EMPOWERING ADOLESCENTS

Through Education
 EMPOWERING ADOLESCENTS
Through Education

Introduction (Ramachandran, 2004). Enrolment of girls from marginalised

communities, by itself is a challenge, which is further

D
iscrimination against the girl child begins even before she compounded by the phenomenon of dropping out, especially in
is born. Rampant female foeticide resulting in skewed sex the higher grades. Inaccessibility, financial constraints of the
ratio in some parts of the country leads to trafficking of families, sibling-care, engagement in economic activities to
young girls from other regions. Gender based oppression begins supplement family income, and difficult and unfamiliar academic
in the family, is reinforced by the community and is often curriculum are some of the causes that often push marginalised
protected by the political and administrative framework of the girls out of school. Traditional social norms and beliefs such as
state. Is it any wonder then, that the girl child finds it difficult to early marriage further keep girls away from education. There is
find her space in the educational system of the country? Social also a concern for the physical and moral safety of the girl child,
exclusion is especially evident in girls from marginalised which does not
communities. The number of out-of-school children decreased permit travel for long
from 1,35,00,000 in 2005 to 81,00,000 in 2009 and the distances to school
Government of India has credited this improvement due to the everyday, especially
NPE and programmes like Mahila Samakhya and the KGBV.1 in areas with high
However, the dropout rates of girls, specially from the crime rates (Sinha,
marginalised sections of society and the rural areas continue to 2006). Adolescent
be abysmal - 9 out of every 10 girls enrolled in school do not girls4 are therefore
complete schooling, and only 1 out of every 100 girls enrolled in structurally and
Class I reaches Class XII in rural areas.2 The Right of Children to culturally excluded
Free and Compulsory Education (RTE) Act, 2009, provides for from the learning
the rights of children between the ages of 6 to14 years, to free opportunities
and compulsory admission, to attendance and to completion of available in the
education. Like most policy debates on girl's education, even this country.
progressive legislation falls into the trap of focussing only on
school systems and thereby correlating age with grade.3 A profile However, reaching
of out-of-school girls shows that most of them are either too old to schools, by itself
join primary school or too young to join adult literacy camps and does not translate
remain content with functional literacy for the rest of their lives into empowerment
for girls. The
pedagogy, language,
images in textbooks,
stereotypical roles
given to girls and
boys, and the perceptions of teachers reinforces patriarchy and
creates boundaries. Consequently, there is a need to re-imagine
education away from its current instruction based, information-
oriented form of rote learning founded on a hierarchical,
patriarchal, and fear based relationship between the teacher and
student. Rather, it should be a process that liberates adolescent
girls from their own internalised oppression. Education, if
understood in a broad sense, essentially involves opening the
minds, enhancing self-esteem and self-confidence, building a
sense of positive self-worth, accessing information and tools of

1 Independent Study commissioned by the Government of India, 3 Primary school teaching in India consists of 12 grade (classes) levels, where the 1st class
http://www.indiaeducationdiary.in/showlatest.asp?newsid=2522 begins at the age of around six years and continues till 12th class of around 17 years of age.
2 Position paper National Focus Group on Gender Issues in Education, NCERT, 2006 4 Age parameters of adolescents are perceived differently by various policies and programmes.
The Constitution of India considers people up to the age of 14 as children.

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EMPOWERING ADOLESCENTS THROUGH EDUCATION

knowledge and acquiring the ability (the collective strength) to discussions with 57 girls and boys brought to light, the activities
negotiate this unequal and unjust world from a position of and achievements of the collectives. Focus group discussions
strength. Education, seen in this light, goes beyond literacy and were held with 72 MS district and state staff to understand the
schooling.5 genesis, process, mobilisation strategies and monitoring
mechanisms of these practices. A total of 30 external
In the sangha (women's collectives), women had created an stakeholders including SSA coordinators and NGO
alternative collective space where they could share experiences representatives were interviewed for their perspective on the
of discrimination, poverty and violence, critically analyse power usefulness of these practices. Field visits, interviews and focus
structures, raise consciousness of patriarchy and unlearn their group discussions were supplemented by secondary data
own subordination. Excluding adolescent girls from such an analysis of MS reports from all nine states and other literature.
empowering process is an opportunity lost. Thus different
practices were designed to include adolescent girls in the
education for empowerment framework. Mobilised sangha Description of the Practices
women support and sustain these forward-looking innovations
MS has consciously followed a two-pronged strategy to empower
with the dream of a better life for their daughters. Intro2.jpg
adolescents: a residential, curriculum based, learning centre
model, which had the primary aim of mainstreaming drop out and
Methodology 'never-enrolled' girls to school. The Mahila Shikshan Kendras
Five practices were examined across the six states of Andhra and the Kasturba Gandhi Balika Vidyalayas are manifestations of
Pradesh, Assam, Bihar, Jharkhand, Kerala, and Uttar Pradesh, this strategy. Taking this model a step further, MSKs for prisoners
with field visits to ten districts in five of these states. and for sexually abused girls have also evolved, with suitable
(See Table 7.1). modifications to fit the context. The other strategy was to
facilitate the formation of collectives where adolescents get the
States and Districts for Study of MS
Table: 7.1
opportunity to reflect on their life, analyse issues, question the
status quo and even challenge patriarchal norms. The Kishori
Adolescent Initiatives Mancha is a forum for girls while the Bala Sangham is formed by
a group of girls and boys together. In the middle of the spectrum
Practice State District 1 District 2 lies the Jagjagi Kendras which are complementary to both
Bala Sangham Andhra Pradesh Karimnagar Warangal models, where they exist. Jagjagi Kendras follow a curriculum
Jagjagi Kendra Bihar Muzaffarpur Sitamarhi and aim to mainstream drop out girls into school, but at the same
time are deeply rooted in the community where the sangha takes
KGBV Uttar Pradesh Saharanpur Sitapur
the role of running this village institution.
Kishori Mancha Assam Dhubri Goalpara
Mahila Shikshan Bihar Muzaffarpur Sitamarhi The Mahila Shikshan Kendras are residential learning centres
Kendra Jharkhand Ranchi Saraikela

Focus group discussions with teachers provided insights about

the teaching methodology, curriculum and challenges in running
the Mahila Shikshan Kendras (MSKs) and Kasturba Gandhi
Balika Vidyalayas (KGBVs). Interviews with 219 current students
and girls who had completed the course gave a clear indication of
the impact of the practice. Experts on education were invited to
analyse the textbooks and curriculum, and to observe sessions of
the classroom in KGBV to understand how pedagogy6 was
modified to give a gender perspective to the students. The
experts also provided pointers to be observed, in a classroom
scenario in MSKs as well. The research team visited the Central
Jail in Ranchi to understand the functioning of MSKs in jails. In
the case of Kishori Manchas and Bala Sanghams, focus group
MSK girls at Banka District, Bihar

5 Ramachandran, Vimala Literacy and Education, Economic and Political Weekly, 25 November, 6 Pedagogy is the study of being a teacher or the process of teaching. The term generally refers
2006. to strategies of instruction, or a style of instruction. Http://en.wikipedia.org/wiki/Pedagogy

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EMPOWERING ADOLESCENTS THROUGH EDUCATION

for women and girls, mostly above the age of 14, especially for donate some portion of their house to serve as the Jagjagi centre.
those who have never enrolled in schools or for drop outs. The Thus, this 'school' becomes one completely owned by the
MS document states, “In recognition of the extreme dearth of women.
innovative women-centred educational facilities in rural areas,
Mahila Samakhya will try and set up a Mahila Shikshan Kendra
(Women's Education Centre) in each district.” MSKs are
designed based on the “accelerated learning” format, which
enables a child to learn at a fast pace covering several grades in
a short period of 7 to 18 months.7

The success of MSKs in bringing back drop-out and never-

enrolled girls and women into the ambit of regular education has
encouraged the introduction of Kasturba Gandhi Balika
Vidyalayas which are formal residential schools providing
opportunities to women and girls from marginalised and poor
families to continue education up to upper primary level after
completing basic education in MSKs.8 The KGBV scheme was
launched nationwide as a flagship programme under Sarva
Shiksha Abhiyan (SSA) in 2004. According to SSA guidelines Jagjagi Kendra girls at centre in Banka District, Bihar
“the scheme will be implemented by State Governments through
“An offshoot of Mahila Sangha, the Kishori Mancha is a cadre of
the Mahila Samakhya (MS) Society in MS states and through the
second-generation change agents, positioned at the middle with
SSA society in case of the other states.” 9 Special KGBV schools
its arms towards women on the one side and children on the
for girls from minority communities are set up in areas where the
other” 11 During sangha meetings daughters often accompanied
demographic structure comprises more than 50 percent of
their mothers and would discuss issues with them. Sangha
population belonging to minority communities. MS adheres to the
women while analysing the causes for their deprivation, attribute
enrolment guidelines of KGBV as formulated by SSA. Mahila
early marriage, as the primary reason for various physical and
Samakhya in Uttar Pradesh (UP) started its first KGBV on 15th
mental problems they faced in later years. To ensure that their
August, 2006. At present out of a total number of 454 KGBVs
daughters do not go through the same difficulties that they
functioning in the state, 33 are run by MS. There are four KGBVs
themselves had undergone, they recognized the need for a forum
with 50 learners, while the remaining KGBVs run by MS have 100
to raise consciousness among their daughters. So the Kishori
learners each. There are about eleven KGBVs that are meant for
Mancha emerged as a platform where young girls could voice
girls from the Muslim minority. Recently, MS has started KGBVs
their concerns and become aware of their rights. In a Kishori
in urban areas of Deoband, Balrampur and Bulandshahar mainly
Mancha, young girls (Kishoris) from all sections including drop out
to cater to Muslim girls.
girls, college girls, and domestic labourers attend the meetings
and share their problems with each other.
Jagjagi Kendras (JJK), set up around the same time in Bihar as
non-residential learning centres located at the village level, and
Bala Sanghams were born in 2001 when boys in Andhra
managed by the sanghas (known as samoohs in Bihar and
Pradesh espoused their eagerness to be part of the collective and
Jharkhand) enabled younger girls from remote locations to
jointly address adolescent issues. The members of Bala
access education in their own locality. The demand from the
Sanghams include girls and boys in the age range of 10-18 years.
samooh is crucial in setting up a Jagjagi Kendra since the
Younger boys between the ages of 10 to16 and girls between 10
samooh women are responsible for the entire management such
to18 years are selected intentionally to reduce domination of boys
as selection of teacher, managing the payment of honorarium to
within the group.
the saheli 10, stationary allocation and monitoring of JJK. A single
Jagjagi Kendra caters to 15-20 girls. JJK classes are held daily
for three to four hours. One term of JJK is for three years. The
Objectives
venue is mostly the courtyard of an inhabitant or a public place in While the primary objective of the MSK and KGBV is to provide
the village. In several instances, one samooh woman would education to adolescent girls who were unable to attend

7 Vimla Ramchandran: Fostering Opportunities to Learn at An Accelerated Pace: Why Do Girls 9 Guidelines_KGBV_revised_2008-09, p:2,
Benefit Enormously (link: downloaded on 27-9-10). http://www.education.nic.in/elementary/Guidelines_of_KGBP.pdf
8 MS UP PowerPoint presentation downloaded on 01-09-2010, 10 Saheli here refers to a teacher in the Jagjagi Kendra.
http://www.ashanet.org/projects/project-view.php?p=743 11 Assam Mahila Samata Society, (AMSS), Annual Report (2008).

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EMPOWERING ADOLESCENTS THROUGH EDUCATION

mainstream school, an equally significant objective is to prepare number of its adolescent related educational institutions and their
girls as role models who would take forward the MS ideology. participants. Being one of the flagship programmes of MS, MSKs
The MSKs and KGBVs (run by MS) both aim to remove social, have now spread across most states where MS is operational.
cultural and systemic hurdles that deny girls access to education. Chart 7.1 indicates the number of MSKs across the states with
The institutions also strive to remove gender based barriers of the
mind, inculcated through experiences of discrimination and Chart 7.1: Number of MSK and MS
oppression in their own families and communities. The run KGBVs Across States
residential nature of these schools enable drop-out girls to focus
on the curriculum offered, and at the same time, offer the extra Andhra Pradesh 16
academic help and support needed to equip them and catch up Assam 9
Bihar 67
with others in such a short time frame. 22

States
Gujarat 11
Jharkhand 12
Karnataka 29
4
Kerala 8
Uttarakhand 7
Uttar Pradesh 33
16
0 10 20 30 40 50 60 70 80
Number
Number of MSKs Number of KGBVs

the highest number in Bihar, Uttar Pradesh and Andhra Pradesh

in 2009-10. MS operates 140 KGBVs in the country, the highest
concentration being in Bihar and Uttar Pradesh. At present in
Uttar Pradesh where KGBVs were studied, 33 out of a total
number of 454 KGBVs functioning in the state are run by MS.
MSK girls in Jharkhand
An exceptional growth in number of the adolescent fora is
Jagjagi Kendras give educational inputs to young girls in the witnessed in Andhra Pradesh, Assam and Bihar (Chart 7.2). The
community. The additional objective of these learning centres is number of Bala Sanghams has tripled in Andhra Pradesh in the
to sensitise girls on gender issues and rights and thereby begin last five years with the highest growth rate witnessed in 2009-10
the process of empowerment. Thus, while MS began with the at 59 percent. Likewise, the growth of Kishori Manchas has
education for empowerment framework, sangha women have grown steadily in Assam over a five year period with the largest
operationalised that philosophy through the Jagjagi Kendras. number of 1,185 Kishori Manchas registered in June 2010. Bihar
has shown consistent growth over the years with a 59 percent
The primary objective of the Kishori Mancha and the Bala
Sangham is to promote second generation leadership among the Chart 7.2: Number of Jagjagi Kendras,
adolescent groups. While the girls in Kishori Mancha, Assam use Kishori Manchas and Bala Sanghams
this platform to openly discuss issues such as prevention of child 1800 1650
marriage and trafficking, the boys and girls in Andhra Pradesh 1526 1633
1600
pay special attention to children working as child labourers. Both 1408
1400 1276
groups are sensitised on child rights, and their members take 1092
1200 1185
Number

proactive roles to get dropout children back into school even 1104
1000 1040
providing financial and other support to continue with their 962
1030
800 875
education. Through adolescent boys and girls, MS ascertains
600 934
that the second generation is gender sensitive, can recognise
400 557 738
gender discrimination in their families and community, and take
200
preventive as well as corrective measures to stop those activities.
0
2006 2007 2008 2009 2010
Year
National Portrait of MS Adolescent Initiatives
Jagjagi Kendras Kishori Manchas Bala Sanghams
In recent years, MS has witnessed a substantial increase in the
110
EMPOWERING ADOLESCENTS THROUGH EDUCATION

increase in the number of Jagjagi Kendras across project districts

Activities
from 2009 to 2010 alone. The activities of MSK and KGBV begin with identifying drop out
girls and sensitising their family about the importance of
Looking at the number of participants, in 2009-10 a total of 10,191 education. The Sahayogini, sangha and federation women play a
girls and women have graduated from MSKs across all states, vital role in this process through door to door campaigns. In Uttar
with Bihar leading at 4,391 graduates (Chart 7.3). An impressive Pradesh the help of community leaders is sought to mobilise
families from minority communities to send their girls to KGBVs.
Once admitted, the girls go through an orientation process for 15
Chart 7.3: Number of girls passed from
days in their respective institutions. This is a period when the
MSKs and MS run KGBVs across states
teachers and learners get to know each other. It is in these two
Andhra Pradesh 2320 weeks that the girls face maximum difficulty in adjusting to the
Assam 273 disciplined environment of a residential learning centre. While
Bihar 814 MSKs in Bihar engage the girls in discussions, games and songs,
4391
States

576
Gujarat KGBVs in UP have developed the Readiness Programme12 which
Jharkhand 2406 helps the girls to build confidence, encourage creativity and
Karnataka 649
65 create an environment conducive to teaching and learning. The
Kerala 120 two-week Readiness Programme encourages learners from
Uttarakhand 159
631 different milieu to share their family backgrounds to develop a
Uttar Pradesh
457 sense of camaraderie. The use of poems, songs, storytelling,
0 1000 2000 3000 4000 5000 discussions on newspaper articles, and theatre enables learners
Number to express themselves in different ways and overcome shyness.
Girls passed out from MSKs Girls passed out from KGVBs
They are also encouraged to sketch, draw rangolis (decorative
designs on the floor), make cards, dolls, dhurries (heavy cotton
rise in membership of Bala Sanghams is observed in the five year floor mats), bags and baskets. Since learners have different
period from 2006-10 peaking at 64 percent in 2010 where abilities, offering a range of creative activities enables them to
membership increased from 27,231 to 44,718 participants (Chart express their inherent talent and skills. Playing games, singing
7.4). This increase in numbers of Bala Sanghams and its songs and working together makes learners feel comfortable at
membership can be explained by the growing demand in new the KGBV and also with each other. As part of the programme,
districts and new mandals. Existing Bala Sanghams had to girls are asked to share and write about themselves. All these
accommodate more members where average membership grew details are maintained by KGBVs in the form of profiles. This
from 19 in 2006 to 24 in 2007 alone. helps teachers to understand the girls and relate to those in
difficult circumstances. The actual academic session begins only
after the orientation phase.
Chart 7.4: Number of members in Bala Sanghams,
Kishori Manchas and passed-outs from Jagjagi Kendras
45000 44718
40000
35000
27539 29138 31673
30000
Number

25000 20522 25369

27231
20000
22797
15000 10536 17854
11952
10000 8181 10712
5000 5836
5346
0
2006 2007 2008 2009 2010
Year
Bala Sangham members Girls who graduate
Kishori Sangha members from Jagjagi Kendras

MSK students practice yoga in Bhojpur District, Bihar

12 Developed by MS with support from IGNUS, a resource agency in UP

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EMPOWERING ADOLESCENTS THROUGH EDUCATION

The KGBV learners begin their day with physical exercise and/or
functionaries take the mothers to other centres to meet with
yoga, followed by assembly. The actual classes are held
students and to see how the classes are conducted so that they
between 8 am and 4 pm. Learners are encouraged to study on
can see the benefits of getting their daughters educated.
their own and revise what has been taught. Learners are given
free time in the evening to play, relax or read. This is called 'man
Contrary to the scenario described above where girls are taken to
ka samay' (time for freely chosen activities), where the learner
residential learning centres to further their academic pursuits,
chooses to spend her free time in the way that she thinks best.
members of Kishori Manchas and Bala Sanghams meet regularly
Through its focus on co-curricular activities, MS has been able to
to discuss their issues, in their own village at a time convenient to
introduce summer camps where non conventional courses are
all. MS provides inputs on child rights, gender sensitisation,
offered which allow adolescent girls to break away from gender
vocational trainings and
stereotypes, and acquire new skills that can be applied by them
life skills. Both Bala
at an appropriate age when seeking livelihood options.
Sangham of Andhra
Pradesh and Kishori
In Bihar, the regular MSKs run for a period of eight months while
Mancha of Assam have
short term MSKs are covered in 15 to 30 days. In regular MSKs,
their own funds which
Hindi, Mathematics, Social Science and General Knowledge are
are used to sponsor
taught as subjects, with separate time allotted for life-skills,
dropout children back
cultural and sports activities. Cultural activities are planned for
into education. Kishori
Sunday nights where the girls show their talent and also have fun.
Manchas run their own
The short-term MSKs are need-based focusing on Mathematics,
libraries with donated
English and other special courses. Teaching at MSKs is
books. Specific training
conducted in the 'accelerated learning' mode where only selected
on gender, health and
portions of regular textbooks from government schools are taught
nutrition is also
to the girls. The idea behind this is that the girls will get a glimpse
provided. MS in
of the topics taught to the students over five years from class I to
Andhra Pradesh
class V, and master only those topics that are essential for
provide vocational
furthering their education. One month before admissions to
exposure on technical
mainstream schools, the MSK girls are provided higher level
skills such as book
information on subjects like geography and history needed to
binding, screen
qualify in the entrance tests.
printing, food
processing and making
woollen handicrafts;
MSK girls enact a play
and offer specialised
training under the SSA programme on making zandu balm (pain
balm), detergents, vermi-compost, among others. At schools,
Bala Sangham members share this learning with their peers. MS
in Assam provides regular life-skills training through modules
such as Personal Care and Life-skills Development; while
vocational training in stitching, sewing and tailoring is provided in
collaboration with Nehru Yuva Kendra.

Health awareness is conducted separately for boys and girls of

KGBV students engage in making a coloured motiff at Sitapur, UP
Mobilising girls to join the Jagjagi Kendra (although it is located at
the centre of the village) is difficult in backward areas, where the
community is not comfortable with the girls clapping and singing
together, let alone educating them. In such cases MS
Bala Sangham, particularly on reproductive health and hygiene.
The training and monthly meetings focus on anaemia,
cleanliness, issues relating to the physiological and emotional
changes that take place during adolescence, menstruation, early
marriage and economic constraints that adolescent girls face
especially related to education. The health training designed with
a life-skills perspective is organised by Village Resource Persons
from the health committees of the sanghams. Youth are
encouraged to grow kitchen gardens in their homes for a

112
EMPOWERING ADOLESCENTS THROUGH EDUCATION
nutritious diet. The meetings help Kishoris plan strategies to
resolve issues as well as plan income generation activities for
economic sustenance. Kishoris regularly take other girls outside
the Mancha to health centres where they are given iron tablets
and to advocate the use of sanitary napkins. Kishoris with
significant leadership qualities run the Shishu Vikas Kendras in
which children under the age of ten are engaged in extracurricular
activities.
Bala Sangham melas are organised to network with district level
officials, in almost all districts of Andhra Pradesh with the help of
MS. Issues that surface during the melas include lack of access
to senior secondary and higher education centres, in or close to
the village, insufficient information on career opportunities, caste
discrimination, corporal punishment in schools, girl child abuse,
and so on. Bala Panchayats and school cabinets have been
identified as effective strategies to address these concerns.
Warangal and Karimnagar districts have introduced Bala
Panchayats consisting of members from Bala Sangham and
village officials at the cluster level to implement child rights and
reduce child abuse in schools. MS designed a leadership training
course for the Kishoris, and set up motivational camps and
workshops for skills development. MS holds state level
conventions where Kishoris are brought together to share their
experiences and collectively strategise on strengthening the
Kishori Manchas. Thus it is clear that both MS Assam and MS
Andhra Pradesh are focussing on building a second generation of
leaders who are gender sensitive, socially and politically aware
and are ready to engage in collective action as change agents.
Bala Sangham health training session, Chityal Mandal, Warangal District, AP
Pedagogy
MSK has not only succeeded in providing a safe and amicable
environment for drop out girls to pursue their education, it has
also been able to design a curriculum and modules appropriate
for adolescent girls to bridge the gap between their current status
113
of semi-literacy and mainstream schools, help girls rethink any
feeling of disempowerment that they may have and most of all
foster a learning environment which would develop their interest
in education. Therefore, apart from using text books for school
based subjects, there are books specifically used for inculcating a
gender perspective in these girls (Box 7.1).
Box 7.1: Supplementary Teaching and Learning
Materials used in MSKs in Bihar
Jagjagi: A book where each chapter focuses on different
stages of a woman’s life - her birth, childhood, teenage,
marriage, pregnancy, and so on.
Hulchal: Newsletter which reports events about MS, which
are discussed in class.
Chingari: A compendium of documented success stories
of sangha women.
Hamari Kahani Hamari Zubaani (Our stories and our
words): A book describing the life of a girl who faces and
overcomes several challenges.
Meena Mittu: A fictitious story of a girl named Meena,
which has several parts relating to gender discrimination
and life skills. This story conceived by UNICEF has also
been made into a film available at
http://globalclassroom.unicef.ca/en/resources/video.htm
Khilori: A book on questions about everyday life, such as
“How do tears come?” “Why do we become thirsty?” used
with the purpose of kindling the student’s curiosity about
her surroundings.
Source: Bihar Mahila Samakhya Society
The 'accelerated learning' mode helps students study highly
relevant topics at a faster pace.
The MSK pedagogy is non-confrontational and supplementary
teaching learning materials (TLM) help girls liberate themselves
from shame, fear and mental inhibitions. Instead of following
traditional instruction modes, activities such as role plays, skits,
games and case stories, are used to raise consciousness on
gender discrimination and change perceptions about themselves.
Discussions on sexuality and the moral values attached to it, by
society, conducted in a non-judgemental manner helps release
suppressed emotions.
The experience of developing gender sensitive TLMs for the
MSKs enabled MS to plan and integrate its values in the design
of activities in KGBVs. This is reflected in the schedule, the
curriculum and the teaching processes at the KGBVs run by MS
in Uttar Pradesh. While regular learning sessions are held daily,
weekends are devoted to co-curricular activities which develop
leadership qualities, bring out creative abilities and foster
EMPOWERING ADOLESCENTS THROUGH EDUCATION
cognitive development. Physical exercise is part of the daily
routine. In KGBVs, apart from completing the regular curriculum
of classes VI to VIII, girls learn an array of skills including karate,
cycling, stitching, embroidery, writing newsletters and writing on
wall paper, to name a few. Many KGBV girls now train girls in
MSKs on karate.
Adolescence is a complicated stage when young people
experience rapid emotional and physical changes and start
developing sexual feelings for the first time in their lives. The
silence that surrounds this issue often leaves them confused and
vulnerable. A natural process like menstruation is still considered
a taboo topic, not to be discussed openly. A Muzaffarpur teacher
in Bihar reported that, when she first asks girls if they
menstruated none would respond. Later, teachers initiate
discussions, first sharing their own experiences then discuss how
girls are socially excluded during menstruation. The curriculum
even has a poem on menstruation which talks about how they are
bleeding and tired, and yet are expected to work more! Such
conversations help girls accept this as a natural phenomenon.
The understanding of sexuality that develops in this stage
becomes central to a person's sense of dignity, self-esteem and
confidence.13 The case story of Roopa and Gopal in the Jagjagi
textbook (Box 7.2) is the starting point of discussion about the
Teacher with MSK STUDENTS, Jamui, Bihar
sexual act. Teachers guide the dialogue to bring out the deeply
entrenched notion of female sexuality with its emphasis on
virginity and the barriers of morality which a girl faces in her life.
Teachers report that such discussions help girls realise that their
feelings are just another part of growing up and also create
awareness about their rights with respect to sexuality.
The Training Manual on Life Skill Education14 brought out by MS
in Uttar Pradesh in consultation with gender experts addresses
13 Position paper National Focus Group on Gender Issues in Education, NCERT, 2006
114
Box 7.2: Story of Roopa and Gopal from Jagjagi
Text book
Roopa is in love with a boy Gopal. When Gopal falls sick,
she tries hard to get some money for his medical treatment.
Unable to find any other source, she goes to the village
zamindar, who says, “If you will have sex with me, I will give
you money”. Although she refuses at first, she relents to his
demand, since she loves Gopal dearly and wanted money
to treat him. When Gopal recovers, he enquires where she
got the money and Roopa tells him the truth. On hearing
the story, Gopal refuses to marry her, complaining that she
is now impure.
Source: Jagjagi Text book, Bihar Mahila Samakhya Society
fears, misconceptions and tensions in inter-personal relations and
factors that curtail girls' mobility, physical and psychological
growth. Information on issues critical to girls' development
including education, health, nutrition, gender, law, adolescence,
marriage, environment and social norms are included in the
manual. To raise awareness on women's rights, the manual
provides information on legal recourse, different forms of
violence, abortion, adoption, property rights and sex
determination. Information related to anatomy, the physiology of
the sexual and reproductive systems and contraception are
described in a non-judgmental, neutral manner to counter
prevalent myths. To dispel anxieties among adolescents, issues
of shame about the body, fear, guilt, curiosity are also covered.
Breaking Inhibitions about their Bodies
The MSK and KGBV curriculum designs consciously include
certain non-traditional activities such as karate, cycling and
games customarily played by boys, to free girls from socialised
notions of femininity and masculinity. Most of these young girls
KGBV girls participate physical exercise class at Sitapur, UP
14 MS, UP, 2004
EMPOWERING ADOLESCENTS THROUGH EDUCATION
were already responsible for being the “nurturer” in the family, for
cooking and taking care of their siblings. When they first come to
MSK, teachers report that the girls are reluctant to play physical
games. With constant encouragement, the girls start playing
football, cricket, kabbadi and kho kho, all of which help them
explore their physical limits. Although, the immediate visible
change is the fun that they have while playing, a much deeper
change happens alongside as these activities allow girls to do
away with inhibitions, develop a sense of security and safety and
enjoy physical freedom and mobility.
Leadership Skills Development
Child committees are formed within the MSKs where girls are
given various responsibilities to help run the MSK smoothly.
Prime Ministers and Deputy Ministers are chosen from among the
girls. The Cleanliness Minister ensures hygiene while the Health
Minister is responsible for the well-being of girls. Likewise, the
Class Minister ensures lessons begin on time. The Kitchen and
Garden Ministers take care of the menu and garden respectively.
These positions are rotated to ensure that all girls have
Capacity building session on life-skills, Warangal
opportunities to lead. In these roles, girls take ownership for a
particular area and learn their first lessons on leadership.
Kishori sansad (girls' parliament) is staged by KGBV learners
every fortnight to discuss significant issues and resolve conflicts
that come up within the residential centre. The sansad is
designed like a Parliament with a Prime Minister and Ministers
responsible for different departments such as a Finance Minister,
a Minister for Stationery, and so on. It is presided over by the
Prime Minister who takes the final decision on cases that are
presented before all learners and few teachers present at the
session. Generally older and sensible girls are chosen for these
ministerial positions. The sansad empowers girls to deal with
conflicts and tensions in their daily lives and thereby ensures a
115
Rights-based motivation camp, Dhubri District, Assam
sense of ownership and leadership among them in running the
KGBVs. Girls learn to take decisions and act in a manner which
is mature and professional. All KGBV girls are taken on exposure
visits to banks, Nari Adalats and railway stations, which according
to the MS staff in Sitapur, prepares them to deal with practical
situations once they go back home.
Awareness of Health and Personal Hygiene
Emphasis is provided on cleanliness and grooming at the MSK
and KGBV. The teachers accentuate the need to be clean for a
healthy body and mind. In the first two weeks of orientation, the
teachers personally tend to the girls, providing them with
essential toiletries and demonstrating how to use them. Teachers
also encourage the usage of sanitary napkins during
menstruation. In Bihar, the federation women and MS have
started a napkin manufacturing unit which supplies affordable
napkins to the MSKs. It goes without saying that initially girls are
reluctant to adjust to the new life-style, but they see the changes
within after they groom themselves. Discipline is also inculcated
in their lives with a fixed time-table, and regular meals providing
nutritious food at a defined time of the day unlike their homes,
where they may not always have the right food and at the right
time. Their weight and height is also regularly monitored to
ensure that they remain healthy.
Experiential Learning
Textbook-based teaching is discouraged; instead activities,
hands-on experiments, exposure visits and peer learning are the
methods of instruction used at the KGBVs. Textbooks are mainly
used as reference material. Teaching is done with the help of a
grid (prepared by MS in consultation with external experts) that
includes a lesson plan, a list of activities useful to learn that
particular lesson and materials required. The emphasis is on
building the skills of learners in listening, reading, writing and
speaking. Learners are encouraged to ask questions, experiment
EMPOWERING ADOLESCENTS THROUGH EDUCATION
Classroom transactions at the KGBV,
Box 7.3:
Mishrikh: Class VI A, Social Science
The session was conducted by two teachers as the class
has over 50 learners. One teacher stands in front while the
other moves around the classroom and intervenes
periodically. The teacher in front begins the session by
asking learners a few questions - Who goes to the open
meeting of the gram panchayat? How many villages does
one pradhan cover? Who has the right to vote? Why is the
Gram Sabha organised in certain months of the year? The
learners begin to answer collectively; the teacher then asks
them to respond one at a time. The next question is related
to women pradhans, the teacher asks if there are women
pradhans in the villages that the girls come from. One
learner gets up and says that she is confused about this.
While there is a woman who is the pradhan in the village,
her husband does everything and the woman’s role is
limited to signing papers. At this point the teachers ask the
girls to work in pairs and discuss what an ideal pradhan
should be like. The learners come up with a list that
includes women pradhans who can perform their roles, who
don’t discriminate, who are concerned about the
development of the entire village and who can provide
employment to all. The teacher then talks about the
importance of having women pradhans who can perform
their roles.
During the entire session, the learners were alert and
enthusiastic. The level of energy was high as live examples
were being discussed. The learners could also relate to the
topic as all of them were familiar with the Panchayati Raj
structure and its functioning in their own villages. There
was a great deal of sharing of experiences and information.
The teachers did not refer to the textbook; instead they
referred to the lesson plan and hand outs prepared for the
girls. They were confident and involved the learners during
the entire session. The learners, on their part, were
engaged and responsive. The teachers resorted to
conventional methods of disciplining the girls by asking
them to raise hands, stand up, etc. However, the teaching
itself was not conventional by any standard. It was creative,
participatory and highly informative.
Source: Participant observation by Nirantar staff in field visits, Uttar Pradesh,
March 2010
and analyze issues critically. Examples from real-life situations
and local examples are used to understand complex issues. Box
7.3 illustrates classroom transactions used to understand local
governance and leadership using the example of a Gram
Panchayat. Learners are encouraged to read billboards and
116
signs, instructions and information on packets and use mobile
phones as part of their English language lesson. Similarly, they
are asked to measure the length and width of walls and objects
available in the classroom to understand the concept of area in
Math. Teachers use audio visual material such as CDs on
Science and other issues produced by NCERT, National
Geographic and UNICEF.
Wall paper and Newsletter (Chulbali): a wall paper is prepared
by a team of learners in each KGBV every week. The newspaper
is prepared by an editorial team which collects the best articles
from among the learners. The content includes current
development within the KGBV, articles on gender based
discrimination, stories, puzzles and even sport news. Production
of the wall paper encourages the creativity of the girls.
Evaluation of these Initiatives
Teachers evaluate girls studying in MSKs daily and develop
strategies for slow learners. Oral tests are held once a week to
evaluate performance and clear doubts in lessons. Written
examinations are held at the end of the month. At course
conclusion, girls are evaluated by the state office at two levels.
First, an academic evaluation is conducted by the teachers of
MSKs from different districts. Second, the federation women
from different districts check the academic progress evaluated by
the teachers. If girls can stay away from home, several are
mainstreamed into KGBVs or other schools close by. This
happens with close monitoring and coordination by the teachers
and MS. There are specific schools for OBC and SC category
and eligible girls are admitted to those schools with help from
teachers. If the girls cannot afford to stay away from home, they
obtain certificates from a nearby school and sometimes from SSA
itself that they are eligible to join the sixth standard and join
nearby schools in their own villages. These girls often belong to
villages where MS is operational where the sahayoginis monitor
their enrolment into schools. Teachers also visit the homes of
girls whose parents have not sent them to schools. It is through
this process of support and monitoring they ensure most girls get
admitted to mainstream schools.
Initially most of these girls are embarrassed to join their younger
classmates in mainstream schools and during these seven
months, the teachers also try to remove any kind of unease they
might feel, while exercising their choice of continuing their
education. The vocational skills training, they get at MSK
sometimes helps these girls to finance their own education,
without putting financial pressure on their families.
MS in Uttar Pradesh evaluates both the teaching in KGBVs and
the academic progress of the learners independently. While the
teaching is evaluated by an inter-district team including Resource
EMPOWERING ADOLESCENTS THROUGH EDUCATION

material. The teachers of MSK and KGBV are the role models for
the girls and play multiple roles at the same time, ranging from a
friend who girls can call anytime as a source of emotional support
or even for help at the time of crisis, to that of a guide who
nurtures them through a journey of discovery. MS has a
systematic selection and capacity building process for teachers
and then the teachers apply their learning to the pedagogy.

Selection and Capacity Building of Teachers

Teachers are selected based on their teaching capabilities and
inclination to uphold the principles of MS implemented through
MSK and KGBV. Academic qualifications are not the only priority
for selection. Often, a candidate having better qualifications such
as a Masters degree in Education, may be rejected if she does
not have the attitude to stay along with the girls and teach them.
Persons from the MS District Office, SRPs, select members from
SSA and DPCs using the format prepared by the teachers during KGBV teachers are appointed following SSA guidelines.
teachers' training, the evaluation of the learners is done by the However, MS goes through a rigorous selection process to locate
teachers on a monthly the best candidate with knowledge of the subject and the right
basis depending on the attitude towards girls from marginalised families and who are
subjects taught. likely to stay as frequent teachers turnover adversely affects the
psychology of girls. Selected teachers are provided pre-service
Since January 2010, and in-service training on teaching methods, management of
Aakansha Samitis residential centres, gender concepts, MS philosophy and much
have been formed at more. Through discussions, teachers themselves contemplate
the district and state alternatives to challenge and analyze the lives of women through
level to monitor the the prism of societal and family discriminations. Issues on
KGBVs at the initiative sexuality (gay, lesbian and transgender issues), reproductive
of the Principal health of adolescents, early pregnancy are discussed. Exercises
Secretary to create on gender discrimination help teachers identify gender based
mentors for the biases in their own families. The MSK has been conceptualised
KGBVs. At the district to provide an environment free of traditional restrictions and
level, the wives of discriminations upon the girls. Therefore, it becomes very critical
District Magistrates are for teachers to understand even sub-conscious gender
expected to mentor discrimination, so they can refrain from reinforcing it and help girls
and monitor KGBVs by challenge it.
making regular visits.
At the state level, the The training enables teachers to challenge formal methods of
wife of the Education teaching where textbook based teaching is prioritised and where
Secretary plays this the teacher is considered as the ultimate source of knowledge.
role. “The involvement Several teachers mentioned that there is a lot of 'unlearning' that
of the state and district authorities is much greater in the KGBV they go through as part of the initial training and teaching
scheme through such forums”.15 process. They give up textbook based teaching; conduct
activities and experiments; also make efforts to make teaching
participatory as opposed to making it instructive and top down
Teachers as Facilitators of Change (Box 7.4). Finally, they make efforts to establish a rapport with
It is not enough to design curriculum and prepare modules learners and thereby address their needs.
appropriate for adolescent drop outs; equally important is the
selection of teachers and training them to use the available Most teachers have no previous experience of teaching learners
who have dropped out of mainstream education. Therefore, it is
15 Interview with Ms Lalita Pradeep, ex-SPD, MSUP and Principal, DIET, Lucknow, March 2010.

117
EMPOWERING ADOLESCENTS THROUGH EDUCATION

held for MSK teachers in Bihar. Law covers the Marriage

Box 7.4: Adapting to MS pedagogy Registration Act (2007), Child Labour (Prohibition and Regulation)
I am a trained teacher with a Bachelors degree in Education
and a Masters degree from Lucknow University. I have
taught in a Convent school before joining the KGBV in
2008. I had not interacted with MS prior to this and I had
limited information about KGBVs. Therefore, everything
was new when I went for the first training at the State
Programme Office in Lucknow. The six day training
focused on pedagogy; new terms, methods of teaching and
systems were introduced during the training at the end of
which there were still areas that were not clear to me.
Once we came to the KGBV, students gradually started
enrolling. On seeing them, I wondered if we could ever
teach them. We had to deal with issues of hygiene and
cleanliness. Girls would not speak or would speak in the
local language that was difficult for us to follow. It took us
very long to explain things and we would give examples to Act (1986), trafficking and The Protection of Women from
make things clear to them. The readiness package was Domestic Violence Act (2005). In March 2009, the teachers
very useful in addressing a lot of these issues that we found attended a training programme on gender and sexuality. These
challenging. We also got support from the local staff in training sessions are a different experience for the teachers
understanding the language and communicating with the themselves. As one teacher stated, “Sex is that part of a
girls. woman's life through which most violence happens and through
When it came to teaching, we reverted to what we were which life continues and yet, we realised that we exercise very
most familiar with, and sure enough this did not work. little control over it.” Once in three months, teachers from all
Three months later we were called for a second training. MSKs in the state meet for a reflection meeting, where they share
We placed our problems before the trainers. This was their experiences and seek suggestions to overcome their
when the grid was introduced to us. The grid encouraged challenges.
us to focus on activities; we were told to make girls work in
groups. We became familiar with participatory methods of Students of MSK and KGBV consider their teachers to be
teaching where thinking and analytical skills of learners are confidantes whom they can speak to and request for help any
developed and strengthened. We were told to not time. The teachers see their role of a support system as an
discourage learners from speaking in local languages or in integral part of their responsibility. According to one MSK teacher
a language that we considered ‘incorrect’; what was in Muzaffarpur district, “In formal schools, there is no relation
important was to get girls to articulate their feelings and between the student and the teacher. When the bell rings they
communicate with others. This was challenging, yet not leave. It is just like another job for them, and they leave 'duty' at
impossible. Today we have a different relationship with the the end of the day. Here, we have a relationship based on love.
girls. They are an integral part of our lives. We also don't beat them. In the formal schools, teachers think
Interview with a KGBV teacher in Parsendi, Sitapur, Uttar Pradesh, discipline is the responsibility of the parents, but here we take
March 2010 complete ownership for the girls. There, the distinction between
the student and teacher is very clear while we sit on the ground
along with them and talk openly about ourselves and them. We
a challenge for them to address issues related to such learners;
become their friends and crack jokes and at the same we are
including multiple levels of learners (as opposed to students who
their guardians as well.”
come with similar educational and social backgrounds in
mainstream schools), the use of local language by learners (in
contrast to the use of Hindi or English in formal schools), diverse
social and cultural practices of learners that are at times, The Impact on Adolescent girls
discriminatory. Adolescent girls are at a vulnerable phase in life where, besides
external disempowering factors, they experience several internal
Training sessions on law, Panchayati Raj, and environment are
118
EMPOWERING ADOLESCENTS THROUGH EDUCATION

conflicts and confusions, hence the need for individual together, identify and deal with issues faced by their age group.
empowerment, to help them sail through this stage, with strength Another major impact is the enhanced ability to act both as
and ease, to emerge individual and collective change agents in their community and
as strong individuals. the rise of second line of leadership for the movement.
The success of the Individually each of these girls carries with her into her future the
Mahila Samakhya MS philosophy of knowing her rights and being able to critically
programme lies in its challenge traditional norms and practices, although to a lesser
approach of looking extent than the sangha women, who are backed by the strength
at a woman's life of the sanghas and federations.
holistically,
understanding that The Centres as Conduits to Education
empowerment
The major impact of the adolescent initiatives lies in helping girls
cannot be a one shot
get back into regular schools. This is seen through the MSKs,
magic bullet but
KGBVs and Jagjagi Kendras, which act as bridges to help girls
rather a process that
get the skills necessary to continue their education. In Bihar,
evolves based on the
most MSK students have been mainstreamed into schools or
complexities
KGBVs. For several girls, it has been a prolonged struggle to
associated with her
continue their education and sometimes it is their knowledge of
life. A similar
their rights and vocational skills which has allowed them to take
approach reveals
an independent stand and demand education. Box 7.5 narrates
itself as the different
Renu's life changing story of how she was encouraged to join the
initiatives for
Jagjagi Kendra and later the MSK and how her aspirations grew
adolescents are
through this experience.
examined. The
MSK student sells self made handicrafts at an annual power of these
gathering in Jharkhand
MSK administration regularly invites families to review the
programmes lies in
progress of their daughters. The parents have been struck with
their being interlinked. The biggest challenge is to ensure that
the transformation within their girls. Most of them were diffident
these initiatives do not stand apart and are rooted in the overall
and slow learners before entering the MSKs. Within eight
movement, linked to sanghas and the federations.
months, parents can see for themselves how their girls have
become confident and determined. This motivates them and
The impact on education manifests in girls being mainstreamed
other parents to send their daughters to schools to study further.
into schools or in the enrolment drives that they become part of,
to bring other children into schools. Life skills in the curriculum
Girls who return home after they leave MSKs are monitored by
build confidence as well as increase their mobility, sense of
MS field staff to ensure that they are sent to schools. Constant
personal safety and personal hygiene. The impact on adolescent
motivation and support from teachers motivates girls to continue
girls as individuals includes having a platform where they can
their education. MSK builds the spirit to challenge traditional
norms and the ability to seek alternatives in face of obstacles.
Often, MSK graduates seek admission for themselves in
mainstream schools. In cases, where admissions are difficult,
they ask for MS help. Several girls articulated their aspirations
due to MSK, saying they have been motivated to study and have
in turn motivated many others in their communities.

Thus the main strength of all the adolescent initiatives is

motivating girls to study. This takes the form of girls being
encouraged to first join the Jagjagi Kendra or the MSK or the
KGBVs or regular schools, sometimes with each acting as
conduits to the other.

The Jagjagi Kendra's ability to mainstream large numbers into

regular schools is reflected in the 32,720 girls that have been
119
EMPOWERING ADOLESCENTS THROUGH EDUCATION
Box 7.5: Jagjagi
Kendras opens up avenues: The
story of Renu Kumari
“You cannot go to school. Girls never go to school. You are
supposed to tend to household chores and help me in my
work.” Renu’s mother ensured that her daughter was confined
to her home instead of educating her. 10 year old Renu never
understood the importance of basic literacy skills. One day,
she met her friend
from Bulakipur village
who told her about the
Jagjagi Kendra’s
benefits. “You can
study at the Jagjagi
Kendra and also learn
vocational skills”, said
her friend. Inspired by
her friend’s knowledge
acquired at the Jagjagi
Kendra, Renu took her
mother to the Jagjagi
Kendra to meet the saheli. The saheli dispelled her mother’s
doubts and advised her to admit Renu. Renu studied at the
Kendra learning how to read stories, basic numeracy and write
simple sentences. The Jagjagi Kendra was a forum where girls
could share their problems and experiences and tackle
challenges together. Within a year, Renu’s parents decided to
mainstreamed into regular schools in Bihar by June 2010.16 MS
believes that in three years using this educational method, girls
who have never been to school or have dropped out can be
educated up to the 5th standard levels. However, if in one year,
the girl feels ready, she may enrol into school even earlier. These
centres play a vital role in bridging the gap between illiteracy and
Gender Training Bala Sangham, Warangal District
16 Data reported by Bihar Mahila Samakhya Society
120
get her married to a person far older. Renu placed her
problem before the saheli and her friends at the Jagjagi
Kendra. The saheli told Renu to stand her ground and ask her
parents to stop the marriage. Renu told her parents that she
wanted to study and did not want to ruin her life by marrying so
early. Her parents were shocked that she was defying their
decision and were reluctant to postpone the marriage. The
saheli of the Jagjagi Kendra and a couple of friends also
visited Renu’s parents who this time cancelled the wedding.
Renu was allowed to continue her studies.
Renu entered the MSK in Dumra, Sitamarhi in 2004-05 after
the preliminary interview. Apart from general studies, Renu
excelled in yoga, karate, screen printing, Madhubani painting,
cycling and sewing. After leaving the MSK, she trained girls at
the Jagjagi Kendra. Renu wanted all the children her village to
study in mainstream schools. She also held coaching
sessions for them for three-four months. Many were inspired
by Renu and joined schools. Renu, herself enrolled in a
mainstream school after leaving MSK. She sponsored her own
education through the money she earned by sewing and
teaching karate in schools. Renu successfully completed her
class 12 examinations in 2009. She has now been appointed
as a saheli in the Jagjagi Kendra in her village. She wants to
be a teacher and is now preparing to sit for the B. Ed
examination.
Source: Interview with Renu Kumari, Sitamarhi district, Bihar, July 2010
an empowered education, by ensuring access and creating
awareness in the community and among the girls about the
importance of education. Through these three years, any shame
girls may experience to join classes with younger children is
removed.
Girls were crystal clear about the utility of education in their daily
lives. Many girls reported that they were able to keep track of
money transactions for simple purchases. As one girl
commented “Earlier my mother would give me money to buy
something and I would not know how to count the money. Now,
the shopkeeper knows that I can calculate the balance and keep
track of the accounts.”
Families see the relevance of education when their daughters are
able to fill forms, write applications and letters. So from the
beginning a clear strategy was used to teach letter and
application writing to girls in JJK, so that families can reap the
benefits of educating their daughters. Box 7.6 shows how
Shamima encourages young girls from JJK to join MSK.
EMPOWERING ADOLESCENTS THROUGH EDUCATION
Change Agents - Encouraging Young
Box 7.6:
Girls from Difficult Areas to Join MSK
Shamima is 35 years old, from Musheri block of
Muzaffarpur District in Bihar. She grew up in a red light
area where her life was restricted and education was not
seen as fruitful. She was keen to get education and
passed 10th class public exam. Her sister was very
supportive as she worked in an NGO. She encouraged
Shamima and helped her become mobile when needed.
Her father encouraged them not to use a veil, as he was of
the opinion that it would be difficult for them to work
wearing it. Initially people used to gossip but later this
stopped. Now she does not use a veil any more.
Shamima started a Jagjagi Kendra in the red light area
after she finished school in Musheri block. In this area
people always wait for girls to grow older to pull them into
sex-work. For instance, one student called Sahana was
enrolled in JJK and wanted to study further but the
community and her parents opposed it. As Shamima had
built trust in the community, she was able to get Sahana’s
mother’s support to admit Sahana into an MSK. From the
MSK Sahana further went on to study in the KGBV in
Bocha block. Over the years, she too has mobilized many
girls to study in MSK.
Source: Interview with Shamima, Muzaffarpur District, Bihar, July 2010
Girls reported being forced to discontinue their education after
class V as there were no schools in their village. The KGBVs
gave them a second chance to continue with their dreams. The
first batch of students from KGBVs in Uttar Pradesh, graduated
only in 2009 and therefore the impact on continued education is
too early to assess. However, a total of 988 girls did complete
their studies at the KGBVs in 2009 and 2010 and are pursuing
their education in regular schools in class X and IX respectively
today. All girls interviewed turned out to be confident, articulate
and highly motivated to continue their education. Box 7.7 shows
how a girl who is motivated enough, wants to study at India's
premier institutions.
As budding change agents, KGBV students are encouraged to
teach literacy to at least ten women in their villages during the
long school holidays, share their reproductive health knowledge
with other women, and visit the Panchayat to find out about
government schemes and programmes. Most girls interviewed
said they were able to teach four or five women and some could
motivate families to send their daughters to KGBVs.
The indirect impact on education happens through the
ambassadors of MSK - the students who finish the course. MSKs
have not just created girls who have educated themselves but
121
Box 7.7: KGBVs and MSKs build Inspirational
Role Models
The story of Ranjita from MSK, Sitamarhi is truly
inspirational for girls of her age. Ranjita is physically
disabled and hails from a poor family. Because she was
disabled her father was not keen to send her to school. But
she fought all odds including her father’s disapproval and
joined the MSK, where she developed the urge to study
further. Her resolute determination impressed Sangeeta
Dutta, an MS staff member, who helped her continue her
education in the KGBV free of cost. The instructor at the
KGBV was also impressed with Ranjita’s perseverance to
excel in her studies. Ranjita volunteered to sponsor her
own education by selling Madhubani paintings but was
counselled by Sangeeta to focus on her education and not
worry about money. The MSK has provided Ranjita the
space to cultivate her thoughts and develop her personality.
MSK provided her vocational training on print-screening and
Madhubani painting. By virtue of her skills, she is able to
stand on her own feet and fund her own education. She
now wants to study in IIT and become an engineer. She
intended to enrol herself in the Super 30 coaching institute
in Patna which she believes would enable her entry into the
IIT. The only obstacle in her path to further education is her
father. Ranjita requested Sangeeta to speak to the director
of the coaching institute on the issue of the fees when the
time comes for her to enrol since her own father refused to
do so. When Sangeeta asked her, "How will I ensure your
admission in the institute?" Ranjita replied I am good in my
studies. I will get such good scores in my higher secondary
examinations that the institute would be compelled to admit
me.
Source: Interview with Sangeeta Dutta, DPC, Sitamarhi district, Bihar state,
July 2010
agents of change who have also played an important role in
motivating their neighbours and sisters to empower themselves.
Today, the number of girls applying for admission is much more
than the seats available in MSK - a powerful testimony to
community perception of MSKs being able to add value to the
lives of girls.
Interviews revealed that girls like Seema (Sitamari district, Bihar),
Kunti (Muzzafarpur, Bihar), Neelam (Sitapur, UP) have
internalised the MS philosophy of self-development and
continued their education beyond the Jagjagi Kendras, MSKs or
KGBVs which marked a new beginning for these girls. These
girls, especially those from poor, backward or minority
communities act as role models inspiring their peers to emulate
EMPOWERING ADOLESCENTS THROUGH EDUCATION

their success by seeking education, thereby sensitizing both girls

and the community about the importance of education for girls.
Many family members, who act as 'gatekeepers' to education,
transform from opponents to 'enablers', who are now proud of
their daughters.
Enrolment Campaigns
The enrolment drives of the Kishori Manchas and the Bala
Sanghams have given many children the opportunity to go back
to school (Box 7.8).
Box 7.9: Bala Sangham Motivates Parents to
Learn
Shailendra from Warangal provides reading and writing
lessons in night classes to women in his colony. He
provides slates and chalks (which he procures from school)
to the women. He teaches women to write their names,
and that of their village. Now, most of them have enrolled in
the Adult Literacy Centre (ALC) to continue their education.
Source: Interview with Shailendra, Bala Sangham Member, Warangal
District, March 2010.

Kishoris have their own savings in post office and banks. They

Back to School through the Kishori

Box 7.8:
Manchas
Nachibala Rabha is a Kishori Mancha member of
Dhamkhuli village under Balijana Block, Goalpara District.
She was very good in her studies but her parents were too
poor to let her continue her studies. Instead she served for
two years as a maidservant. After Sangha women along
with Kishoris, met her parents convinced them about the
importance of education, her parents brought back their
daughter and re-admitted her in school. Nachibala passed
the primary examination and is now a member of the “Puji
got” (fund group) of the Kishori Manch.
Source: Interview Nachibala Rabha, Kishori Mancha member, Goalpara
District, Assam, April 2010
of life. Through self-defence they learn to protect themselves,
have pooled funds in which each contributes five rupees every through cycling they become mobile, by learning to operate a
month to support the education of Kishoris. A Kishori Manch bank account they save, by understanding personal hygiene they
library has been set up, funded by the Kishoris and the sangha. protect their health and so on.
This is the only library in Goalpara district. Books are donated to
this library. Likewise, Bala Sangham members take responsibility Self-Protection for Safety and Security
to teach their parents, siblings and other illiterate community The emphasis on physical activities in the MSK, is a point of pride
members. Inspired by their sons and daughters, parents of Bala for Bihar MS. Students and graduates of MSK enjoy karate and
Sangham members in Andhra Pradesh have also enrolled are proud of their physical fitness, increased confidence and have
themselves in MS literacy classes (Box 7.9). a heightened sense of security. Ajmeri Khatoon from Muzaffarpur
district can not only defend herself but spreads this skill to others
The importance of education is brought home strongly to the girls by teaching karate. Her monthly earnings of 3,000 rupees now
who participate in these adolescent initiatives to the point where supports her family.
not only do they pursue their own education, they also actively
help others do so. By becoming role models these young girls Learning to Earn and Save
have inspired their siblings, parents, and other girls to study and Four months into the MSK course, girls are introduced to
they have even contributed their own funds towards the larger vocational training and crafts such as Madhubani paintings,
purpose of education. sewing, sculpture, ceramic work and making detergents, chalk,
beads and traditional bangles of lac (a resin like substance).
Life-Skills and Vocational Exposure Girls engage in entrepreneurial ventures individually by taking
loans from MS federations to buy second hand sewing machines
The adolescent initiatives provide girls a range of exposure to set up small shops in their villages tailoring clothes for women.
through life-skills which enable them to perform in many spheres With the money they earn, girls can fund their higher education.

122
EMPOWERING ADOLESCENTS THROUGH EDUCATION

The girls also form small groups in business ventures and divide
the profits equally. Many girls have made use of the vocational
skills imparted here and also taken further courses to develop
these skills.
Teachers of MSK helped girls open bank accounts, operate them
independently through which they understand the potential of
saving. Razda is one such example of a girl who is tremendously
motivated to save to study (Box 7.10). Kunti a fourteen year old
from Muzaffarpur, Bihar was married and joined MSK after
persuading her husband and in-laws. She learnt tailoring and
cycling. She wanted to continue her education and join a school
two kilometers away. Her in-laws granted her permission after a
lot of persuasion, but refused to pay for her books. Kunti
collected money for her books by tailoring clothes. She has even
received a cycle from the Chief Minister's cycle-yojana and is a
proud student of class IX who cycles to school daily.
Box 7.11: KGBVs Help Girls Acquired Useful
Skills
KGBV girls of Baharaich district made quilts to use in winter
when adequate funds were not available to purchase them.
A warden revealed that some electric fittings and electric
iron repair was done by the girls. They also work in shops
for short periods to gain hands-on experience applying the
lessons learnt. “We will go back and earn a living by using
the skills acquired here,” a learner in KGBV Mishrikh said
with great determination.
Interviews with KGBV warden in Mishrikh, learners in Mishrikh and
Parsendi and SRP, Lucknow, March 2010.
Kishoris are now involved in a range of income generation
activities such as production of jute handicrafts, tailoring, poultry

Box 7.10: MSK Student Learns To Operate Her

Own Bank Account
I am Razda Khatun. My father is a daily wager, my mother
is a paralytic and I have seven siblings. My brothers who
are married, work and live separately do not give any
money to my family and my father is old. My elder sister is
now married but she was first amongst us to join an MSK.
After studying from the MSK there was a tremendous
change in her behaviour which was good and she
motivated us to join. There I learnt karate, stitching and
Madhubani painting. My income from teaching Karate and
my father’s income support our family expenses.
Sahayogini didi told me to open a bank account to manage
my money. I felt very good opening the account. I know
farming, embroidery, sari weaving and papad making. The
how to deposit and withdraw. First time didi taught us and
products made by Kishoris are often sold in markets or in
now I do it. I was the captain of football and kho kho teams.
exhibitions.
I want to finish my doctorate in English. I have bought a
dictionary to improve my vocabulary and use it regularly.
Increase in Mobility
To make sure I can study I save money.
Both MSKs and KGBVs encourage women and girls to cycle,
Interview with Razda Khatun, Muzzafarpur district, Bihar, July which has increased their mobility and confidence. MSKs in
2010.
Bihar have linked to the state government cycle scheme to
provide girls with bicycles. Through different physical activities,
Girls in the KGBVs learn advanced skills like electrical repair,
girls are able to exercise freedom of physical expression which
seen as a male domain, which challenge stereotypes and
early socialisation had suppressed. The experience of MSK and
develop their ability to earn in the future (Box 7.11). In Sitapur
KGBV allows for physical freedom to translate into a strong form
KGBV during the summer camp learners are taught typing, spiral
of self-expression, confidence and mobility.
binding, electric fitting and how to repair cycles, hand-pumps and
some electronic items. They are also taught yoga, martial arts,
Awareness on Personal Hygiene and Health
and aerobics. A number of girls at the KGBVs can ride bicycles, a
The emphasis on cleanliness and grooming at the MSK and the
skill that they have acquired at the residential school. The
KGBV is experienced as positive benefit. Almost all the girls of
warden in Mishrikh block was happy when the girls repaired the
KGBV mentioned using sanitary napkins and convincing their
dysfunctional hand pump right outside the building.

123
EMPOWERING ADOLESCENTS THROUGH EDUCATION
friends and other young women in the family to do the same.
They explain how this helps prevent various infections and
diseases.
Impact on Empowerment
The original intent and impact of the KGBVs and MSKs lie in
creating individual change agents once they return to their
communities, where the girls who graduate from these institutions
can challenge the traditional norms that are detrimental to women
and girls. Such agents of change are not created overnight but
by ensuring that each of the girls first experience a process of
empowerment. The environment created by the teachers,
provide a 'safe space' where the girls start to share and express
their thoughts and feelings.
Their knowledge of rights gives them confidence and allows their
voices to be heard. In this struggle, they have expressed their
needs and raised their voices against oppression. Unlike women,
who had been suppressed for years together, these girls have not
been subjected to discrimination for that long. All they need is a
trigger to surge forward with enthusiasm and confidence and
several Lalitas will find their way into the world. (Box 7.12)
In KGBVs run by MS, sessions on social learning and a gender-
sensitive approach to education have enabled learners to speak
out against gender based discrimination. Girls have been able to
protest against domestic violence, early marriage and restrictions
on mobility. In some cases they have also been able to provide
support to others in distress, including their own family members.
Jamuna of Sitapur even told her father “men can't give birth to
babies”, in response to his statement that Mahila Samakhya
makes men do all the work. Like MSK girls, many have acted to
stop early marriage, either their own or of girls known to them. For
17 Interview with MS field staff, Sitapur District, July 2010.
124
Lalita – Karate teacher becomes a
Box 7.12:
celebrity through MS
At the age of 10, Lalita’s parents wanted to marry her off,
but in her eagerness to learn, she resisted marriage and
started attending the Jagjagi Kendra without the knowledge
of her parents. Lalita recalls, “I still remember the day my
twin brother caught me going to school. He beat me up
since he was ashamed of the fact that I dared to study
when none of the men in our family had ever attended
school. My mother also condoned his violence.” When she
heard about MSK, Lalita joined the course despite
opposition from her parents, in the year 2000, along with
other 24 illiterate to semi-literate girls. “In my village, I was
doing nothing but cutting grass, fetching firewood, cleaning
and cooking. In between, I used to attend the ‘Jagjagi’
without my parents’ knowledge” says Lalita. Lalita and the
other girls learned to read and write, and received life skills
training. They were also taught cycling, karate, hygiene,
health care, and public speaking.
Lalita returned home with skills that helped her to set up a
tailoring shop. Upon her request for further education, MSK
sponsored her karate teaching classes. Today Lalita travels
by bus to teach karate to girls in four ‘Mahila Shikshan
Kendra’ schools. After being photographed for the cover of
UNICEF’s State of the World’s Children (2004) report, she
traveled to New Delhi for the report’s worldwide launch.
There she met politicians and film stars, and participated in
a press conference. "I want all the girls of the world to go to
school like me and progress,” she said earnestly.
“Now I believe that every daughter has the potential, and I
will tell everyone to think differently,” says Lalita’s father,
Bhadai Majhi, while her mother, Saroopia Devi, beams with
pride. “Look at the respect that is being given to my
daughter” says the proud mother. Today Lalita is not only a
celebrity and a karate teacher but is also an independent
young woman who supports herself and her family. “I want
to keep studying and become an accomplished teacher. I
want to teach girls about the world outside their experience,
and I dream of a school in every village!”
Source: http://www.unicef.org/infobycountry/india_lalita_education.html
instance, Nisha, a young girl in Korapur was able to stop her own
marriage in order to study further. Manisha Kumari in Madhubana
village was able to speak up against violence that her family
members were inflicting upon her sister in law. She also brought
this case to the Nari Adalat.17 Neelam of Sitapur mentioned that
EMPOWERING ADOLESCENTS THROUGH EDUCATION
after she found out about the MGNREGA scheme from the
Panchayat pradhan, four members of her family were able to
access work through the scheme. Exposure visits to government
offices, banks, tehsil, police station and other public places have
enhanced the levels of information and confidence of learners.
The majority of girls feel that the method of teaching employed in
KGBV helped them to learn a lot in a short period of time. Many of
them aspire to become teachers, preferably in KGBVs.
Being much younger, gender sensitisation in the Jagjagi Kendras
takes place albeit to a lesser extent than at the MSK. Yet, all girls
were aware of the minimum age for marriage and were determined
that they would get married only after they reached 18 years.
Fighting child marriage with
Box 7.13:
community support
Sunita, a member of Nehru Bala Sangham, Karimnagar
was being forced by parents to get married at the age of
15. The Bala Sangham members told her about the ill-
effects of early marriage, “Why are you getting married at
such an early age? You are so thin and your body is not
ready to give birth to a baby. You would face reproductive
problems later.” Sunita’s friends in the Bala Sangham went
to her parents to convince them against the marriage.
They told them Sunita's health would be at stake if she was
married early. But the parents were not willing to listen to
the adolescents. To mount pressure upon the parents, they
went to the sangha, Sarpanch and the MPDO office. This
time, Sunita’s parents heeded the advice of the community
elders and the adolescents and allowed Sunita to stall the
wedding and complete her education.
Source: Focus Group Discussion with Bala Sangham Members, Karimnagar
district, Andhra Pradesh, March 2010
Kishoris, armed with information on the legal age of marriage and
the strength of a collective, have reported being able to stop or at
the least, postpone early marriages. In such cases, Kishoris
usually approach parents in groups of six or seven When Kishoris
from Rupshi block in Dhubri district found out that one of their
friends, Chalema Thakur was getting married, they approached
her parents and asked them to consider that their daughter was
underage and could face complications in her reproductive
health. Once her parents were made aware of the problems their
daughter could face, they abandoned plans for her marriage
temporarily.
Towards collective action, the most visible impact of the work of
the Bala Sanghams has been in their battles against alcoholism
and child marriage (Box 7.13). Due to their vigorous campaigns
against child-marriage, 334 early marriages were postponed
125
across MS districts in Andhra Pradesh in 2008-09 alone. In the
Vizianagaram district, the Bala Sanghams organised village level
camps and workshops in 37 villages of four mandals. The
Panchayat members, parents, teachers and community elders
were invited to participate in the focus group discussions. In the
workshop, girls expressed their desire to continue their education.
One Gram Panchayat in the district initiated the keeping of
marriage registers in 13 villages, and members of the Bala
Sangham acted as a community watch-dog to prevent early
marriages, which was validated with due recognition from the
Gram Panchayat and the community. The Gram Panchayat
members also stressed the importance of maintaining a marriage
register and joined the campaign in educating the community
about the ill effects of child marriage.
Bala Sangham members have been an integral part of the anti-
alcohol movement in Andhra Pradesh (Box 7.14). Besides,
motivating their fathers to stop consumption of country liquor,
members have inspired the community to be part of the
movement. As a result of the vigorous campaigns of Bala
Sangham members in Warangal, alcohol consumption ceased in
30 households in Chityal block. Consequently there has been a
marked reduction in domestic violence against women.
The other visible impact of the Bala Sanghams has been the
reduction of gender discrimination in their families and in the
school (Box 7.15). The adolescents transfer this learning to their
elders and siblings and challenge norms that do not allow men
and women to live on equal terms, especially with respect to
sharing household chores. The Bala Sangham boys share
domestic work with their sisters and mothers and attempt to break
myths and misconceptions related to food particularly during
menstruation and pregnancy. Venkatesh, a member of the Kamla
Nehru Bala Sangham, Dodhanapalli village, Saidapur block in
Karimnagar district never did any household chores. After
EMPOWERING ADOLESCENTS THROUGH EDUCATION
Box 7.14: Rooting out alcoholism
The issue of alcoholism worried Prabhu, member of Vanila
Bala Sangham, in Chityal block, Warangal. He devised a
strategy to put an end to liquor consumption in his village
with the help of the media and community institutions. He
and 20 team members took the bottles from the liquor
shops and burnt them at the bus-stop. They had also
invited the press to cover their act. Prabhu says, “I did this
to stop liquor consumption which was wrecking our
families.” The Bala Sangham members also informed the
police prior to taking this action. The police supported the
adolescents in their mission to root out the menace. The
members also received support from the village Sarpanch
and Up-Sarpanch in this regard.
Source: Interview with Prabhu, Bala sangham member, Warangal district,
Andhra Pradesh, March 2010.
becoming a member of the Bala Sangham, he not only helps his
mother to clean the house, he also helps in making meals and
washing dishes. His family too, has understood that domestic
work is not the sole responsibility of women alone and that both
sexes need to contribute to ease the burden on women.
The girls in Kishori Manchas faced various forms of discrimination
at home, from accessing food to accessing education. One
Kishori from Goalpara district said,18 “Earlier we did not know
about our rights. The Kishori Mancha became a space to gain
Box 7.15: Advocacy against sexual harassment
and gender discrimination in schools
Mamta from the Vanila Bala Sangham, Chityal block takes a
resolute stand against gender discrimination in her school. As
a strategy Mamta also ensures that teachers are invited to the
meetings of Bala Sangham to make them aware of its
activities. One of
her friends dropped
out of primary
education after she
was beaten up by a
teacher.
Thereafter, she lost
her enthusiasm to
study. Mamta and
other Bala
Sangham members
went to the teacher
18 Focus group discussion with Kishoris, Goalpara district, April, 2010.
126
information. Now, we know that we too are entitled to equal
rights, like the right to education, right to speak, right to move
from one place to another and the right to lead a free life, instead
of being forced to go to work. We also can exercise our right to
development and to access resources. We learnt that we have
the right to participate in public fora. In the Kishori Mancha, we
learnt that girls are entitled to an equal amount of food in the
family, just like her brothers.” With the formation of the Kishori
Mancha in the village and with the approval of parents who
viewed it as part of the girls' learning process, their mobility has
increased. It was a change for Kishoris as in the past parents
were reluctant to even send their daughters to the market to buy
groceries and stopped them even when they wished to visit their
friends.
However, girls continue to face opposition from parents when
joining the sangham. Bala Sangham girls especially, are
prevented from attending night meetings. Sensitizing parents
through special outreach efforts or adjusting timings of meetings
to suit girls may help overcome this resistance.
Impact on the State
The MSKs are an exemplary model of the education for
empowerment framework. The most powerful impact of the
Mahila Shikshan Kendra on the state is that it became a model
which has been mainstreamed into the KGBV, the state run
residential learning programme for girls. The fact that the
to protest the incident. She told the teacher, “We are small
girls and you have hurt our feelings. Our friend left the school
because of you.” Because of this pressure, the teacher
apologised for her misconduct to the girl.
Another teacher in her school used to sexually harass the girl
students. Mamta informed the Child Rights Protection
Committee (CRPC) and asked for his removal. The CRPC
heeded her request and immediately removed the teacher
from the school. After one teacher made boys and girls sit
separately in the class, there was a gender divide which the
girls could clearly sense. The boys would taunt the girls and
laugh whenever the girls raised questions. The girls felt the
discrimination and asked the teacher, “Why are you separating
us like that? You are making the distinction between boys and
girls. We want to study together.” When this did not work,
they asked the principal to intervene, and they were allowed to
mix freely once again.
Source: Interview with Mamta, Bala Sangham Member, Warangal district,
Andhra Pradesh, March 2010.
EMPOWERING ADOLESCENTS THROUGH EDUCATION
monitoring role of MS has been written into the KGBV guidelines
is a testimony to state recognition of the expertise of Mahila
Samakhya. Gender training of teachers and gender based
learning materials from MSK are included in the curriculum of
KGBVs. Although, there are various studies conducted at
different levels about addressing the gender bias in the education
curriculum and pedagogy, the existence of a living model, has
made it much easier to operationalise it. Yet, through
institutionalisation, many MS staff reported that the state run
KGBVs were not nearly as effective as those run by MS or the
MSKs. Therefore, it would be important for MS to monitor the
KGBVs on a state by state basis to assess what aspects are
retained from the original model and what are not.
Inclusion: New Innovations through
the MSKs
A challenge faced by any innovation is that of inclusion of
marginalised populations. Both MSKs and KGBVs are found to
be extremely sensitive to the needs of girls and have taken the
initiative to be inclusive of girls coming from different cultural
backgrounds or girls facing difficult circumstances (Box 7.16).
Box 7.16: Against all Odds
A 15 year old girl from Sadr block was left near a hospital.
A federation woman intervened and found that the girl’s
father had made her pregnant. The doctor denied the
possibility of an abortion and along with the media
publicized her condition. The federation woman
remonstrated them asking them not to mock at her
condition. The girl was mother-less and her father who
was mentally unstable used to abuse her along with his
friend. After this, the federation women took care of her.
When the Police asked to shift her to a safe place, the girl
was brought into the MSK. Here she was taken care of
well and could deliver her baby. Meanwhile other girls
were told that she was married. The child she delivered
was adopted. After successfully completing the MSK, the
girl was married.
Source: Interview with MS field staff, Muzaffarpur district, Bihar, July 2010.
In order to win the confidence of the minority Muslim community,
MS in Deoband, Uttar Pradesh has made certain adjustments in
its functioning to accommodate cultural differences. The KGBV
uniform was changed to salwar kameez with dupatta and girls
were told that they could cover their heads. Contrary to the MS
practice of organising an inaugural function, no inauguration was
19 Formal prayer of Islam
20 Fasting in the month of Ramzan
127
organised once the KGBV started in Deoband. The KGBV food
menu was changed and girls were given eggs twice a week, as
MS realised that most of them were used to a non-vegetarian
diet. MS also relaxed the KGBV timings to allow girls to observe
religious practices such as namaaz19, roza20, and iftaar.21 Thus the
community was convinced that the KGBV was not a space where
girls would “go wayward” or would be “sold off”, but an
educational institution that respected their cultural practices. As a
result, enrolments at the KGBV increased. Once the girls settled
in and ownership and trust was established with the community,
MS organised an event at which the teachers and MS staff
performed instead of the girls. In this manner MS respects the
demand from the community that their girls should not participate
in singing and dancing. Soon the girls started asking to be
allowed to watch television and go out in public. MS allows for all
this gradually and the girls are now sent regularly to the local
park; they ride bicycles, watch television and even wear track
pants! KGBV is a secular space where the girls are treated with
respect and are given the autonomy to practice their own religion.
Women MSK students at Ranchi Central Jail
In the MSKs as well, teachers are sensitised on respecting
religious sentiments and the cultural diversity of different
communities. At the Dumra MSK, in Sitamarhi district, Bihar, one
of the teachers separated the Muslim and Hindu girls. Once this
came to the notice of MS, the teacher was counselled on the
importance of inclusion and this changed her behaviour. New
innovations towards the goal of inclusion have been pioneered
with women in jails in Jharkhand and sexually abused children in
Kerala.
MSK in Prisons in Jharkhand
Mahila Samakhya has modified the MSK model for women
prisoners. The first step through which MS started working with
21 The meal breaking the fast at the end of the day during Ramzan
EMPOWERING ADOLESCENTS THROUGH EDUCATION
jails was running Jagjagi Kendras for the children of the
prisoners22. Seeing the programme, women expressed interest in
a similar initiative. Accordingly, a Mahila Shikshan Kendra was
started in the Central Jail in Ranchi, Jharkhand in April 2008.
The context, in which MSK runs here, however, is very different.
This being the central jail, prisoners have been convicted for
serious crimes ranging from theft to murder and some have been
imprisoned for life. The Superintendent reported that the biggest
problem is depression, since most of them are away from home
and not able to see their family members. Also, unlike a village
environment where women face problems of survival, these
women only think about their prospects of release, if any. The jail
authorities have introduced several initiatives like meditation
programmes and sports activities to keep them engaged. The
Superintendent also reported an increasing number of women
appearing for Open University programmes through
correspondence courses.
Legally while prisoners do not have rights which are available to
the common man, they do have some rights. The State
Programme Director (SPD) said that here too, legal literacy
programmes and information on women's rights is important.
Unlike the regular MSKs where the programme helps women
identify their own rights, in the prison it is often the other way,
where facilitators help women identify the rights that their victims
had. Women have been convicted for dowry harassment, murder
of their daughters-in-law or even mothers-in-law. The SPD
reported that many women have said that they would not have
committed such crimes, had they been aware of and conscious of
the rights of women with respect to marriage. While this
programme is very new and is still evolving, there is potential to
redefine the empowerment framework in such a scenario.
Another important difference in jails is the power relationships
22 Children of female prisoners are allowed to stay with their mother till six years
128
between prisoners which made it difficult to foster equity among
women, like in the sanghas. Although, the initial model envisaged
creating teachers in the prisons, identifying the right candidates
was complicated. There were highly qualified women prisoners
who could teach the course content, but tended to dominate the
students. Therefore, MS has appointed two external teachers
who have been deputed in the prison with special permission
from the jail authorities. The course curriculum includes
mathematics, Hindi, environmental issues, drawing and songs.
Vocational skills are also imparted on sewing, production of jute
items, candles, pickles and papads (a savoury) which will help
women earn once released from jail. They are also taught about
reproductive health, menstrual issues and pregnancy
According to Mr. Deepak Kumar Vidyarthi, Superintendent, Bihar
Central Jail, “This successful programme motivates the inmates
and reduces their depression by making them study together in a
group. The programme is constructive, useful and must be
extended to other places. We are planning to replicate it in two
other central jails.”
The inmates say that MSK is appealing because there are many
group activities and lessons that relate to the real world. They
reported that they feel happy learning together and sometimes
fighting too! Within a short period, there have been some
success stories too. Monika Devi, a MSK student, was
incarcerated for life in the Central jail but was released. With
support from MS, she is currently a night guard in Asha Kiron
shelter home. Women in the jails also have started identifying the
need to educate their children. One of the women inmates has a
daughter and MSK has taken the responsibility of educating the
child. The girl now lives in the Ranchi MSK, goes to a regular
school and intends to study further while her mother serves her
sentence in jail.23 “Their [MS'] work in jail where no other
organisation is working is outstanding. I had the opportunity to
meet these jail inmates and it was mesmerizing for me. The kind
of educational activities conducted by MSK is really admirable,”
says Anupam Srivastav, from CARE.
MS has now planned to conduct a Sammelan of MSKs within the
jail, so that students from the jails can also participate along with
the other girls and women from the regular MSKs. The
Superintendent also recommends that the programme adds more
varieties of vocational training so that trained women can be
linked to some industry. If they earn some money now and save
their earnings, when they are released, it can help them start a
small enterprise of their own. Currently the model is being tested
in the Central Jail, where many women are sentenced for life. If
the model can be worked out in other correctional facilities such
as district jails, open prisons or Borstal schools, which houses
23 In conversation, State Program Director, Jharkhand, July, 2010
EMPOWERING ADOLESCENTS THROUGH EDUCATION
convicts with shorter sentences, the women would be able to use
their learning when they are released to live a different life. The
classic MS model with its holistic approach to empowerment
where initiatives are embedded in the sanghas cannot be easily
applied to the MSK innovation in jails.
MSK- succour for children subjected to sexual
abuse in Kerala
MSK has been instrumental in creating role models from girls,
even from the most marginalised of communities. The MSK in
Thiruvananthapuram in Kerala have been able to adapt this
model to girls who have been through appalling experiences of
sexual abuse and rape, who come from broken families, whose
mothers suffer domestic violence, where fathers are alcoholics
and those subjected to sexual abuse within families. This MSK
functions as a special educational centre and focuses on healing
and enhancing the self-confidence and self-image of sexually
abused children. Most children who have been sexually abused
by relatives like their father or stepfather, often cannot return to
their own families. Information about such girls is usually given
by child welfare committees, police or the sanghas, who bring the
girl to the MSK. Many children are brought directly to the school
without informing the mother, who is often aware of the abuse
and sometimes even condones it.
The focus of MSK is on improving the academic performance of
children and on acquiring life-skills to become self-reliant. In this
special centre however, the focus shifts to healing the scars and
wounds caused by abuse, building the self-esteem of the children
and helping them feel secure and confident about themselves
and their bodies. Teachers and staff play an important role in
creating a positive, enabling environment. Professional
psychiatrists train all staff in the school on how to handle children
with special care. Intensive training is given to teachers to
enhance their emotional sensitivity and therefore strengthen their
ability to work with abused children. Teachers are made to
realise the delicate line that differentiates discipline from corporal
punishment which often ends in dehumanising abuse. No child is
ever asked about her past till she is willing to talk about it on her
own or express herself in writing. Strict norms are followed never
to probe but only to create a positive environment, to listen and to
let the child be herself. When required, children are given
medication for depression or anxiety. The effort is to make them
understand that they are not to blame for the abuse but that the
failure lies in the adults whose responsibility it was, to ensure
their safety.
Various skills such as dancing, singing, painting, theatre, and
24 Sakshi Vs Union of India - A landmark Judgment lays down guidelines child friendly
environment in holding trial of child sexual abuse : - A screen between the survivors/witnesses
and the perpetrator; The Presiding Officer would put questions to the survivor or witnesses in a
129
Kalaripaittu, help children express their creativity and release
their pent-up and suppressed emotions. Kalaripaittu is a form of
martial arts which enhances the creativity of children, restores
physical and mental health and builds self-defence skills. It is
also a form of relaxation for the mind. Forums and space to
discuss problems, anxieties and apprehension are held every
evening and children learn to articulate their grievances, relieve
their pain, and analyze issues. This experience transforms the
child's self image about her body and helps erase any feeling of
guilt. MSK regularly hold a series of workshops for three or four
days called 'Adolescent Sanghamam', where the children can
interact with experts on different issues and get information. The
fact that there has been no instance of children running away
from the MSK is testimony to it being a safe and secure space,
both physically and emotionally for them. There have been
several cases of how girls have been rehabilitated from severe
trauma. Box 7.17 24 illustrates how MSK provided counselling and
emotional support to a rape victim, while MS dealt with her
perpetrators.
Box 7.17: Rehabilitation of a rape victim
In a controversial case, a girl was abused by 12 men
including her father and was sold to other men. The
adolescent child was given legal help. The case was tried
according to Sakshi vs. Union of India guidelines24 using in-
camera and behind the screen proceedings. All 12 were
convicted. She and her younger siblings, two sisters and
one brother were deeply affected due to the physical
violence unleashed by their father. The boy had fits due to
fright and has now recovered after counselling and
emotional support. The girl had chest pain due to
harassment and has now recovered from depression and
fear. The entire family was rehabilitated. The accused,
who were highly influential and belonged to economically
powerful backgrounds, often threatened her, which she
could withstand only because of MS support.
Source: Correspondence with State Programme Director, Kerala Mahila
Samakhya Society.
These children appear for the equivalency exam for the fourth,
seventh and tenth standard exam conducted by the National
Literacy Mission. Many are sent for skills training to expand their
future employment avenues and gain self confidence. Unlike
other MSKs, here girls stay for three to four years till they become
self reliant. Once they graduate, many are able to earn their
living and live with dignity.
Girls have been re-admitted to schools and have reached 11th and
language appropriate; The survivor during testimony should be allowed sufficient breaks as and
when required.
EMPOWERING ADOLESCENTS THROUGH EDUCATION
12th standards. They have learnt to make public speeches,
become champions in the game of kabbadi, are adept in theatre
and have performed most effectively for a collaborative
programme against smoking in Achuta Menon Centre, Sree
Chitra Institute of Medical Sciences.
A different model is followed in MSKs in Jharkhand where
sexually abused girls, often referred by Childline (toll free tele-
helpline for children and young people in distress)25 are inducted
along with other students. These MSKs also house orphans,
trafficked girls and girls working in brick kilns. Here, the effort is to
enable them to live in a community and to ensure that there is no
stigma associated with sexual abuse. Whenever necessary,
psychological counselling and treatment is provided. Teachers
are sensitised on how to handle such girls. An enabling
environment is a pre-requisite for recovery from trauma. Pupils
cannot study if they are not in a mental frame of mind that
enables them to achieve their educational aspirations.
Consequently, the psychological needs of young girls have to be
addressed first. Girls are encouraged to play, participate in group
exercises and feel accepted by the group for the first three
months of their stay. Only then do lessons begin.
Sexual abuse against adolescent girls has been a major obstacle
for their growth and is every parents biggest fear. The worst part
of this issue is the reaction of family members. It was found in a
study that in 95% of cases, the post-abuse reaction of the
father/guardian/husband is oppressive rather than supportive.26
The girls coming to these MSKs often cannot return to their
families. Empowering them as strong individuals with self-
esteem, with the ability to stand up for their rights and develop as
individuals who are not shackled by their past, is the most
significant contribution that MSKs make to these girls.
25 http://www.childlineindia.org.in/1098/1098.htm
26 Sinha, Ajit Kumar, Socio-Economic conditions of adolescent girls: A Case Study of Backward
District of Poverty Dominated States , report submitted to Planning Commission: Government
of India, New Delhi , 2006.
130
Overall Reflections, Challenges and
Recommendations
The challenges faced in the adolescent initiatives are many and
require new strategies and thinking, not just for the Mahila
Samakhya but for government programmes and policies. For
instance, the recent announcement of the Rajiv Gandhi Scheme
for the Empowerment of Adolescent Girls also called SABLA aims
to empower girls between the ages of 11 to 18 and mainstream
out of school girls into regular schools. MS' work with
adolescents can help inform this programme which also intends
to provide life-skills and vocational training but lacks a gender
perspective.27
Challenges for the MSKs and KGBVs
For the lessons to fructify, adolescent initiatives need to be
strongly embedded or at the least linked to the larger women's
movement and their collectives. All the initiatives of MS are
linked to the federations except for the KGBVs, especially in non-
MS operational areas. In MS run KGBVs, the sanghas and
sahayoginis are involved in mobilizing girls but not in monitoring
these institutions. To ensure community ownership and
engagement, the involvement of civil society institutions like MS
and people's organisations like the federations, helps girls realise
the objective of becoming change agents. Therefore, in non-MS
operational areas it would be important for civil society institutions
working with women and adolescent girls to play the mobilisation
and monitoring roles currently played by the federation. To this
end, MS and their federations would have to orient these civil
society institutions and community based organisations.
The reach of MSKs is currently limited being a residential,
fully-equipped, resource-intensive institution. For the fruits of this
MSK initiative to permeate into the larger school system, and
thereby increase its reach, it would be important for MS to take on
a different role altogether with the KGBVs and with residential
schools. For KGBVs, MS should simply engage in ensuring that
they retain the spirit of the original innovation on which the model
is based. With residential schools MS could consider a new pilot
innovation of managing only the residential part where it can build
in components such as the life skills, gender education and the
rights based educational approach and build the linkages to the
wider women's movement. Formal educational capacities would
then be taken care of by SSA while the gender-sensitised, rights-
based approach would be incorporated by MS through the
residential component.
27 Government of India, Ministry of Women and Child Development, No.6-12/2010-RGSEAG letter
announcing the Rajiv Gandhi Scheme for the Empowerment of Adolescent Girls dated
27/9/2010.
EMPOWERING ADOLESCENTS THROUGH EDUCATION

The MSK initiative has now ventured into experimenting with Implications of the RTE for Jagjagi Kendra
difficult populations to ensure the inclusion of marginalised
The enforcement of The Right of Children to Free and Compulsory
groups. MSKs and KGBVs could draw on lessons from MS
Education (RTE) Act 2009 has meant that the Jagjagi Kendras are
Kerala and MS Jharkhand to continue to innovate on new models
now viewed differently by the state. The enforcement of the law
for inclusion. Strategies they have used can be shared and
has led to closing down of several Jagjagi Kendras in Jharkhand, a
replicated, like those of creating a safe space, being proud of
serious loss considering the important role these centres have
their bodies through dance and drama, coming to terms with their
played in mainstreaming large numbers of children especially in
past experiences on sexual abuse through meditation and getting
areas where children have poor access to schools. The Act has
the children to
the best of intentions in ensuring that all children between the ages
accept that this was
of 6 to 14 have access to free education. However, while
not their fault to deal
implementing the Act, some home truths need to be better
with feelings of
understood. Report of the RTE Act by the Anil Bordia committee28
shame. The lessons
states, Section 6 of the RTE Act, 2009 provides that the
from these initiatives
appropriate Government and the local authority shall establish
can also be
within such area or limits of neighbourhood, as may be prescribed,
extended to schools
a school, where it is not so established, within a period of three
and institutions
years from the commencement of the Act. Section 2(n) of the RTE
working with
Act defines a school as a “recognised school imparting elementary
marginalised
education.” The implication is that all Education Guarantee
populations.
Scheme centres currently running under SSA, numbering about
26,000 in 2009-10, will need to be upgraded to regular primary
The challenges
schools within three years or close down. Similarly, Alternative
within the
Innovative Education centres of various kinds (residential or non
programme lie in
residential) that have hitherto been funded under SSA, will have to
mobilising the girls
be recast to function as facilities for 'special training' as required
particularly from
under Section 4 of the RTE Act.” The implications of the report are
minority
very pertinent for the Jagjagi Kendras, since these low investment
communities. The
schools cannot be turned into “recognised schools” with all
pressure from the
facilities stipulated by the RTE Act.
community might
prevent them from
However, there are a few questions to be answered in the course
joining or they drop-out of the MSK in the middle of the
of implementation of this Act. The first question is about the
programme. This defeats the main objective of helping drop-outs
feasibility of the RTE, especially in the period of three years. As
and those who have never enrolled, to acquire elementary
stated earlier, close to 10 million children are out of school in rural
education in a short span of time and mainstream them into
and urban areas. Studies have argued that, with the current
regular schools.
allocation of 6% of GDP on education, universal education
through government schools is not possible if all the teachers
A major difficulty faced by the MSK girls seeking admission in
were to be paid as per the Sixth pay commission.29 It is not to say
regular schools is that not all subjects are taught in the MSKs.
that the state should not strive to provide good quality education
For example, science, history, geography and Sanskrit are not
to poor and marginalised children, but rather to caution that while
part of the MSK curriculum. At present MSKs are not equipped to
enforcing the law and closing down such alternative schools,
teach these subjects, but they do prepare the girls in History and
many children will fall between the cracks and be left out of
Geography a month before the exams but not for science.
school altogether. The second important question is based on
Therefore, it might be necessary to review the existing curriculum
the understanding that lack of access is not just a physical notion,
of the MSKs and introduce other subjects necessary for the girls
but rather a far deeper emotional blockade in the minds of girls
to succeed in fulfilling the requirements of formal schools. MS
and their parents. By making it a moral compulsion on parents
Bihar is considering extending the duration of MSKs from eight
and the authorities to ensure that children are in school, parents
months to eleven months which could allow them to revise their
now do not have the right to keep their daughters engaged in
curriculum and introduce new subjects.

28 Report Of The Committee On Implementation Of The Right Of Children To Free & Compulsory 29 Pankaj S. Jain and Ravindra H. Dholakia Feasibility of Implementation of Right to Education
Education Act, 2009 And the Resultant Revamp Of Sarva Shiksha Abhiyan, April 2010 Act, Economic and Political Weekly, June 20, 2009
http://ssa.nic.in/quality-of-education/rte-reporting-by-anil-bodia-committee
131
EMPOWERING ADOLESCENTS THROUGH EDUCATION
household work at the cost of their education. However there is
no mechanism to help the girls who find it difficult to cope with the
subjects taught for her age group. The role played by the Jagjagi
Kendras in acting as a bridge to formal schools is precisely what
the new Act does not allow nor are there other provisions to
ensure this gap is filled.
Although the Act speaks about 'special training', it is in the context
of children not being able to cope with the syllabus once they are
in school. It would be ideal to have all girls studying in regular
schools with no need for the Kendras at all. But in an imperfect
world where new schools cannot emerge overnight, it is critical to
nurture these centres with even more care to provide the time
required for complementary formal mechanisms to emerge and
take the place of the Kendras. The Jagjagi model can also in fact
become the formal complementary bridge school mechanism that
gets children who have never enrolled in school or drop outs into
the mainstream. MS will have to play a critical role of advocacy in
ensuring that this model is not lost because of this well-intended
piece of legislation.
Challenges for the Bala Sanghams
The biggest challenge for adolescent groups lies in their
temporary and somewhat fluid nature. When girls and boys
leave the village for higher studies or due to marriage, the groups
tend to break down. For this APMS has found a solution in the
form of alumni associations or youth groups for the few young
leaders who remain behind in the village. The links between
these adolescent initiatives and the larger movement become
even more important. Sanghas may need to induct Kishoris into
the sangha activities or encourage the formation of larger
collectives among Kishoris themselves. MSK and KGBV girls
may need to shadow the sangha women to learn how to form a
Kishori sangha so that they have peer support for collective
action to engage in social change. Nonetheless, it is expected
132
that this generation of socially aware young girls, having
experienced the process of empowerment, would pass it on to
their children from the very beginning - giving birth to a generation
that can challenge patriarchy.
Sometimes the inability to approach higher authorities or
community leaders individually to advocate against an unfair
social practice remains difficult for these young leaders who may
not be taken seriously. In such cases a sangha representative
can be designated for the girls to approach. The exposure
meetings at cluster and block levels in Bala sanghams and
Kishori Manchas can facilitate peer exchange and learning.
Through these activities, the Bala Sanghams have earned the
legitimacy from both the village and Mandal Panchayat, where
the Mandal Panchayat and Mandal Educational Officer offered to
help the programme continue even after MS withdraws. Through
the Bala Panchayat advocacy initiatives, the legitimacy of the
Bala Sangham can be built by keeping officials informed about
their activities and working towards strengthening their voice and
sustaining the initiative even after MS withdrawal. Lessons from
this practice of peer exchange and interface with officials may be
important for other adolescent initiatives to help build peer
support and enable adolescents to act as pressure groups at
higher levels.
Impact Across Different Initiatives
To conclude, all these adolescent models result in individual
empowerment. The Kishori Manchas and the Bala Sanghams
are empowered enough to act collectively as change agents
through campaigns and as pressure groups on social issues.
The MSKs and the KGBVs play an important role in individual
empowerment, especially by being a residential institution that
provides these girls a 'safe space' where they get to express
themselves freely. By being in a residential programme for eight
months without going back to a regressive society, these girls
experience a liberating environment for the first time in their lives.
This is the biggest advantage that the MSK and KGBV provide for
the girls. In the other practices, after a discussion on women's
rights and empowerment, these girls are put back into a
surrounding which does not reflect their dream. Therefore, these
girls have a tougher task of living in an unfair world and carrying a
vision along while doing so. This advantage in the MSK
translates into a rapid change in the girls in a very short period of
time, which takes years in the other practices.
The Kishori Manchas and Bala Sangham are platforms for
adolescents where the ideals of the sangha are taken forward
into the next generation. Some of the roles initially played by the
sanghas have now been shifted to Kishori Manchas. Educated
young girls of Kishori Mancha are helping Sanghas in
EMPOWERING ADOLESCENTS THROUGH EDUCATION

Figure 7.1 Impact Across Adolescent Initiatives

REGULAR SCHOOL

Jagjagi Kendra
Kishori
KGBV Mancha

Sangha Bala
MSK Sangham

Awareness of rights
Collective strength
Education for mainstreaming
Collective Action (campaigns on
Change agents
Education for Mainstreaming education, child marriage, alcoholism)
Individual empowerment
Community attitude towards Gender Sensitisation
Awareness of rights
education Leadership skills
Leadership Skills
Awareness of rights Community Support
Safe space for self expression
Individual Empowerment Peer Exchanges and Learning
Life skills
Individual Empowerment
Vocational exposure
Life skills
Vocational exposure

Main impact Additional impact

documentation.30 The wide set of linkages that provide Kishori
sanghas with inputs ranging from bridge courses, life-skills,
gender education, leadership skills, vocational training and
recreation, results in a holistic development of girls.
Bala Sanghams and Kishori Manchas play a proactive role in
stopping early marriage, and raising awareness on child rights.
As seen from the experience of sanghas, the strength of the
collective is equally important, especially if an enabling
environment is to be created. In the collective, with their strong
awareness of rights, these girls and boys become agents of
change, not only for themselves but for the whole community.
Truly, they become tomorrow's leaders. The Bal Panchayat in the
Bala Sangham structure is a training ground for them in the
democratic process and their ability to act as pressure groups is
being built through these structures.
demand for the Kendra actually reduces in that village because
parents by then start enrolling their children in regular schools.
This is testimony to the fact that, they are not static organisations
purely designed for educating girls but are a powerful change
agent which transforms the community wherever they are
established.
Overall these adolescent models prepare young girls and boys for
the future in multiple ways. They empower them with knowledge
of their rights so that they can challenge oppression in their lives
from the onset. Second they ensure that the second generation
is ready to take the movement forward. Most importantly, they act
as a channel for adolescents to access education and open up
future options through which their aspirations can both grow and
be realised.

The Jagjagi Kendras lies in the middle of these two models.

Their biggest strength lies in the involvement of the community,
which in turn, sensitises citizens at large on the benefits of
education. In a non-confrontational manner, the JJK makes the
community realise that education means empowerment,
especially for girls. JJKs have rotated across the villages. Once
a JJK is established and girls have completed their course, the

30 Assam Mahila Samata Society, (AMSS), Annual report 2007-08: p. 11

133
C O N T A C T

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