A Project Report Entitled on Reaching Out to Meets (RoM) to Strengthen Women’s Participation and Security in Jumla and Kalikot Districts, Karnali, Nepal
Dream for Jumla by 2018 (The first Picture)
Submitted to
UNDP, Lalitpur
Submitted by Thapathali, Kabil Marga, House N0.37 Telephone: 977- 1-41102103, 14227730 Fax: 977-41102103 GPO.Box No 23336 Email: actionworksnepal.awon10@gmail.com URL:www.actionworksnepal.org
December 2013
Executive Summary: UNDP is provided a grant for short term engagement specially to reach to the local stakeholder in Jumla and Kaikot in order to strengthen the status of women, peace and security as endorsed by the Nepal government through National Plan of Action (NAP) on United National Security Council Resolution 1325 and 1820. The women, men, traditional healers, students, members of school management committee, teachers, media person, CSO leaders, intellectuals, private sectors, peace committees etc involved during implementation of activities in Jumla and Kalikot. The total 400 stakeholders are directly involved in the program through training, peace rally, drawing competition etc. Likewise, information on related with this project reached to about 50, 000 people through radio programs, online news coverage, print media and social media. Despite having very small grant and short project period, it added value to make history in the peace building process in Jumla and entire Karnali. The presence of AWON’s International Advisor from Australia also added more value. The local stakeholders define the PEACE, SECURITY, PARTICIPATION which is differs from the indicators as defined by the national and international guidelines. However, the deep rooted social values, gender norms and limited funding (Nrs 539,550) is the key challenges. Thus, in such areas the long term committed required a the micro level in order to contribute women, peace and security largely. Introduction: Nepal is moving ahead on conflict transformation and the process of peace. In order to overcome more than a decade of armed conflict (13 February 1996-21 November 2006) and movement which erupted in several different parts of Nepal, including Terai and the eastern hills, the Comprehensive Peace Accord (CPA) 2006 was signed, followed by the Constitutional Assembly election in 2008. There are several ongoing attempts for making logical end of peace process and gender responsive constitution drafting process. However, the process is incomplete in many ways. The country is still in political and economical transition. The first constitutional assembly failed to deliver it’s mandate by 28 May 2012. Subsequently, Nepal now has a unique political culture. The Chief Justice has taken over as an Interim Government in order to have a fair and transparent election for the second constitutional assembly. Despite having a progressive and gender sensitive interim constitution in 2007, and having formulated many policies aligned with national and international human rights instruments, there are several sad sides in Nepal. The elongated political instability and fragility affected peace, security, governance and overall political culture in Nepal, where mostly girls and women are affected, especially those who were directly affected by the conflict, are poor, rural, and otherwise marginalized. Nepal government, UN agencies, CSOs and other stakeholders are working seriously to overcome these ongoing challenges and obstacles at various levels particularly by designing and implementing the National Plan of Action (NAP) UN Security Resolution 1325 and 1820. NAP has five pillars, which are equally important, and overlap, linking each other. However, the first pillar `Women’s Participation’ is particularly important to establish and ensure women’s safety and a just society. Women’s Participation: Nepal is globally recognized as having 33% women in the constitutional assembly, and as the first country that has a NAP on UNSCR 1325 and 1820 (1 February 2011) in South Asia. The government is not only working to establish the peace and reconstruct the ministry but also to delegate authority and
take the lead in peace activities including the implementation of NAP. Additionally, 33 % women in the constitutional assembly is mandatory to constitute a local peace committee. However, there are many loop holes. and there is a long way to go to ensure meaningful participation of women in security, media, industry, and the business sector, especially from the remote, dalit, indigenous nationalities, Madeshi, oppressed classes, and disabled, etc. It is also observed that the women who are occupying different positions in various areas are not effective as intended. There are many reasons behind the lack of meaningful participation of women in all sectors and levels. As UNDP’s N-Peace Network report (May 2013) highlights: • Lack of capacity –building opportunities for grassroots women • Low awareness of the NAP on 1325 and 1820 among grassroots women and conflict affected women • Minimal representation of grassroots leaders in local mechanisms for peace building and NAP implementation • NGOs and organizations outside of the Kathmandu Valley lack access to resources to work on WPS priorities • Quotas for 33% women’s representation often exist for peace building bodies but are not effectively implemented and monitored Furthermore, the same report states the urgency of local level intervention for increasing women’s meaningful participation as the following: • • • • •
Decentralize capacity building activities at local levels for creating culture at the root Engage national and international communities for raising awareness on UNSCR 1325 and 1820 at the local level because local women think that these numbers are for objects e.g., a bike Reach out to the local institutions such as Local Peace Committees (LPCs) and District Coordination Committees (DCCs) Increase access of resources at the local level instead to focusing on the elite lead and Kathmandu based CSOs for localization of NAP Coordinate and collaborate with other sectoral agencies to bring real impact in a holistic manner for women’s participation
With this given scenario, Action Works Nepal (AWON) proposes a short-term project entitled `Reaching out to Meets (RoM) For Women’s Participation’ in Jumla and Kalikot. This paper explains the details in succeeding paragraphs. Action Works Nepal (AWON) The impact of more than a decade long conflict is evident everywhere in Nepal. However, the more prominently affected and painful areas are in the far and mid west Nepal, specifically Karnali. As revealed by several official reports, Karnali has the lowest Human Development Index, and highest poverty incidence. It was heavily affected by conflict, is the most geographically difficult, and grossly marginalized in many ways. Karnali has five districts: Dolpa, Humla, Jumla, Kalikot and Mugu. AWON is working in Jumla, Kalikot and Humla1. In these areas, women and girls work upwards of 18 hours, receive no wages, suffer constant violence of various forms, experience high unemployment and extreme cold, and are subject to poor facilities raising basic human right concerns, as well as high ignorance 1
Humla is a pilot district
among stakeholders at all levels and sectors. Additionally, no one questions failure of a student to write his or her name by 7th grade. These areas are rife with issues, challenges and opportunities. They are full of natural resources, and potential for the tourism sector though it is marginalized, and no one cares to invest in these opportunities. Furthermore, AWON has been working in integrated approach to address multiple causal loops for poverty, conflict and marginalization. It has four thematic areas: women empowerment, education support, livelihood improvement and humanitarian assistance. All themes overlap, are interlinked, and are crucially important to establish a peaceful and just society through Miteri Gau-Let’s Live Together Campaign’. AWON is appealing to the global community to work with the issues and opportunities. For this, `Miteri Gau-Let’s Live Together Campaign’ is the lead strategy. The first two words in Nepali, means mutual love and respect beyond blood and marriage, and last four words are the English translation of first two. ‘Miteri Gau is an indigenous practice, widely accepted across the culture. In ancient times, Nepal traded by following the same practice of Miteri. Thus, it has great influence to create a non-violent culture, to negotiate, meditate, and share resources and ensure a peaceful and just community. Under the pillar of ‘women empowerment’, groups of women, men and traditional healers meet monthly and take corrective actions at local levels. They act upon gender based violence, traditional harmful practices, e.g. Chhaupadi, implement UN Security Council 1325, 1820, transitional justice, and women’s participation. Series of activities such as trainings, cross fertile programs, street drama, song competition, workshops, media mobilization, and networking etc, are in place as well. Under education support, AWON is working with parents, teachers, and the school management committee for creating an enabling environment for security and participation of women/girls at home, school and the community. It also provides bridging courses for incapable students, scholarships, teaching learning materials, training for the teachers and teacher support. Likewise, economic activities for livelihood improvement allow for vocational trainings, saving and credit schemes, use of local resources, land and property rights etc, are happening where marginalized women and girls benefit. These activities help to sustain the women empowerment at large. Lastly, the humanitarian assistance pillar is composed of a series of activities. In response to human made and natural disasters we provide medical supplies, non-food items such as clothes, glycerin etc, as well as legal services. The health camp, construction of the birthing centre and training on formulating gender responsive disaster plans are in place at district levels. Networking, alliance building for policy advocacy is also a very important activity of AWON. Policy advocacy for a gender responsive constitution and peace building process, demanding for fast track court and proportional rights of women’s participation in upcoming election are taking place at various levels. AWON significantly contributed to Occupy Baluwatar, Women Human Rights Defender Campaign, and Sexual Harassment and Prevention Campaign. AWON is also a member of the organizations Women Security Group and Campaign for Cooperation at the local, national, and international levels. Miteri Gau-Let’s Live Together campaign is the foundation of the organization where a series of activities run and intersect over four thematic pillars. It fuels positive feelings, creativity, and creates a safe space for the marginalized groups, as well as promoting dialogue, and creating opportunities to review and
reflect. Finally, peace and justice can be restored among the poor, excluded and marginalized groups by non-violent and collective manner. This is a sustainable movement that has expanded with limited funding over a short period of time. As for impact, the approach and activities are highly appreciated by the local and international communities for transforming rural development and peace. At the Name of Innovation and Community Pro-Peace Campaign, Ms. Radha Paudel, President of AWON was awarded the N-Peace Award in 2012 (http://www.youtube.com/watch?v=sqWYecI6PEE), the Women Peace Maker award also in 2012 (http://www.sandiego.edu/peacestudies/institutes/ipj/programs/women_peace_makers/women_peacemake rs/2012.php#RadhaPaudel), as well as other recognitions by various organizations. She also published a book entitled `Khalanagama Hamala’ which speaks of the urgency and importance of attention of peace actors toward Karnali and the Far West. She is WAR survivor. Further, she is a participant of N-Peace Training in 2012. The flow of peace lovers and actors are increasing across the world, e.g. candidates coming all the way from the USA and Australia for an internship in Karnali. Additionally, the number of violence and incidences of discrimination are decreasing. The perpetrators such as men, traditional healers are in front to fight against violence as change makers. Service providers become more accountable toward their target group and many organizations/donors become more interested in working together. Project: Reaching out to Meets (RoM): As mentioned above, MEETs (volunteers) could be anyone: individuals, organizations, corporations or anyone who believes in AWON’s philosophy. Thus, groups: women, men, traditional healers, schools, teachers, and parents etc, are called MEETs. AWON has been working with them all at various levels. This RoM project worked to engage them in Jumla and Kalikot in order to implement the NAP on UNSCR 1325 and 1820 especially for women’s participation and security at local levels. Objective of the project The goal of the project is to increase women’s participation for peace and justice at local levels through reinforcement of Miteri Gau-Let’s Live Together campaign. The specific objectives are: • • •
To enhance knowledge and skills of local leaders: women, men and traditional healers on women’s participation and security To engage the school management committee, teachers and students in local peace discourse To link the issues and concerns of micro-meso and macro level
Rational of the project: Peace is not an absence of WAR. It is a lifelong process and has to be felt by each individual. Peace for women means their children have the opportunity to go school, have food, and live dignified lives at home, school and the community, free from violence. Women and girls of Karnali are deprived of these rights and needs. They suffer from various forms of violence at home, school and out in the community. Without having peace and security, they cannot contribute to the state and peace building process at large. Non-violent culture including dialogue, meditation, respect for each other’s rights and priorities, has to be
constructed in the family, at school and in the community where women and girls would blow for future by enhancing their self-esteem. Once they build up their self-esteem, they will be able to claim and exercise their power at local level institutions, and subsequently increase confidence to further be able to participate at district levels in the future e.g. the local peace committee. However, there are numerous obstacles at home, at school and in the community. Karnali in particular is highly dominated by superstitions and cultural practices, which are dominated by men. These men comprise traditional healers, teachers, school management committees, and local networks etc (AWON 2012). Thus, men would be a target group which could take a lead role to change gender norms at home, at school and in the community. Consequently, women and girls would have a safe space and could expand their roles in a wider manner. Once they have enough experience in exercising their power, they would be competent leaders to perform roles in local peace committees and other institutions in the future. Thus, for creating an enabling environment for women’s security and participation, RoM is a very important program to engage women and men, girls and boys, traditional healers and other stakeholder at local levels. It will be such activities that will help to boost AWON’s ongoing initiatives for peace and women empowerment. Further, it will bridge the gap, which is recommended by the national conference of Peace Network 2012, as well as significantly contribute to achieve the goals and objectives of NAP of UNSCR 1325 and 1820.
Working Strategies: Working with local stakeholders/MEETs: AWON coordinated with its volunteers of respective VDCs of Jumla and Kalikot and identified the at least 40 local stakeholders from Miteri groups; women, men and traditional healers, schools; students, teachers, school management committee, parents and other stakeholders. Customize the training materials: As AWON’s principle, it adopted a training materials for training, orientation and all activities. Even the knowledge assessment questionnaire prepared in contextually prepared. AWON prepared the schedule and materials needed for the training. The first day of the orientation included the need and importance of security and participation of women and girls at home, school and at the community level. Likewise, the second day focused on participatory exercises and an action plan for the next six months. Use local resource person: AWON has been working with a Nominees N-Peace Award 2013; Gauri Kathayat, Sita Buda and N-Peace Trainee (2012) Ms Narayani Chaulagain as a resource person. Ms Gauri facilitated education program where as Ms Sita and Narayani facilitated women’s groups. Linking with likeminded organizations: As a practice of AWON, coordinated with like minded organizations, individuals throughout the program such as police office, local peace committees, LGCDP program, women and children development office, district education office, RedCross, Media, FNCCI etc in order to create synergy for women, peace and security at large. IEC Materials: In order to keep reference on women’s participation and security, the key message will be prepared in flex and distributed to the groups/school. Key Activities:
Objective 1: To enhance the knowledge and skills of local leaders on women’s participation and security: women, men and traditional healers in Jumla and Kalikot Training workshop: A two days training workshop organized for Miteri groups; women, men and traditional healers, and other local stakeholders in Jumla and Kalikot. The eighty participants were there represented group president, treasurer, secretary and others. By considering of their educational background, training based on participatory Figure 2 Workload Analysis of Women and discussions, exercises, and storytelling, etc. Their Men in 24 hours knowledge and level of understanding assessed through questionnaire. Most of the participants are illiterate so AWON”s volunteers and resource persons facilitated for it. The findings of the assessment is noteworthy for all development actors because the understanding, priority and needs on peace, security and participation are different. For women PEACE means violence free environment at home, cooperation among family members and community, no quarrel at home and community, freedom to make decisions, if the paternal and maternal house is rich, if have more than one son, brothers at maternal house, less work at home, while husband love and take care of mine, have adequate money at home for children’s needs. Women defined SECURITY state of everyone become happy, state of mental and physically safe at home, getting together without any intimidation, safe, having health facility in case of sick, having food. Likewise, women defined the word PARTICIPATION in their own way. they said; get opportunity to participate equally as men in family gatherings, organizational meetings, get opportunity for learning and sharing. However, women deprived from participation by many reasons such as household work, lack of knowledge and access on information regards to in/formal meetings, lack of confidence and education. The analysis of division of work, women’s mobility map, analysis of barrier, analysis of women’s role in election of constitutional Assembly 2008 and 2013. This event organized in two locations; Jumla (16-17 September, 2013) and Kalikot (1-2, October, 2013). They also discussed about the GBV (Gender Based Violence) in their community. They brought the various forms of GBV as listed in box No 1.
Figure 1 Nominee of N-Peace Award 2013, facilitated women's group
Objective 2: To engage the school management committee, teachers, and students in a local peace discourse Training workshop: In order to create learning environment for girls during menstruation period and avoiding sexual harassment and abuse in school, engaging with boys, school teachers and school management committee is crucial. Thus, AWON organized a two days training workshop for them in Kudari and Rachuli village of Jumla and Kalikot districts. During the workshop, AWON found interesting response while asked on why/what/how do you feeling HAPPINESS regard to the education. The responded came as mentioned in box no 2.
Box No. 2. Happiness School management Parents Committee If get opportunity to • Nomination for chairperson • While seeing small alternative methods by community children are in school Pass all students • Independent school for the • School nearby marginalized community community when DEO announce child friendly school • While schools are open Get love and respect from the students Appreciated by the community Box No: 1. Forms of GBV experienced by participants Increasing women’s (as they defined) education Chhaupadi, Witchcraft (Kaptani) Teachers
• • • • • •
Alcoholism Not allow women to participate in training Trafficking Gender discrimination Disputes between grandparents
Students • While teacher teaches whole day • While pass the class • Involvement in extra-curricular activities
Child marriage, Polygamy, Deuki Not use of 33% rights of women Dowry Violence due to Traditional healers Work load (high volume and longer hours)
Figure 4 School Girl presented role of Respondents teachers also defined the meaning of SAFE at their local level by saying; life without any type of external and internal fear, state of rule of law, opportunity to have education, free from any type Figure 3 N-Peace Nominee 2013 Facilitated of danger, enforcement of law, prosperity, violence free education program society, state where everyone should have freedom to go anywhere, secure environment at home, society, school and workplace, good management of the
playground, good use teaching materials and regular presence of the teachers, feeling of safe from heart, good playground in school and helpful community, the state of society without violence and disease. Likewise, respondents defined the meaning of PEACE at their local level as follows; free from conflict, peace is important for life, if there is peace at home there will be peace everywhere, when the country become free from any type of violence and people have the right to live in freedom, cooperation with others, right to live in freedom, peace is life and without it we cannot live in the society, children oriented education, peace is good for our life, to work easily and slowly, dispute free society, to feel safe from the heart, mediation and cooperation, prosperity, freedom to live is peace, when the people get access to use their right without feeling of any type of violence and crime, peace is our entertainment, peaceful environment and not giving difficulty to others, peace is new life, education is peace, when there is equal right to everybody, peace is most important thing in life which helps to make life easy. Further, participants defined meaning of PARTICIPATION as follows; to participate in different type of programs and decision making process, work together with more than one people, a right of citizen, participate in different meetings and discuss in the different issues, we all should gather together in one place and and can discuss about everything, to participate in any type of extra activities such as sports, song competition is participation, participating in trainings and meetings in any community, to get opportunity to participate in any type of programs with respect, to participate in any type of activities is participation, to discuss and to agree in anything and decision making is participation for me, participate in any social concerns, to present in any place or society, if anyone has the right to participate in any type of activities without discriminating on the basis of gender, age and skill, to present in the meetings and to gain new knowledge is participation. They further said that the school is not peace because of not having enough and trained teachers, lack of water and sanitation. The school management communities didn’t know about safety and they also considered that the girls and female teachers are no more safe in school. Through role exchange exercise (teacher resumed the role of students, school management, parents where as students resumed the role of teachers, parents, school management, parents resumed the role of school management, teachers and students and school management resumed the role of parents, teachers and students) the following roles identified through discussions as mentioned in Box No. 3. Parents • Send children with well dress, snacks, pen, notebooks in regular basis • School visit • Consult with teachers regards to the student’s progress • Pick up and drop off of students • Participate in school activities
Box: No 3. Role Identified School Management Teachers Committee • Support on physical • No cheat, no smoking infrastructure library, • Maintain code of conduct furniture • Teach by using various • Participation in school methods activities • Understand the • No discrimination among psychology of the students teachers • Console the parents in • Do few decision make case of exceptional more implementation students • Consult local stakeholders • Initiate reinforcement and • Transparent in promotion, award practice transfer, recruitment • Endorse a weekly
Students • Follow the code of conduct of the school • Demonstrate the culture of love and respect • No political interference • Create peace and security in the school • Save/protect school’s physical property • Active Participation in school’s extracurricular activities
• Give snacks to • Regular monitoring children when they • Accountable towards roles back from school • No political interface • No corruption
entertainment • Regularly presence at • Manage diverse teaching school materials • No discrimination among • Promote students centered friends methods • Come school with full • No discrimination among assignment students
They discussed gender norms, roles of boys, the role of schools in creating a safe learning environment, which includes toilets, and water supply to increase the retention rate of girls through series of participatory exercises, storytelling etc . Objective 3: To link the issues and concerns of micro-meso and macro level 3.1. District level orientation at Jumla district: In collaboration of PACE Nepal, a two days discussion program organized on 27-28 October, 2013; youth leaders and media person on first day and CSO leaders on second day. The 20 structured questionnaire administered for 30 participants on first day where as individual exercise used for the second day for nine participants to explore the thoughts, perspectives and issues existing in the their respective communities. Due to having limited knowledge and skills on reading and writing among participants, additional methods/tools used for exploration such as questions answer method, storytelling, sharing of best practices, game, song etc. Out of 40 participants, five were female, one Janjati, nine from dalit. Meaning of PEACE: Peace is the lifelong and relative word vary person to person and place to place, usually shaped by the exits scenario. Respondents defined peace by; having enjoy, security and employment by all people in the state, harmony, violence free community, equal participation, education, secured environment, the state after a decade more war. Their mind do not in a state of peace due to both external and internal environment of Jumla. They slept with uncertainties and wake up with same. Participant, Dhan Prasad said, `now do not have had war as 7 years ago though we are hearing the bombing, feeling insecure.’ Feeling of HAPPINESS: as for peace, majority of the respondent defined happiness by saying; peace in entire family members, moment after great achievement, opportunity to serve others/helpless, sustained peace, free from tension in mind. `You people said, Jumla is so lovely and attractive, but for us it is tragedy’ said by respondent. In headquarter, everything is on progressive improvement, they may happy but the villagers are same neither have money nor opportunity at all.’
Meaning of PARTICIPATION: Participants understand the meaning of participation by; joining hands, harmony, express opinion in decision making process, interaction, meeting, treating equal due respect, being together, discussion for the good cause, mutual sharing. `Nowadays, radio, political parties and all are talking about the participation and inclusion but we are still marginalized in district level resource access and distribution, you can easily imagine the people who are living in village, poor and uneducated’, said by the respondent from Chandanath Village. Respondent defined the SECURITY by saying; living with liberty, secure from any forms of accidents, enforcement of the policies, rule of law, decent work, safety of human being and their properties, mobility without restriction, peaceful environment, having quality education and get opportunity in respective community. In Jumla, who will be talking about the security publicly? The incidences of killing, assault etc are increasing. In addition, women and girls are in double insecure situation due to post conflict as well as gender inequality. Childhood dream: respondents have had dreams when they were child; a great person with high degree, serve family and keep them happy, have good job, engage in food and fruits farming, business. Out of 30 respondents, only 7 fulfilled their dreams to some extent due to they are focused on dream, unity in the family and persistently moving ahead with their vision. The dream not fulfilled due to having early marriage, poor economic status, no support for shaping the vision, no inspiration and encouragement. Training Exposure: out of the 30 respondents, only one time exposure got by 14 respondents on human rights, conflict management, garden management, sewing and cutting, journalism, computer repair, first aid, apple harvesting, account management of cooperative. Rest of the respondents do not have access and opportunity for enhancing their skills and knowledge as their interest. They also added that they ready to get trainings without incentives by 19 respondents out of 30. Training includes skilled training on herbs collection, account keeping, hotel management basic training, poultry and garden management, carpeting, vegetable marketing, house wiring, leadership and communication. A. From the group discussions Self-Reflection: Participants worked in individual level through Jeevan Ganga (Life river). They perceived contributing factors for war (culture of war) when they encountered with poverty, gender, caste and class discrimination, having natural disasters, single women. They felt strengths on themselves if they have; love and harmony in their community, opportunity to study, literacy class, reintegration in the village, recognized by the community, involvement in the groups and cooperatives. In this connection, they said that they also have culture of peace in their community and can be enhanced by promoting mutual love, respect, equality, affection, property, participation and justice. Group Reflection: participants worked in to four groups and discussed about the strengths and weakness regard to the peace and justice. Particularly, after Comprehensive Peace Accord (CPA) 2006, Jumla is moving ahead by many ways. They are
• The adequate number of physical facilities available for basic needs such as schools, health post, water supply, agricultural forms, temples, information centers etc • People are organized and mobilized through youth club, community development groups, child club, community forestry group, Radio listener group, NGOs etc • however, long way to go to ensure meaningful participation, accountability and governance, inaccessible physical facilities e.g. health post, strategic leadership, illiteracy, corruption, caste discrimination, unemployment. • Respondents also have following preference for them; seeking training without incentives (N-6) training should generate income and sustainability 3.2. Peace day Celebration: In order to mark International Peace Day, AWON organized series of activities in Jumla. The detailed information on each activities described in succeeding paragraphs. 3.2.1 Drawing competition: A district level drawing competition organized in active participation of district education office in 19 September, 2013. It was historical even for Jumla. The title of the drawing was ``the Jumla in 2018 and role of education sector’. It was organized at first at district level where 12 schools participated. The event was organized at the main market of Jumla. Students spread out from Krishna temple to CDO office on the road and did their drawing. It was quite fascinating, all passengers, Figure 5 Participants of drawing media people and others interested on it and appreciated as well. All schools and students awarded with certificates and first, second, third awarded with certificates and some reading materials during peace day. 3.2.2 Peace Rally: In active participation of Radio Nari Awaj, FNCCI, Italian Foundation, AWON organized rally in 20 September, 2013 where the representatives from government, security, media, women activists, peace committee were involved. Due to heavy rain, the rally disturbed though widely covered by local media.
Figure 8 Peace Rally
3.2.3 Stone Foundation of Peace Commemoration: During auspicious occasion of International Peace day 2013, AWON formally founded the stone of Peace Commemoration in Jumla at the name of 247 people died during a decade more civil war. It was done by the chief guest Mr. Maha Shanker Devkota.
Figure 6 Stone Foundation of Peace Commemoration
3.2.4 Felicitations of Nominees of N-Peace Awards 2012: AWON honored three nominees of N-Peace Award 2013 during the program of International peace day as following; I. Ms. Gauri Kathayat- Nominee of Young Peace Champion, 2013 II. Ms. Sita Buda- Nominee of Women Peace Role Model, 2013 III. Mr. Lokdarsan Shrestha-Nominee of Men Champion for Gender Equality Figure 7 Felicitation of Nominees of Peace
3.2.5 Book Launched Award 2013 A book entitled ` Khalangama Hamala’ was launched in Jumla formally. There were three senior and dedicated persons jointly inaugurated. They were chief gust of the program Mr. Mahashanker Devkota, AWON’s Advisor Ms. Joanne Millar and the senior citizen of Jumla, Mr …... . This book is written by Ms. Radha Paudel, President of AWON . It is all about the civil war specially focus on terrific cross fire in Khalanga (headquarter of Jumla) in 14 November, 2002. She also highlights briefly on how she survived and worked in war in Figure 8 Book Launched Jumla. The royalty of this book has already committed to construct Peace Commemoration. At last but not least, the program addressed by; political leaders, ex-ministers, acting CDO, Joanne Millar and Lok Darsan Sharestha. It was chaired by Lok Darsan Shrestha he is coordinator of the Peace Commemoration. The welcome speech and objectives of the entire program shared by Ms Radha Paudel. This book is available in online too; http://writingnepal.com/bookdetails/novel%E0%A4%89%E0%A4%AA%E0%A4%A8%E0%A5%8D%E0 %A4%AF%E0%A4%BE%E0%A4%B8E0%A4%96%E0%A4%B2%E0%A4%97%E0%A4%BE%E0%A4%82%E 0%A4%AE%E0%A4%BE-%E0%A4%B9%E0%A4%AE%E0%A4%B2%E0%A4%BE-khalangamahamala/719871 3.3. Media Mobilization The entire project activities covered by the local radios, national and international level through various means such as Radio Nari Awaj, Karnali FM, Gorkhapatra, CIN (Community Radio Network), OUTLINE Media (www.onsnews.com ). In addition, the activities massively disseminated through social media such as blog, twitter, face book etc.
3.4. Flex Message: The peace message is developed and printed with the picture of The World Record Holder Marathon Runner, Hari Rokaya. He is the son from Jumla. The flex posted in social media which s more than 10,000 people saw it. This is the real action of engaging men and boys (The flex will developed by mid Dec 2013). 4. Follow Up activities This is the complementary project of AWON’s ongoing activities. Thus the above mentioned activities are incorporated in to the framework of the AWON and continuously follow up at local and national level. Based on the findings of the village and district level, AWON is being lobbying and advocating for more activities in collaborations. 5. Challenges: AWON is always considered that the geographical difficult, poverty and ignorance are the opportunities. The key challenge is mind set of people. The above mentioned activities are accomplished in nominal budget. This grant provided by UNDP is a token to and add value to strengthen the activities though it is very low and tough to distribute as required. 6. Overall Impact: Working in Jumla and Kalikot is not a easy tasks by many ways. The granted fund is really has greater impact to continue its activities so far. Because AWON is being implementing the activities on the basis of charity and voluntarism. However, it gives valuable learning to AWON, UNDP Nepal and other concerned stakeholders which are working in Peace, Security and Women at local level. Regards to this, many activities are operating at national and international level on behalf of Nepal. But the scenario is reverse in the local level. All in all, the awareness and accountability is increased among the stakeholders; school groups, politicians, CSOs, media etc. The participants are encouraged due to getting participation in the program formally. 7. Budget: UNDP Nepal awarded only Nrs 639,550 as a complementary grant for.
8. Recommendations: This is very effective program for reaching to the stakeholders at local level but not possible through such short engagement. The long term engagement is required to review, analysis and action in to reality. The engagement with political parties and media is also not much covered well. The place where limited opportunities for informal empowerment, the engagement with media and political leaders is crucial.
Likewise, the activities related to mobilize the communities through social activities are also important to apply the learning in to action. The UNDP is missed the opportunities to learn from the community, unable to make a single trip to the field. Acknowledgements: During the course of implementing above mentioned activities villagers, schools, media, CSOs etc are heavily engaged in voluntarily. Therefore, AWON would like to thank to all of them. The special thanks go to the Binda Magar, Gender Specialist, UNDP Nepal for facilitating the process of this grant. AWON also grateful with PACE Nepal, Radio Nari Awaj and field team members for their cooperation and hard work.
Annexes: Schedule of the Program
Tentative Plan for Activities with Educational Stakeholders Time
Activities
10-11
Climate setting
11-12
Gender and Sex Assessing the situation
12-1
1-2 2-3
2-3
Role identification
Methodology/Key questions Day 1 Welcome and objetives Norm setting: Introduction: • Group division: Teacher, SMC, Parents, Students • Ask to share one significant contribution for school/education (assessment) Brain storm, Group discussion and conclusion Group Work: decision making in meeting/classroom In meeting • when is the meeting call? • Who are usually avail in meeting ? • How is the meeting begin, process? • Who is make the decisions? • What type of decisions take place? • What is the role of women member ? • what should be the ideal situation for that? In Classroom • usually who speaks in class? • Usually to whom called by teachers? • why do girls not/less speak? • is there any consideration for menstruation period • what should be a ideal situation for equal opportunity for both • what should be role of teachers ? • what should be role of boys Snacks Observation visits for assessing safety and security of students of the school in two groups: • Class room • Office room • Toilet • Drinking water • Ground • Other observation Role Change: Group Work: 4 groups Based on the avail resources, what would do, if they were Teacher: discuss the role of parents, SMC, Students Parents: SMC, Students, Teachers, SMC: teachers, students Students: Teachers, Parents, SMC
Remarks
3-4
Gap Analysis
4-430
Conclusion and closing
10-10.30 Recap 10.30-12 Concepts
12-1
1-2 2-4
4-4.30
Importance of women’s participation Snacks Envisioning Exercise
Concluding session
Stick with role: Group works: 4 groups, Teacher, SMC, Students, Parents Question/Answer Day 2 Game Concepts: Case Studies Women’s Right in Interim Constituion, UNSCR 1325, UNSCR 1820, Gender based Violence Game: Four charatcters; poor women, man political leader, man teacher, man chairperson Exercise: Imagination at individual level, record in notebook and share in respective group and develop action plan for till Feb 2014 Teachers, students, parents, SMC Close up
With Women’s group and others Time
Activities
10-11
Climate Setting
11-1
Assessing Women’s status
1-2 2-4
Concepts
4-4.30
Conclusion
10-11 11-1
Recap Role identification for women’s participation
Methodology/Key questions Day 1 Welcome and objectives Pretest: Norm setting: Introduction: • Group division: Teacher, SMC, Parents, Students • Ask to share one significant contribution for school (Assessment) Group Work: Mixed:8 groups • Women’s mobility for 2 groups • Work analysis for 2 groups • Wome’s participation e.g. village council for groups • Mapping of violence in village for groups Snacks Gender, Sex, women’s right, Interim Constituion, GBV, Chhaupadi, participation closing Day 2 Game: Role play: four groups: mixed first group:GBV case:police, politician, women, men….. Second group; Women’s status at home:grand parents, husband, children…………….
Remarks
third group;women status in workforce …………………… chhaupdi: Human beingVs animal being 1-2 2-4
Envisioning
Exercise: Imagination at individual level, record in notebook and share in respective group and develop action plan for till Feb 2014 Teachers, students, parents, SMC
4-4.30
concluding
close up
Pretest Questionnaire for Educational stakeholders Name: Position: Education: Age: Questions: 1. What is safe for you? 2. What is peace for you? 3. What is participation for your? Activities Your school is safe ? Girls are safe ? Boys are safe? Female teachers are safe? SMC members are safe Is there enough teacher? Is there enough students Is there library? Is there enough benches for students are your teachers creative ? are your school management committee supportive? are teachers are regular ? is the experience of teasing to girls ? Is there separate toilet for girls? is ther water supply in toilet? is there emergency kit box in school? is there supply of sanitary pad for emergency menstruation? are women teachers participate in decision making process of school? how many women participate in SMC? how much women members are influence in decision making process
If yes, why?
If no, why?
If anything like to say
Pretest:
• • • • • • • • • • • • • • •
Name: Education what do you mean by Peace ? what do you mean by security what do you mean by participation? when do you have peace ? where do you feel peace and why? why do women not participate? do you heard about Interim Constitution? If yes, what says in interim constitution for women? do you heard UNSCR 1325 ? What it is? do you head UNSCR 1820? What it is? what do you find police ? what do you find development actors? what do you find political leaders? who are the actor for violence? why does violence occur
Schedule for the Group Discussion at district level Time
Activities
Methodology
Responsibility
10.30-11.00
Introduction
Participatory , paring
Sushil
11.00-11.15
Welcome and objectives
Lecture
Kishor
11.15-12.15
Individual and group exercise
Kishor
12.15.2.15
Exercise: Self Reflection/questionnaire Presentation and Discussion
questionnaire
Kishor +Radha
2.15-3.15
Conclusion sharing
Lecture and discussion
Radha
3.15.4.15
Way forward
Brain storm
Radha
Evaluation
Anonymous cards collection
Sushil
Questionnaire for district level program 1. Name: 2. Age: 3. Sex: 4. Marital status: 5. Education 6. Caste 7. What are you doing at this moment/Occupation: 8. What do you mean by peace? 9. What do you mean by happiness? 10. What is participation for you? 11. What is safe and security for you? 12. What is your dream when you were child? 13. Does your dream fulfill? 14. If yes, why and how does your dream fulfilled? 15. If not, why and how does your dream fulfilled ? 16. Training received: Yes No 17. If yes, what type of training 18. If not why? 19. Do you like to join training without incentives? 20. Do you like to involve in voluntary work ?