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Justice at the grassroots: Using the power of law to expand women’s access to services in Delhi


About this Publication



Nazdeek is a legal empowerment organization working to bring access to justice closer to marginalized communities and individuals in India. Nazdeek works with communities in Delhi and Assam to demand accountability in the delivery of essential services, including maternal health care, labour, housing and food. The following training modules have been designed by Nazdeek staff with the aim of expanding access to these basic services, particularly for women living in informal settlements in Delhi.

We would like to acknowledge the communities in Delhi that we have been working with, particularly the residents from Nangloi, Gole Market, Baprola and Baljeet Nagar who have been a constant source of learning and inspiration. We would also like to acknowledge our partners who have provided input and feedback on the training modules, and the inimitable photography and design support provided by Rajan Zaveri, Vivek Trivedi and Mridul Sharma of HELM Studio. This publication has been made possible by the tireless work of Nazdeek’s staff, in particular Avantee Bansal, Shreya Sen and Kiran Misra. Sukti Dhital, Francesca Feruglio and Jayshree Satpute have also contributed to the development and refining of the toolkit.

How to Use this Publication

This handbook is relevant to trainers and/or activists working with community members to expand access to public services in Delhi. For each sessions, trainers can find a presentation on a specific topic, preceded by a trainer guide which explains the content and the activities provided in the presentation. A Hindi translation of all presentations can be found in the Annexures section, along with other relevant materials.

*Information present in this publication may be used for public interest purposes with appropriate citation and acknowledgment.

Index A. Preface B. Training Methodology C. Training Sessions 1. The State as a Protector of Human Rights 2. The Right to Safe Motherhood 3. The Right to Food 4. The Right to Water and Sanitation 5. The Right to Adequate Housing in Delhi 6. The Right to Information D. Annexures 1. Hindi Powerpoints 2. Application for Anganwadi Centres 3. Guidelines of Construction of Anganwadi Centres 4. Survey for Status of Anganwadi Centres 5. Format for Filing of Application Under Right to Information Act

5 7 10 10

30 46 62 80 98 114 114 177 181 185 187



Despite strong laws, policies and schemes protecting the right to an adequate standard of living and providing for health, food and education services to India’s most vulnerable, nearly 650 million people in India live below the poverty line according to the Global Multidimensional Poverty Index (OPHI and UNDP, 2011). The country also carries one of the highest rates of malnutrition and maternal and infant mortality in the world. Government policies lack proper enforcement for a number of reasons including poor allocation of government’s budget on health and food security; people’s unawareness of their rights under existing laws and policies; and poor access to grievance mechanisms for individuals and communities to demand accountability for the delivery of essential services. As a result, millions of people are denied access to basic entitlements such as healthcare, food and housing. Against this backdrop, Nazdeek, a women-led human rights organization that partners with communities, activists and lawyers to bring access to justice closer in India, works to demand and secure access to healthcare, food, water and sanitation services. Our strategy is grounded in the concept of legal empowerment, which aims to build the legal agency of marginalized individuals. Agency-building is a long-term process that includes gaining knowledge of the law (i.e. actual entitlements as well as available mechanisms to address them) as well as being able to use the law to claim rights and entitlements and hold the state actors accountable for delivery of essential services.


To this end, Nazdeek has conducted training programmes in several informal settlement communities in Delhi. These programmes aim to build teams of paralegals who are able to identify, document and redress violations of health, food and housing rights within their communities. The training modules have been designed following a needs assessment process carried out with concerned communities to identify needs and priorities in improving access to services for women living in informal settlements. The modules cover a range of rights and entitlements enshrined under the Constitution of Engaging with future paralegals.


India and relevant schemes and policies, as well as unpacking wider issues underpinning social justice. Participants are prompted to reflect upon power dynamics (state-to-individuals and individualto- community) that affect their daily lives. Poverty is analysed and addressed as the result of compounded discrimination (gender, caste, socioeconomic status etc.), rather than as a fatal circumstance in which people live. Moreover, a gender lens is applied to the training programme and women have an opportunity to discuss issues that affect them at household, community and society levels.


The modules seek to equip community members with the skills and tools to document rights violations and use existing remedies to address them. The focus on administrative, grassroots remedies is not only effective in the short run, but is also important in ensuring community ownership in the process of rights-claiming in the long run. Using local remedies targets the power dynamics between service providers and community members that make a difference in people’s daily lives and, as a result, community members are able to monitor and oversee the delivery of services and exert increased control over the state. With regards to the methodology, the modules have been designed to make basic legal concepts and provisions accessible to community members working under significant resource constraints and with low literacy levels. For this reason, they make ample use of pictorial descriptions and are combined with a range of activities to ensure active engagement with training participants. Adopting real-life examples and case studies, the modules unpack complex legal concepts and arguments and contribute to building women’s agency and capacity to use the law to overcome issues faced in their daily lives. This handbook is relevant to trainers and/or activists seeking to conduct similar work with communities across Delhi, as well as in other regions.

Training Methodology

The following modules aim at building the knowledge and skills of community paralegals to be able to identify, document and address violations of socio-economic rights within their communities. To ensure that the trainings are accessible and engaging, the sessions combine different methods:

1. Discussions:

By enabling healthy classroom discussions, the trainer can establish a safe space where participants are able to freely express themselves without fear of judgement or rejection. The trainer should encourage questions and peer-to-peer exchanges within the group, which help strengthen participants’ understanding and build a sense of community within the training group.

2. Presentations:

Presentations seek to explain technical aspects of relevant laws and policies, breaking down complex concepts to ensure they are accessible to non-technical audiences. The modules in this toolkit are designed to accompany the lectures and guide the participants towards salient aspects of the training. Trainers should be cognizant of various factors including participants’ literacy levels, exposure / engagement to rights-based approaches, and understanding of societal power structures. Trainers are urged to regularly assess participants’ comprehension of the concepts through Q/A, activities or by gathering participants’ feedback formally and informally through group discussions and ad-hoc questionnaires.

3. Screening of Trainers are often charged with explaining complex topics like the Documentaries/Short structure and function of the Parliament and the courts system. Films/News Stories: Multimedia materials are useful to simplify technical concepts into accessible formats. These include documentaries, short films, educational clips and campaign materials. Videos in the vernacular language are strongly encouraged to overcome literacy barriers. 4. Session Activities:

Activities are an important element of every training session, helping to stimulate thinking and reinforce practical and theoretical learnings. Activities that encourage peer-exchange, especially through different artistic expressions, are particularly effective to encourage practical learning, develop problem solving skills and create a sense of group solidarity. This is important to maintain long-term engagement and participation in the training programme.


Each training module includes at least 2-3 individual and group activities. Individual activities focus on personal learning and reflection, while group activities are an opportunity for participants to learn from each other’s experiences and build cooperation and trust. Activities in the modules have been informed by the following handbooks: • ‘HRC Youth College: Facilitation + Ice Breakers Booklet’. Human Rights Campaign. ( Facilitation%20and%20Icebreakers.pdf) • ‘Teaching Human Rights: Practical activities for primary and secondary schools’. OHCHR, United Nations, New York and Geneva. 2004. ( visitors/shared/documents/pdfs/Pub_United%20Nations_ ABC_human%20rights.pdf) • ‘Gender and Rights in Reproductive and Maternal Health: Manual for a Learning Workshop.’ World Health Organization, Western Pacific Region. • ‘Teaching Gender in Social Work: Teaching with Gender. European Women’s Studies in International and Interdisciplinary Classrooms.’ ATHENA. 2009.


5. Take Home Skill-Building Take-home activities are used to reinforce concepts and skills Activities: learned at the training sessions. These activities are done between trainings and are “homework” assignments for participants to apply classroom learnings to their daily lives. The activities are opportunities for training participants to grasp real-life issues affecting them and their communities and are likely to increase motivation and long-term participation. Feedback gathered from participants following the home activities will be helpful in restructuring content for upcoming sessions and ensure the overall programme responds to issues faced at the community level. Sample activities include surveys, fact-finding missions and drafting of complaints. 6. Use of Legal Material:

The sessions make use of legal material such as schemes, laws, interim court orders and final judgments. Such material is helpful in giving practical examples about how the law is relevant in

everyday life. Legal systems can often be inaccessible due to the use of complex jargon and bureaucratic processes. Unpacking legal texts can demystify such formal channels and help reduce the gap between people and state institutions. They also underline the importance of citing legal principles when advocating for human rights and negotiating with government stakeholders. Each session lists legal materials relevant to the human right being discussed.


Session 1 (Introductory Session): The State as a Protector of Human Rights


Learning Objectives: 1. To understand the concept of human rights as essential for survival 2. To understand the interdependence of human rights 3. To introduce the roles of the 3 pillars of government (Parliament, Executive and Judiciary) in the protection of human rights 4. To introduce the concept of ‘Central Government’ and ‘State Government’ 5. To understand the difference between judicial and non-judicial remedies

Methodology: • Presentation and discussion • Screening of documentaries/short films/news stories • Interactive activities Session Sections: I. Activity: Needs and Wants The purpose of this activity is to help participants understand the concept of human rights as essential for survival. By the end of the activity, participants should be able to differentiate between things that are needed to lead a dignified life and things that are wants or desires in life.

Material Required:

Chart paper/blank sheets, markers/pens, newspapers, magazines

Method: Divide participants into groups of 3-4 and give each group 10-15 blank sheets to create flash cards. Using cut outs from magazines/ newspapers, ask participants to select things that are required to maintain a healthy life and those things which bring one happiness. Participants can draw or write their answers on the cards. Once done, ask participants to exchange their set of cards with each other. This will help them learn another perspective. Now put all the cards together in a pile and ask each group to divide their pile into two sets: the first pile should have all the items that one needs to be happy and healthy while the second pile is a collection of items that one wants for a happy and healthy life. A third pile could contain items that are neither wanted nor needed.


Ask each group to announce the contents of their piles and create a combined list for the entire class to see. Through discussion, reflect on the items in both lists. Some sample questions to initiate conversation are as follows: 1. Which of the two/three piles is bigger? Why is it so? 2. Select a card from the “needs” pile and ask a participant to ask why they categorized it as a “need” as opposed to a “want”. 3. Keeping the items on the “needs” list in mind, can they think of which items in the “needs” pile qualify as “Human Rights”? At the end of the discussion, ask the participants if the final items in the “needs” pile matches the concept of “Human Rights” which is introduced at this point as: 1. Rights that belong to every human being. 2. Rights that are needed to survive and live with dignity. 3. Rights without which we cannot live as human beings.


2. Activity:

The Web of Life The purpose of this activity is for participants to understand how human rights are interconnected.

Material Required:

Blank sheets, markers, a ball of wool (or thread)

Method: Ask the participants to sit in a circle and each identify a human right they think is most important in response to the questions below: 1. What do you need to survive? 2. What do you need to live a dignified life? Participants must write their response on a piece of paper and hold it up for the rest of the group to see. Once done, each participant will represent one human right in the circle (such as “Water”, “Food”, “Shelter”, etc). Start by giving one end of the string and the ball of wool (or thread) to any one participant. This participant must throw the ball of wool to the person holding a human right she feels is connected to the right she is holding. The second person will hold the string and similarly pass on the ball to another

connected right and so on. For example, the participant holding up “Water” may think it is closely connected to “Health”, who in turn may pass it on to “Sanitation”, as the right to sanitation largely influences the right to health. Let this go on until a complex web is formed and each right is connected to multiple other rights in the circle. This exercise brings out the interrelatedness and indivisible nature of human rights. Trainers can use the example of the web to explain the importance of weaving multiple rights together while advocating on a given issue.

3. Presentation: State as the Protector of Human Rights

Material Required: Powerpoint presentation, projector, speakers

Method: The purpose of this presentation is to introduce the three main ways in which a “Government” functions (i.e. the three pillars of democracy). This presentation should help participants understand the different roles of the Legislature, Executive and Judiciary in the protection of human rights, as well as the division of roles between Central Government and State Governments. Videos are an excellent way of depicting the functions of each pillar. The sample module contains links to a Hindi documentary on ‘60 Years of Parliament’ and news videos of speeches from the Parliament and Vidhan Sabha on current burning issues. Similarly, a scene out of the Hindi movie ‘Damini’ portrays a courtroom scenario to help participants understand the functions of the judiciary. Showing the videos will also help introduce the difference between Central and State level government. This is a rather complex topic, and to make it more accessible it is recommended trainers reference existing Local/State/Central departments that participants relate to in their daily lives. For example, while talking about the Executive, the trainer could note the difference between the Chief Minister at the State level and the Prime Minister at the Central level. Within the State Government, the trainer could mention State departments prevalent in participants’ communities, for example,


in Delhi, the Delhi Urban Shelter Improvement Board is the nodal agency for all slum-related issues. Similarly, participants are likely to have heard of District Courts, which can be an entry points to explain the Judiciary’s tiered functioning.









The First Pillar of Governance






• • • • •





Learning Objectives:

Session 2: The Right to Safe Motherhood Methodology:


1. To reflect upon social constructs around gender and motherhood 2. To learn about maternal and infant mortality and understand factors contributing to unsafe motherhood 3. To learn about Constitutional protections of the right to safe motherhood and relevant schemes: Janani Suraksha Yojana (JSY), Indira Gandhi Matritva Sahyog Yojana (IGMSY), and the Integrated Child Development Scheme (ICDS) 4. To understand the service delivery structure and relevant State departments regarding the right to safe motherhood: Women & Child Development (WCD), Health & Family Welfare (HFW) 5. To be able to conduct a basic fact-finding and document violations of health rights

• Presentation and discussion • Interactive activities • Tasks for skill building

Sources: Websites: • Ministry of Women & Child Development ( and respective State Department websites • Ministry of Health & Family Welfare ( and respective State Department websites Policy Documents:

• • • •

Indira Gandhi Matritva Sahyog Yojana, 2010 Janani Suraksha Yojana, 2005 Integrated Child Development Schemes, 1975 National Food Security Act, 2013

Case Law:

• Delhi High Court judgment Laxmi Mandal v. Deen Dayal Harinagar Hospital W.P. (C) 8853 of 2008

Other Materials:

• Maternal Mortality Ratio (MMR) and Infant Mortality Ratio (IMR) figures for India and respective State/District (refer to most recent figures) • ‘Report on the Study of the Indira Gandhi Matritva Sahyog Yojana: To Enhance Inclusion and Preparedness to Implement Provisions under the NFSA’. Centre for Equity Studies, 2015 • Address and contact list of relevant departments/offices to be


card. Once done, let everyone take their seats and one by one, ask participants how many people they were able to identify and whether they faced any difficulty in meeting the task.

identified by trainers with the purpose of filing administrative complaints (see relevant activity in session 6)

Session Sections: 1. Activity:

Material Required:


Cards containing statements on men, women and sexism. Examples include: 1. Find three women who are engaged in active sports. 2. Find one person in whose family the man takes an active role in overseeing his children’s school activities. 3. Find two people whose grandmothers were working women. 4. Find one person who has been driven by a woman in a rickshaw/ bus. 5. Find four people in whose families women are pressured to give birth to a boy. 6. Find one person in whose area/village there is a female M.L.A./ member of Panchayat. 7. Find one person in whose family there is a woman with short hair. 8. Find two people in which a woman in their family has refused to have children. 9. Find one person in whose family the mother has higher education than the father. 10. Find three people in whose family dowry was not demanded at their son’s wedding.


The answers serve as a basis to trigger a discussion on how social norms around gender are constructed to limit women’s agency and freedom of choice. For example, it is unlikely that participants will be able to identify someone who has “refused to have children” (statement 8). This challenge can be used to introduce the concept of agency and women’s control over their bodies and reproductive health. Similarly, many women may not have come across a woman rickshaw driver (statement 4) - this could facilitate a discussion around the concept of “gender based division of labour.”

The Human Treasure Hunt The purpose of this activity is to introduce the concepts of gender and sex and to reflect on some of the social constructs underpinning gender-based discrimination. The ice breaker aims at catalyzing discussion on how gender roles are constructed, limit women’s access to resources and shape division of labour between men and women. Participants will hopefully gain a perspective on why women are particularly vulnerable in society.

Each participant should pick a card containing one of the above statements. Give participants 10-15 minutes to move around the room and talk to each other until they have identified the specified number of people who meet the criterion mentioned in their

2. Activity:

“Congratulations! You’re Having a Baby!” The purpose of this activity is to reflect upon social constructions around reproductive health and socio-cultural practices linked to pregnancy and motherhood.

Material Required: White board/chart paper, marker and cards containing the following statements about pregnancy and motherhood: 1. Where does the idea to have a baby come from? 2. Whose opinions are taken into account when deciding to become pregnant? 3. Did she want to have the baby? 4. Did she plan to have the baby at a certain time in her life? 5. What options are available in case she cannot conceive naturally? 6. What options are available in case she does not want to go forward with the pregnancy? 7. Should she be married? Why? 8. Should she be of a certain age? Why? 9. Should she be employed? Why? 10. Should she be supported by a man? How? 11. Should she be supported by the government? How? 12. How does society go about communicating these notions to individuals?


Method: Organize the class into groups of 3-4 persons and let each choose a few cards (equally divided depending on the number of groups). Facilitate discussions within the group to find answers to the given questions. Follow this with an open discussion to help participants critically reflect on their answers. Take this opportunity to help participants trace the roots of prevalent practices with respect to childbirth, motherhood and family systems and discuss issues such as women’s agency, decision-making power and control over their bodies.

3. Presentation: Maternal Health Schemes & Fact- Finding

Material Required:



Powerpoint presentation, projector

This presentation focuses on the right to safe motherhood and the protection of this right through various maternal health schemes. It begins with the concepts of maternal mortality and infant mortality, which are necessary to emphasize the importance of quality healthcare and nutritional services during and after pregnancy. The presentation then explains entitlements and benefits available under government maternal and infant health schemes. When talking about government schemes, the trainer should introduce the nodal agency/department responsible for its implementation as participants must know where to direct grievances. The right to safe motherhood can be realized only when these schemes are effectively implemented. On this note, the presentation ends with an introduction to fact-finding for documenting gaps in the delivery of essential maternal health services.

4. Activity:

Let’s Share Stories! (Part A) The purpose of this activity is to create a mock fact-finding scenario for participants to understand what type of questions should be asked and to whom.

Material Required: Blank sheets, pens

Method: Divide participants into pairs. Ask them to talk to their partner about their/their family members’ experience of pregnancy and childbirth. Participants should find out the circumstances around their partner’s delivery and note down the responses: 1. When did the delivery take place? 2. Was the delivery at home or at a hospital? 3. How was their experience of the delivery? What kind of support did they receive during the delivery? From who? 4. Did they avail of any benefits under governement maternal health schemes? Which ones? Did they know about these schemes before the delivery? If yes, how were they made aware of them? 5. What was the process of accessing benefits under the schemes? Did somebody help them with the process?

5. Take Home Activity:

Find Some More Stories! (Part B) This take-home activity aims at reinforcing learnings of the training. It can be done individually or in pairs. If possible, trainers should support participants by accompanying them during the factfindings and providing feedback based on their past experience.

Material Required: Blank sheets, pens

Method: Similarly to the classroom activity, participants must find 3 women in their community who have given birth in the last three years. Participants can ask the same questions to find out if pregnant women in their community have received benefits under relevant government schemes. Findings should shared with the group and discussed at the next training session, with the goal of identifying common issues women face in accessing healthcare.












Learning Objectives:

Session 3: The Right to Food Methodology:


1. To learn about right to food as protected under the Constitution and the National Food Security Act, 2013 2. To learn about the food ration supply process: from Central Government to ration shops 3. To learn about different entitlements under the Public Distribution System (PDS) 4. To be able to conduct a basic fact-finding and identify gaps in the delivery of food rations

• Lecture and discussion • Interactive activities • Tasks for skill building

Sources: Websites: • Right to Food Campaign website (www.righttofoodcampaign. in) for movement history, PUCL Public Interest Litigation and additional community resources • Ministry of Consumer Affairs, Food and Public Distribution ( plus respective State Department websites Relevant Laws & Case Law:

• National Food Security Act, 2013 (NFSA) • Supreme Court orders in PUCL vs. Union of India & Ors. WP(C) 196 / 2001

Other Materials:

• Application form for ‘Anganwadi On Demand’ (Source: http://, See Annex. 2 • Guideline No.16-3/2009-ME Vol.II, ‘Construction of Anganwadi Centres’ issued by Ministry of Women and Child Development dated 10.03.2011, See Annex. 3 • ‘Anganwadi Centre Survey Form’, See Annex. 4 • ‘Survey of Status of AWCs’, See Annex. 5 • Address and contact list of relevant departments/offices - to be identified by trainers with the purpose of filing administrative complaints (see relevant activity in session 6)


Session Sections: 1. Activity: The Right to Food in the Constitution of India This activity has three goals: 1. To introduce relevant sections of the Constitution of India 2. To familiarize participants with basic legal concepts and language 3. To identify the right to food and other related rights under the Constitution of India

Material Required: A copy of the Constitution of India (recommended – a handbook in the vernacular language); Articles 21, 39(a) and 47 in vernacular language, along with a copy in a language comfortable to trainer. Handouts may contain simple commentaries however the Articles must stand out separately from the commentaries.


Method: This activity can be done in groups (ideally pairs). Each group will be handed a photocopy of the relevant sections of the Constitution of India. While forming the groups, attention should be placed to ensure balance in the literacy levels and rights awareness. The trainer shall initially ask participants what “the Constitution” means to them, for instance, how do they picture it – is it a book, or a letter, a speech or an ideology? Is it a law? Participants may be familiar with the term ‘Constitution’ since it may have been referred to in prior sessions. The trainer should then explain what the Constitution is in simple language, specifying the following: • Each country has its own Constitution which establishes a legal framework for how the country functions. • A Constitution contains the powers and duties of a government and sets out the basic rights of citizens. • India’s Constitution was written following independence in 1947. Dr. B.R. Ambedkar is considered as the chief architect of the Indian Constitution and India has the longest Constitution in the world, with over 440 articles. Following the explanation, each group will be given 5-10 minutes

to read through the text and identify which Articles protect or are connected to the right to food. This activity will be followed by a discussion wherein each group’s findings should be compared and analyzed. The trainer can use the discussion to introduce specific Articles that protect the right to food.

2. Activity: “How does your ration reach you?”- A Mapping Exercise The aim of this activity is: 1. To map the flow of grains along the PDS supply chain 2. To understand functions of various government departments involved

Material Required: White board/chart paper, marker, blank sheets, pens

Method: This activity can be done individually. The activity can be started by asking the participants where they think their ration comes from. The expected answer would be the ‘Ration Shop’. Participants can then be asked where the Ration Shops obtain their grains. Participants should individually map (either as a drawing or in narrative form) how the food grains reach their homes with assistance from the trainer. This should take no longer than 5 minutes. Participants are then asked to share their answers with the group and the trainer can draw a map for everyone to see. Use of a white board is recommended to enable movement between different points in the supply chain. At each step in the chain, elaborate on the roles of the government. For example, at the first stage when grains are procured from farmers, the Central Government purchases them at the ‘Minimum Support Price.’ Once purchased, these grains are stored in ‘Godowns’ run by the ‘Food Corporation of India’, from where they are then sold to each State’s Department of Food and Civil Supplies who further supplies them to Ration Shops and ultimately provides them to the participants.


3. Presentation:

Material Required:


National Food Security Act, 2013 The purpose of this presentation is to understand the history of the Right to Food Campaign, the civil society demand for national legislation on the right to food and the ultimate passage of the National Food Security Act, 2013.

Fact-Finding The purpose of this presentation is to help participants build documentation skills.

Material Required:

A second scenario related to the right to food should then be given and participants should be asked to formulate a list of key questions. For example: “An eligible family is not receiving sugar from their ration shop. What questions would you ask this family?”

Powerpoint presentation, projector

Method: This presentation explains provisions under the National Food Security Act, 2013. Trainers should narrate the history of the Right to Food campaign and shed light on the struggle that led to the passage of the NFSA. The module sets forth the entitlements provided by the NFSA such as midday meals, meals at Anganwadi Centres, financial assistance to pregnant and lactating women and category-wise commodity entitlements. The module emphasizes the interlinkages of the right to food with other human rights such as the rights to health and education.

4. Presentation:

Method: Participants should be given a scenario and asked to identify questions to better understand a situation. For example: “You have recently heard that you neighbour’s house was robbed. What questions would you ask her?” Trainers should document questions suggested by the participants on the whiteboard/chart paper.

5. Take Home Activity:

Anganwadi Zindabad! The purpose of this activity is to help build participants’ skill to conduct a fact-finding. Since Anganwadi Centres are essential for protecting the health and nutrition of pregnant/lactating mothers and children, the fact-finding will focus on the existence and/or functioning of of Anganwadi Centres. If the community lacks an Anganwadi Centre, participants will rely upon the Supreme Court order in PUCL vs. Union of India & Ors. WP (C) No. 196/2001 dated 13 December 2006, which held that one Anganwadi Centre must be provided in a community that has at least 40 children under the age of 6 years. Alternatively, if the community has Anganwadi Centres, participants will document gaps in the functioning and operation of the Anganwadi Centres.

Powerpoint presentation, projector Take Home Material: Survey form to be filled

Method: While the concept of fact-finding has been introduced in Session 2, this session will focus on how to design and conduct interviews for documenting access to food entitlements.

5. Activity:

Material Required:

Let’s Create a Fact-Finding Interview! The purpose of this activity is to help build participants’ skill in developing interview questions to conduct fact-finding.

White board/chart paper, marker

Method: Using the survey template form (Annex. 2), participants must collect details of 40-60 children in their area aged less than 6 years who do not have access to an Anganwadi Centre. If participants have an Anganwadi Centre in their community, they will use the survey form found in Annex. 4 to assess the services and infrastructure available at the Centre to document gaps in implementation. The data obtained from the participants will be discussed in the subsequent training and used for future advocacy efforts, for instance drafting of administrative complaints (see below session 6).




• •

• •








• • • • •


Learning Objectives:

Session 4: The Right to Water and Sanitation Methodology:


1. To understand the components of sanitation: waste disposal, drainage, sewage, access to toilets and clean water supply, and in particular the relationship between the rights to water and sanitation 2. To learn about Constitutional protections and relevant schemes on the rights to sanitation and water 3. To learn about grievance redressal channels available and different ways to lodge a complaints, including through mobile phone, online, in writing and in person 4. To understand the basic components of a written complaint 5. To learn how to file an online complaint 6. To learn about the use of media for collecting evidence

• Presentation and discussion • Interactive activities

Sources: Websites: • Ministry of Urban Development ( plus respective State Department websites • Ministry of Housing and Urban Poverty Alleviation (www. plus respective State Department websites • Local department online grievance portals such as www.pgms. in the State of Delhi Policy Documents:

• The Prohibition of Employment as Manual Scavengers and their Rehabilitation Act, 2013 • Swacch Bharat Mission, 2014 • Environmental Improvement of Urban Slums • Jawaharlal Nehru National Urban Renewal Mission, 2005 • Basic Services for the Urban Poor, 2005 • National Urban Sanitation Policy, 2008 • Twenty Point Programme, 2006 • Local governing body’s policies, rules and laws related to sanitation, water supply and slums

Other Resources:

• Resources from leading NGOs in the field of water and sanitation such as WaterAid and WASCO to understand technicalities of service provision and the scope of community engagement. • Address and contact list of relevant departments/offices - to be identified by trainers with the purpose of filing administrative complaints (see relevant activity in session 6).



Session Sections: 1. Presentation:

Material Required:


2. Presentation:

Right to Water and Sanitation The purpose of the presentation is to help participants understand the significance of water and sanitation for leading a healthy life.

Powerpoint presentation, projector

The presentation introduces the participants to the components of sanitation and emphasizes its importance in our everyday lives. It also introduces the right to water and its role in actualizing healthy sanitary practices. Government norms and standards for water supply and sanitation in community settings as established in National Drinking Water Mission, National Commission on Urbanization and Environmental Improvement in Urban Slums are also discussed.

Filing a Complaint The purpose of this presentation is to introduce participants to the practice of filing complaints.

Material Required:

Powerpoint presentation, smartphone/laptop

The presentation guides participants through the main components of filing a complaint and the authorities responsible for delivering water and sanitation in Delhi. The presentation also discusses different channels for filing complaints.


Some tips: • Download the vernacular language keyboard on the device being used to file online complaints (e.g. Hindi keyboard, Tamil keyboard). Google Input Tools can be useful for this. • Make sure each participant gets a chance to operate the phone/laptop used while filing complaints. • Be well-acquainted with the online grievance portal (if one exists) in your State/City.




This session aims at initiating the filing of online complaints. Given the strong likelihood that many participants are not familiar with the use of internet via phone/laptop, the trainer may choose to hold a separate session to acquaint participants with the concept of internet, its usage and potential role in our daily lives. The session can make use of a nearby cyber café to help participants learn and practice. Alternatively, a laptop can be used in the training session to demonstrate the filing of an online complaint.

3. Activity: Let’s Take Pictures! (Preferably Outdoor Activity) The purpose of this activity is to help participants become familiar comfortable with using their phones to gather factual evidence. Material Required: A camera (could be a camera on a cell phone)

Method: Ask participants to collectively identify an issue related to water and sanitation which affects their community. If the training is held in the community with easy access to outdoors, the trainer will give the participants 10 minutes to use their phones and document instances of sanitation and water violations. For example, if the decided issue is uncovered drains, the group should document open drains in the locality and try to capture its impact such as consequent water logging, accumulated waste causing further blockage etc. Ideally the trainer would accompany participants to their community. The photographs collected will then be used to support filing of complaints. In situations where the training must be held indoors, trainer should place a mix of pictures depicting hygenic and unhygenic living conditions around around the venue. Participants will then be asked to use their phones to document the pictures which contain sanitation and water violations. After a concluding discussion on why certain images were chosen, trainer should encourage participants to use their phones to document real-life examples once they have returned to their respective communities.


4. Activity:

Material Required:

5. Activity:

Material Required:

Blank sheets, pens, laptop/smartphones

Method: Trainer and participants should decide together on the content of the complaint, while referring to the components of a complaint discussed earlier in the presentation. Pictures gathered in the previous activity or other relevant materials can be attached. Participants can then decide to file the complaint either by post (written complaint) or through the government online system (if available).


Let’s Write a Complaint Together The purpose of this activity is to help build participants’ skills to draft complaints.

Role Play This activity combines the practical and substantive learnings of the previous sessions. It underscores the need for detailed factual and legal evidence in the filing of a strong complaint and teaches basic advocacy skills when engaging with government officials.

Cards describing different roles

Method: The trainer will distribute role play cards to the participants (ideally in groups of 2), who will be asked to act out the roles described in each card. The roles seek to illustrate how the duty bearers (government officials) and the rights holders (the affected individual or community members) interact with each other. Many participants will have had experiences of having their claims rejected or disregarded by government officials. The activity aims to illustrate how demands for benefits or services can be strengthened when the participants rely on strong factual and legal evidence. The facts provided in the role play should be developed to reflect the context in which participants live. Following is an example of a scenario from Mahmoodganj Basti, with different roles that

participants can be asked to play: • Your name is Seema w/o Ramesh Singh and you are 25 years old. You have been living in Mahmoodganj Basti, Delhi for the last five years. The drain outside your house is not cleaned regularly. It is monsoon season and dirty drain water floods into your house everyday. Four days ago, your 10 year old son Raj was diagnosed with dengue. You are very concerned about the hygiene/sanitation of your lane. • Your name is Tanya d/o of Ishmal Khan and you are participant in Nazdeek’s paralegal program. You are 23 years old and you live in Baprola. You recently learned that dengue is spreading in Mahmoodganj. In your sister’s neighbor Seema’s house, someone has fallen ill with dengue. You want to go to the area and investigate the situation. • Your name is Raman Patel and you are a J.E. (Junior Engineer) in Delhi Urban Shelter Improvement Board (DUSIB). You know that Mahmoodganj Basti has had a drainage problem for the last 4 years. Every week, residents call to report issues with their drains. You are exhausted by the constant calls from the community and will not take action until provided with strong factual and legal evidence. As this may be a new exercise for participants, the trainer should guide the participants through the role play process. Below is a list of questions and discussions statements that may be raised by the individual roles: Tanya to Seema: 1. What is your name and address? 2. How long have you been living in this basti? 3. Can you tell me problems that you have been experiencing during the monsoon? 4. How often are your drains cleaned? 5. Which government agency comes to clean your drains? 6. Have you ever raised a complaint with the agency? If so, please give me details. 7. Has anyone in your family recently contracted dengue? If so, please give me details of when he became sick. 8. Have you had to incur medical expenses to treat your son? How is his health?


9. What do you wish would be done to fix this problem? Tanya and Seema approach Raman Patel: 1. What is your name and designation? 2. We are here to notify you about the serious drainage problem in Mahmoodganj Basti that is causing health problems with young children such as Seema’s 10 years old son Raj recently contracting dengue. 3. We have a written complaint with photos showing the overflowing drains in the basti which are flooding waste and excreta in the the homes. There are many mosquitoes because of the stagnant water. 4. We are aware that it is the duty of the government to ensure a safe and clean environment and that we have a right to water and sanitation. We urge DUSIB as the rehabilitation agency responsible for sanitation in the bastis to send officials to inspect the area and fix the drainage issue as soon as possible. This is our right.


Raman Patel response to Tanya and Seema 1. The people living in Mahmoodganj Basti are very dirty and despite attempts by DUSIB to place dustbins in the basti area, they are always disposing waste in the drains. 2. The community is encroaching on government land and should be grateful that we have allowed them to stay there without eviction. 3. We have sent workers to clean, but within a day’s time the drains are dirty again. 4. I have received calls from the community, but I would like to see evidence of the drainage issue. 5. You have provided photos and a written complaint that has the relevant laws and policies included. I will take this under serious consideration. Here is a copy of the complaint that you have submitted with the receiving stamp. 6. My contact details are XXX and the complaint No. is 34350.




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Learning Objectives:

Session 5: The Right to Adequate Housing in Delhi Methodology:

Trainer Resources: Websites:

80 Policies and Schemes:

Other Materials:

1. To learn about Constitutional protections of the right to housing and relevant policies 2. To learn about different types of housing, such as Jhuggi Jhoprie Cluster (JJC) and Resettlement Colonies 3. To familiarize participants with concepts of due process of rehabilitation and eligibility criteria 4. To understand the role of government authorities responsible for housing and resettlement 5. To learn how to draft and file written complaints

• Presentation and discussion • Interactive activities • Tasks for skill building

• Ministry of Urban Development ( plus respective State Department websites • Ministry of Housing and Urban Poverty Alleviation (www. plus respective State Department websites • • • •

Rajiv Awas Yojana, 2009 Jawaharlal Nehru National Urban Renewal Mission, 2005 Basic Services for the Urban Poor, 2005 Local governing body’s rules, policies and related laws (e.g. for the State of GNCT of Delhi, there is the Delhi Municipal Corporation Act, 1957)

• Details of the main Land-Owning Agencies in relevant area (to be obtained by trainer) • Details of relevant nodal agency for slum-related matters (e.g. for the State of GNCT of Delhi, Delhi Urban Shelter Improvement Board (DUSIB) is the nodal agency and releases the State’s housing policy) • A list of postal addresses of all departments/offices related to schemes and entitlements on the right to housing for the purpose of filing written complaints


Session Sections: I. Discussion:

then introduces the main land agencies in Delhi and their role in ensuring protection of the right to housing. The presentation covers the due process required before eviction, including: 1) the process followed for eviction; 2) the timeline to be set for each step of the process; 3) criteria and documents required to be considered eligible for relocation; and 4) payment and ownership regulations for the flat in rehabilitation colonies.

What is Housing? The purpose of this discussion is to help participants understand the concept of “adequate housing.” Trainer should discuss what “housing” means to the participants and assess whether they consider their housing as “adequate” for a decent standard of living. Other questions to explore include: what kind of support/ infrastructure do they think is lacking in their locality?


2. Presentation:

3. Activity:

4. Presentation:

5. Presentation:

6. Activity:

The Right to Adequate Housing The presentation connects the right to housing with other human rights covered in the earlier sessions, such as the rights to safe motherhood, food, water and sanitation. The trainer should reemphasize how these rights work together to realize the right to safe motherhood.

Let’s Map the Facilities in Your Locality The purpose of this activity is to help participants identify facilities that are essential to “adequate housing.” The trainer should ask participants to list out facilities available in their community provided by the government, such as ration shops, government hospitals, government dispensaries, Anganwadi Centres etc. Participants will then reflect upon the quality and conditions of these facilities, including issues and challenges related to inaccessibility or unavailability of the facilities.

Kinds of Housing The purpose of this presentation is to help participants understand the various types of housing available in India. The presentation illustrates and compares the main two types of housing in slum communities: “Jhuggi Jhopri Clusters” and “Resettlement Colonies.”

Eviction and Rehabilitation The purpose of this presentation is to help participants understand the rehabilitation process and related eligibility requirements. The presentation starts by discussing any experience participants may have had with the process of eviction and/or relocation. It

Mapping the Timeline This activity is applicable to participants who have experienced a forced eviction. The purpose is to highlight the gap between policy guidelines and ground implementation. The trainer should divide a chart paper or a whiteboard into two columns. On the left column, the trainer should note the timeline for due process of eviction and relocation as discussed in the presentation. On the right column, the trainer should ask participants to describe the process actually followed in cases of evictions/relocations they experienced or witnessed. This should be followed by group reflection on the differences between the two timelines and how implementing authorities fall short in meeting legal obligations.

7. Presentation:

Filing of Complaints The purpose of this presentation is to strengthen participants’ skills in filing complaints. Key components necessary for drafting a complaint are discussed, with participants again shown how to file a complaint through online and postal channels (as demonstrated in the previous session). The complaint developed in this session will be targeted to DUSIB as the primary authority responsible for issues of slum development.

8. Activity:

Role Play The purpose of this activity is to help build participants’ selfconfidence and advocacy skills for dealing with local government authorities.

Material Required: Cards with roles to assign to participants



Method: The process of complaint filing and follow up requires participants to confront authorities who may at times be unwilling or unable to support their claims. Unwillingness to act may result from a range of factors including inability to address issues, constraints due to lack of resources, discriminatory attitudes, corruption etc. Therefore, it is crucial that participants know how to negotiate with authorities and navigate through such situations. This role play is developed around a scenario that requires participants to deal with indifferent or unsympathetic officials. Participants will be assigned roles described in the cards and asked to act accordingly. Following are a few examples of potential scenarios and roles: Scenario #1 • Your name is Geeta, aged 24 years, d/o of Sunita & Shankar Lal. It has been 3 months since you moved to Baprola rehabilitation colony and the leakage in your house has not been fixed, despite repeated verbal complaints to visiting Govt. officials. You finally decide to submit a written complaint at DUSIB’s Raja Garden Office. • Your name is Sachin w/o Neeraj, aged 35 years. You are a Grievance Officer at DUSIB and are the contact person for all community members regarding resettlement issues in Delhi. You are approached by 15-30 families for various issues on a daily basis. You are exhausted by the demands of your position.

Scenario #2 • Your name is Mala, aged 53 years, wife of Neeraj. You completed schooling only until 2nd grade in the village and do not have the confidence to read or write. You have recently been given a flat in Baprola, but have been finding it very difficult to obtain documentation with your new address. From Nazdeek’s paralegals you learned that officials at DUSIB will help you submit a written complaint. You have approached DUSIB to get a written complaint registered on this issue. • You are a peon at DUSIB Raja Garden. Your job is to maintain order and silence in the corridors and ensure there is no disruption in daily functioning and management. You also provide support to all officials in DUSIB. You know very well which official is in charge of what task and where complaints can be registered, but you don’t help anyone till you have something to gain. • Your name is Kaushik. Among other responsibilities, you are

in charge of receiving complaints at DUSIB. You know one of your responsibilities is to assist community members in filing grievances. However, due to excessive workload you rarely have the patience for this task. *The questions and discussions points set forth in session 5 (role play activity) should serve as a guidepost to assisting participants in this activity.

9. Take Home Activity:

Draft a Written Complaint The purpose of this activity is to help build participants’ skill and confidence in drafting a complaint.

Material Required:

Sample of a written complaint, blank sheets of paper, pens/pencils

Method: Based on the learnings of the last two sessions, the trainer can ask participants to draft a complaint, paying particular attention to addressing all core components of a complaint. Trainers should also provide participants with postal addresses of relevant departments/officials with whom complaints will be filed.






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Learning Objectives:

Session 6: Right to Information


Trainer Resources: Websites:


1. To understand the right to information and its importance 2. To know the laws that protect right to information in India 3. To know the important components of the Right to Information Act (2005) such as application procedure, appeal process and proactive disclosure 4. To be able to file an application for information under the Right to Information Act (2005)

• Presentation and discussion • Interactive activities • Role play

• Indian Government’s website on “Right to Information: A Citizen’s Gateway” ( initiated by the Department of Personnel and Training for guidelines and handbooks pertaining to Right to Information Act (2005) for various stakeholders • Satark Nagrik Sangatha’s website ( rti_act.htm) for resources on RTI Act in Hindi and English • Commonwealth Human Rights Initiative’s website (http:// htm) for user friendly resources, guidebooks and IEC material

Other Materials:

• Find a copy of the RTI Act in your language at rtiact.asp • For filing RTIs online, visit • To view the status of your RTI Application, log on to https:// • For an online Certificate Course on RTI (available in English, Hindi and Telugu) by the Government of India, visit http://


This session has been developed around the trainers’ module on the Right to Information Act by the Mahiti Adhikar Gujarat Pahel. Their excellent resources on the issue can be found here: http://


Session Sections: 1. Activity:

Why Information Matters! The purpose of this activity is to help participants understand the importance of obtaining information to addressing rights violations.

2. Presentation: The Right to Information The purpose of this presentation is to help participants understand the right to information.

Material Required: Powerpoint presentation, projector

Material Required:

White board/chart paper, marker, blank sheets, pens

Method: Participants should be divided into groups of 3 or 4 and assigned the following facilities: 1. Ration Group 2. Anganwadi Group 3. Dispensary Group 4. Sanitation Group


Participants will discuss with their group members and list down issues that they/their community face in each of the above facilities. This should be done keeping mind all the rights and entitlements covered in the previous sessions: the right to safe motherhood, the right to food, the right to water and sanitation and the right to adequate housing. The points discussed within each group will be then be presented to the wider group of participants and reported by the trainer on a board/chart paper. The trainer can now discuss what kind of information each of the above groups would require in order to address each of the issues in the facility identified. For example, with the Dispensary Group, required information relates to factors such as: 1. Does a Dispensary exist? 2. Does the Dispensary have medical staff and, if so, what kind of medical personnel (doctor, ANM, AXM etc)? 3. Is the Dispensary accessible? What are the hours of operation? 4. What kind of services are available at the Dispensary? 5. Are services and treatment provided free of cost to pregnant/ lactating women? 6. Do pregnant/lactating women receive their JSY, IGMSY and JSSK entitlements at the Dispensary?

Method: The presentation first explains to participants why this right is important for citizens to hold the government accountable. It then introduces the Right to Information Act and elaborates upon relevant aspects of the Act including the application and appeal processes. Finally, the presentation explains section 4 (1)(b) of the Act, which mandates proactive disclosures by public authorities on certain matters.

3. Activity: Let’s draft an RTI Application! The purpose of this activity is to help build participants’ skills to draft RTI applications.

Material Required: Blank sheets, pens, handouts of application templates (see Annex. 6)

Method: Participants should be divided into the same groups as they were in Activity 1. Based on the conclusions of that activity, the trainer should ask participants to draft an RTI application for the relevant department. Participants can rely on templates of existing RTI application as a reference (see Annex. 6).

4. Activity: Role Play The purpose of this activity is to help build participants’ skills in seeking and obtaining information through RTI mechanisms.

Material Required: Cards describing scenario and roles


Method: Participants will be assigned roles described in the cards and asked to act accordingly. Following are a few examples of potential roles: • Your name is Rohit Divakar and you are a community activist who has filed an RTI application requesting information on the non-implementation of the ICDS programme in the Anganwadi Centre in your Okhla basti. You have provided all the necessary information in your application including the responsible agency, requesting information on the quality and quantity of take-home rations provided to children registered in the Centre and whether toilet, water and pre-school education is provided. Your application has been rejected by the Public Information Officer (PIO). • Your name is Sunderekha Roy and you are a PIO. You do not accept the RTI application submitted by Rohit because it was not filed in time, you do not have the budget to process the request and the information requested is outside the scope of the Act.





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1. 2.


• • •

4. 5.



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1. 2.



1. 2.

• 3.



आरं ��भ सेशन: I. मानव ���भार II. सरकार: मानव����भार�भे� र�भ




खेल 10-20 का�� बनाए �जसम� वह वा�तु ह� जो �व�� और खुश रह� के �लए �व�यक ह� I ��� �वारा या अख़बार/ मैगज़ीन से काटकर और ��पका कर बना सकते ह� I बनाने के बाद, अपने का�� अ�य �ुप के का�� से अदला-बदल� कर� I

अपने काड� को �ननन�न��ल �ववभा म� बाँट� 1) वह वा�ल� िजनक� हम� ज़�रर ह� िजंदा रहने के �न� यह �व�यक ह� I

2) वह वा�ल� जो हम चाहत� ह�

हम इ�ह� चाहते ह�, ने�कन यह िजंदा रहने के �न� �व�यक नह�ं ह� I

मानव अ��धका ��य होते ह� ? हर मन��� का अ��धाा है I अ��� िज़ंदगी जीने के ��� �व��ध है I इनके ��ना हम मन��� के �ां�त नह�ं जी �धत� I

3) वह वा�ल� जो इन 2 �ववाा� म� नह�ं ह�



काड� �क कौनसी ग�दद मोटद ह� ? ऐसा ��य ?


�दद आपक� ज़�रतय �क ग�दद से 2 काड� द�सरद ग�दद

���द�ी जीने के �लए �य� ���यक है ?

म� डालना प��, आप कौनसी काड� �ुन�ग�? इससे आपक� िज़ंदगी कैसे प�र��त�त हो सकती ह� ?

इन सभी काड� को एक साथ सबके सम� रखते हु ए कुछ ��न के ��र दे ते ह� I

यह �ीज� एक-दुसरे से कैसे जुड़े हु ए ह� ?

�यय आप यह भवन पहचानते ह� ?

मानव अ��धकार के र�ध के �� म� सरकार सरकार �धसे कहते है ? यह भारत का संसद है I 118


�यय आप शासन के तीन वततं जानते ह� ? जो कानून �क र�य

करते ह� और लोग� �यया दे ते ह� I

जो कानून

बनाते ह� या बदलते ह� I

जो जन

सु�यवध के

�लल रा�य

�क �ययव�य

पर �यया दे ते ह� I

Hindi Documentary ‘60 Years of Indian Parliament’ Link:

शासन के तीन वततं




जो कानून बनाते ह�

जो जन सु�यवध के �लल

जो कानून �क र�ा

(M.L.A. और M.P.)

�ययव�ा पर �यया दे ते

या बदलते ह� I


���त� ��ाला�ा�

दे श / रा�य �क

करते ह� और लोग� को

ह� I

तीस �ज़ा��, िज़ला ��ा�ाल� ���ल� यह भारत है I क���य सरकार इस दे श को चलाती है I

�यया �ददलात ह� I


भारत को 29 रा�� म� बटा हु आ है I हर रा�� म� शासन के तीन �ततं है I

Video: Bhagwant Mann Awesome Speech in Parliament- Ek Thi Congress Link:



सांसद शासन का पहला �तंभ क�� (यानी पूरे दे श) के ��र पे सांसद काम करती है I रा�य के �सल�सल� पर गौर करने के �ल� ���ान सभा बैठती है I Video: Smiti Irani’s Speech in Parliament Part 1 Link:

��शास क���� सरकार ��शस ���� क���� सरकार के ��ु� है I इनका चुनाव ��त 5 व�� �� होता है I

�� सरे �� �ो�� भारत के वत��शस ��शस ���� ह� I 124


��शास रश�� सरकार रश�� सरकार म� म��� म��ी सबसे ऊँचे पद पर �� I

आम आदमी पश�� के �ी �र���द के�र��श� �द��� के ���मशस म��� म��ी �� I

यह रा�य �ददल� है I �ददल� भारत क� राजधानी है I इस कारण से यहाँ खुद के रा�य सरकार के अलावा, भारत क� के���या सरकार भी यहाँ बैठती है I

�ाया ��णाल / कानूनी ढांचा उ�चचत �ायायाल

उ�च �ायायाल

िजला �ायायाल

• मूल ���कय� के मामले • उ�च �ायायाा से मामले • दे श त� सबसे ऊँचा

• मूल ���कय� के मामले • िजला �ायायाा से मामले • �य�ा त� सबसे ऊँचा

• �स�वा व ���य��क मामले • �द�ाल त� 6 िजला �ायायाा� • �य�ा त� सबसे �नचाय

���ल� को 9 िज़ला �� बाट ��या गया है I इससे �या� �� रखते हु ए, ���ल� �� 6 िजला �यायालय ह�: • साकेत • कका��� �ा • ��टयाला होउस • रो�ह�ी • ��ारका • तीस हज़ार�



खेल �न�न प�र����त�� म� हम �कन�े राहत मांग�गे? 1. प�र�ार म� जाएदाद को लेकर झगड़ा 2. इलाके म� पानी के कमी के म��दे 3. �े� म� ���े �ड़क� क� कमी 4. ���ा�हक झगड़े 5. कॉलोनी म� �ाम�दा��क क�� / बारात घर क� मांग Video: Amish Puri Silence Damini by Proving Her Mentally Unstable Link:

क��-��नवार के �कका • ��वस��क – सरकार के ��वस��क �न�वग� �� ��कव�त �नवाव • अदालती – अदालत �� द�� �क�े गए केस �नवाव

सुर��त मातृ��: ����ार और ���म



खेल ��ए गए ����� से ��ल�े हु ए ����� को ढू ं ढे !


�शशश-मृ�यय दर �ककस कहते है ?

“ बधाई हो, तुम माँ ब��े �ाल� हो ! ”

जब �शशश क� एक ��� क� आयु से कम म� मृ�यश हो I



मातृ-मृ�यय दर �ककस कहते है ?


• �भा����ा के दौरान या �भा����ा के कमाि�त से

�या आपने �कस� मातृ-मृ�यु या ���ु-मृ�यु घटना के बारे म� सुना है ?

• �भा����ा से क�����त या उतेिजत �ककी भी

आपके अनुभव से असुर��त मातृ�व �कन कार�� से घ�टत होता है ?

42 �दन म� य�द म�ह�ा क� मृ�यय होती है I

कारण से मृ�यय होती है I

• मृ�यय �कि�मक कारण� से न हो I

सुर��त मातृ�व का अ�धधका भारत के सं�वधान �वारा म�हला को सुर��त मातृ�व का अ�धकार �मलता है : अनु��े द 21: �ज़�द�ी जीने का और �वा��� का अ�धकार अनु��े द 14: कानून के सम� समानता सु�न��चत करता है अनु��े द 15: �लं� के आधार पर भेद-भाव �नषेद करता है अनु��े द 47: पोषाहार �तर ऊँचा करना और लोक �वा��� सुधारना सरकार का दा��व है सुर��त मातृ�व का अ�धकार अ�� अ�धकार� से जुदा हु आ है , जैसे �क रोज़ी-रो�� अ�धकार, �व��ता का अ�धकार एवं आवास का अ�धकार I


गभा�ववथा से जी�वव �लनकलन हर म�हहल का मूलभूत अ��धका है I क�मी मंडल बनाम द�ं दयाल ह�रलगर (2008 के मामला नंबर 8853) म� , सुर��व माव��व का अ��नार न� र�ा करते हु ए, �द�क� के उ�च �यायाकय ने �ल�ल अ�व मह�वपू�� आदे श दज� �नया था : जब सवाल साव�ज�लन ववाव�य का है , तो �नसी भी म�हका को, खासकर एक गभ�ववी म�हका को �नसी भी ववर पर उपचार न� सु�व�ा से वं�चव लह�ं �नया जा सकता – उसन� सामािजक और आ�थ�न प���भू�म जो भी हो । यह साव�ज�लन ववाव�य सेवाओं म� �ाथ�मन नाय� है । इसी �नार ववावथय का अ��नार लागु होता है , जो न� जीवन के अ��नार म� �ल�हव है I

सुर��त मातृ�स का अ�धधका और �सस के �लल सरकार� �ककम �स��य और ��रसार क�या�: जननी-�शशु सुर�ा काय��म (जे.एस.एस.के) आशा जननी सुर�ा योजना (जे.एस.वाई) म�हला-बाल �सकास: आंगनवाडी (आई.सी.��.एस) �ं��रा गाँधी मातृ�स सहयोग योजना (आई.जी.एम ्.एस.वाई)

गभ�ववत म��हलाओ और नवजात �शशशुओ के �हल मु�व सेवाएँ

• �न�शश�क �वल��� दे खभाल • �न�शश�क दवाओं, र�व, �सव और �सजे�र�न • �न�शश�क ��पवलह से आनेजाने क� प�रव�न • �न�शश�क सश�व�लाओ/ ��पवलह� के बीच प�रव�न • �न�शश�क पंजीकरण • �न�शश�क ��पवलह म� भोजन • �न�शश�क रोग-�नदलन


आशा (ASHA) का दाइ�व

इं�ददर गाँधी मातृ�व सहयोग योजना (IGMSY)

म�हलर और बाल �वकरस मं�रलय के आंगनवर�ीय� �वरदर �व� पो��त भुगतान

पहल� �ककत (तीसद� �तमरह� म� )



दूसर� �ककत (�सव के 6 मह�ने बाद)

• •

जननी सुर�ा योजना


(व�ाव�य और प�र�ार कदयाण


नवजात �शशश

1000 लोग = 1 आशा

6 म�हहन का �शशश

• पंजीकरण

3 साल का ब�चच

• चार बार जाँच

6 साल का ब�चच

मं�ालय के रा���य व�ाव�य �मशन ��ारा ��व पो��प)

�ददल� रा�य म� ��वीय लाभ:

• अवपपता म� हु ए �स� के �लए गभ��पी को Rs.600/- का भुगतान

• घर पे हु ए �स� के �लए गभ��पी को Rs.500/- का भुगतान

गभा��व�ा म� : • दे ख-भाल

• ��काकरण - ���नेस • आयरन क� गो�लयाँ

JSY भुगतान क� सु���ा


14 साल का ब�चच


आंगनवाडी / �डकप� सद� म� पंजीकरण – गभर�वकथर के 4 मह�ने के अंदर कम से कम 2 जाँच, आयरन क� गो�लय� और ���नेस ��करकदा के साथ

Rs. 3,000

एम ्. सी. पी. करड� के ज़�दये आंगनवाडी करय�कतर� �वरदर �मर�ात

ब�चे के ज�म क� पंजीकरण ब�चे का ��करकदा – बी.सी.जी, डी,पी. �� I, II और III, तीन ओ.पी.वी डोज़ �सव के 3 मह�ने के अंदर कम से कम 3 कर��स�लंग सेशन - ब�चे क� �वकरस क� �न�रनी पे और नवजात �शशु/ब�चे का आहार पे पहले 6 मह�ने ब�चे को �स�� माँ का दूध �पलरय� ब�चे को अ�य भोजन दे ना शु� करना

Rs. 3,000

�स�� िज़ला पि�चम �द�ल� और ��द पि�चमी �द�ल� म� लागू

• •

पंजीकरण और ��ा�व��ा से �सव क� �व�� के दौरान �न�रानी रखना I �व�� रहने के ��� ���� आद�� पर और ��� सेवाओं और हक़ो पर जानकार� दे ना I समाज के ��� सरकार� �वा��� सेवाओं पर ��म का��क�ा� I


• •

एम ्. सी. पी. करड� के ज़�दये कवयं �मर�ात कद�

135 गभ�वती और वतनपान कराने वाल� म�हलाए�

गभा�वव�ा के दौरान और �सव के 6 मह�नन बाद तक, आंगनवाड़ी �वारा एक समय का द� �नक भोजन मश�त I

आंगनवाड़ी म� “�� के �हसाब से �पयश�त" भोजन मश�त I

क�ा 8 तक, सभी सरकार� वक�ल� म� दोपहर का भोजन मश�त I

आंगनवाड़ी �वारा कशपो��त ब�च� क� पहचान + घर ले जाने का एक और राशन मश�त

आंगनवा डी म� भोजन क� सश�व�ा (आई.सी. द�.एस) म�हला और बाल �वकास मं�ालय �वारा �व� पो��त



�यय ?

कभ ?

आगे क� कयरवयह� �नधय��रत करने हे तु, घटना से स�बं�धत ��र� और �व�वसनेय सूचना / सबूत �क��य करना I


घटना या ��लंगन को लेकर, िजससे कोई �यि�त या समुदाय �भय�वत हो


मौजूदा �क�म या ने�तय� के प�रपयलन को समझने के �लल (राशन �क�म, आवास के �क�म)

�कक �लल ? I. II. III.

कैसे ?

कानूनी कयरवयह�

�शकययत दज� करने के �लल


सम�यय / मु�दे को और गहराई से


समझने के �लल IV.

सव��� �वयरय

लोग एवं ��यन �क फोटो / �व�डयो के

सहयोग से

सरकार पर दबाव डालने के �लल सबूत


अनुसंधान �वयरय


भाग 2: चलो और कहा�ननय का पता लगाएं ! अब आप अपने �े� �� 3 ��हला�ं को �� �� �नकाले, िजनने �प�ले 3 साल �� ज�� ��ना है I ��ह� ��नय का ��त�ाल करते हु ए पता लगाए �क आपके �े� �� गभ��ती ��हला�ं को �ात��� ��ा��न �क��य के लाभ ��ल रहे है य नह�ं I अगले �े �नंग �� जांच के नतीजे पर चचा� कर� गे ! 137

खेल भाग 1: अपनी कहा�ननया बताते है ! अपने सखी से उनके गभा�वा�ता और �सव का अनुभव सुनो (िजसको यह अनुभव नह�� है , व अपने अ�न दो�त या �र�तेदार के बारे �� बात कर सकते ह�) I �सव के व�त उनक� �ना प�रि�थ�त थी – पता लगाए : 1. �सव कब हु आ ? 2. �सव घर पे हु आ य अ�पताल �� ? 3. �सव के दौरान उनका अनुभव �ना रहा ? �कस �कार का सहारा ��ला था ? 4. �ात��व �वा��न हे तु �क��� से उ�ह� �कसी भी �कार से लाभ हु आ ? �कन �क��� से लाभ हु आ ? �सव से प�व� उ�ह� यह �क�� �ात थे ? न�द हाँ, तो उ�ह� कैसे �ात हु आ ? 5. �क�� का फायदा उठाने �� उनक� �ना ���ना रह� ? इस ���ना �� उ�ह� �कसी का सहारा ��ला ?

रोज़ी रोट� अ�वधका - कैसे सुर��त है ?

I. खा�� सुर�ा कानून II. त��या��वे

रोज़ी-रोट� अ�वधकर अ�ा अ�वधकर� से जुड़ा है , जैसे �ध सुर��त मकत��व का अ�वधकर और जीवन का अ�वधकर I भारत का सं�ववधा •


पता लगाए : रोज़ी रोट� अ��धका �धक अनु��छ े म� ि��थ है ? �ेए गए कागज़ ��ारा पता लगाए - यह अ��धार क����ान म� कहाँ ि��त है

अाु��े � 21: ‘�कण और �ै �हध �वतं�तक का संर�ण’ – �सम� रोज़ी-रोट� अ�वधकर �ाक�मल है अाु��े � 47: पोषाहार ��र ऊँचा करने और लोक �वक��ा का सुधारने का �क��व सरकार का है अाु��े � 39(क):‘जी�वधक के पाक��त साधन �क�त करने का अ�वधकर’

रा���ा खा�ा सुर�क कानून, 2013 • • • • • •

��रमकमाी जीवन स�ती ध�मत� पाक��त मक�क म� �वक�लट� खक�ा सुलक�ातक खक�ा और पोषण संबंधी सुर�क

भारत का सव��च �ायायाल पे.यू.सी.एल बनाम भारत, WP(C) 196/2001 म� ��चतम �ाकाकला ने कहा �ध माु�ा ध� ��रमकमाी �ज़���ी जीने के अ�वधकर म� रोज़ी-रोट� अ�वधकर और अ�ा बुााक�� ज़�रत� का अ�वधकर भी �क�मल है I


खेल : आपको राशन कैसे ��मलत है ?

�ककसा भारतीय खा�य �ानग (क���य सकातर) खा�य एवं आपू�तत �ववभा (रा�य सकातर) उ��च दर दूकान / राशन शॉप

लोग / समाज


भारतीय खा�य ��नग (क���य सका�र)


खा�र सुर�ा कानून 35 Kg अनाज / 6 Kg चीनी / 5 Kg अनाज / 6 Kg चीनी / 5 Kg अनाज /

�ररयायत दाम

अ��रोयो अ�न योजना (AAY)

पा� घर को 35 �कलो अनाज और 6 �कलो चीनी हर मह�ने �मलेगा I

गर�बब रे खा के नीचे (PR-S)

पा� प�रवार को 6 �कलो चीनी और हर �र��य को 5 �कलो अनाज �मलेगा I

गर�बब रे खा के ऊपर (PR)

पा� प�रवार म� हर �र��य को 5 �कलो अनाज �मलेगा I चावल








रा���य खा�य सुर�ा कानून �रवार अाय हक़

इंटर��य बातचीत �वारा सवाल पूछना और जवाब माँगना I इन सवाल� को ��नावल� म� �ल�ा जा सकता है I

प�ररवा म� , सबसे बुज़ुग� वय�क म�हहल राशन काड� म� “घर का मु�खखय”

6 मह�नन – 6 वष� तक आंगनवाडी से गरम भोजन

6-14 वष� तक �ककू म� दै �नन म�ययाह भोजन

�. 6000 का �रवीय मातृ�र लाभ और आंगनवाडी से दै �नन भोजन

इसम� दो तर�के के लोग ��ा�मल होता ह�: • इंटर��य लेने वाला – जो ��न पूछता है • ��तवाद� – जो जवाब दे ता है अगर अनेक इंटर��य �क�े जाते है , उससे सव��� कहते है I

एक से एक

एक से उनेक

अनेक से एक

अनेक से अनेक




चलो अब �प�ले सेशन क� सीख को अमल म� लाते है ! �यय ? आगे क� कयरवयह� �नधय��रत करने हे तु, घटना से स�बं�धत ��र� और �व�वसनेय सूचना / सबूत �क��य करना I

कभ ? I.

कोई �यि�त या समुदाय �भय�वत हो



आवास के �क�म)

कैसे ?

कानूनी कयरवयह�

�शकययत दज� करने के �लल

सम�यय / मु�दे को और गहराई से

I. II.

समझने के �लल IV.

मौजूदा �क�म या ने�तय� के प�रपयलन को समझने के �लल (राशन �क�म,

�कक �लल ? I.

घटना या ��लंगन को लेकर, िजससे

सरकार पर दबाव डालने के �लल सबूत

सव��� �वयरय

लोग एवं ��यन �क फोटो / �व�डयो के

सहयोग से


अनुसंधान �वयरय

खेल: ��नानाव बनाते ह� I उदाहरण

आपको अभी मालूम पड़ा है क� पडोसी के घर म� �ोरव हु ई है I

आप ��ा ��न पू���े ?

रोज़ी-रोट� अ��धका पर त��या�ेवे प�र�कर को राशन शॉप से चीनी नह�� ��� रहा है I आप उस प�र�कर से ��क पूछ-ताछ धर� �े ?

इंटर��य के बाद ��य जानकार� होनी चा�हह ? • घटना/म��दे से स�बं��त मह���य�� तार��� क� सूची • ��ा�म� �ो�� / सरकार� ���ा�� क� सूची, ���र� समेत • �घ�टत ���ं�न का ���ट ���र� • �मा� • राहत (����त / समूह) क� मां��



��नानाव • इंसान क� पहचान ��थापत करने हे तु जानकारव (नाम, आयु, �ां�, पता, �म�, जाती, काम, ानकाां�ता, प�रनार म� सद�य, आमदनी, पड़ने-�ा�ने �क यो�यता, फोन नंबर) • घटना / मु�दद से स�बबं�त कौनकौन से अं�धका है ?

इंटर�लय कैसे �ललय जाता है ? • अपना प�रचल दे और अपने जांच / सवयल� का उ�दे �ल समझाए • शांत और आ�व�त रहे • �लयदय लोग पूछ-ताछ करने न जाए • अगले को बोलने का अ��क समय �दलय जाए • आँख से आँख �मलयते रहे , अ�छय शयर��रक हाव-भाव • मह�वपय�� बयत� �लखते रह� • एक बार म� एक ��न पयछ� • लद� आपको उ�र न �मले, अलग तर�के से पूछने का ��र �लयस कर� • िजन से आप पूछ-ताछ कर रहे ह� – उनका नाम, नंबर, पता और पद ��र पय�छए

नी�त • यह �प�� कर� क� जानकार� का ��तमा� कैसे �कया जायेगा • झूठे वादे न द� • �न�म�त �� – हो सके तो ����त �प म� �दना�क और ह�ता�र समेत • हमेशा �वन�ता से पेश आए • गोपनीयता का भरोसा दे – द� गयी जानकार� आप �कसी ��य �य��त को नह�� द� गे

पानी और ��व�यछ के अ��धका ��शकाय कैसे दज� करते ह�




अ�यया: आंगनवाडी िजंदाबाद ! साथ �ममलक आंगनवाडी क� मांग कर� !

�ववछतछ ��य ह�

�नय�मत �प से प�ि��ल भोजन करना ाुक��त

मयत��व के �मए आव�यल है । आज के सेशन म�

और �प�मे सेशन म� हमने सीखा �ल आई.सी.द�. एस. �ल�मे और कय���य खय�य ाुक�य कानून के तहत गभ�वती और �तनपयन कराने वयम�

म�हमय�ं को और १४ व�� ल� �� तक के ब��� को अ�गंवयद� म� भोजन का हक़ है I आई.सी.द�.एस. योजना के अनुसार, �लाी भी समुदाय म� य�द 6

साल तक ल� �� के य�द 40 से अ��ल ब��े ह�, तोह वह आंगनवाडी ल� मांग रख सकते है I

��नयवम� �ॉम� का ��तमयम करते हु ए पता लगाए –

आपके कॉलोनी म� 6 व�� से कम �� के �लतने ब��े ह� ?

• एक �व�� जीवन जीने का साधन ह� • अपने आप को और हमारे प�रवे� को साफ़ सुतरा रखने के ��ए कुछ ���छए और सेवाए

��वछ�छ के कुछ उदाहरण

�वव��छ आव��य ��य है • टाइफाइड डछ��र�छ कॉलरा जैसी �ब�छ�र� से बचने के �लए • शछर�र य� अ�द�नी श��� इ����नट� बढ़ाने के �लए • ल�य��य को �यूल �� बढ़ावा दे ने के �लए शौचाल �छ�सय ��� के दौरान �वव��छ से रहने का अवसर दे ना आ�द • और�य और ल�य��य के आ�� स��छन और स�र�छ को बनाए रखने के �लए • �नर��य व����� से ��ो�� पदछ�� वसूल कर पाने के �लए



�वव��छ का अ��धका ��य ज़�ार ह� ���छ �������

सेवा ��छस��क

पानी और ��व�तछ के अ��धका साथ म� पढ़े जाते ह�

शहर� बि�ततय म� पया�ववर का सुधर

पानी का अ��धका पानी का अ��काा हमारे �ल� �य� ज�ा� ह� • �व�छ और �ुा��त पानी �व�� और ��मान प�वक � जीवन जीने के �ल� ��ा� ह� • भारतीय ���व�ान के अनुछेद २१ जीवन का अ��काा – ���त मा�ा� म� पानी – �व�छ और पीने लायक

�व�� पानी और सफ़ाई �तव��ा का ��धकार जल �ददा �ति�त


सामुदा�तय शौचालय नल

सफ़ाई कम�चार�




बा�रश के पानी के �लए नाला

सामुदा�तय �नना ��थ �नान घर


सफ़ाई कम�चार�


खुल� ना�ललय का �बबं जो पानी का बहाव बढाएं ता�क पानी न भरे



पानी के �लल योजनाए रा���य पेयजल ��मश जी��त रहने के �लल पानी क� �य�नत� �ा�ा ल��र ��त ��न ��त �य��त

जन सु��वध का��लेले का उपयोग शहर�ककर पर रा���य आयोग

उपल�व सु��वध

����ता के �य�नत� �तर पर जीने हे तु


ल��र ��त ��न ��त �य��त



�नधन घर

शौचालय पैसा दे कर ����धल कर� �ु��


����य �ा��य समुदाय



��शकाय दज� करने के मूल �हहसे

घटना का समय यकर�� और ह�कन

���मेदकर अफसर शम��कर�

�ाक राहत �क�ह� �ाक मांगे ह�

�ाक घ�टय हु आ

��शकाय से भीमनगर म� बदलाव






��दल� शहर� आ�� सुधार बोड� �व���ा से स�ब��ध� �शका�� पुनवा�स भवन

आई पी ���े � आई �� ओ नई ��दल�

राजा �ाड�न �शवाजी �लेस

डी �� सी बस ����नल के पास नई ��दल�

ऑनलाइन �शका�� �ज� कर� –

पानी क� ��शकाय ���ल� जल �ो��

�न�न ��काात �ज� �काे जा सकते है : 1. जल ��ाा 2. नाल�ा� म� सम�ाा 3. पानी के ट�कर क� माँग 4. पानी का ����� क���ा क��ोल �म हॉटलाइन नं. 1916 पर फ़ोन कर� !

हम भीमनगर के रहने वाले ह� हमार� �ु�गी के सामने क� नाल� का�� समय से भर� हु ई है नाल� का पानी घर के अ�दर आता है बा�रश के समय तो और भी �यादा गंदगी से म�खी और मछार बहु त हो गए है यहाँ �यादातर ना�लयाँ भर� हु ई ह� और सभी के घर� के सामने कूड़ा �ख��ा हो रहा है कूड़ा ��कने के �लए भी �बं� नह�ं है �व�छता बनाए रखने म� और �बमा�रय� से बचना मु��कल हो गया है कृ पया हमारे ब�ती के ना�लय� को ज�द से ज�द साफ़ करवाएं और उनक� मर�मत कराएँ पहले कूड़े क� गाडी आया करती थी ले�कन अभ �स�� मंद� का कूड़ा उठाकर ले जाती है कृ पया कूड़े क� गाडी को ब�तीम एं आने का आदे श कर� और जगह जगह कूड़ेदान दालाओ रखवाएं



खेल फोटो ����� सबूत �ख�ट� ���

हमारे ब�ती म� शौचालय क� ����� बदा��त से बहार है मेरे ब�ती म� लग भाग लोग रहते ह� और यहाँ �स�� लै��न है इनमे से �यादातर लै��न गंदे और भरे हु आ है शौचालय म� न ह� �लश करने क� �ं क� है रात के बजे से बंद रहता है और हमारे पास प�र� पर जाने के अलावा और कोई �वक�प नह�ं है यह बहु त ह� असुर��त है औरत होने के नाते म� अपनी सुर�ा को लेकर बहु त भयभीत हू ँ

�शशकाय कैसे दज� कर सकते ह�

फ़ोन शं�ा�टर से तुरंत ऑनलाइन दज� शर� मोबाईल पर �मले शकायत नंबर नोट शर� वेबसाइट का नाम

सरशकर� द�यर जाकर �ल��य म� अपने कॉपी पर शम��कर� से �रसी�वंग ह�यक�र और ��पक ल� ा�द �ल�नक नह�ं आता तो सरशकर� शम��कर� �वकरक �ल�वकशर दज� शर� �शशकाय श� एक नक़ल आपको मु�य म� द� जाएगी

�ल��य �प म� र�ज�ट�� पो�ट �वकरक अपने पास �शशकाय श� नक़ल और पो�ट श� प�� र��

I. आवास का अ��धका II. ��ल�य ��शकाय




चचा� आवास �या है ?


आओ साथ ��ल�� ���ा�� �लख�े ��

सका�र के मुताबे, आपको पु�वा�स दे �दया गया है और इससे ��क� ���मेदार� ख़तम हो गयी है I �या आप सहमत है ? य�द �ह��, तोह �य� ?

पया��त आवास का अ�धधका

खेल ��ा आपके इलाके �� ब��न�ा�� सेवाओं और स��व�ाओं �पल�� है ? अपने �े� �� ��त�त स��व�ाओं के न�ा बनाए और पता लगाए – ��ा आपको प�ा��त आवास का अ��कार प��� �प से ��ल रहा है ?

भारत संवेधान �वााा आवास का अ�धक सुा��त है • •

अनु��े � 21: जीवन और �वा��य का अ�धकाा

अनु��े � 47: पोषाहार ��ा ऊँचा करने और लोक �वा��य का सुधारने का �ा��व सरकार का है

सुा��त मात��व के �लए पया��त आवास ज़�ा� है I आवास के अ�धकाा म� �न�न हक़ स�मी�लत है : • �वा��य का अ�धकाा • पानी और �व��ता का अ�धकाा • रोज़ी – ाो�� अ�धकाा

चमेल� �संह बनाम ��ा ��े �, 1996 2 एस.सी.सी 549 के मामले म� ��चतम �या�यालय ने पाया �क आवास का अ�धकाा एक मूलभूत अ�धकाा है I



�ननन बु�ननयाद सेवाओं का होना अ�ननवाय है • • • • •

पयाय�त आवास सडतय रहने नो�न �वेश नो�न �प�ूे घर से 5 �कूो�ी�र �क ाूरद के अ�ार ��हूय, ब���, �वकूयंग और बु�ुगय क� ��रत� को पू�य करता है



आवास के �कका

राशन क� दूकान

�डडप� परद

����ी-�ो�ा� ���ी

��नवा�स कॉलोनी

पुनवा�स कॉलोनी �यय है ?

झु�गग-झोपर� ब��त �यय है ? • िजस ब��ग �� 01.01.2006 को 50 या इससे ���क घर हो • ��नयोिज� �न�य�� • �सफ� आवास के ��ए • साफ़-सफाई �यव��य, आयोजन एवं स�क� का आभाव • ���क आबय�� • �सुर��� कयय�कय�


कानूनी �जय� • सकय�र �वयरय रहने का ���कयर ��यय / न ��यय गया हो • ब��ग का ��यन ����� �य��र ��यन के �नु�प नह�ं • �ू �सब (DUSIB) �वयरय ‘झु�गग=झोपर� ब��ग’ घो��� �कयय गया हो

• • • • • •

सका�र �वारा द� गयी �लै� एक �लै� ��� प�रवार �स�� आवास के �लए सव� के आधार पर द� गई खर�द� गई आवास के �लए सुर���

कानूनी द�ा� • खुद �लै� के �ा�लक ह� • सुर��� काय�काल


झुि��गय का भ�ववग


वैध ि���� / �ा�धकर� �मलना : • मूल ��ान पर ��नगन �वारा • पुनवा�स, ग�� साव���नक �ह� के �ल� सरकार को भू�म क� �व�गक�ा है

�या आपके ब�ती को कभी �व�वंस के खतरे का सामना करना पड़ा है ? ��य�या अपना अनुभव का व��न �� I

�नवकासन: साव���नक भू�म को �ाल� करना • ��धक� � • �न�धक� �

या �या आपको पुनवा�स कॉलोनी म� बसा ��या गया है ? कृ पया अपने पुनवा�स ���या के अनुभव हमे बताएं I

आवास व पुनवाटस से स��बंधत �डडपाट म�म

क���� सरकार

भ��मधारक एज�सी 1. 2. ���ल� �वकास �ांधकर� (डी.डी.ए)

रा�� सरकार

���ल� ��र� आ�� सुधार ��डट (DUSIB) • ���त�� से स��बंधत सभी का�ट के �लए मु�� रा�� सरकार� एज�सी • जैसे �क सुधार, ��न�न, �व�वबस, पुनवाटस


सव� के बाद दलततावे जमा करना

कव� प��� होने के 21 �दन के ��दर, प�रवार� को 01.01.15 के पहले �नवाक का �मा� जमा करना है : �ककस भी वोटर �ललट म� नाम - 2012, 2013, 2014, 2015 और सव� के साल के वोटर �ललट म� नाम दलततावे:

•पाकपोट� •राशन काड� – फोटो समेत •�बजल� का �बल •�ा��व�ग ला�क�क •करकार� ब�क / डाक घर का पासबुक – फोटो समेत •आधार काड� •जाती �मा� प� •लव�त��ता सेनानी का आई.डी काड� फोटो समेत •�व�लानता का �मा� प�, फोटो समेत •करकार� लक�ल का आई.डी काड�, �रपोट� काड� िजसमे माता-�पता का नाम और फोटो हो •लवाल� �बमा लक�म का लमाट� काड� – फोटो समेत •प� शन का कागज़, फोटो समेत •भारत कका�र �वारा जार� कोई भी आई.डी काड�/लमाट� काड� फोटो समेत

भारत रे ल

���ल� नगर �नगम (एम ्.सी.डी)



उ��च ���या


नो��ट टव� करने से ��व� कम से कम 4 ह�त� का नो��ट

साव�जजनक घोषणा करना नो��ट जार� करने के से टव� ��ण� हो जाने तक, ढोल बजाकर और लाउ���ीकर के ज�रया घोषणा करना


संयु�त सव�

टव� क� ट��� म� ��रवार ट�हत सभी �ु��ीवा�टय� का नाम

पा�तत सूची

प�न�ा�स के �ल� सभी पा� �न�ासीय� के नाम, �न�न शत� पर आ�ा�रत क� गई: • भारत का नाग�रक • 18 ��� से कम नह�ं • 01.01.2015 को या उससे पहले ���गी म� �न�ास • ���गी�ासी का नाम संय��त स�� क� सूची म� हो • �द�ल� म� ��य कोई �लाै / प�का घर नह�ं • य�द स�� के बाद �न�ासी का दे हांत हो जाता है , ����ा/����र पा� बन जाता है I

ब�तत से परामश� �ललै का आबंटन पोज़ेशन लैटर भेजना


• Rs.1,12,000 ��त �लैट (जनरल) Rs.1,000 ��त �लैट (एस.सी./एस.ट�.) • �ू �सब लोन लेने म� सहायता कर सकती है • 5 व�� तक �ू �सब �वारा रख-रखाव हे तु ��त �लैट Rs.30,000 का भुगतान


• �स�� एक �लैट • �स�� आवास के �लए • पहले 10 व�� �लैट ल��हो�� पर ��या जाएगा I ��र �कहो�� म� प�रव�त�त हो जाएगा I • �लैट का आवंटन पती-प�नी के नाम म� • �लैट को �करा� पर चढ़ाना या बेचना सकत मना है • �लैट �स�� कानूनी वा�रस को ��या जा सकता है

��शकाय �ववार पया��य आवास क� ओर बढ़ना �शकस भी डू �सस द�यत म� कम��चार क� मदद से ��शकाय दज� कर� • शम��कार इ�टानेट पर ��म� जमा करे गा • एस.एम ्.एस �वकाक न��टस �म�ेगक • ��शकाय नंबर �दाक जाएगा • ��शकाय श� ����य �न�न वेबसाइट पर दे ख सकते �� : इ�टानेट: (S(rl5wqpovn3fpqn2hskkfbx2y))/default.aspx

डू �सब के द�या ���खय ��शकाय भेजे



खेल पुनवा�स के ��चत ���या के अनुसार, हर चरण म� �कतना समय लगाना चा�ह� ? यह अनु�म अपके अनुभव (य�� हो तो) से �कतना �मलता है ?

��शकाय कैसे �ललखत ह� • सरशकर� अफसर का नाम और पदनाम (अगर मालूम हो तो) • सं��क / ��भकग का नाम • यकर�ल • ��शकायशयक� का नाम , उ� , पता • ��शकाय का �ाोरक (कौन, �ाक , कहां, कब , कैसे , �ा�) • मक�ग� (मांगी गयी रकहय� ) • द�यलय (पता और �े ल�फोन नंबर भी �लल� ) • उस �ाि�य का नाम और उसके ��भकग का नाम िजसको आप ��शकाय श� ��य भेजना चाहते ह�

याद रख� • ��कायत क� एक नक़ल अपने पास रख� I • अपनी नक़ल पर कम�चार� का �रसी��ंग ल� = ह�ता�र, �दनांक और मोहर समेत I • डाक का परचा अपने पास रख� (�पीड पो�� / र�ज��र पो��) I • आप अपनी ��कायत कम�चार� से �लख�ा सकते ह� I ��कायत क� एक नक़ल अपने पास – �रसी��ंग और ��कायत नंबर के साथ I • ����सनीय �य��त से जाने क� ��कायत म� �या �लखा गया है I

सूचना का अ��धका






रोल �ले

�ा��ार� हमारे �ल� ���� मह������ ह� ?

“सूचना का अ��धका” �यय है ? एक ऐसा अ��काा िजसके ��ााा हर नाग�ाक, लोक �ा��का�ाय� ��ााा रखी गयी जानकाा� �ा�त कर सकते ह� आर.��.आई का नारा : “हम जान�गे , हम हक़ से


सूचना के अ��धका से हमे ● सरकार क� �����न ग�त����य� के बारे म� जानकाा� �मलत� ह� ● चुने हु ए ��त�न��य� के कामकाज और साकाा� ���ाग� क� संचालन पर �नगाान� रखने म� मदद �मलत� ह� ● नाग�ाक� के क�या� हे तु बनाए गए कोष का सह� उपयोग सु�न��चत करने म� मदद �मलत� ह�



यह अ�धधका �यय आव�यय है ? ● लोधतं� के संचालन के �ल� सूचना का अ�धधका आव�यध है | जब दे श के नकग�ाधय ध� जकग�धतक बढती ह�, तब वे सरकार को ��ादकयी ठहरा सकते है और ���कचका रोक सकते है । ● इस �व�वकस पर आधक�ात है �ध सकव�ज�नध जकनधका� और साधका� �ाध��� पर दे श के लोगय का हक है | ● आम जनता के �ल� बनी गयी साधका� योजनाओ को लागू करने म� कानूनी या सं��क स�ब�धी बाधा आये, तो नकग�ाधय को �धकव�े पहचानने म� मदद करती ह� |

सूचना के अ��धका के �लल संघष� क� शु�आआ: लोग� क� शि�आ, लोग� को शि�आ यह अ��काा हम� क�� संघष� के बाद �ा�आ हु आ ह� ● ााज�थान के दे �दु��ी म� शु� हु ई I मजदूर �कसान शि�आ संगठन (एम ्.के.एस. एस) के नेआ�� व म� - �कसान� और भू�मह�न ��मक� का सामुदा�यक संगठन जो�क मजदूा�, आजी�वका, म�हला�ं के अ��काा, सां�दा�यक �हंसा और भू�म अ��काा� के �लल लड़ता है I ● सन 1994 म� जन सुनवा� रखी गयी I म�टा रोल जैसे साव�ज�नक द�आावे� िजसमे �दहाड़ी पर मजदूा� क� उपि�थ�आ और उनक� आन�वाह, साव�ज�नक भवन� के �नमा�ण के �लल खा�द� गयी साम�ी के प�च�य� और अ�य वाउचर �लखी जाती है | ��टाचाा के कई घटना पाए गए I उदहारण: कुछ ऐसे लोग� के नाम म� आ��वान �लखी गयी थी जो�क मर चुके थे या दुसरे गाँव म� बस गए थे I ● सन 1995 म� ााज�थान के मु�य मं�ी ने आ�वासन �दया �क व कानून बनाय�गे िजसके तहत सभी साकाा� द�आावेज क� ��आ�ल�प �ा�आ करने का अ��काा जनता को �मलेगा I �क�आु ऐसा कुछ भी नह�ं हु आ I

● सन 1996 �� इले��न के दौरान, बेवार �� �ु�य �ं�ी पर इस कानून को पा�रत करने के �लए दबाव डालने हे तु धरना आयोिजत �कया गया I हर रोज़ 500 से अ�धक गांववाल� धरने �� �ा��ल होते थे I आ�दोलन जार� रखने के �लए सभी गांववाल� ने ��ल-बाटकर धन, अनाज, पानी और अ�य सेवाओं का योगदान �कया I एक वष� बाद, राज�थान के राजधानी जयपुर �� इससे भी बड़ा धरना आयोिजत �कया गया I ● सन 1997 �� राज�थान सरकार ने घोषणा क� �क लोग� को पंचायत और गाँव के अ�य सरकार� सं�थाओं से स�बं�धत सरकार� द�तावेज� क� ��त�ल�प �ा�त करने का अ�धकार है I

अ��धनयन के दायरे यह अ��धनयन नाग�रक� को एम ्.पी. और एम ्.एल.ऐ. के बराबर सूचना का अ��कार दे ती है | अ��धनयन के अनुसार , जो सूचना संसद या �कसी �व�ान-मंडल को दे ने से इंकार नह�ं �कया जा सकता , वह सूचना �कसी नाग�रक को इंकार नह�ं क�या जा सकेगा| अ�य कानून� के स�ब�� न� आर.��.आई. का अ���ावी ��ाव पड़ता है , जहा तक �क यह सरकार� गोपनीयता अ��धनयन, 1923 (रा���य सुर�ा के �लए खतरा) या त�सनय �व�� �व�� के साथ असंगत नह�ं हो |



भारत म� सूचना का अ��धका कैसे सुर��त है ? भारत के सं�व�ान म� अनु��े द 19 (1) (क) के तहत सभी नाग�रक� का “वाक् -�वातं�य और अ�भ�य��त-�वातं�य” का अ��कार सुर��त �कया गया ह� | यह �वंतं�ता �स�� एक जाग�क और सू�चत समाज म� �भावपू�� �प से मुम�कन है | • सूचना का अ��कार अ���नयम, 2005 – क���य, रा�य और ��ानीय सका�र, और वह सं��ाए �ज�ह� सका�र �नयं�� करती ह� या आ���क सहायता दे ती ह�, पर लागू ह� �शासन, संसद और �व�ान सभा पर लागू ह� – भारत के सभी नाग�रक� को �कसी भी �प म� सूचना �ा�त करने का अ��कार दे ता है (जैसे �क �ले����नक �प म� �ा�रत अ�भले�, द�तावे�, �ापन, ई-मेल, मत, सलाह, �ेस �व���त, प�रप�, आदे श, �रपोट� , नमूने आ�द) जो �कसी लोक अ��कार� के �नयं�� म� हो – �सम� अ�य अ��कार शा�मल है : (i) क� �त, द�तावे�� और अ�भले�� का �न�र��; (ii) द�तावे�� या अ�भले�� का �ट�प�, ���र� या �मा��त ��त�ल�प लेना; (iii) साम�ी के �मा��त नमूने लेना; (iv) ���केट, �ल�पी, टे प, आ�द पर सूचना अ�भ�ा�त करना

ले�कक, अ��धकयन के तहत, सका�र को कुछ सूचना न �कक करने क� छूट है | जैसे 1. रा���य सुर�ा: भारत के रा���य सुर�ा से स�बं��त कोई भी जाककार�, जो जनता के सन� ��तुत करने पर असल न� हाधककारक �स�� हो सकता है 2. ���� ��त�क और �याधयक ���या: सूचना िजसे जांच के दौरान गोपनीय रखना ��र� है 3. �यि�तगत सुर�ा: सूचना जो एक �यि�त क� सुर�ा या ��ंतं�ता को खतरे न� डाल सकते है 4. �यि�तगत गोपनीयता : �कसी तीसरे या अ�य �यि�त के बारे न� सूचना िजससे उसके धकजता का उ�लंगक हो सकता है

आवेदन क� ���या

जानकार� �ददा करने के ��ल समय-सीमा

• आर.��.आई ����नयम के तहत हर सरकार� �वभाग या द�तर म� नाग�रक� को सूचना �दान करने हे तु लोक सूचना ���कार� (पी.आई.ओ) �नयु�त �कये जाते ह� I आर.��. आई आवेदन इन ��सर� के सम� दज� क� जाती है I पी. आई.ओ. हमे �स�� वह सूचना दे सकते है जो सरकार� �ाइल� म� पहले से मौजूद हो I • मांगी गयी सूचना का वण�न करते हु ए, आवेदन �ल��त �प से या इले����नक मा�यम के ��रए �ं�ेजी या �हंद� या ��र ��ानीय भाषा म� दज� क� जा सकती है | जानकार� �ा�त करने का कारण दे ने क� कोई आव�यकता नह�ं है |

• 48 घंटे - �य��त के जीवन या �वंतं�ता से स�बं��त सूचना के ��ल • ��य प�र���तय� म� , आवेदन के �त�� से 30 �दन� म� • ��त��या समय म� 5 �दन जोड़े जाएंगे य�द सूचना का आवेदन सहायक/��स�ट� ट पी.आई.ओ को द� गयी हो • 45 �दन - सूचीब�� स�र�ा / ����या लज��सय� से मानव ���कार� के ���ंघन के बारे म� जानकार� के ��ल • य�द �कसी तृतीय प� का �हत-��हत �ा�म� हो तो 40 �दन� का समय-सीमा है • �न�ा��रत �व�� म� जानकार� �प��� करने म� �व��ता को इनकार के बराबर माना जायेगा



�ननधा�रत शु�क का भुगतान करना आव�यय है • आवेदन शु�क ��चत हो • य�द ��नक शु�क क� आव�यकतध पड़े, तो गणना समेत, आकड़� क� सूचना �ल�खत �प म� �मलनी चध�हए | • आवेदक, पी.आई.ओ �वधरध �ननधा�रत शु�क पर, ��चत �पील�य �ध�नकधर� के पास समी�ध क� मांग कर सकते है | • गर��ी रे खा के नीचे रहने वाले लोग से शु�क माँगा नह�ं जा सकता | • आवेदक को जधनकधर� मु�त म� द� जाएगी, य�द पी.आई.ओ �ननधा�रत समय-सीमा का पालन करने म� �व�ल रहा |

अपील और जुरमाना 1. य�द कोई आवेदन का मामला अधुरा रह जाए और �नधा��रत अव�ध म� पू�� और सह� जानकार� नह�ं द� गयी हो, तो अ�ध�नयम �वारा आवेदक को अपील करने के 2 मौके �मलते है I पहले अपील �डपा�� म�� के बड़े अ�सर के सम� और दूसरा अपील सूचना आयोग (�वंतं� �नकाय) के सम� होते है I स�चाई सा�बत करने का भार उस अ�सर पर है जो समय पर काय� पूरा नह�ं कर सका| 2. य�द अ�ध�नयम के �ावधान� का उ�लंगन हो तो इस कानून के तहत भार� जुरमाना लग सकता है और पी.आई.ओ या इनके साथ काम करने वाले अ�सर पर सूचना आयोग �वारा �न�न दं ड लगाया जा सकते है : a. उनु�चत दे र� के �लए �.250 ��त �दन से लेकर �.25,000 तक b. आवेदन दज� करने से इनकार करना, दुभा�वनापू�� इनकार करना, जानबूझकर झू�� जानकार� दे ना, सूचना का �वना� करना, आ�द के �लए �. 25,000 तक का जुरमाना c. ललगातार / गंभीर उ�लं�न म� �वभागीय कार� वाई के �लए �स�ा�र�

लोक �धा�कधकाय� क� बा�ययता

इस बा�ययत का मह�व

• आर.ट�.आई अा��नयम के अनु�छे � 4 (1) के अनुसार हर एक लोक �धा�कधा� क� यह िज�मे�धा� ह� �क वे जन �हय से स�बंा�य कोई भी जधनकधा� य�पायध से, एवं सुलभ �प म� , खुले तौर पर लोग� को उपल�� कराये यह जधनकधा� �बनध मांगे, �बनध पूछे लोग� को उपल�� होनी चध�हा | • अनु�छे � 4(1) (ख) म� १७ तरह क� सूचनाओं का व��न ��यध गया है िजनका खुलासा करने के �ला लोक �धा�कधा� क���य ब�य ह�| खास कर: – उनके मूल कधय�, �न��य लेने क� ���यध, ��यधवी�, बजट और कम�चधकाय� क� संपक� सूचना – सहधयक� योजनाओ क� जधनका� , �ह�भधागय� क� सूची स�हय

● �दन�या� जानकार� लेने के पीछे जनता का जो समय, पैसा और �म ��� होता ह�, वह इस ��ार के �वारा कम हो जाता ह� | ● लो�� को यह समझने म� मदद करती ह� �क कौनसी जानकार� उनके �ल� ��र� ह� और यह जानकार� वह कैसे और कहाँ �ा�य कर सकते ह� | ● आर.ट�.आई आवेदन� क� कुल स��या घटा दे ती है िजससे कम��ा�रय� पर काम का बोझ कम हो जाता है | ● सरकार� ���का�रय� को उ�रदायी बनाती ह� और पारद���या बढाती ह� |


175 • अनु��े द 4(3) के मुता�बक यह अ�नवाय� ह� �क ��येक सूचना को सहज तर�के से और �यापक �प से �चा�रत �कया जाए ता�क लोग� के पास यह जानकार� आसानी से उपल�ध हो| – यह ज़�र� ह� क� जानकार� �ा�त करने के �लए लोग �व�भ�न स�ते साधन� का उपयोग कर पाए| लोग जहां भी रह� , उ�ह� यह जानकार� आसानी से �मलनी चा�हए, वो भी ऐसे भाषा और अंदाज़ म� जो उनके समझ के �लए सहज हो | – अलग ��रो पर जानकार� दे ने के �लए अलग �क�म के साधन इ�तेमाल करने चा�हए| जैसे �क, िजला/तालुका के ��र पर ��ानीय नो�टस बो�� का इ�तेमाल �कया जा सकता ह�. संग�ना�मक ��र पर सं���ा का वेबसाइट या अख़बार, रे ��यो जैसे मी��या का इ�तेमाल �कया जा सकता ह� | – कम से कम हर 12 मह�ने �नय�मत �प से सूचना का अ�यतन होना चा�हए I

�ददल� म� सफलता क� कुछ कहा�ननया ● इस ����ननम के बा�नता�ं का पालन करने के �लए, सतक� नाग�रक संगठन, लोक �ा��का�रन� के साथ प� समथ�न करती आई ह�| इसके नतीजतन, �ददल� के हर चुनाव �े� म� बो�� लगाये गए ह� जो एम ्.एल.ए और सभासद (को���सदलोर) के �वकास �न�� से स�बं��त खच� �दखाते ह� | ● �वा��कार ने सूचना क� �ज� दज� करने पर पता लगाया क� सरकार के बजट से Rs ७४४ करोड़ क� भाड़ी रकम, जो द�लत नाग�रक� के ��न�त के �लए रखी गयी थी, कामनवेदथ खेल के �लए इ�तेमाल क� गयी थी |

खेल आओ, ��� �लखे!

Bachpan Ko Kare Abad, Anganwadi Zindabad! Application for Anganwadi Centre As per Supreme Court orders To CDPO Block: _________ District: __________

Date: _________ Habitation___________

State: ___________

Village:_____________ Panchayat: _______

Dear Sir/Madam, Ref: Supreme Court order, in PUCL vs. Union of India & Ors. Civil WP No. 196/2001 dated 13 December 2006 states, “Rural communities and slum dwellers should be entitled to an "Anganwadi on demand” (not later than three months) from the date of demand in cases where a settlement has at least 40 children under six but no Anganwadi.” You would be aware of the above mentioned order of the Supreme Court, stating that anganwadis shall be


sanctioned on demand, in cases where a settlement has at least 40 children under six but no Anganwadi. In our habitation there are ____ children under six years of age (list enclosed as Annexure) and there is no


anganwadi centre. The population in our habitation is _____. The nearest anganwadi centre is ___ km away


The growth of children is not being monitored; children are not getting any supplementary nutrition or pre-

and caters to a population of _____.

school education because of the absence of an accessible anganwadi centre. Pregnant and lactating mothers and adolescent girls, also do not have any service available to them at the village level. We request that an anganwadi centre, with an anganwadi worker and anganwadi helper, be sanctioned for our habitation, in accordance with the above mentioned order of the Supreme Court. This anganwadi centre should provide all the services of the ICDS programme including supplementary nutrition, nutrition and health education and pre-school education. Thanking You, Yours Sincerely,


Annexure: List of Children Under Six Years Sl. No.

Name of Child

1 2 3 4 5 6 7

Father’s Name

Bachpan Ko Kare Abad, Anganwadi Zindabad!

Bachpan Ko Kare Abad, Anganwadi Zindabad! 29

Mother’s Name SC/ ST/ OBC/ Gener al

M/ Age/Date of F Birth

30 31 32 33 34 35 36 37 38 39 40

8 9 10 11 12 13


14 15 16 17 18 19 20 21 22 23 24 25 26 27 28


Bachpan Ko Kare Abad, Anganwadi Zindabad! Application for Anganwadi Centre As per Supreme Court orders To CDPO Block: _________ District: __________

Date: _________ Habitation___________

State: ___________

Village:_____________ Panchayat: _______

Dear Sir/Madam, Ref: Supreme Court order, in PUCL vs. Union of India & Ors. Civil WP No. 196/2001 dated 13 December 2006 states, “Rural communities and slum dwellers should be entitled to an "Anganwadi on demand” (not later than three months) from the date of demand in cases where a settlement has at least 40 children under six but no Anganwadi.”


You would be aware of the above mentioned order of the Supreme Court, stating that anganwadis shall be sanctioned on demand, in cases where a settlement has at least 40 children under six but no Anganwadi. In our habitation there are ____ children under six years of age (list enclosed as Annexure) and there is no anganwadi centre. The population in our habitation is _____. The nearest anganwadi centre is ___ km away and caters to a population of _____. The growth of children is not being monitored; children are not getting any supplementary nutrition or preschool education because of the absence of an accessible anganwadi centre. Pregnant and lactating mothers and adolescent girls, also do not have any service available to them at the village level. We request that an anganwadi centre, with an anganwadi worker and anganwadi helper, be sanctioned for our habitation, in accordance with the above mentioned order of the Supreme Court. This anganwadi centre should provide all the services of the ICDS programme including supplementary nutrition, nutrition and health education and pre-school education. Thanking You, Yours Sincerely,




Survey Status of Anganwadi Centres Name of the Participant: 1. District: 2. Ward: 3. Number of Anganwadi Centres in the colony: 4. Name of Anganwadi Centre: 5. Address of Anganwadi Centre Building:


If Government

(a) (b) (c)

Separate/own building Panchayat etc School Building

If Other

(a) (b) (c)

AWC Teacher’s house Helper’s house Rental building


9. Type of Building: Pucca/ Tin shed/ Tiles/ Thatched 10. Name of Anganwadi Worker and Anganwadi Helper: 11. Are the Worker and Helper from the same community? Y or N 12. Number of children in the colony: 0-3 years: _______________

3-6 years: ________________

Details of children in 0-3 years age group: 11. Total number of children registered in AWC: 12. Total number of children being given supplementary food: 1!

13. Is the supp. nutrition for 0-3 years:

(a) Take Home Ration (THR)

Format to file an application for information under the Right to the Information Act, 2005

(b) Fed in the Centre 14. If, Take Home Ration, frequency of giving food: Daily/Weekly/Fortnightly/Monthly 15. What is the food given? ______________ 16. Total number of children in 0-3 years who are: Grade III malnourished: ___________ Grade

IV malnourished: __________

17. Are the above children getting double ration? Yes/No Details of children in 3-6 years age group: 18. Total number of children in 3-6 years enrolled in the Anganwadi Centre:

To, The Public Information Officer, (Name of Department) (Address of the Department) Subject: Request for Information under the Right to Information Act, 2005 Dear Madam/Sir, I request you to kindly provide me with the following information: 1) Question 1____ 2) Question 2____ 3) Question 3____ I am depositing Rs.__ as the application fee. Sincerely, (Your Name) (Your contact details)

19. Total number of children in 3-6 years present today:


20. What is the food given to 3-6 years: (could be more than one, tick all applicable)

(a) Ready to eat (RTE) (b) School Mid-day Meal (c) Food prepared in AWC


22. Are pre-school activities held for 3-6 year old children? Yes/No Other Details: 23. How many days does the centre work usually in a month? 24. What are the usual timings of the Centre: Opens at ____ Closes at _____ 25. How would you rate the quality of food that is distributed? (a) Good (b) Fair (c) Poor (d) Unable to observe. 26. Are the following facilities available and functional at the Anganwadi Centre: (a) Weighing scale (b) Toys (c) Medical kit (d) Toilet (e) Clean Drinking Water !2


Published in June 2016 by: Nazdeek Trust, 1/33 Double Storey Building, 110014 Jangpura, New Delhi Nazdeek Italia ONLUS, via Giusti 5, 33100 Udine, Italy


Design & Photography: Layout Design: Photography:

HELM Studio Mridul Sharma Rajan Zaveri, Vivek Trivedi

This publication was made possible by the generous support of the ‘Otto per Mille’ of the Waldesian Church (Italy) and Every Mother Counts (USA).

FAIR USE NOTICE: These modules may contain copyrighted material. Such material is made available for educational purposes to advance an understanding of human rights and social justice issues, and are distributed free of cost. This constitutes ‘fair use’ as provided under Title 17 U.S.C. section 107 of the US Copyright Law.

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