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21st and 22nd April, 2014Bhubaneswar, India

Children’s Voices on World Bank Safeguards(Consultation on World Bank Safeguards review)

Supported By:Organized By:

CONTENT:

1. Background ............................................................................................................... 01

2. Objectives ................................................................................................................. 01

3. Workshop Proceedings .............................................................................................. 02

Day 1:........................................................................................................................ 02

• Session I : Welcome Address and Introduction .............................................. 02

• Session II: Introduction to World Bank .......................................................... 02

• Session III: World Bank Safeguards ................................................................ 05

Day 2: ....................................................................................................................... 06

• Session IV: Agree or Disagree Activity ............................................................ 06

• Session V: World Bank Safeguards Review ..................................................... 06

4. Recommendations .................................................................................................... 09

5. Concluding Remarks ................................................................................................ 09

6. Annexure ................................................................................................................. 10

• Programme Agenda ....................................................................................... 10

• Details of the Participants .............................................................................. 11

ACRONYMS:

1. B.I.C: Bank Information Centre

2. H.B.C: Humara Bachpan Campaign

3. U.S.A: United States of America

4. W.B: World Bank

5. OUAT: Orissa University of Agriculture & Technology

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1. Background:

The World Bank (WB) is reviewing its social and environmental policy standards from 2012 to 2015, and is engaging in a consultative process to seek input from multiple stakeholders on potential changes to the safeguard policies. The World Bank released its draft safeguard policies in August 2014 and is currently engaged in a second round of consultations with civil society groups. However, the processes have not included any consultations with children who are one of the major stakeholders in any development project. Taking this into account, Bank Information Center (BIC) is seeking local organizational partners in countries where the World Bank is active to hold consultations with children regarding the World Bank safeguard policies. These children’s consultations will also form part of the broader campaign on child rights and safeguards in which civil society organizations are calling for the inclusion of protections for children in the World Bank safeguards.

In order to develop recommendations from children in India for creation of its revised safeguard policies, Humara Bachpan Campaign (HBC) with support from BIC organized a two days consultation workshop, “Children’s Voices on World Bank Safeguards”, in Bhubaneswar, Odisha on 21st and 22nd March, 2015.

The participants of the workshop were children aged between 7 to 18 years and youth aged 18 to 25 years from Bhubaneswar, Odisha. A total of 22 children and 5 youth participants attended the two days consultation. The participants were members of Humara Bachpan Child clubs.

2. Objective:

The objective of the children’s consultation was to take into account the views of children in the creation of its revised safeguard policies. The new safeguard policies adopted by the World Bank will include strong protections for the rights of children, protections that incorporate children’s own articulations of their needs.

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Day 1: 21st March, 2015

Session I: Welcome Address and Introduction, Ms. Preeti Prada – National Head, HBC

Ms. Preeti Prada, National Head – HBC welcomed all the participants to the workshop and introduced Ms. Margaret Federicci. Introducing herself, Ms. Federrici said that she works with the BIC that is a different institution from World Bank. She further elaborated that BIC is an institution which provides information to World Bank on the feasibility of the projects it undertakes in different countries. BIC also monitors and tracks World Bank projects to enable them to work both efficiently and effectively. Ms. Prada shared that the sole objective of the children’s consultation was to take into account the perspective of children and their recommendations

3. WORkSHOP PROCeeDINgS

Figure 1: Margaret Federicci giving her presentation

in the implementation of World Bank projects. The children were asked to introduce themselves through an activity which aimed to increase familiarity among them.

Session II: Introduction to World Bank, Ms. Margaret Federicci – BIC

In this session Ms.Federicci gave a brief of World Bank in order to bring clarity on the organization’s

structural and functional proceedings. Ms. Federicci primarily shared the basic information on World Bank, the World Bank group, how the World Bank group functions and the importance of World Bank. She began by asking what the participants knew about the multilateral bank.

The participants answered by stating that World Bank provides loan to developing and under-developed countries to bring them at par with other developed countries and also to reduce poverty. “Developing and underdeveloped countries can be better understood if we demarcate countries on a

scale of 1 to 10. World Bank helps them in reaching a developed state”, said Anand, a 13 year old child leader from OUAT Farmgate basti.

Key Points Discussed:

Why does a citizen of USA has to be the President of World Bank

Number of countries assigned to one executive Director. Whether it is a good

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idea if one executive Director has more than one country under their belt

Interest charged by the World Bank to the Borrower countries

Nature of the World Bank; not a Donor agency but an organization that lends money to country governments to be repaid with interest

While discussing about the Board and the governing

Figure 2: A child participant taking a look through the World Bank Workshop Packet

Queries by the Participants:

Q1 - Why is a citizen of the United States of America always appointed as the President of the World Bank?

Q2 - If any other country contributed more money than the USA then is a there a possibility of the President being elected from that country?

Q3 - Can any Borrower country mortgage its natural resources, for instance a coal mine, for the amount borrowed instead of being charged an interest?

A - Since USA is the major donor it has a larger stake and exerts more power; therefore the President is always an American.

A - Though this has not been the case so far, yet if any country becomes a major donor, like America in the future, then there could be a possibility of the President being elected from another country.

A - A country giving away its resources in exchange of money would be very detrimental to its progress.

body members of the World Bank, the children were asked if it was a good decision to have one person representing a group of countries, citing the example of India, Bhutan, Sri Lanka and Bangladesh, which are represented by an Indian, Mr. Subash garg. Many participants responded that each country should have its own member because in case of one person representing other countries, there are chances of the representative favoring their own country more. Secondly, the representative may not understand the issues of the other countries from an emic perspective.

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Activity 1: Design a World Bank Project

This discussion was followed by an activity wherein the participants had to design a World Bank Project which would be taken by the multilateral agency if it comes to their community. The participants were divided into three groups. To help unveil three major issues the children conducted a ‘pair-wise’ ranking exercise. This is a participatory tool which enables the children to identify the key issues by ranking on basis of priority and predominance of issues. Shradhanjali, a 14 year old child leader from OUAT Farm gate Basti, facilitated the process and asked the participants to point out the problems that they considered important. After a prolonged discussion, the children listed down eight problems; of which three core issues were identified which were:

Unemployment

Permanent Space to live

Water

each group was then given an issue to design their project which was followed by group presentation and discussion respectively.

Presentation 1: The first group presented their project on Unemployment. They asserted that the World Bank must placard for projects which would generate enough jobs to absorb the unemployed and invariably cut down the level of poverty. Their presentation was very well envisioned and was highly appreciated by the facilitator.

Highlights of Presentation 1

• The children pointed out that more industrial and infrastructural projects must be implemented

• Vocational training centres must be set up to help build skills

• Agrarian land must be restored for farming purposes

• Negative Impacts: Involuntary resettlement and increased child labour

Highlights of Presentation 1

•The children pointed out that more industrial and infrastructural projects must be implemented

•Vocational training centres must be set up to help build skills

•Agrarian land must be restored for farming purposes

•Negative Impacts: Involuntary resettlement and increased child labour

Presentation 2: The second presentation was regarding the problem of taking ownership over the place where the community resides. In other words, a permanent place where the community can live without the fear of eviction and relocation.

The group gave an example of the construction of a dam and emphasized on the importance of civic-public participation before taking up the project. The children specifically suggested the imperative need for community participation as a necessity so that the community is aware about the entire project.

“When the people of a country earn well, they would be able to contribute to the economy of the nation, and that way it will be easier for the nation to pay back its loans”, added Rupak gouda, a 17 year old child leader from Science Park Basti. The children gained a lot of appreciation for their presentation as they had come up with note-worthy impact indicators that could be used at policy levels.

Highlights of Presentation 2

•Hold consultation with the community along with children; so that their perspective is given cognizance

•Representatives from the government / World Bank should explain the project to the community in a language that is well understood by them e.g.: not to use heavy jargons

•The place they would be relocated to should be examined by the community members themselves

•To ensure that all rudimentary facilities are available to the community. eg: Schools, hospitals, market centres, police station etc

•The area where they are relocated should be their permanent space.

•A Land Agreement Paper should be signed by the government.

Figure 4: Children presenting their project

Figure 3: Pictorial representation of the project

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Session III World Bank Safeguards, Ms. Sradhanjali Sahoo - HBC

The next session was on World Bank Safeguards in which the facilitator discussed in detail the rules followed by World Bank which are the safeguards, the different types of safeguard policies and the importance of safeguards. The facilitator began by citing the example of ‘Narmada Bachao Andolan’ wherein the World Bank had to withdraw its funding for the construction of a dam on River Narmada because thousands of people were at stake and they

Highlights of Presentation 3

•Water reservoir must be constructed to conserve at the same time re-direct excessive water to places where there is acute scarcity of it

• excess water in dams could be directed to farms and irrigational lands; which would otherwise submerge villages if gates were left open

•The project will help to generate hydro-electricity; which would be an additional revenue for the nation

•Negative Impacts: Involuntary resettlement, inconsistency in the eco system as the natural habitat would be affected

Fig 5: Children presenting their project

Presentation 3: The third presentation was on Water Issues. The group began their presentation by highlighting the issues related to water. Non – availability of water and access to safe drinking water were the major issues identified by the group along with a host of other issues. So in order to tackle these issues the group proposed for the construction of a dam which would not only increase availability and accessibility of water for household purposes but also for irrigational purposes.

The ideas of a project was highly appreciated by the facilitator and stated that some of the ideas could be included in the World Bank Safeguards.

couldn’t be displaced to any other location. She explained that safeguards are developed to protect people, provide access to justice and ensure that they are not harmed in the name of development.

Key points discussed:

What are World Bank Safeguards and the current world bank safeguards

Children and Safeguards: Policies mentioning children

Importance of World Bank Safeguards

While discussing about the safeguard policies, the children were asked to voice their opinions on the policies in order to make them more favorable and effective.

The participants expressed that safeguards policies should be clear and explicit, especially the ones dealing with children. And in case of any violation, the Inspection Panel can provide justice to the aggrieved people.

They also shared that any development project should respect the religious sentiments of the community. They further added that children’s perspective should be included in the World Bank’s Safeguards. “Any development has no meaning if people, who are the crux of development, suffer or are wiped off as a result of development”, stated 17 year old Rupak from Science Park Basti.

Highlights

•The children agreed that the President of World Bank should always be a citizen of the United States of America (USA)

•The children disagreed that a member from a developing nation cannot be a President of the World Bank

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Day 2: 22nd March, 2015

The second day began with a recap of the previous day’s sessions which was carried out in a very innovative and playful manner. In this activity the children were quizzed about the discussions of the previous day and the facilitator ensured that all the paricipants were involved in the process.

Session IV - Activity 2: Agree or Disagree

The recap session was followed by an activity named ‘Agree or Disagree’. This activity involved asking a series of questions to the children and they had to move to either sides of the room depending upon whether they agreed or disagreed. When the participants were asked whether the President of the World Bank should always be an American citizen, all of them agreed unanimously to this. Another question which the facilitator stated was that should a person from a developing nation be the president of World Bank; the participants disagreed to this. One of the child participants added that “A developed country’s President wouldn’t be able to think through the lenses of a developing one, that effectively.”

The objective of the activity was to make the child participants learn more about the World Bank and it’s functioning.

Session V: World Bank Safeguards Review, Ms. Anwikshika Das - HBC

The facilitator discussed the purpose of reviewing the Safeguard policies, the changes that needs to be undertaken and the areas of improvements in the draft from children’s perspective. The facilitator explained that World Bank realized that the safeguards it had created needed further review and up-gradation owing to developments in the field of science and international policies. The children were asked about climate change and global warming. To this the participants gave different instances like increased earth’s temperature, reduced rainfall, depletion in Ozone layer and rise in the sea level.The participants were then asked to think of a project that would reduce pollution. Taking up afforestation measures to prevent soil degradation, using solar panels or other renewable sources of energy instead of fuels were some of the responses to curb pollution.

Then the children were asked to discuss the improvements in the draft safeguards share their understanding. One of the participants pointed out the issue of child labor. The participant added that though child labor is mentioned, the age limit defining child labor is not mentioned in the draft review. Another stated that, a strict punishment should entail anyone who engages in child labor. After the discussions on Safeguard Review policies, the children were divided into groups for an activity.

Key Points Discussed:

Safeguards Review and the purpose of World Bank Safeguards review

Areas of Improvements in the Safeguards draft from children’s perspective

Activity 3: Case Studies

The participants were given an activity wherein they were divided into four groups and each group was given a different case study of World Bank Projects which had negative impacts on children for different reasons. each group had to go through the case studies, examine the harm caused by these projects and come up with ways in which this could have been prevented. They should also suggest the types of policies the bank could implement in the future to prevent this type of harm.

Fig 6: Safeguards review presentation

Fig 7: Children in a playful mood

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Case Study 1: Agriculture Sector loan in Uzbekistan

This case study was a World Bank loan given to the Uzbekistan government to improve the country’s agriculture sector. The farmer’s were given loans to purchase new machinery and make more money from selling their crops. The Uzbekistan government forced children and adults to work on cotton fields. The issues identified were children not being able to go to school and farmers, not getting adequate benefits.

In order to address these issues in other of Word Bank projects, the children said that World Bank should first consult the farmers and try to understand the actual scenario, before taking such actions against people engaged in such practices. The child labor issue can be addressed if World Bank funds for the construction of schools for these children. A policy should be designed to protect children and take strict actions where children are used as labors. In extreme cases World Bank should stop the funding. One of the participants said that up to the age of 18, there should be zero tolerance policy towards this practice and no industry should engage in such practices in any country.

Case Study 2: Involuntary Resettlement in Uganda

In this the World Bank had supported the Ugandan government for constructing a Dam. When this project began, a resettlement plan was created but the people to be resettled were not consulted before developing the plan. As a result of this the people could not earn their livelihood in the new areas. Also, with the basic facilities like health care facilities and education being far away from the new villages the children suffered immensely.

The participants were asked if the children in the community should be consulted before they are relocated in terms of which place they would be relocated and the whereabouts of it and also ways in which World Bank should get in touch with these children. The participants unanimously agreed to it stating that since children are the worst sufferers, their concerns and needs should be taken into account beforehand. Regarding the process of consultation with them, the participants said that a special meeting with the children to discuss their needs and problems would be the best way before the initiation of any project and relocation for the same.

Case Study 3: Conditional Cash Transfer Program in Philippines

Under this program, the World Bank lent money to the Philippines government to be paid to families if certain conditions are met which included sending school 85% of the time, using health care services and participating in family development sessions. The families having children with disabilities were deprived from receiving the funds as most of the education centers and health care centers were not adequately equipped for these special children rendering it inaccessible.

On suggesting recommendations to tackle the issues, the children said that the World Bank should first consult the differently able children to assess their needs and understand them completely as their requirements are different. Wheelchairs and ramps should be constructed in schools so that they have ease of movement, also different toilets for the differently able should be constructed.

Case Study 4: Coal Plant in South Africa.

In this project, the World Bank approved a loan to build a coal-fired power plant in South Africa which would be one of the largest coal fired power plants and would solve South Africa’s energy problems. The issue related to this project was that this would affect the climate and lead to environment pollution. Children and young people would be more seriously affected by diseases related to coal than adults. The group stated that development has no meaning if the focus is not children, as they are the future of a country. The recommendations given forth by the child leaders to tackle the issues included considering health issues and demographics. They suggested that the coal plant should be constructed in an area reasonably far from the living areas. Before the project is implemented, a good relocation area should be finalized with all the necessary facilities.

On being asked what they would have taken into account and the kind of assessment and research they would make before starting up a coal plant,

Fig 8: Children discussing about the case studies

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had they been working in the World Bank? The participants listed down a few which were Populations and demographics, Impact on children, discuss with the community for their views on setting up the project. They would have also ensured relocation with proper facilities, well in advance to the beginning of the coal plant.

Question and Answer Session: The facilitator Ms. Federicci asked the participants what they felt was the kind of information that should be given to the community before the onset of any project. The table below mentions the questions asked to the children and carries their responses.

Activity 4: How to Engage with Children

Finally, the children were asked to share their learnings from the two day workshop and present their recommendations through posters. The children made them in the most creative manner,

Key questions asked to the children:

Q.1. What kind of information should be given to a community before implementing a World Bank funded project?

Ans: The children responded that the community must have the following information:

a. Nature of the project must be disclosed.

b. Duration of the project

c. Amount invested

Q.2. What are other requirements?

Ans: The participants also posed the following:

a. Risk analysis

b.Community to be informed about resettlement prior to its implementation

c. Alternative livelihood opportunities

d. Religious sentiments to be respected

e. Disaster management facilities to be given due importance

Q.3. If World Bank funded a project in their locality, what should be the consultation process? What should be the duration of the consultation, who should be the participants and where the consultation should be held?

Ans: A series of meetings should be conducted in the community and each meeting must be held for two days. The first meeting should be for two days regarding what the project is about, and the expectation by the community in terms of facilities to be provided on relocation.

The second meeting would entail the community at stake to visit the proposed relocation site. The third meeting should be within the community members, including children to decide if they should agree upon the relocation offer and go with the project and the fourth should again be a consultation with the World Bank about the feasibility of the project. The participants in any kind of project meeting at a development project at the city level should include Head/Representative of the community, government officials like the Mayors, Commissioners, and Minister of State for, Housing and Urban Development and Chief Minister.

using colors, sketch pens, sticker etc. Their posters reflected a lot of their aspirations and hopes. Children from varied age groups had different recommendations pertaining to their understanding of the safeguards.

All the children unanimously agreed to the fact that their voices should be heard and that it matters which reflected in many of the posters. ensuring quality education, proper resettlement and rehabilitation and protecting wild life and the environment were the areas on which the participants focused more. Some of the key recommendations have been summarized below:

Fig 9: Children discussing the case studies given to them

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4. Key Recommendations:

1) Children should be segregated into a different category and not clubbed into vulnerable groups. They should again be sub-divided on the basis of sex, ethnicity and special needs (differently able).

2) Many children were of the opinion that World Bank safeguards, when including a policy on child labor, should set a minimum age for work which should not be less than 18 years old.

3) Children recommended improving the involuntary resettlement policies whereby the communities resettled should be provided with a healthy living condition with access to education, health care and other basic facilities before the implementation of the project. The project should only be implemented after the above mentioned is guaranteed.

4) In order to assess the impacts, before implementation of the projects, World Bank should hold pre and post consultative meetings with the community. World Bank should hold separate meetings with elders and with children during the process. A panel should be set up which monitors the entire process.

5) World Bank should invest more on education and fund more projects on improving the quality of education than funding industries.

6) Improve environment protection policies by focusing more on renewable sources of energy

5. Concluding Remarks:

The workshop was a learning experience for the children where they learnt about the World Bank, its safeguard policies and the role of children in the draft safeguard review. The sessions were very participatory. HBC team thanked the children for their patient participation and Ms. Margaret Federicci for her support in the facilitating the consultation with children.

Feedback on the Consultation

The consultation workshop would have been more effective had it been for more than two days. It would have helped in a better understanding of the concept. This would have also helped in developing better recommendations.

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AgENDA

Date: 21st March 2015

Time Session Moderator

9.30 am - 9.45 am Introduction Preeti Prada, National Head, HBC

9.45 am - 11.00 am The World Bank Workshop Packet Margaret Federici, BIC

11.00 am - 11.15 am Tea Break Debashree

11.15 am - 1.00 pm Activity -1 Design a World Bank Project Damayanti

1.00 pm - 2.00 pm Lunch Debashree

2.00 pm - 3.00 pm World Bank Safeguards Sradha

3.00 pm - 3.15 pm Tea Break Debashree

Date: 22nd March 2015

Time Session Moderator

9.30 am - 9.45 am Recap Anwikshika

9.45 am - 10.15 am Activity 2 Agree/ Disagree Activity Damayanti

10.15 am - 11.15 am World Bank Safeguards Review Anwikshika

11.15 am - 11.30 am Tea Break Debashree

11.30 am - 1.00 pm Activity 3 Case Studies Damayanti

1.00 pm - 2.00 pm Lunch Debashree

2.00 pm - 3.30 pm Activity 4 : Recommendations on Consulting Children

Damayanti

3.30 pm -3.45pm Tea Break Debashree

3.45 pm - 4.00 pm Vote of Thanks Sradha

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Details of the Participants

Child Participants:

1) Humara Bachpan Child Leader Pranati Sahoo, aged 9, is a member of Bapuji child Club from Farm gate OUAT, Bhubaneswar. She is studying in the third grade.

2) Humara Bachpan Child Leader Santosh Pradhan, aged 10, is a member of Agragami Child Club from kalpana Telegu Basti kalpana Square, Bhubaneswar. He is studying in the fifth grade and his interests are singing, dancing and painting. He is a differently able child.

3) Humara Bachpan Child Leader Laxmi Pradhan, aged 10, is a member of Agragami Child Club from kalpana Telegu Basti, Bhubaneswar. She is studying in the fourth grade and loves to dance. She aspires to become a teacher.

4) Humara Bachpan Child Leader Jashmini Priyadarshini, aged 12, is a member of gyanamanjari Child Club from Mainshakhal Slum Buxi Jagabandhu Nagar, Bhubaneswar. She is studying in the sixth grade and her interests are singing, dancing, painting and public speaking. She aspires to be a Police Officer.

5) Humara Bachpan Child Leader K.Krishna, aged 12, is a member of Agragami Child Club from kalpana Telegu Basti kalpana Square, Bhubaneswar. She is studying in the sixth grade and her interests are singing, dancing and painting. She aspires to be a Doctor.

6) Humara Bachpan Child Leader Chunali Das, aged 12, is a member of Bapuji Child Club from Farm gate OUAT, Bhubaneswar. She is studying in the sixth grade and her interests are painting and public speaking. She aspires to be a Politician.

7) Humara Bachpan Child Leader gajendra Prasad Kisku, aged 12, is a member of Ama gaon Child Club from Adivasi gaon Salia Sahi, Bhubaneswar. He is studying in the sixth grade loves playing football. He aims to be a Police Officer.

8) Humara Bachpan Child Leader Barsha Priyadarshini Bhuyan, aged 12, is a member of khusi Ama Pila Dina Child Club from Janata Nagar Salia Sahi, Bhubaneswar. She is studying in the sixth grade and likes to dance. She aspires to be a Doctor.

9) Humara Bachpan Child Leader Bijaylaxmi Maharana, aged 12, is a member of khusi Ama Pila Dina Child Club from Janata Nagar Salia Sahi, Bhubaneswar. She is studying in the sixth grade and loves to paint. She aspires to join the Indian Army.

10) Humara Bachpan Child Leader Karina Digal, aged 12, is a member of Ama gaon Child Club from Adivasi gaon Salia Sahi, Bhubaneswar. She is studying in the ninth grade and loves to dance. She aspires to become a dancer.

11) Humara Bachpan Child Leader Upasana Sahoo, aged 12, is a member of Humara Bachpan Child Club from Harinagar slum, Bhubaneswar. She is studying in the sixth grade and her interests are singing and reading. She aspires to become a teacher.

12) Humara Bachpan Child Leader Sushree Monali Priyadarshini, aged 13, is a member of gyan Mandir Child Club from ganganagar, Bhubaneswar. She is studying in the sixth grade and her interests are writing, painting and public speaking. Her aim in life is to join the civil services.

13) Humara Bachpan Child Leader Sradhanjali Panda, aged 13, is a member of Bapuji Child Club from Farm gate OUAT, Bhubaneswar. She is studying in the ninth grade and is a good orator. She aspires to be a Doctor.

14) Humara Bachpan Child Leader Anand Pradhan, aged 13, is a member of Bapuji Child Club from Farm gate OUAT, Bhubaneswar. He is studying in the seventh grade and loves reading Odiya and english Literature. He is a very good standup comedian. His aim in life is to get a decent job and earn money.

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15) Humara Bachpan Child Leader Rijesh Patra aged 13, is a member of Smile Humara Bachpan Child Club from BDA Nilamadhav Basti, Bhubaneswar. He is studying in the sixth grade and loves to sing and dance. He aspires to be an engineer.

16) Humara Bachpan Child Leader Jasmin Nissa, aged 14, is a member of Maa Mangala Child Club from Science Park Basti, Bhubaneswar. She is studying in the tenth grade. Her hobbies are painting and watching TV and she likes socializing and making friends. She is an active Child Leader of the campaign and her willingness to bring about a change in the slum has made her participate at both National and International Conferences and consultations.

17) Humara Bachpan Child Leader K. Vikash, aged 14, is a member of Agragami Child Club from kalpana Telegu Basti, Bhubaneswar. He is studying in the seventh grade. He is extremely fond of dancing, listening to music and painting.

18) Humara Bachpan Child Leader Trilochan Das, aged 14, is a member of Maa Mangala Child Club from Farm gate OUAT, Bhubaneswar. He is studying in the tenth grade and loves playing Cricket and kabbadi. He has a very keen interest in music and aspires to become a singer.

19) Humara Bachpan Child Leader Biswajit Rana, aged 14, is a member of gyan Mandir Child Club from ganga Nagar, Bhubaneswar. He is studying in the ninth grade and is a very good painter. He dreams of becoming a painter.

20) Humara Bachpan Child Leader Rajesh Das, aged 15, is a member of Bapuji Child Club from Farm gate OUAT, Bhubaneswar. He is studying in the ninth grade and is a good orator. He aims to be a Police Officer.

21) Humara Bachpan Child Leader Rupak Kumar gouda, aged 17, is a member of Maa Mangala Child Club from Science Park Basti, Bhubaneswar. He is studying in the eleventh grade and aspires to be an Aeronautical engineer. He is a very good orator and one of the most vibrant and outspoken child leaders. As an active Humara Bachpan Child Leader, he has had the opportunity to participate in national and international conferences.

22) Mamali Ranasingh, aged 13, is from Hari Nagar Basti, Bhubaneswar. She has completed her Higher Secondary education and aspires to be an actress. She is extremely fond of dancing.

Youth Participants:

23) Lokanath Swain, aged 19, is from Mainshakhal Slum BJB Nagar, Bhubaneswar. He is studying in the ninth grade and he is fond of painting. He aspires to be a Painter.

24) Chikun Digal, aged 19, is from Shakti Vihar Salia Sahi, Bhubaneswar. He is pursuing his Bachelor’s in Arts and is fond of dancing and painting. He aspires to be a dancer.

25) Suchismita Pradhan, aged 19, is from Janata Nagara Salia Sahi, Bhubaneswar. She is pursuing her Bachelor’s in Arts and aspires to be a teacher. Her interests are singing and drawing.

26) Sunil Ku Murmu, aged 19, is from Salia Sahi, Bhubaneswar. He has completed his higher secondary education and wanted to be an engineer.

27) Manash Jena, aged 19, is from OUAT Farm gate basti, Bhubaneswar. He has completed his 12th Standard and wanted to be a social activist.

Facilitators:

Bank Information Center – Ms. Margaret Federici

Humara Bacchpan Team

Ms. Preeti Prada, National Campaign Head - HBC

Ms. Damayanti Rout, Capacity Building Officer-HBC

Ms. Sradhanjali Sahoo, eastern Region Coordinator - HBC

Ms. Aishwarya Das Patnaik, Communications Officer - HBC

Ms. Anwikshika Das, Research and Documentation Officer - HBC

Ms. Debashree Palo, Administration Officer - HBC

Ms. Nandini Mundary, Project Coordinator - HBC

Ms. Sulagna Sivaparava, Intern - HBC

Mr. Madhumoy Sathpathy, Intern - HBC

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Report byHumara Bachpan Campaign, India

www.humarabachpan.org