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बेटे की आस में बेटी की बलि मत चढ़ाईये
श्री नरेंद्र मोदी , प्रधान मंत्री, भारतीय गणराज्य

2. Because I am Girl Campaign
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Because I am a girl Campaign
A Synthesis Report
Developed by
S. Rama Rohini
Monitoring, Evaluation and Research Consultant

3. Contents
Topics Page No
Acronyms
Prologue
1. About Because I am a Girl Campaign 6
2. Girl Child and International and National Forums 7
3. BIAAG Campaign and Plan India Initiatives 13
4. Synthesis of State of Girl Child
a. State of Girl Child -2009 14
b. Situation of Adolescent Girls in Disaster 16
c. Learning for Life 19
d. Engaging Men and Boys towards Gender
Equity
25
e. Pathways to Power 29
f. Girls in a Changing Landscape Urban and
Digital Frontiers
33
References
Reports
Websites

4. Because I am Girl Campaign
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Acronyms
AG Adolescent Girl
ARSH Adolescent Reproductiveand Sexual Health
BBBP Beti Bachao Beti Padhao
BIAAG Because I am a Girl
CHC Community Health Centre
CSR Child Sex Ratio
CSW Commission on Status of Women
EBB Educationally Backward Blocks
EFA Education for All
E&SA Economic and Social Affairs
FGD Focus Group Discussions
GMR Global Monitoring Report
HIV Human Immuno Virus
ICDS Integrated Child Development Scheme
ICPS Integrated Child Protection Scheme
IFA Iron and Folic Acid
IDI In Depth Interview
KSY Kishori Shakti Yojana
MDGs Millennium Development Goals
NHE Nutrition and Health Education
NPAG National Programme for Adolescent Girls
NSDP National Skill Development Programme
OoSc Out of School Children
PHC Primary Health Centre
SEC Socio- Economic Classification
SGCI State of Girl Child in India
SLSM Special Learning Support Material
SSA Sarva Shiksha Abhiyan
SSY Sukanaya Samriddhi Yojana
STC Special Training Centres
STD Sexually Transmitted Diseases
UEE Universalization of Elementary Education
ULB Urban Local Body
UN United Nations
UNESCO United Nations Educational, Scientific and Cultural Organization
UT Union Territory
WEF World Education Forum

5. Prologue
Because I am girl “the Campaign” is a global campaign started by Plan International in 2007. The
campaigndealswiththegenderdiscriminationandaimstopromoterightsofthegirlsandsupportthem
to get education and skills required for taking charge of their lives and in the processhelpcomeoutof
poverty.
In India, Plan startedthecampaignin2009.Andsincetheneveryyear, thecountryoffice isbringingout
reports capturing the plight of girls in India, as an update on the status of girls in thematic areas. The
themes covered include Gender Discrimination and its impact on Girls’ Schooling; Girlsinachanging
Landscape: Urban and digital frontiers; Engaging men and boystowardsGenderEquality,learningfor
life; Situation of Adolescent Girls in Disaster andPathwaystopower:CreatingSustainableChangefor
AdolescentGirls.
Thepresentdocumentisasynthesisofall thethematic researchesconductedaboutthestatusofthegirl
child and also it is collation of views and opinions of policy makers and all those people whose voice
matters from public life on issuesofgenderdiscriminationanditsimpactonschooling,onhavingsafer
cities for girls, their opinions on early marriage, female feoticide and infanticide, focus on girls and
adolescentsduringdisasters.
Thecasestudiesherein,showcasethepositive effectofPlanIndia’sworkinthecommunities theyhave
workedwith.

6. Because I am Girl Campaign
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About Because I am Girl Campaign
The year 2015 marks the closure for achievements of the goals sets out at the turn of the
century by United Nations. The goals famously addressed as “Millennium Development
Goals” (MDGs). UN’s endeavor in achieving eight goals received support from governments
of the world and also the leading development institutions.
The countries had agreed and committed themselves to the eight Millennium Development
Goals that ranged from halving extreme poverty to halting the spread of HIV/AIDS and
providing universal primary education, by the year 2015.
Plan International, a leading development institution in keeping its core values of working
for the children, launched a global campaign “Because I am a Girl” in 2007. At the time,
global statistics portrayed miserable picture of challenges facing
the girl child growing up in the poorest parts of the world. The
figures show, females make up to 70 percent of the 1.5 billion
people living on less than $1 a day; 62 million girls are missing out
on primary education; More girls than boys die 1
The campaign endorsed girls’ rights and alleviated million of them
out of poverty, and the campaign worked towards equipping,
enabling and engaging girls of all ages to acquire the assets, skills
and knowledge necessary to succeed in life.
By the end of the campaign, Plan expects change at number of
levels namely local, national and international with the support of
number of partners. It measures success through Plan programme
areas of work and set benchmarks for success at various levels.
BIAAG: Bench marks for success2
At local level, success will
be number of girls reached
in 26000 communities
where plan works, who
survive beyond age of five years, complete school,
have access to healthcare and the skills to lift
themselves out of poverty.
At national level, the measurement is the number of
countries which enact and enforce laws to enable
girls to survive, be protected and have a say in what
happens to them.
1 Plan India, BIAAG India report 2009-14.
2 ibid

7. At international level, success is the degree to which changes to international law take
place which enable girls to appeal through UN mechanisms where their countries are
unable or unwilling to fulfill their basic rights such as the right to health, education and
survival. For success, Plan had set out an eight point action plan.
Girl Child and International and National Forums
The United Nations Development Strategy – Beyond 2015
According to the United Nations monitoring reports progress has happened in many
countries on MDG, however, advancement on MDG is not uniform across regions and
disappointingly slow, with inconsistent acceleration. Further, the report states, while some
global targets are likely to be met, other targets require additional and accelerated efforts
by the international community. It classifies the status of MDG targets; as 1) Targets on
track to be met; 2) Steady but insufficient progress; 3) Stagnation and regress for some
targets; and 4) Setback3 (Table 1)
Table 1 : Status of Millennium Development Goals
Target Name Target
Number
Target Status
Income Poverty 1. A On Track to be met
Safe Drinking Water 7. C
Universal Primary Education 2. A Steady but insufficient
progressReducing Child Mortality 4. A
Combating Malaria and other global diseases 6. C
Proportion of people who suffer from hunger 1 .C Stagnation and regress
Employment and decent work 1.B Set back
Source: Committee for Development Policy Note, UN, E&SA 2012.
The MDG goals, though widely accepted have been criticized on many grounds. The
criticism ranges for universal setting of targets regardless of geographical areas, to its
interpretation by the governments and methodology for
monitoring. Notwithstanding all the criticism, the Millennium
Development Goals report 2015; states that the eight goals
have saved the lives of millions and improved the conditions of
many. The report admits the uneven achievements and short
fall in many countries.
According to the report, in 2011, nearly 60 per cent of the
world’s one billion extremely poor people lived in just five
countries4. Many women continue to die during pregnancy or
from childbirth-related complications. Progress tends to bypass
women and those who are lowest on the economic ladder or are
3 Committee for Development Policy: United Nations E&SA, 2012.
4 Five Countries are India, Nigeria, China, Bangladesh, and Democratic Republic of Congo.
“Progress tends to
bypass women and those
who are lowest on the
economic ladder or are
disadvantaged because
of their age, disability or
ethnicity”
-BanKi Moon,
Secretary General, UN

8. Because I am Girl Campaign
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disadvantaged because of their age, disability or ethnicity. Disparities between rural and
urban areas remain pronounced.
The post 2015 strategy has evolved from lessons learnt
while implementing MDGs and it serves as springboard for
the next goals. The successes of the MDG agenda prove
that global action works. It is the only path to ensure that
the new development agenda leaves no one behind. At the
core this new emerging schema is sustainable development.
The new outline aims to transform the world to better meet
human needs and the requirements of economic
transformation, while protecting the environment, ensuring peace and realizing human
rights.
The Beijing Platform for Action
Fourth World Conference for Women, held at Beijing
China, 1995, marks a defining moment for women and
girls, everywhere. The Beijing Declaration platform for
Action envisages gender equality and the human rights
of women and girls, everywhere. The platform for action
covers 12 critical areas that have remained relevant, 20
years ago and in 2015.
These critical areas include poverty; education and
training; health; violence; armed conflict; economy;
power and decision-making; institutional mechanisms;
human rights; media; environment; and the girl child.
Since 1995, Governments, civil society and other stakeholders have worked to eliminate
discrimination against women and girls and achieve equality in all areas of life, in public
and in private spaces. Yet, nearly after 20 years the adoption of the Platform for Action, no
country has achieved equality for women and girls and significant levels of inequality
between women and men persist. Although much has been achieved, but progress has
been inappropriately slow and uneven, particularly for the most marginalized women and
girls who experience multiple and intersecting forms of
discrimination.
Critical areas of insufficient progress include access to
decent work and closing the gender pay gap; rebalancing of
the care work load; ending violence against women;
reducing maternal mortality and realizing sexual and
reproductive health and rights; and participation in power
and decision-making at all levels.
Review of the Beijing Declaration, presses for post 2015,
“Leaders and stakeholders
in every nation will work
together, redoubling efforts
to achieve a truly universal
and transformative agenda.”
-Wu Hongbo
Under-Secretary-General for
Economic and Social Affairs,
UN
THE EMERGING AGENDA –
BEYOND 2015
Sustainable development is
central to the agenda
 Meeting human needs and
the requirements of
economic transformation
 Protectingthe environment
 Ensuring Peaceand
realizing human rights
- MDG report2015,UN
“…It is a timely reminder that
gender equality is not only a goal
in itself, but a means for
achieving all other goals on the
global agenda.”
Dr.Phumzile Mlambo- Ngcuka
Under-Secretary-General
Executive Director
UN Women

9. transformation of structures and institutions and norms – economic, political and social –
that are holding back progress on gender equality. Further, it urges for systematic, deep
rooted and irreversible changes.
The Commission on the Status of Women
The Commission on the Status of Women (CSW) is instrumental in promoting women’s
rights, documenting the reality of women’s lives throughout the world, and shaping global
standards on gender equality and the
empowerment of women. CSW The principal
global intergovernmental body exclusively
dedicated to the promotion of gender equality
and the empowerment meets annually to review
themes and to evaluate the implementation of
agreed conclusions from a previous session.
The main focus of the March 2015,
CSW59/Beijing+20, was on the Beijing
Declaration and Platform for Action, including
current challenges that affect its implementation
and the achievement of gender equality and the
empowerment of women. The session also
addressed opportunities for achieving gender
equality and the empowerment of women in the
post-2015 development agenda.5
The CSW60 session, in March 2016, will work on
“Women’s empowerment and its link to
sustainable development,” as its priority theme
and review the implementation of the elimination
and prevention of all forms of violence against
women and girls (agreed conclusions from the
fifty-seventh session)6
5 http://www.unwomen.org/en/csw/csw59-2015
6 http://www.unwomen.org/en/csw/csw60-2016
OUTCOMES OF ANNUAL CSW SESSIONS
Agreed Conclusions on Priority Themes
54 th Session, March 2010
The fifteen-year review of the implementation
of the Beijing Declaration and Platform for
Action and the outcomes of the twenty-third
special session of the General Assembly was
carried out during the fifty-fourth session of the
Commission on the Status of Women. The
Commission adopted a Declaration. No agreed
conclusions were adopted
55 th Session, March 2011
Access and participation of women and girls in
education, training and science and technology,
including for the promotion of women’s equal
access to full employment and decent work
56 th Session, March 2012
No agreed conclusions were adopted on the
Commission's priority theme, The
empowerment of rural women and their role in
poverty and hunger eradication, development
and current challenges.
57 th Session, March 2013
Elimination and prevention of all forms of
violence against women and girls
58 th Session, March 2014
Challenges and achievements in the
implementation of the Millennium
Development Goals for women and girls
Source:www.unwomen.org/en/csw/outcomes
What is AgreedConclusion?
Agreed conclusions contain an analysis of the
priority theme and a set of concrete
recommendations for governments,
intergovernmental bodies and other institutions,
civil society actors and other relevant stakeholders,
to be implemented at the international, national,
regional and local level.
Agreed Conclusion is principal output for CSW, on
priority themes set each year

10. Because I am Girl Campaign
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WorldEducationForum2015
The World Education Forum (WEF) held consultations in May 2015, Incheon Korea, to
revise and set new deadline for the unfinished MDG agenda for education. Recognizing the
importance of EFA agenda and continued relevance, the discussions have indicated that the
direction of the post-2015 education agenda is to be anchored in a lifelong and sector-wide
perspective, addressing access and results, equity and quality for all – children, youth and
adults - from early childhood care and education to higher education and adult learning,
and in formal, non-formal and informal learning.
To ensure equitable quality education and lifelong learning for all by 2030, UNESCO voices
for making this overarching goal into specific global targets to which countries would
commit and could be held accountable, and for which corresponding indicators will be
developed. The proposed global targets are clubbed into priority areas. (Table 2)
Table 2 : Priority Areas for Overarching Goal
To Ensure equitable quality education and lifelong learning for all by 2030
Priority area Target
Basic Education 1. All children participate in and complete a full cycle of free, compulsory
and continuous quality basic education of at least 10 years, including 1
year of pre-primary education, leading to relevant and measurable
learning outcomes based on national standards.
Post Basic and Tertiary
Education
2 Increase transition to and completion of quality upper secondary
education by x%, with all graduates demonstrating relevant learning
outcomes based on national standards.
3. Tertiary education systems are expanded to allow qualified learners to
access and complete studies leading to a certificate, diploma or degree.
Youth and Adult Literacy 4. All youth and adults achieve literacy, numeracy and other basic skills at a
proficiency level necessary to fully participate in a given society and for
further learning.
Skills for Work and Life 5. Increase by x% the proportion of youth (15-24 years) with relevant and
recognized knowledge and skills, including professional, technical and
vocational to access decent work.
6. Increase by x% participation in continuing adult education and training
programmes, with recognition and validation of non-formal and informal
learning.
Quality and Relevant Teaching
and Learning
7. Close the teachers’ gap by recruiting adequate numbers of teachers who
are well-trained, meet national standards and can effectively deliver
relevant content, with emphasis on gender balance
8. All youth (15-24 years) and adults have opportunities to acquire –
supported by safe, gender-responsive, inclusive learning environments –
relevant knowledge and skills to ensure their personal fulfillment,
contribute to peace and an equitable and sustainable world.
Financing of Education 9. All countries progress towards allocating 6% of their Gross National
Product (GNP) to education and 20% of their government budget to
education, prioritizing groups most in need.
10.All donors progress towards allocating at least 20% of their Official
Development Assistance (ODA) or its equivalent to education, prioritizing
countries and groups most in need.
Source: WEF, UNESCO Position paper,

11. India and Girl Child
Education for All
According to the UNESCO global monitoring report on EFA, India is first in the race to
reduce out of school children. India is predicted to be the only country in South and West
Asia to have an equal ratio of girls to boys in both primary and secondary education.
Sarva Shiksha Abhiyan
India started its movement for
education for all by launching Sarva
Shiksha Abhiyan, with aim for making
free and compulsory education to all
children aged 6- 14 years. SSA seeks
to provide quality elementary education including life
skills. SSA has a special focus on girl's education and
children with special needs. SSA also seeks to provide
computer education to bridge the digital divide.
Right of Children to Free and Compulsory Education
Act 2009
The Act implies that every child of age 6-14 age group
has right to elementary education of satisfactory and equitable quality in a formal school
which satisfies certain essential norms and standard. The RTE Act specifically provides
opportunity for admission to all such out-of-school children (OoSC) in the age appropriate
classes and continues support to them till the completion of elementary stage for the
achievement of Universalization of Elementary Education (UEE).
Educational Schemes for Girls - India
Kasturba Gandhi Baalika Vidyalaya (KGVB)7
Kasturba Gandhi Balika Vidyalaya (KGBV) is a
scheme launched in July 2004, for setting up
residential schools at upper primary level for girls
belonging predominantly to the SC, ST, OBC and
minority communities. The scheme is being
implemented in educationally backward blocks of
the country where the female rural literacy is below
the national average and gender gap in literacy is
above the national average. The scheme provides
for a minimum reservation of 75percent of the
seats for girls belonging to SC, ST, OBC or minority
7 http://ssa.nic.in/girls-education/kasturba-gandhi-balika-vidyalaya
“The world has made tremendous progress
towards Education for All “Despite not
meeting the 2015 deadline, millions more
children are in school than would have been
had the trends of the 1990s persisted.
However, the agenda is far from finished. We
need to see specific, well-funded strategies
that prioritize the poorest – especially girls –
, improve the quality of learning and reduce
the literacy gap so that education becomes
meaningful and universal.”
- Irina Bokova, Director-General,
UNESCO
“India has made exemplary
progress in helping children gain
access to pre-primary and primary
education since the global
education goals were set in 2000.
India’s example clearly shows that
with sufficient political will and
resources the world can step up to
meet the new education targets by
2030.”
- Aaron Benavot., Director,
Global Monitoring Report
(GMR)

12. Because I am Girl Campaign
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MAIN FEATURES OF THE RTE ACT:
 Free Elementary Education for ALL children in age
group 6-14 years in a neighbourhood school.
 Completion of Elementary Education even after
fourteen years of age.
 Makes Elementary Education Compulsory for the
State to provide
 No child is denied admission due to lack of age
certificate.
 Mandates education of children along their peer age
group (“age-appropriate”);
 provides for “special training” to facilitate age
appropriate education
 Right of child to seektransfer to any other schools at
any time during session.
 Sets quality norms for all schools
 Formulation of school development plan
 Ensuring teacher pupil ratio as per norms
 Sets qualification and working norms for Teachers
in all schools
 Filling up vacancies of teachers
 Prohibition of deployment of teachers for non
educational purposes.
 Prohibition of private tuition by teachers.
 Mandates curriculum in all schools to be in
consonance with Constitutional Values
 Mandates a system of evaluation that is free of the
oppression of annual exams
 Enhances role of PRIs in implementation as well as
grievance redressal.
 Formulating standards and norms for school
management committees.
 Mandates participation of civil society in the
management of schools; makes teachers
accountable to parents and the community
 Democratizes education delivery in the country by
mandating 25% reservation for children from
weaker sections in private schools.
 Prohibition of corporal punishment, trauma and
mental harassment.
 Protects children from labour, marriage,
exploitation, discrimination, abuse, violence and
neglect.
 Separates agency for implementation of Act
(Education Department) from agency charged with
monitoring the implementation of the Act (NCPCR).
 Constitution of National/State Advisory Council.
 Monitoring of child’s right to education, among
other features of the RTE Act.
communities and priority for the remaining 25 percent, is accorded to girls from families
below poverty line.
Special Training Centres for Out-of
School Children (STC-OoSC)
To bring all children into realm of
education, the Act under Chapter II
para 4, provides for “Special
Training” for children from
unreached and disadvantaged groups,
who are above age 6 and never been
to school or has not completed the
primary school, to bring them at par
with their peer groups for admission
into age-appropriate class. Further,
the Act also states, that a child so
admitted to elementary education
shall be entitled to free education till
completion of elementary education,
if needed, even after 14 years.8
The special training in the Act
necessitates a meticulous and time
bound action plan. And such would
include a) identification learners; b)
development of special learning
support material (SLSM); c)
Arrangement of special classes; d)
mainstreaming of OoSC and
evaluation. It also lays down for
training of teachers and other
associated officials. All the children
aged 6-14years and who have never
enrolled in any school or dropped out
at any stage before completing
elementary education are considered
OoSC.9
Child Protection
8 Special Training Guideline NCERT pg 1
9 Special Training Guidelines NCERT Pg4

13. Integrated Child Protection Schemes (ICPS)
The Integrated Child Protection Scheme (ICPS) is a centrally sponsored scheme aimed at
building a protective environment for children in difficult circumstances, as well as other
vulnerable children, through Government-Civil Society Partnership. The scheme brings
together multiple existing child protection schemes of the Ministry under one
comprehensive umbrella, and integrates additional interventions for protecting children
and preventing harm.
Girl Child Welfare
The Child Sex Ratio (CSR) is a major indicator of women’s
development. However, in India, the CSR trend is declining
and is seen as
disempowerment of
women. To reverse the
falling trend National and
State governments have launched number of schemes to
improve the situation of girl child in India.
Beti Bachao Beti Padhao (BBBP)
This is being implemented through a national campaign
and focused multi sectoral action in 100 selected districts
that are low in CSR, covering all States and UTs. The BBBP
initiative aims to reverse the Sex selective elimination of
girls leading to low CSR10.
Sukanya Samriddhi Yojana
To ensure bright future and prosperity of
girl child Government of India launched Sukanya Samriddhi Yojna (SSY). The
yojana is part of the larger BBBP campaign. The SSY account offers a deposit
of small investment for girl child, to facilitate her proper education and
thereafter marriage expenses.11
Child Health and Empowerment
Rajiv Gandhi Scheme for Empowerment of Adolescent Girls (RGSEAG)- SABLA
Adolescence is a significant period for mental, emotional and psychological development.
Adolescence represents a window of opportunity to prepare for healthy adult life. Iron
deficiency i.e. anemia is the most widespread micronutrient deficiency affecting the
vulnerable groups including an adolescent girl which reduces the capacity to learn and
10http://wcd.nic.in/BBBPscheme/launch/workshop/main.htm
11 www.sukanyasamriddhiaccountyojana.in
“बेटे कीआस में बेटीकी बलि
मत चढ़ाईये”
- Mr. NarendraModi,
PrimeMinisterof India
ObjectivesBBBP
1. Prevention of gender
biased sex selective
elimination
2. Ensuring survival and
protection of the girl
child
3. Ensuring education and
participation of the girl
child

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work, resulting in lower productivity and limiting economic and social development. To
address the health needs of adolescent girls and break the intergenerational cycle of
malnutrition. The Government of India from time to time has come up out with schemes
for Adolescent girls such as Kishori Shakti Yojana (KSY) and National Programme for
Adolescent Girls (NPAG). Sabla scheme replaced KSY and NPAG. The scheme is
implemented using ICDS platform through Anganwadi Centres (AC).12 The scheme covers
adolescent girls in the age group of 11-18 years, with special focus on out-of school
adolescent girls, under all ICDS projects in selected 200 districts in all the States/UTs in the
country. In order to give appropriate attention, the target group would be subdivided into
two categories, viz. 11-15 & 15-18 years.13
Rashtriya Kishori Swasthya Karyakram
The Ministry of Health & Family Welfare(MoHFW) has launched a health
programme for adolescents, in the age group of 10-19 years, which would
12 http://wcd.nic.in/SchemeSabla/SABLAscheme.pdf
13 ibid
Objectives of Sabla Scheme
i. Enable the AGs for self-
development and empowerment
ii. Improve their nutrition and
health status.
iii. Promote awareness about
health, hygiene, nutrition,
Adolescent Reproductive and
Sexual Health (ARSH) and family
and child care.
iv. Upgrade their home-based skills,
life skills and tie up with
National Skill Development
Program (NSDP) for vocational
skills
v. Mainstream out of school AGs
into formal/non formal
education
vi. Provide information/guidance
about existing public services
such as PHC, CHC, Post Office,
Bank, Police Station, etc.
Services under Sabla Scheme
(An integrated package of services)
i. Nutrition provision
ii. Iron and Folic Acid (IFA)
supplementation
iii. Health check-up and Referral services
iv. Nutrition & Health Education (NHE)
v. Counseling/Guidance on family
welfare, ARSH, child care practices
and home management
vi. Life Skill Education and accessing
public services vii. Vocational training
for girls aged 16 and above under
National Skill Development Program
(NSDP)
Source:
wcd.nic.in/SchemeSabla/SABLAscheme.pdf

15. target their nutrition, reproductive health and substance abuse, among other issues.
The Rashtriya Kishori Swasthya Karyakram (RKSK) or National Adult Health Programme
(NAHP) was launched on 7th January, 2014. The key principle
of this programme is adolescent participation and leadership,
Equity and inclusion, Gender Equity and strategic partnerships with
other sectors and stakeholders. The programme envisions enabling
all adolescents in India to realize their full potential by making
informed and responsible decisions related to their health and well
being and by accessing the services and support they need to do so.
RKSK realigns the existing clinic-based curative approach to
focus on a more holistic model based on a continuum of care for
adolescent health and developmental needs. It will
comprehensively address the health needs of the 243 million
adolescents. It introduces community-based interventions
through peer educators, and is underpinned by collaborations with other ministries and
state governments.
BIAAG Campaign and Plan India Initiatives
India chapter of the Plan International began BIAAG
campaign in the country in 2009. The campaign began
with report on State of Girl Child in India (SGCI), on the
context and life situation of girl child in India.
The State of Girl Child in India -2009
The inaugural issue, the first of the annual reports
brought out between years 2009-2015, is a compilation
of case studies and data on the major issues and girl child
in India.
Themes covered in this annual story are not restricted to
any particular geographical region or state but from
every nook and corner where Plan India has its presence
through its partners. The issues of the time and which
continue to hold relevance today and also central to Plan’s programme were looked in.
Child Survival is one of the thematic area and most pertinent. The extent to which, “male
child obsessed” Indian society goes for having a male child, is understood by reading the
story of a seventy-year old lady giving birth to a male child with the help assisted
reproductive technology (ART), and on the other of the spectrum girls runs risk of losing
her life in womb or within few years of birth. How malnutrition and neglect puts a
question on survival of girl child is highlighted here in.
ObjectivesofRKSK
 Improve Nutrition
 Improve Sexual and
Reproductive Health
 Enhance Mental
Health
 PreventInjuries and
violence
 Preventsubstance
misuse

16. Because I am Girl Campaign
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Child Protection To grow up in congenial environment is basic right of every human being
on the planet. However, girl child perhaps are not so fortunate, as they are at risk to
violence and exploitation both inside and outside their home, a study conducted by Plan
revealed over two-fifths of the girls face corporal punishments in school, while a shade
fewer than fifty percent of the study universe reported abuse at home. Although age at
marriage is fixed as 18 years for a girl as per the law of the land, yet child marriage is
common in many parts of India. A girl child more often than not is the unpaid labourer
As domestic help with her older sibling or mother or at home taking care of younger
siblings and housework in the absence of other women at home.
Quoting a study, this report brings out the role of a recruiter in
wooing child to work. It also brings to light how the adolescent
girls’ are worst victims of trafficking and land up in brothels as
sex workers.
Child Development Although age at marriage is fixed 18 for
girls by Indian law, but many girls continue to get married in
their adolescence. Into their teens, the girls had experienced
pregnancy or motherhood or both. The young women are
poorly informed about the choice of contraceptives and their
health rights. The neglect of the young women starts at very
early as “girls” as many of them do not receive full immunization. The disregard of girl
child is not restricted to health alone. They are kept out schools, enrollment figures for
boys and girls shows great disparity. Girls health is at risk
due to lack of awareness and knowledge about prevention of
sexually transmitted diseases and also due lack to access to
sanitation and clean water.
Child Participation Increasing women participation in all
spheres of life. When women have greater influence in
management of household decisions and they are more likely
to than man to ensure
that children eat well
and get timely medical
care. Further, the
report looks at the how
empowered women
participation
challenges the
entrenched mindsets
about women.
The report ends with
areas to look within
Survival, Protection, Development and Protection as
it moves ahead with campaign.
“I do not allow my
younger daughter to
drink water past 7 pm,
otherwise she will use
open ground at night
which is very unsafe”
-From a woman
stayingatPrem Sagar
slum, Jabalpur
“There cannot be true
democracy unless
women’s voices are
heard. There cannot be
true democracy unless
women given the
opportunity to take
responsibility of their
own lives. There cannot
be true democracy
unless all citizens are
able to participate fully
in the lives of their
country.”
- Hillary Rodham
Clinton, Secretary
of State, USA

17. Theme: Child Survival
India since the turn of 21st century has been marked by frequent natural calamities. It is in
such situations coping mechanisms are put to test. It is survival which is in question. Plan
India, in 2013 brought out a monograph entitled “Situation of Adolescent Girls in Disaster”.
The study aligned with Plans theme of Child survival.
The monograph aimed to understand the position, issues and challenges faced by the
adolescent girls, as consequence of the catastrophe and use the knowledge thus developed;
for advocacy purpose to improve the support for adolescent girls both at programme and
policy levels.
From the states of Andhra Pradesh, Bihar Rajasthan and Uttar Pradesh, information for
disaster risk analysis was collated. All the four states often face nature’s fury.
Participants for the study were selected on purpose; to get insights into the challenging
situations faced by adolescent girls who reside in disaster prone areas and have faced the
nature fury.
The study design
15 respondent/
village
Total =4800
States: AP,Bihar,Rajasthan,UP
2 Districts/State
Total=8 districts
2 blocks/District
Total=16 blocks
Ddisdistrctsblocks
District 1
PlanIndiaImplementing
District 2
PlanIndianon- intervention
20 villages/blocks
Total= 320 Villages
Ddisdistrctsblocks
5 respondent/ village
Total =1600
Total= 6400 respondents

18. Because I am Girl Campaign
Page18
Study Findings
The study focused on four critical areas that are central to Plan India’s work i.e. Survival,
Protection, Development and Participation.
Survival
Includes access to basic facilities such as; shelter, food, drinking water, sanitation and
health needs.
Shelter Post disaster, it is found that most of the people did not have roof over their head
as make shift shelter homes provided such as school building is accessed by little-over ten
percent of the affected population. Lack of privacy and respect at shelter homes came out
as major reasons for not accessing shelter homes. Across the study states majority of
respondents informed rebuilding and shifting to their own homes in three months times
post disaster.
Access to food immediately after the disaster food is available in plenty, as most informed
consuming more than two meals per day. However, the situation changes as time passed
by, with marginal drop in number of times a person can eat, but food is available. Even in
drought close to 100 percent of the participants in Rajasthan informed availability of food,
from the stocks piled, for as long as six months. Gender bias in accessing food reported by
less than third of the study population.
Access to Drinking Water and Sanitation
Access to safe drinking water reported by close to two-thirds of the respondents in Andhra
Pradesh where in piped water supply remained main source of drinking water, while in the
states of Bihar, Rajasthan and Uttar Pradesh, tube/ bore well is chief source of drinking
water and at times water bodies such as lake, pond, dam and surface water served as
source of drinking water. Water for personal hygiene and washing is stated adequate by
adolescent girls.
Access to functional toilets is universally low and it worsens and creates sanitation
problems especially during calamities. Majority of participants mentioned girls face lot of
problems in the absence of toilets, and practicing open defecation is not dignified, the
trouble multiplies during menstrual cycle.
Health Needs Days immediately following the disaster, viral infection i.e. cold/ cough and
fever, is common and prevalent. The health seeking behavior indicates varying percentage
of usage of health institutions such as sub-centres, and PHC by the respondents.
Participants informed presence of private clinics or doctor in the vicinity as sought after for
treatments. Awareness sexually transmitted diseases (STD) – HIV/AIDS to be very low
among the adolescent participants of the study. Most the girls informed using cloth during
menstrual cycle as sanitary pads are unavailable.

19. Development Educational institutional services (schools) are worst affected by natural
calamities as schools and colleges are closed for long time. This impacts the girls education
as many reported dropping post disaster as against few boys.
Protection
Adolescent girls feared being married off or sold or trafficked in the days following
disasters. Girls from Bihar and Rajasthan reported facing physical abuse at home and in
schools. Close to a third of the adolescent study population reported traumatized by
disasters.
Participation
Disaster preparedness is negligible or non- existent. Participants did not recall any mock
drills for mitigating problems faced during disasters. The emotional support from parents
helped in managing the situation better, informed majority of the respondents.
Theme: Development BIAAG in 2012 highlighted the need for imparting and providing
access to quality of education to young girls to help them take charge of their lives and
transform personal life situations and contribute to
social change. It stems from the belief that adolescent
girls can transform their lives if they have the required
the skill sets. To test the hypothesis, Plan India
commissioned a research study entitled” Girls Gain
skills for life: learning for life”. The study aimed to
understand factors facilitating and hindering access to
secondary education among adolescent girls, especially,
the underprivileged.
The specific objectives for undertaking the study are
mainly three. These are 1) To identify factors that
hinder (e.g economic , insecurity , early marriage, safety
issues etc) or facilitate (e.g facilitate (e.g. financial
assets, family support, etc.) transition from primary to
secondary education among underprivileged girls. 2)
To understand the influence of discontinuation /
continuation after primary education among
underprivileged girls; and 3) To develop case-studies of underprivileged girls who have
continued secondary education.

20. Because I am Girl Campaign
Page20
The Study Design
The study was conducted in Educationally Backward Blocks (EBBS) in the states of Uttar
Pradesh, Bihar and Jharkhand. These states were identified on the basis of twin criteria
1. Female Literacy Rate being below the national average of 46.13% (2001 census)
2. Gender Gap in Literacy being above the national average of 21.59% (2001 census).
Based on the above criterion, these states had highest number of EBBs, Uttar Pradesh
(82%), Jharkhand (95%) and Bihar (99%). Further, in each of the state’s three districts
were selected having high, medium and low district development Index. (Institute of
Economic Growth Index) From each district six Economically Backward Blocks (EBBs)
were selected. In these three states, the information from participants was collated
through qualitative and quantitative techniques.
Table3: TargetGroupsandReached
Category/TargetGroup Survey FGD IDI forCaseStudy
Girls Continuing in 8th – 10th standard 2700 27 27
Girls whodropped out in last 3 years
while studying 8th – 10th standard
2700
Boys continuing education in 8th – 10th
standard
2700
The Findings
Key factors hindering girls' education
Drop Out: Girls shared several reasons that contributed to
their dropping out of school. These reasons may be
categorized as familial and personal. Familial reasons such
as, poor financial condition, reluctance of parents, non-
availability of adults to take care of household chores, low
value of education especially for girls, and personal reasons
such as, lack of interest in studies, poor school
performance, learning environment, early marriage
(revealed in Bihar) and full time engagement during
harvest (high in Jharkhand), are some reasons. One in every
five drop out girls mentioned that they faced resistance
from family members for attending schools. This situation
gets aggravated during the harvest season, as most girls are
unable to attend school over long duration, leaving them behind in class. Not surprisingly,
this role is seldom ascribed to boys. There is a gender gap in division of domestic work
impacts discrimination. In Bihar, significant gender preference in terms of access to
education was observed. Even the girls opined that they were in favour of their brothers
attending school rather than them.
ThematicAreasofStudy
1.Factors Influencing
secondary Education
2. Skills forlife
a. Social
Competencies
b. Personal
Competencies
c. EthicalActions
d. Learning to learn
Competencies.

21. Engagement in work: The study reveals that more than 95% of the respondents in Uttar
Pradesh and Bihar are engaged in domestic work. However, in Jharkhand only two third of
the boys and little more than 85% of the school going - as well as drop out girls were
engaged in work. A mere 1-5% of school going children and up to 10% of drop out girls
(highest in Jharkhand) reported receiving payment against work outside home.
Reasons for frequent absenteeism: Absenteeism due to responsibility of household work
was most common reason among boys as well as girls, followed by seasonal disturbances
(poor road access during rainy season) and responsibilities for other work. All these
reasons had no significant gender variation. Moreover, work responsibility during
harvesting season was mentioned by a small but significantly higher percentage of girls in
comparison to boys. Interestingly, boys were more inclined to escape school out of dislike.
Perception of benefit of education: Majority of the respondents irrespective of gender
felt school education increases knowledge, prepares for higher education and job. Less than
a quarter of the respondents in all categories were actually able to identify the benefits of
school education in developing soft skills, but comparatively more boys felt secondary
education develops various soft skills. A higher percentage of drop out girls than school-
going children believed that school education would make one a better parent. Evidence
from developed countries shows that staying in school longer helps assure the acquisition
of problem-solving skills.
Learning environment: In both schools and home, the learning environment was not
friendly. A majority of boys and girls reported corporal punishment. The attitude of some
teachers was not quite positive towards marginalized children. Bullying, teasing and
beating by older students was common.
Girls gaining skills
Learning to learn
Self-directed learning: It was observed that around ninety-five percent school going
children had aspirations for future life. However only two third strongly felt that school
education was sufficient to achieve those aspirations. Seventy one percent of school going
boys and fifty-nine percent girls made an effort to learn beyond school. The future
aspirations and effort to achieve those was significantly higher among boys than in girls.
Half of the drop out girls expressed their desire to go back to school, and only twenty-six
percent girls were preparing themselves to go back to formal education system. This
highlights the need to give young people a second chance.
Influence of school in developing learning skills among students: Around 30percent of
school going children reported presence of science laboratory and library in schools. While
less than 20 percent had computer labs, but only half of them had actually attended a
practical class. Around 60 percent of school going children and around 40 percent o f drop
out girls reported that teachers in their class always encouraged questioning. An equal

22. Because I am Girl Campaign
Page22
percentage of students also mentioned that they were given opportunity to share their
learning with fellow students. More girls shared learning inside class through informal
discussion or formal presentation. However, participation in inter-class or inter-school
events was higher among boys.
Learning skills to handle real life problems: A very high percentage of respondents,
which was comparatively lower among drop out girls, believed that they were learning
skills to handle real life problems. The four major sources of life skill learning were formal
teaching, interaction with peers, interaction with family members and interaction with
teachers beyond syllabus oriented learning. Formal teaching was identified as the best
method of learning by school going girls and boys. However, interaction with peers was the
most common source of acquiring knowledge on life issues among drop out girls.
Interpersonal skills
Seeking clarification: It was found that fewer dropout-girls were able to ask queries at
home or at school as compared to boys and girls who attended school. Among school going
children more than 90% of the boys asked queries at school while this figure was less than
85% for girls. It was found that more girls (88%) asked queries at home as compared to
boys (80%). Around 75% of the dropout girls had sought clarifications at school as well as
at home. However, 60% of boys and more than 70% of girls said that they were afraid or
shy to ask questions. The second major reason of not asking question at school was lack of
confidence about what should be asked. In comparison, most adolescents refrained from
seeking clarification to their queries at home because they felt that they would not revived
prompt answer.
Seeking clarification on sensitive topics: Overall it was found that adolescents from
Bihar (ranging from 43-55%) are most open to ask questions on Sexual & Reproductive
Health (SRH) related issues, both at school and at home. In Jharkhand and UP around one-
third or lesser proportion of respondents posed queries on SRH. The proportion of girls
querying on SRH at school was comparatively lower. But the situation was reverse at home,
where girls were more comfortable in asking sensitive questions. More than 70 percent of
school going boys asked questions on SRH to peers and about 40-48 percent of them
discussed with their teacher or father. In case of school going as well as dropped out girls, it
was found that about 76 percent of them discussed sensitive issues with their mother, 60
percent with peers and around one-third with sister or sister-in-law or else with teachers.
Expressing views: Dropout girls found it difficult to freely express their views at school
and home when compared with school going boys and girls. Highest proportion of boys in
Jharkhand (48%), and girls in Bihar (46% school going girls and 37% dropout girls) were
confident in interaction with community leaders or duty bearers.
Giving and receiving feedback Uttar Pradesh showed the lowest percentage of respondents
with the practice of giving feedback to both elders and peers (30-75%). The highest
percentage was seen in Jharkhand (55-89%). It was also seen that the habit of giving
feedback to peers in general was higher than giving feedback to elders. Comparatively

23. higher percentage of girls was able to give feedback to elders than boys. An opposite
pattern to that of “giving feedback” was observed in the case of “receiving feedback”. More
respondents had the habit of receiving feedback from elders as compared to receiving them
from their peers. In UP boys, as compared to girls, were also more open in receiving
feedbacks. However the openness to feedbacks from peers was higher among girls than in
boys.
Decision-making and problem solving: Participation of dropout girls in decision making
for self was found to be lower across all states. Majority of them however were able to
decide about things they would buy for themselves as well as the type of entertainment
they could enjoy. But when it comes to decisions making realed to their life, such as getting
married or even choosing a vocational course, then as little as 10 percent were actually
allowed to decide for themselves. Even less than a quarter could opt for a profession of
their choice. Nevertheless, about a quarter of the drop out girls and around half of the
school going children were fully confident that they would be able to take proper decision
about their future.
The participation of boys, as compared to girls, in decision making process on issues
related to family was found to be significantly higher in UP. Except in Bihar, where a
considerable proportion of school dropout married girls reported that the participation in
family decision making was low. Though a very small percentage was able to take decisions
on financial matters, yet around sixty percent of them were consulted in family financial
matters.
Participation of girls in problem solving, though was higher, but those were generally
related to education of self and family. In order to clarify it could be said when family faces
a problem regarding continuing studies of a member in family, invariably the girl came to
the rescue for some short or long term arrangement. Nonetheless in case of other family
problems, especially if it was linked to violence and abuse, boys were the ones to be
consulted.
Awareness and perception of self the self awareness was more among respondents from
Bihar. Though a very clear gender difference was not observed yet, awareness of own
weakness was found to be higher among girls than in boys. It was found that a high
percentage of school going children were proud of themselves. Also many respondents
(more than 85%) stated that they had explored ways to improve themselves. It was found
that the dropout girls were as keen as the school going boys and girls to improve their self-
image.
Social Skills
Participation in group activities Group activity, though quite low, was most prominent in
Bihar followed by Jharkhand. Participation in group activities, except among school going
girls of Bihar, was insignificant. Whoever participated in group activities did it willingly.
The percentage of group membership among drop out girls and school going boys is

24. Because I am Girl Campaign
Page24
negligible in UP and insignificant in Bihar and Jharkhand. Majority were members of Child’s
Club in School. The major activities carried out by these groups were entertainment,
educational activities and sports. All or most of the boys who actively took part in group
activities were actually involved in decision making process and also volunteered for
leadership roles. In spite of having higher rate of participation, a considerable percentage
of girls was found to act as followers. Girls from Bihar showed enhanced social skills than
their counterparts in Jharkhand and UP.
Experienced violence and abuse: Among school going boys most of the respondents had
experienced beating (72-88%), corporal punishment (64-74%) followed by
teasing/taunting (38-47%) and harassment/criticism (25-32%). Highest percentages of
boys from Uttar Pradesh have experienced physical violence and emotional abuse.
However, sexual abuses like uncomfortable touch, sexually explicit comments or direct
sexual behaviours were comparatively higher in Bihar. School going girls also experienced
physical violence like beating (60-68%), corporal punishment (43-56%) and emotional
abuse like teasing/taunting (26-42%) and harassment/criticism (11-27%) to a large
extent, but lesser than the boys. Yet, the highest percentages of physical abuses were
reported from Bihar while emotional abuses are high both in Bihar and Jharkhand. Sexual
abuse of girls was more profuse in Bihar and Jharkhand.
Reporting violence and abuse: the reporting was marginally higher in case of school
going boys (30% in Bihar, 29% in UP, and 24% in Jharkhand) followed by school going girls
(28% in Bihar, 18% in UP and 17% in Jharkhand) and it was lowest among dropout girls
(25% in Bihar, 17% in UP and 14% in Jharkhand). This shows that less than half of the
respondents who experienced abuse were able to take action against the wrong deed.
Moreover, drop out girls were less adept to handle such situation. The data revealed that
respondents from all categories primarily made a complaint to either parents or teachers.
Confidence level of school going boys in handling abuse was the highest (51% in Bihar,
40% in UP and 57% in Jharkhand). On the other hand, highest percentages of girls from
Bihar (60%) were confident in tackling such situation. The confidence level of drop out
girls, especially in Jharkhand was found to be lowest
Awareness about child trafficking: Knowledge of trafficking related issues was higher
among the respondents of Jharkhand as compared to the other two states. The adolescents
reported of instances when strangers visited their families to take out children to cities. In
most instances they offered better opportunity of labour work or scope for better
education. Nonetheless, small fractions of school going children were aware of child
trafficking or prostitution to be the probable reasons.

25. Theme: Participation
Gender inequity varies in its expression from place to place, but in all communities where
Plan works, some form of gender-based discrimination, gender stereotyping and an
unequal distribution of power between women and men, girls and boys is evident. This
injustice especially affects the lives of girls and women from infancy to adulthood. It
contributes to high infant and childhood mortality, to low educational achievement, and to
failures to protect children from harm. It also affects the economic survival of families and
the participation of children and young people in
family and community decisions.
The Report "Engaging Men and Boys to advance
Gender Equality" examines the existing realities of
gender inequality among men and women and
explores the possible opportunities of engaging the
men and boys in a quest for a more just society.
This study conducted in the year 2011, seeks to
understand the current perceptions on the role of boys
and men to achieve gender outcomes across key
themes of child rights, protection and other social
issues during the life of a girl from 0-18 years. The
study was specifically undertaken with the following
objectives:
• To understand views and perspectives of different age groups of boys, girls and young
men and women in regard to gender equality and the means to achieve the outcome.
• To ascertain the areas of intervention for men' participation to ensure rights of girls
and young women in society.
The study design
The study design had two phases. Phase I comprised desk review; and Phase II findings
from a primary survey conducted in five states representative of areas with high and low
sex ratios in the country (Census 2011)..
The primary survey entailed using both qualitative and quantitative research techniques
for data collection. Structured questionnaires, focus group discussions (FGD) and in-depth
interviews (IDI) were used for collecting information from children (10-14) years, and
young married men and married women in 15-23 years age group. A total of 6011
respondents were part of the survey.
The Findings
The findings in the report are organized in two sections: desk review and primary survey.

26. Because I am Girl Campaign
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Desk Review
The desk review covers major researches, longitudinal studies and programmatic
interventions seeking engagement of men and boys. Specific thematic areas include
reproductive health, violence against women including sexual abuse, care giving for
HIV/AIDS patients, home based care for children etc
Primary Survey
Gender discrimination, gender stereotypes and gender inequality are among the root
causes that prevent children from realizing their rights to survival, development,
protection, participation and an adequate standard of living. The survey findings seek to
understand gender inequities and their effects on children at different stages of their
development to respond appropriately by challenging the structural and systemic causes of
gender-based injustices.
Sex Ratio and Son Preference
The primary survey corroborates the preference for a male child and that it is a
determining factor for the family size Over two thirds of the adults contacted for the
primary survey (67%) opined that an ideal family comprises of a son and a daughter. the
analysis shows that with increase in total number of children there is increased probability
of boys being the youngest child. Majority of respondents were also aware that sex
determination of child before birth is a wrong practice and a punishable offense.
Education: Engagement of Men and Boys in comparison to Girls and Women
Gender stereotyping is embedded in the minds of both girls and boys with both the genders
feeling that boys should have the freedom to study as much as they want. There is a societal
acceptance of gender discrimination related to education, clearly calling for development
programmes to ensure gender mainstreaming in programmes designed. A higher
percentage of boys opined that girls should be allowed to
study as per their aspiration (73%) as compared to girls
themselves (62%).
Overall 5% boys and 5% girls reported to be engaged in any
form of economic activity. However, distinct patterns can be
seen in the type of household chores done by boys and girls.
Girls do more work in the house (cleaning, washing clothes
and utensils etc.). Boys follow the traditional norm of doing
and other outside work. Girls showed a marked preference
for a separate school and safety was one of key reasons for
this opinion amongst girls. Both girls and boys prefer to play
with the same sex. This may be indicative of the encouragement, support and availability of
spaces and equipment that is made available to both boys and girls. The schools will need
to focus on the training; time and equipment that the girls need to explore and progress in
the different sports. A change of mindset in teachers and coaches is required.
"There should be
separate school because
some of the schools don't
have a separate toilets.
Many a time's girls feel
shy to use the toilets in
front of the boys
and sometimes feel it is
not safe also."
-A participant

27. Political and Economic Freedom
Political decision making is yet to see total independence for women. Access to resources -
work, freedom to spend, right to ownership and information – remains limited for women.
Fathers continue to remain the key decision makers in their family. Men continue to be in
the forefront on all decisions related to their family. More young men than young women
are employed, and majority of the young men prefer their wives to be not working. Thus
women's right to work remains curtailed. The childhood trend of girls having lesser
freedom to spend money continues in adulthood as well.
Comparison between genders clearly indicates that personal communication channels are
still limited for girls and young women whereas they have equal access as men do, for
common household information and communication mediums like television.
Marriage and Choices after Marriage
Men, as fathers and husbands, continue to be the decision makers on issues of marriage,
dowry, family planning and young women's access to medical care, though lag behind in
taking responsibility for RCH issues. The legal age of marriage for girls is better known
among the respondents as compared to the boy's legal age.
Young women reportedly need to take permission to consult a doctor. Young women, when
they need such permission, also need someone to accompany them while visiting the
doctor. This is also indicative of the restriction on the mobility of the woman, who cannot
go out for accessing health care without being accompanied and without taking permission.
There is no difference at all between young men and women in terms of awareness on
family planning methods. Majority of young men and women feel that women should go in
for sterilization or spacing.
Violence: Protection and Social Safety Nets
In the Indian context, scolding and beating children is considered as part of discipline and
upbringing of the child by the society and families in particular. However, the study depicts
that the children consider this behavior on the part of parents and teachers as abuse. The
issues of child protection are severe at home and in educational institutions. Ironically, just
as home and school top the places where abuse happens, these are also the two places that
children feel most secure.
Safety Nets for Children: Membership of Children's Club/ Group
A high self-esteem on part of girls can be seen in their responses in terms of girl's
leadership abilities and the changing stereotypes. The same seems lesser in terms of the
boys opinions. And these findings overall indicate the need for further sensitization and
focus on changing gender stereotypes for boys.

28. Because I am Girl Campaign
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Gender Relations and Norms
Both boys and men continue to abide by the gender stereotypes with the major household
work being undertaken by girls and young women. Girl’s potential as leaders is slowly
being recognized and they still need support from parents and school to explore games
which are traditionally considered boys domain. However, there is an agreement between
both genders that men should help women in the household chores.
The need is to trigger community and family thinking which supports male behavior of
supporting/sharing household work without having to face social ridicule Mostly boys and
girls perceive that father should help mother in taking care of home, as majority of them
either agreed or partially agreed to this statement. This is indicative of the gender
stereotypes that do rule, but are open to slowly changing within the minds of people. Men
in practice may not be able to follow this ideal due to reasons such as pressure of social
norms, being made a laughing stock of by other relatives and friends; as such behaviour is
not in tandem with ideals of masculinities held.

29. Theme: Development Power is the ability to shape one’s life and one’s environment. The
lack of power is one of the main barriers that prevent
girls and women from realizing their rights and
escaping cycles of poverty. Gender-based
empowerment involves building girls’ assets (social,
economic, political and personal), strengthening girls’
ability to make choices about their future, and
developing girls’ sense of self worth and their belief
in their own ability to control their lives. However,
power cannot be given. To be truly empowered
means that women and girls have to take power for
themselves.
The barriers preventing women’s and girls’
empowerment, however, extends beyond them.
Families, communities, institutions - legal and
political all effect the way women and girls perceive
and access their rights to choose and take decisions
on matters that impact their lives. For true and
transformational change to happen in the lives of
girls, therefore, we need to work at different levels: at the level of the girls, on their
education and skills; with communities, challenging discriminatory attitudes and social
norms so that families value girls more and treat them with equality and respect. And with
the State – to advocate for laws and policies that support girls’ and women’s rights and
prevent gender based violence
Pathways of Power – Creating Sustainable Change for Adolescent Girls is Plan India’s sixth
annual report on the State of the Girls in India. This report looks at gender discrimination
in education, vulnerabilities that girls are exposed to in the very fast changing urban
landscape and in the digital arena, roles boys and men can play towards achieving gender
equality and opportunities, challenges faced by girls in gaining skills for life and the
situation of adolescent girls facing disasters.
State of the Girls in India, 2014 report is grounded in a conceptual framework of girls’
empowerment that is inherently multi-dimensional, and involves changes in the social,
political and economic spheres of governance. It is based upon a holistic approach whereby
change is only possible through tackling three interconnected dimensions of agency, social
relations and structures.
The study objectives
I. To undertake a literature review of existing laws, legislative and programmatic
provisions (social security) for ensuring protection of girls and women

30. Because I am Girl Campaign
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II. To understand the strengths and limitations of key duty bearers such as local
governance structures, women’s associations and government in upholding the
rights of girls
III. To understand, the social and cultural norms, attitudes and practices of families,
Communities, local governance structures and government
IV. Documenting good practices at the programmatic and policy level
V. To derive programing and policy related recommendations towards creating an
enablingand equitable environment for realising rights of girls and young women
The Findings
The report assesses the influence of different forms of power in these public and private
spaces, and what this means for the prospects of gender equality and for girls and young
women in particular.
Factors influencing empowerment
Education is an enabling factor for empowerment : The primary survey conducted
revealed that 61 percent young women interviewed had completed secondary level
education as against 77 percent young men. Incidentally the secondary school enrollment
ratio in India (2011) was 69 percent,
Education improves the economic and social status of women: Young women and men
contacted for the primary survey (urban and rural areas)
unanimously expressed that education has been instrumental
in contributing to their level of confidence and bringing about a
positive change in their mindset and outlook. Young women
also felt that education has led to improving their economic
and/or social status.
Girls find themselves discontinuing their education due to
gender roles and restrictions on their mobility: Amongst
the women who had ever enrolled in formal education, a little
over two-fifth reported having dropped out or discontinued
their education.
Incentives play a role in girls continuing with their education A high proportion of
young women (97 percent) were aware of the various forms of incentives and scholarship
programs being provided by the government. Overall, 81 percent (1750) of those girls who
were aware of the incentives in the entire study area also reported receiving one or more
of these incentives and scholarships.
Young men and women prefer pursuing Vocational Training to Vocational Education
Lack of adequate skills is one of the impediments affecting women’s participation in the
work force, particularly in the secondary and tertiary sectors, perpetuating their
“Self-confidence is most
important and it comes
only because of
education. Illiterate
people also can survive
in their life but we can
live better lives with the
help of education”
- Youngwoman from a
Bihar village, Class X
completed

31. concentration in low paid sectors. The survey indicated that young women and men prefer
short term non-formal vocational trainings to the formal vocational education.
Awareness of schemes and provisions Nearly two thirds or more men in the program
(76 percent) and control areas (62percent) are aware of the Right to Education (RTE) and a
similar proportion in urban areas are aware about Right to Information Act (72 percent as
against 48 percent in rural areas). The comparative awareness levels for women were
lower in both program and control areas (RTE: 61 percent in program and 45 percent in
control areas; RTI: 39 percent in program areas and 21 percent in control areas).
Access to media is changing the way women live their lives Traditional forms of media
like print, radio and television continue to remain relevant sources of information. Young
women in both program (89 percent) and control areas (82 percent) have highlighted
television as the most accessible media platform, followed by newspapers and mobiles.
Men reported a greater access to all forms of media in comparison to women. For men as
well, television was the most accessible media platform for both the program (96 percent)
and control (92 percent) areas.
Social and cultural norms around marriage – still a deterrent factor Cultural and
social norms and the economic status are the key
determinants of age at marriage. Though there is a
minimum age set by the Government for marriage, yet in
many communities and societies this age restriction is not
followed, thereby ignoring the psychological and
physiological readiness of young women. Amongst the 1050
married young women, interviewed for the study, more than
72 percent got married before attaining the age of 18 years.
Gender-based violence against women – veil of silence
continues Gender-based violence reflects and reinforces
inequalities between men and women. Despite legislative
provisions, gender-based violence was found to be prevalent. Almost one-third (30
percent) young women in both program and control areas reported that they have been
physically abused (beaten), followed by teasing/ taunting and stalking/bullying (about
one-fifth young women). A comparatively higher percentage of young women from rural
areas reported experiencing physical (37 percent reported beating) and emotional abuse
(22 percent reporting teasing) as compared to those belonging to urban areas (18 percent
reported beating and 16 percent reported teasing).
Women’s rights – current practices are in a positive direction Four-fifth of young
women and men contacted for the study had a positive attitude towards women’s rights, in
terms of meaningful participation in local governing bodies, group-based activities, equal
wages between men and women and independent mobility outside home
“the girls become mature,
both mentally and physically.
They can have a say in getting
a good life partner, of their
choice. Even if she gets
divorced or her husband dies,
she can take care of herself
financially and emotionally.”
- Young woman from
Delhi

32. Because I am Girl Campaign
Page32
Traditional role of women in family – changing but not fast enough
Women still do not have access to their father’s property: While the Indian Law allows
women to own property only a mere 3 percent young woman contacted admitted to
owning any land/property. While both men and women are eligible to inherit property,
post marriage girls are still expected to give up their share of the property to their brother.
Women continue to disproportionately be involved in domestic work : The gender
based division of household work is still prevalent though the burden of domestic work on
girls shows an encouraging change. During group discussion both young women and men
mentioned, at times when women and girls are busy or not there at home, the boys/men do
the household work. Boys/men however are not willing to participate in household chores
when girls/women are there at home.
Gender specific treatment of women in family According to the young women most of
the parents/guardians do not object to their girls going out when they are younger. This
openness wanes when the girls grow-up and society considers her to be ready for
marriage.
Freedom to mobility and empowerment gender disparity in treatment of girls around
freedom and mobility seems to be primarily a rural phenomenon as higher proportion of
young women and men from urban populations reported having a positive mindset (67
percent) as opposed to their rural counterparts (53 percent) who are restricted within the
boundaries of their house due to the prevailing practices and ideologies.
Perspective of parents of adolescents and youth – neutral towards freedom and
mobility of women Parental attitude and support has a great deal of influence on girl’s
freedom to access basic services and participation in activities outside home. The attitude
of the parents is influenced and often limited by the existing socio-cultural traditional
beliefs of the society. Their support is imperative to facilitate removal of barriers in the
social and economic development of the girls
Decision making capacity of young women Girls are not expressively involved in the
decision making process within the household they are not relegated to the background
either During focus group discussions, most young women have stated that their opinions
are sought though not always followed and complied to. The decision making capacity of
men continues to be undeniably stronger as young men see their capacity in a much more
positive light than their female counterparts. Financial decisions like buying property,
insurance or taking a loan are majorly taken by the older male members. Most of the young
women and men confirmed that they are not the ultimate decision makers owing to lack of
knowledge or awareness about the topic.

33. The participation of women in local governance
Exercising civil rights : Rural women ahead of urban women Despite the high awareness
level, more than half the young women (58 percent) reported that they have never cast
their vote. Among the young women who never voted, around one-third (34 percent) were
eligible to cast their votes in terms of age in the last held election (this excludes the recent
election which coincided with the primary survey period). Young men performed only
slightly better in terms of casting their vote (48 percent as against 42 percent of young
women).
Participation of women in local governing structures is abysmal Only 14 percent
women in rural areas and 10 percent in urban areas taking part in Panchayat or ULB
meetings. Men’s participation (35 percent) is almost double that of women (20 percent) in
Plan program areas.
Knowledge about participation of women in local governance – higher in rural areas
Participation in collectives Outside of the family, at the community level, the
participation by women is very low and mostly associated with a community based
organization (CBO), self-help group (SHG) or NGO. Memberships in women’s groups and
SHGs are comparatively low in both program (21 percent) and control (8 percent) areas.
The level of participation of young women is higher in rural areas (27 percent) as
compared to urban (16 percent).
Theme: Protection & Empowerment Rapid urbanization of India’s towns and cities,
puts forwards serious challenges; i) urbanization
fuelled by large scale migration from rural to urban
areas; and ii) The digital revolution which has
brought the world closer through mobiles and
internet, at the same time opened doors for
unimpeded information flow and fast paced
communication technology.
Plan India’s State of Girl Child in India-2010, focused
on the lives of adolescent girls in two of the fastest
growing social action arenas in the world today-the
urban environment and the space of internet and
mobile communications. This study seeks to examine
adolescent girls’ perceptions of their environment.
During this life-cycle stage called “Adolescent” when
they need to be listened to by family, friends, teachers,
policy makers and corporate, sadly, this most energetic
group of the society are overlooked, or rather on considered important to legislate laws to
make the cities safer and create a protective environment.

34. Because I am Girl Campaign
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The study “ Girls in a Changing Landscapes : Urban and Digital Frontiers”, spoke young
girls and women aged 14-21 years to understand i) the views of adolescent girls' on cities
and cyberspace so as to analyze it and amplify their voices such that it is heard by policy
makers and city administrators; and ii) To analyze the similarities and differences in the
lived experiences of cities and cyberspace in a cross-section of adolescent girls namely
those from middle classes, not-so-poor families and the most marginalized girls,
particularly street girls and living in urban slums.
About 10,000 young girls and women living in cities of Bengaluru, Bhubhneswar, Delhi,
Hyderabad, Kolkatta, Mumbai, Patna, Pune, Ranchi and Varanasi.
The Study Design
These cities were classified as A B and C cities based on SEC. The study participants were
young girls and women aged 14-21 years and attending educational institutions and those
outside these institutions and from marginalized communities. The information was
gathered using mixed methods of qualitative and quantitative techniques.
The Findings
Perceived Advantages of Living in Cities :Better opportunities for education and
employment were clearly recognized by girls as the key advantages of living in a city. One
in every four girls interviewed considered that the city offered better access to healthcare
services, and provided the requisite space for girls to leisure activities.
Perceived Disadvantages of Living in cities :Most girls felt that pollution and lack of
sanitation are major disadvantage of city life. More than a third of the girls considered lack
of safety as a disadvantage.
Nature of Challenges Faced in the Cities: Eve-teasing was a unanimous response to this
question.
Places in the City Where Challenges are faced: Girls feel most vulnerable in the market,
public places and while using public transport. One in every five girls claims that they feel
insecure at their home and in schools/college.
Coping strategy used to overcome Challenges: “Ignoring” is the most common coping
mechanism adopted by young girls and women to overcome challenges.
Places where girls feel secure: The city offers myriad opportunities to the participants;
however, they feel secure at home.
Persons approached to discuss adolescent health related issues: Awareness on
adolescent health related issues has a long way to go before it can leave the close environs
of a home.

35. Awareness and access to internet: Two- fifths of the participants are aware of the
Internet, but less than one-fifth of the participants accessed the internet. Little over one –
fifth, are aware of its possible misuse of personal information only a very few have any idea
about whom report about cyber crimes.
Persons approached in case of harassment: “Parents” are the persons approached in
case of harassment.

36. Because I am Girl Campaign
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REFERNCES
Reports
1. Committee for Development Policy Note, UN, E&SA 2012.
2. Beijing Declaration and Platform for Action, Beijing +5 Political Declaration and
Out comes
3. Millennium Development Goals Report -2015, UN
4. Annual Report National Commission for Women 2010-2011
5. World Education Forum Position Paper on Education post 2015, UNESCO
6. Compendium of Incentive Schemes State Level
Web sites
1. Because I am a girl
2. Beti Bachao Beti Padahao
3. Ministry of Women and Child
4. Ministry of Human Resources and Development
5. Sarva Shiksha Abhiyan
6. UN Women/CSW