DISTRICT PRIMARY EDUCATION PROGRAMME

(DPEP)

GENDER STUDIES DISTRICT REPORT : KARBI ANGLONG 1994

DPEP-GENDER STUDIES SCERT : ASSAM

DC

III008207 n

- ■ V ci DOCUlVihiMfAliOi'i •!an a'! [oscicu’e of Kducatioadl ; t 4 and Administration, fi Aurobindo Marg, n - ■ GENDER STUDIES : NATIONAL TEAM

Project Director and Member Professor Usha Nayar National Core Group

Con s u l t a n t Professor Sarojini Bisaria

Meirloer, Nation.al Core Dr, Gauri Srivastava (111 charge)

Member, National Core Group : Dr. K.C. Nautiyal

STi^TE TEAM : KARbI ANGLONG

1. State Co-ordinator Sharodi Pr'TKlc'T, riii’, IM'.'.'nm

DintricL Co-(,)r;linator Uttam Eardoloi, Sr. L0ctur.?r

Ranjit Bardoloi, Lecturer DIET, Titabar

3 . Professional Assistant Lakhydhar

Brouson Teron

Sikha Teronpi

4. Report Writing Team P.K. Bar u a Py. Director, SCERT, Assam

A.P. B a r u a Reader,’ SCERT, Assam

Sharodi Saikia

CONTENTS

1. Introduction 01 - 07

z . Objectives of the Study

Metliodology 11 - 17

P o s i t i o n c.women as reflected in text books, teacher - training etc.

Dititrict ivarbi Aiiglwug

.’iiapter 1 Introduction to the District

Chapter li : Social status of women in the District

Chapter III : Educational status of woman/girl child in the district

Chapter IV : Village profiles

V : <:\) Analy;:i;; ol I he sc:ht'dulL'

b) Summary of the findings

c) Strategies and costing

Chapter VI : Summary note of the District

Appendix. ACKNOWLEDGEMENT

DPEP team for Gender Studies, Assam,expresses its sincere thanks and gratitude to all who have directly or indirectly helped in successfully conducting this study in the four project districts of Assam. Special mention must be made of the Deputy Commissioners, District Elementary Education oficers and Block elementary Education officers of the districts concerened without whose valuable help and cooperation the study could not have been made and completed in time. Further, cooperation extended by parents, teachers, community leaders, girls and others at every steP of the study is gratefully acknowledged.

DPEP team owes a special debt of gratitude to the Project Director, Gender Studies, NCERT and her team for offering guidance, support and all-round help and cooperation for undertaking the study. Finally, Qirector SCERT, Assam deserves all praise and gratitude for his encoumgement and costant administrative support extended to the DPEP- Gender Studies Team. CONTF'-^TS

1. Introduction 01 - 07

2. Objectives of the Study 08 - 10

3 . Metliociology • 11 ' 17

-1 . Position of v/onien as reflected in text 18 ' 21 boolcs, teach er - tra in in g etc.

D istrict Xarbi .Anglong

Chxapter I ; Introduction to the District

Ch. 1})!: t-']' T i; : Soc:ial i;;tatu:; oL wop.icii iji l !u! Dif.t i i.ct

'hapter III : Educational status of v.-'-inan/girl child in the district

Chapter IV ; Village profiles

Cli, pter V ; a) Analysis of the schedules

b) Summ a r y of the findings

c) SLi,citegi.es and costing

Chaptc:r VI : Summary note of the District.

A p p e n d i x . PART-1 CHAPH£H-1

INTt^OtXJCTION

In keeping with the constitutional obligation of providing free and compulsory primary education to all children of th age-group 6-14 years of the country, effort has been madt since independence to achieve this goal. Even though substan­ tial progress has been made over the years, the goal still remains elusive. It has now become abundantly dear that the earlier efforts concentrated mainly on universal access in terms of construction of classrooms and appointment of teachers and sadly lacked a holistic approach that this challenging task of UPE necessarily warrants.

Now a holistic approach to planning will be in our agenda in which a gender perspective will cut across all aspects of planning and implementation process. Women being the most vulnerable group, a new direction needs to be given for promo­ ting girls' education and achieving the goal of UPE.

f*OA 1992 therefore rightly makes a determined bid to intensify earlier efforts through reconstruction of primary education as a whole In tarqetted districts in lieu of piece- meat Implementation of schemes. It observes: "Further efforts would be made to develop district-specific projects, with specific activities, clearly defined responsibilities, definite time •3c^'“'^"1e and specific targets ...'* The District Primary Education Programme (DPEP) conceived within this framework of POA 1992 exactly seeks to concretise the ideas expressed above by adopting the strategy of disaggregated and decentra­ lised planning.

Rullding upoits the oxporienco so far galtjcd Itt thr pla­ nning and implenientation of externally assisted basic education projects in some of the States of the country, DPEP with assis­ tance from the Worlrf bank and other donor agencies now under­ takes to cover 43 districts in the States of , Orissa, Assam, , , , Tamil Nadu and Kpralfl. : 2 f

It has been the experience In the past that very often budgetary deficits lead to deprivation of the poor in terms of primary education, primary health and other basic needs. In order to meet these basic needs a structural adjustment needs to be made to compensate the budgetary pressure and deficit. The Social Safety Net (SSN) therefore seeks to protect the budgetary outlays on social sectors so that the poor could derive the benefits of tlie basic services.

In the context of primary education SSN would try to protect Central Plan outlays on primary education during the 8th Five Year Plan. It is therefore proposed to step up assistance to the state governments to achieve DEE by 2000 A. D. through this new programme nomenclatured as OPEP.

DPEP is going to be implemented in the low female literacy and low female enrolment districts of the country. Against this basic criteria 4 districts in the state of Assam are cliosen for the study. The districts are:

1. 2. Darrang 3. Marigaon 4. Karbi Anglong

General State Profile

Assam, the gdileway to the other North Eastern States of , extends from the latitude N 22.19” and longitude 89.42* to 96.30* East. It Is situated at the foothills of the eastern Himalayas and the patkai and naga ranges* The state is linked wiLli the greater part of India by a narrow corridor In that runs for 56 below the foothills of Bhutan and . Its landscape can be divided distinctly into three: (1) The Brahmaputra'Valley (2) The (3) The Central'Hilly Region : 3 :

The Brahmaputra and the Barak Valleys are entirely alluvial In orolgin. Snnd, sandstone, pobblps, ciny, a mixtiirr of sand and clay containing decomposed vegetable matter constitute the valleys. The two valleys are interwoven with a network of tribu­ taries of the Brah«aputa and the Barak,

The hilly regions are part of the platean. It shows a rugged topography.

Earthquakes are a common phenomenon In the State. The 1950 earthquake was one of tfie five biggest earthquakes in history.

Climate

The climate of Assam shows a departure from the normal Indian hot dry season. The average temperature is 29* celsius, while it Is 16®cels ius in Janua^y. Mansoon generally starts from April with heavy torrential rains during the months of June and July. The State falls under a heavy rainfall zone. The heavy rainfall annually causes floods in almost all the plain districts. The average rainfall in 1991 was ?725.4 mm.

Flood and Erosion

The Brahmaputra with its 120 tributaries causes flood every year. After the earthquake of 1950, the bed of the Brahmaputra was raised and flcsods have been rampart since then. The erosion of the mighty river in another problem of the State. MaJuH, believed to be the largest river island in the world, had its original 485 sq. wtles considerably shrunk due to erosion every year. The flood damages the rice cultivation and animals and men are also ravaged by it.

Population

Assam with a landmass of 78523 sq. km. comprising 2*39% of Indian soil has a population of 2,23 crores which constitutes 2.667, of the total Indian population. The State has a density 4 :

of 284 persons per sq. km., the hi.ghest being 467 persons per sq. km. in Ohubri district and the North Cachar Hills district. The sex ratio of the State is 9?5 females for 1000 males. The State has a literacy rate of 53.42Z which is Just over the natio­ nal literacy rate of 52. 111. Th« male literacy rate is 62.34Z and female is 43.70% respectively.

Urbanisation of the State is taking place at a rather slow pace. Only 11% of its total populatiion live in urban areas.

The SC and ST population of the Stat« ar® 7.40Z and 12.82Z respectively. The hill's population being 8.04 lakhs constitutes only 3.6Z of the total population af the State.

Culture

Assamese is a language of Sanskrit origin and has developed through the centuries. But Its golden period Is the 15th century when Sri Shankardev and Sr1 Madhabdev, two great reformers and preachers of Valshnavism, laid a solid foundation of the Assemese literature by t+ieir unique contribution In poems and dramas. Modern was born when the American Baptist Missionaries translated the Bible and published a number of hymns.

For the last four hundred years the "Satras" and "Namghars" have been looking after the soclo-relIglous life of the . The are the main cultural festivals of the Assamese. songs and Bihu dances are Important features of the cultural life of the Assamese people.

The women have their unique contribution to the Assamese culture. Every rural Assamese lady is a proficient weaver. They weave fine silk and cotton cloths with attractive floral and other decorative designs. Most families irrespective of raste» and social sLnLtis have at least a loom and each yrown-up girl is required to master the art of weaving. In the indigeneous : 5 :

Assamese tribal and non-tribal societies social evils like the dowry system, purdah, child marriage etc. are not seen. The women pflrticlpnto actively in soclo-cultural «ct1v1t1es and relatively free Intermixing of the sex is permitted. But when It comes to the imigrant muslims- Inhabiting the 'Char*^ j|reas and the adivashis i.e. tea garden labourers the whole picture changes.

Agriculture

More than 70Z of the population are engaged in agriculture. 12% of the cultivated area is under food crops« rice being the most Important among the crops covering more than two-thirds of the total cropped area. Oilseeds, sugarcane, fruits, maize and pulses are some of the food crops, that the people produce. Wheat, coffee, cashewnut and rubber are Included recently.

There are 845 tea-gardens in the State which produce 50Z of the Indian tea. Tea and Jute are the two important cash crops earning foreign exchange.

The State has to depend on natural rain for water in the agricultural field. Rabi crops are mainly dependent on irrigation under which 5.7 lakh hectares have so far been covered till 1991.

The summer crops mainly rice are often extensively damaged by the floods. Effective action plans are yet to be taken to protect the vast expanse of agricultural fields from the ravages of annual flood.

Forests

The forests cover 22Z of the total area of the State, The State is gifted with large forest resources including bamboo and varieties of valnable timber.

Wildlife of Assam is famous throughout the world specially for its rare one-horned rhinocers. : 6 :

Minerals and Industry .

Assam produces about 502 of India's crude oil. natural gas is also found in abundance. The main heavy industry of the State is petro-chemicals. The State has three oil refineries and main oi1-fields are located in upper Assam.

Coal and Limestone deposits are also found in the State, 7hr- Cntitnnl. TncLory nt Roknjnn is bnsod on thoso deposits of lime­ stone.

Tea plays a major role In’the economy of the State and of the country as well. About one million people work in the tea gardens. Assam contributes about one-quarter of the world’s entire production of tea.

Traniport and Communication

With 2482.59 kms. of railway route and 6838 kms. of surface roads, the State provides transport and communication facilities to the people. Besides it has 9600 kms. of internal waterways of which 1983 kms. are navigable by steamers and large country boats. Seven towtxs of the State are conriected by air'ways. There is a regular boeing service between Calcutta, , and .

Plitrict»

The four project districts are considered backward in terms of levels of literacy and socio-economic condition of the people.

The Doo'.lTf^’on of the project dfst’^icts is of .i^ixed variety with a little more concentration of hill tribal peopie 1n one of them In Karbi Anglong, Though Assamese is the regional language for all these districts, variations are found in languages used by local people in each of them. LOCATION •• STUDY AREAS N

N.E. INDIA : 7 :

‘ Geographically also wide variations in land forms make the districts quite unlike other areas of the state. The fury of flood during the monsoons ad other natural calamities exert a profound Influence on the life style of the people. This Is one of reasons why the people of these districts have remain socio-economically backward. The district of Karbi Anglond though not so much effected by such natural calamities has its own disad­ vantages bccause of its hilly locatiocr.

The overall picture of these districts is far from encoura­ ging primarily because developmental activities like growth of Industries, growth of township and proximity to major towns and developed areas of the state are yet to take place. Locked in traditional agrarian economy, the people in these districts are still struggling for their survival, let above coping with the faster life style of other advanced areas of the state. CHAPTER II

OBJECTIVE OF THE STUDY

Prelude

As per 1991 census, the literacy percentage of Assam stands flt which Is slightly obovo tho nntifwral lltorocy P.C. (52.11^ While this appears to be an overa'll educational scenario of the state with respect to primary education, the disaggregated lite­ racy scene of the different districts of the state is far frorrj satisfactory. Precisely for this reason* the four districts of the state viz. Dhubri, Morigaon, Darrang and Karbi-Anglond regis­ tering low rate of literacy both of n«Te and female has been aptly selected for study under DPEP. It fs hoped that the base­ line survey followed by the present gewder study would provide necQssftry inputs into formulation of itato plan not only for the specific districts but for the entire state as well. Besides, these two studies will help us restructure the content and process of education with a special focuss on 'promoting girls' education and women's empowerment.

The present gender study is undertaken with a number of objectives which are expected to cover all aspects of girls' education. In the state of Assam, there appears no palpable indi­ cation of disparity between boys and girls in the entire process of education, specially with regard to isnrolment and retention. But this general perception of equality of opportunities for boys and girls in primary education needs to be scientifically studied and observed in order to Identify why the four low lite­ racy districts of the state do so some kind of discrepancy in enrolment and retention between boys and girls.

The study will, therefore, try to find out the factors responsible for non-enrolment and dropout of the girl child. In so doing the factors will be studied against the back drop of conwiional 1 ty and local specificity, which would ultimately load us to suggest and adopt remedial measures to minimize proba­ ble factors as far as possible. : 9 :

Another important dimension of the study is to assess the status and position of women in respective social milieu as this has a great bearing on awareness and attitude of respective socie­ ties towards girls education.

So long education has remained mostly textbook oriented, and as such It exerts an overriding Influence on the psyche of the entire population, not to speak of the children alone. The study Is therefore also aimed at finding out whether there exists any gender bias in textbooks and other Instructional materials.

As teaching are rightly considered as agents of social change, perception of male teachers tends to shape the attitude of society towards girls education. In this context It has also became Imparative for the study to identify whether women teachers fairly represent in teaching position. Alongwith this the study also seeks to collect Information on teacher-training, curriculum transaction and educational administration regarding existence or non-existence of gender bias and stereo-type.

j Iiico tJtlucrtLluii is no' longer constdered an isolated ar'ea from other community activities, this study will also try to Identify the supportive role that various community structures play for promoting girls' education. This is going to strengthen Lito oMlsLhiy o( lorL of Lho governmenL ar»d to accelerate the aclHe- vement of the goal of UPE through community participation and Involvement in the process of education. Besides community invol­ vement even the existing development departments of the state govt, may play a significant role In facilitating the efforts of UPE. In this context also, the study tries to identify diffe­ rent departments which could help and support towards education of girls.

Finally the study tries to. find out the availability of educational and other Incentives which obviously motivate children towards education. : 10 :

The multl ethnl’city characteristic of "the state is perhaps fully reflcctcd In the study coiiductcd ii^ the four specified districts where life styles very dependlDB topographical variations. Each of the four districts, therefore requires specific treatment in collcctinp, relevant informntion for nnnlyBlB, All throughout the study effort has been made to focuss on local specificity of each districts and also to observe the underlying common factors which cut across all sections and all strata of the society. It Is hoped that the aforesaid objectives would enable us to evolve and co-ordinate, the qunlitntive nnd qiinntitntivo Htntua of girls in their respective society. CHAPTER III

■METHOIXJLOGY

Methodology

For the purpose of our study, both qualitative and quanti­ tative practice in the participatory mode have been adopted. This procedure has been followed to ensure that information or response not amenable to quantitative treatment also finds due representation in the overall observation of facts and perceptions*

Group discussions, interview schedules and observations and recording of the investigators formed an important component in the aforesaid procedure. Basing on these primary sources, data were collected for analysis. Data collected through different schedules were finally computarised for final analysis.

Preparation for the Study

To begin with, an Advisory Committee was constituted with the following members:

(a) Director SCERT - Chairman (b) Dy. Director of Elementary Education -- Member (c) Director Adult and NFE - Member (d) Director Social Welfare - Member (e) Director Women Study Centre, GU - Member (f) One Professor of the Oeptt. of Education, GU - Member (g) One Lecturer from the Deptt. of Education, Cotton College, Gauhatl - Member

The first sitting of the Committee in the first week of October, 1993 marked the beginning of the study. The Committee sugflostod corLniri ell sir ict-spoc 1 f ic motlftlitles and approved of the Action Plan formulated for the study. : 12 :

As per suggestions of the Advisory Comtnlttee, Professional Assistants were selected from various disciplines and from persons having experience of field work.

Immediately after the appointment of the Professional Assis­ tants an orientation course was held for 3 days In order to acquaint these field officers and the District Co-ordinators selected by SCERT, Assam, with the tasks to be performed in connection with the study. A group of 4 core team members headed by Prof. (Dr.) Usha Nayar conducted the progranwne at Guwahati. A field trip was also arranged in a nca:rby village to help the team acquire necessary field experience for the study.

Procedure of Data Collection

As mentioned earlier. Professional Assistants (2 from each of the districts of Darrang and Marigaon and 3 for each of the districts of Karbi Anglong and Dhubri) were selected from among persons having previous field experience In survey/research work. It may be pointed out here that those Professional Assistants had academic background in subjects such as Anthropology, Socio­ logy and Geography which helped them develop an insight into the purpose of the study.

Ihose Professional Assistants carried out data collection work under the guidance and supervision of the District Co-ordi­ nators (2 for each district).

Special effort was made to see that group discussion and filling up of different schedules were done simultaneously with a view to completing the work within a stipulated time frame.

Active help and support from District educational functio­ naries upto Block level and prominent persons from the concerned villages was enlisted throughout the period of field study. : 13:

Another Important step taken was to engage professional assistants „ho are well versed with the life and people of a particular social group of these districts. For Karki Anglong District local tribal persons were entrusted with the job while for inhabited mostly by immigrant Muslim, professional assistants well-versed in their local language were engaged for the purpose. For Darrang district, Which is deninated by Bodo people, persons from that community were selected, and appointed as Prof. Asstt. As for Marigaon district where plain tribal populations has long been merged into the main stream of Assamese society, Professi.onal asstts. were from general community. This arrangement h a v ’e been done to ensure that respondents could Interact with their own observers, freely, frankly and without any hesitation and ensure that observers too could understand the problems In a real setting and perspectives.

To complete the schedules specially relating to non-enrolment and drop-out og grils in times, local villagers, aware of the situations offered their help and guidance to the professional assistants in identifying such cases in different households. This was of immense help in conducting the survey.

Though the verious schedules developed at the national level were in English, the professional assistants interpreted these into local languages intelligible to the respondents at the time of filling up of these schedules thus leavning no scope for misreporting of facts. : J4 :

Sample selection

For oil tho four distrfict, soloctton of

villages In the blocks Id**ntified were made on the

same crite ria a ;i :j-jtllned below.

1. Village having no school or with a single

teacher school .

2. Village /vl th a primary school

3. Village wi t i ono primary and one upper

pr imary school .

A. Village with one Primary oneupper primary

and one secondary school.

Again in selecting the house holds, purposive peon stratified sampllnq method >vas

adopted througlioutJ the process to sake the study more

accurate and transparent.

The district level team consisting of 2/3

professional a:iuistant and two district

co-ordlnators was equipped th the following

interview r:'i2dules and survey schedjles:

1. H o u j 9 hold schedule

2. Dropout glr,ls schedule

3. Nav'jr enrolled girls schedule

A . T e a c h e r s c h e d u le s

5. Institutional Head schedule

6. Educational Adlnis tratdrs sched lie.

7. CniiKHunlty I nn tlor q rhorJii 1 n a. District -jcliedule

9 . V i l l a g e s c h e d u le

10. Urban 1 um sched jle J tSi

The purpose of these schedules was to

clotortnlno vnrloty of factors porcolvod to bo hold

responsblle for education of girls by all

cohcolvdblo of tho socloty . directly or

Indlroctly Involved In education. It could then

be possible to list out all thesa factors In order

of their gravity and crosschtjck. these against the

g*'oup d 1 s cus s 1-jns . . Th

of gli'is and reducing the rate of d»*op-outs. The

3U'jy3;3tod strot^gloB would also Involve

accountability for different »gn."ii;i5 S (House holi-:,

tuach^rff; odini n Is trn tors » coinnunity leaddrs »> tc . ) in

promoting g irls education.

The schedules are intended to have a

coinprohons 1 VO plcturo of tho stotus of girls

education encompassing ail possible courses hither to unattended and to take-up action plans In

roallstlc torins for nchloving the goal of UPK among girls.

Act1on plan: For the' State of Assam, Districts

selected, and the selected blocks and villages of

each selected districts are given below:-

Di3 11. Block V 111 ages

1. Dhubri Chapar salkocha a) Bamungaon Part-I

b) Muslim Harkata

c) Chllklkh-, ta d) Slmlabari : 16;

DI'iU. IllncU-----j V11tnin>w

Mankachar A> Norta dangtiraari

Berabhanga

C]^ Sewraguri

Sukchar

2. Oarrang -sialmorl A> Oclpaon Khulil

Chenlalparo

C> Paniakhat

D) Bhakatpara

Udalguri Ulubarl

8) Ana dhoua para

C) Kahikari O)' Jhakara

Marlgaon K o p lU A) Mlklrgaon Bj Tarajan

C) Majorb.ari

D) Kahlbarl

Bhurbondha Al Tupgaon

B> Kitajarl Pathar CJ Gaknajua

0) iManipup

4. K a rb i A n Q lo n g Lumbajong A) Sirkagnep

8) Hojaipup

C) Danka 8ay

U) Sarmen Ph an gso

Rangkhang A) Barmangaon

B) Kuthar Bangla

C) Hon^nidl D) doithalangso : 17;

Symbols for A B C and D

A) Village without school or a single teacher school

B) V illa g e with one prim ary school

C) Villagewith orle primary school ond one upper primary s c h o o l.

D) vvitH one primary schcal , one upper primary school and one Sec./Hr. Secondary school.

DIscussIo^n /G ro u p

While the schedules were exhaustlvcln nature It was further deemed necessary to hold growp discussions.. Where

individual respondents could Interact with other members and occopt or ccn^'adlct views expressed In the schedules.

Moreover, group dlscussiofi provides Opprotunlty to ask

questions which may not be there in the schedule to record

his or her points. Again, It in through group-dlscusslon that

the filled observers could streamline the essential focuss and

Insight that Is sought to bo elicited from respondents in order

to serve the main purpose of the study.

Most Importantly the advantage of groop discussion v

to ojLlminate the possibilities of male damirance generally

expressed at the time of filling-up of schedules without letting

female members of the house hold have any say on issues relating to girls* education. In the group discussion persons

from all walks of life and bot.T i.iale & fe.nale were allowed to participate in a free and cordial manner.

Case studies; A few case studies were also made to test whetoher the genoralisGd observations recorded through schedules and group discussions could be accepted as final and olso to identify and Incorporate important abservntioins - not highlighted in the generalised category.

P ro v isio n was also made to in co rp o ra te sp>eciflc observations and in sig h t of obaerveis thatmlght have emerged through constant interaction in the fi-eld. CHAPTER IV POSITION OF WOMEN AS REFLECTED IN TEXTBOOKS, TEACHER-TRAINING ETC.

The State follows an uniform curriculum and the textbooks prepared centrally are also used in all classes right from the primary to secondary stage. Thr ir^xiiinnUn contrfllly prepflretl nre then rendered into different Lnngungos as per rcquiromenC of different districts. It is therefore obvious that the same contents and approaches are followed for instruction everywhere. Even if the teachers are free to make content - enrichment and develop locally - relevant curriculor materials, such decentralised approach is hardly noticeable. Because of this uniformity of content and approach, any gender bias that happens to be there, will be uniformly reflected in all the places .

For our present study, we will examine the textbooks from classes I to VIII in order to find out whether gender bins exists and if so where.

At the primary stage, there are two sets of textbooks in each of the first two classes and 4 sets of textbooks for classes lil & IV. In language textbook , for Class 1, there are a number of illustrations where women are not represented. Similarly in Class II, language contents are dealt with without making any reference to female even if there is scope for inclusion of female.

Again in Arithmetic textbooks for classes I & II, most of the names used in sums are boys whereas the names of girls could eosily hnve been included. 19

From class III onwards, Language textbooks with a good number of lesgons reflect gender bias in terms of content, characterization, autobiographical note and illustrations.As most of th^ textbook writers are male, it is reasonable to believe that male - oriented contents have naturally crept in.

In class III language textbooks, out of 14 illustrations only 4 represent women. Again in the same textbook seven atutobiographical notes are included which are all of male. This deliberate gender bias is uncalled for in a place where renowned female personalities in different spheres abound.

Similarly in the language textbook for class IV, variety of topics have been compiled from 15 different authors. There is only a lone female among these authors. Besides, no female personality has been covered in 6 autobiographical lessons presented in the said textbook.

In sum, it can be said of the Language textbooks that women can be fairly represented as the subject offers pl^ty of scope for this.

When we examine the textbooks on Mathematics and Science for class I to VIII no palpable gender discrimination is noticed. Perhaps it is due to the nnture and scope of the subject. Howeveri in setting sums for Mathematics the names of girls could frequently be used alongwith the boys. Similary the Science Textbooks should also contain illustration of females.

A h lor liocial iJLudlea, all the textbooks from clasa 111 to Vlll ara found to hm fraa from gander biaa . except for two significant units. These units are "India's struggle ‘for Independence’* and "Social Reformers". Active participation of women in the freedom struggle and their nobie sacrifices must find place in Social Studies textbook in order to illuminate the place of women in society. In addition to national level freedom fighters, female freedom fighters of the State could have been easily incorporated in the said textbooks. Similarly, social reformers among women in the country are a plenty and they must be projected with elan in our Social Studies textbooks.

Teacher Training Curriculum t

The teacher - training curriculum of the State developed in the light of NCTE Curriculum Framework takes cognizance of the ten core curriculum components envisaged in NPE 1986. Equality of sexes therefore finds due emphasis in curriculum transaction.

lt\ Wot\s. Experierice and SUPU activities options are given for women to choose whatever they like and prrlinpf« thin doon not nmount to ftonclor discrimination. Other daily activities like safai (cleanliness of the campus) is compulsory for both male nnd female trainees. Similarly Health and Physical Education Programme common to both male and female trainees helps in understanding the need for gender equality.

As for Content and Methodology curse, seems to be a difficulty in respect of the school textbooks used for study under content and Methodology papers. As those textbooks contain gender disparity to some extent, this is likely to be reflected in their Jtl

teaching practice. Necessary effort should therefore be mnde to revise the exiJ^tinR Textimoka in the lipjit of gender perspective.

Women in Educational Administration ;

Entry into educational administration is open to all - both male and female through Public Service Commission. Through compnrntively n few in numbers, female officers enjoy equal rights and privileges like their mole counterpart. There are a good number of District Officers and high-ranking officers in the Directorates of Education among the females who are hordly discriminated agr^inst. In rec«nt times, more and more female members are * opting for educational administration in the State which is indeed a happy augury.. PART 11

CHAPTEa I

DIUIMICI ^VNtiM-UNU

Geographical Location ^nd Historical Sackgrcx^nd t l.l^Karbi Anglong, the Largest and one of the two hill

districts of Assam, is bounded on the north by

and districts* on the south by N.C. Hills

district, on the east by * has a

geographical area of about 10,434 sq. km. It comprises

of three sub-diviaions-Hamren, Bokajan and and

ten blocks. Diphu is the head quarter of the district.

1.2 lies between 23'30'-2&'41 *

N. latitude and 92'-9:S'33' E. longitude. It is blended

with hills and plains of varyiny elevation, climatic

condition also differ from place to place. The district

as a whole is a malarious region.

1.3 The average maximum temperature of the district ■ is

25.78' C. and the average minimu* temperature is 11' C.

The district as a whole receiver sufficient rainfall

about 271.92 mm. annually.

1.4 Sufficient rainfall has helped tropical vegetation to

grow abundantly in this region. A greater part of the

hilly region abounds in various types of bambooes and

other tropical grasses. On high altitudes Teak, Sail,

Gamari, Banshome etc. are found. According to latest

census report the total areas of the district covered

by forests is 73204.4 h e c r s . , o u t of which 732.04 sq.

I

km. L« undvr th» r«««rv« far««t «nd 441B0.9

hecrtare«. lia und«r the ' Olatrict Council. 129600

h«ct«r«« 1« undar th* Social Foraatry.

1.3 The Karbia form ona of the major sthnic groups in the

hill areas of Assam. Present Karbi Anglong district was

known as Mikir Hills district* in former Assam. Through

a major volcanisation^ in 1991, the Oovt. of India

granted autonomy to the district under a District

Council and renamed it as Karbi Anglong district.

Karbis are the main inhabitants of the district now.

Racially the Karbis belong to the Mongoloid group

and linguistically to the Tibeto-Burmiin group. It is

known that they migrated to the Morth-east India from

the Central Asia several hundred years back.

1.6 The folk lores of the Karbis indicate that long back

they used to live on the banks of the Kalang and Kapili

and the entire present Kaziranga range. During the

reign of the Kachari king they were driven away to the

hillsy some of them entered into Jayantlyapur and lived

in the Jayantiya kingdom.

Uhile a section of the Karbis remained in the

Jayantiya kingdom, the others moved towards the north­

east by crossing the river Barapani and entered into

the present Karbi Anglong^ Nij-Rongkhong, a village

situated about 16 km. south from Hamren is the present

seat of the traditional Karbi king called Lingdokpo. Though h« is a c a m m a n m r lik« th* otli»r Karbiv, h«

•K«rci««s hl« traditional authority In r««p«cta of

socio — religious matters.

/ Tt>e social structure of the (Carbi« still lie in

the traditional structural pattern. At the Karbi

Kingdom each village was headed b/ a village Headman

called 'Sarbura'. Several Karbi villages constituted

one 'Longri■. And the adminisfcrativ* officer of Longri

was called ’Naval' t The Kingdom had twelve such

Longris and these Longris were constituted 4 VArtus*

and each Artus was governed by an officer called

Llngdok. At present each revenue village has a Headman

called Gaonbura appointed by th» District Council.

Each revenue village has a member of hamlets and each

hamlet has another Goanbura. Generally a Karbi village

is named after the Gaonburj

1.7 Habitation wise the Karbis are divided into three

groups-chinthong, Ronghang and Amri, The Karbis have

five clans. These are Terang, Teron, Enghee, Ingti and

Timung. Every clan has a mumber of Sub-clans. Enghee

and Timung have 30 sub-clans. Terang and Teron have 6

sub-clans and Ingtri has 4 sub-clan«. Children of the

same clan are considered to be brothers and sisters.

Marriage in same clan is banned strictly.•

1.8 The Karbis follow the partiarchal system of family

structure. Father is the head of the family. At the

death of father sons inherit all the properties and not the daughtars. If the father di»s without any male

issue, his property 1« Inherited by his nearest male

relative of the same clan.

1.9 In recent years saveral urban areas have come up In thi j district and a modern middle class &s rising./

POPULATION PATTERN

2.1 The papulation of Karbl Anglong district Is a mlKcd one

- though Karbis are the main stream of population. A-I

part from Karbis, the other tribals - like Laloong,

Dlmasa - Kachari, KukI, , Hmar, Khasl etc. and among

non-trlbals Assammese, Bengali, Nepali, Biharl etc.

constitute the main groups of peopl^^

2.2 According to 1991 census, the total population of Karbi

Angiong district is 662, 723 out of Mhich 3,47,607 are

male and 3,15,116 are fema.le. The blockMise

distribution of population shows the concetration of

population to be highest in the Howrahghat block with

about 21M of the total population of th* district in

it. Chlnthong block has the lowest population. Only 17*

971 that is about 3% of the total population th«ra ,

in this block. Blockwise distribution of population is

shown in Table-l. Table-l i Blackwiae Distribution of Papulation

S. No. B 1 ock Ma 1 e FemaIe

I . 1 1 inti • a J • M Kj '-’vn I n IV.

2 . Rongkhanq 35339 31393

l)ol<« J an 40266

4. Howragha t 63963 60400

5. Nil ip 13370 14373

6. Amr i 10997 17656

7. Socheng 11200 10632

8. Ch in thong 1’93 8 4 10607

9. Rongmong V e 14067 1 3 1 6 6

lO. Sam i I artso 3 4 7 0 6 33169

* Source ( Census of India, 1991

2.3 Out of total 662723 population B3.36*/t reside in

villagoB. 51,96*/. of thif total population of th«

district balong to the Scheduled Tribe and 4.22V> belong

to scheduled castes. Among Scheduled Tribe* 179209 are

flTAlt tnd 166429 Art female. Accordingly 14679 arc male

and 13112 are female among the scheduled castes.

Table-2 i Population according to 8C/8T

Category Male FemaIe Total

ST 175209 166429 341710

SC 19079 13112 27991 □ the rs J 293014 3.1 Th» social status of woman Is apparantly high in t

tribal aociat/t bacausa thay participata in tha procasi

of production. Howavar, two damagraphic indicators i.a.

tha naK ratio and litaracy show a diffarant pictura.

3.2 SeK ratio in the district t

Table - 3 i Sex-ratia in the district as m « 11 as the state

Aram Yaar Fcmala/Mala

Karbl Aiigiuiiy 1971 875/1000

1991 907/1000

Assam 1991 925/1000

Source i Census of Indiay 1991

In Karbi Anglong the seM ratio is lower than the seK

r«tio of Assam (itself lower than that of tha

country). But it has %hown a rising trend from

B73/1000 in 1971 to 907 female per thousand male in

1991 .

3.3 Literacy

Table-4 i Litaracy rate in the district

Total ST SC hale F e m a 1e

39 V. 32.6Sy. 3fc.23y. 44.1SX 26.7&y. According to 1991 csnsus, th« total lit*r«t» population

in th* di«trict la 2,37»788 I.* 33K of th« total

population out of wh Ic h . 44 . 13V. ar« malv and 26.73V. ar*

fsmale.

Tha dlatrlbutlon.of 8C/ST lltvracy rata for tha

district shows that the out of the total literate

population* 32.69K are Bchadulee Tribe* and 36.25K are

Shedulea Castes.

From the table it become* clear that the rate of

woman literacy is lower thah the state woman literacy

rate a« the state woman literacy rate in 43.70K*

3.4. The average density of population of the district is

63 persons per K.m. against the state density 284.

However, the density of population in the district has

increased by 27 persons per km. over the east 20 years.

In 1971y the density was 36 persons only per sq.km.

Although the density has Increased over the years,

it is still very low as compared to other districts of

the state.

3.3 The growth rate in the district has increased from

68.28 y, to 72,79V, over the least 30 years i.e. 196l-'91.

The percetage increased in population during the last

20 years is 46.39K while that of the state is 92.44X. Work—Fares Participation Rata

3.9 Th» diatribufeion of mal* «nd work«r« •« Main and

‘ flApginal work«r« in th« district i« ahawn in th«

following table. T«bl«-4 t Oi«trlbutlan of Main and Mkrglnal Workar*

Type Main Workar Marginal Workar

Total Mala F emala Total Male Femala Total

59275 41003 18270 7049 130A 3749

Rural 19414 13783 5631 975 902 73

U rban 39061 2 7222 12639 6074 402 5672

Soured * Census of India , 1991.

Among tha main workvra mala dqmlnatva tha fcmala by

44.S*/., But In ca«c of marginal workara tha fatnala pcrcantag*

ia far greater than male. It ahoMs that the women work force i« moatl/ engaged in the marginal aector. Th« following tabl« «how« a mor« d«tail«d divtrlbutlan

of main warksrs i-

Table-3 1 Dietribution U Haln Workers

61 ACTIVITY RURAL URBAN TOTAL

TOTAL y. Of TOTAL % Of TOTAL ^4 Of Worktr* F«miU Workers F«nitl« Z2% Ffitala

I 2 3 4 5 6 7 a

I. Cultivator* 186723 34.29 3879 63.70 190604 28.76X

2. Agrl. Labours 15313 26.62 956 63.37 16469 2.48X

3. Livestock h Forestry 5948 31.42 1041 68.75 6889 1.03X

4. (lining V Quarrying 334 12.27 3 87.72 339 0.031X

3, Manufacturing, House­ 433 37.93 119 42.06 534 0.084X hold industry

6. Construct Ion 1B44 3.04 1731 96.99 3373 0.34«

7. Trada h. Commarce 4793 4.39 4007 69.23 8800 1.32«

8. Transport, Storage and 1066 1.96 856 98.03 1922 0.29X commun icatIon

9. Other services U525 10.17 • 675:$ 83.86 18278 2.75X

Saurcs i C«h«us a f India 1991

From tha above tabla it bccomas apparant that in both rural

and urban area* woman are much behind man a« main worker*.

Although rural women are part of productive force in the

process of cultivation, they «eem to make only a low percentage than men in the work force participation rate.

ORB/^NISATIONS WORKING FOR HOMEN

The women's organisations working in the district can be devided in to three categories. Firstly, there are some

10 raglatarad womsn'w arQ«ni«atlof)« in th« di«trlct* All lotal

108 r«gi9t«r*d Momen'a organl«atton* «r« actlvvLy Marking

th«r« Intlating «om« r«for

ordar ta promota tha status of woman In aconomic sphara.

Tha moat prominant; among, thaae organisations is Karbi

Anglnng Olefcrir^t M«hn« affllUfeBfl hy Pp«f1a»hlk

Mahila Samity, Assam. Thay have organisad soma waaving

cantras. Food Presarvation Centraa and AE JCantras In tha

intarior part of tha district.

Secondly, thera ar* some woman's organIsatIons which

ara ideology oriented in nature. They organise the women—

and are actively working in the district for uplifting the

status of women through their knowledge their right and

dignity, K.N.C.A. is one such organisation.

Thirdly, some other women's organisations ara there

small in number, belonging to the upper middle clan in the

urban areas. They are mainly engaged in vocational training

and recreational activities of women.

Pol Idas and programmes for woman.

All policies and programmes formulated by state

government are entended to the district also.

There ara I.C.D.S. Mith 48? centres. Total villages under I.C.8.D. is 2236.

11 ciiAPcn-ii

SOCIAL STATUS OF HOMEN IN THE DISTRICT KARBl ANGLONO

Karbi Anglang, as ha« already been pointed out, i«

Inliablted by a number of tribal and non-brlbal group* out of

which the Karbis and the Oimaaa« form the bulk of the total

population. Statu« of Momen in thece «ocietle« and

discuflsed below.

SOCIAL STATUS OF KARDI WOMEN »

The KarbiSf hitherto known as-Mikiraf are Mongoloid and

belong to the Kuki-chln group of the Tibeto—Burman

lingulatlc family.

The Kabri« follow the Patrlarchal tern of family

structure and a« «uch the Iine of descent 1 a traced through the male members on 1y . At the death of the father, the sons

inherit the property. In absence pf i. mAlt. i g » u t . BLLEfiALiX

1 g inhe r i ted by the deceased nearest ma1e relative. But tinunli jp till tmh Intii* t t r tv KarMi suelety.

Since majority of the Karbis live in villages, agriculture constitutes the main source of iiveiihood dor them. A considerable number of Karbis are also engaged in other activities like mining and quarrying, construction, trade and commerce, transport, household industries etc.

Division of work is based on Jbwo criteria, viz. age and seK. Momen are generally engaged in domestic works. Young girls baby sit. Men work in field ( jhuming etc.). Boys

12 generally help their p«rent« kn agrItulture• Women Meave

their own clothe* in their loonn.

F«m«l« literacy i« very.Low among the Karbl«. It l«

only 36.577., Mherea« male literacy is as high as 63.43%.

Among the Karbis, position of Momen is Io n in the

• ensf that they are not consulted by men in d eciaion tneking

tt the village level. Women are not allowed to attend

^illa^e council or trials and are also barred from community

riuuuke I--t n l H m n y h nf

rultivatlon, they are not allowed to participate in

larvesting rites and dance (Hachakekan). Boys and girls

lartlcipate together only in a few festivals.

The women in Karbi society do all the household works

'ihich include brewing of rlcte beer. • The Karbis still

iractice Jhum cultivation and as such social role of women

« equal to men In every aspect, but dectsion making role is

fen 1 cd to t h e m .

Qsnsrally the wife goes H;a live in husband's house

ifter marriage. The system of dowry is not known to them.

»irls are married at the age belcween 15—20 years. Among the

ducated it has gone up to '25 years or more. Widows are permitted to remarry persons olbher than her late husband's

Ider brother.

The Karbis are eKoganous and marriage within the same ilan is a taboo. The significancae of wife's clan is less

«nong the Karbis.

13 At prtvcnty many chang«« h*v« t*k«n plAC* in Karbl

Qlrl« aducation 1« cncouragad to a graak aKtant.

Affluent familla* have started giving mhara of proparty to

thalr daughter* as wall. Tha Karbi women even to go local

market fur tlie (lurpotte uf hiiylng and veiling. However,

participation in th e « e is activltis such as politics l«

«tlll vary nagligibla.

PLACE nr WOMEN IN DIMAQA OOCIETY OF KAROl-ANGLONO DlOTniCT

Tha Dlmasas inhibat the N.C. Hills and also in the

districts of Karbi Anglong and.Nagaon Linguistically, they

belong to the Bodo group of Tibet-Burman family.

The Dintasa village are generally located on tha rlvar

banks, in tha interior forests surrounded by hills. Thera

Is a myth that these people have a close affinity to rivers.

All the villages are homogeneous.

Their economy Is baaed on shifting cultivation where

tfiey raise m lK a d crops. Tholr economy requires Joint and organised endeavour of all the family members. Moman's participation In Jhummlng is significant among these people.

However, thosa who are above 60 years of age and adolescents

( boys 8( girls) are not included in the labour force. But they sometimes entand their services as helpers to tha regular labour force. Work that demands physical strength like ploughing etc. are done by males.

14 Among th* •ubatdiary’ occupations mention may b« m«d« of

weaving, raaalng of End! and Muga, bamboo and can* productm.

Th« Momcn also real pigs, fqwls and buffalocv, but not c o m .

Dim««a women al«o da«« all the fiouaehold workf such aa

cooking, cleaning, washing, fetching water, collecting

'firewood and «o on. Brewing of rice beer is done by women

a l o n e .

Among the Dimasas, both patriliheal and matrilineal

•yatem ' of decaent are in vogue. A man reckon* hi« descent

from hi« paternal grandfather, and them from maternal

grandfather. On the other hand, a women reckon* her descent

through her maternal grandmother and concurrently from

paternal grandfather. It i« a k tnd of doub I e descent “ I.

combtnatton clL matrtlineat and oatriIineal mode of descent.

The existence of daub I e-descent has greatly influenced

the law of inheritance among the Dimasas. The patrental

property, in the form of land, weaponfi etc., are inherited by the sons. The maternal property is inherited by the

daughter* alone.iThe comeuan properties *uch as utensils etc.

are shared by both daughters and sons. In case of absence of

male issue, parental property is iherited by the nearest male relative. Likewise in case of absence of a female

issue, ( nearest female relative inherit the maternal property.

Clan S K o g a m y is a general rule among the Dimasas and

this is observed in both the cases of primary and secondary class af f i I iat ions f. Mitti marriage a gi-'* looses her

19 idantity with har fathisr'a patrician and Jain* htr hu«band«

|ial.r* Ic I an. Modooainy i« «(iricHy faUow«d by khf Uima«4ia«

Midoui ramarriaga la allowad. Dlvorca 1« po««ibla if tha

headman approvas tha> dL««alutlon of tha marriaga. Brlda

price eki«t« to soma aKtant. Qirls ara married at tha aga

batMaari 16-22 yaaro.

Authority lie* in the hand« of the mala head of tha

family and the housewife is always 9ubmi««ivey though in

«ome important matter* h&r advice i« also taken into

Account. The domemtic r««ponaibi1itie« are entirely borne by

the women.

Tha Dimasa vill

Generally, only a male can became a headman. He is selected by the village alders In a formal meeting. Woman are not consulted by men in decision making at the village level.

Dimasa women, like the Bodos* and Karbia, are not allowed to

attend village Council or trial.

The literacy rate of women is very low among the

Dimasas. Most of tha girls are traditionally engaged either

In household activities or play activities. Dimasa men do not interfere in scmbc of kheir women's activities such as in weaving clothes and in raaring pigs ate.

Changes have taken place among the educated families.

Girls' education is encouraged among these families. The people do not foilovi their customs and traditions very strictly. Participation of woman in activities such as politics is not comaian among them.

16 la cQiicluUa, it can ba «aid that, tha «tatu« of woman

In Dima«a noclat;/ much highar than in «ama of thair naighbouring communities. During lei«ura tima both boy« and girls practlsa sofiga and danca tagethar. In tha community festival 'BUSU*f tha participation of girls and boys is significant. CHAPTER III

EDUCATIONAL STATUS OF MOflAN/BIRL CHILD IN KARBI AN0LONG

DISTRICT

O^lng « trib«l domlnAtvd «acl«ty superficially fch«r* l«

no strong bijL« again«fc wo

&tiucatluM Pi*ugramm«« *l»aw m dlft«r«nt plctur*. Th«

pragrammas takan tor girl* aducatlon In tha district do««

not «aam to b* adequate. The ooclo-econoniIc condition of the

people i« «o poor. So the parents cannot provide adequate

facilities to thalr child. Drop-out, never enrolled among

the girls are very common In the district. On the other hand

In the Interior villages, there Is no proper Imphasl* ,

regarding the primary education In general as well *s for

girls in particular. Most of the primary schools are nening

without school building and but no proper investigation and

incpection Is made by the authority.

According to 1991 census the total Literate population

of the district Is 2,37,788 i.e. 33H of the total

population. Following i^ the detail table of literacy for

all population of.the district.

Table 6 < L iteracy rate in the district '

Pe rson Y. Male Female No y. No %

Total 237788 35.88 153467 44. 15 84321 26.76 Rural 195568 33.02 127551 41 .34 68017 23.97 Urban 42220 59.92 25916 66.34 16304 51.92

(Source t Census of India, 1991)

10 According fco 1991 c»n«u« th« llt«r«cy r«t« in th#

district Karbi Anglong in 35.88 witH 33.02 in rural m««« and

39.92 in urban ar«a«« In th« urban ar«a« th* rata i« highar

than the rural areas and it is seen that female literacy

rate is much lower than the male literacy rate irrespective

of area. Rural-Urban disparity too is seen in respect to

literacy rate of both ssKes*.

Amcing the scliedule cast and schedule tribes populaion

also male possess the higher literacy rate than the female.

In the rural area the literacy rate of Schedule Caste people

are higher than the Schedule Tribe people. But in urban

area it shows a compiete reverse. The fallowing table gives

a glimpse of it.

Table 7 x Lit«racy rate among Scehdule Casts and Schedule

Tribe population

Populat ion S.C.S.T.

Male Fema1e Total hale F e m a 1e Total

Total 6qa6 3261 10147 70764 40822 111586

Pe rcen- 46.20 24.07 36.23 40.37 24.53 32.63 tage

Rural &14S 2856 9087 63135 35671 98806

Pe rcen- 44.88 23.37 34.74 38.65 22.89 30.93 tage

Urban 741 405 1 146 7629 3151 12780

Pe rcen- 62.43 45.46 55. 15 63.86 48.76 56.77 tage

Source t ce

19 EDUCATIOINAL FACILITIES x-

Table Q ( Distribution of Schools in th« district (LoMcr

Primary *« Uppper Primary, N.F.E. •« Adult Education)

Lowe r Uppe. r N.F.E. Adult education P r imary Primary Centre

Total 14H5 217 93 689

Rural 1203 180 92 683

Urb an 2 1 2 37 1 6

(Saurc* I Fifth All India Educational Survey, A«««m St«t« Summary Rapart - 1986 >

From th« above table l€ 1« s««n that thv total number

of Low«r Primary and Upper Primary schools pra««nt In the

district *re 1413 and 217 r««pectiveiy. Among them maKimum

number af schoolm present .In rural areas in the cat egories.

Though the number of schools present in rural areas, urban

area posseses higher literacy rate.

Out of the 93 Non—Formal-Educationa1 Centres, 92

centres are situated In rural areas and only one i« In urban

area. Besides these there are in rural area. Out of them S9

are for men, 145 for women and 479 for both and only 6 centres in urban area oii th 2 centres for women and 4 for both men a.nd women.

20 Total B.C. S.T. lia 1 m Famala Mala Fcrnala fi«l< F«

9366 3012 4334 1127 1010 3821 3036 I

13932 0411 . 7341 92 02 3411 3303 II

3939 3057 2882 11 3 2198 2139 III

1 133 3688 3463 36 34 3069 3034 IV

18032 9611 9221 1328 1068 3821 3886 V

33A6 2030 2714 6 4 1969 I960 VI

16414 0432 7972 330 314 4200 3842 VII

4192 2103 2089 11 7 1331 1319 VIII

Source i Karbi Anglong Autonomous District Prof I!•—1993

The total enralment from cla«s I to VIII In 131719 In

the di*trlct. Out of 69847 are in primary level. Th» total

girl students in primary level in 33914 against the boys are

33933, the percentage being 31.44X boys against the female

g i rls percentage - 48.55V5. The gap between the boys and

gi r l s remains in all clanes.

In the primary level the Schedule CAste Enrolement Is

3.4V. and Schedule Tribe, Enrolement in 3S«69K. Ths girls

enrolement among the Schedule Caste In 47.33% and Schedule

Tribe is 49.64V5 in this, level.

So it is clear that in the primary level the member of scheduled tribe enroled in the school in much higher than schedule caste population irrespective of sexes.

21 Table lO t Ay« Bpwclflc arirolin«nt far ag«s 6 —11 and 11—14 Years

Person Age group bctuiaan Aga group between 6 yra to beloM II yrs 11 yr« to 14 yr«

bays 53.20 41.09

Glrla 3A.v^0 3(1.26

Source t~ FAXES, 1906

From the table it l« clear that in the age group 6 yr«

to below II year* In case of both the eeKe* the percentage

of enrolment is much lower than the other three district of

the study. In case of boys. 53.20X get enrolled in the

school whose as in case of g i i'1 child enrolment, the

percentage is only 36.30X In 11 years to 14 years age group

the enrolment of male child is 41.09*/. and the girls

enrolment is more or less the percentage of Tribal people

much higher in the district may be that is why in case of

enrolement als^ number of scheduled tribe is found to be

much more than scheduled caste.

VILLAGES SERVED BY SCHOOLS

tilble 11 f Ha o f «i=hcxil«i Mithln habltaiions

Lower Mithin the village Upper Within the. High School Primary Primary Village Higher Sec. S c h o o l .

1413 837 170 B6 126

Source t FAXES, 1986

22 Table lO t Age spvclflc •nrolmcnt far 6—11 and 11—14 Years

Pe rson Age group between Age group between 6 yr« to below 11 yr» 11 yr% to 14 yr«

Doye 33.20 41.09

Glrl« 36.30 30.26

Source i- FAIES, 1906

From the tuble It 1« clear that In the age group 6 yrn

to baloM 11 yeare in case of both th« eeKea the percentage

of enrolment is much lower than the other three district of

the study. In case of boys. 53.20X get enrolled in the

school whose as in case of girl cHild enralmentf the

percentage is only 36.30K In It years to 14 years age group

the enrolment of male child i« 41.09% and the girls

enrolment is more or less the percentage of Tribal people

much higher in the district may be that is why In case of

enrolement also number of scheduled tribe is found to be

much more than scheduled caste.

VILLAGES SERVED BY SCHOOLS

tdbiv 11 I Mo of i3Chaal« Miihin habitations

Lower Mithin the village Upper Mithin tht High School Primary Primary Village Higher Sec. S c h o o l .

1413 837 170 06 126

Source « FAIES, 1986

22 According to «tatl«tlcal profile of th* hill «r«a« of

1990 only”300 c«ntr«« of Adult •duc*tlon w«* found to b« In th«

K^^rbl Anglono dl«trlc%. b«n« f Ic 1 *r I •« of %h««« mrm mhown

■ I (iw .

Table 12 f A.E. Centre i 300

R F L P S A E P

tia I e 3717 Mai* 4056

F em a 1e 4314 Fsmale 4606

Total 0031 Total n 0660

On ly two pre-primary «chool« with 16.77*/. trained

teache ra are there in the district -

Table 12 X Distribution of children enrolled in N o n —Form«I E d u c a t I o n .

Total Boy« Q I r Im

Total 1666 96^ 702

Rura 1 1627 932 693

Urban 39 32 7

(Sourc* I Fifth «ll India Educational Surv*y, 1986

In th« dlvtrlct th« numbar of boy« •nrollad In th*

Non Formal Education is much higher than girl* irravpactiv* of rural and urban arca«. A« the number of centre* is much

le«« in urban area, the student aleo are levaer than the

23 rural «r««. In th« rural area th«r» Ar* 932 boys and 693

girl* in th« m M o 1« district wh»r« a* in urban arva thar* ara

only i\ZJt buys and 7 girl*.

TEACfiEnS AND TRAlNINe

Tha following tabla shows th« distribution of taacharm

in primary schools according to thair status.

Table 13 i Tsachcrs according to b « k and status

S«K T ra in e d UNTRAINED Total

M* I e 321 1459 1700

Fema1 a 64 . 73B 802

T o ta l 383 2197 2382

Satires I OVmtrict Ql^lca, K. Anglong, 1993

From the tabla it becomes clear that out of tha total

trained teachers only 16.dK and out of the total untrained

teachers only 33.6X are females.

INCENTIVE PRfJGRAMMES

Provision of the fallo>*4ing incentives are there in

Karbi Anglong district for the students of primary level.

1. Free Text book.

2. Free Uni farms.

3. Attendence schoolarships (For both boys and girls)

24 In th* y««r 1992-93 only 2584 uniforms, «tt*nd 0 nc«

•cholApships to 2444 «tud«nts JBoth boy« *nd 93,680

copies of text book« have b«en supplied to 12,1430 studants

(Srarce primary education board, K.A. District council).

Front th« abovc.data, it is cleared that Incen t i ves 'are

not sufficient as per snrolenient. On the other hand, the

fr»« uniforms and attendenca scholarships are not ragularly

supplied to students. No other incentives are provided for

the students in the district.

NON-ENROLMCNT AND WASTAGE

The following table gives a glimpse of the children

away from school.

Table 14 i Non-»nralinent «nd dropout rats <&—V years)

Sen Non-enrolled Drop out

Male 53.03 11.11

Female 46.04 ’ 11.90

Tota I 30.32 11.31

Source i Karbl Anglong outonotnaua District Office, 1993

The table sha*«s that not much of disparity eK ists in drop out rates (although It is more than the boys in class 1

i.e. 7.14X for glris and 9.9&X for boys) mare boys are s*eem

to be non-enrolled in this age group.

23 In th« «g« 9 raup of tO th« r«t« of non—«nral1 ad girl«

1« 32.B9M whll« for boys ik i« 27.71 in •««« mf achvdulc

Trlb* (Hills). In 8ch«dul« Trlba total it 1« 16.B3K for

And 17.29 far m«l««| in t«« gardan* 99.31 and 34.44

for famals and mala reepectival/ and for ganaral total it i«

39.61 and 28.01. (Sourcs i K.A. Autonofflou* District Officat

1993)

The stata prafila\ hoMavar, showa that tha highaat affected groups of waa stage are children of Char area

(moctly inhabited by immigrant muslima) scheduled tribes and girls. These three groups need special attention. The total tuastage rate is high too. This is contributad by th« bacfkward groups. High degree of stagnation is very much responsible for the high wastage rate which is stightly lower in case of boya and urban area«.

26 CHAPTER IV

VILLABC PROFILES

VILLHGE I KIRKONRNEP ni(M:K c I iJfinAjnN(i lllttntllll I KAIItIt ANIILtHvMl

PHYSICAL SETTING i

LOCATION - 51rk«ngn«p vlllaga falls und«r Lumb«jong

Dovclopmant Block of Karb1 Anglong 01«trict. It i« «ituAt«d

B km«. away from Diphu, th« District Haadquartar.

HELIEF - Th« area la charactorIaad by law undulating hlll«,

with narrow vallays.

CLIMATE - The vlllag« enjoys a moderars climat*. Ifc

receives les« but sufficient rainfAll throughout the year.

Summer* are hat and wet, while winters are cold and dry.

RIVERS - There are no rivers flpwlng through the area. A

small stream knotun as Oiphu stream flows in the south. It

i« a small tributary of river Dhanaurl.

NATURAL VEGETATION - Thick vugetatianal covsr Is seen around

the village. Mostly decidious trees and tropical grasses

are found here.

CULTURAL SETTING t

Papulation - Ther« are &l hausehalds tn the village and a

total population of 329 of which 13B are males and 171 are females.

27 Casta - Tha inhabitants of thi« villag* ar« all Karbiv,

balonging to tha achadulad tribe. Paopla from athar

ca«t«a/cammun1t1«« ara not found hara.

Raligion — Hindu i« thi dominant raligion In thia village.

Thay folloM tha crud* form of Hinduiam. Thay do not Morahlp

any idol nor do thay hava any tamplaa or ahrinaa. Thay

baliava in tha plurality of goda and to appaaaa tham»

poultry and animals aro sacrificad.

Laiiquaga - Karhl languaga 1« vpokari by all tiar*. llowavaPy

Aasamaaa ia tha lingua franca in this villaga.

Literacy - Literacy rata for this villaga is not available.

TnANGPURT AND COnNUNICATION - Tha maans of transport and

communication ara not Mall davalopad hara. Thara ia ona

unmetalled road passing through the village, and apart frow

this, thara ara no other roads in this village. Tha

villagers travel on foot to Diphu , tha nearest town.

Post and Telegraph facilities ara also not available in

this village. Nearest post office in tha nant villaga, is

located at a distance of 2 kms.

Other means of communication ara also not found here.

MEDICAL - Medical facilities are also not available here.

The villagers travel on foot to Diphu Town for medical

t re atmen t.

WATER SUPPLY - There are 4 wells in the village and the villagers use the Mater for drinking and for other purposes.

28 MAMKET - Th«r* i« no markat «r»« h*r*. Th« n«mre«t

i« at Oiphu, Q km«. awjiyy and the villager* go and get

**v#rythlnQ from

ELECTRICITY - The village l« «lectrlfl«d but only a tew

families are able to have electricity in their housem.

ErMJCOTIDNnU INOinUTIDNQ - There !« one Venture •choal In

the village and apart from it» there are no other school**

The school ha« been established recently and ia ha« only 2

clauses. Moat of the childran go to «chool« in the

neighbouring village or to Diphu Town.

ECUNOMY - Agriculture 1« tfie main occupation of the people

here. Land for cultivating paddy is not available here, «o

the villager* do « miK»d cultivation of different crop*.

The crape grown in thi« village are «ea«am, maizes y*my

chillies, tapioca, bnnana, lemon, areca palms, betel vines,

etc.

Only five are found, to be engaged In government

services. The women-folk are mostly found to be engaged In

household activities like weaving, preparing rice-beer,

rearing silk warms, etc. However, these are done for their own domestic consumption, .pa

VILLAGE t HOJAIPUR BLOCK ! LUtlBAJONG DISTRICT t KARBI AM6LONQ

PHVSICAL BETTINB i

LOCATION - Hajaipur village falls under Lumbajong

Development Block of Karbi Anglong district. It ia situated

29 in the « o u t h —w*«trern p«rt of th* block «nd i« locatsd «t «

distance of about 41 kms. amay from Manza, th* Block

Headquarter and about 23 kiu«. from Diphu, the District

Headquarter. The village lie* on the Dlphu—L ding road*

which is an important road of the District.

RELIEF - The area is characterised by undulating surface

uiith gentle slopes. The village lies on the slopes which

gradually slopes dawn towards the north-east. The south­

western part is comparatively higher and the village middle

schaol i« situated in this part.

CLIMATE - The area enjoys a moderate climate and it is very

much controlled by the seasonal winds as in other parts of

the region.

Rainfall is sufficient and summers are warm and wet,

while winters are cold and dry.

RIVERS - There are neither rivers nor streams pascing

through this village.

NATURAL VEeETATfON - Thick vegetation is seen in this area,

however, on the hill slopes where Jhum cultivation is done,

vegetational cover is found to be absent. Mostly, deciduous

trees and tropiccl grasses like bamboos are found here.

CULTURAL 8ETTINQ i

POPULATION -* The village is sparsely populated. According .

to 1991 Census reports, it has a total papulation of 308 persons, of which 161 kre males and 147 are females.

30 There arc altogether 58 householdv in the village, of

which 54 are headed by males and the rest 4 by females.

CASTE - The village la dominated by the Dlmava Kachari«, who

are al^o known as Hojfll*? (h*»ncp th*? nam(» Hojalpur). Tfi**y

belong to the scheduled tribe and apart from them there are

people from «di«dul«d ca«t«« and other cammunitle«y ««ttllng

her* permAnarttly and t vmpor a r i 1 y. There are Two Nepali

families^ 1 Blharl family, and 1 Bengali family.

RELIGION - The inhabitants of thi« village are all Hindus.

Ti\« I)lnia«iM« follow tti« ri'iicie fnrm of Mindui«m. They lielleve

in the eniatence of one supreme being whom they call

"Madais". Under him there are soms minor **Madais". For the

appeasement of their duties, poultry and animals are

sacr i f iced .

y ^J^I^NQUAQE - Assamese is the principal lingua franca ta thl«

village, but the number of speakers arc less. Only a few of

the Oimasas can speak . The number af

speakers of the Oimasa dialect is found to be more here.

LITERACY - Literacy rate is low here. Only 37.6 per cent of

the total population of the village are literate, of which

67.24 per cent arc males and only 32.76 per cent are

f ema 1 es

TRANSPORT AND COnnUNICATION - Transport and Communication is

nut difficult hare a« the village lies on the Diphu-LuondIng

road. There i« a bu<>i~«ttnf} and nlnio««fc uvery pt^ivaVe

31 bu«i»« ply throu^jlt tl«l« road. Ifiaida th« villag** only foot­

paths ar« found.

Th«r« 1« « Po«t Offic* In th« village, but no t«l«phon«

and tclvgraph facllitlv* ar« th«r«.

nCDICAL - Medical facilities are not available in the

village. The villagers go to Diphu Town, 25 km«. away, for

any medical treatment.

WATER SUPPLY - Drinking kiater through PHE tap« is available

in the village at 2-3 places. Besides, there are 3 wells,

one near the school and 2 inside the village. The villagers

use the water for drinking and for other purposes too.

ELECTRICITY - The village is'e1ectrifiad but only 4 families

have electricity in their houses.

m a r k e t - There is no market area here, but there are 3-4

grocery shops which cater to the needs of the villagers.

The affluent families go and get everything from Diphu town*

EDUCATIGNAL INSTITUTIONS - There are two schools, one

Primary and one Middle school, in the village. The villag*

children go to these schools but when they finish the Middle school, most of them drop-out due to absence of High school

in the village and in the neighbourhood. Only those who can afford and those who are interested in pursuing further studies go and attend schools and colleges in Diphu, the nearest town, where these facilities are available.

32 On* ICD6 cvntr* !• there In the village^ which !•»

surpri«ingl/ found to b« functioning ««tl«f«ctarily• Th«rt

are around 40 children enrolled in it.

^CONOflY - The Dlma«a« of thi* village are niaetly

agriculturists and only a ftM are engaged in government,

••rvlcffs and othara. The BihariSf' Nepalls, Bengalis

residing in this village are mostly engaged in Trade and

Cammami. r\n\oMg the dlmanas, there are landless labourers

who earn their living through daily wage.

The women-folk are found to be engaged in both

household and agricultural activities. Young girlSf mostl/

school drop-outs, earn by selling rice-beer, while some do weaving. These add to the fami'ly income.

The farmers cultivate different crops. Cultivable land

is limited here, so jhum cultivation is done on the slopes.

They grow miwed crops like yam, chillieSf pumpkin, maixe, etc. Paddy is cultivated in the low lying areas, wherever available. Beside these, ‘bananas, mango, lemon, bamboos, etc. are also grown.

The mode of economy is of subsistence type. They produce for their own consumption and there are no surplus productipn. Some of them still live below subsistence level.

33 VILLAGE I PQNKA BEY BLUCK I LUnBAJUNQ DISTRICT I KARBI ANOLaNG

PHYSICAL SETTING t

LOCATIQN - Village Danka Bey falls under Lumbajang

Development Block of Karbl Anglong District. It 1« situated

in the northern part of the Block and is located at a

distance of about B kms. away from Maaza, the Block HQy «nd

about 26 kms. from Oiphu, the District HQ. The village lies

atop a small hillock near the National Highway 36.

RELIEF - The area is characterised by undulating surface of

low hllls^, whose general trend of the slopes is towards the

south .

C L I M A T E - The area snjoys a moderate climate and It is very

much controlled by the seasonal winds as in other parts.

It receives sufficient amount of rainfall throughout

the year. Summers are hot and wet, while winters are cold

and dry-

RIVERS - There is one river known as.river Bor Jan, flowing

in the north of the village. It is an important tributary

of River Jamuna and has its source in the Singhason hills. ^

NATURAIL VEGETATION — A few deciduous trees and tropical grasseis can be seen in and around the village.

CULTURIAL SETTING >

POPULATION - The village is sparsvly populats^d. There ars only 511 households and a total population of 309. Of which,

162 are males and 147 are females.

34 CASTE - The inhabitants of this village are all Karbis,

belonging to the scheduled tribe.

RCLiatON - The Karbis of this village are all Hindua, eKcept

for one Christian family. They follow the crude form of

Hinduism. They do not worship any idol nor do they have any

temple or shrines. They believe in one Almighty Ood, the

Creator of the World. They also believe in the plurality of

gods and for tho Appeasement of them sacrifice of poultry

and animals are done.

LANGUAGE - The Karbis have their own tribal dialect and the

number of speakers of this dialect is found to be more here.

HoM*v«rf A«««mcse is principal lingua franc*.

LITERACY - The literacy rate of this village is not available

TRANSPORT AND COfWUNlCATlOW - The village is easily

accessible^ being located near the NH-36i. The road leading

to the village is metalled upto a certain distance, beyond

which, the road is unmetalled but motorable till the river

in the north. A foot-path in the north—west leads to the

neighbouring villages across the river.

A post office is available within a distance of 2 kms.

but telephone and telegraph facilities are not found here.

These are available at Thanra, 8 kms. away frorti the village.

MEDICAL - There is one Primary Health Centre located at a distance of 2 kms. The vil.lagers go tKere for medical treatment.

35

/.RY & DOCUMENTATION CENFRi n! Insciture of Educatiooal r'i: and Admin.stration. l)i-i Aurnbindo Mitg,

■:... - WATER SUPPLY - Drinking water facilities «r* pravidad by th*

Pub&ic Health Centra. There is a water tank at a distance

of L km. and tha villagars go and collect it from thara.

Aftt 'Jt MMlla in the village which al«a sarva

for drinking water and other purpoia«.

ELECliaCIT Y - The village La alactrified but only three

families have electricity in their houses. The others are

not able to afford it.

MARKET - There is no market area here. The nearest market

is iat Manza 10 kms. away. However, there is one grocery

shop and one C o n s u m e r 's R e t « i 1 outlet, which cater to the

need of the people.

EDUCATIONAL INSTITUTIONS - There *re no schools in this

vtllAtge. Thi« village chilUraii attend schools at Mohendijuay

2 kmis. away. The affluent families sent their children to

schooils in either Manza^or Diphu Towns.

ECONOtflY - The villagers are mostly «g r icu 1 tur is ts and only a

few are engaged in government services and others.

Oiffeil'ent crops are cultivated here and among which paddy is the dc3minant crop. It is cultivated in the low lying areas.

Other crops like sesame, maizf, yam, tapioca, etc. are grown on ther hill slopvs.

TThe women—folk are found to be engaged in both househiold and agricultural activitiea. Household activities like wie«ving, preparing rice beer, rearing silk worms, etc. are dome by most of the women—folk. However, these are done

36 °fMi' fInnitivUc cndmimii ii Inn only* Cnmmarcial farftiing not iJon« ItMi'a.

VILLAGE I OAHMEN IMIAIMOCIIU BLOCK t LUHBAJONB DISTRICT I KARBl ANGLONG

PHYSICAL SETTING i

LCXIATION - S«rmen Phangcha village fAll« und«r Lumbajong

Development Black of K»rb I Anglong Dl«t;rlct;. It i« situated

35 kma. south-weat of*Dlphu, the District Headquarter^ and

about 30 kms. from Lunding.

RELIEF - The area i« characterIsed by low undulating hill««

and the village is situated atop a small hillock.

CLIMATE - The climate of the area i« controlled by seasonal

M i n d s as in other parts of the region. It receives

sufficient rainfall and the temperature is warm and wet

during summers and cold and dry during winters.

RIVERS - Thers are no rivers passing through the area. Only

a stream known as Langfer nala Is found In the north-wsst: of

thevillage.

NATURAL VEGETATION - Natural vagatation is not seen much here. Only a few deciduous trees and tropical grasses are

found here. Jhum cultivation is done on the hill slopesf so most of it are devoid of any natural vegetation.

37 CULTUffU^L 6ETTIN8 t

POPULATION — Th«r« «r* 50 haus«hald« In th« villag* *nd th«

total papulation is 316 of which 182 are nialvs and 134 ar«

fe«nale«.

CASTE - The Inhabitant* of thl« village are Karbi«»

belonging to the scheduled tribe. Other caste* /

communications are not found here.

RCLIBION - The Karbls of this village are Hindus. The/

follow the crude form of Hinduism. They believe in the

plurality of gods and for the apptasement of them^ poultry

and animals are sacrificed.

LAN6UAOC - The people of this village speak

and a few can speak Assamese language.

LITERACY - Literacy Is very low here. Out of the total

population, only around iOS ie. 33-23X are found to be

literates. Of which 69 ie. 65.71K are males and 36 ie.

34.29*/. are females.

TRANSPORT AND COmUNICATIGN - The village Is not easy of

access. The nearest pucca road is at a distance of 3 k m s . and there are only 4 foot-paths leading to the settlements.

The pucca road is an unimportant road of the area and so although it is rootorable, bus services are not available on this route. The road leads to Barlangefer railway station tuwards the maakU and towards the north, it leads to

Borl#ngfer Forest Beat Office, whtre It meets the Diphu-

30 Lumding ro«d. There 1« a bus stop here and the villager*

can avail bus services from here only.

f\ post office is availabla Mithln a disfeanct of 3 km«.

« |ii II’t r M I'. nf i uitmun i t « (< t tiiv ««'m luili ftititul

her*.

MEDlCnL - Medical facilities are availabla at Borlangefer, 3

kma. away from the vI^IaQ^* There is one dispensary there

and the villagers go there for medical treatment.

MATER SUPPLY - Drinking water facilities In the village have

been provided by the PHE department through taps. Besides,

there are three wells in the village which serve for all

purposes.

MARKET — There is a market area at Borlangefer, 3 kms. &way

where a few shops are available.

ELECTRICITY - Electricity is available in the village but

only a few families are able to afford it.

EDUCATIONAL INSriTUTIONs' - .There are no schools in the

village, but Borlangefer Primary and Middle schools are

available within 1 km. The children of this village attend these schools.

ECONOMY — The inhabitants of thi*j village are mostly agriculturists. They cultivate different crops like sesame, yam, maize, tapiqca, pumkin, chillies, papaya, etc. Paddy cultivation is done in the low lying areas wherever aval 1able.

39 RONGKHAh^G DEV. SLOCK DEURl TINALI VILLAGE KARB! ANfGlONG DISTRICT

( NCT TO THE SCALE )

Si A

L£&E^

a □ a SeHlfment M?tcll«l road Foot Sfrram C'.SD Fhh pond " Well Trfrt \:r sV o PO Po-st Office B 5 9 m 5\op The villagers also rear aninala like pig* and goatc,

and poultry. Dut bh««e are mostly ralved for domestic

conmimptlon «eid f a r pwrformlng r^Ilglouw rlt*«.

The women—folk are found to be engaged in household

activities like Meaving^ rearing silk-worm®, etc* Theee are

a I fia not dorm for cooim«rclal purpo«e but for domamtlc

consumption only.

Some of the villagers, are still beloui subsistence

level. These are ‘food gatherer's' and they earn their

living by selling vegetables, etc. which they gather from

the forest.

People engaged in government services and other

services are not found here.

VILLAGE ■ DCURI TINALI (BORMCm) BLOCK I RQNGKHANG DISTRICT I KARBI AN6LQNG

PHYSICAL SCTTINQ «

LOCATION — Deuri Tinali village falls under Bongkhang

Development Block of Karbi Anglong District. It is situated

in the eastern part of the Block and Is located at « distance of about 20 kms. south-east of Donkamukam, the

Block Headquarter. The village lits an the Donka-KheronI road and has a total geographical area of about 3 sq. km. approK imately.

40 RELIEF - The village Ilea on an undulating plain area. It

l« surrounded by low hlllocka on *11 «id«« CKCtpt on th«

east which is covered by thick foreit.

CLIMATE - The area recelv«*i !•«« but mutflcient rainfall

througt^out th« y««r.

Summerf; «re hat and w et, i I e w in te r* are c o ld and d ry .

RIVERS - A small stream known a« Dera «tream flow* through

the area from the «outh-we«t. It Joina river Kolonga in the

north and flows together toward* ea«t.

NATURAL VEGETATION - A« the are* receive* sufficient

rainfall, thick vegetational cover i« «een all round the

village, but on the h ill slopes where Jhum cultivation i»

done, vegetation i« found to be absent.

Mostly deciduous trees and tropical grasses like

bamboos, etc. are found here.

CULTURAL SETTING «

P0#*ULAT1CW - The village is sparsely populated. There ar«

54 households and out of which, 49 households are headed by

males and only 5 are headed by females.

Total papulation of the village a* per 1991 Census

report is 556, out of which, 209 are malesand 267 are

f em aIes.

CASTE - The village i« dominated by the Karbi tribes. Out of the 54 households, 48 are Karbia, 2 Nepalis, I Assamese,

1 B e n g a li and 2 B ih a r i f a m i li e s .

4 1 RELIGION - Hindu is the dominant religion here. Only two

b*lcir\glng bo th» Karbl trib«t Chrl»tl«n« her*.

Maat (if tl»« K*rhl In Uil« village follow lh« crude farm of

Hlrndijil«m. Thify do a ct w o ra h lp *ny id o l bu t b « li* v * in

"•inlng Richo (god and King of Heaven)• They al«a

iiMliMvw in tlitf plurality of yuda a«id a« auch numerouB

carmoniaa «r« parformad throughout the year. For every

ritual ceremony, aacrifice of either poultry or animal*, or

«»om«timfffl both arif don« to apn*a«e t h e i r gods.

LANGUAGE - The village being dominated by the Karbi tribe;;.

Karbl language 1« epoken by majority of the people here.

Assamese language is spoken by all communitie« in this

village, but the number of '?peaker« are less. Only a few

Karbis can speak Assamese. However, it is the principal

lingua franca.

LITERACY - Literacy rate l« found to be very Vow here. Qn\y

32 percent are literate, of which 19 percent are males and

13 percent are females.

TRANSPORT AND COfmUNlCATION — Transport and communication i«

not d ifficu lt here, as the village lies on the Danka-Kheroni

road, which is an important metalled road of the region.

(Another road of less importance meets the Donka-Kheroni road

“from the west on the north of the village. This road leads ito Ranghidi village and the neighbouring villages. It is

(metalled upto a certain distance only and there are no bus s e r v i c e s on t h i s ro u ts .

42 Inside the village, only foot-pAtha «ra found. Same of

tihe«« lead* to fche neighbouring village* on the other side

of the Dera stream.

IhttiM lb uiia |iQs t-a f f t ce at LIm ju Jictia n Mhere the

roads meet. Apart from thia, no other means of

cammiun i ca t laris 1« foucid h ere.

MEDICAL - Medical facilities are absent here. The villagers

haivfli. to travel a distance of 20 kms. for medical treatment.

NAiTER BUTPLY - lliera are 4 wells In the village and the

vi llagers use this water for all purposes. The Dera stream

alsat serves for agricultural purpose.

ELECTRICITY - The village is electrified but only four

faimi lies are able to afford it.

MARIKET - There is no market here, but only 3 grocery shops

andi an* tea staVV which cater to the needs of the villagers.

EDLfJC^TIONAL INSTITUTIONS - There is one P rim a ry scfiool in

the' w l l l a g e and one ICDS c e n tre where around 40 c h ild r e n are

enrfoilled in it. But is is not functioning well. There are

no oJther schools in the village. The students after

finiisihing the Primary level go the neighbouring villages to

atteemd Middle and High Schools.

ECQWQW1Y - (jThe inhabitants of this village are mostly agriiciul turiats. Of the total main workers in the village^ near'ly 70 percent are found to be engaged in agricultural act1

43 mnei tfn» r ««t 20 p m r cmnt mrm vngAQvd in hou««hold actlvltl««

lilk« Mcavingf br«Ming rice-be«r, sericulture, «tc.

Th« mad* at •canomy l« of «ub«lst«nc« typs. Th®

f t \ t* ■ ttitaiiMtftliliiM. M l* m i v

•staplefood of the people here but it is cultivated by few

famiilieg only because of limited cultivable land. Paddy Is

graujti tn th» lot

like sesame, maize, vegetables like pumkin, yam, chillies,

sweet potato, etc. are grown. Besides these, areca palms,

bet le 1 vines, pineapples, bananas, lemons, etc. are also

Plslculture is also done by one family. The fish ts

marketed and consumed locally.

Silk-worms are reared far domestic consumption only.

n ic e b«»r Is prepared mastily by the wQ«\srv-folW and It

is (usually prepared for ritual ceremonies and for other

occa-sions too.

Pigs and poultry are also mostly raised for domestic

consi_imp t i on o r fo r any r i t u a l p u rp o s e s ..

VILLA»ee I NORTH HONGKRAM b l o c k : t RONGKHANG D1 ST R U C T I KARDI ANGLONQ

PHYSIlCftL SETTINe t

LOCATIIQIN - Village North Hongkram falls under Rongkhang

Developiment Block of Karbl Anglong district. It i« situated in tHe north-west cornsr of the Block and is located at a

44 diatanc* of About 20 km«. north-w*«t of Dankamukamf th«

niack I Ip rtdqunr tp.r .

Ih* vlll«y« 1« bounJad act th» nortf»-we«t by Nagaon

District and ,th« riv«p Karbi Langpi (Borpanl) flowing

through the area, acts as a natural boundary between this

village and Nagaon Diatricjb.

RELIEF - The village lies on a flat plain area on the banks

of river Karbi Langpi (Borpani), and is surrounded by vast

cultivable land.

CLIMATE — The village enjoys a moderate climate. It

receives sufftcient rainfall during monsoons«

te m peratu re is hot and wet d u r in g the summer months and c o ld

and dry during th« winter months.

RIVERS - Karbi Langpi (Borpani>, an important tributory of

river Kapi 1 i , flaws through the area from the south-west.

It flows narth-wards where it joins kopili.

The riv«r Is navigable and most of the villagers and

traders from and other areas transport their

goads by boat«.

NATURAL VEGETATION - Natural vegetation is not seen much in

this village. Most of it has been cleared and made

available for cultivation. Deciduous trees and tropical grasses are found here. There are marshy land in small patches near the river in which tall grasses are found.

45 CULTURAL SETTING t

POPULATION - Th« vlll«g« h«« a total population of around

843, of which 471 are malva and 372 ara famalaa.

CASTH - The village is dominated by Karbi trib*, followed by

Bthart, Bengali, Nepali and Assamese. Of the total

papulation of the village, around 95 per cent belong to tHe

scheduled tribes and the rest belong to scheduled castes and

other backward communities.

RELIGION - The Karbis of this village are Christians ie. *?5

percent of the total population. Four par cent are Hindu

and one per cent Muslims.

LANGUAGE - Beingdom inated by the K a r b i t r i b a , K a rb i

language is spoke by majority of the people in this village,

followed by Assamese language. Bengali and Hindi dialects

are also spoken here but the number of speakers are very

few. However, Assamese is the principal lingua franca here.

LITERACY - Literacy rate is very low here. Out of the total

population, only 33.8 p«r c«nt llterataa. Of whtch

65.73 percent are males and 34.23 percent are females.

TRANSPORT AND COnnUNICATlDN - The village is linked by one

metalled road passing through it. The road Is motorable but

there are no bus services. Nearest bus stop is at a distance of about 12 kms. The villagers have to caver the distance on foot to avail it. Dus service in the village is available only on market days ie. saturdays.

46 In«id« th« villagv, only foofc-p*th« *nd in «am«« cart

tra c k * mrm found. Th« rivar Karbl L«ngpL l« n*vi9 *bl« *nd

the inhabitants of the village and the neighbouring village*

transport good and commoditiec by boat*.

There Is one Poat-office in the market are* and a f«w

shops which cater to the needs of the inhabitants.

MEDICAL - Medical facilities in the village are absent at

pre«ent. One 32-be.dded hospital Is under construction n»«r

the market area^ which is expected to bring some improvement

to the health and sanitation problem of the village and the

neighbouring areas.

WATER SUPPLY - There are 3 pucca wells and around 5 kutcha

wells in the village. The water is used for drinking as

well as for other purposes. The water from the river la

used only far agricultural and washing purposes.

ELECTRICITY - The village is electrified but only three

families af the Karbi tribe have electricity in their

houses. The others are not able to afford it.

EDUCATIONAL IMSTITUTIONS - There is one Assamese Medium

Primary School (Govt.) and one English Medium School

(Private) in the village. Apart from these two schools, no

lother school* are found here. For further studies, the

students have to travel a distanc* af about 7-8 kms. on

■foot.

ECONOliY - The inhabitants of this village are mostly agriculturists and only a few are engaged in other

<1 7 ln«id« tha villagvf only foat-p«th« and in aom* * c a r t

tra c k * ar« found. Th* r l v a r Karbi LangpL i« navigabla and

the inhabitants of th« village and th« neighbouringvillage*

trantsport good and cammoditioc by boat*.

There la one Paat-office in the market are* and a few

shops which cater to the needs of the Inhabitant*.

MEDICAL - Medical facilitie* in the village are absent at

present. One 32-be.dded ho«pttal I* under construction n*«r

the market area, which is enpected to bring some improvement

to the health and sanitation problem of the village and the

neighbouring areas.

WATER SUPPLY - There are 3 pucca wells and around 5 kutcha

wells in the village. The water is used for drinking as V well as for other purposes. The water from the river la

used only for agricultural and washing purposes.

ELECTRICITY - The village Is electrified but only three

families of the Karbi tribe have electricity In their

houses. The others are not able to afford It.

EDUCATIONAL INSTITUTIC3NS - There is one Assamese Medium

Primary School (Govt.) and one English Medium School

(Private) in the village. Apart from these two schoolsf no other schools are found here. For further studies, the students hav« to travela distance of about 7-0 kms. on f o o t .

ECQNOMY - The inhabitants of this village are mostly agriculturist's and only a few are engaged in other

^7 activities. Persons working in Government services “and

other services *re sin only. The traders are mostly

Bengalis, Biharis, Nepalis and Assamese. Among the Karbis,

«am* are found to b* vngagad in household activities like

weaving and silk-worm reari/ig. There are, actually, part-

time activities and are done mostly by the women-folk, for

domestic consumption only.

Different crops are cu.ltivated here, among which paddy

is the dominant crop followed by Areca palms and other

hortIcuItura I crops like pineapple, lemon, orange, mustard,

sesame, mango, banana etc.

The fertile soil cover of the area supports the growth

of different crops. However, the yield is low, because of

the inefficient method of cultivation. And most of the

time, crops are washed away by floods, which is a regular

phenomenon here.

Beside agriculture, fishing is another activity at the

villagers. The Karbis mostly do it for their own domestic

consumption but the Bengalis, Biharis and others, do fishing

to earn their livelihood.

Comparatively, the Karbis living in Pharkoagchiht

(South-western part) area, are more affluent than those living In Kuthor Bangla (North-eastern part) area. The economic condition in Kuthor Bangla is not good. Majority of them s till live below subsistence level.

48 VILLAG E I RONGHIDI BLOCK t RONGKHANG DISTRICT I KARBI ANGLQNG

PHYSICAL SETTING t

LOCATION — Vi 11 ago Ranghidi f«ll* und*r Rongkhang

Development Block of Karbl Anglong D istrict. It l« sltu«t«d

in th« oouthBrnp»rt of th« Black *nd i« locAtcd A

d is t a n c e o f about 40 kins, south o f Donkamukam, the B lock

He adquar te r .

RELIEF - The area ia characterised by undulating h i 11 si ^ with

gentle slopes and narroM alongated valleys.

CLIMATE - The area has a congenial climate. It receives

sufficient: rainfall throughout the year. Summers are warm

and wet, while winters are cold and dry.

RIVERS — There are no rivers passing through this villagty

but there is one stream, known as ‘Anglong' flowing through

the area from the south. It flows down towards north-west where it meets other streams of the region.

NATURAL VEGETATION - Deciduous trees and tropical grasses are seen around this area. However, most of the hills are devoid of any trees as a result of ‘ jhuming’.

CULTURAL BETTIN8 f

POPULATION - The village has a total population of around

417 persons, of Mhich 200 are males and 217 are females.

4<1> CABTE - Total ^io(j«i>hnld« in tfi* village *nd th*

inhabltantfi «r« all Karhi®, who belong to th« •rli#dul«d

t. r I liM .

rtELlOIUN - The K«rbis of thi« vlllag# «r« Hindu*. Th«y

fallow th* crud« form of Hindul«m. Th«y n*lth*r uior«hlp any

idol nor do they have any t«mple« or «hrin««. They ballav*

In god almighty, tf»« Craator of th« World, whom they call

"Sininq Recha They also believe in the plularlty of

gods and to appease them, poultry and animals are

^ a c ri f ic e d .

LANGUAGE - K a r b i ia the o n ly language vpoken h e re .

LITERACY - The village has a low literacy rate. Out of the

t o t a l p o p u la t io n , o n ly 162 ie . 30.85/^ are found to be

l i t e r a t e s , o f which 91 i «f . 36.17X. are male« and 71 ie .

43.83% are fe m ale s.

TRANSPORT AND COmUNICATIGN - Mean* of transport and

communication ia not well developed here. The reavon may be

due to the isolated location and rugged topography of the

area. There is one unmetalled road passing through the

village but hardly any vehicle passes through it. The road

leads to Hamren Town, the sub-divisional Headquarter of the

district, in the south-west, and to Deurl Tinali village in

the north-east.

The village lacks in Post and Telegraph facilities.

These are available at a distance beyond 15 kms.

50 □ th « r means o f tr a n s p o rt and cammun ic a t ion« a.re a lso

absen fc here.

MEDICAL - Medical facilitiaa are also not available here.

The v i l l a g e r s s o l e l y depend on h e r b a l m e d ic in e r and pe rform

various religions rites. They sacrifice poultry and animals

to appease the godls) associated with the disease.

WATER SUPPLY - There are three pucca wells in the village

and the villagers use the water for drinking as well as for

other purposes. Besides, there is a tank in the village

whererain water and surface flow is store forirrigation

th« paddy f i e l d s .

ELECTRICITY — The village is not electrified.

EDUCATIONAL INSTITUTIONS - There is one Primary and one

Middle School In the village. For further studies, the

students have to go either to Hamren Town or to

BaithaIangso. But only a few are able to do it.

ECONOMY - Agriculture ia the mainstay of the people of this

village. They grow different crops and among which, paddy

ia the dominant crop. it ia cultivated in the low lying

areas. On the hill slopes, jhum cultivation of mined crop®

like maize, sesame, tapioca, pumkin, chillies and other

vegetables are grown. Some have adopted the method of

terrace cultivatian.

Besides this, a few are found to be engaged In other

activities like hunting and gathering, fishing, household

industries (weaving and handicrafts>, government services and o th e r s .

S 1 The wamen-falk are mostly -found to be engaged in

weaving, brcu/ing rice beer, etc.

On the whale, the mode of economy ia of «ubai«tanc«

type. They produce for domestic consumption only.

VILLAGE a DAITHALAJWSO BLOCK t RON6KHANG DISTRICT t KARBI ANGLONG

PHYSICAL strrriNQ t

LOCATION - Balthalangso village falls under Rangkhang

Davelopmont Block of Karbl Anglaog Ctstrlct. It l« situated

on the Banka of river Langpl (Borpanl) and is about 20 kma.

away from Hamren, the sub-divisional Headquarter of the

district, and about 16 kms. away from Dunkamukom, the Black

He adqua r te r.

RELIP-F - This area has a blend of hills and plains. The

southern part is hilly^ while the nort(iern part is a plain

area, lying on the banks of river Langpi (Borpani).

CLIMATE - A« the area ha-a a blend of hills and pl*in«,

climatic variation* is also found her*. The northern part

is warmer than the ciouthern part. The southern part has a congenial climate.

The whole area receives sufficient rainfall and the t »m p »! r a tu r» 1^ warm *nd wet during tiummar, and cold 4nd dry during winter.

RIVERS - There is one river known as River Langpi (Borpani) flowing in the north. It is an important tributary of river

52 Kopi11 and ha« lt« courcc in th« j«intl« hill«. In th»

«auth, num*rou« «tr«am« flowing down fra

hills are found.

NATURAL VEGETATION ~ Vegetational cover im found to be more

In the south. In the norths only a f«w declduaua tree« and

tropical grasgea are found.

CULTURAL SETTING t

PC3PULATION - The village i« densely populated a« compared to

other villages of the district. The total population as par

1992 Census is 1416, of ujhich 799 are male« and 617 are

f e m a 1 .

CASTE - Out of the total population, 505 are *ch*dulad

tribes, 55 are scheduled castes and the rest 856 belong to

(Other backward c ammun I t i ■ a and otherti.

RELIOION - Ulr'vdu in the domlniint religion in tf\i« village,

tfol lowed by Cfi r i <11 ians. Sotne of the Karbi^ fallow the crude

tfofm of Kinduism. They believe in one «lmigf\ty god, the

creator of the world, whom they call "Hempher Arnom". They

also believe in the plurality of gods and they sacrifice

poultry and animals to appease them. Use of rice beer is

indispensable in this society. It is used In every

religious rites and an all occasions.

LANGUAGE - The speakers of Karbi language is found to be marc in this village. Other languages «poken here arm

Bengali, Assamese, Jiwa, Nepali, Bihari, etc. The number-of

53 «p«*k«r« of th*«« l*ngu*y#« *r« v«ry f»w. Haw«v«r»

is the lingua franca.

LITERACY - Literacy rate is found to be high in thi«

village. Out of the total population, 952 ie. around 67.23

per cent, are found to be literates. Of which, 562 ie.

39.03 percent are malea and 390 ie. 40.97 percent are

femaleg.

TRANSPOnT Af^D COMHUNICATION - Meana of transport and

tz ammun i c a t i an is well developed hare a3 compared ta other

willage?5 in the district. Metalled and unmetalled road«

radiate, more or less, in all directions from thia village,

in the north-west corncr. There are three metalled roads —

ana lead?i to Dofi k arnuk am in the east, another le.idoi to Nagaan

in the north and the other road leads to Hamren in the

south. The unmetalled road lead to Langri village in the

nor tfi —west.

The northern half of tha village hag batter

communication facilities than the southern half. Except for

the metalled road leading to Hamren, the coutharn half has

no means of communication. There are only foot-paths

leading to the settlements in the south.

There is a Post office in the village but no telephone

and telegraph facilitien. Theae are available at a distance of 17 k m a .

Beside these, other means of communicatian* are not found here.

34 MEDICAL ~ TKttr« i« a hovpifcAL in th« viLL«Q« which provid««

nadtcal facilltl«« to'th* Inhabitant* of thi« villag* and to

i:ha«iB of th« naighbaurlng village*.

WATER SUPPLY - Wells, tube wella and springs are the

impor-tant means of water aupply both for drinking and other

purpose*. Wells and tubs wells are found in the north over

the plain area and in the fsoutup ov«r the hilly area,

«pring« are found.

MARKET - There is a market area in the north-wetit corner of

the village. A big weekly market is held here every

wedne ad ay .

ELECT1RICITY - The village i« electrified and most of the

households in the northern half have electric connectlona.

But in the southern half, except for 2-3 households, no one

has electricity i;i their houses.

EDUCATIONAL INSTITUTIONS - The village hAa a good number of

educational institutions. There are two Primary schools,

one locatad in tha north and tha othar in tha «outh, ona

Middle school, one High School and ona Higher Secondary

SchaoI .

Children from this village and also from other villages coma and attand «choal« hara.

ECONOMY - Agriculture i'S the mainsstay of the people of this villag». The plain area in tha north ha« a fertila *oil cover *nd has eKtenaive cultivable land. But in the south, ctultivable land is limited and is found in small patchas.

S3 The ground is rocky In this part and nothing much can b*

g ro w n .

The farmers grow different crop® like paddy, sesame,

mustard, maize, tapioca, areca palms, bet«l vines, pineapple, lemons, oranges, yams, etc. Paddy 1 »* tha dominafAt crop and it io cultivatad eKtenaivaly

••pscially in tha north*rn part. Mumtard and athar vegetables are also grown CKtenaively along tha bank« of tha rivar. Ovar tha hilly araa in tha «outh, araca palme, ptna*ppl««, or«ng»«, l*mon«, ate. ara grown.

Some people are found to be engaged in other activities like sill'^-worm rearing, weaving, rico-beer making #tc.

These are dona mostly for domestic consumption.

A few are found to be engaged in govt. services as teachers, clerks, nurses, chowkidars, and other sgrvices.

56 C H A P T E R V

PAflT A

ANALYSIS FO THE SCHEDULES

1. A NALYSIS OF THE SCHEDULES

In th* d I • b r 1 c t at Kar'bi Amgdong, 2 block* — Lumbrnjang

and Rongkhang — wera «®lectad with 4 villages from aach of

them far the study. Findings of the analysis dona on the*

basis of data collected from the households of these eight

villages will be treated as represantativo of the district

a.3 a whole aince stratified sampling method was adapted in

selecting the villages.

(The vil lages were found to ba inhabited mainly by

Schedule Tribe and OBC population with small numbara of households. Most of the people are Hindu or Christian^

The number and percentage of respondents for each item are shown in the form of statements in order to give a full picture of the perspective sought to be elicited through different aspects of the schedules.

STATEMENT - (1)

Distribution of Hou«eho1d/Respondents according to Caste.

SC ST OBC . OTHERS TOTAL

N */. N •/. N •/. N V,

I 0 . 4V, 8 2.987. 230 90.3/. 18 6-5y. 277

57 From the above table it is aeen th*t 90.3V. papulation

of the «;urveyed vlllaga^ belongs to ODC wh i 1 a SC population

in these villages is minimum being 0.4K. The ST populition

is also not very high it being 2.9*/. only.

STATEMENT - (2)

D i s; t r i a t i on according to Religion

H i ndu Mu« 1 i m Ch r i « t i an To ta 1

N y. N y. N y.

23B B3 .9y. 7 2.3K 32 1 1 ,6V. 1 1 1

On the basis of religion, most of tha papulation

covered under survey are hindus> being QA'/. While the

second large roligioua groups i« slkh (11.6X). Nu*lim«

occupies 2.5 7. only.

STATEMENT - (3)

Distribution according to Mothar Tangui

Assamese B e n g * 1 i Napa 1i Karb i To ta I

N V. N •A N y. N y,

43 16.2y, 12 4.3y. 1 0.4V. 219 79.1'X 277

’Dodo' I « the main language in th«ea V iI 1 ag». 1 9 V, speak Bodo. Next main language is Assamese. There are

Bengali and Nepali speaking population also.

58 STfATEMENT - (4)

Dlctributipn according to Sourc* of Drinking Water

Tape Tube We 11 River Total

N N y. N y. N y.

47 1 7 , oy. 21 7.6V. 13 5.4V. 131 47.:^y. 277

For almost; h*lf of the population (47.3V.) isurveyed»

-m auircze of drinking water is the river. 17 VC of the populati on

USB tap water. Th* rest of th» population u«a water from

well or tubewell.

S T A T E M E N T - (5>

Distribution according to distance from Source of Drinking Water

C lo«e 0.5 K m . IKm. Tota I

y. N y. N y.

2U2 7&.5V. 63 22. 7y. 1 o. 4y. 277

As Is tieen from the table^ almost none has ta fetch water

from a distance.

STATEMENT - (6>

Distribution according to Fuel used

Wood Total

N y.

277 looy, 277

59 All the population d«pend upon wood «« fuel, B«ing

Hill wood is available theflr - thi« m*y be a cause.

STATEMENT : (7)

DistributiIon according to Availability of

YES NQTOTAL

N y. N ’ y.

16 5 ay. 261 94.2V. 277

Majority of the population ar* deprivwd of using

•lectriclty facilitioa. Lack a t elactricity Only 16 famili«a

have the facility of using electricity facility indicates a

poor quality of life in these villages.

STATEMENT : (0)

D i s t ('ibut ion according to Availabity of Drainage.

r.odi) iMinu mi n i

N y. N V.

24 G.7y. 253 9 1 ,3y. 2.77

Drainage system is poor in tho village's. It suggests

no body'a public health aactor or community concarnod.

STATEMENT * (9)

Distribution of Household according to Availability of Toilata Facility.

PUBLIC PRIVATE TOTAL

N •/. N y.

23 a.3y. 23 4 9 1 . 7H -Z77

60 The bulk of the households have access to private

toilet f*clliti«w wh1 1« public facilltla* 8corc«.

STATAEMIENT 10 ‘

Dlatritaiution of Papulation according to Ag«

0-5 6-14 15-21 22-40 41-60 60-*- t o t a l

N f'i •/. N y. N y. N N y.

14'9 ll.uy. 502 43.6*/. 120 9.0V, 302 22. 6y. 159 ii.9y. 23 l.yy, 1334

The 6-14 age group constitutes 43.6Y. of the population in

the households, 22,6*/. are in the age group 22-40. There are

only 1.7'*/. population above the age 60.

STATEMENT - (11)

Di st r ibuit ion of Papulation according to S b k

Male F emaIe Total

N y. N y. N y.

^6.6*/. 700 D3.iy. 4 0 . 3 ‘/ 1334

Percentage of female population is slightly bigger than

th«at of imale population. The percentage of female is 53.1'/..

GTAMriMENT - (12>

Dis;tribution of Papulation according to Educational Level.

111 i t;era

N y. N y. N y. N y. N y. N y. N y.

140- 1 o.5r. 737 55.2y, 340 25.5y. 78 5.0'/, 33 2.5y. 5 0.4X 1 0 . iiy. 1334

61 For tthoar than half of the total population (55.2/.)

ecduc a t; i an ii 11 levol i primary ^ctiooling. 5.0/. i r e having

iBfecondary education. The percentage of illttera;* parents

Isa to t■^l9 f K t « n t of 10.3'/..

57TATEMENT - (13)

D ii s t r i but t i oin according to Occupation

Cuil t i- Agg r i- , Lab Diary Min. tianuf . Const. Comm. □ the rs Total V ai t e r c u 1tu re

N V. N /. N' X N 7. N K N 7. N 7.

10)43 70. 2'X 9 1 6.Q/. 13 I .O/. 17 1.37. 1 0.17. 3 0.27. 9 0.77, 4 0.37. 1334

Ma jar i tty of the popuI at ion ( 78 .27.) engagad In c u . 11 i V a t i ain .. Agricultural labours form the neKt highegt grtoup ie. 6..87. of the village population.

S T A T E M E N T - (14)

D i‘.‘.i t r i bu t i on\ according to G i. r 1 a Educational Aapiration

P r ii m a r y Mliddle Sec - H.Sec . Grad . P.Grad. Total

N y. Nl 7. N 7. N 7. N 7. N 7. N

126j 45-5*/. 3 1.17. 33 11.97. 14 5.17. 55 19.97. 31 11.27. 15 3.47. 277

The m.ajority (45.57.) of the respondents aspire comipletian taf Primary education. 20/. of the respondents aspire degree (graduation) for their girl child. STATEMENT - (15)

D i f! t r Ibu fc I on according to Qlrlw Occupational Aspiration

Te ach ing Doc tgr PoI ice H.Wlfe Service Eng in . □ the ra Tot a I

N y. N •/. N V. N V, N •/. N 7. N 7.

140 53.4*/. 69 24.9V. IB 6.57. 10 3.6V. 2 0.7V. 2 2 7.97. B 297. 2 7 7

53.4*/. of th» respondent* a«plr* that thalr glrl« to b*

teachcra and 24 . 9X asp i ra to b» doctor, BY, to be engineer.

STATEMENT - (l

Distribution of Boya Educa tIona I A«p i rat ion

Pr imary Midd 1 e S e c o n - H.Sec. Grad . P.Grad. Total

N 7. N V. N 7. N 7. N 7. N y.

95 34.37. ’ZJ 9.77. 17 6.17. 6 0 24.57. 55 19.97. 15 5.47. 2 7 7

.T4.3*/. of th« rawponder^tw i»k )i ilrl 1IK» thulr bay« «iliic*t«cl

upto the primary level. 24,57. upto Higher Secondary and 20'/. uptd the G r aduate level.

STATEMENT - (17)

Distribution of Population according to Boy a Occupational Asjp i ra t io n ;

Te ac h in g D a c to r Police Ta ilor Govt. Engineering Other Total Serv ice

N 7. N 7. N 7. N 7. N y. N 7. N 7.

1 13 40.0’^ S7 13.47. 2 9 10.37. 7 2.37. 66 23.07. 17 6.17. 0 2-97. 2 77

63 The Occupation aspiration of the boyo sMowm that they

concentrate on teaching followed by governnnent *ervic* i.«

23.0X, next in order is the profession of doctor ie 13,4/.,

p Q 1 fee I O'. 5 V..

S T A T E M E N T - (IB)

Main Reason for Continuing Education

Re asan« Yes Rank

No/ Pe rcentate

I. S o u i n d Economic condition 113 40.8*/, 2

2. f^ar-ental Educ a t i on 36 20. 2 ‘/. 9

3. P a r e ni t a 1 M o t i va t io n 1 4 9 53.87. 1

4 . Parenital support for fea 71 25.67. 4

5. Par en tal support for books 76 27 .47. 3

6 . Par-en tal support for food 63 22. 7K 6.3

7 . Gre at ing space t*. time 58 20.97. 9

G. Parien tal Academic support 63 22.77. 6 . 5

9. Motivation of girl child 65 2 3 . 5 ’/. 5

For continuing education of the girl child, parental mot iV'atian, sound economic condition, parental support for booka etc. , motivation of the girl child are found to be

«?ignl

64 STATEMENT - (19)

20, Parental Perception on rea*on« for dropping out of

girls from scfioal

YES Re asana Number 7. of Rank tota 1 responden t•

1 . Inability of parents to pay axtra tuition 20 10 . I ’/. 11.5 f e e/f und

2,. Inability of parents to provide clothss 32 1 1 .6*/. 10 and shoes

3« Inability of parents to provide booka 41 14.0’/. 9

4» Inability of parents to praviae 28 10. 1V. 1 1 .3

5. Inability of parents to provide food and 26 9. 47, 13 med ic inea

6). Helping parents in occupation 23 8.37. 14

7 . Engaged in remunerative employment 18 6.5K 15

B. Domestic work 101 36.57. 5

*9. Care of niblingw 73 76 . 7

10. Absence of support cervices viz. 9 3.27, 19 Anganwadi, Dalwadi, crachen

11- Early marriage 10 3.67. IQ

12- Social taboo on on««t of puberty 19 6.97. 15

13. Parental lack of motivation 61 22.07. a

14. Parental illiteracy 73 27. 17 6

I ti . Lack of acaden\ic support/help fron\ 7 2 .L>v; 20.5 parents/famiIy membera/others

16. School far away 7 2.57, 20.5

17. Un-attractive school environment 3 1 .87 22

18. Unsuitable school timings 277 100.07. 2 .5

19. Lack of relevance of curricuilum 277 100.07, 2 .5

65 20. Na women teachers 1 0.4X 26

21 . Lack of relevance of curriculum 277 100.07. 2.5

72. T

23. Failure 14 5.17. 17

24 , Illness of family membe rs 3 1 . 17, 23

25 . Own i 1 1 ness 2 0.77. 24.5

26 . r\ny oth«r 2 0.7H 24.3

Total Numbffr

The fallowing five art* found to be the major reasons in

order of their aignificance for dropping out of girls t

1. Unsuitable school timing

2. LarV of relevance of curriculum

3. Lack of seperate school

4. Teachers negative attitude

5. Domestic work.

STATEMENT - (20)

7 1 . P«ront«l P • rc • 11 t i <)i > m» for N o n - H n r-cj 1 nm n t n f lHfl« In nchcHi 1 H

YEG Reasons Numbe r of Rank total responden ta

I . Inability of parents to pay entra tuition 39 14.17. 9 fee/fund 2. Inability of parents to provide clothes 43 15 .57, 6 and shoes 3. Inability of par«ntn to provido booko 40 14 . 47. n 4 . Inability of parents to provide stationery 30 13. 77. 10 5 . Inability a f par*nt« to provide f o o d and 41 14.87, 7 med icInea 6. Helping parrntc in occupation 7. Engaged in remunerative employment 17 6.17, 11 0. Domestic work 117 42. 27. 2 Care of siblings 70 28.27.

66 10. Parents lack af motivation 103 37.2/. 3 1 1 . Parents illiteracy 70 33 .AV. 4 12. Non-availability of school/NFE Centre 3 1 . l*X 13 close to habitation 13. Un-'suitabla school timings 277 1 0 0 . or. I 14 . No women teachers 1 0.4V. 15 15 . No separate s c h o o l for girls 1 0. 47. 15 16. Lack of support services such as 1 1 4.0*/. 1 2 Anganwadies, Balwadis, Creches 17. Cultural factors s u c h as early marr i ag e , 1 0 . 4 ’/. 13 social fcnbaraa and customs, segregation of women, purdah etc. 10. Any other

Total Numb e r

Fimt five cause for Non-Enrolment are t

1. Unsuitable school tifning 2. Domestic work 3. Lack, of Parental motivation 4. Parental illiteracy and 5. Cara of siblings.

STATEMENT - (21)

Reasons for Non-Attendance

Yes

SI •No. Reasons No P.C. Rank

I . Domestic work 53 19.17. 1 2. Care of siblings IG 6.5*/i 2 'X • 1 I IfteSifa u r family inamUafe 2 0. 5 4 . Own illness a 2.9*/. 3 5 . Schnal far Away 7 2. n y. 4

In order of significance the f ind ing are listed below.

I . Domestic work 2. Care of siblings 3. Gwf\ I 1 lr\e«« are main tl^r«« cau«*« reapou« i b I e? f oi- non-attendance in school by the girl ch i Id.

67 STATEMENT - (22)

26. Parental Perception on Utility of Girla Education

Utility ?4umber Percentage Rank

1 . D g ve I ap« a positiveself image and 192 34.9*/. 2 confidence among girl« 2. Prepares girls for econom i c 221 79. I con t r ibu t ion 3. Can improve health and nutritional 103 37.2% 4 status of children and other family meinb « ra 4. Will ensure education of future 140 50.!5V^ 3 gene rat ions 5. Will make girls and women aware of 71 25.C 5 their r i gh ts i£>. llelpc raicc age at marriag* and reduce 30 10.17. 6 maternal, infant and child morality 7. Helps in reducing the family eizp 36 13.0'/. 8 8. Will preparo qirla for leader

Nearly 80'/. of the respondents agree that girl« education

prepare them for econofp.ic con t r i bu t i on , 35'/. believe that

girls education helps in davaloping a positive self Image and

confidence among girls. The respondents aleo saw that it will ensure

education fc3r future generationa,

STATEMENT - (23)

2 7 . (’a r en t. a I Parctjption on Gander Lijuaility

YES

SI.No. Indicators No. P.C. Rank

I. Girls and boy« need equal education 230 90.37, 4 2. Both need to be given equal amount of 273 99.3V. 1 food

68 3. Bath need to be given equal h«a.lth 273 90.2 care and medical attention when neadBd 4. Both can be assigned same duties / 207 74.7/i 8 responsibi1itiee 5. Both chiould be givon the m a m a freedom 189 68.27. 9 6. Dotfi should be given equal time to play 234 91.7M 3 7. Both can perform all tasks equally well 182 .3X 13.3 wages for equal work 11. Hucb and and wife «hou Id take all 212 76.37. 7 decisions jointly 12. Household work must be shared by all 239 06.37. 3.5 members of the household 1L3, Assets of the family should be 135 40.77. 12 regis'ered in joint names of husband and wife. L4. Total Number

For gender equality, 99'/ agrees that girls need equal

food, and hsiilth care and medical attention, 917. agrees for

equal time to pi ay and 90% aoree that girls need equal

e du c a t i on .

2. ANALYSIS OF DRQP-QUT GIRL SCHEDULE t

STATEMENT : 1

In the district of Kabri Anglong, altogather 28 girl*

were interviewed. The distribution of the girls according

to age—group in

AGE-GROUP NO.OF GIRLS P e rcnn t .•xgc

6 - 8 NIL • 0

9-11 4 14.3

1 2 - 1 4 15 53.6

15 + 9 32. I

STATEMENT - 2

Die tr ibu t ion of the drop—out girls accord ing to class from which they droped-Qut.

69 C 1 ass - No .of Blrl« — P#rc«n tage

1 n t S t nnd a r

2nd «« 3 + 10.7

3rd << 6 21 .4

4th 3 10.7

5 th 2 7 . 1

6th M I 3,6

7th M 2 7.1

0th H 3 10.7

lENT - 3

Year o f leavinq school

08-89 17 ( <‘>0.7*/.)

90-91 3 < 10.7V.)

92-93 a (2Q.6V.)

93-94 0

lUTAL 20 ( looy,)

STATEMENT 4 :

Out of 2Q drop-out girls, 20 (71.47.) wanted to Continue

their «duc«tion in «choal wh i 1 • th« remaining 8 g i r l*a da not w*n t

to crin t J ru lo «> (h u'a i i rm .

STATEMENT 5 i

20 Parents (71.4!^) would like their children going to school, while the rent did not respond.

70 C 1 ass No .of G I r I « P« rcan t«g«

1 3t St andared 4 + 14.3

2nd " 3 10.7

3rd 6 21 .4

4th 3 10.7

5 th " 2 7.1

6th I 3.6

7th 2 7. 1

8th 3 10.7

STATEflENT - 3

Year Q f 1e a V i nq scnooI

Qa-09 17 { 60.7*/,)

90-91 3 { 10.7‘/. >

92-93 G

9 3 - 9 ^ O

IUT#\L 20 (looy,)

STATEMENT 4 i

Out af 28 drop-aut girls, 20 (71.4*/.) Mantsd to Cantinus

thatr «duc*tion im achool mHiI• th® r»m*inlng 8 girla do not w*nt

t o continue education.

STATEMENT 5 t

20 Parents would like their children going to school, ujh i 1 e the rest did not respond.

70 STATEMENT 6 t

27 Girl liked schaal

27 Girl like teacher

and 2^ •njayed l««rnlng

The above «tatem«nt clearly indicate* that drop-out

girls of this district do not depend upon achool and the

te ache r« .

Statement — 7 i A

The following table ahow the number of Qlrl« again«t the

sulbject, favourable to them.

Mother Tongue - 3 Science - 10 English - 1 Social Studies - 1 Mathc - Ottier« - O

B : Number of rjirlH shown against the subject they found diffficult.

Mother Toungue - 5 ‘ Socia 1 Science - I English - 1 ’ Sanskrit - 2 Matha — 3 Others — 3 Sc i ence — 11

C t a t o (II e f»t — □

But out of 20 drop out Qirl« ie O O ’A) got help from

the ir teachers when they had sought it.

Around 23 girls ie (B2V.) find it difficult to in doing home work alloted to them.

Sta Itemen t — 9

Distance from House to school.

Distance in K«. — No. of girl«

Less than 2 km. - 19 (67.9V.) Leaa than 3 km. - 1 (3.6M)

71 Less than 4 km. 1 ( " ) L««« th«n 5 km. 4 I 14. 3V.) and 5 km. Xc above 3 (10.7Y.)

Statement - 10

Twenty three girls ie attended school by foot, one by

cycle and four girl« by bu9.

S t a temen t — 1 I

Around ten qlrl tailed in school

Statement - 12

Reaeonc for dropping out :

Causaa N o . of Pe rcen' - Rank girls tage

1. Inability of Parents to provide fee IS 53.6 23 Inability of Parents to provide clothes lA 57. 1 21 3 - Inability of Parents to provide book 10 64.3 19 etc. A . Inability to provido stationery •20 7Y \7 5 . Inability of parents to provide food 8< 23 02. 1 16 med i c i na 6. Helping parents in occupatior» 24 85,7 13 7. Engaged in Remunerative Employment 27 96. 4 0.3 0. Domestic work 13 46.4 25 9. Care of siblings 16 57. 1 21 10. Absenca of «uppart cervices 27 96. 4 0.5 I I . Early marrlaga 26 92.9 11.5 12. Social taboo 28 100.0 3.5 13. Parental lack of motivation 14 30.0 2.4 14. Parental illiteracy 16 37. 1 I .21 15 . Lack of academic «uppart 25 09.3 13.3 16. School tar away 23 07.3 13,3 17. Unattractive schaol environment 26 92.0 11.3 18. Unsuitable school timings 28 100.0 3.3 19. Lack of relevance of curriculum 2Q 100.0 3.5 20. No women teacher 28 100.O 3.5 21 . Lack of separate school 20 100.0 3.3 22. Teachers negative attitude 28 100.0 3.3 23. Failure 19 67.9 1.0 24. Illness of family members 27 96.4 0.3 25 . Own i1 Insfis 27 96.4 8.3

72 The firgt 1°0 reasons in order of significance are found to b« responsible, thsy i

1 . Unsuitable school timings r : I ^f:(; nf r*< I « V nf r j I .(.ii

^ . f'lilinhoi' cinniaii (. e «< Ittii' ■1. I. a<:l» uf «r.hcial

5 . Teacher negative attitude 6 . Engagvd in Rcmune ra t i v n •mployni«nt 7 . r\lj4MitCH uf -btifjpart ««rvic«a 8 . Illnesu of family members 9. Own 1 1 Inesa 10. Unattractive school environment and aarly marriage.

Statement - 13

Nearly 19 (67.9*/,) girls out of twenty eight, were

attending school regularly and ten of them were puntual

a Iso.

Statement - 14

Work done at home

Ac tivitiea Time npent (figure* indicate* No. of Glrlu) IHr. 2Hr. 3Hr. 4Hr. 3Hr.+ Mar*

1 , Fetching water 5 20 2 1 2. Fetching fodder 10 3 14 I 3. Care of live stock 23 I 1 3 4. Care of siblings 1 1 2 3 6 6 5 . Cook ing 4 2 16 5 I 6. Washing and cleaning 6 13 4 2 1 7. Care of sick person 25 1 0 0 2

A« i* «e»n from t h e above table almost all drop-out girl had to spend 1-2 hours per day in household activities.

73 statement - 15

Areas of Discrimination

A m * Nu . a f g i r I « rcefi t*y«

1. Food 26 92. 9 2. Med ical care 28 100-0 3. Domestic work 6 21.4 A . Time tor play 29 100.0 3 . Negative remark 17 60. 7

Discrimination Is obvious in caves of Medical care X< time

for play. It is also distinct in case of food also,

Statement - 16

Utility of Girls Education

Percentage Rank

1 . Develops positive self image 12 (42.9) 7 2. PrepAve for economic contribution 7 (25.0) 9 3. Improve tiealth and nutritional etatuc 20 (7 i . 4 > 5 4 . r.r\mur» •ducatlan for future generation 9 (32. 1 ) B 5 . Helps to raise age at marriage 27 (96-4) 1 .3

According to tho drop-out girla utility of glrlc education

1 ) Helps to raise age at marriage 2 ) Prepare girls for social participation 3) Prepare girls far leadership role 4 ) Helps reducing family size.

3. ONOLYSIS OF TVJE NOM-ENROLLED GIRL SCHEDULE

In Karbi Anglong district altogether fifty four non-enrolled girl were interviewed. The following analysis 1« on the bavls of

the findings from these non-enrolled girls.

74 S t a t • n t - I

Distribution of the non-enro11ed girls according to their age—

g r ou p .

Age Group t 6-8 9-11 12-14 15 +

No. ofgirl3 : 9 8 35 2 Percentage to total : 16.7Vi 14.8/i 64.8*/ Z.7Y,

It i« ««on from the abovo tnbl* t^^At maKimum no. of girl«

are in the age group 12-14 and almost’all the girl« 52 out of 54

are within the range of 6-14. Only 2 girlg are In the highar age

group. Hence all the girls may be sasily admitted into the

■choola a« well aa NFE/AE Centre*.

S t a t emen t - 2

Reasons for Non—Enrolment

Causes W q . P .C. Rank

1 . Unable to pay fee 6 I I . 1 . 12 2. Unable to provide cloth 16 29.6 .6 3. Unable to provide book* 13 24. I .7 4. Unable to provide stationery 9 16.7 .9 3 . Unable to provide food 7 13.0 .11 6. Helping parents in occupation 12 22.2 .8 7. Engaged in remunerative work 8 14.0 . 10 a. Domestic work 38 70.4 .2 9. Care of siblings 21 38.9 .3 lO- Lack of parental motivation 37 68.5 .3 1 1 . Parental illiteracy 29 53.7 .4 12. Non-avaiIabi1ity af school 3 5.6 .13 13. Unsuitable school timing 0 - 15.5 14 . No women teacher 54 100 I 15 . No separate school for girls 0 13*3 16. Lack of support services 5 9.3 . 14

rT-nm ahnvo, It lti thaU riu(«b#r of Woinarx Te«ch»ir,

Dome«^tic work, Lack af Parental mativatlan, Parental illiteracy, are the main causes ra«pongible for non-enraIIment of girl«.

73 TH“\a)ugh women teacher ranked first, perception of non-en ro I L «d

giir-ls in this content in doubtful aa they never been to school.

Stta. tcincnt - 3

D i I s t r i bu t ion according to Attendance of Ciirie

Yea e 37 (68.5)

No : 17 31.5

Out of 54^ 37 (6Q.5*/.) giVls were willtnQ to go to school. 7

off these girls had discussed this with tTeir parents. Parents of

♦thniirteen girls were found willing, to sand thair daughters to

scbhcoo 1 .

□ tcattemnnt — 0

Ou bt of thirteen girls out of 54 willing to go to school.

Staattement - 5

Ediiuc: a t i on « I ability of th» non-«nroll»d g i r I « .

Ability to write - ^ Ability to write naaie - 6 Ability to count — 16

All these girls learnt from their f«th*r.

Staat;ement - 6

P roiogi rammes needed.

(1) ) Literacy programme 17 (31.5'/.)

(2) ) Income generating programme 4t (75.9*/.)

(3) ) Health Nutritional programme II (20,4V.)

The non-enrolled girl* are mostly in the need of ‘Income geneierr at ing programmes'.

76 S t at eien t - - 7

Types of wanrHc done at home

1.. 'etchininrg water 49 (91 .OV. > 1 u 1.1 1) 1 Ml 1 u.j Ti If 1 ij B r ) . ' « 1' 'aok ingig 36 <66.7’/,) 6. tashing^g and cleaning 46 (e""' .2*/. > 7. Care ofjf sick person 1 (2.0'A)

from tli;he above table fetching water, washing h. c I ean ing and

cook iig are ? tthe main typ)e of work ttre non-enrolled g i rIg have to

da a t ho m e .

4% Ar«l/ml« s of th« T«*ch*r Sch»dul«

If Kartrbii Anglong district flftyfiv* taachars Mar«

inttrvi pijgcl, . Out of tha«e fifty flva teacheria, th«re iMsre

eiQhtton malde- and thirty«even female te&chers.

State nen: - 1 1

The ® distribution of tf\o ti mrm an foilowo i

N o . Pe rcen t age

Ee I Qw 2 12 I 3 3.5 ^ - 31 I . 29 50/. 3. - 41 1 14 25.5 flt - 51 1 9 16.4 51 - I 7.8

State(TBn< - 2 2

Out cf I iftyty f1ve teachers^ twenty were graduate and twentyaight w«re degree hold»r.

P» r tod Q off service N o .

&lcM 5 j years 23 5 - 10 ;♦ y ears 14 D - 15 } years 10 U - 20 V y^ears 0

77 20 - 25 yeara 25 and above

Total 53

About 10 i.e (32-7'/.) of these teachers are trained

Qtatement — 3

Distance to school 'No. of

Cloeeby t 1 - 2 km 33 2 - 3 8 3 - 4 2 4 - 5 3 5 + km 8

Most of the teachers uis9d cycle for their transportation, while

the rost U3ed th« bus earvices.

Statement— 4

Reasons for Continuing Education

Re asong N o . P .C, Rank

I . Sound economic condition 24 43..'. 2 2. Parental education 13 27.3 3 3. Parental motivation 34 6i .8 I 4. Parental support for fee etc. 13 2 Z . 6 6 5 . Parental support for book 14 25 .5 4.5 6. Parental support for food 14 25 .5 4.5 7. Parental 9support for 'spuc* tn t imti 12 21 .Q 7 a. Parantal academic support I I 20.0 a 9. Self motivation of the girl child 0 0 • 0

Parental motivation, «ound economic condition, parental

education are main reasons for continuing aducation of the girl ch i1d -

78 S t a temen t - 5

Reagong far Dropping-out

Re asons No. Percen— Rank tage

1. In*billty to p«y non-tuitlan du«» 34 61.0 2 2. Inability to provld® cloth* 32 58.2 3 3. Inability ta provide books etc. 28 50.9 6 4. Inability to provide s t «. t i on a r i e* 30 54.5 3 5. Inability to provide food 31 5 6 . 4 1 6. Keeping parents in occupation 13 23 lO 7. Engaged in remunerative work a 10. 17 S. Domestic work 40 72, 1 9. Care of siblings 24 43. a 10. Absence of support services B 14.5 14 11. Early marriage 6 10.9 17 12. Soci^il tAboo 3 3 . 3 20 1 IS. Parental lack nf motivation 2 4 43 a 14. Parental illiteracy 24 43 8 15. Lack of academic oupport 10 19 1 1 . 16. Unattractive achool environment 10 18 1 1, 17. Unsuitable school timing O O o 18. Lack of relevance of curriculum 5 9 19 19- No. women teacher 2 3 22 20. Lack of aeparate »chaol 0 0 O 21. Teachers negative attitude 3 5.5 2 0 . 22 - Failure Q 14.5 14. 23. Illness of family members O O O 24. Own i 1 Iness 6 10.9 17 *25. School far away 9 16.4 1 3

According tc the te-ichers opinion, fallowing are the main cause^i for dropping out of girl«.

1 . Domes tic work

2. I nab i 1 i ty o f pa ren ts to pay non

3. Inability to prov ide cloth

A . Inab i 1 i ty to p rov id* food

5 . Inab i 1 i ty to p rov ide 6 t at ione ry

6. Inab i1i ty to p rov ide b o o k .

79 statement — 6

Reasons for Non—Enro1 t

Ro ar.an s; No P » rc *n - Rink tags

I . Parents inability to pay non-tuitior 25 45 .5 6 fee

2 . Parents inability to provide c lotU 28 50.9 4

3 . Parents inability to provide books 21 38.2 9

4 . Parents inability to prov ide 25 45.5 6 stat ione ry

5 . Parents inability to provide food 25 45.5 6

6 . Helping parents in octupation 10 IB. 2 10

7. Engaged in remunerative work 9 16.4 11

a. Damest ic work 41 74.3 1

9. Care of siblings 24 43.6 a

10 . Parents lack of motivation 33 60.0 3

11. Parental illiteracy 36 65.5 2

12. Non - availataility of uc tiool 1 1 . 0 13.5

13 . Un-suit.ible school timirtq 3 5.5 14

14 . Na . wamen teacfier 1 1 .B 15.5

15 - No separate school 0 O 17

16- Lack af support servicaa 5 9. 1 12

17., Cultural factors 4 7.3 13

Ranking of the above cau«cc indicated that dam»B tIc work , parental illiteracy, lack of parental motivation are considered as most significant reason for non-enrolment of girls. The next ranking of the causes ohow that poor ifconortic condition, da not enable parents to provide minimum requirementn to particularly to girls to attend school ■a.

80 S t a t emen t - 7

Reasons for not attending school regularly.

Rff a«ion*» N o . P « r c « n — Rank ' t age

1 . Domestic work 44 80.0 1

2. Care of siblings 32 50.2 2

3, Illnesa of family msfmbers 18 32.7 5

4. Own i1 Iness 24 43.6 3

5 . School far away 23 41 .8 4

According to teachars most of the girls nearly (80*/.) do not

attend school regularly because of domeatic work. The aocond

cause responsible ig care of siblings. Tha child's own illnesa

is the third main cause far not attending a::haal regularly.

Statement - 8

Efforts tnken by Teachers to tackle tho problem of «ct»ool drop-

o u t .

According to twentyning t«*chera (52.7V.), efforts uiere mad»

to tackle the problem of drop-out girl child. As incentiveg free

tent book ujertr supplied. Sin teacher® «tatad that fre« stationery were provided to girl student According to thirty teachers free uniform wore alao vupplied. It addition, f r t> non- meal, and attendance scholarships were also provided as incent i ve s .

W I statement — 9

Utility of Girl Education

Utility area No. Parcen- Rank tage

1. Develapn positive se1 f in age 41 7A.5 2

2. Prepare for acanomic cantrlbutian 43 Bl.B I

3. Improve Health Nutritional Status 29 52.7 A

4. Enmureti education for future 33 d>3.9 3 generat ion

3. Creatfjn aw/irenG^« of rlghtia 27 49.1 3

6. Helps rai'sing age at marriage 22 40 6

7. Helps in reducing family size 12 21.B 0.5

8. Prepare for leadership role 15 27.3 7

9. Prepare for social participation 12 21.0 8.5

The teachers interviewed felt that there utiIity of girls

n t i un tli.it It will pr-cp.iro' for »conomic contribution

comes fir-^t in ttte ranking, folloioeti by davelaps self image and

ensure cj i r 1 s education for future generation. The fourth

positive aspect of girls education is that nelps in improving

health and nutritional statue of the child.

Statement - 10

Gender equality No. Pe rcen - Rank tag e

1 . Need equal education 52 94.5 1 2. Need equal food 51 92.7 2.5 3, Nfifld equal health mcdical c«r« 51 92.7 2.5 A . Can be alloted same duties 47 B5.3 7 5 . Both should be given same freedom 40 72.7 10 6. Equal time to play 49 89. 1 4 7. Can perform all task equally well 37 6>7.2 1 I

92 B . Can have similar occjujpatton ^6 83.6 8.3 9 . Bo t h have same intelligence and duties 33 63.6 13 10. Should be paid equal wages 48 87.3 5.5 1 1 . Husband it wife should take joint deciaicn 46 e3 . 6 8.3 1 2 . Hou^;

The respondents perception of gender eqjality highlights the need far equal educattan (Rank 1). Equal food and health it medical care for both boys and girls are se:ond in importance.

Nent importance in comeg equal time to pla^. In all, as seen from the rank , each paint got inportanca frarr th« respondenta.

83 Analytiis of th« In«titution«> 8ch«dul«

In Karbt Anglanq Di

The respondents were heads of tfie instxtctian. SL k respondents

reside near their institutiong.

Statement 1 :

Distance from School.

Less than 1 km = 6 nos. I - 2 ktn - 2 Less than 5 km = 2 "

lO nos.

Eight ttfachera cam* to the «chaoI by loot

Statement 2 :

No.of T«acher

,ess than 21 yrs : 7 O21 1 _ - T30 y____ r s. O 3 1 — 40yru. 1 0 1 - rio y r « . 1 3 1 - 60 yrs. I

iO

Statamont 3 i

Out of these ten teacherg nine were cc;ine mala and one

f em a 1e .

S t a t emen t 4 :

Distribution af teachers according to qualification

HSCL Pass - 7“ Diploma holder — 2 Graduate I

10

04 statement 5 t

T«ach»rs according to l«nghth of '■•rvlc«

Less than 5 yrg { 1 D — lOyrw. 1 lU-lI)yr'ii. I 15 - 20 yrs. 7

lO

Alma«t all t^^B t«jich«r« t*ugfit in th# ■'irmt four

Statpment 6 t

None of the physical facilities (Play ground. Lab, oratory

libarary, Seperate latrinsi terminil« far girls etc.) ar«

available in these schools. Only in (two) s'hool, drinkina water

facilitiesareavailable-

6. An*ly«im of the? Cofliniunity Le*dar achcduia t

In K.irbi Anglonrj district Lwentytwo corrniunity leaders wuro

interviewed. Oat of tt»e 22 t e a c h e r s 16 were male and 6 w e r e

females. Their views on different aspects of girls education are

Qiven below.

Statemsntli

Distribution of respondents according to age:

Age group No. of respondents

Below 21 2 2 1 - 3 0 3 3 1 - 4 0 6 4 1 - 5 0 4 51 + 7

Total 22 StatementZ:

Of these twentytwo leaders dnly two were graduates, eighteen

d i p lomaholdt* r and two uere below HS5LC.

S ta t emen t 3 t

On the basis of tneir occupation, the leadar* may b« claasified

Cu I t i v« tors - 6 no«. Service holder 6 " Te ache r 4 Con t rac to r I shopkeepe r 1 Other 4

To t a 1 22

Statemer\t4x

Distribution of the respondents according to years

bhe village.

Years - No

Less than 10 yrs. - 1 10 - 20 yfars - 2 21 - 30 years - a 31 - 40 years - 4 40 y«ar« *.nd above - 7

Total 22

Statement 5 i

Wi mil* 11 ’ t* 1’ a r't i r t p ji t 1 c IM

Panchayat - 0 Mah 1 1 a M/intial - 11 floe 1» I oroftniwation - I <1

86 Statefnent6:

D i s t r I. bu t 1 o n o f the respr;ndent3 according to activities, they had

«tarted in the village.

Activity area - Number of re^poncanta involved

Educational — 3 Soc i a I — 16

Statement 7 :

Only siK respondents kept information about girls attending

schoQ 1 .

All the respondents twentytwo took steps for parents encouragament to

send their daughters to school.

StatementB:

lliura la «|itn.irtl jj rt-ig r dtmtta fiir U . IJ Urti; kwti t‘

two responaenta. According to 10 respanderts there a p b epacial

programmes for Gchedle T r i b« in Karbt Ariglcng.

Statement 9 :

According to 4 rsspondentr. thers w«ra NFE contrea in villaga* and

2 respondents were satisfied on the functioning thoss csntros.

S t a temen t 10 :

Twelve r e "iTp and o n t s wuro willing to initiato NFE contra® in the i r

villages. Seventeen respondents were willing to provide for NFE

r: p n t r f* .

Statement 11 :

Rf»«ponds*n t« wwro in favour' of ncporate NFE centre* for girln.

All the respondant* wera again'st boys and girls atuding together.

They were ev^n against teacfiing girls by male teacher.

87 statement 12 :

Utility of Girls Education

1. Develops poyitive <3e I f Imagff IB (01.0) - 1

2. Prepare girls for economic contributior 17 (97.3) ‘ - 2 j*

3. Imp on e fn? tt\ lui t r i <; t on a I n ta t fin lO ( ^ 5 .13 > 5 .5

Enoure Education for further generation 12 (45.5 ) 3.5

5. Create awarness of rights " 12 (54.5) 3.5

6. Helps raise age at marriage lO (45.3 ) 5.5

7. Helps readucing family size " 5 (22.7) 0.5

0. Prepare girls for leadership" 7 (31.8) 7

9. Helps to prepare for social par1 1 c i p at i o n 5 (22.7) 0.5

As seen from the above ranking utilit-/ a girls education and

in thie follii»iing order t

1. Develops positive self image 2. Proparo girl for economic contribute.

S. finnui'i; . Helps r a 1 r. f? age at m a r- r i n g n ,

7. Analysis

In Karbi Anglorig district Educational adm i n i at r a tors were

interviewed. The age wise distribution af the afficegs- are as

foilows :

I j t A t e m « n t 1 i Age group Na,

2 1 - 3 0 - 3 31 - •no - 2 4 1 - 5 0 - 1 51 + - 2

Out of there 9, 7 are male.

08 statement 2 I

Leingth of Service. Ys.'ir of service

less t h an 5 yrs . 5 - 10 yrs. 10 — 20 y r« .

Tatai- B

Statement 3.

Reasons for continuing education

1. Sound economic condition 4 50 7.5 2. Parontal education 2 25 9 3. Parental motivation' B lOO 1 4. Parental support for fee etc. 5 62.5 4 5. Parental support for Books/at ationery 3 62.5 4 h. Parental support for food 5 62,5 4 7. Creating space and time 5 62.5 4 8. Parental academic support 5 62.5 4 9. Self mativation of girl child 4 50 7.3

For continuing education of the girls childa Parental

mativation in most nssential as is seen from above. N e x t comcs

the economic factor, Parental academic support la of importance.

S t a t amon t 4 i

Reasons for Not- a11andiny

1 . Inability of p«r«r>tia to pay f«» • tc . 3 62.3 12.3 2. Inability to provide cloth 6 75.0 9.3 3. Inability of parents to pr-ovide book 6 75.0 9.3 4. Inability of parents to prov ids 6 ------9.3 t a t i on e ry 5 . Inability of parents to provide food 4 50 15 6. Helping parents in occupation 5 62.5 12.5 7. Engaged in remunerative work 6 75.0 9.5 n. Dam# s tic wo rk 1 12.5 17 9 . Car'i? of ltngw t 07 . 5 4 .5 1 <). 1 * a 1 ' e 1 1 (. a t 1 a i; I- it C I'lii) (. i v a I i (iM 4 ni) in 1 1 . IParerttal illiteracy 4 50 15 12. Non-avaiIabi1ity of achool 7 07.5 4.5 13. Unsuitable school timing-a 7 87.3 4.3 14 . BMo woman teacher 8 100 I 15 . No seporato «chool 7 87.5 4.3 16. lAck f support servic»jy 7 CJ7.5 4.3 t 7 , n 11 ! 11 n • A J f 3 r <. r « 7 f(7 .5 4 .rj

89 Th;e first 5 m a m rea?5ans; for not attending are r

I. Na u;om cn tcAcher '.2. Non-aVa 1 1 1 b 1 I 1 ty of school, ,’3 Unsuitable 9c(\aoI timing ^4. No rpporfce r:cf>aol. 13. Lack of nupport n»rvlce«.

Statement 5.

rno(i V, for D tn()p i nr.) out.

II . In ab ility of parents to pay f>?e e tc, 07 .5 3 22. Inability to provide cloth SO . 0 la 33. Inability of parents to p^t^vide book 75 ,5 9 . 5 44^. Inability of parents to •pravido 62.5 15 s t a t i one ry 55. Inability of parents to provide food GO .0 la medicine 6 3 - H

II EK L .1 ( k of I-1? I

F i c~3 t five Coursics

no n tu t i on f

Seecand eight courses t

1 .. Inability to provide book«. 2.. Abspncp of •support n»»rvic««. ;3.. Um a t t r *c t i V o school »nvironm»nt. 4.. Lack of relevancs of curriculum.

90 5. Nn «f»p«rat» acfiool. 6. Teacher negativo attitude. 7. Illness of family member, 0 . Qujn tl Ins's^.

S t a t emen t 6 :

No efforts fiave b e p n trade to tockle th« problem of drop-aut

glrla in Katari anglong.

S t a t emen t 7 :

Utility of girl Education P .C. Rank

1 . Develops positive self imagae 8 100*/. 1 .5 .2. Prepare fdor economic contributs 8 1007. 1 .5 .3. Improvae length and Nutrilional st*tua 7 B7.5V, 3 ^4. Ensure education for future genaration 5 62.5% 6.5 Creates awarness of rights 6 75 .OV. 4 . 5 iS . Helps raise age at marriage 5

Sotatpment 0 :

f.T.1 (• ti e r fic^u a I i t y

Equ a lity area N o . P .C. R an k

11 . Bath need oqual education 8 100 3.5 2a. Da'.h need jqual amount of food 0 100 j,.5 31. Both equal ^^aalth t> madical car® a 100 3.3 4 1 . Dnth c^tii liti At*iti(jnMii «taina tiul.ias 6 73 1 1 53 . Both should be givan same freedom 8 100 3.5 6 5 . Should be given equal time to play 8 100 3.5 7^. both can perform ail task equally well 6 75 1 1 81. Both can have similar occupation 7 87.5 7.5 9?. Both have same intelligence and ability 7 07.5 7.5 ICO. Man and woman should be paid equal wages 8 100 3.5 111. Husband and wife whouls take all 6 75 3.5 decision jointly 112. HouSQhold work must be shared by all 6 75 3.5 i:3. Anaffta of familiar *hauld b» ragi«t»r«d 6 73 3.5 In joif\t names of hussb«nd and ujif«

91 H A P T E R V

P A R T - B ni/HMAnY or riNoiNn

In tl^he fallowing paga«!s an attempt will be made ta

jnallysse d^ata collected through th« achadul«s uaaad for th#

stuciy viz . Household schedules, dropout girl schedule never

enrffllJed ggirls schedules, Instutilonal heads schedules>

Teachers schedules, community leaders schedulers and

educ afcIan .a 11 Administrators schedules. The observation o^

Group Di r^ccussions will also be considered in the overall

analyr.:^ iini order to get a consolidated picture with ragard

to dr-opcDutt of glrlw, their non-«n v i ronmen t «nd non-

* t t eind anc a\o af 'Jchool regularly further, perception of

various c;atteoory of respondents about utility of girls

educ.it i I an I and gender equality will also be throughly

eKamunied tea see whether the girls child is discriminated

against orr treated equally in relation to her male c oun t. e r p d r ' fc ,.

92 Rf3a?;ofis for Drop-Out : Tabli! - A

R,tnked by F aren ta Drop Tei.cher Educ. AvPTRQe Out Adm. Ranking

ln«l)flit;y to 111/ nun-tu i I I on 1 I . T) 7.7, 9.7 In-ibility to 'ovide clot-.h 10 21 la 13 Inability to provide baof-is 9 19 9.5 10.9 4. Inability to pravid* stati(Dn»ry 11.5 17 13 12.1 7i. Inability t;a provldt* food jnd ined i f. i t»i' 115 16 10 12.0 b. H>2lpin9 parents in occu p A tion 14 15 22.5 15.4 7- Engaged in rtiinanerative work. 15 8.5 24 16.1 rj. Do'naatic wurk 5 25 18 12.3 ?. Care of 'siblings 7 21 0 9.5 11.4 10, Absence' of 3uppi:)rt sorvice^ 19 8.5 14.5 T 11.3 11. E ,-1 r 1 y in a r r i ^ g e IE) 11.5 17 3 12-4 12. 5oc laltabuci 15 3.5 20.5 15.4 13. F mental laci' f inativat iu'-. 0 ' 24 8 20.5 15. 1 14. Parental illiteracy 6 21 8 20.5 13.9 15. Lack af acac^ :‘mic support 20.5 13.5 11.5 15 15. 1 16. School far away 20.5 13.5 13 9.5 14.1 17. Unattractive school environment 22 11.5 9.5 3 11.5 18. IJnsaitaole r5chaoI timing-:i 2.5 3.5 0 9.5 3.9 19. Lack of rel‘:'vance of curriculum 2.5 3.5 12 9.5 8.6 1. 0 . Wo wnmon teachtjr 25 3.5 3 13.4 ?.l . Lack of <3«pr!cafco c?chool 2.5 3.5 0 9.5 3.9 T'’ach(?r‘i fi

The firat 10 reasans for dropping-out of girla according to th a

ranking conbined are as follows :

1. Lack of separata school. 2. Unsuit -l:le school timing. 3. Lack of relevance of curriculum. 4. Tcacher'n negative attitude 5. Inability to pay non-1i1mition dues 6. Illness of family members. 7 . III .1 h i I i t y n f p rn v i ilo In int< . O. Ab«»nc» of «uppart a«rvlc««. 7. r.M'n of nlblinyvi. 10. l)n .11 t r flc t i V c' G c (> a o l r n v i r'onmon t . Flen^ofi* foroNoM-Enralmont i Table - B

Ranked by Parents Te*cher Non- AvarAga Enroll Ranking

I. Icv*blli'ty *;cj p-iy noft-(;u 11 i tlun« 9 6 12 9

'2. I n.ib i'.I. i

■3. Inataillifty to providf! baaks B 9 7 8

•4, Inshillilty to provide •stationery 10 6 9 8.3

5. I nab 1 Hi tty to provide food *nd (nedicine 7 a 11 a

7. Enqage-d inA Aujne rit i ve work 11 11 10 10.7

0. Darner tic w>/orK I 1

9'. C.=»r'f» o f "silblingo -3 6

10. Paroni t5 lacck of motivation ”T

11. Parental i ; 1 1 i (:e racy 4 3.3

12. fJr.Mi -t v.:.;x 1 !I-Tl.i) i 1 I of '/;'-:liooi 13 15.5 13 13.0

1 . IJn■Hii i t 11 « ^icMool tiniiruj I U 16 10,3

1^. No i‘ionii>;n tetfachi>r 15 11.5 1 10.5

1!5. tJo T G p (!? r’ ). ‘jchool for y irl« ID i: 13 16

16. Lack of Vi.upjport sorvicus 12 i: 14 12.7

17. Cult;cr«l f

The f irstt 10 cause responsible for nan-enroI ment are i-

1. Domesftitc work 2. Parentts Hack of mativatian ■ 3. Parenfcs iilliteracy 4. InabiHi ty/ to provide cloths 5. Helpir\g piarents in occupation 6. Care af ssiblings 7 . 1 11 1*1 H 1 I 11. y ' « f 1 (irn V ( t lo i}il mdiI di ■ il ( u 1 m (i 9. Inabilitty' to provide *tationary 10. Inabil itty' of parents to pay n o n —tuition fees.

94 for --i 11 end i ng t Tfib'.e - C

P 0 -

I. Dcomve?: 11c v;ork 1 1 1

7!. C -■'.■A T-.V I T f i I) 1 i n q 2. j.

T c. -rj • 111. Iness af family mombers 5 5

4. Oui.in i 1 In y r: 3 3 -

5. Sc:hcial far away 4 4 4

1. Diarm<»«;t Ic work

2. C.ar-e otf siblings

3 . □iwn, L 1 11 n e ss

Scrh aa 1 far away

5. I 11 linens, of familv m«7mbar':i

95 RpaTons far Continuing Erlitcatian t Tab 1« - D

Pe asans Parf’otw Teacher FrJu. Av«rag«» A(Jm.

I. Sound i?conoinic condition 2 2 7.5 3.B

2. P aren ta1 educatiar> 9 3 9 7

3 . Parental tna11 va t ran 1 II 1

4. Parental sujjport far fua c'tc. 4 6 4 4.7

5 . Parental support for books 3 4.fi 4 3.8

6. Parental '^uppoi’t for food 6.5 4.3 4 5

7 . Cre a t ing tima ?y space 8 7 4 6.3

9, P «r *n I

9. Motivation of the girl child 5 9 7.3 7.2

The first five causes after averae ranking *r«

1. Parental motivation

2. Parental support for books

3. Sound pconomic condition

4. Parental support for fae-a «tc. n. P«f*»nl.«l tjupfjart- for fond

96 utility af rrli.icntlan t Tatjle - E

III:: I U t:v Par«nl< T?ut:lA«r Edu. Ave rag*

1. Developps po'sitivt* self image 2 2 1.5 I 1.5

2. Prppflr t’L* for »*(:onoi-n i c con t r i b(j t iorx . I 1 1.5 2 1.12

3. Itr.provee health riutri t ioii-il status 4 3 5.5 4.12

4. Ensure cjduc<31 i on far future g rit I Ofis 3 3 6-5 3.3 4

5. Will miii'H uf thf?ir nyhtu 5 5 4,5 3.5 4.5

ifj. Hp 1 pr. rri 1 TQ t m 1 rr 1 age 6 6 6.5 5.5 6

7. Mo Ips iir^ roclucina far.iiy size 8 8.5 8.5 9.5 L'.4

G. Pfnp:iriyy for 1 e rnhi i p raid , 7 7 0.5 7 7,15

9. Prt’pitM^^ Qirls far -tsoc lal participation 9 8.5 4.5 8.5 7.6

The fallowing 5 utility are;is are c an sidered gignificart by all tHt? qnroup^ of r e ?;p or>d on t in ar'tjpr of rail>ing J

I. Pnep.idPP far ccanomic c on t r i b i.i t i on

2. D

3. Ltisi^i'ci? e d u c a tio n fac- future? gcno rat ions

4. Iinprovvn health ?y r\utritianal status

5. Crcatee^ awareness of tfieir rights;.

97 n*’nd»T Ei;u«li ty « Tabl« ~ F

Fi(|inility 4ro;i Purtnts ToAcitr Lo<»d«irfl Avtray#

1. Bo*:!') neoiJ equil education 4 1 3.5 2.83 3

7 . D o t h ru>o(i a.iinufil; o f f n a d 1 2 5 3. S 2 i w 3 1

n 3. biji.li litf.tlt.h ^ ((nicltciil CAi'9 J. 2 3 3.5 2.67 a.

4. Dnth ran lie 5 «r)n«‘r) cKitltja 8 7 11 B.(f)7 -

T. Ilnt.li 1111(111)11 ho ijiv/fin frjoddci t;) to 3.3 7 -

6. Should be given equal tirnt? to p 1 ay 2 4 3.5 3 .5 4

"7. bnth can perform ^11 tfli'ak eqLi*flly will 1 1 11 11 11 -

8. Eoth can h^ve sim ilar accuf? it ion ■ 16 e.5 7.5 10.67 -

13 13 7.5 11.17 -

5 ,5 5 .5 3.3 4.03 5

11. Hi.i^b.ind and wi f.i whaul'-; t a!-f? \11 7 B.i 11 8.93 - dPciriifDii jDuitly

12. rio'j3*itio 1 d w'.M’t-- inu5t be sharp’ d hy .ill 5.5 5 .3 11 7.33

13. Ar.r.o ta o f f-?rnili;=ir ‘-should ho ri’ q i :i t rod 1212 11 11.67 in jcaint iiaiiu?<9 o f hu'5bafi(j

Tfie fir'st 3 aignificant arra-B of gender equality as per

avt?i-age ranking are a a to 1 lawn

1. Bath need equal faad

2- Doth need equal health medical care

3- Both need equal education

4. Both to be given equal time to play

'5. Both afiould be paid squal waQB«.

98 cnnPTEii V

PAKT C

STnATEGIES AND COSTING

As ths present Gender Study aims at ach ieving the goal

of UPE through univerrsial accB3«» p a •-1 i c i p * t I an and

achievement alongwith empowerment af women at all levels, a

comprehensive and broadbased -strategy ccvering all aspects

of the issues involved in it needs to be taken in right

earnest .

As a matter of fact dropout, non-cirolm«nt «nd non-

attendance of giria which form th« corn «tudy »r**a

ultimately lead us to the central question of ensuring

gender equality and utility of girls' education not only for

achieving the goal of EFA but also for overall development

of women in the society. [“Jith thi'i per«psctive in

stratec^vcs V\avG been ouggested in two parts, the first part

on the basis of the insight and impressiof emerging from the

d rt t a , rj iMiup (J t •wcrun'n 1 tTnn «(wl i >h at n r v « t 1 ona i-ii th rwQard to thw

difficulties faced by girls and women far their education

and development; the second part covering the specific

strategies suggested for each of the causes found to be

responsible for dropjoat, non —<*n ro 1 mt? n t and f^on —a t tendancu of q 1 r I q .

The general strategy includes two broac areas t

( .1 ) t '( ( I ( r- a f ( t It 1 A 1 (ti) 1_ K L 4' d - e due d L 1 Aji I a 1

99 n:rrnn\TEGrcn UNDfin EDucAriONAL c a t e g o r y

I . INFRASTRUCTURAL FACILITIES

(a) Opening of new schools preferably separate schools

far girls in schaol-less villages.

(Ill (IpemliMj «if jt r M o c (u w 11 ru' tiU

relievB the girls fraon the burcan of domentic work

like looking after the younger sibling and

appointmont of women cnrotakor? and h»lp*r« to run

these centres.

fc) To pravido bockrs and e t a t I on a r i»s , health care and

medical facilities in all the schools.

ProviT. ion of ba^ic phy*;ical facility like drinking

uiator, separate toilet for girls, play and

recreational materials etc.

(e‘) Appointment of lady teachers in primary and upper

primary levels-

((f) Adju'^itment of school timing to suit the

convenience of girls.

((g) Provision of attendance scholarship to girls,

((h ) To establish more NFE centre* for girls and ensure

their proper functioning.

( ( i ,) A p pointment af school mother to improv* anrolmant

and attendance.

2.. I REESTRUCTURING THE CONTENT AND PROCESS OF EDUCATION

(rnt) Rnvinn ri f tt»*» P k i t i mj c.iirrlculun «nrl twKtbuok^ in

a r ( j t ? r t n mako them #*ntirely frpp from qnndor b 1 a's.

100 <(b ) Can tan t-«nr iclim»r) fc f»|.)ocl«ly ir: lanyujig# *f\d uocial

frjcu3«in g an wamiifn ral^ In freedam

I. ft iijrj 1

((c ) P rep a ra tio n o f teachers Handbaak with a p o sitiv e

b ia s toward'3 women ' s e q u a lity and empowerment.

(id)) Organization of or i ent a t i on / sens i t i z a t i on

programmes for tGac^le^s, t each e r~ educ a t o rs and

educational adm i n i s t r a to r^3 with a special focus on

wan\Hn'ri education end ompow* rmori t . Specially

Educational Administrators be oo sensitized as to

help them adopt a . balanced attitude forwards

women's education and empowe rtnen t .

(ee ) Staggering of school hours, examination reform and

non-de t t?n t i on policy, and abilition of homework at

t/Te primary level,

f f “^ ) ft w.inn, wr> Icom i Mij , fiicnu r aq i nc and ch i Id-cun t r e d

.approach to teachiny and learring with a view to

making tlie proccss joyful and creative. Special

orientation course for lower primary teachers to

be undertaken by DIET, for this purpose,

(;g)) Pravioion o f library book«, ant ab 1 i shmen t of

science corner, aquarium, school nursery and other

c o - c u r r 1 cu I ar activities.

(Ih ) ) Provision of Audio-Visual Aids.

( i)) Provision of academic support by teachers beyond

cichool h o u r s to girls requiring individual

rtttontion < th i ri «n.ty b f r r nuin o r a t i v«? in natun).

101 ( jj > Motivation programme for teachers to ^ help them

develop a positive attitude toward* education of

girls (Rapport with parents to tackle problems

like dropout^ non-enra1 ment and non-attendance and

pnr^^uadinrj parental to so rid th«ir daughters to

NiFE/AE centres).

3, EXTRlAi EOUCnTIONAL CATEGORY

(a ) IDogged Mass Awarenesg campaign in villages

regarding utility of girls education and gender

(equality through activities such as the fallowing

i) fProceasion/Maaa Rally ii) [Discussion at Social Gatherings iii) FPo«tera, bannera, handouts, featoon* etc. iv) Song, Play, Puppetry etc. v) Fladin JU TV Programmes, film shows etc.

The* e?Kisting social organization of the district and

the vilLl^agges as .ilrnady mentioned in ChaptfM' I may also be actively iinwolvtM.; in furtlnjring L(tb Mass Aw.'-rena'js Campaign.

(b ) Olrgani2 ation of health camps in the villages to

i^mpr-ovB the haalth status of parents and girlB

((illness of family member'^'^ and own illness of

giirlc; child being reasons for dropout and non-

avttendance.

(c) I OrrganizatIons of Health, Nutrition and

. EfnV1 ronmental Sanitation programmes in tha

^v:illages by concerned health autharitlea.

(d) I DeeveIopment of reading materia 1s/radio plays and

1TW programmes and performance of street plays,

< thheatrical presentations, cultural shows etc. The

llmc-'. 1 artist and NGO/vo I un t ar y agencies may be

102 t?ncoiJrnQir?d to orgatii.Tff such pe r f a rmanc «f« and th«y

may even be remunera t p d .

i( e ) nf?caqniLian in bhn farm of prizes* or award« may be

given to individual's or g rojp s/o rg an i z a t i on for

the goad work done by them fo' women's upliftment.

The important fairs and festivals may be cho-sen

far awarding and recognizing such

ind i V idua 1 s/g raupr. or org ar> i z1 1 ions .

( f )) Sens i t i z a fc i on p rog r ammes tor the Community

leaders, VEC members, Panctayata, PTA, Youth

Clubs, Mahila Manda Is/Sami11es etc. »bout girla

education and women's equality ate. may be

organ i rn d -

(gj) Ensuring rep resrn t a t i on and ^irtive participation

of women in programmes and activities undertaken

by educational and o'.h’r soc i o —cu 1 tu r a 1

o f'g an i 2 a t I ans (bot^l governinental and non —

igovernmental ) .

(i ) ;i n t roduc t i an of V/'ocatlanal and En te rp ren eursh ip

[Development Programmes far self-employment end

eoconomic battarment of women.

( j )) LL/t i 1 i z a t ion of cervices of the •xi«ting Jny«n

Wigyan Cammittee (a stata—level organization

dievoted ta popularization of scienc^^ in rural

aireas) for removal of hjarmful eacial practicaa and

: a h I j< 1‘.I (i o v t.< 11 ipiuoi i t »jf ientlflc: L«;iii|)er

armong the village folk.

103 SPECIFIC STnATAGIES

Ref. : Table A — Causes of Drop—out

(Caiuses Strateg ias

1. Lack coif r. ep.irate t nb 1 i «ihaion t of aeparata girls school echoco I) I where necessary.

2. Un 1 i t t ^ab > 1 e school School hours to bo adjusted, making it t i m i rng g convoniodt for girlo «tudento.

3. Lack oaff relevance of Development of local specific curricular unit to suit the needs of girls and specially the vocational needs.

4. Te acHn e e r'' ^s Negative Orientation programma for t a a c h e r s . at t i ttuudle -To encourage teachers to establish rapport with parentR and persuade girls to continus their study.

5. Inabiilli tyy of parents Minimization of non-tuition fees as to paiy / rnoDn-tu i t ion for a possible by the school f e e au thorlty.

. Illneis^s o^f family Organization of health campus and fTi r? nilj P’ •^ufip 1 y nf (Df'dicitiP fr«n of cai;t hy tho <; t a t. (> f \ e a I 111 d e p a r t

7. Inabi. liilty/ to pros'ide Free text books to be supplied in b Q o k fc 1 me .

6. Absenicee aif s u p p o r t Support services useful for girls are s e r v iice ess to be start.

9. Carjf off siibling- Opening of creche to look aft«r the « lb 1 ing a . -Adjustment of school hours making it convenient to girl students.

,IQ. Una t t rraac : t i i vQ «school Construction / repair of Bcliool en V i rcannmiern t buiIding. -De«utification of the «chaol c*mpu« and tha building. 1 ay yrtjiiiui tacllltioy with p ri j v i-s i an of games and sports material. -Urganization of cultural actlvitlen, « k!i I b I t I on o tc . -Provisiion of (nodurn t«aching arid A.V. aids!.

104 Ref. : T abIe B — Causes of Non-Enrolment

Cniis e -I GtraLogies

I . Dames 5 tic work fictiaal timing to be «djuat«d to suit the need of tlio girln. Opening of crpcfie and anganwadis tn villages to look after the siblings.

2. Parf’n ita lac.k af Motivation c.unprtign — , po«t«>r«, mo t i V V a t I an drama, puppeti'y, film shows, mass media, G o n g s etc.

3. Par-enitAl lllitpracy Mat IV At ion can\pAign above. —A.E. Cnntras.

4. Inabiility ta provide Supply of school uniforms (at least cloth I two sets) to each girl students? free of cost by the Department.

3. H i? I p i r ng p a I'en fcg in riiju^tmont of uchool hour«. Occup .1 A fc i on

6. Car-f? cof s i b l i n g ‘:j Opening of crech^e.

7. In^hillity to provide Frfje ntjpply of t >? k t bookfl in time. boo k

0. InAbillits' to provide Provision of miil-day meals and supply food aand medicine of free medicine by (lealth dcptt.

9. Inabiility to firovidc PT'ovision of free stationery by ■stct leaning concerned auttiority

I0.1f’'>billity to provide Minimi nation of non—tuition dues by non-tuuition fee the ■school nut(iority.

Ref. t Tab 1e C - Cause of Non-Attending

i C .1 u r. c 3 Sti'ategies

1. Domestiic work Adjustment of sctiool hour«. —Opening of creche and anganwndis to look after the siblings.

2. Care o :i f siblings Opening of creche.

1 o;^ 3 . Dwn ill ne^si To r*v*mp uchaaI health programm* and distribution of free medicine by the health department.

4. School far at«jay Opening / flhifting of school within a walking distance from the village.

5 . Illness of family Organization of health camps in memb fl rg villages at an interval for checking up and distribution of medicine fre« of cost by the health department.

1 06 li) nttpnrJ.-incp ^chol^rr, (iip (;o all gi.rl*s of th« villarjo^i, assuming triat all will attend school cn accaund of this incentivp 0 Rs. 200/- pnr year for lOO

1 1 1) Ev. t-lb 1 1 shiTipn t and Tunc ^ i an i pg o f fslFE crntrf?'^ in tfie villages (to bs funded by r-jrtz/Ar. Dp()tt:.> Rs. ___

I •-•) Appa 1 n tmpti t of 3chaa 1 mothers to improve attendance and rate of retention. S.ilary (3 R-is, 300/- for 0 schaolc for a incHittifi in tht* flfst (ihMOti R b . O. "

Total for 1 = Rs . 342.70 lakhs

2 . 1 ) Res/ieu of curriculum ; Workshop for review and renewal R s . 0.50 1 akh

i 1.) Prep-oration of Tea biers (I and book in Karbi

InnquaQR and cowt of printing Rn . 1 ,00 X

ill ) Orq an i z a t i cjn of orientation /sensitization p roQ r a inm p ■~t for — educator, t».ic:Hor«, •Jtjp p r-V I r.o I'n f? t c . Rs . 4 .GO ••

I V ) Development of Gender Training m a t p r 1 a I n : c nn t .if (5 r e p a r a t i on , p r i n t i n g and d i Ki t r 1 b u t 1 an 9at I e t 5000 copies) R s . 1.10 "

V ) Re m >ri 0 r a t ; on to teacher'j fur providing , academic support to girl^ l-jeyond school hours 0 Rs . 7.<^0 p . iTi. for 6 months in Q „ V 1 1 1 a g ^7 — 2 t e a c i") c r per village Rc . 0.19

V 1 ) Provision of library books, e 511 ab 1 i shni en t of science corner, school nursery etc. to make school environment more attractive, @ Rr,. 50000/- per „ 'irhoal for 0 -schools Rs. 4 .00

Total for 2 = Rs. 10. 79 1 akhs

.3. i ) M/IS-. awArene'-ir; p roci r amnie thr'ough variou*« activities as listi?d out m strategy .. part Rs. 10.00

1 I ) Health camp in villageT, ( c o t . t of organization, payment of remuneration to

dactor«5, n u r ‘^e-5, t r e e r.uf>ply of m^tJicino

loa iii) Co«t,of cofidurrhing like radio plays, TV programmes, street play, theatre, cultural shows etc. (including

rpinune ra t 1 on to locz.xl artist?}, NGOa e t c . > 20.00

iv ) Cost of award and o rg an i’z a t i on of suc~i award-giving ceremonies during' fairs and f fl « t i V A I R a

v) SenB 1 t j z a t I on programaii* for Communit/ Leadprs, VEC Members, Panchayats, PTA, MahtlA Mandals etc. R«

Total far 3 ” R« 36.30 l*kh«

4. i) Organization of Vocational and Development programme in 4 V i 1 I ag e

“ Co^t of organization of programme once in a rranth for 4 villager. 0 Rs . 5000/- per programme for 3 months (5 k 3 k 4) R c 0,

— Salary of 3 part time it»s tractors far 3 months Rs. 500/- p.m. (5 h 3 x 3 x 4 ) Rs, O.IB

- Con t i ng ency Rs 0 . 1 2

ii) Expenditure for organizing Sc i enc e Exhibition, demonstration etc. by agencies liKe Jr^yan Vigyan Samities for removal of fsoc i a I e v i I«; and for development of scientific temper. 2 villages will be covered in the 1st phase 0 Rs. 75000/— pt*r village R s . 1 . 50

Total far 4 Rs 2.40 1akha

Hrsnil Total n*i. 4ir^.47 lakli ■ (1 + 2 ♦- 3 + 4 >

SUMMARY NOTE DF KARUI ANGLONG DISTRICT

As in the other project districts, the overall position of women in society is far- f lO'n en,:au r ag i ng . Tha r'ural — urban disparity is ubiquitous in all respects of life and

1i V i ng .

109 Whi 1 ie the tribal society flxprcsaes th«ir hopes and

aap i r a t I of^f^ ^nd world view througfi various religions and

cultural <■ ac t i V i t i f> *2 , p a r t i c i p a t v.on of warron in most of these

still remaain limited. However, men and women are allowed to

) p fl r t i r i p n (; t; p in Dmc h n i- v (» 'n f; i n tj (I .me o t; .

Infannt mortality and death of mother at child—birth

c'among the tribal population indicatf? the poor health status

C3wing to tfthieir poverty.

In oovf9raIl tern\5^, the comman belief that tribal women

aire liber^a^ed and enjoy an equal ^3tatus with their mala

C(0(.in t e rp a r t-1 app^arr: to be a my^th a?; is evidenced from group

d 1 sicuss i onsis and interAction with villagers.

It i is ttierefore imperative that mass awar«nesa

p r'cg r amme-!?; fo llo w e d by variaii

vi gorriu'^ly' ■ f,o 1 lawcd in olhr*i- projf-ct d i'itr ic ts . In th ie

pr-ocess, tfth e elite and the aducr.tcd group belonging to the

urtban cegimenemt may be engaged for devnlopment of woman and

thieir empawe^je ,rm en t .

The c o 1} 1 C3u r f ti I social, religious and cultural feativals

of the triba)all finpulatian are acca^ian« when p * r t i c i p a t I on of

womien m v/«riouo educ a t 1 on/i 1 nnd athfr

projgrammes ctco^uld be ensured. Provision of more recreational

^ac ilities c o m b i n e d wi tt» i nc o m e —gene rat ing vac«tior\/il prorgrammea wiwi IL go a itang way in bringing about a dcsirabla c h a m g e in theie ir lifestyle.

1 lO n f* og r* «f )M j c a 1 b;irr'ior i •!* n 1 no one of th« major r«a«an«

af ujoman's illiteracy and poverty. The hilly tract makcm It

1 rr.poc:r, I b 1 e to construct schools nearly people's habitation

and as such parents and cfiildren specially girls da not feel

com f or t at) I f* to attend *3011001 <» far nway from homs . Fre«ti

effort must therefore be made to provide easy access to

primary education either by constructing mare schools or by

arranging transportation facilities to children. it is worth mentioning that tPiw Karbi Anglonq district i« one af

the only two districts in India thac all goverened under 6tn

Schedule of the Con s t i t u t i cjn . The main eKecutivc agency canc<’rnn(l uiitti (orimary r? (iur: .i t i nn .inr/ nthrrs i 55 the eloctrd district council as opposed to the state and district

idin 1. n i s t r a t 1 on if\ tl»e rn'it of India. The participate of the

I !: r i cr t council is a must r success of any programme in t h r> d i ) c t .

1 1 I nF^PENDIX - I

CASE STUDY MU. 1

D rap aut “Gi r l

N A m o Kasang E'ngtip, 1 10 y f? .T r o V i l l a g e Barmnn Enghi (Deori 'inniiO B 1 on k Rar.gkh ang

Kasar^g last her parents when she was onyl 8. Her elder

brathpr looked after her till she get into Clasg IV and then

?5hi3 ha-3 to drop out due ta two rtjasonc — poverty »nd

household work^?. She doeg; all the domestic works a»

excepting her elder brotlTsr t^1ore inobody at ha

i-j.ir. very keen to continue her ctudi?a but har brother w«*!

not cncouraginq. Then, the middle school was too far away

from her village.

She 1 ?; not ke(?n to roGume her '„-tudies now becau?;e of

(ler age and dcmostic workr^. However soc i Q-po 1 i t I c a I 1 y shQ

i n(Tt harkuiArd and i a Qonpral inwmht*r of the aub"Ut'/»nuh uf

a woman arganisation called K.N.C.A, (Karbi Nimra Chingtlmr

AT.ot»ij) which itt r*f

CnSE STUDV NO. 2

Drop o( 11 Girl

N a m e : Rophu I a Kiierria Ag e : 13 years Village t 1 lo j ^ i pu r I) lock I Lu«)b« jong

Raphula is one among 7 brothers and sisters excepting one brother all of who *ra r rop outa. Her pArants aro

1 12 illiterate and very poor and the faniIy depends upon Jhum

Cl i 1 I. i V a t. ) (in for tlinir 1 i v f*. 1 11 u )ocl . fconomtc t) nc k wn fc)r\ r v! b

compelled all the brothers and sisters ta leave school

ffKcepting her older brother who i^ in his lata y o A r « of

school and hence allowed to carry on.

r\of)hula f?njayed sttitlies and altliaugh she was wi?ak in

Maths she was never dete.ined in any class. She got very

good marks in Assamese, fipr favourite subject, till she was

in class vii when she has to drop out.

CASE STUDY NO. 3

Drnf) nut Girl

N .1 fn p Cha.n»c 1 i Kuwa r i Ar) 1 ye a rs V 1 1 Iag o North Hongkrain B l a c k Rangkh ang

ChamelL, the only daughter of hor parents is a Class

III drop out. Her 3 brntl»»?r«i are ho»»»pv»r, are still

continuing their studies. Her parents, originally frorn

D i h .1 r , fiave been in this are« since tho geventiatt working

agricultural labotjrers. The mother sometimes, on market

dayfl, «oll h o m e —iWAdff snacks in th« mar'kat. Although their

is the only SC Hindu family in this area of Karbi Christians

they are still maintaining their own tradition and custom'^.

Cham«ll ha« to drop out of school a« h*r p«r«nt» found

(her to be old enough (9 years at th*t ttma) to da domestic

I I \ work's. It I claimed that in t(if?ir -locipty *t the outr. ot of

piihf’rty a f) i r I ‘‘hcHilil l)f» taiirjlit h(Tt i i>)): 1 (5 i-jorks aiu) fi r-<• p .« r-<>

her f u r rii n f ' r' i a i:) o .

CM.Tdif'li w,i«-, v(*ry (ifihnpp, t; f. h 1 t. i r M of ti e (L'Vfrjt-;

feel«3 har. nbomt it. r>f\e fcfls^hy to talk to ter

K t) i ( t- I rn f) \ o a r I, i j 11 y 1 rj . Mo w i"* v r* " , a r p * r' « n t t t n ^

that the place of a qirl her age is ifi the kitchen and

k .-,i-y 1 *? i_! I) (• of ti Dt j — k n p j t ^ in inorr> i * n t i a 1 than rict'icnl

e cJuc .1 t 1 on . 'i'lhc iG ,1

CAGE STUDY NO. n

N*?vpr rnrnllcd Girl

N ,1 in o S 1 n tiifi i T i fnijp i Tu) r; 1 y • • a r 51 V 1 V \ .1 cj c roriyfi id i D 1 oc k Ronqh anq

Sintupi IS the only girl child of her Illiterate and

vory poor parents. The family has a email pieve of

cultivable land which cannot produce enough for tha family,

so they collect and asell firewood as an alternative source of income. The death of her father a few year^ back hao wofsmneid thoir •canamlc cond I t iof\ mor«.

Sintupi has two brotheraj one of them is a Class VII drop out, the other ia continuing hi^ ntudi«« and 1« now in

Class VI. Nobody a v m r thought of putting Sintupi into a mchool, nor ia ah* unhappy about it. How«var, «h« did a « k

11 a her parents about getting enrolled in a school but they did

not respond.

Sintupi thinks that in ease of decision-making in her

1 1 fa ha( p9i ai«l T> 11 a \> a M i o a i 111 t' ««t •« (I11..101 AfMt «l|i» »•! I 1 1 iillfiy

them. She ig now engaged totally in domestic works and

1*1 1 I: 1 n ij <. I) ij 11 I; in r r I 1.' (I 0 1 i n < I /i y .

fih(? dof>^ not feel doprlvod being out of school, nor i«

‘./tf? kGPfi to star't studyi.ng now.

CASE STUDY NO. 5

Girl with poor At tendance

N.imn : A n j a n a D a «; A. I • c;

I ■ I ' t; ] !, 1 I nil , 1 I u a I I a 1 1 t-i .-t y ti t. a t. I i ii » ^ l> I \it n i

Anjana i^. tho only daughter of hor mother who was

abandoned by her husband and thrown out by in-laws. The

mother who works in a number of local households as wage

labourer studied upto HSLC but could not pass it. Her only

aim in life is to educcite An j ana anyhou-

However, Anjana finds a lot of difficulties in going to scliaol. As fslie is the ar> 1 y sschool-gaing child af th«

locality the local boys tease her on the way to school.

Mari?ovf»r, •ahs cannot •'.tudy in the evening dun to lack of kerosenes which her mother cannot provide. Half—starved as

always is she cannot even sleep prop*rly aa some miscreants always disturb the mother and daughter at night.

1 15 Anjana is a very sincero a’nd hard-working student. Not

b ^ i n g ab 1 p to attprid «^chool r r qu 1 a r 1 y duc> ta disturbance

from atehr slum dwellers, lack of food etc. make her very

utih.ippy. A*^. Ltio othoi' cj i r 1 ^ of L h (? local it'y are fu:) t

interested in ■□tudies, she finds herself very lonely.

However, she is brialliant in her gtudiee and is determined

to continup it at any cost.

CASE STUDY NO. 6

N o V a r FTn ro l l * d Git'I

N a m e Dohfay Hoj.i Aq f? 1 Tj yn a r s NIEPA DC V i 1 1 a q e H a j a i p u r B 1 oc k Lumtaa jong

D08207

Bobby, the eldest daughter of a chowkidar father and

agricultural labourer mother, han one eldor brotfier and 5

yuungur brothvar* «nd oiwtffrc. Bho u/ats not allowed to go to

school as she has ta look after her younger siblings when

tli« parent* were m^my «t work- )(ow«v*r, hor «Lder brother

was enrolled in school.

As all the children have grown and b e g a n going to

•»*rho(}l, viliu h<«M (i«iuh lr\ »iy«'I cu 1 tur* I lnUaur, Ih addition to the hou«;ehold works.

Drihliy fpwle* v*>T'v hai( fnr nn<. tn g»*<: wi'hiKjl education. She gat her-self engaged ir> the Adult Education

Centre newly aet up in the village. But after the marriage of the lady instructor of the centre it as closed.

1 16

V " L/U 'J. .tl'Ji AliUfM Ctu.ni ! of Kducatioaaj i i»nd Administration. iUirobiudo M arf, Dabby lif« 1

nnmontAii umiiid r^^mm ^loriQ nml ruo th« C«r\tr» « 0

that she can learn more and mare things besidea counting and writing hor nAmp only what r.he knows at prp^iont.

117