Children in urban slums in India face marginalization and their needs are often not considered in urban planning processes. Praxis Institute worked with these children to document unsafe spaces and their visions for improvements through participatory research methods like participatory video. The children identified issues like lack of proper housing, open defecation, unsafe schools and parks, poor infrastructure like roads and drainage. They provided alternative visions for improved housing designs, separate parks for boys and girls, and better facilities in schools. The children emphasized that they want recognition and participation in governance rather than just receiving benefits. Praxis' next phase will mainstream these children's perspectives in urban planning.
The document summarizes community projects undertaken by ZCSD and Lima Rural Development Foundation including community gardens, early childhood development, block making, water conservation, home based care, community services, disabled participant projects, community building repairs, school assistance, fencing, permaculture, training, and capacity building. It also discusses the way forward to improve systems and co-fund additional projects.
The document summarizes a mural project led by the Bike Federation to engage students and make an intersection safer for biking and walking. Students from a local school identified issues like speeding cars and poor sidewalk conditions that prevented biking and walking. The Bike Federation partnered with artists to develop a mural design with the students incorporating West African symbols representing themes of strength and community. Students learned painting skills and created stencils to paint the mural, which features symbols of interdependence and helping one another. The goal is to beautify the neighborhood and slow traffic to make it safer for biking and walking.
Through a series of participatory workshops, the project aimed to build awareness around water and sanitation issues, particularly fluoride contamination, among high school students in rural Karnataka, India. The workshops used hands-on activities to demonstrate drinking rainwater is the only way to prevent fluorosis from contaminated groundwater. A toolkit was created to facilitate similar programs elsewhere. The goal was to empower students as "agents of change" to spread this knowledge within their communities.
Everything I know about protecting children I learned from a visit to Nairobi...Larry Magid
ConnectSafely.org co-director Larry Magid's presentation at the child protection panel at the Internet Governance Forum (IGF) in Nairobi, Kenya. September 30, 2011
What future for the marginalised minority?saunderspeter
The document discusses Australia's "marginalized minority" who rely on welfare programs. It finds this group has grown and comprises about 1.8 million working-age recipients concentrated in those on disability support pensions, single parents on parenting payments, and long-term unemployed on Newstart allowance. It argues that training programs have limited benefits and instead advocates increasing demand for low-skill jobs by reducing minimum wages to boost employment in personal service occupations requiring social skills that many welfare recipients may lack.
Empowering Marginalised Actors provides guidance on how to build the skills of actors who start from a point of marginalisation so that they can engage proactively with more powerful and market savvy actors.
Last updated 16/01/13
The document discusses the use of the "Kid's Tracks" method for involving children and youth in urban planning processes. Kid's Tracks is a mapping exercise where children document how they use their neighborhoods. Their results identify important areas, access issues, and community values. Three municipalities that used Kid's Tracks are highlighted: Ski identified a need for more public spaces in the city center; Giske found poor access to the shoreline and nature; and Bodø recognized non-active areas. Lessons learned are that Kid's Tracks is only a participation tool, it creates a new focus on social values, and involving children makes participation more fun.
Adolescence is a time of significant brain development and maturation. Changes in the prefrontal cortex during this period can impact risk-taking behavior, attention, and motivation in teenagers. Studies show the prefrontal cortex, which regulates cognitive control and decision making, continues developing into a person's 20s. As a result, teenagers may engage in more impulsive and reward-seeking behavior compared to adults due to an imbalance between developing brain regions. However, with age the prefrontal cortex matures and allows for better regulation of behavior and attention.
The document summarizes community projects undertaken by ZCSD and Lima Rural Development Foundation including community gardens, early childhood development, block making, water conservation, home based care, community services, disabled participant projects, community building repairs, school assistance, fencing, permaculture, training, and capacity building. It also discusses the way forward to improve systems and co-fund additional projects.
The document summarizes a mural project led by the Bike Federation to engage students and make an intersection safer for biking and walking. Students from a local school identified issues like speeding cars and poor sidewalk conditions that prevented biking and walking. The Bike Federation partnered with artists to develop a mural design with the students incorporating West African symbols representing themes of strength and community. Students learned painting skills and created stencils to paint the mural, which features symbols of interdependence and helping one another. The goal is to beautify the neighborhood and slow traffic to make it safer for biking and walking.
Through a series of participatory workshops, the project aimed to build awareness around water and sanitation issues, particularly fluoride contamination, among high school students in rural Karnataka, India. The workshops used hands-on activities to demonstrate drinking rainwater is the only way to prevent fluorosis from contaminated groundwater. A toolkit was created to facilitate similar programs elsewhere. The goal was to empower students as "agents of change" to spread this knowledge within their communities.
Everything I know about protecting children I learned from a visit to Nairobi...Larry Magid
ConnectSafely.org co-director Larry Magid's presentation at the child protection panel at the Internet Governance Forum (IGF) in Nairobi, Kenya. September 30, 2011
What future for the marginalised minority?saunderspeter
The document discusses Australia's "marginalized minority" who rely on welfare programs. It finds this group has grown and comprises about 1.8 million working-age recipients concentrated in those on disability support pensions, single parents on parenting payments, and long-term unemployed on Newstart allowance. It argues that training programs have limited benefits and instead advocates increasing demand for low-skill jobs by reducing minimum wages to boost employment in personal service occupations requiring social skills that many welfare recipients may lack.
Empowering Marginalised Actors provides guidance on how to build the skills of actors who start from a point of marginalisation so that they can engage proactively with more powerful and market savvy actors.
Last updated 16/01/13
The document discusses the use of the "Kid's Tracks" method for involving children and youth in urban planning processes. Kid's Tracks is a mapping exercise where children document how they use their neighborhoods. Their results identify important areas, access issues, and community values. Three municipalities that used Kid's Tracks are highlighted: Ski identified a need for more public spaces in the city center; Giske found poor access to the shoreline and nature; and Bodø recognized non-active areas. Lessons learned are that Kid's Tracks is only a participation tool, it creates a new focus on social values, and involving children makes participation more fun.
Adolescence is a time of significant brain development and maturation. Changes in the prefrontal cortex during this period can impact risk-taking behavior, attention, and motivation in teenagers. Studies show the prefrontal cortex, which regulates cognitive control and decision making, continues developing into a person's 20s. As a result, teenagers may engage in more impulsive and reward-seeking behavior compared to adults due to an imbalance between developing brain regions. However, with age the prefrontal cortex matures and allows for better regulation of behavior and attention.
The document discusses key considerations for designing water, sanitation and hygiene facilities in schools that are child-friendly and promote hygienic behavior. Facilities should be designed with children's input and specific needs in mind, including appropriate dimensions, capacity to accommodate student populations, and special accommodations for children with disabilities. Proper location, operation and maintenance plans, and financial sustainability are also important to ensure clean, functional facilities.
The document provides information on various technologies being developed to address sanitation issues in a sustainable way. It discusses toilet prototypes and wastewater treatment systems being designed by universities and research institutions that convert human waste into useful byproducts like hydrogen, biochar, and treated water. The technologies aim to provide off-grid sanitation solutions that minimize water and energy usage while safely sanitizing waste and eliminating pathogens. The document summarizes several innovative sanitation systems under development that could help improve global sanitation if successfully implemented.
Schoolkids now, customers later - v.14Brian Gongol
This document provides guidance for utilities to educate schoolchildren about water and wastewater systems to influence future customers. It recommends engaging elementary, middle, and high school students through classroom presentations, science demonstrations, tours of facilities, and service projects. By starting education early and making lessons relevant, utilities can help students understand water infrastructure and careers, conservation, and the importance of taxpayer funding for "capital projects" and loans.
The desire to address the critical need for water, sanitation and hygiene (WASH) in schools is gaining momentum worldwide. The lack of clean drinking water, toilet facilities for girls and boys and good hygiene practices in schools has a negative impact on the health and cognitive abilities of the entire school population, leads to absenteeism and affects girls especially hard.
This webinar highlights HIP's experience fostering a supportive environment and models for WASH-Friendly Schools in Madagascar and Ethiopia and materials developed to help schools become WASH-friendly.
Presentation by Sarah Fry, USAID-HIP Senior Hygiene Programming Advisor, followed by a Q&A with Sarah and Julia Rosenbaum, USAID-HIP Deputy Director. Moderated by Patricia Mantey, USAID-HIP Knowledge Management Specialist.
More information on USAID-HIP is available at http://www.hip.watsan.net
The document summarizes a water conservation project undertaken by students at a girls' high school in Kolkata, India. The students identified water scarcity as a growing problem and conducted audits to find ways water was being wasted at school and at home. They implemented solutions like reducing shower time, fixing leaks, and spreading awareness. The students presented their project to over 1,000 other students and 120 teachers. They also worked to educate neighbors and installed rainwater collection systems. As a result, many reported significantly reducing water waste at home. The school hopes this project inspires continued conservation efforts.
Lack of access to safe water is the world's largest cause of illness. In Tanzania, only 4% of the population has water piped to their homes, so most must collect water from unsafe, open sources like rivers and lakes. This task usually falls to women and children, which can prevent school or work. Open water sources are contaminated by animal and human waste, putting people at risk of waterborne diseases like malaria. Protected sources like boreholes and rainwater tanks are safer alternatives. A UNICEF project improved access for 65,000 Tanzanians by installing safe water sources and hygiene facilities in schools and health centers.
This document discusses the urgent need for environmental protection and sustainability. It describes how unchecked consumption of resources like water and disregard for the environment has led to severe shortages and health issues. Through a fictional letter from the year 2070, it paints a dire picture of a future with little greenery, scarce water, high pollution and early deaths. However, it also encourages small positive actions like conserving energy and water, reducing waste, and protecting nature that can help ensure better survival for future generations. Schools and individuals need to become more environmentally conscious and follow the principles of collect, confine, disposal and processing to build a cleaner, greener future.
A short presentation on Agents of Change, a project on awareness workshops on fluoride and water quality, undertaken by Aajwanthi Baradwaj, who was an intern with Biome Environmental Trust
Use of the Community to Support InitiativeThere are many commun.docxaryan532920
Use of the Community to Support Initiative
There are many community resources that families and early care and education programs can use to support children's need for initiative (Wardle, 2007). According to Bronfenbrenner (1979, 1995), the community is part of the microsystem. Further, interactions and cooperation between various components of the microsystem belong in his mesosystem. Not only can community resources be used both by families and the early care and education program, but each can inform the other of existing resources and their value for young children. Use of these resources depends on knowing they exist and having access and transportation to them. Parents and caregivers need to explore all the rich possibilities in their communities, and discover the ways these resources can be used for the benefit of children ages 3 to 5. The early care and education program should develop strategies both to inform parents and other caregivers of the resources they can use with their children within their communities, and to allow the program to learn about different community resources from parents and other caregivers.
An adult or older child must always accompany children at this age. When early care and education programs go on field trips, parents and other caregivers from the home should be invited to help with this supervision. For families, supervising children as they explore these outdoor areas presents an opportunity for a parent, grandparent, or other adult in the home to spend time with one or more of their children. Not only will the adult delight in learning what the child likes to do and how he or she sees the world, but the adult can teach the child about nature and wild things. Some adults know all about wildflowers, while others are tree experts. Others know all about the birds and animals in the area. This is a wonderful time to teach this wisdom to a young child. Of course, this is also an important time for adults to teach children important health and safety information (Martin, 2011).
Museums
Most communities have a collection of museums, including nature and history museums, art museums, regional museums, state museums, and museums dedicated to a single concept, such as the Black Cowboy Museum, the National Railway Museum, and the Agricultural Hall of Fame. Many of these museums have a section dedicated to families, and some provide regular events to attract families. In some cities, these museums even offer free admission on certain days. Many museums work closely with early childhood programs and schools (some have websites and additional curricular materials that can be used when the children return to their programs and homes).
Many large cities also have children's museums, which have exhibitions and activities that young children enjoy and provide activities for children as young as toddlers. These museums change their exhibits and activities on a regular basis and also provide a variety of special activ ...
THE SOCIAL “WATERobot”: AN EXCITING EDUCATIONAL TOOL FOR TEACHING CHILDREN AB...Ali Meghdari
The document discusses using social robots as educational tools to teach children in Iran about water conservation. It proposes a robot named WATERobot (Water Awareness Teaching and Educational Robot) that would provide interactive lessons and games to make learning about efficient water use enjoyable. The researchers developed teaching scenarios for their social robot NAO (renamed Sina) and saw potential for these lessons to be shown on television. Their goal is to establish collaboration between researchers, teachers, students and television stations to ensure Iranian children learn vital water conservation skills through robot-assisted education.
Survey of Lalmatia Park and Hazaribag Playground-MaHiTafshirul Alam
This document provides information about two community parks in Dhaka, Bangladesh: Lalmatia D-Block Park and Hazaribag Park.
Lalmatia D-Block Park is located in a residential area surrounded by high-income housing. It has various facilities including a playground, seating areas, and public toilets. During site visits, most park users were observed to be young adults and children who were playing, walking, or socializing.
Hazaribag Park is in a more dense, mixed-use area with fewer green spaces. It has fewer amenities and more issues like drug use and lack of maintenance. Most park users were teenagers and young adults who come to play sports or social
This document summarizes plans to improve infrastructure and educational facilities at a residential school for indigenous tribes in Maharashtra, India. The school provides free education and boarding to over 600 students but facilities are currently below standard. Plans include installing bed bunks and improving sleeping quarters for girls, constructing bio-toilets and improving sanitation, adding an RO water plant, holding medical camps, building a dormitory and facilities for boys, and providing extracurricular education. The total estimated budget is around 12.8 lacs (1.28 million INR) to be implemented in phases over 8-12 months. Support is requested through volunteering, fundraising, or donations.
The document discusses several problems faced by students and the community surrounding a school, including heavy school bags, dirty grounds, wastewater from air conditioners, unsafe driving, haphazard parking, and plastic pollution. It then focuses on the wastewater problem, noting that students noticed a lot of water dripping from new air conditioners installed in their classrooms. They chose to address this issue by coming up with a solution to collect and reuse the wastewater. Their implemented idea was to connect the AC outlets to a common outlet and storage tank, then pump the water to irrigate the school's green areas. A team of 15 students proposed the idea to school authorities, who approved a budget to make the infrastructure
S5 3 urvashi prasad women and sani ppt final with photoSehgal Foundation
The document discusses the Women Led Nirmal Bharat Abhiyan (Clean India Mission) led by the Ministry of Drinking Water and Sanitation in India. [1] It notes that poor sanitation impacts women's health, education, safety, dignity, and privacy the most. [2] The initiative aims to create open defecation free villages through a saturation approach ensuring all households and public places have toilets. [3] It focuses on demand generation, gender perspectives, and involving women as change agents to promote sanitation and hygiene.
S5 3 urvashi prasad women and sani ppt final with photoSehgal Foundation
The document discusses the Women Led Nirmal Bharat Abhiyan (Clean India Mission) led by the Ministry of Drinking Water and Sanitation in India. [1] It notes that poor sanitation impacts women's health, education, safety, dignity, and privacy the most. [2] The initiative aims to create open defecation free villages through a saturation approach ensuring all households and public places have toilets. [3] It focuses on demand generation, gender perspectives, and involving women as change agents to promote sanitation and hygiene.
The document discusses how parks and public spaces are often dominated by boys and uncomfortable for girls. It notes research showing girls aged 8-17 feel there is little for them in parks and are made to feel unwelcome. The document advocates for involving girls in designing more inclusive spaces and provides examples from other cities of parks successfully designed with and for girls, featuring varied equipment, good sightlines, and spaces for socializing and performances. It argues policy and funding should acknowledge existing inequalities and work to advance fairness, health, and safety for all teenagers.
The document discusses ways to teach students about the water cycle using technology. It provides examples of interactive websites, videos, and activities that can help students understand the three parts of the water cycle: evaporation, condensation, and precipitation. These digital resources make the water cycle more engaging and accessible for students.
Module 1 Introduction to Safety and Injury Prevention.pptxEarlene McNair
The document discusses safety and injury prevention in early care and education settings. It begins with learning objectives about common injuries, safety hazards, prevention, and reporting requirements. Falls are the most common injury among young children. Drowning is the leading cause of preventable death for children ages 1-4. Providers must be trained in pediatric first aid and CPR, recognize safety hazards, and report any serious injuries. Preventing injuries requires adequate supervision, safe environments, and removing hazards like choking risks or fall risks.
This document provides an introduction to safety and injury prevention in early care and education settings. It discusses the leading causes of injury for young children, including falls, choking, drowning, and burns. Common safety hazards like elevated surfaces, furniture tipping, and electrical outlets are identified. The document also outlines legal reporting requirements for injuries. It emphasizes that injuries are preventable through safe supervision, recognizing hazards, and maintaining safety standards in facilities.
Reflections from a realist evaluation in progress: Scaling ladders and stitch...Debbie_at_IDS
In this session, Isabel Vogel, Melanie Punton and Rob Lloyd will reflect on the first year of a three-year realist impact evaluation, examining the Building Capacity to Use Research Evidence (BCURE) programme funded by the UK Department for International Development.
This document introduces a new framework for conducting impact evaluations called 3D impact analysis. It discusses broadening traditional concepts of impact, causality, and evidence to incorporate a wider range of effects, influences, and impressions. The framework involves developing a matrix to understand impact demands across dimensions of time, space, and scale. Impact can then be evaluated using different methods appropriate to where it sits within the matrix, such as randomized controlled trials, mixed methods, and qualitative approaches. This broader approach aims to better address demands for understanding impact in areas like politics, media, and sustainable development.
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Similar to B1.4: Pradeep Narayanan, Aruna Mohanraj & Shalini Mishra: Institutionalising Voices of Marginalised Children in Urban Planning in India
The document discusses key considerations for designing water, sanitation and hygiene facilities in schools that are child-friendly and promote hygienic behavior. Facilities should be designed with children's input and specific needs in mind, including appropriate dimensions, capacity to accommodate student populations, and special accommodations for children with disabilities. Proper location, operation and maintenance plans, and financial sustainability are also important to ensure clean, functional facilities.
The document provides information on various technologies being developed to address sanitation issues in a sustainable way. It discusses toilet prototypes and wastewater treatment systems being designed by universities and research institutions that convert human waste into useful byproducts like hydrogen, biochar, and treated water. The technologies aim to provide off-grid sanitation solutions that minimize water and energy usage while safely sanitizing waste and eliminating pathogens. The document summarizes several innovative sanitation systems under development that could help improve global sanitation if successfully implemented.
Schoolkids now, customers later - v.14Brian Gongol
This document provides guidance for utilities to educate schoolchildren about water and wastewater systems to influence future customers. It recommends engaging elementary, middle, and high school students through classroom presentations, science demonstrations, tours of facilities, and service projects. By starting education early and making lessons relevant, utilities can help students understand water infrastructure and careers, conservation, and the importance of taxpayer funding for "capital projects" and loans.
The desire to address the critical need for water, sanitation and hygiene (WASH) in schools is gaining momentum worldwide. The lack of clean drinking water, toilet facilities for girls and boys and good hygiene practices in schools has a negative impact on the health and cognitive abilities of the entire school population, leads to absenteeism and affects girls especially hard.
This webinar highlights HIP's experience fostering a supportive environment and models for WASH-Friendly Schools in Madagascar and Ethiopia and materials developed to help schools become WASH-friendly.
Presentation by Sarah Fry, USAID-HIP Senior Hygiene Programming Advisor, followed by a Q&A with Sarah and Julia Rosenbaum, USAID-HIP Deputy Director. Moderated by Patricia Mantey, USAID-HIP Knowledge Management Specialist.
More information on USAID-HIP is available at http://www.hip.watsan.net
The document summarizes a water conservation project undertaken by students at a girls' high school in Kolkata, India. The students identified water scarcity as a growing problem and conducted audits to find ways water was being wasted at school and at home. They implemented solutions like reducing shower time, fixing leaks, and spreading awareness. The students presented their project to over 1,000 other students and 120 teachers. They also worked to educate neighbors and installed rainwater collection systems. As a result, many reported significantly reducing water waste at home. The school hopes this project inspires continued conservation efforts.
Lack of access to safe water is the world's largest cause of illness. In Tanzania, only 4% of the population has water piped to their homes, so most must collect water from unsafe, open sources like rivers and lakes. This task usually falls to women and children, which can prevent school or work. Open water sources are contaminated by animal and human waste, putting people at risk of waterborne diseases like malaria. Protected sources like boreholes and rainwater tanks are safer alternatives. A UNICEF project improved access for 65,000 Tanzanians by installing safe water sources and hygiene facilities in schools and health centers.
This document discusses the urgent need for environmental protection and sustainability. It describes how unchecked consumption of resources like water and disregard for the environment has led to severe shortages and health issues. Through a fictional letter from the year 2070, it paints a dire picture of a future with little greenery, scarce water, high pollution and early deaths. However, it also encourages small positive actions like conserving energy and water, reducing waste, and protecting nature that can help ensure better survival for future generations. Schools and individuals need to become more environmentally conscious and follow the principles of collect, confine, disposal and processing to build a cleaner, greener future.
A short presentation on Agents of Change, a project on awareness workshops on fluoride and water quality, undertaken by Aajwanthi Baradwaj, who was an intern with Biome Environmental Trust
Use of the Community to Support InitiativeThere are many commun.docxaryan532920
Use of the Community to Support Initiative
There are many community resources that families and early care and education programs can use to support children's need for initiative (Wardle, 2007). According to Bronfenbrenner (1979, 1995), the community is part of the microsystem. Further, interactions and cooperation between various components of the microsystem belong in his mesosystem. Not only can community resources be used both by families and the early care and education program, but each can inform the other of existing resources and their value for young children. Use of these resources depends on knowing they exist and having access and transportation to them. Parents and caregivers need to explore all the rich possibilities in their communities, and discover the ways these resources can be used for the benefit of children ages 3 to 5. The early care and education program should develop strategies both to inform parents and other caregivers of the resources they can use with their children within their communities, and to allow the program to learn about different community resources from parents and other caregivers.
An adult or older child must always accompany children at this age. When early care and education programs go on field trips, parents and other caregivers from the home should be invited to help with this supervision. For families, supervising children as they explore these outdoor areas presents an opportunity for a parent, grandparent, or other adult in the home to spend time with one or more of their children. Not only will the adult delight in learning what the child likes to do and how he or she sees the world, but the adult can teach the child about nature and wild things. Some adults know all about wildflowers, while others are tree experts. Others know all about the birds and animals in the area. This is a wonderful time to teach this wisdom to a young child. Of course, this is also an important time for adults to teach children important health and safety information (Martin, 2011).
Museums
Most communities have a collection of museums, including nature and history museums, art museums, regional museums, state museums, and museums dedicated to a single concept, such as the Black Cowboy Museum, the National Railway Museum, and the Agricultural Hall of Fame. Many of these museums have a section dedicated to families, and some provide regular events to attract families. In some cities, these museums even offer free admission on certain days. Many museums work closely with early childhood programs and schools (some have websites and additional curricular materials that can be used when the children return to their programs and homes).
Many large cities also have children's museums, which have exhibitions and activities that young children enjoy and provide activities for children as young as toddlers. These museums change their exhibits and activities on a regular basis and also provide a variety of special activ ...
THE SOCIAL “WATERobot”: AN EXCITING EDUCATIONAL TOOL FOR TEACHING CHILDREN AB...Ali Meghdari
The document discusses using social robots as educational tools to teach children in Iran about water conservation. It proposes a robot named WATERobot (Water Awareness Teaching and Educational Robot) that would provide interactive lessons and games to make learning about efficient water use enjoyable. The researchers developed teaching scenarios for their social robot NAO (renamed Sina) and saw potential for these lessons to be shown on television. Their goal is to establish collaboration between researchers, teachers, students and television stations to ensure Iranian children learn vital water conservation skills through robot-assisted education.
Survey of Lalmatia Park and Hazaribag Playground-MaHiTafshirul Alam
This document provides information about two community parks in Dhaka, Bangladesh: Lalmatia D-Block Park and Hazaribag Park.
Lalmatia D-Block Park is located in a residential area surrounded by high-income housing. It has various facilities including a playground, seating areas, and public toilets. During site visits, most park users were observed to be young adults and children who were playing, walking, or socializing.
Hazaribag Park is in a more dense, mixed-use area with fewer green spaces. It has fewer amenities and more issues like drug use and lack of maintenance. Most park users were teenagers and young adults who come to play sports or social
This document summarizes plans to improve infrastructure and educational facilities at a residential school for indigenous tribes in Maharashtra, India. The school provides free education and boarding to over 600 students but facilities are currently below standard. Plans include installing bed bunks and improving sleeping quarters for girls, constructing bio-toilets and improving sanitation, adding an RO water plant, holding medical camps, building a dormitory and facilities for boys, and providing extracurricular education. The total estimated budget is around 12.8 lacs (1.28 million INR) to be implemented in phases over 8-12 months. Support is requested through volunteering, fundraising, or donations.
The document discusses several problems faced by students and the community surrounding a school, including heavy school bags, dirty grounds, wastewater from air conditioners, unsafe driving, haphazard parking, and plastic pollution. It then focuses on the wastewater problem, noting that students noticed a lot of water dripping from new air conditioners installed in their classrooms. They chose to address this issue by coming up with a solution to collect and reuse the wastewater. Their implemented idea was to connect the AC outlets to a common outlet and storage tank, then pump the water to irrigate the school's green areas. A team of 15 students proposed the idea to school authorities, who approved a budget to make the infrastructure
S5 3 urvashi prasad women and sani ppt final with photoSehgal Foundation
The document discusses the Women Led Nirmal Bharat Abhiyan (Clean India Mission) led by the Ministry of Drinking Water and Sanitation in India. [1] It notes that poor sanitation impacts women's health, education, safety, dignity, and privacy the most. [2] The initiative aims to create open defecation free villages through a saturation approach ensuring all households and public places have toilets. [3] It focuses on demand generation, gender perspectives, and involving women as change agents to promote sanitation and hygiene.
S5 3 urvashi prasad women and sani ppt final with photoSehgal Foundation
The document discusses the Women Led Nirmal Bharat Abhiyan (Clean India Mission) led by the Ministry of Drinking Water and Sanitation in India. [1] It notes that poor sanitation impacts women's health, education, safety, dignity, and privacy the most. [2] The initiative aims to create open defecation free villages through a saturation approach ensuring all households and public places have toilets. [3] It focuses on demand generation, gender perspectives, and involving women as change agents to promote sanitation and hygiene.
The document discusses how parks and public spaces are often dominated by boys and uncomfortable for girls. It notes research showing girls aged 8-17 feel there is little for them in parks and are made to feel unwelcome. The document advocates for involving girls in designing more inclusive spaces and provides examples from other cities of parks successfully designed with and for girls, featuring varied equipment, good sightlines, and spaces for socializing and performances. It argues policy and funding should acknowledge existing inequalities and work to advance fairness, health, and safety for all teenagers.
The document discusses ways to teach students about the water cycle using technology. It provides examples of interactive websites, videos, and activities that can help students understand the three parts of the water cycle: evaporation, condensation, and precipitation. These digital resources make the water cycle more engaging and accessible for students.
Module 1 Introduction to Safety and Injury Prevention.pptxEarlene McNair
The document discusses safety and injury prevention in early care and education settings. It begins with learning objectives about common injuries, safety hazards, prevention, and reporting requirements. Falls are the most common injury among young children. Drowning is the leading cause of preventable death for children ages 1-4. Providers must be trained in pediatric first aid and CPR, recognize safety hazards, and report any serious injuries. Preventing injuries requires adequate supervision, safe environments, and removing hazards like choking risks or fall risks.
This document provides an introduction to safety and injury prevention in early care and education settings. It discusses the leading causes of injury for young children, including falls, choking, drowning, and burns. Common safety hazards like elevated surfaces, furniture tipping, and electrical outlets are identified. The document also outlines legal reporting requirements for injuries. It emphasizes that injuries are preventable through safe supervision, recognizing hazards, and maintaining safety standards in facilities.
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Reflections from a realist evaluation in progress: Scaling ladders and stitch...Debbie_at_IDS
In this session, Isabel Vogel, Melanie Punton and Rob Lloyd will reflect on the first year of a three-year realist impact evaluation, examining the Building Capacity to Use Research Evidence (BCURE) programme funded by the UK Department for International Development.
This document introduces a new framework for conducting impact evaluations called 3D impact analysis. It discusses broadening traditional concepts of impact, causality, and evidence to incorporate a wider range of effects, influences, and impressions. The framework involves developing a matrix to understand impact demands across dimensions of time, space, and scale. Impact can then be evaluated using different methods appropriate to where it sits within the matrix, such as randomized controlled trials, mixed methods, and qualitative approaches. This broader approach aims to better address demands for understanding impact in areas like politics, media, and sustainable development.
This document discusses peace, economics, and change. It summarizes the 2014 Global Peace Index results, which found that Iceland, Denmark, and Austria were the most peaceful countries, while Syria, Afghanistan, and South Sudan were the least peaceful. It also discusses trends showing a decline in safety and security over the past 7 years. Additionally, it examines the costs of violence, estimated to be $9.8 trillion in 2013, and how improving peace can contribute to economic growth.
Evaluability Assessments and Choice of Evaluation MethodsDebbie_at_IDS
The document discusses evaluability assessments (EAs) and how they can inform the choice of evaluation methods. Key points:
- EAs examine a project's design, available information, and context to determine if and how an evaluation could be conducted. They help ensure evaluations are useful and feasible.
- Common EA steps include reviewing documentation, engaging stakeholders, and making recommendations about a project's logic, monitoring systems, and potential evaluation approaches.
- Choosing evaluation methods depends on the EA results as well as the evaluation's purpose, required credibility, complexity of the intervention, and available resources. Methods like experiments provide strong evidence of impact but are difficult to implement.
- EAs improve evaluation quality by engaging
C2.1 Anugula Reddy: Schooling in Urban IndiaDebbie_at_IDS
Schooling in urban India faces several challenges. Low participation of poor and slum-dwelling children in schools despite high overall enrollment. A highly divisive system where rich children attend private schools with good facilities while poor children have low-quality public schools with few resources. Public school quality in urban areas is particularly low. These issues are intertwined with the increasing privatization of education. However, government policy does not adequately address the problems of urban schooling. This paper aims to re-examine challenges of urban schooling using new data, analyze patterns of private sector involvement, and their impact on equity and quality. It argues the lack of policy has allowed unchecked private sector growth, reducing education's potential to promote equality of
C2.1 Yashodhan Ghorpade: Child Labour in the Gemstones Polishing Industry of ...Debbie_at_IDS
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A1.2 • Muhammad Irfan & Sania Amin: Psychosocial Intervention to Map and Addr...Debbie_at_IDS
The document summarizes a study that mapped the psychological problems of lower income children and women in Pakistan. A community-based mental health program was designed and 220 patients were registered and analyzed. It was found that 80% of patients were diagnosed with psychological disorders, with the majority being females diagnosed with issues like depression, anxiety, and domestic violence. Children suffered from problems like depression, learning disabilities, and behavioral issues. The study concluded that lower income communities in slums lacked basic rights and faced physical and psychological trauma, calling for policies and laws to better support women's and children's mental health and well-being.
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Urbanization is occurring rapidly in Vietnam and leading to increasing multidimensional child poverty in urban areas. Official data may underestimate urban poverty by not fully counting migrant populations lacking household registration. Multidimensional measures show higher levels of poverty among urban children in aspects like education, health, housing, and social inclusion. Migrant children in particular face greater challenges accessing services and higher costs of living. To address these new forms of urban poverty, Vietnam may need to update data collection, reform social protection systems, and develop more inclusive policies that deliver services to all children regardless of registration status.
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D1.3: Murali Krishna: Rights of Children and Migrant Workers in Urban India: ...Debbie_at_IDS
This document discusses issues related to the rights of children and migrant workers in urban India. Some key points:
- India's urban population is projected to reach 40% by 2026, increasing pressure on resources and infrastructure.
- Migrant populations in urban areas are also increasing, with many working in informal or precarious jobs with little social protection.
- Children of urban poor and migrant families face high vulnerabilities, with risks of child marriage, infant mortality, and lack of sanitation.
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1) Urban violence has significant negative impacts on children, including physical injuries, absenteeism from school, and psychological effects like fear and anxiety.
2) Data from a survey of over 1,000 households in 45 neighborhoods in 10 districts in Maharashtra, India found that 20% reported a riot in their area in the last two years, and 12.5% said their household was directly affected.
3) Factors that influence the likelihood of a household being victimized during a riot include physical vulnerability, social isolation, economic vulnerability, and identity markers. Understanding these causes is important for addressing the impacts of urban violence on vulnerable populations like children.
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Urban economic growth in post-reform India has been absolutely pro-poor but not relatively pro-poor between 1993-1994 and 2009-2010 according to the analysis. The study finds that absolute incomes of the poor increased over this period as urban economic growth lifted many out of poverty, however the growth rate of the poor did not exceed the average growth rate so growth was not relatively pro-poor. The paper presents detailed empirical analysis using NSS consumption expenditure data to assess poverty and inequality trends in India at the urban level over this time period.
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This document summarizes research from a report on reducing disaster risks for urban children in Dhaka, Kathmandu, Manila, and Jakarta. The research aimed to understand which urban children are most at risk, the factors that underpin their risks, and how children can participate in disaster risk reduction. Key findings include that street children and child laborers face the greatest risks due to environmental factors like lack of infrastructure. The research also found that while children can be resilient agents of change, participation challenges remain. The report recommends priority action areas like improving infrastructure, strengthening family support systems, and engaging in more child-inclusive local governance.
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This document discusses trends in urbanization in India and its relationship to children's health. It notes that while India's level of urbanization is still low, one in five urban residents live in slums with limited access to basic amenities. Children's health status is better in urban than rural areas based on indicators like infant mortality and immunization rates, but remains poor given deprivation levels. The level of urbanization across states influences children's health outcomes. While central government programs address rural and urban development separately, there is a need for a dedicated national urban health mission to improve conditions in cities.
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The document summarizes a study on inequality and its impact on the health of urban children in Mumbai, India. It finds that migrant construction workers and their families live in poor conditions without access to basic health services and amenities. As a result, children have high rates of malnutrition, diarrhea, anemia and lack of immunization. Barriers to healthcare include long work hours that prevent access to clinics, distance to facilities, lack of identification, and traditional beliefs. The study concludes improved access will require community mobilization, healthcare services near work sites, and policies addressing the living conditions of migrant families.
The document summarizes a study on the expectations and concerns of children and caregivers regarding urban relocation in four sites in Ethiopia. It finds that while many anticipate improved housing and sanitation, there are also concerns about lack of services, social disruption, and loss of work opportunities in new areas. The study recommends greater transparency in relocation planning, infrastructure development in new sites, and involving communities in decision making to help mitigate negative impacts.
A1.1: Syed Jaffer Ali: Poverty, Children and Rural-Urban Inequalities in Pak...Debbie_at_IDS
This document discusses poverty among children in rural and urban areas of Pakistan. It finds that children in Balochistan and urban slums are particularly vulnerable, facing deprivations in basic necessities. It employs the Alkire Foster methodology to analyze multidimensional poverty at various levels. The analysis shows higher poverty in rural areas and some districts. It also identifies major drivers of poverty and argues the approach can help target resources. NGOs employ various strategies to help vulnerable children through education, healthcare, family support, and advocating their rights.
A1.1: Syed Jaffer Ali: Poverty, Children and Rural-Urban Inequalities in Pak...
B1.4: Pradeep Narayanan, Aruna Mohanraj & Shalini Mishra: Institutionalising Voices of Marginalised Children in Urban Planning in India
1. Institutionalising Voices of
Marginalised Children in Urban
Planning in India
Rethinking Urbanisation and Equity in Asia: Harnessing the
Potential of Urban Living for All Children
9-10 June 2014
Pradeep Narayanan
Director, Research, Praxis Institute for Participatory Practices
Session B1: Growth, Governance and Inclusion Presentation: 4
2. Praxis
Indian not-for-profit organisation
Established in 1997
Promoting democratisation of development
processes through active participation of the
poor communities. Focus Area: Equity and
Governance
A large part of this presentation is based on our work
with the Bernard van Leer Foundation and with
support from the Humara Bachpan Campaign
3. The Concerns
Children, among urban
poor, face greater degree of
marginalisation
Urban poor face
resettlement options that do
not take into account their
needs or demands
Urban poor get
marginalised, uprooted and
evicted by the process of
‘development’
7. Water Sewerage
Solid
Waste
managem
ent
Drainage Transport Roads Housing Toilets Baths
Street
lights
Health
Civic
amenities/soci
al
infrastructure
JNNURM
Sub-Mission for
Urban
Infrastructure
and Governance
(including
preservatio
n of water
bodies)
Sub-Mission for
Basic Services
to the Urban
Poor*
(communit
y)
(communit
y)
(community
halls, child care
centres)
IHSDP (communit
y)
(communit
y)
Yes
(Primary
Health
care
centre
buildings)
(community
centres for pre-
school, non-
formal
education)
UIDSSMT
(including
preservatio
n of water
bodies)
Rajiv Awas
Yojana (RAY)*
(including
transit
housing,
dormitory)
(community
halls, child care
centres,
informal
markets,
livelihood
centre)
VAMBAY (communit
y)
Schemes/Policies/Missions
✓ ✓ ✓ ✓✓
✓
✓ ✓ ✓ ✓ ✓
✓
✓ ✓ ✓✓
✓✓
✓✓✓✓✓
✓ ✓ ✓ ✓ ✓
✓
✓ ✓
✓
✓ ✓
8. Water Sewerage
Solid
Waste
manage
ment
Drainage Transport Roads Housing Toilets Baths
Street
lights
Health
Civic
amenities/
social
infrastruct
ure
North
Eastern
Region
Urban
Development
Programme
(NERUDP)
National
Urban
Sanitation
Policy
Integrated
Low Cost
Sanitation
(ILCS)
✓ ✓ ✓ ✓
✓ ✓
✓
9. Process with girls
in Hyderabad, Tamil
Nadu, Gujarat and
Maharashtra
Participatory
research
11. Learnings from the field – Unsafe Spaces
Open spaces for
defecation
Drains
Roads
Wine shop
Seashore
Police station
Girls
Home
Playground/Parks
Makeshift bathing space
Community water points
Garbage dumping ground
Provision store
Toilets in schools
Under-construction sites
Bus and Bus stop
Market
Public toilets/Sulabhs
Movie theatre
Schools at a distance
Boys
12. Government housing:
Absence of railings on
staircases
Broken stairs
Low parapet walls
Lack of ventillation
Poor quality construction
materials used
Low hanging electric wires
Housing
Kuccha houses
Small spaces
Leaking roofs
Poor ventilation
Open live wires
Low hanging electric wires
Fire accidents
13. Toilets and Bathrooms
Open defecation
Defecate mostly behind bushes, near
large drains and sea shore
Fear of being watched
Fear of falling into the drain
Fear of snake bite
Bathing space
Makeshift bathing space
Fear of being watched when bathing
Menstrual hygiene
No option for safe disposal of
menstrual cloth or sanitary pads
Toilets by government
Small toilet spaces and no provision for
bathing space
Community toilets
Unused due to poor maintenance
Pay and use toilets
Locked during nights
15. Housing – A practical alternative from children
Terrace
Store
Two separate rooms
for parents and
children
Bathroom and toilet
with proper ventilation
Kitchen
Water tank
Ventilation for the
rooms
Greenery around
Space outside the
house where the family
can sit and enjoy the
winter sun
16. Drainage
Large open drains posed a danger
for community members especially
children, some of who slipped and
fell into the drains while playing
During rains, the large drains
overflow and the drain water enters
the homes in the slums
There were no drains for the water
to flow into and this led to stagnant
water that bred mosquitoes
17. Absence of, or littered sidewalks
Narrow roads that made it difficult for pedestrians to use roads during heavy
traffic and increased the chances of road accidents
Absence of traffic lights at all crossings
Inadequate zebra crossings and speed breakers
Non-adherence to traffic rules also caused road accidents and increased
difficulty in crossing roads - “Traffic Police need to be stationed at the crossing”
Girls eve-teased on the road
The streets get slushy during the rains
Boys harass girls at bus stops and in the buses
Roads and transportation
18. Roads and Transportation – An alternate
vision from children
Clean roads
Footpaths
Foot over-bridge
Zebra crossings at
relevant places
Traffic signals
Proper buses
Covered drains
Covered and well-lit
garbage dumps
19. Boys played in the parks that were not usurped by
elders Girls do not have any space to play
Girls did not play in the park due to what they called
“ganda mahaul” (unsafe environment) - Men and boys
take drugs, gamble and often harass girls
Children from colonies do not allow children from basti
(slum) to play in their parks inside the colonies
Playground/Parks
Parks had been turned into garbage dumping yards
Parks were littered and the swing broken
Children usually ended up playing on the busy roads
and could only play games like kho-kho, catch and
catch
20. School
Absence of toilet facility
Absence of water facility in the toilets - “We feel embarrassed when we have to go and
fetch water from outside to go to the toilet”
Absence of safe drinking water
Broken steps
Absence of, or broken swings in the schools playground
Absence of a library
Absence of walls
Girls were teased and harassed by boys who stood near/around the school, making it
difficult for girls to go to school
21. Other Spaces
Water
Children, mostly girls, had to spend hours to stand in the queue to fill water
There were also cases of physical fights over water
Sometimes children had to get up very early in the morning to fetch water
Health Centre
Primary Health Centres did not have doctors and medicines were also not available
For urgent medical needs the people had to travel as far as 25 km
Neighbourhood
Absence of community hall – “Community hall has been converted into police station”
Absence of parking space
Absence of space for children to play
Absence of garbage bins
Children were scared of drunken men during the evenings
Girls are harassed by boys - “Difficult to go to the market as many a times we are teased by men and boys
on the way to the market. We are whistled at and sometimes called names. Stones and vegetables are
thrown at us to catch our attention.”
Police Station
Children were scared of being caught by police and taken away while working at construction sites as
substitutes for their ailing parents
22. Parks and schools –
An alternate vision
from children
Separate parks for
boys and girls
See-saws, swings in
good condition so that
little children did not
get hurt
Schools should have
facility for water in
toilets
There should be dust
bins so that
cleanliness is
maintained
There should be
classrooms so that
children don’t roam
outside
Classrooms should
have fans and lights
24. Community Toilets
Past
Very few community toilets and they were far from most houses
Most people defecated in the open especially children
Girls and women got up early in the morning
During the day girls and women used neighbours’ toilet or were
accompanied
by a female to defecate in the open
Present
More community toilets and most use them
Unclean facilities
Lack of or inadequate water facility
Inadequate number of toilet seats
Damaged doors
Cost for using the facility
Absence of special provisions for the disabled and
old
Spaces of abuse
Ideal
Community toilets with adequate number of toilet seats
Maintenance of toilets and no user charges
Toilets to be clean with sufficient water facility
Brightly lit toilets and good quality doors
Streetlights on the way to the toilet
Special provisions for disabled and old such as western style
toilets
Separate entrances for males and females
Provision of soap for hand wash
25. Past
An open space existed but was filthy
Children preferred playing outside their houses – in the lane
The open space had no wall and vehicles passed through it
Waste was dumped in this space and there was slush during rains
Parks/Playground
Present
Poorly lit spaces or no lighting
Presence of a boundary wall but drugs were
openly transacted and used in the park
Improper surfaces – no grass
State of ill-repair – broken benches and swings
Eve-teasing
Garbage littered around
Ideal
There should be separate spaces to play and provision to sit
Lots of grass (so no one would get hurt if they fell down)
Dustbins around the park
There should be provision of benches for sitting arrangements
Provision of drinking water inside the park
Lights inside and on the side of parks
Safe road leading to the space
The thought of collective responsibility should emerge to take
care of park
26. Inaam Nahin, Naam Chahiye! (We
do not want Favours, We want an
Identity!)
28. Key Messages from Children
Who are we?: We are not just children, but are made aware from early
childhood that we are also Dalit, Poor, Minorities, Migrants or Tribal
Society: Do not use “labeling” to discriminate against us. We fear
because we have no right to articulate what we feel (no voice). We are
further targeted by superstition driven misconceptions
Corporate: Many of our habitations are today your property. You hire us
for very menial jobs and we leave both family and school to do these jobs.
Once we are adults, we are considered “unskilled”. The environment gets
polluted and diseases tend to spread and affect the population (especially
us) living in the surrounding region.
State: Instead of providing opportunities to “include” us, there is exclusion,
less information and we are unable to access policies meant for us. You
do not know us- you even do not know how many of us are “labourers”.
We want to Participate in governance. Its our right.
29. Next Phase of the programme
In the first phase, there was a demonstration by children
that they can articulate what they need. They are not
seeking “more” investment, what they want is
“appropriate” investment.
In the next phase, we are documenting some of the
efforts by civil society actors like the Humara Bachpan
campaign and others, who have created spaces for
children to engage with local administration.
Mainstreaming participatory research and participatory
video with children into urban planning process. We are
collaborating with urban planning and schools and
institutions of architecture
32. Countries Assessments:
poverty,
institutional,
governance,
gender, child
rights...
Evaluations:
micro projects,
macro projects,
processes,
fellowships...
Bilaterals:
DFID, SIDA, SDC
Micro level
planning:
sub district and
district level
Capacity building:
national and
international
Other Projects:
Participatory Video
with marginalised
communities….
Multi laterals:
WB, ADB, UNDP,
UNICEF,
Engaged
in:
Partners
INGOs:
PLAN, CARE,
ActionAid, SCF,
TLM, Brooke, AIF
Foundations:
BMGF, AKF
Governments:
India (central, state
and panchayat),
Nepal, China
NGOs:
CRY, AAK, AAA...
CBOs:
Various SHGs, MFIs,
Sex worker
collectives...
Academic
Institutions:
IDS, Univ. of Bristol,
Indian Universities
Networks:
RCPLA, SEW, Ekta
Parishad, QIC & IC,
Voice of the Nile,
CRN, CONGOMO
Monitoring:
systems (micro
and macro),
baselines, long
term
Corporates:
Lafarge, NTPC,
TSRDS