fclSTRICT PRIMARY EDUCATION PROGRAMME GENDER STUDIES
District Sirsa
DEPARTMENT OF WOMENS STUDIES National Council of Educational Research and Training Sri Aurobindo Marg. New Dclhi-110016 1994 DPEP Gender Studies
National Team
Project Director and Member, National Core Group : Usha Nayar
Consultant : Sarojini Bisaria
Member Core Group Gender : Janak Duggal (Incharge).
Professional Assistants
Harish Tyagi Satpreet Chetrath Anita Nuna Mohd. Yunus Rajendra Pal Ziauddin
State Team District Sirsa
Ajay Bharadwaj
Hemant Lata
Computer Analysis: Vi jay Kulkarni DPEP Gender Studies
National Team ^ % \ Project Director and Member, National Cor« Group ; Usha Nayar
Consultant s Sarojini Bisarla
Member Core Group Gefider « Janak Duggal Professional Assistants An i t a N un a Satprcet Chntr«th lyagi Morid. Y u n u ‘3 Rajendra Pal Mohd* Ziauddin State Team District Sirsa Ajay Bharadwaj Hemant lata Computer Analysis ; Viiay Kulkarni 5'iJ' / / UBRARf documentation CEHlhi Nacionaf loscitute of fiducatioaal Planning and Administration. 17‘8, Sfj Aurobindo Marf, N fi 1 '-S > Now Df/bi-lJ0016 H O C . N o ...... '* ...... DISTRICT PRIMARY EDUCATION PROCkAIVIiVIE GENDER STUDIES District Sit sa NIEPA DC n0823 DEI’AR rMEINT OF WOMEfsfS S rUDIKS National Council of Educational Research ami Training Sri Aurobindo Marg, New Delhi-i 10016 1994 uBPfiM s m m w - i ifittu t t «ttd ►t .^tion. 17“B, Sn AiJtobitHio M «r|, Ihlbt~lll0i6 2>^3>l •.... ■-- lrSW’^ i ’*- Diti.... ' CONTENT Page Introduction 1-64 C h a p t e r I District Sirsa: An Overview 65 - 93 II The Study Locale * Observation & Interaction 94 - 132 III Analysis of Data 133 ~ 197 3.1 The House Hold Context \ ■ i‘l3 3.2 Analysis of the Dropout Girl S c h e d u l e 3.3 Analysis of Non~Enrolled Girls I at' - S c h e d u l e 160 - Itj IV Major Findings and Recommendations 198 ~ 211 Progranui\e Areas 212 A p p e n d i c e s Bibliography DPEP DIBTRrCT I SENDER STUDIES j*!______y*______^ ./ w* 'T' "T" INDIA ADMINISTRATIVE DISTRICTS < V 2 i " ■>» 1991 / S -V '^4‘-a- > - I ,!>' t' ■ja# MYANMAf^ V U4* ,V1' 2«9 \ ‘ i *«o/r'-V ,'•'■80i''X^ to f t « V i-i fSB'i •; . .'.-'-1-^ 5 .*V A •■ ARABIAN 0/^ Y SB A OF BENGAL w ------BOUNDARV, INfEflNAIIONAl “ \ ^ iT0‘ V . < - — — — BOUNOARV. STAtEAIT ------•OUNOARy. DISTRICT C$a IJ fei'y momtt roMt I N O I o N T2* l*»l •* Fig. 1 The doted areas indicate districts taken for Gender Studies Not INTRUDUCriDN DPEP Gender Studies ; An Overview Constitution af India recognizeHs education as a basic rioht of every child and enjoins on tht* State to provide free and compult^ory edncition to -all children up to the age af fourtf'en. (Articl'7.* 45). I In ;i. vt" rsa I i t i on of Giemf?ntary Fdnr.; ;i t. h >n Year P Fan and It fas continued to be a priority area for plannpr"v- The ^Fabio^aI f-^oJicy on Education 19B6 (upclated in 1992) and its ProLjrafnine of Action (PDA) reaffirms Ifi>iia's comm i tfnen t to UFE vwv)\i«->s not on J y universal actvesB and enrolment but ?\ substant\il improvement in quality of ecF.ication to enable all childven to achieve essential levels of learninq. It is increasingly recoqni^ed that the goal of Uf£E is edu catinq uh lar’qely on account of the failure of tl\e sy<3teni to ent^ol an3n belonging to h i s tof’ica I I y de|jrivf'd castes and communities residing in rural/remote areas, certain minority groups and vu’ba n slums. This calls for decen tralized participatory planning and management taking into ac count local area spet^'ffic and group specific needs and rer|uire- inents. Bender disparities uut a c f ' o s s caste, class, regiori and religion and are thus to be addressed as a major barrier to iJFF and societal developjment in general. 1 t»)o major set of evepts marl; the last t»'»o decades in India: among o^lier-s U) eraergence of district as a m e s o unit of aaclo economic planning and (b) emergence* of the w o m e n 'i3 question. In India States are organized on linguistic basis and vary tremendously in physical, social and cultural characteristic as well as population size. The intra state diversities and dispar ities are eutt'emely large with greater cultural continuity in districts across state boundaries. India can be better under- istQod in ter'riiH of its districts ujhich are more han»ogoneous cul tural units, more viable for effective development planning and even day to day planning. We riotice a gradual movement from macro-agregat i ve to disag- gvegating decentralized educational p l a n t ’\iv’\g with district bvicom ing the focal point of planning foi- basic education, i.e. UEF., ECCE and adult education and fiow a move towrds micro level par ticipatory planning at the block and village level. Analysis of the existing researches shows that girls educa tion is inextricably linked with the status of women, lohich is location and culture specific. Planning of any intervention strategies far girls' education has therefore to be based on indepth study and involvement of specific situations, cultures and communities. , Although the Indian Constitution provides for equality between seues, and protective discrimination in favour of women and girls, (uajor questian« regarding unequal phyisical and social position of wornen were raised in a big way in post 1971 Ctnvsus )eriod with the setting up of the Committee on Status of Women in India (CSWI) which gave its report"Towards Equality” in 1974. The declinin., se;< raUo, high.r female mortality and mo.-b.dity, declining u/orkforce participation rate and poor political partic ipation of i*/amen uiere issues which wiere brought to the fore by the CSWI and farmed the basis of sustained action during the United Nation Development Decade. Although male/female dispari ties were recognized and attempts made to address them within education, female lag was noticed at all levels and in all types of education. The women's question was squarely addressed by ioocial scientists and women activists resulting into the growth of a laT'ge body of reseaf'ch in Women's Studies state action and led bo modifications and passing of several new laws and formula tion of a large number of women/girls centred policies and pr’o- g rammes, Several EFA initiatives have been taken in the 1990a to inclvAde; Biliar Education Project, Andhra Pradesh Primary t.duca™ tion Project, Uttar Pradesh Basic Education Project, Lok Jumb i sh in Rajasthan and Total Literacy Campaigns districts, with focus on girls education and women's empowerment. The BKperience gained in these on going projects has been uti lized in formulating one of the largest primary educabion pro- gramme, namely, the District Primary Education Programme (DPEP). Major "features of DPKP i. Hrji.iistic planning and managemfsnt approacti which goes beyond i mp 1 emf?n t a t ion of a disjointed set of individual schemes, perceives the task of UEE in its totality, inte grates all the measures needed to achieving UEE in the specific conteKt of the district? ii. This holistic planning should incorporabe a gender perspec tive in all asfjects of the plannirtg and implementation process and be an integral part of all measures needed to achieve UEE, 1 1 1 . Addr«-:5sin9 the more difficult aspects of access, particuliir- ly ac:cess to girls, disadvantaged groups and out of school ch i 1 d i'(?n , i V . 1 n\p roV 1 ny scl »oc» t e f f wet J. v tf n eb w , V h S t r eng then i ng the alternatives to scl^oo 1 iiig , par t icu I ar ly the non~fortnal education system, vi. Stressing the participative processes ».»/herel>y the local cunun(nnity facilitates participation, achievement and schol e ffeetiveness, vii. Toning lAp teachef' comp»etence, training and motivation, viii Strer,sing learning competence and achievement, i ?<. (Iver'haul of planning and managemerrfc in respect of both routine afid innovative areas, K. Convergence betufeen elementary education and related serv ices like ECCE and school health. The DPEP further emphasieess i. local area planning with the district plans being formulated in their own right rathei' than being derived from a state f)lan project document. ii. (3reater rigoui* and infusion of professional inputs in plan- n ing and app r a i3a1. iii. More fot.u«-jsed targetting in that the districts selected to be on s (a) educationa1ly backward districts with female literacy below the national average; and (b> districts where TLCss have been successful leading to enhanced deoiand for elementary education. iv. More focussed coverage in that the Programme would be on prijnary stage (Classes t-V and its NFE equivalent), with stress on education for girls, and for socially disadvan taged groups. In States i*»here enrolment and retention is near universal in the primary stage, suppoT't Tias beeii con sidered for the upper primary stage. The Programme has attempted to develop and implement in t^le districts selected a replicable, sustainable anvi cost-effective programme: i. to reduce difference in enrolment, dropout and leart>ing achievement among gender and social groups to less than five percent; I . la rtjcjudf* ov(f?rall prifnary di'opout rates far al l ‘studefits to I p* ^3s t h an 10 p e rc «n 1 1 ill. to increase average primary learning achievamynt by 23 par cent cjver mtjasured baseline levels; and iv. to provide, according to national norms, access for all children, to primary education classes (I-V), i.e. primary schooling uiherever passible, or its equivalent non—formal educatIon. The Programme aims to strengthen the capacity of national, stat<^ and district inat i tut ions and organisations for the plan- ninq, management and evaluation of primary education. In keeping uiith the objectives of the Programme the formula tion of the district plans uias enpected to be through a process of capacity building rather than by entrusting the job as a turnkey assignment to consultants, institution or individual. Taking cognizance of the scarcity of project formulation skills the rvogramme envisages particular measures for strengthening state level resource institutions and DIETs, networking of these institutions with NCERT and NIEPA on the one hand and with state level social Sciences research organisations/1IMs/University/de- partments on the other. Hitherto, the state level resource institutions were strengthened (uainly iwith reference to teacher training. Hereafter equal emphasis would be laid on administra tion and management training for educational functionaries, N(30s ^nd members of the V B C s , district and sub -district project ^truc- t u re. Programme Criteria and Evidence for Appraisal of Projects Criteria Evidence Equity focus Focus on districts with low female literacy T" a t e s Baseline beneficiary studies Specific strategies for girls, BC/ST students D ec: e n t r’ a 1 i s a t i or> Action plans and budgets developed at the district level Investment in district-level institutional c ai j ac i t y P a j-* t i c i p a t c) r y Village 1 e ade rsh i p , ^4B0s , D i s t r ic t , B 1 oc k and P 1 anil i ng Scliool level personnel involved in pi'ogi'am planning through consultations and uiorlcshops T echn i c a 1 Strategies are based on empirical evidence or F-’e ass ib i i i ty experience, preferably in India Man age rial Implementation by a registei'ed society empow f-easibi 1 i ty er to make financial, staffing and project di‘si g n (incisions Plan for MIS developn>ent that meeds GDI requi remen ts Ac.c ep t a t) 1 e p 1 ans f a r d e v e J of > e n t cd f enhance d s t a t e capacity for t e ;< t b a a k d e v e I op fn e n t;, teacher training, management training, stu dent learning assessment, and programme 0 V a 1 u a t i on . F i n anc i a ,l P r og V a«nm e re sou r c e s a r' e a net add i t i on t o F G as i b i1 i ty r>ormal growth of State Plan allocations for education as a u;hole and primary education Full annual programme costs ai*e included in annual State budgets. Annual r'ecruitment costs of the investment are s h oun\ to be sus t a i n ab 1 e on S t a t e Non ~P Ian budgets at the end of the project. Gender Perspective in National Policy of Education "the National Policy on Education 19Q6 is a (uajor iandmarl: in evolution of the status of women in India. The ^4PE goes iiub:-5tant i a 1 J,y beyond the equal educational opportunity and social jtA<5tic«? instrument of womert's equality and empourermen t. (Paras 4.2 and 4,3). 71"U? Pi’ogramme of Action (PDA) as I'evised in 1992 clearly p 1 3 s bL.i t I h e n q e d f or 111 e entire eciijca t i a n a 1 «y s t <•?rn to b t' a 1 i \< e to Q endtt t■ • tnd i"*eq iori a 1 d i spar i t i es - (iientjr s e n 1 1 i v i t y is to l:>e I't* f 1'.:}'. t G 0 i:J in the* i mp i at ion of educational programmes ^icro'^is tne b.iarri. Eciuc ti 1 ion for Women's Equality 'EWE; is considered t'Do to pp left; to individual commitments or proclivi-- ties of VM>rsan.j in t.harge of implementing. The PDA makes 1.1 1 1 u';umf>erH; on all actoT’-^s, ayenriiv^rs ar*d in*^t i tut lonE in the field of educ.it ion to be qendeer sensitive and eriaure that u«an\en have tl»v?ir riqfitful share in all educational programmes and activi- lies. T o t \ 1 i <3 e f f e c t a 11 e d lic a 11 or a a 1 i n s t i t u t i on -b a v e t, o pi an a n d 'H-'li.” '-^duc a t iofui 1 personnel, therefore, need to be sensitized I 'in nc-'uder j ^nvsues s o that the country can move from g€?nder n«-'uiT il,. qender blind educatioonal planning and imp 1 emen tat ior\ to gender aware^ ger»der sensitive, gender incUi- education. r h e e i '^s g radical r © a 1 i a t i on t h a t in e n an d i**ofn e n pi a y a n o V e r 1 aop i nq variety *)f roles which compJemt'nt one anc.)tl)pr„ A ■ h 7 j ,n|j 1 unu n I, d ('v (.? 1 optH>‘n t, p pq.j r a>um« s . b.; Be;; and Geruier The fartner is biologically determined ujhereas ttie latter imputes values on biological differences- l,)ne is born female or male but its one's culture u/hich makes you masculine oi' femai-- n i n (? .. Gcm d e r is , thus the c u 1 t u r al def i n i t io n gf_ beh av i o u r de-• Y I II e d a a appropr late to the se x es in a_ qi ven socJ.ety_ a^ a q i v e r> time^ . Bvander roles are hard to change but as they are r.DC i a 1 ly/cul tur a 1 1 y created, they are changeabJe. S e x j.s not. Gende ring GJender roles are a learned behaviouru Tl»ese r>;jles in their social.^ economic and political dimensions vary across cultures. rhere roles are intenali^ied very early iri life. There is non conscious interna I i zat ion of the gender role ideology (ho^,' 1 i- bour, po».^/er and rei^ources get distributed among sexes) during early childhood and school does little to modify or ch.anqe tliiSc 1 I r > f a f. t , e d u c: a t i on f u r t h e i' s t r e n g t h e n s t h e f a m i ]. i. a 1 g e n d e r b a s r •: j division oof labour and resources throiAgh inequ.it able d IS tj'ibut ion of resoUv,»rces and a gender d i sc r im ir\ a t ory tr/ansac- tion of the curricula. The main actors of gendering in school :>.pe bl"te policy makers, the planners, the teachers and the teacher educators« as much the curriculum developer's and thee te:M: bool:: !'»r I t (3 rsAnd, they ^ill emerge from ttie saine society and have V. \ t f' r f ^ a 1 i z e »:i < (< q 11 1 ) g e n >:i e r i' o 1 e s « 8 Thti pi.Arpo?5« of the present euercise would b« to help educa'- t i. f ,K 1 a 1 p e I' -3 o n n e 1 s I. io ;ai'\aJyv5e the content of the social ro I ei^/gende r roles of wamt-Mi and m(.?n for’ helping ti\em «iee anci te<»l the need tor Q e (') d e r j m s t i c e ; i I „ to deconstruct gender role-H, especially those aspects like immutable differences?, myths, beliefs of male* superiority and female suborvi ina t ior^i; ill. to recon?5truct gender roles corresponding to the needs of a nnw social and technological social order based on equality and inst ice througl> curf'iculum and educational programmes, is only after unlearning some of the preiudices and steT'eotvper-, an adni j h 1st ra tor, a text book writer, can l)e conie a .,ourc:»? yil W'.'^men s ern|ia(>)erment or getider equality, "All teachers ami instri)ictors will be trained as agents of women s empou/e rmen t. f raining programmes will be developed by T, NIEPA^ DAE-I, SRCs, OIETs, SCeRT« and University System. Innovative training pT'oqramvne will be designeci with the assist ance of concerned organizations and women's groups". Add ,i t .1 on a 11 y, mob i 11 se women and a 11 sec t i ons o f popu 1 a t i on f u r promoting girls education by arranging orientation programmes for educational fi.inctionaries -such as state level planners, district educational planners, teachers, administratars, members t:>f V i 11 a\ I e v:*ciuc a t i on c omm i 11 ee s , vo 1 un t ary oT’g an isa t i or*s, klah i i a kkindal- and tlie functionaries of other development ati enc i es/den a !’tmefi ts working in the area. "The cnmtTicjn cor-e curriculum is a potentially powerful in- atiument to promote a positive image of women- The Department of Women's Studies, IMCER.T will intensify activities already initiat ed in this area of developing gender sefisi. tive curriculum, rertiit>ve bias in text, books and training of tra iners/teachers. SCERT conr ■?rn.-‘ri <•'» t a i.« I v e I Boardr# and irrj»t i tut i ons imi 1 i ^ n i i a to i;:i .1 m }. i a r i*;o r! " „ 9 In ihe area \)i girls education -ind wornpn's (?f)\|:>oi')-:» rfnt?n t , ;:j 1QI^ i f I,r an t y• ee a r ’c.h and de ve 1 op a(ij:in.i iMi'i > Conwn i tiiT'^n t to Educration fpr Wom»?n's Eqf.tal.ity IS''(r)6» rjr.)n>7ir.lv;*rab i e data based analysi'rj pointed to the general educational and social lag of womt'n and girls especially those belonqinQ l;o rural area=5« The moBt aiynificant contr ibi.rt ic»n of trie re field bailed empirical studies was to highlight t h e region a 3 and gendei- d .t spar i t i efs and helped in identifying di?ntrict3 i» S'tere backtviarvi in female literacy antii -schooling- This formeo the ba^is for g IT'1'S/wornen f ocussed EFA programme and the Eighth F fve Year Plar? (1990-95) facu^ssed on issues of n.nal girls and women 11' a n) ci I fii d <:i f) t a g e (J g r' o»i p si« The 1980»5 are a significant period t»>her» issues of se:<--bi.as in curriculum and its transaction u>ere raised and tools were developed t'.);^ialyze l^xt , ^ o o k s anri otl^er learnirjg methods from / t ^ ^ ? point of view of gender equ ality ^and^ la te r from j women's empowe r/nen t.. i'his was also a time when teacher education cu.i'ric- ulum was revised from gender perspective and teacher /handbooks ^ p I" (} p A r e <1 f (;.) r fn a ic .i. n C) e ci li c a t i on a p oi»< e r’ f u I v e f» i c 1 e a i a m e n empowermeri v „ 10 il\i^ DPEl^’ B bv'pakiv>Q p rvju r'iUiuiie in that it :i ;h> r\c^i i;;vn i y u I: t i .1 :: ;i, r>M eKistina educalTianal res^ai’ch evidence iri pro^ioct f a n w A .1 at .i on but is unti« rst;and i r> 9 a e t of stud i (?s .1. n of the f ac: a I ;;!. v a3 ;i. n eve ry DP E'P d ;i. s t r :i. c t s » Fui 1.o«>»incj stud i. es Mie re car‘r:l. ed out • i) Base L ir»t; SuT'vey 3 I ) Gender- Sii?.uiies I. ,i. I. '! T i’ i b -1.1 S j (i I'--') T t Book P podtic 1; t on and D i s t: f i bu t i on v 'j S t a. t & F i nance 1 ) T I) a v: her E>.k.) r : a t; i oi ) Aqain^st the backdrop of f)di,(c a t i. on a i and boci. a.i. ] aq of i.wonien and qii-ls and as a required invJUt iv\to P n m c w y tdurakion F roq ranxne , Bender Studie<5 ujere taken up in 43 ej i s t ri c: t r-n of the Bt a of Ass am , Haryana, Karnataka., k'erala, Harlhy a P radesh , Mahar'a'iii) tr i , I’^sa m kami 1 Nadu » HETHDDOLOBY ihe study is prim ari l.y v:iu a I :i t a t :i v e and u = j f f 1 1, i j.nnd I'e ae a »^ch e rs met together in face to face interac- I tiun uid discussed the major ist3u.es of cantinuance« d i E.^con t i riu- in* Hid non etu'-jhnertt of g 1 v’I s if\ prim'iry edi.fc a t 1 on .. BI rtcc (a.tr ed I ii'J i V i .:lu a I i fi i; e)’v i eu»s a»id yroup discussions *»iere ca rrie d out in additior^ to secondary data obtained from tiie State., districts, b i. ac:I; and samp I e v i 1 1 <:iy es . F ie ld obse rvat ion was emp 1 oyed t a -iuppori: stv'enQthen data obtained from secar»dary sources and t i I r f. ) f..f. Ci) 5 X n f.1 i v \ d u. < i I / 9 r o '...i |. > i »»t e r v .i e ut hh 11 In rural and urban sium 'bettings, there is no concept of h o i.t G h a I. d p r i v ac y. Household intervix^ws in villageis and urban ?5lu.ms were a f ami ly/commun i ty affair. Each intervieuj tuffned into a mini discuasian group with the? male household head as cheif respondent but household uiomen, mother, wife, daughter all par t ic ipat i.ng • The responses registered are to be seen as parental responses as batti male/female parents or occassionally a grand father or a grand mother had their pieces to saj^ ' neighbours did not sjtay away either. f Goals of Gender Studies (BQALS (IMMEDIftTE) Giender Aware Gender Sensitive Project Planning and Imple— mentat ion Improv ing Supply— - Increasing number of schools places ~ For mal /^4on-fa^mal -XmpravinQ infrafistructai'w and isjuppart ?serv- 1 C ©IIS for girlwj incre«»lng number of wo(nen teachers . - Making the content and process of educatiofi g er)d e r b i as free and g enli e r i nc 1 us ;i v e 1 . ~ Gender seensitization of all educational personnel, parents and community. ~ Monitoring progress towards gender equality Ger>erat ing Demand; Social Mobilisation; awareness generation, consciousness raising, advocacy, campaigns for survivals protect ion and developmen t of the Girl Child Educat ion and ey inptvt. " Wr.:)mGn' s ; Er^er-gising existing uonen's gn:x.'ps - Ot^ganising new gr'Dups - SiAppart ing actioi 'by uorten and the cai-ntTH-U Ji- ty to raise status of uonen. -- Recofr^tm.ction and deo3i3tF"Jj.ctic3n of gender* G O A L S (LOnG TERM) being a man or' a tionan uoi'ks neither to the advantage nor to tlie disadvantage of a per'son. It i noted tliat gender roles are Bocial.ly created (lOjairivEB (i i»e b r j o y (1) I'laij-iping out gender di5i^:.)ari ties in access, enralment, retentlcN» (2) Identify causes for' nm enmlment a/)d drc3p out of girls afui pr\:i^K«e di?jtnci3/local afsecific strategies for inprx)ved enralment, retention and achievement atnir.vig girls- (3) Asst'Bs the situation of vv»:iinen in each district with regar-d to s»:M\e aoc ial aiid den>:v^r^3|jhic indicators and un.imen's equal ity <-ind efri|;)tJt*fertT>ent. (4) To collect infarn\aticn on ge»nder bias in (a) text bcx^ks, (b) teacher training, (c) teacher's attitcide, (d' curriculun ti'ansactim, aj'id <5) To identity saqifjar tive cofTm.inity fatn.«rtAAres such as uonen's grcxi(:)Si, VJ5.„Cs, Panchay^^tis, • P.T.Asi, leaclier Orgsui i sat ions, Vt.K.ith CUlis for develqiing eff€*ctive strate gies of IJT’E aiTKjng girls, (6) Identifying ways to facilitate co(Vv»ei"gence of service~cjf different departmentis for l„FE attoig girls (7) Btudy the avai lability of educatimal (9) (a d'-‘velo|3 sitate/fiirstrict level mcnitoring a/td evali.iati ( I 'id' uii aftd .lei»»oc)rapliic indicators Popu.lat:ion d istr.ibut .ion h y isgk, rurai-urban area^i, se:*, ratia, age specific population especially f o r age groLAp 0 - 6 and 6 - 1 1 yearis, population density, age specific mortality rates, .irrfant mortality rate, child mortality rats, age at m c\ r V i a 9 e b y r-i« k , c h i 1 d la b C3U r , u>o t • {< p a r t i c i p a t i a r» r a 1 9 b y <5 e b y m a i n ar) d ni a rg i n a 1 ujo r' I; e r’b a n d b y r 1.1 r a 1 / u rb an a r's a 3 I*) li 0 r (J V e I" p o s s i b 1 e « (ii) Literacy by s o k , rural urban, BC/ST 1981, 1991 ( i i i ) A V a j. 1 b i ,1 i f, y o f };:i r .1 rn a r y «.»c h (n o 1 s; / M F E c e n t r f? s , t:. C fc' C e n t r (? s i.iiithin 1‘iall ing distance of J to 1«6 knu for Qirlii5„ (v) Enrolments by 3 e;<, rural urban, BC/BT for the last five ye ar s » (vi) Dropouts by rural urban, SC/ST for the last five years. (vii)rotal nufiibcu* of teachers by se;<, rural urban, SC/ST. (viii) u/omen teach0 r<-3 as percentage of total teacherH, ( i :<) Woaittn's participation in terms of purce?n l;agGS in educational administration and other deci^nion (taking bodies like Pan- ch a.y a t s and V i 11 ag e Educ a t i on Camtn i i; t e e =i. < :•() Supportive structures such as ECCE (Angartwadi, Etaluiadi, F^re- s r h 0 0 1 s ) W o m e n ' s G i' o u p s (M a h i 1 a I'1 a n d a J Si, fi a i 1 a S a m a k h y a , NiHD's etc,), Village B.ducation ComiT>i t tees, Parent feacher A s s o c i at ion , Par>ctiay at Educat ion f5ub“Co m m i 11 e es , Te ac he r.^ ' Organ isat ions , Nehru Yuvak Kendra?i> (Yoi.ith c:li.tbs)« iiii'f Schemes and programmes of education departments and other departments (BQI and State Governments) for girls education and UJ o m e n ' s d e v e 1 o p rri e n t. V'- I Sources of Secondary Data I „ iZ e n rT5 u. s o f India.. D i s 11’ i c t hi a n d b a a l<: s - 2» Educational and Social Re^earche's on Birlrs'Education and •51 a tus o f worne n . 3» Government (State, GPI) Documents. 4n National Sample Surveys 5, Any other Svjcandary Data had to be utilized for prepjaration of i „ B t ate s t a t u r5 p ap e r* or» G i i' 1 s ' E d uc a t i on . ii, Di<[itrict f^rofil««ti Primary Data Primary data has been collected through group discussion's, ■field observat ionand interviews with parents, teachersi, adminis- t r a t o \ ”r5, community leaders and girls themselves. The purpose has been to identify the issues t:or>nected with the foilov')inQ. i. Reasons for continuance of girls in schoollng« i i « Re ason s f r (d i sc on t i n u an c e of g i r 1 f v ofn sc h oo 1 i n g . iii» Reasons for non enrolment of girls iv. Perceived Utility of Girl's Education V . P V c e p t i on o f G e n d e r Equal i t y and Gender D i sc i m i n a 1 1 on . vi. Proposed strategies for UPE of Birls' and Women's E.mpouier“ m e t'l t , vii„ Role of parents, community leaders, administrators, teachers in UPE for Girls . Interview Schedules !. jS .. i s D1 s t. V L c: t Sc. h e ci u. .1. e {?•. S . 2 c Vi j i ape/Urban S lum Schedu. 1«? 3 n f lousy ho Id Bchedul >;? )« S „ 3 . 2 : Dropout Bc(i3. e? *•;: . .,3-3 s N'-»ver Enra 11 ed G ir lSrheduie u S » 4- T. Tea h 0 r Gc h e d«...». I e I.-.).. S „ 5 s .f r»s t i. t i.rh :i. on a I 8ch edu I >? I I. : '-• )/?)!tillr! i t V L.(^‘id(?r lyilu 1 0 •;» .> S .. 7 s E»-luc a t .1 or> a .1, adm i n i s t)’ a tor s Broun n i ■-icur-.is i ons : Int<-?racfc iny i=i«s-?r. ions Uii tit Cojnmun i ty Lt»ad TV>e Sample Design T!;v^ d is t r i c t s selected undf^r the BSN P roject are .1 out fema lf* i i t-M’acy d is t r ic t s . O rig in a l i.y, it was prrjpa^^yd to conduct tie y'inder tud ;i. in two blocks on« witli relativi?|y hicjh fen»aJe l.itf.'racy and tl»e other uiitli loi.i.' fefnale liter'acy rati.::- L t (-n’, on t,h‘:' ;idv (<;•;.» t.i(- tho I ' t x • in a .1 Cor*::* , it. i*/rc; dt'Ci.U>ti to r.>* I ':hi>' 01 ?.h-' }',i t 11 m:« ^.iur\'(?y fClcji ke; (Mily f'.)r gtMich'i' .<1 In oach b lock 8 viilafjy :H; ^i.)ere -j^fllected foi- coJ. Isctio n of primary d--ita to repreH:jent; ;;i ^ V i. 3. I '3C) 11 av 1 ng nq schoo I b) Vi j. .Lacjes having a prisnary sciiocd. only c) V illaqes havii^g middle school d- '.V :i i 1 aqhavinq :n;v?con< I a ry >>f' hi».)t)*?r -rf.econ^'iar-v ■'■ Or»f / t )11, rb fin c» ,i 1 n>i cr(.:>iurin (n i I, .1 f‘ r> 16 In an earlier «»tudy ar» continuances Discontinuance of G i r ’lis in Elv^mentary Schooling Vi 3.1 ages and hausehalds were' selected an ttu? bariis of population size using stratified random sampling. This study showed that girls participation was contingent on availability uf educational infrastructure to a great extent. Therefore, ir\ the present study villages with varying levels of educational infrastructure were selected from lists of such villages provided by the Block Educatiori Officers. C Q 11 s i d (? r i n c) t h 5i t the villages i 1 I v r,i t' y i n p c;» p) u 1 a h i (n n s i e , a minimuin number of 30 households and a maKimum of 50 households were to be approached for interviewing. Also households from 30- 5n from one oi' two urban localities were also to be interviewed. Irj each block approx imately 30 teachers were to be* canvasscMi i n t e r v i ew s c l \edu 1 e . A ih many as possible educational f unc t lonar i es at the block and district level as well as the DIET were to be interviewed. In each village an indepth group discussion was to be organised. Location and Personnel The study uias located in the Department of Women's Btudie?i State and District level action in the area of Gender Planning and Bender Studies, At National level one Consultant andSik Professional As sistants formed the support structure. I h I ‘ hi (; a 11 f i < I ••• n i; i t' 1 a rj t h » fall a w i n g j i) State Coordinatar - 1 ;i i ) D i 551 r i c t C a o r'd i n a t a r - .1 iii) P raf es3.ian«i I Assistant - 2 far each Di-strict iv) State Advisory Team - Five to seven memberis v) District Advisory Team - Five to seven members The study Design The study has adopted a comb inat ion of quantitative and qualitative methods of siocial science research. The emerging ‘••yoci. al anthropological technique of participatory research was folloujed. The departures in part ic ipatory approach compared to converrfc ional approach are indicated belou»; £911^ e n 11 on a 1 Ap p roach r t i-C ipa tor V r_p ac^h Top down B o t ' t a m up 1 ti (3 o r e t i c a 1 roc ess Oriented li e f»od I) r i e I'l t e ci People Ori. Gf»ted B t a b u 5 q u a i s t Ch ang e Q r i en ted Assumptions based on > Knowledge created in e X i li t i n q k n o w 1 e d g e paticipatory made Re1i ance on gene r a 1i z a t i ons V a 1id i ty of Spec i f ic i t i e » Vertical relationship between [^a r i z ort t a I, »qu a \ i t a r i an the r»5»arcTu?r and res»archee re 1 a t i on s , b 1 \.ar r i ng of identities P r wr. • *nc: i v ed no V, :i ons a f p »'<>b I em« , I!»1 n t i f i c a t i cin (:> f p r ot) I e m ! \ e d «5, i. s s u e Jy, t tu* i r r e «o 1 u t i on I s s u e «i, I \ e e d s b y t h e p e o p 1e Limited pe rcep t ion'ss, often Wholist ic , seeing a v i11- turncated and sectoral age or a community as a gestalt - organic links of intersecting structures ~ physical, de V e1opmen t a 1, aoc i a 1; s e e i n g e d u cation a s a sub system of the soc i a 1 sys t em i n con t- i noiAs i n t e r ac t i on ui i t h 0 111 e r s L( b s y s t e s . School as an entry paint HoiasehD1 d and Cofnmun 11 y as the entry paints, users needs arti.cul ited by them selves, solut- 1 o n a 1 s o a f f e r e d b y them. B'. u i 1 d i n g a f t hi e C3 r y Av'iHiing out of and cui mi ll a t j. n g i. n t o a c t i c;> n y .. ; T <>• ■Js-, - . Major Departures study is inriovati. ve in grieve ral dimsnsion-s i?.u.ch as : H o u . s e h a l d and the village community were used as the f?ntry poir»t instead of the school. - The phenomena of drop-out and non-erirolment of girls uiere studied Hjepar'a te 1 y. The two phenomena are 3»ome what similar in hut not wxiiict ly t’hw yam». Wlii .l, h drop-out occu)-' -* Since the education of girls is inextricably linked with the immediiite soc i o--econom i c and cultural con\,9xt, the stuiiy adopt the anthropological method of taking village as a unit of study. A-'j it IS well established now primary education really belongs to people, and should be their concern, each villager needing to develop a -stake in its implementation. These villages studiit?s have followed the wholistic intersectoral and mixl t i-d i s c i p 1 i r\ary framework. They provide location specific analysis and interven tion strategies, taking into account the interactive sotiial stT'uctures and the development in f r as t I'uc t ure , as it impinges on edueat ion. Instead of a team of educationists only, the study was an i n t e T' ac t i V e p roc ess among the f o 1 i ow i ng : Persons fi'om Disciplines - Sociology - Social A n t h j ’op o 1 ogy - Women Studies “ Education - Zoology P Q 1.1 +; i c a 1 B e i t? n r: e Ho»nv> Science ~ Econamxcs - Psychology Practitioners ■" Education Comm i-ss io n e r B . C . E . R . T , Dii’ec t o r Primary Education I) „ I. E . 7 , ™ District F^rimary Education Officers - Block Education Officers - Head Teachers Teacher'rs Comrt>un i ty I. e ad e rs Parents ~ Women Girls Deprived B roup “ Arising out of th(? abov^?, ttie study was process oriented, change oriented, people oriented. The net result has been the achievement of coinmon perceptions and commonality of action. The •study left non unchanged. Inf act it now provides a framewiork for action by policy planners, admin istratoj'=3, teacher«i, teacher f?diAcatorn5 and the community. P roc ess i) Revipw of earlier studies and me thodo log i ii) EKploratory visits to some study locationB I ;j i ) icm inq m tr« t(?q i a n d tcjolu# ~ Samp lint) -- I n t; e t " v i. fi - G lA i cl e 1 i r'^ e 3 for' i ri v e s t i g a t o r '£•; f o t’ d b -:j e r • •«.' ^ t i (in □ f ‘ physical, natural, cultural and social cant^Kt including develop- (H(?nt a 1 in f r’ai;:fct'uctu.r'e , ~ Quality of physical infrastrueture? af ^vrhaal , curri — cu.luar prQce-sses, te;< t-books, class“rc3om interaczt io n , pupil t e ach« I' 1 n t e rac; t i an and «»chao 1 co»Tnnun i t y i. n t « ra c t io n n i V ) F- 1 a 1 d s t ud y \ n 8 v i 1 1 ag e-s fk 2 u rb an 1 oc a t i on s i n e ac;h ti i s 11. v) Analysis of Data, Report Writing, vi) Feeding of Rfevsearch Gain into: Integrated Bender Training amongs t par en ts and commun i t i h s , stud 1 e.5 The# girls suffor from abnormally high incidence of drop-out. Intact a large majbrity of them connsist of 'pul louts' who art* pulled out of the educational systetn by sheer force of socio- economic and cultural compul-sions, Then, there are educational ^.sysitem, like irrelevance of curriculum, d iiscr iminatory attitude^ of teachers, parerttis and community regarding the value of educa" tion particularly to girls who are forced to quit without com pleting the p r i m a j ’y stage of education. The ‘^lituation among rural girls was found to be much Mioi^Tjy in 1976, According to a i^ational study conductefi in 13 (najor :'i t a I e s , 111 e (d »■ o p ~ o ia t rate for g i r* 1 s in r u r a I area a 'i 6 5 . 6> com ip red to 22.3 perr..ent in urban areas- The high rate of dv'up- ' 2 2 ^' oii.t of girls in rural girls was 52% comp-ired to 44!-; for i.Aran giris. (MCERT, Study, 1976) The 197'6 MCERT study reflected that there i»;ere mcjra repeat- G*rs than premature? uii thdrawals contributing to the overall drop out in a particular batch. Further, the high rate of drop-out iijans more in earlier classes i.e. between Cla^-s I and II and the enrcjlments stablized in later classes. It wa=j also found that 3 1 a t e i n u;h i c: h t h»? p r i m a r y s t g e c tJi i -b t i t u t e c J (-i 1 a a s e n I - IV 11-»e drop-oi.it of girlB t*»aFi very high, and u»a , Causes fgr_ Hi all Drop~-ou t pf Rural R e a s o n ' s for high drop-out among g i r l ‘d given by the parents, the community^ the thamst^lv^s, th«^ educational practition- er?i are, poverty, early marriage, helping parents with house u»ork and agricultural work, unattractive school environment, parents illiteracy and indifference, lack of a positive educational climate, neglect of «tudiea leading to repeated failure and finally wlthdrai*)! fr-om wchooltt. Birl'uH join ver-y late and are withdrawn at the onset of puberty. Parents do not see any bene- f i t a o f girls c o n t i n u i g i r\ sc t\ oo I an d are in a h u r r y t o n» a r r y them off so thai; a liability is ahed. Findings of a national study (h4CERT Study, 1993) show a t r i k r ng ci i f f e r’ei \t:e in the ae 1 f pereet ion of s t ay ing and di"op — outs, the former had a relatively higher self image and very Bupport i Ve f ami 1 y env i ronnien t by and 1 arge . There were however !::a>jeeB u/here g i r 1 ~i -ihowed great determinat ion and were doing well in-spite of several odds. By and large, df'op-outs were from relatively p^oorer households who may initially register the girls * in achoDl but, later, ^‘Ji t h d r a w them an accoui'»t of ecanomic com- pu I i on s of u/orl: at home and may timeir* on account of lack of c: 1 a the 3 a n d e it r a -1 u i I; ion c as t s . f3 i r 1 s i f t h e y d o not fare e 11 repeatedly are i.i)i thd r awn whereas boys are made to continue., Biris get much les<5 time for -studying at home, and, leisure and play are remote ever^ts in their liveri. B o y s have the liberty to play and even ».»ih i 1 e ai*»ay tlteir time as it is considered natural. I: h * V t t h e y a v e p \ a y f u 1 . 11 iw a V Ie p e r't i n o n t t o pu i n t ou t t h a t t \\cjuq h ei t r o I r?>«n t ratios of girls in pi'imary and uppet' primary are very high in the north eastern states, the drop-out rates of girls are' equally high and field studies and field observation show that though gander diticrimina t ion is not prominent in other aspects like food, health, personal freedom, girls are held hack far working on the fields and looking after ar»i«nals and little use is seen by the parents of formal education far them» Reasons for Low Enrolment of Rural Girls The reasons assigned for non-enro1 ment of rural girls are a combination of educational and extra educational factors, where low and inadeq |-t e a 11 h c a f* e . iii) Lack of access to convenient sources of water, fodder- and i v ) Loti» female liter’acy artd assoc:ia»;ed low status of women. W 24 " v) Low parental education and apathy to education of daughters. V i > I..Clui V a 1 uiat ion of f g(na 1 e ]. i f e i t se 1 f and c.i I nscr im i n a tqi'y attitudes tc3ward-3 f female child in access to f oof.i, health car^^ G d u c; a t; i <::» n a n d 1 e i Kiibling care. Hence they either do not join s-chool or drop-out, Th.i» trend will continue unless employment is assured for one adult. (Raj., 1905) i}<) Women's and girl's u/ork is considered interchangeable taut b o y s work and hence the perceived opportunity CDstB for girls are i\igher than those for boys (Chamie, 19B3s32). An Ividian study, iiihuw:;:. tt)at a l O ’i rise in female wages reduce'i girls' svuhool a 11 endanc e by 5% . (Roser\;cwe i g , 19B0: 18) x) Girls in p ooi'er families labour pool si gn i f ican 11 y improw? the amount of sctiooling t^ihich male children receive, (Ashby, 1985 ) Ki) The large size of poverty households is a deterrent to female education, as girls from such households are required at home for sibling care and for domestic work, in addition to helping the parents on family farms and household invdustry/1abour r Nayar Khan 1989; parental education, especially father's ediAcitjiin, I. 90* >) . K ill A recent study has found a pa-sitive r Rup e e B 225 per fnor\ t h . ( J a 1 a 1 U(id i n , 1990) 26 The Process Of\e of the objective s at DPEP is Capacity Bui i.ding and creaiting a caltrtre of fie ld Res^earch. The National Cqi’g Group Gender (NCBf3) met in a u/orkshop to discus'ii; l;he firrit |.)roposia 1 for Gender Studies from Jiine 1 to June 3, 1993. The proposal was I tie NC(:iG -Lr51 reng tl »en ed itself. Each HCGG niember had the r « -sp o n Vi 1 1 .) i i ;i t‘ y o f 1 o n K i n cj a f t e r' a i=i t a t e f (.t 1 J. y p ;.i i t j c j p a t e (d i n 3 Q 1 e c: t i o n t r' a i n i n g o f p i" o j e c t p e i’ a n n e 1 . H e / G h e (»} a 5 accompallied by t(»/o/thf^ee nternbers of the NCGG teaiit„ Project D t T’ec 1,c:ir |i rt ic ipat •?d in all th« t rair\ 1 nQ p y ^ Ir\t\’o<.)uc'i'd the conc ept and metlu'-'d of DPl-P , Gender 1 i ty Jk (3evvjer Btudie'5, She also met st at e/d is t r ic t officials for •3>*ekinQ their support and participated in field^>»a\'k in ^^evsTal dis(;i'ic ts« One Con'isultant and siK Professional Assistants were -apfj > t e«1 l.o a«r»ist National Core Broup-Bender (WCBB) with effect fron ;l9tl) Auc;)ust 1993, The f^i'ofessional Assistants w «.}n the concept and modalities of DF^EP at NCERT during the last wee of September 1993. They w e i ’e i.rained in the methadoinQy o f rollectinq data from secondary sources. Each one of them was ass-gned one state lor detailed study on edut ational iind ottier :i nti c n tor s. Tiiey were exposed to the ^even intervieu) schedules, I n >;.i V I >::i u a 1 a i i ci g r o u p i n t e r v i e uf s , t e c f} n i. q t.» & b n n d f n e t h a d o f f i e 1 d o b :i - T' a t } on f o r >i.o 1 1 Pi t i ovi a f v'j r' i. (tM ry d a t a . A i otiguj i tii a 11 th e l^!CGO inii-mbers. State Cotird i ri a tor's <■ 3ib( I ..1 1 1 an plan. The of Women's Sl-udies had conducted a nitional niudy an f ar.tors Responsible for Cont inuance and Di An or ;i ».M\b at ion p r»jQ r amoie for coord inatoi's of the pro.iect from the DPEP states was held during 8th 9th July. The partic ipants modified the ‘iichedules- State coordinators werre also rec^uested to identify their team?> of I'esearche rs and prepare a '-jfcatus paper- They were informed that workahapis for the orienta tion of their District Coordinators and Professional Assistants li/ere to oe held soon. National Workshop) on "Elimination of Bender Bias from fe;;t Book;» and Providing Inputs into Primary Teacher fiducation curriculum" was held betuieen l^Sthi and 27th August™ Coordinators and cu rr .1 ci.i. luiF) experts from DPEP states p a rtic ip a te d in the M»ori:::>l'iop. Ty; P. 0 p) o r t a t t h y ;:■> t Selection of Project Staff and Training After feed back from the field work in four villages of Hiithali Haryana and 4 ot.ir villages from T i i: ansg a rli , I’lai.lhyi Pi'a'lesh dui'ing thf^' 3r>:i and 4th wet*k of September, the Project Director and t't^e C'jnsultant ir» consultation with other members of MCGB 2B revised a ll schedules b'e tween 1 s t and 4Jlh QctolTer. i 9 9 Z . Duriii'j 30th S t h « 11' a i n i f \ C j o f P r- o f e s s i o n a 1 A =s s i =51 £i n t :» i n I. h t’s « s e v g n t a t e s . Orissa starred a v ^ r Late, the or i er\t a 11 or ^ pro'jryinnte Mias held and t'.31 ]'JWi'd Ijy f i e 11 liMorl< . Fie ld u/ork (*)as hf'lil :ir» di'.ittict i*'ith the help of the Natiai\al Core Brcjup pro je ct s ta ff . F i e Iduiork js •:3 i i, I ^ t !■*t h e r f.i i B r i c 115. I n. ;i t I a I t r a i n i r i g < :> f P r c j f « b s i o n a 1 Assist a n t a las 1 d three days ov vntensive in tej’ac t i.of\ among NCBB nienibev'SH state coord ina tors prof ossionai a«3 i sta nt« on cnnc; t»ptua 1. i ssi.u»s and f i >:? 1 ( i >' 1 i\ie t hodo 1 cjgy , Major' c onipon en t s o f t h i. s t r a. i n i i »g con 1 s t ' Vfi; j ) GK>n«.li-r s«nsi t i -41 ion and disciAffision on status of Miomen on t h e I:) a s i o f state s t a t u s p a j 3 e r . I i ) DPPP f r ainewar'k Giuider Btudies l i i ) E::posurv7 to interview sc^1t?dule3 and forming of a b attery of a p (j 1 w it\ 1 1 1 1: a r' y u f? s t i n s . i V ) I’ioc 1-: i n t e* v v i ews - 1 n\i i v i du a 1 s and g roup . v) I'-»r'!tiai i on of teams follouiing the mode of dvB.d twchnique: ' ail individual and group interviews to be conducted a ttxosomt: •urth ttiip uerson Pepping the discussion gn:tng anrJ the sarofid tai-i.(p) n> H e- (on scheilul es/d i ar i es ) . The i'<.:)le of the d i s>:.. ussan t ti\il llti‘ I ■ 1.'i 1 • 1 r I:. • I lij h(* I n t o !'»:li at e ab 1 e . v<). ) iio Ihcicio J. agy uf fie ld ob .-3t? r%'a t i. on : l-'iain t^i'nancw of daiJ.y fQV' si.ibs«quff n t content analysis and f’epor'tinq V i. :i ) 1 a.nn j,nq of f i, *^ld I'jorl-- , loq i'^;i*icB t imv? ••■iche’da 1 f* , v iii) Actual e: It; i.was found i n»p f ac t i c a 1 to tra in P rof ess j. on a 1 Ah>s i s t an t'*; anr; 0 t h r :3 1ate |:)e r"onn0 1 inthe h i g 1 y spsc i a 1 i ze d c: 1 in ica 1 pi sy c I' I a 1 o q y / p ?s y c h i a t r i c t e c h n i q u e o f f ocus^iugd y x < 1 LQIl• "^Iso the feed back fi'om Kaithal and Tikamgarh fie ld wort ; n* i i ca t v?d t hat asaeinbliny of ftomogeneous d ifiiicuss ior\ grrjup^ii in the V j J I-tq;? fjr in the slums is not fe a s ib le . The moment you enter i'. uonimun^ty, p€*ople just flock in and it becames d i f f i c u l t to separate them into th e ir hamogeneous groupings. You have to rei:ipand l;u th e ir cu i'iosity and en thi.ts i asm by making them a part of the d ) « It th^rtttov'©, deeidv?d th iss j. s t an t at:u 1 r e 11 >e ^loi'l< i ng 1 e v e 1 coriip 0 t enc y . I hi. iii mu 11 i - 1 i e j • f i e 3, ci b as e d t r a i n i n g t' e su. 3 t e ci i n f a v in a t i. o f' of liighly motivated competent field teams. This is3 a point foi enormous s a tis fa c tio n considering that DPEF’ is a process directed at generating anc.1 cleve loping Ma t i on a 1/S t a t e /1) i <5 1 r' 1 c t level capac 1 1 1 e s f t) r y e n d e r s t u d 1 e a n j g e n d e r t r a 1 n i ri q . These groups l\ave developed a great potential for' carrying out further work in the area. O Ji l l' I'lOt I' SriH.)U^'>3 OR'lBNrAriGN PRDRAMHEB AND WORKBHOPS □ I'ienta^: ion i . S t <;i t V.: {'. o a r >;J i a t; o r* 3 , B-9 July 1993 r -Sti.ivi i 0S A S r. a ill 6-13 UctobGr, 1993 P r^'Qf . U E5h a IMa v at’ , Di'. f- . C . Nan t i y a 1 lia. {Bai.irl Srivastava, Dr, B.C. Nuna Harvan a 30 S(?pt.-3 Octfjber 1993 Prof. Us ha Nayar, F’rof, G. Fjisaria, Dr , k . C . MaiA t i y a 1 , 17 t’ , J „ Duig9 a 1 ,, Hari'rih "fyaql, Hohd. Yi.mu'ir., An i 1 I'lLuna r , R a j i nd r a ^ 1 4 . K e r a I a 19-21 October 1993 Prof. Us ha Nayar, Dr. K .. Dev end r a Mahd, Yunus, Anil Kumar- M d h y a r a cJ e s h 11-12 October 1993 Prof. Ush a May a r , P ra f . S . B i »r. a r i a a . Maharash t ra 22-23 October 1993 O r i 22-23 f-fsbruary 1994 P r’O f . U s h a f'J a y a T” , D r „ S - S . 1 a 1 t- e i 11 I''l s . S a t p r « e t { J kra t r a t h , M r .. M d . Yunus, Mr. Hansh Tyagi, lir'. R. Pal B Tamil N a d u 1 3 -1 5 October 1 9 9 3 P I' a f . U s h a N a ■/ a r', Dr-. R a .1 R a n i , Mohd . Vunus , An i 1 Ki.unar 9 . K. a m a t ak a 27-29 October :l 993 Prof, Mav.ir, Dr. K„C„ Mautiyal 11 t‘j. I.'J c:> r 1< r. i 11j)) a f S t a t e 213-27 August, 1993 ; a - a r' c l i r> a t; a r ?h f- o r - D l<4 B F' a c u 11 y , M C G B m w m b e> r* , R 111 o V a I a f G e n cJ (? f' B i a s Experts fi'oni f'wKt; Banl;::5 input^s i n i a i i I i . S tati* (-oord inafcors ' 18-24 January 1994 WcH^k .hop on Rh^port W r i i :i n f i Six DPEP States completed field i.4»ork by December, l^yS'3, F .i. p],d Wofl;. in Madhy a Pradesh <19 D i ;31 r ic t :s ) N.nished i n March J.S-'94 liinci field i^ork in one district in each state initiated by a m'iMubcM' of the MCBG re spans i b 1 e for ttie estate along oith th^ Gtate CoQt'd in atoi-'„ NC(36 members and research ‘•itaff p ar 11 c ip a t ed fully in data analy.^5i5 and report writing. Difficulties faced in Project Implementation 1, P n: > j <■><■_'t f:)ropQ3a l uias frjent to NURD on 4 th Jnne 1V93., Reviset.l p'rap >:.)•=> a I wa» serH; o[\ 29th June* 1993, However, the project funds uj»:?i"e received by NCERT on 3rd September 1993. The funds were relea^^^ied to States on the 21st of Septembet' 1993. The States did n\3t take any step for the appointment of ttte project staff till they received the funds. The ae 1 ect iQn'.?.j and appointment and training of ttie project staff had, thej-efnre, ha>:,1 to b e >::ar’p] ^ d <:j V e r* t o < )c t ob e r 1993. I n September, the s t a t e hs ap f » o i n t e tj 'ii t a e c o “ a r d i n a l; o r’s . The a f oremen t ioned c i reams t arte es caused a total delay of thrse mon tI vB. 2, No T'equired additional inf ra=; true ture to include roain sipace for’ proje ct pe rsonne J and f?Ktra equipment Ij.ke a PCh copier h.'t;:„ were provided to the def)artment. Therefore, there u/a-s external congestion and h.eavy dependence on outside facilities to cope u» i t ht t h e f) r e s s ia r* e a i ^ ti u a n t u m o f u» o r k . ; < UI r w; GIRLS AND WOMEN IN. HARYANA Haryana is one of the stnaliGr states in India, both in terms g f a. r'e a and popi.i 1 at ign , Har*y an a ri as m a d e r'ap i.d stridorij on the economic f rort t and at pi’esent lia-s the ;30cofH.3 i'liqne^it per i: ap 1 1 a net domest ic p roduc t amonq^t a .1 i the stats-, of India. Hfiryana is rapidly urban i Bing uiith 25 per e n t a f it s t;) op u i a t j, on p r 0 s & n 11 y .1 1 v :i n q 1 n t h e u. rb an a. r- e as » Accord ing to the 1990-91 census, near ly 59 per cent of itis ujfj r' I-; e r s uj0 v e i n t h e p r i m a r y 13 f? c t a r „ Hou/ e v e? r , there i n ;ii ciins 1 d G r ab 1 e r^h i. f t of worker populal'ion away from the a q n - c.u 1 ture to the industrial s e c to r. The ecanomic pace of dev(?lopment of tht? State is-, however, asynme t r ic a 1 to social b as i c !'teeds and I')uniar» i'escjur're de vg 1 opvi\0 n t . In>;.i icators d i -s p 1 a y a in a r h e d g e n d e r - d i s c r 1 m i n a t o r y b .1 a s t" e f 1 e c: 1 1 n q a very low stati.'.«>of women in the society. The ma'ie and female sex ra tio in Haryana is second mast adverse amongst t h e i 5 III a ,i o r S t a t e s su r v e y e d „ The f ema i e IHR i s a a ii i 9 h as 102 per thousand and maternal mortality rate <1990) is 4 per t h o u sand ], 1 v e b 1 r t h s . T h o 1 x q h , t h e f e nra 1 e 1 i. t & r a c y has n o w impT'Oved from 14«9% in 1971 l;o 40.4 7% in 1991, it s t i l l needs a lot ijf attentjon. ..'j Cj Bh•;.!r'p se;< ~ti i f f er'en t i a is pers i,sf; in a 1 ]. in'li . r c t a rG?l at; inQ to h« a 111->, education, par 11 c ipat ion :! n ujork-f oree , shills training, access to skillHS, credit and assetB, dis- c r i ill in a t o f'vrriociai practicv?s aimed at ujoinsn in general and the g ir l ch ild in p a rtic u la r; ove rburden ingof the warn in a =3 a domestic, agricultural, familial uiorkGrs uiithaut r^?u/ard or remuneration to tht-- deterims^nt of her' health without i e* i ~ ' I r'1 f ri fc & e -.n a n d d i q n i t y „ A p 3 r v a 3 1 v 9 o d g r as 3 1 v r’ social climate which constantly vnarg inal i 2: es and isolates i.Mcnnen 5 tliose belongir\g to certain casters and conunun 1 1 iii»i3 art? part icul arly prone tva domvfstic and other types of eKploita- t; 1 o n a n d v 1 o 1 e n c e . ThB basic issues :i n this area ar« those which impii^gs on surviva l and d iq n ity of th>r? woman as an individu.aj and as a fn-^mber of di f f «rent social units such as family,,eco- n<:3(u it. , 0 0 ] 1 i;y . LOCATION AND SIZE S j tua.t« d in t h 9 Nn t" th West of India, t S t a t s of Harvana .is bounded by Pun.jab, Himachal Pradesh, Uttar Pra desh, Rajasthan and the Union Territory of Delhi. Haryana came in'co eKistence on November 1. 1966 having been carved o!,!. t o f t h e e r's t u,*h i i e S t a t e o f Pim j ao . II: is not sure how Haryana acquired its name» Accord- ing to the Imperial Gazetteer, the name is derived from 'H a ri' meaning green in Ancient Times« H.R, Uupta claims 34 that Haryana is the corrupt farm of Aryana, the abode of Aryans. F^ahu.1 Bankratayan thinks that Haryana owes its name to Hat^ idhy arak a word used for it in ancievit lite ra tu re . Population The population of klaryana according to the 1991. census i s 1 6 .5 m i 1 1 i an camp r i s ing , * 8 „ 8 /n i 1 1 i on ma 1 es and 7 » 6 m illio n females „ Haryana, accour'ts for about 2 per cent of t h e t o t a 1 p op i.i 1 a 11 a n o f 1 fi d i a , H i s s a r d i s t r i c t c C3n t i n u e b t a occ:.upy the f ir s t place in the state by recording the ^^ighest papulation in J99i census. Also, the n e w l y created district of populated divstrict. Table 1 D1 ■■5 i r 1 b L.i t 3 o n o t H a r ana F’’ o p lA 1 a t. i o n 1 9 B1 a n d 19 9 1 Year Persons Male Female Density Sex Decadal Ratio 0 rau) t h Fi. ate 1.9B1 12922 6910 6012 292 870 28.75 1991 16464 B82U 7636 372 865 27.41 S o u V c e : C e n s' s C3 f I n d i a Note Sex Ratio is defined as numbers of females per 1000 fr\ a ] >? s • URB/Uiy yiV r hIATIQN UENfRt Nac juil i.j>:ituie ot Kducatioaai Plannjiig tad .Adininnttafion. -17-H, Sfi Aurobiddo Mar|, N e w Dt-lhi-130016 .. a-o a fJOC, No ...... D«te...... T ab I 0 Haryana*Popu1 at ion of the Districts (1991) u NaiTie To t a 1 Rura 1 ivIO . Populat ion */ PoDulat ion ♦ / 1 . Amba]a t 1 J.6B78 6,78 7198B4 64 „ 45 Yamun an agar S218B0 4 u 99 544953 66, 31 3, Kurkshstra 641943 3. 90 4 8 7 8 0 9 7 5 , 99 4u K 3 3. t n a. 1 G20685 4 , 98 7C>0o48 8 5 =, 30 5 . Karnal 8F:ir)?97 5 » 38 642574 72.54 6. P an 1 p a. t 833501 5 «06 607156 72.84 "7/ « J i. n d 963104 5 .85 7 9 7 5 6 0 82.81 8. Bon ID a t 754866 4 .58 576841 76. 42 9. Ron t ak 1808606 10,98 1423133 78 „ 69 10 . Fa r1 d ab ad 1477240 8 . 97 759727 5 1 . 43 1;!.» Burgaon 1146090 6 » 96 913386 79.70 J o .L a’., a Ry i*iar i 623301 3. 79 528J01 84.73 13, Hahende rgarh 681869 4 . 14 597225 87,59 1 4. , Bh I'.'ian i 1139718 6.92 943150 82.75 15 » H. 1 s a r 1G44634 1 1 .20 1455081 78 „ 88 1 tt u b i r^5a 9 0 3 5 3 o 5 . 4 9 712336 78 „ 84 Ha r yan a 16463648 1 . 96 12408904 75 . 37 Ind 1a (E K c 1 u d i n g J k;) 838583988 622B12376 74 . 27 So u r’c e : Can i..i '5 of India, 1991 Seventy five per cent of the ‘>f Haryana live in rural areas. Mahendergsrh, Kalthal, Bhiwani, Jind and R.ei.i^ari have mare than 80 per cent of their papulation living F iQure in rural area-s. Scheduled Castes constitute about one fifth of the total population of thc^ State. This group of popula-- tion enjoys (protective d iscrim inat i.an) sf^ecial status under 11-1 e Con s t i t u t i a n . Pgpulat ion Dens i tv The density of population in F^aryana in 1991 i>ias 372 persons per square kilometres.' Far i dab ad is thte most ciense- I > p o r.!1 a t ed d i s t r i c t' i n the State u/1 1 h 6‘-^7 p, e r’sons \j e r sqnl-iTi„, while, d is t r ic t Sirs a has the lowest density of 211 per'sons per' sq.km. Decadal Brouith Rat|g^ a± Pouulation Harya\ia rv^gtistv^rv^ti a decadal tjrowth ratx^ of 27.4^ per c:en t di.iv i ng 1 963 -91 comp a red to all I d ). a f i qiar es of23 . E)5 e V' c e n t a n d J. m .. 3.7: p e t ' c t? n t f o r tTi e S t a t c:» f K e r a 1. a „ Total F e r t 111tv Rate For Haryana, the rate was 4.5 in 1981; 4.9 for rural areas and 3.3 in urban areas. Total fertility rate is 1 r» V e r 3 e i, y relate d t o f e a 1 e 1 i t e r' at. y an d e d u.a t i. on , t h e T H R for Kerala for instance was 2.4 in 19B1; 2.. 5 in ru.r’al areas, 2 . 1 1 n 11 r' b a n a r e a s . Inf ant Mortali tv R ate s tn 198E5 the IMP. was 1Q2 for females compared to BO for m a I es » fh i s at'p d i f f r e 1 1 a 1 is d i f f e ?•'en I; f r om th e AI 1 India fiqures of fetitale I MR 93 and ma i e IMF! at 95. In cast of Kerala, thie femaie IMR is Ofily 27 and is 5 points lower I;; h a n m a I e i.»/ h i. c h j. s 3 . 37, I MR i-3 above rjtat’s ^average in three districts, Jind, Qurgaon and iiahv2nde?rgarh uihicl’t ar'e al^>o Iqj.m female literacy d ist ricts. Female Chi Id Deaths by Aoe 2 years It i-s a-ri high as 15i in Gu.rgaon -and above 100 in a 1 nio s t all t h 8 ci i lii t r i c t s . & < c e s s of Female Chi Id Death over tiaie Lhi Id Deaths above 5. Years Ai3 is e* V i cl 9 n t in table 3, t h e c: 9 s b o f f e m a 1 e c h i 1 d deaths ovur m a 1 e chil(.1 death over 5 yijars is 37„50 in Jind and lawitjst in Sir".a 7.4:1. Table 3 Vital Statistics - 1 9 8 1 S ta te /D ia trict 1 n f an 1 F e i n a 1 e ("h i 1 vi E: HARYANA 94 1 27 22 . 40 I . Amb a I a 78 105 1 / „ 14 2. Kurukshetra 91 1 40 31-62 5. Karnal 94 125 18.42 4. Jind 109 164 37.50 '3. Ban ip at 91 1 20 18»25 6. Rohtak 98 1 2‘1 1 7, 89 7. Faridabad 90 134 28. 36 8» nurgaon 1 1 6 151 22 - 84 9. fl a h:« n d rag a r h. 1 1 133 ' 23» 61 10„BhIwani 86 1 12 1 7„ 24 1 1 . M i "3 a r 90 1 15 20 „ 1 6 12 »B i rs a 97 103 '7 , 41 Chi Id Mortal itv Rajfces. Feii’nale ch ild m orta lity rate is higher in Haryana (-^20), than the nativDnil average <-»-10) ujhich shows neglect of female children (llodei 1991) 9 6 . 5 ’/ child bir-ths take place a t i » a m e ; a f t h e s e 75. 4 % b y t.t n t r a i r s e d d a i 'a . CHILD MORTALITY RATE BY EDUCATIONAL LEVEL OF MOTHER: 1981 I70r— ILLITERATE LITERATE M)DDLE MAT R 1C GRADUATE BUT BELOW BUT BELOW BUT BE I OW AND MIDOI.E MATRIC GRADUATE ABOVE Table 4 Child mortality Rate by Educational Level of Mother - 1981 Stat3 11 ]. i r ate Literate Middle i-la trie Graduate b e 1Q rn i d die b e 1 o uj m a t r’ i c i:> e 1 o u.i a n cl qraduate above HARYANA 149 97 70 51 30 KEFIAI.A 118 78 53 33 NA INDIA 170 107 71 48 32 As table 4, figure. 1 shau/a child mortality rate goes dou/n with every Bucceasive higher level of education, Ch i 11 d martality in Kerala are s u b sta n tia lly lower than in Haryana. Ape Specific Rates F e \-n a 1 s \u a r t a 1 :i t y r' a t & s a r e h i g h e r i r-\ ti a r y ana.T h e e i< c e a s a f female deaths aver males by age 5 in Haryana is the highe?it in the whole of India. F-igures range from 7.41 in Sirsa to 37.50 in ■Jind. No denying that female=; suffer from qro;;;s neglect as is evident from the fact that Haryana is the iouierst in se;< ra tio am€:.ng I'he 15 major States of India„ There i =; an ovei'uihe Iminq son p !'vM e renc e amongst u>om€-'n in major rommu.n 1 11 . The most potent man 1 f e 31 a t ion o f th, i s p v f e r-ence i s the pr ac 11 c e of selective abortion of the female faetus. The determination terit?* have recently become very widespread in the state. Maternal mortality is also a ^eriou.a problem so is frequent pregnancies. 39 FeMale Mean Age at tiarr i age S ariQ a-3 f rom i b „ '0 in J i nd b o I / - d‘./ r; ••••>«■? b a. a .. .;ind u)h ;i rn has thi? I.ouies-' iii'>^racy‘ v^ate hans as ■Tiai':'-. a-- 6't/. ?nar \ i.. •f ema Ies in the aga qroun AS-19, the lau>est, ba 'ing i.r i a i a . Table 5 Nuptiality and Fertility 19B1 ' t a t e / D 1 31 r' i c t ;s K M a V’ r' 1 e d M €? a n age at 15 e n e f ’ :i'! 1 9 B 8 f e i7\ a 1 a a i n in^ 1.rr" i age of Mar 1 1 a 1 Colaq 1 e age gv'Qt.Ap i.t v e n 11 y C rn >.:i 0 F e r 11 - p r o t e c ■ 15-19 1(1 a r r i e d B .1 r I; h 1 1 1 y 11 ar\ f e m alas R. ate R a 10 R a 19 HARYANA 47« 62 i 6 m 7 <"' 37.48 204 56.40 Amb a1 a 20 - 63 i 7. eo Zh. 10 209 55 . 80 a Kur ksht21 ra 36.41 1 7, 20 38. 70 ,215 52.80 Kama I 43 „ 62 1 7. o<:» 37„90 21 1 52. 40 Jind 69, OB 15 u 70 36. 50 196 10 S'joi'i 1 p a t 49, 70 16 „ 70 36. 50 194 4B. 40 Robtak 48^52 16. 60 36.80 ■•'(1 ■[ 5 J „ 80 Far;i.dab ad 5~;.56 1 7 »00 . 36. 70 :! 95 55 „ :-0 H Gt-.f.rg aon 52.25 1 6 t 6*..' 37. .1. i;;.' 200 58.30 C' /• I Mahendraqarh 56.26 16 * 20 35 .90 10 6 53. 10 1 rj Bh iwan i 64 ,07 16. 10 39.40 21 1 57.70 11, H i '3 a r 55 . 79 16„30 37 .80 203 62.00 12 Si rsa 37.27 1 7. 40 38.40 215 59. 70 )tipc>2 ; r;*:?n C31 I n d I a , 1 d'- 40 76 77 HARYANA 31 SI FEMALE MEAN AGE AT MARRIAGE 1981 50 M) ?e 28 % A T _ I ^ R R I % _ BELOW 16 50 16 51 ~ 17 .00 17 01 “ 17 50 l ^ j ABOVE J7.5I 7S CS=SSC3»ac5 75°------76°^----- 77" HARYANA -31 MARRIED FEMALE (15-19 YEARS) 1981 ^ I------V, c --- *-». ----20.63 ------,-:K~ rj ------n.::t ~ 3C 50 20 % MARRIED FEMALt IN !5H9W» z% 2 8 9EL0W 40.00 ^0.0 ! -50 00 50 01 -6 0 00 ABOVE 60 00 l€" 77 iQure Sex Ratio The 1991 Census reveals sex ra tio of 865 females .-•igainst I Ouu males .1 n Haryana as compared to 927 females 0 0 r i iVBi as aqainst 934 for the country as a whole and 1025 1 n l- x era 1 a . Table 6 V SeK Ratio, Haryar^a ~ 1991 t a t e D 1. s t r i c t s PopIX1 a t i a n Popu 1 a t i on 0--6 y e b. r s fia3.es Females Sen Ratio Males Females Be ; HARYANA 8827^74 7636174 B65 I 663350 1461823 1 A»nb a 1 a 59253B 524340 805 97079 86950 888 Y arnmi an aa a r 436415 385465 883 7631 1 67808 089 Kur\.i.{ shet r a 341612 300331 879 60885 52775 867 a i th a 1 442019 377666 B 5 2 83504 7 1 335 85 4 Karnal 475056 410741 865 89496 78321 875 P an ip at 449504 383997 854 88098 77651 881 Son 1 p a t 410133 344733 840 76107 66929 879 ■3 R«:;)h t a k' 977075 831531 851 174822 153104 876 F a I • i d ab a a 808223 669017 8 2 8 159106 1 406 Burtj aon ^>12620 533470 F.r/ 1 133460 119418 395 1 , 1 Rewar i 323460 2 9 9 B 4 1 9 2 7 61553 55010 894 Mahend ragarh 357004 324865 9 1 70771 631 11 092 Bh 1M an .1 6063 78 533340 880 116856 103503 006 14 J i nd 52401.4 439090 838 99483 85376 858 B h 7 15 I s J V 999016 853618 8!? 4 1B69BI 162206 A Bi rsa 479407 424129 885 88038 77724 BB3 Source: Census of India, 1991 41 ■. u*.‘ f'“- Practices Derogatory to Dignity of W o m e n ' Most of th'^ popular foi k 'sonqs -sunq at SDCiai and c: u 11 u r a ]. QccasiOHB hund<3r proper sac t a I i sat i on of.-qirlB for modern roles and functions. Ths the?-t\es of the^se songs cssr'itrs around clothes and j 1 ery or inculcate feelings o f mental subord iw it ion aconomic dependence and (.’motional irrferxority in the q i r* 11» , They d e V 8 1 op 1 o«.»j -Jielf e <9 teem right from 11-> Oaxiy l;rf« of rural i. £. full of dri.,idyery« From early marn.ing t i l l t?vening they ar>2 busy either in looking after cat tle, kitchen, iiibliiujs or working in the agr Icul tuf'al field to augment family income. But their contribution tp family I's not valued by menfolk „ They take the ccuttr Ibut ion CJf women f or cjranted and there is no realisation that women are overworked anci ■n''e left \'>:i th sio leiaviv'e tin\e for themsei ves» A young g i i-1 is treated like a temporary member inher natal home and as an alieu in her matr imonial hiome r. Her movement is restrvicted and purdah cont.intjes tcj be observed by them even while uiorking,, The daugiiter in 1 au? has a tough time as she is not even alloMied to sit on the same cot aionqwifch older uiomen and sii:-sh on floor as per cultural norms. By such practices sne is re peated ly reminded of her inferior Si:icial status- Indi. rectly, the 42 ! q ir] child imbibes i n f e r ;i. ot'; t y complex by ao :i:;e r v j.hq .:,uch Dp;ac- 1 1 es anri t'hs-rje - M o r k a ;;, Knped irnen t'5 in her dev?^ lap>inent and empo— 1*1 e r' in B n t . Ne i ther ..the woiTien nor 'u h e? family at t aches rriuch i.moortance to t:u? p)rac t xces in .jui' iv.juvir. to the health of females. For e k amp 1 & married girivi cover the:i.r face throuQh out the day as they ob serve "Pard ah *' e-'eii from the women in the i f' husbanci ’ s home,, If the D I r i :-h-u ? f e r f rom any d i se ase , the family ra re ly g 1 Ve-H time.iv medical attendance to them« Beca;.sse the v illa g e community ar\o the parent;:; have ioui value for the life of a female c h 3 1 d ^ p r e v e n t i v e a n d c u r' -a 13 v e h e a 11 c a r e o f a f e i ii ale c h i 1 cJ i ;a 1 V a. r 1 lb 1 y n eg 1 e t e d I;:) y t h e f ani i. 3. y , f ion- a V :i i 1 ab i 11 1 y o f J a v a to r j e a a t ho fn e pu t m omen and g i r 1 s to i lot of incon ven I ence , and to health and at time aui'Ku.a]. harr assmers t . The problem aggravates apecificaily during rainy •aea-son and if t ‘«ey fa ll aick, E^u.t the c.ornmuriiby is indiffere nt towards this pai'ticular problem faced by femaleo,. Benefits of inodern technology ha%'e nor re Niched ri.!ral women to tf)e sa/yip extent ti'ie same ar<^^ en.ioveo bv urban !.vomen » i'4o e f forts j-’. .-I V e been m d e to provide labour saving device'?^ to facxT- i t a t e x:he i r u i o r y t j some or in the aq r i. cu 11u . r i i f i o 1 d ., 43 EDUCATION IN HARYANA Since its inception in 1966,, Haryana has made irnpr^^^" sivG praqre-ss aii round me j.a€3 ing the fie ld of \?dacat .1 on« •' hi t' s t- a t Q h a s a !>!e J ] ci 9 v e ]. o □ 0 d q d 1,11: t i on 1 r,;-is t e in corno r 1. s 1 n.o 5 i 36 primary, 1399 .Twiddle. 7356 h icih scnool-si and 325 sersior gaccind ary scnooli:. Near I / 1 I the middle and SGCond ary -schools navp attacned d r i marv «i€*c t i ons . Everv c. n :t 1 d in r-iaryana i s se rvad unth a primary 'school un. thin 1 «2*^ kff.a middle Buho'Dl within i.94 km, and a high schooi !.»/ i th i n 2 . 75 km„ Th ere are i 20 col lea«s of <^en»r al ^duca" t xon V 1. B T e ac h e r iT'a m i no Co 1 I c»Qe-'S , 1 5 Pol vtechn ics and 133 i'eclin 1 ■: a i , industrial and Arts Schools. There are a total o t t- «...< n i V ■& t's i t i e s i n H a r y a n a.. T h e S t a. t« i -s d e t e rn» i n e d t o un ;j. v e r b a i i e n r 1 m a r y eiducation and achieve totai lite ra cy by the end of the Eight F-ive Vaar Plan i . v'by 19S^5-'96, It is per‘hap'5 perti rv?nt to iT\9ntiof’> that th?-? oroqr>i>-3s in Ivtetracv in Harvana has i-'esu 1 tad from e ; lite ra c y throu.uh a voluntary bai-sad Total L i 1: e r acy Camp a iqr» ■' TLC. )■ in' © ac.h d j. st r i c v; 44 Table 7 Number of S c h o o l s in Haryana 1966-91 V 9 a )•' P V i rr\ a r y M i fj d 1 e High & Q n I. a S e rr o n ci a r y 1966-67 4447 735 597 -- 1970-71 42<:^4 7 6 0 .,975 19 75--To 5 1 4^- 758 1 129 ...... i. 9 8 0 .. 8 1 4934 80 1 14 73 10 0 5070 :i 12 :l 1946 132 1992-93 4915 1481 2106 478 Table g Li teracy Rates far Haryana 1961-71 C0fvsu!a Year Pe rsons Males Females 1961 19.93 29.22 9.21 i. ^;‘7 1 2 6 . B 9 37.29 14,89 i 93 1 43 . 85 5 8.. 4 9 26«89 1991 55 .85 69 „ 10 40.47 ;-3 Q u. r’ c e : C e f-j b u. s F\ e p a r t s , L) f f :t c g g f t h e e q i t r a r B t? i ^ e r' a 1 , Census of India N.fvfce: . , Dnt.a . for 1971 is inc lusi ve . of ail age y nriup -5 « ^>ner e as 1‘ i ox.« t'e b of 198 i and 199 'i -shnui nereon t mge a f i 3 be rat e-!?: t:o' e'S'i; ima ted oopul at .i on aged 7 vears anc abiwo . 45 In Haryana, percentage of literates to estimated popu list ion aged 7 years and above has moved u p from 43.t^e in 19 81 t o 55.85 1 n 1991 : t h e t: o v r e s p >:3 n c; i n q rise for f e tn a I e literacy during this period u/as from 26,93 to 40.47 (I'^l percentage point increase) compared to 58„51 to 69.10 (8 p e rc: ei'( t age point increase) for males. In order to accelarate thp pace o f 1 i t e r acv i t is e^sen t is.1 , to stem the phenomenon of drop out and make i.ini versa! achievement a target along •>» i th universal enrolment. It needs to be h igh 1 i gh ted that f o r l',> u. 1 1 d 1 g p e r' m a i"i e n t 1 i t e r a c y p r j. m a r’ y e t1 u, cation (.-3 r 1.1 s eq1.1 i V a 1 en t i s a m i n Imum nec©ssaq ry inpu t . Rural Urban Divide ULkie. 9 L11eracV Rate - Haryana ~ 1991 District Percentage of Literacy Rate To t a 1 li a 1 e Female HARYANA T '5 5 „ B5 6 9 „ 10 4 0 „ 4 7 R 4 9 . 8 5 6 4 . 7 8 3 2 „51 U 7 3 . 6 6 G U 96 6 4 „ 0 6 3 o u. r’ c 0 sC e t a s u s cj f India 19 91 Note:Lite ra cy Rate e ;< c ru d e ?3 0 - - 6 age groups 46 T a b 1 e |0 Literacy Rates in Haryana 1991 : e /1) i. 31 r i c t s L i, t e r ac y R. a t e s Pe rsans M a. i e Fema1es HARYAMrt T . R5 6 9 . lu 4u. 47 I'-.u ru !:;sh e t r a 58. 7G 69.23 4to„ ^^4 ■i M Kai th cl 1 42^59 54.71 2B . 31 t;, a Pf\ a 1 S 6 » 15 67 .02 43.5 4 6. P ar\ 1 p a t 55 17 67.04 41.17 Sori i p a t .06 77 ..20 48 „ 27 Roh 62,24 /6. 19 45 . 74 9. F a n d ab ad 59.77 74 ,= I 5 42» 12 10 , Gu r g aon 52.61 67 „ 07 34.94 1 1 „ R e uf a r i 64.77 82, 16 46. 18 1 ?, fiahendragarh 5 / . 87 77. 17 36.75 13. Bh iwan i 54. 18 70.93 35 . 10 i -1. .)■ :i n •::! 47 .00 61 . <:.)7 3 .1 6 . j ]. F’’ si) a 46. 32 57. 2J 34 „ 02 ------— ------—. - ----—. ... bou. rces Ceri;'UH5 of India, 1991 47 As is evident in table 9, rural females are worst C3ff» It may also be noted that urban females are bettt?r off than the rural males,, Pending fu rther’ ana ] ys is of tiie Censu?; 1991, the past trends indicate that rural scheduled casivte females arid males are at the bottom of the lite ra c y pyramid in Haryana ufith the urban non-scheduled males at the top. Ieachers and Sfcudents i?irotilth in the number of odpils and teachers along u i i th (ha t o f 1. n s t }, t u t j ■ jn s i. s o i v e n be 3 ow " T ab 1 e |1 Increase in Number of Teachers and Students jri SchoqXs (In Lakhs) {1967-1990* 'y e a r Wo. of ‘Student s No . €3 I- 'i eacheT's Mai e F e m a 1 e Tot a 1 M a 1 e F e m a 1 e V o t a i 1967 e. 2.96 1 1 .!:U3 0. 24 0. OB 0.32 1971 10 „ 17 3.59 13.86 0. 4<> C‘. 10 0 .5 C.) 1976 1 1 . 70 4. 99 1 6 . 69 0 3 5 0 . 1 5 C), 5 0 19 8 1 13.. 71 6 >32 20 - 03 0 „ 39 0« 1B 0 57 19B5 1S . 40 8. 73 24. 13 0. 42 . 25 0.67 1990 10.92 13.20 32. 12 C) . 4-d C). 3C) 0. 74 I'Jo. o f Scheduled La ste Teachers 0 . 02 C). ( 48 PraQr««« of Girls Education at Elementarv Staoa In 1970-71, the gross enrolment ratio (GER) for girls in the age group 6-11 years was 38*/» only and has moved to 81% in 1992- 93. The corresponding rise upper primary level is from 20% to This shows that ujh i 1 e considerable progress has been made in the last 15 years m uch more s t i l l needs to be done for g ir ls especially ^it the upper primary level. Scheduled Caste girls are doing better than general popula tions with GER of 94V* at primary level due to incentive schemes \ specially directed at them. Tablp I a Enrolment Ratio in Class I~V, Vl-VIII Papulation (100) Enrolment Enrolment 6 - 11 Ye aT"s Class l-"V Ratio Iota] Boys 10,579 9,79,327 92.57 ( '3 i r ] s 10,045 8,14,987 81.13 To t a 1 20,624 J7,94,314 87.00 B. C . Boys 2,017 2,23,580 1 10.85 G irls 1 ,916 1,80,602 94.30 Total til , 9 ^'S^y2l 4,04,262 102.79 11 - 14 Years Class V I- VIII Total Boys 6,340 4,64,169 73.20 0 i r J, s 5 ,756 2,98,409 5 1 .80 T' a t; a 1 12,096 7,62,578 63.00 B.C. Boys 1 .209 80,564 66.63 B i r 1 s 1 ,098 44,677 40 »70 Tot a J, 2,307 1,25,241 54.29 Source e Selected Educational Btatis tics (1992-93 ), MHRD, Govt, of India, Neuj Delhi, 1993. 49 Table 13 Rural Urban Divide Gross Enrol men t qX Gi rls P r .1 in a r v a~v;) L*lt3 p e r’ r- 1 m a r y (V'' I - V11 I ) 1978 1986 1978 1986 Run a ,1 1 P30 19 31 Urb an 31 69 70 72 F umcnt R A t 3.zy age ij) 19B6 F r 1 m :i I ’ 'h" < I-V / (.jpoer Pr imary ( M l - V I I i / f-’ e fri ;i 1 e f'l a i e F' p m 1 e Ma i ^ Ru r a. 1 BO 103 3i / Urb an 69 69 / lil 86 ■7 6 96 40 76 1 c fc.f\ r’o I m e r • t H a t; i. o 1 n 1986 6 - t i Year'S I 1 .. :!. 4 Year' F e m a 1 e 1''! a 1 e Fc-fota i e l'1 a 1«? R.ura 1 69. B1 89.52 34. OB 7 1 .39 Urb an 58.66 5 9.43 68.94 78, 11 ' o f G i r :is to Jot a I Eriru linen t in 19B6 i -■ 'v' VI - V III IX - X XI - X1] Ria r a I 40 „ C^::^ 27 . 46 20 „ 35 13.. 88 Urban 4'7 . 72 49.78 37 , 15 34 .83 : 1 - 1oLai Schoo i. Going ;i. n i-iaryana (As on 1.3.1993) ------ A n a 1 y s i s evidence of -s iqn i. f i c; an t i mpi'ovemnt in o i y' enrolments at t H e pritnar>v stage both a man a rura? and urban 50 HARYANA RECOGNIZED INSTITUTIONS Primary/Jr Basic/Prt Pri U Primary Sr. S«c./H. School 520< 48fX 44(X) 40(X) 3600 3200 h~ 1800 1200 eoo] 4 0 0 - 1966 -67 1 9 7 0 -7 1 I9S5-86 1 9 8 9 - 9 0 YEARS HARYANA GROSS ENROLMENT RATIOS PRIMARY a U. PRIMARY 1970-71 to 1990-91 UJZ 5 o(T 50- Z Ul ...... in ..... S 4a o ' BO ZO- 10- O 1970-71 {978-79 1906-87 1990-9! Y A R S HARYANA GROSS ENROLMPiT RATIO BY SEX (CLASS I V) 1990-91 «----- i ^ i : I I i ! m m M _ ...... " i..i I w' i r ' : : : m m ^ i i 1 i : I \ \ \ I i i : ; 1 1 1 1 i M 1 i .. 1 : w M m ' i i^ m \ I I .1 m M m WMMM i I ' ! ! 1 i \ / ! 4 m 1 '1 i 1 i' i 1 M 1 i i i ' i i 1 O n O S S EMROLMENT RATIO I soys ! omus 8AP IH BOYS AND aWLS ENROLMENT e 15 HARYANA WOMEN TEACHER AT SCHOOL STAGE 1970-71 TO 1990-91 PRIMARY UPPER PRIMARY HR. SECONDARY 100- 90 80^ TO GO u o < h- O 50- a: Ui a. 40 30- 20 to - I I 0-J i T 1970-71 I977“78 1966-87 1990-91I YEARSI r- iourt- 17 qirls. However, thye progress of rural girls at the upper primary latage is far from satisfactory and far lower than t h a t f C3 r u r b an g i r 13 . ii> Male-female gaps in enrolments are cloriing in urban areas but continue to be large and even uiider in rural are as « Women Teachers ’ I Ti>Hre has been a ^:.uf f 1 r 1 en t amount of ;inc:rear.e in the ni.imb p r pupils, but the qruwUt a f y i r i s en ru 1 men t-s has been f as t s r th an th a t o f t h e b o ys . L 2 i-= e».*n se , the numo e r of te a c h e rs has been Qoinq up and the int:i’ea-;ie has been more in case of female teachers over male teachers. Hav"/ana continues to face shortage a t women teachers in r u r' a 1 <1 r e as u>|-| e v’ e 7 8 ’ '4 p a p u 1 a t i a t\ lives. Table 1 il| Nomen Teachers as Percentaae to Total Teachers at School Stage Primary Upper Primary Secondary Hr, Secondary Rur a 1 34 .25 36 , 22 25 . 77 Li rban 74.77 78«79 65 .. 46 47 .33 Ru r a 1 4 1.25 4 0 .49 3 B . 1 0 40.53 ?/, Ih’ban The shortac^e at u»amen teachers i-a to b>? seen in con- .'iunction with the fact that comnared to 100 q 1 r la in Class I in rural areas there are on 1 v i'-' girls in Class )< and *jn 1 y HARYANA PERCENTAGE GIRLS TO TOTAL ENROLMENT OF GIRLS IN C L A S S -I 8 6 - 87 PERCENTAGE CLASSES 18 0.29 in Class XII v The prc-t'ntr-y req'.A i remen t fc3r' priinary t.-Gacher trainincj courses is 12 years of schoaiinQ, It (nay tae pointed out that in th?3 iast four decades,; nc :ieriQus efjort ha??- b 9 f f C5r t s , i f any , h ave been d i r’ec t eci a t the t aqp of e t r y ].n to JBT caurses and at best r ecruitment uij tnout any quotas far rural ui \ is. The r>? f ?.^r«? , the ptienamahan of urbari ov^rflounnQ with liiomen t e ac:i‘\ >? r'-- and rural areas w i th h iohp r e m :i um an Qender s e f.j r t? Q a 11. a n c C3n t i n u i n g t a f ac e -sf i o r t a.g e o f t m a 1 e te ac h e r-s . Ti \ e r « I -a (nor« a q ns i n g a j. ng in ac: k t o t h e? r er a mmend a t i o n of t h e Indian Edua it l o f ’i ronimi'^slon of 108'.? (knoufn a-.a Hander's Com(n 1 <3 ion ) ta iden tits rura 1 g i r 1 s at pr itnary and midd 1 e i © vei Anvl *upi>art tht'frt fo^ qwnerii education and t e a>::n t-'!■' training ir Safu'iuiic.ii Courses (Genera] and P r'o f ©■ss i i:)n a 1 '■ or ;tn existing 1 n s t i t u 1 1 Completed elementary ©due: at ion improves the chanv^es of women to 9 a m av:cess to general and technical «ec:or>d and third level education. Stud;i. e-B shoui that education and employm«nt of ujomen in nc»n-agricul tur I'i oe.ciApat mn s tends to 1e ad to a smaller family s i z e » In this context, iitaracy and -skill de ve Iopm>:^nt among s o far di--»advant aqecJ rural girls and ufompn bvcame-^ and imfH?rative far all de v© loptr^en t, 5^! ! vUlij 1. V;' The Out of School Girls in 1986 6-11 Years Girl Chi Id Populat ion Percentage of No. of Girls Girls Enrolled not Enrolled Ria r a 1 69.8 1 197,178 U rb an 181,160 in 8 . 6 6 74 ,, 933 Tot a I (334,210 6 7 .37 2 7 2 ,111 11—14 Years Rural 396,598 34. 80 261,426 Llrb an 108,782 67.36 35 , 1 1 Total 505,380 41 .24 296,937 If) 1986, therf^ were a tatal of 569,048 9 if'Is in the age Qrou.p 6--14 years who out^ilde BChooi. Harysoa.. Of these y 81% g 1 r 1 Si ujercj rural and 19% This number is lik e ly to have come down by l ‘^?91:- Pendina avai 1 -ib i 1 i ty of »::ensu-ii data on si ng 1 e year age data on ':5 c h. o a I e n r a ] m e n t , 11 1 ,5 s t il l n 0 c- e 5 a r y 1; o in a r' h tj u t t ts i 3 o V e r h ;? 1 f a rn i 1 1 i n n q i r* 1 5 f o r iinfn e,djt a t_e, a 11 e n t i cj n i r. o v’d e r to see thi?v do not join the hug9 stream of adu.It i l l 1 t e r - atas, ThQ State needs to 1 aunch 3 ma -ior NFE orografrime for- out of schQoI girls in tlie age group 6-16 for^ ensuring fivi- to eight ysars of schooling or its equivalent with a strong in)>u,t of sconoiTUc: skill-r.H healtfi inputs and population education,, Tills u/ould have to b« a multi-sectoral pro- g r amme , c: t ing a common point forconvergence nf all a b Q V e fn e n 11 cj n e •. i s t? r v 1 c e s . 53 Failing to educate one generation has obvious repercus sions far the next. If we miss tivese half a. iiiillion or so oirls now,, we shall have them as part of adult illite^rate group 15--35 yaars who are in the prime of their productive a n'd I’ e p v o d lic t i. v e period. Tfj.is proqramtne c.an help raise the age at niarrJaqe of Q 1 ! ' i ■ . ' i • Both budgeted eKpend i tura on edue.ion fct" total budget (revenue accouiit) ant.3 pef c:apita e; Haryana among the lowest in the States and Union Verri ta- [•' 1 e s . Consider■}HQ the Slate has the ^hirdi highest GDP per c a i;.-' I t a .1 m o n 9 d liferent St a t e i; , 11 ve \ 1 s a e f i n .i t e i n ci i c; a ■" t i.<3n fa r r'ea ] J.oc: at i on of' taudge ted e ; !3 e r a q i t a 1 e x p e n d i t u. r e o n e d u c a t ion. Sp ec i a 1 n a t e need© to b e t ak 9 \\ of close t o 2' m 11 1 i on abso 11.11G p o ar in the S t ate . d u c a 1 1on must tae made c ost .LL'.Ji-..e. children of such poverty households espec 1 a 1 1 v' 9..L£ j j 3 : 'ilD, .§■ P .1 i:.! r 11 V b as i s ■■ As close to 9 0 K of the poor are in r-L.i.ral areas and girls in these highly gender di scrim in a t o r y -G'-.ou 1 a 1 <: c.in t e x t a v e use;) f's t i t , RURAL G.1 R . L . 6 I") e c: om e t h e p r i o r i t y group for UEl by all y a r d s 1 5 cl s. ■54 ^ j ' 51 ra t eg V woi.< 1 cJ i fic 1 u d e ( a ) i mji r(3 v i nQ acc es s of rural g.irl'-? to prlfnarvi,* upper primary and s e c a n d a r y / i"» i g ii e r s e c; a n d a r y >? d u c: a 1 1 a ii a t p a i’ t-) i t hi t h q i r u T" I j a n counterparts and, (b) reiocatinq train in9 / institut ions in rural areas. Cu.rr^H) t Iv , in Haryana, th>^re are 6,931 rur'al prifTiary schQiv 1 s/sec 1 1 ons and 2,613 upper primary schoois/ssc t i on'£? catering to *>,664 villages and habitations. Only *,333 l'iab 1 1 a1 1 on-3 uu th population 300 or more »3 have a pri- atary school u.fithin one km. distance- Th«re are thus over a. h u n d r e d h \ b 1.1 a 1 1. o! t ut 1, tm d t' e than 3 C.) C) p a |d ia 1 a t i o n t {■■') a t i 1 a v e no uiithln I km. distance and ttuA-a, also leavinq out 1,244 habitation-5 withou^^ ^ucti a facility. Th i •"> 3 ffec:t-s rural girls ad,'£M’'sely at the primary level. The shwer drop } r, a V a i 1 a b 1 1 i. t y o f jj.p 1.3 y r p i ,-n a r y -sc h >;;) o 1 i n y o i' i. t ii e q u i v a 3 a n t t o gj.Y'lr.> in rural areas acc'ount for drop out girls after the primary stage. In T'ural areas, effectively tfjcr'e is only o f» e u D p e r rj r i n\ a r- y s c h o a 1. f a r 9 v e r y three p r' i a r y s c h> a a 13 ul^^eT'•f^as in urban areas, the position is more favourable uiilh 08 i nnmar'y schoo 1 s/sec 1 1 ons against 627 upper pr im.ary school s/sect ions. Comp 1 ete (nidd 1 e scdxools need to be located uiithin each village to achieve UEE among girls. Additionally, support servjices like E'.CCF.,, drinkinqj ujater, cheap foader, fuel neetJs to be provided in rural h afo i t a 1 1 ans to release girls from domestic chores and sibling v' are . The BA ARC DK’CADt: U K 1 Hfc. S I P 1.! CHILD uuhould ft.Dcus on t h e Rt.ir al C h i Id a n d , of cv-Durse , the urban poor q i r l far education, hi?alth and nutri tion as a major intervent j.an atratc^Qy for raising the status of uioinv^ii Haryana ha-:s a qreat possibility of attaining {iEE by 2 0 0 1 with ji..(.st SGirie mare considered (?ffortn UEE; The Choice of a PrQQramme {Jn 1 rsa I i sa 11 on o f el emen t ary educ a 1 1 on < UEE ) i s a n on—n e q o t :j a b I e p r' i o r' x t an d mo r s u r q e n 11 y l< n i v r’ •=; a i i s> a t i on o i i primary educ a t i on targe tt*d o n rur^i girls and tfrban p do r C 'U-U “> G- ^ 1. Five y»? ars '»choo i i ng o r its equ.i valent i-s essential for hu i id i ng permanent 11 1aracy of populations. 2» UEE is the only development progransme for chjldren aged 6-14 years a n t ’i can be made the focal point for- delivery of e due at ion „ heal th. and nutrition uroQrAmmes, S., There is fai 5 if' fevtilitv rates with every successive y e a r o f f e m ale e d u.c. a t i on ; t his f a 11 i s d r am a t i c a f t & r eight years of edi.^cation. E:ducatic»n is, therefore, the h> G s t i;» ill. K This programme could be emjiloyed for promatinq equality bet'xet'n -Bei-e.-ri throuati suitable in te t"*ven 1 1 ons in cu.riMC-" I. ,i 1 (.1 Girls Education Va r 1 C3u3 =; t nps ha v e e e v\ t ak en by t h e Uar y an a. (3a v e r'nmen t r-ot only to attract more girls to educational institutions '-•M.'i Iv;o to r (31 a in he m . The d q t a l 1 s of » to b o o s t —up >)omen ed>..ication av'^ f■,;> 1 1 ou)S ^ - T f t t U 16 i ■ Primary Educat ion "•r M Mo. 8ch Ai'nr)<..in !:■ in Nu.aibtVf' i.if Lakh■•5 S tuden (;s 1992-93 Benpftted F r e e IJ r\ i f a r i n '=> t o S C -i n d E v;.. o n a in .i c ;i I 3. y & 3. i--:« r* Bec b i ons 6 1 r 1 b J 02„50 14 i 425 f-ree 81 a t i on e fv 60 „ 00 400000 (Boys ?■' B t r i s ) At.en dance Prize to SC (?) ir is i. SO . 00 150 0 0 0 A t; t Q in ci - I n c e f r i z e 11:. M c) tn a d i c T r i. b e s Chi 1 d r' e i'\ 5 O . 00 2O 8 3 3 (Boys B ir ls ) Free T e ?■' t - o a k s t C3 5 C and Weaker GirU-s 23.50 4 7000 G 1 p >5 n > i t o d e n rj 1 1 f i. g d t p ;i bes ch i 1 d ren 7 . 00 5BOO < Boys S: G i r 1 ?5 > 31 1 p s 11 d t a t h 0 c i 1 >J r >i* n c.) ^ thosf? u)hc) are engaged 20.002500 i n unc 1. e an occlh'^ a 11 ans < E'ioys G i r 1 ) The e a rlie r pal icy of the State Government u.ia.^ to recruit f emal e and mal & teachers in th-^ ratio at 4 0 j 60 , ujh ich h as recently been changed to 60:40:i.r; respect or women a n d m e n t e a c h e t- s , x' e s p e c 11 v e I y , T h e S t a t e Go v e r n in e n t i h5 d e t e t’m i n e d t o !..< n i v e r s a 1 i s e F’ r i ii) a r y E d a t i. ar» b e f ore t h, e e nd a f t h e cu. r r e n t t h F i •>,* e Year Plan. More emphasis is nou; beirig laid ari the enrolment of Q irls i.n the age group- of 6 to 11 years. 500 new primary 3 c h a o 1 s (*J e r e a pi e n e <1 e: f c 111. s i v ply far g ir l s in the 71 F i v e 57 Year Plan. A similar number of r^chaols again eKciu-sively for girls, is proposed to be opened daring the 6th Five Year Plan. With a v i to enr'oliing and r 0 ta.1 n.1 ng mare and more g i r ls part icuJ. arl, y those belonging to sc hf? dated casitss and other iijeaker sections, a number of incentive schemes are being imp 1 en^ented . The State Bovernment is providing over Rs « 4 « 25 era res annually under various i nt.:en t i ve schenia-s , J M a n -•» Secondary Educat ion Sr„ No t>ciismes Amoun t I n Numdt:r of L akhs Stu.dentia 1.992-93 Bene f i 11ed F r' e e Uni f o r m ?s f o r S C / BC Girls 68733 fr e f? iJ r\ i f o r => f a r Ec on om 1 c a 1 I y b a c k u; a r d c 1 aas g 1 r 1s 38.75 63000 F T" e e s t a t i on e r y t o SC boys and girls 65.00 9B000 K- r e e •» t a t i on e r y t o E c C3 n ( 3 in i c a I 1 y b a c t») a r' d c 1 ass g i r -1 s 4<300 86500 Free books for SC boys and girls (6t;h to 8th Class (f i R s . 4 C.) / p e r y ear a n d 911» t a 1,0 1 h c 1 a s s t? Rs.60/-") 0 p Q r t u r 1 1 t y c o s t a t o SC s t ud n t sr' e atl 1 n g 1 n f;“ j ;;i s s e s 6 1 ti t fD 81 j- j R s „ i. 5 / - p r m o n t f i 161.50 10„76 lakhs 6c hoi ar-sh ips V i t ^nd T ap r i uja s cti i 1 d r 0 n i r o m 6th t o B t r) c 1 ass © Rs„i5/— per month and •^^th to 12th classf^s fi Rs . J 0/~ n\on th 5 . 50 3, "'00 5c; Sc:I")o I a r-'srt i. p to SC. o i v .1. s P s :i. n g i n iV) :i d d j, e e; X am i n x t i on 8 „ •16' 10 Be! p d 1 ?5 t r I C t Rates '? 11'\ 1 a :5-^5 R s BC j / -- p , iT». iOth Class Rs.lOO/- p.m . 1 11 C i ^is R.s n 12.0 / - j:>. m. 12th Cla-is Rs.140/- p.m. Stipend t o SC -.rj 11' 1 -3 9th to 12t;h Class F I . 20 / -p . m . 130 . 0 0 35000 F r"G e Edt_xcats s:)!! f a v a I I q i r 1 i r\ ri r i v a t (? s c. h ao 1 s 55, 0 HJ,gher Education •Pu IMc>„ Scheme A in a L i n t in Lakhs NiAmber of Siud en fc s Bene f i tttjd F r 9 e E d la c; a t i o n t g G j. v’ 1 LA □ t o q F‘ a d u. a t« 1 e v e .1 45 { n"iO S t a t e S r,3 v s r n m e n t in e 'r i t S c hoI ar-3 h i □ Sc.hame in C o 1 i e q e B f o r G e n r a 1 Ed U.C 31 i on 2 .47 liar van a State Silver’ J u b i iee Behai a. f ^ r; i a s 1 .48 1 0 0 i'-l a n y a t h e r’ s t e p a h a v e o e n t a i-:; e n P y the B t a 10 (3 o v e r- n ■ m e n t t a e n a la r a g e u) o in e n g ci li. c a 11 a n . 1. Colleges far u/omen have increased from 7 in 1966 to 36 in i 991” 92. 2, T h e 0 a v e r n m e n t h a 3 ado p t e <:i a 1 i b k» a 1 a 11 i t la d e in q r a n t iHQ recognition in private managements to start qiris cn 1 1 eg 8=5. 59 3. Subjectis fsuj-h as Home Science, Fine Art^^ etc. especial l y far yir3 s have been started, in -several cal leges. 4. One ce ll for women -studies has been e-stablished in K u.r u. k-Bhe t r a Univer=5ity with the ass i.'51 ance of UGC » Ti. 7 h e T'e avG tu)o i'4CC ba11 a 1 i a ns e ; Girls also participate in NBS activities. 60 HARVMA DPiP EENOUl SflJDIES i S«^>lt VilltQts/SluK C*t»9 o r/ of D u tt. HISAR D istt. HMD D u tt. KfllTHAL D iitt . SIRBfl 5ilect»<] V U U 9 «s Block HlSWl I E lo o Black RAJftUHD Block 5IRSA II 3.N. SchooU 3.N. V:ili«)fs School 5.N. V illig t s School 3.N. V tlla g is School 1. WtlliQis niving 1. !>W(I acvt. P r u ir . 1, fAftAflGAPH Govt. Pruary 1. mURDA 6ovt. Priaary 1. DHANl Govt. P riM ry si.T^U/two t u c h t r /AlflAL School Sir.jlc School 2 Titcntr &:hooi 2 T^ichtr SUCHAN School SinQls prinry schools T?»:h?r Tetchir 2. MlwANDI 5ovi. fri»4ry 2. K>€RA RAM 6ovt. P r iiiry 2. NARVAl Govt. f>n*ir/ 2. SA iW U R fiovt, P r iiir y RUKA Scnocl 2 Tu ch ir RAI School 2 Tucftir School 2 T»*ch»r School 2 Tiachir 2. V illiQ g hiving 1. BAlflWftS Sovtf Pri!T,iryI. IKAS Govt. S ir l s !. RfllAUW) 6ovt. Pri»iry I. CHAKARIAW 6(wt. P r iM ry PrU*ry SchooU School Pn»»ry School School Sc^l 2. NALWft Sovt. G irlJ 2. TAtODA 5ovt. P r i« r y 2. RAHANA 6ovt, P r U iry 2. CHAK- Govt. P r iitr y Priaary School Scnool BA^1ANI School KASABAN School 3. ViUaqe having 1. BHOJRAJ 6ovt. Hiadl« I. BIEtPUR Soyt. »1idol( 1. BIRE^^ISRA Govt. HiddU 1. HQOIA 6avt. KiddU Hiddli SchooU Scliocl Scnool School k-lfiW School 2. m m Sovt. niddl* 2. SHINANA 6ovt. HiSdU 2. TITftAH 6ovt. fliadlt 2. HQRItWLA 6ovt. HicklU School School School School 4. V ill)9 » having 1. CABRA fiovt. hi9 h i. h^NOHARPlJfi. Sovt. High 1, KW-'AL Govt. Sr. S»c. 1. SHAWIN Sovt. 6irl« High Schools Sr. School (p n iiiry Scnool (ariw ry School (prifiary High Sc hool Sfcandary Scflool attachadi attached) attached) (priaary attichtd) (with pritary attached) 2. 6ovt. Hign 2. NIRJAN aovt. Hign 2. JAKMJII Sovt. Sr. Sec. 2. HAN6ALA Bovt. Sr. S*c. Scnooi ipn»urv School iprijiiry School (prm jry School 5. Urbar/Rural I. EH>iGA M l ,, sAl'SJi NIL I. Sli.lloARH NIL I. J.J. NIL having SlUtS COLONY IV^CIP 5, bAt«W>IA COLONY COl OH t ZOim'i 2. IHANDI Bovt. Pridary INDIRA 3cvt. Pruary 2. BAKAL h Savt. Sr. Sic. 2. SHIV NR SARAK Scfioa! COLON I Scnool PIRfcAMG«A School, Sovt, NA6AR HiddU School □perational Details In Haryana, four districts viz Hisar, Jind, Kaithal and Sirsa were selected for DPEP Project. Thes«? disticts have the lowest female literacy rates in the state. Identification of Blacks Under the Base line study of DPEP tu>o to three blocks i.ifere i^ient'lfi^ in each DPEP district. Keeping in view the limitation of. time and resources it uias decided to conduct Gander Studies V' only _ in one of the Base line -dlocks in each of the four sampled d 1 s t r i s . Identification of Villages ^In each block, eight viilaqes uiere selectea out of list of viliacje-ij and schools in consulation with the Block Education OfficerSn The villaoes u/ere selected on the f oi lowinci bas^s: i) Tujo viiiiaqes with no school or sinole/twoteacher school i i. ) "'.JiO villages ij/ith primary school only ill.' ' V I 1 1 aQ s s w 11h iT' 1 dd 1 e 'isc. h oo i on 1 y iv) Two villages with secondary^icjt^er secondary school v) Two urban slums were included in each block/district Iv\ all 32 villages in four districts, viz Hisar, Jind, K'aithal a.nd E-irsa, were selected for study. In addition, a total r> t' 8 urban slujn coi^mun 111 es two in each district were solected' r a r intensive study in the four nPEP districts. Identification of Households The households were selected on a randum basis. Households without Qirls were ei-tcluded in a household if there were more th:in one drop*~out or :-,ever eriroi. led q 1 r'I , only cme each I i r; t V'V ;t. w d fr-:>fTi a hou-::>e'''i >:i • 6\ Table The following 9 schedules were canva-ssed foj’ the collect ion o data. 5. N G m N-inne of Schedule Cade No 1 . D 1 s t r i c t Sch edu 1 e ' GSi i 2 « S 1 um / V i 1 1 aq e Sch edu. 1 e f3S 2 3. Househnld Bch^dule OS 3.1 4. D rop-out Girl Bcrh^du.) e GS 3=2 5 . Ne v« r- E n ro lle d Girl^ Schedule' GB 3.3 6 . r f:* -n c h f? f G ctie ci u ]. e G S 4 7 , 1 n -:51 i t u 1 1 on a 1 Sch edu I e 0S 5 B„ Community Leader Sctiedule GS 6 9 „ tck.icat ior»a I Adm.iniatratorsBchedulo <35 7 Collection of Data For each district a research team consisting of 6 person? w a =5 formed. A three days orientatian programme was organised foi the re=;earch team to acquaint them with the basic concept DPEF Gender Studies and methodology of field work. Schedule GB 1 and 2 uiere f ille d uo on the ba-si'i of iiecondar'; f.i a t a a l.i t a 3 n e d f r oni d i -s t r i c t / L) 1 oc: k a u t h o r .i t i. e s , fj e r o n all >'» T hi < iiata for schedules to Gfi-7 wan collected through per?;rjna: interviaw^;s wii'h Parent-s', Drop-nu.l and Non-enralled GirlB^ Teach- er=5, Head Teachers, Community Leaders and Eck.u;: at lona 1 Admin i?;t ra- tdrs «’ The re-,e^rch tea/n depended to . a. great e t en.t on . persona observation -ind q roup d j scu«s ions with the commun i 11 «'» . Detail': of the data roiiectei:j from differ*etn ''ioiu-ces is given in tic f o 1 1 ow ir>g t ab 1 e : 62 1 Table 2o D:i. “t n c !-; v i.'ilaqe HH D08 l'-iEO:» ^^43 EA Tr CL GD Hi Bs:\r 219 57 ■';v2 i ij y.^;^o '„/ 42 j 0 1 J I nd > ■ L:Li um !;■' '-f ], 42 4 7 E- 1 .i. ■ 28 43 i 0 '!> th a X 254 102 103 B 8 30 •-*> 'Jj B 97 i rsa Slum 236 ‘1:> i J 7' i 0 10 26 3 7 J. 0 P4 To t a 1 -B 95<> 26 1 2G3 32 39 1 -j. 2 1*35 3B 413 i. imi t3.t ions of th?? Study This was the first sKposure at State Project fisid rese-srch. F“r equ.ant t rans f e^'Ti of the member-3 of thv? State Project team tram cin<^ proqrainme to anathyr' affected tht? qual'ity ~ind time c a m p 1 113. o n a f t h e -s t u (i y « Haryana be InC) a h igh ly seKuai s ta te , the education cf the* fit? id uiai'’k fifas e: Gains of the Study The st'.fdy h s mad^r t h e Sbat^- -ernn^'-^n ^ v5f the '.iirM naed ro c=:}lleci. gender seqoreqaten riau’i and to t,in\;ie r t akv- -SGecia i. p rogramme-s for LIFE of g j. r 1 s and the ;i.r e mo owe rment. 5 1 ii t e E d u. c a t i o n D e p a r t i7» e t) t ^ i a s b >? i? n e n s i t i z e d t o a q r >y a t QKtent to takt* up intGnsivs studies at the grass-root level for the up 1 i f tmervk and empoi>je rmen t of q ir is .'ind women. The study has been he 1 p fui in doiriq spade work for gender- re I ated implementation of DPEP at least in 32 villa g e s and 6 sium lacat ions, •t -buiT). the s t'.id'v r. a •;? i;d e t?n able to b i 1 d s t ..-i t e lovei c at) a-- i.:) I i. .1 t :i. e s i fi i: t g n d e r ■;}51 (..(ci ‘ >s a i" h a n t i r e a r o e s s t-»i a s a q >' e a t i earninq experienca for fc l-'i a N CER. T , ! > acu.M:.y anG archi-M'B „ ine SCER1 team is noM; in a pos:i. ” t }. an . '- 'S 'Uride rt ak© further raaaai^ch and act ion i:;) ro j c t-j ’•fcjto o rap are local s p e cific gender sens i i; i a 11 on mat er i a. 1-s '• Qian and c 4rry out a'»iarene-3s generation, advocacy cam- pa igns and gender sensi t i sat ion of officials at all levels, cDmmitn 1 1 1 es , Vf-fC^ and panchayats, teachiers and teacl'ier educator-si. Proposed Frame Work for DPEP Implementation f y-h. Deptt of IMCERT/NIEPA Nat iona1 National Project WCD Core Group I mp 1 eme n t a 11 on Un i t DWCl) SCERT/Sl E?)tate Care State Rural Recjd. G f’ou p Society/ State P r o j e c t ,t vnp 1 e m e r» t a- 11 on I Jn it (De V e 1 ap - men t, P r i mary E d n .) WCD DIETS District D V 31 r 1 c; t i mp 1 e m e n t a - P 1 ann ing t i on l)n i b (D . E . □ . 3 Comm i 11 e e s o f f i c e ) WCD BRCs Block Edn, B 1 ac, k Ed uc a t i an Commi ttees Off ice liah X I a V i 11 ag 0 Edttc a t i on Comm i 11 e es flan da I. 3 Commun i ty tidn. Techn Mass Media Woman /Groups Youth Group- Panchayat N . G . 0 . 3 Teachers Organ isat ion 64^ CHAPTER I DISTRICT SIRSA : AN OVERVIEW Physiography SiTnja I the Weiitarn most di-striCT: of the State of Har'vana. The d 1 r-s t r i. c t 1 i es tae tween 29 14 and 29 59 ' North I at i tu.de and T 4 27' ar\d '75 18 East Lonqitude. The distr'ict i s bounded by Pun iata state in the north and nor th-ea.-st and by Hisar di.3ti'i.ct of Har yana in the e as tand by the -s i, a fc e of Rajasthan in the south and sou th-uie 51 = The d is t r ic t covers an area of 4.2■“■^6 s q . kms. Strsa is com paratively very hat and dry. The district i s a part of the a i 1'..IV i a 1Gh agg ar-Vamun a plains and its southern and west wrn portions, merge into the Qre it Thar De-ert reriultuM^ i'nto eK- t r e m e s o f t e >ri d e r a t u r' e s a n ri s c a it y r- a i n f a ] 3. « T h i < n ri e i' s t o i" fn s c> c c ij r ■ throuqhou.t t mc^nths. Dust si-orms occ.i..U' rou.nd the year. i'tean d a jly tefnpara— t li r e V a r i a -s f r om 41 . 5-> C to 41 » i C 6 u ring M ay- J u.n ei t h in a ;< .. temperature r'isinq to 49 C. ICani-ar and Salt petra ar’e only minerals fou.na in the district. Plriint life consists of trees like rnasquit^ l.iiJ'.La. Toot . These are fcTijnd in i rrigated and moist .areas; in sandy areas j hand and b a boo 1 are f >..:)i..t.nd o Medicin-is l herbs like sarisa , asQandhi, 1 ahisi"i ak r s and dh atura are commonly found. Administrative Set up Di^itrict -Sirs a has 307 v illa g e s, 4 towns, 3 vsubd i v is i ons , 7 community development blocIs and 6 educational blacks (lablH 1.4) Table? 1.1 District Sirsa (1991) CD Block—wise, Village—wise Distribution of Households S, fM arne o f Area NQ u of Wq „ of Mo. of IMo CoiKmun i t y (sq. knu ) villages house occup 1 ffd Deve iopment hoi ds resident i a 1 BI o r k s houses I 4 1. Dabwali 824.68 47 1 9 1 63 175 15 2. Odhan 455.89 35 11098 1060B 3. Baraqadha 515.29 40 12241 12083 4. Birsa C.D. 5 4 4 .70 47 19936 19558 ■3. Nathusarai 734.29 50 17 1 BO 16773 chopta 6 „ R a m a 576.11 44 10085 17062 7. Ellenabad 551.38 44 13581 1 25 1 0 1“o t a 1 307 NIC: Sirsa ~ 1993 E.di.f c a t; i on a 1 B 1 oc l Houfsver, for purpasa of educ a t; i on a 1 administration, these CD blacks t^ave been qro'Aped into educational blovrks as faliowB; 1 » Sirsa I 2 . Sir-ia TI 3 . R an i a 4. Baragudha 5. Dabufali 6 . Kalanu.'ali '^'IGUP© Population The total population of difstrxct Sirsa account-3 for !:7„49 percent of the total population of the state. At 1991 censui3 the population totalled 903,536 out of ujhich 46.94’/. uiere femalei^. The population of the d .1'£■; t r i c t is largely T'tj.ral,, on I y 2 out of 10 persons reside in urban areas. Scheduled Caste rujmber ' 240793,8- constitute 26.65 percent of the total population of the district compared to 19.75 percent for Haryana as a whole. Table 1.2 Block-wise Population Ht its Distribution - 1991 ;ij „ tTaivm of F^opu 1 at ion [)en s 1 1 y 3e;; -*v *A Wa.District/ Male Female of pop. R a t i o rur a 1 sc B 1 oc k per s q . kfl) pop . BIF^.SA 479407 424129 21 1 085 78.84 26.65 3775 10 334B26 887 28. 32 I01897 893U3 876 2 0 . 44 U Dabwall 64B37 '57B12 992 69.6 33. B9 2. Odhan 385 43 33540 158 07<:s 100 29 . 1 4 3. Bariqudha 42016 36716 153 874 1 <,f0 -j2 = t>6 4„ Sirsij CD 64219 5 7480 095 49.7 29.21 5. Nathusarai Ch. 59917 52565 153 877 100 19.80 « 6 . Rani a 609B9 5 4f341 201 899 1 7 r. EllanabfUd 46909 41872 161 891 7 9 ^ 9 27 n 81 Urb an iiandi Dabt.ifali I 1S927 17270 412 f.aianwali HC II 105 21 9329 887 Ellenabad tiC 111 1 1876 10436 879 Sirsa MC IV 605 73 52263 863 HARYANA i182 7474 7636174 372 865 73.37 1 9.75 INDIA 43 i21635e 4033676 30 273 927 7 3 «87 16./3 B o LA r c e ? e n s u s !f India ... ^99i 67 As IS evicjent fi'Oin Table i.2 above, 11 e a.v y >::Qn»::efT t r it i on o_f ;;ch edu. I d popu I a t i on in ranq inq 2x> |3erc.en t to 34 p r c en t . Any spec i f ic •Fj; 1 1"ai' ef-iy 2i.9..yl.y ilP. .tiliiJ#. 9_f. }li.,£Lt!. P r epond e t- aiic e of c as t e popu. i afc ion :. u/ho a re a I sa I 1 1-: e I y to be I and 1 ess 1 ataQure rs Sj f am i 1 i e-B m . t h n_o a.,ssei^. Population Density The popu.i a t ion density for the district is 211 cornpared to 372 for ti»e state of Hai’ya n a and 2 7 3 as a whol y. MaKimum density is in Sirs a C.D. bloci< (223 per s q . km.) and minimum is in Dabi.i Lc;)ui 6 0ns 1 1 y of p)opi..i. 3 a 1 1 on i s a frja j or ch ii I 1 eng e for ci t? 1 i v » ry of ail ci e V e 1 oprnen tsarvicos including educa t i on . Scattered popu i at i ons inhibit girl s participation j.n education. P rov ision IJi liM liDil d istancg b . e A ar i er tor q i r 1 s . Se;< Ratio Se;-: Ratio is a powerful indicator of value accorded to female life» For the district of Sirsa, se;< ratio (females per l O O e ’.' males) is 8B3, Althouuh this is higher th 3.n the state average of 66f3 . it is ribviouB that femaie survival is a major i^sue as regards status of ujameri in Haryana. As is evident from the figur’es , se ;< r at i<.i ranges f rom B74 in G u •;jha b 1 ok. to B99 in Rania. The situation is equally alarming in the age grr)up 0--6 years (Tat)le 1.3) ».*ih ere sex rati a ranges fi'om 8 5 8 in Nai:h(.i.sara i Chop t a to 70 if( R a m a . -I he iilov:. k selected foi" Gender Studies, Sirsa C.D. has an overall sex ratio of B95 and 899 for the age g roup O-6 yea rs. I 60 i HARYANA SEX RATIO (991 «v--l f- iCii-'''® 21 SUX RATIO : AGE 0 -6 YRS. 1991 «.DCK,WS1 it INl«A 7'7y .7 -. 'A / y 'V /' '/' //: ^ / / y 0 7 i J 0 6 i % o= 5t / os i % % /. 0 * / / , i i 'V / n A '/y" /' /'* i ''Z' 'A /// 0 ( 1 I r/"/. %J ry;z ''.IRSA t ' « m I OW«AN DARGDU Sf< CD MriHJ CM RAKIA RINi8D fURYAfM t,DIA sex RAIW riMAj lyiu) un t j F J ,ji! r c '? :t . Block-wise Population and Sex Ratio in the Age Broup 0—6 Years — 1991 B „ fM a ff\ e a f (I: q m rn i.j n i t ; lia 1 es F e m a i b s S e ;< - F^. a t i. a ( f e in a 1 b ■•= ! '4q . D ee 1 op m e n t per 1000 males) Blork5 SIRBA B803B 77724 883 i. Dabwall i 2C/07 10742 095 2. Gdhan 6480 5693 877 » 3. ifriaragudha 7289 6495 891 4» Sir^a C,D. :l.220S 109 75 B 9 9 5 . N a t I t 11 s a r a :i < h , 1 1692 10028 858 6 . R an i a 1 1730 10595 903 „ Ellenabad SB88 .'"701 Ek56 8 . HARYANA 1663350 1461823 879 9 „ IIMDIA 7 7322151 7 3 0 9 9 0 2 4 9 45 Soi.fV'c« i Censu-s of India 1991 fl- iq'.ire Q c. ] 1.1 d s f K Population Growth Rate Dur ing 19BI-91 district Bi r^ a rey iste red f>opi.i 1 a t T on q r outth nf 27 . 79 p e r c A-3 i'ir, f? V i d en t, the pooulat i an growth for the district and the ■r51 a 10 i -5; h i q h e r than national popu1 a t i on growth of 23.85 d'. i r i ncf thi ri ppri.od. 69 Vital Statistics I r! t' a n t M •) r' fc a 1 i. t v P. a t e ,i n ^ ! a r y a r\ a i n ]. 9 9 I uj a e; 6 6 . O ( S f ^ S t; i m a t e h; > However i .infoi-'mat ion showri in tabic- 4 showB con-si.derab.ly rv*duc.ed [MR, CBR. and CDR . Flu.rai. Urb an cofrfcrasts are =ju.bst an t i a 1 u Table i.A Vital Statistics S . D i s t r 1 c t a 1 U rb an To t a 1 No. Sirsa <1991-92 1 2 i . C r u d 0 Bit’ h R a i; w 27 .0 2 6 .3 < p ft r t h o\-i a n d ) 2. Crude Death Rat^ 6.2 5 n 7 < p 0 r 11"‘. ou. a n d ) 3a)Infant Hortaiitv 29u5 (per thau.:5and ; Rati; b)E; . fit.'3.i\ A q s at — — 1 7 . 4 V e a t’ '5 M irr1 age (1961) !3 , Couple oratection ’55 . 3 42.0 '^2 .^ percentage Rate <1991-92; 6 . P e r' c: s n t a Q 9 a f — — 68. t) ( r t h s a 11 e n e> d b y t r a 1 n e d f,.i i as / e d i c a 1 p e rsonne1 8 o u r c e : 0 f f i c e q f the Chief ll e c a 1 0 f f i c; e r , S i r =5 a ,, 1993. Table 1.4 reveals that t>B percent of ths births art* attended by t r a i n t?d d i as/med i v; a I p e r sonn e 1 . Th e coup 1 e p ro t e c t .i on - r a t e for the d 1 str’ict is 52. 5V4 . 70 Ekcsss of feiTial0 child deaths over malw child 'deaths by age 5 uias found to be '^,41 oer thousand in 19Eri„ The fru?an aqe at ma (' r i a9e 1 n 1 981 u.i33 17’. 4 f or q x r' 1 s and 'Z7 „ 27 percen t of g 1 y' 1 s in aqe Qroup 15-19 lijere found married. Economy Aq r- j.c4.A 1 1ut• a and’ t. i. v 9 S t •::)cI-:; Si. rtsa is one af the moat a 9 r i c: u 11 u r a 1 I y developed d i 3 1 v’ i c t» in the •L’itate at Haryana. i:r„K tens ion of irrivj at ion facilities^ electrification of rural areas and r^rovision of raods and a larcje number of rural and agriculttura1 development pragrammes of the government of Haryana have tr ana formed this district (which was t^arli>^r marV:ed by droughts and famines. Ttie district is now ;:i part of the cotton, n e e and wheat belt of Haryana. Animal Husbandry plays a vital role in district economy nsKt to agv'icu.l tur e „ Recurring famines and the shrinking of qra:!ing land due to if^crease in cultivated areas, did not deteriation ir\ .'.attle feed to any noticeable ev:tent. The buffalo and cow are the most indispensable members of Zamindar household. Buffalo milk and qh,ee are thie major source of ec.:onomy i n times of sc arc i tv . The government is eKecutinq dynamic programmes in the dis- trict to develop cattle wealth for the economic prosperity of the cattle breeders- V n d u s 11" i e s * Bi'i far as industries are concerned, Si rsa remains an indLiS- trtally backward district. There are some traditional industries which are hereditary in character and are carried on, uih i 1 e rural and urban artisans are unable to meet the local needs. ‘T'l be r' vice b e i ;or I n b |-i ;i & c t;o r , a 1.1 c e n t r■ a i an d s t ;i, t c? go v e r n m s n t d f? p a r• t fn n t s: are in the afjr'vict' of the people,, but rsame departments of ICDS as a I u) act i , M ah i I a M an d a I , An q an uia»:i .1 , D i -= t r ;i c: t Cou.nc. i 1 q f Oh :L I d We If,ireM Deaf and Dumb Society and State Corporation far Weaker Section are doing Qoad work for women's welfare and child devel- i.;:)p(n€Mi t •. I n th e v i 11 age r-i, Mah i 1 a hand a I s orq an i *^e man th 1 y irie e t-~ inys to d:iacus^5 and chalkout further pro^r-ammes for the welfare of women- As noted above the ecanomy of the district is primarily aqr icul tura 1 „ At the time of 1991 census, there wev’e 30.82 percent main worker?^ to the total population of the di'^itrict and 3 u 6 3 percent marginal woT'kers; 42»64 percent are cultivators to i;he total m a m worker's of the district and 27.68 percent are a 9 T' 1 c u 1 1 i.i r e 1 a b ou t' e r (19 91). District Sirsa has 6,36 percent feniale main worker's and 7.39 percent marqin'ril workei‘3 to the total fem-ile population» Distri- hijtion of worker?^ by in rural-urban areaii in Bir^ia, show<5 substantially hjgl'ier proportion of female non workers compaf'ed to (tiales (1991 ) (Table !.□) , riel d observat ion a d_C2 not auppo r t tfuji p 1 c t u r e arid ij:_ uionien ' -a work r ema i ns unde rcoun ted and un racogn i zed» F'leld 72 Table - I .5 Distribution of Workers by Sex and Rural/Urban Areas in 1991 (3 a t; 0 9 o r y M a i t? h G (T\ a 1 €> Ru r a. 1 Urb an T C31 a 1 R ij r a 1 U r b a n T o t a 1 1 •j; 4 5 f t 7 DISTRICT Main Workar-r* 53.01 50. 47 3:1.44 07.12 03-50 2B„53 lia rq ;i. n a I 0 0 .35 00. 0& 04.58 (>9.35 Cnj. 08 '}0 . i..)8 Non ufOFKers 46.64 49„ 45 63„9e B3.5 3 96„42 7 1 . 40 TotAl PQDU- 1 i">0 .0 0 1 Oyj „ 00 i ('.<0 . 1 BTA TE fiarn U'Jorkerrr. 4 8 .20 4B ■ 43 48.26 06.46 04.65 06. 01 Marg ina1 o<:>. 3 i 0 0 . <>7 0 0 . 25 0 6 . 1 1 <:)0 . 43 04.75 Non uiorkwrs 5 1 . 49 5 1 .50 5 1.49 87.38 9 4 .29 89. 24 To<:a'i Popu.. i . 0<3 1 , <1H"> 100.00 100.00 ioo„oo 10<>. 00 Source ; CensU 3 of India ~ 1991 Table iu6 Blockwise Participation of Female Population in Workforce - 1991 S. Blocks Total Total !'♦ F e rn a 1 e */♦ F e fit a 1 e r»\04 N o . f li? ni ale female main u»or- tUOh,He\ta popu- ni a i n ker-5 to total I a t ion ujo T’(••:>? r s fsma 1 & workff r--i poDU 1 a i-1 on 1 2 4 5 6 1 , Dabuiali 57B12 3391 5.07 8.8 J 2 „ Odhan 3354 0 1 07B 3.21 4 » 71 3. Baraqudha 367 16 1505 4.10 6 .09 4 « Sa rsa C .D » 57480 300.1, 5,22- 8 .08 5 . Na 1-ihnsara. i 52565 B 0 9 6 15. 21. OB •;; hQp t ri 6 - Rani a 54041 . 3446 6.26 9.96 7. Elienabad 4 1872 3 3 3 0 7.95 . 11.99 C . D Sources f4IC, Haryana 73 [)IST. OF FEMALE WORKERS SIRSA 92-9.1 I n o - w - s o - 70 - o 6 0 - i- 1 ) •JO - n n R »* 4IJ - J O - 7U in - 1 □ i MAFfGN N O N WKR _ TYPf. GF WUR^' t?!, {■ / \ KHRAl. (\ y UWBAN f- 3 Qure 23 DIST. OF MALE WORKERS SIRSA 92 - 93 61) -I 40 - .'f ?0 10 ------MNWKR MARCN^ nrPt. OF KXORKEHS ( z l H'JHAl- !S 7 ''J "H fW N t- -, qi.Arif '?ii Table i.7 Blockmise MAd Catagories-^ise share of FewUs in Itorkforce - 1991 r S.fta. Oaawali Odhan Baragudha uirsa Na vmU3ara i Ch. Rama Eilsnabad Siri-a CD. 1 Z kTJ 4 5 6 7 8 9 10 1. Total Female TTC1J-J f i 1076 3001 8096 3446 3330 23847 nain workers (6.81) (4.71) (6.09) (8.08) (21.i)8) (9.96) (11.99) (10.65) Cuitivitors 123B TAT 3?2 727 5602 1608 1246 UU6 (36.51) (26.11/ (26.05/ (2'1.2?) (69.19) ^46.66) (37.42) (46.61) 3, Aqr. lifaaurs 1810 ¥ ) b ?oe 1658 2010 1472 1389 10153 (53.38) (37.66) (60.33) (55.25) (24.B3) (42.72) (56.73) (42.58) 4. Llv« Stock 5 2 4 7 5 5 4 32 U).i5) i.0.18) (0.27) (0.23) (0.06) (0.14) (0.13) (0.13) 5. rtinino h ytiarrying 0 0 0 0 0 0 0 0 U).0(n (O.'X^) (O.(H)) (0.0-0) (0.00) (0.00) \0.00) (0.00) 4. Prncessin.Q in 2’^ 18 10 66 18 39 20 200 Housanaid Ind> iO.85) (1.67) ‘vO.66) (0.22) (1.13) (0.60) (0.S4) 7. ? roc8-33 ing ather 81 166 53 219 296 65 19 899 than H.H, Ind. (2.3?) (15.40) (3.32) (7.3i)) (3.66) (1.89) (0.57) (3.77) 8. Construction 0 46 0 42 10 0 9 107 Workars (0.00) (4.2?) (0.00) (1.40) (0,12) (0.00) (0.27) (0.45) 9. Tr.iae 4 Coin. 11 11 11 17 11 9 11 81 (0.32) (1.02) (0.73) (0.57) (0.14) (0,26) (0.33) (0.34; 10. Tt'3n-3Qa"t {t O 1 L i 0 0 5 ;0.00) (O.iB) (0.07) (0.03) (0.01) (0.00) (0.00) (0.02) 11. Oth?r Services 217 124 126 264 143 246 132 1254 16.40) (11.50) (8.3?) (8.80) (1.77) 0.70) (3.96) (5.26) Sou r c: e ; H i c: „ B 1 r B A - J.991. [) 1 a t T’ ict fiqu.r»«5 reiata t,o Flural Workfar'ce,. f i 1> 17V S- mdiCAtf, prC t: i Cm ku? 158 Sh MP*-’ i p. ivf.:3 T- kTO ret? she:)ws that T e.fna rtf 1 <: 1'.Niii;GPS ' fli^ive ma;; imiun s h a r y 1 n ■ Nathus a r '15. i Chop ‘ •; 9. i 9 □prcsnu; ana m 1 r. I mum in t ii e ■Biriia C. D. block < 24.22 DC c e n t) D i...t t f e m a ?i e a b ^iQnc:u i turai iahourgrs accoun t3 f a r 35 oe cent in tne Sirsa C. D » t) 1 oc k .. T n eir share in other sec tars very ie ■=is (1 0 percent; u 74- (... L i te racy !■ v-^iTta.! 0 i i teracv uiis.s 40,4/% in Haryana in ,1 9 ‘71 » Ru.ral u.r'b-in di f tsrencss ar>i‘ very i arqe even amonq themse 1 ves „ Sched- 1.1.1 e d C a 51 6 r u. r -:i 1 f e m a i. •=; h a v e t h o i a ui g s t; 1 ;i. t e r ic y r* a t e a f 7'2’. 4 Q >. „ Table 1.6 Literacy Rates in Haryana 1991 <7 Years+) . N L, a t eqorv Pe rsonb iia l e F 0 ni a 1 e 1 4 5 1 , A 1 1 ConvAiun 1 1 i tvs Total 55 .8" 69. 10 40. 47 Kura I 49.85 64. 7B 32 „ 5 1 Urban Z3.66 81 .96 64.06 2„ bcnedulad Caste To t a 1 39. 22 5 2 ,06 24 „ 15 P.u ral 37 .67 50.62 22. 48 U r b an 46.42 5B.69 31 «89 Source; Census of India, Saries-l, F^aper-2, 1992, F"inal Pop. Total .1993 Csnaur- of India, Union PriAT:^iry Abstract Scheduled Caste, 199Z Cen.tsQS of India, Union Pn.marv Abstract Scheduled Tribes, 1993 According to the 1991 Census, only 46 percent of the total popu 1 at ,i on of Si r-sa above 7 year-s of aqt? were found 1 i i e r* a. t s . As is p-v i i-jen t the female lite ra c y rates for the distr;i.ct are sub- B ta n tia lly lower tr»an that for males,. The rural female ;is at the ba 1 1 om of tlie 1 a>:jder . 11 i s .a iqij f i c aj> t to n>ot e tt-i a t f em a i e « literacy r’ates for urban women are higher' than that of ru,ril male h:; = 75 LITERACY RATES IN HARYANA ALL COMMUNfTlES /Q^| URBAN (771 PtRSDNS ^ reUALE Figuire 25 LITERACY FW E S IN fHARYANA . SCHEDOl£D CASTES |55i ' TOTAL. RURAl URBAN IZZi f^f^ous F 1 nupc LITERACY RATES IN SIRSA AU. COMMUNITES »W1 ‘ ao 70 - bO - .50 - ' ' ’ / /■ / ' / / , / ,, y % ‘ V \ ■ ' / / / . ' ■' y <■' /■ ' \ \ ’ ' / > ■ i IC y .• A , ^ \ ' 1 / ' / //\ \ ••. \ \ fiK'K'NS IZ'z’3 rural F igiire 27 LITERACY RATES IN SIRSA Ml. COHHUMTCS IWI on -r I v’i D 3. s t V 1 t S i r s a f emate lit e r a>::: v ;i n 1991 as 34% „ Rj.i. v a i temalw literacy rate i ih> Isss than half of its urban count erpart . \ Tab i e 1„9) „ Table 1.9 literacy Rates in Sirsa (7 Years ♦) A r e ia P e r s on .-s M i\ 1 e F’ rn a 1« AI ] Corn mu n i t; i e-3 (1991) f^.u r- a 1 4(:>. 5 5 52.19 27.43 Urban 67.51 75,54 58.35 Total 46.32 57.21 34,02 (1981> Rural 29.81 4K92 15.9G Urban 61„57 70,49 50.80 fatal 36.36 47.93 22.98 B G u r c e s i] e r\ s u s c.) f India 1981, 1991 BIock: -uuvie fevr>al.e literacy rates range from 21„23% in {Math'.<- sarai chopt a to 34.11% in Sirsa CD, Mai e f emal e differential"-:^ a r 0 Bubs t an t i a 1. < T ab1g 1 .1 0 )„ 76 BL.OCKWISE LITERACY r^ATES : MALES S«SA f.lj ~3T:Q4- 51’ 55 56 J2 'V/ Z'V /// /6 ---■-■-- 7 ■-/ /' y <*>5; 4585 , / / ■■ / ■'// / ' / / y / 7/: ; / / / : ///. / / / / '/ /// ' ■ / ' # / ' / ’ '' / . / / / /// / y tO - 1 ’ /y '' / / y / / / -■ / , "X// •-'/A '/> / •' / / ■ //V ■>y'' / / /// ''// / / / / / / ' . y > v ///, % /. / / / P '4 ^- MROA DAHW ODfWH BARCPH 5-IR CD NTHU CH HAfilA QiUOD \ igiATG 2 9 BLOCKWISiE I Il'KRACY RAir.' > : f EMAIJ S .14.02— : ji« a u >>! -j ' ■'/ iO,76 •' f / i ‘/ / 7 / / / 30 - / / / V// ?7.45 •• / / 2\> 'I 26-34 y y / . 7Z'^ '//. z : ^ 24 23 '//, Z / -■ / '7// '/'/A / / / ./ / / ' / / //Z 20 -1 '//A .• / / ///\ '"/// / / / '//A/ / / //A ", y / / / ^ , / / /// 15 /// / ■ / / ’ / / ' i. / r.'" / / :///, r / / / / / / ■ ' i '// / / / # / y - / / in #; y . 6 ///: ' V KA"/ / y /' /'/ V/, v y > / / a / S ' ■' / /■ • / .''' / / ■ ; Z ' / ■ V / '. ' / y ■ '/ > z . -t'" ' " f - - ^-1 *■ 1 ‘ if^ ,A I'All ml noiwN liARCt'M SIR I'C Nil III I'll P^NIA I Qu r e 3C) (j 991 (7 years-*-) B . C* i a t r .1 (z t / P a p u. 1. a t i o n ( 7 ) Literates ( / + ) L.i t e r' ac y Rate s N o u B 1 o c. k s M a 1 0 -5 f ■ e f n a 1 e tales F~ema 1 e s Males Fein a I e J. 2 3 4 5 6 7 8 SIRSA 391369 346 40'j ;23896 1 17852 ‘7 j 34.02 :t . Dabujali 5 2 8 3 0 4707«> 26314 121B9 49. B1 25 . 90 2, Odhan 32055 27847 14608 6748 45 .57 24.23 3, Baragudha 34727 3 0 2 2 J. 1.592^ 7960 45 . 85 2 6 . 3 ^ 4, C.D, 52011 46505 29981 15864 57 , 64 34, U fv. Nathusarai 4B225 42537 2 6 7 9 0 9032 55 „ 55 ji.^~\ i1 « *•*> ~T Chop t a 6 . R a m a 4 ‘^?25J. 44246 2 7 7 3 S 1361 2 56 . 32 30,76 7« Eiienabad 38i0;l 34171 1B95G 9379 49. '76 27 . 45 Sou re: 0 3 Censua of India - 199:1 !.] c: h 0 cl t. ‘ 1 0 d r: a «51 e 1 11 & r a c y r- a t; 0 f o r t; h e d 1 s t r 1 1~ t ui a is a b o li t I 1 p Q r r p r. t . Li t; e r a c y r a t e f a r s c h e *:.< 111 e d c a. •» t e f e m a 1 e s u! a s a n 1 y 3 . 5 percent 2,5 percent, in rura l areas and . 7 percent in urban are as (19B1), In 1991, SC female literacy in Haryana I) as gone up to 24 p e r c 0 n t J. a r q e 1 y on ac c o un t o f c o n c e r t e d s t a 10 e f f o r t s for ci r' ofno t ~ inq education at g ir ls especially those belonging to -scheduled caste...... 77 Tab], 1 . 1 i Area-wise and Sei<~wise Breakup of Scheduled Caste Literates in Sirsa - 1981 A r- e a Male T a t; a i .1 4 Ru ra 1 12180 1S27 1 4007 (15.0 ) (2.5 ) (9,2) Urb an I 107 5 484 0.6 . O ) ( 9 . 7 > (20.O ) Total 1655' 2934 19491 (1 7 .: ) (3.5) <10.91) Source: Census of India, 1981 » (figures in parenthesis show ) . Scheduled caste female lite ra c y rates are the lowf*st and it has ma.ior ,i nip i i c a t i ons for enrolment 1 of g i r l s from thesa grouos. t Primary Education riiere are in all 519 F-rimary School s/SSec t ions j. nclusive of branch primary schools and primary sections of cjovc?rnment aicied r ii oo 1B » D e t a I ]. s are i v e n b e j. oui. a, Numhei' of fu ll fledged government □T-’imary Schools 30 1 b . A 11 ach etJ s e c t i ons o f P r* i ma i'y- C1 as s e s u» i t h - (3overnment Middle Schools 94 Go V •-? r n m e n t High Schools 85 - Bovernment Senior Secondary Schools 1 1 - Total numbt;r of gcvei'ninGnt primary schoo 1 s/sec 11 on' 491 c . B r an c h P r i m a r y SchooIs 26 d. Number of Privately managed and government aided primary schools/sections. 78 Tabie 1.12 Blockuiise Distribution of Primary Schools 1 9 9 2 - 9 3 S . Nc3 . Name of Block Number?j 1 2 3 1.. SIRSA I 54 2. SiFUiA II 40 3„ RAHIA 6B 4. Bh RABUDHA 47 5. DABAWAL 55 6 „ K.ALANWALl 37 7. TOTAL 301 Source : District Primary Education Office, Sirsa (1992-93) In all there are 93 primary Bchaal-3 eKclu-sively for girls. lAc,;cC5rd i nq to av a liable in f o r ’ina t i o n p t’at: t ic a 1 1 y a 11 v i. 1 1 aqv? s of Sirsa have pi’imary -schooling facility within 1 km only 21 habita tion's ab i t a 1 1 on it i-i r > a t i c e d t h a t girl i-;; a r e n o t i-3 e n t f -.d r st; ii oo 1 i n q a u fc 15 i. d e t s h ab i t a t i on » 9.1L p r i in a r v ■Esch o o 1-5 i fi_ th_e re_ h atj j. t a t i oris UiO'.,Ud h.^.lp„ en ro 1 me n t and,, re te^n i i on . Blrla Enrolment at Primary Stage Liirls form 4B p^jrcent of the total number of children en- r’ol l e d i n pr j mary ,c 1 asses in 1 9 9 2 ’~93, compared to 45 percent in year 1990-91- (Table K13). The percentaqe of scheduled caEste Qirls to total sctiedul ed caste students has grown from 43.6 percent, to 4 3 . 9 percent during this period (Table 1.14), ' ■ T 9 Table ,1.13 Enrolment by Sex in Primary Schools/Section in Sirsa District Years Bay is Girls Tatai Viof girls to total s I: ud e n t s 1 2 3 4 5 1990-91 4 5 0 5 0 36174 B1232 44.5 j991-92 45463 35224 80687 43.6 1992-93 47544 37051 84595 47.7 Source ; Di att. Prii-nary E.duc3tion Of f ice Sirsa, 1993 Table :i „ 1 4 Scheduled Caste enrolment by seK in Primary Schools/section in Sirsa District Years Bays Girls Total % of girls to t G t a ], «31 (j. >:.1 e n 1 1990-91 10439 3 3 9 5 19145 43.9 1991-92 10937 8 3 3 8 ^ 19275 43.2 1992-93 11G58 9182 21040 43.6 Block-oa 3 S enrolment position is given in “fable 1.15. I PRMRY SCHOOL ENRLMENT . % GIRLS 10 TOTAL POPU - MKSA y-T-r? / / / / / 40 -1 ■'''■/// / / / V \ ' / /y ' ■■ , \ \ \ \ //// \ \ \ \\ y / / / . \ s \ S ' JO - \ \ \ \'^. v M - V y' 1 )'>0- ■>! 19 ') 1 - 9 2 'I M l ^.OWKi Fiuure 3 2 PRWRY SritOOL [-Nf^LMrNT : % GIRLS S)R5.A t>0 - \\ V § / / K ^ / 40 \ ' ' \; \. V /,.K\ \ 4 • / ■^n '\ / \‘ '■/ vV / A\- / / ^ N 3t.i w /\ \ I\\ // / / \\ -S \ /. 4 \\ :\;i A \' \ \\ 'V' /> s \ // K / / X \ zn - \ ■/: > \ / z''/ ■■ // . / . \ v \ \ ' \ .■V \ ■ v \ // X \ \ v R ,/' - // 10 - > \ N '• / ' / , S" /A-: \"'\ / / 'V // ■' / \\ k'/ ,, i .4 /- _L-:z SIR n Harv;dh ['Aaw ( KAL>NWI IR'iA, Ll.nCK?. e;-T '.tN r- 1 OitI J/ 1 Table i. . J Educational Block wise Distribution of Girls Enrolment in Primary Schools section in Sirsa District (1992-93) D 1 t T’ i c t / General % o f 3c hi q d l.i led caste % a f Blacks E I 3 4 5 6 7 B 9 S jRSA 1 0 0 6 2 6653 147L5 45„21 2416 2079 449 7 4 6 . 95 SIRBA {I 79B7 5812 13799 42, 12 193B 1459 339 7 42 . 95 RAN IA 8196 S998 14194 42.26 927 842 1769 47.60 E^ARAGUDHA 6 8 3 7 ‘56 5 0 12467 45 .25 174 9 1178- 2 9 2 7 40,25 DABWAL I. 10079 7862 17941 43.82 2984 2 2 3 6 5 2 2 0 42.8-i» f Ai ANWAL I 6 3 8 3 5076 11459 4 4 . 30 1840 1388 3 2 3 0 4 2 . 5 i R SA 47544 3 705 1 84595 4 3,.3 11B5B 9182 21040 43.60 S G ij r s ! D i s t r i c t P r’ i rn a r y fl d u c a 11 o n (.) f f i c;e , E5IF1SA, 199 3 . Cons icie r i nq th e fact that ferna 1 es form only 4 4 percent of tiie total popu i. -at ion ;in the dis t r 1 c t , t h e r: c.i mp a. t' a 11 v e p a r t j. c: 1 n a - 13 on ot g t r I s IS heartening , -a tie as t , at thv- level Qt enro Iment« Alnhou.gh g i r IrS raiment :i,}i n a t a mijor probl»?in, but their reten- 11 an iiiD definitely an al^rminq issue as is evident from ensuing an a 1 y s i 5 . 81 Dropout/Retention The drop-out r'ates far district Sirs a are murr\ higher thari that for the state as a whole.. The drop-ou. t rate f a r >zi .i r I s i. a h 1 g ii a t- t h a n o y s i n a 1 1 c a 10 q o r i e ~i. Table 1 . .1.6 Drop-out Rates for Classes I - V. S5t ate/8 i r=5 General SchtJduled Caste i’'lc), To t a 1 Boy s Girl s Io t a 1 Boy s (3 i r 1 s 1 2 3 4 5 6 7 e 1. State 18.13 IB.42 17.78 N.A. 2. Sir3a 37.6 B 34.77 41.37 48.02 45.24 52.95 Source; 1. State fiqures are from state coinponent tinder DPE'F^. Department of PriiTiary Educa b ior», Haryina, Charid i. g a rh -■ 1993. 2„ District figures are calculated from c 1 a-rvs-uj i ae enrolment for the five years (19BB-S9 to 1992-93) from D is t r ic t P r i- m a r y E d u c a t i o n 0 f f i c; e , S i r b a ” 1993. The d r 0 P“ 0 u t / r e t en t i on rates as shown have been (i/orked out based on enrolment data ot3tained ff'oin the State Educatiof' depai’t- inent for the years 196iB-'B9 to 1992-93. For lack of data on number nf repeaters only gross d rop—ou.t / re ten t ion rates could be worked out. A ready reckoner of universal primary education would be stable enrolments in all five classes at a given point of time. Table 17 indicates the proportion of children in classes 11^ 111, IV I: V is continously diminshing. The decline in proportion of girls lE-j much higher than that for boys. For every 10i> children in c 1 a'ss I, there are only 55 children in class V (Table 1.1/). 82 DROPOUT RATES FOR 1 - 5 STD yRSA IWSI2-93 \-V \\ , \ > n : \ .'\N '/ J O -I I ///'■ ^/ i ,//■ /' /■ I .,\; y f X i 'v\; 2 / ■■ \ \ •/ // N V. /;/ \ ', ’\ \ ' K/ \' / / \ / /, ''A"-.'' \ ■^/ V I // \ 'v. " t l-Ly- . > - .:* lOTAI hoy:. GIR1.S )OUl Bor‘. CIH1 C.LNf HAi, C^.:l ">rMf r\ 'l ■^.IRSA filSI i' ipure3 ?j % TO TOTAL ENRLMNT IN C U S S 1-92-93 CLAS5E; U BUYS ^ g ir l s TUTAI. iqij r 34 ’ a b I e 1 „ 1 7 Children in Classes II, III, IV ?< V as Percentage to Enrolment in Class I during 1992-93. S. C h ild - Total Class Class Class Class No,, ren Mx3 „ II III IV V 4 1 . Bo -^- s 1 183 .1 89 , 6(.J 8 2 . 56 70 I. 9 ‘r}9 n S I < I (JT; . O > 2. Girls 10 3 5 1 82 . 64 7 2 „ 78 60 ..52 49. 03 (i 00.OI 3. Total 21985 36,37 7 B , 0 3 63 271 54,66 <100.O ) 8 o i\ r c e ; D i ;■? t 1 c t P v' 1 in “i r v E d iac a 11 on 0 f f ice , S i v -3 a „ 199 3 T eache rs Accord inq to available data, tht^rs a total of 1512 JBT teachers Vv'. district Sirsa, of 6 <' pei’ce n t :ar‘e female, their propor' jofi r’aiigi. HQ from 45 pikn'ctm t in block Dabuiaii to 73 oercent in b ] ot: r aianuiali. T'^acher pupil ratio for. district as a uihole is Is 56 and rant4^>s b9tu,iSr?n 1;52 in Dabwali to 1:61 in P ,-in i aThis is much highf'r than tho e; 03 JBT TEACHERS BLOCKWISE 5IR5A ao *1— 7Q I so '/'K- 'A z V\ 40 A PI //V ir //^s\ iO / a w -/K\ i r /. 20 - Z/'' '>N / / V s z v\ 10 - A '7\N /> up:>. il s« I SIR n RAMA BAW^DH UASWU KALANNl. SRSA aocKS \Z2) ffM*U£ ftCH pupt) u m F-iqu.re 35 Table 1.18 BlockMlss Position of JBT Teach«ra in District Sirsa, 19*^-93 S. Block Femal# % Teacher pup N o . Male Female Total to total Ratio 1 2 3 4 5 6 1. Bi rsa I 78 175 253 69. 17 58. 16 2. Sirsa II 102 154 256 60. 1 6 53.90 3. Rani a 101 133 234 56.84 60.66 4. Baragudha 76 134 210 63.81 59.46 5. Dabwali 191 156 347 44.96 5 1 .70 6. Kalanwali 57 155 ^ 1 ^ 73. 1 1 54.05 Total 605 907 1512 59.99 55.94 Source: District Primary Education Office, Sirsa, 1993 8 4 Women Administrators: Sirsa Therte i s no fefnale administrator at the district level. But at the black level, there is only 1 out of 5 at th(? class II level and 1 out of 13 at the c 1 as 'f -\ t t t~l 0 r:t choc3 l level, 72 out of 30 9 a r e f e m a ]. e a t t h e cl v:} III level ana 3 out of 4 among the c 1 as ■H5 IV „ Distribution of Women Administrators - B i rsa ______Bt and ard F;i*:3ck Level School I. e V a 1 T G t a :i. F e m a 1 e Total F- -5 fn a 1 i?' Class 11 5 1 .. -- r:ia^.=3 III 13 1 3 0 9 72 Class IV 6 4 3 ... ^ ...... SoMyCi : bjttvicV- Pr^yvx Physical Facilities Available in Primary S c h o o l s Sections in District Birsa 5. B 1oc k Tot a 1 Bound a r y P 1 ay Toilet E 1 €fC t T’ 1 - Dr ivik ing Na» School Wall Ground city a t e r 1 2 3 4 5 6 '7 8 1. BIRSA I 7’ 7 3 7Z5 60 47 74 (75.25 ) (75-25) (60.85) (48u 45) ( 76 u28 ) 2. BIRBA II 52 35 40 36 15 48 (67.30) (76.92) (69.23) (28.45) (92. 3f)) 3. RANIA 93 72 67 56 53 78 (77„41) (72,41) (60.21) (56.99) (B3 .87 ) 4. BARA6 UDHA 74 61 54 54 32 49 <82.43) (72.97) < 72.97) (43.24) (6 6 ,2 2 ) 5 . DABWAL. I 94 76 .71 72 49 75 (eo ,85) <75.53) (76.60) (52.13) (79. 79 ) 6 . KALANWALI 60 55 49 51 53 (91.67) (81.67) (85.00) (36.67) (8 8 . 33) SIRBA 470 372 354 329 218 377 (79.15) (75.32) (70.00 > (46.38) (80. 2 1 > SourceJ DPEO< Sir^a 1993 85 In earlier studies, lack of separate toilets for girls and absenctt of boundary wall in the school have been seen as inhi biting factors by the parents. In Sirsa, 70*/, of the schools have toiletis and 7 9 % have boundary walls according to DPEO's office. Blockws.se data is given in (Table 1.19). j Out of School Children Despite i arqe seals e: 11 ma10 cl that about 31,000 chi Idren are out-^ide the system and requi re alternate de I i v^>rv sy-ratem 1 ike the NF-E proqr::imme of 0i.» V -a rno\en t of India and Op tin Bciiool « Bulk of the out of school ohildrsn are qi\'l3. Data f rvoin e a rlie r atudiv?-s T:5how -^iiblinq care a=j a n>ajor barrif?r in enrolment and retention of gi r ls , f- r o v x s i of \ of c:i"\ild care r.i e r v i c b in t i'l >.? o r* in of c t' e c I \ e s , any a nut ad i a feaiujad IS a lie i..j,Keiy to bocrst en ro lment and v-k-t gn t ion of 9 .i„rJ,s. Early Childhood care and Education The noiTienc J. a ture connotes 'care and ' edu>z a 1 1 an ' o': tf-(e c:h 11 d« It is designed, also, as an intervention to Dover t y c a used social and sinotional deprivations of the- child. Pre~ sc^^ool education and early chilcjhood stimulation have acquired a critical d imtMis inn a<5 a p rc»~cor,d i t i on tor imfjroving children's school perf ormance , progress and a-» a d es i r ab 1 s support structura for primary edi f.c; a t ;t. on. Anganwadi ICDB is ono of the largest child development piogf'ammes in the (^jorld today» It is operating in the district. There is a system of Balu/adis operating as well. In district Sirsa, this scheme was started in 1978. At present 737 Aganwari Centres (AWC») are being run by the Social Welfare Department in the district run under In tevj rated Child Development service programme covering 302 villages. Generally, there is a norm for providing one centre for 500 population. As Table 1,20* sho^MS, only 21 to children of this age group are covered presenting in the block.. These centT'es cover chi Idren in the age group 0 - 6 years on 1y. Basic idea to open these centres was to Iook after the small children of working inothers of poor families and also for- the ch i Idren in the age I grcR.i.p of 3--6 years to prepai'e them for school., It also serves zuf, a sti o o i r- e a d i n e s s i;:) r >3 g r a m n t e . 1 1 u) a s n o t e d t h a t t i-\ e s e c e w t t" e s ut e r * e p v o v i d } n s e r' v i c e s i n t i’> e f 1 e 1 d s / a c t i v i 1 1 e 1 i s t e d i::) e 1 o uf, 1. Nutrition 2 . Vaccination 3 . Edi.t.c a t i on a 1 p r og r aairnes 4 . G rou> t h Mf}n 1 1 a r i fi g 5, Registration of Births and Deaths 6 . Family Planning Programme 87 Table :i . 20 Block—wise Distribution of Anganwadi Centres and Number of Bene ficiaries under the Programme <1992-93) S. Nayjie of No. of Nq . of No. of Children No. of Vi of Nd . C.D. Bloc! Villa- covered Angan-- 0—6 yrs t?’er»efi Etf?nefi gea VllIaQes uiadi <1991) criaries claries 1 ^7 3 4 5 6 7 8 1 . Dabwa1 i 47 47 124 22749 7 3 7 8 32.43 Od h an 35 35 72 12181 4257 34.95 •-J • Baraqudh a 40 40 113 137B4 5396 39.15 4. Sirsa C„D. 47 47 177 23183 5266 22.71 5 . Nathusara i Ch. 50 47 QB 11720 4621 21.27 fe. Han i a. 7fc 2 2 3 3 3 4574 2 0 .A9 7. Ell ^?nab ad 44 42 87 16589 4 3 9 9 26.52 Source ; I CD '■i Centra h Directorate of WCD -- Sirsa, 1993 The figures are from monthly records of the .scheme. fable 1.2 1 Women Beneficiaries under ICDS •-iC- u L' i o c k Io t a 1 f e male No. of Pei centaqe l-'4n piopulation in Women of Eienefi- 1 991 B e n e f i c i a r-1 e s c i a r 3 ff Si 1 „ Bar agudh a 36716 1B22B 49.65 .4~ II Dabu/a 1 i 57812 2 B 0 6 B 48.55 wi • Ellen ata ad 41072 1 1760 28,09 4 . Nathusa ra1 52565 23688 45 „ 06 4 7. Si mi a C.D, 57480 16204 28. 33 Source; ICDs Centre - Sir-sa 8B Bt.OCKWISE ANGANWADI CENTERS SKSA 92-« CiABWl ODUAN BARCDH SIR CO CH RANtA NAME Of aUOCKS V't BLOCKWISE ICDS CENTERS SIR5A »Z-W 50 Y / / / 40 / / y '/ 4 m JO n y / y /./// y / / ?0 i M 10 ■“///. m ///. DABW11 OD» NAME OF ftDQKS BaluiadiB Balwadi providers creche facilities for the age group 0-5 y e a r s <;: h i 1 d r e n a n d a J. s p r 0 ~ p !• i m a r y 3 c h o 1 1 n q f a c 1 1 1 11 9 t5 . T e y a.lr:,o teach alphabets, environment studies, and use of colours for d rauj 1 ng . At prei5ent, Divitrict counr.il of child Welfare is running two Balwadis in Sir-sa *:i)strlct cov^^nng ti^jo villages Moribala and £>'ahauddin. Under ti\e ^ischeme children in age group 0-6> years are c o V e T' e <;J, T It e c o vet’ a 9 e i v e r y small. Table 1.22 No- of Beneficiaries in Baluiadi - Sirsa, 1993 S . Nam-a o f V 1. 1 i aq No . of Ben e f ic 1 a r i e s No „ Total f3oys S iris 1 2 3 4 5 t. Horibala 81.1 410 401 2. Bahauddin 866 480 406 Sou!'c e : D1 bt r ie t Caunc ;i 1 a f Ch i Id We 1 f ar e - E^> 1 r ba i . Incentive Schemes State government is running various Sirsa to promote school education among children from scheduled caste, deprived and poverty groups and also exclusively for g ir ls as d e sc i’ 1 b e d tael oim : 8 9 ' 1 . I n c o n t i V e b t o N >;3 m a ci i c T i' i b s’s : A t p i" i m a i" y .1 e v e 1 R s :l p e t ' >:} a y for 55 cf-too I attendance is given to th« chiidPGn of nomadic tribes. The sc{'u>me was iv’^itiated in the d i 511-1 c; t , in the year 1989„ It i<3 a C9ntrally spansiored scheme, ui>p 1 ementsd through the state author i t i >?s. During the year 1992-93, a gj-ant of nearly Rs. 9 lakhs was received under th is scheme, 2 . {} e ■ f'4o 1 1 f i e d T r i b e 3 Sc hemes: T o p r oma t e r- e 10 n t ]. o n .i n i; h e primary education, R.s. iO.OO per rnanth is given for the children of 'scheduleid caste-s and backward classes for 70 percent attend ance It u>as imp 1 Gdiented during the year 1989 through the DPI. Hari,wm Valyan is the authority which mam tors the func tioning of the ^5cheme. So far, three blacks have been covered under t^>e scheme (Birsa I, Sirsa [I, Baragu.dha ) „ During tt»e current year,, under t^lt■^ scheme, R..^„ 1 lakh 49 thousands were re ceived. 8918 students were covered during the year 1992-93, with an expenditure of Rs. 89180. (DPEOs Orfire Sirsa; 3 « A 1 1 end anc e r i 2 e to the S c ^'l e*dled Cas t e s (Girls and e ak e r sections/ 1 , Rupees jO per month is given for the 70 percent attendance only to the girls of scheduled castes and \»eaker section. It Is a centrally sponsored scheme coveftng all 7 developmental blocks of the districts. During the current year there was 9 lakh 25 thousands four hundred as grant received from the state authcjri- tieF? and ti>e bene f ic i ar i es were 7504 girl students. 4. Free Stationery and Writing Materials 90 Thi3 -scheme is also centrally -sponriored scrhemc? and was implemented on 1v for the scheduled castes students. Under the scheme only rupees .10 per year pier students wafs given ta S.C students. Dtjring the current year, under the sct-»eme rupees 2 lakhs 61 thousands uiere received as grant. 5. Book Bank This scheme fwas i nip 1 emen t ed bath for q:l. ris as well boys of scheduled castes students. Te; under the scheme. During the? current year, nearly rupees 1 la^h 35 thousands were received under the schemfi. 6 t Pre“Hatric 6chQla.r^hip Scheme, whose are in u n i: 1 e a n o c c u p a t i o n s - This scheme u/as implemented >iu.ring tht? year 1992-“93. Under' the 'iicheme, Rs. 25 p>er month per c:hild is given only to the first chi.ld. Rs. 75,000 uiere received as a grant. But the eKpenditure uias only 45,000 and the rest of the money was returned to DPEOs o f f i c e . Welfare Schemes There are various welfare schemes run by the Social Welfare De|i a r t m en t i n t h e d i s t r i c: t, 1. Special old age pension scheme This scheme was implemented during the year 1966. It covers only people in the age of 60 years and above, whose family income is less than rupees 200 per rnontti.. During the current years., total numb e r s a f beneficiaries und e r t h e sch erne mi as 27 740 . Rup e e s 100 per month is given to beneficiaries under the scheme. \ 91 2. Widow pension scheme 11 i.*> a s 1 fTi p ] li? I t I e (1 18 d d Li I’ i, n g b |-10 y a a r i 9 S 7 „ I i; c o v e r" u; o m €* n 6 O VGarEJ of age, ujnase family incotT.v} is less than rujDe^s 200 per month. Under the scheme rupees 100 per month is given to women. During thP current year, total numbers of beneficiaries in the d i s t r' I c t uj a s 7 B1 3 u) o m e n . 3. Widow Children Scheme F^.upees 30/~ per month for two children only are paid to the children of widows. There were 730 beneficieries cover under this scheme in the year 1992-93. 4. Pension for Handicapped It covers age of 18-^ for this scheme, 70>i physically fjandi- cap should be there- This scheme was implemented 1987. f-amily :i. n c o m e o f t h e b e n e f i c i e r t e s s h o u 1 d n o t e :< t; 0 e d R s 1 0 111 a u s and p e r annum. In tlie year 1992-93, there were 1242 beneficiaries. 5. Scholarship to Physically Handicap SfcudGnts In this scheme rupees 6 0 / - in case of primary level, rupees 65 f o r nriddls class and rupees 85/~ fo r high and seeconda.ry stays D e r. month is given to the physically h and leap students« This scheme is applicable f o r both government and recognized schools. 40% physically handic;ap should be there. But family income of the beneficiaries should not be more than 4000 rupees per tuonth. In the year 1992-93, there were 11Q9 benef 1 cieries under this scheme. 92 6 . Social Security Scheme R-5 .3000/--- per unit is giveni for the incidsnta.l death. Thi':5 scheme was implemented in the district in 1990. It xzovers^ per sons beti.-jeen 2 1 to 60 years of rige. 7, Grant to voluntary organisation Special Schemes and Pragrammes of Education Department and Other Departments Both State and Central Government Therf? are widow pension scheme run by the Department of Social Welfare, other is financial assistance to the childi‘en of d e s t i t u t e omen. Mahila Mandal« Tliere are only 47 Mahila Mandals in District Sirsa» 24 are reqihitered and 23 are un r eg i s t e r ed . The registered Mahila Man- dais get grant in aid of rupees 1300/- from theadininistrat ion. r h e a mo u n t i s u s g t:l t o p a y f o r' t v' a i n i n q o f 5 m e mb e r s o f M a h 1 1 a Mandals organised by Nilokheri Rajya VHas Kendra. / 1 h e M a h i 1 a M a n d a I s g e n e t’ a 1 1 v p r o v i >:i e s D 8rnos t ra t i ans 1 i k e i mp rov e cho 1 a p r ac t i c es , k i tch en , q a rden~ 1 n Q et » 1 - Family Planning Campaigns. Educ: a 1 1 *,3n a 1 C amp a i q ns e t c « CHAPTER 2 THE STUDY LOCALE : 0BSERVATI0^4 AND INTERACTION In the District Sirs a, block Sirs a il ujas 'tfjelected for tlu? DPE-IP -- 6 t?nder Studie-js. Eight villages ware identified to obtain hou^sehold information, occupational structure, educational infor mation, educational aspirations and main reasons for i r 1» eofi- t"inuinq their education in schools, reasons for non-enroIment and reasons for drop-out. In f oi-mat ion was also obtained regardinvq their perception on utility of Qirls education on qender equality and gender discrimination. Groups were convened to discuss all aspects of the issues concerning girls education and gender discrimination, These groups also revealed their own perception of possible strategies towards oromotion of girls education and removal of gender dis- p a r i 1 1 e 5 . In the foilo».ijing pages v i 11 ag e / 1 ocat i on “U>ise onssrva 1 1 ons and suggestions get included alongwith the pi'ofile of the loca-- t i on , I 94 Fio'ire :^,q N a m f? o f V 1 1 1 aq e / L. ox'z a t i a n DHAN18UCHAN < BIRSA) Distance from {)*'-'E0 18 K m D .1 -31 a n c e f t” o E-: E O 18 K m D1 a t an c e f rorn R a i I !>; ay S t a 1 1 on 02 f(m L 1 n t-:- ;l I I q F a k k a r* cj a d : Sirs a -- Hisar Road E'-u.s Se rv ics ; State buses ply an road Tot a 1 hIG . of t-iou s 0t“iC3ids ! 68 (I 7 Dh an i s i n v i1 1 ag e ) Naly-26e, Fffmal« -2 IB T o t a 1- 4 8 6 , SC- N;i 1 , P a f.i I. AI 1 1 o n 1 1 1 e r a t e - 2 3 3 "• i'-.| a t i.i. r e a f 1 a n d !! F e r'11. 1 - Craps qrown 'J C o 11 on , P ad d y , R i. c. e , Win t? a t - M a i n Carnmun 1 1 1 e s s K a mh o ,i , J a t S i kh ^ H a r i j an M a i n Qc:cup t i on I AQruiulture - Ho a 1 th Fa>:; i .1 11 \ >? s ! P HC (P t.ita lie H e a 1 1 h C e n t r e ) ■ E 1 ec t r ic: 1 t; V ^ s D o m e s t i c 8-; Pi q r’ i c: u 1 1 u r- e p u ro o s e - No . a f B a 1 ui ad i 5 1 -- Na . c) f An 9 an ui a d ,i s 1 - tiah i 1 a Mandal . ™ - D r' 1 n k i r\ q uj a t e r f a c 1 1 1 \: i e -s No. of Handpu.inD I'I>')» at Tap- u)ate?r’ N o . o f Tub1 1 ) .. Educ a 1 1 on h 1. tup ParH SchoQl P r’ i. a r v B c h o a 1 G o V t „ P r' i m a r v Be o a 1 Middle Sc.haol S e . c a ri d a r y S c: h o C31 High e r B e on d a t' y Sc; i ) a a I - No- af reacfiers for' Primary Cl a; Ma 1 0 F e tn ri It? - Households Siirvev^'d - Ha. of Community leaders in f3roup D iscti^s 1 on ™ No . o f Parti c j p an 1 3 j. n G r oup D ISC US'S io n ; e 95 T h e m a i n v i 1 i a q e is S u h a f\.. 11 is s i...i r r o u. n d e c.1 b y s in a 1 1 D h -i -- nii. The viliaqo Such an and i ts dhan is are scat te red in a v^adius >.:)f 2 km.. Won acL essab i I. i ty :is the niain cause of the droo -out. Th e i. and 1 *::i rds oi this v i 1 I aq i? I i v « 1 n sni a 1 i Dh an i s . Somc- hi i i"ea ag r ] cu 1 1 ura i labour€»rs (uiho have migrated from abhev' Estates/ J. i v e i.‘)ith tiiem but the oriqif^al Harijans of the village live in Su ch an. The landlords are rich enough to afford the:i. r ouin vehicles tc send their children to public schv::)ol situated in the city. The children of agricultural labourers study in qovernment pri mary school, set up in the village. Looking at the phenomenon of landlords chil*:tren going to school, the landless labourers ^nd others also send their children to school, although not in large nuiT.b e r 5 . A 11; r ac 1 1 Qn of soirie i nc en t i v es i nsp i re t e a r j, g i na 1 Ha r' i :j a n '■hi 1 d r en t o cOf 11 i nue t h e i r educ a t i on . Parental attitude towards girls education in general is in d i f f e r e n t . Pi rents ire not interested in a end mg the girls t>;? scl'iool due to household work, care of siblings, helping parents in occuoatior'i and in remune rat i ve w o r k , All these factors cori- I-, r ibuie to continuous d 1 sc r i n» i n a t i on against girls and wcsmen . Uaughter-s of the daily labour who av'e wot king for the landloi'ds are big suffer as far as their education is concernedu Main reasons are two fold. F«i.rstly, the non-availability of school In tTie Dh an i and secondly their eKcessive involvement in the income generating activities in which their parents are involved. The village has a single inale teacher schaol . Durirsg his absence students are at a loss as to what to do. In that situa- 96 \ t:;i.Qn parents feel that -3 pncling th e ir children to sLvch schools is a (Tie re i.wa'^staqe of time. Without tht? teacher in the school the parents find school an unsafe place for girls. They do not see ^4o^ availability of middle and high -school even in the nearby area leads to drop out among girls after’ primary educa- t j ort. Land 1 a r d s p r ef er t a s e n d t h e i r c h i Ulren to E n q 1 i s h m e d i u m s c h o o 1 , M o s t o f t f > e |,.i are n t s a i' e i 1 ]. i t e r a t e „ T hey d a n o t g i v e m u c importance to educatiori of girls, as their main aim of life is to maiM'y off their daughter-5 on the onset of puberty „ F-*arents feel the havd to go to their matrimonial home there is no point in uj.asting money on education of girl-i3 „ Thi-s bias comes in b)ay of 9 iris educ,:ation and iS'mpowe rmen t of women. Financial constraints, load of domestic work, care of sib~ 1 1 ng 3 ar e c 1 1 eci‘as f eu; oth q v re a-son-b for non- en ro 1 inen t , S IIB 0 E 5 TE D INTERVENTIONS Twenty three (23) househol'Js were visited. One teacher and tlu’ee cominunity leader-s were i n t e rv 1 eweci. In the Group Discus sion ten persons participated. The following 1 ntervent1 ons are suggested based on discus-sion and field observation of investiga- to r . 1. Awareness of education among parents is the need of the hour. Efforts sliould be made to 1 aunch an awarertes-s campaign on q i r‘ 1 s ' e d u c a t i on an d ui 0rr> e n ' s e frip o o r m e n t . 2. Permanent hOLtses -should be given to the migrants. \ ^ 3.. I n c e n t i v e s ]. d b e g i v e n to the n e e d v . F s t a. v i on e r v , ;_u'i j. f ur m anci i'neal-:?inoi..iIa dg givt^n to tiie stuoent^ to in — •;; ve a-se at te n d anc>? . 4 , MFE! c3H tres to be <:start ed . 5. Si..ipport services like creches, AnqanwadiSH Balwadis etc., ■.•-.hould be started in the Dhani so that parents can be contacted afiLj CG^^^■'lnced to qer. th e ir JanQr) t e rs enrol leci. 6.. More female teacners should be anoointpd. 7'« Inc'ome generating programmes should be star'tedu 3.. Provision for Middle and Hiqh school in the villa g e should be made„ , Government sctiools s h a u .ld be made attractive. The standard > j f t e a h } n q s f ) o u 1 '..j (.■) e r a i s e d . I f'j» For pianninq educational systeiti at district level, smail n a P' I s s t) QU 1 (-1 b e t a I--; e r*. i t o c;; o n s i >:i e r a 11 on . J^ay boarding schools to be started for scattered ponula-- 'J }. C'D S K i. 2. Qnencation Grogramme for teacners snould be arranqed Que'iti; f\.^r sens i 11 z j nc the;!' r,a or«-)b 1 ems o ’' i.3 •. iiah 3.1 a iiand a i s shiou 1 d be , ens t'-q i ssd i-.ii ch income gerter at inq nrograinmes and i or a ramo t i ng g i n s education.. 1.4. Mass media should he 1 p in (naking parents h m ai-e of the u t i l i ty and 1 gn i f i c anc e of education in the lives of ti'!t-ir daughtef’s» L5u riostel fa c ilitie s and Ashram system is the immediate need to r.nec:k tiie drop-ou t in Dh an i domi!iated villages., bfj. Single teacher schools should be replaced by multiple teach- ei' schools. 9 8 i 7 . R. i c h p e o p 1 e s h a « a ]. >::i i3 e a 5 k ff t.i t o c: a n t r i b u t e 1 a n d f o r t h e (;; G n b t r ■ u c. t i on q f s c; h o a i b n i 1 d i n 9 . i.8 u Volunteers especially daughters and d au>:jh t e rs--i n -1 aw of the VI11 age should come up for launching UPE in the village- and for uiorkifvg for wom«»n's empou/e rmen t, 19. F’rac.ticas harmful to dignity and status of won\en and girls. 99 Name of V i 1 i 3 Q<-?/Locat i on -- BALARPUR D i. - 5 1 i’i n e e f r oit, D E 0 9 hm D :i s t a n c e ft' o m B E O 9 D 1 s t anc e f ro(n Rail way S t a 1 1 an 9 foT! I. j n k' i n Q Pa t-;; i ^ a r a a. d S i rsa ~ Ran ;i a Road BiiS Service State buses ply on road r <;;) t A 1. i'-io . a f Ho u h? e h o I d s 200 M a 1 9 -- S' 5 , Fenia 1 e 850 , T ot a 1-1800, SC 45^; F-'Qpu 1 a t; 1. on L i t e r a t e “ 54<) Nature of land s F 9 r tlie Craps grown ; Co 11 on , P addy, Rice, Wheat Main Cammun i 1 1 e ! B a j i g a r , H a r i ,} an , R a i Si k h , Kambo ) t1 a\n Occupatuin : Aq T' .1 c. L\ 11 u r-' e L a b o u r e r H}ea 1 fchi Fac i J. i 11 es ? HC (P u D 1 i. c FI e a 11 h Centre) E i e t t- ,i i t y : Dome rz- t ic: No. of Balwadi * No « o f Ang anu) ad 1 s i. Hahila Mandal s L) r i k i ng uja t e r f ac i 1 i t i e s s ^4a„ of Hand pump s 15 i'M o . o f 1' a p - i ‘j a t a r ; Mo,, of Tu.be~u(eni) : E >d t. A c a t :i. (j !‘i a 3 s e t u. <3 : Part School . i Prim a i ‘y Sc h oo 1 : Go V t . P T' 1 fn a r- y Sch aa 1 Middle School : Secondary School : Higher Secondary School : No. of Teachers for Primary Class: f'tale 1 O F 0 m a 1 e : ^ lousei'ko Ids Surveyed ^ : 26 No. of Community leaders in f3 roup D i 3 CU3 H i on : No- of Participants in Group Discussion 5 I 100 Poverty of the parentrri is responsible for non-enraiment ;j.nd droD-out of girls from this schv:ioI„ They attach low va Itr.? to the e d ij c. ;i 1 1 o n o f g i r 1 Si. AVa 11 ab i 1.1 1 y a f inc&nti v es a 1 1 rac t s bhe poor i r 1 s to j o i n the school, but incentives are not received in time so parents doubt the i.nteqrity of teachers. This generates mutual miS"trust b e t u! e e r, t e a c li e r s a n ci t ii e p a r e n t s u 1 1 i m a t e 1 y e f f e c 1 1 n a t h e a a u c: a - b ion of q i r i s„ a rents feel tin at teachers do r>ot teach in this school, hence there is no use sending girls there, it is better if they stay at home and help mothers in the household woT’k. But this type of feelings were not expressed in case of boys. Genera 1 atoiosp h ere of the v i 1 1 aqe as we 1 1 as schooI t «■:, conqenial. The village has 7 or 8 daughters/daughters-in-1 aw who are tviqhly educated. Eyeing inspired by them, the girls of the village go to school. Parental, eccjnam 1 c cor\d i t ion (3f schoo 1 going q i r Is ia better tlian the rest, Prei?:'?nce of female teachers attracts and motivate most of I; i \ G q 1 'P 1 s t o c on t i v’iu e t; heir e uc. a 1 1 csn j Positive attitude of ?sarpanch towards girls education utas Obse V ed « He m as l<: e en t cj n ro 1 1 a 1 1 girl s i n sc11a o I , i f ati ei|u a t e provisian of teaciiers and other facilities were assured by gov- ernment. M idd 1 e and tl i.gh Sciiao i s are no t ui 1 1 tv i n easy re ac;ti. f.B i r 1 s are educated up to class 5 th. Most of the parents are not ready to send theiv' daughters to sci\ools situated far away from the V i 11 ag e . iOl Mo;3t of the poor inhabitants are ili.iterate» Thev ketjp t h I r' d a u q h t ■& r s at h o in e f o f" c 3. r e 0 f b 1 Id i i n q •= a r\ d i. i v e s t q ■•:: 1: „ T h girls of the poor Inh v=ib 1 1 an ts qo to field tv;j pici- up iv^ft over cotton, for ujhit.h they are not c;^la^Qer1 any money. The picked cotton helps them to increase their income. E;3.riv marriaqe is prevalent in the villaae. Parents prefer t,o marry off their daughters as early as possible, to get rid of their social dutieSn Parents and Community discriminate aqainst girls and uiomen. Mat\ila I'landal has no income qeneratinv^ programme. So, after primary educa t ion, daugh t e rs of poor 1 nh ab 1 1 an ts indu1 q e in T'emunerat 1 ve work to increase the income of their parents. Teachers are nijt able tc devote full time to teach i h Q u They are engaged in at fie!' u/ork. All types of surveys conducted in the district are dofie by primary teachers. Teachers are of the opin ion that incentives are not given in time. "As incentives do r'lot reach in time, people do PiOt trust the scheme itself.'' Angan»>»ad is are not f unc t ion inq uiell. Only 35 beneficiaries are availing this facility, whereas below 6 years population of •j i 1 1 a9 e :i s 2-95 . ^ All the qualified 9 ir1s/daughters-in~1 aw have not been able to get any employment so far,. They da some household work, therefore, parents are not so tnuch interested in girls' educa- t ion . .102 1 N VERVENT ICING SUGGEGTED r i>! 0 n t y s I X fi G u s e ri o .1. d s u.i e r s :i i t e d :i n ci i r> c e r- v ;i. c-? u;-3 h. aid. A Group Discuss ion w a .=5 held in the village. The at t ends^nce was Cl (..1.1 t a n Q a r . Folio w i n g i;;) o i n b a a r- e 55 u g g e s t g d b a s e d a n g r a u p d t a - cussian and field abservat lonns of th© invest igatorrs s In Parents should be mada auiare of the utility of giris e d t ^ a - tion. Parents of girls shcjuld be contacted personally. They ;::,nouid convinced to sand their daughters to school » 2 „ fi a r e tea c her s s h a li 1 d t j e a p p «:j i n t e d . G o v e rn m a n I; ui 11 a u 1 c j employ adhoc persons. It should employ educated girls and daughters- in-lau.1 of village as teachers or instructors in T'JF-E centres, 3. More incvintives to qirls »i»hc?uld tae Qiven, Incentives ">hv3u 1 d 1)e given in t \ m e . • I. T h e g o v e r n m e n t s h o \.x 1 d r e t») a r d t h o s e p a n c h a y <.\ t s t h a t I t e I p 0 1 V o I a 11 girls for prim a i' y e d u c a t i on . 5n 0 overnmer»t should upgrade tlie village school at least upto m i fl 1 e standard. 6 . Support services like creches, baluiadi.s, arig anwad i s, should be opened. Some checks should be eKercised on anganwadi U)orkers» Baluradis should also be started in the village. '7 u Government should provide free accomrnodat ion and full secu rity to the female teachers. B E H. t r a c o ac h i n g s h ou 1 d ta e g i v e n t o g i r 1 s t u d e n t ?i . 9. Women s education should be given priority at the state level/ 10. Government or village panchayat should empou?er women in viliaqe to look after giria schooling’ana attendance. I ii„ Community people should help in provivijinQ land and volun- r;e e i-s f or t, e ach i.ng g 11‘ 1 rS - 12. Paren t'5 Teacher Assoc: i at i.on should be qj. ven impopt ance » Its me 91 1 n q shou I ti b e It e 1 d a 1 1 e as t o n e a ftujn th . 13. liahila Mandal should be energized u/.itti some income generat ing •=.-»cheme s. S4, It r n t; s should be «;nade aware of the legal age of marriage, 15 u Some ac t i v 1.1 v es related to and its proce-ssinq 'i-hould be i nc: 1 ud e>;i in t{-\ e <5 h o o 1 cu r'r icix I u.to a 1 1 r'ac: t g i r' 1 s to c o n t i nlie t e i r e d u cation. 104 fM afn >:? o f 'v' i 1 1 ag e / i_ ac a t i on . -■ C ^-1AK'.'ARVAN (SIRSA ) Distance fraai DPE^O i 2 D i 1 3.n c e f r c.)n) BEO 12 Km Distance t F^om Railway Station 12 L, i. n k 1 n 9 a !•:. k' a r' o a d F" rom si rsa to othe r’ v 1 11 aqg E-iij-5 Service S t a t G u -3 ^ 'B f.i 1 y o n r ra cj To t a, I f'4>n . a f Holss 8 ha 1 ds 71 ti a 1 0 F' o p . F e fr» a 1 e - 2 Total 426, SC-9:<*, P oi) t.> 1 a. 1 1 on l_ 1 19 r a t ?■? - 1 12 Nati\rs of land F & r • t 1 (■? Cropin qrD»>jn C o 11 o n , M a i z e , P a d cJ y, W h e a t Main Commun i t i e s Bawa via, K ambo j, Ha r i j an , Rai Bikh. li a i n (.3 c c u p a t ion A g T" i c: i.( 11 u r a 1 1 a b ou r Health Facilities PHC E 1 ec 11- j c 11 F- o V' d o m e ;a 1 1 c 2^. a q V’ 1 e: u 1 1 ua 1 u)o r k No. of Balwadi No . a f Anq anuiad i Mahi. la Mandal D r i n i n g u/ a t e i' f ac i 1 i 1 1 e s N o . o f H a n d p u ni p 30 No „ a f T a o a t e r No „ o f 1 i. i.b'B'-i.iK? 11 •' Edut:ation3 l setuca *^^art 5c:t‘!0 0 l F'- r i fit a r y ^.3 c h o o 1 1 Middle Schaol Sacondary School Hiqher Secondary School N o . o f Tea u h era for P r' 1 m a r y C 1 as?;; M a i e Female Househo 1 dSv.\rvi?yed 29 No „ Df Comffiun 1 1y I e ad e rs i n 6 roap I)iscu?5sion No. of Participants in Group Discuss ion 18 105 Tht? school IS situated in one corner of the viiiagG. The schoQi has a bounclarv'' '>inc1 is full of qreen tre«s„ The school is eequipped with all tiie modern amenities like desks, benches, elec:-- tri,city, fan etc* The school has two female teachers, one on the verge of retirement anti the other, a fresh entrant but a very car inq !)ev’son. She often calls the parents of those children who are truant and are .ii'regularu She con v .1 n>,.. es their parents that by receiving education, their children will become better citizens of the country and their economic status will also rise. Village Chakar'van has big land lords and agric.ul tural la bourers, Big land lords send their ciiildren to school situated in the city. They have the/r own arranqements of vehicle for t li e 1 r c} I d r e n t o b e d r" o p |:;) e d a n f .i p 1 c k e '-.j yj [3 . AgI’icu 1 tura 1 labourers and other weaker communities who wisn to send their children to higher schools cannot afford tins. T h o u g h t h e Ij u s 's e r' v 1 c e i s f r e q u. e n t and re g 1 a r*, b u t b e c a use of being c r o w d e d t h e children are unable to board the buses and so,, i;i!e parents do nor; allv)w tht-ir daughters uo r.ommute to senior schools „ Observations and gjroup discussion pointed towards I'l r e V a 1 1 i ng bias ag a i n s t g i r 1 s and worne n . Many educated girls in the village were unemployed so they present a negative role model that education is not going to improve the econo.nic status of girls. Buch notions were respon sible for creating bottlenecks in achieving the targets of IJPE of girls in the v i1 1 age. 106 f3enerally girls remain busy in household work ujith the mothers and ujnen mothers; qo to fields, daughters tak?f carw of sibiings and livestocks Tha village has only a primar'y school, girls do not go for post primary education in general. The ma jor commun 1 1 i as of the v i 1 1 age inc 1 ud e Bawana and H a n jarts who are landless and u;ark a-s agricultural labourer's, The?ie pC'Cipls do not und gv's t and the impor t anct? of education for q 1 r• Is » T h ey fee 1 ti'tat edl x a t io:i.mpar t e 1 ng to da with the r€*al lives of girls. The Mahi. la tiandal which has been started recently is but nC31 effective at present. Interventions Suggested: A group discussion uias organized in ■«>>hich two teachers, five community leaders anci eighteen othe^r IneIT)b0 rs of the v i 1 1 age par'1 1 c ipa t ed . Tliey •>»e f^e g i ven f u 1 1 oji)f,)ou * tunity to express their views during the discussion. Following suggessions regarding incv’easing enrolment, imf^r'ovinq attendance V'educing drop out and enliH-ting cosi^mun i ty/women ' s participation ■•'merged as a result of the group discussion and investigators o u) n o t) s e r' v a t i a n s . 1, Parental educat ion and cofnmun i. ty auiareness aoout the advan tages of girls education needs to be st r »ang thened and campaigns 1 aunch ed . 2. Up 9 rad at ion up to middle ?;ctiaol is needed to reduce drop-out. 3» E!f farts sho 10 7 , 4 . I n c t? n t; i. v e s sh qu }. d t-.j g q i. v e n t o a 1 i n e e d y c. h< i 1 d r e n i r r e sp e c - t i o f caste and cref^d„ These i3nau.d be given on t:i. ine„ 5 . I ft c D tn e 9 « n e r a t i n g p r o g r' a iTun e s fa r g i. r’ J. ;5 a n d * vi a m e n s o u. Id fc> e t :X r’t e V..1 1 n t h e v i .1 1 ig e . 6 . Daring the harvesting and sowinq. season, there should be either break in the school or rela;-\atian in school timings. 7’', Hostel facilities and free boaT'ding should be given to aJl Q 1 r 1 s f o r p os t p r i m a r v edlac a 1 1 >:3n . B. Teacher«s/Head Teachers (neetinQ with the parents should be held at least once in a months 9. PTA should be involved in solving the problems of the girl child at home with regard to studies, 10 „ Parents shou ld be .involved in the school admin ist ra1 1 on , 1 1 u Mass media, public relation department should also contrib ute ;tn creating auiareness among community about the ifnportance of Q i I' 1 s ' e d i-A c a t i o n . 12 „ iBovernment should provide maxi mum money to facilitate girls education^ 13.. DFTrlO should quote enamples of such teachers and schools wlio p r o m o t e g i r' 1 s ' e n r’ a 1 aj e n t . H s /< s n e s h a u I d a i s o a s {•:; o t |-i e r t e a c: h e f' s ho create such a healtliy enviroitment for students. 14. Vocational schemes like tailoring, paper craft, knitting, dar' 1 rnat<: Tn9 e tc . shoia Id iie 'st ar t ed in the v j. 1 1 age . 15 „ Members of M ah i 1 a Mar>dals iihould involve themselves in organizing various progv'ainmes of girls' educatiof^. i 08 W a AT e ei f ‘v‘ i 1 .1 a 9 e / 1. c> c; a i; 1 o n :HAKKASBAN (SlRSfy) Di.stance fr-om DPEO 14 Km D i B t; a n e f r' o m BE Cj 14 Km D 1. s t ar \ c. e f r*om R a 1 1 ui ay31 a t i. or \ Km L i n 1 n q P a k (<: a t' a a d BI r 5 a -- 011 u Ro a d Bus Service 1 r e q la 1 a r , C o m la t a t o l.i s uj a 1 k 2 him to board the bus Total l'4a V o f Ho< i.se^hol d» 12 0 M a 1 e ~ 5 4 3 , F e rn a 1 e - 4 I. 7 Tot a ]-960, 3C-:17% P ap lA 1 a t i on 1 iterate™ 3'5 0 Nature of land Fertile? Crops qrauin Co t ton , Mai 2: e , Paddy , Wh eat Main Commun i t i es Harijan, Sikl'i, Rajput, K an\b o ,j M a i n Dc c 1 ...t. p a t .1 a n Agr iculture H e a 1 1 t-i F ac .1 1 1 1 i 0 s PHC (Public Health Centre) E i e c; v r i v:r .1 t v D o m Q -5 1 1 r , A\;5 r i c la 1 11.( r e 1;:) u r -• poses f'4o. of Balwaai H f.3. o f A n g a f 1 u> a d ,1 Mahila Mandal 1) r X n k i n q u< a t g r f aci 1 i t i s No „ o f Han>:ipimo > e s Mo . a f ap - i.i> a t s r Ves }MO o f Tube-we 1 I ) ves Ed Li t: a t 1. on a 1 e t: up r a r r Hr:no(.:>i P r i {Ti a r- y S c li o o i. Go V t . F' r 1 ma ry 9 c o o J, M :l d ti I e G c. t\ a o 1 h 1 dd 1 e Sc r( oc31 Pt.\b i 1 c Be 0 0 1 3 e c: a n d a r' y S c h 0 0 1 H1 Q I'l G r S e c on d a r y Sti h q?3 1 No. f r e a c: hers f o r P r 1 m a r y C1 ii a i P' Q iT! a I « o I.(s 0 h o ] d -IS B u r' v e y e d 21 Wo . o f ("ornmun 1 1 y 1 e ade rs in G)rotjp D i s c u 3s i on No. a f Part ici p ants i n B r o i a p Di-BcusB 1 on 1 0 109 The village is econom i c a 1 1 y and ag f-1 cu 1 tu r a 1 i y well of f „ iiost of the cnildP0n of 1 -ind lords study in pu.bllc ■;E;chool in the VI 11 age. Aqricaltu.re labcH.u' and other «‘>eal<:er- sections of 30 ci»?i'v fe«l incpireti by Lhein artd tliey <5e»nd tlieir children to school . M i 9 r a t o v' y c: h a r- a c t e r >o f t hi e p a r e n t -3 is ^ bi g f"t i n d r a n c s in t h e LIF^E of girl 5 , Teachsrs attitude to mat i vat e the Qirls of miqra- v ary parents was aiso not very encou.raqinq taocatiste their enr^ol- mer\t aaversely «ffar.ted ths? res'.ilti-s of th^ scnooi . o a r i ti h a i:31 1 ;.i n t s sen d the children t a s c h o o 1 »d it s t o s o m e incentive schemes given by the government. Incentives inclu.de uniform, tav;>oks, attendance schvo 1 arsh i p , stationery etc. Howe vet', j. f btiese incentives are not given in time, they will not be in position to send th^?3T' children to school . Due to non availabili ty of M/inter uniform, these children go to school late in the noon . The school has one (nale teacher and tu/o female teachersn The three teachers worT-: in a coordinated manner. They look a^fter thildren i.mc ] 1 . Teacher-s' attitude toixards children is worth :!.pp rec 1 at inq , T h e V 1 1 1 a Q e h a s a r.i u t.i lie p c o o J. o f m i a d 1 e s c h o o J, s t a n d a r- d :i n addition to a government primary .school. Some better off sections s end 11") e i r c h i 1 d r' e n t •;:) p r i v a t e 'i5 c h oo 3 a f ter t' e c: e i v inq t hi e :i. r primary education in the government school- Weaki-i' sections a n n a t a f f o r'd t o s e n d t h e i r c h i 1 d r e r\ t C3 t h :i. s s c: h o o 1 . Rich parents arv? not satisfioa with the pvest^nt edi.tcation systesn. They do not like to send their chi. Idr-en to government school. n o P a T' 0 n t s ci a n a t i i i-^; e t g s end t h e i r q i i s ou. t s i d e t ii e v i 1 1 a q e after middle -standard, WofA availability of hicth sr.hool is the inajv^r factor for mvD^t df’ap outs after 8 tii stanciard amongst girls. f£arly marriage is also prevalent in the village because onset of puberty the pare?nt3 pi’efer to fin marriage instead of sending girls to -^rhools. There is definite d lacrimin i at ion against girl-is observed In matters of food,, play,, domestic. «Mork efcc„ The girls shar-e hou.'iiehold u^orl- u.fith niothers. They loot: aft»2 r their younger brothers and sis ter =5 when their mothers u/o rk outside the home to contribute to the hausehQid econovtiy „ I t ; 1 s village, se r a t i a ap p e a r e d to b e v e r y 1 ou.i a n>:i i a cause of alarming concern. This neeas urgent intarvention by high officials of the district and state level. P a r e n t a 1 1 1 ] i ^ e r- a y i s a n a t hi e r m a j o r c a u s e f o r g i r* 1 s c j r o p - ping out. Parents are not aware of the importance of girls education. Education is a secondary issue for thein. M o s t of the parv^nts C3f non enrolled girls are living in cofic! 1 t ions of e:’.tr'eme poverty. They ar'e mostly labourers in .igr icu 1 tur a 1 field or in construction. They find it very diffi cult to fulfill their basic neccesities. Thus, they do not send 1;ti e 1 T' ch i 1 d r"en esp ec i a 1 1 y g i i-1.s to schoa 1 « They at'e of t (■! e v i eu; that girls who have to one day part from the»t» would serve their 1 n 1 aws , then u)h y «.si as t e fr^on e y \in th e m „ Par??nts feel that atmosphere in sct'iool is n o t encoij.r ag ing. They want their girls to be taught only by female teachers^ lU SUGGESTED I NTERVE^4T IONS in all ^21 hau-^ieha i d-xi were v:isited and a grou.p d i scuris :i on was Qpqanized in whivth three teachers, three members ot panchayat, « 1 Q h t Q t h e r* m e (Titi e r s of village p a r t i ci p a t, e d . Th e f o .1.1 ow i n q suggestions are based on group discussions and ob Hse r v a 11 ons of the investigators. 1. Parents should be made aware of the advantages of impartinq edut. ation to g 1 r 1 s r. Awareness cainp:iigns an education of qirls •■s h o u 1 d b e s t a. r b e d , 2, Clinics bearing posters: "Medicine available for the birth o f t3 a 1.3 y b o v " niu =31 in e b an n e d . 3 . T o ta r' i n g a 1 .1 g i r 1 s t a s c; h o o 1 , i r'5 c e n 11 v e s s h o u 1 d b c p r o v i d e d to them at par q i th schedule caste q i r 1 s 4-, ilare female teachers should be appointed, if separate school f o r g 1 T’ 1 s c anna t b e p ro v i >..i ed . 5 . Man :i 1 a Manda 1 shou Id be st ar*t ed ancJ village w n n)ei~i shou. 1 d participate in education and social welfare activities organ i:?:ed from tiine to time» 6 . -Barnanch was of the view that Village Education Coinmittee (VEC) should play an active role- in orienting the v.iliaqerfi about the necessity of educating girls for the betterment of their lives and that of the village as a whole. 7. Incentives should be given in ti(ne and winter uniform (sweater ancJ shoes, soc.ks etc, ) should also be given*. B. The leachers of pnniary scriool need to be oriented on spe cific issues related to girls' education and women-s empowerment. 112 V 9. 0Qvernni«?nt should provide tr a n -B p o r t f a c ilit y to a nearby n 1 q [■ 1 s c t"i o o 1 , f r e e o f c o s t , 10 A check lishould be kept on the tradition of early niamage in the village. Community should be- made aware? of the legal age at 111 a r' r i a g e a f Q i r* 1 s » 1 1 . Income qene rating programmss ‘should be includpd in -school curr ;i cu lu m u 113 a m c o t V i 1 ]. a cj o /' L o a 1 1 o i i - M O D IA f -' h-l E R A ( S !i' Fa 3 A ' D .1 s t a n c e f t' q rn D E 0 18 Km 0 :i. s t a n c. e f r a i n B E D IB Km D V s t a n c: e t r q m Rail w a y t a 11 o n 10 Km Linin9 P a !-•:k a ra-:id S i rs a -E 1 en ab ad Ro ad i s th e main Rtd, approach Rd is !5 km B u s Service 1 rrequ1 ar To t a1 N o . o f H o u s e hoId b 226, Population 1642, SC 174 Pop. {;7 e I a u- 7 y f ’ 5 -- 2 96 , L 1terate-619 Nature at land F e r t i 1 e Craps qrown Co t ton , addy , Wh eat M a i n Comenun i t i e 5 S i kh , J a t, Na i ks , Ha r i j an , M a i n Occup a t i or\ Agriculture Labour’er, Govt, Service, Liv?*^s\*ack reariru^ Health F ac i 1 i i es PhIC (Pub 1 iHea 1th C e n t r e ) E 1 e c t r 1 c i t y D o rn e s t i c , A q r 1 r: u. 1 1 u. r e p u r- - po";es Nq . of E'.-ilwadi f'-!a , of Anganuiad i Nahila 11 and a 1 D r 1 nk in 9 i*) ate r fa c ill 1 1 s s 15 N•;3 „ of Handp iamp 15 N n . G f' T a p - uj a b e r No. of Tubs-well) E >- i!.!. c a 11 G a 1 s e t u p Part School F •' r i m a v’ y Sc. h o o i ; Middle School Govt. M i d ci 1 e S c It o a I Secondary School Higher Secondary School No. of Teachers for Primary Cla3 ^ N a 1 e Fe 1 ^ o u. s e h o 1 d f5 S ti r v e y e d 28 N o . af Commun i ty 1eaders in G r oup I) i c u s s i a n No. of Part ic ipan t=i in Group Discussion 12 114 Dowry system i-s an increase in the village. This is re.^uit-- iHQ in iou/erxnq the status of girls n the family. Birth of a g 1 Y'3. 3s considered a long drauin financial burden an the parents., The ultimate outcome is a 'strong preference for son. Sex identi fication test has bt?come a common practice in the village. Parents d i sc r i m i n a t e*d between boys and girls as far as the case of thei?' p ar t ic ipa t i-on in income gf^nerating activities u/as c.once rfied. They often detaiiKM:] their daughters and not sons from going to the school and took them (*iith them for plucking cotton seeds. This resulted in girls' absenteeism from the school and stopped up the process of their drop-outu Tn several households, parental literacy, motivation makes t li e c It 1 I d V' en c on 1 1 n^-i. e t h e i r’ s t ud i e s . The school is wh 11 e iJiash ed , full of green trees, education-il mottos are written on school wall and also has a vTiate. A conge nial educational atmosphere was noticed in the school. The drawing teacher lives in village ana is in good harmony with i;i a >' e t s c, f t h e is t ut;i e r\ t s .. Teachers positive attitude attracts students toii;ards the school. Bus service is irregular. ifihataitants have no touch I'll th other part of the st:,ite. They are not ready to send their daughters to secondary schooliSM situated outside t^ie villaqe. Parents complain of pai'ty politics a=j an unhealthy force. S o m e of, the parents are of opinion that government has done enouqh for- the v i 1 1 age , Non availability of high school in the r^earby area appears to be the m a m cause of drop out after 8 th standard, Vocational courses and home science subjects are not part of school curriculum. The IIS ab •"■ience af physical i rv:-r. t ru.c tor the subject; of campi. aint from Baii\>r3 inembei's of the cofniniAn ,i t yThey art? of the opinion that Y'oq ~ S h 1 ksha and Maiyudh (kushti) should be mads the part of «ducation A dai of viJ, iagt-?, t^as na doubt against the u 11 r ar-50und and amn iQcen tp5 1-2i. The advt^rt issfnent regard ing the birth of male child should iDe banned accordiriy to her. Borne of the parents are of opinion that d it ring (narriaqe large amount of money has to be spent on doujry, inspite of in 's' et inq money on educ a11 or\, They therefore ti) an t ha save the money for dowry of the girl. This is responsible for discrimina- t i on against the girls. This area is cotton and rice based. Girls spend most of t h e ] r' t i. m e if' f i e 3 <;i s >:i u r i r'i q i-i a r v e s 1 1 n g sea s o n . The four primary sec v; ion teachers do not ies;f. de in the viiiaqe. They have to cover a lot of distance daily in journey. They cannot do full justice to their students in school. C u ] 11-.! r a 1 f a c t o t’ 'B I i. k e ^) u r d a h s y s tern, a r i: f i o d o ;< b e h a v i o u. i’, earlv marriage are some reasons for non enrolment. There is str’on q bias that -» BUBGEB TED INTERVENTIONS Ti;»f?nty eight households uie^re visited anc:i five teachers, five community leaders and ttifelve other members of community par ticipated in the group discussion. Frank exchange at views pt'evailed in the group discussions. It seemed that although the i inpor't arIc e a f g i r‘ 1 s ' educ a t ixjn uias f e 1 1 by i 1 1 i t e ra t e u)omeri, they i>;ere unabie to send their daughters to school because of various reasons. Pol lowing suggestions were made. il6 :l „ Awareness oen oration should bs made a part of a J. i pro- y r a m i n 9 s , 5 c.) t h a t b o 1 1'^ 11 -> 0 d a i' e n i: 9 0 1 fn a t i v a t e d t o 0 >:3 t.i t: a t; e f;h>;^ir daughters. Campaiqns ;:ihouid be iaur\ctied. 2 . Mor>3 1 1 10 F’ acy c amp a ion to be -s tar t ed „ 3 , ^) i 9 h s c h a a 1 is nee d g d . 4. School cuf‘riv::uium should be made rob oriented. 5. Lur,al taacher ‘Sh o u l d be appainted„ 6 .. T a p o r“ e c •:;) r a e r • s i r i d T 'v'' s t s s h o t i 1 c:! tD e q 1 v e n t o s c a n 1 . 1' f-i e 3 e shQu I ci ti e p 1 ayed r c)u i a i■ I y to (je v e J. od |3 r'oper concept a f 0du.c a 1 1. on a n d g e n d e r a q (.,< a 1 1 t y » 7, E 8 . District administration should adopt such villages as focal villages for removinq gender bias. 9« Timinas should be adjvAsted durino hHvrvestino season. Cot^'un and Parai:i based courses should be included in timetable. 1 0 . Incentives should be increased and given in time. Incentives like books and stationery should be given to all student® irre 3pec t i Ve of cas t e an<:i e r e e •:j. 11, Teacher should have a caring attitude touiards students and 1 1 ‘ y t o so 1 V e t h e p r ob 1 e iivs o f s t la>:i t s „ 12„ livid 1 a forms like t-4uk k ad Mat ak « pupoet shou> etc„ should be st/avjed aiming at bring j.nq out the importance of qirls education. 13. Legal help shouid be tnacie ivailable to women in tlie village. U 7 .1. » M a vt i vr,u ni c ca p e rati on o f p a i' e ii t s i -ci t? bs 0 n 1 1 a .1 f o ? ' t i»e M.p I :i f tmen t of uiomen'a status and fMnpowa rmen t at watnen. Fareiit T e achc? v' Avihsoc 1 a 1 1 an shou 1 d be 5 1 rgngh thenet:i. i 5 . i’'t a 1) i .1 a l'1 a n d a I. s h q u I d ti e 51 a r t e d . J.6 , Declining sex ratio should be checked and ideas of the Dai 'Should be highlighted in tne commun i ty . 17. Doi‘tPv svstem should be checked,. lie W a fT\ V-? o f V i 1 1 a Q e / i._ a c. a i: i g n MORIWALA (SIRSA) D 1 s t a n c e f ro m DP EG : 1 2 ^ fn D i s t a n c e fro B E G : 12 Km D i s 1- anc e f r-*ont Ra i 1 u.iay S t a 11 on ; 05 k!m t.„ 1 r\i< inQ Pakk a r'oad B u s Service : State Bu h s s ply on road I o t a 1 Ma „ at H o useq 1 ds z 23 O ? p a p t.i. 1 a t i a n 16 < j 7 ? S C 4 5 4 b e 1 7 V rs 29f5 , L i t era i; 0 7 9 0 l'4afce Df land s F e r t i 1 0 Crop3 qrown ; C o 11C5 , P -f. d d y , W h e a t M a i n Commun i t i e s B A j i gar, B i k li, K a m b o j , Har i j an is fia i n Occup a t i. an s Cultivating, Agriculture Labour Health Facilities i E 1 er. t r i c i t y \e % t i c , Aq r i t; u 11- u v> e p u r- - po-aes No „ of Ba.lu»adi. s 1 No . o f Ang ar^iad i. Hah i 1 a tiandai D V i n V-; 1 n 9 ui ate i" facilities No. cif Handpump s 30 No . Q f T a p -- \-4 II ter' : 12 No. of Tube-well) E d t ic; a t i o n a 1 s © t u o Part School P r i 111 a r y 3 cf 1 o p 1. ii i dd 1V? Sc hoc 1 Gio V t. M i d d 1 e Sc h o o I E- e c, o n d a r y S c h o a 1 H 3. Q h e T’ B <3 c on d a r y S h o c} 1 No . of T0 acher’s for Pr 1 n»ary Cl H a IG ft \Z» F ^ cn a I e I 7 Haf.,t-5€?hQ ld» 8ii,rvv3y«d s 28 No. o-f Commu.n i t:y leader-3 in Group D I ;3CU H3-3 I an * -4 No. of Participants in 6 roup D i s c u s s i o n ; iO 119 The vii.i. aqe has a team of seven e : Al l are dedicated and sincere « though the teachinq method i>)a:5 f o I..A n id I c) i,ie so m e ui h a t c o r\ v e n 1 1 on a i . This village has p ro d u c e r] one IPS officer which is ah h o n o u r f o r fc e V i 1 1 ag e F e cdp 1 e q uo t e h i i=j e ;< a mp 1 e „ H i s j. n p i t' a t i on i s helpful in aending their wards to school for higher educationu The village presented remarkable r.:ommunity unity and were V e r y d e ep 1 y com i 1 1 e d t ct e d t.ic a t ] o n . A I 1 a p p r" e c i a t e t h e i..i till t y o r Gduc a t J, ar» . Nar\ availability of High School is the main cause of drop out amongst girls after middle school standai'd^ The tradition of early marriage is still prevalent in this vniaqe„ Community app-^ars to attach low Vv^il.ue to t h ‘? life of i women.. Death of a milch cattle mattered more to a family than t i t e > j e a t h o f' a female. f- aV' i'! t s dV3 no t r e g j s t e r i r\ f □ rme 11 on a b a u t th e b i r th a n d d e a t {"1 o f g i r’ 1 b . T h i p r a c 1 1 c e i s r’ e s |i) o n s i b J e f o r n o rs - a a i 11 ) i 1 i t y •jf correct data about the girls. In the absence of thjs data it e c o m e s difficult to plan suitable interventions for the develoD- <*nt and e(ripower'ment of girls of women., Some of the male teachers mi;;ed f ree ly with Gar'panch, F-at- ui a r' 1 a n d o t h s r i n f 1 ix a n t i a 1 per s o n s i n the v i j. 1 a g e a n d r e p o r't e d 1. y induldged in certain undesirable activities. Thus, they were up a negative role and made parents feel insecure in sending their t'J augh t e r^ to sctioo 1 . Some families are not aware of the incentives, available to them. Bus service is erratic. The bi.ises do not stop at the V i11 a g e b us s top. O Te richf?rs have to ciol li'ct monev noi».i and tl^ien for vari.oi.t.s funds , i o 1 1 e r i as , red cross e tr., wh ich is not af f ordab 1 e bv poor inhab i tan ts .. Bome parents wi thdraw the i r wards from school- ev^vn :i. n t f-| e !i) i d d .1 e o f t h e s <-? ss i on . 1" ! i e V i I 1 <3. q e d o e s r\ a t h a v <2 J R Y s c e rn e , D W A R C A , I d i r a V ;i k a s Yojnav, T R ' v S E i ’1 etc. which can tie Ip qenerata income for landless \n t,1 e a k e r s w c t i ons , The number of benef ic i ar i es of Anqanwadis :i, s hiqh but the workers employed are only two. So, the impression on entering the An Q an wadi is cane of over crowding and disorder. NFF- centres are not running in the village. Half of the popui a t j.cjn IS illiterate. SUGGEBTtT' IMTERVENT1 O m TMienty eiot»i households were visited.. Fol lowing suqqestions e m e r q e >;:i tl u i' a n g t h e g r' o u p d i s c: u s s i o 11. :l. . F^arents shcnuld be made aware of the need for Qj rls .educa■- t i on. Some programmes for creating awareness should be launched ii\ Mfhich they si\Duld be told about the importance and valuers of qirls education. 2 . Quality and qu an t .1 1 y of incentives should be increased to a 1 1 r ac t t h e g i r’ 1 s o f poo r f a in i. 1 i e s . 3- Attendance scholarship to be given to all girls. 4 . Teachers should take care of the students and find ou.t the reasons of absance of girls from school, 5. NFE cetitres should be started in the viliage for out of s c: hy a a 1 c It i I d r* e n . 1 2 1 hu ?^nganwad:i3 should be energised and Balwadis should be start ed to enqaq9 the population of be.I aw 6 year's. 7. ErTarly marriage must be d i-scour aged» Government shoui^d beccsme very ‘ii t n c t with the parents who encourage early (narriage of girls. This should be considered as an illegal act., Strict p u n I s h i\\ e n t s s o li Id be g i v e r\ b o s u c; h pa r* e r»t s . 8 « High school should be started in the village to achieve ix\ a 1 (i\ u ii> e n t ' o 1 e f11 > 9. Some income generating schemes should be launched in the v 1 1 1 aq e . 12 N a (I) e o f 'v^ 1 i a q e / 1., o c: a t i o n - B h-l A V DI N < S IR S A ) D 1 s t a n 0 f t’ a ib D P E O 1 2 Kfl» C‘ i s t a n c e f r ■ (.> B E O 12 Km D \ s t an c: f? f t'oiti Rail w a y S t a 1 1 on <>4 f-'fr. L. 1 n i n q Pa I-:; I--; a t' cj a d S i rsa Bus Service State tause» ply on road rota] No. of Households 7 0 0 halfi?-2316, Female 2127, SC-810(Mai tO ,734 (Female) Total 4443, SC 35H F op Lk 1 ?i 1 5, on L 1 1 e r a t e - i, 5 81 NatvApe of land F e r 1 1 1 e Crops grown Cot ton y P a ddy, R i c e, Wh e a t fiA if\ Camrnun 111 9 Kamtaoj, Marijan, Jat Sikh, Ma.ihabi Sikh H A \ n OcrA\p a t i im Cultivation af land, Cattle Rear i ng H E ]. 5u: t r ] c ,i ty F- a r d o m e s t i (- a a V' i c u 11 u r* a I puf’po s e B No „ c.vf Balutadi MC5 „ Q f An Q an a d i 1 D I' i n k .1 n 9 w ca t e r f a c: i 1 i t v e M o . o f Hand jr.) u p : 1 : W G o f T a p - ui a t e r ! l!:n No. of Tube-wsjll) I 1 5 < E ci i.i, c: a t: .1 o n a 1 s e t u □ Part; School F i m a i' y S c I", o o i Middle School 6 « can d a r y S c ft a o I : Govt. <3 i !' ]. s H i qh Schoa 1 Higher Secondary School s Go V t. B o y s H r’. S e c . 3 c h oa 1 0 th ^?rs i Bii a r 1 1 y a S a i n i i; Sc h 0 0 1 N o . o f T eache rs for Pr i marv C 1 as• 'Male r-pmale fHous (3 ho 1 d -3 Su rv g ys d 28 N o , a f Ccunvnun i ty 1 e jiders in Group Di-scusaion No. of Part ic loan t'» in 6 roup Discu-asion O 1 ^ Women in qf?neral have a low status in the? families^ lien are? the >:Jec lesion makers; on all itnportant makers concerning the fam:i. .l‘y• (:oV0 ^in•:j education of daughters. Parent'd-i do not attach much V a'] u 0 t Q t h e e d uc a 1 1 on o f q i r ], s . P li a .} Q r * i i: y o f t h 9 pop u I 1 1 o n o 0 p e n d 3 o n a g r’ 1. ia 11 u r 0 . A q 0 n 0 r - al atmo-r5Pher0 for education prevatlii. in the villaqe on account of better parental education, better economic standing and parental support for books, stationery etc. Bus service is fairly regular uHiich helps the students to L.ommuto easily to other villages toj* higher education. The major occupat ion of the villagers is to cultivate their land for’ pr^oducjng rnors wheat, rice and more cotton„ This in- Ci-eases pressure of uiork on ujomen and gij-ls substantially. Those parents living in conditions of e.Mtreme poverty are for'ced to engage their tjaughters in domestiv:: work for the care of siblings and providing a iyelping hand in tlieir family occupation. It is ■3 0 0 n t ii a t .;1 li r .1 r< q t h, e h 3. r' v e s 1 1 n g s e a s o n , g i v' 1 ;-5 h e 1 p t h e 1 r p a r e n t ■;? 1 n I"! 1 c k i n 9 c o 1 1 o n . 0 1 h e r r 0 a s >:j n s f o r d r o - o u t‘ i n c I u. d e p a r e n t a. 1 1 1,111 e r a c y a. n d lack of motivation of parents„ There are lU posts of teachers for pritnary sections. All the teachers are trained, but none of t^^eo) is staying in the village. They cover a distance of 18-20 km daily in order to reach the school. There is no hatcila Mandal O'" NFt centre in rne village. Women do not get. a cnance to exchange their views and laeas. They have a very confined exist- 124 enci? due to thi':? d i sc r i m i n a fc i, on aqainst girls ana wom(?n . SUGGESTED I NTERVEr4T I QMS A Group D j.scus'ision was organ i i n wh ich 5 cvTivnmun ,i ty .lead ers and 15 other praminsnt members of the community par't ic ipated Their suCjQ est ions 3=5 uie i | as those of fiald inve^^t iqatar-a far improv ing enrolment-:, attendance, ach i evement and reduc j ng droD oat among girls a re as falloufs., iu Incentives should be given to all 1 rresp ec t .1 v e af caste and 1. n t: o m e a n 2« Support services like creches, Balwariis and Puig anu.iad is need t D b 9 op e lA e d 1 r’^ t h e village. 3. Parents should be mav.ie aware of the impor’tance of gii'ls edueat 1 on 4n Ct'iange in scnool timing in the harvesting and planting season may be maxde for effective teaching and learning. 5. IMFE centres to be opened for out of school girls with inout o f 1 n c o m e q e f) e r t ^ >::> 1 ^ a 1 1 s' 1 1 3. e s „ 6» Local teachers oe annointed and local women students should b e g i ven adit» i s s i oi"' t C3 IBT ca urses . 7, Teachers to be provided residential accommodation in the *,'illage itself. S :> floBte i facilities to SC girls and girls of economically t-.«e aK«r sections sf^ouio oe oroviaec at fvn do i e and nigh scnooi !ev0 L so r;hat n.fral u.iomen emerge as teachers and development u !or K e r s 125 9. Local eKamplGS of u/omen's bravery and part ic: ipat ion -b-shoutd be included i>ih i 1 G teaching the curr i.c.u lum . 1 0 .. Mahi la Mandais should be opened and qiven enoi.igh powers to -ri L.(e r v i 3 e pi r i. (n a r y e ci u c a t ;i. cm . .11. Compulsory pr.imary education act must be riqarouGly imposed for gi. rls« 12. Parents should be involved in the school administration. All parv?nts should be invavled on occaswjnal functjon-B to inform the irs r f.ii g r e s s o f t in e i r' i*j a t'd . 13. As there is only one anganuiadi it covers only a small frac tion of the chilvdren in 0~6 years. Balwadis and Creches are needevd to i^elieve girls from sibling care and tie Ip working women. 126 Name of Vi 1 1 age/Locait ion - MAMGALA (SIRSA) - D i s t a ri c; 0 f y' om DP E 0 V K.m - Distance f ra m .BEO 9 - D 1 s t in 1:0 f r oiii Rail ay 3 1 a t i on 0 - L 1 n k i n a k k a f ’ a a d S i rsa Rani a Road -- Bus Service State Bu5.5e«5 ply on road •" T o t a ( N » o f H cj u s e h C31 d s 837; popuI at 1 on 5 0 7 3 5 SG 25y<, Pop . 1 i t e r a t e ; 17 , t, i - Nature of I rind 5 F e r t i 1 e -• Crops gro'.itn : C a 11 on , Pad d y, Wheat - M a i n Commun i fc1 a s : Hindu, Bikh, Hai'i.jan - Nam C3ccupation s Ag r i ca 11ur e, L i v es toek, Fo r es 11' y , Cu 11 i v a t i on - Health Facilitie-5 ; PVC - E 1 0 c t r I c i t Y i Dam es t i c , Ag i cu 11 u r e p u r- uoses - No „ C3f Ba lu.iadi : • ^4o . of Ail q an wad I : - Mahila Handa 1 : D r i n U i r\q u) a t e r f ac i 1 i t i a : No. of Handpuiitp : 10 Na . o f T a p - ui a 1 9 r’ ; 7 No.; of TvAtat?" we 1 1 ) : 5 - E < 11* c a t i a n a 1 s e t u p s F-art School 3 i r :i. fn a r' ;3 c h o 0 1 : Middle School : Secondary School : Higher SecondarySchool ; B i 1V t . S r'. S e c o n vi a r' yG r. h o o 1 - No. of Teactiars for Primary Class? Male ; 5 Female 1 13 - Hvifusehalda Surveyed ; ^75 - No, of Community leaders in Group Discussion * : - No. of Participants in Group Di:-5Cussion : 1 2 7 Parent;:; did noi: attach much value to the Gduciitian of qlrls- W h a n (? V e r t I'l e f i. n :i n i a i r g s ou r' c e s i*» e r e i i. m i 10 d , it: a b i. n v a r i a t;31 e tiie dauuhtev' and not the T I"! e p T" e f e r- r e>:i q .1 f’ 1 =3 1 n va 1 v e me n t 1 n d o m e b t i v: u)C31" k „ c a r e q t ^ 3. t) •" liiiQs, plucking cotton seeds etc. instead of sending thsm to schoc3l . The teachers have to visit th» homes frequently to mat]- vate parents to enrol and retain their daughters in the sichoaK The major reason far qiT--ls continuing education in schooi appears to be parental support, and self mativatior» of girls and presence of female teachers. Thirteen female tea.cliers are serving in prifnary sections. It appeared that female teachers look after girls well and girls e r’ a a Iso e a g e r- t a c om e t o s c h oo 1 . The p os i t i v e a 11 i t t.i d e o f teachers and posting of female teachers in primary schools seems t o e 1 p g I r 1 s i n c o n t x n '..1. i n g e d 1.1 c a t i c.i n . F i V e Ang an<»ad is ar e wor k inq ef f ec 11 ve 1 y in v i 1 i aqe u The number of beneficiaries ujas found to be , u/hich is half of the population belou.i the age of 6 yeai’S. Ag r •] cu 1 tur a 1 labourers see no value of education because of r) a V e r t y an t.1 i 1 I i t e t' a >■ »)n i c h p r e v e n t s t tiin i, o s e n d t i*) e 1 r c h i j. cj y" e n for sducabion„ , The village has a senlor'secondary school but some of the villagers due to poor economic condition send their school going daughter for remunet'at i ve employment. Parents are reluctant x;q sena tneir dauqnters to mjdoie scnQf.)! due i;o co-educ at ion system of scnao 1. . Girls qo to scnool till orimary level only, due to non-avaiiabiIity of ^eparaue s c h o I j 1 s f o r g i r 1 s. I 128 T r ad i 11. a n o f e a r 1 y at ar r i e p i-e v ail s in t;f“> e v i .1 1 a q e , i.*.iIn i ch 1 e a d r: t o <:i r -□ p o u t o f g i r I s a f t e r re c; ^ :t v i n g e d u c a I-1 q n m a :< i. ii\ n m :.a p t o 8 1 h s tan d a i- d „ T h, i s i. s r e s p a n s i b 1 f o v- g e n d e r d i s c r i m in a t i o n . Though Mahila Hand a 1 i-B there but it is riDn-funct ional . E-sajj.qar community lives in one part of the village. Their main aim is bo earn money. Th«y also involve their children in tl')v?ir nrn::>f e s-3 3. on „ Education iB a non i-3'sue for thorn, O t li a r T' f.‘ a s c:> n s cited f a v n on - e n r □ 1 m e n t of g i r 1 S3 u/h i c h c a fn & i n picture includes, load of domestic work, cattle rearing, helping p a r' e n 13 i n t li» r e qc c up a t i an . SUGGESTED IN FERVENT 1ONS I. More incentives to ail girlf^ should be given on time. 2 « A d (t> i n i s t r a i o n 3 h a u I d g i v e a a r d t tj p a n c h a y a t s t li a t lu o r- k f o i- c e n t p e r' c 9 n t 9 n r a i m e? n t a f g i r, 1 . 3 = Parer\ i;s sli□ iId be mo1 1 vat ed , convinced ancj macie a(»)are of the .1o r t a n c e o f g i r* 1 ':,5 e d u c a 11 a n . C a ni 11 a i g n s and m e e 1 1 n g a s h o u j d i"' e organized . 4, More contact with piarsnts can improve attendance^ &'requfMrt vi-aits for calling th>s pareritis of the ab sen tees should be done by the iaacher. 5. ^4FE L>f(tres for girl'3 .should be started. 6 u EKtra coaching should be given to student's, whose parent^ are illiterate and helpless in providing apace and time and also ac ad s m i c 3 U p po r t a t hofm^ „ 7. Local teachers should be appointed. Re^» iden t i a 1 facilities should be provided to teachers coming from a long distance. 129 B . Or i en t a t i on of PTA to 9 end e* r* i s s u e s i s n &ed ed . 9. 'v-’il . l - i g e education commit te« “Should be started in ths v :i. 1 1 avje tQ g e t iTia ;< i mu m c o - opg* r’ a t i a n of the v 1 1 i ag e r's „ 10» Panchayat membt?rs <3hould di:-scus-5 such issue^ri in village panchayat. They sihould also find out from households facing p riyb 1 ttHis ujh ;i ch a re re Tip)ons i b I e f 0 r non~enro .1. fnen t a f g i r' 1 s . :i i. , I'i a h i I a ti a n d a ]. sh o i.i 1 d ? :> e a c t i v a t & >:j 1.2, Legal aqe at marriaqh? of girls should be toldto parents. Ill effects of eai’ly marriage should be discusaedu 13. ,Separate school for girls should be opened after primary c 1 asses. 14» Incame v^eneratir\v^ >3-nvi voc-itlonal t’ducation should b e s t a r" ted for (»> o m e n -i n c.i a d o I e s c e n t g i v 1 s . 15. More anganuiad i-i; should bt* '3S tab 1 ished „ >0 Marne a f V i 1 1 aq e / L ac: a t i or^ S L DH ( h i v H a q a r -v- J J Colon y ) D i s t a n c e f t’ o m D P E O 4 ^^Jn Di;r,tanc.e tram BBO 4 ^ JIT 1 s t a r I c e f r- o m R a i 1 uj a y 3 1 a t ,x cjn 2 l i. .1 f\ k 1 n 9 P a k k a v o ati S 11ua19d on one side of the road B u 'B Service Not available To t a 1 No . a f Hot.»3 e ho I d s 02 Population~675, SC 67% Popu 1 a t .1 on Literate-486 Natur>? of land Road side Crop 3 grou)n Ma i n Commun i t i es s B i ngh i k 31 , S i k1i gh a r, L ah a r Main Oc cup a t i ort ! Lohar, Rickshauf piullers, Shopkeepers, Forestry, Cu l t 1 Vators - Health F at: i 1 i 11 es r*kK \" V I d 1 ab \ I \ t y o 1 P VC \ n s 1 un> area E 1 e c: t r i c i t v Vt'rv few hours W o « of Balu.iadi No . o f Ang anad \ Mahila Mandal D r i n k i ng uj a t e r f ae i 1 i t i e b l’4o . of Handpump No» of Tap-watf?r I''!o . of rLAbe~ 1 1 ) E >:i!.Ac a 1 1 o n a 1 e t u 5 t’Jo Sc oo 1 Part School ; F r I in a r y B c h a a I .n Middle School ; s S ec ond a i'y Sc hoo 1 Higher ‘Secondary School ; N o . D f i e 3c h e r s for' P }' i m a r y C 1 as s ; No ,Sc hoo I ii a ] . e s Female : H13 u. a e holds S u r v e y e d 3<.J ( S h 1 V N a q a r ) J t.'o i. o n y ) ^4 Q, o f C o ci! m u f’) 3. t y lea d a r s i n Group 0 1 scuss i on No. of Part ic: ipants in Group D i s c u s s i o n 16 131 Self mot i V at i.an of children is the main reason for continu— i n 9 t h s i r e d la c: a 1 1 on . Attraction o f incentives is also resoansibie f ar CGntinua- t ian of 0duc at ion u Poverty among the people of slu.m area ;is ti"»e main cause far droppinq out of g i r 1 tram the 'school » Parentis consider education a wastage of time and prefer t h e 1 r' d a u. q h t e r s t o q v v e t h e rn a h, e 1 p i n y h a n rj i r; t h i r e \ r n i n □ -5 n 3 1 e a d o f a 1 1 1 ? n (j :i. n q t h & sen a a 1 . Traditiinn of early marriage of girls is instrumental for their discontinuance in 0ducation. Gender bias is definitely t h f? r ^3.. ^4o^ availability of a *?chnol in the habitzition as one the r e a sa n s f o i- t e i i' n on - e? n r o 1 rn e n t» Illi teracy iiniortq thie par'errts and ignorance about the adv-in- t ag e o f e d u c a t i a n i s s p a n s i b 1 e for non- e n f' o 1 rn e n t, > :i f g i r 1 3 . Invol vt»men t of children in increasing the earnings of tha ir parents is a bottleneck ipi the enrolment of girls in the school . SUGGESTED IMTERVENTIONS In r av 1 a 1 on of -school in the habitation i-^?; the i iT.nied i a t e need of the slum area, i 2. Parentz-. should be made aufa^e of value of girls education. 3. Parents -should be made aware of the legal age at marriage. 4. Incentives should be provided to the u;eaksr sections of all cotnmu.n i 11 e s . ^ Amount of incentives should be increased and there should be available on time rs, Literacy campaign should be started in the area. CHAPTER 3 Analysis of Data 3.1 The Household Context In ..ill, 2 Z 6 households were visited. The .information obtaint?d by the in vest iqator'is is pre-Ben ted below. T able 3.1 Description Of Sample Households In Block Sirsa-II T o t a i {■-! 1,1 m b e r a f I-i>;3 t.i s f? Ii o I ci s : 2 3 6 rota] Nufnher of Members of Households: 1269 Average Size of Hausehalds: 1:5.4 R« 1 iqIQH 5 Hindu Sikh., N o . % r4o. 182 77„2 54 2 2 „8 Mother' Ton qu e 5 H ind .1 Pun ,} ab i No.’...% N ( 7 ’ 141 59.7 95 4 0 . 3 In all 1269 per-3 oni=5 uiere reaiding i n the -sampie h ou3€*hoid =3. The 3 vei-’3,qe size of the house ho Id wa^ 5.4« f1 a,,ior j. ty t. 77>;) of the •sample oopulation ufere Hindus and the rest wei-e Sii-4). SiKty percent u.»ere Hindi speak inq vind the mother tongue of the rest was Pun j ab i . 133 T abla 3.2 Drinking Water Sou PC e o f D r i n k i nq W a ter Tap We^Ll N o . % Ha. 72 3 0 . 5 164 69.5 Distance at Source of Drink inQ Watvjr ClQ-ae by- 0 .5 r,__j_nxa. ,i Nc3 , % i'4o u % f'4a. V, Mi 6 . 4 16i 6 8 .2 6 0 25.4 Sixty nine percent of the population take water from well where as 31'/! of the population have access to tap water. Sixty eiqht percent of the total popu,latjon have source of drinking water within 0.5 f-m, Mare than 25% havv;3 to walk more than a kilometer to fetch dririking i.i^ater, A thi<5 task is done 1 a r' g e I y b y «>Jo m e n a n q i r I s » T ab 1 e 3.3 Fuel And Electric!ty fi a 3 n Sou rce of Fuel 0 1 'i; W o o d Cow--dunq cakes N o . X r4o. % N o . V. '7''? 9 - 3 176 74.6 38 16. 1 Availability of Eletricity - 187 (79.27,). W o o d as fuel is used by 75V. of the population, coui-dung cakes by 16*f of pvopulation and rest use gas as fuel Nearly 80 percent households have electricity facilities. 134 SOllRCr AtJD DlSl'ANCf OF DRI^^IN ; H^AIIn ■ V'"'J / / / /I ^ v / -y / / / / // ■ ■'* / v ;> / ] i.i .:L . - T — - 4 •-r- StkW I-,)- .vat BWOi '.(3URCf- AfJD WSTAtCL Of OMNKIH:: WAlkK Figuv'G39 | r ' : L L, LL [;(; T., D rai rja;:,i , t oi l f t ______Ai *i‘\ ______ar< —------7" 7 . / 7 / '0 %' / /■ ’I /' /, ' / / '■ '■ / / / I' <'’ ■• / / /' /' -- / '// / / / . ' I, -I % ’■ / • /■/'', / - A - y / ■' // //: .,^1 •' / ... . biili N'l t;nri!' ptiDf. Kv:ti. •iLtciR’ia r'' nt'^AifiA-Ci:. fniiHi • t -•'iCHxre 40 ' 1 able . 4 Sani tat ion D r a i n aq e f ac 1 1 i 1 1 •=; QacJcJ Poor Nq Responae N o . WoV'~ % W o . 44 18.6 176 7 4 .6 16 6 .8 Tai 1 e t f aci ] i 1 1 e-5; Private Pubiic Open No N a 7 " V, 6 i. J 67 70 Only 44 households had Qoad drainage; the rest (7S percent) had poor drainage leading to waterlogginq and insanitsiry condi tions (Table 3«4) F’r:ivate toilets uiere available in 8 households onlv {6 in urban s i um ) . 61 u=;ed public toilets and majority I ,, 9 , , 167 (71 percent) used open spaces for d^'pication. The fact remain's that women and qirls face eKtrv?me pihysicval i.ncon ve in i ence and add i t ion a 1 I y are ooen to the d an9 e rs o f ill he a 1 1 h and <3e kua 1 hara-ssmen t „ Table 3.5 Distribution Of Household Members According To Age Groups By Sex Age Group Male /♦ Ferna 1 e % l^vScivii /. 0-5 79 12.89 68 10,37 II'sg 6 - 1 1 12E3 2 0 .8 8 164 2 5 . 00 12-14 46 07.50 114 1 7 . 3 8 14o i X ’Gi 15 ^ 360 . 58.73 310 47, 26 Q i o f>'i--8o To t a 1 6 1 3 < 1 0 0 ) 6 5 6 (10 0 ) \'l-G^ ( 1 0 ( 1 ) 1 135 Clorie to 4'7y» of the houfsehold members belonqeci to agf? gpfitip 0 to 14 years requiD.ng ECCE and primary education ^services. Table 3.6 A, Distribution Of Sample Population By Se;< And Education Level E d u. c a 1 1 o n a i L e v e I Male y, F e tn a 1 e */♦ Pe rson s % 1 11 iterate 318 5 [ . 88 420 64 .02 738 58. 16 Literate below 5 10.1 16. 48 103 15 .70 204 i 6 . 0 8 P r' i m a r y 9t 1 4. ~/ &j 1 1 .59 167 13. 16 !i idd 1 0 65 1 0 . 60 39 5 .95 104 8 . 20 Hi.qh School 31 5 .06 1 1 i .6B 42 3.31 l-{ V y i’l e r S e c on a r v 0. 33 7 :i. , C)7 9 0 „ 7 1 D e q r e e ((3 r ad u a t e ) 5 0 . 86 -— 5 0 . 38 Tt.) t a I 6 1 3 ( 1 0 0 ) 6 5 6 (iuO) 1 269 1 0 0 „00 Table 3.6 shows that 5B.16 percent of th^? sampled household members i>jere found illiterate, 16 percent were literate below pi'j.mary leve.l and only 24 percent had completed primary educ a t iof» aftd above. B. Distribution Of Sample School Going Child Population By Age and Sen Age Group fiale % Female y* Tata I % f- r i )T. a r y -■ 57 77 „ 03 62 80.52 1 19 78.81 6 10 ,r 1 1 - 14 1 7 2 2 .97 15 19. 48 2 1 1 9 :L i ■ • i E; 0 . 0 0 0 ,0 0 ..— 0 . OC) Tat A1 74 100„00 , 77 I 00 . <.Hj .1. I..' i 1 1 00.. OC) Mlddle 6 10 -- 0 .00 --- 0 . 0<3 -- 0 . 0 0 1 1 - 14 85 , 19 28 9 0 . 3 2 51 87.93 15 - 18 A 1 4 81 3 9. 68 -7 1 2 . 0 7 Total 27 1 <30 „ OC) - 31 1 0<3, <3Cj 5 8 1 0 0 « 0 0 High School 6 - 10 0 . < <;<»cjO --- 0 , 0 0 i i - 14 — <3 .00 0 n 00 0 u 0(3 15 ■- 10 13 1 0 0 .0 0 9 1 0 0 . > '''O 1 0 0 . 0<3 Total 13 1 0 0 .0 0 9 L <;)(j „ 0 0 '"1 10<3 .0(3 1 3 6 In 2 3 6 househo 1 d-i data for ag»3 group 6"-14 years s h o w s 105 girls are going to primary and upper primary c1 asses. Only 3 are .1 n I...I p p. e r' p r i m a r y c 1 a s s e s i n ;; i-> e aq e g t'ou p i 5 -1 8 y e a, r s . C. Distribution Of Never Enrolled Sample Child Population By Age and Sex Agt? Group Male % Total A 4 c; 52 „ 63 69 51 „89 109 52. 15 1 1 - 1 ^ 24 31 n58 44 •- V V J.78 6 B 32„54 "T O 15 - 18 12 15 . 79 2 <-j 15 .03 15.13 Tot a 1 76 10 0 . 0 0 33 1 0 0 . 00 209 1 OO n Of j qroup 6 ~ 18 y e ar-iS :shou(S 1 1 ..j Q I b were found in t h 9 acje groU| 15-18 yaars. D. Distribution Of Sample Dropped~out Children By Age and Sen Aqe Group Male % F c.‘ male % Total P I- i n i a ? ’ >' D r c> p - o u t 6 - 10 32. 26 14 30 „ 43 24 3 1 . 17 1 1 - J. 4- 5 16.13 56.52 33 40„ 26 15 • IB 16 5 i. . q 1 1 3 .04 26. 57 Total 31 ioo«(i^;> 46 1 (JO „ 00 1 '..nj, (h;) li i d ri 3 B D ro p - • ou fc 6 • IU 0 . 0 .00 0 .00 1 1 - 14 1 7 .69 2 <) 66.67 21 4F3J34 15 - IB 92.3t 10 -r~T TT 5 1 . 16 t C51 a I 13 10 0 u0 0 30 10 0 . 0 0 i 00 . C.Hj 137 I n 2 3 6 t-1a u =3ei >a 1 d d a t 3. f o r ag s q r>:.■>u p 6 - 1 8 ye a r s T a h a s 6<'.) g .1 r’’ I h ad d r'op p ed o u t, 40 f r a m t h e p r i (Tt a 'r y c. I as s s an d 20 h ad >d rc d p, e d a I.(t f r- o fr, r d i d d 1 ee l a s s e s « Table 3.7 Occupatic)nal Distribution Of Sample Household Members 0<: c L.tp a t i Oi i li a 1 Ag r i c u 11 li r 9 Cia 1 t iV. 8 0 13.05 4 0 u 61 84 6 .62 Service 7 1 . 14 1.1 0 . 15 8 0 . 63 Casual Labour 166 2 7 . 0 8 i 02 15 .55 268 21 , 12 H o u s e Wife 00 7 7 1 1 .74 77 6 . 0 7 Others 48 7 . 83 19 2 . 90 67 5.28 Mon Workers 312 ‘50„90 453 69 „ 05 765 60 „ 28 Total 613 (100) 656 < 100) 1 269 1 0 0 , 0 0 ft Table 3=7 shows that 60 pe reent of the s amp 1Bd househo 1d person^n ara non-worker-s and 2 1 p-arcent arf? uiorkinq as casii.ai labot.trBrS: Only h percf?nt are cla 111 va tors. Sf?rvice c Q V s r‘ s e V f? n 1 e s s t h -a n 1 p) e r’ c 0 r\ t . 138 Table 3-B Disrtibution Of Households By Income (Per Annum) 3. No Income ^4a . Q f H o u 3 0h o 1 d Percentage to total 1 . 5 0 , 0 0 0 + 26 1 1 .02 4 0 , 0 0 23 9» 74 ■SO, 0 0 0 32 13.56 4. 2 0 ,00(3 8.'3 36.02 1 0 , 0 0 0 b e 1 oui 7 0 2 9 . 6 6 r a t a 1 2 3 6 10 0 . 0 0 Table 3.8 indicates that 36% sample households had income betuf^en i'J,<.jOO to 2C\ 0 0 0 per' annum. Nearly 30V; households had 1 0 , <>00 AfKi bei. Di.v! oer annun\, whicl^ shours j^overty in the areau That IS to sav that people ujork either as non-worker or agDcui- t u a 1 lab ou r e r s i n t h e d i s t r i c t r. Only 11 percent people had income 5 0 , 0 0 0 and above per annum Table 3.9 SeKwise Educational Aspirations For Children — SIRSA Level Son 5 Dauqhters *A Primary 09 3.4 41 12.3 M i dd 1 e 19 /■7 •O 58 i 7 . 4 High School 61 2 3 . 0 9/ 29. 1 I'lr. Secondary 94 35 , 5 65 19.5 B r* a d u a t i. on (3 e n e r a I 5 4 2 0 .4 33 ■ 9.9 Oji’aduat ion P rof ess ionai. 0 9 3 . 4 03 . 9 P.G, and Above 02 0 .8 04 1 . 2 Wo Aspiration 17 6 . 4 32 9.6 To 131 265 (1 «:>o) 333 (1 0 0 ) 139 Higher e due at ianai asp i rat i.ons are e; Dared t;:;) ci aiAyh 10 rs „ Totaily negative response O^ihat wili they Qf?t after neing educated;; No u s e far education) ui&re .!,ow a r fcr boys; 59% parents see the is- qi rls gainq up to primary middle and second a r‘/ levels whereas 80H want sei.ondary and post seconija.ry education for sons. f‘4early one fourth parents, want higher education ror boys. Only 1 1 Vt asp .1 re for higher education for dauQhters .. This is houiever siqn i f leant of chang inq :xt 1 1 tudes towards edut.ation of girlSu Table 3-10 SexwisG Occupational Aspirations For Children - SIRSA Oceuoat ion Son =3 v; Daughters % Teacher 40i 15.1 67^ 20 . i Doc bor B 3 . 0 ■5 (j . 9 Police Officer le 6 .8 3 ’ 0.9 "!■ a 1 1 a r i n q 16 6 .0 5 0 1 5 . O Nurse (J 0 .0 6 i . 8 Hou.sfe-wi f e 0 0 y. 0 1 17 35„1 Gov t. Service 1S4 5 7 . I 6 7 2 C?. i i£ n Q i n G e r 24 '■ 9 . 1 13 3 . 9 No Asp I rat ion 5 1 .9 To t a 1 265 C 1 Oo Table 1,10 shouts as for e due at ion, louse r occup a b ion a 1 aspi rations are noticed for daughters compared to sons with 35% daughter seen as housewives only visualise teaching, government 140 BGT-vices and tailoring ans occu.pat ioriri far d t e rs but also them as doctors, police officers and encj inears.. In . satire, the occup-at ionalasp ;i. ra t i ans are children as a wholeai't* not very liiqt\. Govei'nment services are prefered by mast- In the viase of girls, theac c: upat i anal aspiration are iaw a n d s i:-? s 1 0 v’ e o t y p a d . Parental Perception About The Programme Needed For Girls Zt Women P roqramme Yes % i. i t e T” ac y P r og i’ a mrf} e 10 1 42 . B I ncome 9 en ?»r* a. I; i ng 2 2 0 9 3 . 2 !*• V--v;^q V’ aminv- on He a 1 1 h .j.fvi Ni.rt; r i t x on 1 J 5 48 . 7 Total 236 Table 3.11 shows that interviewed parents showed their p r (•? fr'pncp for liberacy programmy and programing an health and nutT'ition for qirls but income generating programmes emeroed as t; h 9 t' o p r .5 p a n s e „ 141 PERt.N ABOUT PROGRAMMES NEEDED FOR GIRLS EDU. ( SIR5A ) 100 -T 93.2 90 - 80 \ 70 - / \ / \ TiD 4, / INCOME HtAUH PROGRAMMES t^'lDure I , rrRCFPTION ABOUT PROGR S NrED^D •on T 9.\Z ■tn y / '' '/ / / / . HO I /'//A / / / / ;o j i 60 -| \'//// ' / / / ■ ■ r///, ;.0 4H.7 ♦ 2d 7 7 ^ 7 ' T : 40 '//// / ■■ / / y y -'t ■ '1 ,' .-t, \ :i IN'" 'Wt f-'KOf.ivAUUL'j '■•■■.i.gure! 4 2 Tab i e 3 u i 2 Perceptton Of Parents About Reasons For Continuance Of Girls In Schooling P.0 ifisons Rf?spondGnt-3 Numberss % of the total 1 , B 1 1 e r’ ecanom i c 3 1 ancJ :l ng 61^; 26 . 27 of hatiBehG id 2, Parental education 52 22»45 3 . P 3 r n t a ] nto t i v a t i f-m 4 8 20 . 3 3 support 1 .1 k e s I . Paymen t; of feeofcher- 16 J. 68. 22 t h a n t u. i t i. o! i f •? s 1 i. . Provj.•sion of books 178 75.42 and st at .1 one r v I" o V ]. 5 I. o f a d e r;| a t e i ^? 7 '3 . 8 4 toovi and clothiiVj i3pac»3 and tune 139 58. B9 for stud i es at horne P rov i 15 i. on of ac ad«m j c 33 I 3 « 90 us lA p u o r’t < t t'i e fn s ‘ ■ 1 v e ■:;? V»r p aid :• 5 . p 1 f if>o t .1 V a t i on o f t h e girl 84 33 .. 5 9 ■:iT 1 Id . o os !. t i V 8 a 1 1 1 1 ud e g f 4 I. 17 , 37 :>? ac he PS viny other 0 0 .0 0 - ■■■■■ 236 i 4 2 Fiv.i ;nain reasons toi' continuance of qirls in schooi ing ; i. Parental support ilk I? payrnent of dues on time; P 5 a V 1. s I a n a f b a o k s a n d s t a 1 1 o n e r y , ;ii d e q i.( ate f o a d a n d c loth i nq c. re ait in g space* and time for studies at home 2 .. S e 1 f fna t i v t i on a f g i r 1 c h i .1 d 3. economic st'andin9 of ho u se -h o ld 4 „ P a I' ^ n t a I e ci vi c: t i o n !3 . P ;< rental -ito 1 1 v a t :i on Tabl0 3.13 Perception Of Parents About Reasons For Birla Dropping Out From School R. f? A s o n e s i.> q n d e r'rt I' i 1.1 (n b e r V, o f t o t ;i i. J. . I n a b j. i i t y <:; f u a r' e i \ t t a p a y 0;< t r a 1, 4 2 6'.'. 16 Tuition fev:»/fand 2 , i n ab i i i. t y ! f p a r 0n t ^5 to provide cicthes and shoss '37 50.<.»5 3« I nab i J. i t y o t parent s to p r’ o V I d e n -jr) k .-5 1 S B 5 5 „ 47 4 , 1 n ab i 1 i t o t p a r e n t s t o provide st itionerv i 2B 54,23 5. inabi.lifcy ;?f parents to p ! '■ a V i d e ^ o - i d *- ■ 33 13.98 6- hie 1 p I. ny D a ^ et"'! r =; m occupation U. B 5<.')wOU 7 , t: f"iy aq «d i n • e*nun e r a t i v e emp I oym 0n ■. 66. 27 . 96 6 . Domestic 72-BB 9 r: are of i -li nqs i6 49.15 1,4.3 1 „ Ab 5 a n c e o f sLt p p o i' i ,i e r v i c e s viz, Anq anwad i , Baii.'fadi, Creches 1 0-42 •i. Earl^^ marriage 45 19,06 12. Social taboo an onset of puberty 28 11.86 13. Parental lack of motivation 113 4 7 . SS 14. Parental illiteracy 128 5 4 . 2 3 Lack of acacJemic sup0ort/h©lp fro?iv parent^s/f ami ly members, others 2 0.B4 16. School far' aujay 24 10,16 17. Un-attractiV0 school environment 9 3.81 18. Un-suitab 1e school timings O 0 . 0 0 19. Lack of relevance of curriculum 1 - 0,^42 2 0 m No t*5omen teachers 5 2.11 21. Lack of separate gchools 21 8 . 8 9 22 - T e ac n e rs neq at i v e a 111 tud e 5 2.11 23. F <:)i i 1 a r e 1,4 5.93 24 . Ill n ess of f am i 1 y m«mb e r-3 5 2.11 25. Ouin I 1 Inetas 3 1.27 26. Any other O 0 . 0 0 n == 2 3 6 Five main reaHsans for droppjing out of 9 i r I =5 from school; 1 . Domestic, ufo r k 2- Inability of parents to pay extra tuition fee|jujb^ 3 Ina::-1 1 1 ty of paren ts to provide uniform- Inacility of vjarenf-i t-o provide book 5 , f h S i P ^ c I 44 Tab]5 3.14 Parents Perception Of Reasons For Non-Enrolment Of Sirls In School R0 a-sorv Respondent f'-lumb e r to total respondents Inability of parents to oay extra 140 5 9 . 3 2 tuition f'e«/f'j.nd Inabiiity of narents to cjrovide cloth«s 134 5 6 and shoes Inabj. i :t ty of parants t ; o Q P D v i d e books 139 5 S . 8 9 t , ■+ Inability of oarents to provide stationery 128 i4.23 Inability of parer.t?-i to provide f o o d 64 27. 1 l o Incj paren in occu.p at : on 120 5 0 . 8 4 !:"nQaced in re .Oc,;i’n0--“ c i c: i>iof'k 176 74.57 C r o f Sibilno•£ ■ 3^" iXr ?r'-t;s 1 aci-' of m o t 1 va t ion 144 61.01 v-‘arv?nt'L^ i i 1 1 t^racv 1 6 t - 70.33 i'-'on--iva: i ab 1 i 1 ty or schoc:*i 'NFE centres 15 6 ■ -J/5 close to nabitatiop :.*r.-su 1 1 ao I«? -■■'hool timinqi^ 6 • '^5 !4G ufHiT'en •ceac^’*?»'s 13.55 Laci-: of seo^are s c n o o i for girls 10 4.23 r.alt'.?ra] factors s u c h as -varly marriage, 9.74 I ?. I Tjaboo':. ana customs, seoreoation r Qi.'-'-jar! etc. ;i;h0r I Five main rea^sorvs ror non-c-nraini-3nV or oiri^ in 'i^chooi 5 1. tnoagemen'!; in ri'.T.iinera.rive wcri-: 2. Dofne-Svic wor'-: 3. Psrents x 3. i 11 a r i.cy j Lfl.ck.o| 4. Inabiii.ty of parents to pav e:;tra tuition fse/tund 5. Care of sibl. ino'iii 'abie 3,15 \ Parental Perception On Utility Of Girls Education 1. Develops a positive self imaoe and 94.91 conf idence amoHQ qir1s 2. Prepares Qirls for econoinxc 21 O ee.98 con t r ibut ion 3. Can improve health and nutritional 177 75 .00 status of children and other family membe r<5 4. Will ensure education of future 95.33 Qenerat ions Will make oirls ana women aware of 177 75 .00 t iT s 3. T' rig h t s Helps raise age at inarriage and reduce 1?.4 65 .25 maternal, infant and child mortality Helps in reducino the family size 1.71 72.45 Will prepare girls for leadership 21 B.89 roles in societv Tor c a m Cl oat 1 on . 4’ ::nc decision rna- in i i l -‘2 . ';3 of lift? e , T iv , i_.•.•■'.nc:nav-;.T- r-'ji-, 'ic I c a i 1 r -f. e .• r-in\‘ orner r. = 23 ?;• 146 Five tnaln perceptions of parents on utility of girls education: 1, Ensures education of future generat icsns» 2* Develops a. pjositive self image and confidence among girls, 3« Prepares girls for economic contribution, 4, I(nprove?5 health and nutritional status of children and other f am i1y membe rs . 5. girls and ii.«omen aware of their rights. Table 3.16 Parental Perception Of Bender Equality 1 nd icators Respondents Agree % to tofeai r0<3ponden ts ;l, Gil’is and boys n€*ed 207 07,70 educat ion 2 . Bo th need to be g i ven equa I 'T'Q4— r 97 .03 amount of food 3 . Both need to be g i ven equal 96. 18 t-»eea 11 c a t ' y an cj meti ic a 1 a 11 vx n t i on Uft^ w e e d e d 4.. Both can tae a»-?5 igned same 1 14 40.30 du t t 5/ r esrioris i b i 1 .1 ties 3« Both Bhould be giv^^^ the »ci(re 64 27 , 1 I f reedom 6 Bc.’> t;h Bi-irju i d b e g i v e n e qu a 1 76 32. 20 t une to p i ay 7 . B o t h can p e r* f o r a 11 t a % 100 42. 37 equH.llv uif?3.1 8 . 8oth ran have sinii 1 ar 1 1 i 4 7.03 occupation"* 9 , Both hav«‘ t3ame i n te !, I. ioenrs t BO 76.27 and ail i 1 i t i 1 47 10. Men and women should be oaid 209 88»58 f3Qu.al wagea far equal work 11. Husband and wife ■•-5hQuld take 174 "'Z.72 ail dec; is iori s ja i n t; 1 y 12 u Hoaset»ola work iTiU;3t tae shared 151 63.98 by all fnember’S of the household 13 u Assets of the family shQi.i.ld be 113 47.80 raqistered in joint name : of h u -5 b a ci a n d u! i f q . n 236 — Five main perceptions of parents about gender equality: Boy s an»:l q i r ] *3 need t a b 0 given : 1. P,qual Limount of f ood . 9 7% ■ 7. Equal }\eaith carc? and medicala 11 en 11 on . (96>t) 3, Mr-n >'>< womGn '.ihnuld be pai-.l equal wages for 6*qual work. (89’/») 4 . E ^ u a I e d lac; a t; j on . < 8 7% ) 5. Boys and g ir ls hav« samt* in te llig e n ce and ab i 1 ;i 11 e^5 (76>;) Parents app'ear to favn«..i.r squ.al food, aducatian,healtn .a medical cars for thf^.ir ch) 1 dr'en by and TarQa. Nearly three f u u r i; h □ e i’ c i v e b o y '= a n d g i - J i h a v i n g s 1 1 n i J a r' i n t e 11 1 q e n c e a n abil:ities. Only 2.7% parents agree ta qiving equal freedom to boys and girl--£i <-3nd les.r, than one th ird would give equal tinie to play. Mof’e than half the parents do not perceive that both boys and gii’ls can be given •■Tatn?? du, 1 1 es/respons ib i 1 i t i es , and than can 111 e y p e r ■5' o r m a 1 i. t ask s » q u a 1 j. y ) e i. 1 a n d h a v a c-. i m i 1 a r- o c c' x i t a * 1 a ri s , noT' qo they favour loint req.i ■ ^ rat ion or assets* Mar»? i;h.ir-> one 1 '^'d no nv)' aqr pj^ th -ii househ*:.'-1 d worh:--H. vhau id oe sh-^irea botn men ana , 148 Chapter 3.2 , I TtL n r o p o i A t G o a J Scheclu*« Anal'fSis Th< ^ In 236 househcDlds wherein girls were found, in all 57 droo- Gut girls were interviewed to obtain necessary information on reasons for their droppinq outof school and, also, to ascertain if they would be interested in resuming studies. rable 3„ 2'» 1 Distribution Of Respondents According To Age Broup S.No. Age Group No. of Respondents Percentage to total :l . 15 + 02 3.51 2. 12-14 ::9 50.88 o. 9 - n 25 43,86 4» o:)--8 v)l I >1.75 Total ‘^’•7 i. 00.00 Table 3.2. :i shoufs that out of total interv/iewed girls, 5 t V, uiere in the aqe qrcHMi ‘ it 12 14 years to I 1.ouied by Qxrla of 9 t-a 11 age group (. 447w„ It t-s in teres trnq to note i:hat dtte to qovern- mental effort<5 during la^st few years for universal access, enroi-- fnent and retention, manv girls tend to dr'op nut of the -school in the age group of 6 tn 0 years- Bull< of thv' drop -out girls are b e t e ffn 9 14 ye a.\ -a o f ag e 149 Table 3.2.2 A, Distribution Of Girls According To Class Last Attended C « L. 1 a 'Si No. of R?=spand3nts Percentage to total 1, 1st 16 2 8 . 0 7 I Ind O'j* 3 G . 60 w/-T » I I I rd* 10 17.54 4 . IVth 02 03.5 1 3 . Vth 04 07. 02 I4Q re^pon-ae 03 05 . 26 r o t a 1 h? 1 0<). (.JC) B . Distribut ion Of Respondents By Their Regularity And Punctual ity In School T-' " 1 i N o « F‘ ►iHju 1 a r i t / PiAHC tua 1 1 1 y DT' •• 5'-ip on d 9 lit YtiF. N o » "/* Ye?; V. No. % 24 42.10 33 S7„09 20 35.09 37 64.91 Tabl‘1 3.2.2 shaws th.?. t although thf? Qove rnin€*n t had adopted t r' -? p Q1 i c y Q t 31 >. t a t r. a t i c p v a • n o 1 1 o r\, cl o s e t o 6 C' % girls at t h e as'Tle h^^d dropped out; of t;hiiir schools: after classes I and II. Ur-i - oiifz third of J^he rv? ',p ^ndents completed three yeiars of 3CT-t:3a 1 ing. Gnly 7% girls had cotnpletcd 5 years of ^jchoaling and d 1 1 •" o t p tj r 51A e h e ) •-; t u ci i e £- f n r t h (? r a n a co u n b of n o n - a v a i 1 a b i I' - j . . >f -iieo a r a r sr;nool-5i at ;h>3 (fiicJdiy T>taQe a~i per open end?‘d re ... The data i;>i\oui,, ch a% af th Tc?..: L \r arid i:>un -tuai. 150 Table 3.2.3 D istrib u tio n Of Respondents AccordinQ To Reasons For Dropping Out 3. No. Reasons l'4a. af Rs'^pondan ts Percent aqt* to Total I m Poverty 20 35.09 2. Dom e s t i c Wo r f ■ 15 26.32 ■-J It P a r t? n t a 1 11 j 1 1 r a c y OB 14 „ 03 4 . L a c. i- a f e ,l f rno 1 1 v -a t i fjn 07 12.28 '3 • Mq t h s r / o u)n i i 1 r» 0 s s 03 05 .26 6. Earl y M a r" r 1 a q s 02 0 3 . 5 1 7 . SchDO 1 f r auf a y «:)2 0 3 . 5 1 To t a 1 57 I0 0 .00 r ab 1 e -X'. 2 « 2 s h 1 h a t poverty. domestic illiteracy and lack af motivation are the? main causes for droo- p i ng oiA t o i cj i r* 1 s . r ab i e 3 2.4 Distribution Of Respondents By Their Willingness To Resume Studies P oV? 1 *•: V V 0 P ^ rc: <3 n t ag e W e q a t i v 37 64,91 20 35.09 ’lot a I 1:^7 ------iOC.OO Tible 3.2.4 clearly shows that 65V, of the drop-out girls ujant to rssi.i.me their studie-3 and 35% da not want to resiime their studies far one reason or the other» Table 3.2.5 Distribution Of Respondents By Their Parents Willingness To Resume Studies S,Na. Rea^jans No. of Re'sponden13 Percantaqa to total 1. Educ:ab:ian of ft.iture? 20 35„0B QSiie rat i on 2. Economic -suppof t ,13 26.32 3. Create self confidence 08 ,14.04 1 n t h e q 1T-' 1 s 5 e 1 f iTiO t i V a 1 1 an O L 2 „ 2B *r -• ['4 c? R •i'^V31.’-O : V”;> ■'? ^ 7 i a iLt/ T o t a J 5 ^ 100.. < >0 □n-:? can infer from Table 3.2.5 that m a s t of the parents are ,'f: favour of then* daughters re suin i nQ the.i, r studies hec-iuse they tee,I hhat t heir education sh all help the fu tu r«f qener at ian 3_ :in n Q I r I s 1 i i attain self c on f j, d enc e < 27% ) . ,IL^2 Tab Ie 3.26 Distribution Of Respondents By Their Liking For Teachers, For School And For Learning No. No„ of RespondentB Percentage of Total 1, For Teacher; 52 91 .23 2, F~or School 53 9 3 . 0 0 3, Learning 53 9 B . 2 5 The girls show positive liking of the teachers (91*4) their school <93y«) and for learning at ©chnal (9By«). Table 3.2.7 Distribution Of Respondent« According To: Subjects Most L i l< ed Sub,iect» M qh5t Diffrculi s„ Subjects No. of Percentage No . o f Pe rcent age H. Respond ants Re sponden ts I . Mathematics 15 26,3 ’ 53 93.0 1 tU. « English 05 08. Q ' — — 1 w; H Hindi 37 64.9 1 — 4. Science — 1 7. <.> 5. fotal 57 10 Ta 1:31 e 3. 2. 7 shdto.3 that 63% of the tci t a i r espoi \e n bs s at h a t they like Hindi the most and 26% for Mat hematics and 9% for' English. 93V; of the total respondents i-iay that m o i i t difficuifc <5ubject and re^it fe^ sc i e n c e as the rnos;t di. ff icult 5ub jec;t;, t 153 Most- SIRSA L»^ED lilFPlCli-UT riqure 4:] Table 3.2.B Distribution Of Respondents According To Distance Of Their Home From School S.N. Distance No. of Respondents Percentage of Total 1. Close 20 35.1 2. 1 Ktn, 21 36.8 3« 2 Km. 06 10.5 4, 3 Km. 01 ” 01.B No response 0 9 15»8 6 .Total 57 100.O ------^ ------^ ------^ ^ ------ TabJe 3.2.0 shows that 72% of the total respondf^nts r^^fsicle within one Kilometer of the scrhool where a» 12K had to 2 or 3 Km to reach the school. Tab It? 3.2.9 Distribution Of Respondents By Mode Of Transport For Going To School Mode o f Vransport ^4o. of ResBTDndent3 , Percentaoe On 1-ODt 47 82.4t> By Basi 2 3.5], By Cycle B 1^.03 fotil 57 lOu.OO Ha?nt of the drop out girl a had bf?en cDmmutinQ ta h!in.i ‘r respective ;.>._nools on foot <83% > , only a c o u p l e of thein av..d* ic-d of the bu*3 (4>,). 134 laois 3,2.10 D is trib u tio n Of Respondents According To Teachers Help In Studies Response No, of r-/;rls Percentage of Total ^c,5itj.ve 52 91.2 f** ^ Q a 11V e 04 0 7 . 0 ' i ~i R. 9 s p o h s e O i 0 1 . B ■^ztal 57 100.0 ~ibie 3.2,10 shows tnat 91% of total respond attitjae of teachers feowarda q i r l B . ! :'j D i. 0 :J • 2 a 1. 1 Distribution Of Respondents According To Difficulty In Studying At H o m e -'vsponse Ho*- of • 'Is Pt? rc f»i’i tag t? or Total ^ 5 45 7 B . 9 Ho 09 15.8 Re-3porv3s OJj 05.3 '".ital 57 100.0 " 5b is 3.2.11 s^iot.*}?; th it 7^9% of total respondentv* had ei'ipG r I 5Hcad difficulty in t •. :i i e 3 at homf?. The d i s«: u i on 3 shouied that “heir parents are ill i 'r-:. ta and keep these q It-Is busy in iionu- V. :jrk or the oth^v^- Table 3.2.12 Distribution Of Respondents According To Failure In Examination Response No n o f (Hi T" 1 is, P e r c e n t a Q e o f T o t a. i P 0 -5 i 11 V e 26«3 Neqat i ve 64.9 No R.e'spons0 05 08. B T 0^7 a I 1 (>0 . 0 65*/f of the total responden ts did not fail even once i n any sKamin at iQH » This is due^ to the ef forts put by t e? ach?> rs and also the self motivation of the girls. Table Distribution Of Respondents By Reasons Of Their Dropping Out Of% School Respondent N u m t .t e V ‘ % o f t □ t a 1 r' e s p c i n d e n I n ab i 1 i t y of paren ts to p,ay e k t.ra 2 0 35 .09 t !..i. i t i a n f e e / f u n d 1 nat) I 1 11y of parar\ts ta r) r c) V 1 d e 1 o 11) e s an d h a e ■=> 20 35 .09 I n a b i 1 i t y o f p a r e n t s t o provide boat's 20 35 .09 1 n a t ) i 1 i t y o f p a i’ e r 11 s t o p Q v i d e s t; a t j o n e r y 20 35 .09 1 n a b i 1 i t y o f p a r e n t s t o p r' a V j. d c f o C3 d a n «:.1 (ii e >.:i i. c i e s 12.28 Ha i p in g p.arent.fs in o c c u p a tio n [jO 5 2 6 3 E'(1 cjage cJ i n r e mun e r a t i v ■€. emp 1 oymen t 1.220 Domestic worK 7 Z . 6 B 156 L a r e f s i tj 1 i n q s 3 6.84 10. Ab-senca o t auDpart s'srvices viz. A n q a n'm aj i , & a i u; a ci i , c; r e c h e -s o «00 1 I - Early i n a r" r- i ag g 1 4 „ 03 12« 8ac:ial taban on on-set at puberty 6 10.53 13. Parental 1 a c; k a f rno t i v a t i on 25 43.86 14= P a r a n t a 1 i. 1 1 i t e r a t.; y 30 52.63 15, i. ac k a f ac ad efn ]. c -i-si...»ppor t/h & I f> from parentn5/f ami ly members other <".j. 0 0 16 . Scr^oo 1 f a I" auj ay 15.79 17 , Un-a11 rac t i. ve achao 1 en v i ronmen t 1 .75 18. Un-suitable school timings (I) O . OC) 19. Lack of relevance of curriculum 0 O , <30 20 „ No ujomen t e ach e r -i O 0 .00 21, Lac I-:; o f s 0 p a t’ a t e s c I") 00 1 -s 5 .26 2 2 Tea c hers r \ e u a t i v e a 11 i t u. d e 5 .26 -4k 23. Failure 8 14.04 24. Illness of family members 8 14.04 25. Own Illness *1*, 3.51 26„ Any other 0 0 .00 n -- 5 7 Iiam Reasons f o r’ D r o p p in q fju t r I . Domes t i c u/o r l< 7Z . 68Vi H e 1 p i n Q p a r e n t s i n oc c 1.1 p a t i on 5 2 . t, 3 3. Parenta.1 illiteracy 5 2. 63 a 4 » Lac{•: of p ar en ts incjt i v at ion 43 . 86Vt 5, Cav-p of sitaiinO" 36.84**^ 157 Tat3le 3„2.14 Perception About Parental Discrimination Between Brothers and Sisters S.t'4o. Di scriminat ion in No. of Respondents Percentage 1 . F o o d 52 91 .2 2. Cl. o thing 47 82»5 3. Toy5/Games 52 91.2 . 8 0 a Is , M a g 2 ;i. n e , Static n & r y ' s 53 93. 0 5, Help in S t a d i es 52 91 . 2 Ritual and Social visits 45 6B.B 7. Opportunities for play 53 93.0 r\ - 57 Parental Discrimination As is evident in table above, qirls perceive that their parents discriminate aganist them and favour their brothers in all matters to include food, clothing, toys, games, time for play, books and fstationery, help in studies. They eKpressed their unhappiness at often t3eingexcluded from social visits, fairs etc, "Only a i' time^ of i^ieddinqs or when festivitie-i are observed on the birth of a brother do u)e get a rhance to sinq and dance”. A-5i noted above the average workday of a young girl (drop-out) wlio is lar'gely from disadvantaged poverty groups is more than 12 to 14 hours. j!3B I n c o t T' s t t G t; h e ,i r c a t..i. n t e r p a r t s i* i h a i *) e t' e a 1 1 e n d i n g t h 0 schGol Bi, th« 1 nV e 1 1Qat;ofound oi ris c^noaq^d in one or the other aDo v e rnen'c ioned tasks . II ii.iar, some t x rnes difficult to thSfn iiiait for bhe intarvisws as they i->er-8 rissh;i.nq to their next srrandsu Tab Ip 3.2. J.5 Work Done By The Girl At Home S..N„ Activities 1 u f' e t c h I n q u/ a t g r 2 . F e t c h i n 9 f o d d e r f u e 1 3u Care of livestock 4 » li A k i n Q c: o d u n q c a I ■•: 0 s 5. Car 6. Cook:inq 7'. Wash inq/c i t?an inq ut^?nciis .. G r- a i, n q cattle S'.. Wage earning activities 10 ... Ag T’ ' c LA 11 u r a 1 op e r’ a t i cDn 5 1 i-i >a m e b a s e (.i p r’ o d u c t ;i. o n 12u Any other Disciissions with dI'ap-aat giris showed that they spent about 5 to 6 hours on an average on activities like fetching water, fodder* and fuel, caring for the livestock, making coujdung cakes, cook- i n g , w a s h i r \ g a n d 1 e a n 1 n g a n dc a r i v) g f o r t h eyo un g e r s 1 b .1.1 n g 3 , in ;idd 1.11 on , many of them •■spent upto 6hours he 1 p 7 nq the 1 r par-- ev\;'s ‘in u'/-)dqe i!\g -liC, 1 ■ 11 i pr ;>!crki.nq dovwestit: help in more affluent houzienolde of tpp v i 1 1 ag e» , 159 Chapter 3.3 Analysis of the Non-Enrolled Girls Schedule I p. 2 3 6 i". Cl f-.i s e h o 1 ci s , - i 3 n e v t’ e Pt t' >311 e d q i r 1 -5 (ij e r e j. f i t e r v i e i>.i e d to obtain information on r'8 a sons far their non-en ro 1 ir.sn t in schocDl and also to ascertain if they would be interested in res I..I.m i n q t h e s; t u dies. Table 3.3.1 Distribution Of Respondents According To Age Group B . CM . Ag e G vf.3i ip No „ o f Q i v i s f- e r c e n t ag e 1. 15 •+ 1 2.33 12 -- 15 16 37„21 9 - 1 1 19 44. 18 4. 6 - 8 "7 16. 28 Total 43 100. C>0 The t ata i e ind icates the f o 11 ou) i ng s i) 60V« of the never enrol lad girls belong to primary age group 6-11 years and another 37% also belong to the elementary age q roup (11-14 y r s ) . 11) While 6-B years old girls in a]! village should be br'ouqht to -T.choQ I , the older girls betu.'een 9-14 years should be provided !i(i bh i-ton-foriDar education equivalent to primary anri uppe!" primary t aq e i n a p h a ;; e d m an n e r « 160 Table 3.3.2 Distribution Of Respondents By Reasons For Non—Enrolment B. Re asans Re spond t No NLAfnb e r % t o t o t a i 1. Inability of parents to pay eKtra 26 60.46 tuition fee 2. Inability af parents tc3 provide clott\es 62.79 and shoes 3 . I n a t) i. 1 i t y a f p a r* e n t s t cj p r v i d 0 b a a k s 62.79 4 » I n -ELb i 1 i t ;>/ o t p ir e n t is t a p r >:3 v i ci e s t a 11 a n e r y 62» 79 5. Inability of parents to provide faod 48.84 and medicines 6. Helping parents in occupation 31 . 16 7. Engaged in remunerative employment 5 1 1 .63 B . D a m e s t i c: ujo r k 35 81 .39 9 = a r e o f s i b 1 i n q s 19 44. 19 10. Parents 1 ac i< a f (no 1 1 v a t i on 12 27.91 1 ;l . a ren t s i 1 1 i t e r acy rp'? 51.16 12. Non-availability of sc^loo 1/fMF'E centres O O . O 13 . Un-su 1 1 ab 1 e schoo 1 1 1 ?n 1 ngs 4.65 14 » M Q o n» e n t e a c e r- 5 6.98 15 . I._ ac i'., o f ■- fl p T- a t e schoc i f o r q i r 1 s 20 „ 93 ,1.6 „ L.. a (z i<: o f s u n p a r t s e r■ ■-/ :i. r,:. e 3 0 . 0 17„ Cultural factors such as early marriage t "t ■“ ’'4- vj 161 Main Reasons for Non--tnrolment s lu D times tic: Ufork (B;l„39%) 2. Inability of parents to nay fee to pros'ide clothes, books and -sstatianery <63%) 3 , He ].a ing p ref\ ts j.ri ac.clApat ion (51.16% ) 4 P a T'en t a 1 i 11 i t e r '^c. y < 1 . 16% ) 5. Inability of parents to provide f acidi End med idne ^ • B4% ) Distribution Of Respondents By Their Desire To Bo To School fatal No. of Respondentin, Yes No 31 12 (72.1%) < 27.9%) Figures in parenthesis show percentages-. M-ajority of 72V» of the n V? Ve f enrolled o 1 r 1 b in t & r i eed ad felt a desire to qo tv:> schooi , but only 47% e; n o w , i f p o s s i bI e . Table 3.3.4 Distribution Of Respondents By Whether They Had Talked To Parents About Going To School T'o t a 1 Mo , of Respv:jntien ts Y e s Na 24 19 (55.0%) (44,2%) FiQu.res in parenthesis show nercentages. More than half the q iris had at one point or the other talked to their parents about their desire to q o to •;3CfiOoK 1 6 2 ab I s Distribution Of Respondents By Their Parents Willingness To Send Them To School Now No 8 35 (18-6%) (01.4%) Fiqares in parentha=.5is shou? pa rc€Hi t aoe ::SOnly about .19% q ir ls 1 i \ d i c a i; 8 d t f i e :i r' d a r' e n t s n) :i y sen d t h f? m t o -s r" i rj 1 „ i f a p p r a a c h e >..i . T ab1e 3.3.6 Distribution Of Respondents By Their Ability To Read and Write No. of Respondents Psrc^nt 1 . Ab i lit y t o t’ e a d / r i t 4 2. f-\t) :L 1 ty tc- u;r i t n a mo 3 3„ Ability t o count 8 Total = 43 Out of 43 never enrolled q.irls, 4 could read and write*, 3 could bar'-'lv ujri te their name and G u/ou lei cour. t up to 100. 1 ab 1 e 3,3/7 Distribution Of Respondents By The Programmes That They Required Proqr am m e No. of Rc;;porld«nts Percent age i. 1 1 e r a c y p r o q r* a rn m s 19 44. 19 Income qi?nv" rating 1 >;> 3 / „ 21. Hf'a 11h and Nui; r i. t ion dpr qi"arne 4,65 163 The QiPi--3 ev,p T‘0 s Hied fcheir preference for having literacy proQramme'fj and income qenerating programmes iargply. Work Done by Never Enrolled Birls at Home Girls 'ripand abaut six to eight home a day on fetching water, collecting fodder and fuel, care of live-stock, making cowdung cakes, cooking, uiafshing, cleaning utenaiiis and sibling car«. Th>:‘y spend additianally four to six hours on helping in grazing cattle, agricuiturni operations and other home based production ac 1 1 V 1 1 1 e B o f t ii e f ain i 1 y . Girls between 10 to 18 years of age from Scheduled Castes were found working ai;; part-time/free time domestic help in afflu- »v>t hoviseholds. Table 3.3.8 Perception About Parental Discrimination Between Brother Sister BuW» Discriminat ion No. of Fyespond en ts Percentage 1 . F o o d 35 8 i.40 2. Clothing 28 63.12 3. Toys/Games/Play 23 53.49 4.. Ritual andSocial visits 32 74.42 n " 4-3 164 iiajority of the never enrolled girls in 18 r vi euied eKpressed t h e 1 r f e e i i n g s of b e e 3. n g d i s c r i m i. r't a ted acj a i n s t i n m a 11 e v o f food, c. lothing, t o y s and QanteiEi and fc.ime for play. They have no concept of leisure and play a-3 iiheir lives are totally immersed in ujork. During the field i.wark, it was observed, as observed early, girls age 10 and above were without fail found engaged in a broad range of activities 1 lasted in afi earlier table. One i’ar d r v came arirosB girls enjoying themse 1 v e-B.. Qfily a single instance ca\ne to our notice where right outside the school, an eight year old girl was merrily splashing and bathing in the tubsewell water during school hours. 16r^ 4. Teachers and Their Perceptions In all 26 teiichars wsrs interviewed, out of th^m 22 females. The age of these teiichers ranoed between 32~5.i yeaPEi udth ma.iority of them belangino to age group 30 and belo!.iK The service length of these teachers ranged from 5 to 20 years» Only 8 teachers had more than 15 years as length of service. Three of the female teachers and 1 male teacher had a B,Ed. degree, 19 female and 3 male teachers had TBT qualification. Ail the teachers were marf’ied except 1 male teacher. Only 1 teacher each had four and five children, raispec 1 1 ve ly, 10 had three children, 12 had two and only 2 teachers had one child each. Average number of children p€»r teacher was around 2(2.3). Average household size of teachers wa'5 around 4» OvAt of 2 h teachers, only 8 lived at a distance of less than one kilometer from the schaol. Thereat commuted (largely by bus) from a distance between 5 to 20 Km. (14). About 4 teachers lived at a distance of 1 to 5 Kmsu and were using b icyc 1 es. Table 4.1 Distribution Of Respondents By Their Perception About Reasons For Continuance Of Birls In Schooling Reasons f^.espondents Number?; Rank 1 , Bette?’ e c on om i c s t a n d i fi g 2 4 4 of household 2. a r e n t a 1 e d u t: a t ion 26 1 3 u P a T" eh t a 1 t; i v a 1 1 on 26 i 166 P aymen t a i f ei?s o thi e r 24 4 t h a f> b L( i t i or, f g e 5 II „ ‘~'v'ov 1 Sion of books 2i 7 ■:3. r> d stationer y 1 1 i. „ P roV i s i on a t adeqiAate 22 6 food and c 1athing IV. Creating space and time 21 7 for studies at home V. Provision of academic 21 7 sup)por t (themsg 1 ve-s a r p a i d ) Se .1 f HID t ] vat i on of the g i r I 26 i. chi Id « n « 26 Major Reasons for Continuance of Grils in Schooling L . P a r en t a. 1 Educ a t i on 2» Parental Motivation 3 . 3 e 1 f fno11 v at ion of the girls 4, Better economic standing of household 5. Ability of parents for payment of fees/funds, clothing, b c} a k s v=i. n d f:51 a t i o n e i" y Table 4.2 / Distribution Of Respondents By Their Perception About Reasons For Birls Dropping Out From School 5, . Rea is o n -b N d . o f Respondents R a r\ k. le Inability of parents to pay e; li'ability of parsr^ta to O'- ids c ic-thes and snoes 15 i4 167 3- Inability of parant^ to 0 r o V 1 d 0 b a a l<; s 13 15 ■'i-. In at:-11 i t y of Daren ts tr:- D r o V 1 d G s t; a t i oner’ y 10 17 5 » i n a t? i 1 1 t y c> f p a r" e n t s t c !:.■> r f.3 V 1 d -a f a a d 6 21 6 . HG 1 p in9 paT"ents in occup a t ion 20 06 7. Engaged in remunerative emp)loyment 23 03 B . r) o m e -31 i c u.f o r k 23 03 9 - C a r e r-> f is i fc) 1 i r \ g a 19 07 :l C». AI j s >3 n c 0 o f 3 t.A p p C3 f’t s e f' V i i ?? v i z . f )n g n f.') d i , B a 1 wj a fi i , c r e c e s 24 1 i » Earl y ma r f' i age 21 05 12. Social taboo on onset of puberty 19 07 13. Parental lack of motivation 25 01 14» Parental illiteracy la 1 1 15. Lack of aeademic. -support/he-\v3 f r om p a r' e? n t s / f ami 1 y (h e (T\b e r so t h e r IB 1 1 16 .. Sc: h DO 1 f a r auj a y 19 07 17. Unattractive school en v i rontnen t 5 23 IB M Unsu i t ab I e schoo 1 t i rn i nq s 7 19 19 „ I ac k of r e 1 e V z m c e o f c u r r i c la 1 un\ 17 2 <3 . N a i*,i o m e n t e a c h e r s 2 1 » I- a c k 'o f a « p a r ■ a t e 3 c h o o 1 '«:• 19 07 2 2 « T' a c h y r s n e q a t i v e a 1 1 i t la tj e 7 19 23. Failure 1 25 24 w 1 1 1 n e s h- cj f f a m i 1 y tne m b e r s 8 le 25 „ Ouin T llne-iss 2t\. Arv- other 16B Major reasons for dropping out of girls from school ! r. P a r e n t 1 I ci c: !•••: o f c> r: j. v a t ■], or^ 2„ Absence of Buppori; servicesn namely Anqanwadi, Baiwadi. , Cr v?ches. 3. Da III e s t i c wo r I--; 4. Engaged in ramu.nerat i v0 employmen t 5 . Earl y 01 a r r 1 ag e Tab la 4.3 Distribution Of Respondents By Their Perception Of Reasons For Non—Enrolment In School S. Perception of Respondents Respondent No. ^4l.unbe^ Rank 1. Inability of parents to pay ej 2 . I n ab i 3. i t y a f p a r" e n t t q p r q v i d e c 1 a t h es 15 9 and shoes 3« Inability of parents to provide booki*; 19 4 4. Inability of par^ent-i to provide stationery 11 13 5. Inability of parents to provide food 20 3 *w4wawabstj*4» 6. Helping parents in occupation 13 12 7 . E n g a q e d 1 n t‘- e m ia n 8 r a 11 v S . Dofi'i e s 1 1 c UJQ r I--: 14 10 9, Care of siblinqHs 18 5 1C) „ Parents lac I-;; c:) f m o t i v a t i c^n . 1B 5 i 1 . P a I’ en t s 1 1 1 .1 1 e r a c '/ 16 B 12,. Non--a va I I. ah i 1 :i. ty at -^-.cr 1001 /NFl":; c'entr^s 2 15 c 3 ose to habitat ion 13 u Unsu,i r;ab]y scrKjoi timinos 18 5 16‘ 14. Lack of -seprats school for q:tri3 2 15 15. Lack of -HiupDort ^:;e!'vrces o 14 16:. Cultural factors i»uch ase a r} v marri age 22 1 17= Arw other O 0 n Five ma m reasons for non-enro lmi?n t of the girls in school; 1 . Enqaqed i n remu.n e ra t i v e pfnp 1 oymer'^ t 2. Cultural factors such as earlv marriages, social taooos and r.ustonis, segregation of wo men, purdah etc. 3. Parv3f>ts inability to provide food oyvL 4. Parents inability to provide books ■3, Care of siblings, parental lack of motivation and unsuitable schoD i t i m i ng s , Reasons for Girls not Attending School Regularly i■'!jor i ty a f t e ah e r s r ep a r 1tidomes t ic wa i'k and s 1 b 1 inq c ai''e as th(3 major reasons far irrexqular attendance of qirla. "As they d'O not attend lassf's Tegular ly, they miss out on the courses and fall baci^ in class. In many cases it ls»ads to failure or drop - n u t „ " Teachers^ Efforts at checking the Phenomenon of Drop-out Most af ths taachsrs reported that they make their b«st effort to cof'>fcact and (nativtate the parents of such tyirls who do not attend regul arly or . d.rGO--out .of sctiooI.. The fact that mast of • them comfnut & ? r-om lancj d i •:;> t aric es , they get very little time to mak^ f, on t ac t iM i th tiie paren t s 1 7 0 Measures suggested by Teachers to : i„ Increase Enrolment of Birls 1, At t “.cholarship to aii 2 . T ;i m e 1 y d i s t t" i b la t i a n o f i n c: e n 11 v a s 3 . P roQ r :.Titt\(ne to mo t i v a t a the p a ren t :3 4 I n c e n t :t v e s t, o a 1 .1 ii. Improve Attendance of Girls I . C!..i.rr i.cu 1 nm re 1 s vaiito local neecis 2. introduce art and craft 3 .A I" r a n g e p i. tn i. c s f o r t u. d e n t s iii. Improve Achievement 1„ Remedial coaching eKclusively for girls 1 V „ Reduce Dropout among 6 irls 1 , iion fc h 1 y p a r e n t s t g ac her assr..)c. j. a t j. on 2 . Dfn r *, (,i ■:-; f a r •=; e p r' a t e -"i e n i o r sc h oo i ^3 . I n r n t i v « s t o all Information on Timely Distribution of Incentives Only S out of 26 teachers reported that incentives ujere n6t distributed or'i t ivrva . The- teachers percei ve? that inc^*ntive3 being 9 I V n t n b c h g r:i u 1 e c: a t e c n :i 1 >1 r" e rj e s p a«- 3. a ] I y q ;i r 115 h a v e hi a d a PQSitivi? effect on triejr enrolment artd attendance = recom- mended that thes'ri incentives, viz«, free uniforms, attendance •S'.hol arsii i p , fra>? books and -.tatianery iwi.st b« made available to all g i r l s . It was a1so puoressed by many of them that the noon meal scheme ujhirh can 0 as:il\ be supno v-1 rd by. a grain rich stati? 1 ;i. i< e H 9 r’-- an a ».».* i 1 1 d e f ;i rn, t 1 v attract ch .• id \ st \ from p«:»v»rtv nrouirs J.7I Measures Suggested for Enlisting Community Support i) r-ja.ioni ty of the teiichers report sd th a t the community iead- e v n especially Ranch and Say'panch. take keen interest in provid- i.nq sc^lOQj. rooiTRs but eicpect stats Government to maintain these buildinqB- The state should take some steps, ii) The noon meals programme should be worked out by local coinmunites tfu'iTise 1 ves, especially by the affluent member?5 of the commu.n 1 1y and should be adminjstered throu.qh the local iiahila M^ndalu Gram Fanchayat area may becomv? the unit f':3i' planning such a programme. lii. Women should be informed and encouraged to send their daugh ters to school and relieve them from household work- iv» Ttie teachers suggested that sibling care whi.e.:h is a maaor bundle to g i r 1 ■» en vu I men t and attendance should be treated as a community ptoblem and entrusted to a paid worker or a volur^teer„ The number of enistinq Ang-anwadis an<;i their timing do not cater to the enact need of a school age gir'l. NFE centres for girls may he opened neKt to Anganwadia so that girls cav^ leave their schooling and learn at the NFE centre. There is dire need for care of the young children. This facility can be organised u.iithin the sc;, bool or uiithln the community and siiou Id be a major respons ib i 1 i ty of the Panchay^it/Mah i I a Mandal. 172 Table 4.4 Distribution Of Respondents By Their Perception About Utility Of Girls Education Utilitv' iMumoer of Rssoondents Rank OeveioDs a oositive self imaq*;? ana 23 1 c Q f'i f i. d e n c e a iv, a n q g 11 ■ 1 s 2 „ P I-* e p a e s girls f o i' e c o n o m i c c o n t r i (:.■) u. t i o n 21 5 5 , C a n i \ti p I * o v e h e a 1 b 11 a r \ d n t 1 1 i a n a 1 2 2 3 ■s t a t u s > 3 f c h i. I > J r e n a n a o t h e r f a. m i. 3. in^mb e rs . W i 1 I e n B u r e d l i c a 11 a n a f future 21 5 qene ratio h b 5. Will make qirls and uiomen aware of 21 their rights 6 . Helps raise aqe at marriage and reduce 22 3 (naternal, infant and child mor'tality 7 , H e 1 p 5 in re ci u.c i n g t h e t am 1 1 y s j. Z9 ;21 b B . Will ore p a r e g i r 1 s f o r 1 e a d « t" s h p 2 2 3 rolas in isociety '? , W j 1 J p r ec) 3. ?■ y 9 1 r 1 f a r p a r 1 1 c. i c) a 11 rjn 23 1 a n ci d e c i. ?3 i o n 1 n a i-:: i f 1 g p r- o r: e s s n a 1 ]. u} a i k s i.:> r 1 i t & e . 9 . f ^ ii> 1 1 y ^ P a r\ c h a y a t :i5, mun i c i p a I i t i e-» and legislature 10, Any oth^r 0 0 . 0 0 f'>i “• 2 Rank order of p aren ts oercfip t ion on u t i l i t y of g ir ls educa ion t i . DfevelopB a positive sa i f imageand confidence among q i r-1 s . 2. Pr’epare g ir ls far p a rticip a tio n and decision making process i n a 11 u.i a 1 k s o f 1 i f e 3. Improve rtealthi and nutrvitional status of children and other family mrmbers. 4 . . He Ids raise. age a b marriage and reduce infant and child fi!r,r 1: 1 t V . ri „ F i- i= i j a r e s o 1. r i. ■:i >”o r' 1 :i r rsii 1 n -•o i e i i'l ';:iOC ;i. e t y 1 73 Table 4.5 Distribution Of Respondents By Their Perception About Gender Equali ty 1 nd 1 c a t>;jr Aqree Rank I. Girls and b o y s equal education 23 2 2» Both need to be given equal amount 26 1 of food 3. Both need bo be given equal health 14 12 v;. a r & -t: m e i c a 1 :i 11 e n 11 o ii !>) n n n s e ci e d 4c Both can be assiqnt^d same duties/ 19 6 re »pof>31 tj A 1 111 S B 5 . B o f \ '»h a ij J. d b e q i v e r» t {*! e s a ni a f r e a d o m 19 6 6. Both should be given equal time to play 18 8 Both can perform all tasks equally play 15 11 8. Both can have sivnilar' acvr.upation 16 10 . B G t h h a V e s a e x n t e 11 i q e t \ c e >•-' abi3. ities 2.0 5 10. Men and women -shoulc b«? paid equal 23 2 utaqes for' equal uiork 11 „ huHiband and wife should take all 23 2 d s? c i s i o n s j o i n 11 y 12 Househc3ld work muiEit be ushared by all 17 9 m e ni b e r's o f t h e h a u s e h a 1 d 13. Asset^i of the family should be reqis- B 13 t e r e ci i n >i o i n t r\ a nt e s a r i"> u i:> a n d b. us i f e n - 26 T' e a h e r "> m o s t e q a 1 i. t a t i o fi j:t e r' e p t i o ri s a b o u t q e n d e r e q u a j 11 y 1 . Biris arid boys need s*qual amount at food ^ 2. 'Both need to be qiven equal education, y, „ Men and women snoul d be o a i d '.^quai wages for snual work. u -3 b a n d a n d ui i f e 3 i j o u 1 d t a k v' a i 1 dec is i o n s j a i n 1 1 y .. 5 « Botii have same inte 11 iqence and abilities. 174 Teacher-s eKpr*ess hiqhiy egal it an an v i e ws reqard i ng gqua}. f oc.}d ,, Q I.A a i >?dIIc A1 1Q <1 1 ?q ! I a i. u!b.q ^3 , s q u a I i n t e 1 i. i g e nc e and ab i i i — by arKi r-unily decisiori mai<:inq. By and large, thpy agr'e^ that both boys and girls 31‘s g u . Id beth-a -aafne f r e-adiom, v? r;; ij a i t; 1 (Ti e t o p 1 a y, an b e ;as -s i g n e d s a m e d u 1 1 e s ( r' e sp on s x b ,i i i t i e s ) a n d cafi have same occupation. Majority al'ao agree that housGhold work should be shar«»d by both men and i^amen» Houiever, only E) out of 26 tii achei’s intei’viewed favour joint awnyrship of assets^ 175 5. Institutional Heads and Educational Administrators In district S i rs a, iB Educational Admin istrators incladinq DiFitrict Primary Educai:ian Officer, Block Education Oft ice* r (Bxrsa II) and .16 Head r^achers of villaqs primary -sichaois, ujere interviewed. Information was obtained about facilities available in schools and also the position of students/teachers in thesa ir>3 1 1 fct,A 1 1 o n s . P e rced t i ons aba u t i ssues re 1 a t ecj to con t i nuance of Q I r 1 s e d i.J. c a t ion, r' e a s a n s f o r d r a p “ o t , r e a o r't t' o r n c) n ~ s n r’ □ i m e n t iitilil'- of qiris edi..icti>jn anci for' gender sGuality were r Ou b of t^u1 18 &“ducational Admin ist ra tors , J. J were femala (head teacht?rB), The age of these administrators rancjed between 20 to 50 y€*ars u>lth majority of thorn belonging to age group 30-41 Majority of these administrators had m o i ’e ttian 15 years as length of service. Twc.) of the female administrators and 6 male adm i n i s t r a t ot's h a>J a g radu a t e /pos t g r aduate d ©9 r e e w i th B . Ed . Nine of the ff^male and I male admin ist rator had JBT qualification These administrators or^ an averav^e travelled more than 6 Kms either by bus or by cycle with ths exception DPEO who is provided a Veh ic 1 e b y the Ediac a t i a ! t D«pa t'tmen t. Table? 5..1 Physical Pacilitiv^s In Bchools <8 Sample Schools) N „ F ac 1 lit A V a i 1 ah; 1 ef'4o t A v ■} i i. a b 3 e Playground 7 1 Laboratory 1 7 I ib.rary...... B o iQilets ^ 3 SeperatG Toi 1 0 1 .4 :"'or'girls H fi a 1 t h / m e d i c a. 1 c: h ec. k l>. p t> 2 in the schc'^"*! B .1.76 Incentive Schemes Free u.n i f a rm=5, attendan.za sch.o J. arsh ip for S.C. girls uiere the incentive schemes qiver', in these inst i tut ions = Education is f r' e . F r' e « t.K i t; i n g ni a t a r* i a. 1 s , f r' e e s t a 1 1 or\ e r y a n d b oo t-;; b a n k a r t h e Q t her s c h a m e s for' E?).. C . -> t u d e n t s i a |ii t o s e n .1 a r s e c o n --:i a r y f q t' all C4 1 r ] 15 , Table 5.2 Distribution Of Respondents By Their Perception Of Reasons For Continuance Of Birls In Schooling R e a s o n s R e s p o r»d e n t s Numbers Rank Better economic standing 15 4 of household Parental education 18 1. P a I" e n t a 1 mo t i. v a t i on 18 1 support 111 i. Payment of fees other 14 5 t h an t u i t i on fee s i1 . Provision of books 15 4 and stationery :i i i . Provis;ian of adequate 14 f3 f o o d and cIo t hi! i q i M .. C r' a a 11 n q sp a c. e an d t :i fn e 11 8 f o r s t Li d i e s a t h o m >? V. Provision of academic .11 8 s i.A p p o r t < t h e m s s 1 v e s or p aid) S e .1 f iV\o t :i. v a 11 on a f t h e q i r 1 13 7 chi Id.. Positive attibudt? erf 16 3 t e ache rs 177 Rank Order of Reasons for Continuance of Brils in Schooling i . a r e n t a 1 Ed u a 13. or' 2» Parental iiot i vat ion 3'. Positive attitude of teachers 4. E^etter econoniic. standing of household 5, Provision of books and stationffry T ab1e 5.3 Qistribution Of Respondents By Their Perception Of Reasons For Girls Dropping Out From School 5.N. Fl.easons No. of Respondents Rank 1. Inability of parents to pay extra 5 18 tuition fee/fund Inability of parents to p r Q V i d e c; 1 o t h e s a n d s h a e s 7 10 3, [ r \ a b ilit y o f p a r e n t s t a provide fo oo k s 7 10 4. I at) i. 1 i. t y o f p a r e n t s t a p r C3 V i d e a t a t i on e v y 6 13 5 . Inab i1i ty af p arew ts to provide foo d immi 7 10 6. Helpinq parents in occupation 17 02 7 « En g a q 0 t i 1 n r e m 1. a r» e r a t i v ee m p 1 a y m e t 5 18 3. I) o m B s t i c u) D r* k IB 0 1 9. Care of siblinqs 15 04 I <3. Benc>? of '5(ippoI-1- ':5B r v i ces v i .t. rtnganwadi, Ba'iuiadi, creches 6 13 II „ E ar 1 y mar r 1 agb 6 13 12. ■ Boc'i a 1 taboo bn' onset of pu.b ,1 3 » P a r <)n t a 1 1 ac k' o f fiio t i v a 1 1 on 13 < 178 14, P a r* (5 n t a 1 i 11 i t e r^' ac y 16 03 15 . L a c i^-; o f a c a d v? m i c s u p p >d r t / h e 1 d f r o m p a r e n t 5 / f a (it i 1 y m e ni ta e r ;:5 others 8 09 16. S c h Q o 1 f a r" a ui a y 6 13 17. Un-a 11 rac t .1 ve ^school environment 3 .»i. wf 1 8 . Un—suitable school timings 3 23 19. Lack of relevance of curriculum 4 20 2 0 . N o 1»} o f n e n tea c: hers 4 20 21 . Lack of “SGparatG schools 4 20 TeachfjpB negative attitude 2 2S 23. F" a i lure 11 06 24. Illness of family members 10 07 25. OM»n Illness 9 08 26. Any other 0 00 n - Ift Ran k order of reasons for dropping out of girl s from school 1 . Domestic work Helping parents in occupations 3. Parental illiteracy 4. C a r a f sib 1 ing !3 , L a c k o f p a T' e n t a 1 m o t i. v a t i a n 179 T ab i e 5.4 Distribution Of Respondents By Their Perception Of Reasons For Non-Enrolment In School P G rc e o t .i o f ’i a f P. e s d o n d e n t s Respondent No Number Rank 1. Inability of parents to pay extra 2 tuifcion fee/fund 2. Inability of parents to provide clothes 2 and shoes 3. Inability of parents to provide books 3 7 4. Inability of parents to provide stationery 3 7 5. Inability of parents to provide food 2 9 6. Helping parents in occupation B 7. EnQageti in rernun*? r a 1 1 ve employment 4 8. Domestic work B 9. Care of sibiinQS 8 10. Pare n t s 1 ac. k o f mo t i v a t i on S 11. Parents illiteracy B 12. Non-availability of school/NFE centres 2 c lose to h ab i t a 11 on 13 . Un~ su i t ata 1 c.oo 1 t i fn i n g s 2 1 4 . No ujofn en t e ah e r s O 15, La c k o f s e p r ate '3 c o o 1 f o r q t r 1 s 3 16, Lack o f s u (j p o y't s e v i c >3 b 3 17, C(i 11 u r a 1 f a c; t o r s a ur; ii as e a r I y rn a m a g s 3 18» Any other 0 «; ’ n j9 \ BCi Fivy main rfjasons for non- enro 1 ment of the girls in schooi; i. Helping parents in occupation ;2 , Dom r? -riii 11 c ujo r k 3 . C a I' G o f i b 1 i n q s 4 „ Parent •=. 1 ac; I-;; a f rno t i v a 11 on Parental illiteracy Administrators efforts at checUng the Phenomenon of Drop~out Host of the admins .M. r a tors reported that they makt? their best €vfforts in bri.nginq hhv^fn back to the '^system. Measures suggested by Administrators tas 1. Increase enrolment of girls l»i More incentive to all I....;. Need far au^ar-eness programmes for girls education among. □ arersts 1 . T i m e 1 y d i s t r i bu. t i on o f i n c: en 1 1 v e s 1.4 Increase number of incentives . 5 I mp 1 e m e n t f o r c e f u 11 y e d uc a t i on a 1 1 aw for c omp u Iso r y enrolment 1»6 Create attractive environment in schools j. . / C on V e r g an e o f s >ij r' ■./ i r: p 1.5 IvTcouse generating programmes 2« Improve attendance of girls 7.1 Parents should be motivated by telling them i(\portance o f g 1 r 1 L; e e! uc a t i on < DP ECJ) . 2„2 Trv to i.,(nderstand the reasons of qirls absence from school and attemut she ; id be mad'e to he Id them by j nvol V 1 n Q t h e c; a mm u n i t y a r i n o the r' u> o rds ;; o m m un: t'; • p ^rr;;; r :! n ’ i-jr- :i. - nere--sfi"'V to ..m^^o^^e atveno^-ioce of 9 1 r' i -H. 1 n s c '-i c .31 t E E 0 / . 181 2.3 C r ech G-s s h oia 1 =:i b e op en ed « 2» 4 PIayw ay me thod x n schao1. 2 .5 T i iT» e 1 y d i s t t" i. b i..( t .1 a n a f i n c v? n t i v e s . 2.6 Use of ma-5-5 media» 2 - 7 H i d - “>;j Ay meal scherne-s. 3. Improe Achievement of girls in school 3.1 Remedial classes for girls (DF^EO). 4. Ft educe Drop-out among girls 4«1 R;3adm 1 ssion i;o %-5c:hoal (DPEQ). 4.2 Motivation of girls and their parentss. 4„3 Incentives to all 4.4 Less home u/ork. 4.5 Provide senior schools nearby. 4.6 Day care centres to be opened, 4»7 Provide supportive services. Information on Distribution and Adequacy of Incentives Majority <75%) of them f'eported that incentives were dis- tribnted on time. They also started that incentives being given to the children are adequate in quantity but there is need to 1 mfj r' o 'v' e the t) u. a 1 i t y . 1-1 e a d a f i n s 1 1 1 l*. 1 1 n r i a « ;< p r e s s d t a t n □ o n - m e a I s c h ernes \ 1 1 definately attract children from poverty groups. i b : Tab is Distribution Of Respondents According By Their Perception About Utility Of Girls Education U t 1 1 1 i7V iMu.mber of Respondents Kank De V e1ops a pos i t i v e self i mag e and 17 cari f idence among g i r Is ' Prepares ^irls for econQmic. contribution 17 C a I I 1.1T) p r G V e h e a i t h a n d n u t r i t i a n a 1 17 ■status of children ? other familv members M- U) j. j, .1 e n s u. r' g? e d if cat i on. c» f f u t la r= e 17 gens r at 3 ons 5 . Will make g i r 1S3 and uiomen aujar-e of 16 their right'5 6. Helps raise age at marr).age and reduce 17 matervtal, infant and child mortality :/. Hp 1 pB in reducing th e f am i. ].y size 17 1 B:, W i I 1 p r e p a r e o i r’ 1 s r a r i e a i;.i e r s h i p 16 *7 roles in society W i 1 1 p r 0 p a r e g i f’ 1 s f o r p a r 1 1 c i p a 11 of) 16 7 ar>d dec is;i.ort mai 1 <3 Anv other 18 Fiank order of F^erceptions aboLAt Utility of Girls Education 1. Devslops a positive self image and confidence among girls. 2 « P r e p a I- e s girl •• i f <•) r e c o fi o m i c c o n t r i b u 11 o n . 3» Can impr'ove education of future generation. 4 „ Will e n ;:i u r’ e e d la c a 1 1 oi"\ o f la t; la r e get 'i e r a. t j on . 5. Hf'lps raise age it m a r n s q a and reoLAce material i.nfant and ch iid moft a 1itv » 183 Table 5„6 Distribution Of Respondents By Their Perception On Gender Equality Indicator':^; ->Q r e e Flank Girls and boys need equal education i B G t h n 8 e d t o b e o i v e n s q u a I a m a ix n t 1 6 1 of food Bo t h need t o h e q i v e n e q i.t a I r. e a i t h 1 cat-e Z.i medical atterition u.fhei) nee'ied . Both can be ass icned same dut j es/ 1 3 responsib i 1 i t i evi 5 . B (1 i h s h ('-> LI. i d b e Q 1 y e n t h e -a a (n e f r e e d a m 1 2 6. Both should be qi. ven equal titfie to play 1 0 7. Bath can perform all tasks equally 1 0 Bc3 t h c an h a v e s i m i 1 a r oc cup a 1 1 on 7 Q E 1' j M e n an d i>) >: )m e n s h a li I d b e p a i d e qu. a i. 1 w.HC»es for equa I i^«ori-;: 1 i Ht A s ba n d a n d «.»' i f e 'a |-\ d <.a i d t a k e a 11 1 6 1 ci e c: i b i on s j o 3 n 11 v' I '7 Hc;)us e hc,i 1 d u.i□ r k mus t L) e s h a r e d b y a 1. I 1 6 membtsrs of the household Assets of the family should be regis- 1 5 t e r e rJ i n .i o ,v n t n a m e s a f h u s b .t.i n d Z-: «vi i t e n 1 8 li a j o r' Perce p 1 1 an or. (3 e n 6 q r Eii u a 1 i t y 1 . (;) i. r 1 s a,n cifci o y s n e e vi e q sj, a 1 e d u c a t i on 2„ Bath need equaj amount of food, 3, Both need equal .health .care and medical attention 4 . • -hen and M)omen ■•shou'kd 'be o aid’ eqtAa i waqe-r HL>si’>and :;.nd ■•(ife shouJ.d take a 1 .i dec::ifr(,on .io in t lv '--M-!-n ni;" - v.'T'!' d c ;r'/ rt'‘?n anc liiomer'! 184 Ad ffl i n i s t r a t o i’s a i t n e mq s t e q a 1 i i; a r' i a n q r n u. p » A « q a r ci s education food, heaj.th„ u(H).qes famiiy decision making, househol w o r k . aifflosi all favour souali ty be tween sex e s . They also per- ceivG eauai freedom, eauat abilities and ints 11 igence, equ.a. 1 time to play, SImalar occupation for both b o y s and girls. They also tend favour joint ouinershiD of family assets by men and women. These responses are heartening in that the educational leaders, who are amongst the most educated lot of tlte camtj>uni — ties.. They serve can bec:ome aqents of change. Table 5.7 Participation Of Women In Teaching Category Tot a 1 Female Female as total Rural 578 907 57 iJrban 1.45 138 95 ! o t a 1 104b 67 f ab1e 5.7 Participation Of Women In Educational Administration At District, Block And S c h o o l Level Cat GQory To t a i Female as % total I!) i -51 r it i. e v e 1 1 a'Ejs I Class TI l; i ass /I T Class IV B .1 ac k I- 9 V e i CiaBS II ■O Class III 13 B Class IV h L e V e I C 1 ass 111 309 24 C 1 ass 1V 75 .06 AnneKUre I Number Of Students In School (8 Sample Schools) S . . CoiTii-nun i t i e b G irls Total 1 . Ail Commiin i 11 e=5 902 1105 2 0 0 7 2 , S c h e C.1 u 1 e cl C a Ss t e 17 147 3 1 7 3 . f1 i no r i 1 1 e 3 4 0 90 132 4 » B a c: k i» a r * d C 1 a s s 4 0 (;•} 4 4 7 885 Annexar’e 2 Niimber Of Teachers (8 Sampled Schoolsw) S.N. Cornmun 1 1 i es Male F^jmale 1, All Commun i t i es 79 20 2, Scheduled Ca^ie 1 3, M.lnor i t i e-5 — Backward Cla^ss 2 3 Anne:<:u.re 3 Average Attendance In Percentage (8 Sampled Schools) (Oct. 1993) C 1 a, s 1’’ e r c e n t a q e a f a 11 e n >:.J a n >:; e Sir]3 Bovs I 73„75 til. 30 X '£ S 4 a 3 * J “ 1 ]■ 1 I G5 .00 07 a 50 Iv 89„20 79.80 ^ 30 1S7 6 . Community Leader Their iQss ^’anqtid betuieen twenty to sixty years. Only four community leaders werp below 30 ysars, F-iftaen cammunity leaders had no education., two had post qraduate qualification, the rest li a d p r i m a i" y t o tn -=l t r i c; u. I a t i a n . ^4i^teef^ out of 37 community leaders interviewed wer» engaged in agr icul ture9 were daily wage earners, 5 wert? in servlet? and 3 women community leaders were doing unpaid domestic ii»ark. Table 6„1 Distribution Of Respondents By Their Participation Ins Yes h4o i ) V 111 acj« P a.neh ay a t 11 26 <29.73H) <70.27H) i i) Mah i1 a Hand a 1s 21 16 <56.76%) (43.24V,) lii) F'olitical or Social Grqan isat Ions 6 31 (16.22VO (03.78%) n " 37 i he responcien t-» f e e 1 th 1 1 the par 11 c i.p at ion of ujotnen in Panchayatii is loui (30%), is somev'^hat better in Mahila Mandals (57%) and is particularly low in political ano social organisa tion (16%). Largely social and other developtnent a c tiv itie s have been taken up by thfs cominunity leaders, to t 1 lus t r-a t e , sta rtin g of Pinganuiad is , Man i. 1 a Mandals, immun i.xat i. an and fainily plar\ning camps,. The community has largely supoorted in providing 1 and and of construction pf school bu i 1 d i ng / rooms in the field of educa-- 11 on . 18B CofT.misnitv leaders -a-sked abo;,;.’!- scr.eciai e-^vort-s mao th i?m n o d p I d »nT-Ql ann ra :-.t, :•, r> j . n schools,, r e? . - i o n c Q m f f u t - t-i'*.; roie .if' ■ ■!':M>iev'if? r. --il'i f>?I^ orris ion i's ImpoT’v t ^ir»o !“h« y would in future dL 3C» -j t hiqh on thair agend-A. ■'abiy 6 , 2 State Of Information About Special Programmes/Schemes ProQr-s.-n:' 16 < 43 . 20'/,) (56,80%) li) For Nomadic Tribe Birls 2 5 I (67.60%) <32.40%) iii) NFE Sch>?me uJ»LTO (13.50%) (86.50%) ■ai.n-r.8 ujar-? c down in {-laryana du?^ to cf?ri:a,ir. r o r.i o !..■]=••:; C/r.. f,n€-.r ■{;% i.-r-^ders appear to PsSve- J7>uch KptOUfiedQe oZ>cut it. They uii^rc houiGver very rs^csptive to the idea o-f starting NFE proqrafnft-i^? throu.qh the 'Community Eftort', VECs, NGlrii, i^ahila Handals, and they wsra to provj.de varj.ous facilities lik^- accoma-d at ion volunteers and other support as '^ar as pvo«i'=iio\s? . ■jiii.y 19 o ‘-i.t of 37 CQiTrT'tiri .1. I’jy ;.5'3df^r<5 g ;:'d r es-i'iSi.T the of •separat.:^ NFE csntr^-s for qirl'S. Further d i-^cu-iaS i o n revealed that a-3 mo-.3t of the tjirlis uiho lA'Os.tid go to NFE giris J.ijould be overage (t:oi5t,. r;ubi'.'rtal j ,. ” T .r • bi 3dvi-:-?ibie tc i-jave s > ? o a ’'’at e NFE cencry-f, r-e f p r o o j v ran '••■•■ i n-ii'c rue tor-io . Only -'f?'-, .-.-ot'omuo i ! >•' o i'j >!•■' r L-' I '1 v; I r ■''' 3 ’’-■ • f' V T' V at; 1 cm'i r* ^ q a r cl' ' vrj -z. i j » an-it 199 b o y s lotudying in the same institution and about iZ% had reserva- tions -about cjirlis beinq tauaht by male tsachsr-s'. ’ab 1e 6 . 3 Distribution Of Respondents According To Perception About Utility Of Girls Education On Various Aspects Utility Number of Re spondents 'A of total respondent 1 . Develops a positive self image and 20 54-1 confidence among girls 7 Prepares girls for economic contribution *.4 Jl. 8 6 . 5 improve health and nutritional 29 T-'S, 4 status of chiidre^n 3< other family member s ✓ 4. Will e n s u r e education of future 3^ 8 6 . 5 y. generations 5. i*W. 11 mafke girls and women aware of 32 8 6 . 5 their rights' 6- Helps raise age at marriage and reduce 26 70-3 maternal, infant and child mortality '7 , Helps in reducing the famiiy size 3 i 83. B 6 . Will prepare girls for leadership 29 78. 4 roj.es in society 9. Will prepare girls for participation 3.^:. 8 6 . 5 and decision making c-rocess in all walks of life e.g. family, panchayats, municipalities and legislature 10» Any other Cj 0 . 0 0 N - 37 Five m-3,.in percvjptions about utiiity of ^girls educationi 1. Prepares girls for economic contribution (86.5%) 2. Ensures education for future? generat.ion <86.5V;) 3- Makes girls and i*.»Op7\en ai^jare of their rights (86»5/'.; . Pr«?pare-L' giris for p ar t ic ip at i on and decision mal-;ing process S- Helps in reducir-tO family size (63.8%) 190 ; able 6-4 Distribution Of Respondents According To Perception About Gender E q u a l i t y : T ■■'■■'v. .. X' InaAv ca t:ors Hercentaae % to tctal 'rVorse rssoonoent 1. Girls and b o y s need equal education 34 91.9 2. E-iQtn nee*! to be given equal amount 34 91.9 af foQ';! 3. Both ^GG-d to De given equal health 33 S 9 . 2 cars madicai attention when needeq ••••. Both can b-:; aF^sioned i^ame duties/ 24 64.9 respons i.b i i i 11 e-"4 5. E-iDth should be given the same freedom 25 6 7 . 6 6w Both should be qiven equal time to play 29 78.4 7. Both can perform all tasks equally 32 S6.5 inf ti &o th can n s V cj s i m i i ar C3cclap ai* i ori r- < i . S3 V « r.' - — - r Both hEve Bame :inte 11 iQv;?nce 3 3 89.2 IL- Hen dno women snould oe paid c?-aua: 31 S5»6 waqes ror ujork 13.. Husband and ;ijifs should take all 32 S 6 . 5 d e c i T-5 i on -hs j q i n 'C 1 y 12, Household work must be shared by all 30 Sl.l members of the household 13. fiTiriGvS of th>? family shouia be rv?oi-5- 24 64,9 tt=red in vo'nt name'-i 'jf 'Tusb r<.r'id -V; i>)ife Community leaders (92X; aoree tha" yirls and bov$5 shoulq be •jiven .?cuaj, eciuc o 11 on and equal ancAi.ri of food and health care I.'/ tasks >?quaiiy <87'%). Thev :> 1 agree that eqijal u!a.ues far sGual work 84 V. > and that husband and wife should take all decisions j o I n t i y . However', v's'soonsss on Goual freedom, squal time to pi ay., similar occupation and ioint ownership of fai7>.iiy assetri by hus band and wife are neqative among 3/0 to 40 percent respondents. RfASONS FOR (mTINUANCE OF 6IRIS IN SCHOOL INB COMMUNITY PARENTS TEACHERS ADHINISTRATORS (Braup Discussion) 1. Incentives scheaaies 1. Parsntii ability to 1. Parental education 1. Parental education provide adsqaats food and clothing (75.B4X) 2. Presence of Fefliaale Teac Parsntal irotivatian 2. Parental mutivation ers in schools 2. Parental ibiiity to providebaol:5 and station 3, Parental educatiion ery (75.42V;; 3. Self motivation of the 3. Positive attitude of Girl Teachers 3. Parsntal ability to provide e,‘ 9. Posit IV’? Attitud-j of 9. Parental support to 9, Parental support in Teachsrs (17.37!^ provide acadeiaic support creating tinie and space (themselves or oiid) for studies at ha®e 10. Parental support to 10. Parental support to provide ac-3d!?ir,)c 5upDort provide academic support (their,selves or ujid) (thsfflselves or paid) i^3 CAUSES FOR NON ENROLHENT OF 6IRIS > SIRSA : PARI NTS TEACHERS ADmNISTRATQRS C O n i l l T Y (Group Discussion) 1. EngjageiT>ent in re;miff?r3tivs 1. Engaged in rstnunerativs 1. Heipinq pjrsnts in occupa- 1. Remunerative wrk work (75.8); 1 esplo'/rtient tion helping parant5 in occupa tions 2, Do»?stic work 74.6X) 2. Cuitural factors iuch as 2. Damstic work 2. Care of siblings sarly ffiarruge, social ta- doos 5( of wovneii 3. Parental inability to pra- 3. Fatr^ntal ilHteracy {7G.3/v) 3. Pai’entai inapility ta pra^ 3. Cars of aiblings vidf extra luitii^n fee/ vids food funds,cIothei,'5noe5,books, stationery ana even food 4, Laick of parrital !K>3tiva- 4. Parental inaDility to pro- 4. Parental lack of ffiotivatiwi 4, Par#ntal illiteracy and tiion (61.0!'^i vids oooks lick of (sativation 5. Imability tc pay extra 5. Care of siblings 5. Parental illitaricy 5. Cultural factors such as tiuit’ion fee/funds (59.32X) early marriige, dowry, orthfxlox views, stx seg- 9re9ation, disapproval of 6. linability to pay for books 6. Lack of parental rootiva- 6. Engagea^ent in rei»m«r»tive co-education t^59.89M) tion etnployaient h, Difcri«inatary attitudfi towards girlst a bad investfnent, iwai E. ilnabiiity tc pav for 8. Parental illiteracy 8. Cultural factors, social ul lathing (56.3^i taboos, 5e« segregation, early marriage etc. 9. inability ta pay for sta- 9. Parental inability to pro- 9, Lark of separate schools tiunery !54.23'a) vide clothing and shoes for girh 10. BJf’srts in Qf:cufta-* iO. Farentil inability to pay 10. lack of support servicfs tirn «i I3 I. Oo*?3vic work (72,88}^) ^ i.x^lack of parer.tai motiva- I. Doaestic «ork 1. Engageftsnt in rsfliunerative t ion (Cotton picking) 2. Parental inabiiity to aay 7. ftoser.cs of support s&rv- 2. Helping parents in occupa- 2. School located far away tuition fe9/fund& (60.16)1; ic«s viz. anganttfadi, tion fro* Dhani, school loca balwadi, crechs. tion at places defers 3. Parental inability to pro- 3, Rflmunerative Emoloyaent 3. Parental illiteracy 3. Untinely distribution of Vida clothing and shoes incentives <55.05%f 4. Parental inaar.ity to pro- 4. Doaestic wor»: 4. Care of siblings 4. Single teacher schools bricks <55.47X1 (absence of teacher dis courages parents to send girls) 5. Parental irvability tc oro- 5. Early aiarriag? 5. Parental lack of siotiva- 5. Excessive engao^rsent of vide stationery (5^.23X/ tion teachers in official duties other tnan teaching 6. Parental illiteracv 6. Helping parents in occupa 6. Failure 6. As women teacher? are non (54.23*45 tion resident spend aiost of their travelling, they are usable to cmtribute ta enrolsent, retention %. achieveaent of children 7. Helping parents in occupa- 7. Care of sibiings 7. Illness of family s^iobers 7. Doaestic sorir, sibling tion (5uXJ care, help in fainily occupation S. Cars of siolinqs (49.I5X) 8. Cultural factors such as 8. Own illness 6. Cultural factors such as onset of puberty early narriage, attain«ent of puberty 9. Parental lack of «otiva- 9. Lack of separate schools 9. lack of acadeiic support 9. Lack of physical facih- tion (47.E6*C at hofne ties like separace toi lets, boundary xall for safety of girls 10. Engaged in "e'nunerative 10. Parental iih:eracy 10. Parental inability to 10. Un-suitable scn-joi tisinga eclolavTnons ■27,'^6%) orovide clothing, shoes, and no other channel for booWs and stationery educatioon for otj.t of school children i3 r PERCEPTION OF UTILITY OF GIRLS EDUCATION ^ SIRSA PARENTS (236) TEACHERS <26) ADMINISTRATORS <18) COMMUNITY LEADERS <37) 95% 5e>? oiris educ-3.t ion ensur- 23 See g i r l s edLuration air. 17 See education as developing G7V-, Prepares girls for econom ino a>r.uca t ion rc r ru1:v.re InstruxAental '.•ir. deveiapinci positive self image ic contribution ion Dositive S'?].-' imaQi? and canfi- Ci e r‘> c 17 See that education prepares 87% Ensures education of 9 5 ‘;v girls far econoiTvic contribu f u t u re q e n e rati a n d e V i c) D i n Q \j o s i c; i \< e X •)! ^k'-j C’ 23 See it as oreoaring q i r l s tion anc cont idanc:?: f ar d G c Xi or> ?na5. ;iq in i\ll 87% Makes girls aware of their a 1. k SOT i i f e 17 See education of girls rights 8 9 % S-^^e it a-s prepa^'ing qirit-? instru.fnent in improving health for sc.ono.'nic c o n t n b u t 5.on 22 See it as improving health and nutritional status of S 7 ! 4 Prepares girls for deci a no n'u.'. v r DPi family members and children sion making X- v? r health Hnd nutrltion of ch i i - a'f^ rai'iiinQ a>:j» at 17 Feel t h ^ t educating of B7% Helps in reduction of dr’C-n ari':.'! fajnjAV marr i aQv? and readac ing mater- girls ensured education of the family size nai , infant and child mortali- f u t u r e g e f'5 e Y' a t i on 75 a B0?t •B't ion iis d^v&Ioo'" 78% Improve-s health and ino awareni?'H-:5 about the}, r 17 Fee), that education helps nutritional status of family right'H- 2*': See education preparing raisi^TQ age at /marriage and members girls for lead’srsnip rolss reduction of infant, maternal 7 3 See d u c a 1 1 o r-, w t x ^ i and child m'!?jrtalf^ty rate 78% Prepares girls for leader leaders to redtfction of fam-i/y 21 See it preparing girls for / ship roles 'Size ecanoi-nic: contribution 16 Feel that girls education helps in the reduction of 70V* Raises age at marriage and Bse it a«s raising age at 21 ■ e« educat ion family size reduces maternal, infant and JJC GENDER EQUALITY: PERCEPTION - SIRSA Community Leaders <37) p a r e n t s <236) TEACHERS (26) ADMINISTRATORS <18) 92% favour equal education 1 . 97% favQ'.xr equal food All favour eaual food 16 favour equal education 92% favour equal amount of ■> 9 d:> K f (^3 '-t ” s C! 5. i h 0 a 1 V ^ i 23 f av ou r e au a 1 e d i.i c a 15. on 16 favour equal food food c a r c favour' dec ision 16 favour equal health care 89!'' f'l-i.vGur oquai wages making by nusband - wife 89% favour gqual health cars 16 favour equal wages 88X favau.r equal education 23 favour equal wages 89% grant same intelligence and abilities 16 favour joint decision 76% grant same intelii- 20 grant same inte11igent making (Husband and wife) oence and abilities ab i1i t i es 87% favour joint decision making (husband -wife) 16 favour sharing of household 6, 7 5 ! 4 favour joint decision i9 favour same duties 5. no work by all members tnakino by husband-i.-rj. fa raspons i b i1i tj es 87% feel both can perform all tasks equal 1 y '.‘/e 11 15 favour sirailar occupations 7 64% fa'v'our smiring af favour e- f r t e d om QA-'A favour equal wage household work by- all 15 great same,intel1igence and (I’l s mb c rs IS favour equal time to play abi i i t ie5 81% favour should household work 50Vi favour same duties and 17 favour shared household 15 favour joint registration r s s p o n s i b i1i t i es work by all members offamily a s s e t s 27% agree to same level of freedom m MAJOR FINDINGS AND RECOMMENDATIONS FINDINGS, 1,Mapping out gender disparities in access, enrolment and reten tion. -Only 21. dhanis aire unserved in thff^ District “ Forty V ^ r ^ 6 o ± = . of those enrolled are girls, which is more than their proportion in the papulation (46.94%) -- However despite fsiibst ant i ve incentives for BC girls, they form 43»6% of the total numbei’ of SC cfiildren enrolled at this stage. - BC g i r ■ 1 n e e i:i £i 11 e ri t i on Dropout rate amongst girls is 41.37% compared to 34,77% for boys.. For BC drop out rate is 52,95% compared to 45.2^% for g j r 1B , - SC ciri Idren especially girls need to be given necessary support far better retention. - The problem of access is largely of dhanis uihich are scholless and very larqe vtll&cjes where the s c h o o l is locateri \n one V-orner and is overcrowded. - In 23<^> san\ple households in Sirsa, bhere were 27B girls in the age group 6 ”14. - Out of these 105 (37.77%) were attending schoolj 60 (21.50%) had dropped out and 113 (40.65%) were never enrolled. “ Out of the 113 never enrolled girls, 69 (61.06%) belong to age group 6-10 and 44 (38.94%) were between 11-14 years. Out of fclie 105 enrolled in primary classes, 00.52% are in the age groijp 6-10 years and 19,40% are in the age group 14-18 years. This funding is largely in line with tl"ie estimated overage phe nomenon of 2(» percent at the primary Jevel. - Out of the 60 drop out girls, 40 dropped out from the primary classes. 20 from the middle stage. ("If the 60 who dropiped out 14 girls (23.33%) were of 6-10 years age group and the rest 46 <76.67%) were 11-14 years) t 2. Identification of causes for non enrolment and dropout of girls and propose effective districts/level specific strategies far improved enrolment and retention. Factors contributing to Girls Enrolment and Retention ares Parental educat;inn and motivation and better economic standing of 11•) e ! 1Qu s e 11 o 1 d imI i i r;. I t p r C3 v i d p a r e n t t o meet e :i t r a t u i t n o n cos funds , adequate food and c loth i nq , books, stationery, space and time for studies at home and to aii eiitent parental support for' academic work. 198 t - St? If mat i vat ion of the girls - P D 3 i t i V G a 11 i t;! j d e a f t in e t « ache r-' s . Large number of gi.rl's i.ri the age qroup 6-14 and 15-18 year-- -.ere found unenrollffd (131 out of 278). Enqagempnt in remunera tive work, helpinq parents in Dccup a t :i, on , domestic ixjork and care .;.f siblings have emerged as the chief factors in addition to parental illiteracy and inataillity to bear eKtra tuition c o s t are factors responBibl. e for non enrolment ofgi r l s , * Mev0v Enrolled Girls (Aqe *-1.8 yrs) All mothers illiterate', fathers (80%) had primary education Bulk belor'iQ to f ami i ies with annual incom>? of less than 60% b e 1 onc;i eci t o s c h ed\j i, ed c as t e I'!omes i.arqely amonv^ al-:ier children, first born., second Dorn, third born Come from large •siTjed families/households Involved in ujork .. income saving, incom^' generating Feel d xscriminatea against in (natters of food^ play, health a T' e ykji.ild like to study and learn soine income generating skill - Factors for Dropout Ame^nq Girls | domestic uior'k and engagement in remunerative work like cotton □Icking, parental illiteracy, inability to pay extra tuition cost/funds and lack of motivabion lead to dropout amongst girls. Care of sibJings has emerged as a very strong point for insuring dropout of girls ;i n Si rsa. Cultural factors such as early marriage, and discriminatory altitude towards girls are noticed in matters of distribution of food, health and medical care and provision of time for studying. Dron out?^ appear to i. i i-a?d their- teachcrv:, , -'aa =^n U^--irning>. in\di the m'ost: . disliKeo hat; tevnai: i Si. n ‘:!ol "Ias nov; ia iv ou'!'; n ^ i!iurr^ a', -.iie ou J. o1 u t free t r eK t ra f ac i:os i.n cao c. ver^;. - r--aome-.^ U' -actors. 139 fci-M-a school f.actors like doin^^^stic use value, j ncc>me ■saviriG uiopl:: of c o U e r t i o n of fuel., toavier. i‘f “I t p r , a a i n q / a s -b 5 s t- I I'M -I. n V'9 inLAi'i o f'a t ;i V e u/ai'!-:: •ioi'e bv n-I f/fs r-''\ t: „ d i-HicV 1.iTj 1.n a 11?c! riqauv;s t by par-*sn is in matters o* I - -I M1 ,1.1 (.}. y ,, i 1V? i 1- r 1 t.. 3. r ■ I;' , i.j o 0 k :i, v a 11 rj ,■■} a p y ^ q -fj (-, p q. ^ ^ Would likp to go biici^ to schaol., 3. Bituatian of Girls and Women in Sirsa -- WoaiGD form of the populatian in Slrsa 5 pk ratio iift highly adverse, there are only B85 uiomen pei- thousand in Ehrsa. In 1981, sex ratio was BB7, Sex ratio ranges from B70 to 899 in Rania in the blocks? the situation is more alarming in the age group 0~6 years. Where sex ratio is 083 per thousand boys ranging 850 in Nathu Saiai to 903 in Rania. - The phenomenon of sex selective abhortions has been reported by some villages. There is (aKCiati.s of ttmale mortality aver male mortality in all age groups upto the age of 35 years. Decadal population growth in i981-1991 was 27»41H compared to 14.32% -for Kerala - Total fertility rate was 4.5 in 1981, 4.9 for rural areas and 3.3 for urban areas, ~ IMR (1988) was 102 for females compared to 00 per males. Mean age at marriage for Sirsa was 17.40 (1981), 37*/« of all females in the age group 15-19 were found married. -• Cultural practices derogaiory to status of women abound in Haryana. Thi^re is a bc'tal environment of hurling indigrities on women. EarJy marriage, dowry, purdah, strong son preference unequal rights to girls in parental property etc. ai^e noticed. Law valuation of female life in general and gross discrimination in inatteT'S of distribuiion of food, health and medical care, A c r v provision of snppIsmpnts like hoaks, stationRry, clothes to girls are practiced.. Haryana prosperity has fu.rther aggravated the sad I;j 1 i g h t o f u) a nri e n a n d q i r 1 s i-j h o r e g a r d 1 e s i--; o f e c: o n o fn i c s t a t u. s o f the l'iQu.5‘3ha I d are con t i nu.ou.B 1 y involvf-'Cj in domestic work to include livestock care and pi-ov id inq support in cultivation of <-)sch crops. Tlie data further shows that niic 1 e ar i z a t i on of households adds to the problems of women who have to leave the young ctn. Idren often in the care of the older children who are in all eases girls. - Parents appear to favoiar equal food, education, health a medi cal care for their childreri and large. Nearly three fourth perceive boys and girls having similar intelligence and abili ties. Only 2 ' 7 % parents agree to giving equal freedom to boys and girls and less than one thii'd utould g.i. ve equal time to play. More than half the parents do not perceive that both and girls can be given same du h i es /espons :i. b 1 1 i i i os , and bhan can they p e r f o rm all t as k s e q u a 1 1 y w ell and have similar' occupations, nor do they favour joint registration of assets, Mare than one third do not agree that household works should be shared both men and women. - Teachers express highly egalitarian views r'egardinQ equal food, equal education, equal wages, equal int - Cofnmunity leaders (92%) agree that girls and b o y s should be given equal education and equal amount of food and health care and medical attention (B9%). They by and large agree that both have same intelligence and abilities (.89Vi) and can perform all tasks equally (87%). They also agree that equal wages for equal work (84%; and that husband and wife should take all decisions j a :i n 11 y , - However, responses on eqi.ial freedom, equal time to play similar OLCupaiirm and joint, owner-.hip of family assets by husband and uj ,L f e a T ’e neg ai i ve aina r»y 30 to 40 pe rcen t responden ts . Adin i n i s t ra t ors are tlie most egalitarian group. As regards education food, health, wages family decision making, household work, almost all favour equality between sexes. They also per- e i'v e e q u a I f r' e e d o m , e q u a ] a b i J i 1 1 e s a n d intelligence, equal time t o p I. rt'/ , s j, m i 1 r- oc c up a t; i on f o r b o t t"i b ay and g ;i. t' 1 s . T11 e v- also tpnd faviiuj- joint oi'in e rsh :i p of familv assets by men and women. 201 - These respjonses are heartening in that the educational leaders, u'lhcD are amongst the most educated lot of the commun ,i. t i es . "^hey 5( r can become agents of chai'iqe. 4. To collect information on gender bias in (a) text books, (b) teacher training, (c) teachers attitude, (d) curriculum transac tion and (e) administrators attitude. “ Review of Hindi and Maths Text Books has been completed for the state. - Gender role perception of teachei' and administrators has been obtained and analyzed 5. Identify supportive community structures such as women groups, VECs, Panchayats, PTAs, Teacher Organizations, Youth Clubs, supportive of LIPE amongst girls. ~ There are total of 47 Mahila Mandalsc over'ing 307 villages in Sirsa, which were also not functional, Panchayats are taking keen interest in school buildings and need further V E C s do not eKist. They need to be formal, 6. Identification and facilitation of convergence of services of different departments for UPE amoncj girls' (focal arats ECCE, Health and Support Services). At the moinent there was almost absence of any connection be- tuieen the Department of Health and the School System. - In all there uiere 7-37 agangwadis for a child papulation of (0-6 years) 165 762. ~ Blockwise position shows coveraqe q^f yp-j6 ageag group ranges from 20.48 percent in Rani a to 39.15 in Bertfgig i ^ d a . “ Ah the moment there is no con I'd .inat ion between the anganwadi and the scliool. “ II: i s p r (:! (■;) o ‘s e cJ t h a t 111 e t i m i n q s a n cJ p r o i m i t y o f a n q a n uj a d i s t o schools mu'st be coordinated. It is also suggested that the non- foi'mal educafciun centre for girls be opened next to the anganwa- d X s s I fTi'-i 11 an e cjus 1 y . 7. The availability of educational (books, stationery, uniforms) and other incentives (noon meals, attendance prizes etc.) Incentives like free tent books,, stationery, uniform, attend ance j;.irjze's ai'e being cjiven tc> schedule caste g irls which a visible impact on .enrolment p.f SC g ir ls .at the primary stage iiilii.ch 3-”, • ‘i-4- as compared to general g ;i r’1 & enrolment is- 01 % in Sics<-<- In add .1 t I on, the children of nomadic tribes get an allow an re of Flei/-’- per sctionl day and d enu t: 1 f i ed tribes children get attendance scholarship of Rs«10/~ per month for 7 0 % attendance. - Maximum number of respondents ta include parents, teachers, administrators and community leaders have recommended that the afoi'esaid Incentives should be given to ail girls irrespective of caste a n ci c t" e g ci » B. Participation of women in Teaching and Administration. In Birsa, niomen form 60% of the total primary teachers. Houiever, Bl.ockwise differences exist, with women forming 44,96% of total teachers in Debwall and 73.11% in Kalanwati. - Despite this it was found that there were very few women teach— ers in remote areas. Without fail all discussions painted to the need of atleast one woman teacher in every primmary school. Parerits were reluctant to send their daughters to single male teacher schools as they felt that their daughters were not safe e s p e c :i. a ]. 1 y :t. f fc h e t each e r u - a s absent „ Both bhe DPEO of the District and the E«EO of the block were males. Out of the sixteen head teachers interviewed eleven were female.In the District out of Class II Block level officers only one is a female; at the class III (Head teachers level). One out of thirteen is a female, nil amongst the class IV employ ees, numbering si)(. At the school level, of 309 class II offi cers, 72 (24%) are women and at class IV, 3 out of 4 are women, Haryana is consciously trying to give women equal participation in education. Infact, according to the latest policy guidelines, 60% of the fresh recruitments have to be female. 9. Develop State/District Level Monitoring and Evaluation Frame work - (To be done under MIS) As s o o n as all data is analyzed indi cators for monitoring girls education and womens' empowerment shall be developed 2P3 SUGGESTED INTERVENTIONS Admin 1strat i ve Measures 1. Provision of school in the habitation is the? immediate need in unserved Dhanis and the slum area. 2. Provision for Middle and High school education should be made for all villages through 'farmal/non forma 1/distance of educ:aat ion . For planning educational system at district level, small Oianis should be taken into consideration. Day boarding schools to be started for scattered populations. Hostel facilities and Ashram system is the immediate need to check the dropout in Dhani daminafced villages. Hostel facilities to SC girls and girls of eeonom\cally weaker sections should be provided at middle and high school level so that rural uiomen emerge as teachers and d e v e 1 op me v\ t \»)0 r V- e rs . 3. Separate scliool for girls should be opened after primary c 1 asses. 4. Compulsory primary education act must be rigorously imposed for girls. 5.. Single teacher schools should be replaced by multiple teach er schools. 6. Change in school timing in the harvesting and planting sea'"3Dn may be made for effective teaching and learning. 7. The Bovernment should upgrade the village school to reduce drai.tctu.t up to middle-' level, B. 'Hc‘ste'1 f at; i I i t i e's ' and free board ino should be' given to all g 1 r 1 s far se c o n d a r y e d i .i c a a t :i o n . ZOLf 9, Parents should be involved in the school administration. All parents should be involved on occasional functions to inform the a r o g r 0 s o i t heir uj a r'd » 1 C), A f j m i. i‘ I i ;51 r a 1 1 o n s hi o u 1 d 9 i 'v a a ii] a r d b o pi a n c i"i a y a t s that u) c:) rk for cent percent enrolment of girls. 11, DPED should quote examples of such teachers and schools who promote girls' enrolment. He/she should also ask other teachers to create such a healthy environmenb for students. 12„ Women's education should be given priority at the state level . Government should provide maximum money to facilitate girls educ at i on . Teachers 1. More teac;Viers should be appointed. Government should employ adhoc persons. It should employ educated girls and d augh t e r ~ " i n- 1 auj of village as teachers or instrucbors in MFE C:;pn t r e s . Go v t. sh ou 1 r e 1 a >; t h e u a 1 i. f ] c a fc 1 oris djh> i 1 e ap p o i n t i ng lady teachers;. 2« At District/Block/Bchool due representation should be given to u/omen in Admin istrat ion. Govt, should ensure that out of tu)o r.) o t s a f D P I::: 0 <:!; ("1 d B F , oi-i e JOS i: i s 9 i v e n t o a ui o m e n a d m i n i s t a - b o r . 3. NFE centres to be opened for out of school girls with input o f i n come generation ac t i v i t l e s . - E: I , r' a c o a c h i n g s h o u 1 d Id e q i v e n t; o g i rl students. '•T „ T e ache r-i should take car-e of the studenbs and find out the r-0 al'^rir e erf qirls t oin srhcn.;!,, x o r 6. The teachers of primary school need to be oriented on spe cific issues related to girls' education and women's empowerment. In Teacher Training Course, some topics highlighting the gender bias should be included and their solutions should be suggested. 7. Local teachers be appointed and local women students should be given admission to JBT courses. Teachers to be provided residential accommodation in the V i11ag e itself. In case of non-availability of women teachers, qualifica tions for appointing local^women teachers should be relaxed. Government should provide free accommodation and full secu rity to the female teachers. B. Teacher organisations should include U.P.E. of girl« in their action programme. When they have a right to demand from the 3ovt., they have some duty also to give something to the Bovt. In o n t i vtm Govt. should provide more funds for these incentives. Icentives should be given to all needy children irrespective of caste and creed. Amount of incentives should be increased and hh)ere s^>ou 1 c;l be avail ab 1 e an 1 1 me . To bring all girls to school, incentives should be provided to Uiem at par uiith schedule caste girls. Quality and quantity of incentives should ba increased to attract th« g:irls of poor families, H^tendance scholarship to be given to all girls. te(, Incentives should be given in time and winter uniform (suieater ano shoes, sacks etc.) should also be given. Free books, stationery, unifoT-m and meals etc. s h o u l d be given to the students to increase attendance. Uniforms should be given in time. These should be given in the shape of dress lil;;e SAL WAR and BHERT. Winter session uniform should also be given to the istudents. Mid-day meal scheme should be introduced and regular supply a n ci i t q u a 1 i t y s h oi.i 1 d b e m a i n t a i n e d . Mid-day meal rich in Prottlen and Vitamin are necessary for groujing girls. Government should provide transport facility to a nearby high school, free of cost. B'j,s se rV 1 1: e shouId be ade f reqi.ien t. Gove I nine n i. should take urgent steps to setup M . I . S . at Distriict level. tjeruJer disaggregated data on all educational indicators will help monitoring progress towards gender equality. C u r riculum 1. BFEO and DPEO should conduct workshop of teachers to identify 1, h 9 e n d e r- !") i a s e (I m a t e r i a ]. f r’ o fT> the be t b o o k s and s u b m i t their firidiiigs to tlie text book wr i t e rs/cur r icu 1 um framers far elimi- n a t i n g s i * t: I" i b i 2. Text books should be revised. The topics and contents on n e n d e r' b i as sh ou 1 d i d e n 1 1 f i e d an d e 1 i m :i n a t e d from the text b oo k s . A 3 , ' o (:;■ a 1 e r. a\ n 1 e s o f ui o in e n ' s b i‘ a v e r y a n d p a r' t i c: i p) a t; i ci n s h o i j 1 5. Education should be made job oriented. Borne activities relating to household work should be introduced in the school curriculum for both boys and girls, 6, It is suggested that the teachers should give students especially girls entra time so that they can make up their defi ciencies. Extra coaching should be given to students, whose parents are illiterate and helpless in providing space and time and a 1 sa ac -itc.ie(T) i. c. s upp cjr't at t"iome . 7, Incpme generating programmes should be included in school curriculum. Such programmes and vocational education should be started for women and adolescent girls. Support Services 1, Efforts should be made to reduce the burden of household uhDrk on the tender shoulders of the girls. More creches and anganwadis need to be established, keeping in view the exact number of children who require there services. 2. Support services like creches, Anc, anwadis, Balwadis etc. should be started in the Dhani so that parents can be contacted a n r;l c o n v i n c e d t o g e t t ii e ;i r d a u g h b e r's e n r o !1 led. Mob i1i zat ion of Parents and Commun i ty for Girls Educat ion and Nomen ' % Empou 1. It is necessary to make ilLiterate persons literatefor mai:inq them .realize the importance of educat inn, Parental i 1 I 1 '■ eTcU.:y ' should be r'emoVv^d forthwith especially tiiab of !t\or:n- ersi, Literacy campaign shoui d be s bar ted in tht area„ l o g 2. Parents should be made aware at the advantages of imparting education to girls. Aui&reness campaigns on education of girls s h D L.!. I d h) 0 s t a I't G c;! . 3. 7'0 ach e PS/He ad Teacners meeting with the parentsshould be I "I e ]. d 1 1 e a s t o n c e i n a rn a r i t h . 4. Parents should be (notivated through. 5- liaas media, public relation department should also contrib ute in creating awareness among community about the importance of girls' education. 6, PTA should be involved in solving the problems of the girl child at home w:i th regard to studies. More contact with parents can improve attendance. Frequent visits for calling the parents of the absentees should be done by the teacher. Orientation of PTA to gender issues is needed. 7. Awareness generation should be made a part of all pro- gr anniK'S, so that both the d a rents get motiivated to educate their (1 au• ",|liters- C a m (:>a,i.gns <■■■■ i"io u i, d be 1 au.nchet;! . B , A 11 ec; k s h n u 1 d h) e i--.- f'p t on the tradition of early marriage i n the village. Community should be made aware of the legal age at in' I'?■' i age o f g i i' 1 s . 7. Volunteers especially daughters and daughters—in-law of the Village should come up tor launrhing UF^E in the villa g e and for lij r:) r I:- i n g for i >-i o m e n ' s e m i:.) o u? e i- (n e n t:. 1 Cl. D i s t r i c t ac:l m i rt i s t r a 11 on sh ou 1 d ad op t such villages as focal vill.riqes for removing gender bias in education and for women's empo -'-je rmen t . rents should be mailt' aware of value of q iris' education- Parents shi^u ] d i:;» e ni.=-.‘5e ■ aware of the I e q a 1 age at m arriage. 11. Maximum cooperation of parents and communities is essential for the upliftment of ujonien's status and their empowerments 12. Practices harmful to dignity and status of women and girls shouId be added. 13. Legal age at marriage of girls should be told to parents. Ill effects of early marriage should be discussed." Early marriage must be discouraged. Government should become very strict with the parents who encourage early marriage of yirls. This shiould be considered as an illegal act. Strict punishments should be yjven to such parents. 14. Legal help should be made available to women in the village. 15. Mahila Mandal should be started and village women should Viarticipate in education and social welfare activities organized f rom time t o t i me „ Mahila Mandal? should be opened and given enough power's to s e T’ V i B e p r i m a r y e d u c a t i on . Mahila Mandal should be energized with some income generat ing schemes. Members of Mahila Mandals should involve themselves in □rganizing varrious programmes of girls' education. \h« Government or villac4e panchayab sriould empower women in I vill-ige to looi aftr^r girls school ing and attendance. 17. Declining ratio be checked and ideas of the Dai should he h igti 1 i gh t f-M.I in the community. Sex determination tests should be totally i.i ;i scu raged . Postf^rs and ad ve rt i semen ts to this effect shcu-l(i be- checked and legally banned* 2fO {^:::)mmun i ty shauld provide space for liah:i. la Man dais. NFE Centres far girls and vo1unters for programmer concerning girls e d Li c, i t i o n and 1^.1 o m e n ' ;i:> e ni r:• i3 >» e r m e n t. 18, fciducation authorities should seek the co-operation of villagers, social ujor'kers, VECs, Village Panchayat and other Social agencies in the village for solving the problem of dropoiit and non-enrolment of girls. They should also take the help of i?dur:atGd persons nf the village in bringing improvement in the I e aT'n 1 ng 1 e ve 1 of the studen ts . 1-9. Village education committee should be started in the village to get maximum co-operation of the villagers. Panchayat members should discuss such issues in village panchayat. They should also find out from households facing pioL'li>ms wtiich are respon';-i ta 1 e for non-en ro 1 men t of girls. VEC'b can prove vei'v helpful in solving the problem of non- enroiment, retention and achievement if they are involved in planning, implementation and evaluation of UEE. Barpanch was of the view that Village Education Committee (VE C ) shou]d p 1 ay an ac t i v e ro1e in or i en Ling the villagers abou t b h e 11 e c e .1. t y o f e d u < a t i n q girls f o i’ the b e 11 e r m e i"i t o f t h e i r lives and that of the village as a whole. 20. Youth Club/Nehru Yu.va Kend ra/Sang ath an should open its branch in every village an«i this organization should he given the work of U.P.E. at least for five years. 21.. Teacher orci an i z a t i on should do their best or‘ should conduct i P roi I rcin war' foGtiuiq to g a m theiT lost faith. PROGRAMME AREAS Foll.Gucing major programme areata have emerged out of tho study: SOCIAL MOBILIZATION ON ISSUES OF THE BIRL CHILD AND WOMENS EMPOWERMENT i> CampaiQn?5 to create parental awareness and motivation and HO 1 i c i 11 n g cOinmitn i t y sup p o r t ii) Orientation pr’ogrammes for (nembej’ii of VECs, Panchayat;^, t’4YK?5 lii) Btreng th€?n ing and preparing Mahila Mandals for playing k IncentivGri l;o be given to ail girl-s reg ard I «-=ia of caste, class, cr<^ed on time i ) r- rB •;? bc3oI-:nd st a11 oner'y ra!• g i r' 1 s i ) Ti*>o of drei?i =r.(?s shoes and winter clothing for girla i ) L o m m IA n i t y s Li |) f i a v t; a n d c: o m m u n i t y (M a h i J a I i a n d a I ) m ix n a C) 11 noon meal i V ) r.^•:}n?j icl<3 r* j,ng t;ho 11 i f f ic:u 1 i.y af u p g r fid i ng « v e y pr i.n»ary f:;iciu:>ol , all gi rls ccjmplwting primary «itagc* bf given a cyclf» to be able to at b end a m idd 1 e scl'\oo 1 SERVINB OUT OF SCHOOL GIRLS i ) l’'4 o n Formal E cka c a t ion N F E a s 0 fT\ f? r g e v i a •=; m a j o r (i e m a r\ d f? s p e c i a 1.1 f o r* q iris •abova 8 yeai's i th e 1 emen t of inv:a mt? gener at ing ski 113 XI ) Dir-itance EdiAcatican liode iii) Balika Yo.ina (Scheme fvor Adolescent Girl-a DW CD) TOTAL LITERACY CAMPAIGN i) For combating illiteracy especially mother© illiteracy, Tl.Cs iiihould focuB on uiomer^'s literacy and empowerment i i ) De « 1 opmc?n t of gend e r s «r\s i t i ve a t er i a 1 ie. f ac:uss in g on iiiom€Hi ' i=i ach li-*vt?m CONVERGENCE OF SERVICES I. t) Sibling care being a major hurdle, crechcrs, day care centroFi and anganuiad is shou Id be pro v idBd . ii) NFE centre?5 for girlis may function ne: GENDER SENSITIVE CURRICULUM DEVELOPMENT AND TRANSACTION i ) r r p 3 r a t i a n a f mat e r i a 1 for t e a c h © r t j * a i n i n g , c u, r r i c u 3 i.uti (ic V fj 1 of>n’t«?n t and t r an sac t i on i ;i. ) n V' 1 e r ! t a t i on a f t e ac h t? r -b and t e a c !■> e r efi ur a t o r s lii.) O V' IV* n i: :i t i c.i n o f e fi u c a t i o n a I p 1 P f* p a r a b i on of gend(r' r inclu-=>ivG m a t e i' i a 1 <3 for l'4F I i >o t|-> for i ns t r’uc tcj r i-s and T a ri u' rs 12. /\PP£A^OtX J National Policy on Education - 1986 & Programme ofAction-1992 Recommendations For Kdiication for Women’s Equality Fducalion for Women’s F^quaiily 4.2 tulucaiion will he used as an agent of basic change in the status of wonnan. In order to neutraJise ihc accumulated distomons of the pasi, there will be a well-conccived edge in favour of women. The National Education System will play a positive, interveniionisi role in the empowerment of woiTien It will foster the development ol new values through redesigned curricula, textbooks, the training and oneniaut)n ol tc-achcrs, decision-makers and administiators, and the active involvement of educational insutuiions This will be an act of faith and social engineering. Women’s studies will be promoted as a pan of various courses and educational institutions encouraged to take up active programmes to further women’s development. 4.3 l>ie removal of women’s illiteracy and obstacles inhibiting their ac4:ess to, and retention in, elementary education will receive overriding priority, through provision of special support services, setting ol time targets, and cffcctive monitoring Major emphasis will be laid on women’s participation m vocationul tcchnicul and professional education atdifferent levels. The policy of non-discrimination will be pursued vigorously to eliminate sex stereo typing in vocational and pnifessional courses and to promote women s participation in non-traditional occupations, as well as in existing and emergent tahno logics NPE-1986, P-10 1. EdUCMion for Women’s Equality 1. Preface 1.1,1 Educaium for Women's Equality is a vital compoiieniof the overall strategy of securing equity arvd s(x:ial justice in education. Paras 4.2 and 4.3 of the National Policy on Education (NPE), 1986 are very strong and rorthi ight statements on the intervening and empowering role of education. Inter alia, they cmphasj/c provision ol special support services and removal of factors which result in discrimiiuiiion againsc women ai all levels of education. The POA clearly spells out the actions which need 10 be taken lo promote education for women’s equality; it can hardly be improved upon. What is soiighi 10 be done is to modify the contents of the POA wherever appropriate. What comes out clearly is ihc need fot will to implement and institutional mechanisms to ensure that gender sensitivity is rel1o:icd in ihc implementation of educational programmes across the board. Education for Women’s Equality is too important to be left to the individual commitments or proclivities of persons in charge oi implemcnimg programmes, it should be incumbent on all actors, agencies and institutions in the field of educuiion at all levels to he gender sensitive and ensure that women have their rightful share in all educational programmes and activities. 2. Present Situation 1 21 According to the 1991 census female literacy rate is 39.42% compared to 63.86% for males. The number of female illiterates at 197 million is more than male illiterates by 70 million even though the female population is less than the male population by 32 million. There are significant rural'urban disparities among women, rural female literacy is about half of urban female literacy. A striking finding is that for every 100 girls in class 1 in rural areas, there are only 40 in class V, 18 in class VIII, 9 m class IX and only one in class XII— the corresponding figures for urban areas being 82.62,32 and 14. If ten tu twelve years of general education is the basic requirement for entrance into technical and professional education, rural girls would therefore stand excluded. An overwhelming proportion of vocauonal, higher and technical educational facilities are located in urban or semi-urban areas. Participation of girls in this sector continues to be low and gender stereotyped. Similarly, proportion of women and girls in engineering and agriculture ba.sed courses is woefully low. I 2.2 Ihis IS compounded by the fact that the proportion of women teachers in the low literacy Stales IS cxircmcly fKx>r The percentage of women tcachcrs at the primary and middle schools is 21% and 23^^ in rur.tl ;ireas and 56% and 57% in urban areas. 12.^ Ii IS ihcrcforc impcrauve ihai the entire educational system is alive to the gender and regiorml dimcn.sions ol educational disparities. POA-1991, P-1 3. Policy Parameters and Strategies 1.3.1 In pursuance of NPE the mam features of the implementation strategy will consist of the following - (i) to ger ihe entire education system to play a positive interventionist role in the empowerment of women; (ii) 10 encourage educaiional insiiiuiions to lake up active programmes to enhance women’s status and further women’s development in ail sectors; (ill) 10 widen women’s access to vocational, technical and pro'^essionfJ 'uJucation at all levels, breaking gender stereotypes; (iv) 10 crcaic a dynamic management structure that will be able to respond to the challenge posed by ihis mandate 4. Plan «f Action 14 1 Strategies ouilinc (i) All the Bureau of the Department of Education will prepare a concretc action plan addressing gender related concerns in their specific area of work by August, 1993. Relevant nodal msiitutions like ihe UGC, AlCTE. ICSSR, ICKR, CBSE, ICAR, ICMR, lAMR, State Boards, Vocational Education Bureaus, etc. will also prepare sinlilBr action plans, part IV, para 4.1 to 4.3 of the NPE and Chapter XII of the W)A will form the guiding principles for the action plan. (li) A monitoring unit will be created in the Planning Division of the Departnicnl of Education to ensure integration of gender issues into policies, programmes and schemes^ Ihis unit will develop indicatfHs for monitoring implementation, ensure effective disseminationoftnformatiort and coordinate action. This will be done by August, 1993. (iii) Similar monitoring units^ureaus will be set up at the State level. (iv) Annual reports of all the bureaus and institutions will clearly spell out the steps they have taken to cnhame women's and giils’ access to education, ensuring that the content and proccss of education is scnsiuve to gender conccms and equal access is assured for science and technical education at all levels. K )A 1991, P-2 5. Kmpowermenl of Women 1.5.1 Education can be an effective tool for women’s empowerment, the parameters of which are:- — enhance self esteem and self confidcncc of women; ~ building a positive image of women by recognizing their contribution lo the society, polity and the cconomy; — developing ability to think criiically; — fostering decision making and action through collective processes; enable women U) make mfotmed choices in areas like educaiton, employment and health (especially reproductive health); — ensuring equal participatiwi in developmental processes; — providing information, knowledge and skill for economic independence; l\> — enhancing access lo legal liieracy and informaiion relaiing to their rights and enlitlemenls in stKiciy wiih a view to enhance their participation on an equal fooling in ail areas; 1 5.2 The following m c a s u r t is b t likkc'n achievement of the above paiBmeters and the conccmcd bureaus and institutions will report on progress as stated in para 4.1 above: (i) Every educational institution will take up active progran^nies of women’s development; (ii) All teachers and instructors will be trained as agents of women’s empowerment. Training programmes will be developed by NCERT, NIEPA, DAE» SRCs, DICT*. SCERTs and the University System. Innovative training programmes will be designed with the assistance of conceme-d organi/aiions and women’s groups; (iii) Gender and poverty sensitization piogrammes will be developed for teacher educators and administrators. An environment will be crcated whereby all the sections of the education sector will f)ccomc alive and sensitive to the role of education in eliminating gender disparities; (i v) In onlcr to c reate a greater confidence and to motivate parents to send girls to school, preference will be given to recruitment of women teachers. POA 1992, P - 3 (v) ITie common core curriculum is a potentially powerful in^m ent to promote a positive image of women The Department of Women’s Studies, NCERT will intensify activities aln»dy initiated in the area of developing gender sensitive curriculum, removing sex bias from icxibooks tnunmg of wiwcni/iejichcn. SCERT and the conccnvcd Slate Itvel boanls and institutions will initiate similar work. (vi) Furabwould require to be earmarked m all education budgets for such awarenessand advocacy related acliviiics 6. Research and Women’s Studies 1.6.1 Women’s Studies is a critical input to promote better understanding of women's contribution to s(x'ial processes within sociai. technological and environmental change, their struggles and aspirauons, conceptual obstacles that make them ‘'invisible” in many areas of scientific enquiry. The programme aims to investigate and remove structural, cultural or attitudinal causes of gender discrimination, and thus empower women to achieve effective participation in all areas of national or international development The four dimensions to be supported are:- (i) Rcsrarch to advance the frontiers of knowledge, develop human resources and produce tcaching/lcaniing material in pursuit of the above aims. (ii) Teachinguicliangepresentattitudesand values ofmen and women tooneof concern for gender equality. Existing biases and deficiencies in curriculum will be addressed. (iii) Training of tcachers. decision makers, administrators and planners to enable them to play a positive miervcntjonist role lor gender equality. (iv) Extension or dircct involvement of institutions in women’s development activities among the communily 1.6.2 Sptx lal efforts will be made to make the Women’s Studies Centres set up in 20 univeisities and a? 11 colleges 10 baomc more effective Uirough iniensive iraining of iheirsiaff, Emincnl institutions and well km)wn women’s organizations will be involved in the process of revitalizing existing centres/ units and helping in the establishmeni of new ones. 1.6 Net working between different iastiiutions for research, extension and information dissemination has demonsuaied high cost-effecuveness as well as potential tor coordinated growth. Such networks will be initiated to increase output of quality teaching materials especially in regicxial languages, uraintn)< and curriculum design, and decentralized area-specinc models of intervention. POA 1992, P -4 1.6.4 Foundation course should be designed and introduced for undergraduates with a view to promote the objectives of empowerment of women This will be done within the 8th plan period. 7. llniversaii/Jition of Elementary and Adull Education 1.7.1 ii is im|N)ssible to achieve Universal Elementary Bducation (UEB) unless concerted effoiis arc made to reach out to tlie girl child. Girls who cannot attend formal schools or have had to drop out will be provided e-ducaiional opportunities through Non*ForrnaI Education (NFE). Efforts will be made ti) design sfiecial NFB programmes for out of school and adolescent girls with a view to gel them back into the formal su^cam or qualify for technical or vocaitotxal cducaiion. The Open School, disVMVCt education systems and other innovative educational programmes will reach out to girls in ruralAiemote areas and urban slums. Voluntary and community based effons will be encouraged in this K^ctor. The above tasks acquire a grejiter significance in the SAARC decade of the girl child 1.7 2 The rural girls arc doubly disadvantaged by non availability of educational facilities and by the work they have u> do related with fuel, fodder, water, sibling care and paid and unpaid work. Cotwdinated cITorLs, albeit with other De^iartments/Ministnes, need to be made to provide the neccssary .Ku(^)n services to enhance their participation and performance. Provision of support services and child lare facilities should be seen as a necessary and integral adjunct of UEE, 1.7.3 An im|)ortani consuraining facu)r lor female education is the lack of women teachers in niral area.s. V\\c Revised f\)licy Formulations postulate lhai at least 50 pej c«m of teachers Yie cru iiM . utouybt»e«icii,and to augment teacher-training facilities for women so that adequate number ol qualified women teachers and to augment teacher°training facilities for women so that adequate number of qualified women teachers are available indifferent subjects, including Mathematics and Scicnce 1.7.4 Total Liicrdcy Campaigns (ILCs) being taken up should pay special attention to women in the 15-35 age group as it has been done with very positive impact in many districts. NFE should be dovetailed to Tl-Cs in order to reach out to girls in the 10-20 age grotip I 7.5 Programmer for continuing educ^ition should be designed to ensure that neo-literaies and schtiol gomg girls have access U) reading materials. If necessary, books and magazines should be made available to women in their hamlets, flic medium of radio will be utilised to sustain enthusiasm and motivation. 1.7.6 Efforts should be made to ctx)rdinaie the differeni vocational schemes within tlie formal sy.siem and those iniiiated by the other t>cpartmenl<;/MiniSirics. K jA-1991, P- 5 U K. Women’s Access to Vocational, Technical and Professional Education and Existing and Emergent Technologir* I.H.I Improvcmcni of girls’ access lo lechnical, vocational and professional education requires a national programme lo introduce and strengihen Science and Mathematics leaching in all girls schools. A special scheme will be de^signed to meet the shonfall of Science and Mathematics teachers in girls schools. Serious efforts should be made by the Centre and State planners, curriculum developers and administrators to consciously encourage i^rticipaiion of girls in non'traditional and emergent technologies at all levels. Guidance and counselling for girls should be underuiken as a necessary precondition to encourage participation I.K.2 Women’s access to lechnical education will be improved qualitatively and quantitatively especially in rural areas. Women’s ITls and Polytechnics and women’s wings in general Polytechnics and ITls will be revamped with a view to diversify disciplines, trades and courses to encourage panicipation in new and emerging technologies. 1.8 3 Inlonnation about credit, banking,entrepreneurial abilities will be developed In technical and vocational institutions. The apprenticeship scheme will be strengthened lo increase the coverage of women. 9. Media 1.9.1 The electronic, pnnt and traditional media will be used to create a climate for equal opponunitles for women ai\d gtrls. U will thus ^ilay a complctncnlary and su\iportive role in awareness generation, dis.scminaiion of infofmation and communication Gi ven the fact that almost all rural areas are covered by radio, spccial efforts will be made to utilize this medium lo reach out lo women. 10. Management Structure at Centre and State Level 1.10.1 Women’s cells should be set up forthwith in all Central and State agencies concerned witli curriculum development, training and research. 1.10.2 A Monitoring cell will be set up within the Planning Bureau of the Department of Education, Ministry of hiuman Resource Development. Similar units in the states should take responsibility for monitoring and evaluating progress 1.10.3 A high level Inter Ministerial Committee will be constituted by the Department of Education, M H R D to:- (i) review implemcniaiion of K )A on a aintinuing basis; (li) advise ihe government on policies and progrdmmes related lo girls education; .wjA-1991. P-6 (lit) activate planning m^hanisms in consultation with each other to ensure provision of essential supptm services that will enhance girls’ and women’s paiiicipaiion in education. I 10 4 Similat commiuec.s will be consiituicd at the Slate level, FOA-lQQa, P - 7 V/ II. Education of Scheduled Castes and Scheduled TVibes and Other Backward Sections 2.1.5 A number of Centrally Sponsored Schemes are being continued in the 8th Five Year Plan (1992- 97) for SCs, STs and other backward sections. Iliese are (i) Post-matric scholarships; (ii) Gran'fe-in aid to voluntary organisations; (iii) Pre-mairic scholarships for children of those engaged in un-clean occupations; (iv) Book banks; (v) Boys’ and Girls’ Hostels’ (vi) Coaching and allied schemes. In addition to these, two schemes in the central sccU)f have also been approved, viz., (i) special educational development programme for girls belonging to SCs of very low literacy levels, and (ii) educational cornplcx in low literacy p(xkets for development of women’s literacy in tribal areas. I'he^ programmes are in addition to the special thrust given to the weaker sections in addition to the special thrust given to the weaker sections in the general programmes for educational development like opening of st:hcK)ls. running of Non-Formal Education (tsTFE) centres and adult education centres, .schcme.s of Operation Blackboard, upgardation of merit of SC/S T students, reservation in educational institutions, etc 2. P3lementsry Rduration 2.2.1 Taking into account thecxpcrience gained in the implementation of NPE, 1986 and POA, the lotlowing strategies arc proposed. (\) /^rre.v.v and Enrol mem 2.2.2 In order to ensure universal access and enrolment of SC children in rnral areas, henceforth, in opening primary and upper primary schools priority would be given to the needs of SC habitations and hamlets. As far as possible pre-primary section will be an integral part of such schools. 2 2.3 Every Scheduled Tribe hatHtation will be provided with a primary school or other suitable institution before tlw end of the 8th Five Year Plan in wder to ensure universal enrolmenl and participauon 2.2.4 In tribal areas educauonal plan will be implemented in an intcgratcsd manner. Pre'Schcx}l education (through Balwadisl Non Formal Educaiion.elementary education and adult education will be organically linked and integrated to ensure achievement of total literacy of the entire population, rhisintcgrdicd F.ducaiional Complex will be responsible for total education within its area serving all thiUlrcn in Uic agc-group 3-14 and adults in the age-group 15 and above. 2.2.5 f or SC children acccssand enrolment will be assured primarily in the formal school. Where SC children are not able to attend the formal school provision for non formal and distanix education rentrcs will lie made to ensure universal acccss and enrolment. 2.2 6 It will be the responsibility of the tcachcrs to organise drives at the beginning of every academic session to enrol all school age children specially girls belonging to SCs, STs and other backward stations, for this purpose activc assi.stance of voluntary agcncies and local communities shall be taken. Tradiiional and folk media can be very effeclivcln reaching parents and children in remote areas to moiivaic them (h) Pariicipaiion 2.2 J Adequate mccntives will be provided for the children of SC, ST and other backward sections in the (orm of Scholarships, Unirorms, lexibooks, staiionery and mid-day meals. 2.2.R All schools, NFE centres and pre-school centres in SC/ST habitations will be equipped with necessary and essential inrrasmictural Tacililies in accordance with the norms laid down for Operation Blackboard and Tor achieving Minimum Levels of Learning (M LL). 2.2.9 Operation Blackboard shall cover within a period of two years all schools in tribal areas and Hanjan Basils irrespective of the date on which the school was set up. 2.2.10 The indigent families among SC/ST will be given incentives to send iheir children, parucularly girls, to schools. (c) Achievemeni 2.2.11 Children from tribal communities will be taught through the mother^gue in the earlier stages in primary school. Teaching/learning material in the tribal languages will be prefwed providing for a uran.sition U)Ohc regional language by class 111. 2.2 12 The honw language of children of SC/ST may be different from others. Therefore, standard leaching/leaming material will be re-wriuen to make them intelligible to the SC/ST children especially in areas where the standard language and the learners’ dialect are different 2.2.13 It will be cn.surcd that MLL already set-up for primary schools will be achieved, Uiat the neccssary standards of Rr. are acquired by all children in SC/ST communities. Effective methodologies for measurement of M LL will be implemented. P-9.10 3. Adult Rducation 2.3.1 Adult education programmes will be an integral part of educational micro-planning in all tribal areas. 2.3.2 Under the total literacy campaign SC and ST populations will tie tlie major focus for achieving loial literacy. Special aiiention will be paid to adult illiterate women. 2.3.3 Adult education programmes for SCs/STs will essentially be programmes of empowerment Special and relevant curricula and matenals shall be prepared for this purpose as a crash programme. 2.3.4 Post-literacy centres will be set up in SC/ST areas where literacy campaigns have been carried out in order to provide facililKS for continued liieracy for adult neo literates specially women. 4. Incentives 2 4.4 Rcsitteniial faciliiics will be providtxl for SC/ST students preparing forrompetitiveexaminations. V'/if 2 4.5 Acldiiional scholarships v/ill be provided for SC/ST girl students in the secondary and senior secondary classes. Spccial coaching and remedial courses will be organised for SC/ST girl students. 5. Reservalions 2 I Implcmcniaiion of reservation will he monitored at all levels and failure to adhere to the same will be made punishable. 2 5.2 Reservation in recruiunent of teachcrs from SC/ST communities will be ensured in all educatioi^jnsiiiultons. P-IO-ll 6. Teachers and their Training 2.6.1 Where teachers are not available m schools located in SC/ST localities, crash programmes for giving suitable training to eligible persons from SCs/STs will be started. The eligible amongst them will be appointed as teachers in the schtx)ls. 2 6.2 Spaified lcac:her training institutions such as DIETs will be ideniined for training of SC/ST teachcrs on a large scale. 2 6..^ In order toencourage SC/ST students to become ifiacher^ special courscs integraung secondary, senior sec ondary and professional trammg will be devised. This will encourage such candidates to opt for tiK' teachmg profession from an early stage and get adequate training as teacher. 2.6.4 Wherever |X)ssible husband-wife teams will be poste-d as teachers in tribal areas This will ensure high ptinicipaiion by such icaclwrs in school education 7. Additional Measures 2.7 2 fldut aiion m tnbal areas should be hnked with outdoor activities. Many tribal children excel m spons, games and other out door activities Such taleni must be identified and nurtured. Adequate ctwching will be provided at early stages so that these talented sportsmen and wontcn can partici|»te in sporting activities and competitions. Scholarshi|)s will be provided for such students paying special attention to their diciary requirements 2.7.3 There is need for improvement in the standards of hostels for SC/ST students. Special attention has 10 be paid lo the nutritional need of the students. As far as possible hostels concerned in or around ihe vicinity of the school/college where the girls arc enrolled and adequate security measures ^ould be provided. Hostels should preferably be run by Non P-12 9. Monitoring 2 9.1 In addition lo the monitoring by the existing scheme, monitoring of education in SC/ST areas will bccnirusk’U inthc local community/village education committee with adequate representation of SCAST mcmk rs specially women. 'I1ic local community will take the total responsibility of planning ilic cdui:aiionai I}k:iIuic.s in SC/S T areas ;y K 2.9.2 In most of the Slates and at the Centre the incentive programmes tike scholarships, mid-day meals, free uniforms, etc. and setting up of hostels and Ashram Schools for SC/ST are being implemented by the Welfare Departments, while the Departments of Education run programmes of settmg up of .schools, appointment of teachers, preparation of textbooks, curriculum, etc. which cater lo SC/ST studenus as a part of the general programmes of the Education Departments. It would, therefore, be appropriate that the nionitoring is done by the respective departments implementing the programmes. The Jomi Monitoring System developed for this purpose by the Ministry of Human Resource Development. Ministry of Welfare and Planning Commission will be taken up earnestly. 2.9 J In some Statcii. educational institutions for Scheduled Tribes are being run by agencies other than the Edui^aiion Department. It is better that these are managed by Department of Education. 10. Evaluation of Schemes 2.10.1 A number of evaluation studies have been (inducted on the implementation of Centrally Sponsored Schemes as well as schemes of the Stale Governments. For example, in the recent past, the post matric scholarship scheme has been reviewed by the Department of Personnel and by NIHPA. Pre-matric scholarship schemes of the State Governments have been evaluated by NCER T. The Girls’ Hostel scheme was reviewed by three research organisations under the scheme of evaluation of the Department of Education. Many studies have also been conducted under the programmes of assistance of Ministry of Welfare, NIEPA, NCERT, Tribal Research Institutes, etc. But there does not seem to be a proper follow up of the repons 2.10.2 What is needed is a systematic documentation and utilisation of the findings of the reports for taking corrective action. P-I3-14 3. Minorities Rducation 3 4.9 Studic.s and surveys to be commissioned on selecUve basis by Research Organisations, Universities and other Central and State Agencies (Action : Department of Education - Centre and Siaie.sAJTs. Ministry of Welfare, NCERT, U.G.C., Planning Commission, ICSSR). 3.5.1 IV. Orientation programmes for principal!^anagers and training programmes for teachers of minority educaiional institutions ukcn up by NCERT/NIEPA to be intensiried (Action: NCERT/NIEPA). PGA - 1992, P-23 (x) Women’s Community polytechnics should be set up in minority concentration areas cm priority basis. (Action : Dcptt. of Educaiion - Centre and StatesAJTs). p . 24 3.5.2 (ix)T'here isa large conceniration of minorities in urban slums. A Cenirally sponsored/Central Scheme V be devised to cater to their educational, health and nutritional needs. Special infrastructure should be provided for implenieniing schemes of Operation Blackboard, Adult Education, Non-formal Education etc. (Action : Dcptt. of Education, Ministry. HRD; Ministry ctf Urban Development). (xiv) In areas where there is concentration of the educationally backward minorities, girls hostels to be constructed in schools and colleges on a priority basis. (Deptt. of Education Centre/States> M/0 Welfare and U .G .C). (xv)Voluntary Organisations would be encouraged to set up m S in minority concentration areas Where necessary, suitable funding would be provid«d. (Action ; Ministry of Labour, States/ UTs). F-2 7 3.5.3 Long Term Programmes include: (a) Barty Childhood Cart and Education Centres Early CYiildhood Education Centres will be set up in Primary Schools in areas pre-dominantly inhabited by educationally backward minorities. Socially Useful Productive Work (SUPW) should also be introduced in such schools. The Department of Education, Ministry of Human Resource Development should prepare a scheme of assistance to State Oovemmenls in this regard. However the State Governments will be encouraged to start their own programmes in ECCE. (Action; Deptt of Educaiion, M'misiry of HRD). p . 27 (0 Women’s Education (i) As the women literacy and the girts enrolment is lowest among educatkMially backward minorities, in the schemes of opening of girls schools, appointment of lady teachers, opening of girfs* hostels and providing of incentives in the forms of mid-day meals, uniforms etc. Minoriticjf needs should be fully met (Action: State Oovts. / U T i), (ii) A Production-cum (g) Voiuntary Effort in Aduit Edmadon A Early ChildhtH>d E(btcaaon Orientation Courses for professionals from minority communities to motivate voluntary effort; attaching one centre to all minority institutions to create awareness of these schc^es and to train supervisors for multiplier effect. (Action: State OovtTUTs). P -2 9 4 Education of the Handicapped Need for Gender Focus XI 5 Adult & Continuing Education 5A 2 Media would be used in literacy promotion as a tool of dissemination of information, as a tool of mobiiisaiion, motivation and sensitisation, as a tool of learning by sharing information, ideas and experiences and as a tool of social action for change. For this purpose, discussion on various aspects relating to literacy would be arranged on Doordarshan and Radio, spots and motivational films would be produced and show on TV and classes conducted ihrough radio. Both print and non-print media, including the uaditioi^ folk arts, would be fully harnessed for disseminating the message of literacy and for creating a positive climate for literacy. P-44 (e) Propagation of the message of small family norm which has been yet another issue of natioruU concern as also one of the sub-themes of all literacy campaigns would continue to be accelerated. This, aloiigwith other measures like importance of delayed marriagB, proper spacing, changing ^ existing social biases in favour of the male child in our society, eic. will be integraied into the content of the primer, contem of materials for neo*literates, curriculum and course content of uaintng and orientation of all functionaries, transaction of instmctional lesscms, evaluau'on, etc. (0 Promotion of women’t equality wU\ be a mapi area of (ocus in Utoacy programmea. Woridng towards this objective will have folkiwing implications for planning and implementation of TLCs: (i) Enabling the participation of women in the decision making processes of the campaign and devek)ping organising skills. (ii) Ensuring wide^ possible {mrticipation of women as teachers and learners in the tcachlng- leaming process. (iii) Organising activities specifically designed to bring about auitudinal change amongst men, thereby developing a greain^ sensitivity towards the difficulties faced by women in Indian socicty. This shouki lead to collective action to remove such difficuldes wherevo- possible. (iv) Pronioting the fonnatk)n of women's organisations whk:h will take up issues relating of women’s rights. (v) Providingsuitabk:avenuesofgainfuiemploymentofwomenarMjensuringlheirparticipauon in every stage of the developmental process. P-45 (vi) Ensuring that society as a whole is sensitised to (he need to translate assurances of equality into concrete action such as payment of equal wages for equal work. (vii) Designing and promoting innovative and imaginative schemes which con^iously work towards women's equality and empowerment. Existing models such as a Women’s Devek)pment Pmjcct (WDP), or ihc Mahila Samakhya concept, would be enlarged in scofje and ambit, and integraied with liierm:y campaigns (viii) Creating struclures, and faciliialing mechanisms by which ihe concept of women’s equality and gender justice is integrated at all levels with ihe work of the Sakshana Samitis be it in training, content or participation. (g) An important and positive fallout of the compaigns is that parental demand for enrolment and retention of children in the formal school system has increased manifold. Endeavour would be made to positively respond to such demand by opening new schools, adding r(x>ms to the existing school buildings, appointing additional teachers and arranging their orientation and training and improving the ojierational efficiency of ihe delivery system so that it can absorb the growing demand. Simultaneously efforts would be made to provide appropriate and need based non- formaJ education to working children in 9-14 age group so tliat they do not, after reaching adulthoixl, add up to the ranks of illiterate adults. For this purpose, an effective linkage would be established with programmes/activities relate^i to UEE, including KFE. (h) Messages of basic health care and programmes formulated thereunder, both protective, curative and preventive with special emphasis on health care programmes for women and childxen, would beintegrated into the conteni and process of campaign materials, training, environment building. actual leaching learning phase, etc, in th same manner as small family norm, conservation of environment and women’s equality. p . 46 >: I/’; 6. Early Childhood Care and Education 1. The l^esen! Situation 6.1.1 The Naiional Policy on Education (NFE) has given a great deal of importance to Early Childhood Care and Education (ECCE). It views E C (^ as a crucial input in the strategy of human resource development (HRD), as a feeder and support programme for primary education and as a support service for working women of the disadvantaged sections of the society. P-55 2. Targets and Phasing 6.2.1 The aim of ECCE is that every child should be assured access to the fulfilment of all basic needs. As such efforts will be made towards universalisation of ICDS by A.D. 2000. By the end of the Eighth Plan, 3.75 lakh Anganwadi cenuts would be established and by A.D. 2000 seven lakh Anganwadi cenu«8. Anganwadis will be gradually converted into Anganwadis cum-creches. By the end of Eighth plan, 25 per cent of Anganwadis will be converted into Anganwadis-cum-creches. Qualitative improvement of ongoing ECCE programmes v\ ould receive high attention. New co$% effective designs of ECCE w vU also be cncouragcd and supported. P-56 6.5.1 Iniliaiing a iwo-year vocational course in ECCE at level with the objective of creating basic .skills which can laier be adopted through job training for sf)ecific situations; P-62 Girl child foius to be sharpened (vi) Coordinating the timings of ICDS Anganwadis with the primary schools wherever possible. 7. Elementary Education 4. Revised Policy Formulations 7.4.1 (iii) It was speciHcaliy laid down that ai least 50 per cent of tfic tcachers recruited in future should be women 7.3,6 A positive externality, rather unanticijwted, of the Total Literacy Campaigns, has been tliat in many districts covered by the campaign there has been an upsurge in the demands for primary education. In quite a few districts “t)ut of school" children in the age group 9-14 was covered by the campaigns. Further, in these districts the awareness generated among parents is leading lo better participation of children in primary schf>ols, ITiis happy experience has reconfirmed the need lo pay 'more attention lo the “demand side" in Mrategies for achieving UE and highlighted the need for a disaggregated approach to the problem of LfEE whereby districis, not States, and spec Ifc disadvantaged gfoups^— the girls of SCs and STs— should become the basis for future planning. 7.3.9 CAB E considered the failure to universalise elementary education and literacy as not only of a qvieuicm of lack o( resaurcc&bvtalso of sysicmic deficiencies The additional resources that may be available under external assistance sht>uld therefore, be used for educational reconstruction which shoul J go beyood the conventional measures such as opening new schools, c^)nsimction of school buildings and ap()ointing teachers. It Is necessary to adopt a holistic appn«ch, and to address (i) the educational needs of the working children, girlsonnUlisadvantagetl gioui)s, and (ii) issues of content, process and quality. disaggregated Target Selling and Decentralised Planning 7.4.2 In the 8th Plan|the strategy for UBE envisages adoption of disaggregated target setting and decentralised planning. An analysis of the educational indicators reveals that within each State, even in the educationally backward ones, there are areas and districts which are almost within reach of universalisation, while even in the educationally advanced States there are distiicts which are still quite bac kward. The attempt would be to prepare district'specific, population^speciflc plans for IfEE within the broad strategy frame of Microplanning through people's participation and introduction of Minimum Levels of Learning (M IX ) in schools to improve learner achievetTicnL Microplanning will provide the framework for universal access and universal participation while M LL would be the strategy frame for universal achievement 7.4.3 In order to reduce disparities a disaggregated approach will be adopted lhn>ugh district planning by classifying districts into four categories;- (i) High literacy districts in which access and enrolment are almost universal and community awareness for wlucation is already high: (ii) total literacy campaign dlsrricts in which community mobilisation for educational needs has been successfully generated by ihe National Literacy Mission; XV (iii) low liicrdcy disuicis in which ihc provision of education faciliiies is unsaiisfaclory aiu< ihc delivery system functions without any community involvement; and (iv) externally assisted project districts with a different management structure and sufficient financial support. 7.4.4 The strategies with regard lo access, participation, achievement, environment building, community participation, etc. will be different for the four categories of districts. 7.4.5 Under this broad strategy of district planning and based on the experience gained in implementation of NPE, and the RPF, the following strategies are proposed. (i) Adoption of alternative channels of schooling like voluntary schools and NFE centres for these who cannot avail of conventional full-time schooling. (ii) Microplanning through involvement of teachers and the community in order to design and implement a family-wise, child-wise plan of action for universal access/enrolment and participation (iii) Making parents aware about Iheir responsibility for ensuring the completion erf elementary education by their children and for providing at home the facilities and encouragement needed for this purpose, (iv) establishment of linkages between programmes of pre-school and primary education, and between programmes of literacy and UEE, in total literacy cajnpaign districts. (v) Improvemeni of school faciliiies through revamped Optraiion Blackboard andconnecung ii to M LL so^tegy. It will also be extended lo upper primary stage. (vi) Oecentralizationof«4icational management for making the schools function so as to ensure universal enrolment, retention and achievemenl (vii) Introduction of MLLs at primary and upper primary stages including coverage of the non- formal education channel, P-71 (viii) Revision of process and content of elementary education to make teaching-learning child centred, activity based and joyful. (ix) Inu-oduction of continuous and comprehensive evaluation with focus on remedial measures. (x) Modification of teacher training programmes in view of changed strategies and programmes. (xi) Improvemeni of the monitoring system for HER. (xii) l.aunching a National Mission to achieve the goals envisaged in the revised policy. 7.4.6 Funher efforts would be made lo develop district specific projecLs, with specific activities, cleaily defined responsibilities, definite tirne-scheduleand specific targets. Each district project will be prepared witliin the major strategy framework and will be tailored to the specific needs and possibilities in the district. Apart from effective UEE, the goals of each project will include the reduction of existing disparities in educational acccss, tlie provision of allenative systems of C(xnparable standards to the disadvantaged groups, a substantial improvemeni in the qualify of schooling facilities, obtaining a genuine community involvement in the running of schools, and rv/ building up local level capacity lo'ensure effective decenlralisalion of educational planning. Thai is the overall goal of^^rojcci would be reconsiruciion of primary education as a whole in selected districts instead of a piccemcai iniplementation of schemes. An integrated approach is more likely to achieve synergies among different programme components. 5. Provision of Universal Access 7.5.1 Existing schemes will be suitably modified and measures will be taken to mcorporate the new policy formulations. a) Fornuil Schooling 7.5.2 New primary schools according to the norms, will be opened in unserved habitations. NFIt centres will be opened in smaller habitations and for children who cannot benefit from the school system. In addition, a new scheme of Voluntary Sch(K>ls will be launc hed to achieve universal access for children in different areas. 7.5.3 Primary Schools : In 1986, it was estimated tliat there were approximately 32,000 habitations with a population of 3(X) or more that required primary schools Though many new schools have been opened, new habitations have also come into existence, and it is estimated that 35,(KK) new schools will be required. These schools will be oj»ened by ihe State Governments following the norms .specified under Operation Blackboard P-71,72 7.5.4 Upper Primary Schools . In onler lo increase enrolments at the up()er primaiy stage, the mfrasu^ucture at this stage will be expanded. The existing nonn of providing an upper primary school within 3 km walking distance is generally inconvenient for girls. This norm will be relaxed and the new ratio^ between primary and upi)cr primary schtx)Is will be 2; 1. Action will be taken in the next 5 years to uf>grade every second primary school to the upper primary level. It will be primarily the responsibility of the State Governments to observe this norm for school-mapping. 7.5.5 In order to achieve UEE the school system will have to ctlcr lo about 18 crore children. This calls for increasing the number of tcachers from ihe present 27 lakhs to 45 lakhs based on the teacher pupil ration of I‘40, The increase in student population would also require an additional 11 lakh class rooms It) be built in the next 7 years. (b) Scheme of Voluntary Schools 7.5.6 A new scheme of Voluntary Schools will be launched to cater to the needs of neglected, hilly, tribal and difficult areas where there is no provision of sch(X)ling. This scheme will enable voluntary agencies to conduct schools for UPFAIEE and stimulate community participation in phmning and conducting schools in a locally appropriate manner. 7 5.7 7Tie Voluntary Schools would l;»e organised to serve all school children in a given village./ habiuiiion. Areas would be well defined with a population of not less than 150 so that the Voluntary School has at least a minimum of 30 children. Voluntary Schools would be expected to complete prifnary/elementary education of the required level in 8 specific period adequate for the pupils to master the curriculum l^eamers enrolled in the Voluntary Schools may appear as external students for entry into any class of full-time formal sch 7.5.8 A system of monitoring and evaluation will be designed by the grant-giving agency to periodically evaluate the work of ihe school on the basis of five main criieria— ^nrolmcnt. attendance, retention, achievement of minimum levels of learTiing and community involvement. 7.5.9 Central assistance will be given to the eligible Voluntary Agencies to run the schools. (c) Programme of Non Formal Education 7.5.10 In order to strengthen the NFE Scheme the following strategies will be adopted: (i) Provision of NFE centres will be based on the Microplanning cxcercise carried out for UEE. NFE centrcs will invariably cabtr U) the needs of children, especially girls, who arc not able to or who cannot attend the formal school. (ii) Vocational and technical courses of wide variety will be provided for children and youth who pass out of the Non-Fbrmal stream. Shramik ‘Vidyapeeth and Voluntary agencies will be involved in this ptDcess. (ill) Voluiuary agencies will be encouraged to undertake projects of N f^ , especially in aieas where Ihe. formal schixjl system is noi able to meet the demands of IJEE. d) assistance to ^adcmic institutions and voluntary agencies for taking up innovative projects and research and evaluation activities in the field of non-formal education on 1()0% basis. P - 72,73 (d) Microplanning 7.5.13 Micmplanning is a process of (Jcsigning“afamily-wiscandchild-wiseplanofaction ’ by which “every child regulariy attends school or NFE centre, continues his/her education at the place suitable to him/her, and completefat least 8 years of schooling o its equivalent at the non-formal centre.” A revenue village would be ideal for specific planning; however, microplaiming for UEE may be carrie/1 our at the Block, Taluk, District levels. Within area the steps by which this micro level planning will be o()erationaiised are; i v) Ensuring that all children, special ly girls and SC/ST children, regularly and actually participate in elementary education, 7.5.16 Microplanning will be made opcralioiial in about 20 project areas on an experimental basis during 1992-93. Ba.sed on tl>e experience gained during the course of implementation it will be expanded to cover about 100 districts during the 8th Plan. In due course the entire country will be covered, thus ensuring universal access and enrolment, and universal retention. P-74 (e) Operation Blacktfoard (iii) Expanding to upper primary scliools to provide (a) v least onerixiin for each class/section (b)a Hcadmastcr-cum olfice room.(c) scpaiate toilet facilities for girls and boys.(d) essential leeching learning equipment including a library (e) at least one teacher for each class/section and Item s, consumable and uiinor rcpuirs, eu;. y V//V 8. Secondary Education 2. Policy Change 8.2.1 The Revised Pol icy Formulations lake note of the increased demand for secondary education and go beyond N f^986 by calling for a planned expansion of secondary education facilities all over the country. Secondly, Utey call for higher participation of girls, SCs and STs, particularly in science, v(x;aliorjal and commerce streams. Thirdly, they call for reorganisation of Boards of Secondary Education and vesting them with autonomy ‘so that theu’ ability to improve the quality of secondary education is enhancei^fourthly, they envisage that effort will be made to provide computer literacy in as many secondary level institutions as p o s s i b l e equip|ie(l with necessary computer skills to be effective in the emerging technological world 3. Broad Parameters of the Strategy Envisaged 8.3.1 Ttiey include: — Extending access lo secondary education by setting up new schools in the unserved areas and by extending and consoliciating the existing facilities, with particular emphasis on ensuring substantially iiKreased enrolment of girls, the SCs and the STs. P 84 4. Widening Access to Secondary txlucation (ii) As a medium and long term measure, the programme of school mapping in each State for locating schools on the basis of clearly defined norms and standards will be revised. This exercise, to be carriod out by NIEPA m collaboration with educational authorities in the States, will be completed by the end of 1994 and a programme lo fully serve the unserved areas will be completed by 2000 A.D. In this exerciM the educational needs of girls, SCs and STs would receive special consideration. (iii) The StatesAJTs will be urged to formulate a special enabling plan to ensure increase in enrolment of girls, the SCs, the STs and other educationally backward sections. Necessary guidelines to formulate the plan/mechanism will be developed by the NCER T in consultation with the educatbn authorities of the States/UTs (iv) The educational needs of those who find it difficult to attend full-time school and for the working people who have missed the secondary scliool will be met by extending and strengthening the Open School system. VIA 9. Navodaya Vidyalayas i. I^esent Situation 9.1.3 The Navodaya schools largely are intended to cater to rural talented children (for whom 75 % seats are reserved) with reservation for SCs and STs. This social objective has been achieved u> a great extent. In the Navodaya Vidyalayas, 77.45% of the students are from rural areas; 20.35% from SCs and 10.76% from STs. G irl students are 28.44% of the student populai inn as against the target of 33%. An important feature of the scheme is the migration of a proportion oi ihe students from one region to another, promoting national integration by providing opportunities to talented children from different pans of the country to live and learn together. P-95 10 Vocational Education (iv ) Vocational Educational Progranvnes for Special Groups and out of School Population 10.4.9 The tribal and rural population do not have adequate access lo school education, vocational courses in schools or vocational/icchnical training schools/inslilutions. There is also a paucity of vocational courses/institutions lo cater to the women population whose earning fiower could be considerably augmented through vocational training. Handicapped and disabled perscjns form another significam section of the society who have at present practically no avenues to acquire suitable productive skills lo make tlieir living more meaningful and self reliant. In addition, there is a large student population which does not go beyond class VllI and who need lo be provided some skill training, 10.4.10 Vcx;aiional training programmes of non-formal nature are being organised by various DeparUTienis/organisations like the Department of Rural Development, Department of Women and Child Development, Ministry of Welfare, ICAR, KVIC, Central Social Welfare Board, Community Polytechnics, Shramik Vidyapeeihs, Jan Shikshan Nilaya/ns, etc. While these organisations would continue with iheir effort to provide non*formal vocational training groups, the Department of education under the Vocaiional Educaiion Programme would cotvcenuaie on otj^atvismg non fotmal vocational education and training programmes for school dropouts in the age group 14-18 years who had completed class VIII but had not gone beyond class x. 10.4.11 It is also felt that all polytechnics, engineering colleges and other vocational and lechnical training institutions should organise shori-duration non formal viK ational training programmes. The concerned Minisiry/l>eparuiieni/organisation as well as llie StatesAJTs should earmark funds and provide financial assistance to these institutions for ihis purpose. 10.4.12 The Ministries of Wellarc and Labour are already orpnising some vocational uaintng programmes for the handicapped The would intensify their efforts. The Department of Education would also encourage voluntary organisations woriiing in this area. The CIVE will also provide support to vocational uaining programmes for the handicapped through teacher training materials and other resources. P - 113 10.4.13 The involvement of guls m the vocational education programmes is crucial Under Uie Centrally Sponsored Programme at +2 level, girls haveequal access to vocational courses as ihe boys. Efforts should be made by the SiateAITs loconsciouslyencourage ihe participation of girls in the non* lradiiion;il and emergent technologies. The non fonnal vocaiional programmes with emphasis on entrepreneurship should be specially geiired lo the needs of the oul-of sch(K)l girls. Facilities for guidance should . (vi) Vocational Education for Special Areas 50.4.14 Separate vcKaiional schools are |)ro|X)sed to be .set up iti the rural areas and in the North Eastern Slates where it is not viable lo stiirt vocational courses in genera! educational institutions. As and when these vocational schools are established they would also run short duration non-formal ViKational training programmes for spccial groups and out of .school population. XX} (vii) Assistance to Voluntary Organisations for Experimental!Innovative Programmes and Short Term Vocational Courses 10.4.15 The ccnirally sponsored scheme of Vocalionalisalion of secondary education envisages ihe role of voluntary agencies for conducting innovative programmes in the field of vocational education and provides financial assi siance to selected agencies for this purpose. However, since the scheme was launched in 1987*88 only 10.4.16 The overall aim of the scheme is to promote non*formal vocational - education through NGOs for achieving the goals speltout in the NPE. The specific objectives of the schcme are to provide financial assistance to the voluntary organisations for • — Innovative/experimental projects. — shoa-ierm training programmes of vocational education preferably in backward/rural arcasand particularly girls of the age groups of 14-18 years who have dropped out of the school before completing class X. — Organising special vocational iraining ctnirts in rural artas where no insiivuii^w/organisation is available to .start non-formal courses. — training of vocational teachers/resource persons. — other activities connected wiU» (iie vcx:aUonal education 10.4.17 StatesAJTs would have the primary responsibility enlist the volunuuy organisations for implementing the scheme. The NCER f should prepare the syllabus, curricula instructional material for more shon-term courses P -114 14. Technical Education for Women 15.14.1 Opportunities for Technical Education for women at all levels will be suitably increased. Additional polytechnics for women will be established under the World Bank assisted Technician Education Projects, and concerted efforts will be made to increase the proportion of girls enroling in polytechnics and engineering courses. Adequate hostel facilities will be provided to the girl students in technical and management institutions. Guidance seminars for girls at the 10^2 stage will be organised through the State Govemnients, Boards of Apprentfceship Training and other selected institutions to make them aware of opportunities in technical education and the potential for employment and self-employmeni, p-151 V A'// 22 Teachers & Their Training 3. Teachers and Their Role 22.3.1 While someof ihc problems being faced by the teaching communiiy have financial implications, many of oUier problems can be solved through non monetary inputs and by a planm^ystematic and sympathetic approach, l ^ k of clarity of purpose and interplay of various extraneous factors have often been insirumenial in teachers not getting their due place and status. Tliis has also led to lack of teacher accountability and diminished teacher effectiveness. 22.3.2 Keeping m view the financial c^)nsiraints of various Stale Oovemments and their own policies, Slates will be enaiuraged to develop their own POAs esi)ccially with regard to matters like pay and allowances to teachers, other working conditions, norms for transfers and postings, removal of grievances, participation of teachcrs in ihe educational process, recruitment of teachers and the role of teachers’ associations 22.3.3 The primacy of the role of teachers in the educational process, their active participation at all levels of management, special measures for the teachers from ihe disadvantaged sections like women, SCs/STs, etc., provision of facUiUcs similar to other govtmmtni employees and fwr and tfansparem working conditions and justice to them will be the guiding principles of any such POA. Efforts will also be made to ensure that the benefits of the existing schemes for women and other we.aker sections are pasjwd on to the teachcrs from these groups Vo the maximum extent possible, P-209 22.3.4 to help the existing weak educational administration in expeditious disposal of personnel matters of teachers. Use of computers available under other educational programmes, wherever possible, will be made, 22.3.5 Norms for accountability of teachers will be laid down witti incentives for good performance and disincentive for non performance. The NCERT will complete this task in respect of school education within one year. Assessment of teachers will be made on the basis of their comprehensive pcrfonnancc appraisal and ttseir continuous education and iinprovemeni, 22.3.6 Responsible teachers’ associations arc necessary for the [XDtection of the dignity and rights of teachers and also for ensuring proper professional conduct of teachers. Code of professional ethics should be evolved and adopted by all concerned within a ye-ar. P- 120 ,)( Xlff 23 Management of Education (iv) At least 30% of the tcachera appointed will be women, lliis will have a positive impact on girls enrolment and reieniion 2. Decentralisation and involvement of People 23.2.1 The NPE and POA have emphasised the importance of decentralising pluM^ig and management of education at all levels and involving people in the process. Decentralization implies democrauc participation by elected representatives of people in decision-making at the district, sub-district and Panchayat levels. In pursuance of the POA provision the State government have been taking steps to set up sinictures for decentralised planning and management. The future course of decentralisation would be influenced to a great extent by the proposed Constitution Amendment (Seventy-second) Bill, 1991; they would have to be flnalised after the Bill is enacted. (a) The Constitution (Seventy-second) Amendment Bill, 1991 23.3.1 The Constiuition (Seventy-second) Amendment Bill of 1991 on Panchayati Raj institutions envisages Introductiofl of democraiicaUy elected bodies ti ihe disirici, sub-disirici and panchayat levels. These bodies will be responsible for the preparation of plans for the economic development and social justice. The Bill provides for representation of women, scheduled castes and scheduled tribes. 23.3.2 The proposed Eleventh Schedule of the Constitution provides, among other things, for entrusting lo Panchayatj Raj bodies o f: ^‘Education including primary and secondary schools, technical training and vocational education, adult and non-formal education, libraries, and cultural activities" The subjects closely allied to education, namely, health, welfare, women and child development are also to be entrusted to the Panchayati Raj boilics. (b) Stale Legislation 23.33 The Panchayati Raj Bill is an enabling legislation. The states are to frame their own legislation in tlieir turn. The stales would need to draw up appropriate legislations which, among other things, must provide for Panchayati Raj Commiuees for Education (c) District Level Body 23.3.4 Within this legislation a district-level body may be set up with the responsibility for implementation of all educational programmes including non-formal and adult education, and school education up to the higher secondary level T lie disuict body will provide for representation of educationists, women, youth, representatives of parents, scheduled castcs/scl»eduled tribes, minorities and appro{}riale insiituiions in the district Representation may also be provided for urban iKxlies P - 212 and can ion men is which organise cducaiional aciiviiics. The disirici body will also be vested wiih the responsibilily for planning which would includc, inicr alia, area development, spatial planning, institutional planning, administrative and financial control and personnel management with respect to primiiry, middle, secondary and higher secondary schools and other educational programmes. Implementation of different educational programmes at the district level will be supervised and monitored by the body. The district educational plans will also go into the levels of participation and retention of b 4. Involvement of Voluntary and Non-governmental Agencies 23.4.1 The successful implernenmtion of programmes like elementary education including non formal education, early childhood care and education, adult education, education of the disabled, etc. Will require people’s involvement at the grassroot level and participation of voluntary agencies and social activist groups on a much larger scale. Considering the need for ensuring relationship of genuine partnership between the government and voluntary agencies, the government will lake positive steps to promote their wider involvement. Consultations will be held with them from time to time about programmes af«d procedures for selection for fmancial assistance will be streamlined to enable them to play optimal role. 23.4.2 Itwouldbe be desirable for the state governments to develop specific action plan for entrusting .selected programmes of educatiofwU development to voluntary agencies and non-governmental organisations I hey could be used to supplement elle^lively the on going programmes to enhance their quality and impact. They should be allowed to function in a congenial and supportive aunosphere. It is expected that appropriate indices of accountability in tentis of performance would be evolved in consultation with the voluntary organisations and NGOs. p .213 PART III National System of Education 3.1 llie Consiiuiiion emJxxlies the principles on which the National System of Educaiion. is con( cived of. 3.2 The concept of a National System of Education implies that, up to a given level, all students, irrespective of caste, creed, location or sex, have access to education of a comparable quality. To achieve this, the Government will initiate appropriately funded programmes. Effective measures will be taken in the direction of the Common School System recommended in the 1968 Policy. 3.3 The National System of Etlucaiion envisages a common educational structure. The 10+2+3 structure has now been accepted in all pans of the country. Regarding the further break-up of the first 10 years efforts will be made to move towards an elementary system comprising 5 years of primary education and 3 years of upper primary, followed by 2 years of High School. Efforts will also be made to have the +2 stage accepted as a part of school education throughout the country. 3.4 The National System of Education will be based on a national curricular framework which contains a common core along with other com|)onenis that are flexible. The common core will include the history of India's freedom movement. theconstiUJtional obligations and other content essential to nurture national identity. These elements will cut across subject areas and will be designed to promote values such as India’s common cultural heritage, egalitarianism, democracy and secularism, equality of the sexes, protection of the environment, removal of social barriers, observance of the small family norm and inculcation of the scientific temper. All educational programmes will be carried on in stri( t conformity with secular values, 3.5 India has always worked for peace and understanding between nations, treating the whole world as one family. True to this hn 3.6 To promote equality, it will be necessary to provWe for equal opportunity to all not only in access, but also in the conditions for success Besides, awareness of the inker eni equality of all will be created through the core curriculum. The purpt)se is to remove prejudices and complexes transmitted through the social environment and tiie accident of birth. 3.7 Minimum levels ofle^ming will be laid down for each stageof education. Steps will also be taken to foster among .students an understanding of the diverse cultural and sa:ial systems of the people living in different parts of the counU7 - Besides the promotion of the link language, programmes will also be launched to increase substantially the utinslation of books from one language to another and to publish mulU-lingual dictionaries and glossaries. The young will be encouraged to undertake the rediscovery of India, each in his own image and perception. 3.8 In higher etlucaiion in general, and technical education in piuiicular. steps will be taken to faciliiale inier*regional mobiliiy by providing equal at cess to evei7 Indian of requisite merit, VI regardless of his origins. The universal characier ot universities of other institutions of higher education is to be underscored. 3.9 In the areas of research and development, education in science and technology, special measures will be taken to establish network anangements between different institutions irthe country to pool their resources and participate in projects of national importance. Kf’E . 1986 ^ V// Al’l’ENUlX II Some Innovative ot;raiiinu*s (»iii CkiIjLCllIiipaign in Rajasthan riie Women’s Development Progranune (VVDP) was introduced in 1984 by tlie (lovt rninciH of Uajastiian with rmancini assistance from UNICEF, witli tlie principle aim (Miipnn^M xvoinen tliron|>li comnnmication of inlormation, education and training to » M; In 1988-89 campaigns against child marriage were carried out by W1)P Sathins that proved lufile and bitter and led to a rearray of the strategies. In a milieu where it is considered economical to man y all childi en of the family in one go, regardless of age, anylhing else hut a legal approach would woi k especially if the enforcement machinery is itself a |)arty to this phenomenon. The Satlihts in a state level workshop systematically went ovei their childhood and adolescence experiences of early marriage, deserticm, cruelty and discriniina(i(m from this workshop emerged numerous songs, |)lays, case studies and posteis on issues like marriage, parental discrnnination, notions of work. By 1989-90, several districts moved to (uganising specific activities fin- girls after ^‘carefuj fqrethguglit^ and training of trainers iiLPJUtjcijJiitoiy ientjai methods for eflectrve iliobiJisatioiL ^ amps and fairs for girls provided them forums to express themselves tin (High games, songs, dramas and discussions. In one district "Each one, teach one" progranune was started for girls who had to gia/e cattle and could not attend formal school. In anolher case few Sathiiis were able to mobilise the Auxiliary Nurse Midwives, Aniiarnymjj workers and Gram Sevikas {village level women workers). A big fair was held in a vilhige \vlier(‘ iieariy a thousand women and gii ls par [5;isr(l OH Anita Diglie’s evahiation rep(Ut. li districts clinlo^^* was initiated with the Jali Pancliayats (traditional casle/trilie govcrnancc councils) as to why the ape at marriage should be increased, (iirls were involved in Iefoi cslation activities and helped to oj)cn savings accounts. In one district a health camp was organised for girls where besides fun and games, a medical examination was carried out to assess the nutritional status of girls. In a sense, GCC showed that any programme for women’s development would be short sighted if it ilid not address itself to the status of the girl children anti adolescents. Also the WDP skills to communicate and mobilize village women can be enlarged and built upon for working for girls. The GCX experiences has shown the need for planning post campaign v<^ork. The GCC ended in August 1991. The post campaign activities have perhaps not been taken up in a concerted manner. "If that has happened, the problem of dissipating the social energy tliat has been created as a result of the campaign and thereby losing credibility with the villagers is a real one. But it should still be possible to re-kindle the embers that were left behind as a result of GCC. For the campaign showed a strategy, a methodology for creating mass awareness and eliciting support on such social issues as the education and health of the girl child, The process of conmuinication with the community initiated through GCC should be more vigorously pursued if a change in the state of the girl child & of adult female has to be brought about. Phase I rhe village contact Drive began with training of campaign coordinators campaign strategies unfolded and elaborated upon. Phase 2 A Piacheta (motivator) and two Sathins trained a group of 20 .^ahehs (village women) ami (ive other Sathins in a 5 day Shivir (camp). Pai ticipatory process of training specially designed training materials motivated and equipped these trainers with skills for mobilisation to take the campaign to the village level. iH I wo d.iy Shivirs (camps) in the village brought about positive response mainly from women and girls who participated in various activities. response from men was varied I’hasc 4 lialilia Mclas (bair for tlic Girls) aroused the enlhusiasm of giils who aliended them. Fvaliiatiun of the Girl Child Campaign (GCC) in 3 districls of Rajasthan shows it was a fairly successful campaign. In as much as it ‘piggy backed* on the Women's Development Programme (WDP), it certainly helped in re-energising the WDP. Some of principles that can be drawn from the GCC are as follows. t. I he campaign was a planned intervention. I he initiative, initially, came from the slate level planners and administrators. Every detail of the campaign was carefully planned through a scries of activities initiated by the Department of Women and C hild Development with technical and financial assistance from the UNICKF. The planning activities were informed by the field experiences of WDP that had accumulated over years. 2. While the initial thrust came from top, tliere was enough room for local initiative and decentralized planning. I he centralized decentralired plaiming processes gave the necessary momentum to the campaign. 3, riie GCC had a sharp locus narrowing on the issues of child marriage, health and education of the Girl Child. The materials were prepared in the form of printed booklets, posters, songs, slogans and films and ensured a small set of common messages that were uniformly communicated all the way upto the village level. Distortion of messages was thus reduced. The five day training camps for trainers allowed enough scope for a set of very creative responses like new songs, pictures, plays around the central messages of the campaign. A. I he GCC was built on the strength of WDP their core personnel and training strategics. 5. 1 lie GCC moved from a Sathin (an individual »V'DP worker) to a SanicKih (a group). These women were made to talk about their own childhood and reflect on it. 'fljis stirred up deep emotions that made them look at their own daughters and IV prt>hably for the iirst time ‘see’ tlicm, and noticc them, fhc lament about lost cliitilliood, iiiisM il (>{»|)oi tiiiiilics, convinccii tlicin lliat lliis slioiilil nol li.ippcn now' to their daughters. I’hey were adequately charged to spread the new messages. f). 1 he five d.iy training (Shivir) were linked directly to action, i.e. 2 day shivir and linlikn Mtlns at the village level. I’hcy planned wliat they were going to do themselves. No targets were given. They were, infact delegated a responsibility. Ihey experienced a sense of importance and felt confideiU lo carry out the campaign. I he printed materials helped since they validated wliat these women were saying. 7. ’Ihe GCC provided an opportunity for opening up communication with village women highlighting some of the tenets of women’s learning. Women’s lack of self confidence and poor self esteem become the initial barriers for learning. The five day shivirs crcatcd an ambience where Sahelis (women inducted from the villages) found they had a voice, they could speak, they could think, they could question. Collective learning helped them form into active campaigners. 8. The GCC had prioritized the major issues as child m.'irriage, health and education of the girl child. As the campaign got under way and different activities started taking place, the order of priorities got reversed and education of the girl child got articulated as the most pressing demand from tiie coiimiuiiiiy. 9. The GCC made abundant use of the rich oral tradition and folk forms, such as songs, dance, theatre. Songs became a pow'eriul rneans of communication and dissemination of new ideas for women. ‘Nukkad nataks’ pro people street theatre) portrayed their own predicaments and women could easily identify with what they saw. 1 he GCC showed that traditional cultural forms can generate social energy that is a pre requisite for the success of campaign. 10. 7he success of GCC dircctly resulted from the content of posters, songc, pamphlets, slogans and plays. The idiom and style of some of these materials struck a chord in most women’s hearts. Some concepts like declining sex ratio, patriarchy, were new' to them .... they showed enthusiasm to acquire new' informa tion and know'ledge. They were rediscovering the girl child in their lives. 11. The GCC showed the way to work systematically on changing the attitudes, belief and value systems of tlie village men, including village leaders... While many men W'cre not convinced about what they saw and heard, there were others who developed a genuine interest and concern in the issue of the girl child. 12. rhe GCC showed the importance of orienting teachers in order to clianges their attitudes towards the giil child to ensure better enrolment of girls in school. 13. rhc cnnipalj;ii siiccccdcd in cicaling iiiuioublcdly n grcnl dcinaiul for education alongwith a demand for female literacy 14. Ihe evaluation of GCC suggests a need for WDP lo work closely with the Department of Education for playing a crucial and critical role in community mobili/.ation and in motivating parents to send tlieir girls to school and in forming and supporting women’s groups to participate, as well as monitor educational programmes (formal schools and non formal education centre). 15. The S,U_hin5 and other women expressed the need for education on health especially that of women. WDP can take initiative in literacy training and education interventions for adolescent girls. Schcme for Adolcsccnt Girls; I^’or the first time in India, a special intervention has been devised for Adolesccnt Girls using the ICDS infrastructure. The scheme of adolescent girls focuses on school drop-out girls in the age group of 11*18 years and nUempls to meet the special needs of Nutrition, Health, Education, Literacy, Recreational and Skill development ol the adolescent girls. It attempts to make adolescent girl a better future mother and tap her potential as a social animator. The scheme for adolescent girls has already been sanctioned in^ 507 blocks of the community and when fully oj'erationalised would benefit about 450 thousand girls. As part of the efforts to sensitize the project personnel about the adolescent girls scheme, an instruction kit and a set of operational guidelines have been printed and sent to all states. A series of state, district and block level workshops have been planned to help better operationalisation of the project. Eour multi-centric baseline studies have also been sanctioned to study the present status of adole-uent girls in respect of their nutritional, health, educational and other related indicatois. Area Intensive lulucation Development (AIKD) A UNICFV Sponsored Project in some selected districts has adopted multi sectoral approach to the devclopniciit of women and children including educational development. Maher In India, Maharashtra has the tradition of advocating girls education and is the seat of social reform movements over the last 150 years or so. A culmination of effort in the area of girls education w^as the launching of the Malicr programme which was conceived by the then Director of Education. At present, the Matruprobodhan Scheme hich advocates a similar philosophy is underway on a larger scale than the older Maher Sclienic. I V/ M.'ilnij)rnl)odhan I ’liis projcct was undertaken in 4 districts in Maharashtra in order to rcali/c the objective of enrolment and retention of girls in schools through the or iLnlatiun of rural mothers to the value of educating the girl child and creating a proper educational environment both at home and school through the support and guidnncc of different levels of education personnel. The success of the first phase has led to the inclusion of many more districts in the second phase of the programme. Savitri Bai Phule Foster - Parent Schemc This is a comprehensive programme that was started with the aim of promoting girls education in the economically weaker sections in Maharashtra. It is the community that supports this scheme, in the sense that every individual who participates acts as a foster parent and extends some financial assistance towards the education of one girl child thereby helping poor parents who are unable to send their daughters to school. This model is gradually being adopted in other states. Mahila SaniakJiya - The approach of the Mahila Samakhya Projcct in the context of the National Policy on Education is to enable women to think critically, to question, to analyse their own condition, to acquire the information and skills necessary to alter it, and above all, to visualise the kind of society which they want to bring about and live in. Only then will they be able to participate fully in the social, economic and political processes which affect their livrs and take control of them. Education must provide womeii, indeed all oppressed and exploited groups, the means to move from passive acceptance to active self determination. In turn, anything which does this must, in the broadest sense, be termed education. And this, in essence, is what this programme hopes to achieve. riie objectives of the programme are to initiate a process for women to enhance their self image, identify their collective strength, in order to equip them to seek strategies for self-determination of their lives and immediate environment. It seeks to revitalise the existing educational structure^ provide support services, revitalise village schools, non- f i d adult education centres through sensitive training and educational support. For this, the project defines education in a much broader ’societal’ context and seeks to address itself to the very fundamental issues relating to women’s equality. Training is viewed as a critical input which should facilitate ’an indepth understanding of the ograujiiic anil the social economic and political esivironment in whicli It is being implemented in each State and district’ for the functionaries. Tlie mechanism envisaged for delivery of the pilot programme are Mahila Sanghs (Women’s Activity Centres) at the village level with Mahila Sangha Coordinators for each Snngh. District Rcsourcc Unit of the District Implementation Unit will train instructors and generate educational material. For every ten Sanghs, one Coordinator or ’Sahyogi’ is envisaged to functior? as the link between the District Unit and the Sanghs. Components to be covered in chid e_i d care, vocational training, adult education M ah i 1 a Sliiksha Kendras (Women’s liducal.^** Centres) are set up. VI/ TIk* j;ni)is.ilionnl sli ucliirc coinpriM*s a Nalloiinl Kcsoiircc CiKMip, a SlnU* Icm I SiKicly with a Stale Proj;iamine Direcloi^ a Slalc Inlonnalion Tiaincc aiul Kesoiim Agency (STI ARA), a Dislricl Ilcsourcc Group and the District Iniplciiieiitation Unit. 'I In j)r(t)graminc seeks to draw upon the experience and expertise and other individuals for ils effective planning and iiuplenientatlon. Mald.la.SaiiyJias (Women’s C(dlectives or Mahll.i envisioned in each village to raise the status anil hai gaining power of women and lor bringing about mass education. Madhya Pradesh has started an innovative project entitled MANISIIA for jiromotnig girls education in ten districts. IJNESCX) Sponsored Innovative Project on Promotion of PiiiTiary Fxhication of Girls and Disadvantaged Groups in Rural and Kernole Areas Ihc Department of Women’s Studies, NCFRT has launched a major Unesco spi^nsorcd Innovative Pilot Project on Promotion of Primary Iducation of Girls and Dissadvantaged Gioups in Rural and Remote Aieas in Haryana. I he project is aimed ai seivsitiiing and orienting educational administrators, tcacher educators to problems and issues of access, orientation and achievements of girls at the primary stage and for making interventions into curriculum transactions and teacher education. With focus on removing gender bias and stereotyping and improving the status of women w'itliin the framework of equality, this integrated multi level programme will not only sensitize ke) actors at tlie state, district, block and village levels but will also help them bond into a groiup with a shared vision. Need based, local specific and research based training materials bringing out regional nuances especially on the status of women and its impaci on education and development will be prepared. Phc concept of integrated training under this project is a significant departure from the conventional training strategies. Under this project a study on drop out and non-enrolment among girls in rural Matyana was carried out in 11 villages of 3 low rural female literacy district of Haryana namely Kaithal, Gurgaon and Faridabad. Training materials were developed based on siiCMidary data .ind insights gained during this study. A woi ksbop of 16 district primary eduration officers of Haryana was also organised to ascertain the perception of the practitioners on issues of UPE and gender equality. Based on the training materials generated through research, the study adopted the participatory approach involvinj* teachers, adniinislralurs, coniinuiiity leaders, (hop out childi en in adiiitiun !(► the inulti disciplinary fcsearcli team. V//' Orient uion mid li aining of 320 educational p ersonnel comprising of 16 ciislricl pjjjnnjy ciluc.uion olfijccrs, 124 block education officers, 110 Icacher educators and 70 prinini y tc.iclicrs of Haryana has been carried out in 8 batches during; 1993-9-1. I he hAliiiii}; pli.isc will be lollow cd by toniprehcnsive evaluation and disscnnnation and didusion in oilier States and countries. In its next phase, the project is cxpcctcd to drvrlop iiit)l>ilr piin);»ry Irnrhrr h.iininp, slralcj'.y ft>r eonliininn.s in-i\civlic h.n'nin^ t)f teachers in innovative leaching practices & on issues of quality. 1 his innovative project will serve as a reference point in the other States of India and other countries engaged in the task of UPE and for other sister countries in the region.. ( ’Iiflna literally nieaiiiiig awareness emerged from a single project to improve effectiveness of existing supplementary feeding program m es for women and chililrcn in Gujai at, now also working in Rajasthan and U ttar Pradesh. Chelj\a’s Mission is to contribute to the empowerment of disadvantaged women and children by assisting them to gain control over their own health and that of ihcir family and the comnuinity. ( Im.iii.i \\.\s a mulli diMi))iinary team of proiessionals including nutriomets, educalionisls, social workers, medical consultant, psychologists, sociologists,, child development consultants and artists. Has a highly professional approach to training and use of equipujcnt, Chetna has developed innovative and standardised health and nutrition conununication materials. The organisation is sensitive to importance of developing concepts and n\arriages in appropriate media prior to their majs production • cdvitnlion And trdining materials are developed after extensive field testing. Mash cards, flips charts, booklets, games, manuals, posters and kits are found effective for education and training. Chetna finds audio visual communiation to l)e an excellent medium for effecting behavioural changes especially among illiterate communities. Chetna recognise women’s health needs constant attention frotn infancy right through to old age. Chetna’s women’s heallh and development team would beam programme on women in the 10-45 Ycurs age group. Strec Muktl Sangatliana, an N.G.O. set up in 1975 focusses on creating awareness in the society about women’s issues and issues related to equality, peace and development. They have used cultural media of songs based on folk tunes giving moilern ideas and street theaire to spread their incssages. Problems of working women, family, employment, child care, dismay at the birth of a girl child, dowry are highlighted. I he awareness through cultural progranimes proved to be tremendous success. S.M.S. has been able to reach about 2 million people through actual performances of their several playlets, especially, "Mulgi Zali Ho" )A girl is born) and songs. Slide shows, poster exhibitions, audio and video cassettes and a monthly publication "Prerak Lalkais" (Clarion Call!). The activists starting from 15 number about 200 today and comprise students, working women and men, housewives niul tiained suci.Tl worker.*., advoi.nle.s, lenchers, ilnclors .md n large numbei of illiterate women from different religions castes and classes. Tl\eir age group ranges from 16 to 70. gcindia/kr 4 1-ebrunry 1994 APPENDIX i ii\ Evaluation of Tt’Xt fiiaoks from point of vi4?w of Gender Bias HINDI (Claris I-V) While going through the Hindi text books of classes I to V in Haryana state, it is observed that these books have been prepared in confirmity with the concept of equality betuieen sej Inequality has b«€?n noted only at a few places only. For eKam- ple, m o s t of the pictures are of boya/men only, say the farmers celebrating festivals or of doing day-to-day jobs. Only the boy has been shown as going out for entertainment, when this right belongs to the girl, too. Our society deprives girls of the right to play and recreation. Therefore, this right must be restored to them through depiction in books. These text b o o k s should depict that women participate equally with men in all kinds of agricultural operat ions, a fact which has been ignored in them. Male teachers have been mentioned mostly, while more than 40K teachers are male in Haryana. In somf? books most of the lessons bring out boys/men piayinq the niarn r^ules, ignoring the fact that both the sexes are equally important. Such l>?ssons, too, should have been selected for the text books which would II b r i n g o u t t h e (n a n y i d s d t a 1 e r\ t a f g ir Is / w q fT\ e r \. I n s p i 10 q f the=G anamoliasH Geeta as a character ist i.c girl, the rights and the intellect of the qirl Dhania are praiseworthy l e s s o n s in patting up a brighter picture of the girls. Hir4DI I Lesson Commen ts Suggest i ons Le3Son~13 Ramesh went to a fair. Entertainment is the need The boy t\as been shown and right of the boy/girl enjoying the fair, while both. The girl, too, the girl has been shown should have been included in the house- Lesson-14 The l e s s o n relates to the Bay/girl both could have boy only. been included. Lesson-lf3 The pj.ct'.'re shof.ws b o y s B o y s and girls, men and (P a q e “ 2 7 ) e n j a y ,i n g 11) e f e s t i v a 1 o f ujom e n c e 1 e b r’ a t e f e s t i v a 1 s ‘Ho 1i ' . together. The picture, too, should have been in con form i ty w i th this fart Le*sson- 16 App ro p r i a t e Lesson-19 ' Ob e y t he part? n i; s' ~ the Buch lessons convey an message y i ven by the 1 es s n adverse feeling to the i s fine, Bu t t hi e 1 esson boys that playing and out d esc r i b e s f.on y the b o y . ing are their exclusive rights, and simultaneous ly these lower down the sp I r i t of girls, and can d e v e 1 op i n f e r 1 or i t y c: omp I e !•<, 3. n t h e m . l.e- A i ] t h e p i c X u ? ’ e d e p 1 c t t h e vU 1 of these routines are daily routine of the boyi-3. as e s e n i i a 1 to g i r Is as t o b o y s „ I h e p i c 11.1 r e s • ;ihDU 1 d h a v e , t h e r e f o r e , include d t h e girls, t oo „ Ill LQfssan Caminynt 5 Suggest ions Activity-! The picture is of a farmer Apart from ploughing, ploughing the field. there are many other ag ricultural operations which are performed by women. This aspect, too, should have been describe Activity-2 Appropriate H.T.r'4DI L e s s o n Comment3 Suggest ions Uur pledge A nice lesson LessonA nice lesson l.assan-5 In all the five l e s s o n s B u c h lessons should have (Courage- boys/men play the main been selected ujh i c h u»ou 1 »:1 ous bay) roles. allot the main roles both to b o y s and the girls. Less on--9 (6has i ram) Lesson-10 (the postman) Lesson-11 (the woud- c lA tier ) L esson-13 ( indness ) L e s s o n 14 f h R th V e e 1 e s s o n s a r e on L e s s o n s depicting women (Grand women but they have been in new roles and playing mo the r) described performing their other main roles shcjuld t V ad i t i Oil a 1 I’o 1 es . h a V e Id e e i n c 1 ud e d , t oo . L >3-3 son - 16 (RoiLh:i) Lesson-23 (AZAD3 Independence) IV HINDI Lesson Co mm fin i:s Buggestions Lessan-3 The main rale is played by Girls could have been in the bay. The teacher is cluded. Women teachers, also male« too, are there in large numbers. The lesson sho uld have referred to them t o o . tesson-7 A boys plays the main role Girls and women, too, qo to the fair. If they dont QO, they could bv? persua ded to join. S u c h de scriptions should mention both b o y « and girls. L e s s o n -9 Appropriate L6 SSQn-"13 The picture and tbe The game i« played by O'-abaddi) cription depict boys only girls also. This fact should have been depjicted Lesson-20 Only boys have been shown The picture should have ■j. n th e i 1 ]. us t r a t i an . shown both girls and boys L e sson-2 2 A nice s to ry Talent does not lack in (The fr" The story depicts a village v 1 11age girls. But they uits of boy passing the IAS Exam, don't get the opportuni labour) in first class with his ties. B o o s t i n g up their ov»jn hard labour and the spi r i ts is all the more cooperation of his parents. necessary. In Haryana, we have many women I.A.S. The ] e s s o n i‘»i 11 insp i re officers. A 'storey on the ths V i11 age boys. life of any of' them could 13 e u) r i 11 e n and i r» c 1 i.i d e d . V HI r4D I 4 Thi? book is practically free from gender bias. Lesson Coinments Suggestions LesBan-2 Intelligence of the girl The five l e s s o n s are spe- Dhania cially praisewarthy attempts Le3-3on-5 Geeta -- a nice girl. Lesson-10 A letter to a girl-friend Lesson-19 Kho-Kho game match L e s s o n “23 Yadavendra Barden, Pinjore HINDI 5 The book is practically free from gender bias, host of the stones are nicely written. They bring forth the economic contribution and their courage. Many more such stories/articles are tl»e net'd of the day. Mathematics (Class 2 to 5) General Comments In books on arithmetic problems relating to boys/ men and qlrls/u>omen have been included, except that those relating to the latter are very few in comparision to those to the former. Prr>blems e: Only men have be€*f^ mentioned as labourers, farmers, shop-keepers etc., uihereas this is not the v*;hc3l,e truth. In aiddition to at tending to the hoi. IS eh old jabs women are largely working as 1 a~ bouf'ers and also participate in agricultural operations. Today j-sr? V/ u/amen uiork as shop-keepers doing sal and purchase. They trans act business relating ta banks. In the rural areas u/omen run CQoperative societies and milk-product organisations. At home, they keep an account of income and save for the future, Arith- matic books should also mention these roles of the women. In all these arithmetic hooks, women have been scantily mentioned in problems relating to money. this may lead girls/ujomen ttj infer or believe that they are not competent to handle money or in maintaining accounts. Since, this is not a reality, this inequality should be removed from the arithmetic b o o k s . Mathematics - Part 2 The book contains problems relating to both boys/girls and uiomen/men. But problems mentioning bnys/men outnumber those m e n t i o n i n 9 Q ^ t’ 1 s / u) o m e n . The econam.ic roles of women have been scantily exposecj. In s a 1 e~purchase problems women have been mentioned on 1 y a few times V// M a t h V? i n a i: i s Part E; E k - 8 Nearly alJ. the problems Women uiork as labourers and mention boys/men. Only farmers. they do sale and men have been mentioned purchase j obs and maintain as shop-keepers, farmers accounts in bagks. Arithmetic purchasers, sellers, as a subject should, there bank holders fore, mention these economic con t r i but ions of women. Ex - 10 Tujo ©Kamples and four (31 r 1 3/«*iomen should also be problems mention boys/ mentioned in problems relating men, u/h ere as worn e n have to money. been men t i on e d i n c;in J y one problem. E j< - 1 1 All p rob 1ems and the In problems on saI©-purchase only ei E;<*-18-19 A large number of This inequality should be problems relate to b o y s removed» men, u»h e r e as on 1 y t p r ob 1 efns m e n 1 1 on u)omen . Mathematics — Part 4 Problems mvintioning boys/men are spread over the whole of the book. Birls/uiomen have been only occasionally included. (In 1 y 3 q u e 31 i o n s r e late t a q i r 1 s / women, e r e a s those on b o y s / ni e n are 21 . a m e c\ h a v e n o t l::i e g n ;i d e n t i f i e d as 1 a b o u. r e r s , far- a\ e r’s s h a p ~ keepers. They have been eKpa==>ed as cronsumers only. v m Mathv^mat iCE? ~ f^art 5 Exe PCisa Commen ts Suggest ion = E k - 4 The lont? example and 3 Problems on girls/women must problems are on boys/ be included. men, while none .13 on Qirls/ujomen . E k ” 21 Ihe problems on labour- Women labourers are not lesser G r s men t inn an 1y t h p in number- Problems should (nal 0 i5. i. n c 1 u d e 11*> e - 38 All the three problems P rob 1 ems men 1 1 on i ng u>omen rnus t on labour mention men. be included. Mention girls A boy has been cho=5en transacting business in the to Qo to bazar/post bazar and at banks. office to transact bus iness. Ei< 39 AO All the 10 problems on To remove this inequality pro- labourers and »::arpenters blems mentioning women must be mention males. included. Ex - 41 It c on t a X n s t u»(.i p f'oin 1 e m; A 3 onq w i t h this e ! Mention should be made of male doing house-hold jobs, as this is the responsibility of both the s e ‘/e s . E k 42 P rf3b 1 e ms i’ ii-3 I a t I'n g t a Bo t! 1 Q iris anci bays qo to e !< am i n n t i on zvn d in a t - schoo Is far educa 1 1 or-',. f3 i r 1 s e fn a t i c: s a 5 s u b ,j e c t , are not behind in mathematics. Q11 1 y b oy s have bee n It may be that they are not men 1 1 o n e d . given enough time to concen trate on this subject, or the parents/teachers do not encourage them to master ib. To encourage them In mathema- t i c s an d i n e(J uc a t i on , mo i" e p T’ota 1 ems fvu?n 1 1 on i f\g g i. r 1 s/ I ».i o men s i i o u 1 d l:i e ,i. n c I t.i. ci e d , spe cial 1 >■ 1 yy V 1. e ui o f t h e s oi_ i a 1 har\’ier:i faced by them. /X Un 11-~ i 1 T' h e t u j o 9. a in p 1 e s a n Ekamp 1 es inen 1 1 on i ng uiamen , too 'Profit and La-ss men shou.Id tae inc 1 uded . tion men a r t 1 y . E k - 46 4 p rota 1« ms m €?n t i on ma i e Women sihopkeepers should also shopkeGpe t'ss , ncine men be mentioned. They sell vege tions women shopkeepers tables and fruits. They run s h o p s of agricultural products and many other articles. 46 Prota lams on '5ale- Women should also be mentioned purchaae' mentioning in s u c h protjlems. m e n a f’ e 1 C.) i n n tji mta e f’, u(h lie t h 03 G e n t i cjn i n q women are only 2. Ex - 48 In problems an 'Interest' In the present changing en 6 men t ion m e n , wh i 1 e vironment women perform all only one mentions a jobs relating to money, bank woman transacting ing and property. It is fcher«~ business at the bank. fore, necessary to mention them in the relating problems. P ag e - 1.35 V a r 1 ous trades run b y rh e i. 1 I i t ra t ians shou Id be the fathers have been i mp r n V e d b y ill t a t i n q 1:3 a t h 11 Iust rated. the f? a r e n t s . fagtf".13t3 Only men have been shou^n Women and men^ girls and b o y s in t 0 i 1 1 us t r at ion on ~ all of them should be depic popu I at I OVA. ted \[\ all illvAst rat ions and i 11 us t r’ a t i ons and d esc r i p t i on re 1 at i r^g to popu 1 at i on . f * a g 0-1 3 9 TT) e i 1 1 u s t r va t i o n s h a u) s (9) r J. 3 /Women -3ho ia 1 d also be s p a r t a m a n o f v a r i o' a s included in all the illus- gafnes, fU I of them are t V a t i on 1 a 1 1 ng t a g ame s men/boys. and rip rots IV Lesson Com men i:i Suggest ions Lesson-3 The main role is played by Girls cauId have been in the boy. The teacher is cluded. Women teacher.^, a l s o male. too, are there in large numbers. The lesson sho uld have referred to them too. Lesson-7 A boy-5 plays the m a m role Birls and women, too, go to the fair. If ttiey dont go, they could be persua ded to join. S u c h de scriptions should mention both b a y s and girls. L e s s o n -9 Appropriate Lesson-13 Th« picture and tbe des*- The gamt i% played by (Kabaddi) c: r i p 1 1 on depict boys on 1 y girls also. This fact should have been depicted L essQn-20 0 n 1 y 1:3oy s ave been shown The picture should have i. n t h e i 11 us t r a t i on . shown both girls and boys L 0 s s o n -2 2 A nice s t o r ■ y Talent does not lack in (The fr- The story depicts a village village girls. But they uits of boy passing the IAS Exam, don't get the opportuni labour) in first class u/ith his ties. Boosting up their own hard labour and the spirits is all the more cooperation of his parents. necessary. In Haryana, we have many women I.A.S. fhe lesson will inspire officers. A storey on the th I'? V 1 I 1 ag e b o y s . 1 i f G o f any of- t hem c o ( j 1 d be written and included. V H I N D I 4 The boc3k is practically free from gender bias L e s s o n Commen t s Suggest ions Les 5on--'7 Intelligence of the girl The five l e s s o n s are spe Dh an i a cially praiseworthy attempts. LG3Bon--5 Geeta - a nice girl. Lessan--10 A letter to a girl-friend Le ason--19 f..hO"Kho game match Lesson- Yadavendra Barden, Pinjore HINDI 5 The book is practically free from gender bias. M o s t of the stories ar« nicely written. They bring forth tho economic contribution and their courage. Many more such uitor i ©B/art ic ] es are the need of the day. Mathematics In boak'Sa on arithmetic problems relating to boys/ men and q i r Is/uracnen have been included, eucept that those relating to the latter are very feui in ctDmparision to those to the former. Problems eKposing the econnmic roles are very few in number. Only mei! (-lave be€*n mentioned as labourers, farmer?i, ishop-keepers etc„, whereas thi.s is not the whole truth. In addition to at tending to the hout^eho'i.d jC3bs wrxnen are largely warking as la bourers and also participate in agricultural operatiorvB„ Today V/ uiamen ujork as ■shop-keeper-s doitig and purchase. They trans act business relating to banks. In the rural areas women run» cooperative societies and mi1k“product organisations. At home, they keep an account of income and save for the future. Arith— matic books should also mention these roles of the women. In all these arithmetic books, women have been scantily- mentioned in problems relating to money. this may lead girls/ujomen to infer or believe that they are not competent ta handle money or in maintaining accounts. Since, this is not ^ reality, this inequality should be removed from the arithmetic b o o k s . Mathematics - Part 2 The book contains problems relating to both boys/gii’ls and women/men. But problems mentioning bnys/men outnumber those me n t i on i ng q i r 1s /worne n . The ec.ononi.ic roles of women liave been scantily exposed. In sa 1 e~purcha.5e problems women have been mentioned only a few times V// M a t h e in a t i c s Part 3 Exe rc i se/ L ssson Commen t is AACigest ions E k - 8 Nearly all the problems Women utork as labourers and mention boys/men. Only farmers. they do sale and men have been mentioned purchase jobs and maintain as shop-keepers, farmers accounts in ba^ks. Arithmetic purchasers, sellers, as a subject should, there bank holders fore, mention these economic contr1but ions of women. Ex - 10 Two examples and four Girls/women should also be problems mention boys/ mentioned in problems relating men, where as women have to money. h e e n m e n t i on e cj i n on 1 y one problem. E}< ~ 1 1 All problems and the In problems on sa1©“purchase only example relate to women, too, should be mention m e n . ed . E k -18-19 a large number of This inequality should be pT'ob 1 ems relate to b o y s removed„ m e n , u> h e r e a s only t w o p rc3b 1 ems m e n 1 1 on u>omen . Mathematics - Part 4 Problems mentioning boys/men are spread over the whole of the book. Blrls/women have been only occasionally included. Only 3 questions j’el a t e to girls/women, whereas those on boys/men ar€^ 2t » Ul□ m e f \ h a v €4 no t In e e n i d e n t i f i. e d as lab a u r e r s , f a i’me f’s sh p - k: 0 e) j e r s . They h a v e ta v? e n e! < p cd s e d a s c: o n s u m e r s only. V^fl i-'l a t }-T e fn a t i c -5 ~ Part 5 E e r Cl Commen 15 Suggest i on 3 E k The lane e k amp la and 3 Probleflns on girls/women must problems are on boys/ be included. men, while none is on girls/women. E;< - 21 The problems on labour- Women labourers are not lesser e r B m e n i, i o n a ri I y t h p in number« Problems should ma 3. eii, j, n c 1 ud e t h e E'a - 38 All the thF'ee p o b 1 ei7»s P rob 1ems men11 oning women must on labour mention men. be includedm Mention girls A boy has been chosen transacting business in the to go to bazar/post bazar and at banks. office to transact bus i r\©’»'B. E k 39 A-0 All the 10 problems on To remove this inequality pro labourers and carpenters blems mentioning women must be mention males, included. E;< “ 41 It contains twr) pi’ob l e m s Along with this eKposition mentioning women being other forms, surh as, ladies engaged in t f'ad i 1 1. on a 1 as shop-keepers, workers, hau.se^^ald work. farmers, labourers etc. should be brought to light. lien t ion shouId be (nade a f male doing house-bold jobs, as this is the responsibility of both the sex.es. t, ;< P r o b ] e m s i’ e 1 a 1 1' n g t a Both g irls and boys go to e K am j n a t i on an l.I (n a t h - schooIs for* eciucation. B 1 r 1 s e in a t i c s a -s a s i.t b j e c t , are n(31 beh, ind in math.ema11c:s on1y boys have been It may be that they are not men t i on e d . given enough time to concen trate on this subject, or the parents/teachers do not encourage them to master it. To encouf'age them in mjthema- t i cs an ■ i i n e tJ uc a t i n , iT)□ t" e jT I- o IJ ] e m s m e n 11 on ,i ?»q g iris /' i»jomen sl'jould be included, spe cially in view of tlitt social barriers faced by t^\em. IX i.Jn i t ~ i iT li e t u»o e v; am pies on EKamples mentioning i.Momen, too 'PrvDfit an cl Lass' men shGu.Id be inc 1 udt?d . tion nien onlv. 46 4 p rob 1 ems m «n t i on ma i e Women shopkeepers should also shopkeepers, none men be mentioned. They sell vege tions women shopkeepers. tables and fruits. They run s h o p s of agricultural products and many other articles. E k 4t> Problems on 'Sale- Women should also be mentioned purchase' mentioning in such problems. me n are i 0 i n nu E;< 48 In problems on Interest' In the present changing en- 6 ment ion m e n , wh i1e vironment women perform all only one mentions a jobs relating to money, bank woman transacting ing and property. It is there business at th© bank. fore, necessary to mention them in the relating problems. Un i t~ 1 5 Page-135 Various trades ri.in by The i 11 ist rat ior\s should be t h e f a t h ey’s have ben improvevi by i 1 lu-:-31 !'at ing bc3th 1 1 lust rated. the parents. Page-13£-^ Only men have been shown Women and men,, girls and h o y s in the illustration on - all of them should be depic- population. ted in all illustrations and illustrations and description re 1 at ing to popu1 at ion. P;ag0-139 The i1 lustrat ton shows f.3iris /Wornen shnu Id also be 3 p G r t s m a n a f v a r i o t.« s included in all the illus- games. 1 of them are t f’ a t i on I' e 1 a t i n g t a g am e s men/boys. and sprots APPEh4DIX iv Area and Sex-uiise population of Scheduled Caste in Di^iitrict Bir'sa (1991) Total Rijiral Areas Urban Are ass 1 rp 3 4 Pe rsons 240793 201711 39082 (100 . C)0 ) <83.77) <16.23) Males 127976 107220 20756 <53.1 ) Females 112817 94491 18326 <46.9) <83.76) <16.24) Sources Census of India, 1991. (Figures in paranthesie indicate percentage to total) APPENDIX V Total Population and Schedii i ed Caste in CD E/-locks S. Blocks ratal P o p u 1 at ior /. of SC popul IMo „ jopalat ion □ f SC tlnn to total SIRSA I 903536 240793 26.65 R 712336 201711 28.32 U 191200 39082 20.44 1. DABWALl T 122649 41571 33.89 R 122649 415 7 1 U 2. ODHAr'4 72083 21005 29. 1 4 R 72083 21005 29. 1 4 LJ 3. BARAGUDHA T 78 732 25716 32.66 R 78732 25716 32.66 IJ 4. SIRSA CD T 121699 >5547 29.21 R 121699 55547 29.21 IJ 5u NATHUSARAI T 112462 22271 19.80< CIIOPTA B 112482 22271 19. 80 tj 6. RA^4IA T 115830 30890 26.67 R 115830 30890 26.67 U 7. ELLANABAD T 88861 2471 1 27.81 B 88861 2471 1 27.81 U Total Urban 191200 39082 20-44 Q Mandi Dabwali 1 36197 8299 a l- ,»U. tt f v J f. a Ian wall !1C II 19850 5400 27 .20 Sirs a MC H I 112841 20750 18.39 Ellanabad MC IV 223 I 2 4633 20.76 S G 1.1, r c e ; C e n s u. (;.■) f J. n ti i a , 19 91 A P P E ^ 4 D I X VI Edu.cat lanal Block-wise and Year-wise Total no. o f Primary Schools Government and Private Manaqed in D is tric t Sirsa Year Si rsa Si rsa f(an i a Bara- D ah Ilf a 1 i K a 1 Ian Total I I I gad ha 1.*.' a I i 1985-86 Gav t. 39 49 57 38 42 36 261 I' IV a t (? —- —- — 4 T c) t a ]. 41 49 5 7 38 44 36 265 19B6--B7 0a V t . 43 35 63 39 42 v56 25 B P r .1 vate — — 2 — 4 r Q t a 1 45 35 63 39 44 36 262 1987-88 Go V t . 45 35 64 39 42 36 261 — Private 2 — — 2 4 Total 47 35 64 39 44 36 265 19B0-89 Govt . 45 35 64 39 43 39 265 o Private 2 — — Total 47 35 64 39 43 39 267 1989~90 Govt. 47 31 62 40 50 38 268 Private '7^ —— — — — 2 Tcjtal 49 31 62 40 50 38 270 1990-91 Bov t . 53 39 62 63 50 38 285 O Private —— — Tot al 55 39 62 63 50 3B 2B7 1991-92 Govt. 54 39 62 45 55 38 293 Private —— — — — Tot al 56 39 62 45 55 38 295 1992-93 Govt. 54 40 68 47 55 37 SO 1 P ri vate — — Tot a 1 56 40 68 47 55 •r/ 303 Godrce ; DP EO " S i rsa, 1993 APPENDIX VI I Educat iaria 1 Bloct-:;-w ise and Year-wise Enrolment \ r \ (Bavernmen P r” 1 fn 3 r y S c h a o j. <5 - I) i s 11 . S 1 r s a V e a r b i r ,s a S i rsa R an I a B a r a - - Dabwa1i K a 1 Ian Total I I 1 gudha '.‘I all 1.985-86 Eioys 3300 2862 4130 2546 2267 2065 17170 Girls 1970 2073 2128 2105 2537 2058 12951 Total 5270 4935 6258 4731 4804 4123 30121 1986-87 Boys 3349 2742 4101 2376 2616 2083 17267 Girls 2583 2189 2397 2203 2544 2128 1 4044 Total 5932 4931 6498 4579 5 160 421 1 31311 1987-88 E<«:3ys 3238 2671 4276 2264 2875 1990 17314 (3 i r 1 s 2818 2226 2453 2212 3012 2164 14885 Tot al 6056 4897 6729 4476 58B7 5154 32199 19B8--89 Boys 3303 2841 4249 2214 3135 2004 17746 Girl s 2887 2358 2531 2364 3217 2386 15743 Total 6190 5199 6780 4578 5352 4390 33489 1.989-90 Boys 309^1 2875 4374 2497 2859 2270 1 7969 G i r 1 s 3345 2689 2574 2213 3539 2106 16466 Total 6439 5564 6948 4710 6398 4376 34435 1990-91 Boys 3339 2386 4019 2524 2869 1886 17023 <3 iris 4020 3048 2468 2172 3737 2423 17868 Tcjtal 7359 5434 6487 4696 6606 4309 34891 1991-92 Boys 3055 2506 3662 2397 3056 1838 1 65 1 4 L? i r 1 5 3926 2942 2320 2256 3809 2341 17594 T o ta l 6981 5448 5982 4653 6865 4179 34108 1992-93 Boys 3150 275 1 391 7 2387 3097 1742 17044 (31 T’ 1 s 4554 3124 2548 2571 4137 2553 19487 To t a 1 7704 5875 6465 4958 7234 4295 36531 Bou rce 5 I) i. s 15 ■ i c t P r i. t (1 a t-y tduc: a t .1 on 0 f f i c e • •• 8 i v s a APPEr-4DlX VI I I Educational Block-wise and Year-wise Enrolment i'a - t5overnment attached Schools, Private School - Distt. Birsa Year Si r-3a Si rsa R an i a Bar a- Dabwa1i K a 1 1 an Tot a 1 I II Qudha uj a 1 1 1905-86 Boys 3698 4532 3587 3704 5636 3016 24173 Girls 2520 2719 3258 2 11 9 3266 2211 16093 Total 6218 7251 6845 5 823 8902 5227 40266 i986-87 Boysi 3888 44B2 361 4 3874 5715 2473 24046 6 i r’ i s 254 6 2892 3073 2308 3315 2466 16600 To ta J. 6434 7374 6607 6182 9030 4939 40646 t987-88 Bcj/s 3726 4646 3660 4034 5937 3237 25240 Girls 2543 3010 3095 2434 3612 2139 16B33 Total 6269 7656 6755 646B 9549 5376 42073 1988-89 Bays 4192 4631 3639 4192 6 115 3044 25813 S 1 r i s 2644 304B 3166 2577 3436 2303 17174 Total 683B 7679 6805 6769 9557 5347 42987 1989-90 Bo ye 463B 4633 4135 4315 5890 3524 27135 Girls 2608 3074 3495 29B5 3581 2545 18280 Total 7246 7707 7630 7300 9471 6069 45423 1990’91 Boys 505 1 4319 4281 4312 6265 3807 28035 Girl s 2971 2934 3428 2926 3580 2467 18306 Total 8022 7253 7709 7238 4045 6274 46341 1991-92 Boys 4598 4796 4190 4440 6465 4460 28949 B i r 1 s 2132 3195 3393 2750 3542 2618 1 7630 Total 6730 7991 7583 7190 10007 707B 46579 1992-93 Boys 4912 5236 4279 4450 6982 4641 30500 Girls 2099 2688 3450 3079 3725 2523 17564 Total 7 0 11 7924 7729 75 29 10707 7 164 48064 Soi..i. r’c e t D i s t r i c. t Pr imary Educ a ti on 0 f f i. c; e - 8 i r s a APPE>4Di:X i.'< Enroltnent in 6ovt. Pry. and a 11 c h « d P T' y . 3 c h c^o 1. < Y e a r’ i s e and C 1 a. s s - i e ) Year 1 I 111 IV Total i 935 -86 Bays 1038J. 9101 0532 7145 6184 41343 Girls 7778 6821 6016 4728 3501 29044 Total 18159 15922 14548 11873 9885 70387 1986-87 Boys 6 9 101 8916 8878 7215 6135 41318 6 1 r’ 1 s 8136 •'047 8679 4834 948 30644 Tat al 18305 13963 15557 12049 10083 71957 1987-88 Bays 10404 9326 9110 7594 6130 425S4 Girls 8206 7622 6832 5 144 3914 31713 Total 18610 16948 15942 12738 10044 74272 1988-89 Boys 10794 9404 9245 7567 6549 43559 G \ r 1 s 0^189 7603 74 73 5310 4042 32917 fatal J 9283 17007 16718 12B70 10591 76476 1989-90 Bo v b 11955 9946 9331 7621 6491 43204 G irls 9534 7875 7167 5885 4253 34754 T o t a 1 21489 17821 16498 13506 10644 79958 1990-91 Boys 1 1057 10451 9489 7898 6262 45058 G iris 9184 866B 7420 6212 4690 36174 ratal 20241 19 ]. 20 16909 14010 10952 81282 1991 92 E-ioys 1 1503 0063 9592 8040 6365 45463 Girl s 9087 7993 7318 6<>67 4739 35234 Tot al 20590 8056 16910 14107 1 1 104 80687 1992-93 Boys 11831 1 C;600 9768 8304 7041 47544 i.i 1 r .1 s :l 015 1 B389 7388 6143 4977 3705 1 fatal 21 985 [8909 17156 14447 12018 84595 APPENDIX X La .lcu.1 at ion of Retention F^.ate of Boys, Girls and Total student- in Primary Department in th I I I 11 IV 1988-89 1989.-90 1990-91 199I-92 1992-93 Bays 10794 9946 (92.14; 9489 (B7 .91) 0040 (74.49) 7041 (65.23) Girls B4B9 7875 <92.77) 7420 (87.41) 6 <>6 7 (71.47) 4977 (58.63) Total 19283 17821 < 92.42) 16909 (87.69) 14107 (73.16) 12018 (62.32) Crude? Retention Rate Crude Drop-out Rate h o y ^ 65 . 23% Boys 34.77*4 OHrls = 58.63‘/. Girls 41.37% Total == 62.32% Total = 37.68% P n >::i} ;< )< i Edi.Ac: a " 3 on 3. ; B i or: k•■ ■(■'; i s>'= ■:;;d r a r-u i i g En rc-1 men 1' Bched;.: i -ird i. r' Gk3V e rnmen t i-' '“m ^^ rSchools 'f’eav'^ b i rsa S 1. rsa FOin i a B a I’ a-- Dabwa1 i K a 1 1 an To t a 1 I I I qudha wa 1 i 198-3-86 Boys 958 584 375 642 6 6 6 839 4064 G i r 1 5 619 425 2<30 664 761 1248 3917 To t a I 1577 1 009 575 1306 1 12 7 2o87 7981 ;i 9S6-e"' E'Q'.h;. 954 606 297 598 794 917 4166 i ;i iris B29 551 260 6 6 6 923 1081 431 1 Tot7:S 1 1783 1 157 557 1265 1717 1998 8477 1937-80 Boys 1017 5-^b '273 651 936 477 3897 Bi r Is 969 5 1 3 237 647 1227 574 4167 Total 1986 1056 5 1C) 1298 2163 1051 8064 i‘?38-89 Boys 1004 541 527 604 969 532 41.77 b I r i s 94o 5 46 457 686 1 113 673 442 1 ' "r: t a i 1950 1087 1290 2082 1205 8598 i ‘-V89- 90 ;i j V '■ > 980 629 427 668 894 551 4149 ..... (ji r Is 1077 619 ,.j aU. a-*.. 687 11 75 608 4488 I‘g t a 1 2057 1248 749 1355 2069 1 159 8637 1990-91 Boy ^ 946 553 397 704 915 619 4134 i'-j i r 1 s 1091 595 317 680 1 2 2 0 638 4531 Total 2037 i 1 48 714 1384 2135 1257 8675 1991-92 Boys ‘7 ’*7' / 559 1 2 537 '■?29 5 82 401 6 6 1. r ] s 1216 ■/ ] 992 -93 Boys 1063 583 a 4 4 653 1 021 578 4342 8 3 r ]. s j S90 r-> . 0 '7 598 1678 6^9 5 5'^9 To t a 1 2d-5 ,!■ 1. j. 75 t^36 i 25 I 2699 1 'J: 7 7 9891 Scn.u^:©:' L 2 ?itrjct F M ‘i Hi-ei ry Edijca t ion Office - Lirsa. :.S’?3 HPPEr-4DIX Kii Ed L i e a t i or> a i B 1 ac k -• wifse anc Y i? a r -t»ji-5e L-.;firo 1 fnen t of Schd.ifule Castes :i. n G t:; v (x' v' n m s n t A11 ach9d Pri Hi a r y Schoo15 Y ear Si rsa Si rsa af» i a Bara- Dabuia I i Kali an r o t a 1 I II gudha w cl 1 i 19B5-G6 Boys 924 088 i 4 89 1986-07 Bays 996 809 409 907 1583 983 5687 B i r 1 s 578 680 368 570 709 1019 3924 T o t a . 1 1574 . 14B9 777 1477 2002 961 1 19S7 88 Boys 985 321 1277 1682 598 5685 G 1 r 1 s 627 513 603 778 794 595 3613 Total 1612 1335 627 2055 2476 1193 9298 1908-89 Boys 1093 817 5B5 1 169 1808 876 5348 Girls 655 734 523 601 870 575 3958 Total 1748 1551 1 108 1770 2678 145 1 9306 1989-90 Boys 1120 1064 482 1035 2109 921 6731 6 i r 1 s 501 644 400 645 923 582 37B3 r a t a 1 1701 1708 890 1680 3032 1503 10514 1990-91 Boys 1323 ;i 003 5 18 1 <:»37 1819 905 6605 0 ;i T' i s 795 627 378 584 896 585 3865 T (31 A 1 2118 1630 896 1621 2715 1490 10470 1991-92 Boys 1207 1032 478 1138 1900 1166 6921 (■? iris 496 736 387 515 869 769 3772 67301 1703 1768 B65 1653 2769 1935 10693 1992^-93 Boys 1355 1355 483 1096 1963 1264 7516 0 1 rls 489 867 450 5 8«:» 55 0 689 3633 Total 1B44 2222 933 i 676 25217 1953 , i 1149 S o u reas D i 31 r I c t Pr imary Educ a. t i on (J f f ic e - Sirs a , 1993 Append].;.; Kiii Staqe-uns-r enrolment of ;tH?duIed Ca-stes Students in Governmenl; P r imary Bchao1 a Year S 1 r- 1 r a -3. H an i. a B -i t' a-- Dabuia i i K a 1 1 an To t a 1 II Qudha wali 19B8-89 Cl as-5 I Boys 306 245 1.B0 360 438 21 1 1742 Girl s ^ J O 209 126 170 160 105 982 Tat al 454 306 530 598 316 2724 1809-90 Class II Boys 251 110 234 651 251 1 726 B i r 1 '3 127 156 97 16 6 392 148 108(':. Total 37 B 385 204 1043 399 281 2 1990-91 Class i n Boys 297 203 10 1 218 358 194 1371 f3 i r I s i;2 102 91 133 162 130 790 Tot al 469 305 192 35 1 520 324 2161 1991-9: . i 'S 'Hi iS IV B o y s 194 135 /' .1/ 195 1 l-^^O 1 / 7 954 G 1 T" 1 s 76 93 60 79 103 120 531 Total 270 22B 133 274 283 297 14S5 199 9 : Class Boy =1 159 189 54 174 I 5 1 954 G i. T' I s 36 93 67 94 106 66 462 Tci t a 1 195 Q 121 26B -r T-r 217 14 1 6 AF’PENDIX xiv Calculatian of Retan t ion Rate of Boys, Birls, Total Schedulec Caste Students in Primarv Deoartment in the diatr'ict of Sirsa II I 11 IV V 1988-89 1989-90 1990-91 1991-92 1992'-9o 1742 1726 <99,08) 1371 < 78.70) 954 <54.76) 954 (54.76) 9B2 1086 < 110.59) 790 (00.45 ) 531 (54.07) 462 (47.05) Total 2724 2B12 <103.23) 2161 < 79.33) 14B5 (54.51) 1416 <51.90) Crude F Stagff-wisG e Gnrr } 1 nf> c ri t of Bchedu. 19d Cas te btudent s in. at t ac:i> Primary bchaols iin .1 . B .1 s a Y e a T” bi rsa B i rsa F^.an i a Bai’ a- D abi.ija I i KalIan Tot a I 11 Qu.dha wal i i.9BB-B9 Class I Bays 273 163 160 127 306/ 179 1208 Girls 25 I 148 140 210 32,1 224 1294 Tafcal 524 31 1 300 337 627 403 2502 1889-90 Claims II E iQ y S 218 164 85 170 256 144 1037 Girl s 27*’' I 144 86 135 3 10 174 1 1 20 Total 489 308 171 305 566 318 2157 1990-91 • Class III Boys 209 106 65 109 189 132 810 G i r I s 240 125 66 139 237 133 940 Total 449 231 131 248 426 265 1750 1991-92 Cla-5,is IV Boys 161 99 60 75 158 100 653 GI r 1 s 167 76 35 B2 197 79 636 Tot a 1 32B 175 95 157 355 179 1289 1992-93 Class V Boys 131 69 43 76 1 15 73 507 Girls 131 54 35 60 321 55 656 T C31 3 .1 262 123 78 136 436 126 1 163 APPENDIX Kvi Calculation of Fletsntion Rate of B , B i. r :i s , T (D t a 1 S c h e cl u 1 e d Casts Students in -attached Pr imary S- al in District Si. rsa I I X 1 I IV 1988-89 1989-90 1990-91 1991-92 1992-93 Boys 120R 1037 (85.84) 010 <67.05) 653 (54.06) 507 <41-97) 1294 1120 (86.55 ) 940 <72.64) 636 <49. .15 ) 656 (50.70) Tota I 2502 ^ 2157 (86.21) 1 750 ^69.94) 1289 <51.52) 1163 (46,4 B ) C r ud e P. p t e ri t i. o n Ft ate C r u ri e D r o p - ■ c} l.i t B. a t e hoy Vi 41 *97 B o y s . ~ 5B.03 Birls •= 50-70 Girls •" ■■^9,30 Total = 46.48 APPENDIX I XV I t B j.Qck-->.»»isfj and Y e a r • wise T»■’>t ai Mumber of JBT Teacher*s in p o i t i. on iP: District Si rsa V e a r S i rsa H 1 rsa Ran i a B a T' a - D a b w a 1 i K alia n 'ot a 1 i: I gu.dha wa.ii 1985-86 I ha 1 e .1 148 217 124 231 105 847 Female 82 136 69 104 143 158 692 Total 204 284 286 228 374 1639 1986-87 Male 125 J.6I 205 139 218 109 957 F e \Ti a I 0 123 126 91 86 137 1 60 745 Total 248 267 296 375 269 1 702 1987-88 ha 1 e J. 1 1 160 1. / 123 220 114 901 Femai e 143 133 86 109 160 166 797 To t a 1 254 293 259 300 280 1698 1988-89 Ma I e 127 1 7 1 178 149 )85 98 908 Female 147 116 101 120 145 1 1 4 743 Total 274 2B7 279 269 430 '7 i-I o4^. 175 I 1989-90 Mal« 1 16 i'^^3 128 131 187 98 803 r e 1990“91 Ma .1 e 89 127 137 122 195 63 733 F e m a 1 >2 147 160 1 05 1 16 147 138 813 Total 236 287 ,£{. "> 238 342 2 0 1 1546 1991-92 Ma 1 0 90 1 1 03 •• Cj 1 9 1 63 627 F‘ fr 111 3 I e 15 1 154 1 1 1 1 34 1 15 154 823 ■) *7 : Gtal 241 262 : 14 210 Z O h 1450 1992-93 Ma 1 -a 78 102 101 lb 1 91 57 605 F e i n a 1V? 175 154 133 13^ 156 1 55 907 O 'T'. T a t a 1 256 234 210 347 ■! 1512 3cLi!ce” npED ■■ Sirsa» 1993 AppevTdiK Kvi. II Incentives far D i f f e r an t categories of Disadvantages Groups of "thp Socitvtv Bu Sections of Nami? of the scheme Objective of Budget No, Socie^tv a n cj 3. n c. e p t i a n o r' the scheme prov ision the scheme 1992--93 pei' annuns < 1 n I, a k h ) Norn acj i c A11 s n cl Elnc « a 11 o'>/- T o a 11 r a c t 9 t. a k h s T r i b e s ;incr 1/■'•• per non-a11 end i ng scho o l day 19e9„ childr^en and to retain them in Bchaal'A De-not i f ied P. s . 10 /- p e V fn o n t \) “do- 1 Lakhs Tribes scheme- f o r' 7 0% a 11 e n d an c « 49,000 1989. S c e d u .1 e d i ) Free s t a t .i o n e r y -do- Castes in primary classes of R s . 1.()/-”■ per ar» nu m p e r s t u d & n t ii) Free uniform to do- girls tii) Attendance prizes ■do- to girls in primary c 1 as B 0 «i o f Rs 10 / - per month per stu- r.l e t \ i , i V ) 1'-' ? ‘ e e r:> ool-:; s i n p r i ■ do- mary >::lasses« Girls Opening and up •do- grading of schools e KC 1n s i V e1V for girls. P r e M a t r i c To those children do- 75,000/“ Scholarship whose parents are Schesne e n g ag e d i n un c. I e a n occup a. t i on^i 1 992---93 STUDY OF DROP OUT AND NON-ENROLMENT AMONG GIRLS IN RURAL HARYANA - 0 ( 5 . Mmi # f»Tf Ifl NC«CflT DEPARTMENT OF WOMEN'S STUDIES National Council of Educational Research & Training Sfl Auroblndo Marg, New DelhMiO 016 SECTION VIII ! MAJOR FINDINGS AND RECOMMENDATIONS Ih£j study waB f-anclucted in 11 viliages located in 3 low female literacy districts of Haryana. The villages were selected on the basis Df diffe^rences in population size as it is well established that larger the population size, higher the availability af developmentaI infrastucture. Characteristics Of Villages Sampled District/ Number of Distance of School Type Of School Village Households (kms) From Primary Middle High DPEO BED KAITHAL I e e k 050 4 8 J 10 1 Ravanhera 80 i 0 12 1 _ Ahmedpur I? 4 1 _ GIJR6AGI'4 5 a 1 i h e r a 4 FARIDABAD Dad asi a 150 4 - I Mu.ihe r i 166 4 - 1 -■ Arua 330 12 8 1 I Dhau,] 3000 21 9 1 i t a 1 zupur 75 30 9 1 No t 8 : Average Household Biz e ranged f ram 6 to 7 persons There was o V e I"sampling done in district Faridabad as the Mewat area to be surveyed in Gurgaon was relatively disturbed at trie timt? cjf field WO! k. In order to capture tfie varying ni.i'- anres iBducat ion of Meo girls, Vi 1i age Dh au 1 f ram district F 5 r i a ab ad ujas chosen. 11 may r,ie ment ioned that Dhau ,1 nrovided two IT! (is (1 f 1 ns i qh I; : '• a / it was a larqe si^ed v.i i i ape . it was orimarilv inhaDited av rieos The study showed that larger villages were better equipped in terms of developmental and educational infrastructure such as Primary Health Care centre, Anganwadi ,High School etc. Smaller villages like Salihera The villages not only varied in physical and getog r aph ic a 1 features, but also presented a panorama of cultural specifici ties. The composition of the communities is given belouj village wises Major Communities In Sample Villages S. Nn Name of Major Commun i t i es V i1]aq e 1' e e k Pandit, Gujjar, OBC and Harijan Ravanhera Chamar, Scheduled Caste Ahmedpur Harijan, Rajput, Balmiki 4 Salihera Harijan, Chamar, Balmiki and Muslim 5 Khed 1 a Jats, Bhangi, Muslim 6 Badshahpur Guj jar, Mari j an 7 Dad as i a Brahmin, Tyagi, Harijan, Jat, Muslim 8 Kiu j h e r i Gujjar, Jat, Harijan 9 Af'ua Thakur, (aimhar, Harijan 10 Dhau.J Muslim, Scheduled Caste 1 1 F a i ^ u p u T' Gujjar, Harijan FINDINGS St^itus of Wamen i) Haryana is an agricu1tura 11y advanced state with the second highest GNP per capita in the cauntry. This was adequately re flected in the sample villages, the substantial income differen tials between the landless and tt->e large aqricultural land hold ers natuj 1 thst and ir^Q. It is interestinq to note that apart froni signs of the green revolution, those of the white revolution were in evidence as well. Host households had milch animals such as cows, buffaloes, and in some cases, goats. The number of cattle par household ranged from one to more than 25, with the larger livestock assets found especially in Kaithal and Faridabad. While contributing to prosperity, the animals were a major cause of poor hygiene, lack of cleanliness and poor sanitation, particularly in congested areas in the villages. To cite an instance, in Te©k Village, even the Lambardar's (village head man's) house could be approached only by treading cow dung slush. The Lambardar, proud owner of some 15 I'obust buffaloes, had housed his bovine stocl- in a shed, tube re they stood with hordes of flies swarming about, oblivious to unsanitary environs which seemed lif;ely to be a breeding ground not only for flies but for mosquitoes as well. In the headman s household, most of the work □f animal care was done by womenfolk, with assistance from a young Pali' (Scheduled Caste) boy whose parents would be paid Rs 2000 as his wages for the year. (The boy had left school to work ) . in ii)Ironically, the affluence which has come to rural Haryana has not commensurately enhanced the lifestyles or the quality of living of the people of the villages. Particularly shocking is the abysmal status of women, obtaining regardless of the prosper ity Ic^vel of their households. The breeding of livestock as a commercial activity supplementing agriculture has tremendously increased the work load of women and girls who appear to be eternally immersed in the drudgery of domestic work and animal care. Many of the women in t ei'v i ewed, including those from the leadir^g households, expressed deep I’esentment at the drudgery that was their lot. Holding forth on this theme, one of the women interviewed said : " Our lives are no better than those of animals. Our men have modern transport and access to outside world.They drink and squander away the resources of our house holds, and continue to e5 Haryana are amply borne out by many indicators su.ch as a highly adverse sex ratio (uiomen per thousand men), infant and child niuv tal ity that artj hiyher among females tiian among males and higher rates of mortality among men than among women up to the age of 35, not to speak of wife beating and wife battering. A very aware grandfather in a sample locale had this telling com mentary ar\ riow his society treats its women : " Nobody gives a IV ' damn about what happens to girls. Girls are like cattle. You untie them from one peg and tie them to another. Once married, even their parents forget their existence". iv)Although Mahila Mandals were reported to be in enistence, these were usually headed by the Qarpanc.h's wife and were prac- ticaily non functional. Women from weaker groups were neither members nor had any say in viJ. lage affairs. With the 72nd and 73rd Amendment of the Constitution, these women are likely to ^lave a vote and a voice in the local taociies. the Panchayats. But do they have the ediication and the training for this new role ? Universal Provision* i)As noted by us elsewhere, Haryana has been able to universalise provision for primary education. The sample villages were all covered by a primary school. Upper Primary schools were 1.5 to 3 kilometers away. ii) In villages with primary schools, for instance, in Ravanhera and Ahmedpur, a major demand of girls and their parents / guard ians was that the local primary school be upgraded into a middle level school. In villages where there were no high schools, as in Dadasia, a similai' demand was expressed, with girls and their parents saying that the local schools should be upgraded to high schools. Quality of Inf rast rue ture t i)Due to large scale es (both in Kaithal), adorned ujith plants and green patches cared for by teachers and studerits, were extremely well maintained. Both these schools had boundary walls and provision for drinking water, apart from facilities provided under Operation Blackboard. In most other villages of the sample, however, conditions were very poor. The Boys Primary School in Dhanj was the worst. Here, gome 400 boya were seen sitting on the ground, packed like sar dines on a Chabutra \ platlorm), with just tWD male teachers minding the show. Ihe girls orimary school was situated in an adjoining dingy house. ii) A frequent complaint by tht^ school aulhoriti&s was that the schools lacked a peon or chowkidar, with the result that miscre ants frequently intruded into :^chool premises and made off with equipment provided under the Operation Blackboard scheme. Several teachers of single teacher school^^ complained that i ri the absence of effective caretaking, villagers would use the school toilet and even defecate in tlie class^'oom, making the place unfit to use during school hour». iii) Dnly one school had a regular playground and sports equip ment. In most schools, however, teachers were commendably ingeni QMS, and despite adverse conditions, encouraged children to play indigenous games I li e and t'.ho Kha. It us^s a delight to VI see Kab'addi teams of boys and girls perforn) eKceed i.ng 1 y uiell in an under equipped middle school which the investigators visited, (iusic and the creative arts were conspicuously by their absence in most of the schools- In some schools, however, women teachers had taken the initjative to prepare girls for group songs and folk dances structured around primai'ily traditional themes emphasising the adarnment of women and their attire in pretty cos tumi?3 . Universal enrolment Thn state has made persistent efforts to universalise enrolments at tl\e primary stage.During 1991, an additional 4.7 lakh children were enrolled taking the enrolment ratios of boys to 113 and girls to more than 9 0 ‘/» this unprecedented expansion of enrolmev\ts is causing a lot of strain on the system especially with regard to provision of teachers and infrastrueture. T eachers (i) Haryana has etill not been able to phace out single teacher schools completely (Faizupur and Khedla had single teacher schools) The state has made its best efforts to provide a second ar third teacher to schools. Posts have been created but remain unfilled, especially in the rural areas. The urban schools are overstaffed. According to recent estimates, nearly 2000 posts are lying vacant and bulk of these are reserved posts (for Sched uled Castes). It is estimated that few IBTs are unemployed which means assured employment for the graduates of the present JEvy courses- However, it is estimated that bulk of those who are enrol Jed in these courses at the moment, are urban girls and hence the chnaces of filling up of the^ie reserved posts and ^11 vacant posts in rural areas are low, (ii) It is also ujell known that Haryana through correspond enr e courses has been able to produce a mass od graduate trained teachers who are unemployed. This is however, not to suggest that graduate teachers be recruited fur JBT posts. Pnce this step is taken, the same can be disastious for girls and other disadvantaged groups from rui'al areas.lt is perhaps not an over- statern^'nt that di.ie to lower access of mitJdle and high secondary schools, rural qii'ls are unat)le to attain higher secondary educa tion which is an entrance requirement for primary teacher train ing courses. (iii) The field study showed that by and large the teachers in sample villages were commuting from urban areas , anything from 5 to 50 km. The local community and the head teachers were in unis1 on In expressinQ a certain amount of dissatisfaction with the attitude of these women teachers ,"1hey are always in a hurry to come and go". In one village the sarpanch reported that the only woman teacher in a girl's primary school with an enrolment of 175 girls was very erratic. £>he was often absent or was coming hy about J0„30am, and going back by naan„ 1 V ) D 1 scussions with these women teachers showed that iwhi1e they had the calibre to teach but were not very concerned with the problems of rural women or disadvantaged groups. Being daily commuters from the cities these women,they were less familiar with the social and cultural dyanadiics of the rural setup.Male teachers ,mostly of rural origin appeared better informeti about the Tioc 1 a 1 , Bconom ic and political structures in a village and had l/W better access to local, poujer 5tructuT'£?s u/hich are predominantly male.On the other hand,being urban women eKpressed that they face a certain amount of hostility from the local people, V )Lack of availability of female teachers in rural areas j emains a constraining factor inhibiting female education.In Mewat, thre was a definite demand expressed for womefi teachers.Both in Dhauj and Salhiera,categarical assurance was given by the community leaders that 500 and 100 girls would be enrolled if uiomen teach ers ar placed in these schoo1s .Accoding to the Fifth All India Survey, whe re as in urban areas uiomen formed 75V. of the total teachers of the primary level , their proportion in rural areas is found to be only 34%. The pratalem is more basic. The shortage of women teachers is to be seen in conjunc” tion with the fact compared to 100 girls in class 1 in rural areas there are only 10 girls in class X and only 0.29 in class XII.The pre-entry requirement for primary teacher training courses is 12 years of schooling. It may be painted out that in the last four decades, no serious effort has been made to prepare rural girls for taking up teaching. The efforts , if any , have been directed at entr'y into JBT courses and quotas for women in general. This quota has been raised from 40% to 60% recently. At the moment the beneficiaries of these quotas will be urban women primarily. Percentage af Female feacners J9B6-S7 Typy Df Type Of School Settlement ------Primary Upper Primary Secondary Hr Secondary Rural 34.25 36.22 29.20 25.77 Urban 74.77 78.79 65.46 47.33 Total 41.25 40.49 38.10 40.53 Source : Usha Nayar, Universalisation of Primary Education For Rural Girly in India, N.C.E.R.T., 1993 Qiiialitjy OM Ejdiucratian The unprecedented eupansion of enrolments has meant that exist- int3 facilities have to cater for a bur-geoning clientele, with the Y'S^ult quality i.s untlermined. The problem is now recognised by the Department C3f Education as a high priority for remedial action, and Haryana has iaiinched a large number of quality im- provemetit programmes which jnclude (i) preparation of institu- tionai plans (VI > prGvision of additional teachers tviiJ provision of school cnmple; DIET'S (:<) strengthening of school admin istrat ion (mi) appoint ment of head teachers end tcaciiers for all primary schools and ( it) a d c.) p t i o ' 1 f s c h a o 1 s f a r i m r" o v e m e n t tj y e p a r■ t m e n t t) f f i - c 1 a j. =5. Discussions with teachers and observations of school and c;iassroom practices showed that generally, there was a good rapport between teacher and taught. Nonetheless, most schools had poor teacher student ratios and iTiethods of classroom instruction were ektremely traditional. In one village, a single teacf-iir was seen handling 91 childrer» in addition to 30 pre schoDle.'-s who sat at a distance and echoed the older girls as t le latter intoned their lessons. In another location, two t*eachers were observed very capably handling 125 studen s. Teachers' absenteeism was almost insignificant, eve when the schools were visited without prior notice, a s ta te of affairs t h a t i« in contrast to evidence IroiT) stai.b other than Haryana. Despite large c lasses and 2 to 3 teacher'i. per school , the children of the sample villages dis played good reading ability and could recite several poemrs fairly well. While apen research organisations which develop methodolo gies for multi grade teaching have something to contribute to the school system, ©chools like the ones in Rawanhera, Ahmedpur, Faixupur, Khedla and Salihera, despite all their limitations, do contribute greatly to the Haryana school system. Dirxip IlUut AanoflTiQ Oirls i)Haryana is a relatively prosperous state and rural poverty in the sample locales was not stark. But drop outs from the schaol- ing system mostly belonged to households that were at the sub- sistc-?nc0 Jevel. Parents from those households pointed out that education u)as not cost free, for they iiad to contribute to dif ferent types of collections T.uch as Floy's fund, Red Cross Fund, >^1 St^-ite Lotteries, and the like. Children from these families asked to brin^ such contributions invariably absented themselves from school so as to avoid having to do so. This was a cause of infre quent attendance, lowering of academic performance, failure and eventually, drop out. ii) Parental apathy surfaced as the main reason why girls drop out. It was also the main reason why girls were not enrolled. iii)Negative attitudes towards girls schooling were most pro nounced in Mewat where villagers indicated specific conditions that had tp be met before they would send their girls to school. In Salihera, the research team was told i "Give us a woman teach- i er and an Urdu teacher. If you teach Urdu to our girls we will send them to school". Likewise, in Dhauj, the Meo village, low enrolment and high rates of drop out can be countered by posting a sufficient number of women teachers who are punctual and regular. Considering that Dhauj has a high school, it would appear that local girls and high school graduates could be re cruited for higher secondary and teacher education programmes if a conscious efforts are made. iv)l)omestic work, care of livestock and making cowdung cakes and collecting fodder and such other work was done by women and school age girls in all households.This took,precedence over girls' schooling. ReccMMiMmdat icm s Gen e ra1 1. In the ' SAAFIC decade of the Qirl ciiild' health, nutritional and educational inputs as an interventionist strategy for raising the status of women should focus an the rural girl child and on the Qirl children of the urban poor. Provision to be made for support services like Early Childhood Care and Education 2. Women's development proqrammes to be built around si ills and technologies which mitigate the drudgery of female labour. Labour reducing newer technologies and accompanying skills to be induct ed and GHisting skills to be upgraded and made more efficient. In this context, cheap fodder a n d fuel to be provided in rural habitations so that git'ls are released from fuel and fodder collection. Compulsory introduction of bio gas technology to be initiated so as to ease the lot of women and girls, both of whom spefTd a substantial part of their time collecting and making cow dung cakes. The use of bio gas fc5r domestic and other purposes in place of traditional fuels would also mean an improvement in hygiene and sanitation, apart from a more economical use of ene rgy. 3. Improvements in sanitation to be brought about. Now that Haryana has completed building its roads and other infra struc ture, it needs to turn to improving village sanitation on a priority footing* Pucca drains, sewage and latrines are urgently needed, moie because, as repoi ted to the investigators, the Kin necessity of defecating in the open forces uiomen to resort to the cover of darkness, niaking them vulnerable to se; 4. Women's Empowerment. While the universa1isaton of enrolmemt, retention and achievement amongst girls constitute one aKis of women's development, the other mor» important function of educa tion is to bring about gender equality and women's empowerment (NPE 1986 and PDA 1992). This requires conscious interventions focu«ing on curriculum and its transaction, involvir>g revisions of tentbooks and stranq inputs of gender equality and women's empowerment in teacher education curricula. Additionally, a definite strategy needs to be evolved to create a positive climate for the education of girls through print and non profit media, audio visual programmes, folk art forms, etc. It would perhaps be easy to build in relevant modern messages using the folk themes with which the girls are familiar. And while Doordar- sihan and All India Radio have played a very supportive role in promoting the identity of the new woman of Haryana to some ex tent, wrong messages from consumer goods advertisements and the macho video culture highlighting se.xual violence and indecent e; with confidence and a sense of splf worth via school curricula and public education programmes so that they are considered as deserving as men in matters pertaining to basic needs such as health and nutritian. Additionally, health cansciousn&ss to be built up tlirough inputs in the public education system. 5. Women to be prepared for political roles. Mahila Nandals to be activised and utilised to promote women's development. Women to be tutored and psycholoQically prepared for taking active part in Panchayats. Schools to prepare girls for future political roles and in doing so, to impart effective leadership, decision making and communicat ion skills. SCERT's and DIET'S to concern them selves with the functioning of Mahila Mandals, the training of women F-anchayat members and the building of related inputs into literacy programmes. Women to be organised around issues per taining to their legal rights, economic particip at ion, membership ■: n cooperatives, family violence, and men's drinking. (In Har yana, the ground for such intervention is fertile indeed. The anger and militancy of Haryanvi women protesting against men s drinking is a case in point. Men are terrified of being caught drinking and paraded in women's skirts as punishment). Education In order to improve enrolment and retention of girls and disadvantaged groups in primary and middle schoola, the following suggestions are made: Univergal Provision i. Although most of the villages are covered by primary school, smaller clusters of population known as dhanis, (Satellite vil lages) lack prlmar'v stjhools population of these dhanis being very small, mobile schools may be tried out preferably through a wamen teacher. Alternately, part schools upto grade II or III may be opened as feeder schools to primary schools. li. Due to lower availability of middle schools, girls send to drop out after class V. More primary schools should be upgraded to middle schools and a well designed system of distance educa tion in lia^ion nfith National Upen School may be resorted to SCER1 , Haryana should eicperiment with the concept of open school for middle level education with focus on girls. The Andhra experiment of open school may be studied. The National Open School offers a programme of bridge courses for primary school leavers desirous of receiving secondary education, iii. Quality of physical infra^itructure such -is school buildings, boundary '‘tall, furni'.ure, teaching aids neads to be improved to ensute better learning and retention. iv. Lack of a Chc>wk idar/Cl ass IV, the school is less secure and Jess functional., There is a tendency not to use OB equipment and \ither accessories even when l-h^jse have been provided. A major shnrtcomir^Q noticed was shortage of teachers in rural schools whereas urban schools were overstepped. Fillinq up of 2000 vacant posts, ma.ionty being of reserved category, re quire ^iJternate strategies. The number of TTIs needs to be increased and care tat;en to enrol rural girls and boys especially those from SC sections. The need is to carry out a search for Itigher secondary graduates among rural girls and scfteduled caste groups, give them employmtmt and give inservice teacher training after a feui yf?ars. AJso needed is to institute a scheme for middle pass lur'ai girls to be put through an integrated four year course leading to highsf' secondary plus teacher training to fieed the teacher shortfall. Universal Enrolment. F-ar universalization of primary education the ovcfrall enrol ment rates would have to be taken to 125V. inorder to cater for over?kQp underage and repeator children. Service girls appear to be trailing behind gender specific target setting and differen tial strategies for enrolling more girls will be needed. The campaign approach which has been successful should be continued. Special attempts need to be made to carry out parental education and mokivation programmes, A ma.ior finding of this study is that parental apathy and indifference not only to girls education but to their very existence was rampant. Universal Retention and Achievement i •• The holding power of the school needs to be increased through suitable quantitative and qualitative measures. Emphasis will, therefore have to he placed on improving the quality of 1 ns t rue t ion , c 1 ass roam in ter-c-ic t i on , Con t inuous Comprehensi ve Prof 8 3:51 ona 1 Gttidance (CCPG) praoramme for professional growth of X/// tsac-hers and other innovators. The substantive pi-cjgramme cj*f Quality Improv(jrnent launched by Haryana u/ould qo a long way in retaining children and ensuring minimum levels of learning. 1 1 . As about a to 9 percent of the population is still below poverty line, especially amongst the SC landless and girls from poverty households the present programmes of incentives meant only for SC children need to be extended to poor girls, ill. Parents expressed that educat ion j,s not cost f v e e as chil dren were sKpected to pay for different types of collections to include boys fund, red cross fund etc. It is made obligatory on the part of teachers to collect a definite amount. Consequently, whenever such demands are made which is very often, children tend to absent themselves as parents refuse to pay. iv. As noted earlier, a difficult but a sure method to steer dropout amongst girls is to educat!? parents and the community on the benefits of girls education. v. An unintended benefit of the Total Literacy Campaigns in several districts in India was a demand for primary education especially of girls. TLC, therefore, would be an ideal strategy for demand generation supporting universal enrolment and reten- t i on . Administrative Measures for Attaining UPE Among Girls i. The office of the DPEO needs to be strengthened in terms of adequate physical infrastrueture and computeri2 ed management information system. It was noticed that DPEO Farxdabad for instance was without a vehicle for more than a year. This had distance(,1 the DPFO from the schools. The BEOs, however, were xynt using their own tuio wheelers for this purpose. iiu M.st ion a i. i 2 at ion of teachers as betuiffen rural and urban ai as needs to be done forthwith., This requires political and Ijureai.i- c r a 1 1 c: i n i t i a t i v e . lii. MobiiiriinQ the community especially its women is the need of the hour to ensure UPt-.. The village communities need to be ener gised and galvanized for action. A direct intervention tor qirls education to avoid dron out and improve I’etention in the forma- tican of village education committees. The Programme of Action formulated by the Department of Education, Government of India contains guidelines on the setting up and working of these com- fnittees. In the content of Qirls education it is suggested that Mail! It: Maiuials could co-opt a flKed number of men and their f i.tru" t ion, as a village education commit tev* so that retention of girls is guaranteed. Ir» one form or the other VECs ntust function -•-eepei: i a 1 1 y in the light of the 72nd constitutional amendments. In this event, Panchayats should form VEX' s with 50*/i women mem bers. The Village Education Committee's main responsibility will be to collect information from the families where girl's have dropped out and make effort to drawher back to school. Buch a 'v^illage Education Committee would keep in touch with otther local bodies such as the gram sabha, youth clubs, social organisations with individuals active in the field of education especially retired teachers. It IS felt that parental apathy and lack of concei'n for the education of the girl u>auld be initigated t^ an extent by tlse activisation of Village Education Coffim 1 11 e e s . X/X iv. One nf the main constrairrtB to girls's en ro 1 men fc / re t en t i an in school is her heavy workload, whether she is engaged in domes tic chores, agricultural (ijork, sibling care, fetching fodder, water, et5c., looking after cattle, etc. Provision of support services is therefore an important component in any education project for girls. The most important service needed is child care. A variety of options is available, any of which would be taken up depending upon the location and the availability of institutions and infrastrueture. Borne of them are; Using the anganwadi as the base, but increasing the hours of functioning so as to suit the working hours of the mothers or the girl in school. - 5pecjal. ECCt centres attached to primary schools, to be provided infrastrueture, etc. by the school. Creches run by voluntary organisations and/or Mahila Mandals under tt>e grant-in-aid scheme of the Central Social Welfare H ” Child care centres sanctioned under DWCRA. ~ The choice of the type of facility to be made should be left to the local women groups and or the Village Education Committee. “ Creches and Anganwadis need to be established in the vil lage, the timings of these institutions should co-ordinate with the school timings. There appears to be a felt need for more coordinated devel opment efforts so that there is least resource drain and optimum X/ need of the hour. The Departments of Education and Women and Lhiid Development need to uiork in unison, seekinglateral support fr-DtTi all other concerned departments to ensure UPE. V. There is a clear need for compilation of rural urban statis” tics on dropout and retention rates annually in order to measure and monitor the progress of UPE of rural girls in particular. fVjgregate statistics of retention no doubt get pulled doM/n on account of lower rural retention rates and hide more than they reveal. It is only at the level of d i faggregation or enrojments and ail other educational statistics by rural urban areas that it hits you hard that urban g irls are nearly as well off as urban bays but it is the rural girl which gets lost6 in aggregate 1 iciur es » This would help preparlnQ a primary year perspective on UPE/UEE with a detailed ewercise as follows* ^ Selection of districts/backward areas '.^Specify requirement through needs assessment (physical, personnel, support) ^ e e how eHlsting structures can be optimally utilised .«.Work out costs and per capita enpenditure which would differ from area to area and would be substantially higher in difficulot I regiahs, . Spell out duration of time and support needed far achieving targets, in terms of the five year p la n periods so that specific budgetary provisions are made for teachers, schools, materials and support structures. X>C1 vi. Inorder to ensure permv=inent literacy, equivalent of primary school education needs to De provided to out of school girls who are already nine or ten years old and are likely to join the bend of illiterates. Special courses on the lines of condensed courses of CSWB, National Open School should be beared at the adolescent out of school girls in Haryana with adequate inputs of health, nutrition and productive skills. vii In order to promote Qirls education the state announced that 200 additional schools will be opened during 1992-93, it may however be noted that some of these girls primary schools have been created out of the existing co-educaft i ional schools. Effectively girls in classes 1 to V were shifted from the m a m building to another wing under a women teacher for instance in Dadasia. It may be pointed out that such attempts may prove to be counter productive. In Dadasia neither the middle school staff from which girl's sections were removted nor the parents in the village were happy. I'he community and the girls in tlie village infact demanded that the middle school should be upgraded to a H igh School rather than making the primary school separate. It was very clear that there is no resistance to co-education at the primary or even at the upper primary level in schools in Haryana. It is therefore suggested that due care is taken in opening a ll girl's schools in locations where co-educatlonal schools exist. XXJI viia Management of Incentives has been unsetisfactary. Many potential beneficiaries uiero unaware* of these schemes and in 'Other cases th«^ guardians eKpressed d i sa t i sf ac. 11 on with the distribution of books, uniforms as there were distributed late. is<. The MFE/PDA have emphasized the need to increase partici- ipation of women at all levels of educational management. However as also the Black E-lducatian Officers we met were male. This aspect needs to be changed and more women placed in these posts tooth an grounds af equity and women's empowerment. These women officer's can provide the role models to rural girlss. AppenaiK Table 1 DISTRICrWlSE COMPARATIVE LITERACY POSITION OF POPUlJVTlON AGED 7 YXARS AND ABOVE - 198M991 MALE AND FEMALE MALEUTERATES FE M A U iJrtR A T E S l.rTERACY RATE UTERACY RATE IhJDEX OF CIN THOUSANDS) THOilgAMxjs) FOR MALES FOR FEMALES GENDER QUALITY SL NO DISTRICT NAME (1981) (1991) (1981) 0991) (1981) (1991) (1981) (1991) (1981) (1991) (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (H) (12) CTAm HARYANA ' 1. AMBALA 390 365 222 250 62.7 75.9 414 58.1 78.4 86.1 2. YAMUNANAGAR 9 252 * 159 • 70J • 50JS t 82.8 1 KvmuKSKiniA 249 191 110 117 50.7 68.7 26.0 47.6 66.2 80.9 4 katihal f 197 f 86 « S4.1 « 27.8 « 66.2 5. KARNAL 331 255 \45 146 57a 6S.7 29.7 43.3 66.7 78J 6 PANIPAT • 244 • 128 • 65.9 • 40J • 75.0 7 SONIPAT 242 254 97 136 65.6 767 303 48J 61.6 75.8 •- ROHTAK 995 591 164 364 68.4 75.1 ,32 5 53-7 62.9 82.4 283 477 98 214 63J 72-3 27J m 58.1 68J \a,CUWGAlON 215 31S 77 147 59J 638 24J S6.7 67.9 tt.REWAlU $ 217 $ 114 $ 81J $ 4 i J 1 7 1J 12. MAHENDRAGAKH 271 207 92 f7 68.9 73.4 25.0 MJ S2J 65.7 IS. BHIWANl 230 336 69 151 60.1 689 20.1 k 346 48.9 65.7 UHND 190 255 51 107 46.5 596 14.8 29.7 46.0 64.7 1S.HBAR 327 492 112 224 504 60.7 20.1 32.0 S5.2 67J lfr.SQ!SA 145 225 61 119 47.9 57.0 230 34.2 63.7 73.9 • (YAMIINANACAR) KEW DISTRICT FORMED OUT OF AMBALA • (KAITHAL) NEW DlSmUCT FORMED OUT OF KURUKSETRA It HND • (PANIPAT) NEW DBTRICr FORMED OUT OF KARNAL AND SONIPAT t (REWARD NEW D tsniC r FORMED OUT OF MAHENDRAGARH Anpt-.di); Table 2 Gh'OWl H IM MUIiBH-: OF- JNSfMUT10r4 (1966 ~ ‘->0) ! ype. iJF 1 / 1 9 7 0 - 7 1 1985-B6 1 9 8 9 -9>0 INST 1 II III ON PFV 1 MARY/Jr .BASIC 4449 4207 5076 4976 PRE-PRIMARY Mil 1. E /SENIOR BAbiC SCHOOL 760 I 121 1 32 1 SENIOR SECONDARY / HIGH SCHOOL / POST , 9 7 975 1946 I 2 2 6 < 6 BASIC SCHOOLS -t T E A C H E R 'B TRAINING COLLEGES 5 12 13 18 11 11 ART, SCIENCE 40 65 1 110 120 COMMERCE COLLEGE 1 1 TEACHER'S TRAINING SCHOOL 10 12 1 (.]. B . T . ) 1 1 1 1 cr 1 OTHERS 1 wJ {: 5 u 1 6 1 1 t 1 I t X x\/ Appendix Table |:*S!=*=— # = = ♦==:«. =s =*=: r= * = ;= * = =:*=c:*-r.:. -x M- = GROSS ENROLMENT RATE OF f 'KII'IARY SCHOOL GOING CHILDREN IN AGE GROUP OF 6-11 YEARS 9 0 — 91 1 S .N o .1 District 1 Percentage of School Going Children 1 1 4 1• Boy«i Girls 1 Total ! I 1 1 An»! 9 } Kurukshetra 1 121.15 i1 98.04 1 109.57 1 1 ) 1 • 1 , 1 1 1 I t 1 0 1 Narnaul I 125.74 1 92.89 1 112.09 1 1 1 t1 : ! 1 1 ! Panipat ! 92.42 1 76.36 \ 84.53 1 I 1 I 1 1 I 1 1 1 12 1 Rewar i ! 117.11 1 97.64 1 107.15 1 13 1 Rphtak 1 125.00 1 112.22 1 118.68 1 ]1 1 i ^ 14 1 Sirsa 1 109.04 B4.74 ! 96.87 1 1 ♦ 1 1 ■ 1 1 1 « 1‘5 1 Sonepat i 107.23 89. 18 1 98.56 1 \ 1 1 I t i 1 t li6 I Yamunanagar i 103.20 86. 24 1 94.27 1 1 HARYANA 112.90 91.04 102.20 I J*^s•|^.^='Ss■|^BS«s^^a«as#^KSE^^5sas^<.ss»■»•s»3a*ass5^(.a8a^f !~aB #»es5# 5S=:# asat!'H -ss3B*ss= #3a:aB # asB:ssB # *ssw # «as:3a*as«-M -£s«:# | V>fV| ‘-■ipp e nd 1 K I ab 1 e 4 : = r:* = = * = HARYANA: SROSS ENROLMENT RATIO BY SEX 198B-B9 ! AGE <6 - 11 YEARS) ! AGE ai - 14 YEARS) I AGE (14 - 16 YEARS) I ______I NO DISTRICT ! BOYS GIRLS 1TOTAL } BOYS 1 GIRLS 1 TOTAL IBQYS 1 GIRLS !TOTAL 1 4 ! 5 6 7 8 I 9 10 1 11 1 1 Hi sar 86 9 59. 3 L, 1 73. 2 6 5 . 5 32.6 49.9 27.3 1 1 . 8 2 0 . 2 I ri r sa 8 7 1 6 7. 3 3 72.2 L 53.7 L 32.0 L 43.4 L 21.5 L 1 0 . C> 16. 1 L 1 B h 1 wani 1 14 9 H 84.2 1 99. 4 H 98. 3 47. 4 78.8 38.2 16. 2 27. 7 1 1 Gurgaon 9b 4 6 0 . 1 1 78. 2 8 4 . 7 41 . 4 64.0 40. 1 16.7 29. 1 t 1 Far i dabad 95 5 70. 0 S3. 3 84.6 47.2 67.5 39.8 1 20.8 31.3 1 1 t J i nd 99 4 ^ 3 7 . 9 I 83. 9 76. 1 35.5 57.9 130.4 9.5 L 2 1 . 0 1 y y 7 Mahendergarh 105 9 84. 9 H i 95. 1 106. o H 59.2 83.3 H 49,8 H 18.4 34.6 H ■< 1 1 8 Ambala 83 9 L 71.5 f 77. 7 3 1.6 59.5 71. 1 34. 1 2 0 . 6 27.8 t t 1 9 Karnal 38 Mm 69. 3 78. 9 70. 6 42.2 37.3 28.4 15.6 2 2 . 6 1 1 10 Kurukshetra 91 0 6 8 . 4 I 79. 8 70. 1 43. 2 57.4 28.6 13.6 21.3 f 1 1 Roh t a k 97 1 8 4 . 7 90. 9 8 6 . 8 60. 3 H 74. 2 38. 4 22. 6 3 1 . 0 tj 12 Sonep at 94 79.6 1 87. 0 90. 7 60. 3 H 76. 3 42.8 23. 0 H 33. 6 Source ; Director a-f Public Instruc t i ons, Haryana Statistical Hand Book of Haryana 1989-90 Aopendi;-; Tabig?5- GROSS ENROLMENT RATIOS AT PRIMARY UPPER PRIMARY IN HARAVANA 1970-71 1978-79 { 1986-B7 1 1990-91 CLASS BOYS GIRLS TOTAL BOYS GIRLS TOTAL 1 BOYS GIRLS TOTAL!BOYS GIRLS TOTAL 79.1 37. B 59.9 r92.1'. ^9.6 /I. 9 J 9 B . 1 9 72.09 B5. 50 1 93. 99 73.09 B3.57 JMiddie Class I I VI - VI II :to1 2 20.0 42.2 ?63.1 23.B 44.7 {78.34 40.45 60.50175.38 47.36 62.O: S (11-14 Y e a r s ) { Source; A Hand Book a-f Educational Allied Statistatics o-f Education Culture, Government o*f India, New Delhi. Apiieria i Tab 1 0 ^ TEACHERS AT SCHOOL STAGE IN HARAYANA (1970-71) 1 PRIMARY I UPPER PRIMARY { SECONDARY HIGHER SECONDARY WOMEN i . WOMEN 1 , W O M E N WOMEN YEAR i TOTAL TEACHER!TOTAL !TEACHER 1 TOTAL TEACHER TOTAL TEACHER 1 1 t 1 » 1 t » 1 i V 1970-71!13078 26.33*: : 6230 ’ 24.23X1 1 9 3 8 1 2 6 . 2 3 7 . V i t 1 » t 1 1 V 1977-78117521 30.58:/. 1 8201 ! 23. 2 5 2 5 5 2 9 . 5 9 7 . 1 * I 1 ( 1906-87!15916 41.2SZ 110903 ! 40.49X, 33BS2 3 8 . 1 0 7 . 6 1 5 1 4 C i . . • -•/I 1 » 1 { » } 1 i 1990-91!15461 ^1.717. ! 11815 } 39.34%! 39352 3 9 . 7 4 7 . 7 B 6 3 4 4 . 9 1 7 . < 1 * ! * sources :- i) Data for the year 1970-71 and 1977-78 is obtained -from "A Hand Book of E^ducational ?< Allied St at i sta t i cs " , Ministry of Educ ‘ion ?< Culture, Government of India, New Delhi 19B3. i 1 ) Data for the year 1986-87' is obtained from "Fifth Ail India Educational Surv&'y", A concise Report, N.C.E.R.T. ill) Data for the year l‘?9 0 - 9 1 is obtained from "Selected Educational Statistics", Ministry of H.R.D., New Delhi. Select Bibliography Altekar, A.S., The Position of women in Hindu Civilization, Moiila Banarsi Das, Delhi, \962-Education in Ancient India, MoUlal Banarsi Das, 1956. Agarwal, Bina, “Women, Poveriy and Agriculiural Growth in India", ioMrna/ of Peasant Studies, Vol. 13. 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