CHAPTER ONE

INTRODUCTION
1.1 Background of the Study

According to an act to provide for safeguarding the interest of children in

Nepal has defined “Child” means every human being below the age of 16 years
(CWIN, 2050). Such as the census survey 2001 describes 41 percent of total
population are children below the age of 16 years in Nepal. However, United
Nations Child Rights Convention has defined below the age of 18 years is
known as child.
The concept of child rights emerged in 1923. It has been changed as the
convention and more than 191 nations have made amendment on the
convention for the rights of the child declared on 20th November, 1989 by the
UN convention. Nepal has declared in this convention on 14 September, 1990.
Later on an act to provide for safeguarding the interests of children was
amended in the year 2048 B.S. The code of rules 2051 B.S. was made for the
proper implementation of the children. Likewise, the act of child labor was
made for prohibitions and regulations in 2056 B.S. (CWIN 2004).
The various Non-Government Organization (NGO) and International Non-
Government Organizations (INGO) along with the state have been actively
playing the role of the development and its promotion of Child Rights (CR)
after approval assent. In the context of Nepal also, the concept of child rights
have been developed recently after the establishment of the multi-party
democratic government system. The active participation of children themselves
has been felt significant as the awareness programs are launched nowadays
about the child rights. There is an equal role of NGOS, INGOs as well as the
nation and civil society implementation of the child rights. (SC Norway, 2002)
The Child Rights, which has been explained in about 54 series of resolutions,
can be broadly classified as "Right of Survival, Right of Development, Right of
Security and Right of participation". In conclusion, these above mentioned
rights are the Child rights. The nation of the child participation has been the

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popular agenda in the advocacy for the protection and promotion of Child
Rights (CR). In spite of the roles and responsibilities of the stakeholders, the
children themselves have been raising their voices in order to enhance their
rights. (CWIN 2005)
The children have been well organized as the Bal Adhikar Manch, Bal Club
and such other names. Various INGO'S such as plan Nepal, Save the Children,
Action aid Nepal started to launch the various children base activities with the
formation of the Child Club for their rights since the decade of the 90’s and
later other various NGO’s like Hatemalo Sanchar, INSEC, CWIN and Help
Nepal have been implementing for promotion and protection of child rights
with child empowerment programme by the formation of Child Club.
Nowadays, the umbrella forum Consortium has also been established. About
39 NGO’s have been affiliated with this forum. So many other organizations
are still working for Child Club in the process of affiliation in the recent future
(Consortium, 2004).
The Central Child Welfare Committee has declared that more than 7000
Child Clubs have been established all over the nation in spite of its actual data.
Millions of children have been included in their Child Clubs. Most of them
were formed with the direct initiation of NGOs whereas some others were
formed with their self-initiation. According to the organizations, Child Club is
the vehicle for the promotion and protection of the child rights.

1.2 Statement of the Problem

The right of child participation is one of the most important assumptions of
child rights. There should be the child participation from the initial stage of any
work. This is the process of empowering the children. That is why the child
participation is a procedural assumption.
The child participation is so essential to the low level home, local, national
as well as international level. Child Club has been considered as the import of
CR. The number of Child Clubs is increasing day by day. Various

2
organizations have been establishing the Child Club for the protection and
promotion of CR.
The Child Club has become the effective medium for implementing their
programme in school and the community. The Child Club includes programme
like awareness on health and hygiene, afforestation, wall magazine publication,
Street Drama Show and many other additional activities have been regulated.
Some other organizations have also been assisting for the maximum child
participation for the protection and promotion of child rights.
Various organizations have been establishing Child Clubs for the protection
and promotion of Child Rights in different places. Various activities have been
operated in different Child Clubs. The children have been giving their personal
time in the Child Club for which they spare from their household works and
school.
Children get busy with the various training seminars, conference, rally,
sports and other additional activities in their time. The sources of economic
investment are provided by NGO's and rest of other is collected from the
festivals like Deushi, Bhailo and monthly membership fee etc.

Maximum number of Child Clubs have been scattered all over the country.
Child Clubs are increasing day by day, which seems only the quantitative
progress. So it is also necessary for the qualitative development of Child Club.
And how the actual child participation can be visualized in what type of Child
Club has to be fixed on a proper way is the future destination of Child Club.
These are burning agenda.
It also seems necessity that who is actually benefited either the organization
or the actual targeted children in such Child Club? It seems necessary that there
should be additional research in micro analyzing the prevailing real picture of
Child Club.

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 If the burning problem of the Child Clubs mentioned above is successfully
identified and minimized, the Child Club will be the milestone as the real
vehicle of child participation for CR.
Although the forgoing observations are done more or less, there is no empirical
evidence regarding the participation of the children in Child Club and the
impact of the Child Club on the social and personal development of the
children.
1.3 Objectives of the Study
Overall objective of the present study was to explain the role of the Child Club
in the personality development of the child clubs members. Within the
framework of this overall objective, the specific objectives of the study were
set as follows:
i. To prepare a profile of the Child Clubs in the study area;
ii. To describe the socio-economic characteristics of the Child Club members;
iii. To explain the activities carried out by the Child Clubs under study;
iv. To study Child Club members' participation in the club activities; and
v. To study the impact of Child Clubs on personal and social development of
the children.

1.4 Significance of the Study

Children are considered as future of the nation. Social and personal
development of children is the important investment for the future of the
nation, but it has not been given much priority. The programme is not sufficient
overall. On the other hand, so many organizations have been working for
protection and promotion for child rights. They are conducting various
activities for children. Such organizations have been forming Child Clubs in
different area. This study will be helpful for the protection and promotion of
child rights through Child Club. Similarly, social organizations have been
initiating for the establishment of Child Clubs for child empowerment but time

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 to time they follow up in their activities and their result is felt lack. In such
condition this study will be helpful to make it fruitful and will be rethought.

1.5 Organization of the Study

This study is divided into five chapters. The first chapter deals with the
introduction of the study which includes background, statement of the problem,
objectives, significance and organization of the study report.
The second chapter deals with the review of literature; which includes review
of empirical study, conceptual framework of the study, operational definitions
and operational measures of selected variables.
The third chapter deals with the research methodology of the study. It includes
rational for the selection of the study sites, research design, nature and sources
of data, universe and sampling, techniques of data collection, data processing
and analysis as well as limitations of the study.
Chapter four describes about the data presentation and analysis of the study.
Finally, chapter five presents summary and conclusion of the study.

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 CHAPTER TWO
REVIEW OF LITERATURE

2.1 Review of Empirical Studies

After the approval assent of Child Rights in September 1990, the institutional
voice has been raised for the children voices to increase the child participation.
Decade has been passed after the approval assent of Child Rights, and child
participation known as an essential directive principle of Child Rights, it has
been practices.
In the context of child participation, the child right of organizing has
become the main issue. Since a decade the process of forming their
organization is being regulated when Supreme Court announced its decision of
the Child Right to open child organization freely in 25th Shrawan, 2058. Since
then this process has been rapidly increasing. Such organizations have been
implementing their programme in schools and communities. Though there is
not any availability of the actual data, it can be guessed that there are more than
7000 Child Clubs available all over the country. (Consortium, 2005)

2.1.1 Personality Development

Personality in simple words means distinctive personal qualities which help
one to establish one's identity. Personality of a child develops in a very natural
process, which certainly can be improved further by proper guidance of parents
and teachers and society. In fact, developing a child's personality is in a way
development of a child in every aspect. It is the responsibility of the parents as
well as the teachers, society to see to it that the child plays, reads and socializes
enough (Piaget, 1996).

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To some extent, a child inherits its responsibility from its parents. Coming to
the specific question how to develop a child's personality, it is important to
know about the main factors that constitute its personality. They learn from
near and dear ones, the cultural environment in which he/she is brought up, the
amount of care and love it gets from its parents, the contribution made by the
school and the society (Ojha, 2063).

It is necessary that parents watch how the child interacts with the family
members, friends, neighbors, classmates etc. And they must encourage him to
mix-up with these people or else the child would prefer to be left alone and
may develop shyness and a sense of loneliness. Similarly, teachers can also
contribute in making a child social (Ojha, 2063).

An individual's personality is the complex of mental characteristics that makes

them unique from other people. It includes all of the patterns of thought and
emotions that cause us to do and say things in particular ways. At a basic level,
personality is expressed through our temperament or emotional tone. However,
personality also colors our values, beliefs, and expectations. There are many
potential factors that are involved in shaping a personality. These factors are
usually seen as coming from heredity and the environment. Research by
psychologists over the last several decades has increasingly pointed to
hereditary factors being more important, especially for basic personality traits
such as emotional tone. However, the acquisition of values, beliefs, and
expectations seem to be due more to socialization and unique experiences,
especially during childhood (Piaget, 1996).
The concept of personality types primarily had its origins in anthropology with
the research of Ruth Benedict beginning in the 1920's. She believed that
personality was almost entirely learned. She said that normal people acquire a
distinct ethos, or culturally specific personality pattern, during the process of
being enculturated as children. Benedict went on to say that our cultural
personality patterns are assumed to be "natural" by us and other personality

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patterns are viewed as being "unnatural" and deviant. She said that such
feelings are characteristic of all people in all cultures because we are
ethnocentric (Eriksson, 1997).
Benedict's views were especially popular in the 1930's among early feminists
such as her student Margaret Mead. This was because if personality is entirely
learned, it means that feminine and masculine personality traits are not
biologically hard-wired in. In other words, culture rather than genes makes
women nurturing towards children and passive in response to men. Likewise,
culture and society make men aggressive and domineering. If this is true, these
stereotypical behaviors can be altered and even reversed (Eriksson, 1997).

2.1.2 Child Development

Child Development refers to the biological and psychological changes that
occur in human beings between birth and the end of adolescence, as the
individual progresses from dependency to increasing autonomy. Because these
developmental changes may be strongly influenced by genetic factors and
events during prenatal life, genetics and prenatal development are usually
included as part of the study of child development. Related terms include
"developmental psychology", referring to development throughout the lifespan
and pediatrics, the branch of medicine relating to the care of children.
Developmental change may occur as a result of genetically-controlled
processes known as maturation, or as a result of environmental factors and
learning, but most commonly involves an interaction between the two.
(Dworetzky, 1985).
Age-related development terms are: newborn (ages 0-1 month); infant (ages 1
month-1 year); toddler (ages 1-3 years); preschooler (ages 4-6 years); school-
aged child (ages 6-13 years); adolescent (ages 13-18). However, organizations
like 0 to 3 and the World Association for Infant Mental Health use the term
infant as a broad category, including children from birth to age 3, a logical

8
decision considering that the Latin derivation of the word infant refers to those
who have no speech, and speech is generally well-established by 3 years. The
optimal development of children is considered vital to society and so it is
important to understand the social, cognitive, emotional, and educational
development of children. Increased research and interest in this field has
resulted in new theories and strategies, with specific regard to practice that
promotes development within the school system. In addition, there are also
some theories that seek to describe a sequence of states that comprise child
development (Dworetzky, 1985).
Although developmental change runs parallel with chronological age, age itself
cannot cause development. The basic mechanisms or causes of developmental
change are genetic factors and environmental factors. Genetic factors are
responsible for cellular changes like overall growth, changes in proportion of
body and brain parts, and the maturation of aspects of function such as vision
and dietary needs. Because genes can be "turned off" and "turned on", the
individual's initial genotype may change in function over time, giving rise to
further developmental change. Environmental factors affecting development
may include both diet and disease exposure, social, emotional, and cognitive
experiences. However, examination of environmental factors also shows that
young human beings can survive within a fairly broad range of environmental
experiences. Rather than acting as independent mechanisms, genetic and
environmental factors often interact to cause developmental change. Some
aspects of child development are notable for their plasticity, or the extent to
which the direction of development is guided by environmental factors as well
as initiated by genetic factors. For example, the development of allergic
reactions appears to be caused by exposure to certain environmental factors
relatively in early life, and protection from early exposure makes the child less
likely to show later allergic reactions. When an aspect of development is

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strongly affected by early experience, it is said to show a high degree of
plasticity; when the genetic make-up is the primary cause of development,
plasticity is said to be low. Plasticity may involve guidance by endogenous
factors like hormones as well as by exogenous factors like infection.
(Dworetzky, 1985).
One kind of environmental guidance of development has been described as
experience-dependent plasticity, in which behavior is altered as a result of
learning from the environment. Plasticity of this type can occur throughout the
lifespan and may involve many kinds of behavior including some emotional
reactions. A second type of plasticity, experience-expectant plasticity, involves
the strong effect of specific experiences during limited sensitive periods of
development. For example, the coordinated use of the two eyes, and the
experience of a single three-dimensional image rather than the two-dimensional
images created by light in each eye, depend on experiences with vision during
the second half of the first year of life. Experience-expectant plasticity works to
fine-tune aspects of development that cannot proceed to optimum outcomes as
a result of genetic factors working alone. In addition to the existence of
plasticity in some aspects of development, genetic-environmental correlations
may function in several ways to determine the mature characteristics of the
individual. Genetic-environmental correlations are circumstances in which
genetic factors make certain experiences more likely to occur. For example, in
passive genetic-environmental correlation, a child is likely to experience a
particular environment because his or her parents' genetic make-up makes them
likely to choose or create such an environment. In evocative genetic-
environmental correlation, the child's genetically-caused characteristics cause
other people to respond in certain ways, providing a different environment than
might occur for a genetically-different child; for instance, a child with Down
syndrome may be treated more protectively and less challengingly than a non-

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Down child. Finally, an active genetic-environmental correlation is one in
which the child chooses experiences that in turn have their effect; for instance,
a muscular, active child may choose after-school sports experiences that create
increased athletic skills, but perhaps preclude music lessons. In all of these
cases, it becomes difficult to know whether child characteristics were shaped
by genetic factors, by experiences, or by a combination of the two (Marshall,
2006 ).
Newborn infants do not seem to experience fear or have preferences for contact
with any specific people. By about 8-10 months, they go through a fairly rapid
change and become fearful of perceived threats; they also begin to prefer
familiar people and show anxiety and distress when separated from them or
approached by strangers. The capacity for empathy and the understanding of
social rules begin in the preschool period and continue to develop into
adulthood. Middle childhood is characterized by friendships with age-mates,
and adolescence by emotions connected with sexuality and the beginnings of
romantic love. Anger seems most intense during the toddler and early
preschool period and during adolescence.
Some aspects of social-emotional development, like understanding, develop
gradually, but others, like fearfulness, seem to involve a rather sudden
reorganization of the child's experience of emotion. Sexual and romantic
emotions develop in connection with physical maturation.
Genetic factors appear to regulate some social-emotional developments that
occur at predictable ages, such as fearfulness and to familiar people.
Experience plays a role in determining which people are familiar, which social
rules are obeyed, and how anger is expressed. (Marshall, 2006 ).

Individual differences in the sequence of social-emotional development are

unusual, but the intensity or expressiveness of emotions can vary greatly from

11
one normal child to another. Individual tendencies to various types of reactivity
are probably constitutional, and they are referred to as temperamental
differences. A typical development of social-emotional characteristics may be
mildly unusual, or may be so extreme as to indicate mental illness.
Temperamental traits are thought to be stable and enduring throughout the life
span. Children who are active and angry as infants can be expected to be active
and angry as older children, adolescents and adults. (Thomas, 1992).

Population differences may occur in older children, if, for example they have
learned that it is appropriate for boys to express emotion or behave differently
than girls, or if customs learned by children of one ethnic group are different
from those learned in another. Social and emotional differences between boys
and girls of a given age may also be associated with differences in the timing of
puberty characteristic of the two sexes (Thomas, 1992).

2.1.3 Child Rights

Human rights are those rights which are essential to live as human beings basic
standards without which people cannot survive and develop in dignity. They
are inherent to the human person, inalienable and universal.
The United Nations set a common standard on human rights with the adoption
of the Universal Declaration of Human Rights in 1948. Although this
Declaration is not part of binding international law, its acceptance by all
countries around the world gives great moral weight to the fundamental
principle that all human beings, rich and poor, strong and weak, male and
female, of all races and religions, are to be treated equally and with respect for
their natural worth as human beings.
The United Nations has since adopted many legally binding international
human rights instruments. These treaties are used as a framework for

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discussing and applying human rights. Through these instruments, the
principles and rights they outline become legal obligations on those States
choosing to be bound by them. The framework also establishes legal and other
mechanisms to hold governments accountable in the event they violate human
rights.
The instruments of the international human rights framework are the Universal
Declaration of Human Rights and the six core human rights treaties: the
International Covenant on Civil and Political Rights; the International
Covenant on Economic, Social and Cultural Rights; the Convention on the
Rights of the Child; the Convention against Torture and other Cruel, Inhuman
or Degrading Treatment or Punishment; the International Convention on the
Elimination of All Forms of Racial Discrimination; and the Convention on the
Elimination of All Forms of Discrimination against Women. Every country in
the world has ratified at least one of these, and many have ratified most of
them. These treaties are important tools for holding governments accountable
for the respect for, protection of and realization of the rights of individuals in
their country.
As part of the framework of human rights law, all human rights are indivisible,
interrelated and interdependent. Understanding this framework is important to
promoting, protecting and realizing children’s rights because the Convention
on the Rights of the Child and the rights and duties contained in it-are part of
the framework ( Halter, 2007).
The Convention on the Rights of the Child is the first legally binding
international instrument to incorporate the full range of human rights-civil,
cultural, economic, political and social rights. In 1989, world leaders decided
that children needed a special convention just for them because people under
18 years old often need special care and protection that adults do not. The

13
leaders also wanted to make sure that the world recognized that children have
human rights too (UNICEF, 2007).
The Convention sets out these rights in 54 articles and two Optional Protocols.
It spells out the basic human rights that children everywhere have: the right to
survival; to develop to the fullest; to protection from harmful influences, abuse
and exploitation; and to participate fully in family, cultural and social life. The
four core principles of the Convention are non-discrimination; devotion to the
best interests of the child; the right to life, survival and development; and
respect for the views of the child. Every right spelled out in the Convention is
inherent to the human dignity and harmonious development of every child. The
Convention protects children's rights by setting standards in health care;
education; and legal, civil and social services (UNICEF, 2007).
By agreeing to undertake the obligations of the Convention (by ratifying or
acceding to it), national governments have committed themselves to protecting
and ensuring children's rights and they have agreed to hold themselves
accountable for this commitment before the international community. States
parties to the Convention are obliged to develop and undertake all actions and
policies in the light of the best interests of the child (UNICEF, 2007).
2.1.4 Status of Children in Nepal
In Nepal, 41 percent of total population is children below the age of 16 years.
Out of 100 children; 49 are girls and 51 are boys. Among them 14 percent
children live in the towns and 86 percent live in the villages. 40 percent
children belong to extremely poor families. 80 percent children have admitted
to school, but only 51 have completed primary levels. In the context of Nepal,
2.6 million Children of 5-14 years age group are engaged in different sectors of
child worker and at least 40000 children are bonded workers. More than 5000
children work and live on the streets. Due to the armed conflict more than 8000
children have been displaced all over the country (CWIN, 2006).

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2.1.5 Programme and Organization for Child Development
The concept of child rights started in 1923 has been changed into the
convention in 1989. More than 191 countries have approval assent to the
convention of child rights on 20 November, 1989. Nepal has also approval
assent on 14, November 1990 (Consortium, 2004).
Likewise, the child rights act 2048 and regulation 2051 has also been made
later in 2056 B.S. The child act made for the regulation and prohibition has
already been made. Certainly, it is the duty and responsibility of civil society to
promote and protect the rights of the child.
After the United Nations Convention on Child Rights, it set an environment to
promote child rights and its environment across the world. In this context, child
organization such as UNICEF, Save the Children, Action Aid Nepal, Plan
International, ILO and many other organizations took initiation and active
participation to promote and develop child rights programme. After Mass
movement-1990 and multi party democracy system in Nepal, several INGO's
were started to work in Nepal for child development. After all more than three
hundred NGOs were registered in Nepal for the same. Some organizations
which have committed for the fulfillment, principle and provision of child
rights convention, are working in Nepal. Some National and international
organizations working in Nepal, have a great contribution for the development
and operation of Child development programme. The majority of the local
NGOs such as CWIN, CONCERN, CAP-CRON, CWISH, Help Nepal and
many other have been working here through various programmes for the
protection and promotion of child rights. Basically the programmes have been
focused in rural area. Some of the programme activities have conducted at
school and some at community level. Out of them, some programme activities
are being conducted with the direct participation of children and some are
targeted to adults for raising awareness about child rights.
Meanwhile, many organizations have started to form child clubs to promote
child participation. Through the child clubs, they have been organized various

15
activities for the children. Wall magazine publication, environment
conservation programme, child rights training, child rights monitoring, talent
show, cultural programme, creative writing, extra curricular activities,
HIV/AIDS awareness programme, fund raising and Income generating
activities are being conducted in the Child Clubs.

2.1.6 Child Clubs

Generally, the children between eight to sixteen years organizing themselves
having an objective for getting their rights to form a group, is known as a Child
Club. The children in their club work actively organizing themselves to get
their rights with common efforts, objectives and even for the society. In local
level, Child Club is known as an organization for personality development and
promoting the child rights. Child Club has set an environment of realizing their
rights and accomplishing to develop personality. Child Club is an active forum
to make them creative and formulating their socialization. They have been
established in school or in the local community. There is an executive
committee for systematic function of child club where 7 to 21 board members
are organized. Including board members, general members are also included in
the child clubs. It is not necessary to register child clubs; however, some child
clubs are registered in the district child welfare committee (Consortium, 2005)
2.1.7 Impact of Child Clubs
Child Club has been providing new type of opportunities for the individual
development of child. They have been learning new skills in the club which
they cannot learn in their house, school and other organizations. The self-
confidence has increased in them. The skill of group work and friendly
behavior has improved and become conscious about their roles and
responsibilities. They have also become more skilled to run small programme
themselves. Thus, they have used their leisure time in creative works. The
benefit of the child club is that the children have gained confidence especially

16
dealing with strangers, self development and increasing confidence,
particularly in publicly speaking.
The community has also got so many benefits from Child Club directly or
indirectly because many of the activities of the Child Club are designed to
benefit the community. They involve issues such as afforestation, beautifying
community area with flower gardens and cleaning water tanks. The activities
performed by children also help the elders (adults) to be civilized, neat and
clean and good mannered as they made one of the school teachers very shy due
to his ill manners. Child Club speeds up consciousness to be friendly, solving
problem, co-operative for being the ideal society through the street drama
(SCN, 2002).
The Child Club have been organizing so many activities like Publication of
wall magazine, Street drama show, Leadership development and club
management training, School cleaning awareness, vaccination awareness rally,
school enrollment, birth registration awareness, and awareness against early
marriage, gambling and alcoholisms and also working as the pressurized group
for the protection and promotion of child rights to the stakeholders. And other
additional activities (sports, debate competition, cultural programme, quiz
context, fine art training etc.) have been conducted in Child Club (Consortium,
2004).
After the formation of Child Club children have made different kinds of habit
than early days. According to survey of Child Clubs, some children say that
they can easily give their identity in public places. They are disciplined,
confident and they have learnt to socialize with strangers. Many children have
developed the capacity to speak in public places. Now they can arrange there
regular household work and study in time. According to the observation in
Palpa district, children above twelve years help to do their household work
before going to school. Simply before going to school, they bring a bundle of

17
grass for their cattle, prepare food, clean the cattle shed, fill water in pots and
help their parents for other works. According to an intellectual person, children
are responsible and sincere nowadays. Now many guardians are happy with the
children because they participate in external activities and help the community
people in many ways (SCN, 2005).
With the activities of Child Club, they have become more curious and
optimistic. One of the club members of Tanahu, Bishnu Sapkota says, " Before
including in Child Club we did not make any question to our teachers whether
we understood or not. But now we make questions until we clearly understand
the lesson." It is also a saying that children demand their parents which is out of
their capacities. In the same context, in Bakmalang and Goldha, some teachers
say, "The students are demanding which is out of the capacity of the school
teachers." They add, "Sometimes there is interschool football match
competition and at this time the children do not like to participate without any
help of school for their expenses." In the last game also, they did not
participate. There is peace harmony and cooperation among themselves. In
most places, because of Child Club programme and mutual cooperation,
quarrel, misunderstanding and sometimes and fight among the club members
have also reduced. In early days they used to quarrel each other for winning
though it is won by another s without any reason in the clas. The Child Club
members also solve the problems of quarrel among themselves (SCN, 2005).
2.2 Conceptual Framework of the Present Study
Based on the review of literature as above, conceptual framework has been
developed for the present study. The conceptual frame work has been presented
in the form of a flow chart as given in Figure 1. As envisaged in the flow chart,
personality development of the child club members is a dependent variable
which is directly or indirectly determined by their socio personal and family
characteristics of the children, their membership, characteristics and activities
of the clubs and level of their participation in the child clubs.

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Personality development is determined by different variables such as
knowledge about child rights, skill of preparing wall magazine, capacity to
keeping club's record, motivation for involvement in extra curricular activity,
level of confidence to public speaking and change in education status of club
members' children. Personality development is not an independent variable; it
depends on the participation of child clubs members. It is determined by time,
devoted by club members, needs frequency to participate in club's activity,
opportunity in the child clubs and interest of participants in the club's activities.
Participation in child clubs activity is not an independent variable; it depends
on different variables such as membership characteristics, activities of the child
club and socio personal and family characteristics.
Membership characteristics determine by duration, membership types, role and
responsibilities of club members. A membership characteristic is not an
independent variable as it depends on socio personal and family characteristics.
Socio personal and family characteristics determine by caste/ethnicity, age, sex,
education, parents' education and family income of club members.
Activities of the child club is measured by different clubs' activities such as
wall magazine publication, Street drama show, Sports training / competition,
Fine art training , Child rights training, Awareness rally, Mini library
management, Scholarship programme, Letter writing training , Vaccination
awareness , Awareness programme for school enrollment, Health and
sanitation awareness, Quiz context, debate and Sports training / competition .

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Figure 1: Conceptual Framework for the Analysis of Child Clubs' Role in the
Personality Development of the Club Members.

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2.3 Operational Definitions and Operational Measures of Selected
Variables
On the basis of conceptual framework as given above some variables were
selected for the present study. The variables were operationally defined and
their operational measures were identified. The operational definitions and the
operational measures of the selected variables have been summarized as given
below.

Variables Operational Definitions Operational Measure

Socio Personal and Cast / ethnicity Name of the cast / ethnic groups of the
Family person
Characteristics Age Age at 10-13 years, 13-16 years and 16-
18 years
Education School going grade, level and dropout
Parents literacy status Literacy status of father and mother
Family income source Main source of income of the family
Profile of the child Date of formation Formation date and time period
clubs Registration Registration condition
Office place Child clubs office setting as owns
office building, school's room, local
organizations, guardians cooperation
and club members
Executive board Executive board and formation time
period
Source of Income Membership fee, extra curricular
activities, I/NGO donation and
governmental support
Activity of the child Conducting regular Game, creative writing, talent show,
clubs activities competition
Child Clubs Members Duration of Membership Membership duration as 3 to 24 months
Participation in Clubs of the Club of the period
Activities Reason for Joining the To get training opportunities, participate
Club in the extra curricular activities, make
new friends and to expose inner talents
Initiation to Join the From school teachers, from NGOs,
Club from family members, friends and their
self
Assigned Role in the Decision role, organizing activities, to
Club participate in the activities, managerial
role and overall responsibilities
Frequency of Visits to Time period as daily, weekly,
the Club fortnightly , monthly and occasionally
Access to the Clubs Utilization of club's instrument
Instrument
Training Opportunities Numbers of trainings/ orientations

21
Personality Knowledge about Child Level of knowledge about child rights
development Rights as perceived by the children
themselves
Idea and Skill of Having and not having knowledge
Preparing Wall and skill to prepare wall magazine as
Magazine perceived by the children themselves
Capacity to Keeping Level of confidence and knowledge
the Clubs' Record about record keeping as perceived by
the children themselves
Motivation for Inspiration and motivation to
Involvement in Extra participate in extra curricular activity
Curricular Activities and received prizes, certificate,
appreciation letter etc as perceived by
the children themselves

Level of Confidence to Level of confidence to public

Public Speaking speaking and participate in activities
as perceived by the children
themselves
Change in Education Position and rank of their school class
Status as perceived by the children
themselves

22
 CHAPTER THREE
RESEARCH METHODS

3.1 Rationale for the Selection of the Study Site

This study focused on different Child Clubs of rural and urban areas of Morang
district. The reasons for selecting the study area are:
In this district, there are a number of Child Clubs; the Child Clubs are located
in different rural and urban areas; the Child Clubs are extended in different
localities with various caste and ethnic community; familiar with the local
language. And working behavioral patterns with those communities and local
NGOs are the supportive factors of this research.

3.2 Research Design

Present Descriptive survey design was chosen as the design of this study. The
study consisted of a sample survey of the Child Clubs and the members of the
Clubs; and description of a number of issues relating to various aspects of the
clubs and their members.
3.3 Nature and Sources of Data

Both qualitative and quantitative data were collected from the field through the
use of various research tools and techniques in order to fulfill the stated
objectives and answer the research questions. The data were gathered from
both primary and secondary sources. The primary data had been gathered from
the field through Child Clubs survey, group discussion, questionnaire cum
interview schedule and key informants interview. The secondary data and
information were gathered from relevant literature, published and unpublished
documents, office records, journals, reports and so on.

23
3.4 Universe and Sampling
The universe of the study comprised all the members of the child clubs
operating in Morang district. According to District Child Welfare Committee,
there are 130 child clubs located in the district. The total numbers of the
members of their clubs is 1560. Out of them, 30 Child Clubs members were
selected for this study. This study was conducted by adopting non-probability
sampling method. Samples were selected by purposive sampling method.

3.5 Techniques of Data Collection

Applying a number of techniques and admired different instruments were

collected for primary data and information. Following techniques and
instruments were applied for data collection.

3.5.1 Child Club Survey

Child Club survey was designed to collect the information regarding the
participation of children in their personal development. The entire Child Clubs
of the study area had been visited according to sampling procedure for
information collection.

3.5.2 Personal Interview

Interviews were conducted with Child Clubs members in the Child Clubs.
There were participated thirty Child Club members of the selected clubs. For
this purpose a semi - structure interview schedule was prepared to cover
various aspects of Child Club.

24
3.5.3 Key Informants Interview

Guardians, school teachers, Child Club facilitators, former Child Club

members were taken as key informants. These key informants were
interviewed as per necessary for depth information. A checklist was prepared
and was used in the key informants interview.

3.5.4 Focus Group Discussion

The executive board members and general members of Child Clubs were
gathered in a certain place and discussed various issues regarding the child
rights in the development activities of Child Club. Focus group discussions
were both formal and informal. A checklist was prepared and administered in
the field.

3.6 Data Processing and Analysis

Data analysis is a continuous process of reviewing the information as it is

collected, classifying it formulating additional question, verifying information
and drawing conclusion. Analysis is the process of making sense of the
collected information. Qualitative data is analyzed and interpreted
descriptively. The quantitative data is presented in various tables and simple
statistical method such as frequency table, diagram, percentage and other
essential techniques.

3.7 Limitations of the Study

This is a case study of 30 child club members of 130 child clubs in Morang
district. Hence the findings of the study may not be applicable to the child club
members of other areas. Besides, the study has some specific limitations. They
are:

25
1. Although the scope of the study was defined as in Morang district as a
whole, yet the study could not cover all the VDCs of the district. The
VDCs were selected through purposive sampling. Hence, the findings of
the study may not represent.
2. The study included 30 child clubs of Morang district, purposive non-
random sampling of 130 child clubs may not represent.
3. The study is based on a sample of 30 child clubs members. Selection
procedure of non-random sampling is not biased for representation.
4. The sample size of 30 child clubs is too small to represent the variable
of 1560.
5. The variables selected for the study were operationally defined in views
of the general characteristics of the study population. The definition may
not be equally applicable to other contexts.
6. The conceptual framework of the study specifies the relationship
between certain variables. However, the relationships between the
variables have not been verified empirically. Rather, the conceptual
framework has been taken as an abstract model for the description of the
issues under study.

26
 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.1 Profile of the Child Clubs

4.1.1 Date of Formation
Child clubs were formed from 1999 in Morang district. After 1999 some of the
clubs were formed and selected sample clubs were up to 2004. Matured child
clubs have maximum club members, equipments and good knowledge about
the function of the clubs. Information about formation date of the child clubs
are presented in the table below.
Table 1: Formation Year of the Child Club
Formation Number Percent
Year
1999 2 6.7
2000 5 16.7
2001 4 13.3
2002 7 23.3
2003 9 30
2004 3 10
Total 30 100
Source: Field Survey, 2007

It was reported that child clubs were started from 1999 at Morang district.
Similarly, large numbers of Child clubs were formed during 2002 and 2003 and
very small numbers of child clubs were formed 1999 and 2004.

4.1.2 Registration

27
Registration is an important thing for the child clubs. It shows the legal status
of the child clubs. There is a provision of registration at District Child Welfare
Committee and Village Development Committee for child clubs. Registration
status of the child clubs is presented in the table below.
Table 2: Registration of Child Clubs
Registration Status Number Percent
Registered in DCWC 12 40
Registered in VDC 5 16.7
No Registration 13 43.3
Total 30 100
Source: Field Survey, 2007
Child Club is an informal organization of children. It was reported that, some
of the Child Clubs were registered in District Child Welfare Committee
(DCWC) and some were in Village Development Committee (VDC). The
above table shows that it is not necessary to register the Child Clubs in
governmental authorities. Without any registration, nearly half a number of
child clubs have been running.
4.1.3 Office Place
Child clubs office place is an important for the clubs. It shows the sustainability
and social status of the child club. Financially sound and sustained clubs have
their own club house. For the child clubs office, cooperation and support are
from provided school buildings, local organizations' room and local guardians'
house etc.
Table 3: Place of the Child Clubs' Office
Child Clubs Office Number Percent
Own clubs house 2 6.7
School buildings 5 16.7
Child Clubs members' house 6 20.0
Local Organizations' buildings 7 23.3
Local Guardians' house 10 33.3
Total 30 100.0
Source: Field Survey, 2007
It is very important to manage Child Club office and to contact the children for
their regular activities. There is very significant role of local guardians to
operate the Child Clubs. They were also provided their own houses' room to the

28
Child Clubs. It was also reported that, there exist many difficulties to manage
distinct place to the child clubs. Local organizations and school were also
found supportive to the child clubs.

4.1.4 Executive Board

For the systematic operation and regulation of the Child Club, there is a
provision of executive board in the child clubs. Executive board is an
important pillar of the Child Club. For the democratic way, it is very important
to reform board through the election or nomination by general assembly.
Information of the year of the formation of current executive board is presented
in the table below.
Table 4: Year of Formation of Current Executive Board

Date Number Percent

After 2007 8 26.7
2005 12 40.0
2004 6 20.0
Before 2004 4 13.3
Total 30 100.0
Source: Field Survey, 2007
It was reported that most of the child clubs were formed for recent two years
and found democratic practice in the child clubs. It was also reported that, there
was a provision of advisory committee in the child clubs. The committee has
provided important advice and assistance to the club members. Most of the
clubs members were informed to have an advisory committee who were
provided supportive role to function the child clubs. Adults were found to be
advisory committee members. However, no intervention role was performed by
the committee.

4.1.5 Source of Income

Economic source is an important thing for Child Clubs to operate and conduct
its activities. There are different types of economic sources available in Child

29
Clubs. Available major economic sources of the Child Clubs are presented in
the table below:
Table 5: Distribution of Child Clubs by Income Sources

Major economic source Number Percent

( n = 30)
Membership fee 30 100.0
Extra curricular activity 27 90.0
Donation of I/NGO 28 93.3
Support from local government 9 30.0

Source: Field Survey, 2007

Most common source of income was reported as membership fee (100 percent)
followed by donation of I/NGO (93 percent) and extra curricular activity (90
percent). Some other reported (30 percent) that they have received support
from local government. It shows that clubs members had well economic
contribution to function the clubs and extra curricular activity were also
important part of the child clubs.

4.2 Profile of the Child Clubs Members

4.2.1 Age
There were different age groups of children involved in the Child Clubs. Age is
important factor to participate in the clubs. Basically, children of senior age
groups have more approach to involve in the child clubs activities than the
junior age groups. Age from the respondents ranged from 10 to 18 years.
Major age groups of respondent children are presented in the following table.

Table 6 : Age groups of the Child Clubs Members

Age Groups Number Percent
(Years)
10-13 8 26.7
13-16 16 53.3
16 – 18 6 20.0
Total 30 100.0
Source: Field Survey, 2007

30
In the child clubs, majority (53 percent) belongs to the age group of 13 to 16
years. Nearly three quarters (73.3 percent) were adolescents and the remaining
one quarter (26.7 percent) were found below the age of 13 years. It shows that
most of the clubs are operated by adolescent children.

4.2.2 Gender
Gender plays an important role in the child clubs. In the context of Nepal, there
is a discriminatory role between girls and boys in the society. Still there is
some restriction to girl children for mobility in the society. Boys have utmost
opportunity than the girl children. Gender influences in the participation of
clubs activities. There were two sex group children in the child clubs. Out of
them 53 percent were male and the remaining 47 percent were female. From
the survey, it showed some gender gap and male domination size of the
respondent children.

4.2.3 Caste / Ethnicity

Caste system is an important component of Nepalese society. There are
different types of caste\ethnic groups in Morang district. Basically higher caste
such as Brahmin/Chhetri has high domination in the society. Caste system
plays a vital role in the participation of clubs members. Higher caste/ethnic
groups dominate the other minorities groups. Representation of caste/ethnicity
groups in the child clubs are presented in the table below.
Table 7: Caste/ethnic Composition of the Child Clubs Members

Caste/ethnic Number Percent

Brahman / Chetri 13 43.3
Hill ethnic 7 23.3
Madheshi 5 16.7
Tharu / Rajbanshi 3 10.0
Dalit 2 6.7
Total 30 100.0
Source: Field survey, 2007

31
According to field survey of the Child Clubs, there were different respondents
groups of caste/ethnic children from local community. Those are
Brahman/Chettri, hill ethnic, Dalit, Madheshi and Tharu /Rajbanshi. In the
sample, Bramhan/Chettri constituted larger proportion (43.3 percent) followed
by hill ethnic (23.3 percent). Similarly backward societies as Dalit and
Tharu/Rajbanshi shows very small size of participation in the clubs. There were
found domination of higher caste as Brahmin/Chettri in the clubs.

4.2.4 Education
Education plays very important role of the clubs members' performances.
Education of the child clubs members was operationally defined as school
continuing, dropout from the school and passed grade of the respondents'
children. It was reported that large majority (93 percent) of respondent children
were going to school regularly and only one (3 percent ) child were dropout
from school after passing the exam of primary level. Because of opportunity
and awareness of the importance of education, most of the respondents'
children were going to school.

4.2.5 Parents' Literacy Status

Parents' literacy reflects the educational status of the family. Literacy is directly
related with the awareness and opportunity. Highly literate parent's children
have more opportunity and access to participate in the child clubs activity. As
regards the literacy status of the child clubs members' parents as fathers and
mothers, large majorities (93 percent) were literate and very few (7 percent)
were found illiterate.

32
4.2.6 Main Source of Family Income
Family income source is related with the access to join the child club activities.
Better income earners families' children have possibilities to get opportunities
from child clubs. Clubs decisions influence by higher income families. Main
sources of family income are presented in the table below.
Table 8: Main Source of Family Income of the Child Club Members

Source of Number Percent

Income (n = 30)
Agriculture 27 90.0
Wage labour 18 60.0
Service 15 50.0
Business 12 40.0
Source: Field survey, 2007
Family income of the child clubs members was operationally defined as the
principal source of the income. The distributions are agriculture, wage labour,
service and business.
It was reported that large numbers (90 percent) of respondents child clubs
members' parents were found major family income source was agriculture
followed by a wage labour (60 percent). Similarly some others were involved
at service (50 percent) and business (12 percent) as sources of income.
4.3 Activities of the Child Clubs
There are different types of activities conducting in the child clubs. Those
activities are related to physical and personal development of the children.
Some are creative activities, some are related to sports, some support to expose
inner talents and some create environment to enhance learning capacities of the
children.
It was reported that most common activities of the child clubs were quiz
contest, creative writing, debate competition, talent show, cultural (music and
dance), public speaking training, wall magazine publication, fine art training,
sports, public awareness, child rights awareness and so on.
4.4 Child Clubs Members Participation in Clubs Activities
4.4.1 Duration of Membership of the Club

33
Membership duration is an important aspect of the child clubs' member. It
represents the relation between Child Club and club member. The duration of
club membership is presented in the table below:
Table 9: Duration of Membership of the Club
Duration Number Percent
(Months)
<3 1 3.3
3 to 6 4 13.3
6 to 12 7 23.3
12 to 18 11 36.7
18 to 24 5 16.7
> 24 2 6.7
Total 30 100.0

Source: Field survey, 2007

The duration of the membership of the child clubs ranged from below 3 months
to more than 24 months. As reported by a large majority (60 percent) of the
child clubs members have become the members of the clubs before 1 year. It
was reported that more than half (60 percent) respondents' clubs members were
found to join the club during 6 to 18 months of period and also very small
number of respondent child (3 percent) become members less than 3 months of
duration. It shows that majority of respondents club members were involved in
the club.

4.4.2 Reason for Joining the Club

Child clubs members children were joined the clubs for different reason. They
want to get various types of opportunity from the child clubs. Available
opportunities, feasible activities and other regular activities create a center of
attention to the children. Main reason for joining the child club is presented in
the table below.

Table 10: Main Reasons for Joining the Club

Reason Numbers Percent
(n = 30)
Training opportunities 28 93.3
Extra curricular activities 29 96.7
Make friends 22 73.3

34
 Expose inner talents 20 66.7
Source: Field survey, 2007
There are various reasons to join the Child Clubs by club members. It was
reported that, large numbers of respondents' children were joined the clubs to
get training opportunities and extra curricular activities. Some of them want to
make new friends and some other want to expose their inner talents. It shows
that, training opportunities and extra curricular activities are a focus for joining
child clubs.

4.4.3 Initiation to Join the Club

To join the child club, children were influenced by different factors. Initiation
is a kind of motivation which influences the children to join the club. It was an
important role of initiator to the club member children. Child Clubs members'
initiation to join the Child Clubs is presented in the following table.

Table 11: Initiation to join the Clubs

Initiator Number (n = Percent
30)
School Teachers 22 73.3
NGO / CBO 25 83.3
Parents / Guardians 20 66.7
Self motivate 28 93.3
Friends 29 96.7
Source: Field survey, 2007

It was reported that large number of the respondent clubs members were
motivated to join the Child Clubs by their friends. Because of close relationship
and intimacy with friends, children were motivated by their friends to join the
clubs. And some others were initiated by school teacher, local NGO/CBO and
their parents. There were significant roles of external factors to initiate to join
the Club.

4.4.4 Assigned Role in the Club

35
Being a child club member, children have different types of role in the club.
Clubs members' role shows the level of their participation in the clubs. Those,
who have multiple responsibilities, should understand well and meaningful
participation in the clubs. Role of the Child Club members in the Child Clubs
are presented in the following table:

Table 12: Assigned Role in the Club

Role Number Percent
Decision 3 10.0
Organizing club's activities 8 26.7
Participation at activities 9 30.0
Managerial 4 13.3
Overall responsibilities 6 20.0
Total 30 100.0
Source: Field survey, 2007

There are different types of role of the club members in the Child Club. Some
children had decision level role, some had participatory role and some had
managerial role in the Child Club. It was reported that more than half (56.7
percent) number of respondents' club members were found to be organizing
and have a participatory role in the clubs. Very small size (10 percent) was
found to have decisive role and 20 percent had overall responsibilities of the
clubs. Self motivation and friendship were the key element of the children to
involve in the club activities.

4.4.5 Frequency of Visits to the Clubs

Child clubs are small platform to children where they perform various
activities. To perform activities and meeting they need to be gathered in the
child clubs. There are different types of frequency to visit the clubs. Short
frequency shows the intimacy and close relationship with the club. Similarly
long frequency shows the less intimacy and gap with the clubs. Thus frequency
shows the relation and participation level of the clubs members. Frequency of

36
the Child Club members visiting in the Child Club is presented in the table
below:

Table 13: Frequency of visiting to the Club

Frequency Number Percent

Daily 1 3.3
Weekly 20 66.6
Fortnightly 5 16.7
Monthly 2 6.7
Occasionally 2 6.7
Total 30 100.0
Source: Field survey, 2007

To manage and participate in the clubs activities, Clubs members children

visited in the club frequently. It was reported that, two-thirds size (66.6
percent) of children visited the clubs weekly basis. Because of the majority of
school going children, they managed their weekend to visit the clubs. It shows
the majority of the members children who visited clubs regularly and they were
high probability of participation in the clubs.

4.4.6 Access to the Clubs Instrument

There are different types of instruments available in the Child Clubs. Available
instruments were gaming materials such as foot-ball, Volley-ball, Chess, Ludo,
Chinese checker, Skipping rope, Ring etc. Similarly musical instruments, mini
library books, magazines and other many more instruments are also available in
the Clubs. Sport instruments support to physical development of the children.
Musical instruments create an environment for entertainment and recreation.
Educational material such as books, magazines support to sharpen their
knowledge.
It was reported that, large numbers of respondents' child (75 percent) have full
access to utilize the clubs instrument to develop their personality. Because of

37
their low frequency to club visits, rest of the respondents' children (25 percent)
did not have full access to utilize the clubs instruments.

4.4.7 Training Opportunities

There are different types of training/orientation opportunities provided to Child
Clubs member. Some training is being conducted by local NGOs/CBOs,
schools and some others trainings are being conducted by Child Clubs.
Trainings were related to build the capacity of Child Club members. Basically
training were related to child rights, leadership development, wall magazine
writing, HIV/AIDS, fine art, football, athletics, anchoring, general health etc.
More than two-thirds (75 percent) respondents were reported that, they had
received at least three types of training and the rest (25 percent) got only one
training from the club. It showed that there was an opportunities to participate
in extra curricular activities to clubs members.

4.5 Personality Development of Child Clubs Members

One of the main objectives of the child clubs is to develop personality of the
club members children. Being a member of the child club, children were gained
different types of knowledge and skill. Level of knowledge of the Child Club
members was operationally defined as the perceived knowledge reported by
them.

4.5.1 Knowledge about Child Rights

One of the main areas of the activities of the child clubs is child rights.
Therefore knowledge about the child rights was taken as an important indicator
of the personality development of the child clubs members.

Table 14: Knowledge about Child Rights

Level of Number Percent
Knowledge
Some knowledge 13 43.3

38
 A little Knowledge 15 50
No knowledge 2 6.7
Total 30 100.0
Source: Field survey, 2007
Because of having opportunity of training and orientation at child clubs, large
numbers (93 percent) club members reported to get knowledge about child
rights. Similarly very small numbers (7 percent) of respondent children were
reported to have no knowledge about child rights.
4.5.2 Ideas and Skills of Preparing Wall Magazine
Wall magazine preparation and publication was a regular activity of the Child
Clubs. Wall magazine has been preparing and publishing by club's members in
the public place. They have also been collecting creative writing, news of local
community, general knowledge, cartoon, short story, poem and some other
extra knowledge in the wall magazine. Large numbers (80 percent) of
respondents club members were reported to have knowledge and idea about
preparing wall magazine. Because of the regular participation at clubs activities
and having training they were found to be capable to preparing wall magazine.

4.5.3 Capacity to Keeping the Clubs' Record

Being a club member, it is important to keep and maintain clubs records such
as meeting minute, income and expenditure record, mini library record, club's
instruments etc. It was supposed that the children who could manage child
clubs record properly were able to develop their personality. It was reported
that more than two-third (77 percent) clubs member were able to keep club's
record properly and rest of the club members (13 percent) were reported not to
be confident for keeping club record themselves.
4.5.4 Motivation for Involvement in Extra Curricular Activities
There are various extra curricular activities being conducted by clubs and their
school. Those conducted activities were sources of inspiration to personnel
development of the children. It is also an indicator of the personality
development of the child clubs members. It was reported that large numbers

39
(75 percent) of club members' respondents have won the prize or got
appreciation letter from school or from child clubs. It showed that large number
of children is found more inspired and motivated from child clubs for their
personnel development.
4.5.5 Level of Confidence to Public Speaking
There are different types of activities being conducted in the child club. Public
relation and public speaking are very important to develop the personality of
Child Club members. Among the conducting activities, public speaking is one
of the major indicators of personality development. Levels of their confidence
of the children are presented in the table below:

Table 15: Level of Confidence to Public Speaking

Level of Confidence Number Percent
High confidence 10 33.3
General confidence 17 56.7
Low confidence 3 10.0
Total 30 100.0

Source: Field survey, 2007

Public relation and public speaking are very important to develop the
personality of Child Club members. After conducting various activities in the
Child Club, club member children have found confidence to address the mass.
More than half (56.7 percent) children have found general confidence one third
of children were found high confidence to address the mass. According to child
clubs facilitators and school teachers, most of the club member children were
observed to have a confidence of public speaking. Thus child clubs support to
children for their personality development.

40
4.5.6 Change in Education Status
After joining the child clubs and regular participation in activities, club
member children have some changes in their education status. Changing
education status is an important indicator of measuring personality
development of clubs members which are presented in the following table:
Table 16: Change in Education Status of club members'
Status Number Percent
High influence in class rank 9 30.0
General change in class rank 15 50.0
No change in class rank 6 20.0
Total 30 100.0
Source: Field survey, 2007

It was reported that large number (80 percent) of the clubs members were
reported that they have found change in their education rank position and very
small numbers of the clubs members (20 percent) were not found any changes
after joining the clubs. Because of the extra curricular activities and trainings
opportunities, they were reported to motivate and encourage for their study.

41
 CHAPTER FIVE

SUMMARY AND CONCLUSION

5.1 Summary
This study was designed to explore the profile of the Child Clubs. The study

showed that the importance of child club to develop personal and social

development of the club members children. The presented study was carried

out the "Role of Child Clubs in the Personality Development of the Child Clubs

Members: A Case Study of Child Clubs in Morang District". A sample of 30

child club's members were personally interviewed using a schedule of

interview on the information about child clubs, socio economic characteristics

of the child clubs members, major activities of them, their participation level in

the club and impact to their personal and social development from the child

clubs.

The findings of the study showed that maximum numbers of Child Clubs were
formed on 2002-3 and very minimum numbers were formed in 1999. Hence,
we can assume that the child clubs were formed within 1999 to 2004 in Morang
district.

It was very difficult to manage the Child Clubs own office room to conduct
meeting and other regular activities. Most of the child clubs offices were
situated in local guardians' house, NGO/CBOs buildings and child clubs
members' house. Similarly some of the Child Clubs were situated in local
school and very few Child Clubs had their own club house. It showed that local

42
community and people were cooperating child clubs to manage club office.
Study shows that, there were some Assistant/Advisory committees to support
the child clubs.

According to survey, we have found some democratic practices in the child

clubs. Most of the child clubs were being operated by latest formed executive
board members since one to three years and very few numbers of the executive
board members were nominated in the Child Clubs since more than three years.
About legal status of the Child Clubs, nearly half numbers of the Child Clubs
were registered in DCWC, some others in VDC and remaining others were not
found registered.
There were not found any sustainable economic sources to operate the Child
Clubs. Most of the Child Clubs were being run by their collected membership
fee from extra curricular activities and donation of NGO/INGO. Similarly very
few child clubs were provided support from governmental authorities.

There were not any children involved below 10 years in the Child Clubs. More
than half number of children from 13-16 years, about gender balance in the
Child Clubs, study showed the satisfactory participation of girl children in the
Child Clubs. Nearly half numbers of girl children were found as a club member
with leading role. Similarly, study showed that most of the Child Club
members represented from Brahman/Chettri caste, some other from Madheshi,
Hill Ethnic and very low numbers were from Dalit and Tharu community.

According to the study, there were no involvements of illiterate children at

Child Clubs. However, 3 percent children were dropout from School and others
were going to school regularly. Similarly, most of the Child Clubs members'
parents as 93 percent had been found literate and very low numbers of parents
were illiterate. About family income of the Child Club members, most of the

43
family members were involved in agriculture. Some of them were in wage
laborer; service and some few were involved in business.
According to study result, most of the Child Clubs had focused to conduct their
activities for personality development of the club members. Some other Child
Clubs had focused to activities for exposing talent of the club members, some
had focused their activities in cultural/fine art activities, some had focused in
game/sports, entertainment and next some focused in different others activities.

The study showed that majority of the members children were joined the Child
Club within two years and very small numbers of children were found to join
the Child Clubs which were less than three months and more than two years.

There were various reasons to join the Child Clubs by club members.
According to study, most of the Child Club members joined the Child Club to
participate in extra curricular activities, similarly some other joined the clubs to
get various trainings from Child Clubs, want to expose inner talents and some
others joined the club to make new friends and to get entertainment. Children
were motivated to join the Child Clubs in different way. Some of them were
motivated by their school teachers, NGO/CBOs members, some were by their
parents and most of them were motivated by their friends. Because of the close
relationship and intimacy with friends, they were motivated by them.

The study shows that, 9 clubs members had participatory role in the Child
Clubs. They had just an opportunity to participate in the clubs activities which
were conducted by others. Similarly 8 had their role to organize clubs
activities, 6 had overall responsibilities of the Child Club, some club members
had responsibilities to manage and keep Child Club's instruments and next 3
children had Chairing and deciding role in the Child Club's meeting.

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Basically children were gathered in the child clubs on their weekend. The study
showed that majority of the children had visited in Child Clubs weekly as
school holiday. Similarly very small number of club members visited the Clubs
fortnightly and daily and some other children visited monthly otherwise
occasionally. During the club visits, most of the children had an easy access to
use the musical instruments, gaming instruments and so on.

There were different types of opportunities for Child Club members in the club.
According to study, most of the Child Club members were provided at least
three types of training and orientation from the Child Club and there were very
small size as 25 percent children were given only one training/orientation
opportunities by the child club.

A Child right is the key theme of the Child Clubs. Nearly everyone of the Child
Clubs members has general knowledge and idea about child rights. It was
reported that, 80 percent club members have good knowledge, skill and idea to
prepare wall magazine. For the management of clubs record, more than 75
percent of the children were able to keep every record of meeting minute,
account, instruments record properly.
A study shows that large numbers of the club members were found more
inspired and motivated from Child Clubs for their personnel development.
Similarly utmost children were found to be high confident to address and
express their views to public. Overall, the findings and information showed the
confidence of increment of the Child Club's members.

The study found very enthusiastic role of child clubs to develop knowledge,
personality and education of the club members. After joining the Child Club,
large numbers of the respondent children were reported to influence and
improve their school rank.

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5.2 Conclusion
Child Club is an informal organization of children. It was reported that, clubs
were started from 1999 up to 2004 in Morang district. It is not necessary to
register the Child Clubs in governmental authorities. There is very significant
role of local guardians to operate the Child Clubs. They were also provided
their own house's room to the Child Clubs. There was reported that most of the
child clubs were formed recent two years and found democratic practice in the
Child Clubs.
Most common activities of the child clubs were quiz contest, creative writing,
debate competition, talent show, cultural (music and dance), public speaking
training, wall magazine publication, fine art, sports, health awareness, child
rights awareness etc.
Almost respondents children were joined the clubs to get training opportunities
and extra curricular activity and were motivated to join the Child Clubs by their
friends.
Self motivation and friendship were the key elements of the children to involve
in the club activities. Level of knowledge of the Child Club members was
operationally defined as the perceived knowledge as it is very important to
have knowledge about child rights to the club members and most of them have
found basic idea and knowledge about child rights. Because of the regular
participation at clubs activities and having training they were found to be
capable of preparing wall magazine, public speaking, record keeping and
participated on different extra curricular activities.
Child clubs has provided qualitative progress and platform to personal
development of the club member children. According to school teachers and
local guardians, there were difference between club member children and other
children. Club member children found highly influenced and motivated in
every curricular activities as well as their studies. After getting training and

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orientation from the child clubs, the children get an opportunity to learn by
their colleagues where they can participate in every activity to expand their
physical and mental development. The study showed that there is some
domination of Chettri/Brahmin caste in the child clubs. If the other children
who are really excluded and dominated from the society, need to create an
environment them to join the child club and will be meaningful for them.
Despite of some gap and biasedness, Child clubs are known as effective tools
and a means of overall development of the children.

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 ANNEX: I

ROLE OF CHILD CLUBS IN THE PERSONALITY DEVELOPMENT OF

THE CHILD CLUB’S MEMBERS: A CASE STUDY OF CHILD CLUBS IN
MORANG DISTRICT

Interview schedule for members of the child clubs

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General Information about Child clubs from the executive board members
1. Name of the Child Club:
Address:
Village / Tole:
VDC / Municipality:
Ward No:
District: Zone:
2. When did these child clubs start?
Year: Month:
3. Numbers of child clubs members:
General Members:
Executive Board Members:
General Members:
Total: Boys: Girls:
4. Where is Child Club situated?
Owns Clubs house School’s Local guardian’s house
CBO’s / NGO’s Building’s
Others:
5. Does the clubs have assist / advisory committee?
6. When was the present executive board formed?
7. What is the time period of general assembly at this club?
8. Is the child club registered any where?
Yes: No: If yes, specifies that:
9. What is the economic source for running your club?
10. What are the activities the child clubs has been conducting?
No. Activities

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11. What are the problems this club has been facing?
a.
b.
c.
d.
e.
f.
Socio economic status of child clubs members:
12. Family Background:
a. Name: b. Age:
c. Sex: d. Caste / ethnicity:
e. Religion:
13. No. of family members:
14. Education status of the child club’s member:
a. School going: Class:
b. Drop out:
c. Never joined School:
d. Reason for drop out or never joined
school:………………………………….
15. Parent’s education:
a. Father b. Mother:
16. Parent’s occupation:
i. Father:
a. Agriculture b. Wage labor: c. Service: (Government /
Private)

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 d. Business: e. other
ii. Mother:
a. Agriculture b. Wage labor: c. Service: (Government /
Private)
d. Business: e. Other
17. Main sources of family income:
a. Agriculture b. Wage labor: c. Service: (Government /
Private)
d. Business: e. Other
18. Does your family have own house? ………
Participation of child clubs members in the clubs activities:
19. When did you join this child club?
20. Why did you join this club?
21. Who incited you to join this club?
22. What is your role in the child club?
23. What types of activities you like to do in your child club?
a. Entertainment
b. Sports
c. Art/ cultural
d. Educational / awareness
e. Others
24. How often you participate in the clubs activities?
25. Do you have to attend child clubs meeting?
If yes how many times?
26. What games / instruments does the club have?
27. Do you have any access to use game/instrument of the child club?
28. Have you taken any training / orientation from child club?
If yes, specify that…………….
29. What do your parents say about you being the club’s member?
Impact of the child clubs to the children

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30. Do you have any child rights training? If you have, what is child rights?

31. Do you have knowledge about HIV/AIDS?

32. Do you have leadership training?

33. Do you have an idea to write wall magazine?

34. Do you have an idea about keeping child club’s meeting minute?

35. After joining the clubs, do you win any prize from clubs/ school’s event?

36. Do you have built confidence to address the mass as a speaker?

37. Do you have access to read child magazine from child clubs? If you have
access, what magazine you like most and why?

38. Before joining the child clubs what was your rank in your class and then, is
there any change?

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