implementation Across Districts

Please list all districts where your practices are being *Effective Implementation or Working Model
implemented. Then using the criteria of effective implementation The practice is a working model being implemented beyond the
(see * below) please rank each district on a scale of 1-5 where trial and error (pilot) phase, that state level guidelines/training
1 = Excellent implementation, material exists, and the practice has reached a certain level of
2 = Very Good implementation, maturity.
3 =Good implementation,
4 = Average implementation and This exercise will tell us in which district the practice is being
5 = Okay implementation implemented more effectively. You will also need to tell us WHY it
is more effective or less effective in the different districts.
All MS Districts Practice 1 Practice 2 Practice 3
1.
2.

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Annexure 1.2: Conceptual Framework and Main Research Questions
n What was the impact on women's and girls' empowerment and
enjoyment of their rights?
n How was this impact achieved?
- What were the external enabling factors?
- What were the external barriers and how were they faced?
- What were the internal (MS) strengths and weaknesses in the
implementation?
n What are the lessons learned to facilitate expansion and
mainstreaming of this practice?
Question 1: Categories of Possible Types of Impact1
A. Categories related to broad range of human rights
n Awareness of and commitment to women's and girls' human rights
(political, civil, social, economic, cultural, CEDAW framework)
n Increased ability to mobilize, to demand fulfillment of human rights
n Increased support for women's/girls' rights from stakeholders in
women's/girls' immediate environment
n Increased access to systems of gender justice and legal solutions to
remedy violations of children's and women's right
B. Categories of impact related to specific human rights
n Increased ability to address traditional harmful practices (e.g. child
marriage, Devadasi)
n Increased access to formal education
n Increased access to informal (literacy and life skills) education
n Increased political and community participation, including access to
elected office and engagement in accountability mechanisms with
government agencies and institutions
n Increased ability to engage in economic activities (employment,
access to financial services, small enterprises)
n Increased access to and control over resources (including public
programs and services, property and financial assets)
n Increased access to all needed health education and resources
(including sexual and reproductive health)
n Strength of women to fight violence in the home and community
n Strength of women to fight sexual harassment in school, community,
workplace (verbal and physical)
n Increased capacity to form and join supportive gender-sensitized
social groups (sanghas, kishori groups, MSK or KGBV students)
n Sharing of roles and responsibilities between men and women
n Autonomy
n Redistribution of power between women and men
n Results related to successful integration of the spirit of MS
n Increased mobility outside the home and/or community
n Increased ability to engage in situation analysis, critical thinking,
planning and group problem solving and decision-making
n Self-confidence and ability to speak up in public settings
n Increased decision-making power in the family, including
reproductive choice
n The link between literacy and empowerment (Education is key to
equality)
Question 2: How was this impact achieved?
2A What enabled these positive results? These are the possible
categories of internal strengths and external enabling factors.
n Effective features of the implementation processes (major question)
n Building blocks of MS program: (sangha formation, federation)
n Complementary or linked practices/programs of Mahila Samakhya
(Nari Adalat, KGBV, MSK, Kishori Sangha, etc.)
1 Any specific practice case study might concentrate on the categories it can be expected logicallyto affect.
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n Government policies that promote and fulfil women's and girls'
rights
n Complementary or linked programs of other agencies: (e.g. micro-
finance sanghas, gender education by others, government
programs to favour the girl child, etc.)
n Support from stakeholders in the women's/girls' immediate
environment, etc.
n Inclusiveness of the very marginalized in the practice in terms of
social categories (important for the 11th plan)
n If some villages/locales have better results than others, what
accounts for the better results?
n Were there any unexpected positive or negative results?
n Are there supportive examples that illustrate the potential impact of
the practice?
2B What were the external barriers and how were they faced?
n What were the barriers/ difficulties/ challenges faced by the
program?
n What effective solutions were found for these?
n What is the context of the state (social and political aspects)?
n What is the specific political context for the practice (e.g. Organic
farming is the need of the hour for Harithamithram in Kerala)
2C What were the internal (MS) strengths and weaknesses in the
implementation?
n How do the organizational structures and processes of the MS
program contribute to the practice? (logistics, capacity building,
planning, supervision, monitoring, evaluation)
n Are there organizational structures or processes in the MS program
that should be improved to enhance the practice?
n Whether additional resources are needed to run the programme
effectively?
n To what extent is the “spirit of MS” evident in the implementation of
the practice?
- Capacity Building in critical thinking and problem solving where
focus should be women's capacity to analyse their own problems
and bring about changes
- Focus on women's/girls' rights, autonomy and empowerment
- Women's own existing knowledge
- Collective strength among women and girls
- Participatory, non hierarchical, transparent, democratic processes
- Focus on women's proactive citizenship, mobilization and
accountability
n How well were capacity-building and awareness-raising methods
implemented? Possible categories for analysis:
a) Pedagogy - open-ended, raising questions, cultural adaptation
b) IEC materials - structured to stimulate discussion and critical
thinking
c) Quality of training of MS staff and participants
d) Participation
e) MS's USP is a wider definition of education
Question 3: What are the lessons learned to
facilitate expansion and mainstreaming of this
practice?
n What informal or formal (relationships, links, partnerships) have
facilitated the achievements of the practice? (government, NGO,
university, police, health clinics). What are the lessons learnt about
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how best to conduct these informal or formal needed to enable others to replicate this practice?
relationships/programmes? n What is the potential for mainstreaming this practice (or some
n What new opportunities for informal or formal (relationships, links, elements of the practice) into other programs or agencies?
partnerships) will improve results? n What lessons have been learned about how best to operate the
n What additional materials, guidance, or other resources would be program?

Annexure 1.3: Total Number of Respondents By Practice and State

States covered Practices studied per State Number of internal Number of external Number of participants
stakeholders stakeholders
Andhra Pradesh Federation 45 12 79
Bala Sangham 9 29
Assam Adult Literacy Programme 27 21 66
Data Exhibition 3 48
Kishori Mancha 5 28
Bihar Mahila Shikshan Kendra 74 7 74
Jagjagi Kendra 37
Federation 5 60
Gujarat Nari Adalat 61 2 36
Jharkhand Mahila Shikshan Kendra 23 4 30
Federation 4 41
Karnataka Nari Adalat 43 5 38
Kerala Mahila Shikshan Kendra 1
Uttarakhand Panchayat Literacy Programme 26 22 49
Adult Literacy Programme 2 22
Uttar Pradesh Kasturba Gandhi Balika Vidyalaya 34 5 21
Nari Adalat 9 48
Total 334 115 706

Annexure 1.4: Strategies Broadly Used by MS

Consciousness-raising is the process of increasing awareness about an problems and serving in a voluntary capacity on local governing boards
idea, usually through consideration of individual experiences to better such as school or zoning boards.4
understand a larger social or political reality. Consciousness refers to
Citizen participation embodies the idea that citizens can help
subjective awareness and the experience of knowledge. By raising
themselves; that they can articulate their own needs and find the solutions
consciousness, one elevates the importance of that knowledge, bringing
to address them; that they can be active participants rather than mere
to the surface issues that were previously ignored.2
recipients of development processes; that development works better for
Institution building is the creation of governance capacities. It entails them if done “bottom-up” rather than from the “top-down”. 5
the dismantling and reformation of old organizations and institutions -
Social mobilization is defined as a process that engages and motivates
legal, administrative, economic as well as social - the improvement of
a wide range of partners and allies at national and local levels to raise
efficiency and effectiveness of existing institutions, the restoration of
awareness of and demand for a particular development objective through
destroyed institutions and the enhancement of authorities'
face-to-face dialogue. Members of institutions, community networks, civic
professionalism.3
and religious groups and others work in a coordinated way to reach
Political participation is defined as 'activity that has the intent or effect of specific groups of people for dialogue with planned messages. In other
influencing public action, either directly by influencing the making of public words, social mobilization seeks to facilitate change through a range of
policy, or indirectly by influencing the selection of political decision players engaged in inter-related and complementary efforts.6
makers' (1995:38). This definition includes voting, campaigning for a party
Advocacy is the act of supporting or arguing in favour of a cause, policy
or supporting party work through other means (e.g. policy development,
or idea. It is undertaking to influence public opinion and societal attitudes
membership drives), contacting policy makers directly by writing or
or to bring about changes in government, community or institutional
telephone, protest activities, getting involved in organizations that take a
policies.7
stand in politics, taking part in informal efforts to solve community

2 Linda Napikoski, Feminism Definition: Consciousness-Raising,
http://womenshistory.about.com/od/feminism/a/consciousness_raising_definition.html
3 Conflict Management Toolkit, The Paul H Nitze School of Advanced International Studies, John
Hopkins University, http://www.sais-jhu.edu/cmtoolkit/approaches/statebuilding/institution-
building.htm
4 Anne Marie Goetz (2003), Women's education and political participation, UNESCO,
http://unesdoc.unesco.org/images/0014/001467/146770e.pdf
5 www.ids.ac.uk/logolink/resources/downloads/.../Section1.doc
6 http://www.unicef.org/cbsc/index_42347.html
7 Can the Human Development Report be an Advocacy Tool? Oxford, UK, September, 2006,
http://hdr.undp.org/en/media/Sanjines%20Advocacy%20Strategies.pdf

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Annexure 2.1: Parameters indicating Annexure 3.1: Status of Adult Literacy

strength of the samooh in Bihar in Assam (2005-2010)8
1. Able to hold meetings at the appointed place, on the right day and
Adult Literacy 2010 2009 2008 2007 2006 2005 Total
time with at least 80% of their membership present
(Jagrity Kendra)
2. Able to determine the agenda of every meeting and ensure that all
Total number 2,189 1,934 1,370 1,210 1,019 767 8,489
those present participate Jagrity Kendras
3. Enter the main decisions in the Minutes book and ensure that all those Total literacy camps 774 738 633 491 419 301 3,356
attending the meeting sign the minutes
Number of women 16,292 15,186 8,686 7,434 7,577 5,214 60,389
4. All the samooh members are able to sign their names and 80% Trained in literacy
members are reasonably literate Programs (Jagrity
Kendras)
5. Ensure that all the village children in the 6-11 age group are enrolled
in school and the samooh plays a role in ensuring retention Total literates through 24,335 22,372 21,575 16,529 12,474 9,481 1,06,766
Literacy camps
6. Samooh participates in the management and running of educational
centres like Jagjagi and Bal Jagjagi centres and any others
7. Has information regarding meetings of Bal Chaman, Kishori Sanghs
and Village Education Committees and provides support to them
Annexure 6.1: Guidelines and
8. The samooh buys learning materials and other resources for Jagjagi Processes Outlined for Decentralised
and Bal Jagjagi centres and oversees their use and storage Planning: Planning Commission of
9. Protest violence against women and girls and also resolve matters
arising from such violence
India
10. Resist cultural practices like marriage of minors, discrimination against 1. Data management and district level visioning
girls, superstitious practices, and witch hunting, that weaken/demean - Identification of lead sectors
girls and women 2. Preparation of stock taking of information (present the data in
11. Have strong knowledge of laws relating to girls and women and also visual and spatial form)
seek legal support - Stock taking document
12. Focus on personal and environmental cleanliness and hygiene - 5 years vision document
13. All members should know about the health sub-centre, be able to - 15 years vision document
access it and get all the services
3. Institutional and Other Support for District Planning Committees
14. Members should be saving regularly and all women should know the
- Capacity building of PRIs and municipalities
status of their money
- Sharing vision documents with stakeholders (local bodies, line
15. Most women of the group should be having regular transactions with departments and Gram Sabhas)
the revolving fund of the group
4. Envisioning and perspective planning exercise
16. All members should be involved in building and maintaining the
5. Financial resource mapping and determination of budget
meeting hall of the samooh/Mahila Kutir
envelopes
17. Members should have information about government and non
6. Participatory rural planning
government organisations and be able to access their services and
7. Participatory urban planning
facilities
8. Consolidation of urban and rural plans
18. Members should know about the panchayat system, be able to
participate and make the most of it 9. Concurrent monitoring and Social Audit
Source: Manual for Integrated District Planning, Planning Commission of India, New
19. The samooh must strongly believe in and practise collective decision
Delhi, 2008.
making
20. They should know about federations promoted by MS and join them
Source: Bihar Mahila Samakhya Society

8 Physical Progress Data Sheet: AMSS

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