I 7- 4 .

DOCUMENT RESUME

ED 380 207 PS 023 036

AUTHOR Guttman, Cynthia

TITLE In Our Own Hands:. The Story of Saptagram, a Women'sSelf-Reliance and Education Movement in Bangladesh.Education for All: Making It Work. InnovationsSeries, 2.

INSTITUTION United Nations Educational, Scientific, and CulturalOrganization, Paris (France).

REPORT NO ISSN-1020-0800

PUB DATE 94

NOTE 37p.; Photographs may not copy well. For otherdocuments in this series, see ED 369 535 and PS 023

037-039.

AVAILABLE FROM Basic Education Division, UNESCO, 7 place deFortenoy, 7535S Paris 07, SP, France.

PUB TYPE Reports Descriptive (141)

EDRS PRICE MF01/PCO2 Plus Postage.

DESCRIPTORS *Developmental Programs; Feminism; Foreign Countries;Health Programs; *Rural Women; Self Concept; *SelfEmployment; Self Help Programs; Sex Fairness; *Social

Action; Socioeconomic Influences; *WomensEducation

IDENTIFIERS Bangladesh; *Consciousness Education; Exploitation;Income Generation; *Saptagram (Bangladesh)

ABSTRACTThis booklet describes the origin of Saptagram, a

grassroots organization in Bangladesh and its development into a

movement to empower deprived, landless women. The organization was

founded in 1976 by a woman history professor, and one of its most

original features is a gender-oriented syllabus. The booklet'sintroduction outlines the aims of the organization, which focuses onmaking poor rural women socioeconomically self-reliant. Thesubsequent chapters discuss different aspects of the movement, such

as: (1) tackling gender disparities; (2) using the group approach toconfront problems; (3) demystifying the lives of women; (4) involving

women in economic activities; (5) adopting sericulture (silkworm

production) as a comprehensive income-generating project; (6)focusing on preventive health care; (7) designing a female-oriented

literacy program; (8) recruiting teachers; (9) including women at all

levels of the organization; (10) recruiting suitable field staff;

(11)' encouraging self-sufficiency; and (12) securing sources of

funding. The impact of the movement on women, and the challenges and

perspectives for the organization's future are also discussed. In

addition, four features are included that describe the basic economic

indicators of Bangladesh, examples of social action taken by groups

of women, a story used in the adult education course, and a day in

the life of a Saptagram member. Contains a 14-item bibliography.

(BAC)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

U DEPARTMENT OF EDUCATIONOnce of Educational Research and improvement

EDUCATIONAL RESOURCESERICIINFORMATION

CENTE

This document has been rePrOduLed asreceived from Me person or oroamzetionoriginating it

0 Minor changes have been made to improvereprodoCtion quality

Points& view or opinions stated in thisdoCu

mint do not necessarily represent <Oficial

OERI position or policy

pg

It

_

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

F. Z N. 114.-* VYN

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER IERIC1"

BEST COPY

rducation for All, Making it Workis a major international UNESCO

programme to collect, analyze andpromote successful basic educationprojects in the developing world. Forthis purpose, a series of publicationson innovations was launched in 1993with All Children Can Learn, on the`900 schools project' for the under-privileged in Chile. In Our OwnHands is the second issue in ourseries. Saptagram's philosophy is thatwomen can only better their lives byjoining forces Founded in 1976 byProfessor Rokeya Rahman Kabeer, theBangladeshi non-governmental orga-nization is dedicated to helpingdeprived and landless women Todaythe movement is active in one fit. ;ifthe country, extending to 900 villagesand reaching 22,000 target members.

8 ESTCOPY AVAILABLE

Introduction 4

Tackling gender disparities in Bangladesh 6

Saptagram: Confronting problems together 8

Demystifying the lives of women 9

Taking out loans: A collective decision 11)

Sericulture: Women at all stages of production 12

Learning about health 13

Education: A course designed for women 14

The teachers: Keeping up with demand 17

Saptagram's management: Women at all levels 18

The field staff: Key agents of change 19

Moving towards self-sufficiency 20

Funding: A turn in 1993 21

Budget 21

Saptagram's impact: The value of time 22

Challenges and perspectives for the future 24

Features. 26

Bangladesh basic indicatory 26

Social action

Ajmat Bibi's life story 28

Portrait: . i (lay in the life of a Sapid:yam member 29

Bibliography. 10

Acknowledgements 31

BEST COPY AVAILABLE2 5

-!..h

4

..., ..) - NOr......42.11. ( o.ar-

i,..,,.w.,, .. I ....t.

2i - .1. 4.5-74.7

4- ' '... * ,Z' :4. ?.

-Pa '0111.-,.

L., -

,-.' 1-,"' i'.'"., ,''. -:',,' -i, -- .

4"!it -,..'-z. '4 .,-,

.--1 :7" '"": .7

.,.. ... - .:!...-.47 -,

''.7.ir 4.4.

a -.;,-,....c4,64.' ....r e . ,,,

- ...., Ati;';;;:-..,..Tir ,-, ,t --,

Jr..- .7,.. L.-.

-. r''".) t , . . 74'4

-1:\'' ...."4-.:r 1: -1:'" V - . , 44

* .......,i'.." ''':"

9'21717'1:;- 7. ',?

f .- . I. 1 .,'"7-i;.7.

.1'..,-;.. ^...g, ...J....A

a, -. I '''.0,1 -..

j:.r,-...r.-

C..- _.-...,

7-1'-e-t .,

.. -

. ....+A

1.

.4- ,,ie---

,

4

erg.,

"J.

.

'474

4.4

r

Saptagram

sia4ggies agaiost

age-old traditions

that wvant to keep

women inferior and

separate from men.

Its education

programme arose

irom women's

aemanas.

g ESICOPY MOLE

4.

4 r

4

To help deprived.!endless womenjndersranc thecauses of their

oppression. takecharge of their

lives and work onincome-generating

projects.

decade ago, 300 angry women workerson a road-building project in Bangladesh,

.,.most of them illiterate, surrounded theirdistrict's Martial Law Office after realizingthey had 'signed up' with their fingerprints fora smaller wage than they had been promised. Itcaused a political upset andconvinced the women of theneed for education, so as tosecure their basic rights.

In a traditional Muslimsociety like Bangladesh,women are not often seenworking on roads admitted-ly a low status employmentor staging demonstrations.But most of these womenbelonged to Saptagram NariSwanirvar Parishad - the SevenVillages Women's Self-RelianceMovement - a grassroots organi-zation founded in 1976 by his-tory professor Rokeya RahmanKabeer. Today, the movement,to help deprived, landlesswomen understand the causesof their oppression, takecharge of their lives and work on income-generating projects, has spread to over 900villages, reaching 22,000 members.

One of Saptagram's most originalfeatures, introduced in the mid-1980s, is agender-oriented syllabus that has attracted theinterest of other non-governmental organiza-tions (NGOs) in Bangladesh. This year, torelieve the shortage of female teachers in theexpanding education programme, Saptagramhas begun hiring its own graduates as future

instructors, giving women an additionalsource of income and enhanced status in acountry where only one in five primaryschool teachers is a woman and female illiter-acy, at 77 per cent, is one of the highest in theworld. The women-centred curriculum is

especially relevant, since thegovernment has promised toaim at Education for All, ofwhich non-formal basic edu-

, cation is a key part.What makes Saptagram

different from the severalhundred NGOs working inthis country of 114 millioninhabitants, one of the fivepoorest in the world and regu-larly devastated by natural

4

'

Founder Rokeya Rahman Kabeer

disasters? From the start,Saptagram has seen its strug-gle as a challenge to keepingwomen inferior and separatefrom men. "We have beentold all our lives by our mo-thers, aunts and grandmothersthat our place is at the feet ofour husband", says Lily

Begum, a Saptagram member. Girls are oftenmarried at 10, payment of exorbitant dowriescan ruin families, and women are supposed tobe invisible and isolated, in accordance withthe old ideal of female seclusion, or purdah.

Rather than taking a welfare-biasedor short-term approach to development,Saptagram concentrates on empowerment ofits members, starting with the assertion thatstrength lies in unity and group solidarity. Itsaims are:

e

i

%es

J.:JAE:AL

1) To work among women in poor rural areas2) To make them aware of the causes of their socialand economic deprivation and give them the meansto gain more control over their lives3) To initiate non- traditional income-generatingactivities on a cooperative basis and give womensome control over resources4) To provide education to groups, with emphasison hook-keeping. The gender-oriented syllabus alsoreinforces women's knowledge of their rights. Theeducation programme greW from the womendemand fbr classes, as they came to realize the linksbetween education. employment opportunities andbasic human rights5) To provide knowledge of health and nutrition

The presence of women at all levels of theorganization, from senior management to thefield, is unique in rural development work in

Bangladesh, and kills the myth that women needmale protection if they are to work in the coun-tryside.

For the past ten years, Saptagram hasreceived funding from OXFAM, the SwedishInternational Development Agency (SIDA) andthe Norwegian Agency for DevelopmentCooperation (NORAD), and one-off grants fromother sources for special projects. To speed upthe time-consuming process of applying forfunds, Saptagram has drawn up an integratedrural development programme for 1993-1996.Based on the recommendations of an evaluationreport and a 1992 management review, it aimsto consolidate Saptagram's activities, and isbeing funded by a consortium.

Towards a better

fitture fin- mother and

child. Saptagram's

education programme

arose from womens-

demands.

Professor Kabeer

;opposite page)

giving a lesson on the

importance Waring

an address using

Saptagrant designed

literacy material.

3 13 ESI-COPY MAI11.3LE

-k\---1

When Rokeya Kabeer returned toBangladesh in 1976, five years after itemerged from anightmarish civil war,

she resigned from her position at a govern-ment college. An upper-class woman fromCalcutta, she set off for the village ofKomarpur, where her in-laws lived, inFaridpur district, one of the country's mostbackward regions.

Saptagram began in the early days ofthe United Nations Decade for Women. Aiddonors in Bangladesh (where foreign loansand grants were 7.2 per cent of GDP in 1990)gave more for women's programmes, empha-

sizing women as producers, not onlychild-bearers. At state level, GeneralZia-ur Rahman, who came to powerin 1975, zealously took up the causeof Women and Development, creat-ing a Ministry of Women's Affairsand increasing to 30 the number ofparliamentary seats reserved forwomen.

In those days, the notion of`women development' helped to chal-lenge the age-old preconception ofwomen at all levels of Bangladesh

society. It also opened up new possibilities for

women to organize and straggle for their com-

mon interests. Women's organizations startedcampaigning against dowry and opened sheltersfor women who had been victims of violence.As a result, the government passed new laws onthese issues.

However, "in their quest for internalconstituency and external legitimacy, succes-

Growing !endlessnessis slowly deteriorating

the social fabric ofBangladesh, where 80

per cent of the populationis rural. Nine per cent of

Bangladeshis own 80 percent of the land, and

some 60 million peopleare functionally landless.

I I See bibliography

BEST COPY AVAILABLE 6

sive military regimes have sought to reconcileapparently contradictory political pro-grammes", writes Naila Kabeer, a scholar atSussex University's Institute of DevelopmentStudies. "The contradictions are most apparentin the sphere of women's rights, since statepolicy has. on the one hand, championed`women in development' values and theemancipation of women, and on the other, setin motion a 'creeping' Islamisation process,thereby encouraging those who would snatchback the gains that women have made."

At state level, promises of emancipationand participation in development have notbeen followed up. Public sector funding forwomen's programmes only got 0.06 per centof the budget under the first five year plan andaround 0.20 for the second and third.

Today, some 99.4 million people livebelow the poverty line, a disproportionatenumber of them women. In 1989-90, thenutritional intake of women was 88 per centthat of males and they earned 40 per cent lessthan men. While 8 per cent of male-ledhouseholds were classed as very poor, thecorresponding figure for female-headedhouseholds is 33 per cent. Only 23 per cent ofthe female population is literate, compared to44 per cent of men.

In 1993, compulsory primary educationwas extended to the whole country, and as partof a pledge to narrow the gender gap ineducation, free education for girls in ruralareas has been extended from Grade 5 toGrade 8. Secondary education, from the age of10, lasts for up to seven years. 22 per cent of

r.

< .

....;1

the country's 17.6 million primary school-agechildren never attend school. Of the 13.7million who do enroll (67 per cent boys, 57per cent girls), 60 per cent drop out beforecompleting the five-year cycle with mostdropping out in the first three grades.Enrolment ratio at the secondary level wasequivalent to 18 per cent (24 per cent of boys,11 per cent of girls).

Growing landlessness is slowlydeteriorating the social fabric of Bangladesh,where 80 per cent of the population is rural.Nine per cent of Bangladeshis own 80 per centof the land, and some 60 million people arefunctionally landless. Studies predict that by1995 three quarters of the rural population willbe in this category, partly because ofinheritance rules which divide propertyequally between all sons. (Muslim law allowsdaughters to inherit land, but in practice,social factors and family politics preventwomen claiming these formal rights).(2)

Many NGOs are working and oftencompeting throughout the country. Mosthave integrated the 'women and development'component into their strategies. But many putwomen into labour-intensive, low-profitsectors, such as handicrafts or poultry rearing,usinty, very simple technology. One studyfound 70 per cent of training curricula in

women's programmes (government, privateand international), were mostly embroidery,sewing and knitting. On the other hand,country-wide initiatives such as theBangladesh Rural Advancement Committee(BRAC) and the Grameen Bank haveencouraged women to start up smallbusinesses and other productive activitiesoutside the home. Over the past two decades,BRAC has promoted income generatingprojects among the rural poor and created anetwork of over 12,000 primary schools.

Despite their involvement at grassrootslevel, Kabeer argues that none of theseprogrammes are completely geared towardswomen, partly because they are not run bywomen. "If you want to work with women,you must have women to understand what theproblem is. But that is not done by maleNGOs", she told a seminar at ReadingUniversity in 1992. "They are nowdesperately trying to get women on staffbecause there is pressure from the funders tohave competent women in their organization."

10

Saptagram's gender

oriented syllabus has

;von government

prizes two years in

a row

( 2) See bibliography

BEST COPY AVAILABLE

Saptagram:

saptagram is based on the belief that women,once united, can work for their own develop-ment. The movement's target groups have

not altered since it was founded in 1976: womenfrom poor peasant families (0.5-1.5 acres of landholdings, a half-acre of land being worth approxi-mately Tk 25,000/$665); rural householdsdepending on wage labour or non-agriculturalincomes, and women who have been deserted,divorced or widowed. Women who have driftedinto towns alone or with their families, often afterbeing cast out of rural society, are of growing con-

cern to Saptagram, which,since the early 1980s, hasincluded a few male groups.These were formed at theinsistence of women groupmembers who felt that work-ing with poor, landless mencould help improve their ownlives. The ratio of women tomen's groups is 4:1. About

40 per cent of Saptagrarn's members are under25,40 per cent between 26 and 40,12 per centbetween 41 and 55 and the rest over 56.

Saptagram's approach towards forminggroups of women, usually of 25-30 members, haschanged little since the organization's beginnings.Trained f;;;Id staff approach women in villages onfoot, talking to them, listening to their concerns,and winning their confidence. Although todaygroups of women often approach field staff to ask

for advice and help to form a new group, the taskwas a more dangerous one when Saptagramplanted its first seeds.

Kabeer was the first to run afoul of thepivotal role played by class and kinship in the

"Women who have beendeserted, divorced or widowed.

Women who have drifted intotowns alone or with their families,

often after being cast outof rural society."

BEST COPY AVAILABLE

-1

village. Kerosene was poured over one of theproject's centres and Kabeer got death threats."The main problem was from the rich", saysKabeer. "I was told I would be killed. They wantedme to leave the place in fear, and if I did leave, Iknew I would never return. So I just stuck it out"

Saptagram tries to keep its distance fromvillage leaders. "When we set up new groups, wedon't contact the village leaders because we're agovernment-registered NGO" says a senior mem-ber of Saptagram. "But if any problem arises, thenwe contact the village leaders." She explains thatreligious political parties like the Jamaat-i-Islamoften propagate the notion that women shouldrespect purdah by remaining secluded at home."We try to overcome this propaganda through dis-

cussion."Credit is one of the main motivations for

forming groups, and is given at group level. Theimportance of capital formation is stressed fromthe very first loan. To get a loan, a group mustsave money: groups decide how much each mem-ber much save, from Tk 5 to Tk 10 ($0.15 to$0.25) per month. For the most destitute women,a traditional method of setting aside one handfulof rice per day from the daily family allotment isencouraged. As a guide, one kilo of the lowestquality rice costs about Tk 10 , while a kilo ofmutton would be worth Tk 100. It usually takesabout a year for women to save the fixed amount.As savings grow, women gain a sense of securityand confidence, as well as a feeling of groupunity. As of December 1992, total group savingswere Tk 5.86 million ($0.15 million).

Demystifying the

s groups build up sav-ings, field workers visit

...them about c Ice a weekto discuss their plans for acooperative economic venture.Since women's first choice isto opt for home-based pro-grammes, disc fissions turn intoa broader debate on taboosgoverning their lives, fromsexual division of labour thatkeeps women in low-incomeactivities, to social issues, suchas early marriage, householdviolence, rape, and land andwage rights. Saptagram's staff refers to this asthe 'nursing period', or a time of 'conscious-ness-raising', during which a strong relation-ship develops between group members.

Groups are advised and guided, ratherthan led, forcing them to take more responsi-bility for action. These months are a time of`demystification', aimed at examining the con-tradictions inherent in the tradition of purdah."Women in torn sarees working behind thedilapidated walls of their huts are hardlysecluded from the view of outsiders", saysKabeer. When asked about their oppression,they will tend to say passively that it's theirkismet, or God's will. Field staff will mildlychallenge this, gradually giving them a greaterawareness of their condition, and a sense ofinitiative.

Collective action, or andalon, is urged toresolve legal and economic repression. Thisgenerally involves marching on the localunion council's office to report abuses (theft

r

of money,money, extortion ofdowry, threats of divorce,rape) and demand foraction. In 1992, the groupswere involved in 84 suchcases and solved theirproblems in 70 of them.(see page 27).

With each case,women gain a moral victory and a sense ofpower, though sometimes at great cost. WhenSIDA's first secretary for development cooper-ation visited a Saptagram group in the mid-1980s, she recalls that the men wouldn't allowwomen to come together. "They were so dar-ing. They said 'We don't care. We are comingoutside to meet, to talk about what is happen-ing in our lives and our families'. Womenoften used to be beaten by men when theywent home. But they had the strength of thegroup behind them."

Men wouldn'tallow women tocome together."We don t care(the womenresponded). Weare coming out-side to meet totalk about whatis happening inour lives andour families."

9 12 BESTCOPY AVAILABLE

-We are nowdoing earth

work, sellingour productsin the villagemarket. even

selling thingsfrom house

to house. Thiscould not have

happenedbefore.

We wouldhave faced

punishment."

Taking out loans:

n 1992, Tk 2.1 million ($56,000) was dis-bursed in loans, an average of Tk 13,000($346) per group. Saptagram loans up to

half the total cost of the project, with theremainder met by group savings. The organiza-tion says it has an almost 100 per cent recoveryrate. Groups may share out profits or add themto their savings to increase investment potential.As loans are repaid according to a scheduledecided by the group new, larger loans maybe requested on the basis of greater experienceand savings. Under pressure from funders,Saptagram started charging five per cent intereston loans in 1990, which increased to 10 per centin July 1993 to cover inflation, identified as themain reason for leakage in the revolving loanfund.

"We want to make ,-;omen aware they can doeverything men can", says Kabeer, explainingSaptagram's approach to rural credit. Groups areinvolved in a range of economic activities.

Breaking the tradition of only participating inpost-harvest activities, women are now leasingarable land as well as tilling land themselves.Landowners seeking mortgages against t;leir landfrequently approach the local women's groupwhich charges less interest than money-lenders.Mortgages are given for two years or more, duringwhich the group works the land, enjoying full ben-

efit of the crops produced on it.This greater interest in agriculture has led

women to produce processed rice end sell pro-duce at the weekly or bi-weekly village market,the hat, a sphere traditionally reserved for men."At first, women said we can't go to the mar-ket", recalls Kabeer. "We went with one of theoldest women - she was 45. Nobody jeered.

The women then said they could continuealone. It's a giant leap forward for Muslimwomen to sit in the market and sell theirgoods."

With training and technical assistance fromthe Mennonite Central Committee (MCC),groups have also re-excavated ponds for fishbreeding a source of seasonal income and

horticulture, which includes home vegetablegardening. New seed varieties and food-cropshave been introduced, such as soya dal, whichprovides an extra source of nutrition forfam i lies.

Saptagram is also proud of giving womenaccess to modern technology. At the time of the1992 evaluation, six power tillers and threeshallow pump machines had been bought withSaptagram loans. In the village of Ghonghosail,a men's and women's group joined in managinga successful power tiller business. It took themtwo and a half years to save enough to buy apower tiller. One woman and one man weretrained to drive it. During the season, a groupcan make Tk 1,200 a day ($32). Part of theirearnings are invested in petty trade for greatereconomic security. Besides breaking the tabooof women ploughing land, the experience alsoshows that men's and women's groups can worktogether, and that the latter are perfectly able toparticipate in a technology project.

About a third of Saptagram loans are forpetty trade and stock business, which involvesopening small grocery shops, and the buyingand reselling of goods. Other activities are moretraditional, including poultry and livestock rear-ing, and poultry vaccination.

One Saptagram member sums up her feel-

10 13

;2.11-.

:5,

eL4

k.

ings: "Before, we did not come out for work,except to work in the houses of rich people. Weare now doing earth work, selling our productsin the village market, even selling things fromhouse to house. This could not have happenedbefore. We would have faced punishment.Village elders could even have turned us out ofthe village." Today, as Saptagram becomesmore established, the vitriolic reactions it drewin its early days have given way to tolerance,even acceptance. Men's support groups havesprung up, lending their voice in social actions.

This year, Saptagram plans to give its firstindividual loans to women actively involved inthe organization for at least five years. Womencan apply for an individual loan if they haveshown leadership and management skills insocial actions and income-generating projects.They must also be graduates of the adult litera-cy course and have sound accounting skills.

Group loans

have helped

woolen to raise

their living.

standards.

14 BEST-COPY AVAILABLE

xt

To provide

employment and

raise standards

of income,

Saptagram plans

to expand its silk

production

activities.

Sericulture:

Sericulture the raising and care of silkworms

to produce raw silk was seen as a sectorwhich could provide employment to women at

all stages of production, and so has been one ofSaptagram's most comprehensive income-generat-ing projects. The current programme has groupmembers involved in mulberry plantation, cultiva-tion of sapling nurseries and cocoon rearing. Ninestaff members specialized in sericulture work close-ly with field staff and group members.

F3ESTCOPY AVAILABLE 12

,,N11111A.t.--

The programme's success led to setting up of asilk production centre in 1986 at Rajbari, Faridpur,with a grant from the Swiss DevelopmentCooperation. By putting in reeling machines foryam production, Saptagram has become a buyer ofcocoons in a fiercely competitive market. The facto-ry indirectly benefits about 800 mulberry-tree farm-ers. A total of 183 women are employed at the cen-tre, and have gained experience in reeling, spinning,weaving, dyeing and twisting. Saptagram also runs

15

-41I

literacy classes for women at the centre. A feasi-bility study commissioned by Saptagram in 1990led to the project receiving additional fundingtotalling Tk. 20 million ($0.5 million) from theDanish Development Agency (DANIDA), andBread for the World. The project includes build-ing a factory and installing new equipment. In1992, the centre produced nearly 5,000 meters ofsilk cloth and had sales of Tk 830,000 ($22,100),26 per cent more than in 1991. Saptagram is aim-ing for Tk 4.8 million ($126,000) in sales in 1993-1994 with a more aggressive marketing strategyand the hiring of a marketing advisor.

The Bangladesh Sericulture Board has sup-ported the centre by giving technical training toworkers, displaying Saptagram silk products in itsshowrooms and inviting staff to seminars andworkshops to promote the industry.

13

Learning

(-1 -it-III '41

According to a 1993 report by the BangladeshInstitute of Development Studies, "the mostdistressing statistic is the position of the

government system as a source of rural health care.Only 10 per cent of rural illnesses are treatedthrough government health care, which representsa slight decline from 1990." Group membersneeding medical attention are often accompaniedto government health centres to ensure that theyreceive proper treatment. Saptagram's work focus-es on preventive health. Field staff include health,nutrition, hygiene and family planning in villageseminars and literacy programmes (see below).Group members are taught to prepare saline solu-tions to fight dehydration in diarrhoeal diseases.Children are treated against worms. In addition,after pressure from the field, Saptagram devised a`Pure Water to the People' programme and a sani-tation programme.

In the first of these, group members areencouraged to use tubewell water for drinking.Impure water causes almost 60 per cent of diseasein rural Bangladesh. Saptagram provides tubewellsto the groups, which pay for boring and a concreteground at the base. Some of the groups have beentrained to install and maintain tubewells. In thesanitation programme access to sanitary latrinesis only 12 per cent women are involved in pro-ducing rings and slabs for sanitary latrines. Bothprogrammes have introduced group members toalternative sources of employment.

Saptagram sells a low dose birth controlpill to members, informs women of family plan-ning measures but goes no further than providingthem with a referral service.

"Now myhusband

talks to meand asks my

advice."

- AI 3

Education: A courseI

0

Cr '''l (''''1 It 1 k...1

",,,1;- ...1111 '. --1- 4---:-N. --..- - -

`One of the first things I did when I startedSaptagram was to introduce educationamong women", recalls Kabeer. "It com-

pletely failed because adult women were notinterested in education. They asked us to teachtheir children." It was only after women startedgetting more involved in

income-generating activities

adult education. The materials were reviewedafter input from field workers, and have wongovernment prizes two years in a row. WithinBangladesh, other organizations, including Savethe Children-USA, Polly Sree and the SocialDevelopment Society, have introduced the

materials into their adult litera-cy classes and have asked

and were cheated of theirfull wages that they beganto realize the need for educa-tion in order to keep theiraccounts. "We could have tiedour credit programme to edu-cation, making it a rule thatonly those who attended edu-cation classes could get credit.Instead, we waited for thewomen to appreciate theimportance of education them-selves. The women came to`usfor education", says Kabeerproudly.

Saptagram used govern-ment and then BRAC-designed literacy materials before concludingthat both projected a 'male-oriented' view ofdevelopment. Women themselves questionedthe pictures in the books that portrayed menearning money and ploughing the fields, andwomen looking after the house, fetching water

and looking after chickens. The picturesclashed with the knowledge women had gainedfrom their involvement with Saptagram.

From its experience in working withdeprived, rural women, Saptagram developedits own syllabus with the help of a specialist in

4. A

Saptagram for teacher training.Saptagram sells each set of pri-mary level education materialsfor Tk 500 ($13).The first stage of the literacy

programme lasts about sixmonths, with an average of sixclasses a week. Students fol-low a booklet containing 39words and phrases abouthealth, religious customs,work, social and politicalrights, and the environment.The aim is to teach women theletters that make up the words,at the same time generatingdiscussion of the word's mean-

ing and relevance to women's lives. The primeralso has a simple numeracy section, introducingwomen to basic operations. To lead the womenthrough the booklet, teachers use flash cardsand a large-format 76-page primer. Each mean-ingful word is illustrated. In one drawing enti-tled 'Seclusion', a veiled woman is walkingwith her husband and boy. In another, entitled`Dowry', scales are shown with a woman onone side, weighed against a bicycle, a radio, aclock and other goods. Early marriage, repres-sion, corruption, violence and divorce are also

14 17

411Ar"

-e---* ----kr

/ z

"_1141i#

portrayed. Offering women a different visionof their lives, illustrations show the powergained from unity, the importance of education,and women working in non-traditional activitiesand attending meetings to defend their rights.On the pages opposite, the syllabic structureand letters forming the word are shown. Theteacher helps students to make up other wordswith the letters just learnt.

In Kabeer's eyes, one of the most impor-tant pictures is entitled 'Address'. A postman ishanding a letter to a woman. "This is a tremen-dous achievement", says Kabeer. "Women haveno identity. You can only write to them care oftheir husband, their father, brother or anothermale relative. We managed to get recognitionby society, government and police that thesewomen do exist." In another lesson, a womanis writing a letter, one of the assignments inSaptagram classes.

' , ,.4

,

-,. A - ,

4.s

Learning with a

meaning: the

syllabus reinlarces

women's knowledge

their rights and

teaches them basic

literacy and

numerous skills.

13 BEST COPY AVAILABLE

Education:

A course

desiped forwomen

The second part of the education programme1. develops reading and numeracy skills.

Women get a book of 15 stories, written in simplelanguage, each with a message aimed at deepeningwomen's understanding of issues introduced at theprimary stage. The illustrated stories touch on sub-jects like the importance of registering a marriage(a contract spelling out marriage payments), familyplanning and procedures for acquiring land. Toencourage discussion and thought, students arequestioned at the end of each story. During the six-month course, numeracy gets special attention so

as to help women with book-keeping. "At thisstage, we introduce more advanced mathematics,

not merely numeracy, because we want groupmembers to be able to maintain their account-books properly and independently", saysSaptagram's senior education officer. It is a testingtime for both teachers and students: "We find thisstage the most difficult. Women tend to lose inter-

est and drop out. We're not sure yet how many

will learn to do more advanced accounts", saysKabeer. "If we manage to teach five membersfrom each group, we will be satisfied, even if we

hope to do better than that."Saptagram also publishes a 60-page booklet

on health and nutrition entitled 'How we can get

ma'

rid of diseases.' It focuses on common contagiousdiseases, their causes and symptoms, and describespreventive measures. The information is presentedin very simple form, and is designed to maintainwomen's interest in reading after they have fin-ished the second part of the course. A similarbooklet is being prepared on legal aid. Saptagramalso plans to publish a newsletter to encouragewomen to continue reading and keep them abreast

of events affecting their lives.About 40 per cent of Saptagram 1,120 groups

participate in the adult education programmes,which are also open to non-members. Assessingits adult literacy programme, Saptagram cites an 8per cent drop-out rate and praises women's regularattendance that partly results from letting themdetermine class hours. In addition, realizing theimportance of learning, women have started com-ing to classes with their daughters when the lattercan't attend regular schools. One of the mostrewarding results of the programme is to seewomen keeping their own accounts, taking downminutes in group meetings or helping their childrenwith school homework. Knowing how to keepaccounts can also increase their influence in the

household: "Now my husband talks to me andasks my advice", says one group member.

16 19 BEST COPY AVAILABLE

r?t

, : t

The teachers:

4 4We can't keep up with the demandfor education amongst women, ithas suddenly taken off', says

Kabeer. In 1992, Saptagram had 167teachers, who taught 296 classesinvolving 3,485 students. Most teachersgive two classes a day to differentgroups and receive Tk 800 a month($21).

Saptagram advertises for teachersin the local press and hires after aninterview and a written test. Until now,teachers have come from differentsocial backgrounds and have usuallyfinished secondary school. But joiningSaptagram's teaching staff also meansunderstanding the organization's goals."We sometimes have difficulties inmaking them understand that they arenot merely teachers but are helping todevelop society", says Saptagram'ssenior education officer. "It also takes time forthem to understand the cause of exploitation andoppression in society, as well as the status ofwomen in the development process." It is whynew recruits spend four weeks in the field to wit-ness the 'consciousness-raising' process at work.The second part of the training is an intensiveseven day session in a classroom situation. It dealswith social awareness, legal literacy, gender rela-tions and development, and practical demonstra-tions of the lessons, with emphasis on participa-tion. After six months in the field, teachers returnto the training centre in Swastipur for a three-dayrefresher course. A maximum of 20 teachers aretrained at a time.

f"- -I? 47

*

Teachers have several guides to help themthrough the course. All emphasize the need tomake each class relevant to women's lives and toencourage participation.

Due to the difficulty of recruiting femaleinstructors, Saptagram has decided to train some ofits graduates to become teachers. In July 1993, itchose 50 students from its group members for asix-week training course before being assigned tothe field. Besides providing a respectable employ-ment option to rural women, Saptagram believesits own learners may be best at educating ruralwomen. Over the next three years, Saptagramaims to increase its teachers to 300, in order toreach 7,200 students.

17 20 BEST COPY AVAILABLE

.. a

A Saptagram teacher

in action: explaining

the importance of

having an address.

7 I..- .

"They attractattention, sinceeight to ten field

staff, generallyfemale, live

together. whichis very unusual

in ruralBangladesh."

Saptagram's management:--s--Ir 7

A ,

'1, 1 1 i ATH 1/

k ' 1

The presence of women at all levels of theorganization, from the field to the execu-tive board, has been one of Saptagram's

earliest hallmarks.The project area, now covering a fifth of

the country, has two zones, the Faridpur district,and the Jessore and Kushtia districts. Each isrun by a zonal coordinator, with four centresunder her authority. Each centre has its owndirector. These centres, located in the villages,are catalysts for change. First, they attractattention, since eight to ten field staff, generallyfemale, live there together, which is very unusu-al in rural Bangladesh. Second, they are placeswhere group members can come for informationor to attend workshops. Every week, field staffmeet with their centre directors to discuss pro-gramme activities, and their experiences anddifficulties.

Every two months, the zonal coordinatorsmeet with the four centre directors of theirregion and at least two field staff members, cho-sen on a rotation basis, to discuss progress in

implementing programmes.The Dhaka head office, with 19 people,

acts as a coordinating agency. The organiza-tion's main policy-making body is the 13-mem-ber central committee of the centre heads, thezonal coordinators, the sericulture coordinator,and representatives of field staff and manage-ment. Policies are decided at this level, afterhearing feedback from the field. All centralcommittee members are required to make regu-lar visits to the villages to keep in close touchwith field staff and group members.

The present set-up dates from the mid-1980s, when Saptagram restructured itself,

improved staff training and decentralized deci-sion-making. This was in response to an evalu-ation by OXFAM as well as to the suddenswelling of its ranks by staff and target groupsfrom Nijera Kori, a women's organization thathad recently split. Another turning point wasthe appointment of a project director, TaheraYasmin, to succeed Professor Kabeer. "Myarrival sent a message to Saptagram and to theNGO community that there had to be changes inthe leadership and that an organization cancarry on with people other than its founders",said Yasmin, noting the importance of a changein leadership for organizational growth. As areport by SIDA noted, "it requires a certain con-fidence in one's ability to take over from thefounder of an organization, especially one whohas managed every facet of its development todate." During her tenure (Yasmin resigned in1993), she worked towards the institutionaliza-tion of Saptagram. "Like most NGOs inBangladesh", she says, "Saptagram was run likea voluntary organization and there was a needfor a move towards professionalism." Thisresulted in strengthening training and commis-sioning a management review. Its recommen-dations, currently being implemented through atechnical assistance plan, include installing acomputer-operated system to better analyze andsystematize field reports, and improved moni-toring of programmes.

18 21

The field staff:

Saptagram's first efforts were hampered bythe choice of upper-class women, oftendaughters of influential figures in the com-

munity such as the landed gentry, to work withthe deprived in their own villages. "These girlswere not only, required to work among the poor-est section of the community but also to act asthe vanguard of a movement to bring aboutsocial change,, starting from their village",explains a Saptagram report. "This approachfailed because the barriers between the workersand their target groups proved to be impreg-nable."

This forced Sapt?gram to scrutinize thesocial and economic background of staff.Today, most are from the lower middle class,and have completed secondary education. Theyare chosen by application to the regionaloffices. After interviews and a one-week c rien-tation, they are placed with an experiencedfield worker for a one-month trial. The newrecruits observe how groups are formed, learnto conduct meetings and workshops, writereports, keep minutes at the meetings and pre-pare monthly field visit schedules. To avoidconflicts of interest, they never work in theirown villages. After this month-long session inthe field, recruits return to the SwastipurTraining Centre for a two-week course on theo-retical and practical issues.

The field worker plays a key role in nurtur-ing groups, through dedication, listening andregular visits to the village: "The skill of thefield staff worker is vital to the formation,development and longevity of the targetgroups", writes Inez Gibbons in an evaluationdone for SIDA in 1990. "Her ability to moti-

1

a.

11F change

19

vate, inform, counsel and encourage the mem-bers is essential to the group's cohesion, finan-cial success and often community relations. Awell-qualified field staff worker will bring agroup along quickly while one with poor skillscan destroy a group that is not' strong fromwithin."

Saptagram has 55 field workers, 80 percent of them married and 60 per cent with chil-dren. Each is responsible for supervising 20 to25 groups. About half the field staff live at theSaptagram centre in their district, with theirchildren. A field worker's average salary isbetween Tk 2,000 and Tk 2,500 ($53 to $66) amonth. Every year, all staff attend a three-dayfield animators' workshop at the SwastipurTraining Centre, set up in 1986 to provide gen-der-sensitive training in group management,legal literacy, health and sanitation, accounting,project planning and budget, and social devel-opment. Taking into account the evaluationreport's recommendations, Saptagram plans toincrease its field staff over the next three yearsto maintain a ratio of 1 staff to 15 groups.

22

"The skill ofthe field staffworker is vital tothe formation,developmentand longevityof the targetgroups."

- * * , . . .

Moving towards

Saptagram field staff members act as advisorsto groups, helping them in the aim of givingwomen greater control over their lives.

Saptagram's ideal is for women to gain enoughknowledge, skills and strength to' do without theorganization, and continue its work on their own.

"The women who have chosen to be part of aSaptagram group have shown persistence, courageand determination by maintaining their member-ship and resisting the oppression of their familiesand the community", writes Inez Gibbons. "They

have demanded changes in their socialstatus and improved their economic con-

ditions." But the 1992 evaluationwarned that insufficient attention hadbeen given to group dynamics. Differentlevels of commitment from group togroup, and among women of the samegroup, highlighted the difficulty of main-taining homogeneity. Difficulties withsavings and loans are one of the corn-

"Women who have chosen to

be part of a Saptagram grouphave shown persistence,

courage and determinationby maintaining their member-

ship and resisting theoppression of their families

and the community."

monest causes of a group's break-up. Sometimesthe loan does not equally benefit all members. Inone extreme case cited in the evaluation, male rela-

tives forced their wives or daughters to take loanswhich they used for their own consumption. Alack of expertise in maintaining accounts, fluctuat-ing market prices and the absence of proper staffsupervision can combine to break up a group.While Saptagram hopes the extension of literacyclasses will help women keep better accounts, italso plans to reinforce credit supervision over thenext three years by improved staii training.

A group's solidarity is enhanced by work-shops at the centres and regional offices. Thethemes of these workshops which range from legalliteracy, pr' entive health care, leadership and

bES1

,

k

management, specialized technical training areusually the outcome of discussions in the villages.Once a month, group members send a representa-tive, on a rotational basis, to one of these seminarsat the Saptagram centre. These meetings bringwomen from different villages together, often forthe first time. Discussions, sometimes with over-tones of 'group therapy', make women aware thatthey face similar problems and can jointly seekhow to overcome them. The staff serve as facilita-tors. In 1992, a total of 155 seminars and work-shops involved 6,715 members.

Some group members emerge as leaders andtake over many of the field staff's functions.Saptagram estimates it takes about five years for agroup to function independently. Rather than waitfor field staff to come to the village, they will go totheir closest centre for information and advice.Cooperation between these mature groups ones

that have undertaken a successful economic ven-ture, participated in social actions and followed theliteracy classes has started in a number of vil-lages with formation of village or gram commit-tees. Members of these are 'graduated' groupmembers with leadership qualities. Saptagramgives them training in group management, micro-enterprise, and education. There are 27 gram com-mittees with the participation of 178 groups and 50villages. They are the base of a federation with anapex, rising from the village to the union and dis-trict community levels. This federation building ismeant to further women's self-reliance. With thehelp of functional literacy and economic pro-grammes, Saptagram believes the groups will ulti-mately be strong and sufficiently knowledgeable tocontrol their future... without Saptagram.

20 23

I Funding:

0XFAM's involvement with Saptagramdates back to 1977. "Our confidence inSaptagram is'reflected by the fact that we

were the first funder of Saptagram at its incep-tion and have continued to support it over thelast 15 years", says Mark Goldring, OXFAM'scountry representative. "It's an unusual organi-zation in being run both by and for women;many NGOs in Bangladesh and internationallyare being run by men for women. Saptagram'sapproach is balar.ced and integrated, and hasevolved according to rural women's interestsand needs." OXFAM's support over the lastthree years has totalled about $50,000.

NORAD, another of Saptagram's core fun-ders along with SIDA, considers the organiza-tion "one of the best local NGOs among the 35or so we are currently funding. Their strengthscertainly lie in their commitment to ruralwomen and their democratic approach bothwith regards to their target groups and the orga-nization's own staff." In 1992, NORAD gaveSaptagram a grant of NOK 422,333 ($60,000).

SIDA has a similar view of the organiza-tion it has been funding since 1982. For the pasttwo years, the agency has given a SEK2.540.000 grant ($50,000).

In the past year, Saptagram and its donorshave worked on an expanded rural integrateddevelopment programme for July 1993-1996.The cost will be around three million dollars,with one million to be generated fromSaptagram's revolving loan fund and sales fromthe silk factory. The programme grew largelyfrom recommendations of the last evaluationreport, which called for stronger organization-

21

PROJECTED EXPENSESGeneral programme: 1,184,640

Functional adulteducation programme: 318,740

Health, familyplanning, water andsanitation programme: 251,650Horticulture, forestation

and pisciculture: 87,500Training cell at

Svrastipur. 101,590

Sericulture extensionprogramme: 146,190

Contingency (2.5% onproject cost): 146,190

TOTALPROJECT COST: 2,806,660

OWN INCOMERevolving loan fund: 215,600

Miscellaneous receipts: 19,250

Sale proceeds ofsilk goods: 371,400Carried over balance: 116,480

(in US$)

DONOR FUNDINGDANIDA: Silkproduction:Bread for the World:Silk production:SIDA: Functionaladult education:CM: Functionaladult education:

-ICCO: Sanitation,health research:Australian HighCommission: Water tothe people:

133,900

35,800

101,670

37,000

100,930

132,630

DONOR FUNDING(FRESH COMMITMENT)

NORAD: 688,500

SIDA: 212,500

OXFAM (Bangladesh): 175,000

OXFAM (Hong Kong): 50,000

CM 18,500

Bread for the World: 150,000

ICCO: 250,000TOTAL INCOME: 2,806,660

'includes group and staff training, workshops and staff salaries.Conversion rate used 1100 to the US$.

building and a better monitoring of allSaptagram's programmes. The programme-willenable Saptagram to work more rationally withdonors by streamlining reviews, reports andaccounts.

24 BEST COPY AVAILABLE

Saptagram's impact:

_

1 P

"Can you 'wily fight the whole society, Chachiamma?I somehow do not think you will win. This social order

has been there for thousands of years, like an oldbanyan tree which has stretched its roots deep into

the earth. Storms will not be able to uproot it. Theonly way is to cut the tree down. Can you do that?"

These are the words of a group member, LilyBegum, included in a book of forthcoming casestudies collected by Rokeya Kabeer over 15 years,They reflect the enormous task Saptagram has setitself. Such an organization could not have over-come the huge obstacles of rural tradition without

the vision and commitment of aleader who has put all her influenceand energy into building Saptagram."No one else could have done it",stresses Eva Joelsdotter Berg fromSIDA.

To measure Saptagram'simpact in facts and figures is hard, ifnot impossible, due to the lack ofcomprehensive studies. A study bythe Bangladesh Institute ofDevelopment Studies (BIDS) esti-mates that target group householdsget at most 20 per cent of their income frominvolvement with Saptagram. According toSaptagram's 1992 annual report, "most of thegroup members confess that while previously they

would sometimes have to go without food for days,they now at least have two square meals a day."

There is, however, another dimension tochange that demands more intimate knowledge ofthe country, and of the great ambivalence of rela-tionships in rural society. One report talks about

`an air of confidence' projected by women whoare firmly committed to Saptagram. Workingwithin the parameters of a strict Muslim society,some of Saptagram's boldest inroads can be sum-marized as follows:

Gaining initiative: Many NGOs working inBangladesh are struggling to deal with a 'depen-dency mentality' on the part of recipients.Saptagram has been prone to lose members whohave moved to other NGOs offering individualloans, quicker access to credit or free food rations.It is where Saptagram goes beyond a poverty alle-viation project towards perceiving its mission as a

much vaster project to make women

BEST COPY AVAILABLE 22

agents of change. For this to happenover the long term, Saptagrambelieves that a 'consciousness-rais-ing' process is essential. This takestime, requiring patience and exten-sive discussion that are not necessar-ily poverty's most obvious allies.

Breaking out of isolation: Comingout of the home to meet with theirgroup and travelling to centres forseminars and workshops is revolu-

tionary in a country where the ideal is femaleseclusion. This has favoured development of a net-work among women, the cornerstone of a broaderwomen's organization. "Women have learnt whatit means to be members of a network. They cansupport each other within their families", says Ms.Joelsdotter Berg of SIDA. "This mobilization fac-tor is the major strong point."

Becoming a visible financial provider: Women

25

have started to earn respect by playing a role onstages that were once terra non grata, such as sell-

ing goods in the market, leasing and cultivatingland, and in some cases using modem technology.Trying to give women some control over resourcesand turning them into decision-makers avoids suc-cumbing to welfare biases often contained in pro-grammes working with women. The more experi-enced groups are planning micro-enterprises toprovide jobs and produce goods from local materi-als. This partly stems from the emphasis on capitalformation from the moment of the first loan.

Letting women decide: Saptagram has been able toback down when its assumptions proved wrong.Education is the most telling example. Initiallyshrugging at the need for education, women eventu-ally demanded classes. Faced with an injustice,women realized that literacy and numeracy werecrucial tools that could be used to defend their rightsand improve living standards. When they found that

the curriculum portrayed them in traditional situa-tions, running against the grain of group discussions,they once again confronted Saptagram with theneed to develop a ':-,-;nder-oriented' syllabus.

Linking education to economic betterment:Part of the adult education programme's successcomes from women's perception that it canimprove their living standards. This underlines theimportance of tying education to broader ruraldevelopment, specifically income-generating pro-jects.

Uniting for change: Women have understood thestrength to be gained from unity through their suc-cess in confronting injustices. "When womenbecome conscious, they become political", saysKabeer. Group savings and cooperative loans havealso strengthened ties between women, increasingtheir sense of initiative and ultimately giving themgreater control over their lives.

The ripple effect of discussions: Through 'aware-ness-building', women have jointly stood up toinjustice and started to see the future in anotherlight. "In the beginning, we would have marriedoff our daughters when they were very young, nowwe don't", says one group member, reflecting thebenefits of 'awareness-building' discussions.Similar reactions crop up with regard to work out-side the house, family planning and education.especially of girls.

23

Field staff dedication and creation of rolemodels: Strong bonds are sealed in Saptagram.which has not been spared the clashes inherentin a relatively small and dynamic organizationwith a political vision and a charismatic personat the top. Yet, there is very low staff turnover."We have worked in the project for so manyyears", says one field worker, "that it hasbecome part of us. We would.manafre somehow,even if Saptagram didn't pay. We are complete-ly involved with the women's lives, their joysand sorrows. We truly want to make them inde-pendent. We will never agree to work else-where. We are like a family."

26 BESTCOPY AVAILABLE

Economicchanges are also

pushing moreand more women

to workin the towns.

"If women do nothave a basic

knowledge ofhow they will beexploited whenthey get out of

the house, theywill be in an

inferior position."

Challenges and(r.

The next three years are vital for Saptagram.Born of the vision of one woman,Saptagram is fine-tuning its programmes by

investing in better management at senior level andincreased supervision of credit at field level.Rather than expand to other parts of the country,the organization has chosen to consolidate its expe-rience in the regions it knows best: "It takes toolong to fight power back in the village", reflectsKabeer. "It would also be impossible to maintainthe intimate relationship amongst groups and staffif we worked at the national level."

This notion of time is central to Saptagram'smovement, for which change can only come fromawareness. It is also a difficult notion to espousein one of the world's poorest countries, where dailysurvival takes precedence over a longer-termvision.

A report by the Bangladesh Institute ofDevelopment Studies on poverty notes thatincreases in the income of poor households areconstantly affected by extreme vulnerability to cri-sis (natural disaster, illness; etc.). In its aim tomake women self-reliant, Saptagram has to remainattuned to the needs of the most deprived whileensuring more mature groups act as agents ofchange in their community.

Saptagram must continue to build on itsexpertise and strength as a women's organizationto become a reference point in Bangladesh's com-petitive NGO world. This is beginning to happen:women leaders of Save the Children/USA's wom-en's savings groups are participating in leadershipand management training organized by Saptagram.This is a first for both organizations. "We hope tocontinue working together, sharing ideas andencouraging exchange visits", says Elke Krause, a

24

Save the Children representative.Similarly, the education programme is

of great interest to other NGOs seeking tobetter integrate adult literacy into their wom-en's programmes, since its impact can beimportant: "The education programme alsoforms an excellent basis for other develop-ment activities, including employment,health and wider political participation",says OXFAM's Mark Goldring. At nationallevel, adult education programmes willbecome more important. The governmenthas prepared a $4.7 billion 'National Plan ofAction for Education for All' that includes athree-year mass education project.Functional literacy and continuing educationprogrammes for adults, particularly forwomen, are to be established. Existing pro-grammes will be evaluated and literacy cen-tres created in each village by 1995.Saptagram could have input into this drive toreduce illiteracy, especially among women.One of the organization's most valuableinsights is that literacy programmes work whenwomen ask for them. It is harder to create andmaintain motivation when such programmes arenot integrated into a larger development project(income-generating activities, for example).

Economic changes are also pushing more andmore women towards towns, a new terrain of workfor Saptagram. "If women do not have a basicknowledge of how they will be exploited whenthey get out of the house, they will be in an inferior

position. They need to network", says EvaJoelsdotter Berg of SIDA, stressing the need foradult education. "This is where Saptagram can dowonders." Part of Saptagram's future strength lies

27

(

ifr:4°!'7311

v.

in its capacity to identify and open up new jobopportunities for women, in which they willearn a reasonable income. The Silk ProductionCentre is a good example of this capability.

"Our programme is a survival kit, saysKabcer." Women must be organized to defendthemselves against exploitation. Saptagram'songoing challenge is to maintain ProfessorKabeer's fundamental and courageous vision ofleading the poorest women forward whileremaining alert to changing needs, demands andtrends in the course of this transformation.

25 2aBEST COPY AVAILAB

Expanding its

education programme

for women is one of

Saptagram's highest

priorities.

4 ,

Bangladeshbasic indicatorsPopulation: 115 594 million

Population growth: 2.7%

Infant mortality: 84t1000 live births

GNP per capita: $170

Annual average

growth rate (1980-90): 3.5%.

Foreign aid (1990): US$2.1 billion

Illiteracy

Female: 77%

Male: 52.9%

Public expenditure

on education: 2.0%

(1988 per cent of GNP)

Net enrolment in

secondary education

Male: 22%

Female., 11%

Sources UNDP UNESCO, Europa 1991

1**

''"?'15 'Art

1,, 411 yes

3;yla

13ESTCOPY AVAILABLE1..r=113,VICIWL7X77...21,.W.COMMamorawa. mi.ma

44_ 1

I 7 t

I ' l

IL. 11_ 0, S

, 0 0 " I ' : 0 0 0 -

it , I 0 "La.&

Social action:

winning a voiceooking at how groups participate in=talon, or 'social action' is one of the cri-teria Saptagram uses for assessing its

impact. Here are some examples of actions bygroups:

Overcoming domestic problemsthrough unity

Dalim Begum, a member of the KolmilotaMohila Samity group, attempted suicide whenher husband Bokkor All refused to let her attendthe adult education class. Dalim was an eagerlearner in Saptagram's adult literacy class. Thiswas discovered by a group member, who imme-diately informed the others. The group took upthe matter with local elites and warned BokkorAli of the consequences if Dalim died. Theywarned him that if he continued to prevent herfrom attending classes and if something happenedto her, they would be forced to turn him over tothe police. Realising that his wife was not aloneand that he could not get away with unreasonabledemands, he finally gave in to her wishes.

Legal literacy pays off

Group member Rahima Begum, a mother of four,was widowed two years ago. Before he died, herhusband Moksed Ali filed a case against hisbrother over some property. When Moksed Alidied, his widow gave up the case, as she becamemore involved in her struggle to survive. But thematter was revived when her brother-in-law

Mujibur asked her to resolve the case, assuringher that she would get her share of the property'svalue. Rahima Begum accompanied her brother-in-law to the Panghsa Court but when she arrived,her in-laws started to pressure her to sign pre-pared documents before handing over any cash.Aware of the value of her signature, Rahimarefused to sign. Instead, she came back andinformed her group. Group members went toinform the in-laws that she would not give up hershare of die p." roperty under any circumstances..She has managed to retain ownership of hershare.

Reporting and demandingcompensation for violence

In the Shastipur Union (Kushta district), two girlswere raped. Group members and Saptagramworkers called a meeting with the matabbars(influential people) of the village, who made theoffenders pay 11 8,000 and Tk 6,000 ($213 and$160) to each of the girls. Arrangements werealso made to give the girls treatment.

In another case, the son of a well-to-dofamily got a young girl from a poor family preg-nant. The matter was reported by Saptagram'sgroup members to the Saptagram Office and jus-tice demanded. After a meeting with the unionChairman and influential members of the village,the boy was made to pay Tk 2,000 ($53) andmarry the girl by giving her a dowry of Tk 25,000($665). The marriage was immediately regis-tered.

27 301

044 wok

Ajmat Bibi's Life Story'

This is an extract from a booklet of stories used in the sec-ond stage of Saptagram S. adult education course. EntitledAjmat Bibi's Life Story, it illustrates how Saptagram hastied literacy to issues affecting the lives of women and theirfamilies.

Aevjmat Bibi has been abandoned by her husband, BasratMia. She is thirty-five years old and the mother of

en children. Ajmat Bibi is at a loss. How will shebring them up? She has four cottas of land that belongedto her husband. This solves her accom-modation problem. But how can she meetthe daily family expenses?

Basrat Mia kept his wife livingbehind 'purdah'. She was only allowedto collect firewood and fodder, alwayscovered in a heavy veil. Every year,Ajmat gave birth to a child. Some died ofmalnutrition. Seven have survived. Shenever took birth-control measures.

Now the advice of RoushawnBegum, her neighbour, has becomemeaningful. Roushawn repeatedly told her to use familyplanning, because the only way to be happy was to have asmall family. She warned Ajmat about the problems of a bigfamily. "How can Basrat, a day-labourer, meet the needs ofseven children?" she would ask. Basrat condemned herviews. Convinced by her husband, Ajmat did not listen toRoushawn. Now she understands and regrets that she didnot follow her neighbour's advice.

Abandoned by her husband, she had no idea what todo except join the women's association in her village. Sheasked Roushawn for advice and asked to become a memberof the group. "Why not?" Roushawn replied. "This kind ofassociation only exists to help women who face problemslike yours."

One day, Ajmat Bibi went to the association,accompanied by Roushawn. At the beginning of themeeting, Roushawn addressed its members: "I want to say

something about Ajmat Bibi before the meeting beginsbecause I think women in our association can learn from hermistakes. For the past five or six years, I have been tellingher to take birth control measures. I even offered to give herthe birth control pill at the association's expense", shecontinued. " Ajmat always replied 'Child birth is the desireof Allah.' Her husband had the same opinion. He said thatonly wicked women who do not follow the rules of Islamtake those measures."

"Today, I asked Ajmat Bibi where her husband wasnow. He is responsible for bringing uphis children but did not accomplish hisduty as a father, nor as a husband. Themain task of responsible parents is tobring up their children properly. BasratMia was a day-labourer. It was very dif-ficult for him to satisfy the demands ofseven children. It is the only reason heran away. There are many other womenin this association who have been aban-doned by their husbands and are in thesame situation as Ajmat."

Roushawn's words touched them. Afierwatak thewomen discussed family planning and the advantages ofhaving a small family.

Ajmat joined the association and started several activi-ties that helped her find ways of making a living. Now sheruns a small business and sells vegetables at the village mar-ket. Some of her neighbours warned her that "If you work atthe market, the village leaders will criticize you as they didwhen we joined the association. The leaders said that we .were 'shameless and exposed women who are breaching therules of Islam.' Ajmat replied: "I do not care about theircriticisms. Will they feed my children? I am the only personwho cares for my children. I must earn a living."

in the Koran, it is never

mentioned that family

planning is illegal. It is not as

sinful act. The real crime is

parents' failure to fulfil their

children's basic needs.

At the end of the story, students are asked to discussthe following questions and prepare written answers.

28

1. How did Ajmat Bibi view family planning?Do you agree with her? If so, discuss why.

2. How does society view her involvement inbusiness as a woman? Why?

3. How would you tackle the situation if youwere in Ajtnat's place?

To the teacherThe main aim of this book is to enhance students'ability to learn and think. These stories willincrease students' reading efficiency. Discussingthe questions at the end of the story will increasestudents' curiosity for knowledge and ability tothink. The teacher's task is to keep these objec-tives in mind during classes.

In the name of Allah, Basrat Mia had alarge family. He considered birth control illegal.But in the Koran, it is never mentioned that familyplanning is illegal. Both men and women cantake family planning measures. It is not a sinfulact. The real crime is parents' failure to fulfilltheir children's basic needs. Being unable to meethis family's demands, Basrat ran away. Societydid not blame him for his irresponsibility, butinstead, criticized Ajmat when she tried tobecome self-sufficient and care for her children.Ajmat Bibi struggled alone for existence and suc-ceeded in bringing up her children. They are nowestablished in society. Many women can learnfrom Ajmat Bibi's example.

PORTRAIT

A day in the life ofa Saptagram member

fiomtaz Begum has been a Saptagram group.1'1 member for ten years. She is now 45 yearsold and the mother of five children.

She usually gets up early to take care ofher household tasks. After preparing breakfast,she attends the adult education class organizedby Saptagram from 10 a.m. to 12 noon, andreturns home for lunch. After this, she usuallytends to the vegetable garden, prepares food forthe family and does other household jobs. In

the evening, she studies with her children, thenhas dinner with her family.

She regularly takes part in group meetings,seminars and workshops. She is also an activeparticipant in social actions, especially move-

ments to protest against violence inflicted onwomen.

She is a shallow pump machine operatorand a mechanic trained to install tube-wells fordrinking water. Besides this, she has beentrained by Saptagram to become a traditionalbirth attendant. During the harvesting and cul-tivation seasons, she usually helps her husbandin the field. At home, she handles all the jobsrelated to processing the crops.

Since completing the adult educationcourse, Momtaz Begum has been selected bySaptagram to teach the programme, which givesher an extra source of income.

X: %

29

lugit work

Asian Development Bank.Education and Development in Asia and thePacific. Manila, 1991.

Government of Bangladesh.Education for All in Bangladesh. CountryPaper. Primary and Mass Education Division,Dhaka, 1993.

( 1)Kabeer, Naila.The Quest for National Identity: Women, Islamand the State in Bangladesh. Institute ofDevelopment Studies, Discussion Paper 268,October 1989.

Khan,N., Steward,E.Institution Building and Development in ThreeWomen's Village Organizations: Participation,Ownership, Autonomy. December 1992.

Millican, J., Smithells, J. (eds.).Women Working for Women's Development:Barriers and Strategies. Education forDevelopment, 1992.

Ministry of Education.Country Report, Bangladesh. 43rd Session ofthe International Conference on Education.Geneva, Sept.14-19, 1992.

Rahman, H.. Sen, B.A Time of Hope, A Time of Despair. Findingson Household-Level Changes in Rural Poverty,1990-1992. Bangladesh Institute of DevelopmentStudies, April 1993.

itjking" wot\C

St pervicint; editors:

t'lrika Peppier Barry. Cilia Ungerth John

Editor: Gregor.. C'hantherlatti

.Art IThertton: Allonso natio:

l'hotoqraphy: Oltvier Vidal

UNESCO.Simultaneous Education for Women and Girls.Report of a Project. Bangkok, 1989.

White, Sarah C.Arguing with the Crocodile. Gender and Classin Bangladesh. Zed Books Ltd, 1992.

(2)White, Sarah C.Evaluating the Impact of Non-GovernmentalOrganizations in Rural Poverty Alleviation.Bangladesh Country Study. OverseasDevelopment Institute, London, October 1991.

Publications about Saptagram:

Banu Lily, Fazila & Arn, Ann-Lisbet.Evaluation Report, 1992.

Gibbons, Inez.A Study of Saptagram Nari SwanirvarParishad. The Mobilization of Women inBangladesh. Prepared for the SwedishInternational Development Agency, January1990.

Saptagram Annual Report, Dhaka, 1992.

Saptagram.Project Proposal for the Integrated RuralDevelopment Programme. July 1993 -June1996. Dhaka.

Ear more information. please contact:Ulrika Peppier BarryBasic Education DivisionUNESCO7 Place de Fontenot.. 75352 Paris 07 SR France.Telephone: (33-1) 45 68 10 00

the opinion, expresed in this publication are those 01 the author and not necessaril, those of t sI St I I

Printed in the UNESCO m.orkshops. Parts. France "OUNESCO. 1,494

33

,s0

Special thanks to the followingfor their assistance in obtainingmaterials and sharing valuableinformation:Chandla Rana, UNESCO, ParisAnne- Marie Goetz, Dhaka,BangladeshMark Goldring, OXFAM, Dhaka,BangladeshEva Joelsdotter Berg, SIDA,Stockholm, SwedenRokeya Kabeer, Saptagram,Dhaka, BangladeshNaila Kabeer, Institute develope-ment Studies, Sussex, UnitedKingdomElizabeth King, World BankWashington DC. USAElke Krause, Save the Children-USA, Dhaka, BangladeshRuman Fedaye Rahim,UNESCO, PartsAlan Rogers, University of EastAnglia, United KingdomTahera Yasmin, Dhaka,Bangladesh

Iseslit.

if

Oa.

!.- a

.-4-- r" t .,

! r. r

' i r . , . ..

: i I ,, , 1 / : ,, I I .%, I i. - 1 ..7 ,,

i Iii

't . I ' ' ,.

...,- ' 1 i . r1

.

,

, 1

f.. .7 ,.. .... .. ' t ,r .. i .. 0 , . /4 4r., 4 - ,.

? , ,,g 'I.'" i t ""g ";.r. .".. "t e f'' 4 :, t: . 7 / i. ' il -;' ,. 11 -:;;... f- -4.). i_. -ce %. - - - - -1.4. 't "A .i.p..-";..4.% ,..t- ',..r. p ,f, :. ,

. 1

.110-.... ,,,,, i , i. im. 1 1 ...2;"1..6.0.:-.7.;,. S ,*.11' .,1t 3 fif--%.7 .4 '' .: ' i ... --'. '. , . J .., - r .

I .' .4. ." 1 i-.1 ...,, .it .1. ,. -..1. .'7.t it 0,. ... , a ... . r . i' 4 , ,I . I P a. ., .: ., J... ...... : ; , k .1. ..

.4 f 4 ..I -, ".. I/ ..I 1,,t - . N '---.,, r.. . , . ..- 1 ' Ir.. ., ,

. E .;':" ' :f. -,........,..-... ( ,. I. ' ?... ' ..;. '11 V. ' ..` 1i ' ..; 1 . 7 .' ' . . r c). ' I. 11 ,t ..... t. .'',-,- ;... t " ', i...., -' i.' ..' , J.., 'f , ;t % f 4 .r., :i!..', .,-,..)0-. ....:7"; v... . ':: - ., ..,.. .1 r , -. -; ; .1. '' ; .: : 1:. .0-t . ' . ,/ . ....;. e.; 1 i '..A ; ` r- ''' 1%. ' 4:".!. : 4 : ' 7 ' ':. j".1 I i: .' 4,7 , r r -.,' .4.,....:-.i.'.-. !..,".. '') ic?1,.. ii , .,,..-1-r,i ..\!,.

.... -.. , ,..: 1 ' ; ; . "., ' --, t . / '. : ' ' . / . t; .... . . ' 1: . -.- ....1 IV ,% ::-%,

.%.". i ' if,' 4; C; ' 4. : ' ,.. o'.-4,"",',t.:i ,r T '. '-': \..." ''' . '.1, i I., ;: :: 7 . .i. _ - x..,_; . 1 -. , 0 1. . ..,: : . 1 ., s. ,. ... . . . .. :i,

, i `. A ../ '''' : -1 -". ; "\ ' -,,. '-''; ;"!',!'1.' , : A .Iii.i. ' 'I'- ' ; N. : I .i .1, i .:' : i,.'.(.'.; .". /).... ...1

.,,

...,,

, .,i. , , ... 7. .7,,.

1%., ,. ' ..','., it ....' ,i f , :i St. t-i--'. '"

,'.' .. . .' s'.'':-- '. : ".-.' --;

, t, .....' '$ ,' ' . ',, .' i. , I, .. t j; .. ..;`" 't : ,... 3. c''. .. --l ` .....t .1 p. ..t 1.... 4. s' , 0, ':..' 1 ., ; e . .1. a 4, / ...If.; .1: .4 i., .4:7 ;1. 1:r1 '11 'e.. ' 'i ' 4 . . r , 1 .1.:...t ,.

1,,,' t C I; 1, , .',1 ..') % 1 - s . _ e. - , _. , . . .. ,.., :.

. - . t i . -5 : " . a .,' ' '.. t . i; t a t',..

.

. l .. 6 ,./ ' ,- `:.:i e..,. ,1.,..4 -2 t...2.,..-. ;-.-

... " .:-.- ,,,,,,, ....

..

A ..

....

. ...

.1-;-:_-1,;-....-./..;.: .- .'. . ., i. i . . * 4 ,, 1,, 3 ..f. : , .. '; :, .../t..' . ' . -.'..i *' ; s' I ( .1.,

f .7 ., - ..( !, : g 1 , .

k, , 5,-; .' t ,' I , 0 ., , '.!,.1, k,- ,.. . -. -' 1, -;! . . ,-..., -.' `;7./. : .. .:).: , . .,1;, ,. ...- ..... , ,, ir -', . _,....*' t /.1 ; .-1 , ; :. .,- !' : Is.. , ; ', ,. ,i'"% r, 1.- \ ''.; I ', , :; -_ .. 4 ,, ) .: 4, ........f , I.. ,,, 1.) .. 4 .I'Vf , '," 4. --..,....'7..*-4 -4 ''' 1,, n.. , t" i . '_.,, J., I , , ,, ..., e , r; '' ,.' el . t '.. " , .1 ! ' C. i 1- I. I' 3 i . 1 t , t .". ., 1 14 . 1,, .1.:

t 1;- I .. 1 1 ' \ . 1 t' : .ir . %

p ! .' L. I ' ' , : 'I.:. ' i f : '.. .,. . 2 1 ' ,i ' '. \ , . ' ' '. : c . 7, ': . . , i 1 e i . , '. -,-,.': ) I 4; I, 1

, , i .!,' .,1'''. ''..:,,I. ... ': li- ;' \- -" ',.., ., I.: ''.';.! 'V. `11 .f, A.; )I,i', '..,. . / 1 .;. 1. . a1 i ./..1; .1.: : 41 '. ', ? '. ..,- .7. I' . s, .-. '.- .- , lis'.'.. .: '.,:j -.4, ... -., 1%. . . ... ,.. , ,, i

I. ..,,, . 'I-I f ?,.'s!rl'.4),"1;.4.;1 :. 1, .2.1 ....;...6:b1,,,,, 1.... -, .: 1 ,.-1...:i", t: , '..., .kl, 'I,: . -.1 .-.....`. -14% 't-- .4, '''4,, ' . 1, ' ;7 .:I, -41. f.,4; iN;. 4.'...ill';.'.fl t .1 ..:1- . t.. i ,.. I . -, , , . , f. \ ; 4 \-; , ' i'' '. . 4. / -% P.,:-- .\' ' ' " ' :" :d. r' '''''' A ' ..:' .1-4''' C.

, % , I. I 7 ,.. 4- , ...../.0, ,....?'t;1; ...Z. : .1,... 1- .). lf,s,1.:,0°.r'7., II:. : ...11.-.7.:%;, Ie.,. r!. :.-: V k.....,''.. .'A'.; .f i' 4'-:., ii ',-: ..,, / : 1., i ,. t. - -t...., . ? .-. -'i -,'7.-

. . . I d.

,.11 1 I .e ; :.; ,f! ; ., , < !, L 1 \ .1 Al .' 4;0 ; ..-,' I ' " ." % 1-, ',..,. -, -,' 11, 1. - 1 . , . t ,... 1 . -4 ,... 1 , , tItr ; 1 ,.' ''. ; '''' '. I (...... v ,! .' -,.'- .-- ..., t .. -0... , ,II---+....' -J. 0 . .../ r 11+,':1'';".,. ,-,..., 1 . k t.' i ,',4 i \I ..1.:f '' f - l ... '' I:. .. .,1/4.. ii 1 .,t. r'ii: A 1 /1;"4: k' !'w,- I l'; S i% '.. e' ./ ..11.1 i ,.: . t., A. ., , li. ) # , . , 0 1 ), 4. ... yg

4 t ' .. : s ; , ,. i ! , 1 1 a`f ..1) f. . i." Al. a, ',....' ' 4I '',, I (

, nI. y : 1 ' , I : .. .A

e : i . e C : I I " - ..r i_iri::.1.,' ,..1: !.a \f . .r° '1,1 ;.:. let: : i ,1... '- NI. \S ;1'1.li::. .:I 7 4 :-.1. t4:i cr.! .. . J '.1ett. 1; ) , ral

i el.1 ',. t./ i,-... ...., t,e';` /*. t a , : k. ; 1

$ .) .4 ,:. II ;,. 1 .- J A: . .. g 11.' I ... -' .." e 1 A .', . :.- " ..

, .f.. - ;,... 'r. ..:, ; . .1:i . i ' .

f L.:" .k, , ,: ..,-, ! : . y i r :

1. f .1. k : .:- .... . f . , , "./ 1 x, Vi i. 4 ei t

I,

%

.X., ' 7 '( '1..: .1, ,,,.11 1 ; .1, 1,,, 'er i '1 ; . q .. ...

. ' %, . 1 I bt,, .. . 1' r i. ; 6 1:: ' 2

!,. .1 I .., ,

, . , 4 , . , r ''41. . ,,../$ , .. i i f:. J ,. .1 ' :i 1, i ,,. N 2 1 .

1 ' e . /0' .4

' I ,. ! . . t rt.-. 1 , f . 1 , s. '.- . 'V p:

If 4

.

.

ro

1

I

1

I

f4 f

i

"AI. 777Irr.. -7- ! -. , ..., t,.. :. " ` . -....,,,

117-4FT-; '14 - , .. .^*' "' -.`-' V

A....' I,' ' -1'%7 '

...i ,%,.... -rt.1...,i.k. . 2,, \,....7 i ,.. ._ : -,. ,, ..,-, . ; i _. n !

. i ........- t 6;,."11AN- 1 .>.' -ii i te-1 :-f-

- 4. te ;°; ..' 1.... -ii '"' i_ r/ ' . r : ; . r ' `4 Z ' - l

1. -

4' ci.z.1;;;;\t,1:1..,... ,.:#1:11., .t.:11..:1,

iy.rc.? v...e.....

'..

v':::/.4..::.?...\.. n1,11-ri. 9:1-rt

4:4:;.1"1-: i ,4. -t'.I.

14 .1. ' "t;' ; ;`-rst,fr, , ;,y I , ; r . r II ., : ,..-:.; V. 1..,..i

9 7 _PO ilk ,,t,

1:1 . 4

tr

, , V: 3.'

. ... :: ''', r' : t.' .1 1.

" IC; i ;.. : :II: : -'l"-:

!PA. -114 :-..

- i-

..

; .

4... 4

.:. r;;?. 7,i ,..,-14,.i - Als--1,4.-."':''''' : :- ''.

Lt; -- ,,T.T.cy I ' : y ,

1.1.:'-ii.,. -44;1, Ii.,,1- y.,.., -, ..1.,i-r

... l \ it :.;-!:,r*,.:, j...i.,:,;: ,i'. `.1': f, ..!..Al.,z).',..,,',: Pr, -tf.s'rt7-4"

. ;Er. - -Uit:1'.f.t i',F 0 1 ,_,..i ,,y .

1 .,: s ...I...LI Azt.4, . _ ,

--,.. 1. . f' N'. .... '.. - - .... : ....., tAy.

.1 Y ?

. ' r. .. . . . ..---. i-v-. -,'?y. - : ,' '. ' qt -. ; L.," I ----i

1:. s2. .

" '' .`',;.- .;r ".: i g - ",- 4.-1% !1.1.'" -`_. 7 - r - ' . _", ,..- ' : ; - - .

...' .../ ... L ! 1114 f.'r

j . I . -MIN,Ili ./.- .: ...-s,7"" ' ,,,e. ... .. ' N. ,: 4- .,... \ - -,,

' , . . '

- --,-, ' ' it- r .

i ", Ay . ,.., , ' .5. , ..

..:; 4*,f ., t ,.., .., . ,.., ,,, ..,. 4.4 1 -

a ' r; . , . . N ' ., ' 4 T.' .. A':', ..!6. ' l'",--I ' , , -0 '

' ''' l's -' .

.... ' -

. '..' (- V, ; :7: . 0 .% i I.- i , .

' sh r--. - 1- . .

. . , , ..,. ,,,, .s .,. 1, ... - , ,.

.

i'

! 1 ' i - '' ...., . ...-..

\e'l :,4 c' NI .. ...:!/7' r., :( ..i - '', " t

- il."i.. '`. & c ::: ,:-.., tlf:

, t' .

i2-t.a.S:i. ..' :' .-'.

Y - ' ' . ' ''. .1" 1"' ' V t

...,:.A.. ., : I. ,. . ...I. ,, i . 1 , A'. ,.... . c -

1 , i ., :-.. .4 ; '''' -

. ' - " .,..1'. =1: i

, c' :". f.... ,' , ' 7. ..' 7 7 4 , ..J., : ,

- , .7 'T-:rL' -'4- - ".;;Cl' 0 -. :-, '..-- .- --- \- - ' t' "-IS r 1,1` ' '' - - ' . \ . -'. 1

" 1 .. `.: il -- '1 k ".. ' . ''. ' " - ' . c' ', - ''tr.,.:''''"

. .. ,' s/ --.,.-.:'4-r -

" ....kr'''. 1 ' " ' -; , . . ; f ; -I. . .,:s , ., ..., , .., 4 4 . .. ,,,,..,..,. k.,!,' 4. ,. c.a.:, !-,,,,,',J3\,.., 1.t I.--; : \ i

I_

.

-.); i ..

i* ; i.. ...I...4

....,..... t 1 ,..1-11 r t 1. ..j ....1....1.. !! 3 ,I4 4, t .....- ---- . ,, , 4,,, , ' .: it-;, 4,1 ;',.

,,..4-. / ,-, Z .. ., . , . , J , rt.

',15",." ) iS':" '''..

'. ' . \ '-) .- ft.:1 1:7!. ;11 ./

. '/' '', .'. s'.. -:-

- :I V4

, k:, ' 4 ; );'' t . .11-

- ft 7 .4 . : s . ' '

,,,4 \ . .:; . , " ' :. I '

I i .,. . I, Le i ' I..' . '

f 1 . -,. -

A. '--, .

1 '

1 P s '' 4 i* L'' c ... .. , .... , s

, . ..... s .:. . ', 3 , i ; , i..,. ,,. .7 . . . ; . . a .

7 i . f i I. . ' 1. -

1 '4'4 ... 1

. :. 1-'s, 7- 1-, ''''; ' 1

, ... I L. S. - . - k , t 3

41 ..4' .)% .Z;: fl 11', ,.'IT, f ...-YP.°4 . . 4 ' " 7: "/..`; : i '

1 P., ' . '..1 . ' . ri -. ' t ' I ' . 4

. 4 4% / 1 1, 1 , . . . . ' .. ' . . 'le 1

i A . .. .i,. ' t'." . ti.. . : . P. .tir' ;

. sli

.

.. .. "4: ..'4:14:1: Y '.1 1 '; '

" ' I.: ' .1' ..

' 4. 4 ' " " *- 4

. !.

L k 4 .6 1 !. i ,. t'f i ..1 i e

1i? ' It. .4,4. 1.:;X:' .

, . .

7:tr ' : i i " ''. e- 1%

' 4. If' i . - .1;re t

f ).. ,.. c ... i ;V ' ' ' ft-,-_-.T.,. ? - j: -1; T,".

.. : , , . . _, _, ,. ,,,, , ; . ,,... . 1 i ' I . , i. i :'' .-) i I: f., . . . - r .. i ;-.... .1, 1 ' 6 .11 A , .; I . . / .

I i g : 7. , :

.

, , f -, '.,I . .,, =le i..,"40_, .,,...r .,,.,,, ..-.....,,,

. , ., ,;(...;,......,. ..,... ,. ,. -

:,. : r' ...' , , I4 - .4 , S .s. 4

. i* .D. r .,,, ' '-` ' - I . : . ; te. ,' ' -' " '. iti7

y' i .

..0 1 r 1 . -i 4'

- '

r , 1' ,,,, 'r 1 A :-. ! .; ..." : , ' ;1... ', 'i ' i ' 0 .4 k.:;.{ p..42...2,:411 ,i ill' ,i'.. s , . ... , .,' .1- ..i. Ay . 0, . . _ . . .

- - ' f're --. 4 I -1 1.- -.. , I. J a e. ,

it 0.,., o 4? 6 '..ts ' ' ' , !. , - 1

.,-- IL+ ....':.;;1."."-I- - ,' t , -'-';:2, ' '.V.,: r _4 :. 1,-3,',.....

., ...v., .

.Li Iv 4 1. i ,.,,: . i., ,

1/1 'IA'''. s' .:11; ".1- .,

f

. -.

14 . . - \ , .*

. ,

,.., . r t J -I

c, '. r . 0 ','..4, . . .1.1:4* 1C''

4 .- 0-o' 1 . -4.- ' *. *. " ' ' "'k it\ i ' ..1 . " / . -

; ;IV `%.-*- i, - .

' ': . Flit 4 -....- / ,V. f .".. 44-4

t -, !.

-; . ' \: 4

A ; i . ;:-...--,,-.1,.,

,. 4 , .., 4,,,L A ... .3/4, ti s , , .. ;' - 'NO

. ..`, 01, V 1, . g . .' v.:). t . , I . , , .

',. .,` ', -.' ,- ,f4.1- ..:.':' -..." V.' ai -i 4 / .-- ..:',11 lit, -1,3 ,' 1-.3...f,.- . , - , : ,.. ,f ,.. , . ' / ' .

A 1

, 1, ..;.;,. ri- ,; 1%; ; I r; v. v :21, s." .:-'; t. Y;-;i .-; .

...;...;"., ":' .;, -: li

.1. il '

4' .%"1

' - . k 1 . .

. . ' t: 4.'. , .' I. ,

%'. -.'r ,

tt *.,_'-, . ..1.,' ± A..1 '-. 4:- s l'.

% .. t - IP' . T ,3

- i I 1 ' N

. '1:" i " : .1'

r .# ' ... r . . . N, ,,Til..--ir 1,, rilv,7, . - , , , , ,. i 1 - N.. - ' '"

. ' ;.- t .;-( ' .' '' 1 . ' '

it. .-

, .. ;1

1

4 41...1 ,......':', , .,,-1 '

, ... *

.... ..e

". . ? ' 4 .

4 i

1 . f , 1 ' ,

, % 4 l ,t1 ..1. 1

':r.4 .... . --- r. 1 '' r 1 \ \ ' ' 4 ' 1 4 C

T. : t . 1 ..

i r.4,

t '

--4 4

I

k

. 4

- ,,,,

.t

.

/ ' '

, '

ik -.- ;

..-..- 4

.' ,

4

41

.4 .4 .' '.

i : .

-

f . ,

,

.

-t , .1,,

) . - ) '

, . . s .

l I

- i 4

. i N i I . 1 -- \---. ., ' I, ..- e

.

0 ...-' , .

. i r

' * )

, ,. ^

4 \ i '., ,. / 1

1 .

, . .. i V

. r .

.. .4; 4r:

\ .

- ,; 1%; ; I r; v. v :21, s." .:-'; t. Y;-;i .-; .

...;...;"., ":' .;, -: li

.1. il '

4' .%"1

' - . k 1 . .

. . ' t: 4.'. , .' I. ,

%'. -.'r ,

tt *.,_'-, . ..1.,' ± A..1 '-. 4:- s l'.

% .. t - IP' . T ,3

- i I 1 ' N

. '1:" i " : .1'

r .# ' ... r . . . N, ,,Til..--ir 1,, rilv,7, . - , , , , ,. i 1 - N.. - ' '"

. ' ;.- t .;-( ' .' '' 1 . ' '

it. .-

, .. ;1

1

4 41...1 ,......':', , .,,-1 '

, ... *

.... ..e

". . ? ' 4 .

4 i

1 . f , 1 ' ,

, % 4 l ,t1 ..1. 1

':r.4 .... . --- r. 1 '' r 1 \ \ ' ' 4 ' 1 4 C

T. : t . 1 ..

i r.4,

t '

--4 4

I

k

. 4

- ,,,,

.t

.

/ ' '

, '

ik -.- ;

..-..- 4

.' ,

4

41

.4 .4 .' '.

i : .

-

f . ,

,

.

-t , .1,,

) . - ) '

, . . s .

l I

- i 4

. i N i I . 1 -- \---. ., ' I, ..- e

.

0 ...-' , .

. i r

' * )

, ,. ^

4 \ i '., ,. / 1

1 .

, . .. i V

. r .

"Women can do it__" says Rokeya Rahman

Kabeer, founder of the women's organizationSaptagram. In Bangladesh, one of the poorest coun-

tries in the world, traditions bind women to the home and

keep them away from schools and jobs. Saptagram,

however, has shown that these women can break free,

study, start their own business, earn money and become

independent. Contrary to widespread assumptions, poor

rural women will take time off from their daily struggle for

survival to study, if they see in education a tool to improve

their lives.

UNESCO's programme Education for All, Making it '

Work has selected Saptagram as a showcase project to

inspire all those who want to promote education for women

in developing countries, particularly in muslim societies.

Saptagram illustrates convincingly that an

educational project must, in order to succeed, integrate from

the outset the needs and personal involvement of its t.

beneficiaries. When women are brought together, they begin

to question their lives, gained strength, overcome their fears

and step into action. The need for education is felt only as

they start to earn money. This grassroot approach may be

after all the most telling aspect of this success story for

readers from other parts of the world

The editors

Ong it W0111

UNESCOUnited Nations Educational, Scientific and Cultural Organization

7, place de Fontenoy, 75352 Paris 07 SP, FRANCE.Telephone: (33-1)'45 68 10 00, Fax: (33- 1)4065 94 06

ISSN 1020-0800

3 7BEST COPY MAIM