Chirag Report

8/2/2019 Chirag Report

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A

Report on

Seminar on contemporary Issue

Submitted to the

Rajasthan Technical University

In

Partial fulfilment of the requirement

For the degree of

“Master of Business Administration”

Topic: “RURAL GIRLS EDUCATION”

Submitted By

Chirag Purohit

MBA SEM II

Advent Institute Of Management Studies

Udaipur



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ACKNOWLEDGEMENT

I knowledge my gratitude with sense of reverence to the almighty God and those who

have contribute and spared time for the completion of this report.

My deep sense of gratitude to Dr.N.S Rao, Director , Advent institute of managementstudies for his support and guidance.

My deepest thanks to Miss Kiran Soni , the guide on the contemporary issue .She

thanks pain to go through the report and make necessary correction as and when

needed.

I would also thanks my institution and my faculty members without whom this report

would have been a distant reality. I also extend my heartfelt thanks to my family and

well wishers.

Chirag Purohit

MBA 2nd SEM (2010-12 Batch) Signature



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CONTENTS

Abstract 1

History of education in India 2

Overview of girl education in India 3

Review of literature 4

Introduction 5

Savitra‟s story 6 – 7

Competition in girls education 8

Importance of educating girls 9Problems 10

Necessities of education 11

Monitoring girls education 12

Monitoring mechanisms 13

External agency involvement and support 14

Priority to education sector 15

Improving the performance of girls 16

Major central interventions 17

Govt. schemes empowering rural girls education 18

Corporate supporter empowering rural girls education 19

NGOs empowering rural girls education 20

Suggestion 21 – 22

Conclusion 23

Bibliography 24



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Abstract

No man who worships education has got the best out of education.... Without a

gentle contempt for education no man's education is complete.

~ G.K. Chesterton.

This contemporary considers the indigenization of democracy in India by

conceptualizing participatory deliberative decision-making practice as a tool to

strengthen the functioning of local schools and to enhance democratic responsiveness

within communities. Drawing on case-studies of bottom-up approaches to school

governance, this study examines an array of innovative participatory governance

practices that have emerged in diverse rural settings to make the state more responsiveand accountable to the education of marginalized children. The author argues that these

practices ha ve enabled a fuller realization of people‟s rights and have enhanced their

ability to influence larger institutions and policies affecting the schooling and life-options

of their children.



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History of Education in India

The history of education in India is very rich and interesting. One can trace the ancient

India education to the 3rd century BC. Research shows that in the ancient days, sages

and scholars imparted education orally, but after the development of letters, it took the

form of writing. Palm leaves and barks of trees were used for education, and this in turn

helped spread the written literature. Temples and community centers often took the role

of schools.

http://www.indiaedu.com/schools-colleges-india/

http://www.indiaedu.com/schools-colleges-india/



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Overview of Girl Education in India

Although in the Vedic period women had access to education in India, they had

gradually lost this right. However, in the British period there was revival of interest in

women's education in India. During this period, various socio religious movements led

by eminent persons like Raja Ram Mohan Roy, Iswar Chandra Vidyasagar emphasized

on women's education in India. Mahatma Jyotiba Phule, Periyar and Baba Saheb

Ambedkar were leaders of the lower castes in India who took various initiatives to make

education available to the women of India. However women's education got a fillip after

the country got independence in 1947 and the government has taken various measures

to provide education to all Indian women. As a result women's literacy rate has grown

over the three decades and the growth of female literacy has in fact been higher thanthat of male literacy rate. While in 1971 only 22% of Indian women were literate, by the

end of 2001 54.16% female were literate. The growth of female literacy rate is 14.87%

as compared to 11.72 % of that of male literacy rate.



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Review of Literature

It is well documented that girls in most

parts of the developing world do not have

access to basic education or drop out of

school at an early age. The most affected

are girls in rural communities where more

than half of the world‟s population lives .

There are two main challenges faced by

rural girls in India. The first is the

intertwined problem of poverty, hunger,

and disease. The second relates to thelimited access to education and low

persistence rates leading to the high levels of illiteracy among women and girls. Low

quality of education and lack of skills training at both the formal and non-formal

education levels compounds the problem. Educating rural populations therefore remains

one of the principal challenges for the achievement of Education for All, and the

Millennium Development Goals.

It is quite well known that India has made progress in education, but not enough and notat a pace we would have like to see. Even after half a century after India attained

independence, almost 60% of girls are illiterate. Most of them have never been to

school or any other program. Recent surveys (even those done after launching of Total

Literacy Campaigns) do not reveal any dramatic changes.



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Introduction

The whole purpose of education is to

turn mirrors into windows.

By:- Sydney J. Harris.

Education is merely the delivery of

knowledge, skills and information from

teachers tostudents. In education we are

dealing with entire realms and fields of both

worldly phenomena and uniquely human

narratives that have no literal, physicalexistence.

Thus education, the process of attaining and assisting others to attain a good attitude

that enables a person to perceive accurately, think clearly, and act effectively according

to self-selected goals, is fundamentally about attitude no matter what age or level of

schooling you are concerned with.



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Savitra’s Story

The salary 16-year-old Savitra Mane receives for

a week of backbreaking field labor is less than

the cost of the 10th standard examination fee. As

a member of the Kaykadi nomadic caste, she is

the first in her family to reach even this far in her

education, yet she faces no choice now but to

drop out of school in order to support her aging

and ill family. Born to uneducated and illiterate

parents, Savitra was always a bright and eager

student, whose parents nurtured her desire tolearn and insisted that she never miss school for fieldwork. Also a dedicated daughter,

Savitra soon took it upon herself to assume more and more of the housework, in order

to relieve her mother‟s burden as a basket -weaver and homemaker.

Her father became ill when Savitra was in the 10th standard, and she found it

increasingly difficult to remain awake long enough to study, after rising early and

working late in her home. As a result, she failed her 10th standard state examinations

this March and has become a full-time field laborer, in addition to taking on all of thehousework. She still nurtures hope of returning to school, but fears that even if she is

able to carve out precious study time from her packed schedule, she will not be able to

afford the 150 Rs monthly fee for vocational school training.

Remarkably, her parents have offered to make do without her meager, but necessary,

field salary so that Savitra could return to school, but she would be determined to

balance her studies with field and housework so that she could continue supporting her

family. For Savitra, education has enabled her to gain more confidence, and while sheinsists she is not proud of herself, she is clearly a source of pride for her parents.

Savitra is not alone in her dilemma. Thousands of rural girls across the country are

forced to drop out of school due to financial constraints and educational fees. While

Savitra‟s specific circumstances may be unique, her desire to be educated and the



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simultaneous self-imposed guilt she feels for the additional sacrifices her family must

make on her behalf are shared by thousands of other rural girls. Contrary to the opinion

of many, school drop out does not result from a lack of desire on the part of the girls or

a lack of support from their families. Rather, girls drop out of school due to a lack of

resources, and the financial constraints, in actual and opportunity costs, of education.

“ How is education supposed to make me feel smarter? Besides, every time

I learn something new, it pushes some old stuff out of my brain. Remember when

I took that home winemaking course, and I forgot how to drive? ”

~The Simpsons by Matt Groening, spoken by the character Homer Simpson



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Competition in Girls’ Education

This difficulty is common knowledge to rural families, but that does not mean it need

remain an immutable fact. The Mann Vikas Samajik Sanstha NGO, in coordination with

the Mann Deshi Mahila Sahakari Bank, has proposed and successfully executed an

innovative model to combat this issue. The main objective of the Bank and its partner

sanstha is to empower poor rural girls, and they have coordinated many programs

designed to improve the lives of girls by promoting education and economic

independence. The Savitribai Phule Gram Puraskar, or “Education for All Girls: Rural

Girls Education Campaign” is one such program, intended to encourage 100% school

attendance for girls in rural India by offering villages a large cash reward, courtesy of

the Bank of India, if they achieve the goal.

The idea for the competition came from the women of the Bank‟s Self Help Group

Federation, during the Bank and Sanstha‟s 2002 annual meeting. These women

articulated the need to make education for rural children, particularly girls, a priority, and

so the competition was designed with the involvement of Self Help Groups, gram

panchayat members, teachers, and village citizens in the block.

Ten villages immediately expressed interest in supporting girls‟ education through the

competition, and two villages committed to achieving 100% enrollment this year. Over

the next few years, the Sanstha will steadily expand the scale of the competition until all

of Mann Taluka is included. Part of the inspiration for this type of competition is the

government‟s Sant Gad gemaharoj Swachata Abhiyan Cleanliness Competition, which

has so effectively cleaned up rural villages by providing the incentive and the

infrastructure to achieve cleaner and healthier communities. The government has

expressed strong interest in implement ing the Girls‟ Education Competition on the state

level, because it has already had the remarkable effect of uniting citizens to cooperateand take responsibility for supporting girls‟ education in their villages, as well as

strengthening village pride, unity, and excitement.



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Importance of Educating Girls

Educated girls are more likely to be

aware of the importance of population

control and taking their and their

children‟s health concerns more

seriously. According to the organization

Gender and Food Security, female

education “significantly improve[s]

household health and nutrition, lower[s]

child morbidity and mortality rates, and

slow[s] population growth.” And a 2005United Nations study found that,

“Education also helps to delay age at

marriage and increase age at first child birth, thereby reducing the fertility rate.

Awareness of the cost of children, increased knowledge of contraceptives, improved

communication between couples, and sense of control over one‟s life are also

influenced by education, which in turn leads to smaller and healthier fa milies,”

Educated women are also more likely to stand up for themselves, understand theirrights, participate in household decision-making, and to contribute to community or

national politics.

On a grand scale, it can be said that educating women and girls leads to an increased

overall development and wellbeing both in communities and countries where females

are educated.



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Problems:-

An Insufficient Educational System

Girls are rarely able to continue their education beyond the 10th standard, if they are

even able to reach that far. In the rare cases when a girl is able to continue through the12th standard, her occupational prospects are barely enhanced by the additional years

of schooling, so she will most likely be consigned to a life of marriage and housework.

The lack of opportunity results in part because of the low quality of education provided

by government schools, and in part because most rural girls will not be able to afford to

continue their education through the university level. Thus, while a junior college degree

has the positive affect of postponing marriage, it rarely provides the professional training

necessary to earn an income outside of the fields.

Those girls who are fortunate enough to receive vocational training are far more likely to

attain self-sufficiency than those who only complete the 12th standard but ironically,

vocational training is primarily made available only to those girls who dropped out of

school before the 10th standard. Wider access to vocational training for girls is an

important intermediate step on the road to improving girls‟ education. Vocational skills,

such as tailoring or salon skills, allow girls to become financially independent. Research

has shown that some women are more likely to support their own daughters‟ education

in the future because as income increases, opportunity and commitment to education

do as well.

Recent trends show that education programs that allow enough flexibility to permit the

needs of rural populations in the curricula are most successful at improving rural girls‟

persistence in school. Similarly it seems reasonable to suggest that adult education

programs should be culturally situated to fit the needs of women and girls in rural

communities. The purpose of this contemporary is to highlight the contexts in the design

of education programs for rural girls. We demonstrate the variations existing between

reasons why rural girls drop out of school. The discussion is intended to increase

awareness of the need to consider cultural contexts in the design of adult education

programs for rural women and girls who remain outside the formal education system.



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Necessities of education:-

Essential Ingredients for Successful Schools

Despite the dim prospects that often face girls after their schooling, the quality of theeducation they do receive and the support given to them by their schools can have a

profound effect on a girl‟s future. The High School and Junior College has made great

strides in working with parents and students to improve the quality of their education,

and the girls of villages have benefited as a result, but there is only so much a single

school can do without sufficient resources from the government.

Drawing primarily from four villages in the Satara district of rural Maharashtra, the

female enrollment of the Gondavle High School almost equals the male enrollment. Thepercentage of girls who pass the 12th standard examinations exceeds that of boys,

although fewer girls reach this level. For example, there are only 26 girls compared to

the 47 boys enrolled in the 12th standard, but 76% of those girls passed the state

examinations, compared to 69% of the whole class that passed. Interestingly, this year

there are 56 girls in the 10th standard and only 35 boys, a prominent contrast from last

year, when there were 49 male and 49 female students enrolled. Whether this is

indicative of an increased commitment to girls‟ educ ation in the region or is merely a

statistical anomaly remains up for debate, but evidence suggests that families are truly

beginning to understand the importance of educating all their children.



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Monitoring girls’ education Monitoring, evaluation and subsequent

reform will contribute towards the

broadened vision and dynamisms neededfor achieving girls‟ education targets.

Although there have been pockets of

success, on a large scale governments

have not been able to assess the

effectiveness of their inputs and have not

yet identified the factor or combination of

factors which will attract and retain girls in

school. Implications are that as

governments progress towards their targets, they will need to change directions, and

possibly policies and strategies. Hence monitoring will be a critical tool for achieving

success.



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Monitoring mechanismsGovernment of India has a well established system for monitoring programmes and

submitting regular reports to State Assemblies and the Parliament. While nationally

funded projects follow the routine system of reporting through a MIS system; assistedprojects and programmes follow two parallel system. While the regular system

continues to operate, each donor-assisted projects has its own reporting system.

Annual reports, periodic review mission and mid-term and end-project evaluations are

followed by most donors.

Lok Jumbish Rajasthan has evolved a unique planning, review and monitoring system.

The system encourages the regular participatory process review consisting of Cluster

Level Review and Planning Meetings (monthly) to Block Level Review and Planning

Meetings (monthly) culminating in the State Level Review and Planning Meetings

(periodic). IN addition LJ has a computerised MIS system to track each component of

the project i.e. building construction, training, retention register, formation of village

education committees, women‟s groups etc. all information is disaggregated by sex and

at any given point the project has information by sex from the village education

committee to the state office located in Jaipur.



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External agency involvement and supportRecognizing that governments are responsible for the education of the nation‟s children,

the external agency would be expected to assist them in:

(a) Providing the human and financial support for catalytic action,

(b) Facilitating the exchange of experiences,

(c) Assisting institutional strengthening, including capacity building,

(d) Strengthening the monitoring process at all levels,

(e) Keeping the education of girls high on the agenda.



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Priority to education sectorRe-admission of „mother -girls‟ into the formal education system and provision of

non- formal educational opportunities for „mother -girls‟ who are beyond school age.

Social mobilization in support of girls‟ schooling and third channel initiatives - mediaand business se ctor to promote girls‟ education, particularly targeting girls in difficult

circumstances, school-age household helpers for instance.

Participation of communities in the provision of education, in terms of identification of

educational needs, provision of facilities, and management and administration of

schools.

Incentives and concessions to teachers in remote areas (such as remote area

allowances and housing) lower qualification for girls wishing to enter teacher

training-colleges coupled with gradually ra ising entry requirement as girls‟ education

improves thereby increasing girls‟ enrolment rate in teachertraining colleges to 50

per cent.

Promoting science and mathematics programmes for girls by providing appropriately

trained teachers, and guidance and counselling support services.

Official recognition and support for multiple delivery systems which lead to

mainstreaming girls.

Making the girl-child the focus of decision-making in educational planning andadministration.

Providing free education, scholarships and stipends to girls, particularly from rural

areas.

Introducing primary education levies on tax payers to make available additional

funds for the acquisition of learning materials and for in-service training of teachers.

Increasing education budgets to allow greater access of girls to primary education by

establishing new school places nearer the communities.

Supporting official development assistance policies for increased budgetary

allocations to education, information and communication programs in support of the

welfare and development of girls.



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Improving the performance of girls

Studies related to the promotion of development undertaken by various countries and

by funding agencies confirm the need to improve the quality of teaching, laying

particular emphasis on girls‟ schooling, owing to the advantages derived from educating

girls, including:

- Improvement of nutrition and hygiene,

- Reduction in mortality rates,

- Reduction of women‟s fertility,

- Increased of wages for working women,

At rural level activities would focus on:

• Sensitization of public for the mobilization of human resources and for raising financial

resources in order to contribute to the design and implementation of programmes meant

to improve girls‟ learning conditions.

• Promotion of regional co-operation in designing gender-neutral textbooks which offer

an enhanced perception of the role played by girls and women in society and in the

world of labour.

•Supporting the collection of popular traditions (oral tradition, tales, songs and proverbs)

emphasizing the role of women in African society.

•Keeping the education of girls as a priority on the regional agenda, and that of the

Organization of African Unity (OAU).



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Major central interventions

There have been several innovative schemes in the sector of elementary education

following the National Policy on Education in 1986 such as Operation Blackboard,

Teacher Education Non Formal Education, National Programme for Nutritional Support

for Primary Education, State Specific Education Projects in major states like Bihar,

Rajasthan, Andhra Pradesh and Uttar Pradesh10 and DPEP in 248 districts of 18

States.



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Govt. Schemes empowering rural girls education

Schemes of Ministry of Human Resource Development (Department of Elementary

Education and Literacy) Education Guarantee Scheme and Alternative and

Innovative Education in rural areas:

Children in Remote, School-less Habitations

Support to Maktabs/Madrasas in a variety of ways to provide non-formal education

Bridge Courses/Back to School Camps

Centrality of Community involvement/management in EGS & AIE interventions

Education Volunteers

Programme for the Education at the Elementary Stage Including Non-Formal

EducationEducation (NP-NSPE-2006) (Mid-Day Meal Scheme)

Adult Education ± National Literacy Mission

Grants for Projects for Eradication of Illiteracy

Jan Shikshan Sansthans – District Repositories

Scheme of Assistance to Voluntary Agencies under Mahila Samakhya

Scheme for intellectual property Education, Research and Public outreach

Scheme for Strengthening of Boarding and Hostel Facilities for Girl Students of

Secondary and Higher Secondary schools

National Programme for Education of Girls for Elementary Level (NPEGEL)

Kasturba Gandhi Balika Vidyalaya (KGBV)

Sarv Shiksha Abhiyan

Lok Jumbish (Rajasthan)



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Corporate supporter empowering rural girl’s education

Amtec Auto Ltd.

Ascendant Consultancy Service Ltd.

Devats Ind.Pvt.Ltd.

Ernst & Young

Five Star Developers Pvt.L.

Genpact India

Haryali Pvt.Ltd

Hexware Technologies

Hughes Communication India Ltd.

Indian Angel Network Services Pvt.Ltd.

Infinity Technologies Investments Pvt.Ltd.

IPDM Service India Pvt.Ltd.

Ripples Engineering Pvt.Ltd.

Clients Associates

Saboo Coating Ltd.

Sasken Communication Technologies Ltd.

Satyam Computers Serv.Ltd.

Spot Design Pvt.Ltd.

Steria (India) Ltd.

Sujata Kohli & Associates

Nasscom

Star TV : Educating the Girl Child



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NOGs empowering rural girl’s education

ANANYA, Rourkela,

Anoopam Mission, Morgi, Dist. Anand, (for rehabilitation of orphans and widows)

Arya Samaj Gandhidham Charitable Trust- Gandhidham

Bharat Kalyan Pratishthan (Delhi)

Jammu Kashmir Sahayata Samiti (Jammu)

M D Mehta Education Trust

Manav Kalyan Trust

Sadhu Vaswani Mission, Pune (for reconstruction of houses)

Sarathi

Sewa Bharati – AhmedabadShree 5 Navtanpuri Dham, Jamnagar

SOOKRUTI, Bhubaneswar

Sri Aurobindo Education Society (Delhi)



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Suggestion

Provide schools within walking distance, closer to the place of dwelling, if necessary

satellite schools for remote hamlets,

Provide child care facilities within school premises,

Providing escort for girls, if school is away from the village or hamlet,

Introduce flexible school timings and region specific school calendar,

Provide alternatives models / forms of schooling, combine formal with non-formal,

condensed courses for drop-outs, residential schools (Ashram Shalas) for special

focus groups like nomadic tribes etc.,

Appoint more women teachers in rural areas and provide them with secure

residential accommodation.Expand pool of women teachers by lowering qualifications, providing intensive

training (near the place of dwelling), providing regular education support, organising

special condensed coursed for drop-outs who can be trained to work as teachers,

providing secure accommodation for out-station teachers, etc.

Make curriculum relevant to the lives of poor women who are engaged in battle for

survival,

Recognise the problem of working children, provide special facilities with flexible

calendar and timings,

Introduce facilities for “bridge programmes” to enable dropouts to re-enter the school

system.

Provide incentives like uniforms, textbook, exercise books, attendance scholarship,

free bus passes etc.

Involve the community in managing the school through advocacy, mobilisation and

formation of village education committees with at least 50% women members,

Improve quality of education, motivate teachers to make learning a joyful exercise,Decentralise education planning and administration, bring it close to people so that it

reflects the special needs and aspirations of the community,

Create village level education committees to plan, support, encourage and monitor

basic education,



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Mobilise public opinion for primary education and universal literacy in general and

girl‟s education in particularly. Advocate for greater political will and administrative

commitment.

Make it a national mission with time-bound goals and target through National

Literacy Mission (NLM), District Primary Education Projects (DPEP) and National

Elementary Education Mission (NEEM).



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Conclusion

Education for rural women and girls has a leveraging effect on social and economic

development and democratization. It requires a holistic approach that recognizes the

close interdependence of education and other factors such as food and water supply,

health, and agriculture. As this study clearly showed, rural women and girls were the

backbone of their societies and responsible for the survival of children. This means that

their education must take an inter-sectoral and interdisciplinary approach, encampusing

elements of agriculture, health, life skills, and entrepreneurship. This study emonstrated

that rural women in Malawi and Mali had different needs. Development planners must

resist treating rural women as a homogenous group with similar needs. It is important to

adopt a flexible and decentralized approach to adult education which builds on localneeds and resources and gives due attention to the intersection of gender, poverty, and

economic well being.



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