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DPEP

MADHYA PRADESH

Gender Studies

fMcitional Project; D i r e c t o r

C o n s u 1 tan t

Usha Nayar

Sarojini Bisaria

Madhya Pradesh

S t a t e C o n t r o l l i n g O f f i c e r U.S.Pathak

S t a t e C o o r d i n a t o r Madhu Mishra

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a . F iguress: At a G l a n c eI n d i a , M a d h y a Pradesh?/ D i s t t . S I D H I 001 - 001

b. D P E P G e n d e r S t u d i e s An avervieui 0 0 3 - 07^8

c. I n d i a " B r i e f A n a l y s i s 0 2 9 - 0 3 8

d. M a d h y a Prade-ah - B r i e f Analysi-5 0 3 9 - 0 5 8

e. G e n d e r S t u d i e s (DPEP) in M.P.C o v e r a g e , Targ»3t G r o u p , G o a l sOb j ec t i V e 5 0 5 7 - 0 6 4

f. O p e r a t i o n a l D e t a i l s 0 6 9 - 0 6 9

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3.1 T h e H o u s e h o l d C o n t e x t 11 3 - 130

3 . 2 A n a l y s i s of the D r o p o u t G i r l s :131 - 140G c h e d u l e

3 . 3 An a 1 ys i s of M o n ~ E n r o 1 led 6 ii"'Is 141 - - 1 4 6

3 . 4 A n a l y s i s of T e a c h e r s S c h e d u l e 14'7 - 156

3 . 5 A n a l y s i s of I n s t i t u t i o n a l and 157 - 166E d u c a t i o n a l A d m i n i s t r a t o r s S c h e d u l e

3 . 6 An a 1y s i s of C o m m u n i ty L e a d e rs 1 6 7 ~ 180Schevju 1 e

IV . M a j o r F i n d i n g a n d Flecommendat i o n s 181 - 192

S u g g e s t e d I n t e r v e n t i o n s 193 - 2 0 2

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FIGURES AT A GLANCE - ir4DIA , MADHYA PRADESH AND DISTT. SIDHI

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1 . P O P U L A T I O N T . P E R S O N S B 4 4 , 3 2 4 , 2 2 2 6 6 , 1 3 5 , 8 6 2 1 3 , 7 1 , 9 3 5

M A L E S 4 3 7 , 8 0 5 , 8 0 5 3 4 , 2 3 2 , 0 4 8 7 , 1 3 , 2 9 1

F E M A L E S 4 0 6 , 5 1 8 , 4 1 7 3 1 , 9 0 3 , 8 1 4 6 , 5 8 , 6 4 4

R . P E R S O N S 9 5 0 , 2 5 1 , 7 4 6 5 0 , 7 8 7 , 8 1 5 1 2 , 8 3 , 1 6 1

M A L E S 6 2 7 , 1 4 6 , 5 9 7 2 6 , 1 2 3 , 9 7 1 6 , 6 3 , 0 5 2

F E M A L E S 3 2 3 , 1 0 5 , 1 4 9 2 4 , 6 6 3 , 8 4 4 6 , 2 0 , 1 0 9

U. P E R S O N S 2 1 7 , 1 7 7 , 6 2 5 1 5 , 3 4 8 , 0 4 7

M A L E S 1 1 4 , 7 0 0 , 6 5 6 8 , 1 0 8 , 0 7 7

F E M A L E S 1 0 2 , 4 7 6 , 9 6 9 7 , 2 3 9 , 9 7 0

2 . D E C E N N I A L T G T A LP O P U L A T I O N R U R A L G R O W T H R A T E U R B A N I 9 0 2 - 9 1

2 3 . 5 6 1 9 . 7 1 36. 19

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4 . D E N S I T Y O F P O P U L A T I O N (Per s q , k m )

2 6 7 149 0 9 4

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U R B A N

9 2 9

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2 3 0 , 4 0 6 , 4 8 1 1 6 , 1 0 1 , 0 4 6 2 , 3 9 , 8 4 9

1 3 1 , 7 6 7 , 5 1 9 7 , 3 9 0 , 9 1 0 6 8 , 3 4 6

S O U R C E : C E N S U S O F I N D I A -- 1991

(1 )

B L O C K W I S E F E M A l . E r O l H J L A T I O N

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S O IK C E ; C E N S U S O F IH D tA 1 9 9

INTRODUCTION

DPEP GENDER STUDIES

An Overview

T h e C o n s t i t u t i o n o f I n d i a r e c o g n i z e s e d u c a t i o n as a b a s i c

ri g h t of e v e r y c h i l d a n d e n j o i n s o n the S t a t e to p r o v i d e free and

c o m p u l s o r y e d u c a t i o n to all c h i l d r e n u p t o the age of f o u r t e e n .

( A r t i c l e 4 5 ) .

U n 1 v e r s a 1 i s a t i o n of E l e m e n t a r y E d u c a t i o n (UEE) c a n s i s t i n g of

five y e a r s o f p r i m a r y a n d t h r e e y e a r s of Jjipper p r i m a r y e d u c a t i o n

w a s l a u n c h e d as a m a j o r e d u c a t i o n a l p r o g r a m m e in the F i r s t F i v e

Y e a r P l a n h a s c o n t i n u e d to be a p r i o r i t y a r e a for p l a n n e r s . T h e

N a t i o n a l P o l i c y o n E d u c a t k o n 1 9 8 6 ( u p d a t e d in l.S'92> and its

P r o g r a m m e of a c t i o n (PGA) r e a f f i r m s I n d i a ’s c o m m i t m e n t to U E E

w h i c h i m p l i e s n o t o n l y u n i v e r s a l a c c e s s a n d e n r o l m e n t b u t a

s u b s t a n t i a l i m p r o v e m e n t in q u a l i t y of e d u c a t i o n to e n a b l e all

c h i l d r e n to a c h i e v e e s s e n t i a l l e v e l s of l e a r n i n g .

It IS i n c r e a s i n g l y r e c o g n i s e d t h a t the goa l o f U E E is

e d u c a t i n g u s l a r g e l y o n a c c o u n t of the f a i l u r e of the s y s t e m to

e n r o l l a n d r e t a i n g i r l s and c h i l d r e n b e l o n g i n g to h i s t o r i c a l l y

d e p r i v e d cast;es a n d c o m m u n i t i e s r e s i d i n g in r u r a l / r e m o t e

a r e a s ,c e r t a i n m i n o r i t y g r o u p s an d u r b a n s l u m s . T h i s c a l l s for

d e c e n t r a l 1 ze d p a r t i c i p a t o r y p l a n n i n g and m a n a g e m e n t t a k i n g int o

a c c o u n t " l o c a l a r e a s p e c i f i c an d g r o u p s p e c i f i c n e e d s a n d

r e q u i r e m e n t s . G e n d e r d i s p a r i t i e s c u t a c r o s s c a s t e , c l a s s ,

r e g i o n an d r e l i g i o n and are t h u s to be a d d r e s s e d as a m a j o r

b a r r i e r to U E E and s o c i e t a l d e v e l o p m e n t in g e n e r a l .

(3)

T w o m a j o r s e t of e v e n t s m a r K the laa t t w o d e c a d e s in India ;

arnang o t h e r s

(a) en\ergence of d i s t r i c t as a meso u n i t of s o c i o e c o n o m i c

p iann ing and

(b) e m e r g e n c e of the w o m e n ' s question.

In India, S t a t e s are o r g a n i z e d o n l i n g u i s t i c b a s i s and v a r y

t r e m e n d o u s l y in p h y s i c a l , s o c i a l and c u l t u r a l c h a r a c t e r i s t i c a s

w e l l as p o p u l a t i o n s i z e . The i n t r a s t a t e d i v e r s i t i e s a n d

d i s p a r i t i e s are e x t r e m e l y l a r g e w i t h g r e a t e r c u l t u r a l c o n t i n u i t y

in d i s t r i c t s a c r o s s s t a t e b o u n d a r i e s . I n d i a c a n be b e t t e r

u n d e r s t o o d in t e r m s of its d i s t r i c t s w h i c h are m o r e h o m o g e n e o u s

c u l t u r a l u n i t s , m o r e v i a b l e f o r e f f e c t i v e d e v e l o p m e n t p l a n n i n g a n d

e v e n d a y to d a y p l a n n i n g .

We n o t i c e a g r a d u a l m o v e m e n t f r o m m a c r o - a g g r e g a t i v e t o

d i s a g g r e g a t i n g d e c e n t r a l i z e d e d u c a t i o n a l p l a n n i n g w i t h d i s t r i c t

b e c o m i n g the f o c a l p o i n t of p l a n n i n g f o r b a s i c e d u c a t i o n , i.e.

U E E , F£CCE and A d u l t E d u c a t i o n and n o w a m o v e t o w a r d s m i c r o l e v e l

p a r t i c i p a t o r y p l a n n i n g at the b l o c k and v i l l a g e level.

A n a l y s i s of the e x i s t i n g r e s e a r c h e s s h o w s t h a t g i r l s

e d u c a t i o n is i n e x t r i c a b l y l i n k e d w i t h t h e s t a t u s of w o m e n , w h i c h

is l o c a t i o n and c u l t u r e s p e c i f i c . Planning of any intervention

strategies for girls education has therefore to be based on

indepth study and involvement of specific situtations cultures

and communities.

(4)

A l t h o u g h the I n d i a n C o n s t i t u t i o n p r o v i d e s tor e q u a l i t y

b e t w e e n -jeKeES, and p r o t e c t i v e d i s c r i m i n a t i o n in f a v o u r of uiomen

and g i r l s , m a j o r q u e s t i o n s r e g a r d i n g u n e q u a l p h y s i c a l and s o c i a l

p o s i t i o n of w o m e n w e r e r a i s e d in a b i g w a y in post: 1971 C e n s u s

p e r i o d MJith the s e t t i n g up of the C o m m i t t e e on S t a t u s of W o m e n in

I n d i a (CSWI ) uihich g a v e its r e p o r t " T o w a r d s E q u a l i t y " in 1974,

The d e c l i n i n g s e x r a t i o , h i g h e r f e m a l e m o r t a l i t y and m o r b i d i t y ,

d e c l i n i n g w o r k f o r c e p a r t i c i p a t i o n r a t e an d p o o r p o l i t i c a l

p a r t i c i p a t i o n of w o m e n w e r e i s s u e s w h i c h w e r e b r o u g h t to the for e

b y the C S W I and f o r m e d the b a s i s of s u s t a i n e d a c t i o n d u r i n g the

U n i t e d N a t i o n D e v e l o p m e n t D e c a d e . A l t h o u g h m a l e / f e m a l e

d i s p a r i t i e s w e r e r e c o g n i z e d and a t t e m p t s m a d e to a d d r e s s t h e m

w i t h i n e d u c a t i o n , f e m a l e lag \Mas n o t i c e d at all. l e v e l s and in all

t y p e s of e d u c a t i o n . Th e w o m e n ' s q u e s t i o n w a s s q u a r e l y a d d r e s s e d

b y s o c i a l sci€4ntists a n d w o m e n a c t i v i s t s r e s u l t i n g i n t o the

g r o w t h o f a l a r g e b o d y of r e s e a r c h in w o m e n ' s s t u d i e s , s t a t e

a c t i o n and led to m o d i f i c a t i o n s and p a s s i n g of s e v e r a l n e w laws

a n d f o r m u l a t i o n of a l a r g e n u m b e r of w o m e n / g i r l s c e n e t r e d

p o l i c i e s a n d p r o g r a m m e s .

S e v e r a l E F A i n i t i a t i v e s h a v e b e e n t a k e n in the 1990*, to

i n c l u d e : B i h a r E d u c a t i o n P r o j e c t , A n d h r a P r a d e s h P r i m a r y

E d u c a t i o n P r o j e c t , U t t a r P r a d e s h B a s i c E d u c a t i o n P r o j e c t , Lok

J u m b i s h in R a j a s t h a n a n d T o t a l L i t e r a c y C a m p a i g n s (TLC) in m o r e

t h a n 2 0 0 d i s t r i c t s , w i t h focus on girls education and women's

empowerment. T h e e:<perience g a i n e d in t h e s e o n g o i n g p r o j e c t s

h a s b e e n u t i l i z e d in f o r m u l a t i n g o n e of the l a r g e s t p r i m a r y

e d u c a t i o n p r o g r a m m e s , n a m e l y , the D I S T R I C T P R I M A R Y E D U C A T I O N

P R O G R A M M E ( D P E P ) ,

(5)

M A J O R F E A T U R E S O F D P E P

01. H o l i s t i c p l a n n i n g and managemi^nt a p p r o a c h ^^(hich g o e ?3 b e y o n d

i m p l e m e n t a t i o n of a d i s j o i n t e d s e t o f i n d i v i d u a l

perceiv^js the tas k of U E E in its t o t a l i t y , i n t e g r a t e s all

the m e a s u r e s n e e d e d to a c h i e v e U E E in the s p e c i f i c c o n t e n t

a f t h. e d i s t r i c t ,

02., T h i s h o l i s t i c p l a n n i n g s h o u l d i n c o r p o r a t e a g e n d e r

p e r s p e c t i v e in all a s p e c t s of the p l a n n i n g and

i m p l e m e n t a t i o n p r o c e s s and be an i n t e g r a l p a r t of all

m e a s u r e s n e e d e d to a c h i e v e U E E ,

03. A d d r e s s i n g the m o r e d i f f i c u l t a s p e c t s of access,

p a r t i c u l a r l y a c c e s s to g i r l s , d i s a d v a n t a g e d g r o u p s and out

of s c h o o l c h i l d r e n ,

<1)4. I m p r o v i n g s c h o o l e f f e c t i v e n e s s ,

S t r e n g t h e n i n g the a 1 1 e rna 1 1 ve:^ to s c h o o l i n g , p a r t i c u l a r l y

the n o n - f o r m a l e d u c a t i o n s y s t e m ,

06. S t r e s s i n g the p a r t i c i p a t i v e p r o c e s s e s i*»hereby the local

c o m m u n i t y f a c i l i t a t e s p a r t i c i p a t i o n , a c h i e v e m e n t and s c h o o l

e f f e c 1 1 V e n e s s ,

07'- T o n i n g up t e a c h e r c o m p e t e n c e , t r a i n i n g and m o t i v a t i o n ,

OS. S t r e s s i n g l e a r n i n g c o m p e t e n c e a n d a c h i e v e m e n t ,

09. O v e r h a u l of p l a n n i n g and m a n a g e m e n t in r e s p e c t of b o t h

r o u t i n e and i n n o v a t i v e a r e a s ,

10. C o n v e r g e n c e betujeen e l e m e n t a r y e d u c a t i o n and r e l a t e d

se r v i c e s like E C C E and s c h o o I h e a l t h .

(6)

FURTHER EMPHASIES OF DPEP :

01. L o c a l a r e a p l a n n i n g w i t h the d i s t r i c t p l a n 5 b e i n g formulatjed

in t h e i r o w n r i g h t r a t h e r t h a n b e i n g d e r i v e d _trom a estate

p l a n p r o j e c t d o c u m e n t .

02. G r e a t e r r i g a o r and i n f u s i o n of p r o f e s s i o n a l i n p u t s in

p l a n n i n g a n d a p p r a i s a l .

03. M o r e f o c u s s e d t a r g e t t i n g in t h a t the d i s t r i c t s s e l e c t e d to be

on :

(a) E d u c a t i o n a l l y b a c k w a r d d i s t r i c t s u/ith f e m a l e l i t e r a c y

b e l o w the n a t i o n a l a v e r a g e ; and

(b) D i s t r i c t s w h e r e T L C s h a v e b e e n s u c e s s f u l l y leacUing to

e n h a n c e d d e m a n d for e l e m e n t a r y e d u c a t i o n .

04. M o r e focu^jsed c o v e r a g e in t h a t the p r o g r a m m e w o u l d be on

p r i m a r y s t a g e ( C l a s s e s I-V and its ^4FE e q u i v a l e n t ) , w i t h

stress on education for girls, a n d a l s o for s o c i a l l y

d i s a d v a n t a g e d g r o u p s . In S t a t e s w h e r e e n r o l m e n t a n d

r e t e n t i o n is n e a r u n i v e r s a l in the p r i m a r y s t a g e , S u p p o r t h a s

b e e n c o n s i d e r e d fo r the u p p e r p r i m a r y s t a g e .

T h e p r o g r a m m e a t t e m p t e d to d e v e l o p and i m p l e m e n t i.n the

d i s t r i c t s s e l e c t e d a r e p l i c a b l e , s u s t a i n a b l e an d c o s t - e f f e c t i v e /

p r o g r a m m e :

01. to r e d u c e d i f f e r e n c e in e n r o l m e n t , d r o p o u t and l e a r n i n g

a c h i e v e m e n t a m o n g g e n d e r and s o c i a l g r o u p s to less t h a n f i v e

p e r c e n t ,

02. to r e d u c e o v e r a l l p r i m a r y d r o p o u t r a t e s for ail s t u d e n t s to

less t h a n 10 p e r c e n t ,

(7)

03. to i n c r e a s e a v e r a g e p r i m a r y l e a r n i n g a c h i e ven^en t b y 25

p e r c e n t o v e r m e a s u r e d b a s e l i n e l e v e l s , and

04. to p r o v i d e , a c c o r d i n g to n a t i o n a l n o r m 5 , a c c e s s far all

c h i l d r e n , to' p r i m a r y e d u c a t i o n c l a s s e s (I-V), i.e. p r i m a r y

s c h o o l i n g w h e r e v e r p o s s i b l e , o r i t s e q u i v a l e n t n o n - f o r m a l

e d u c a t i o n .

T h e p r o g r a m m e a i m s t o s t r e n g t h e n the c a p a c i t y of n a t i o n a l ,

s t a t e and d i s t r i c t i n s t i t u t i o n s a n d o r g a n i s a t i o n s for the

p l a n n i n g , m a n a g e m e n t and e v a l u a t i o n o f p r i m a r y e d u c a t i o n .

In k e e p i n g w i t h the o b j e c t i v e s of the p r o g r a m m e the

f o r m u l a t i o n of the d i s t r i c t p l a n s u/as e x p e c t e d to be t h r o u g h a

p r o c e s s of c a p a c i t y b u i l d i n g r a t h e r t h a n b y e n t r u s t i n g the job as

a t u r n k e y a s s i g n m e n t to c o n s u l t a n t s , i n s t i t u t i o n o r i n d i v i d u a l .

T a k i n g c o g n i z a n c e of the s c a r c i t y o f p r o j e c t f o r m u l a t i o n s k i l l s

the p r o g r a m m e e n v i s a g e s p a r t i c u l a r m e a s u r e s f o r s t r e n g t h e n i n g

s t a t e level r e s o u r c e i n s t i t u t i o n s a n d D I E T s , n e t w o r k i n g o f t h e s e

i n s t i t u t i o n s w i t h N C E R T and N I E P A o n o n e h a n d and w i t h s t a t e

l e vel s o c i a l s c i e n c e s r e s e a r c h o r g a n i s a t i o n s / I I M S / U n i v e r s i t y /

d e p a r t m e n t s o n the o t h e r . H i t h e r t o , the s t a t e level r e s o u r c e

i n s t i t u t i o n s w e r e s t r e n g t h e n e d m a i n l y w i t h r e f e r e n c e to t e a c h e r

t r a i n i n g . H e r e a f t e r e q u a l e m p h a s i s w o u l d be laid a n

a d m i n i s t r a t i o n and m a n a g e m e n t t r a i n i n g for e d u c a t i o n a l

f u n c t i o n a r i e s , N G O s and m e m b e r s o f the V E C s , d i s t r i c t an d

s u b - d i s t r i c t p r o j e c t s t r u c t u r e .

<8)

PROGRAMME CRITERIA AND EVIDENCE FOR APPRAISAL OF PROJECTS

CRITERIA EVIDENCE

EQUITY FOCUS F o c u s o n d i s t r i c t s w i t h low f e m a l e l i t e r a c y r a t e s

* B a s e l i n e b e n e f i c i a r y s t u d i e s

S p e c i f i c s t r a t e g i e s for g i r l s , S C / S T s t u d e n t s

DECENTRALISATION * A c t i o n p l a n s and b u d g e t s d e v e l o p m e n t at the disti'ict level

I n v e s t m e n t in d i s t r i c t ~ 1eve 1 c a p ac 1 1y

m s 1 1 tut ion a 1

PARTICIPATORY PLANNINS

TECHNICALFEASIBILITY

MANAGERIALFEASIBILITY

FINANCIALFEASIBILITY

^ V i l l a g e l e a d e r s h i p , N G G s , Di s t r ic t , E U o c k and s c h o o l lev€‘l p e r s o n n e l i n v o l v e d in p r o g r a m m e p l a n n i n g t h r o u g h c o n s u l t a t i o n s and w o r k s h o p s

■* S t r a t e g i e s are b a s e d on e m p i r i c a l e v i d e n c e o r e x p e r i e n c e , p r e f e r a b l y in I n d i a

* I m p l e m e n t a t i o n b y a r e g i s t e r e d s o c i e t y empQ«,«»red to m a k e f i n a n c i a l , s t a f f i n g and p r o j e c t d e s i g n d e c i s i o n s

•:+ P l a n for M I S d e v e l o p m e n t that n e e d s G O I requ. 1 r e m e n t s

* A c c e p t a b l e p l a n s f o r d e v e l o p m e n t of e n h a n c e d S t a t e c a p a c i t y f o r t e x t b o o k d e v e l o p m e n t , t e a c h e r t r a i n i n g ,m a n a g e m e n t t r a i n i n g , s t u d e n t l e a r n i n g a s s e s s m e n t , and p r o g r a m m e e v a l u a t i o n

* P r o g r a m m e r e s o u r c e s ar e a ne t a d d i t i o n to n o r m a l g r o w t h of S t a t e P l a n a l l o c a t i o n s for p r i m a r y e d u c a t i o n a n d e d u c a t i o n as a w h o l e

* F u l l a n n u a l p r o g r a m m e c o s t s are i n c l u d e d in a n n u a l S t a t e b u d g e t s .

■* A n n u a l r e c r u i t m e n t c o s t s of the i n v e s t m e n t are s h o w n to be s u s t a i n a b l e on S t a t e N o n - P l a n b u d g e t s at the end of the p r o j e c t .

(9)

GENDER PERSPECTIVE IN NATIONAL POLICY OF EDUCATION

T h e N a t i o n a l P o l i c y an E d u c at i o n - 1.986 is a m a j o r l a n d m a r k in

;he e v o l u t i o n of the «3tatus of w o m e n in India. T h e N P E goe-a

•ub5 1 a n 1 1 a 1 Iy b e y o n d the e q u a l e d u c a t i o n a l o p p o r t u n i t y and s o c i a l

U a t i c e ( e q u i t y ) a p p r o a c h and expect-3 e d u c a t i o n to b e c o m e an

n-5t r u m e n t of w o m e n ' s e q u a l i t y and e m p o w e r m e n t . ( P a r a s 4 . 2 a n d

• fc V-/ / R

T h e P r o g r a m m e of A c t i o n (POA) as r e v i s e d in 1*?92 c l e a r l y

-pel 1=5 b u t the n e e d for the e n t i r e e d u c a t i o n a l s y s t e m to be a l i v e

o g e n d e r an d r e g i o n a l d i s p a r i t i e s . G e n d e r s e n s i t i v i t y is to be

e f l e c t e d in the i m p l e m e n t a t i o n of e d u c a t i o n a l p r o g r a m m e s a c r o s s

he b o a r d . E’d u c a t i o n for W o m e n ’s E q u a l i t y (EWE) is c o n s i d e r e d to o

m p o r t a n t to be lef t to i n d i v i d u a l c o m m i t m e n t s or p r o c l i v i t i e s of

■ersons in c h a r g e of i m p l e m e n t i n g . The P O A m a k e s it i n c u m b e n t on

11 a g e n c i e s a n d i n s t i t u t i o n s in the f i e l d of e d u c a t i o n to

•e g e n d e r s e n s i t i v e and e n s u r e that w o m e n h a v e t h e i r r i g h t f u l

h a r e in all e d u c a t i o n a l p r o g r a m m e s a n d a c t i v i t i e s .

T o t h i s e f f e c t all e d u c a t i o n a l i n s t i t u t i o n s h a v e to p l a n and

ct. A l l e d u c a t i o n a l p e r s o n n e l , t h e r e f o r e , n e e d to be s e n s i t i z e d

g e n d e r i s s u e s s o that the c o u n t r y c a n m o v e f r o m g e n o e r neiJitral,

fte n g e n d e r b l i n d e d u c a t i o n a l p l a n n i n g and i m p l e m e n t a t i o n , to

e n d e r a w a r e , g e n d e r s e n s i t i v e , g e n d e r i n c l u s i v e e d u c a t i o n .

(11)

The* PC? i It g r a d u a l r e a l i z a t i o n that m e n and waiT)cn p l a y an

o v e r l a p p i n g v a r i e t y of role'3 w h i c h c o m p l i m e n t o n e a n o t h e r . A

changi^ for on*? i n e v i t a b l y b r i n g s a c h a n g e for the otfier. A

b a l a n c e d gendet: au/are a p p r o a c h i»»ou.ld be the b e s t w a y to i m p l e m e n t

d e v l o p m e n t p r o g r a m m e s . E:<pecting a c o u n t r y to d e v e l o p touiard-5

m o d e T'n 1 z at i o n , u/ith the f e m a l e , h a l f of its p o p u l a t i o n u n a b l e to

t a k e full p a r t in the proce-3'? w a s like a s k i n g s o m e a n e to w o r k

w i t h o n e a r m and leg t i e d up b e h i n d t h e i r b a c k .

S E X A N D G E N D E R

The f o r m e r i-5 b i o l o g i c a l l y d e t e r m i n e d twhereas the later

impu.te-5 v a l u e s on b i o l o g i c a l d i f f e rence-5. O n e is b o r n f e m a l e o r

m a l e but its o n e ' s c u l t u r e u»hich mat-:es one m a s c u l i n e or

f e m i n i fT e .

G e n d e r is t hus, the c u l t u r a l d e f i n i t i o n of b e h a v i o u r d e f i n e d

as a p p r o p r i a t e to the se:<es in a g i v e n s o c i e t y at a g i v e n time.

G e n d e r r o l e s are h a r d to c h a n g e taut as the y are

s o c i a 1 I y / c u 1 tu.ra 11 y c r e a t e d , t h e y are change^able. Be;< is not,

G E N D E R I N G

G e n d e r r o l e s a r e l e a r n e d b e h a v i o u r . T h e s e r o l e s in their

s o c i a l , e c o n o m i c a n d p o l i t i c a l d i m e n s i o n s v a r y a c r o s s c u l t u r e s .

T h e s e r o l e s are in t e rna 1 i Jied v e r y e a r l y in life. T h e r e is non

c o n s c i o u s in t e r n a l 1 7.at ion of the g e n d e r rol e i d e o l o g y (how

l a b o u r , p o w e r and r e s o u r c e s g e t d i s t r i b u t e d a m o n g se;<;es) d u r i n g

e a r l y c h i l d h o o d and s c h o o l d o e s l i t t l e to m o d i f y or c h a n g e this.

Infac.t, e d u c a t i o n f u r t h e r s t r e n g t h e n s the f a m i l i a l g e n d e r b a s e d

d i v i s i o n of l a b o u r an d r e s o u r c e s t h r o u g h i n e q u i t a b l e d i s t r i b u t i o n

(12)

i f r e s o u r c e s and a g e n d e r d i s c r i m i n a t o r y t r a n s a c t i o n of the

: u r r i c u l a . T h e m a i n a c t o r s of g e n d e r i n g in s c h o o l are the p o l i c y

nakers, the p l a n n e r s , the t e a c h e r s and the t e a c h e r e d u c a t o r s , as

nuch as the c u r r i c u l u m d e v e l o p e r s and the te:<t b o o k u/riter3, as,

they all e m e r g e f r o m the s a m e s o c i e t y and h a v e i n t e r n a l i z e d

fun e q u a 1) g e n d e r r o 1e s .

The purpose of the present exercise Mould be to help

Jducational personnel :■N

1. . to a n a l y s e the c o n t e n t of the s o c i a l r o l e s / g e n d e r r o l e s of

w o m e n and m e n tor h e l p i n g the m to s e e and feel the n e e d f o r

g e n d e r j u s t i c e ;

.1 . to d e c o n s t r u c t g e n d e r r o l e s , e s p e c i a l l y t h ose a s p e c t s like

i m m u t a b l e d i f f e r e n c e s , m y t h s , b e l i e f s of m a l e s u p e r i o r i t y

and f e m a l e s u b o r d i n a t i o n ;

1 1 . to r e c o n s t r u c t g e n d e r r o l e s c o r r e s p o n d m g to the n e e d of a

neui s o c i a l and t e c h n o l o g ical s o c i a l o r d e r b a s e d on e q u a l i t y

and j u s t i c e t h r o u g h c u r r i c u l u m and e d u c a t i o n a l p r o g r a m m e s .

It IS o n l y a f t e r u n l e a r n i n g s o m e of the p r e j u d i c e s and

■ t e r e o t y p e s , an a d m i n i s t r a t o r , a text b o o k w r i t e r , c a n b e c o m e a

iource of w o m e n ' s e m p o w e r m e n t o r g e n d e r e q u a l i t y .

"All t e a c h e r s and i n s t r u c t o r s w i l l be t r a i n e d as a g e n t s o f

j o m e n 's e m p o w e r m e n t . T r a i n i n g p r o g r a m m e s w i l l be d e v e l o p e d b y

ICERT, r4IEPA, DAE, S R C s , D I E T s , S C E R T s and the U n i v e r s i t y S y s t e m ,

n n o v a t i v e t r a i n i n g p r o g r a m m e w i l l be d e s i g n e d w i t h the

. s s i s t a n c e o f c o n c e r n e d o r g a n i z a t i o n s an d w o m e n ’s groups'*.

(1 3 )

A d d i t i o n a l l y , mobilise* w o m e n an d -all sectLon-^ of p o p u l a t i o n

for p r o m o t i n g g i r l s ' e d u c a t i o n b y arranv^ing o r i e n t a t i o n

prograiT.mes for eciuc a t i.ona I f u n c t l o n a r i niuch as s t a t e level

p l a n n e r 5 , d i s t r i c t e d u c a t i o n a l p 1 a n n e rs , t e a c h e r s , a d m i n i^itrators ,

m e m b e r s of v i l l a g e e d u c a t i o n c o m m i t t e e s , v o l u n t a r y o r g a n i s a t i o n s ,

M a h i l a Tlandals and the f un c t ion ari es of o t h e r d e v e l o p m e n t

a g e n c i e s / d e p a r t m e n t s w o r k i n g in the a r e a .

"The common core curriculum is a potentially powerful

instrument to promote a positive image of Miomen. The Department

of Women's Studies, NCERT will intensify activities already

initiated in the area of developing gender sensitive curriculum ,

remove sex bias in text books and training of trainers/teachers.

SCERT and concerned State Level Boards and Institutions will

initiate similar work".

In the a r e a of g i r l s e d u c a t i o n and w o m e n ' s e m p o w e r m e n t ,

s i g n i f i c a n t r e s e a r c h and d e v e l o p m e n t w o r k w a s d o n e for

o p e r a t i o n a l i z i n g W P L s c o m m i t m e n t to E d u c a t i o n for W o m e n ' s

E q u a l i t y a f t e r 19S6. C o n s i d e r a b l e d a t a b a s e d a n a l y s i s p o i n t e d to

the g e n e r a l e d u c a t i o n a l and s o c i a l lag of w o m e n and g i r l s

e s p e c i a l l y t h o s e b e l o n g i n g t o . r u r a l a r e a s . The m o s t s i g n i f i c a n t

c o n t r i b u t i o n of t h e i r f i e l d b a s e d e m p i r i c a l s t u d i e s w a s to

h i g h l i g h t the r e g i o n a l and g e n d e r d i s a p a r i t i e s and h e l p e d in

j.dentifying d i s t r i c t s wf>ich w e r e b a c k w a r d in f e m a l e l i t e r a c y and

s c h o o l i n g . T h i s f a r m e d the b a s i s fo r girls'- / w o m e n f o c u s s e d E F A

prograiume an d the E i g h t h F i v e Y e a r P l a n ( 1 9 9 0 - 9 5 ) f o c u s s e d on

i s s u e s of r u r a l g i r l s and w o m e n f r o m d i s a d v a n t a g e d g r o u p s .

(14)

T h e 1 9 8 0 3 a r e a s i g n i f i c a n t p e r i o d w h e n i>3su<?3 of se:<-bias

in c u r r i c u l u m and its t r a n s a c t i o n w e r e r a i s e d and t o o l s u/ere

d e v e l o p e d to a n a l y z e Te:<t B o o k s and o t h e r l e a r n i n g m e t h o d s f r o m

p o i n t of v i e w Of g e n d e r e q u a l i t y and later froin Mjomen ' s

>3m p o w e r m e n t . T h i s utaa a l s o the tim e w h e n t e a c h e r e d u c a t i o n

c u r r i c u l u m w a s r e v i s e d f r o m g e n d e r p e r s p e c t i v e and t e a c h e r

H a n d b o o s p r e p a r e d f or mal<; ing edu.ca 1 1 o n a pouierf u I veh ic 1 e of

woole n ' s e mp o(»/e r m e n t .

The D P E P IS a p a t h b r e a k i n g p r o g r a m m e in that it is n o t o n l y

u t i l i s i n g e x i s t i n g e d u c a t i o n a l r e s e a r c h e v i d e n c e in its p r o j e c t

f o r m u l a t i o n b u t a l s o u n d e r s t a n d i n g a s e t of s t u d i e s in s o m e of

the f o c a l a r e a s in e v e r y DPEF^ d i s t r i c t .

Fallowing studies were carried out :

0 1 . B as e L i n e S u r- v e y

0 2. 0 e n d e r G t u d i e s

O li. T r 1 b a 1 S t u d i e s

04. Te:<t B o o k P r o d u c t i o n and D i s t r i b u t i o n

0 5. 3 1 a t e F i n a n c e

06. T e a c h e r Educa 1 1 on

A g a i n s t the b a c k d r o p of e d u c a t i o n a l and s o c i a l lag of w o m e n

and g i r l s a n d as a r e q u i r e d i n p u t i n t o D i s t r i c t P r i m a r y E d u c a t i o n

f-Vogramme , G e n d e r S t u d i e s w e r e t a k e n u p in 43 di5itricts of the

S t a t e s o f A s s a m , H a r y a n a , K a r n a t a k a , ^^.erala, Madhya Pradesh,

M a h a r a s h t r a , O r i s s a and Tamil N a d u ,

( 15 )

M E T H O D O L O G Y

T h e s t u d y rs p r u n a r i l y q u a l i t a t i v e and <‘)a£5 e a r n e d ou.t in

p a r t 1 C i p a t o r y r o ^ e a r c h m o d e . The concerr^ed c o m m u n i t i e s , p a r e n t s ,

afficial?3 and r e s e archeris m e t t o g e t h e r in f a c e to face

i n t e r a c t i o n and discua'sed the m a j o r iss»ue-3 of c o n t i n u a n c e ,

d i'5Con t inuanc>3 and n o n - e n r o l m e n t of g i r l s in p r i m a r y e d u c a t i o n .

S t r u c t u r e d i n d i v i d u a l interview's and g r o u p d i scu^js ior?i were

c a r r i e d o u t in a d d i t i o n to s e c o n d a r y d a t a o b t a i n e d f r o m the

S t a t e , D i -3 t r i c t s , B 1 oc !<:s and s amp 1 e V 1 1 1 <ig e s . F" i e 1 d ob s e r v a 1 1 on

u) a Hi e m 1 o y e d t o 3 1 r e n g t h e n d a t a o b t a i n e d f r o m =5 e c o n d a r' =; o u. r c e fi

and t h r o u g h ind i v i d u a 1 / g r o u p i n t e r v i e w s .

In r u ral and u r b a n s l u m s e t t i n g s , t h e r e is n o c o n c e p t of

h Q u s e h o 1d p r i V ac y .

}-!ousehold i n t e r v i e w s in v i l l a g e s and u r b a n s l u m s w e r e a

f a I n i 1 y / c o m i\v.x n i t y a f f air’. E a c h i n t e r- v i e uj t u. r n e (J i n t o a «n m i

d 1 i-iicuss 1 on g r o u p u u t h the m a l e h o u s e h o l d h e a d as c h i e f r e s p o n d e n t

b u t h o u s e h o l d w o m e n v i z . m o t h e r , w i f e , d a u g h t e r all p a r t i c i p a t i n g .

T h e r e s p o n s e s r e g i s t e r e d are to be s e e n as p a r e n t a l r e s p o n s e s as

b o t h m a l e / f e m a l e p a r e n t s o r o c c a s s i o n a 1 ly a g r a n d f a t h e r or a

g r a n d m o t h e r h a d t h e i r F>ieces to s a y , ne i g h b o u r s d i d n o t s t a y away

e i t e r .

( 1 6 )

GOALS OF GENDER STUDIES

GOALS ( IMMEDIATE )

GENDER AWARE

IMPROVINGSUPPLY

GENERATINGDEMAND

WOMEN * S EMPOWERMENT

G n d e r S « n 3 1 1 j. v f ' ro j ec t P ]. i-inn 1 ng and 1m p 1e m e n t a 1 1 o n .

1. n c r e as 1 n g n u m b e r of ac h 00 L'-3 pi ac e 5 f o r f o r m a J . / N o n - f o r m a 1 e d u c a t i o n centre.^

I m p r o v i n g .1 n f as t rue tu.r e and s u p p o r t •:-i ?rv ice s t o r g i r l s , m e r e as m g n u m b e r at wome*n t e a c e r a .

M a k I ng t a con t en t and p rac. e -3 s of f*duc a 1 1 on g iE.*nd >? r b 1 as fre e and g>3nd e r I nc 1 us 1 V e ,

Gond€‘r s e n s i t i z a t i o n of all e d u c a t i o n a l p e r Ejonne I , p are n ts and c o m m u n i t y .

M o n i t o r i n g p r o g r e s s t o w a r d s e q u a l i t y

g e n d e r

S o c 1 a 1 h o b 1 1 1 s a 1 1 on au/areness g e n e r a t i o n , c o n s c i o u s n e s s r a i s i n g , ad voc a c y , c. amp a i g n s for s u r v i v a l , p r o t e c t i o n and d e v e l o p m e n t of the G i r l C h i l d E d u c a t i o n a n d k e yi n p u t .

E n e r g i s i g e ; o n> e n ' s g r o u. p s

(1) r g a n 1 s 1 n g r» e d) g r' o u p s

S u p p o r t i n g a c t i o n tay w o m e n and c o m m u n i t y to r a i s e s t a t u s of w o m e n .

f < e a n s t r u c 1 1 o n g e n d e r- i - o 1 e s .

and d e c o n s t r 1.jc 1 1 o n of

GOALS ( LONG TERM )

* W h e n b e i n g a m a n or a w o m a n u/orks n e i t h e r to the a d v a n t a g e

n o r to the d i s a d v a n t a g e of a p e r s o n .

^ It is n o t e d that g e n d e r r o l e s are s o c i a l l y c r e a t e d a n d h e n c e

are n o t 1 m m u t a b 1e .

(1 7 )

O 1 . T o a p o 1.1 1 9 »:• n d e r d i s p a r’t i e =5 in a c c e -s =5, e n r q 1 it» >:? n t

and r e t e n 1 1 on in sc h a o Is,

02. To i d e n t i f y cau9i*?i5 fo r n o n e n r a l m e n t and d r o p o u t of g i r l s

and p r o p o s e e f f e c t i v e d i s t r i c t / local spe?cxfic atrategie^i

for i m p r o v i n g e n r o l m e n t , r e t e n t i o n and a c h i e v e m e n t a m o n g

g i r l s

03. T o a-Eises the s i t u a t i o n of '.»fomen in e a c h d i s t r i c t u/ith

r e g a r d to s o m e s o c i a l and d e m o g Tsaph ic i n d i c a t o r s a n d

w o m e n ‘ s equ.a 1 1 1y a n d empou;e rme n t .

0*1. T o c o l l e c t i n f o r m a t i o n o n g e n d e r b i a s in

(a)te:<t b o o k s ,(b ) t e a c h e r ' s t r a i n i n g , ( c ) t e a c h e r ' s a t t i t u d e ,

< d ) c u r r 1 c.u. l'-.*m t r a n s a c t i o n and < e ) a d m in i s t r a t o r ' s a t t i t u d e .

O'!'. To xc.1er‘\tify su.ppar’t i v e commut^ity s t r u c t u r e s s u c h as W o m e n ’s

g r o u p s , V'.E.Cs, P a n c h a y a t s , P . T . A s , T e a c h e r o r g a n i s a t i o n s ,

Y o u t h C l u b s etc. f o r d e v e l o p i n g e f f e c t i v e s t r a t e g i e s of UP E

a m o n g g i r l s .

fi>6. To i d e n t i f y w a y s to fv9.cilitate c o n v e r g e n c e of s e r v i c e s of

d i f f e r e n t d e p a r t m e n t s for U P E a m o n g g i r l s (focal a r e a s

E C C E , H e a 1 11-> and S u. p p o r t 5-7 e r v i c e s ) «

07. To s t u d y the a v a i l a b i l i t y of e d u c a t i o n a l (boo k s , s t a t i o n e r y ,

u n i f o r m s ) and o t h e r i n c e n t i v e s ( m i d - d a y - m e a l s , a t t e n d a n c e

p r 1 z e s etc. ) .

08. To a s s e s s p a r t i c i p a t i o n of u/omen in t e a c h i n g ,

a d m i n i s t r a t i o n and o t h e r d e c i s i o n m a k i n g b o d i e s .

09. To d e v e l o p S t a t e / D i s t r i c t level m o n i t o r i n g and e v a l u a t i o n

f r ameuior k .

SPECIFIC OBJECTIVES OF THE STUDY

( 1 8 )

SECONDARY DATA WAS COLLECTED ON THE FOLLOWING :

O 1. . S o c i a l and d m a g r aph i c indic:atop5, p o p u l a t i o n d i t r i but, i o n

b y 3e:<: and rui'al -urban a r e a s , s e x ratio, age s p e c i f i c

p o p u l a t i o n e s p e c i a l l y for age g r o u p 0 - 6 -jAnd 6"-1 I yearis,

Q p u. 1. a 1 1 o n ci e n -5 i t y , a g e s p « c i f j c o r t a i 1 1 y r a t e f i , i. n f 3. n t

r t a I I t y r’ a t « , c h i 1 d mo r 't a 1 1 1 y r- a t e , ag e a t m a r r i <3.g e b y s e :<: ,

c h i l d l a b o u r , warl-:; p a r t i c i p a t i o n r a t e by m a i n a n d

m a r g i n a l w o r k e r s and b y ru .r a 1 / u r b a n a r e a s , i.*»h >? r e v r p o s s i b l e ,

02. L i t e r a c y b y rural u r b a n , SC/SI" 1981, 1S>91

O 3 . A V El I 1 a b 1. 1 I t y o t p r i m a. r y s c >:.y o 1 s / P4 F-‘ t c e n t r e s , E C C E C e n t <■? s

IV 3. th j. rI i.->ia 1 k 1 ng d i s t anc e of 1 t cd 1 . 6 l<;m . for g i r l s .

04. A v a i l a b i l i t y of e d u c a t i o n a l and o t h e r (books, s t a t i o n e r y

and r e m e d i a l t e a c h i n g ) i n c e n t i v e s (.uniforms, n o o n m e a i s ,

a 11 e n d a c e s c t'l o 1 a r s h i p s ) .

O'd . E n r o l m e n t b y -sex , rur a 1/ u r b a n ,S C / S T for the last five y e a r s .

,S< J 6 . D r o p o i..( t b y s e , r u. r a 1 / u r- b a n , S C S T f o r' t he la s t five y e a r s .

(■>7. T o t a l n u m b e r of t e a c h e r s b y sex, r u r a l urban, S C / ‘ilT.

<','8. W o m e n t e a c h e r s as p e r c e n t a g e of t o t a l t e a c h e r s .

09. W o m e n ' s p a r t i c i p a t i o n in t e r m s of p e r c e n t a g e in e d u c a t i o n a l

adinin is tra t ion and o t h e r d e c i s i o n m a k i n g b o d i e s like

P a n c h a y a t s and V i l l a g e E d u c a t i o n C o m m i t t e e s . (VEC)

10. S u p p o r t i v e s t r u c t u r e s s u c h as E C C E ( A n g a n w a d i , B a l a w a d i ,

P r e s c h Q O i. s ) W o m e n ‘ s G r o u p s (M a h i i a M a n d a Is , M a h 1 1 a

S a m a k h y a , N G O ‘s etc.), V i l l a g e E d u c a t i o n C o m m i t t e e s , P a r e n t

T e a c h e r A s s o c i a t i o n , P a n c h a y a t E d u c a t i o n S u b - C o m m i t t e e s ,

T e a c h e r O r g a n isat l o n s a n d N e h r u Y u v aV: K e n d r a s ( Y o u t h C l u b s ) .

( 19 )

1 1 , S c h e m e s and progrnmi-neB of educiti.on d e p a r t m e n t s and othef'

dGpa r t m e r»t "I'l (Go ve rna \ e n t of India and £>t at e Gove? rnmer) ts ) fo r

Q ; r 1 ’s ' e d u c a 1 1 on an d <»ome n ‘ s d e v e 1. op m e n t .

SOURCES OF SECONDARY DATA

1 . G enSL(s o f India.

2. Di s t r i c t H a n d b o o k r i .

3. E'.du.cat i o n a 1 and S o c i a l R e s e a r c h e s o n G i r l s E d u c a t i o n and

B t a t u s o f ti/om e n .

4. G o v e r n m e n t (State, GDI ) D o c u m e n t s .

'J) . f'4a 1 1 on a 1 S amp 1 e S u r v e ys

Secondary Data had to be utilized for preparation of :

I . S t a t e =i t at us p ap e r on G i r l s E d u c a t i on

i 1 . D i 131 r i c t P ro f i 1 e s

PRIMARY DATAS

P r i m a r y d a t a h a s b e e n c o l l e c t e d t h r o u g h g r o u p vi i scu.s s i o n s ,

f i e l d o b s e r v a t i o n and in te rv i ei.*>-5 w i t h p a r e n t s , t e a c h e r s ,

a d m i n i s t r a t o r s , c o m m u n i t y l e a d e r s and g i r l s t h e m s e l v e s . The

p u r p o s e h a s b e e n to i d e n t i f y the i s s u e s c o n n e c t e d w i t h the

followin'^

01. R e a s o n s fo r c o n t i n u a n c e of g i r l s in s c h o o l i n g .

02. R e a s o n s for d i s c o n t i n u a n c e of g i r l s f r o m s c h o o l i n g ,

03. R e i s o n s for n o n e n r o l m e n t of g i r l s .

0 4 P e r c e i v e d u t i l i t y of G i r l s ' E d u c a t i o n

05. P e r c e p t i o n of G e n d e r E q u a l i t y an d G e n d e r D i s c r i m i n a t i o n -

06. PropQs»3d s t r a t e g i e s for U P E of G i r l s ' and W o m e n ' s

E m p o w e r m e n t .

07. Role of p a r e n t s , c o m m u n i t y l e a d e r s , a d m i n i s t r a t o r s and

t e ache rs in U P E for G i r l s .

(2 0 )

INTERVIEW SCHEDULES

G . G

G . y

0.S

G . S

f3.S

G r o u p D i s c u s s i o n

G . ':j .1 : D I s t r i. c t Sc h ?du. 1 e

G . S . 2 : V 1 .1 1 ag e / U t b an 8 c h e d u 1 e?

G . ‘2 . Jj : H o u 3 eh o I d Sc h ed u. 1 e

D r a p a u. t G .1 r ] B c. h f? d u. 1 e

N>?v9V' E n r o l l e d Gi. rl S c h e d u l e

T e a c h e r S c h e d u l e

I n 3 1 1 1 ij. 1 1 o(T a 1 Sc h e(ju 1 e

C o m m u n i t y L e a d e r S c h e d u l e

E d u c a t i o n a l a d m i n i s t r a t o r S c h e d u l e

: I n t e r a c t i n g se^s^s i oni=i u)ith C a m m u n i t y Leadems.'

P a r e n t s , Y o u t h , Teacher-ii and A d m i n i s t r a t o r s

i-ije T'e a r q an i s ed .

T H E S A M P L E D E S I G N

The d i s t r i c t s s e l e c t e d u n d e r the S S N P r o j e c t are of lo'.->)

f e m a l e l i t e r a c y d i s t r i c t s . O r i g i n a l l y , it m a s pjroposed to

c o n d u c t the g e n d e r s t u d i e s in two b l o c k s o n e u>ith r e l a t i v e l y h i g h

f e m a l e 1 1 1 e r ac y an d the o t I'l e r ui 1 1 h low; f e fn ale l i ter ac y r a t e".

L a t e r on the a d v i s e of the N a t i o n a l C o r e G r o u p , it w a s d e c i d e d to

s e l e c t o n l y o n e of the B a s e Lin e S u r v e y FSlock for G e n d e r S t u d i e s .

In e a c h b l o c k E) v i l l a g e s w e r e s e l e c t e d for c o l l e c t i o n of

p r 1 ivt a f' y d a t a t o r e p r e =3 e n t :

( a ;■ V 1 1 J. a g e s h a i n g n o s c rn oo J.

< l3 ) 'y 1 1 1 a g e s l i a v i n g a p r i m a r y s c li o o 1 o n 1 y

(c. > 1 J. 1 ag es av ing m i d d l e s c o o 1

(d) V i l l a g e s h a v i n g s e c o n d a r y or higher^ secondat'y s c h o o l

In a d d i t i o n to, o n e / two u r b a n s l u m c o m m u n i t i e s vwere a l s o

s e 1 e c. t e d f a r c o 1 1 e c t i on o f p r' i m a ry d a t a .

f 21 )

In an »? rit' l i e r uitudy an c o n 1 1 nu-xnce / d i =5con 1 1 n u a n c e of g i r ' I s

1 n E 1 e m e n t a r y S c h o o l i n g , v i .1 1 a g e s and hou.soho Ids '.were se I ec t ed on

the basii'j of p o p u l a t i o n 3iz>3 u s i n g s t r a t i f i e d r a n d o m ^iampling.

T h i s <5tudy s h o w e d t h a t g i r l s p a r t ic ipat ion w a s c o n t i n g e n t on

a V a i I ab 1 I 1 1 y o f e du e a t i o n a I i ri f r as t rue t u r e t o a g i' <? a t e :< t en t .

T h e r e f o r e , in the p r e s e n t s t u d y v i l l a g e s w i t h v a r y i n g l e v e l s

of e d u c a t i o n a l i n f r a s t r u e t u r e w e r e s e l e c t e d f r o m l i s t s of s u c h

v i l l a g e s p r o v i d e d b y the B l o c k E d u c a t i o n O f f i c e r s .

C o n s i d e r i n g that the v i l l a g e s w i l l v a r y in p o p u l a t i o n si.^e,

a nrinimum n u m b e r of 3 0 h o u s e h o l d s and a ma:<imum.of S O h o u s e h o l d s

w e r e to be a p p r o a c h e d for i n t e r v i e w i n g . O n e or ti-»(o u r b a n

1 ac. a 1 X 1 1 e s u; e t’ e a 3. s o t o b e i. n t e r v i e »>; e d .

I j 1 e a c h b Iocl<: s o m e t eacI'ler'ri uje re to be in t e r i eujed .

As m a n y as p o s s i b l e e d u c a t i o n a l f u n c t i o n a r i e s at the b l o c k

a n d d i s t r i c t level w e r e to be i n t e r v i e w e d . In e a c h v i l l a g e an

i n d e p t h g r o u p d i s c u s s i o n uias to be o r g a n i s e d .

( 2 2 )

DPEP GENDER STUDIES ORIENTATION PROGRAMMES AND WORKSHOPS

S. NO Or j. ent at ion

5 t a t V? C q o r d i n a t o r s ,

6 G n d e V' S t a d i s

A '5 “5 aiTi

f-laryan a

\-.e r a 1 a

V\ a d h y a V- r a d >? bh

M a h a r a s h t r a .

C) r 1. s B 3.

T a m i l N a d u

9 K;arnata}<;a

10 W o r k s h o p of S t a t eC) o - o r d 1 n a t o r "a t o r R e m o v a l of G e n d e r B ]. a =i f r a m T e :< t B o o I-:; a Z'. I n p n t s 1 n t o P r i m a r y "f e a c h e r s f.-;; d u c a 1 1 o n

I 1 B t a t e G o o r c j i n a t a r sW o r l<: s I') a p <:> f) F'. e p o t ' t

W r 1 t I Cl g

8 - 9 J u l y , 1993

6 - B O c t o b e r , 1993P r' o t . U 5 h a N a y a r' , Dr', f >:. C . N a '.i 1 1 y a 1 ha . B au. r 1 S r i v a h t a v a ,Dr, S . C . N u n a,

3 O S e p t . - 3 Gc tatj e i' 1 9 9 3 P rof . U s h a N a y ar , P rot . S . Bi <sar i a ,D r , fi'.C , rJ au. t i y a 1 , D r . J . Dugcj a 1 ,Har 1 = i ( y dcj i , Mor>d , Yur-\us ,An J. 1 l<: u.m a r , R -i j i n (J r- a p a 1

19-21 Q c t o ta e r 19 9 3P r o f . U 5 h a N a y 3.r , Dr . K.. De vend r ah o h d . Yunij.rs, Anil k u m a r

1 1 - 1 D c .t (nt3 e r , 19 9 3Prof.U-aha M a y a r , P rof . S . B iis ar i a

22 - 2 3 O c t O ta e r , 199 3

2 2 - 2 3 F e b r u a r y , 1994 F- ro f . U-5h a N ay a r , D r . 8 . S . J a i r e t h , Ms . S a tp r e t Gha t rath , Mr «Md . Yunu?5 Mr. HI a r i s h T ag i , M r-. R . P 3.1

13-Ui O c t o b e r 199 3F' ro . U L=ih a N a y a r , Dr. Raj R a n i ,M o h d . Y u n u s , Anil J-.umar

2 7 - 2 9 O c t o b e r 1 9 9 3P r o f . U 3 h a M a y a r , D r . K!. C . N a la t r y a 1

2 5 - 2 7 A u g u s t , 1993D»*) s F ac u 1 1 y , T4C GG m e ml:> e r s ,t:e r t -3

I B - 2 4 J a n u a r y , 1994

( 2 3 )

F I E L D W O R K

Bi;< D P E P SStates c o m p l e t e d f i e l d w o r k b y Decsfnebe r , 1993,

Fi.^Id '>(ork in M a d h y a P r a d e s h <19 D i s t r i c t s ) f i n i s h e d in M a r c h

1994 and f i e l d w o r k \n o n e d i s t r i c t in e a c h ziitate i*;a-s i n i t i a t e d

by a memtaor of the N C B G r e s p o n s i b l e for the s t a t e a l o n g w i t h the

S t a t e C o o r d i n a t o r . M C G G m e m b e r s and r e s e a r c h s t a f f p a r t i c i p a t e d

f u l l y in d a t a a n a l y s i s and r e p o r t w r i t i n g .

(24)

MADHYA PRADESH

In the s t a t e o f M a d h y a P r a d e s h the DF EF' g e n d e r s t u d i e s p r o j e c t

i.*)as u n d e r t a k e n b y the H e a d o f the Departinent of H o m e S c i e n c e . ,

Plaharani La:<mi Bai P o s t G r a d u a t e C o l l e g e B h o p a l . S h e w a s the

s t a t e c o o r d i n a t o r for the p r o j e c t . P r i n c i p a l of the i n s t i t u t e w a s

the c h i e f c o n trvol ling o f f i c e r , undei' h i s g u i d a n c e an d

s u p e r v i s i o n the p r o j e c t w a s c o n t r o l l e d -

A s e p a r a t e c e l l w a s f o r m e d in the c o l l e g e and all f a c i l i t i e s

'.iiere e:';tended. S e c r e t a r i a l a s s i s t a n c e u»as p r o v i d e d and a b a s i c

b a s e lin e s t a f f w a s f u n c t i o n a l at this u n i t . P r o f e s s i o n a l

AsBi'stants w e r e s e l e c t e d and o r i e n t a t i o n , p r o g r a m m e w a s c o n d u c t e d

i.-»ith the h e l p of the N a t i o n a l C o o r d i n a t o r and h e r t e a m f r o m

NCER.T .

In the s t a t e of M a d h y a P r a d e s h , 19 d i s t r i c t s v i . S e h o r e ,

fvaisen, R.ajgarh, B e t u l , Gu.na, D h ar, R a t lam, flandsaur, T i k a m g a r h ,

Chhatarpu.r, P a n n a , R a j n a n d g a o n , P.e'.wa, Satna, S i d h i , S h a h d a l ,

B i l a s p u r , R.aigarh, S a r g u j a w e r e s u r v e y e d .

S t a t e h a s a vas t a r e a , as s u c h the d i s t r i c t s w e r e w i d e

a p a r t and w i t h i n the d i s t r i c t the d i s t a n c e s w e r e g r e a t . T h e

p r o b l e m w a s a g g r a v a t e d d u e to u n f r i e n d l y terrain.

(25 )

DIFFICULTIES FACED IN PROJECT IMPLEMENTATION

i. Pra.j>L*ct p r o p o s a l 5>:->nt to M H R D on the 4th June, 1993.

Kt'visetJ p r o p o s a l w a s s e n t on 2 9 t h J u n e , 1993. H o w e v e r , the pjroject

f u n d s wev'e r e c e i.ved b y N C E R T on 3 r d S e p t e m b e r 1993. T h e f u n d s

l i j ere r e l e a s e d to St-ate-3 on 2 1 s t of S e p t e m b e r , 1993. The S t a t e s did

n o t ts^ke a n y -step tor the a p p o i n t m e n t of the p r o j e c t -liitaff till,

t h e y re>zeived the fund-K. T h e s e l e c t i o n s , aF)pointment and

t r a i n i n g of the p r o j e c t s t a f f , t h e r e f o r e , h a d to be c a r r i e d

o v e r to O c t o b e r , 1993. In Septetnber, the S t a t e s a p p o i n t e d s t a t e

c a - o r'd 1 n a t o r-5 .

The a f o r e m e n t i o n e d c i r e a m s t a n c e s c a u s e d a total d e l a y of

t h r e e inonths.

2. f’4o r e q u i r e d a d d i t i o n a l i n f r as t rue tu.re to inclu.de r o o m -space

for p r o j e c t p e r s o n n e l and e x t r a e q u i p m e n t like a PC, c o p i e r etc.

w e r e p r o v i d e d to the d e p a r t m e n t . T h e r e f o r e , t h e r e w a s e x t e r n a l

c o n g e s t i o n a n d h e a v y d e p e n d e n c e on o u t s i d e f a c i l i t i e s to vrope

/w i t h the q u a n t u m and p r e s s u r e of w o r k .

( 2 6 )

PROPOSED FRAME WORK FOR DPEP (GENDER) IMPLEMENTATION

I) 0 p 11 . a t WCD

N C E R T / N I E P A Nat 1 o a n 1 C o r e G r o u p

N 'X11 on a I P f'o j e c fc s I m p 1 emen t a 1 1 on u n 1 1

DWCD S C E R T / S I / C o l l e g e Honu? Sc Ience Depar- tmen t

S t a t e C o r e GroL;.p

S t a t e R tAra l R e gd .

S o c 1e t y / S t a t e P r‘o j v?c t I mp 1 einen t a 1 1 an U n i t ( De V e 1 opt-nen t and P V I a r' y t d i.j.c a 1 1 on )

W C D DIET DI 5 1 r 1 c: t P 1a n n i n g C o m m 1 11 e e s

DI ri t r I c t I mp i emen f a 1 1 on U n i t (D.E.Gs. Office;'

WCD B R C s B l o c k E d n . C o m m 1 11 e

B .1 o c I'.: E d u c a 1 1 o n O f f i c e

Mahi. la M a n d a l s V 1 1.1 ag e E d n . C o m m i t tees, Edn .Tech C o m m u n i t y , M a s s M e d i a

W o m e n / G r o u p s N . G » 0 . s Y C3 u t h G r o u p hs ,

O r g a n i s a t i o nP a n c h a y a t , T e a c h e r s

(27 )

DISTRICT PRIMARY EDUCATION FROQRAMM15

DPBPQlinOI^K STUDll^S

DEPARTMEhT OP I IONl^ S C im C J i

MAIIARAni LAXMII5AI P.O. COLLCQIS

bHOPAL

1994

INDIA BRIEF ANALYSIS

I ndia 15 s*L*cand m o s t p a p u l o u s c o u n t r y in tho (Morld u>it,h

a p o p u i a t j o n of G 4 6 .3 cnillion in 1991, a c c o u n t i n g tar 16 p e r c e n t

of the i.i/orlcl p o p u l a t i o n and just 2 . 4 pe»rcent of the total land

a r e a af e a r t h . Its s h a r e in total w o r l d p o p u l a t i o n harj i n c r e a s e d

f r o m 15. 2 p e r c e n t in 1981 to 16 p e r c e n t in 1991.

POPULATION OF ALL AGE GROUPS

1991 C e n s u s w a s h e l d in 31 S t a t e=i/Un i on t e r r i t o r i e s of

1 n d 1 a 1 t h r e fer e n c e d a t e o f I . O Z . 1 91 . It c o u 1 d not be h e I d i' n

J a m m u ['Kashmir. T o t a l a r e a of the c o u n t r y ejccluding J a m m u

K.ar,hi-nir 1-3 3 , 0 6 5 t h o u s a n d sq . kms. ( i n c l u d i n g J a m m u f!- fvashmir it

IS 3 , 2 8 7 t h o u s a n d s q . k.ms. ) . T o t a l n u m b e r ot d i s t r i c t s in 31

s t a t e s / u n i o n t e r r i t o r i e s at the time of 1991 c e n s u s w a s 4 5 2

( i n c l u d i n g Jammu. t-. J'.ashmir it w a s 4 6 6 ) .

The h i g h e s t p o p u l a t i o n a m o n g the s t a t e s / u n i o n t e r r i o r i e s is

in U.P. b e i n g 139.11 m i l l i o n . O t h e r s t a t e s h a v i n g m o r e than 50

m i l l i o n p o p u l a t i o n are B i h a r ( B 6 . 3 7 ) , M a h a r a s h t r a (78.94), W e s t

Fi^engal ( 6 G . 0 G ) , A n d h r a P r a d e s h ( 6 6 . 5 1 ) , M a d h y a P r a d e s h (66.18)

and T a m i l N a d u (55.86).

D e n s i t y of p o p u l a t i o n of the c o u n t r y e x c l u d i n g J a m m u Z-

f-:;ashmir and A s s a m for w h i c h c o m p a r a t i v e d a t a for 1981 and 1991 is

n o t a v a i l a b l e i n c r e a s e d f r o m 2 3 0 in 1981 to 2 7 3 p e r s o n s p e r s q -

km. in 1S^91. H i g h e s t d e n s i t y is in De Ih 1 (6,352) follouied by

C h a n d i g a r h (5,632). A m o n g the m a j o r s t a t e s h a v i n g m o r e tha n 15

m i l l i o n p o p u l a t i o n , h i g h e s t p o p u l a t i o n , h i g h e s t d e n s i t y is in

W e s t B e n g a l (767) f o l l o w e d b y h'.erala (749). L o w e s t is in

f' a j as t u n ( 129 ;• p r e c e d e d by M a d h y a P r a d e s h (149).

< '79 >

D e c a d a l g roui t h r a t e of op u I ;.i t i on o f 1 n d i a d eel i r* e t a

23. d u r i n g 1.981--91 uihich uiaHi 2 4 . 6 6 d u r i n g 197r--81. A n n u a l

e :<:ponen t i a 1 g r o w t h r a t e d a r i n g 19G1--91 w o r k s o u t to 2 . 1 4 a-s

a g a i n s t 2 . 2 2 d u r i n g 1 9 7 1 - B l .

A t o t a l of 7 4 . 3 7 p e r c e n t of p o p u l a t i o n of the c o u n t r y

re'aides in R u r a l a r e a s and 2 5 , 7 3 p e r c e n t in U r b a n a r e a s .

T h e p o p u l a t i o n of s c h e d u l e d c a s t e s in the c o u n t r y

e x c l u d i n g J a m m u K;ai=5hmir is 138.7l2 ini I lion t h i s f o r m s 1 6 . 4 B

p e r c e n t of the t o tal p o p u l a t i o n o f the c o u n t r y . S c h e d u l e d t r i b e

p o p u l a t i o n is 6 7 . 7 6 m i l l i o n and f o r m s B . 0 8 p e r c e n t of the t o t a l

p o p u l a t i o n of the c o u n t r y as p e r 1S^91 c e n s u s .

Til e m a 1 e p o p u. 1 a 1 1. o n of 1 d i a i s ‘3 1 . 9 O f.3 e r c e n t of t h e

t o tal p o p u l a t i o n e x c l u d i n g Jammu. ?-■. K a s h m i r and 4 8 . 1 0 p e r c e n t

is f e m a l e . T h e se;< r a t i o as the n u m b e r of f e m a l e p e r t h o u s a n d

m a l e s f o r the c o u n t r y d e c l i n e s froAi 9 3 4 in 1981 to 9 2 7 in 1991.

B i r t h rate, D e a t h and I n f a n t M o r t a l i t y r a t e are i m p o r t a n t

d e m o g r a p h i c i n d i c a t o r s and g r e a t l y i n f l u e n c e s i z e and g r o w t h of

p o p u l a t i o n . C r u d e b i r t h rate in I n d i a h a s d e c l i n e d f r o m 3 7 . 2 in

1981 to 2 9 . 3 in 1991. C r u d e d e a t h rate a l s o d e c l i n e d f r o m 12. 5

in 1981 to 9 . 8 in 1991. The i n f a n t m o r t a l i t y rate h a s a l s o

c o m e d o w n f r o m 120 in 1981 to 8 0 in 1991.

A c c o r d i n g to S a m p l e R e g i s t r a t i o n S y s t e m E s t i m a t e s of 1991

the b i r t h r a t e is e s t i m a t e d to be the h i g h e s t in M a d h y a P r a d e s h

(35.8) f o l l o w e d b y U t t a r P r a d e s h (35.1) an d F^ajasthan (34.3).

D e a t h r a t e is a l s o e s t i m a t e d to be the h i g h e s t in M a d h y a P r a d e s h

(13.8) f o l l o w e d b y A r u n a c h a l P r a d e s h (13.5) and O r i s s a ( 12.7).

( 3 0 )

I t 1 K5 o b i i f f p v e d t h i t t h e b i r t h r a t ^ ^ , d e a t h t’ rit>? a n d i n f a n t

ma r t a 1 i t y r' a t e '.5 i n t f > e c o u n t r y arc? d e c 1 i n ] n q . Houj e v « t' t h e

•;)eITta q p a p h i c p r o f i i o f 111 e cou .n t r'y i s n o t u n i f o r m . T •? ri t a t « =i o f

U . P , B i h a r , M a d h y a Prade^ i i h a n d F ^ a j a s t h a n t a c j e t h e r a c c o u n t f o r

n ^ ^ a r l y 40 p e r c e r i t o f th>r? p a p u l a t i o n o f tfi>? c o t . m t r y , f i a v e h i g h

c r u d e * b i r* t h r a t e . I n f an t Mo t a ]. i t y R. a 1 1* < I Hh'.) , Ma t e r - a 1

M o r t a l i t y R a t e <MMR.) , a n d I om» a g e o f (j j r I s a t m a . r p i a g e ,

I. 1 t e r ac y p a t e s p a i’1 1 c: u. Jar 1. y a m a n g f e m a 1 f* .~i a r a I o J. oui in t > e e

v e r y -31 a t e =5.

POPULATION AND LITERACY OF AGE GROUP 7 YEARS AND ABOVE

A c c o r d ing to c e n s u s d e f i n i t i o n , a p e r s o n is d e e m e d a.s

l i t e r a t e if he or she read and iwrite ujith u n d e r s t and i ng in a n y

l a n g u a g e . R e c o g n i i n g that a b i l i t y tQ r e a d and uir ite w i t h

»nd e r s t an >:.i i ng i. s r\o t o r d i. n a r i 1 y ac h i e v ed u n t i l on e h a.d soin>?

s c h o o l i n g or h a d at least s o m e time to d e v e l o p t h e s e ski J. is,

D e p t t . of E d u c a t i o n , M i n i s t r y of H R D a n d P l a n n i n g C o m m i s s i o n fel t

that the p o p u l a t i o n of s e v e n y e a r s and a b o v e o n l y s h o u l d be

c l a s s i f i e d as l i t e r a t e or i l l i t e r a t e . 1991 c e n s u s for the f i r s t

time a d a p t e d age g r o u p 7 and a b o v e fo r c a n v a s s i n g the l i t e r a c y

q u e s t i o n . 0-6 age g r o u p p o p u l a t i o n w h i c h is e-/.eluded f r o m the

p e r v i e w of l i t e r a c y q u e s t i o n , f o r m s 1 7 . 9 4 p e r c e n t of the total

p ofD u I a t I on o f t e c o u n try. h'! e e p i n g in v i e w the ab o v e d e c i s i on ,

l i t e r a c y r a t e s for p o p u l a t i o n a g e d 7 y e a r s and a b o v e h a v e b a e n

w o r k e d o u t for 1991. C o m p a r a t i v e p o s i t i o n f o r ^ t h e c e n s u s y e a r s

1961, 1971 and 1981 w a s a v a i l a b l e for p o p u l a t i o n age d S y e a r s and

a b o v e as at tha t t i m e c h i l d r e n of the a g e g r o u p 0---4 o n l y w e r e

e x c l u d e d f o r m the c e n s u s l i t e r a c y q u e s t i o n .

<31 )

D u r i n g the last t h r e e dccadeTa p o p u l a t i o n of the c o u n t r y

hais b e e n inc r e as i ng at the e x p o n e n t i a l g r o w t h r a t e of m o r e than 2

p e r c e n t p e r an n u m . W h i l e the e x p a n d e d e d u c a t i o n a l f a c i l i t i e s

p u s h e d u p the n u m b e r of l i t e r a t e s i.n the c o u n t r y . It h a s not

b e e n a b l e to k e e p p a c e w i t h the i n c r e a s i n g p o p u l a t i o n . N u m b e r of

i l l i t e r a t e s h a s s i m u l t a n e o u s l y i n c r e a s e d t h o u g h at a d e c l i n i n g

ra t G of g r o w t h .

D u r i n g 1 9 6 1 - 7 1 p o p u l a t i o n of the a g e g r o u p 5 and ove r

i n c r e a s e d b y a b o u t 9 6 m i l l i o n s a n d the n u m b e r of l i t e r a t e s

, i n c r e a s e d b y a b o u t S 6 m i l l i o n . T h u s the n u m b e r of i l l i t e r a t e s

1 nc r e a :h.ed b y 40 m i 1 1 icjn . T a i n g i n t o a c c o u n t 11•>e es 1 1 m a t es for

A s s a m for 19B1 and J K for 19S'l i n c r e a s e in p o p u l a t i o n age d 7

y e a r s and a b o v e d u r i n g 1 9 8 1 - 9 1 w a s a b o u t 138 m i l l i o n and

1 nc re ase in the un)be r' of l i t e r a t e s u>as atDout 120 i 1 1 1 on .

I n c r e a s e in the n u m b e r of i l l i t e r a t e s w a s o n l y 18 m i l l i o n . It

s h o w s that i n c r e a s e in p o p u l a t i o n and l i t e r a t e s h a s been

s u b s t a n t i a l l y h i g h d u r i n g t h e s e d e c a d e s b u t the r a t e s of i n c r e a s e

in the n u m b e r of i l l i t e r a t e s h a s d e c l i n e d o v e r the t h r e e d e c a d e s .

F a r the f i r s t time in 1991, n u m b e r of l i t e r a t e s h a s e x c e e d e d

th e n u m b e r of i l l i t e r a t e s t h e r e b y t a k i n g the l i t e r a c y r a t e above

'-iO p e r c e n t l a n d m a r k .

G e n d e r d i s p a r i t y in l i t e r a c y is a h i s t o r i c a l p h e n o m e n o n .

In 1901, w h i l e the l i t e r a c y rat e for m a l e s w a s 9 . 8 3 p e r c e n t , it

w a s o n l y 0 . 6 0 p e r c e n t in c a s e of f e m a l e s .

W h i l e abouj; the f o u r t h of the u r b a n p o p u l a t i o n is l i t e r a t e ,

l i t e r a c y rate in r u r a l a r e a s is y e t m u c h b e l o w the level, of 50

p e r c e n t m a r k . L i t e r a c y rat e for f e m a l e s in r u r a l a r e a s is s t i l l

NATI0r4AL LEVEL

(32)

.la'-»(er* b e i n g o n l y ZO. ij'2 . Wht*n i. t i.n c o m p a r e d un.th l,h-» l i t e r a c y

rat*? of G l . 0 9 p e r c e n t tor u r b a n m a l e p o p u l a t i o n , the glari.ncj

g e n d e r and ru.ra 1 / u r b a n d i s p a r i t i e s b e c o m e q u i t e e v i d e n t . - T h o u g h

-there is an i m p r o v e m e n t in r u r a 1/•./,rba n d i f f e r e n t i a l s d u r i n g the

d e c a d e 19G1--91, yet it is <Hieen t h a t if the l i t e r a c y rat e of r u r a l

w o m e n increa.Bes b y 9 p e r c e n t a g e pointvs ( 1 9 G 1 - 9 1 r a te) d u r i n g a

d e c a d e , it (») i 1 1 take t h e m m o r e t h a n f i v e decade'fi to r e a c h p r e s e n t

level' of u r b a n m a l e s . W h e n we are t h i n k i n g of l i t e r a c y for all

by the y e a r 2000, rural a r e a s in g e n e r a l and r u r a l f e m a l e s in

p a r t i c u l a r d e s e r v e s p e c i a l t r e a t m e n t if they are to r e a c h e v e n

the level of 8 0 p e r c e n t l i t e r a c y .

(3 3 >

L i t e r a c y rat e at tho n a t i o n a l les'el r e v e a l o n l y a p a r t of

tht? s t o r y of d i.spar 1 1 les in l i t e r a c y s i t u a t i o n in the c o u n t r y .

L i t e r a c y r a t e s a m o n g the S t a t e s / U T s r a n g e froii) 89. B1 p e r c e n t in

K e r a l a to 3 4 . 4 8 in B i h a r . Qn the b a s i s of l i t e r a c y r a t e S t a t e / U T s

c a n be g r o u p e d as u n d e r :

B e l o w 30*A B i h a r (38.46), R a j a s t h a n , D a d r a N a g a r H a v e l i ,A r u n a c h a l P r a d e s h , U t t a r P r a d e s h , A n d h r a P r a d e s h M a d h y a P r a d e s h , Ori S 3 a , M e g h a 1 ay a ( 4 9 « 1 U ) and ( J a m m u ?< K a s h m i r ) ,

■dOV* to 60y« A s s a m (52.89). H a r y a n a , J^arnataka, W e s t B e n g a l ,P u n j a b , M a n i p u r ( 59.89)

60V. to 70V* - T r i p u r a ( 6 0 , 4 4 ) , G u j a r a t , ^4agaland, H i m a c h a lP r a d e s h , M a h a r a s h t r a (64.87).

70y. to BO'A ~ D a m a n and D i u ( 7 1 . 2 0 ) , A a n d M Is 1 a n d s , P o n d iche ryD e l h i , Goa, C h a n d i g a r h (77.81^.

G0*/« and a b o v e - L a k s h a d w e e p ( 8 1 . 7 8 ) , M i z o r a m , K e r a l a (89,8 1 ) .

W h i l e L a k s h d w e e p , M i z o r a m and K e r a l a h a v e l i t e r a c y rate

a b o v e 80*/«, B i h a r a n d R a j a s t h a n a r e s t i l l b e l o w 40/', .

L i t e r a c y rat e in 1991 for r u r a l a r e a s v a r i e d f r o m 8 8 . 9 2 in

K e r a l a to 3 0 . 3 7 in R a j a s t h a n a n d for u r b a n a r e a s it v a r i e d f r o m

9 2 . 2 5 in K e r a l a to 6 1 . 0 in U t t a r P r a d e s h . W h i l e l i t e r a c y rate

for m a l e p o p u l a t i o n v a r i e d f r o m 9 3 . 6 2 in K e r a l a ^ t o 5 1.45 in

A r u n a c h a l P r a d e s h l i t e r a c y r a t e f o r f e m a l e p o p u l a t i o n v a r i e d

f r o m 8 6 . 1 7 in K e r a l a to 2 0 . 4 4 p e r c e n t in R a j a s t h a n . A m o n g the

s tate s , * h i g h e s t l i t e r a c y r a t e o f 9 5 . 5 8 w a s in c a s e of K e r a l a

u r b a n m a l e p o p u l a t i o n and the l o w e s t rate o f 1 1 . 5 9 w a s in c a s e of

R>ajasthan's r u r a l f e m a l e p o p u l a t i o n .

STATE LEVEL

(34)

.lo' fer b e i n g a n i y .3C*.62. Wh>sn it i Tn c a m p a r « d th'S l i t e r a c y

rat>? of B l . 0 9 p e r c e n t tor u r b a n m a l e p o p u l a t i o n , the glarincj

g e n d e r a n d r u r a l / u r b a n d i-5p» a r i 1 1 e-s b e c o m e q u i t e e v i d e n t . • T h o u g h

t h e r e is an i mps r o v e m e n t in r u r a l / u r b a n d i f f e ren t i a I 5 d u r i n g 'the

d e c a d e 1 9 G 1 - 9 1 , yet it is i:-ieen that it the l i t e r a c y r a t e of rural

u»amen i n c r e a s e s b y 9 p e r c e n t a g e p o i n t s ( 1 9 G 1 - 9 1 r a t e ) d u r i n g a

d e c a d e , it ui i 1 I tat;e t h e m m o r e tha n fiv e d e c ad esi to r e a c h p r e s e n t

le v e l of u r b a n m a l e s . W h e n we are t h i n k i n g of l i t e r a c y for all

b y the y e a r 2 0 0 0 , rural area's in g e n e r a l and r u r a l f e m a l e s in

p 3 I' t I u. 1 a r d e s e r' v e s p e c i a l t r' e a t tn e n t 1 f t l i e y a r e t a r e a c It eve n

the .Level of G O p e r c e n t l i t e r a c y .

(3 3 )

L 1 1 e r ac y r a t e at: the n a 1 1 o n a 1 .level r e v e a l on 1 y a p a r t a f

the s t o r y af d v s p a r i t i e s in l i t e r a c y s i t u a t i o n in the c o u n t r y .

L i t e r a c y ratsis a»^^o^g the S t a t e s / U T s r a n g e f r o m 89. B1 p e r c e n t in

K e r a l a to 3 4 . 4 G in B i h a r . On the b a s i s of l i t e r a c y rat e S t a t e / U T s

c a n be g r o u p e d as u n d e r :

B e l o w 5 0 % B i h a r ( 3 8 . 4G), R a j a s t h a n , D a d r a N a g a r H a v e l i ,A r u n a c h a l P r a d e s h , U t t a r P r a d e s h , A n d h r a P r a d e s h M a d h y a P r a d e s h , O r i s s a , M e g h a l a y a (49. 1 0 ) and ( J a m m u Z< K a s h m i r ) .

507. to 60y« A s s a m {^32.89). H a r y a n a , K.arnataka, W e s t B e n g a l ,P u n j a b , M a n 1 p u r ( 5 9 . 8 9 )

60!'i to 70/i - T r i p u r a <6 0 . 4 4 ) , G u j a r a t , N a g a l a n d , H i m a c h a lP r a d e s h , M a h a r a s h t r a ( 6 4 . B7).

70y. to 80y, ~ D a m a n and D i u ( 7 1 . 2 0 ) , A an d N Is I a n d s , P o n d iche ryD e l h i , Goa , C h a n d i g a r h (77.81^.

B0y« and a b o v e - L a k s h a d w e e p (81.7'8), M i z o r a m , K e r a l a ( 8 9 , 8 1 ) .

W h i l e L a k s h d w e e p , M i z o r a m an d f^!erala h a v e l i t e r a c y rate

a b o v e 807., B i h a r an d R a j a s t h a n ar e s t i l l b e l o w 40y, .

L i t e r a c y r a t e in 1991 for r u r a l a r e a s v a r i e d f r o m 88.92. in

K.erala to 3 0 . 3 7 in B.ajasthan and fo r u r b a n a r e a s it v a r i e d f r o m

9 2 . 2 5 in K e r a l a to 6 1 . 0 in U t t a r P r a d e s h , W h i l e l i t e r a c y rate

for m a l e p o p u l a t i o n v a r i e d f r o m 9 3 . 6 2 in K e r a l a to 5 1.45 in

A r u n a c h a l P r a d e s h l i t e r a c y r a t e f o r f e m a l e p o p u l a t i o n v a r i e d

f r o m 8 6 , 1 7 in K e r a l a to 2 0 . 4 4 p e r c e n t in R a j a s t h a n . A m o n g the

s t a t e s , h i g h e s t l i t e r a c y rate of 9 5 . 5 8 w a s in c a s e of K e r a l a

u r b a n m a l e p o p u l a t i o n and the l o w e s t r a t e of 1 1 . 5 9 w a s in c a s e of

P.'a j as than ' s r u r a l f e m a l e p o p u l a t i o n .

STATE LEVEL

(34)

Tat a I nulinber at 1 i t e r a t e s increasvvd j. n all. States/Lin ion

T e r r i t o r i e s d u r i n g 1 9 8 1 - 9 1 . IncreaEse in l i t e r a c y rate v a r i e d

tf r o m 1 6 . 0 5 p>e re ent age p o i n t -£5 in Aru.nachal P r a d e s h to 3 . 0 0

perc'sntage p o i n t s in Chandigartt^ in r e s p e c t of a l l p e r s o n s and

19.31 p e r c e n t a g e p o i n t s in S i k k i m to 3 . 0 2 percentav^e p o i n t s

in C h a n d i g a T’th in r e s p e c t of o n l y f e m a l e s . I n c r e a s e in L i t e r a c y

r a t e s w a s o v e r ten p e r c e n t a g e p o i n t s in the S t a t e s / U T s .of

A r u n a c h a l P r a d e s h , S i k k i m , L a k s h d w e e p , H i m a c h a l P r a d e s h , H a r y a n a ,

^4agala^d, D a m a n Z'. Diu., T r i p u r a , P u n j a b and M a n i p u r . It w a s b e l o w

the n :3.11 Qn a. I a v e r a g e of >3. 615 in the S t a t e s /U 1 s of Ra j a s t h a n

( S . 44), A n d h r a P r a d e s h , Tamil N a d u , U t t a r P r a d e s h , hi:!oram,

}^!erala, D r i s s a , D a d a r Z'. N a g a r H a v e l 1 , M e g h a l a y a , Bi h a r , D e l h i

a r? d C h. a n d I g a r t hi (3 . O 0 ) ,

T o t a l n u m b e r of illiterate's of the age> g r o u p 7 and a b o v e in

I n d i a e x c l u d i n g J a c c o r d i n g to 1991 c e n s u s w a s 3 2 8 . 8 8

( I n c l u d i n g e s t i m a t e s f o r Jammu. K a s h m i r , n u m b e r of i l l i t e r a t e s

o f the age g r o u p 7 and a b o v e c o m e s to 332.7' m i l l i o n )

m i l l i o n . G u t of t h e s e m o r e than h a l f w e r e in the f i v e low

l i t e r a c y s t a t e s of U t t a r P r a d e s h , M a d h y a P r a d e s h , B i h a r , A n d h r a

P r a d e s h a n d R a j a s t h a n . O t h e r s t a t e s h a v i n g m o r e than 10 m i l l i o n

ilJ.iterates of age g r o u p 7 and a b o v e are M a h a r a s h t r a , W e s t

B e n g a l , G r i s s a , K a r n a t a k a and G u j a r a t . T h e r e w a s i n c r e a s e in the

n u m b e r of i l l i t e r a t e s d u r i n g 1981-S^l in m o s t of the S t a t e s / U T s .

In c a s e o f G o a , G u j a r a t , Hi m ac. 11 a 1 P r- ad e sJi, M 1 z o r am , un j ab ,

Sik.kim, T a m i l N a d u and Lakshdtijeep t h e r e w a s m a r g i n a l d e c r e a s e in

the n u m b e r of i l l i t e r a t e s d u r i n g 1 9 8 1 - 9 1 . In c a s e of K e r a l a the

d e c l i n e w a s of the o r d e r af 3S p e r c e n t f r o m 3 9 . 6 8 lakh in 1981 to

2 5 . 7 4 lakh in 1991. I n c r e a s e in the n u m b e r of i l l i t e r a t e d u r i n g

(35 M B R A R Y & DOCUMENTATION C EN fR t!>J3tional loscitute of Kducacioaal

Picno iig and Administration,

;-B, ; 1 Aurobindo Marg,

,!hi-110016

No ... ............ . amm mm

1 9 8 1 * 9 1 is niare p)ranounced in c a s e of loi*» l i t e r a c y states.- It

i n d i c a t e s t h a t ther<? is a v.icious c i r c l e of lo w l i t e r a c y , and

increa:5e in the a b s o l u t e n u m b e r of i l l i t e r a t e s . T h i s v i c i o u s

c i r c l e w i l l n e e d to be b r o k e n in o r d e r to d u r i n g the low l i t e r a c y

s t a t e s to the n a t i o n a l level and t h e n p o s s i b l y to the level of

h i g h l i t e r a c y s t a t e s .

S t a t e w i s e a n a l y s i s o f l i t e r a c y s i t u a t i o n i n d i c a t e s w i d e

d i s p a r i t y in l i t e r a c y a m o n g S t a t e s / U T s . W h i l e K e r a l a , M i z o r a m

and L a k s h d w e e p h a v e a c h i e v e d the d i s t i n c t i o n of c r o s s i n g the 80

p e r c e n t m a r k w h i c h is c o n s i d e r e d a s t a g e of s e l f r e l i a n c e , s t a t e s

like B i h a r and F^ajasthan w h i c h are s t i l l b e l o w 4 0 p e r c e n t level

of l i t e r a c y a n d D a d a r Zt T4agar H a v e l i, A r u n a c h a l P r a d e s h , U t t a r

P r a d e s h , A n d h r a P r a d e s h , M a d h y a P r a d e s h , O r i s s a , M e g h a l a y a and

J are s t r u g g l i n g to c r o s s the t a k e of f p o i n t of 5 0 p e r c e n t .

In t e r m of the s i z e of the p)roblem of i l l i t e r a c y 7 s t a t e s

h a v i n g m o r e t h a n 20 m i l l i o n i l l i t e r a t e s w e r e e a c h n e e d a t t e n t i o n ,

as m o r e tha n 7 0 p e r c e n t of the i l l i t e r a t e s of the c o u n t r y

r e s i d e in t h e s e 7 S t a t e s .

DISTRICT LEVEL "'

Of the 4 6 6 d i s t r i c t s in the c o u n t r y at the time* of 1991

c e n s u s , c e n s u s d a t a is a v i a l a b l e for 4 5 2 d i s t r i c t s <14 d i s t r i c t s

of J a m m u Z‘. K a s h m i r w e r e n o t c o v e r e d ) . D i s p a r i t y in l i t e r a c y

r a t e s at the d i s t r i c t level w a s m o r e a c u t e . It v a r i e d froin

9 5 . 7 2 p e r c e n t in K o t t a y a m D i s t r i c t of K e r a l a t o 1 9 .01 in Jhabu.a

d i s t r i c t of M a d h y a P r a d e s h . H i g h e s t l i t e r a c y r a t e o f 9 7 . 6 7

p e r c e n t w a s in r e s p e c t of u r b a n m a l e p o p u l a t i o n of fc'.ottayani

D i s t r i c t an d the l o w e s t r a t e of 4 . 2 p e r c e n t w a s in r u r a l f e m a l e

p o p u l a t i o n o f B a r m e r d i s t r i c t of FUijasthan.

<36)

T a b l e 01F r e q u e n c y d i s t r i b u t i o n of d i s t r i c t s b y l i t e r a c y r a t e s in

r e s p e c t s of all p e r s o n s for T o t a l a n d R u r a l a r e a s is g i v e n b e l o w -

L i t e r a c y Rate? All P.?r 5on=i

0-- 1 O

1 0 - 2 0

20-30,

3 0 - 4 0

40--^30

5 0 - 6 0

6 0 - 7 0

7 0 - 8 0

8 0 - and a b o v e

T o t a 1

No. o f D i s t r i c t s

T o t a l

1

2 6

8 8

121

91

7 6

2 8

21

4 5 2

Ru r a 1

5 •

5 9

108

1 10

8 8

4 B

11

17

4 4 6 #

* T h e r e are n o r u r a l a r e a s in 6 d i s t r I c t s .S o u r c e : S t a t i s t i c a l D a t a b a s e for L i t e r a c y Vo]-1.1, 1993/

It is o b s e r v e d that t h e r e are 27 d i s t r i c t w h i c h are s t i l l

h a v i n g l i t e r a c y r a t e beloM/ 3 0 p e r c e n t » These d i s t r i c t s are

l o c a t e d in the s t a t e s / u t s of Madhya Pradesh (3), A r u n a c h a l

P r a d e s h (2), B i h a r <10), Raj as t h a n <3 ) , (Drissa(l), U t t a r P r a d e s h (7)

and A n d h r a F-'r a d e s h (1 ) . M o r e t h a n 5 0 p e r c e n t of the t o t a l

d i s t r i c t s of the c o u n t r y are s t i l l h a v i n g l i t e r a c y r a t e belo*.*;

5 0 p e r c e n t . O n l y 21 d i s t r i c t s (less t h a n 5 a of to t a l ) are a b o v e

the 8 0 p e r c e n t m a r k . T h e s e d i s t r i c t s are l o c a t e d in the s t a t e s o f

Gu.lrat(l), fserala(14), flahar ash t r a (1 ) , M i z o r a m ( l ) , Tamil N a d u ( 2 ) ,

L a k s h d w e e p (I ) and P o n d i c h e r r y <1), P o s i t i o n of l i t e r a c y in U r b a n

a r e a s is better*. If we t a k e i n t o a c c o u n t l i t e r a c y r a t e of o n l y

rural a r e a s , n u m b e r of districrts u/hich fall b e l o w 3 0 p e r c e n t

( 3 7 )

I - ■ I p r "11 i t e r a c y rat e , r ^ s e s t;o ..< 4 . a p d th f .numoer ,^af i s t r ic ts ,u>i th .. r u r a 3.

l i t e r a c y r a t e of b e l o w 5«-) p e r c e n t r i s e s to 282 , T h e r e are o n l y 17

d i s t r i c t s in the c o u n t r y w h e r e the rural l i t e r a c y r a t e is h i g h e r

than 8 0 p e r c e n t .

T a b l e 0 2 ’F r e q u e n c y d i s t r i b u t i o n o f d i s t r i c t s b y l i t e r a c y r a t e s o ff e m a l e s fo r t o t a l and r u r a l a r e a s i n d i c a t e s a d i f f e r e n t s c e n a r i o -

L i t e r a c y R a t e F e m a l e O n l y

N o of d i s t r i c t s

T o t a l R u r a 1

0 - 1 0 2 71 0 - 2 0 71 1072 0 - 3 0 104 9 93 0 - 4 0 9 2 8 24 0 - 5 0 7 4 7 45 0 - 6 0 5 6 2 86 0 - 7 0 2 7 117 0 - 8 0 12 7GO and a b o v e 14 11 .

T o t a l 4 5 2 4 4 6

S o u r c e : S t a t i s t i c a l D a t a b a s e f o r L i t e r a c y V o I - 1 1 , 1 9 9 3

T h e r e are 7 3 d i s t r i c t s in the c o u n t r y ujhich s t i l l h a v e

f e m a l e l i t e r a c y r a t e o f b e l o w 2 0 p e r c e n t i n c l u d i n g 2 d i s t r i c t s o f

R a j a s t h a n h a v ing . te r^acy ca t e o f b e l o w 10 p e r c e n t . Of t h e s e 6 6

viz. 9 0 . 4 p e r c e n t a r e l o c a t e d ,in the f o u r low I i t e r a c y ..Hindii

s p e a k i n g s t a t e s of M a d h y a P r a d e s h (10), B i h a r (IS), R a j a s t h a n

(19) and U t t a r P r a d e s h (19). P o s i t i o n Qt f e m a l e l i t e r a c y in

ru r a 1 a re as is s t i l l w o r s e .

T h e r e are 7.7 d i s t r i c t s <15 R a j a s t h a n , 7 U t t a r P r a d e s h , one

e a>zh in Bi.har and O r i s s a ) 'Mhich h a v e rural f e m a l e l i t e r a y rate of

belov»i H'j p e r c e n t . Vhe n u m b e r of distritrts h a v i n g ral f e m a l e

l i t e r a c y rate of b e l o w 20 p e r c e n t w a s 1.34 t o r m i n g a b o u t 3 0

p e r c e n t of the t o tal d i s t r i c t s of the c o u n t r y in 1991.

(3B )

DISTRICT PRIMARY EDUCATION PROGRAMME

DPEPQCriDEK 5TUDir:S

DEPARTMEriT OP HOME SCIEh'CE

MAIIAHAni LAXMIBAI P.O. COLLEGE

I5I1 0 PAL

1994

MADHYA PRADESH

Tho S t a t e of r'ladhyit P r a d e s h Mias f o r m e d u n d e r the I n d i a n

Con'S 1 1 tut ion on l-st N o v e m b e r 1 9 5 6 as p e r the recanimendat :.on of

the S t a t e P.e-organi s a t ion Gofnm.is?i i o n . B e i n g s i t u a t e d in the

C e n t r e of India, it w a s n a m e d as M a d h y a P r a d e s h , Bhopal, w h i c h w a s

e a r l i e r t a k e n o v e r b y the c-entral G o v e r n m e n t in J u n e 194 9 w a s

m a d e the C a p i t a l of the S t a t e .

M a d h y a P r a d e s h is G e o g r a p h y c a 11y the l a r g e s t S t a t e in the

C o u n t r y s h a r i n g c o m m o a n b o u n d a r i e s M)ith ‘7 S t a t e s viz. U t t a r

P r a d e s h , B i h a r , O r i s s a , A n d h r a prade-sh, M a h a r a s h t r a , G u j r a t and

R a j a s t h a n . M a d h y a P r a d e s h c l a i m s to be the h e a r t of India.

R a n g i n g b e t w e e n lal.itu.des 1 8 ‘ f'4 to 26' M and bet'.Jieen

l o n g i t u d e s 74' E to 84' E, the T r o p i c of c a n c e r p a s s e s thrau.f- l"\

the m i d d l e of the S t a t e . T h e a v e r a g e l e n g t h of the S t a t e from,

e a s t to w e s t is a b o u t 9 6 0 K m s . and from' n o r t h to s o u t h a b o u t 480.

f-';ms. The m a m P h y s i c a l r e g i o n s of the S t a t e are the M o t h e r n

r e g i o n , the N a r m a d a V a l l e y , the M a l w a P l a t e a n t h e , S a t p u r a R i d g e

and the C h h a t i s g a r h P l a i n s . T h e S t a t e h a s a n e t w o r k of r i v e r

s y s t e m s , w h i c h i n c l u d e s the N a r m a d a , M a h a n a d i , T a p t i , I n d r a v a t i ,

C h a m b a l , B e t w a , S o n e , and T a w a etc.

M a d h y a P r a d e s h is the b i g g e s t S t a t e of I n d i a in t e r m s of a r e a

w h i c h I S 4 4 3 4 4 6 sq k m s . It is e n d o w e d w i t h a b u n d a n t and e x t e n s i v e

f o r e s t a n d m i n e r a l r e s o u r c e s , rich and f e r t i l e s o i l , r i v e r s an d

v a s t e x p a n s e of c u l t i v a b l e land. A l m o s t all c r o p s are g r o w n in

the S t a t e , the m a j o r b e i n g W h e a t , J a w a r , C o t t o n , R i c e , Jc.utki,

O i l s e e d s and p u l s e s . A v e r a g e r a i n f a l l of the S t a t e v a r i e s b e t w e e n

7 00 m m and 10 C)0 m m .

(39 >

I t'u.» I:)t jt;(* I!.' c omnu iT:. :.i i ofM* i' cJ i v i 3 j o n hs , 4!> r>* Vh?f)ne

d i t r- 1 c. t;-ii 3 0 7 ]s, 4'39 Commur>it,y d e v o 1 opinen t Blacl' r>

:i nc .1 i.jd 1 HQ Tr-1 b a 1 Dt* v e 1 apme?n t B J. ac k . I. n add 1 t. :i cjn i t

V 1 1. 1 a>j *L*s , 4/, 3 toMins ;ind 23 c i <; i (? 5 a c c o v d i (■\cj to 1.991 c e n nsuKi.

D e m o g r a p h i c S c e n a r i o

T h e total p c p u l a t i o n of riadhya P r a d e s h i=; 6 6 , 1 8 1 , 1 7 0 as per

the 1991 cen?ju5, di e f e m a l e p o p u l a t i o n in the Hstate is

3 1 , 9 1 3 , 0 7 7 w h i c h is 4 8 . 22y. of the p o p u l a t i o n . The rural

p o p u l a t i o n in the s t a t e is 5 0 , 8 4 2 , 3 3 3 , Th e s c h e d u l e d c a s t e

p o p u l a t i o n of the s t a t e is 9 , 6 2 6 , 6 7 S' and the s c h e d u l e d tribe is

1 5 , 3 9 9 , 0 3 4 . T h e r e is a p r e p o n d e r a n c e j f e t h e r i c g r o u p s in the

p a p u l a t i o n . M a d h y a P r a d e s h h a s the l a r g e s t t r i b a l pop>ulation

(23.3y. ) of the c o u n t r y as p e r 1991 c e n s u s .

T A B L E 0 3T O T A L P O P U L A T I O N O F A L L A R E A S A N D R U R A L A R E A S - 1991

I N D I A / MADf-IYA PPvADESH(IN T H O U S A N D S )

ALL A R E A S R U R A L A R E A S

N O . OFS T A T E S D I S V T . P E R S O N S M A L E S F E M A L E S P E R S O N S M A L E S F E M A L E S

(1) (2) (3 :• (4) (5 ) (6) ( ;') (B )

I N D I A 4tH2 B 3 G 5 8 4 4 3 5 2 1 6 4 0 3 3 6 8 6 2 2 B 1 2 3 2 1 2 1 9 3 0 1 5 3 3

M A D H Y A P R A D E S H 45 6 6 1 8 1 3 4 2 6 7 3 1 9 1 4 5 0 8 4 2 2 6 1 6 4 2 4 6 7 8

X Fii:<c l u d e s J ammu a n d JCashmir w h e r e 1991 c e n s u s w a s n o t h e l d . S o u r c e : C ensu.s c f I n d i a - 1 9 9 1

M a d h y a F'radesh a c c o u n t s for a b o u t 7 . 8 4 p e r c e n t of the total

p o p u l a t i o n of Indii. R a i p u r d i s t r i c t o c c u p i e s the f i r s t p l a c e in

the s t a t e by r e c o r d i n g the h i g h e s t pop»t.Uation as p e r 1991 c e n s u s ,

I') ci D a 1 1 Li I 5 t he 1 e :.i s t p op <i 1. a t e d d 1 3 t r i c t o f M .P .

(. 40 )

Th» ? i:aV;al p o p u l a t i o n in th#? a g e - g r o u p of 0 - 6 is 13,091,"'70

of whj.ch the r u ral femalesi are 5,0G7,97>9 and u r b a n f e m a l e s are

1 , 2 9 7 , 5 2 7 .

The rotate h a s o n e f i f t h of total ^chedu. 1 t*d t r i b e p a p u l a t i o n

of the c o u n t r y . T h e r e are 4 6 i d e n t i f i e d t r i b e s l o c a t e d in 35

d i s t r i c t s in the S t a t e . The p o p u l a t i o n of s u c h t r i b a l s is f o u n d

s i z e a b l e to 237, of the total p o p u l a t i o n of the s t a t e an d a n o t h e r

14 . be 1 o n Q S to th e schedu.e led c as t e .

TABLE 04STATEMENT OF SCHEDULED CASTE AND SCHEDULED TRIBE POPULATION 1991

<IN T H O U S A N D S )

P O P U L A T I O N y, A G E TO T O T A L P O P U L A T I O N ,

S T A T E T O T A L S C S T T O T A L S C ST

I N D I A 8 3 8 5 8 4 1 3 8 2 2 3 6 7 7 5 8 1 0 0 . 0 0 1 6 . 4 8 B . 0 8

M A D H Y A Pf^.ADESH 6 6 1 G 1 9 6 2 7 1 5 3 9 9 1 0 0 . 0 0 1 4 . 5 4 2 3 . 2 7

3 o u. r c e : C e n s u. s o f I n d i a - 1 9 9 1

Table 05Percentage of SC/ST Population to the Total Papulation

Coan try/state

S c h e d u 1ed C as t e Sc h e d u 1ed T r i b eT O T A L R U R A L U R B A N T O T A L R U R A L U R B A N

I N D I A 1 6 . 3 3 1 7 . 8 6 1 1 .89 8.01 9 . 9 8 2 . 3 0

M . P 1 4 , 5 5 1 4 . 8 0 1 3 . 7 2 2:f .27 2 8 .82 4 . 8 7

S o u r c e : C e n s u s of I n d i a --1991

In M a d h y a P r a d e s h the R u r a l p o p u l a t i o n is 2 8 . 8 2 p e r c e n t to

the t o t a l p o p u l a t i o n of S t a t e and Uj'ban p o p u l a t i o n is 4 . 8 7

p e r c e n t .

< 4 1 )

T R I B A L S C E N A R I O The t r i b a l p o p u l a t i o n is IS 1/73 . ac 3 wl")i»;:h

.13 the h i g h e s t for a n y s t a t e in the c a u n t r y . Inc iden t a 1 . y t h i s x =;

ii 1 s o a 1 i m o Li t o n e f o n r t h of the t o t a l t f' i Id a 1 p op i.a 1 a t i on o f t h e

c o u n t r y . The t r i b a l p o p u l a t i o n of the S t a t e is not e v e n l y

d i s t r i b u t e d in the 4'3 district-^. T h e v a r i o u s tribe-j l i v i n g

in the s t a t e h a v e b e e n c a t e g o r i s e d int o 4 6 g r o u p s a c c o r d i n g t o

th^> s c h e d u l e d t r i b e o r d e r o n the b a s i s of the d i s t i n c t i v e s o c i a l

and c u l t u r a l c h a r a c t e r i s t i c s of d i f f e r e n t t r i b a l g r o u p s the S t a t e

c Qt.i I d e d 1 V I d e d i n t o f i v e c u 11 u r a I z on e s wih i c h are : -

1. W e s t e r n T r i b a l Z one,

2. C e n t r a l T r i b a l Z one,

3. r-4orth E a s t e r n Triba.1 l o n e ,

4. S o u t h e r n T r i b a l Z o ne,

5. N o r t h W e s t e r n T r i b a l Z o n e .

B e s i d e s s e v e n t r i b a l g r o u p s viz, Abujho^arias of B a s t nr,

B h a r i a s of P a t a l k o t , E M i g a s , F a h a d i fc;orii;as, Kiamars, S e h a r i a s and

B i r h o r s h a v e b e e n r e c o g n i s e d as p r i m i t i v e b y Governi-neit cf I n d i a .

P O P U L A T I O N DEr4SITY : T h e D e n s i t y of P o p u l a t i o n of the S t a t e

in 1991 w a s 149 p e r s o n s p e r s q u a r e k i l o m e t e r as ;igainst IIG

p e r s o n s p e r s q u a r e k i l o m e t e r in 1981. It f o l l o w s that t h e

p r e s s u r e of p o p u l a t i o n on e v e r y s q u a r e l-::i l o m e t e r of land h a s

i n c r e a s e d b y 31 p e r s o n s .

T abIe 06Density of Population <Persons/sq kn)

19 B 1 I9‘?l

I N D I A 2 1 6 274

M . P . 1 IB 140

(42)

D e c a d a l G r o w t h rate of p o p u l a t i o n

The d e c a d a l g r o w t h rnte of fi. P . ii=i 26.7t> p e r c e n t d u r i n g

1981-9. c o m p a r e d to all I n d i a f i g u r e s of 23. pe r c e n t and that

o f h:.GriIa is 1 4 . 3 2 p e r c e n t .

G R O W T H - R A T E

Th^ grot»ith--rate of p o p u l a t i o n i.n M a d h y a Pradef^h h a s g o n e up

f r o m 2?:. 27'’ p e r c e n t in 1 9 7 1 - 6 1 to 2 6 . p e r cent in 1901--91. T h e

h i g h p s i g r o w t h - r a t e of 5 0 . 9 2 p e r co?nt h a s b e e n r e c o r d e d b y B h o p a l

di.^trict, foIlou;ed by J h a b u a d i s t r i c t w i t h 4 2 . 0 3 p e r c e n t . T h e

t h i r d |:oaitian in t e r m s of g r o w t h - r a t e of p o p u l a t i o n is o c c u p i e d

b y S i d M d i s t r i c t , r e g i s t e r i n g a growth--rate of 38. "51 p e r c e n t in

1981-93. T h e g r o w t h - r a t e of B h o p a l d i s t r i c t has g o n e d o w n f r o m

!36.3G p e r c e n t in 197'1-81 to 5 0 . 9 2 p e r c e n t in 1 9 8 1 - 9 1 w h e r e a s

d u r i n g the s a m e p e r i o d the growth--rate of J h a b u a h a s g o n e up f r o m

19 . 07 per c e n t to 42 .03 p e rc en t and of S i dh i d i s t r i c t f rom 27 , 3 1

p e r ctnt to 3 8 . 5 1 per c e n t . I n d o r e d i s t r i c t , in w h i c h is

s j. tua t fd the t h r o b b i n g i n d u.s t r i .j. 1 and comnie rc i a 1 ub of tI'l e

S t a t e , r e c o r d e d a g r o w t h - r a t e of 2 9 . 9 0 p e r cen t in 1 9 8 1 - 9 1 , as

a g a i n s t the g r o w t h - r a t e of 3 7 . 4 9 p e r c e n t d u r i n g the p r e v i o u s

d e c a d e i.e., 1 9 7 1 - 8 1 . D e w a s d i s t r i c t , the s t e l l a t e , of I ndore,

h a s r»-gistered a g r o w t h - r a t e of 2 9 . 8 3 p e r cen t in 1981--91, s=is

c o m p a r e d to 3 3 . 8 1 p e r c e n t d u r i n g 1 9 7 1 - 8 1 . On the o t h e r h a n d ,

t h e lo/est g r o w t h - r a t e of 1 8 . 7 2 p e r c e n t , h a s b e e n r e c o r d e d in

Balaghit d i s t r i c t in 1981- 9 1 , i*/h i 1 e d u r i n g the p r e v i o u s d e c a d e of

1971-81, P.aigarh d i s t r i c t h a d r e c o r d e d the lowest g r o w t h - r a t e of

12^.36 percent.

(43 )

Decadal Variation in Populatiaon:

T h e d e c a d a l v a r i a t i o n in p o p u l a t i o n of M a d h y a P r a d e s h his

g o n e up f r o m 1 5 . 3 0 p e r c e n t 1901 - 1911 to 2 6 . 7 5 p e r c e n t in

1 9 8 1 - 9 1 b u t it w i l l be n o t i c e d , t hat, there h a s b e e n a chequer»?d

g r o w t h in the p a p u l a t i o n f r o m 1901--21, and s t e a d y f ro m 1 9 2 1 -S 3 .

T h e r e a f t e r t h e r e w a s a s p u r t in the g r o w t h r a t e of p o p u l a t i o n

d u r i n g the d e c a d e s t h a t f o l l o w a f t e r 1951. T h e g a l l o p i n g growt'h-

rat e of 2 8 . 6 7 p e r c e n t d u r i n g the d e c a d e 1 9 6 1 - 7 1 w a s r e s t r a i n e d

in 1 9 7 1 - 8 1 at 2 5 . 2 7 p e r c e n t , b u t a g a i n the g r o w t h rat e has

i n c r e a s e d to 2 6 . 7 5 p e r c e n t d u r i n g the d e c a d e 1 9 8 1 - 9 1 .

The low g r o w t h - r a t e of p o p u l t i o m as o b s e r v e d in the d e c a d e

1 9 7 1 - e i r a i s e d h o p e s o f c o n t a i n i n g the p o p u l a t i o n , b u t w i t h the

t r e n d b e i n g r e v e r s e d in 1 9 8 1 - 9 1 , a s t a t e of c a u t i o n h a s cofne into

p l a y , b u t it IS too e a r l y to m a k e a n y g e n e r a l i s a t i o n on the b a s i s

of t h e s e f i g u r e s .

Se:<-Rat io

A b a s i c D e m o g r a p h i c C h a r a c t e r i s t i c of the p o p u l a t i o n is the

se:< c o m p o s i t i o n . The b a l a n c e b e t w e e n the s e u e s is an i m p o r t a n t

a s p e c t of a p o p u l a t i o n s t r u c t u r e , s i n c e the s e x c o m p o s i t i o n

i n f l u e n c e s the e c o n o m i c and s o c i a l life of the p e o p l e . The se:<

r a t i o d e f i n e d as the n u m b e r of f e m a l e s p e r t h o u s a n d m a l e s is

u s e d as an inde;< to m e a s u r e the se:< c o m p o s i t i o n in India,

■fable g i v e n b e l o w b r i n g s o u t the se;< r a t i o o f M a d h y a P'radesh as

g i v e n in the C e n s u s of I n d i a 1991.

(44)

Table 07 Se:< ratio in Madhya Pradesh

(Female per 1000 Male)

1981 1991

Tot a 1 94 1 931

R u r a l 9 5 6 9 4 3Urb an G 8 4 8 9 3S c h e d u I e d C a s t e 9 3 2 9 1 '3S c h e d u 1ed T r 1 b e 9 9 7 985N o n S C / S T <POP ) 9 2 3 9 1 6POF> (0-6 y e a r s ) 9 7 8 9 5 2

Se:< r a t i o of K e r a l a -- 1 0 4 0

S e :< r a 1 1 o of Ind I a 9 3 2 9 2 9

S o u r c e : C e n s u s o f India 1991.

TABLE 08IMPORTANT DEMORGRAPHIC INDICATORS OF POPULATION

IN INDIA BY MADHYA PRADESH - 1991

N A M E A N N U A L EX P . G R O W T H

U R B A N

P O P ,A S % OF T O T A L

P O P .A 6 E D 0 - 6 OF T O T A L P O P .

SE XR A T I O

C R U D EB I R T HR A T E

C R U D ED E A T HR A T E

I N F A N T M O R T A L. I TY R A T E

< 1 ) (2) <3) (4) (5 ) <6 ) (7 ) (8)

I N D I A 2 . 1 4 25 . 73 17 . 9 4 9 2 7 2 9 . 3 9 . 8 8 0 . 0

M A D H Y A P R A D E S H 2 . 3 8 23. 18 1 9 . 7 8 931 35 .8 13.8 1 2 2 . 0

*E:<clu.des Jammu, and fvashmir w h e r e 1991 c e n s u s w a s no t h eld.

SOUF\CE: < a) F o r c o l u m n s 2 to 5 1991 cenasus,(b) C o l u m n s 6 to 8 a r e b a s e d on s a m p l e r e g i s t r a t i o n

s y s t e m e s t i m a t e s o f 1991.

Total Fertility Rate:

T o t a l f e r t i l i t y r a t e is i n v e r s e l y r e l a t e d to f e m a l e

l i t e r a c y and e d u c a t i o n . T h e g e n e r a l m a r i t a l f e r t i l i t y rate fo r

M.F’. w a s 192 pt*r 1 , 0 0 0 in 1 9 8 1 , w h e r e a s n a t i o n a l a v e r a g e w a s 1639

and f o r e r a 1 a 174 .

(4!) )

Infant Mortality Rate;

In 1 9 8 7 the IM R w a s 1 1 8 t>Dr f e m a l e s c o m p a r e d to 122 far

m a l e s , iA»hereas all i n d i a figar»?3 f o r f e m a l e IMP. 13 9 6 a n d m a l e

U1R is 95 in c a s e of K e r a l a , the f e m a l e IMR is o n l y 2 7 and is 5

p o i n t s loMier t h a n m a l e w h i c h is 32.

Tab 1e 09Yearly Birth-Death and Child Mortality rate.

1 9 8 8 to 1991 I n d i a / M a d h y a P r a d e s h

Y e a r

1988

I n -li 1 a

M. P

19S9

I n d i a

M. P .

1990

India

M . P

1991

I n d i a

M. P .

B i r t h R a t e D e a t h R a t e C h i l d M o r t a l i t y F'J.ate

R u r a l U r b a n T o t a l R u r a l U r b a n T o t a l R u r a l U r b a n T otal

33.1

38. 4

36. 7

3 1 .7

38, 9

3 0 . 9

37.3

2 6 . 3

3 1 .2

3 0 . 3

24. 7

2 9 . 3

2 4 . 3

3 1 . 1 2 . 0

3 7 . 0 15. 4

11.0

9 . 8 1 4 . 3

3 0 . 6 11.1 7 . 2 1 <:?. 3

3 5 . 5 1 3 . 9 8 . 6 1 2 . 9

3 0 . 2 10.5 6 . B 9 . 7

3 7 . 1 1 3 . 7 7 . 6 1 2 . 6

2 9 . 5 1 0 . 6 7.1 9 . 8

3 5 . 8 1 4 . 9 9 . 2 1 3 . 8

102

128

98

125

86

120

87

125

6 2

83

58

78

50

61

5 3

74

94

121

91

117

80

1 1 1

80

117

S a m p l e R e g i s t r a t i o n B u l l e t i n C h i e f R e g i s t r a r Q o v t - . o fbource I n d i a P4ew D e l h i .

(46)

F e m a l e C h i l d D e a t h s b y A g e 2 y e a r s .

F e m a l e c h i l d d e a t h s arf? as h i g h as 2 1 V i.n T i k a m g a r h D i s t t

E x c e s s o f Feacnle C h i l d D e a t h s o v e r M a l e C h i l d D e a t h s b y 3

y e a r s a g e

(DPEP )

T a b l e 10 V i t a l S t a t i s t i c s 1981District's in M a d h y a H r a d e ih

S t a t e / District

I n f a n t Mo r t a Ii t y Rate

F e m a l e c h i l d D e a t h b y A g e

E x c e s s of f e m a l e c h i l d d e a t h b y age 5

GUNA 150TIKAMGARH 195CHHATARPUR 182PANt'JA 185SAINA 181REWA 173SHAHDGL 164S-HDHI 161MArMDSAUR 138RATLAM 143DHAR 116BETUL 158SEHORE 146RAJGARH 170RAIGEN 135RAJNAr’4DGAOr-4 132 BIL.ASPUR 115SUR6UJA 115RAIBARH 113

179 219 21 1 204 200 176 166 160 1.51 158138 163 202 184 168 168 143 132139

14,10.16.07.08. 1 1 .-04 . -02 . -03. 02 -03 OC' 12 02 07 02 -05 -05 -09

49311328660020<jO'240 1 1

5 7 , 9712 .25 8 3 ,9306 .4541

S o u r c e : i. C e n s u s of I n d i a 19811 1 . W o m e n and D o v e l o p m e n t b y S H E E L C . NUfMA -- 1990

<47 )

T a b l e 11N u p t i a l i t y R a t e s F o r(OPEP) D i s t r i c t s in

F e r t i 1 ity 1981M a d h y a P r a d e s h

S t a t e / M a r r i e d F e m - M e a n a g e at c r u d e G e n e r a l 1 9 8 8distr-- a l e s in age m a r r I age b i r t h m a r i tal/ co u p !i c t s g r o u p 1 5 - 1 9 of c u r r en 1 1y rate F e r t i l i p r o t e c

m a r r i e d ty r a t e ion ratf e m a 1 es ..

tiUNA 7 7 . 9 1 1 5 . 0 0 4 2 . 0 3 2 1 5 2 8 . 5 0T I K A M G A R H 8 4 . 3 6 1 4 . 3 0 4 4 . 4 8 2 2 4 2 9 . 4 0C H H A T A R P U R 8 0 . 3 3 1 4 . 5 0 4 2 . 1 9 2 4 . 4 0P A N N A 8 0 . 4 2 1 5 . 0 0 4 5 . 5 4 2 7 . 6 0S A T N A 7 9 . 3 6 1 4 . 8 0 41 .20 197 2 4 . 6 0R E W A 8 3 . 7 2 1 4 .40 4 0 . 5 5 191 4 6 . 4 0S H A H D O L 7 8 . 2 2 1 4 . 8 0 3 5 . 5 7 165 2 7 . 8 0S IDHI 8 4 . 3 8 1 4 . 6 0 38. 7 0 187 2 4 . 0 0MAr4DSAUR 7 2 . 3 8 14. 8<'J 3 8 . 3 0 186 31 .70R A T L A M 61 .05 1 5 . 5 0 38. 15 190 4 6 . 4 0D H A R 5 4 . 8 0 1 6 . 3 0 3 9 . 3 9 2 0 7 4 3 . 3 0B E T U L 38. B 4 1 6 . 9 0 4 0 . 6 9 'T'2‘4 33. G OS E H Q R E 75 .48 1 4 . 6 0 4 0 . 7 7 2 0 8 3 3 , 7 0R A J G A R H 7 9 . 2 0 14 .60 3 8 . 9 5 190 3 0 . 8 0R A I S E N 75 .66 1 4 . 9 0 4 2 . 6 2 ' 2 1 8 2 9 . 3 0R A J N A M D B A O N 5 8 . 8 4 1 4 . 9 0 3 5 , 5 2 180 49. 10B I L A S P U R 64. 18 15 .40 34. 14 169 3 6 . 2 0■SURGUJA 5 4 . 6 2 15 .60 3 3 . 3 5 157 3 2 . 6 0P.AIGARH 3 8 . 5 3 I 7 . 0 0 3 7 . 2 2 149 45 .50

S o u r c e : i . C e n s u s of I n d i a -- 19811 I . W o m e n and D o v e l o p m e n t by S H E E L C.NU^4A “ 1 9 9 0

A s p e r the T a b l e g i v e n a b o v e it IS e v i d e n t that the e x c e s s

o f f e m a l e c h i l d d e a t h s o v e r m a l e c h i l d d e a t h s b y 5 y e a r s 16. 13

in C h h a t a r p u r d i s t r ict w h i c h IS 10. 2 3 •

T h e d a i l y p e r c a p i t a c a l o r i e c o n s u m p t i o n is an i n d i c a t o r o

e c o n o m i c s t a t u s . The l o w e r the i n c o m e , the h i g h e r is t h 1

p r e v a l e n c e af malnv.vtri t ion in M a d h y a P r a d e s h . P o v e r t y p u s h e s g i r l s

an d w o m e n into m o r b i d i t y and ill h e a l t h , l o w e r s e f f i c i e n c y and

s e t s a r e v e r s e g e a r in life.

(48)

E c o n o m i c S c e n a r i o

M a d h y a P r a d e s h w h i c h stand^i f i rst in a r e a and s i x t h in

p o p u l a t i o n a m o n g s t the s t a t e s of In d i a n U n i o n h a s b e e n m a k i n g

•special e f f o r t s for lipeeding up i n d u s t r i a 1 i •3a 1 1 on and d e v e l o p m e n t

f r o m a n u m b e r of angle^s in the la-st f i f t e e n y e a r s .

Gut the b e n e f i t s of thi^s d e v e l o p m e n t i s yet to r e a c h the

i n t e r i o r and rural a r e a of M a d h y a P r a d e s h . 36.li>0/i of p o p u l a t i o n

of M . P . IS b e l o w p o v e r t y lin e a-s c o m p a r e d to 41.4V. in r u ral area.

Table 12Percentage of Papulation below Proverty line (1987-88)

C o m p a r a r i v e India, M a d h y a Prade-sh and K e r a l a l

I n d i a / S t a t >? P G r e n t ag e Pe rce n tag e

Ind I a 3 2 . 7 2 9 . 2 0

M . P . 41 .4 3 6 . 5 0

K;e r a I a I'D . 4 1 6 . 9

S o u r c e : N a t i on a 1 S amp 1e S u r v e y .

Table 13

The Work Participation

Madhya Pradesh fy.

Rate in 1981

Kera1 a

S t a t e T o t a l R u r a 1 U r b a n

M a d h y a P r a d e s h 3 1 . 0 3 6 . 2 9 . 6

e r a 1 a 16. 6 18.2 3.1 .9

S o u r c e : C e n s u s of I n d i a 1981

( 4 9 )

W o m e n are i n v o l v e d in t h r e e t y p e -5 of w o r k : No n h o u s e h o l d

e m p l o y m e n t for u/age u;ork or s e l f e m p l o y m e n t ; S e l f e m p l o y m e n t .in

a g r icul tu.re a n d H o u a e h o l d b a s e d i n d u s t r i e-E5 5 and d o m e s t i c w o r k .

T a b l e 14

T h e M a r g i n a l W o r k e r s in M . P , (1991)

P e r s o n s M a l e s F e m a 1 es

T o t a l 3 4 0 5 9 6 4 2 5 8 4 3 1 3 1 4 7 5 3 3

R u r a 1 3 2 7 6 1 3 9 2 3 1 4 3 7 3 0 4 4 7 0 2

U r b a n 1 2 9 8 2 5 2 6 9 9 4 .. 1 0 2 8 3 1 ■ ;i

S o u r c e ; C e n s u s of i n d i a 1991

The F e m a l e s f o r m a m a j o r c h u n k of m a r g i n a l u/orkers s p e c i a l l y

the rural w o m e n . T h e w o m e n in the l a b o u r f o r c e are t a k e n as

u n p a i d f a m i l y l a b o u r , h o m e b a s e d p r o d u c t i o n . R u r a l w o m e n w o r k

l o n g e r h o u r s t h a n m e n and h a v e l e s s e r time for l e i s u r e and w o m e n

and c h i l d r e n t o g e t h e r c o n t r i b u t e m o r e t h a n the f a t h e r to the

f a m i l y i n c o m e (Jain 2< C h a n d , 1985) .

(5 0 )

L I T E R A C Y

The e d u c a t i o n of w o m e n a l s o present':^ a disiiiai v i e w :izi the

r a t e i-ii a i l o w as 2 G . 3 9 V4 for w o m e n in riadhya P r a d e s h .

Table 15 Literacy Rates

Ind I a M a d h y a P r a d e s h

T o t a l 52. 11 43. 45M a l e 63. B 6 5 7 . 4 3F e m a 1 e 39. 42 2 8 . 3 9

b o u r c e

< 0 - 6 ag e g r o u p s h a s b e e n e x c l u d e d . >

C e n s u s of I n d i a - 1991

Table 16Comparative Literacy Rates Inclusing of all Age Groups

C o u n t r y /S t a t G s A l l c ommi.in 1.1 i e s M a l e F e m a 1e

S c h e d u l e d C a s t e S c h e d u l e d M a l e F e»7 a 1 e M a l e

r r I ta e F e m a 1 e

Ind I a M.P.K' . e r a I aM a h a r a s h t r a ‘

4 6 . 8 9 39. 49 75 .26 5 B . 7 9

2 4 . 6 2 1 5 . 5 3 65 . 73

■ 3 4 . 7 9

3 1 . 1 2 1 0 . 9 3 2 4 . 5 2 3 0 . 2 6 0 6 . 8 7 17.74 6 2 . 3 3 4 9 . 7 3 3 7 . 5 2 4 8 , 8 5 2 1 . 5 3 3 2 . 3 8

0 8 . 0 4

0 3 . 6 0 26. 0 2 11 .94

S o u r c e ; C e n s u s of India , 1981

Female LiteracyTab 1 e

Rate (1987-88) andMadhya Pradesh

17Infant Mortality rate (1988)/ l^erala

State Ru r a 1 Urban

I MR Female Lite r ac y

IMR FemaleL L teracy

Iv e r a 1 a Madhya P radesh

3 0127

7 3 . 0 15 . 6

2 2 7 9 , 6

8 3 5 4 . 0

Source : (i ) Registrar General : S ample Registration E-'ulletinDe c 1989.

(ii) N a t i o n a l S a m p l e S u r v e y , 4 3 r d R o u n d .

<51 )

T h e r e is a n e g a t i v e c o r e l a t i o n betujeen F e m a l e L i t e r a c y rat»?

an d I n f a n t horta.lity R a t e (IMR) . In the rural h a d h y a P r a d e s h the

M o r t a l i t y R a t e is 127' w h e r e L i t e r a c y rate is 15.6V. w h i l e in the

u r b a n a r e a it is 8 3 w i t h a L i t e r a c y R a t e of 54.0V..

On the b a s i s of the e s t i m a t e s of p o p u l a t i o n in the age g r o u p

0 —6 at the s t a t e level, w o r k e d o u t b y the o f f i c e of the Flegistrar

G e n e r a l , I n d i a , the l i t e r a c y r a t e , w o r k s o u t to 4 3 . 4 5 p e r c e n t

f o r the t o t a l p o p u l a t i o n o f M a d h y a P r a d e s h . T h e m a l e l i t e r a c y

r a t e b e i n g 5 7 . 4 3 p e r c e n t w h i l e it is 2 8 . 3 9 p e r c e n t for the f e m a l e

c o u n t e r p a r t «T h e c o r r e s p o n d i n g r a t e s at the 1981 C e n s u s h a d b e e n

3 4 . 2 2 p e r c e n t fo r the t o t a l p o p u l a t i o n 4 6 . 4 1 p e r c e n t for m a l e s

a n d , 1 8 . 9 9 p e r c e n t for f e m a 1e s ,r e s p e c 1 1 v e l y .

T A B L E 18G R O S S E N R O L M E N T R A T I O IN C L A S S E S I-V A N D V I - V I I I

O F S C H O O L S F O R G E N E R A L E D U C A T I O N - 1 9 9 1 - 9 2 C O M P A R A T I V E I N D I A V. M A D H Y A P R A D E S H

S . N o . S T A T E / U T ?

C L A S S E S I-V C L A S S E S V I“VII I

T O T A L B O Y S G I R L S T Q T A L B O Y S G I R L S

( 1 :< (2 ) (3 (4) (5) (6 ) (7) (8 )

1 I N D I A 1 0 2 . 7 4 1 1 6 . 6 1 8 8 . 0 9 6 1 . 1 5 74. 19 47. 40

2 M A D H Y A P R A D E S H 1 0 4 . 5 4 1 1 9 . 2 0 8 8 . 7 9 5 5 . 5 3 7/4 , 2 2 35 . 6 8

S O U R C E -- S e l e c t e d E d u c a t i o n a l S t a t ist i c s - 1 9 9 1 - 9 2 M i n i s t r y of H u m a n R e s o u r c e D e v e l o p m e n t < D e p t t . E d u c a t i o n ) G o v t , of India, N e w D e l h i .

(52)

TABLE 19 DROP-OUT RATES IN CLASSES I-V

1988-89

S . N o . S T A T E / U T s T O T A L B O Y S G I R L S

( 1 ) <2 ) <3) (4 ) (5)

1 I N D I A 4 7 . 9 3 4 6 . 7 4 4 9 . 6 9

M A D H Y A P R A D E S H 4 0 . 6 2 3 9 . 3 2 4 2 . 6 4

f-rjR C L A S S E S I TO V

Er4R0LriENT IN C L A S S IN PRECEDir-4G 4 Y E A R ( i . e 1 984-85)D R G P - Q U T R A T E S A T E N R O L n E N T IN C L A S S V D U R I N G T H E Y E A RP R I h A R Y S T A G E = --------------------------------------------------- * 100D U R I N G T H E Y E A R E N R O L M E N T IN C L A S S P R E C E D I N G 4 Y E A R

M i n u .5 -sign i n d i c a t e s that the e n r o l m e n t in C l a s s V i m o r e thanthe e n r o l m e n t in Cia-iis I p r e c e d i n g 4 y e a r -5SOURCF£;- P l a n n i n g M o n i t o r i n g S t a t i s t i c s Div . M i n i s t r y of H u m a n

R e s a u r c e , De ve lop\T\ent < D e p t t . of E d u , ) G o v t , of India, N e w D e l h i .

TABLE 20LIST OF DISTRICTS HAVING LITERACY RATES BELOW

30 PERCENT FOR ALL PERSONS - 1991 MADHYA PRADESH

S T A T E N A M E D I S T R I C T N A M E LITER.ACY R A T E

M A D H Y A P R A D E S H S I D H I 2 9 . 1 5J H A B U A 19,01B A S T A R 2 4 . 8 9

S o u r c e : S t a t i s t i c a l D a t a b a s e f o r L i t e r a c y V o l ~ I I , 1 9 9 3

( 5 3 )

T A B L E 21

L I S T O F D I S T R I C T S W I T H B E L O W 20*/, L I T E R A C Y R A T E S F O R F E M A L E S IN A L L A R E A S - 1991

M A D H Y A P R A D E S H

L I S T O F D I S T R I C T S L I T E R A C Y R A T E

S H I V P U R I 15 .64

GUt'JA 1 7 . 9 9

T I K A M G A R H 1 9 . 9 6

PA^4^4A 1 9 . 4 1

S I D H I 1 3 . 6 1

S H A J A P U R 19. 77

JHABLIA 11 .52

R A J G A R H 1 5 . 6 2

SUR.GUJA 17 . 40

B A S T A R‘

15 . 3 0

S o u r c e : S t a t i s t i c a l D a t a b a s e fo r L i t e r a c y V o I - I I , 1 9 9 3

T a b l e 2 2E n r o l m e n t in P r i m a r y S c h o o l s ( M . P .)

All C o m m u n 1 1 i es B o y s G i r l s

To t a 1 8 4 . 4 7 1 2 . 7 2 1 5 . 7 8B o y s 4 9 . 2 5 0 7 . 7 0 0 9 . 8 3G i r l s 35 .22 05 .02 0 5 . 9 5

S o u r c e : S t a t i s t i c s , M,P^.School E d u c a t i o n D e p a r t m e n t , 1 9 9 2

In r u r a l M a d h y a P r a d e s h , t h e r e are 47.62V. f a m i l i e s ujithout

a n y l i t e r a t e m e m b e r in the f a m i l y , oihile f o r u r b a n h o u g e h o l d s

the f i g u r e is 16.66*/«,

T a b l e 2 3G i r l s E n r o l e d in c l a s s I - V to t o tal E n r o l m e n t

S T A T E R u r a l U r b a n T o t a l

K e r a l a 4 8 . 6 8 4 9 . 5 8 4 8 , 7 9M a d h y a P r a d e s h 3 6 . 5 4 4 3 . 7 6 . 3 8 . B5

S o u r c e : S e l e c t e d E d u c a t i o n a l S t a t i s t i c s MHP.D , N e w D e l h i .

<54)

Table 24Female Dropouts in classes I - VIII

S t a t e S c h e d u l e dC a s t e

Schedu. 1 ed Tribe

KvS r a 1 afladhya P r a d e s h

1 5 . 6 6 67. 46

0 0 . 00 6 6 . 8 3

3 4 . 6 4e o . 3 9

S o u r c e : S e l e c t e d E d u c a t i o n a J S t a t i s t i c s M H R D , TJew D e l h i .

Table 25 Dropout rate in Madhya Pradesh

f - r i m a r y 

T o t a lB o y s

G i r l s

0/4. •.'> 2 8 . 4

4 2 . 3

1 4 . 4 1 2 .6 IB . 2

133,5 45. ? 64. 7

S o u r c e : M . P . S c h o o l E d u c a t i o n S t a t i s t i c s D e p a r t m e n t , 1 9 9 2

In riadhya P r a d e s h the s i t u a t i o n of Govt. S c h o o l s is as f o 1 l o w s .

Table 2 6 Government Schools M.P.

(in thousands)

P r i m a r y M I d d 1 e H i g h H i g h e r S e c o n d a r y T o t a l

Sc h o o 1 Ld uc a 1 1 on T W O□ the rs T o t a l

4 0 . 6 5 1 5 . 9 0 1 5 . 8 5 7 2 . 4 0

0 8 . 9 0 0 3 . 2 3 04. 1 2 16 . 2 5

C' 1.15 00. 40 0 0 . 8 0 0 2 . 3 5

0 1 . 3 8 5 2 . 0 8 0 0 . 3 9 1 9 . 9 2 0 0 . 8 8 2 1 . 6 5 0 2 . 6 5 9 3 . 6 5

S o u r c e : S t a t i s t i c s , N . P . S c h o o l E d u c a t i o n D e p a r t m e n t , 199 2

Table 27Schools without Buildings (in Thousands)

M a d h y a P r a d e s h

P r 1 m a f' y M i d d l e H i g h H 1 9 It S e c o n d a r- y

S c h o o 1W i t h o u t 0 5 . 1 0 E<ui Id ing

01 .60 0 0 . 6 5 0 0 . 2 4

S o u r c e : S t a t i s t i c s , M.P. S c h o o l E d u c a t i o n D e p a r t m e n t , 199'

(55 )

Table 28 Primary Schools

Basic Information (M.P.)

P o p u 1 a 1 1 C) n / S c h q o 1 9 5 9B c h o o l s / L a k h P o p u l a t i o n t04T e ac h e r s - p u p i l R a t i a 4 2A v e r A Q © E-Inrolment / S c h o o l 112

S o u r c e : S t a t i s t i c s , h . P . S c h o o l E d u c a t i o n D e p t t . , 1 9 9 2

In M a d h y a P r a d e s h t h e r e is a r e q u i r e m e n t of 1 , 8 2 , 9 8 2 P r i m a r y

S c h o o l T e a c h e r s o u t of ,u/h ich 1 , 6 7 /786 are r e c r u i ted w h i l e t h ere

IS a v a c a n c y of 1 5 , 1 9 6 r e m a i n i n g .T h e m a l e and f e m a l e t e a c h e r s in

t h e s t a t e are as fol lou/s.

Table 29 Primary Schools

Teachers < in thousands )h a d h y a P r a d e s h

M a l e F e m a 1 e ■ • A l l

T o t a I T r a 1 r\ e d

1389 5

4 32 6

1 B 1 1 2 1

S o u r c e : S t a t i s t i c s , M . P .S c h o o l s E d u c a t i o n D e p t t . , 1992.

( 5 6 )

GENDER STUDIES (DPEP) IN MADHYA PRADESH

COVERAGE, TARGET GROUP, GOALS fy . OBJECTIVES

DPEP : Proposed Coverage in Madhya Pradesh

T h e Diatricl- P r i m a r y E d u c a t i o n P r o g r a m m e (DPEP) is to be

i m p l e m e n t e d in 19 of the 45 d i s t r i c t s of M a d h y a Prad►ish, w i t h

e f o r m thi? G o vt. of India. N a m e s of the 19 D:

D i V i s 1 on DI s t r ]. c t

1 . B’ho p a l 1 . S e h o r e

R a i s e. n

R a J g a r h

4. Betu .1

2 . G w a Y i o r 5 . G u n a

3. I n d o r e 6 . Dh ar

4 . U j j a 1 n 7 . Rati am

8 . M a n d s a u r

5, S a g a r 9. T I k a m g a rh

1 0 . C h h a t a r p u r

1 1 . P anna

6 . R a i p u r 1 2 . R a j n a n d g a o n

7. R e w a 13. Re IX a

14. S a t n a

15 . S idh i

16. S ha h d o 1

B i l a s p u r 17. B 1 1 a s p u r

18. R a i g a r h

19. Sargu. j a

<57 )

I t 1 e p I’o j ec t c:ove i" -n An aro h of 1 , 81 , 5 76 5 q . k m:7i twr ich i.s

d i v i d e d i n t o 198 d e v e l o p m e n t blocl<:5 of ujhich 7Q are

p r e d o m i n a n t iy tr i b a l b l a c k s . Th e p r o j e c t a r e a h a s 2J. 1 tou/n'» and

3 3 , 9 5 9 v i l l a g e s . The d i s t r i c t s are e d u c a t i o n a l l y b a c k w a r d and

r e p r e s e n t the r a n g e of i n i t i a l c o n d i t i o n s in the s t a t e as iwell as

Q e o cj r a i:> h i c a 1 s p r e a d t o i n c i u d e e s t e r n , c e n t r a 1 a n d e a s t e r’ n

f-iadhya f^radesh. S e v e n d i s t r i c t s , Viz. D h a r , Betu. 1 , S a r g a j a ,

R. a 19 A I - h , B 1 I as p u. r , S i d h i a n d 8h ahd o 1 are d i. s t r i c t s «>j i t h a

p r e d o m i n a n t l y t r i b a l p a p u l a t i o n . Of t h e n i n e t e e n d i s t r i c t s ,

e v e n t e e n d i s t r- 1 c t s h a v e a n a v e i ' a<;j e f e m a l e l i t e r a c y r a t e 1 e s s

than 111 e s t a. t e ave r ag e of 2 S . S '5 % . T o ci i s t r i c: t s h a v v7 f e m a 1 e

I 1 t e a c y r i t e s o f 2 9 . 1 ’/♦ a. n d 3 3 . 9 V,. T h e s e t u/ a d i s 1 1' i c t s p r o v i d e a

i‘)t\at .nore adv;H.vw::ed settincj for the pi'oject acti%'ities.

T h e b a s i c f o c u s of the p r o j e c t is o n U n i v e r s a 1 i s a t i o n of

P r 1 m H r y t'd ».i.c a t i ori (DP E > 1111' o ug f i pub 1 i c 1 y ):) r o v i d e vd p r i m a r y

e d u c a t I o n .T h i s is the s y s t e m tha t is m e a n t to s e r v e the

p o o r b u t is y e t to d o s o e f f e c t i v e l y . P r i v a t e s c h o o l s w o u l d

d e r i v e b e n e f i t s f r o m the p r o j e c t in t e r m s of a c c e s s to

i m p r o v e c u r r i c u l a , t e x t b o o k s and p a r t i c i p a t i o n in s t a f f

*

d e v e l o p m e n t a c t i v i t i e s . f-JriOs w i t h p r i o r ex.pjerience or i n t e r e s t i.n

e d u c a t i o n and r e l e t e d a r e a s w o u l d a l s o be i n v o l v e d in the

e x e c u t i o n of the p r o j e c t f r o m time to time. H o w e v e r , the

t h r u s t w o u l d be on p u b l i c l y p r o v i d e d d e l i v e r y c h a n n e l s for

e d u c a t i o n .

(5G)

BASIC DATA OF 19 DPEP DISTRICTS

Madhya Pradesh

D IV IS IO N S . D IS T R IC T: L IT E R A C Y ! ! R A T E !

^^Q. O f 1 ^W. OF I P R IM ARY SCHOOLS

OFN . F . E .

G£R3 0 . 0 9 . 9 2

1 i

: f i : F : t o t i b i! IOC

! ! ! ! l : s

: V I L L: a g e s1

i

:m B lT A IG Q V T iT io t ^ :1 1

:N O f^ : TO TA L: g o v t i111 I*

C E N TR E S BO YS : g i p l l o ' o : : : a l l :1 1 1

B h o p a l S e h o ret t t c “: 5 6 . 9 ! 2 2 . 0 I 4 0 .4 1 5

1

: 1 0 8 3 : 1 0 6 9 1 9 3 01

: i 2 0 : 1 0 5 0 5<>0 9 2 . 0 1 : 6 7 . 01:e o .01:1 1 1

R a is e nI 1 1 1

1 5 4 .0 1 2 5 . 5 : 4 0 . 8 1 7 l i f t

: i 5 i 8I

1 1 4 25 1 1 0 9 51

174 : i i 6 91

5 8 4 8 9 . 5 1 B 5 . 0 1 : B 7 . 5 1

7j R i jq a r h

I 1 t r

1 4 6 . 7 : 1 5 . 6 : 3 1 . 8 : 61 I 1 I

1 1 7 4 7 : i 6 6 6 1 1 0 1 21

1 48 1 1 0 6 0 5 8 5 7 5 . 7 : 5 9 . 3 1 6 5 ,8 :

4 B p tu i1 1 1 1

: 5 7 . 4 : 3 - 3 . 9 : 4 5 . 9 : 1 0 1 1 391 : i 3 2 8 1 1241 1491

: i 2 9 01

5 0 2( 1 1

9 3 . 5 1 8 6 .7 : 9 0 . 2 :I 1 <

G w a lio r 5 Gun a 1 4 8 , 9 : 1 8 . 0 1 3 4 . 6 : 9 i 1 1 1

1 2 2 7 7 1 2 5 9 0 1 1 3 4 91

1

1841

1

: i 4 3 31

7 0 )1 1 1

9 5 . 0 1 : 8 1 . 0 1 1 8 8 .01: 1 1 (

In d o re 6 D h a r1 1 1 )

1 4 7 . 6 1 2 0 . 7 : 3 4 . 5 : 1 3l i l t

1

1 1 5 7 01

:3 0 1 7 1 1 5 2 21

I *^91

1

: i 5 5 i 6 8 91 1 1

9 1 . 0 1 :6 C .0 1 : 7 6 . o i :1 t I

l l j ja in 1 R a t l in i1 f 1 t

: 5 B , 4 : 2 9 . 1 : 44. 2:6 t i l l

1

: 1 0 7 0 : i 3 0 81

1

1971f

1

1 1 6 81

1

: i i 3 9#

5 7 5I 1 1

86. 01: 72. 01: 79. 01:< 1 1

e M in d s a a r1 1 1 1

: 6 7 . 9 ; 2 8 . 3 ! 4 B , 7 : e 1 t 1 1

1

: i 7 6 51

1

1 1 5 8 01

I

1 1 3 9 7 1

1

: 2 8 01

1

: i 6 7 7 6 8 51 1 1

9 1 . 7 :9 t ) ,8 : 9 0 . 4 :1 1 1

S a g a r 9 Tik.am >9arh1 1 1 1

: 4 7 . 5: 20, 0134.816 1 1 1 \

11 9 7 31

116711

19011

1

:8 2I

1:? 8 3 7 0 0 9 0 . 7 : 8 9 . 9 : 9 0 . 9 :

1 1 I

10 C h h a ta rp u r1 1 1 1

: 4 6 , 9 : 2 i . 3 : 3 5 . 2 : ei I I I

1

: 1 2 0 41

: 1 5 4 01

: 1 0 0 41

:6 21

1

1 1 0 6 6 1

5 8 61 1 1

9 0 . 6 : 9 4 . 6 : 9 i . e :

11 Panna1 1 1 1

: 4 6 . 3 : i 9 . 4 : 3 3 , 7 : 5 1 * 1 1 1

1

: 1 0 4 81 •

: i 4 0 5f

18611

1151

119 1 2!

6 0 01 1 {

8 1 . 4 : 7 4 . 8 :7 8 .5 2 11 I 1

D u rg 12I 1 t 1

R a jn a n d g a o n l i l . 3 : 2 7 , 8 1 4 4 . 4 1 1 2 1 1 1 1

:2 3 ? 91

1

:2 7 5 41

1

1 1 7 4 71

1

1481

1

: i 7 9 51

13C‘01 1 1

3 6 . 0 1 1 8 9 , 0 1 1 8 7 . 0 1 :I 1 1

Rewa 13 Rewat i l l

: 60. 7 1 2 6 .9: 44. 4:9 1 1 1 1

!

1 2 7 4 5 11 1 1 4 5 9

1

1

: 2 6 i1

f

1 1 7 2 0I

7 4 91 1 1

1 0 4 . 5 : 7 9 . 8 1 9 2 .6 1 1 1 1

14 Safcna1 1 1 1

1 6 0 . 0 1 2 7 . 8 : 4 4 . 7 : 8 f i l l

111

1 2 0 4 01

1 1 1 911

: i 9 6f

I

1 1 3 8 7 1

7 01 1 1

8 6 . 3 4 1 6 2 . 1 1 7 0 .7 I

15 S id h il i l t

143. 2113. 6: 29. 2:8 1 t 1 1

1

11

!

: 1 2 0 8 1

\

1711

1

: 1 2 7 9 6 4 0 7 0 .8 0 1 6 9 .9 ^ ) 1 7 1 .7 0 11 1 1

14 S h a h d o l1 1 t 1

: 4 8 . 4 1 2 0 . 1 1 3 4 . 8 1 1 2 1 1 1 1

1

: 2 i i 2 1 4 1 1 81

1 2 0 2 91

1

1 2 1 8!

!:2 2 4 71

7 0 0 8 6 .9 0 1 6 2 .6 0 1 7 5 .0 1 11 1 1

B i U s p u r 17 B i la s p u r1 1 t 1

162. 9: 27. 3: 45, 3:25 t i l l

1

: 3 5 2 81

: 4 8 4 l1

t

1 5 0 0 41

1 1 2 91

1

:5 1 3 31

6 0 01 1 1

7 7 . 9 9 : 5 0 . < ) 6 : 6 4 . 2 7 :t 1 I

18 R a ig a rh1 1 ) 1

: 5 6 . 0 : 2 6 . 5 1 4 1 . 2:17 1 1 1 1

1

: 2 2 4 41

I

:5 2 9 71

1

: 2 8 ? 91

1

1 1 5 81

I

1 3 0 5 71

6 0 0t 1 1

7 1 . 5 7 : 6 1 . 2 3 : 6 6 . 4 6 : 1 1 1

S a r g i i ja 19 S a rg u ja1 t 1 1

1 4 2 . i : i 7 . 4: 30. 1:241 1 1 1 1 1 1 11 __ I . I . _ 1

11 2 4 3 811

1

1 6 8 6 41

:3 0 5 51

»

112 7111

1

1 3 1 8 21

6 0 01 1 1

7 9 . 6 6 : 5 9 . 3 3 : 6 9 . 6 9 11 1 1 1 1 I

: 5 4 . 3 : 2 3 . 7 : 3 9 . 5 : 1 9 8 :2 4 3 2 6 :3 4 4 8 9< 1 I

: 2 4 7 8 3 : 1 8 6 6 : 2 6 6 6 9 9 6 9 6( ( 1

1 1 1

(59)

COVERABE OF DPEP DISTRICTS UNDER TOTAL LITERACY

D W A I G N (tk),ICDS AND NOW-FORMAL EDUCATION (NFE)

A S 0^ OCT , 9 3/-DIVISIONS. DISTRICT TOTAL m W OF NQ OF 0«0l GNO OF BLOCKSWHETHER

f<0. OF BLOCKBLOCK PROJECTS DISTT.INT.L.C. CO'.€RED

ICOS 1 NFE EAS INT '<D£RJRY

COPE

StVDOll 1 Sehore 5 0 2 ! 5 YES

n Raisen 7 7 2 ! 6 YES

7 Rajgirh L 0 1 : 6 YES

4 Be tu 1 10 1 6 : 6 10 10

jwallor 5 G'jTia 9 0 7 7 I

Indor-? L Ohar 13 0 11 1 7 12 12 YES

Ujjiin 7 Ratlaa 6 6 n 1 7■J

8 ttandsiur 8 1 1 ! 7 f

•

Sagir 9 TiVifigarh 6 0I

3 1 7 1

YES

to Chhatarpur 8 81

4 i 6 \

11 Panna 5 0I

7 ' 5 f

Dur 12 Rajnandgaon 12 n

17 * 1 7 ■j i

16 6 YES

Re«a 13 Rewa 9 91

3 : 8 1

14 Satna 8 8I

4 ! 7 1

15 Sidhi 8 01

5 1 6 1

8 8

16 Shahdol 12 01

4 ! 7 1

12 12

EiUspur 17 BiUspur 25 6

1

15 1 11 1

12 12

18 Raigarh 17 81

13 : 12 1

13 13 YES

Sarguja 19 Sar»3uja 24 01

11 1 20 24 24 (PART-11 ILLY)

1 .‘TOTAL : 198 : 56 : 95 1 152 1 100 ! 97 :

(fcU

Tti >? p T" V 1. 1; ati)) e 'n g i v *? as i c. , d t'lnoy r =i.(;;)It i c , adai i n i 3 t r a t i v e

and eclu.c3.t x a n a I d a t a in r e l a t i o n to the 19 p)roject distri.cta and

alr>o d^’pi.ct-5 c o v e r a g e of var'iou.s programme's in t h e s e di'stricts.

T a r g e t G r o u p

The t ar'g,*? t gr*ou.f.D f or' 11"»e p r o g r an»m>2 u/oi.i J.d be

1 . a l l c h i l d r e n o f 6 —1 I y e a r s a g e g r o u p

3. 1 . a l l c h i l d r e n o f 1 1 - 1 4 y e a r s age g r o u p who h a v e n o t

co)-np 1 e t ed 5 y e a r ’ s o f s c h o o 1 i n g o r 1 1 ?i e q u i v a I en t t h rou .gh

11»e I i c:>( \ - f o r m a 1 •=■ t r e a i

G o a 1 s

The g o a l s of the p r o j e c t in M a d h y a Prade:ih are b r o a d l y in

W i t h the g o a l s of the di=;trict p r i m a r y E d u c a t i o n

F-’rogranime at the n a t i o n a l level ari ;-5et out in the DPEIP

g u i d e l i n e s . T h e g o a l s are :

1 . To p r o v i d e a c c e s s for all c h i l d r e n to p r i m a r y

e d u c a t ion c i a s s e s < i ~v ) , i.e., pr i m a r y edu.cat i on

w h e r e v e r p a s s i b l e o r its e q u i v a l e n t n o n - f o r m a l

e d u c a t i o n . T h i s w o u l d m e a n that the G r o s s A c c e s s

F'.atio w o u l d be r a i s e d to 99y< or more.

1 1 , T o a c h i e v e u n i v e r s a l e n r o l m e n t at the primary-

level, i.e., to r a i s e the G r o s s t-Jnrolment R a t i o to

1 2 0 y,

1 1 1 . To r e d u c e d r o p o u t r a t e s at the p r i m a r y level to less

t l i an 10 *A , 1 . e . , r a i s e t h e R e t en 1 1 on R. a t e t o 9

( 6 3 )

1 V . T o I c r i-2 a 3 y a t’ r' a <:j >.* p r i itt a r * y I >:? a r' n in 9 nc. h 1 e v e m e n t In y

over' m e a s u r e d b a 3 e 1 1 r> c-.> l e v e l s . Tl>t' p r e s e o t

b a s e l i n e l e v e l s in M a d h y a P r a d e s h are n o t ki>oi*in a n d

ar-e I:) e m g rne a s • j.r-ed - fi!:<pe r i n>en t;a 1 s titd 1 e 3 in the p aSi t

h a v e i;:il»aiMn t h i s to be in the v'eg ion of 4 ! - C T h i

i m p l i e s tha t the a c h i e v e m e n t l e v e l s w o u l d be rai-sed

to 30y« b y the end of the p r o j e c t {Deriod.

V. To s t r e n g t h e n the c a p a c i t y o f s t a t e and d i s t r i c t

I n-51 i tut i o n s a n d o r g a n isat ion-5 for the p l a n n i n g ,

managenient ^i^d e v a l u a t i o n of p r i m a r y e d u c a t i o n .

O b j ec t i ves

By the e n d of the p r o j e c t fjeriod, the f o l l o w i n g o b j e c t i v e s

h a v e tie>=iV’ to b?i r e a c h e d :

1 . BUI L D ING 1N S T 1 TU T' I O NAL C A P A C 1 r Y

2. I M P R G V I N G Q U A L r T Y

3 . E N V I P G N h E N T BLl I LD ING

. UrJlVEPSAL A C C E S S

(64 )

O P E R A T I O N A L D E T A I L S

J.n M a d h y a P r a d e s h 1.9 d i. s t r i c t ii via. B E T U L , B I L A S P U K ,

GHHATAf^'.PUR, D H A R , G U M A , M A N D S A U R , P A N N A , R A I B A R H , R A I S E N ,

R A J G A R H , R A J N A N D G A O N , R A T L A M , R E W A , G A R G U J A , G A T N A , GEHORB: ,

GMAHDGl. , S I D H I. ar'.d f U v A M G A R H iwere «3eJocte>d for Df'EP proj>i?ct.

Ttiese d i s t r i c t s h a v e the louiest f e m a l e l i t e r a c y r a t e s in the

S t a t e .

I n d e n t i f i c a t i o n of B l o c k s

U n d e r the Bas e L i n e S t u d y of DPE.P tuia to t h r e e b l o c k s M/ere

i d e n t i f i e d in each D P £ P d i s t r i c t . K'.eeping in vieui the

l i m i t a t i o n of tiine and r e s o u r c e s it uias d e c i d e d to c o n d u c t G e n d e r

S t u d i e s o n l y .in one of the b a s e line b l o c k in e a c h of n i n e t e e n

s a fn p J. e d d i. s 1 1" i c t s .

I d e n t i f i c a t i o n of V i l l a g e s

1 n e ac h b 1 oc k , e i g f-\ t v i ]. 1 ag e s u; ere s e ], e c t e d ou. t o f 11"» e J. i s t

of v i l l a g e s in c o n s u l t a t i o n »-‘/ith the B l o c k E£daCs=ition O f f i c e r s ,

of the BJ.ock / D i s t r i c t . B e s i d e s o n e u r b a n s l u m w a s a l s o i n c l u d e d

in e a c h B l o c k / D i s t r i c t f o r s t u d y p u r p o s e .

The v i l l a g e s w e r e s e l e c t e d on th e f o l l o w i n g b a s i s ;

( 1 ) T w o v 1 1 lages w i t h n o s c h o o l ,

(ii) T i.aio v i l l a g e s w i t h p r i m a r y s c h o o l ,

< 1 1 1 ) Tuio v i l l a g e s w i t h m i d d l e s c h o o l and

(iv) T w o v i l l a g e s w i t h h i g h e r s e c o n d a r y s c h o o l

<v) O n e u r b a n s l u m of e a c h B l o c k / D i s t r i c t .

T h u. s 1 ‘3 2 V 1 J. 1 a g e s and 19 u r b a n s 1 i.a m s c o m uni t ]. e s u/ e r' e

s e l e c t e d fo r i n t e n s i v e s t u d y a m o n g all the n in tee n D P E P

d I s t r' I c t .

<65 )

I d e n t i f i c a t i o n o f H o u s e h o l d s

A t o t a l n u m b e r of 5 1 3 0 h o s u G h o l d s < 270 hou^^eholds in e a c h

districtsi) i»ere s e l e c t e d on a r a n d o m b a s i s . K e e p i n g in v i e w the

p u r p o s e of G e n d e r S t u d y , the h a u s e h o i d s w i t h o u t g i r l s t*»ere

e x c l u d e d . In a housiehold, if t h e r e Miere m o r e than o n e d r o p - o u t

o r n e v e r e n r o l l e d g i r l , o n l y o n e o f e a c h w a s i n t e r v i e w e d .

T h e f o l l o w i n g 9 shedu.les w e r e c a n v a s s e d for c o l l e c t i o n of d a t a .

S. N O N A M E O F S H E D U L f C O D E NO.

0 1 D i s t r i c t S c h e d u l e 6 S 1

0 2 V i l l a g e / S l u m S c h e d u l e G S 2

<'.)3 H o u s e h a 1 d Sch'-idu.Ie 3

04 Or' o p - a u t G 1 r' I S c h e d u 1 e G S 3 . 2

05 Ne Ve r E n r o l l e d G i r l s S c h e d u 1e G S 3 . 3

06 T e a c; e r S c t » e d u. 1 e G S 4

07 I n s 1 1 1 u. 1 1 on a 1 Sc h e d u 1 e G S 5

O G C 0(nmun 1 1 y L e a d e r S c h e d u l e G S 6

<■9 E d u c a t i o n a l A d m i n i s t r a t o r s S c h e d u l e G s 7

(66)

F o r e a c h d i s t r i c t a r e s e a r c h t^»am c o n s i s t i n g of 6 p e r s o n s

Mia5 f o r m e d . A t h r e e d a y s o r i e n t a t i o n progratnme orcjanieed for

t h e reHiearch t e a m to a c q u a i n t t h e m u/ith the b a s i c c o n c e p t G F DPEF^

Cvende?r S t u d i e s and m e t h o d o l o g y o f f i eld u»ork.

S c h e d u l e G S 1 an d 2 »>iere f i l l e d on the banilis of s e c o n d a r y

d a t a o b t a i n e d f r o m d i s t r i c t / b l o c k a u t h o r i t i e s , p e r s o n a l l y .

T h e d a t a fo r s c h e d u l e s G G 3.1 to f»S 5 'was c o l l e c t e d t h r o u g h the

p e r s o a n l intervieius i»uth P a r e n t s , D r o p - o u t and Non--enro 11 ed

G i r l s . S c h e d u l e s G S 6 to 9 w e r e f i l l e d »»ith the c o n s u l t a t i o n o f

T e a c h e r s / H e a d T e a c h e r s o f s c h o o l s / i n s t i t u t i o n s , C o m m u n i t y

L e a d e r s of v i l l a g e / a r e a and E d u c a t i o n A d m i n i s t r a t o r s o f

d i s t r i c t level. T h e r e s e a r c h t e a m s w e r e d e p e n d e d to a g r e a t

e x t e n t on p e r s o n a l o b s e r v a t i o n and g r o u p d i s c u s s i o n s w i t h the

conc.e r n s .

LIMITATION OF THE STUDY

* T h i s u»as the f i r s t e x p o s u r e of S t a t e f-’r o j e c t f i e l d r e s e a r c h .

M F r e q u e n t t r a n s f e r s of the m e m b e r s of the S t a t e P r o j e c t t e a m

f r o m one p r o g r a m m e to a n o t h e r a f f e c t e d the q u a l i t y and time

of c o m p l e t i o n of the S t u d y .

M a d h y a P r a d e s h b e i n g a lower l i t e r a c y s t a t e , the

co<T>p i 1 a t ion of the f i e l d w o r k w a s e x p e c t e d to be an u p h i l l

ta=5k. Hoi^iever all c o n c e r n e d o f f i c i a l s and n o n - o f f I d a s took,

k e e n i n t e r e s t and g a v e t h e i r s u p p o r t to the full e x t e n t .

COLLECTION OF DATA

(67)

■* I'fie s t u d y h a s m a d e the S t a t « f;)o v e rntnen t ai*iare of the dj. re

n >2 ed t o c a 1 1 oc t g end e r 3 eg r eg a. t e d >:J a t a a n (i t a un d ?? r t al<: e 3p &c. i s=i 1

p r o g I' a m m yi s f o r I.)P E o t q i r ] s. and t h e i r e ni p a u; e r m e n t .

■* S t a t e E d u c a t i o n departnu?nt h a s b e e n -sens 1 1 1 z t?d to a g r e a t

e:-.tent to t a k e ui.p i n t e n s i v e s t u d i e s at the gras-s-root level f o r

the ap 1, I f 11nen t ai‘)d empouie r * e n t of g i r 1 -s a n d u j q m n .

* The s t u d y h a s b e e n h e l p f u l in d o i n g s p a d e w o r k for g e n d e r

r e l a t e d i mp 1 e m e n t a 1 1 on of D P E P at l e a s t in 1^52 v i l l a g e s and 19

s J. u m I o c a t i o n s .

In s u m the s t u d y h a s b e e n a b l e to b u i l d S t a t e level

c ap ab I 1 i 1 1 e s i n g e n d e r s t ud 1 e s .

The e n t i r e p r o c e s s w a s a g r e a t l e a r n i n g e x p e r i e n c e for the

S t a t e c o n t r o l l i n g a u t h o r i t i > 2s and r e s e a r c h t e a m s of S t a t e G e n d e r

S t u d i e s . The t e a m is n o w in a p o s i t i o n to u n d e r t a k e f u r t h e r

r e s e a r c h and a c t i o n p r o j e c t s and to p r e p a r e local s p e c i f i c g e n d e r

s e n s i t i z a t i o n m a t e r i a l s . The t e a m is a l s o p r e p a r e to p l a n a n d

c a r r y o u t a w a r e n e s s g e n e r a t i o n , a d v o c a c y c a m p a i g n s and g e n d e r

s e n s i t i z a t i o n of o f f i c i a l s at all l e v e l s , c o m m u n i t i e s , V E C s a n d

p a n c h a y a t s , t e a c h e r s and t e a c h e r e d u c a t o r s .

GAINS OF THE STUDY

( 6 8 )

F q I l o w i n g m a j o r p r o g r a m m e a r e a s h a v e e m e r g e d out of the s t u d y ;

SOCIAL MOBILIZATION 0 4 ISSUES OF THE GIRL CHILD AND WOMENSEMPOWERMENT<jl . C a m p a i g n s to c r e a t e p a r e n t a l a w a r e n e s s and m o t i v a t i o n and

s o 1 I c I 1 1 ng commu.n 1 1 y su.ppor t

02. O r i e n t a t i o n p^rogrammes for niembers of V E C s , p a n c h a y a t s , NYfc;s

03. S t r e n g t h e n i n g and p r e p a r i n g mahi. J.a m a n d a i s for p l a y i n g kieyrole in U P E

I n c e n t i v e s to be g i v e n to all g i r l s r e g a r d l e s s of c a s t e , c l a s s ,c r e e d on t i m e01. F r e e boo^.s and s t a t i o n e r y f o r g i r l s02. Tuio s e t s of d r e s s e s s h o e s and w i n t e r c l o t h i n g for g i r l s03. Comoiu.nity s u p p o r t and c o m m u n i t y U'iahila N a n d a l / m a n a g e d

n o o n m e a l<1)4. C o n s i d e r i n g the d i f f i c u l t y of u p g r a d i n g e v e r y p r i m a r y

s c h o o l , all g i r l s c o m p l e t i n g p r i m a r y s t a g e be g i v e n a c y c l e to be a b l e to a t t e n d a m i d d l e s c h o o l

SERVING OUT OF SCHOOL GIRLS01. N o n f-arm a I E d u c a t i o n

N F E h a s e m e r g e d as a m a l o r d e m a n d e s p e c i a l l y of r g i r l sa b o v e 8 y e a r s w i t h e l e m e n t of i n c o m e g e n e r a t i n g s k i l l s

02. D I s t anc e E d u c a 1 1 on M o d e03. B a l i k a Yojina (Scheme for A d o l e s c e n t g i r l s D W t-. CD)

TOTAL LITERACY CAMPAGIGN01. F o r c o m b a t i n g i l l i t e r a c y e s p e c i a l l y m o t h e r s il

PROGRAMME AREAS

- y »T L C s shvDu. Id focu.son w o m e n ' s l i t e r a c y and ea>pot*<e r^men t

02. D e v e l o p m e n t of g e n d e r s e n s i t i v e m a t e r i a l s f o c u s s i n g onw o m e n ' s a c h i e v e m e n t s , c o n t r i b u t i o n s and t h e i r r i g h t s

CONVERGENCE OF SERVICES

01, S i b l i n g c a r e b e i n g a m a j o r h u r d l e , c r e c h e , d a y c a r e c e n t r e sand a n g a n w a d i s s h o u l d be p r o v i d e d

0'2. N F E c e n t r e s for g i r l s m a y f u n c t i o n n e x t to a n g a n w a d i ss 1 m u 1 1 an e o u s 1 y

03. G e n d e r s e n s i t i z a t i o n of A n g a n w a d i w o r k e r s

GENDER SENSIIVE CURRICULUM DEVELOPMENT AND TRANSACTION0 1 . f’r e p a r a t i o n of m a t e r i a l s for t e a c h e r t r a i n i n g , c u r r i c u l u m

d e v e l o p m e n t and t r a n s a c t i o n02. O r i e n t a t i o n of t e a c h e r s an d t e a c h e r e d u c a t o r s03. O r i e n t a t i o n of e d u c a t i o n a l p l a n n e r s and a d m i n i s t r a t o r s04. r e p a r a t ion of g e n d e r i n c l u s i v e m a t e r i a l s for' N F E b o t h for

i n s u t r u c t o r s and l e a r n e r s .

( 6 9 )

STATE: MADHYA PRADESH

DISTRICT : S I DH I

Based uponsurvtvof India map with Iht Pfrmis$ion of the SurvtyorGtntraltrflndia

STATE: MADHYA PRADESH DISTRICT : S I D H I

BLOCK WISE POPULATION

0 BLOCK 0 S I DH I

0 S I N H A W A L 0 K U S M I

T ) M A J H A U L I

0 POPULATION- 18780i

- 167180

- 51U8

- 102135

5 ) R A M P U R NAIK IN-17239 i

^ O E O S A R - 17i711

^ C H I T R A N G E E - 193848

^ BAI D H A N - 293668

SOU R C E : C E N S U S 1991

Based upon survgy of India map with thg pgrmiA^ion of thg__Sufveynr fifnrralfttIndian

C h a p t e r I

D i s t r i c t S i d h i : An Overvieuj

D i s t r r c t Si. dh i r~r,ned o n 1 ?i t r>;ov . on

P 9 Q r o a n 1 s a 1 1 o n o f the neu; ot fladhya Pv'ads^ih. t is a p a r t

o f Fvewa re venu>^ d t v i s io n ,

A-5 t h e namir! t-s S.id^r i-s s u p p o t ta a e ci-ar;:. v e d f r o m

t h e w o r d " S I D H I " . l e a p i a c 9 cf P r a y e r a n d S a d h a n a . It i s a ; . d

t h a t 8 1 d h i i s a p I a c e a f p r a y e r a n d isadhna a t t h e o re it S-anskr 1 1

p o e t Bar. H.'hatt.; It i s t h e p'J. ac e o f b i r t h o f B i r b a l . o n e of t h e

N a ■>' r j. t r, a a f t ri e ci r e a t i5 ii) p e r i:> r' i-' I:;) a v" -

riada c a v e s in Wai. d h a n B l o c k a n d t h e C h a n d r ah f o r t o f

RaiinDur Nai'-:). n B l o c k a r e t h e pi a c e s of h ms t o r i c a .1. i m o a r t a n c e .

G e o g r a p h i c a l P r o f i l e :

D 1 tr'i c t S,idhi ]. is 11u.at ed in tI'le n o r th a as te n p a r t o f

M a d f'i y a P r a d e s f"i . t i is s 1 1 i.i a. t e d b e t '-m e e ii 2 4 ' a n d 2 4 ’ 4 ' n o r' t h

latj. t u d e a n d S l “'5' t o 62''-' e3.at l o n g i t u d e . T h e G e o g r a p h i c a l

p o s i t i o n o f t h i s d i s t r i c t is ffi l o f d i v e r i s i t i e s . T h i s d i s t r i c t

s p r e a d s o v e r an a r e a o f 1 0 5 2 6 sc,. ksT.s.

T h e d ). s t r i c t i s d i v i d e d i n t cd f i \< e st; a i n u e o q r a □ h. i c a I

d i v i s i o n s i

(1 ) N a r’t h e r n nr)o n r\ t a m o u.s par't

V 2 ) 8 a n v a 1 1 e y a r' e a

(3 ) P 1 a t e a n o f M a d v a s t. n d M a j h a u. 1 3.

<4) H i l l s o f Deo-sar

(5) P l a i n s o f S i n q r a u l i

( 1 )

h a K i m u m h e i g h t of the d i s t r i c t f r o m s e a land is 6 0 9 m e t e r s .

A v e r a g e a n n u a l r a i n f a l l is 1000 m m s .

T h e n o r t h e r n b o u n d a r y is c o v e r e d b y the r a n g e s o f Ivymore

m a i n t a i n s p r e a d i n g f r o m W e s t to E a s t Mjh i 1 e the S o u t h e r n p a r t is

c o v e r e d b y the l o f t y h i l l s of K a h e n j u a m o u n t a i n .

M a i n r i v e r s f l o w i n g in the d i s t r i c t are Son, flahan, S o p ad

and B a n a s .

T h e m a j o r p a r t of the d i s t r i c t is c o v e r e d b y f o r e s t s . T o t a l

a r e a u n d e r f o r e s t is 4 3 5 2 s q . k m s , W h i c h is 7 1 % of the d i s t r i c t

area. Th e f o r e s t s a r e c o v e r e d b y t r e e s like Sal, T e a k , T e n d u ,

M a h u a , K h a i r , A n w a l a , B a h e r a and B a n b o o .

Demographic Profile :

A c c o r d i n g to 1991 c e n s u s the po p u l a t i o n ' d e t a i l s of d i s t r i c t

is 1 3 7 1 9 3 5 . The m a l e s b e i n g 7 1 3 2 9 1 a n d f e m a l e s 6 5 8 6 4 4 , t h u s

m a k i n g a se;< r a t i o of 923. The p o p u l a t i o n r e s i d i n g in th e u r b a n

a r e a is 8 8 , 8 4 8 o n l y i.e. 6 . 4 7 % and r u r a l a r e a is 1 2 , 8 4 , 5 8 6 i.e.

9 3 . 5 3 % . T h e S C p o p u l a t i o n in the d i s t r i c t is 1 , 5 6 , 1 5 7 i.e.

1 1 . 3 6 % a n d S T P o p u l a t i o n is 4 1 8 , 0 0 4 i.e. 3 0 . 4 3 % .

T a b l e 1.1D i s t r i b u t i o n o f P o p u l a t i o n , Se:< r a t i o and B r o w t h R a t e

D i s t r i c t S i d h i , M a d h y a P r a d e s h

S t a t e / M a l e s F e m a l e s Se;<~P.atio D e c e n n i a lG r o w t h Plate

District. 1981 1991 7 1 - 8 1 8 1 - 9 1

M a d h y a P r a d e s h 3 4 , 2 3 2 , 0 4 8 3 1 , 9 0 3 ^ 8 1 4 941 9 3 2 2 5 . 2 7 2 6 . 7 5

S i d h i 7 1 3 , 2 9 1 6 5 8 , 6 4 4 951 9 2 3 2 7 . 5 1 3 8 . 5 1

S o u r c e ; C e n s u s of I n d i a - 1991

<72)

Tab le 1 .2

P E R C E N T A G E C O N T R I B U T I O N IN T E R M O F P O P U L A T I O N O F D I S T R I C T . D i s t r i c t S i d h i , M a d h y a P r a d e s h

S.f'4o.

S T A T E /

D I S T R I C T

T O T A L P O P U L A T I O N

1991

P E R C E N T A G E T O T O T A L P O P U L A T I O N

O F I'I.P. 1991

01. M A D H Y A P R A D E S H

0 2 . S I D H I

S O U R C E : C E N S U S OF I N D I A

6 6 , 1 3 5 , 8 6 2

1 , 3 7 1 , 9 3 5

1 991

1 0 0 .0 0

2 . 0 7

Ta b 1 e 1 . 3

T H E R U R A L - U R B A N P R O P O R T I O N T O T O T A L P O P U L A T I O N IN T H E D I S T R I C T IN 1981 Ty. 91

e

N oS T A T E / D I S T R I C T P R O P O R T I O N

P O P U L A T I O NO FT O

R U R A LT O T A L

A N D U R B A N P O P U L A T I O N

1981 R U R A L U R B A N

1991 R U R A L U R B A N

0 1 . M A D H Y A P R A D E S H 7 9 . 7 1 2 0 .29 76 . 79 2 3 . 2 1

0 2 . SI D H I 9 B . 0 2 01 ,98 Q-r 06. 47

S O U R C E : C E N S U S O F I N D I A - 1991

S T A T E /

D I S T R I C T

M A D H Y AP R A D E S H

S I D H I

S O U R C E

T a b l e 1 . 4

D I S T R I B U T I O N O F S E X R A T I O , G R O W T H R A T E

A N D D E N S I T Y O F P O P U L A T I O N B Y D I S T R I C T ,

S E X R A T I O ( F E M A L E S P E R 1 0 0 0 M A L E S ) 1981 1991

941

951

9 3 2

9 2 3

D E N S I T Y O F P O P U L A T I O N P E R S q . K m . 19B1 1991

118 1 4 9

0 9 4 13 0

D E C E N N I A L G R O W T H R A T E O F P O P U L A T I O N 1 9 7 1 - 8 1 1 9 8 1 - 9 1

+ 2 5 . 2 7 4-26.75

+ 2 7 . 5 1 -»-3e.51

C E N S U S OF I N D I A - 1991

( 7 3 )

Table 1.5

DECE^4^4^AL G R O W T H - R A T E A N D S E X - R A T I O D i s t r i b u t i o n b y R u r a l / U r b a n ; D i s t r i c t S i d h i

S T A T E / D I S T R I C T DECENr-4IAL G R O W T H - R A T E S E X - R A T I O , 1991( F E h A L E S P E R 1 0 0 0 M A L E S )1 9 8 1 - 1 9 9 1

T O T A L R U R A L URBA^4

V. %2 6 , 7 5 2 2 . 1 1 4 4 . 9 8

T O T A L R U R A L U R B A N

8 9 3

7 6 7

M A D H Y A P R A D E S H 2 6 , 7 5 2 2 . 1 1 4 4 . 9 8 9 3 2 9 4 4

S I D H I 3 8 . 5 1 3 2 . 1 7 ?31 . 6 8 9 2 3 9 3 5

S O U R C E : C E N S U S O F I N D I A , 1991

R u r a l p o p u l a t i o n in the d i s t r i c t is 1 2 , 8 4 , 5 8 6 ( c e n s u s 1991)

w h i l e u r b a n p o p u l a t i o n is 1 , 8 7 , 3 6 7 . T h e s e x r a t i o in the

d i s t r i c t as p e r 1991 c e n s u s is 923.

S T A T E / D I S T T . •

M . P -

S I D H I

T a b l e 1. 6

D E C A D A L V A R I A T I O N IN P O P U L A T I O N S I N C E 1901D i s t r i c t S i s h i , M a d h y a P r a d e s h

P E R C E N T A G E D E C A D A L V A R I A T I O N IN P O P U L A T I O N

1 9 0 1 - 1 1 1 1-21 2 1 - 3 1 3 1 - 41 4 1 - 5 1 51--61 6 1 - 7 1 7 1 - 8 1 8 1 - 9 1

+ 15. 3 0 - 0 1 . 3 8 1 1 . 3 9 12 . 3 4 + 0 8 .67 + 2 4 . 1 7 +28. 6 7 + 2 5 .27 + 2 6 . '5

+ 1 6 . 5 0 - 1 3 . S9 + 1 4 . 7 1 + 1 7 . 2 1 + 0 9 . 4 6 + 2 4 . 9 5 + 3 3 . 9 0 + 2 7 . 5 1 + 3 8 . " 1

S O U R C E : C E N S U S O F I N D I A - 1991

T a b l e 1. 7S E X - R A T I O IN R U R A L A N D U R B A N A R E A S O F T H E S T A T E / D I S T R I C T

1 9 0 1 - 1 9 9 1

S T A T E / R U R A L / ..... ------_______— SE X - 1R A T I O ______ ______ ______ __ •“>

D I S T R I C T U R B A N

1901 191 1 1921 19*31 1941 1 95 1 1961 1971 1981 1991

M A D H Y A R 9 9 5 991 9 8 2 9 8 3 9 8 0 9 7 5 9 7 0 9 5 6 9 5 6 9 4 4P R A D E S H U 9 3 7 9 1 3 8 7 8 8 7 2 8 8 2 9 0 7 8 5 6 8 68 8 8 4 8 9 3

SI D H I R 9 9 9 9 4 7 9 4 7 941 9 4 5 951 9 3 7 9 2 9 9 4 7 9 4 9

U - - - - - - - 715 7^1 7 3 8 7 6 7

S O U R C E : C E N S U S O F I N D I A , 1991

<74)

SEX RATIO - COMPARATIVE

MADHYA PRA DESH AND DISTRICT S IDH I

1901 -1991

1200

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SCO

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! [■'■'jwj; ' ■ i \ M ! r ' A \ i ! f • rV'Ji I.- !^MIi'<. '•/: i ' i I ■' ‘ \ ’■ \ ! i ' -p. \ l i r i 'Iv

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SCl.T?CE : CETSUS OF ETDIA - 1991KOTff ; D13TI. ;?E>: RATIO HGURE MCiT L\^1U.EU: FOE TEE \U H OT 1201

T a b l e - 1 . 8

B L O C K W I S E S C / S T P O P U L A T I O N

D I S T R I C T S I D H I

N A M E O F BLOCK-. T O T A L P O P U L A T I O N S C P O P U L A T I O N S T P O P U L A T I O NM A L E F E M A L E M A L E F E M A L E M A L E F E M A L E

R A M P U R N A I K I N B G 7 6 2 8 3 6 3 2 1 0 4 4 7 9 7 4 9 1 8 9 1 2 “ 1 7 5 3 9SI D M I 9 7 1 0 5 9 0 6 9 9 1 2 4 5 4 1 1501 3 0 0 1 3 2 8 2 9 7

S I H A W A L B 5 7 7 1 8 1 4 1 7 8 7 9 8 8 4 3 8 1 6 3 1 8 1 5 5 7 2C H I T R A N G I 1 0 0 6 4 7 9 3 2 0 1 105 9 8 9 1 4 3 3 4 4 4 0 5 5 9D E O S A R 9 0 5 6 5 8 4 1 4 6 2 1 5 6 7 1 1 0 2 0 3 9 5 0 5 3 7 8 5 3M A J H G U L I 5 2 9 2 1 4 9 2 1 4 3 8 7 8 3 5 9 1 1 7 5 7 7 16 5 41W A I D H A N 1 5 5 4 0 5 1 3 8 2 6 3 2 0 6 8 1 1 9 4 3 2 3 0 2 0 2 8 5 5 6K U S M I 2 6 3 6 0 2 4 7 8 8 1 6 1 6 1 4 9 8 1 6 0 2 7 1 6 2 7 1

S O U R C E : C E N S U S O F I N D I A , 1 9 9 1

H A B I T A T I 0 r 4 S :

Si.dhi d i s t r i c t h a s o n l y L T o w n s - S i d h i . W a i d h a n , M o r w a ,

V i n d h y a N a g a r , J a y a n t N a g a r a n d A m a l o i are h a v i n g t o t a l

p o p u l a t i o n o f 8 G 8 4 8 p e r s o n s .

T h e r e a r e 5 0 1 Gran\ p a n c i h a y a t s in t h e d i - s t n c t c o n s i s t i n g o f

0

1 9 0 9 v i l l a g e s , o u t o f W h i s 1 8 4 v i l l a g e s a r e d e s e r t e d a n d 15 a r e

f o r e s t v i l l a g e s . 1 8 2 5 v i l l a g e s a r e I n h a b i t e d . T h e v i l l a g e s a r e

s c a t t e r e d a n d t h i n l y p o p u l a t e d . 5 6 7 v i l l a g e s ar e h o w e v e r o f l e s s

t h a n 2 0 0 p o p u l a t i o n a n d 5 3 9 v i l l a g e s h a v i n g p o p u l a t i o n f r o m 2 0 0

to 4 9 9 , 7 1 5 v i l l a g e s h a v e m o r e t h a n p o p u l a t i o n .

T h e T e h s i l s a n d B l a c k s in t h e d i s t r i c t S i d h i .

. N o T E H G I L S BLOCfc:.‘

C h i t r a n g i D e o s a r G a p ad Eianas K.usmi

ria j h o u l i R a m p u r N a i k i n

C h u r a h a t Singrau. 1 i S i h a w a 1

C h i t r a n g i D e o s a r

S i dh i K.usm i M a j h o a 1 i R a m p u r N a i k i n

W a i d h a n S i h a w a l

<75 >

B L O C K W I S E P O P U L A T I O N O F 6 - 1 1 A G E Gf^CUP C H I L D R E ND I S T R I C T S I D H I

Table - 1 .9

G. B L O C K S . N O .

R a m p u r N a 1 1< i n . S i d h 1 .S i h a w a I . Ch i t r a n g i D g o s a r .

M a j h a u 1 i K u s m I

T O T A L

B O Y S

1 5 S 1 8

1 6 9 7 6 1 4 9 9 4 1 7 5 9 5 1 5 G 3 3 9 2 5 2 4 6 0 8

2 7 1 6 8

B C S T

G I R L S B O Y S G I R L S B O Y S G I R L S

14621 1 8 2 6 1704 3 3 0 6 3 3 0 6

1 5 8 5 6 1 4 2 3 3 1 6 2 9 3 1 4 7 1 0 8 6 0 3 4 •.w

2 4 1 7 1

2 1 7 7 1 5 3 8 1841 3 7 7 0 6 7 8 2 9 9

3 6 1 5

2 0 2 41475172919266272 6 2

3 3 9 2

5 2 4 72 8 5 27 5 7 76 9 0 63 0 7 32 9 4 15 2 8 0

4 9 4 7'P -t '■■p

7 6 9 0 6 6 1 7 289 1 2 8 4 5 4 9 9 2

1 1 2 8 2 0 1 5 7 4 4 1 3 1 4 4 3 7 1 8 2 35 1 70

3.456 78 . W i l d h a n .

T O T A L :

S o u r c e ; C e n s u s of I n d i a - 1991

In the a g e g r o u p 6 - 1 1 the n u m b e r of c h i l d r e n e n u m e r a t e d .in

1 9 9 3 , IB 2 , 3 4 , 7 6 5 of w h i c h 1 , 2 1 , 9 4 5 ar e b o y s a n d 1 , 1 2 , 8 2 0 are

g i r l s .

I N T E G R A T E D T R I B A L D E V E L O P M E N T P R O J E C T S

Fa r the d e v e l o p m e n t of t r i b a l a r e a s the g o v e r n m e n t of M a d h y a

P r a d e s h h a s I n i t i a t e d I n t e g r a t e d T r i b a l D e v e l o p m e n t f-'rojects

(I T D P S / i. n the d i. s t r i c t .

T h e r e a r e tu/o I n t e g r a t e d T r i b a l D e v e l o p m e n t p r o j e c t s in

S i d h i D i s t r i c t . O n e is at K u s h m i i^/hich c a v e r s 3 7 0 v i l l a g e s of

S i h a w a l , R a m p u r N a i k i n , K u s h m i , W a i d h a n and M a j h a u l i b l o c k s and

t h e o t h e r I . T . D . P . is at D e o s a r . It c o v e r s e n t i r e a r e a of 376f3.5

s q . k m . of D e o s a r a n d C h i t r a n g i B l o c k s . It i n c l u d e s 5 3 2 v i l l a g e s .

K;ushmi a n d D e o s a r P r o j e c t s w e r e e s t a b l i s h e d d u r i n g the y e a r

1 9 7 6 and 1 9 7 9 r e s p e c t i v e l y .

S i d h i d i s t r i c t h a s 1909 v i l l e g e s out of u/hich 1821 are

i n h a b i t e d a n d 8 9 are u.nhabited. T h e r e ar e 6 tooins a n d 2 S A D A ' s .

( 7 7 )

Th(? diistrict 1.3 rnninly a ap e al< j ncj a r e a '.»)h»?r»? 9':>y. of

t t"i t? fL> o p 1 a t; i o n s p a a t< 3 H 1 n d 1 , 3 V* U r* d >..1 a. r»cl 2 'A T a .1. 1 5, T e 1 g u. a n d

Gth>?r 1 a n g u a g es . £>agh e I kh a n d 1 is th^? m o s t popular' diaJ.e»:::t in 1: lo

d i -s t r* i c t .

B o n d , Bh 1 .1 , IHaiga and Uinrao are the m a m tribe-3 in the

d i s t r i c t . M a i n f o l k t r a d i t i o n s 1.n the d i s t r i c t a r e f^arma, S h a i l a ,

D a d e T- , Bh a gal 1 e t c .

(78)

E c o n o m i c s t a t u s

A b o u t 94V. of the p o p u l a t i o n in the? d i s t r i c t still l i v e s in

Village'S. T h e m a i n occup-ition of the p e o p l e 1-3 a g r i c u l t u r e . The

i.-'/ork p a r 1 1 c. I p a t i on rate is h i g h e r for the r u ral a r e a s as c o m p a r e d

to the u r b a n area's, p o v e r t y b e i n g the root c a m e of h i g h e r

p a r t i c i p a t i o n p e r c e n t a g e in rural a r e a s .

T a b l e 1 . 1 0T O T A L W O R K E R S , M A I N W O R K E R S , M A R G I N A L W O R K E R S .

D i s t r i c t S i d h i , M a d h y a P r a d e s h

M A D H Y A P R A D E S H T O T A L

S I D H I

T O T A L P T O T A L T O T A L MA IN MARfilNALR U R A L M P O P U L A T I O N W O R K E R S W O R K E R S W O R K E R SU R B A N F'

T O T A L P 6 6 1 3 5 8 6 2 2 8 2 3 8 5 3 7 2 4 9 5 9 4 8 6 3 2 7 9 0 5 1M 3 4 2 3 2 0 4 8 1 7 8 5 9 1 0 4 1 7 5 9 6 5 9 1 2 6 2 5 1 3F 3 1 9 0 3 8 1 4 1 0 3 7 9 4 3 3 7 3 6 2 8 9 5 3 0 1 6 5 3 8

R U R A L P J307B7B15 2 3 7 1 2 9 7 6 2 0 5 5 2 3 2 4 3 1 6 0 6 5 2M 2 6 1 2 3 9 7 1 1 4 0 7 7 7 6 0 1 3 8 4 1 0 3 4 2 3 6 7 2 6F 2 4 6 6 3 8 4 4 9 6 3 5 2 1 6 6 7 1 1 2 9 0 2 9 2 3 9 2 6

U R B A N P 1 5 3 4 8 0 4 7 4 5 2 5 5 6 1 4 4 0 7 1 6 2 1 1 8 3 9 9M 8 1 0 8 0 7 7 3 7 8 1 3 4 4 3 7 5 5 5 5 7 2 5 7 8 7F 7 2 3 9 9 7 0 7 4 4 2 1 7 6 5 1 6 0 5 9 2 6 1 2

T O T A L P 1 3 7 1 9 3 5 5 8 8 1 1 7 4 9 7 8 0 6 9 0 3 1 1M 7 1 3 2 9 1 3 6 7 0 9 3 3 6 0 0 3 4 7 0 5 9F 6 5 8 6 4 4 2 2 1 0 2 4 1 3 7 7 7 2 S 3 2 5 2

R U R A L P 1 2 8 3 1 6 1 5 6 0 4 5 7 4 7 0 4 6 1 8 9 9 9 6h 6 6 3 0 5 2 3 4 1 7 5 1 3 3 4 7 5 4 6 9 9 7F 6 2 0 1 0 9 2 1 8 7 0 6 1 3 5 7 0 7 8 2 9 9 9

U R B A N P 8 8 7 7 4 2 7 6 6 0 2 7 3 4 5 3 1 5M 5 0 2 3 9 2 5 3 4 2 2 5 2 8 0 6 2F 3 8 5 3 5 2 3 1 8 2 0 6 5 2 5 3

SOURCE C E N S U S O F I N D I A - 1991

( 7 9 )

T a b l e 1.11P E R C E N T A G E T O T O T A L P O P U L A T I O N O F W O R K E R S

Dis t r i c t S i d h i M a d h y a P r a d e s h

STATE

M A D H Y A PR.ADESH

T f-" P E R C E N T A G E T O T O T A L 1P O P U L A T I O N OF TOTALH M W O R K E R S M A I N 1I'JORKERS M A R G I N A L WORK!ERSU f- 1981 1991 1981 1 9 9 1 1981 1991

r P 4 2 . 9 2 42. 70 38. 41 37. 74 4.5 1 4 . 9 6M 54 . 4 8 5 2 . 17 5 3 . 5 2 5 1 . 40 0 .96 0. 7 7F • '/4 3 2 . 5 3 2 2 . 3 4 2 3 . 0 8 B . 3 0 9.4 5

R P 4 6 . 3 1 46 .69 40.8'7 40. 47 5 . 44 6 . 2 2M 5 6 . 3 8 5 6 . 8 9 55 .30 5 2 . 9 8 1 .08 0<. 91F 35 . 7 8 3 9 .07 25 ,. 78 2 7 . 2 1 1 . 0'<:> 11 .86

u P 29 .62 2 9 . 49' 2 8 . 7 4 2 8 . 7 2 0 . 88 0. 77M 47. 2 9 46 .64 4 6 . 8 0 46. 3 2 0. 49 0 . 3 2F 9 , 6 3 1 0 .28 8.31 9. 00 1 .32 1 .28

T P 4 4 . 5 7 42 .87 4 0 . 02 3 6 . 2 9 4 . 5 5 6 . 5 8M 55 .81 51 . 4 6 5 4.65 50. 47 1 .16 0 . 9 9F 32. 76 33 .56 2 4 . 6 4 2 <;>. 92 8 . 1 2 12.64

R F 4 4 . 8 7 4 3 « 68 4 0 . 2 5 3 6 , 6 7 4 .62 7.QVM 5 6 , 0 2 5 1 . 5 4 5 4.85 50. 49 1 . 1 7 1 .05F 3 3 - 20 35 .27 2 4 . 9 7 2 1 . 8 8 8 .23 13.39

U P 3C;, 1 7 31 , 16 2 8 . 8 6 3 0 , 8 0 1 .3 1 0 . 3 6f'l 46. 5 1 5 0 . 4 4 45 . 43 5 0 . 3 2 1 .08 0 .1 "'1F 08. 0 2 0 6 .0 2 0 6 . 4C» 0 5 .36 1 .62 0 .66

S O U R C E : C E N S U S OF I N D I A 19Sn

T a b l e 1 . 1 2O c c u p a t i o n w i s e d i s t r i b u t i o n of p o p u l a t i o n

D i s t r i c t : S i d h i

S L N O O C C U P A T I O N M A L E F E M A A L E T O T A L

1 . A g r i c u 1 1 u r e 2 1 9 8 5 1 7 9 8 5 9 2 0 9 7 0 9

A g r 1 c »-.»1 tu r e 1 a b o u r 6 9 2 9 3 5<)880 1 2 0 1 7 3

-.J m H a n s e h o 1 d uj a r {<: 1 0 0 1 1 2 4 9 0 1 2 5 0 1

4. - G t h e r s e r v i c e s 6 0 8 7 9 4 5 4 4 6 5 4 2 3

5 . M a rg i n a 1 1 a b o u r s 7 0 5 9 8 3 2 5 2 9 0 3 1 1

6. W o r k l e s s p o p u 1 a t i can 3 4 6 1 9 8 4 3 7 6 2 0 7 8 3 8 1

T O T A L 7 1 3 2 9 1 6 5 8 6 4 4 1 3 7 1 9 3 5

S o u r c e : Cen:sus of I n d i a 1S'91, D i s t t . Boo k of S t a t i s t i c s lv92

< B O )

% A G E ^ro ' r O ^ r A L P O P U L A I ' I O N o f w o r k e r s

60

•50

4 0

30

.^0

1 0

0

PEia"I^NTA<;;E

I I

• I

i i i

1 ..

■(3TA1, m m

iTOTALWAJx*r.lRAj,

M A D H Y A PKAI>h;S.H ■

m ^ A U C S

1)OUi^:e : c e n s u s m A A . m u

Ii i

M a U'

SI I ) II

MAF^GINAI

r m , \ u : s

T h e r e i s o n e E d i b l e a i l f a c t o r ' y , o n e J a t t . t i a f a c t o r y i n t h e

d i s t r i c t a n d o n e C e m e n t f a c t o r y u»hi.ch r s n o t f u n c t i o n i n g a t

p e r c e n t .

B e s i d e s t i n » b e r t h e f o r e s t s o f t h e d i s t r i c t p r o v i d e p r e c i o u s

h e r b s o f m e d i c i n a l l o i p a r t a n c e and o t h e r u s e f u l p r o d u c t s l i ^ ; e

K a 11 !"t a , G u. rn , i.. a c , C i r a u. n j i , T' e rui u e t c .

E d u c a t i o n a l S c e n a r i o :

In S i d h i d istr ic t , ttiere are 1271 p r i m a r y s c h o o l s and 2 5 7

u p p e r p r i m a r y s c h o o l s . T h e r e a r e 3 0 9 s c h o o l s M J i t h o u t b u i l d i n g

and 2 3 6 1 ac k p rop e r a c c o m m o d a t i o n ,

T a b l e 1 . 1 3 C O M P A R A T I V E L I T E R A C Y R A T E

T o t a l M a l e IV. > F e m a l e iV*)

01. I n d i a 5 2 . 2 1

02„ M a d h y a P r a d e s h 4 3 . 4 5

03. S i d h i D i s t r i c t 2 9 . 1 4

6 4 . 13

5 7 . 43

4 2 . 46

3 9 . 2 9

2 B . 3 9

13.61

S o u r c e : S t a t i s t i c a l D e p i r t m e n t , G o v t , of M a d h y a P r a d e s h

T a b l e 1 . 1 4

R U R A L P O P U L A T I O N AP4D N U M B E R O F L I T E R A T E S

S.N o .

S T A T E / D I S T R I C T P O P U L A T I O N 1991 (in lakh)

L I T E R A T E S 1991 (in lakh)

1. M A D H Y A P R A D E S H

2. S I D H I

5 0 7 . 8 8

1 2 . 8 3

1 4 4 . 6 4

S O U R C E : C E N S U S O F INDIA -- 1991

(81 )

Th e en r o 1 m e n t p a a i t i an i n t h d 1 3 1 r i c t i ■a as f a 1 1 aur j :

T a b l e N o . 1.15 E n r o l m e n t in the age g r o u p 6 - 1 1 y e a r s .

D i s t r i c t - S i d h i

S . C a t e g o r y E^oys G i r l ra1 H O *

N o . o f c h i l d r e n

i n 6 - 11 a g e .

En r o 1men t N o . o f c h i 1d r e n

].n 6 -- 11 a g e

En r o 1 men t

1 . S . 'f .2 . S « C „

3 . OTHERS

3 7 1 8 2

1 5 7 4 4

6 9 0 1 9

2 6 0 2 9

1 1022

5 231 1

35 1 70

1 3 1 4 4

6 4 5 0 6

2 4 6 1 9

9 2 0 1

4 5 1 5 3

TOTAL 1 2 1 9 4 5 8 9 3 6 2 1 1 2 8 2 0 7 8 9 7 3

S o u r c e ; S t a t i s t i c a l Di ?p a r tme n t , G o v t , of M a d h y a P r a d e s h

In the u p p e r p r i m a r y .level, t h e r e a r e 4 8 , G 4 9 c h i l d r e n in

the a g e g r o u p 6 - 1 1 y e a r s of w h i c h 3 4 , 1 9 4 ar e e n r o l l e d . 4 4 , 7 9 6

cj V r I s \ n 3.rj fj c) r ouv^ t,-1 \ y 'a a v s o i. e h 30 ,7 5 1 a r e p n t'o 11 e xS .

I n t I t (3 d 11; t r i c t t h e r e a r e 3 8 7 1 t e a c I'f e r’ :5 p o s t e d f C3 r t h e

<p r i m a r y s d u c a t i o n of w h i c h o n l y 4 B 2 are f e m a l e s o(h i 1 e 3 3 8 9 are

m a l e s . T h e r e a r e 49'2 p o s t s v a c a n t in the d i s t r i c t . T h e t r a i n e d

teachei's are 3 0 1 9 w h i l e u n t r a i n e d are E'52 in the d i s t r i c t .

The t e a c h e r s t u d e n t r a t i o in the d i s t r i c t is 1 : 4 0 as p e r

DPEIP 1994 f o r S i d h i . T h e r e are ItOB p r i m a r y level N o n - f o r m a l

edi-ica t 1 on c e n t e i’s i n the e i.gh t B 1 o c k s .

(82 )

C O M I ’ARATIVE DLOC'K WISE LITERACY IJATE

DISTRICT : S ID IU

I AMPlfK

.SlDKl

S I I M V A L

CBTimNGI

D E O r M l

K i \ m o h i

KUSMI

l?AfDM\N

0 1 0 riO 3 0 - 10 f)0 #50

: c e n s u s o f ini;ia irj>9i

1 3 L 0 C K W I S E L r r E R A C Y K A T E

UISTRIC' S

s i n i T i

15.09

SI l-IAWAl. '1 1 . 2 8

CmTRANGI6.44

DEOSAP. \6 . 4 2

BAIDILAN16.3

MAI HO 1,113.28

FlCM A Lli;

KUSMl0.6771

SOUKCii: : CENSUS OP’ IND[A 199;

T h e e f f e c t i v e l i t e r a c y rate in the d i s t r i c t is 2 9 . 1 4 i*ihich

is louier t h a n the s t a t e a v e r a g e . F e m a l e l i t e r a c y rate is 13.61

w h i c h i i m u c h belou) the s t a t e a v e r a g e of 2 8 . 8 5 .

" T a b l e - 1 . 1 6D i s t r i b u t i o n of t o t a l p o p u l a t i o n an d l i t e r a t e P o p u l a t i o n

b y R u r a l / U r b a n a n d b y Se:<

T o t a l U r b a n R u r a 1

T o t a l

1 3 7 3 4 3 48 8 0 4 8

1 2 8 4 5 8 6

P O P U L A T I O N

M a 1 e

7 1 4 6 7 2‘j 0 2 9 6

6 6 4 3 7 6

F e »Ti a 1 e T o t a l

6.ri87623 8 5 5 2

6 2 0 2 1 0

3 0 9 5 6 24 6 1 7 5

2 6 3 3 8 7

L I T E R A T E S

Ma 1 e

2 4 0 8 33 1 6 9 1

2 0 9 1 5 2

F e m a l e

6 8 7 1 91 4 4 8 45 4 2 3 5

S O U R C E ; C E N S U S OF I N D I A - 1991

T a b l e 1 . 1 7

B l o c k w i s e l i t e r a c y r a t e s in S i d h i D i s t r i c t - 1991

S.n o .

P o p u l a t i o n <+7). D i s t r i c t --------------------------

/ B 1 QC k M a l e F e m a l e

L i t e r a t e s (+7)

M a l e F e m a l e

L i t e r a c y r a t e s

M a l e F e m a l e

1 4 5 ' 6 7

S i d h i d i s t r i c t 5 4 3 0 3 5 4 9 4 2 8 8 2 2 9 6 7 1 6 3 9 0 8 4 2 . 2 9 1 2 . 9 2

B l o c k s

1 . R a m p u r N a i k i n 6 9 5 8 1 6 5 2 4 4 3 4 9 0 9 1 3 1 0 4 50. 17 2 0 . 0 8

'T' S i d h i 7 5 4 9 9 6 9 8 1 8 3 3 6 5 4 1 0 5 3 7 4 4 . 5 7 15 .09

3. S i hau<a 1 6 6 2 5 9 6 2 7 3 9 2 9 5 4 3 7 0 7 5 4 4 . 5 8 11 .27

4. C h i t r a n g i 7 7 4 4 6 7 0 3 7 8 2 3 8 8 8 4 5 2 9 30. 8 4 6 . 4 3

5. D e o s a r 7 0 8 2 7 6 4 4 8 8 4 1 4 2 3 2 . 4 6 6 . 4 2

6 . M a j h o l i 4 1 7 0 6 3 8 3 6 2 1 7 6 9 3 5 8 9 4 4 2 . 4 2 1 5 . 3 6

7. K u s m i 2 0 8 7 2 1 9 1 4 8 6 5 6 4 1 6 6 0 31 .44 8 . 6 6

8 . W a i d h a n 1 2 0 8 4 5 104111 6 0 4 2 9 1 6 9 6 7 5 0 . 00 1 6 . 2 9

S O U R C E : C E N S U S O F I N D I A -■ 1991

(83)

P O S IT IO N

S. Name; of I C D S N o =5. Pv’G j e c t .

T a b l e - 1 . 1 8 OF A N G A N W A D I S A N D ITS B E N E F I C I A R I E S

D i s t r i c t S I D H I

No. of Hngan»>jad i c. e r» t r' e s .

No. of •Hverage c h i I d r e n

B e n e f 1 c 1 a r i e 5 p r e g n a n t and 1 a c c a t i o n cnothe rs .

Tot a 1

1 .

4.r>.

Wa i d h a n

C h 1 1 r a n g i D e o s a r K u s m i R a m p u r

1 3 3 6 3 8 9 9 7 1

1 8 4 6 0 7 3 1 4 2 3 2 1 7 5 3 9 3 1 7 9 8

1 4 6 !:)3e6 2 0 9 6 1 0 0 ‘ 3 5 8 6 1 1 1 1

7 3 6 07 4 9 67 1 9 1

6 4 8 24 6 9 7

S o u r c e : D i s t r i c t E ' d u c a t i o n D e p a r t m e n t S i d h i .

T a b l e - 1 . 1 9

P o s i t ion of T r a i n e d a n d U n t r a i n e d T e a c h e r sin D i s t r i c t S i d h i

S . N o . B I o c k N o . o f T r a i n e d N o . o f U n t r a i n e d T o t a l

T e a c h e r T e a c h e r .

1 , R a m p u r N a l k i n 4G'5 8 7 4 9 2S i d h i 3 2 0 1 2 6 4 4 6

\ U m K.'uiihm 1 1 7 8 81 • 2 5 94 . Ma j t ^ o u J. i 1 9 5 6 4 2 5 95 . S l h a » j a 1 3 4 2 8 2 4 2 46 . D e o w a r 1 9 8 8 2 2 8 07 . Ch i t r a n y 1 2 5 2 6 0 " T i 'n X

8 . W a1dh an 2 9 3 1 0 3 3 9 6

T o t a l 2 1 8 3 6 8 5 2 8 6 8

S o u r c e : S t a t i s t i c a l D e p a r t m e n t , B o v t . of M a d h y a P r a d e s h

T a b l e - 1 . 2 0S H O W I N G N U M B E R O F N . F .E. C E N T R E S A N D NO. O F E N R O L IED C H I L D R E N

BL D C K S . N O . OF C E N T R E S

E N R O L I £ D B O Y S

T O T A LG I R L S .

NO. OF I N S T R U C T O R S

B i d t') i 141 2 1 4 2 186 3 141fa mp u r- N a 1 1; i n 126 1 8 5 3 1 74 2 1 2 6S 1. 1 a\»j :l 1 1 45 19 6 3 185 2 1 45J-.usfvn. 185 1 3 6 8 1 134 185M a j h o u l 1 186 1 4 2 2 1218 186W a 1 d h a n 2 1 4 2 1 2 1 1 631 2 1 4D e o s a r . 148 1 6 6 4 1343 148C h 1 1 ran ji 156 1 4 G 6 1231 156

To t a l : 1301 1 4 0 1 9 1201 4 1301

S o u r c e : S t a t i s t i c a l D e p a r t m e n t , G o v t , of M a d h y a P r a d e s h

(84 )

TRAINING STATUS OF TEACHERS DISTRICT - SIDHI

i .

□ Trained

E Un TrainedTrained

Un Trained

No. of Teachers

2183

685

TEACHERS BY THEIR GENDERDISTRICT - SIDHI

Male

Female

No. of Teachers 1

2534!1

3341

NUMBER OF TEACHER PER SCHOOL DISTRICT - SIDHI

□ One TeacherNo. of Teachers

□ Two TeacherOne Teacher ?0

[3 Three TeacherTwo Teacher 1025

S Four TeacherThree Teacher 168

■ Five & AboveFour Teacher

Five & Above 14

T a b l e - 1.21E N R O L L E D S C H O O L C H I L D R E N IN T H E A G E G R O U P 0 9 - 1 4 Y E A R S

D R O P O U T A N D O U T O F S C H O O L C H I L D R E N .

B L O C K S N O . O F N O T E N R O L 1ED D R O P O U T S . T O T A L O U T OFBOYS. G I R L S B O Y S G I R L S S C H O O L Cl

S i d h i 6 2 4 3 5 8 5 6 6 2 4 8 5 7 5 3 2 4 2 0 0R a m p U P N. 5 3 7 8 4 7 4 2 5 9 5 6 4 6 9 6 2 0 7 7 2Sihau/al 5 1 1 2 4 3 7 0 5 G 3 7 4 3 3 9 19 6 6 6K u s h m i 1 B 2 8 1627 2 6 5 8 1624 7 7 3 7M a j h o u 1 i 1956 1 431 2 7 5 3 122 8 7 4 6 8W i a d h a n 4 3 3 7 4 2 4 9 5 4 2 8 4 1 4 2 1 8 1 5 6D e o a a r . 465 7 3 8 3 6 4 4 7 7 75 7 1 6 7 2 7Ch i t ran j i 4 5 3 B 3 1 4 6 4 6 3 2 31 18 15 434

T O T A L : 3 4 1 49 2 9 2 6 5 3 7 9 8 9 2 8 7 5 7 1ZO 160

Soi-.i.rcc : Di.'Strict E d u c a t i o n D e p a r t m e n t S i dhi.

T a b l e - 1 . 2 2 A G E G R O U P 6 TO 11 E N R O L M E N T - 1 9 9 3

S. B L O C K S T O T A L S C STN O • B O Y S G I R L S B O Y S G I R L S B O Y S G I R L S

1 . amp U P N. 1 0 8 6 3 1 0 2 3 4 1 2 7 6 1 193 231 4 2 1 4 6jf- ■ S i d h i 1 188 3 1 1 0 9 9 1524 1033 3 6 7 3 3 4 6 33. S i }r\ a I 1 4 4 9 7 9 9 6 3 1 0 7 7 1417 1 9 9 6 1 9 0 54. Ch i t ran j i 1 2 3 1 6 1 1 405 1291 1 2 1 (J 5 4 9 6 35 . D e a s a r 1 108 3 1 0 2 9 7 2 6 3 9 1348 4 8 3 4 4 6 3 26 . Ma jhou. I 1 6 4 7 6 6 0 2 2 4 7 5 43 9 2 1 5 4 2'024-»/ <. JOj.sm i 3 2 2 6 3 0 3 3 2 1 0 183 2 0 5 9 1 9 9 2B . W a idh an 1 9 0 1 8 1 6 9 2 0 2 5 3 0 2 3 7 8 3 6 9 6 3 4 9 4

T O T A L : B 9 3 6 2 7 8 9 7 3 1 1 0 2 2 9201 2 6 0 2 9 2 4 6 1 9— ----------------- -------------------------- ------------ _______ ..... ... ......._______S o u r c e -- Dy. D t o e c t o r E-Iducation, S i d h i

T a b l e - 1 . 2 3 D R O P O U T AT T H E P R I M A R Y L E V E L 1 9 9 2 - 9 3

S . BLOCK . GRADE - 1 GRADE- I I GRADE - I l l G R A D E - IV

NO > BOYS G I R L S BOYG G I R L S BOYS G I R L S BOYS G IR L i

1 . R a m p u r N , 1 0 . 8 6 1 2 , 2 5 1 6 . 2 1 25 . 5 7 1 8 . 0 8 2 6 . 9 1 1 6 . 2 6 2 6 . 0 0

S i d h 1 . 1 2 . 7 8 1 3 . 7 4 1 7 . 6 0 2 6 . 4 8 1 9 . 1 5 2 9 . 10 1 7 . 5 4 2 8 . 14

•,V • S i h a u j a 1 1 2 . 3 5 1 3 . 4 8 1 7 . 4 4 2 5 . 8 4 1 8 . 7 2 2 8 . 9 9 1 7 . 6 5 27 . 9 8

4 . Ch i t r a n j i 1 3 . 8 5 1 4 . 5 5 1 8 . 5 6 2 7 . 6 0 1 9 . 9 0 3 0 . 2 8 1 7 . 5 7 2 9 . 6 3

5 . D e o s a r 13 . 3 2 1 4 . 8 7 1 8 . 6 7 2 7 , 6 0 19 . 9 0 3 0 . 3 8 1 8 . 3 5 2 9 . 7 4

6 . Ma jh a u . 1 i 1 3 . 6 4 1 2 . 0 9 1 6 . 2 1 2 5 . 4 6 1 7 . 5 4 2 6 .9 4 1 6 . 3 7 2 6 . 10

fCu-sm i 1 3 . 7 9 1 2 . 3 0 17 .22 25 .03 17. 44 26, 9 6 1 6 . 8 7 2 6 . 1 08 . Wa i d h a n . 1 2 . 70 13.58 17 . 44 25 . 7 8 18. 72 2 9 . 2 1 1 7 . 3 3 28. 35

S o u r c e D y . D 1 r e c tor E d u c a 1 1 on -■ S> 1 d h i

< 85 )

T a b l e - 1 . 2 4ENf^.DLMEr4T IN T H E B A S E YEAf^ C H I L D R E N 11 to 14 Y E A R S

S. BLOCK TOTAL SC STNO. ---------------- ------------------------------ -----------

B O Y S G I R L S B O Y S G I R L S B O Y S G I R L

1 . Kampu. r N. 5 45 1 3 8 2 0 5 1 2 4 7 8 9 2 7 8 5 92 . S 1 d fT 1 4 7 6 0 4 4 4 6 6 1 0 5 6 8 1471 1 3 8 7•jj m S 1 h -lui a 1 4 2 0 5 3 3 9 1 431 4 1 4 e<:>o 7 6 34. C h 1 1 r a n g i 4 9 3 4 4 5 6 9 5 1 6 4 7 9 2 1 2 4 1 9 8 8•:i . Dea -6-A r 4 4 3 9 4 1 2 5 105 7 5 4 0 195 7 1 8 6 06 . N a j h o u l 1 2 5 9 4 2 4 1 2 1 90 176 861 8 1 07 . I0j.3(n I 1 29 2 1215 79 7 3 8 2 4 7 9 88 . W a 1 dh an 7 6 1 9 6 7 7 8 1 O' 13 9 5 2 1 480 1 4 0 0

T O T A L - 3 4 1 9 4 3 0 7 5 6 4 4 0 8 3 6 8 0 10424 9 8 6 5

S o u r c e -- Dy. Di res t or E d u c a t i o n A . T . W . Sid hi

T a b l e - 1.25.D R O P O U T S A T T H E U P P E R P R I M A R Y L E V E L

S - N O . B L O C K g r a d e - 6 G R A D E - 7

G I R L S

2 1 .502 2 .63 2 2 . 6 82 3 . 6 4

o*L\.J m21 .29 21 .07 2 3 .00

B O Y S G I R L S B O Y S

1 . R a m p u r N. 14. 44 15 .08 1 4 .33S 1 d h 1 15 .08 1 6 . 2 6 1 4 . 8 7S 1 h awa 1 15 . 14 16.37 1 4 . 7 6

4 . Ct"i 1 1 r'arig i 15 .83 1 6 . 6 9 1 4. 985 . D a o rs .'.i. r' 1 5 . 6 16 .79 1 4 . 8 76 - M a g h c u l i 1 4 . < j 1 15 . 19 1 3 . 6 9'/ . iCu';3fn 1 1 3 . 8 0 1 4 . 7 6 1 3 . 5 88 , W a 1 dh an 15 . 5 1 16 - 37 1 4 . 7 6

S o u rce : D i s t P ict Eiducation D e p a r t m e n t S i d h i .

<f:i6 )

BLOCK WISE TOTAL I ’OFUl.ATION

LIY KROAI) AGE GROUP ( 0 - 6 ) ,l;991

DISTKIG' SIDLII

JAWAD

Nb:t:i.iucf3

V M A 3 A

B B A N P U a A

MAlJiARcJAfsU

r . A K O ' m

MANDEB A U R

rC. .. -1 .

0 1 a lio 30

T h i M i s a n v i y

MAi.K f’i-:m a i ,p:

4C.)

::^lUJKa: : CENSUS OF INDIA - 1U91

GEN. E Q U

T a b l e 1 . 2 6 irJDEX O N G E N D E R E Q U A L I T Y

19 D P E P D I S T R I C T S O F M A D H Y A P R A D E S H R A T I O O F F E M A L E L I T E R A T E T O T O T A L L I T E R A T E

R A T I O O F F E M A L E P O P U L A T I O N T O T O T A L P O P U L A T I O NX 100

R a n k D i s t r i c t L i t e r a c y r a t e - 1991 I n d e x ofR u r a l U r b a n G e n d e r

F e m a l e M a l e F e m a l e M a l e E q u a l i t y

01. M a d h y a P r a d e s h

01,. B e t u l

0 2 . Ra.1. g a r h

03.

4 . F\ a j n a r i t.1 g a o n

05. S a t n a

06. B i l a s p u r

07. Rai?Ji'?n

08. Manclsau r

09. D h a r

1 0 . S e f»a r’' a

1 1 . P a n n a

1 2 . Tikavngarh

13. R a t lam

14. C h h a t a r p a r

1*3. S h a h d o l

16. Su.rguja

17. G i d h i

IG. B u n a

19. R a j g a r h

28

'■>•7

21

20

2<’j

16

15

15

15

14

14

13

1 2

1 1

10

0 9

57

51

53

57

57

5 6

5 8

5 0

6 3

42

5 2

42

44

46

40

41

—y /

4-0

4 2

41

4 2

66

5 6

5 0

5 8

5 1

5G

5 2

5 6

5 4

5 3

5 0

4 2

61

5 0

7 8

55

5 0

50

46

61

85

8 2

7 8

8 3

"7/ I*

B 4

76^

B 4

7 9

6 7

8 3

7 4

7 5

7 8

7 9

7 7

76

65

7 -h

64

6 0

6 2

6 2

60

6 2

5 8

5 9

5 4

5 7

56

65

5 9

46

5 7

4 6

51

64

REF'ERENCE : U s h a N a y a r , Un 1 ve rs a 1 i s a t i on o f P r i m a r y E d u c a t i o nof R u r a l Girl in Ind i a , NCEF^T, N e w Delhi, 1 9 9 3

S o u r c e : L i t e r a c y F i g u r e s a r »3 f r o m S t a t i s t i c a l D a t a b a s e f o rL i t e r a c y N a t i o n a l I n s t i t u t e of A d u l t E d u c a t i o n , Neui D e l h i , 1992.

( 8 7 )

C h a p te r - 2T h e s t u d y L o c a l e : O b s e r v a t i a n and I n t e r a c t i o n

In the d I'at n e t Bidh.i, b l o c k Bidfii. iwa=> s e l e c t e d for

c o l l e c t i o n of ppim.Hiry d a t a . El'i^ht v i l l a g e 3 and one v5lum l o c a t i o n

i.i/er’e :i. d en 1 1 f i ed tc.»' o b t a i n d e t a i l e d i n f or‘o»at i on on the s o c i o

econofn i c and d e v e 1 opinen t a 1 v a v 1. ab I e s o t g i y I ;-i edi.\<r. a 1 1 on

p e r c e p t i o n of p^irent^i, commu.n 1 1 1 e-5 , teacheriH; and

:i d m 1. n i. ri t r’ a t a v’s o n u. 1 1 1. 1 1 y (..i f 9 1 v' 1 -n e d n c a t 1 o n , f n c t o r Hi f a r

c o n t .1 nu.anc e and d i'Scon 1 1 n i u.anc e , 9 i p l =j f r o m s c h o o l i n g , the r e a s o n

f o r n •::> n e n r' o line n t , i 5 i.i e s o f g e n d e r' e q u a I 1 1 y a n d i>i o m e n s '

ernpQi.we r m e n t .

Group) di-scassion w e r e c o n v e n e d in a d d i t i o n to i n t e r v i ei.ij-H

w i t h p a r e n t s , t e a c h e r s , admi.n i s t r a t o r s , c o m m u n i t y l e a d e r s , a n d

11 \ e d V' o p Q>j. t an d n e v e r e n r o 1 I e d g 1, i • 1 s on <1 b a v e a p e c t 3 . M a j o i •'

o b s e r V a t I o n s and -suggestions t h a t a m e r g e d from t h e s e v i l l a g e

level g r o u p d i-scurs i on a are s u m m a r i s e d . B l o c k S i d h i is in the

nor'tl"i i.we s t of the d i s t r i c t su r r o u n d e d b y B lock Raiiipl.ir Na i k in ,

M a j h a u l i , D e o s a r and Siha»>ial. T h e r e are 351 v i l l a g e s and 3 0 9 6 4

h o ij. 51') o 1 d s u( i t h a (d o p u 1 a t i o n o f 13 4 2 8 9 6 . T h e r e =i r e 6 9 7 5 3 6 ni a 1 e s

and 6 4 5 3 6 0 f e m a l e s 11.47/', of the p o p u l a t i o n is SC and 30. B2y« is

S T . fl'»e se ;< r at io in the d i s t r ic t i s 9 2 5 .

( 8 9 )

M a i n f e a t u r e s of s a m p l e v i l l a g e s U n s e r v e d v i l l a g e s

1 . V i l l a g e : K h a r i B l o c k : S i d h i D i s t r i c t ; S i d h i

V i l l a g e JChari of S3idhi b l o c k in d i s t r i c t S i d h i is s i t u a t e d

a b o u t 1 0 kms f r o m b l o c k o f f i c e . T h e r e are 75 h o u s e h o l d s in t h i s

v i l l a g e and an a p p r o x i m a t e p o p u l a t i o n of 2 3 0 p e r s o n s ( Males 104,

F e m a l e 126). A m o n g 0 - 6 age g r o u p of p o p u l a t i o n t h e r e are 3 7 b o y s

an d 41 g i r l s as p e r c e n s u s r e c o r d .

T h e caste* c o m p o s i t i o n in the v i l l a g e is t h a t of H a n j an

( S c h e d u l e d C a s t e ) , Ivole ( S c h e d u l e d T r i b e ) , B u j u w a (QBC) an d

G e n e r a 1.

T h e e c o n o m i c c o n d i t i o n of the v i l l a g e r s is p oor. Th e

v i l l a g e r s w o r k as d a i l y w a g e s l a b o u r e r s in the f i e l d s and are

o f t e n p a i d a v e r y loui a m o u n t .

Th e link r o a d is 3 kms. long, u n e v e n a n d d u r t y w h i c h

b e c o m e s v e r y m u d d y d u r i n g rai n s . T h e r e is n o h o s p i t a l or h e a l t h

csare f a c i l i t y in the v i l l a g e -

T h e r e is n o s c h o o l in the v i l l a g e , and n o s u p p o r t s e r v i c e s

lik e N F E c e n t r e , A n g a n w a d i , B a l w a d i , d a y c a r e c e n t r e are

a v a i 1 a b 1 e .

E a r l y m a r r i a g e s a n d p a r t i a r c h a l v a l u e s p r e d o m i n a t e . T h e

w o m e n h a v e t e s l o g and b e a r a lot of h a r d s h i p s . M o s t o f the g i r l s

in t h e 0 6 - 1 8 y e a r s age g r o u p are m a d e to w o r k in h o u s e s as wel l

as in f i e l d s to s u p p l e m e n t the f a m i l y i n c o m e .

(91 )

S o c i a l i s a t i o n p a t t e r n i<5 gSsired tawardEi m a k i n g 19 Iris g o o d

w i v e s and c a r i n g m o t h e r a . T h e g i r l s h a v e n o p e r c e p t i o n a b o u t

i m p o r t a n c e of ed(.ication in t h e i r lif e .

A 1 c h o h o 1 itiiai and lack of f a m i l y p l a n n i n g meaBjures a v a i l a b l e

f u r t h e r a g g r a v a t e s the p r o b l e m s . T h e g i r l s ' e d u c a t i o n thu.H

'ii u. f f e t' 3 .

(9:

T h e v i l l a g e J amo d i se»xgram in b l o c k S i d h i of d i s t r i c t S i d h i

ifj s i t u a t e d 6 kms. auiay f r o m the d i s t r i c t h e a d q u a r t e r s . T h e r e aj*'e

9 3 h o u s e s in w h i c h 5 5 9 p e o p l e r e s i d e and m a l e s b e i n >9 30 5 an d

f e m a l e s b e i n g 2 5 4 . Of the 0 - 6 age g r o u p p a p u l a t i o n b o y s are 9

and g i r l s 54.

T h e v i l l a g e is s c a t t e r e d in the a r e a of 1 1 9 . 1 1 h e c t a r e s . It

h a s a m i x e d c a s t e c o m p o s i t i o n . The n u m b e r of s c h e d u l e d c a s t e

(i.e. H a r i j a n ) is 3 7 w i t h 21 m a l e s and 16 f e m a l e s u»h i 1 e s c h e d u l e d

t r i b e (i.e. K'.ole) are 101 in n u m b e r , o u t of w h i c h 9 3 are mal(?s

and 88 are f e m a l e s . K e w a t and T h a k u r are a m o n g O B C s and G e n e r a l s .

T h e e c o n o m i c c o n d i t i o n of the v i l l a g e r s is p o o r . M o s t l y

the v i l l a g e r s are e n g a g e d as d a i l y w a g e l a b o u r e r s . A m o n g the

1 n f ra--s t rue t u r a 1 f a c i l i t i e s o n l y 0 1 w e l l and 0 2 h a n d p u m p s are

t h e r e . T h e v i l l a g e is n o t e l e c t r i f i e d Th e c o n d i t i o n of road is

b a d w h i c h b e c o m e s w o r s e d u r i n g m a n s o o n m a k i n g the m o v e m e n t of

v i l l a g e r s d i f f i c u l t . T h e r e is s c a r c i t y of w a t e r in t h i s v i l l a g e

and n o t a s i n g l e , e i r r i g a t i o n a 1 f a c i l i t y is a v a i l a b l e . A l s o t h r e

is n o h o s p i t a l or h e a l t h c e n t r e in the v i l l a g e , w h i c h a f f e c t s

the l i v i n g s t a n d a r d and h e a l t h of the v i l l a g e r s .

T h e r e is n o s c h o o l in the v i l l a g e and s u p p o r t s e r v i c e s are

a l s o a b s e n t .

T h e l i t e r a c y rate is l o w in the v i l l a g e le 3iy. . T h e r e are

14 2 l i t e r a t e p e o p l e of w h i c h mal(?s are 109 a n d f e m a l e s 33.

F u r t h e r the n e a r e s t s c h o o l is 6 k.ms. a w a y f r o m the v i l l a g e . The

p a r e n t s are n o t k e e n to s e n d t h e i r d a u g h t e r s to the s c h o o l f r o m

the p o i n t of v i eu; of saf ty .

2. V i l l a g e ; Jamodi seuigramBlock : S id h iD i s t r i c t : S id h i

(93)

Tlie p a r e n t s d o n o t w a n t to isena ciauynters to

c a e d u c a t .1 o n a 1 rjchaols ispc^c i a 1 1 y run b y s i n g l e m a l e t e a c h e r . T h e y

are lAiorrii^d t h a t if tht' t e a c h e r is a b s e n t , t h e r e is n o o n e to

take r e s p o n s i b i l i t y for t h e i r d a u g h t e r . T h i s is a n o t h e r

r e a s o n fo r w h i c h g i r l s are s e g r e g a t e d and i s o l a t e d f r o m the

ou. t s i d e (j(o T' 1 d .

( 9 4 )

3. V i l l a g e : Jamodi KalanBlock : S id h iD i s t r i c t : S id h i

V i l l a g e J a m o d i tCalan is in b l a c k S i d h i and is s i t u a t e d at

a b o u t kms. f r o m the d i s t r i c t h e a d q u a t e r s - N u m b e r of

h a u 3holdi5 is 105 and the p o p u l a t i o n of t h i s v i l l a g e is 778, o u t

of w h i c h 3 9 4 are m a l e s and 3 8 4 are f e m a l e s . W h i l e the 0 - 6 age

g r o u p p o p u l a t i o n c o n s t i t u t e 24*/* of the t o tal p o p u l a t i o n h a v i n g

c o n s t i t u t e 24*/ of the t o t a l p o p u l at ion h a v i n g 9 2 b o y s and 97

g i r l s .

T h e v i l l a g e h a s an a r e a o f 3 0 2 • h e c t a r e s . The c a s t e s

c o m p o s i t i o n is 65 S c h e d u l e d C a s t e (i.e. B a r i , f'4ai, G h a m a r ) , 3 7 7

S c h e d u l e d T r i b e s (i.e. B o n d C o l e ) and Thaku.r are a m o n g

G e n e r a l s . F u r t h e r the s c h e d u l e d c a s t e s h a v e 33 m a l e s and 3 2

f e m a l e s w h i l e s c h e d u l e d t r i b e s h a v e 190 m a l e s and 187 f e m a l e s .

S o m e v i l l a g e r s h a v e t h e i r o w n l a n d s to c u l t i v a t e w h i l e m o s t

of th€ p e o p l e u s e d to w o r k as d a i l y w a g e l a b o u r e r s in this

v i l l a g e . T h e r e ar e 7 handpu.mps and 3 0 w e l l s a m o n g i n f r a

s t r u c t u r a l f a c i l i t i e s w h i l e s u p p o r t s e r v i c e s like A n g a n w a d i ,

E-:alwadi e t c . are a b s e n t . M o r e o v e r t h e r e is n o h o s p i t a l o r h e a l t h

c e n t r e in the v i l l a g e w h i c h e f f e c t s a d v e r s e l y the h e a l t h of the

p o o r v i 1 1 a g e r s .

T h e r e is a s i n g l e G o v e r n m e n t c o - e d u c a t i o n a l p r i m a r y s c h o o l

in t h i s v i l l a g e , the b u i l d i n g o f w h i c h is q u i t e d i 1 a p i d a t e d a n d

the r o o f is in b a d c o n d i t i o n w i t h h o l e s . T h i s type of s c h o o l d o

n o t h o l d a n y a t t r a c t i o n of the s t u d e n t s . M o r e o v e r the a b s e n c e

of t o i l e t s and p r o p e r s i t t i n g a r r a n g m e n t s f u r t h e r a c c e n t u a t e s

the faroblem of a t t e n d a n c e in t h e S c h o o l .

(95 )

T h e l i t e r a c y r-ate of t h i s v i l l a g e is 34V# as o n l y 152

m a l e s and 5 7 f e m a l e s a r e l i t e r a t e . F u r t h e r p o v e r t y and lac k of

m o t i v a t i o n of p a r e n t s toujards e d u c a t i o n are the m a i n r e a s o n s for

1 ou/ 1 i t e r a c y in the v 1 1 1 age .

<96)

4. V i l l a g e : SonvarshaBlock : S id h iD i s t r i c t : S id h i

V i l l a g e Sonv-nrsha of b l a c k S i d h i is at a d i s t a n c e of 17i!

k m a . f r o m thc^ b l o c k h e a d q u . a t e r s . ""It h a s 5 8 h o u s e h o l d s and the

p o p u l a t i o n o f the v i l l a g e is 4 3 0 of w h i c h m a l e s b e i n g 221 amd

f e m a l e s 2 0 9 . 7'he se;< r a t i o of the v i l l a g e is 944.- T h e r e are 47

b o y s an d 4 2 vjirls in the 0 - 6 age g r o u p m a k i n g a se:< r a t i o of

8 9 3 u)h ich is ve ry 1 oia) .

The a r e a of the v i l l a g e is 17'9.16 h e c t a r e s . C a s t e

c o m p o s i t i o n c o m p r i s e s s c h e d u l e d c a s t e (i.e. H a r i j a n C h a m a r )

w i t h 71 m a l e s and 6 0 f e m a l e s , s c h e d u l e d t r i b e (i.e. kole)

h a v i n g 31 m a l e s an d 3 6 f e m a l e s , O B C s (i.e. D h o b i and A h e e r ) and

T h a k u r a m o n g g e n e r a l c a t e g o r y .

The e c o n o m i c c o n d i t i o n of t h i s v i l l a g e is p o o r . M a s t of the

v i l l a g e r s are e n g a g e d e i t h e r in d a i l y w a g e a c t i v i t i e s like s t o n e

c r u s h i n g etc o r i n v o l v e d in f i e l d w o r k s as b o n d e d l a b o u r e r s ,

g e t t i n g a v e r y low a n o u n g as w a g e s a f t e r h a r d w o r k .

A m o n g i n f r a—s t r u e t u r a 1 f a c i l i t i e s t h e r e are o n l y 05 h a n d

p u m p s an d 0 7 w e l l s , Mihich are n o t a d e q u a t e to f u l f i l l the

r e q u i r e m e n t s of v i l l a g e r s as m o s t of t h e m g e t d r y in s u m m e r .

V i l l a g e r s u s e d to d r a w w a t e r f r o m a r i v e r w h i c h is a b o u t 2 kms.

a w a y f r o m the v i l l a g e . So, t h e r e is an a c u t e p r o b l e m of w a t e r

in t h i s v i l l a g e . A l s o , t h e r e is n o h o s p i t a l o r h e a l t h c e n t r e ,

in or n e a r the v i l l a g e w h c i h a f f e c t s the h e a l t h of p o o r

v i l l a g e r s , w h o n o w b e c o m e h a b i t u a l of f i l t h y and u n h y g i e n i cV

s u r r o u n d i n g s and t h e y are m o s t l y m a 1 n o u r i s h e d .

(97)

T h e r e 13 o n e g o v e r n m e n t p r i m a r y a c h a o 1 =5 j. l.;uat;ed at a b o u t 2 ^

a n d 1/2 k m s froaj the d e n s e l y p o p u l a t e d ar»?a. The p a r e n t s d o

no t like t h e i r d a u g h t e r s c o m m u t i n g s o m u c h d i s t a n c e all by

t h e m s e l v e s w h i l e the b o y s a r e a l l o w e d to a t t e n d s c h o o l .

G e n d e r d i s c r i m i n a t i o n w a s o b v i o u s in the v i l l a g e .

C a s t e ism is a l s o o b s e r v e d in the v i l l a g e , the u p p e r c l a s s

s u p p r e s s e s the l o w e r c a s t e .

E a r l y m a r r i a g e s is the t r a d i t i o n of the v i l l a g e . The

p a r e n t s f e a r that b y g e t t i n g e d u c a t e d the g i r l s m i g h t b e c a m e

b o l d and a g g r e s s i v e .

(98

5, V i l l a g e ; BadhauraB lock ; S id h iD i s t r i c t ; S id h i

V i l l a g e B a d h a u r a bGlong-s to the b l a c k S i d h i , d i s t r i c t S i d h i

in M a d h y a Prade-sh . It h a s 4 3 8 hau.sholdi -3 a n d a p o p u l a t i o n of

2 4 9 0 . T h e r e are 1285 m a l e s and 1205» f e m a l e -5 t h u s m a k i n g a s e x

r a t i o of 937. A m o n g 0--6 a g e g r o u p of p a p u l a t i o n , the n u m b e r of

b o y s IS 2 G 9 an d tha t of g i r l s is 2 7 3 c o n s t i t u t i n g 22V* of the

t o t a l p o p u l a t i o n and a s e x r a t i o of 944.

The v i l l a g e h a s an a r e a of 5 0 1 . 4 5 h e c t a r e s . It h a s a m i x e d

c a s t e c o m p o s i t i o n w i t h s c h e d u l e d c a s t e <Nai m o s t l y ) 1 1 2 , o u t of

w h i c h 5 9 are m a l e s and 5 3 are f e m a l e s , s c h e d u l e d t r i b e s ( K o l e )

ar e 5 5 6 In «^»hich 2 8 7 are m a l e s and 2 6 9 are f e m a l e s . L o h a r a n d

C a r p e n t e r a r e a m o n g D B C s an d B r a h m i n s a m o n g g e n e r a l c a t e r o r y -

E c o n o m i c c o n d i t i o n of thi s v i l l a g e is p o o r . M o s t of the

v i l l a g e r s are e i t h e r d a i l y w a g e l a b o u r e r e s , c a r p e n t e r s

B 1 ack--smi ths o r B a r b e r s .

N u m b e r of h a n d p u m p s are 10 and w e l l s are 4. T h o u g h the

v i l l a g e is e l e c t r i f i e d b u t h a s n o o t h e r f a c i l i t i e s like p u b l i c

t e l e p h o n e , h o s p i t a l , p o s t - o f f i c e etc. A n g a n w a d i , B a l w a d i , M a h i l a

M a n d a l , C r e c h e s and o t h e r s u p p o r t s e r v i c e s are a b s e n t .

T h e v i l l a g e h a s o n e g o v e r n m e n t c o - e d u c a t i o n a 1 m i d d l e s c h o o l

w i t h s e p a r a t e b u i l d i n g f o r g i r l s u p t o p r i m a r y level and tw o

F^rivate c o - e d u c a t ional p r i m a r y s c h o o l s . Th e G o v e r n m e n t s c h o o l

a l t h o u g h in the v i l l a g e is a b o u t 3 km s f r o m d e n s e l y i n a h a b i t a t e d

a r e a . H e n c e , t h i s long d i s t a n c e c r e a t e s a c c e s s p r o b l e m for g i r l s ,

w h i l e the o t h e r two p r i v a t e s c h o o l s are n e a r e r bu t d u e to

p r o v e r t y , the v i l l e g e r s a r e u n a b l e to p a y t u i t i o n fee and o t h e r

<99)

e;;pens>2s w h i c h the p r i v a t e s c h o o l s d e m a n d , t h a t i-is w h y the

l i t e r a c y r a t e is as low as 347« and the v i l l a g e h a s o n l y 4 8 6 m a l e s

and 170 f(-?iT>ale l i t e r a t e s . M o r e o v e r , the a t m o s p h e r e of governjTient

s c h o o l is n o t a t t r a c t i v e w i t h p o o r c o n d i t i o n of s c h o o l b u i l d i n g .

L a c k of d r i n k i n g w a t e r and t o i l e t f a c i l i t i e s , p r o p e r s i t t i n g

arrarngeiTients and p l a y g r o u n d f u r t h e r a g g r a v a t e the p r o b l e m s of

e n r o l m e n t and a t t e n d e n c e .

T h e r e is a s i n g l e A y u r v e d i c c l i n i c in the v i l l a g e w h i c h d o e s

d o n o t f u l f i l l th e m e d i c a l r e q u i r e m e n t o f v i l l a g e r s , and w h e n

n e e d e d t h e y h a v e to r u s h to the b l o c k h o s p i t a l w h i c h is a b out 15

km s aujay.

E a r l y m a r r i a g e , d o w r y s y s t e m and p u r d a h s y s t e m is p r e v a l e n t ,

h e r e , w h e r e the g i r l s of m i n o r age are f o r c e d to o b s e r v e p u r d a h

in the m a l e d o m i n a t e d c o m m u n i t y and als o f o r c e d to m a r r y w u t h o u t

a s k i n g t h e i r c h o i c e and w i l l . The s c h o o l age g i r l s in the

v i l l a g e w e r e a l r e a d y m a r r i e d and a w a i t i n g “G a u n a " . T h e p a r e n t s

d o n o t e d u c a t e g i r l s f r o m the f e a r that t h e y m i g h t n o t find a

s u i t a b l e g r o o m for them.

( 1 0 0 )

V i l l a g e J o g i p u r in S i d h i b l o c k h a s an a r e a of 1 9 3 . 6 6

h a c tare-5 . It is s i t u a t e d 5 kms. f r o m the b l o c k he adqu.at e r s . It

h a s G1 h o u s e h o l d s and a p o p u l a t i o n of 5 6 4 i n d i v i d u a l s , comprising,

3 0 5 m a l e s a n d 2 5 9 f e m a l e s . Se:< r a t i o in the v i l l a g e is 8 4 9 w h i c h

is h i g h l y a d v e r s e . 0 - 6 age g r o u p p o p u l a t i o n c o m p r i s e s of 66 b o y s

a n d 5 2 g i r l s thu s m a k i n g a s e x r a t i o of 788.

V i l l a g e h a s d i f f e r e n t c a s t e s like K o r i and C h a m a r a mong

s c h e d u l e d c a s t e ( Males 27^ F e m a l e s 21) Jsole a m o n g s c h e d u l e d t ribe

(Male 81, F e m a l e 77) and B r a h m i n and K s h a t r i y a a m o n g g e n e r a l s .

M o s t o f the v i l l e g e r s ar e d a i l y w a g e l a b o u r e r s in the n e a r b y

f a c t o r y a n d o n l y s o m e of t h e m h a v e t h e i r o w n land to c u l t i v a t e .

H e n c e the e c o n o m i c c o n d i t i o n of t h i s v i l l a g e is p o o r .

A m o n g i n f r a - s t r u c t u r a l f a c i l i t i e s o n l y 6 h a n d p u m p s and 25

p r i v a t e u/ells are there, w h i l e o n l y one n o n - f u n c t lon a 1 N F E c e n t r e

is p r e s e n t in the n a m e of s u p p o r t s e r v i c e s .

T h e v i l l a g e h a s on e g o v e r n m e n t co-edu.cat ional m i d d l e s c h o o l

an d o n e p r i v a t e p r i m e r y s c h o o l . T h e b u i l d i n g of g o v e r n m e n t s c h o o l

r e q u i r e s r e n o v a t i o n . F u r t h e r , u n a t t r a c t i v e and p o o r c o n d i t i o n of

s c h o o l p r e m i s e s d o n o t h o l d a n y a t t r a c t i o n for c h i l d r e n to a t t e n d

the s c h o o l . M o r e o v e r , lake o f t o i l e t s , p r o p e r s i t t i n g

a r r a n g e m e n t s and non--avai 1 ab i 1 i ty of i n c e n t i v e s to e c o n o m i c a l l y

p o o r g i r l s and b o y s f u r t h e r a c c e n t u a t e s the p r o b l e m s of

e n r o l m e n t a n d r e t e n t i o n e s p e c i a l l y a mong g i r l s . Th e v i l l a g e has

o n l y 153 m a l e l i t e r a t e s w h i l e the n u m b e r of f e m a l e l i t e r a t e s is

o n l y 64.

6. V i l l a g e s ; Jog ipurB lock ; S id h iD i s t r i c t : S id h i

(101 )

G e n d e r d i s p a r i t y and b i a s , b o t h are f o u n d in t h i s v i l l a g e

ujhere g i r l s are S K p e c t e d to l e a r n r o l e s w h i c h are l i n k e d to t h e i r

r e p r o d u c t i v e c a p a c i t i e s r a t h e r t h a n r o l e s u/hich c a n m a k e t h e m

sac 1 a l l y v i a b l e and e c o n o m i c a l l y p r o d u c t i v e .

A l s o m o r e e d u c a t i o n is s e e n n e g a t i v e f a c t o r , f o r the n t h e y

w o u l d s p e a k t o o m u c h and b e c o m e c a n s c i o u s of t h e i r r i g h t s and

w o u l d b e m i s f i t s in t h e i r h u s b a n d s h o u s e .

( 1 0 2 )

7. V i l l a g e : Panwar ( Chau hant )B lock : S id h iD i s t r i c t ; S id h i

V i l l a g e P a n w a r of S i d h i b l o c k in situatevj at a d i s t a n c e of 8

km s f r o m the d i s t r i c t h e a d q u a t e r s . It h a s 2 2 3 h o u s e and a fai r

p o p u l a t i o n of 1 5 7 2 p e o p l e . T h e m a l e are 801 an d f e m a l e s 771,

thu.s the se:< r a t i o is 9 6 2 w h i l e in the 0 - 6 age g r o u p p o p u l a t i o n

t h e r e a r e 198 b o y s and 2 06 g i r l s and s e x r a t i o of 1 0 4 0 w h i c h is

h i g h l y f a v o u r a b l e .

T h e n u m b e r of s c h e d u l e d c a s t e is 179 (f'1ales-e4 an d Females--

95) w h i l e s c h e d u l e d t r i b e s a r e 2 9 8 in n u m b e r ( M a l e s - 147 and

F e m a l e s ~ 1 5 1 ) and A h e e r and B r a h m i n c o n s t i t u t e a b o u t 7074 of the

t o t a l p o p u 1 a t i o n .

P o v e r t y is f o u n d in the v i l l a g e as m o s t of the villager-^

are e n g a g e d in a g r i c u l t u r a l o p e r a t i o n s as d a i l y w a g e l a b o u r e r s .

T h e v i l l a g e is ric h in i n f r a - s t r u e t u r a 1 f a c i l i t i e s h a v i n g a

p o s t o f f i c e , v e t e r i n a r y h o s p i t a l , G o v e r n m e n t , c o o p e r a t i v e c o n t r o l

s h o p a n d p u b l i c t e l e p h o n e s e r v i c e s . W h i l e o n l y o n e a d ult

e d u c a t i o n c e n t e r is p r e s e n t in the v i l l a g e a m o n g s u p p o r t

s e r v i c e s .

T h e v i l l a g e s h a s o n e G o v e r n m e n t c o - e d u c a t i o n a 1 h i g h school.,

T h e s c h o o l is non--e 1 ec t r i f i ed and the r o o m s Ere d a r k . T h e

s t u d e n t s of h i g h e r c l a s s e s a r e u n a b l e to d o t h e i r s c i e n c e

e x p e r i m e n t s in s u c h d a r k r o o m s w h i c h t h e y c a l l L a b o r a t o r y , T o i l e t

f a c i l i t i e s are t o t a l l y m i s s i n g in t h i s h i g h s c h o o l , t h a t is w h y

g i r l s fee l i n c o n v e n i e n c e in a t t e n d i n g the s c h o o l r e g u l a r l y t h u s

a f f e c t i n g t h e i r a t t e n d e n c e r a t e .

< 103 )

Non--av-ri i 1 ab i 1 i ty of i n c e n t i v e '-5 to hjcanom i c a 1 1 y p o o r S T . D E C a n d

o f g e n e r a l c a t e g o r y g i r l s f u r t h e r a c c e n t u a t e s the p r o b l e m of

g i r l B e n r o l m e n t . T h e r e are o n l y 27 7 m a l e l i t e r a t e s and 108 f e m a l e

l i t e r a t e s in t h i s v i l l a g e s .

S c a r c i t y of w a t e r and m a I n o u r i s h m e n t is a l s o r e p o r t e d and

t h e s i t u a t i o n b e c o m e s w o r s e w h e n m o s t o f the w e l l s an d h a n d p u m p s

g e t d r y d u r i n g '^jummers l e a v i n g the v i l l a g e r s to toil h a r d in

s e a r c h of urater.

C a s t e i s m is a l s o f o u n d in t h i s v i l l a g e as the p e o p l e of

l o w e r c a s t e a v o i d to s e n d t h e i r c h i l d r e n to s c h o o l . T h u s , f r o m an

e a r l y age i n e q u a l i t y is b r e d in the m i n d s of the y o u n g c h i l d r e n

t h r o u g h the s o c i a 1 i zat ion p r o c e s s .

( 104 )

8. V i l l a g e s : UpaniB lock : S id h iD i s t r i c t : S id h i

V i l l l a g e U p a n i c o m e s u n d e r S i d h i b l o c k and in s i t u a t e d at a

distance. of 10 km. f r o m th<? d i s t r i c t h e a d q u a t e r s . It h a s a

p a p u l a t i o n of 2 1 6 0 p e o p l e , m a l e b e i n g 1148, f e m a l e s 1 0 1 2 and se x

r a t i o of 8 8 1 . In the 0-6^ a g e g r o u p the se:< r a t i o is 9 0 3 .

M i x e d c a s t e c o m p o s i t i o n of t h i s v i l l a g e hass 151 S c h e d u l e d

c a s t e <i,e. H a r i j a n ) o u t of w h i c h 81 are m a l e s a n d 70 are

f e m a l e s , S c h e d u l e d t r i b e (i.e. fvo 1 e ) are 2 8 3 in n u m b e r w h e r e

m a l e s a r e 141 a n d f e m a l e s a r e 142 '.while Kor i an d K u m h a r a m o n g

O E C s a n d T h a k u r a m o n g g e n e r a l c o n s t i t u t e a m a j o r g r o u p in the

V i 1 1 a g e .

T h e v i l l a g e is e c o n o m i c a l l y p o o r , as m o s t of the v i l l a g e r s

a r e e n g a g e d e i t h e r in a g r i c u l t u r a l o p e r a t i o n s o r d a i l y w a g e

ac t i v i t i e s .

T h e r e are 0 8 h a n d p u m p s , 3 0 W e l l s , are p r e s e n t , a m o n g i n f r a

s t r u c t u r a l f a c i l i t i e s a l o n g w i t h p u b l i c h e a l t h c e n t r e , V e t e r i n a r y

h o s p i t a l , and p u b l i c t e l e p h o n e b o o t h . S u p p o r t S e r v i c e s like

M a h i l a M a n d a l , N F E c e n t r e , A d u l t e d u c a t i o n c e n t r e a n d o n e p r i v a t e

s h i s h u v i d h y a l a y a a r e p r e s e n t .

T h e v i l l a g e h a s one G o v e r n m e n t c o - e d u c a t i o n a l h i g h s c h o o l .

T h e b u i l d i n g n e e d s u r g e n t r e n o v a t i o n . T h e C l a s s r o o m s a r e

i n a d e q u a t e in n u m b e r du e to w h i c h t e a c h e r s are f o r c e d to take

c o m b i n e d c l a s s e s in a s i n g l e c o n g e s t e d and d i m l i g h t e d room. A s

the s c h o o l is s t i l l n o n - e 1 e c t r i f i e d the s t u d e n t s of h i g h e r

< 1 05 )

clas-se -5 d i f f i c u l t y in d o i n g S c i e n c e e :<pe r imen i'Es. F u r t h e r ,

Thir^re is n o p r o p e r s i t t i n g a r r a n g e m e n t , n o f a c i l i t y of w a t e r and

t o i l e t s c r e a t e a lot o f p r o b l e m s to c h i l d r e n a n d e s p e c i a l l y to

g i r l s .

T h e p a r e n t s d o n o t w a n t to s e n d t h e i r d a u g h t e r to c o -

educationsal s c h o o l s , t h e y p r e f e r t h e i r d a u g h t e r s to learn

h o u s e h o l d c h o r e s and o t h e r t r a d i t i o n a l s k i l l . Th e l a c k of

i n c e n t i v e s and n o t r e a c h i n g t i m e a l s o is a f a c t o r fo r l i t e r a c y

r’ a t e .

( 1 0 6 )

Urban Slum : Azad NagarBlock : S id h i

D i s t r i c t ; S id h l

A z a d Nacjar la an i d e n t i f i e d s l u m and it c o m e s u n d e r

M i n i c i p a l c o o r p r a t ion of S i d h i . It h a s a b o u t 6 0 0 h o u s e h o l d s a n d

a p o p u l a t i o n of 3 0 0 0 p e r s o n s of w h i c h m a l e s are 1 6 5 0 and f e m a l e s

1350. T h e s c k r a t i o in the s l u m is 8 1 8 A m o n g 0 ~ 6 age g r o u p

p o p u l a t i o n t h e r e are 2 6 2 b o y s and 2 9 8 g i r l s c o n s t i t u t i n g 1 9’/ of

the t o t a l p o p u l a t i o n . The n u m b e r of s e h e d u l e d c a s t is 2 8 2 w h i l e

that of s c h e d u l e d t r i b e s is 207 . Q B C s an d G e n e r a l s c o n s t i t u t e a

m a j o r g r o u p in the s l u m c o m m u n i t y .

M o s t o f th e s l u m d w e l l e r s are i n v o l v e d in d a i l y w a g e

a c t i v i t i e s w h i l e s o m e of t h e m ar e c l a s s IV g o v e r n m e n t s e r v a n t s .

H e n c e the e c o n o m i c c o n d i t i o n of the s l u m is poor.

A m o n g the i n f t a s t r u c t u r a l f a c i l i t i e s t h e r e are 1 5 0 taps, 0 2

h a n d p u m p s an d 6 w e l l s . S u p p o r t s e r v i c e s lik e A r g a n w a d i . B a l w a d i ,

M a h i l a M a n d a l a n d A d u l t e d u c a t i o n c e n t r e ar e abs e n t .

T h e r e is n o s c h o o l in the s l u m and t h e n e a r e s t o n e is a b o u t

2 and h a l f km a w a y , that is w h y the l i t e r a c y rate is v e r y p o o r is

t h i s a r e a . F u r t h e r , the p a r e n t s d o n o t c o n s i d e r it s a f e fo r the

g r o w n up g i r l s to a t t e n d s c h o o l at s u c h a far d i s t a n c e . On d e e p e r

a n a l y s i s it c a n be see n that g e n d e r b i a s o p e r a t e s in t h i s s l u m

also, w h e r e b o y s are s e n t to s c h o o l at s i m i l a r d i s t a n c e s in

c o n t ras t to g i r l s .

(107)

rio5 t o f the g i r l s in age g r o u p 8 - 1 4 a r e e n g a g e a in Qome-STJic

ujork and s i b l i n g care^ a>.. t i v 1 1 1 . es , and s o m e of t h e m a l s o

s a p p 1 em>3n t the f a m i l y i n c o m e by u/orking as m a i d s in the a f f l u e n t s

h o u s e h o i d .

E a r l y m a r r i a g e is the o t h e r d r a w b a c k in the s l u m w h e r e the

m i n o r g i r l s w h o a r e i m m a t u r e n o t o n l y p h y s i c a l l y tau.t a l s o

m e n t a l l y , ar e f o r c e d to m a r r y .

D r a i n a g e s y s t e m of the s l u m p r e s e n t s a f i l t h y and u n

h y g i e n i c a t m o s p h e r e as m o s t of the d r a i n s are d i l a p i d a t e d c h o k e d

and o v e r f l o w i n g . S t a g n a n t w a t e r c a n be s e e n h e r e and t h e r e thus

b r e a d i n g m o s q u i t o e s . F u r t h e r , h e a p s of g a r b a g e c r e a t e a m e n a c e

to s l u m d w e l l e r s i n v i t i n g m a n y d r e a d e d diseas€^s like J a u n d i c e ,

C h o l e r a a n d T y p h o i d . M o r e o v e r , t h e r e is n o h o s p i t a l o r h e a l t h

c e n t r e in o r n e a r the- s l u m that is w h y the d e a t h rate and i nfant

m o r t a l i t y r a t e ( IMR ) is c o n s i d e r a b l y h i g h in t h i s area.

( 108 >

The s t u d y t e a m i n t e r a c t e d w i t h the v i l l a g e r s and c o n d u c t e d

g r o u p di^5c u 5s i o n in the v i l l a g e s and u r b a n s l u m to b r i n g o u t the

i m p o r t a n t i s s u e s r e g a r d i n g g i r l s e d u c a t i o n , g e n d e r e q u a l i t y and

uiomen ■ s empoi.ue rme n t . T h e s t u d y t e a m w a s e n l i g h t e n e d a b o u t a). 1

s o r t s o f p r o b l e m s in the v i l l a g e .The p a r e n t s wiere m a d e to

d i s c u s s a b o u t g i r l s e d u c a t i o n and eduCs=ition in g e n e r a l . The:

g r o u p s d i s c u s s e d in d e t a i l t h e i r ou»n o p i n i o n an d the s o l u t i o n to

the p r o b l e m p r e v a l e n t in the v i l l a g e .

1) The s m a l l e r v i l l a g e s h a v e n o s c h o o l s , n o i n f r a s t r u c t u r a l

f a c i l i t i e s . The s c h o o l are in far o f f v i l l a g e s to w h i c h

c o m m u t a t i o n is d i f f i c u l t . The c h i l d r e n are n o t p e r m i t t e d to

c o m m o t e all by t h e m s e l v e for the p u r p o s e of e d u c a t i o n .

2) In the v i l l a g e s it is o b s e r v e d that t h e r e is d i s p a r i t y

b e t w e e n the m a i l f e m a l e l i t e r a c y rates.

Th e p o p u l a t i o n s i z e and v i l l a g e s i z e a l s o is c o r r e l a t e d w i t h

the a v a i l a b i l i t y of i n f r a s t r u c t u r a l f a c i l i t i e s .

■3) In the v i l l a g e g i r l s are o v e r b o u n d e d w i t h h o u s e h o l d c h o r e s

and s i b i l i n g c a r e , the g i r l s and w o m e n s l o g all d a y long and

the p o o p e r the f a m i l y h a r d e r in the s l o g g i n g . The g i r l s d o

not h a v e a n y p r i o r i t y or tim e for e d u c a t i o n .

4) The g i r l s are n o t s e n t to c o e d u c a t i o n a l s c h o o l . Th e p a r e n t s

feel t h a t in the c o e d u c a t i o n a l s c h o o l w h e r e t h e r e is o n l y

s i n g l e m a l e t e a c h e r , h i s a b s e n c e w o u l d c r e a t e s e c u r i t y

p r o b l e m s fo r the g i r l s . The p a r e n t s feel s a f e if f e m a l e

t e a c h e r s are t h e r e in the s c h o o l s ,

GROUP DISCUSSION AND OBSERVATION

( 1 0 9 )

5) T h e i n c e n t i v e s g i v e n to the g i r l s are not e n o u g h to d r a w

t h e m to s c h o o l . T h e y are n e v e r g i v e n the time. T h e v i l l a g e r s

d e m a n d e d t h a t m o r e a w a r d s be g i v e n to the girl-=i. E x t r a

tu t ion and a t t e n t i o n is n e e d e d b y the f i r s t g e n e r a t i o n of

l e a r n e r s .

6 ;* In the u r b a n s l u m s , t h e r e is n o p r o p e r d r a i n a g e , s a n i t a t i o n

o r h y g i e n e . It is o b s e r v e d tha t the g i r l s are e m p l o y e d at an

e a r l y age as s e r v a n t s , as d a i l y w a g e r s and the b o y s are

e m p l o y e d b y p e t t y s h o p k e p e r s , m e c h a n i c s etc. t h u s i n h a b i t i n g

t h e i r e d u c a t i o n a l o p p o r t u n i t i e s .

7) T h e g i r l s and w o m e n in th e v i l l a g e s h a v e low s e l f - e s l e e m ,

t h e y d o n o t c o n s i d e r t h e i r c o n t r i b u t i o n in the h o u s e h o l d

w o r k o r in the f i e l d s as w o r t h w h i l e . T h e y take it as t h e i r

f a t e . The e c o n o m i c p o w e r as w e l l as d e c i s i o n m a k i n g lies in

the h a n d s of men. T h e y d o n o t h a v e a n y a s p i r a t i o n s d r e a m s o r

m o t i v a t i o n to a c h i e v e s o m e t h i n g . T h e y tak e e a r l y m a r r i a g e ,

d o w r y , p u r d a h as a n o r m a l w a y of life.

S) T h e v i l l a g e r s a l s o f e a r t h a t if the g i r l s w i l l b e c o m e

e d u c a t e d , it w i l l be d i f f i c u l t to find a s u i t a b l e m a t c h for

h e r in the v i l l a g e . B e s i d e s the e d u c a t i o n m i g h t m a k e her

m o r e v o c a l , d i s o b i d i e n t a n d b r a s h the p a r e n t s d o n o t feel

t h a t e d u c a t i o n h a s a n y t h i n g to d o w i t h the g i r l s p e r s o n a l

d e v e l o p m e n t n o r d o they t h i n k that e d u c a t i o n m i g h t h a v e a

p o s i t i v e e f f e c t on h e r m a t e r n a l all and f a m i l y roles.

E d u c a t i o n c a n o n l y b r i n g jobs,, thi s is the p e r c e p t i o n of

V 1 1 1 a g e s .

(11 rj )

9) Th e villager':) fc*lt that g i r l s are in the p a r e n t a l h o m e for a

f e w y e a r s a f t e r w h i c h t h e y h a v e to g o to t h e i r i n l a w s h o u s e .

A b a lot of e x p e n s e s are requ. ired for h e r (narriage an d

d o w r y , t h e y p r e f e r to s a v e m o n e y for the s a m e r a t h e r than

s p e n d i n g it on t h e i r e d u c a t i o n . B e s i d e s if the g i r l s s t a y

b a c k f r o m s c h o o l t h e y a l s o h e l p w i t h cool<'ing, w a s h i n g ,

c o l l e c t i n g f o d d e r fuel, s i b l i n g c a r e , f e t c h i n g w a t e r etc.

The v i l l a g e r s res t t h e i r e y e s on t h e i r s o n s and h e n c e try to

g e t t h e m e d u c a t i o n , g o o d food, c l o t h i n g a n d h e a l t h c a r e ,

h e n c e d i f f e r e n t i a l b e h a v i o u r is m e t e d o u t to them.

10) Th e g r o u p discu.s s i a n s by an l a r g e e n d e d at a p o s i t i v e n o t e

wiith r e g a r d s to e d a c a t v o n . Xt e m e r g e d f r o m the d i s c u s s i o n

that s u p p o r t s e r v i c e s , u p g r a d a t i o n of s c h o o l s and i n c e n t i v e s

can p l a y a v i t a l r o l e in g i r l s e d u c a t i o n . It i«;as o b s e r v e d

tha t i s s u e s of e a r l y marriavje, d o w r y , pu.ndah and e q u a l

p r o p e r t y r i g h t s , j o i n t o w n e r s h i p of f a m i l y a s s e t s and j oint

d e c i s i o n m a k i n g h a d s o m e , a m o u n t of r e s i s t a n c e f r o m the

v i l l a g e r s . The g i r l s and w o m e n t o o k the s e c o n d g r a d e

t r e a t m e n t a n d l o w e r s t a t u s as a n o r m a l w a y of life.

(Ill)

C H A P T E R III

A N A L Y S I S O F D A T A

3.1 T H E H O U S E H O L D C O N T E X T

In a l l , 2 7 0 h o u s e h o l d s wcpre v i s i t e d , and th<? i n f o r m a t i o n

o b t a i n e d b y th e i n v e s t i g a t o r s is p r e s e n t e d b e l o w .

T A B L E 3 . 1 . 1

D E S C R I P T I O N O F S A M P L E H O U S E H O L D S IN

B L O C K ; S I D H I D I S T R I C T ; S I D H I

* T o t a l N u m b e r of H o u s e h o l d s : 2 7 0

* T o t a l N u m b e r of M e m b e r s o f H o u s e h o l d s ; 1381

* A v e r a g e S i z e of H o u s e h o l d s : 5.1

■'* M a j o r R e l i g i o n : H I N D U

N o . V,2 5 7 9 5 . 2

* M o t h e r T o n g u e : H I N D I

N o . y.

2 7 0 1 0 0

In all 1381 p e r s o n s w e r e r e s i d i n g in the s a m p l e 2 7 0

H o u s e h o l d s . T h e a v e r a g e s i z e of the H o u s e h o l d w a s 5 . 1 . N e a r l y 95

p e r c e n t of the s a m p l e p a p u l a t i o n w e r e H i n d u and m o t h e r t o n g u e

w a s h H n d i .

( 1 1 3 )

TABLE 3.1.2 DRINKING. WATER

Source of Drinking Water

No. %

Wells 161 59.6

Handpumps 89 33.0

Taps 20 7.4

* Distance of Source of Prinking

. nq. %

Close by 90 33,. 3

0.5 K m . 0 00.0

1 . and above 180 66. 7

60 p e r c e n t of the h a u s e h a l d s take w-ater fra«\ uiells tMhereas

33 p e r c e n t of thvi h o u s e h o l d s a r e u s i n g h a n d p u m p s for d r i n k i n g

») a t e r .

3 3 p e r c e n t of the t o t a l h o u s e h o l d s hav e s o u r c e of d r i n k i n g

«>jater w i t h i n 0 . 5 Km. and 67 p e r c e n t h o u s e h o l d s h a v e to w a l k m o r e

t h a n a k i l o m e t e r to f e t c h d r i n k i n g w a t e r . T h i s t a s k is b e i n g

d o n e l a r g e l y b y w o m e n folk.

Table 3.1.3

Fuel and Electricity

* Main Sources of Fuel

N o . y.

W o o d 183 6 7 . 8

C o w - D u n g C a k e s 8 7 3 2 . 2

* Availability of Eletricity

13 9 5 1 . 4 8

(114)

F i i i ] L , E L i : c T , D K A i N A ( ; i : / m i i . t r i

DISTRICI' : SIDIIIKAClLllY

P E R C K m A Q E

1 0 0

ao

6 0

4 0

20

0

M m

>»>•:

, ' n :<.■%v

,V- > V ■

• - •« ■*.

.V'vK.

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6 8 perc>3nt of s a m p l e hou•3e^'>o 1 d-5 ar't? u a i n g w o o d as fuel and

3 2 p«PC€*nt' h o u s e h o l d s are u s i n g Cov*»--Dun9 c a k e s .

N e a r l y 51 p e r c e n t hoa-sehoIds fiave e l e c t r i c i t y f a c i l i t i e s

in t h e i r h o m e -

T a b l e 3 . 1 . 4

S a n i tat ion

No.

G o o d 1 . 1

P o o r 2 6 7 9 B . 9

^4o r e s p o n s e 00 00 . 0

T o i l e t fac i 1 i t i e s

^4o. y.

P r i v a t e 1 0. 4

P u b l i c 3 1 . 1

O p e n 2 6 6 98 . .'5

f'Jearly On e p e r c e n t h o u s e h o l d s h a v e g o o d d r a i n a g e

f a c i l i t y an d 9 9 p e r c e n t h a v e p o o r d r a i n a g e l e a d i n g to

w a t e r l o g g i n g a n d p o o r s a n i t a r y c o n d i t i o n s . P r i v a t e t o i l e t is

b e i n g u s e d in 1 H o u s e h o l d o n l y ( 1 in u r b a n s l u m ) .

M a j o r i t y i.e. 2 6 6 h o u s e h o l d s (99/0 u s e d o p e n s p a c e s for

d e f e a c a t i o n . T h e fact r e m a i n s that w o m e n and g i r l s f a c e e;<treme

p h y s i c a l i n c o n v e n i e n c e a n d a d d i t i o n a l l y are o p e n to the d a n g e r s

of ill h e a l t h a n d s e x u a l h a r a s s m e n t .

(115)

D I S T R I B U T I O N O F H O U S E H O L D M E M B E R S A C C O R D I N G TO A G E G R O U P S A N D S E X

TABLE 3 .1 . 5

A g e 6 rou p Pe r s o n s y. Ma 1 e y, F e m a 1 e y«

0 ~ 0 9 7 0 7 . 0 2 0 6 4 1 0 . C'2 0 3 3 05 . 16

6 - 1 1 4 9 8 3 6 .06 196 3 0 . 6 7 3 0 2 4 7 . 2 6

1 2 -• 14 152 1 1 . 0 1 041 0 6 . 4 2 1 1 1 1 7 . 3 7

15 + 6 3 4 4 5 . 9 1 3 3 8 52. 90 2 9 6 4 6 . 3 2

T o t a l 13G1 1 0 0 . 0 0 6 3 9 1 0 0 . 0<? 7 4 2 1 0 0 . 0 0

C l o s e t o 47 pev'cent of the h o u s e h o l d meinbep '3 b e l o n g to age g r o u p

6 to 14 y e a r s r e q u i r i n g E C C E an d p r i m a r y e^du.cation s e r v i c e s .

T A B L E 3 . 1 . 6

A. D I S T R I B U T I O N O F S A M P L E P O P U L A T I O N B Y S E X A N D E D U C A T I O N A L L E V E L

E d u c a t i on a 1 L e v e 1 Pe r s o n s % Mai e y, F e m a 1 e y.

1 1 1 1 1 e r a t e 8 8 7 6 4 . 2 3 3 0 7 4 8 . 0 4 5 8 0 9 0 . 7 7L i t e r a t e be low p r i m a r y 2 4 8 17. 96 151 2 3 . 6 3 0 9 7 1 5 . 1 8P r i m a r y 13 0 0 9 . 4 1 0 8 9 1 3 . 9 3 041 0 6 . 4 2

M i d d l e 0 8 5 06. 15 0 6 3 0 9 . 8 6 0 2 2 0 3 . 4 4

H i g h S c h o o l 0 2 7 0 1 .96 0 2 5 0 3 . 9 1 0 0 2 0 0 . 3 1H i g h e r S e c o n d a r y 0 0 4 0 0 . 2 9 0 0 4 0 0 . 6 3 000 0 0 .00

D e g r e e ( G r a d u a t e ) 00 0 0<'. 00 000 0 0 .00 000 0 0 .00

T o t a l 1381 1 0 0 .00 6 3 9 1 o<:>. 00 7 4 2 1 0 0 . 0 0

Tab 1 e 3 . 1 . 6 s h o w s t h a t 64 p e r c e n t of th e s amp 1 e h o u s e h o I d

m e m b e r b u/ e r e f o u n d i 1 1 i t e r a t e y 16 p e r c e n t uier >3 1 1 1 e r a t e b e 1 ooj

p r i m a r y level and o n l y 18 p e r c e n t h a d c o m p l e t e d p r i m a r y e d u c a t i o n

an d a b o v e .

(1 16)

B. D I S T R I B U T I O N O F S A M P L E O F S C H O O L G O I N G C H I L D P O P U L A T I O N B Y A G E

A N D S E X

A g e G r o u p T o t a l y. M a l e «/ F e m a l e W

f r i m a r y

6 - 1 0

I 1 -- 14 15 -- 18

1990610 0 9

57. 18 1 7 . 5 3 0 2 . 5 9

10 7o r

0 7

55 .73 1 1 . 9 8 03. 65

9 23 8<j2

5 8 . 9 7 2 4 . 3 6 0 1 .28

MI d d i e

6 -- 10 1 1 - 1 4

15 - 18

C '^00s3602 5

0 0 . 0 0 1 0 . 3 4 07. 18

001/125

0 0 . <1''0 07 .29 1 3 . 0 2

00

00

0 0 . 0 0 1 4 . 1 0 0 0 . 0 0

H i g h S c h o o l

L - 10 1 1 -- 1415 - le

000 0 0 4 01 4

0<1>. 00 0 1 . 1 5 04. 0 2

o<:> 0 2 1 4

0 0 . 0 0 1 .04 0 7 . 2 9

0011)200

0 0 . <:>o 0 1 . 28 0 0 .00

T o t a l 3 4 8 1 0 0 .00 1 9 2 1 0 0 . <J'0 156 1 0 0 .00

In 2 7 0 H o u -5e h o 1 d s ' d a t a f o r age g r o u p 6 -• 1 4 y e a r s s h o w s 130

g i r l s ar e g o i n g to p r i m a r y c: 1 a-is'se s . On 1y 2 4 are i.n u p p e r p r i m a r y

c l a s s e s in th e age grcDup 0 6 - 1 4 y e a r s .

C. D I S T R I B U T I O N O F N E V E R E N R O L L E D S A M P L E C H I L D P O P U L A T I O N BY A G E A N D SEX .

A g e G r o u p T a t a 1 M a l e y. e m a 1 e %

6 - 10 2 5 0 7 1 . 0 2 1 5 6 8 9 . 6 6 9 4 5 3 . 4 1

1 1 - 14 0 9 6 2 7 . 2 7 16 09. 19 8 0 45 .45

15 ~ 18 0 0 4 0 1 . 1 4 0 2 < j 1 . 15 0 2 1 . 1 4

T o t a l 3 5 0 1 0 0 .0 0 174 1 0 0 . 0 C» 176 1 0 0 . 0 0

In 2 7 0 h o u s e h o 1 d s' d a t a fo r ag e g roup 6 14 y e a r s s h o w s

t h a t 174 g i r Is h a d ne^ver b e e n €*n ro 1 1 ed in s c h o o l . 0 2 G i r l s of age

g r o u p 1 5“18 ujere a l s o n o t e n r o l l e d f o r s c h o o l i n g .

(117)

D. D I S T R I B U T I P N O F S A M P L E OF D R Q P P E D - O U T C H I L D P O P U L A T I O N B Y A B E A N D S E X

Ag<} G r o u p To t a 1 M a l e F e m 3 ,1 *2?

P r 1 m a r y D f a p - o u t6 - 1 0 4 6 3 7 . 1 0 18 5 0 . 0 0 2 8 3 1 . 8 1

1 1 - 1 4 5 5 4 4 , 3 5 0 7 1 9 . 4 4 4 8 5 4 . 5 415 - IB 0 3 0 2 . 4 1 0 3 0 8 . 3 3 00 0 0 , 0C»

Middle? Dr-Qp--Qat6 - 1 <j' 0 0 O O .00 00 0 0 . 0 0 00 0 0 . 0 0

1 1 - 1 4 15 1 2 . 0 9 0 6 1 6 . 6 7 0 9 1 0 . 2 215 - le 05 0 4 . 0 3 0 2 0 5 . 5 6 0 3 0 3 . 4 1

Tot al 124 1 0 0 . 0 0 3 6 1 0 0 . 0 0 88 1 0 0 . 0 0

In 2 7 0 houTiehalds d a t a for age g r o u p 6 - 18 s h o w s 7 6 g i r l s had

d r o p p e d o u t froiTi p r i m a r y c l a s s e 3 and 1 2 g i r l s fro»n t-niddie c l a s s .

E. D I S T R I B U T I O N O F B A C K G R O U N D V A R I A B L E S O P T H E D R O P - O U T G I R L SBY E D U C A T I O N A L L E V E L

E d u c a t I. o n a 1 L e v e l F a t h e r % Moth»?r y.

I 1 I 1 t e r a t e 15 3 4 . 0 9 25 5 6 . 8 2up to 4 14 31 . 8 2 13 2 9 . 5 4

/ 07 15 . 9 0 0 4 0 9 . 0 91 0 05 1 1 . 3 6 0 2 0 4 . 5 5i 0 3 0 6 . B 3 <!)<:) 0 0 . 00

; 0 0, , . 0 0 ,. 0 0 - 00 O O . 00

T o t a l 44 1 0 0 . 00 44 1 0 0 . 0 0

B Y B I R T H O R D E R

B i r t h o r d e r No. V*

1 25 5 6 . 8 21 0 2 2 .73

•*l 05 1 1 .364 04 0 9 . 0 95 00 0 0 . 0 0

T o t a l 44 1 0 0 . 0 0

(118)

BY H O U S E H O L D I N C O M E (PER A N N U M )

In c o m e N o . %

2 5 , 0 0 0 and a b o v e 00 0<‘. 001 5 , 0 0 0 05 1 1 .361 0 , 0 0 0 29 6 5 . 9 15 , 0 0 0 an d b e 1 oi»j 10 22. 7 3

T o t a l 44 1 0 0 . 0 0

BY C A S T E

C a s t e No.

G e n e r a 1 0 7 15.91S c h e d u l e d C a s t e 19 4 3 . 1 8S c h e d u l e d T r i b e 18 40. 91

T o t a l

%

44 1 0 0 . 0 0

BY F A M I L Y S I Z E

No. of M e m b e r N o , o f y*

D r o p --out

1 00 0 0 . 0 000 0<I). 0010 2 2 . 7 3

4 1 2 2 7 . 2 75 16 3 6 . 3 66 0 2 0 4 . 4 57 0 4 0 9 . 0 98 00 0 0 . 0 09 00 0 0 ,00

T o t a l 44 1 0 0 .00

(119

F. DISTRIBUTION OF BACK GROUND VARIABLES OF THE NEVER ENROLLED GIRLS

BY EDUCATIONAL LEVEL

E d '..I. c a t i o n a 1 L g v e 1 F a 11 ) i'

I 1 1 1 1 e r" a t e

L i t e r a t e up to 4 7

1 0 1 2 1 2 ->-

T o t a l

40

25 IS 2 '•5 00

136

y.

2 9 . 4 1 19. B5 1 8 . 3 8 1 3 . 9 7 i e . 3 8 0 0 .0 0

1 «‘J0 .00

M q th e r

7 63 92 10<>0000

136

y.

5 5 . 8 8 2 8 . 6 8 1 5 . 4 4 0 0 . 0 0 0<‘>. <'j0 0 0 . <:)0

1 0 0 .0 0

BY BIRTH ORDER

B i r t h o r d e r N o %

1

T o t a l

3 04 93 519OZ

136

BY HOUSEHOLD INCOME (PER ANNUM)

I n c o m e No.

2 2 . 0 6 3 6 . 0 3 25 . 7 3 1 3 . 9 7 0 2 .2 1

1 O O .0 0

y.

2 5 . 0 0 0 and a b o v e1 5 . 0 0 010 .0005 , 0 0 0 and b e l o w

004 03 95 7

0 0 . 0 0 29. 41 2 8 . 6 7 4 1 . 9 1

T o t a l 136 1 OC'. 00

BY CASTE

C a s t e No. y.

G e n e r a 1S c h e d u l e d C a s t e S c h e d u l e d T r i b e

T o t a l

3 6406 0

1 3 6

26. 47 2 9 . 4 1 44. 1 1

1 0 0 . 0 0

( 1 2 0 >

B Y F A M I L Y S I Z E

No. o f M e m b e r N o . o f D r o p - o u t

y.

1 00 0 0 .00O 00 0 0 . 0 03 5 0 3 6 . 7 64 31 22. 7 95 le 1 3 . 2 36 25 1 8 . 3 87 05 0 3 . 6 78 07 0 5 . 1 59 00 0 0 .00

To t a 1 136 1 C'0 .00

T A B L E 3 . 1 . 7

O C C U P A T I O N A L D I S T R I B U T I O N O F S A M P L E H O U S E H O L D M E M B E R S

O c c u p a t ion Pe r s o n s *A M a l e % F e m a 1e y.

A g r i c u l t u r e C u l t i . 34 5 2 4 . 9 8 150 23. 47 195 2 2 . 2 4S e r v i c e 149 1 0 . 7 9 1 2 0 1 8 . 7 8 0 2 9 03 . 9 1C a s u a l L a b o u r 3 5 0 2 5 . 3 4 0 7 6 1 1 .89 2 7 4 3 6 . 9 3H o u s e W i f e 150 1 0 „ 86 00 0 0 0 . 0 0 1 5 0 2 0 . 2 1O t h e r s 0 2 6 0 1 .8 8 0 2 6 0 4 , 0 7 0 0 0 0 0 . 0 0N o n W o r k e r s 361 26. 14 2 6 7 41 .78 0 9 4 1 2 .67

T o t a l 1381 1 OC'. 00 6 3 9 1 0 0 . 0 0 7 4 2 1 0 0 . 0 0

T a b l e 3 . 1 . 7 shoi*>s t h a t 2 6 p e r c e n t of the s a m p l e h o u s e h o l d

p e r s o n s ar e n o n - w o r k e r s and 2 5 p e r c e n t are w o r k i n g as c a s u a l

l a b o u r e r s . O n l y 25 p e r c e n t ar e c u l t i v a t o r s . S e r v i c e s e c t o r c o v e r s

e v e n l e s s than 1 1 p e r c e n t o f s a m p l e h o u s e h o l d p a p u l a t i o n .

(121 )

D I S T R I B U T I O N

T A B L E 3 . 1 . 8

O F H O U S E H O L D S B Y I N C O M E (PER A N N U M )

S . n o . I n c o m e ( R s . ) N o . a f N o u s eh o 1d V, to T o t a l

1 . 1 2 , 0 0 0 + 46 1 7 . 0 4 ,

'z' 9, <jO O 4 8 1 7 . 7 8

3. 6 ,0 0 0 75 2 7 . 7 8

4 . 3 ,0 0 0 9 3 3 4 . 4 4

5 . 3 , O O O b e 1 a• ) 0 8 0 2 . 9 6

T o t a 1 70 1 0 0 . 0 0

T a b l e 3 . 1 . 8 i n d i c a t e s t h a t 34 p e r c e n t s a m p l e h o u s e h o l d s h a d

i n c o m e b e t w e e n R s . 3 , 0 0 0 to R s . 6 , 0 0 0 p e r a n n u m . N e a r l y 03 p e r c e n t

h o u s e h o l d s h a d b e l o w R s . 3 , 0 0 0 p e r a n n u m . T h a t is to s a y

t h a t p o e p i e w o r k e i t h e r as c a s u a l l a b o u r o r a g r i c u l t u r a l

l a b o u r e r s in the d i s t r i c t .

O n l y 17 p e r c e n t p e o p l e h a d i n c o m e R s . 1 2 , 0 0 0 and a b o v e p e r a n n u m .

T a b l e 3 . 1 . 9

S E X W I S E E D U C A T I O N A L A S P I R A T I O N S F O R C H I L D R E N

L e v e l S o n s y. D a u g h t e r s %

F^r imary- 2 6 09. 62 3 0 1 1 . 1 1M i d d l e" 3 0 1 1 . 1 1 ^30 1 8 . 5 2H i g h s c h o o l 27 1 0 . 0 0 10 * 0 3 . 7 0Hr. S e c o n d a r y MiO 1 8 . 5 2 2 9 1 0 . 7 4G r a d u a t i o n G e n e r a l 5 6 2 0 . 7 4 5 0 1 8 . 5 2G r a d u a t i on P r o f e s s ! o n a 1 10 03. 70 0 9 0 3 , 3 3P .G . and a b o v e 1 1 0 4 .07 1 1 0 4 . 0 7N o R»3s p o n s e 6 0 9 0 3 3 . 3 3

T o t a l 2 7 0 100. OC) 2 7 0 1 0 0 . 0 0

<122)

H i g h e r e d u c a t i o n a l a s p i r a t i o n s a r e e x p r e s s e d for son-s

c o m p a r e d to daughter's- T o t a l l y n e g a t i v e responseis (e.g. w h a t will

t h e y g e t a f t e r b e i n g e d u c a t e d ? N o u s e of e d u c a t i o n ) toere l o w e r

for bay-3. 19 p e r c e n t p a r e n t s uii^h their- d a u g h t e r s g o i n g u p t o

p r i m a r y m i d d l e and s e c o n d a r y l e v e l s w h e r e a s 26 p e r c e n t w a n t

s e c o n d a r y an d p o s t s e c o n d a r y e d u c a t i o n for t h e i r s o n s . N e a r l y one

f o u r t h p a r e n t s , w a n t h i g h e r e d u c a t i o n f o r b o y s . O n l y 0 4 p e r c e n t

asF>ire for h i g h e r e d u c a t i o n of d a u g h t e r s . T h i s is a n o t i c e a b l e

c h a n g e of a t t i t u d e t o w a r d s e d u c a t i o n of g i r l s .

T A B L E 3 . 1 . 1 0 S E X W I S E O C C U P A T I O N A L A S P I R A T I O N S F O R C H I L D R E N

G c c u p a t ion S o n s ♦ / D a u g h te r s Va

T e ac h e r -y 1 1 . f3 ‘3 2 1 0 7 . 7 8D o c t o r 16 05 .93 1 1 0 4 . 0 7P o 1 i c e 0 f f i c e r 0 4 0 1 , 48 0 4 01 .48T a i l o r i n g 19 07 .04 00 0 0 .00N u r s e O O 0 0 .00 3 0 1 1 . 1 1H o u s e W i f e 0 0 0 0 .00 86 31 .85G o v t . S e r v i c e 8 5 3 1 . 4 8 19 0 7 . 0 4E n g i n e e r 00 0 0 .00 00 0 0 .00

N o A s p i r a t i o n 1 1 4 4 2 . 2 2 9 9 3 6 . 6 7

T o t a l 2 7 0 1 0 0 .0 0 2 7 0 1 0 0 . 0 0

T a b l e 3 . 1 . 1 0 s h o w s as for e d u c a t i o n , l o w e r o c c u p a t i o n a l

a s p i r a t i o n s are n o t i c e d f o r d a u g h t e r s c o m p a r e d to s o n s . T h i r t y

t w o p e r c e n t d a u g h t e r s a r e s e e n as h o u s e w i v e s . P a r e n t s v i s u a l i s e

t e a c h i n g , N u r s i n g a n d g o v e r n m e n t s e r v i c e s as o c c u p a t i o n s for

d a u g h t e r s < 0 7 % ). O n l y 0 6 p e r c e n t p a r e n t s w i s h to s e e t h e m as

d o c t o r s , p o l i c e o f f i c e r s .

In s o m e of the o c c u p a t i o n a l a s p i r a t i o n s the r e s p o n s e is

z e r o . T e a c h i n g s e r v i c e s a n d n u s s i n g job s ar e p r e f e r r e d b y m o s t

in c a s e o f g i r l s . T h e o c c u p a t i o n a l a s p i r a t i o n s are s t e r e o t y p e d

an d m a r k e d w i t h p o o r r e s p o n s e fo r g i r l s .

(123)

PAFIENTAL P E R C E P T I f3N A B O U T T H E P R O G R A M M E f'JEEDED F O R G I R L S

Tab le 3 .1 .1 1

P r o g r a m m e s Y e s %

L i t e r a c y P r o g r a m m e 18 6 6 8 . 8 9

I n c o m e g e n e r a t i n g 8 4 . 8 1

P rog r a m m e o n h e a l t h an d N u t r i t i o n .

1 9 0 7 0 . 3 7

T a b l e 3 . 1 , 1 1 'shows that i.n t e r v i p a r e n t s d e s i r e d t h e i r

p r e f e r e n c e (857.) fo r p r o g r a m m e o n i n c o m e g e n e r a t i n g s k i l l s for

t h e i r f e m a l e w a r d s . P r o g r a m m e on h e a l t h a n d n u t r i t i o n <7'0Vi) c o m e s

n e x t tiiith lowe«5t p r e f e r e n c e (69*/) f o r L i t e r a c y p r o g r a m m e .

(124)

PERCEPTION ABOUT PKO«PvAMMlOS NEEDEDFOM GJ1:LS KDlfCATlON IN inS 'iV A C T SIDHI

1.00

8 0

60

4 0

20

0

p-.tlt^CEN’r A G E

L I T i ^ R A C r

■*;i

INCOMl']

PROGRAMMES

I-LI'ALTtl

PARENT.-^

: sample:i; 9 village data

TABLE 3 . 1 . 1 2

P E R C E P T I O N O F P A R E N T S A B O U T R E A S O N S F O R C O N T I N U A N C E O F G I R L S

S C H O O L

R e a s o n s Re-sponden t -5 (n - 2 7 0 )

N o . V.

IN

B e t t e r e c o n o m i c s t a n d i n g 2 5 0o f hou'sehold

P a r e n t a l e d u c a t i o n 0 6 4

P a r e n t a l m o t i v a t i o n 145

P a r e n t a l S u p p o r t l i ke;

1 . P a y m e n t of f e e s o t h e r 1 1 1t h a n t u i t i o n f e e s

ii. P r o v i s i o n of b o o k s 14 3a n d s t a t i o n e r y

1 1 i. P r o v i s i o n of a d e q u a t e 14 0f o o d a n d c l o t h i n g

iv- C r e a t i n g s p a c e an d t i m e 0 7 4f a r s t u d i e s at h o m e

V. P r o v i s i o n of A c a d e m i c 0 0 2S u p p o r t ( t h e m s e l v e s o r p a i d )

S e l f m o t i v a t i o n of t h e g i r l 0 7 6

c h i l d .

P o s i t i v e a t t i t u d e o f t e a c h e r s 0 7 9

9 2 . 5 9

23. 70

5 3 . 7 0

4 1 . 1 1

5 2 . 9 6

51 .85

2 7 . 4 1

0 0 . 7 4

28. 15

2 9 . 2 6

F i v e m a i n r e a s o n s for c o n t i n u a n c e of G i r l s in s c h o o l i n g

1. EJetter e c o n o m i c s t a n d i n g H o u s e h o l d <92.59y«).

2. P a r e n t a l m o t i v a t i o n ( 5 3 . 7 0 % ) .

3. P r o v i s i o n of b o o k s an d s t a t i o n e r y <52.96*/.).

4. P r o v i s i o n of a d e q u a t e f o o d and c l o t h i n g (51.8574).

5. P a y m e n t o f f e e s o t h e r t h a n tut ion f e e s (41.1iy«)

(125 )

PERCEPTIONSCHOOL

OF PARENTS ABOUT REASONS FOR GIRLS DROPPING OUT FROM

TABLE 3 .1 .1 3

Re a-3on-5 R e s p o n d e n ts N o .

(n==270)y«

1 . I n a b i l i t y of p a r e n t s to p a y e x t r a t u i t i o n f e e / f u n d

128 4 7 . 4 1

I n a b i l i t y of p a r e n t s to p r o v i d e c l o t h e s a n d s h o e s

2 0 7 7 6 . 6 7

3. I n a b i l i t y of p a r e n t s to p r o v i d e b o o k s

09 B v56.30

4. I n a b i l i t y of p a r e n t s to p r o v i d e s t a t i o n e r y

035 1 2 . 9 6

5. I n a b i l i t y of p a r e n t s to

p r o v i d e f o o d0 0 3 .. .

6 . H e l p i n g p a r e n t s in o c c u p a t i o n 179 6 6 . 3 0E n g a g e d in r e m u n e r a t i v e e m p 1 o y m e n t

0 0 8 0 2 . 9 6

8 . D o m e s t i c w o r k 2 5 9 95 .939. C a r e of s i b l i n g s 118 43. 701 0 . A b s e n c e of s u p p o r t s e r v i c e s

viz, A n g a n w a d i , E«a 1 w a d i , C r e c h e s0 0 6 0 2 . 2 2

1 1 . E a r l y m a r r i a g e 10 0 * v^7.041 2 . S o c i a l t a b o o on o n s e t of p o b e r t y 0 3 2 1 1 .8513. P a r e n t a l lack of m o t i v a t i o n 81 .8514. P a r e n t a l i l l i t e r a c y 1 2 2 45. 1915 . L a c k of a c a d e m i c s u p p o r t / h e I p , 0 0 1 0 0 . 3 7

f r o m p a r e n t s / f a m i l y m e m b e r s ,o t h e r s16 . Sch o o 1 f a r a«->/ay 0 2 9 1 0 . 7 417. U n - a t t r a c t i v e s c h o o l e n v i r o n m e n t 0 0 1 0 0 . 3 7IB. Un--sui t a b l e s c h o o l t i m i n g s 000 0<’. 0019. L a c k of r e l e v a n c e o f c u r r i c u l u m 0 0 1 0 0 . 3 72 0 . N o w o m e n t e a c h e r s 106 3 9 . 2 62 1 . L a c k of s e p a r a t e s c h o o l s 0 2 0 0 7 . 4 1'V'T' T e a c h e r s ' n e g a t i v e a t t i t u d e 0 2 3 0 8 . 5 2

F a i l u r e 0 0 5 01 .8524. I l l n e s s of f a m i l y m e m b e r s 000 0 0 . 0 025 . O w n I l l n e s s 0 0 1 0 0 . 3 7

F i v e m a i n r e a s o n s for d r o p p i n g o u t of g i r l s f r o m s c h o o l

1 . D a m e s t i c w o r k (95 .93*/ ) .

2. P a r e n t a l Is^ck of m o t i v a t i o n (81.83*/).

3. I n a b i l i t y o f p a r e n t s to p r o v i d e c l o t h e s and s h o e s <76.67*/)

4. H e l p i n g p a r e n t s in o c c u p a t i o n s <66.30*/).

5. I n a b i l i t y of p a r e n t s to e x t r a t u i t i o n f e e / f u n d (47.41*/).

<126)

P A R E N T A L P E R C E P T I O N O F R E A S O N S F O R N O N - E N R O L M E N T O F G I R L S IN S C H O O L .

TABLE 3 .1 .1 4

R e a s o n s R e s p o n d (?nt = N o .

<n=^270)y.

1 . I n a b i l i t y of p a r e n t s to p a y e x t r a t a i t i o n fee / fun d

126 4 6 . 6 7

ojC* « I n a b i l i t y of p a r e n t s to p r o v i d e c l o t h e s a n d s h o e s

8 4 . 8 1

3. I n a b i l i t y o f p a r e n t s to p r o v i d e b o o k s 126 4 6 . 6 74. I n a b i l i t y of p a r e n t s to p r o v i d e

st at i o n e r y0 6 7 2 4 . 8 1

5 . I n a b i l i t y of p a r e n t s to p r o v i d e food an d m e d i c i n e s

0 1 3 0 4 . 8 1

6 . H e l p i n g p a r e n t s in o c c u p a t i o n 179 6 6 . 3 0->» % E n g a g e d in r e m u n e r a t i v e e m p l o y m e n t 0 0 8 02. 968 . D o m e s t i c w o r k 8 4 . 8 19. C a r e o f s i b l i n g s 0 6 4 23. 7 01 0 . P a r e n t a l l a c k of m o t i v a t i o n 184 6 8 . 151 1 . P a r e n t a l i l l i t e r a c y 0 5 0 1 8 . 5 21 2 . N o n - a v a i 1 abi 1 ity of s c h o o l / N F E c e n t r e s

c l o s e to h a b i t a t i o n0 2 5 0 9 . 2 6

1 v'/ • U n ~ s u i t a b l e s c h o o l t i m i n g s 00 0 0 0 . 0 014. N o f e m a l e t e a c h e r s 081 3 0 . 0 015 . N o s e p a r a t e s c h o o l fo r g i r l s 0 1 7 0 6 . 3 016. L a c k of s u p p o r t s e r v i c e s s u c h as

a n g a n w a d i e s , b a i m a d i e s , c r e c h e s0 0 4 01 . 4 8

1 7 . C u l t u r a l f a c t o r s s u c h as e a r l y m a r r i a g e , s o c i a l t a b o o ' s and c u s t o m s , s e g r e g a t i o n of w o m e n , p u r d a h etc.

0 4 0 1 4 . 8 1

F i v e m a i n r e a n a n s for n o n - e n r o l m e n t o f g i r l s in s c h o o l :

1. D o m e s t i c W o r k (84.81*/).

2. I n a b i l i t y of p a r e n t s to p r o v i d e c l o t h e s and s h o e s (84.8iy«).

3. P a r e n t a l l a c k o f m o t i v a t i o n (68.15y«)«

4. H e l p i n g p a r e n t s in o c c u p a t i o n (66,30y<).

5. I n a b i l i t y o f p a r e n t s to p r o v i d e b o o k s (46.67y«).

(127)

P A R E N T A L P E R C E P T I O N O N U T I L I T Y O F G I R L S E D U C A T I O N

U t i l i t y R e s p o n d e n t s (n=270)N o . '

TABLE 3 .1 .1 5

D e v e l o p s a p o s i t i v e s e l f i m a g e and 192 7 1 . 1 1c o n f i d e n c e a m o n g g i r l s

f^repares g i r l s f o r e c o n o m i c 172 6 3 * 7 0c o n t r ibu t ion

C a n i m p r o v e h e a l t h and n u t r i t i o n a l 0 7 B 2 8 . 8 9s t a t u s of c h i l d r e n and o t h e r f a m i l y m e m b e rs

W i l l e n s u r e e d u c a t i o n of f u t u r e 108 4 0 . 0 0g e n e r' a t i on s

W i l l m a k e g i r l s a n d loomen at»iare 0 6 3 2 3 . 3 3of t h e i r r i g h t s

'-.'•r -r-r6 . H e l p s in r a i s i n g age of m a r r i a g e ?y. r e d u c e 0 6 3m a t e r n a l , i n f a n t and ch i I’d m o r t a l i t y

7. H e l p s in r e d u c i n g the f a m i l y sii:e ' 100 3 7 . 0 4

8 . W i l l p r e p a r e g i r l s for l e a d e r s h i p 0 3 7 1 3 , /'Oro 1 es in s o c i e ty

9. W i l l p r e p a r e g i r l s for p a r t i c i p a t i o n 071 2 6 . 3 0and d e c i s i o n m a k i n g p r o c e s s in allw a l k s of life e.g. f a m i l y , p a n c h a y a t s , m u n i c i p a l i t i e s an d l e g i s l a t u r e

Five m a i n P E R C E P T I O N S of p a r e n t s o n u t i l i t y of g i r l s e d u c a t i o n :

1. D e v e l o p s a p o s i t i v e s e l f i m a g e S- c o n f i d e n c e a m o n g g i r l s (71.117i)

2. P r e p a r e G i r l s for e c o n o m i c c o n t r i b u t i o n ( 6 3 , 70%).

3. Will e n s u r e e d u c a t i o n of f u t u r e g e n e r a t i o n s (40.00Vi>.

4. H e l p s in r e d u c i n g the f a m i l y s i z e < 3 7 . 0 4 % ) .

5. Can i m p r o v e h e a l t h and n u t r i t i o n s t a t u s of c h i l d r e n and o t h e r f am i 1y m e mb e r s ( 2 8 . 8 9 % ) .

(128)

TABLE 3.1.16

PARENTAL PERCEPTION OF GENDER EQUALITY

I n d i c a t o r s R e s p o n d e n t s (n=270)

A g r e e */«

1. G i r l s and b o y s n e e d e q u a l e d u c a t i o n 2 6 8 9 9 . 2 6

2. B o t h n e e d to be g i v e n e q u a l a m o u n t 2 6 9 9 9 . 6 3o f f o o d

3. B o t h n e e d to be g i v e n e q u a l h e a l t h 2 6 4 9 7 . 7 8c a r e and m e d i c a l a t t e n t i o n w h e n n e e d e d

4» B o t h c a n be a s s i g n e d s a m e d u t i e s / 197 7 2 . 9 6r e s p o n s ib i 1 i t i es

5. B o t h s h o u l d be g i v e n the s a m e f r e e d o m 155 5 7 . 4 1

6 . B o t h s h o u l d be g i v e n e q u a l tim e to p l a y 185 6 G . 5 2

7. E?oth c a n p e r f o r m all t a s k s e q u a l l y w e l l 147 5 4 . 4 4

G. B o t h c a n h a v e s i m i l a r o c c u p a t i o n s 115 4 2 . 5 9

9. B o t h h a v e s a m e i n t e l l i g e n c e and 127 4 7 . 0 4ab i 1 i t i es

10. M e n a n d W o m e n s h o u l d be p a i d equal 145 5 3 . 7 0w a g e s for e q u a l w o r k

11. H u s b a n d and w>ife s h o u l d t a k e all 192 7 1 . 1 1d e c i s i o n s j o i n t l y

12. H o u s e h o l d w o r k m u s t be s h a r e d b y all 176 6 5 . 1 9m e m b e r s of the h o u s e h o l d

13. A s s e t s of the f a m i l y s h o u l d be 193 7 1 . 4 8r e g i s t e r e d in j o i n t n a m e s o fh u s b a n d and w i f e

F i v e m a i n p e r c e p t i o n s of p a r e n t s a b o u t g e n d e r e q u a l i t y :

1. B o t h n e e d the s a m e k i n d of f o o d (99.63V;).

2. G i r l s a n d b o y s n e e d e q u a l e d u c a t i o n ( 9 9 . 2 6’/.).

3. B o t h n e e d to be g i v e n e q u a l h e a l t h c a r e (97.78V5).

4. B o t h c a n be a s s i g n e d the s a m e d u t i e s / r e s p o n s l b i 1 i t i e s (72.96%)

5. A s s e n t s of the f a m i l y s h o u l d be r e g i s t e r e d (71.48y«).

(129)

P a r e n t s app>ear to f a v o u r , e q u a l i t y in f o o d , e d u c a t i o n ,

h e a l t h a n d m e d i c a l c a r e for t h e i r c:f>ildren- A l a r g e n u m b e r

of p a r e n t -5 < 9 9’/«) p e r c e i v e the b o y s and g i r l s n e e d e q u a l

e d u c a t i o n b u t t h e y do n o t a g r e e to s h a r e the h o u s e h o l d w o r k b y

all m e m b e r s of the h o u s e h o l d (65*/J). S a m e time t h e y d o n o t a g r e e

t h a t b o t h b o y s and g i r l s h a v e s a m e i n t e l l i g e n c e a n d a b i l i t i e s

(4 7 */4). C o n c e p t of t h e i r i g n o r a n c e t o w a r d s g i r l s is v e r y m u c h

c l e a r .

(130)

CHAPTER 3.2

ANALYSIS OF THE DROPPED GIRL SCHEDULE

In 2 7 0 h o u s e h o l d s , 4 1 3 g i r l s w e r e f o u n d in age g r o u p 6 - 1 4

y e a r s o u t of the m 44 d r o p o u t g i r l s w e r e intervieujed to otatain

n e c e s s a r y i n f o r m a t i o n on r e a s o n s f o r t h e i r d r o p p i n g o u t of s c h o o l

a n d a l s o to a s c e r t a i n if t h e y w o u l d be i n t e r s t e d in r e s u m i n g

t h e i r s t u d i e s ,

TABLE 3.2.1

DISTRIBUTION OF RESPONDENTS ACCORDING TO AGE GROUP

S . H a . A g e G r o u p No. of R e s p o n d e n t s %

1 . 6 - 8 0 2 0 4 . 5 5

'-V 9 - 1 1 10 *7’T ^ • t

• 12 -- 14 3 0 6 8 . 18

4. 15 + 0 2 0 4 . 5 5

T o t a l 44 1 0 0 . 0 0

T a b l e 3 . 2 . 1 s h o w s t h a t o u t of t o t a l 44 i n t e r v i e w e d g i r l s , 68

p e r c e n t w e r e in the a g e g r o u p 1 2 - 1 4 y e a r s f o l l o w e d b y g i r l s o f 9

to 11 y e a r s age g r o u p 2 3 p e r c e n t . It is i n t e r e s t i n g to n o t e

t h a t d u e to g o v e r n m e n t e f f o r t s d u r i n g las t f e w y e a r s for

universal. a c c e s s , e n r o l m e n t and r e t e n t i o n is i n c r e a s i n g at

prifiiary l e v e l . O n l y 0 2 g i r l s o u t of 44 g i r l s w h o w e r e lntervieu>ed

t e n d to drop-'out of the s c h o o l in the age g r o u p of 6 to 8 y e a r s .

B u l k of the d r o p - o u t g i r l s w e r e b e t w e e n 9—14 y e a r s of age.

(13 3.)

D I S T R I B U T I O N O F D R O P - O U T G I R L S A C C O R D I N G T O C L A S S L A S T A T T E N D E D

S. No. C l a 3-3 No. of R e s p o n d e n t s y.

1. 1 s t 0 4 0 9 . 0 9

2. Ilnd 1.2 2 7 , 2 7

3. I l i r d 12 2 7 . 2 7

4. IVth 0 6 1 3 . 6 4

5. V t h 0 6 1 3 . 6 4

6 . Vlt.h •+• 04 0 9 . 0 9

T o t a l 4 4 1 0 0 . 0 0

TABLE 3 . 2 . 2

D I S T R I B U T I O N O F R E S P O D E N T S B Y T H E I R R E G U L A R I T Y A N D P U N C T U A L I T Y IN S C H O O L

T o t a l No, R e g u l a r i t y * Pu.ntualityof Re-spodent Y e s % No. Y. Y€*i5 *A No. Vi

44 4 0 9 0 . 9 1 04 0 9 . 0 9 4 4 1 0 0 . 0 0 0 0 0 0 . 0 0

T a b l e 3 . 2 . 2 s h o w s tha t a l t h o u g h g o v e r n m e n t h a d a d o p t e d the

p o l i c y of a u t o m a t i c p r o m o t i o n , c l o s e to 3 6 p e r c e n t g i r l s of th^

s a m p l e h o u s e h o l d s h a d d r o p p e d o u t of t h e i r s c h o o l a f t e r c l a s s e s

I and II. O n l y 3 6 p e r c e n t of the r e s p o n d e n t s c o m p l e t e d c l a s s four

of s c h o o l i n g . T w e n t y f o u r p e r c e n t g i r l s h a d c o m p l e t e d 5 y e a r s of

s c h o o l i n g . O n l y 0 9 p e r c e n t g i r l s c o u l d c o m p l e t e t h e i r s t u d y u p t o

c l a s s 6 th and d i d n o t p u r s u e t h e i r s t u d i e s f u r t h e r on a c c o u n t cf

nan--avai lab i 1 i ty of s e p a r a t e s c h o o l s at the m i d d l e s t a g e as pe r

o p e n e n d e d r e s p o n s e s .

The d a t a s h o w s that m o s t of the d r o p—o u t g i r l s w e r e r e g u l a r

a n d p u n c t u a l .

(132)

D l S ^ n i l B U l l O N OF GIBLS ACCORDING TOCIASS L.«-^r Ari'HNDHH l)i;?Ti:iCT : SIOMl

P f f i C E N ' r A G E3 0 --------------

2 b

20

15

1 0

5

0Ihirl II h d V t h V l l h I

UK<)POirr CAKIS

S o L m : K : SAWP]J:D 9 vii.lagk data

D I S T R I B U T I O N O F R E S P O N D E N T S A C C O R D I N G T O R E A S O N S F O R D R O P P I N G O U T

Table 3 . 2 . 3

S . N o . R e a s o n s No. of R e s p o n d e n t s *A

1 . Po v e r t y 05 11. . 36

D o m e s t i c w o r k 0 6 1 3 . 6 43. P a r e n t a l I l l i t e r a c y 05 11 .364. L a c k of s e l f m o 1 1 vat ion 0 9 20. 455 . M a t h e r / o w n i l l n e s s 07 15.916 . E a r l y M a r r i a g e 0 6 1 3 . 6 47. S c h o o l far a w a y 06) 1 3 . 6 4

T o t a l 44 1 0 0 . 0 0

T a b l e 3 . 2 . 3 s h o w s that P o v e r t y , P a r e n t a l i l l i t e r a c y ,

Dome-stic w o r k and E a r l y m a r r i g e are the •■nain c a u s e s f o r d r o p p i n g

o u t of g i r l s . S o m e t i m e s , L a c k of s e l f m o t i v a t i o n is a l s o a

r e a s o n f o r d r o p p i n g o u t of g i r l s a n d it is d u e to n o n - a w a r e n e s s

a b o u t i m p o r t a n c e o f e d u c a t i o n .

T A B L E 3 . 2 . 4

D I S T R I B U T I O N O F R E S P O N D E N T S B Y T H E I R W I L L I N G N E S S T O R E S U M E T H E I R S T U D I E S

T o t a lP o s i t ive R e s p o n s e s

V* N e g a t i ve

R e s p o n s e sy.

44 3 0 6 8 . 18 14 31 .82

T a b l e 3 . 2 . 4 d e a r y s h o w s t h a t 68 p e r c e n t o f the d r o p - o u t g i r l s

w i s h to r e s u m e t h e i r s t u d i e s and 3 2 p e r c e n t d o n o t w a n t to r e s u m e

t h e i r s t u d i e s for o n e r e a s o n or the o t h e r .

( 1 3 3 )

D I S T R I B U T I O N O F R E S P O N D E N T S B Y T H E I R P A R E N T ' S W I L L I N G N E S S T O R E S U M E S T U D I E S

TABLE 3 .2 .5

8 . H o . R e a s o n s No. of R e s p o n d e n t s

1 . E d u c a t i o n of f u t u r e g e n e rat ion

1 2 2 7 . 2 7

o E c o n o m i c S u p p o r t . 15 3 4 . 0 9

3. C r e a t e s e l f c o n f i d e n c e in the g i r l s .

16 3 6 . 3 6

4. S e l f m o t i v a t i o n 0 1 0 2 , 2 7

T o t a l 44 1 0 0 . 0 0

A n y o n e c a n i n f e r f r o m T a b l e 3 . 2 . 5 that m o s t of the p a r e n t s

a r e in f a v o u r of t h e i r d a u g h t e r s r e s u m i n g t h e i r s t u d i e s b e c a u s e

t h e y f e e l t h a t t h e i r e d u c a t i o n s h a l l h e l p the f u t u r e g e n e r a t i o n

(.'2.7V-,) a n d g i r l s w i l l a t t a i n s e l f c o n f i d e n c e ( n e a r l y 36*/«) .

T A B L E 3 . 2 . 6

D I S T R I B U T I O N O F R E S P O N D E N T S BY T H E I R L I K I N G F O R T E A C H E R S , S C H O O L A N D L E A R N I N G -

.No. L i k i n g (n=44) No- of R e s p o n d e n t -

1. F o r T e a c h e r s

2. F o r S c h o o l

3. F o r L e a r n i n g

3 8

3 G

3 9

8 6 . 3 6

8 6 . 3 6

8 8 . 6 4

T h e g i r l s s h o w p o s i t i v e l i k i n g of the t e a c h e r s (8 6 %), t h e i r

s c h o o l S 6 p e r c e n t and f o r l e a r n i n g at s c h o o l 8 9 p e r c e n t .

(134)

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T A B L E 3 . 2 . 7

D I S T R I B U T I O N O F R E S P O N D E N T S A C C O R D I N G TO L I K E D / D I F F I C U L T

S U B J E C T S M O S T

S . N o . S u b j e c t sS u b j e c 13 M a s t Li k e d

R e s p o n d e n tsN o . % : No. V,

1 . M a t h e m a t i c s 09 2 0 . 4 5 1 1

29 65 . 9 1

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00 0 0 . 0 0

4. Sc i e n c e 0 71

15.91 1 2 2 7 . 2 7

T o t a 1 44 1 0 0 . 0 0 ! 44 1 0 0 . 0 0

T a b l e 3 . 2 . 7 s h o w s t h a t 3 9 p e r c e n t of the total r e s p o n d e n ts

s a y t h a t t h e y 1 i l< : e Hi n d i the m o s t and 2 <!> p e r c e n t for M a t h e m a t i c s ,

Sub j 0C ts M o s t D i f f i c u l t R e s p o n d e n ts

16 p e r c e n t for s c i e n c e an d 25 p e r c e n t fa r E n g l i s h . 66 p«3r c e n t of

the t o t a l r e s p o n d e n t s s a y t h a t the m o s t d i f f i c u l t s u b j e c t is

m a t h e m a t i c s a n d 09 p e r c e n t feel e n g l i s h and rest feel s c i e n c e as

the m o s t d i f f i c u l t s u b j e c t .

T A B L E 3 . 2 . 8D I S T R I B U T I O N O F R E S P O N D E N T S A C C O R D I N G TO D I S T A N C E O F T H E I R S C H O O L F R O M H O M E

S . N o . D i s t a n c e

1 . C l o s e b y

2 . 1 K'.m.

3 . 2 K'.m .

4. 3 Km.

T o t a l

No. of R e s p o n d e n t

10

18

12

02

44

O O *T

4 0 . 9 1

2 7 . 2 7

0 4 . 5 5

1 0 0 . 0 0

T a b l e 3 . 2 . 8 s h o w s t h a t 64 p e r c e n t of the t o t a l r e s p o n d e n t s

r e s i d e w i t h in o n e f-ilometer f r o m the s c h o o l w h e r e as 3 6 p e r c e n t

h a d to c o m m u t e 2 to 3 K i l o m e t e r to r e a c h the s c h o o l .

< 135 )

D I S T R I B U T I O N O F R E S P O N D E N T S B Y M O D E O F T R A N S P O R T F O R G O I N G T O

S C H O O L

TABLE 3 . Z . 7

M o d e of T r a n s p o r t R e s p o n d e n t sN o , V.

□n F o o t 40 9 0 . 9 1

By B u s 01 0 2 . 2 7

By C y c 1e 0 3 0 6 . 8 2

T o t a l 44 1 0 0 . 0 0

91 p e r c e n t of the d r o p - o u t g i r l s h a d b e e n c o m m u t i n g to t h e i r

r e s p e c t i v e s c h o o l on f o ot, o n l y 01 (2V«) o u t o f 44 i n t e r v i e w e d

d r o p o u t 3 ^7V;> g i r l s w e r e u s i n g the c y c l e to g o to s c h o o l .

T A B L E 3 . 2 . 1 0

D I S T R I B U T I O N O F R E S P O N D E N T S A C C O R D I N G T O T E A C H E R S H E L P IN S T U D I E S

R e s p o n s e R e s p o n d e n t sN o . y.

P o s i t i v e 3 6 8 1 . 8 2

N e g a t i v e 0 8 1 8 . 1 8

Total 4 4 1 0 0 . 0 0

T a b l e 3 . 2 . 1 0 shOMJS tha t 8 2 p e r c e n t of total r e s p o n d e n t s had

r e c e i v e d h e l p f r o m t h e i r t e a c h e r s as a n d w h e n r e q u i r e d i n d i c a t i n g

p o s i t i v e a t t i t u d e of t e a c h e r s t o w a r d s g i r l s .

(136)

D I S T R I B U T I O N O F R E S P O N D E N T S A C C O R D I N G T O D I F F I C U L T Y IN S T U D Y I N G A T H O M E

TABLE 3 .2 .11

R e s p o n R e s p o n d e n ts N o . %

D i f f i c u l t y f a c e d

N o D i f f c u l t y

IS

26

4 0 . 9 1

5 9 , 0 9

T Q t a ]. 44 1 0 0 .0 0

T a b l e 3 . 2 , 1 1 s h o w s t h a t 41 p e r c e n t of t o t a l r e s p o n d e n t s h a d

e x p e r i e n c e d d i f f i c u l t y in s t u d y i n g at h o m e . T h e d i s c u s s i o n s s h o w e d

t h a t t h e i r p a r e n t s are i l l i t e r a t e and k e e p t h e s e g i r l s b u s y in

s o m e w o r k o r the o t h e r .

T A B L E 3 . 2 . 1 2

D I S T R I B U T I O N O F R E S P O N D E N T S A C C O R D I N G T O F A I L U R E IN E X A M I N A T I O N

R e s p o n s e R e s p o n d e n ts N o . y.

F^os i t i ve

N e g a t i ve

18

26

4 0 . 9 1

5 9 . 0 9

T o t a l 44 1 0 0 . 0 0

5 9 p e r c e n t of the t o t a l r e s p o n d e n t s d i d n o t fail even o n c e in

a n y e x a m i n a t i o n . T h i s is d u e to the e f f o r t s p u t b y the t e a c h e r s

a n d a 1 s o the s e 1 f mo t i vat ion of the g i r l s .

< 137 )

T A B L E 3 . 2 . 1 3D I S T R I B U T I O N O F R E S P O N D E N T S B Y R E A S O N S OF T H E I R D R O P P I N G O U T O F S C H O O L

F^easons ReN o

s p o n d e n ts (n=44) . %


18 4 0 . 9 1

I n a b i l i t y of p a r e n t s to P r o v i d e c l o t h e s a n d s h o e s

-ro 7 2 . 7 3


18 4 0 . 9 1

4. I n a b i l i t y of p a r e n t s to P r o v i d e s t a t i o n e r y

0 2 0 4 . 5 5

5. I n a b i l i t y of p a r e n t s to p r o v i d e f o o d

00 0 0 . 0 0

6 . H e l p i n g p a r e n t s in o c c u p a t i o n 30 6 8 . 187. E n a g a g e d in r e m u n e r a t i v e

e m p l o y m e n t0 2 0 4 . 5 5

e. D o m e s t i c w o r k 40 9 0 . 9 19. C a r e of s i b l i n g s 20 45. 451 0 . A b s e n c e of s u p p o r t s e r v i c e s

viz. A g a n w a d i , B a l w a d i ,C r e c h e s00 0 0 .00'

1 1 * E a r l y m a r r i a g e 06 1 3 . 6 41 2 . S o c i a l t a b o o on o n s e t of

p u b e r t y04 09. 0 9

13. P a r e n t a l lack of m o t i v a t i o n 40 9 0 . 9 114. P a r e n t a l i l l i t e r a c y 18 4 0 . 9 115. L a c k of a c a d e m i c s u p p o r t / h e l p

f r o m p a r e n t s / f a m i l y m e m b e r s00 0 0 . 0 0

16. S c h o o l fa r a w a y . , 06 1 3 . 6 417. U n - a t t r a c t i v e s c h o o l e n v i r o n m e n t 00 0 0 . 0 018. U n - s u i t a b l e s c h o o l t i m i n g s 00 0 0 . 0 019. L a c k of r e l e v a n c e o f curricu.lum 0 2 0 4 . 5 52 0 . N o f e m a l e t e a c h e r s 16 3 6 . 3 62 1 . L a c k of s e p a r a t e s c h o o l s

for g i r l s06 1 3 . 6 4

2 2 . T e a c h e r s n e g a t i v e a t t i t u d e 02 0 4 . 5 523. F a i l u r e 06 1 3 . 6 424. I l l n e s s o f f a m i l y m e m b e r s 00 0 0 . 0 025, O w n I l l n e s s 0 2 0 4 . 5 5

M a i n Reason-s f o r D r o p p i n g O u t ;

1. P a r e n t a l l a c k of m o t i v a t i o n ( 9 0 . 9 1 % ) .

2. D o m e s t i c w o r k <90.91*/i).

3. I n a b i l i t y of p a r e n t s to p r o v i d e c l o t h e s an d s h o e s (72.73*/)

4. H e l p i n g p a r e n t s in o c c u p a t i o n s ( 6 8 . 1 6 % > ,

5. C a r e of s i b l i n g (45.45VC).

(138)

P E R C E P T I O N A B O U T PAREr4TAL D I S C R I N I N A T I O r j B E T W E E N B R O T H E R S A N D S I S T E R S

TABLE 3 .2 .1 4

S . N o . D i-scr 1 m inat ion in F^/fsponden ts (n-44> N o . %

1 . F o o d 16 3 6 . 3 6

o C l o t h i n g 20 45 . 45

T o y s / G a m e s 2 1 47. 73

4. B o o s , M a g a z i n e s , S t a t i o n e rys 25 5 6 . 8 2

5 . H e l p in s t u d i e ‘5 19 43. 18

6 . Flitu.al and S o c ial V i s i t s 50 . <1)0

7. O p p o r tun 1 1 i es fo r p l a y ^ V-/ 5 2 . 2 7

P a r e r» t a 1 D i s c. v i n\ i r» a 1 1 o n

1. B o o k , M a g a z ines , S t a t i a n e r ). es <56.82*/,).'

2. Opportu.n 1 t i Gs for p l a y (52 . 27-'a ) .

3 . R i t u a I a n d S o c i a 1 V i -3 i t s ( !5O . <:>0 V.) -

4 . T o y s / G a m e s ( 4 7 . 7 3 / < ) .

As it IS «2 videnl: in t a b l e above, g i r l s p e r c e i v e that t h e i r

parent-s d i s c r i m i n a t e a g a i n s t the m and f a v o u r t h e i r b r o t h e r s in

m a t t e r s like f o o d , c l o t h i n g , toys, g a m e s , time far p l a y Z-. h e l p

in s t u d i e s . T h e y e x p r e s s e d t h e i r u n h a p p i n e s s at o f t e n b e i n g

e x c l u d e d f r o m s o c i a l v i s i t s , f a i r s etc. " O n l y at t h e time of

w e d d i n g o r w h e n f a s t i v i t i e s are o b s e r v e d o n the b i r t h of a

b r o t h e r we g e t a c h a n g e to s i n g Z'. d a n c e " .

In c o n t r a E i t to t h e i r c o u n t e r p a r t s w h o w e r e a t t e n d i n g the

s c h o o l s , i n v e s t i g a t o r s f o u n d t h e s e g i r l s e n g a g e d in o n e o r the

o t h e r h o u s e h o 1 d t a s k's . It '.ij a s s o m e 1 1 m e s d i f f i c i.i 1 1 t o m a k e t h e m

w a i t f o r i n t e r v i e w s as t h e y w e r e r u s h i n g t o t h e i r n e x t e r r a n d s ; .

( 1 3 ^ )

T A B L E 3 . 2 . 1 5 W O R K D O N E BY B I R L S A T H O M E

S . N o . Act iV i t i es R e s p o n d e n t s N o .

(n=44)%

1 . F e t c h i n g w a t e r 4 0 9 0 . 9 1C o l l e c t i o n f o d d e r fuel 15 3 4 . 0 9

3. C a r i n g of l i v e s t o c k 1 04. M a k i n g c o w d u n g c a k e s 'T'r? 5 0 . 0 05 . C a r i n g s i b l i n g s 2 1 4 7 . 7 36 . C o o k ing 19 43. 187. W a s h i n g / c l e a n i n g u t e n s i l s 39 8 8 . 6 48 . G r a z i n g c a t t l e 0 4 0 9 . 0 9

9. W a g e e a r n i n g a c t i v i t i e s 00 0 0 . 0 01 0 . A g r i c u l t u r a l o p e r a t i o n s 0 1 0 2 . 2 71 1 . H o m e b a s e d p r o d u c t i o n 0 2 0 4 . 5 4

M a i n w o r k s D o n e b y the g i r l s at H o m e

1. F e t c h i n g w a t e r (90.91V,).

2. W a s h i n g / C l e a n i n g Utencil-s ( 8 8 . 6 4 X ) .

3. M a k i n g c o w d u n g c a k e s <50.00*/i).

4. C a r e of s i b l i n g (47.73^i),

5. C o o k i n g ( 4 3 . 1 8 % ) .

D i s c u s s i o n s w i t h d r o p - o u t g i r l s s h o w e d that t h e y are u s e d to

s p e n d 6 to 9 h o u r s d a i l y on san a v e r a g e on a c t i v i t i e s I.ke

f e t c h i n g w a t e r , m a k i n g c o w - d u n g c a k e s , c o o k i n g , w a s h i n g /

c l e a n i n g a n d c a r i n g y o u n g e r s i b l i n g s . In a d d i t i o n , m a n y o f them

r e p o r t e d t h a t t h e y h e l p t h e i r p a r e n t s for a b o u t 6 h o u r s a d a y in

t h e i r e c o n o m i c a c t i v i t i e s like a g r i c u l t u r a l o p e r a t i o n s o r w o r k , n g

as d o m e s t i c h e l p e r s in d i f e r e n t h o u s e h o l d s of the v i l l a g e . They

u s e d to s p e n t u p t o 6 h o u r s d a i l y in h e l p i n g t h e i r p a r e n t s in

e c o n o m i c / w a g e - e a r n i n g viz. a g r i c u l t u r a l o p e r a t i o n s o r w o r k i n g

as d o m e s t i c h e l p in m o r e a f f l u e n t h o u s e h o l d s of the v i l l a g e .

(140)

i)ISTribij ' j ic):n oy r e s p o n d e n t ’s ac :c ()kd ing t oAGE C K O II] ’ D lS T H lC r : IMDUl

PI'II^CKNTAGI*:50

-1 U

30

2 0

1 U

Q L. ..

() - - 1 4

im X F A i t J N K O L L E D G U U I i

A N A L Y S I S O F T H E N E V E R E N R O L L E D G I R L S S C H E D U L E

In 2 7 0 h o u s e h o l d s , 4 1 3 n e v e r e n r o l l e d g i r l s we r e in t e r v i et*ied

to o b t a i n i n f o r m a t i o n about the rea=5on-5 for their n o n - e n r o l m e n t

in school and also to a s c e r t a i n if they wo u l d be i n t e rested in

r e s u m i n g the s t u d i e s ,

T A B L E 3 . 3 . 1

D I S T R I B U T I O N O F R E S P O N D E N T S A C C O R D I N G T O A G E G R O U P

CHAPTER 3 .3

S .N o . A g e G r o u p No. of R e s p o n d e n t s

I . 6 - 8 2 7 1 9 . 8 5

2 . 9 - 1 1 5 3 3 8 . 9 7

3. 12 - 14 46 3 3 . 8 2

4. 15 + 1 0 07 .35

T o t a l 1 3 6 1 0 0 .00

T h e t a b l e i n d i c a t e s the f o l l o w i n g :

i) 5 9 p e r c e n t of the n e v e r e n r o l l e d g i r l s b e l o n g to p r i m a r y a g e

g r o u p 0 6 - 1 1 y e a r s a n d a n o t h e r 3 4 p e r c e n t b e l o n g to the e l e m e n t a r y

a g e g r o u p 1 2 - 1 4 y e a r s .

ii) W h i l e 7 - 9 y e a r o l d g i r l s in all the v i l l a g e s s h o u l d be

b r o u g h t to s c h o o l , the o l d e r g i r l s b e t w e e n 8 ~ 15 y e a r s s h o u l d

a l s o b e p r o v i d e d w i t h n o n - f o r m a l e d u c a t i o n e q u i v a l e n t to

p r i m a r y and u p p e r p r i m a r y s t a g e s in a p h a s e d m a n n e r .

(141 )

T A B L E 3 . 3 . 2D I S T R I B U T I O N O F R E S P O N D E N T S B Y R E A S O N S F O R N O N - E N R O L M E N T

S.No.

Reason-s Re •spondents (n = 136) N o . %

1 . I n a b i l i t y o f p a r e n t -5 to p a y e x t r a tut ion fee / f u n d

48 3 5 . 2 9

o m I n a b i l i t y of p a r e n t s to p r o v i d e c l o t h e s an d s h o e -5

9 9 7 2 . 7 9

m I n a b i l i t y of p a r e n t s to p r o v i d e b o o k s 4 0 2 9 . 4 1

4. I n a b i l i t y of p a r e n t s to p r o v i d e s t a t i o n e r y - y ,

2 0 14.71

5. I n a b i l i t y o f p a r e n t s to p r o v i d e food and m e d i c i n e s

0 9 0 6 . 6 2

6 . H e l p i n g parent-s in o c c u p a t i o n 6 4 4 7 . 0 6

7. E n g a g e d in r e m u n e r a t i v e e m p l o y m e n t 0 6 0 4 . 4 1

B , D a m e s t i c w o r k 127 9 3 . 3 8

9 . C a r e of s i b l i n g s 5 6 41. 18

1 0 . P a r e n t a l lack of m o t i v a t i o n 119 8 7 . 5 0

1 1 . P a r e n t a l i l l i t e r a c y 5 4 3 9 . 7 1

1 2 . N o n - a v a i l a b i l i t y o f s c h o o l / N F E c e n t r e c l o s e to h a b i t a t i o n

16 11 .76

13. Un--5ui t a b l e s c h o o l t i m i n g s 0 2 01 .47

14, N o f e m a l e teacher-s 5 4 3 9 . 7 1

15. N o s e p a r a t e s c h o o l f o r g i r l s 20 14.71

16. L a c k o f s u p p o r t s e r v i c e s s u c h as a n g a n w a d i e s ,b a l w a d i e s ,c r e c h e s

<:>3 0 2 . 2 1

17. C u l t u r a l f a c t o r s s u c h as e a r l y m a r r i a g e , s o c i a l t a b o o s and c u s t o m s , s e g r e g a t i o n of w o m e n , p u r d a h etc.

2 7 1 9 . 8 5

F i v e m a i n r e a s o n s f o r n o n - e n r o l m e n t of g i r l s in s c h o o 1 :

1. D o m e -3 tic W o r k (93.38!-i).

2. P a r e n t a l lack of m o t i v a t i o n ( 8 7 . 5 0 % ) ,3. I n a b i l i t y of p a r e n t s to p r o v i d e c l o t h e s and s h o e s (72.79y<)4. H e l p i n g p a r e n t -5 in o c c u p a t i o n <47,06V«).5. C a r e o f s i b l i n g s (41-lBVi).

(142)

T A B L E 3 . 3 . 3

D I S T R I B U T I O N O F R E S P O N D E N T S BY T H E I R D E S I R E T O G O T O S C H O O L

T o t a l no. of Re s p o n d e n ts Y e s N o

136 117( 8 6 . 0 3 % )

19( 1 3 .9 7 %)

F i g u r e s in p a r e n t h e s i s s h o w p e r c e n t a g e s . M a j o r i t y , 86 p e r c e n t of

the n e v e r e n r o l l e d g i r l s d e s i r e d to g o to s c h o o l .

T A B L E 3 . 3 . 4

D I S T R I B U T I O N OF R E S P O N D E N T S BY W H E T H E R T H E Y H A D T A L K E D T O P A R E N T S A B O U T G O I N G T O S C H O O L

T o t a l no. o f R e s p o n d e n t s Y e s N o

1 3 6 7 6 6 0(55.BBV.) (44.12y. >

F i g u r e s in p a r e n t h e s i s s h o w p e r c e n t a g e s . A b o u t 5 6 p e r c e n t of the

g i r l s r e s p o n d e n t s h a d t a l k e d to t h e i r p a r e n t s a b o u t t h e i r d e s i r e

to g o to s c h o o l .

T A B L E 3 . 3 . 5

D I S T R I B U T I O N O F R E S P O N D E N T S B Y T H E I R P A R E N T S W I L L I N G N E S S T O S E N D T H E M T O S C H O O L N O W .

T o t a l no. o f R e s p o n d e n t s Y e s N o

136 5 5( 4 0 . 4 4’/.)

81(59.567,)

F i g u r e s in p a r e n t h e s i s s h o w p e r c e n t a g e s . O n l y a b o u t 4 0 p e r c e n t

g i r l s i n d i c a t e d t h a t t h e i r p a r e n t s m a y s e n d t h e m to s c h o o l , if

a p p r o a c h e d .

( 1 4 3 )

D I S T R I B U T I O N O F R E S P O N D E N T S B Y T H E I R A B I L I T Y T O R E A D A N D W R I T E

TABLE 3 . 3 . 6

Ab 1 1 1 ty R e s p o n d e n t s <n = 1 3 6 ) N c . y.

1 . A b i l i t y to r e a d / w r i t e

2. A b i l i t y to w r i t e n a m e

3. A b i l i t y to c o u n t

4. C a n n o t re a d / w r i t e

0 6

0 1

14

115

0 4 . 4 1

00. 74

10 .29

8 4 . 8 6

O u t of 136 n e v e r e n r o l l e d g i r l s , o n 1y 0 6 c o u l d read and

w r i t e , 1 c o u l d b a r e l y w r i t e t h e i r n a m e and 14 c o u l d c o u n t .

T a b l e 3 . 3 . 7

D I S T R I B U T I O N O F R E S P O N D E N T S B Y T H E P R O G R A M M E S T H A T T H E Y R E Q U I R E D

P rog r a m m e R e s p o n d e n t s N o .

(n=-136)’/♦

L i t e r a c y p r o g r a m m e 88

I n c o m e g e n e r a t i n g p r o g r a m m e 110

H e a l t h a n d N u t r i t i o n p r o g r a m m e 2 9

6 4 . 7 1

8 0 . 8 8

2 1 .32

The g i r l s (65%) e:<;pre^5s e d t h e i r p r e f e r e n c e for h a virg

income g e n e r a t i n g p r o g r a m m e s l a r g e l y . T w e n t y o n e p e r c e n t are

i n t e r e s t e d in H e a l t h an d N u t r i t i o n p r o g r a m m e . E i g h t y p e r c e n t fcr

as w e l l a s L i t e r a c y p r o g r a m m e .

W O R K D O N E B Y N E V E R E N R O L L E D G I R L S A T H O M E

G i r l s s p e n d a b o u t five to e i g h t h o u r s a d a y o n fetching

w a t e r , c o l l e c t i n g f o d d e r and f u e l , carini^ l i v e - s t o c k , m akirg

c o w d u n g c a k e s , c o o k i n g , w a s h i n g / c l e a n i n g u t e n s i l s and sibling

(144)

PERCEPTION ABOUT PROGRAMMES NEEDEDFOR GIRLS EDUCAFIOf'J IN DISTRICT SIDHI

■■ERGEN 1 A G E

-’r^OGr-)AMME;s

PARENTS N0N-I::NH.GIRLS

S C X jra : : SAMPLKD 9 VILL/GE DAIA

c a r e . T h e y s p e n d a d d i t i o n a l f o u r to f i v e h o u r s d a i l y into h e l p i n g

o t h e r’ t h e n h o u s e h o l d tijork viz. c a t t l e gra;:incj , a g r i c u l t u r a l

opera t i o n - B an d o t h e r h o m e b a s e d p r o d u c t i o n a c t i v i t i e s of the

f am I 1 y .

G i r l s f r o m 01 to 15 y e a r s age f r o m S c h e d u l e d Caste-s and

S c h e d u l e d T r i b e s uiere f o u n d u/or k i n g as p a r t - t i m e / f u l l - t i m e

d o m e s t i c h e l p in a f f l u e n t h o u a e h o Id-s.

T A B L E 3 . 3 . 8

P E R C E P T I O N O F PARErJTAL D I S C R I M I N A T I O N B E T W E E N B R O T H E R h. S I S T E R

S . N o . D 1 sc r i m i n a t i on Flesponden t s N o .

(n=-136)%

1 . F o o d 3 9 16.91

Clotl-^ing 2 4 1 7 . 6 5

T o y s / G a m e s / P I a y 14 1 0 . 2 9

4. R. i t u a 1 a n d S o c i a 1 v i s i t s 28 2 0 . 5 9

M a j o r i t y of the n e v e r e n r o l l e d g i r l s i n t e r v i eu/ed e x p r e s s e d

t h e i r f e e l i n g s o f b e i n g d i s c r i m i n a t e d b y t h e i r p a r e n t s in m a t t e r s

of f o o d , c l o t h i n g , toy s / g a m e s and t i m e for p l a y i n g .

< 145 )

CHAPTER 3.4

TEACHERS AND THEIR PERCEPTIONS

In all 11 t e a c h e r s u/ere i n t e r v i e w e d , out o f t h e m on e w a s

f e m a l e . T h e age of t h e s e t e a c h e r s r a n g e d b e t w e e n 21--48 y e a r s w i t h

m a j o r i t y of t h e m b e l o n g i n g to age g r o u p 3 6 and b e l o w . The s e r v i c e

l e n g t h o f the;=je t e a c h e r s r a n g e d f r o m 01 to 27 y e a r s . O n l y

4 t e a c h e r s h a d m o r e tha n 18 y e a r s as l e n g t h of s e r v i c e . S i x m a l e

t e a c h e r s h a d J B T q u a l i f i c a t i o n .I

A l l the t e a c h e r s w e r e m a r r i e d e x c e p t 2 m a l e t e a c h e r . 3 h a d

t h r e e c h i l d r e n e a c h , 1 h a d 4 c h i l d and 2 h a d two c h i l d r e n e ach.

T w o t e a c h e r s h a d n o c h i l d . O n l y One t e a c h e r h a d m o r e then 4

c h i l d r e n . A v e r a g e n u m b e r of c h i l d r e n p e r t e a c h e r w a s a r o u n d 2.

A v e r a g e h o u s e h o l d s i z e of t e a c h e r s w a s a r o u n d 4. O u t of 11

t e a c h e r s , o n l y 6 l i v e d - a t a d i s t a n c e o f l e s s tha n 5 k i l o m e t e r

f r o m the. s c h o o l . F\est 6 t e a c h e r s l i v e d at a d i s t a n c e of mo.re

t h e n 2 to 40 fOns. a n d were u s i n g b u s an d c y c l e .

(1 47 )

TABLE 3 .4 .1

DISTRIBUTION OF RESP0r4DENTS BY THEIR PERCEPTION ABOUTFOR CONTINUANCE GIRLS IN SCHOOLING

R E A S O N S

R e a=ions F\esponden 1 5 (n = ll) IMo. *4

1 . B e t t e r e c o n o m i c s t a n d i n g o f h o u s e h o l d s

0 2 18. 18

2 . P a r e n t a l E d u c a t i o n 1 1 1 0 0 . 0 0

'.It • P a r e n t a l m o t i v a t i o n 1 1 1 0 0 . 0 0

4 . P a r e n t a l S u p p o r t like:

1 . P a y m e n t of f e e s o t h e r t a n t u. i t i o n fee s

0 0 .0 0

1 1 . P r o v i s i o n of b o o k s an d s t a t i on e r y

00 0 0 . 0 0

iii. P r o v i s i o n of a d e q u a t e food and c l o t h i n g

00 0 0 .0 0

iv. C r e a t i n g s p a c e and time for s t u d i e s at h o m e

C'O 0‘;>. 00

v . P r o v i s i o n of a c a d e m i cS u p p o r t ( t h e m s e l v e s to p a i d )

00 0<>. 00

S . S e l f m o t i v a t i o n of the g i r l c h i I d .

00 0 0 .0 0

6. P o s i t i v e a t t i t u d e of t e a c h e r s 0 1 0 9 . 0 9

M a j o r R e a s o n s for C o n t i n u a n c e of Girlsi in S c h o o l i n g

1 . P a r e n t a l itia t i v a t i on < 1 0 0 . 0 V«) .

2. P a r e n t a l e d u c a t i o n (ICO.O/i).

3. B e t t e r e c o n o m i c s t a n d i n g of h o u s e h o l d (18.18*/.).

4 . P o s i t i v e a t t i t u d e of t e a c h e r s < 0 9 . 09*/«) .

< 1 4Q )

TABLE 3 .4 .2

DISTRIBUTION OF RESPONDENTS BY THEIR PERCEPTION OFGIRLS DROPPING OUT FROM SCHOOL.

REASONS FOR

Re a'ions R e 55p o n d e n ts N q ,

( n = l 1 >v;


0 3 2 7 .27

I n a b i l i t y of p a r e n t s to P r o v i d e c l o t h e s and s h o e s

0 2 • 1 8 . 1 8


00 0 0 .00

4. I n a b i l i t y o f p a r e n t s to P r o v i d e s t a t i o n e r y

00 0 0 . 0 0

5. I n a b i l i t y of p a r e n t s to p r o v i d e f o o d

0<5 0 0 . 0 0

6 . H e l p i n g p a r e n t s in o c c u p a t i o n 0 1 0 9 . 0 97. E n a g a g e d in r e m u n e r a t i v e

e m p 1 o y m e n t0 0 <:>o. 00

e- D o m e s t i c uiork 1 0 9 0 . 9 19. C a r e of s i b l i n g s 1 0 9 0 . 9 11 0 . A b s e n c e of s u p p o r t s e r v i c e s

V i z . A n g a n w a d i ,B a l w a d i ,C r e c h e sO O 0 0 .0 0

1 1 . E a r l y m a r r i ag e 0 0 ' 0 0 .001 2 . S o c i a l t a b o o s on o n s e t of

P o b e r t y0 0 0 0 .00

13. P a r e n t a l l a c k of m o t i v a t i o n 1 1 1 0 0 .0014. P a r e n t a l i l l i t e r a c y 1 1 1 0 0 . 0 015. L a c k of a c a d e m i c s u p p o r t / h e l p

f r o m p a r e n t s / f a m i l y m e m b e r s ,o t h e r s0 0 OH). 00

16. S c h o o l f a r a w a y 00 0 0 .0017. U n a t t r a c t i v e s c h o o l e n v i r o n m e n t oi 0 9 . 0 918. U n s u i t a b l e s c h o o l t i m i n g s 0 0 0 0 .0019. L a c k of r e l e v a n c e of c u r r i c u l u m 0 0 0 0 . 0 02 0 . N o f e m a l e t e a c h e r s 0 0 OC). 002 1 . L a c k a i s e p a r a t e s c h o o l s 0 0 00. O O

T e a c h e r s n e g a t i v e a t t i t u d e 00 0 0 .00F a i 1 u r e 0 0 0 0 . 00

24. I l l n e s s of f a m i l y m e m b e r s 0 0 0 0 .0 (D»25 . Quin I l l n e s s <■ 0 0 0 .00

M a j o r r e a s o n s f o r d r o p p i n g o u t of g i r l s f r o m

1 . P a r e n t a l i l l i t e r a c y (100.00y«).

2. P a r e n t a l lack o f fnotivation < 1 0 0 .0 0 *^).

3. C a r e of S i b l i n g s <90.91^^).

4. Dome-5 tic w o r k <90.917«).

s c h o o I

5. I n a b i l i t y , of p a r e n t s to p a y e:<tra t u i t i o n f e e / f u n d (27.2

( 149)

T A B L E 3 . 4 . 3D I S T R I B U T I O N O F R E S P O N D E N T S B Y T H E I R P E R C E P T I O N O F R E A S O N S F O R N O N E N R O L M E N T IN S C H O O L -

R e a s o n s

1. I n a b i l i t y of p a r e n t s to p a y e x t r a t u i t i o n fee / f u n d

2. I n a b i l i t y of p a r e n t s to p r o v i d e c l o t h e s a n d s h o e s


4» I n a b i l i t y of p a r e n t s to p r o v i d es t a t i o n e r y

5. I n a b i l i t y of p a r e n t s to p r o v i d e f o o d a n d m e d i c i n e s

6 . H e l p i n g p a r e n t s in o c c u p a t i o n

7. E n g a g e d in r e m u n e r a t i v e e m p l o y m e n t

8 . D o m e s t i c u/ork

C a r e of s i b l i n g s

P a r e n t a l 1 acl<; of m o t i va t ion

P a r e n t a l i l l i t e r a c y

Q

1 0

1 1

1 2

13

14

15

16

N o n - a v a i l a b i l i t y of s c h o o l / N F E c e n t r e c l o s e to h a b i t a t i o n U n - s u i t a b l e s c h o o l t i m i n g s

N o f e m a l e t e a c h e r s

N o s e p a r a t e s c h o o l f o r g i r l s

s p o n d e n t s (n N o . %

0 3 ‘"7 7*7

0 3 2 7 . 2 7

00 0 0 . 0 0

00 0 0 . 0 0

00 0 0 . 0 0

01 0 9 . 0 9

O O 0 0 . 0 0

1 0 9 0 . 9 1

1 0 9 0 , 9 1

1 1 1 0 0 . O O

1 1 1 0 0 . 0 0

C'O 0 0 .00

00 0 0 . 0 0

00 0 0 . 0 0

00 0 0 . 0 0

00 0 0 . 0 0

00 0 0 . 0 0

L a c k o f s u p p o r t s e r v i c e s s u c h asa n g a n w a d i e s , b a l w a d i e s ,c r e c h e s

17. C u l t u r a l f a c t o r s s u c h a s e a r l ym a r r i a g e , s o c i a l t a b o o s and c u s t o m s , s e g r e g a t i o n of w o m e n , p u r d a h etc.

F i v e m a i n r e a s o n s f o r n o n - e n r o l m e n t of g i r l s in s c h o o l :

1. P a r e n t a l i l l i t e r a c y (100.0:<).

2 . P a r e n t a l 1 ac k o f m o t i v a t i on <10 0 . 0*A ) .

3. C a r e of s i b l i n g s (90.91Y«).

4. D o m e s t i c u»ork < 9 0 . 9 n « ) .

5. I n a b i l i t y of p a r e n t s to p r o v i d e c l o t h e s a n d s h o e s (27'.27)

< 150)

REASONS FOR GIRLS NOT ATTENDING SCHOOL REGULARLY

M a j o r i t y o f t G a c h e r s r e p o r t e d donx?stic w o r k and s i b l i n g

c a r e a «5 tht? m a j o r r e a s o n s for i r r e g u l a r a t t e n d a n c e of g i r l s in

v i l l a g e s . "As t h e y d o n o t a t t e n d ciaTri3 e =5 r e g u l a r l y , t h e y fniss

th e c o u r s e a n d fall b a c k in cla-5iTi."In m a n y c a s e s it l e a d s to

f a i l u r e o r d r o p - o u t . P a r e n t a l I l l i t e r a c y is al;-30 a m a i n r e a s o n in

i r r e g u l a r i t y of t h e i r g i r l s c h i l d in a t t e n d i n g th e s c h o o l .

TEACHER'S EFFORTS AT CHECKING THE PHENOMENON OF DROP-OUT

M o s t o f the t e a c h e r s r e p o r t e d that t h e y m a k e t h e i r b e s t

e f f o r t to c o n t a c t and m o t i v a t e the p a r e n t s of s u c h g i r l s w h o do

n o t a t t e n d s c h o o l r e g u l a r l y or d r o p - o u t of s c h o o l . The fact tha t

m o s t of t h e m c o m m u t e f r o m long d i s t a n c e s , t h e y g e t v e r y l i t t l e

t i m e t Q tT. a l<: e c o n t a c t hi i t (i t h e p a r- e n t s .

1. INCREASE ENROLMENT OF GIRLS

1 . A t t e n d a n c e s c h o l a r s h i p to all

2. T i m e l y d i s t r i b u t i o n of i n c e n t i v e s

3. P r o g r a m m e to m o t i v a t e the p a r e n t s

4. Inc en t i v e s to a 1 1

11. IMPROVE ATTENDANCE OF GIRLS

1 . C u r r i c u l u m r e l e v a n t to local n e e d s .

2. A r r a n g e p i c n i c s f o r -students

3. I n t r o d u c e art and c r a f t

iii.IMPROVE ACHIEVEMENT

1. R e m e d i c a l c o a c h i n g e :<c 1 us i v e 1 y for g i r l s

I V . REDUCE DROP-OUT AMONG GIRLS

1. M o n t h l y a s s o c i a t i o n betuieen t e a c h e r s and p a r e n t s

2. D e m a n d s f o r s e p a r a t e s e n i o r s c h o o l f o r g i r l s

3 . I n c e ri 1 1 v e s t o all

(1 '31 >

ir4F0RMATI0N O N T I M E L Y D I S T R I B U T I O N O F I N C E N T I V E S

E i g h t o u t of 16 tea.chtM '-5 r e p o r t e d t h a t i n c e n t i v e s w e r e not

d i s t r i b u t e d in time » T h e t e a c h e r s p e r c e i v e t h a t i n c e n t i v e s b eing

g i v e n to s c h e d u l e c a s t e c h i l d r e n e s p e c i a l l y g i r l s h a v e h a d a

p o s i t i v e e f f e c t on t h e i r e n r o l m e n t and a t t e n d a n c e . They

r e c o m n e n d e d that t h e s e i n c e n t i v e s , viz. f r e e u n i f o r m s ,

a t t e n d a n c e s c h o l arj5h i p s , f r e e b o o k s and s t a t i o n e r y m u s t be made

a v a i l a b l e to all g i r l s . It w a s a l s o e:<pressed b y m a n y of them

t ha t the m i d - d a y m e a l s c h e m e w i l l d e f i n i t e l y a t t r a c t c h i l d r e n

o f p o v e r t y g r o u p s .

M E A S U R E S S U G G E S T E D F O R E N L I S T I N G C O M M U N I T Y S U P P O R T

1 .) To p r o v i d e s e p a r a t e s c h o o l for g i r l s ,

li.) A t t e n d e n c e s c h o l a r s h i p s to all

iii.) T i m e l y d i s t r i b u t i o n of I n c e n t i v e s ,

iv.) M o t i v a t i o n a n d e n v i r e m e n t b u i l d i n g .

(1 5 2 )

TABLE 3 .4 .4

DISTRIBUTION OF RESPONDENTS BY THEIR PERCEPTION ABOUT UTILITY OFGIRLS EDUCATION.

U 1 i t i 1 y R e s p o n d e n t s N o . y.

Develap^s a p o s i t i v e «5elf in\age and c o n f i d e n c e a m o n g g i r l s

P r e p a r e s g i r l s for e c o n o m i c c o n tr ibu.t ion

04

07

3 6 . 3 6

6 3 . 6 4

C a n i m p r o v e h e a l t h and n u t r i t i o n a l s t a t u s of c h i l d r e n an d o t h e r f a m i l y m e m b e r s

(■j'0 .0 0

4 . W i. 1 1 e n s u r e e u i c a t ion of f u t u r e O OC'. C'<jg e n e rat i o n s

!3 . W i l l m a k e g i r l s and w o m e n at^/are 0 0 0 0 . 0 0of t h e i r r i g h t s

6 . H e l p s r a i s e age at m a r r i a g e and r e d u c e s 0 0 0 0 . 0 0m a t e r n a l , inf an t an d chi 1. d nto r t a 1 i t y

7. H e l p s in r e d u c i n g the f a m i l y size 11 1 0 0 . 0 0

8 . W i l l p r e p a r e g i r l s f o r l e a d e r s h i p 01 0 9 . 0 9r o l e s in s o c i e t y .

9. W i l l p r e p a r e g i r l s for p a r t i c i p a t i o n 0 0 00 ,00a n d d e c i s i o n m a k i n g p r o c e s s in allt^ialks of life e.g. f am i 1 y , p anch aya ts , m u n i c i p a l i t i e s and l e g i s l a t u r e

l-ive m a i n P E R C E P T I O N S of p a r e n t s on u t i l i t y o f g i r l s e d u c a t i o n :

1. H e l p s in r e d u c i n g the f a m i l y s i z e (lOO.OV^).2. P r e p a r e g i r l s for e c o n o m i c c o n t r i b u t i o n ( 6 3 . 6 4 % ) ,3. D e v e l o p s a p o s i t i v e s e l f i m a g e and c o n f i d e n c e a m o n g g i r l s (36.36yw4. W i l l p r e p a r e g i r l s f o r l e a d e r s h i p r o l e s in s o c i e t y (09.097.).

( 1 5 3 )

D I S T R I B U T I O N O F R E S P O N D E N T S B Y T H E I R P E R C E P T I O N A B O U T G E N D E R E Q U A L I T Y

TABLE 3 .4 .5

Ind i c a t o r s R e s p o n d Ag ree

e n t s < r» == 1 1 ) Y,

1 G i r l s and b o y s n e e d e q u a l e d u c a t i o n . 1 1 1 0 0 . 0 0

'-i B o t h n e e d to be g i v e n e q u a l a m o u n t of f ood.

1 1 1 0 0 . 0 0

■_/ • B o t h n e e d to be g i v e n e q u a l h e a l t h c a r e a n d m e d i c a l a t t e n t i o n w h e n n e e d e d .

1 1 1 0 0 . 0 0

4. B o t h c a n be a s s i g n e d s a m e d u t i e s / r e s p o n s ib i 1 i t i e s .

1 1 1 0 0 . 0 0

5 . B o t h s h o u l d be g i v e n the s a m e f r e e d o m . 1 1 1 0 0 . 0 0

6 . B o t h s h o u l d be g i v e n e q u a l t i m e to p l a y . 1 1 100'. 00

7 . B o t h c a n p e r f o r m all t a s k s e q u a l l y w ell. 1 1 1 0 0 . OC'

8 . B o th c an h a ve s i m i 1 ar o c c u p a *■: i o n s . 09 0 1 ,82

9 B o t h h a v e s a m e i n t e l l i g e n c e and ab I I i t i e s .

1 1 1 0 0 . <>0

1 . M e n and W o m e n s h o u l d be p a i d e q u a l w a g e s for e q u a l w o r k .

1 1 1 0 0 . 0 0

1 .1 . H u s b a n d and w i f e s h o u l d t a k e all d e c i. s i Q n s join 1 1 y .

1 1 1 0 0 .0 0

1 2 . Householv:! w o r k m u s t be shs^red b y all m e m b e r s of the h o u s e h o l d .

1 1 1 0 0 . 0 0

13. A s s e t s of the fsimily s h o u l d be r e g i s t e r e d in j o int n a m e s of h u s b a n d and w i f e .

09 81 .82

F i v e m a i n p e r c e p t ian n of p a r e n t s a b o u t g*2n d e r e q u a l i t y ;

1 . A s s e n t s of the f a m i l y s h o u l d be r e g i s t e r e d < 1 0 0 .0’<).

2. H o u s e h o l d w o r k m u s t be s h a r e d b y all m e m b e r s of h o u s e h o l d < 1 0 0 . OX)

3. H u s b a n d and w i f e s h o u l d t a k e all d e c i s i o n s j o i n t l y ( 1 0 0 . 0V«).

4. M e n and w o m e n s h o u l d be p a o d e q u a l w a g e s for e q u a l w o r k (100.0!-^)

'3. B o t h c a n h a v e s i m i l a r i n t e l l i g e n c e and a b i l i t i e s (100.0*/«).

< 154)

All th e t <3ach<?rr> eKpre-as h i g h l y e g a l i t a r i a n view'» r e g a r d i n g

e q u a l f o o d , e q ual e d u c a t i o n , e q u a l u/ages, i n t e l l i g e n c e and

a b i l i t y a n d joint f a m i l y d e c i s i o n i-naking. By an d large, they

a g r e e t h a t b o t h b o y s an d g i r l s s h o u l d be g i v e n th'e same

freedoin, e q u a l time to p l a y , c a n be a s s i g n e d s a m e d u t i e s

( r e s p o n s i b i l i t i e s ) and c a n h a v e s a m e o c c u p a t i o n . M a j o r i t y als o

a g r e e t h a t h o u s e h o l d w o r k s h o u l d be s h a r e d b y b o t h m e n and w o m e n .

C H A P T E R : 3. 5

I N S T I T U T I O N A L H E A D S A N D E D U C A T I O N A L A D M I N I S T R A T O R S

In all, 01 E d u c a t i o n a l A d m i n i-st r a t o r i n c l u d i n g D i s t r i c t

P r i m a r y E d u c a t i o n O f f i c e r and 0 2 h e a d t e a c h e r s of v i l l a g e p r i m a r y

•Bchoals a n d 2 h e a d t e a c h e r s of h i g h a chool , Miere i n t e r v i e w e d .

I n f o r m a t i o n w a s o b t a i n e d a b o u t f a c i l i t i e s a v a i l a b l e in s c h o o l s

an d a l s o the p o s i t i o n of s t u d e n t s / t e a c h e r s in these i n s t i t u t i o n s ,

r e a s o n s f o r d r o p - o u t , r e a s o n s for n o n - e n r o l m e n t , u t i i l i t y of

g i r l s e d u c a t i o n and f o r g e n d e r e q u a l i t y w e r e r e c o r d e d .

T A B L E 3 . 5 . 1

P h y s i c a l F a c i l i t i e s In s c h o o l s (6 S a m p l e S c h o o l s )

S .N o , F ac i 1 i t y A v a l i a b l e N o t A v a i l a b I e

1. P l a y g r o u n d 2 42. L a b o r a t o r y 2 43. L i b r a r y 3 34. T o i l e t s 1 55. S e p a r a t e T o i l e t s 1 5

f o r g i r l s6 . H e a 1 t h / m e d i c a 1 c h e c k u p 5 1

in the s c h o o l

I N C E N T I V E S C H E M E S

F r e e u n i f o r m s , a t t e n d a n c e s c h o l a r s h i p s fo r s c h e d u l e d c a s t e

g i r l s a n d s c h e d u l e d t r i b e g i r l s w e r e the i n c e n t i v e s c h e m e s g i v e n

in t h e s e i n s t i t u t i o n s . E.ducation is free. F r e e w r i t i n g m a t e r i a l s ,

f r e e s t a t i o n e r y a n d b o o k b a n k are the o t h e r s c h e m e s for S C / S T

s t u d e n t s u p t o s e n i o r s e c o n d a r y level. In t h e r e o p i n o n , all type

o f i n c e n t i v e s s h o u l d be d i s t r i b u t e d a m o n g g i r l s t u d e n t s

i r r e s p e c t i v e of t h e i r c a s t e .

( 1 5 7 )

R e a s o n s R e s p o n d e n t s (n = 6 )N o . y*

TABLE 3 .5 .2

DISTRIBUTION OF RESPONDENTS BY THEIR PERCEPTION OF REASONS FORCONTINUANCE OF GIRLS IN SCHOOLING

1. B e t t e r e c o n o m i c s t a n d i n g 0 3 5 0 . 0 0of h o u s e h o l d s

2. P a r e n t a l e d u c a t i o n 0 4 6 6 . 6 7

3. P a r e n t a l m o t i v a t ion 0 6 1 0 0 . 0

4. P a r e n t a l S u p p o r t like:

i. P a y m e n t of f e e s o t h e r 0 0 0 0 . 0 0t h a n t u i t i o n f e e s

XX. P r o v i s i o n of b o o k s 0 4 6 6 . 6 7and s t a t i o n e r y

iii. P r o v i s i o n of a d e q u a t e 0 6 1 0 0 . 0f o o d a n d c l o t h i n g

iv. C r e a t i n g s p a c e and time 0 6 1 0 0 - 0for s t u d i e s at h o m e

v. P r o v i s i o n of a c a d e m i c 01 1 6 . 6 7S u p p o r t ( t h e m s e l v e s to p a i d )

5. S e l f m o t i v a t i o n of the g i r l 0 3 5 0 . 0 0ch i I d .

6 . P o s i t i v e a t t i t u d e of t e a c h e r s 0 2 3 3 . 3 3

M a j o r R e a s o n s f o r C o n t i n u a n c e of G i r l s in S c h o o l i n g

1. C r e a t i n g s p a c e a n d t i m e for s t u d i e s at h o m e (lOO.O*/i

2. P r o v i s i o n of a d e q u a t e f o o d and c l o t h i n g (10 0 . 0 % ) .

3. P a r e n t a l m o t i v a t i o n (100.0y«).

4. P r o v i s i o n of b o o k s and s t a t i o n e r y ( 6 6 . 6 7 % ) .

P a r ental e d c u a t i on ( 6 6 . 6 7 % ) ,

(158)

TABLE 3 .5 .3

DISTRIBUTION OF RESPONDENTS BY THEIR PERCEPTION ABOUT REASONS FORGIRLS DROPPING OUT FROM SCHOOL.

R e a s o n s 1R e s p o n d e n t N o .

s (r» = 6 ) X

1 . I n ab i. 1 i t y of pa en ts t o p ay e X t r a t fj. i 1 1 on fee / f ur> d

03 5 0 . 0 0

I n a b i l i t y o f p a r e n t s to P r o v i d e c l o t h e s and s h o e s

04 6 6 . 6 7


04 6 6 . 6 7

4. I n a b i l i t y of parv^nts to P r o v i d e s t a t i on e r y

04 66 . 67

5 . I n a b i l i t y of p a r e n t s to p r o v i d e food

0 1 1 6 . 6 7

6 . H e l p i n g p a r e n t s in o c c u p a t i o n 04 6 6 . 6 77 . E n a g a g e d in r e m u n e r a t i v e

e m p l o y m e n t0 2 3 3 .33

8 . D o m e s t i c w o r k 05 8 3 . 3 39 . C a r e of s i b 1 ings 05 8 3 . 3 31 0 . A b s e n c e of s u p p o r t s e r v i c e s

viz. A n g a n w a d i ,Bali.*(adi , C r e c h e s0 2 'r "r T T. vj _/

1 1. . Esarly m a r r i a g e 05 o-r -TT

1 2 . S o c i a 1 t a b o o s on o n s e t of p u b e r ty 0 3 5 <I). 0<I)13. P a I' e n t a I lack of m o t i v a t i on 04 66 .6714. P a r e n t a l i l l i t e r a c y 04 6 6 . 6 715 . Laclc o f a c a d e m i c s u p p o r t / h e Ip 01 1 6 . 6 7

f r o m p a r e n t s / f a m i l y m e m b e r s ,o t h e r s16. S c h o o l f a r a w a y 01 1 6 . 6 717 . U n a t t r a c t i v e s c h o o l e n v i r o n m e n t 0 2 3 3 . 3 318. U n s u i t a b l e s c h o o l t i m i n g s 0 1 1 6 . 6 719. L a c k o f r e 1 e van<r.e of c u r r i.cu. Ium 0 1 16 . 6 72 0 . N o f e m a l e t e a c h e r s 01 1 6 . 6 72 1 . L a c k o f s e p a r a t e s c h o o l s 0 1 1 6 . 6 7

T e a c h e r s n e g a t i v e a t t i t u d e 0 1 1 6 . 6 7F a I lure 0 2 3 3 . 3 3

24 « I l l n e s s of f a m i l y m e m b e r s 0 2 T-r T *Tm

25 . O w n I l l n e s s 0 2 T-r “TT

M a j o r r e a s o n s for d r o p p i n g o u t of g i r l s froin -schao].

E a r l y m a r r i a g e (83 «33<'i ) •

2. c a r e of ^ i b l i n g ^ < 8 3 . 3 3 % ) ,

3 . D o m e s 1 1 c ( lo r k (83 . 33y«) .

4. P a r e n t a l i 1 1 i t e r ac y ( 6 6 . 6 7%) .

5. P a r e n t a l lac k of m o t i v a t i o n (66.677«).

< 159)

TABLE 3 .5 .4

DISTRIBUTION OF RESPONDENTS BY THEIR PERCEPTION OF REASONS FORNON-ENROLMENT IN SCHOOL.

R e a s o n s R e s p o n d e n t s (n = 6 )N o . y.

1 . I n a b i l i t y of p a r e n t s to p a y e.xtra t u i t i o n f e e / f u.n d

03 5 0 . 0 0

I n a b i l i t y of p a r e n t s to p r o v i d e c l o t h e s a n d s h o e s

0 6 1 0 0 . 0 0

w/ * I n a b i l i t y of p a r e n t s to p r o v i d e b o o k s 04 6 6 . 6 74. I n a b i l i t y of p a r e n t s to p r o v i d e

s t a t i o n e r yOS 8 3 . 3 3

5 . I n a b i l i t y of p a r e n t s to p r o v i d e foo d and m e d i c i n e s

0 1 1 6 . 6 7

6 . H e l p i n g p a r e n t s in o c c u p a t i o n 05 8 3 . 3 3•r E n g a g e d in r e m u n e r a t i ve e m p l o y m e n t 0 3 5 0 . 0 08 . D a m e 3 t i c o r' k 04 66 .679. C a r e of s i b l i n g s 05 8 3 . 3 31 0 . P a r e n t a l lack of m o t i v a t i o n 0 6 1 0 0 . 0 01 1 . P a r e n t a l i l l i t e r a c y 0 6 1 0 0 . 0 01 2 . N o n - a v a i 1 ab 1 1 1 ty of s c h o o l / N F E cen'tre

c 1 o s e t o h a b 1 1 a t i on0 1 1 6 . 6 7

13. U n—s u i t a b l e s c h o o l t i m i n g s 0 1 1 6 . 6 714. N o f e m a l e t e a c h e rs 0 1 1 6 . 6 71 5 . N o s e p a r a t e s c h o o l for g i r l s 0 1 1 6 . 6 716. L a c k of s u p p o r t s e r v i c e s s u c h as

ang antwad i es , b a 1 w a d i es , c r ech es0 2 3 3 . 3 3

1 7 . C u l t u r a l f a c t o r s s u c h as e a r l y ma r r 1 ag e , s o c i a l t a b o o ' s an d c u s t o m s , s e g r e g a t i o n of w o m e n , p u r d a h etc.

0 1 1 6 . 6 7

F i v e m a i n r e a s o n s f o r n o n - e n r o l m e n t of g i r l s in s c h o o l :

1 . P a r e n t a l i l l i t e r a c y (100.0*/).

2, P a r e n t a l lack of m o t i v a t i o n (lOO.OV^).

Z , I n a b i l i t y of p a r e n t s to p r o v i d e c l o t h e s and s h o e s (100.0%)

4 . C a r c? o f s i b l i n g s (83 , 3 3’a ) .

5n H e l p i n g p a r e n t s in o c c u p a t i o n (83.33*/.).

(160)

R E A S O N S F O R G I R L S N O T ATTENDirJG S C H O O L R E G U L A R L Y

M a j o r i t y of t e a c h e r ^ / I n s t i t u t i o n a l H e a d s r e p o r t e d tha t

demostir.: w o r k and <sibil.inQ c a r e are the m a j o r r e a s o n s for

i r r e g u l a r a t t e n d a n c e of girl-3 . "A^i they d o n o t a t t e n d c l a s s e s

r e g u l a r l y , t h e y m i s s o u t on t h e c o u r s e s and fall b a c k in c l a s s

In m a n y c a s e s it l e a d s to f a i l u r e o r d r o p o u t . "

A D M I N I S T R A T O R S E F F O R T S A T C H E C K I N G T H E P H E N O M E N O N O F D R O P - O U T

M o s t of the a d m i n s i t r a t o r s r e p o r t e d that t h e y m a k e t h e i r

b e s t e f f o r t s in b r i n g i n g t h e m b a c k to the s y s t e m .

1 . I N C R E A S E E N R O L M E N T O F G I R L S

1. I n c o m e g e n e r a t i n g p r o g r a m m e s .2. M o r e i n c e n t i v e s to all.3. C o n v e r g e n c e of S e r v i c e s .4. I n c r e a s i n g no, of i n c e n t i v e s *

it. I M P R O V E A T T E N D E N C E O F G I R L S1 . ff)irls s h o u l d be rec/arded for b e t t e r a t t e n d a n c e .2. S o m e b o n u s m a r k s in e x a m i n a t i o n s h o u l d be a w a r d e d .3. U s e of m a s s m e d i a

i l i . I M P R O V E A C H I E V E M E N T1. R e m e d i c a l c o a c h i n g e x c l u s i v e l y for g i r l s

I V . R E D U C E D R O P O U T A M O N G G I R L S1. L e s s H o m e uiork.2. P r o v i d e se<. ior s c h o o l s n e a r b y3. D a y c a r e c e n t r e s t o b e o p e n e d .4. I n c e n t i v i e s to all.5. R e a d m i s s i o n in s c h o o l .

I N F O R M A T I O N O N T I M E L Y D I S T R I B U T I O N O F I N C E N T I V E S

M o s t of t h e m r e p o r t e d t h a t i n c e n t i v e s w e r e d i s t r i b u t e d on

t i m e . T h e y a l s o s t a t e d t h a t i n c e n t i v e s b e i n g g i v e n to the

c h i l d r e n are a d e q u a t e in q u a n t i t y but t h e r e is a neevi to i m p r o v e

the q tA a 1 i t y .

H e a d of i n s t i t u t i o n s e x p r e s s e d that m i d - d a y m e a l s c h e m e s

w i l l d e f i n a t e l y a t t r a c t c h i l d r e n of p o v e r t y g r o u p s . .

(161 )

TABLE 3 .5 .5

DISTRIBUTION OF RESPONDENTS ACCORDING TO THEIR PERCEPTION ABOU^UTILITY OF GIRLS EDUCATION.

LI 1 i t i I y R e s p o n d e n t s (n=6 ) N o . %

1 . D e v e l o p s a p o s i t i v e s e l f i m a g e and c o n f i d e n c e -among g i r l s

05 6 2 . 5 0

P r e p a r e s g i r l s for economic, contritaut ion

0 2 2 5 . 0 0

3. C a n i m p r o v e h e a l t h and n u t r i t i o n a l s t a t u s of c h i l d r e n and o t h e r f a m i l y m e m b e r s '

00 0 0 . 0 0

4. W i l l e n s u r e e d u c a t i o n of f u t u r e g e n e r a t i o n s

00 0 0 . 0 0

5. W i l l maV:.e g i r l s and w o m e n a w a r e o f t h e i r r i g h t s

00 0 0 . 0 0

6 . H e l p s r a i s e age of m a r r i a g e and r e d u c e m a t e r n a l , i n f a n t and c h i l d mort.ality

<>0 oc*. o<:>

-? H e l p s in r e d u c i n g the f a m i l y s i z e 05 6 2 . 5 0

G . W i l l p r e p a r e g i r l s for l e a d e r s h i p r o l e s in s o c i e t y

00 0 0 .0 «I)

9. W i l l p r e p a r e g i r l s for p a r t i c i p a t i o n a n d d e c i s i o n m a k i n g p r o c e s s in all u/alks of life e.g. f ami l y , p a n c h a y a t s , m u n i c i p a l i t i e s and l e g i s l a t u r e

00 0 0 . 0<L'

F i v e m a i n P E R C E P T I O N S of p a r e n t s - o n u t i l i t y o f g i r l s e d u c a t i o n :

1. H e l p s in r e d u c i n g the f a m i l y s i z e ( 6 2 . 5 0 % ) .

2. D e v e l o p s a p o s i t i v e s e l f i m a g e an d c o n f i d e n c e a m o n g g i r l s (62.50*/,) .

3. P r e p a r e g i r l s f o r eczanomic c o n t r i b u t i o n ( 2 5 . 0 0 a ).

(162)

TABLE 3.5.6DISTRIBUTION OF RESPONDENTS BY THEIR PERCEPTION ABOUT GENDER EQUALITY

I n d i c a t o r s R e s p o n d e n t s (n = 6 ) A g r e e V,

3 . G i r l s and b o y s n e e d e q u a l e d u c a t i o n . 06 1 o<:> .x>o

B o t h n e e d to be g i v e n equal a m o u n t of food.

06 1 0 0 .0 0

A B o t h n e e d to be g i v e n equal h e a l t h c a r e a n d m e d i c a l a t t e n t i o n w h e n n e e d e d .

04 6 6 . 6 7

4. B o t h c a n be a s s i g n e d s a m e d u t i e s / r e s p a n s i b i 1 i t i e s .

0 6 1 C'0 .0 0

5. B o t h s h o u l d be g i v e n the s a m e f r e e d o m . 0 4 6 6 . 6 7

6 . B o t h s h o u l d be g i v e n e qual time to p l a y 0 6 1 0 0 . 0<'J

7. B o t h c a n p e r f o r m all t a s k s e q u a l l y i.*ie 1 1 06 1 0 0 . 0 0

8 . B o t h c a n h a v e s i m i l a r o c c u p a t i o n s . 0 3 5 . 00

9. E-'oth h a v e s a m e i n t e l l i g e n c e and a b i l i t i e s .

0 2 TT -r-r

1 0 . M e n and W o m e n s h o u l d be p a i d e q u a l w a g e for e q u a l w o r k .

s (.>6 1 0 0 .00

1 1 . H u s b a n d an d w i f e s h o u l d take all d ec i s i o n s j o i n t l y .

06 1 0 0 .00

1 2 . H o u s e h o l d w o r k m u s t be s h a r e d b y all m e m b e r s of the h o u s e h o l d .

04 6 6 . 6 7

13. A s s e t s of the f a m i l y s h o u l d be r e g i s t e r e d in j o i n t n a m e s of h u s b a n d and w i f e .

C'5 8 3 . 3 3

F i v e m a i n p e r c e p t i o n s o f p a r e n t s a b o u t g e n d e r e q u a l i t y :

1. H u s b a n d and w i f e s h o u l d take all d e c i s i o n s j o i n t l y ( 1 0 0 . 0’/.).

2 . m e n and w o m e n s h o u l d be p a i d e q u a l w a g e s for e q u a l w o r k (1 0 0 .0 /i)

3 . B o th c a n p e r t a r m all t as ks equ a 11 y we 11 (100. O*/ ) .

4. B o t h s h o u l d be g i v e n an equal time to p l a y (100.0*/*).

5. B o t h c a n be a s s i g n e d the s a m e du 1 1 es / r e s p a n s i b i 1 1 1 1 es ( 1 0 0 . 0y<).

( 163)

A d m i n i s t r a t o r s are the m o s t e g a l i t a r i a n g r o u p . R e g a r d i n g

e d u c a t i o n , f o o d , he al th , age s , f am 1 1 y d e c i s i o n iTiak in»g , h o u s e h o l d

w o r k , a 1 mo s t all f a v o u r e q u a l i t y b e t w e e n se:<es. T h e y a l s o p e r c e i v e

e q u a l f r e e d o m , e q u a l a b i l i t i e s and i n t e l l i g e n c e , e q u a l tim e to

p l a y , s i m i l a r o c c u p a t i o n for b o t h b o y s a n d g i r l s . T h e y a l s o ten d

to f a v o u r j o i n t o w n e r s h i p of f a m i l y a-ssests b y m e n a n d w o m e n .

T h e s e r e s p o n s e s are h e a r t e n i n g in t h a t th e e d u c a t i o n a l

l e a d e r s , w h o are a m o n g s t the m o s t e d u c a t e d lot of the

c o m m u n i t i e s . T h e y c a n b e c a m e a g e n t s of c h a n g e .

TABLE 3.5.7

PARTICIPATION OF WOMEN IN TEACHING IN BLOCK SIDHI DISTRICT SIDHI

C a t e g o r y T o t a l F e m a l e F e m a l e as %

R u r a l 4 6 8 41 O e . 0 7

U r b a n 1 1 0 45%

4 0 . 0 9

T o t a l 57 B S 6 1 4 . 0 8

S o u r c e : B a s e d on Fveport of D i s t r i c t E d u c a t i o n D e p a r t m e n t , S i d h i

It is v e r y u n h a p p y p o s i tion t h a t o u t o f 5 7 8 t e a c h e r s

t h e r e are ion 1 y 86/ (14/i) f e m a l e t e a c h e r s and in r u r a l a r e a it is

m o r e b e l o w <08 . 1 y.) . Th is p o s i t ion is a l s o a m a i n r e a s o n fo r n o n -

e n r o 1 e m e n t ?y. d r o p p i n g - out of g i r l s of s c h o o l i n g .

( 1 6 4 )

N U M B E R O F S T U D E N T S IN S C H O O L (6 S A M P L E S C H O O L S )

ANNEXURE 1

S . N o . Commu.n 1 1 i e-s G i r l s B o y s T o t a 1

1 . A 11 C o m m u n i 1 1 gs 3 4 2 4 10 7 5 2

S c 1 •> e d u led C a a t e 146 130 2 7 6

S c h e d u l e d T r i b e 131 157 ’ 2 8 8

4. G e n r e r a l 86

A N N E X U R E 2

146

N U M B E R O F T E A C H E R S (6 S A M P L E S C H O O L S )

S N o . Cammu.n i t i e s M a l e F e rn a 1 e

1 . A l l Commu.n i t i e -5 7 A-

o S c h e d u l e d Ga^ste 4

•TmJ • S c h e d Li 1 ed T r i b e - 1

4. G e n e I' a 1 1 1

A N N E X U R E 3

A V E R A G E A T T E N D A N C E IN P E R C E N T A G E (6 S A M P L E S S C H O O L S ) (FEB 1994)

C 1 a ':a s P e r c e n t a g e of G i r l s

at t e n d e n c e E<ay<Hi

I 6 7 . 6 7 8 6 . 2 3

I I 6 6 . 2 4 79. 13

I 11 7 1 .99 ei .27

IV 7 2 . 6 4 8 0 . 5 2

V B1 .97 7 9 . 4 6

(165 >

C H A P T E R 3 . 6

C O M M U N I T Y L E A D E R

A l l of the 0 8 camir.anity l e a d e r s w h o w e r e i n t e r v i e w e d , u;ere

e n g a g a e d in agr i.cu. 1 t u r e .

T h e i r age r a n g e d f r o m T h i r t y four to Fjixty o n e y e a r s . O n l y

f o u r c o m m u n i t y l e a d e r s w e r e b e l o w 34 y e a r s , 4 c o m m u n i t y l e a d e r

h a d n o e d u c a t i o n , 1 h a d h i g h e r s e c o n d a r y q u a l i f i c a t i o n , th«

res t h a d p r i m a r y to m a t r i c u l a t i o n .

T A B L E 3 . 6 . 1

D I S T R I B U T I O N O F R E S P O N D E N T S BY T H E I R P A R T I C I P A T I O N IN :

< n = OB )

i ) V i l l a g e P anc h ay a t

i i ) M a h i 1 a M a n d a 1 s

iii) P o l i t i c a l o r S o c i a l O r g a n i s a t i o n s

Y e s N o

05(62.50V.)

00 (0 0 .0 0%)

00 (0 0 .00%)

0 3(27.507.)

08 (1 0 0 .0%)

07(1 <:*o. oy, >

T h e r e s p o n d e n t s feel t h a t the p a r t i c i p a t i o n of w o m e n in

P a n c h a y a t as w e l l as a n y t y p e of S o c i a l 2-: P o l i t i c a l ac t i v i t i

and M a h i l a M a n d a l s is v e r y low.

L a r g e l y , s o c i a l a n d o t h e r d e v e l o p m e n t a c t i v i t i e s h a v e b e e n

t a k e n up b y the c o m m u n i t y l e a d e r s , to i l l u s t r a t e and s t a r t i n g of

A n g anuiad i s , M a h i l a M a n d a l s , i m m u n i s a t i o n and f a m i l y p l a n n i n g

c a m p s . T h e c o m m u n i t y l e a d e r s h a v e l a r g e l y s u p p o r t e d in p r o v i d i n g

l a n d a n d c o n s t r u c t i o n of s c h o o l b u i 1 d i n g / r o o m s in the f i e l d of

e d u c a t i o n .

( 1 67 >

C o m m u n i t y l e a d e r s t»hen a s k e d a b o u t -special e f f o r t s m a d e by

the m to h e l p to e n r o l and r e t a i n g i r l s in s h c o o l s , »/‘jer<? no n

c o m m i t t a l a b o u t t h e i r role in the p a s t . Hoo;ever , t h e y all felt

that g i r l ' s e d u c a t i o n is i m p o r t a n t a n d t h e y w o u l d in f u t u r e p l a c e

it on top p r i o r t y in t h e i r a g e n d a .

TABLE 3.6.2

INFORMATION ABOUT SPECIAL PROGRAMMES/SCHEMES

T i t l e of the P r o g r a m m e Yes N o

i ) F o r S c h e d u l e C a s t e G i r l s 08(1 0 0 .0 */,)

00 (0 0 .0 0 %)

i i ) F o r N o m a d i c T r i b e G i r l s 0 8 (1 0 0 .0 :0

00 (OO.OOV.)

H i ) N F E S c h e m e 06(75.00%)

0 2(25.00%)

T h e c o m m u n i t y l e a d e r s w e r e h o w e v e r v e r y r e c e p t i v e to the

idea o f s t a r t i n >9 N F E p r o g r a m m e t h r o u g h th e ‘C o m m u n i t y E f f o r t s ' ,

V E C s , N G Q s , M a h i l a M a n d a l s , a n d t h e y w e r e w i l l i n g to p r o v i d e

v a r i o u s f a c i l i t i e s like a c c o m a d a t ion , vo lu.n tee rs and o t h e r s u p p o r t

as m u c h as p o s s i b l e . O n l y 05 o u t of O B c o m m u n i t y l e a d e r s

e x p r e s s e d the n e e d of s e p a r a t e N F E c e n t r e s for g i r l s . F u r t h e r

d i s c u s s i o n r e v e a l e d t h a t as m o s t of the g i r l s w h o w o u l d g o to N F E

w o u l d be o v e r a g e (post p u b e r t a l ) . "It m a y be a d v i s a b l e to h a v e

s e p a r a t e N F E c e n t r e s p r e f e r b l y run b y w o m e n i n s t r u c t o r s " . O n l y 02,

c o m m u n i t y l e a d e r s i n d i c a t e d t h a t t h e y h a d r e s e r v a t i o n r e g a r d i n g

.girls and b a y s s t u d y i n g in the s a m e i n s t i t u t i o n a n d 0 1 h a d

r e s e r v a t i o n s a b o u t g i r l s b e i n g t a u g h t b y m a l e t e a c h e r s .

(168)

D I S T R I B U T I O N O F R E S P O N D E N T S A C C O R D I N G T O P E R C E P T I O N A B O U T U T I L I T Y O F G I R L S E D U C A T I O N O N V A R I O U R A S P E C T S .

TABLE 3 .6 .3

U t i l i t y Fvesponden t N o .

s (n=8 ) Vi

1 . D e v e l o p s a p o s i t i v e s e l f image and c o n f i d e n c e a m o n g g i r l s

05 6 2 . 5 0

o P r e p a r e s g i r l s for e c o n o m i c c o n t r i b u t ion

0 2 25 . 0 0

TS.J A C a n i m p r o v e h e a l t h and n u t r i t i o n a l

s t a t u s of c h i l d r e n and o t h e r f a m i l y m e m b e rs

00 0 0 . 00

4. W i l l e n s u r e e d u c a t i o n of f u t u r e g e n e rat i o n s

00 0 0 . 00

5 . W i l l m a k e g i r l s and uiomen a^iare o f t h e i r r i. g {-i t s

00 0 0 . 00'

6 . H e l p s r a i s e age of m a r r i a g e and r e d u c e m a t e r n a 1 , inf an t and chi Id mo r t a 1 i t'y

C'O 0 0 . 00

*-r / . H e l p s in r e d u c i n g the f a m i l y s i z e 05 6 2 . 5 0

G . W i l l p r e p a r e g i r l s for l e a d e r s h i p r>:j 1. es in s o c i e ty

00 00 . 00

9 . W i l l p r e p a r e g i r l s for p a r t i c i p a t i o n a n d d e c i s i o n m a k i n g p r o c e s s in all w a l k s of life e.g. f a m i l y , p a n c h a y a t s ,

m u n i c i p a l i t i e s and l e g i s l a t u r e

00 0 0 . 0<l;'

F i v e m a i n P E R C E P T I O N S a b out u t i l i t y af g i r i -5 e d u c a t i o n ;

1 . Help-Ei in r e d u c i n g the f a m i l y s i z e ( 6 2 . 5 0 % ) .

2. D e v e l o p s a p o s i t i v e s e l f imacje and c o n f i d e n c e a m o n o g i r l s (62.50V. )-

3. P r e p a r e g i r l s fv^r e c o n o m i c c o n t r i b u t i o n (25.007,).

( 1 6 9 )

D I S T R I B U T I O N O F R E S P O N D E N T S A C C O R D I N G T O P E R C E P T I O N A B O U T G E N D E R E Q U A L I T Y

TABLE 3 .6 .4

I n d i c a t o r s R e s p o n d e n t s (n=8 ) A g r e e y.

1 . G i r l s a n d b o y s n e e d e q u a l e d u c a t i o n . 0 7 8 7 . 5 0

B o t h n e e d to be g i v e n e q u a l a m o u n t of food.

0 7 8 7 . 5 0

•2/ » B o t h n e e d to be g i v e n e qual h e a l t h c a r e a n d m e d i c a l a t t e n t i o n w h e n n e e d e d .

0 7 8 7 . 5 0

4. B o t h c a n be a s s i g n e d s a m e d u t i e s / r e s p o n s ib i 1 i t i e s .

0 2 2 5 . 0 0

5. B o t h s h o u l d be g i v e n th e s a m e f r e e d o m . 05 6 2 . 5 0

6 . B o t h s h o u l d be g i v e n e q u a l t i m e to p l a y . 05 6 2 . 5 0

7 . B o t h c a n p e r f o r m all t a s k s e q u a l l y u;e 1 1 . 0 2 25 .00

)3. B o t h c a n h a v e s i m i l a r o c c u p a t i o n s . 0 2 25 .00

9. B o t h h a v e s a m e i n t e l l i g e n c e an d a b i l i t i e s .

0 2 25 .00

1 0 . M e n and W o m e n s h o u l d b e p a i d e q u a l w a g e s f o r e q u a 1 ujor k .

0 2 25 .00

1 1 . H u s b a n d a n d w i f e s h o u l d take all d e c 1 s i o n s j o i n t l y .

0 2 25 .00

1 2 . H o u s e h o l d u/ork m u s t be s h a r e d b y all m e m b e r s of the h o u s e h o l d .

0 2 25 .00

13. A s s e t s of the f a m i l y s h o u l d be r e g i s t e r e d in j o i n t n a m e s of h u s b a n d and w i f e .

0 2 25 .00

F i v e m a i n P E R C E P T I O N S a b o u t g e n d e r e q u a l i t y :

1. B o t h n e e d t o b e g i v e n e q u a l h e a l t h c a r e ( 8 7 . 5 0 % ) .

2. B o t h n e e d the n a m e k i n d o f food < 8 7 .‘30V;),

3. G i r l s and b o y s n e e d e q u a l e d u c a t i o n (87.50*/).

4. B o t h s h o u l d b e g i v e n e q u a l time to p l a y (62.50/.).

5. B o t h s h o u l d be g i v e n s a m e the s a m e f r e e d o m (62.50Vi).

( 170 )

CAUSES FOR MQN ENROLMENT OF GIRLS - DISTRICT SIDHI

B a r e n t s ( 2 7 0 ) t e a c h e r s ( i 9 ) a d m i n i s t r a t o r s ( 6 ) ' c o M fw u T Y ( g r o u p d i s c u s s i w ;

1. Inatsility of parsnts to 1. Parental illiteracy (95X). 1. Parental illiteracy iBZ.ZZ'f,). 1. C'Mestic work {80.l25i).provide clothes V. shoes (92.59yj.

2 . I n a b i l i t y o f p a r e n t s to 2 . P a re n t a l la c k o f n o t io v a t ic n 2 . P a r e n t a l la c k o f m o t iv a t io n 2 . C a re o f s i b l i n g s (8 ()^ )p r o v id e s t a t i o n e r y ( 9 2 . 2 2 X ) . { 9 4 . 7 4 X ) . ( e 3 . 3 3 ) ; ) .

3 . I n a b i l i t y o f p a r e n t s t o 3 . D o o ie c tic w o rk ( 9 4 . 7 4 X ) . 3 . C a re o f s i b l i n g s ( 5 0 .0 0 ^ i) . 3 . P a re n t a l i l l i t e r a c y ( 7 9 X !P r o v id e b o o k s < 9 2 . 2 2 X ) .

4 . H e lp in g p a r e n t s i n o c c u p a tio n 4 . C a re o f s i b l i n g s ( 7 3 . 6 K ) . 4 . D o a e s t ic w o rk ( 5 0 .C « ) X ) . 4 . E a r l y « a r r ia § e ( 7 9 X ) .{72„94y,).

5 . D a n e s t ic w o rk . ( 5 7 . 0 4 X ) . 5 . I n a b i l i t y o f p a r e n t s to 5 . I n a b i l i t y o f p a re n t s t o 5 . No f e o a le t e a c h e rsp a y e x t ra t u i t i o n fe e / fu n d p a y e x t r a t u i t i o n fe e / fu n d ( 7 5 X ) .(63.16X). (33.33yj.

6 . I n a b i l i t y o f p a r e n t s to p a y 6 . I n a b i l i t y o f p a r e n t s to 6 . I n a b i l i t y o f p a r e n t s t o b. H e lp in g p a r e n t s in occup ae x t r a t u i t i o n fe e / fu n d ( 5 5 .5 6 7 . ) . p ro v id e c lo t h e s ( 2 6 . 3 2 X ) . p ro v id e c lo t h e s and s h o e s ( 7 0 X ) .

{ 1 6 . 6 7 X ) .

7 . C u l t u r a l f a c t o r s s u c h a s 7 . I n a b i l i t y o f p a r e n t s to 7 . hto woaen te a c c h e rs 7 . No woaen t e a c h e rs ( 1 6 . 6a n g a n w a d is jb a lw a d is ,c re c h e s b o o k s ( 1 5 .7 9 X ) . ( 1 6 . 6 / ) I ) . f o r g i r l s ( 6 0 ) ' . ) .( 2 2 - 2 2 X ) .

8 . P a r e n t a l la c k o f i s o t iv a t io n S . I n a b i l i t y o f p a r e n t s o f 8 . Enga g ed i n re m u n e ra t iv e( 1 4 . 4 4 * } ; } , s t a t io n e r y ( 1 5 . 7 9 X ) . e i jp lo y n e n t ( 1 4 . 6 7 X ) .

9 . P a r e n t a l i l l i t e r a c y ( 1 0 . 7 4 * ) . 9 . No fe a \ ile te a c h e rs ( 1 0 . 5 3 S ) .

(171)

Pffms (270)

CAUSES FOR DROPOUT AMONG GIRLS - DISTRICT SIDHI

TEACHERS (19) ADMINISTRATORS (6) COMMUNITY (GROUP DISaSSION)

i. Cire of •siblings (90.00X). 1. Parentil illlitericy (93.75X)1. Parental illiteracy (83.33X) l,Par«ntal illiteracy (95X).

2. Eary oarriage (89.2AX). 2. Doaestic work (93.75X). 2. Parental lack, of motivation 2.Early marriage (941J)

(83.33^;).

3. OtDmestic work (87.04X). 3. Parental lack of (ootivation 3. Domestic work {50.001!), 3.Domestic work (94X),

(81.25X).

Inability of parents to

provide books {67,41X).

4 . Care of siblings (4-8.75*/). 4.Inability of parents to pay 4.Care of sibilings (85X)

extra tuition fee/fund (33.33J;)

5. Inability of parents to

provide stationery (65.93X),

5. Inability of parents to pay 5. No pasen teacher (16.i7).

extra tuition fee/fund

(56.25X).

5.No feealc teachers (67X),

t. Inability of parents to

provade clothes and shoes

(6.5.93X).

6. Inability of parents to 6. School far aniy (16.67>!).

provide clothes and shoes

(12.50X).

6. No feaale teachers

(65?;).

7. Helping parents in

occupation (60.<X)X).

7. No fecale teahcers (12.50X). 7. Care of siblings (16.67%). 7. Own illness (39^0.

£. Inability of parents to

provide tuition fee/fund

(55.?3yi).

B. Early aarriage (06.25X). 8. Helping parents in occpation

(14.67X).

y Parental U c k of

aotiwation {52.22«).

(173)

PERCEPTION OF UTILITY OF GIRLS EDUCATION - DISTRICT SIDHI

PARE rrS (270) TEACHERS ( 1 9 ) ADMINISTRATORS (6) COftUNITY LEADER (8)

1 . W i l l e n s u re e d u c a t io n o f I . D e v e lo p s a p o s i t i v e s e l f 1 . W i l l e n s u re e d u c a t io n o f I . W i l l e n s u re e d u c a t io n o ff u t u r e g e n e r a t io n s (91.4By.). i« ia g e and c o n f id e n c e a song f u t u r e g e n e ra t io n s ( 5 0 . 0 0 X ) . f u t u r e g e n e ra t io n s 0.00%

g i r l s . ( 9 0 « ) .

2. P re p a re g i r l s f o r e c o o o fflic 2. H e lp s in re d u c in g th e f a » i l y 2. P re p a re g i r l s f o r e c o n o a ic 2. H e lp in re d u c in g f a m i lyc o n t r ib u t io n (78.15X) s u e {73.ie)i). c o n t r ib u t io n (50,<)i)7.). s u e (63.33X).

3. D e v e lo p s a p o s i t i v e s e l f i/aage 3. W i l l e n s u re e d u c a t io n o f 3. D e v e lo p s a p o s i t i v e s e l f la a g e 3.W i l l aalce g i r l s and womenand c o n f id e n c e acong g i r l s f u t u r e g e n e r a t io n s (36.84X). and c o n f id e n c e among g i r l s aware o f t h e i r r i g h t s(63.337.). (SO.OOli). (33.337.).

4 . H e lp s in re d u c in g th e f a m i ly 4 . P re p a re g i r l s f o r e c o n o ft ic 4 . W i l l p re p a re g i r l s f o r 4 . P re p a re g i r l s f o r econom ics i z e ( 5 1 . 4 8 X ) . c o n t r ib u t io n ( 1 5 . 7 9 X ) . p a r t ic ip a t io n and d e c is io n c o n t r ib u t io n ( 1 6 . 6 7 X ) .

p ro c e s s in a l l w a rl« ;s in l i f e (37.50X)

5 . Can if i ip ro y e h e a lt h and n u t r i t i - 5 . H e lp s r a i s e a re a t ■ a r r ia g e 5 . Can iiR p ro v e h e a lt h and n u t r i t i o n a lc n a i s t a t u s o f c h i ld r e n and and re d u c e m a t e rn a l , in f a n t s t a t u s o f c h i ld r e n and o t h e ro t h e r f a m i ly (20.74y.!. and c h i ld a o r t a l i t y (12.501). f a a i l y (37.50)'.).

6 . W i l l p re p a re g i r l s f c r L. P re p a r e s g i r l s f o r e c o n o s icp a r t ic ip a t io n and d e c is io n O D n t r ib u t io n ( 1 2 . 5 0 T , ) .p r o c e s s i n a l l w o rk s ( 1 8 .1 5 7 . ) .

7. W i l l (B ik e g i r l s and wosien aw are o f t h e i r r i g h t s ( C B . I S X ) .

B . W i l l p re p a re g i r l s f o r le a d e r s h ip r a l e s i n s o c ie t y ( 0 8 . 8 9 X ) .

(175)

’A R E N T S ( 2 7 0 ) TE A C H E R S ( 1 9 ) A D M IN IS TR A TO R S < 4 )

GENDER EQUALITY ; PERCEPTION DISTRICT SIDHI

C O m J N lT Y L E A D E R S ( 8 )

1, H u 5 t:a n d and w if e s h o u ld tal>:e I . G i r l s and b o y s need e q u a l 1 . G i r l s and b o y s need e q u a l a l l d e c is io n s j o i n t l y ( 9 6 . 6 7 X ) . e d u c a t io n e d u c a t io n ( 1 0 0 . O X ) .

1 . B o th need th e sa n e k in d o f f fo.3d ( 5 0 . 0 X ) .

B o th ne e d th e sa flie k in d o f 2 . B o th need t o be g iv e n e q u a l 2 . B o th need th e same k in d o f 2 . G i r l s and b o y s need e q u a l fo o d ( ? 2 . 9 i X ) . h e a lt h c a re ( 9 4 .7 4 X ) . fo o d ( H ) O .O X ) . e d u c a t io n ( 5 0 .0 y , ) .

G i r l s and h o i's need e q u a l e d u c a t io n ( 9 1 . B 5 X ) .

3 . H usb a n d and w if e s h o u ld ta k e 3 . A s s e n t s o f th e f a a i i ly s h o u ld 3 . B o th need to be g iv e n a l l d e c is io n s j o i n t l y ( 8 9 .4 7 * / . ) . be r e g is t e r e d ( 1 0 0 . 0 ) ! ) . e q u a l h e a lt h c a re ( 5 0 . O X ),

K B o th ne e d to be g iv e n e q u a l h e a lt h c a re ( B 7 . 4 i y . ) .

4 , Men and ;>fOfflen s h o u ld be p a id 4 . B o th can be a s s ig n e d th e sa/ne 4 . B o th s h o u ld be g iv e n th e e q u a l w a ges f o r e q u a l w o rk d u t i e s / r e s p o n s i b i l i t ie s d W . O X ) f re e d o s ( 5 0 . O C X). ( 8 9 . 4 7 ) i ) .

) . fle n and w aten s h o u ld be p a id 5 . B o th can be a s s ig n e d th e 5 . B o th can p e rfo rm a i l t a s k s 5 . fla n and women 5 h o < jld bee q u a l w a ges f o r e q u a l w o rk C S l . l U U .

same d u t i e s / r e s p o n s i b i l i t y e q u a l ly w e l l ( 1 0 0 . O J i) . p a id e q u a l w ages f o r e q u a l w o rk . ( 5 0 .0 0 y < ) .

A s s e n t s o f th e f a m i ly s h o u ld 6 . H o u s e h o ld > o r k s s u s t be 6 . B o th have sa ine in t e l l ig e n c e andbe r e g i s t e r e d ( 7 0 .7 4 '/ , ) .

' . B o th s h o u ld be e q u a l t i® e . t o p la y . ( 4 4 . 4 4 y j .

s h a re d b y a l l m cfsbers o f a b i l i t i e s ( 1 0 0 . O X ) ,h o u s e h o ld ( 8 4 .2 1 ) ; ) ,

7 . B o th can ha ve s i a i l a r 7 . B o th can ha ve s n a i l a r o c c u p a tio ni n t e l l ig e n c e and i b l i t i e s ( 1 0 ( ) . 0 X ) .( 8 4 . 2 1 X ) .

! . B o th an be a s s ig n e d th e same 8 . B o th need th e sa * e k in d o f d u t ie s / T f i Q c n s i b i l i t t i e s fo o d . ( E 4 . 2 i y . ) .

. ( 4 2 . 9 « . )

H o u s e h o ld w o rk f i iu s t be s h a re d ^ y a l l m em bers o f h o u s e h o ld

( 3 3 . 3 2 ) ; ) .

(177)

ENTS (270)

REASONS FOR CONTINUWa OF BIRLS IN SCH00LIN6 DISTRICT SIOHI

TEACHEF.S (19) A E^ M IN ISTR A TO R S (6) COMMUNITY (GROUP DISCUSSION)

P r o v i s io n o f b o o k s in d s t a t i o n e r y ( 9 1 .4 6 X 1 .

1 . P a r e n t a l « o t iv a t i> 3 n ( 8 9 . 4 7 < 5 ) . l . P a re n t a l o w t iv a t io n(66.67 ).

1 . P a r e n t a l « o t i v a t io n UAY,)

B e t t e r ecanoin ic s t a n d in g 2 . B e t t e r e c o n o ® ic s t a n d in g o t 2 . P a r e n t a l e d c u it io n a f h o u s e h o ld (91.1iy.). h o u s e h o ld (63.16X). {bb.tJl).

2 . P a r e n t a l e d u c a t io n ( 6 5 X )

f’ a r e n t a l m o t iv a t io n (57.78y.). 3 . P a r e n t a l e d u c a t io n (57.8 9 ^ !) . 3 . S e l f m o t iv a t io n o f g i r lc h i ld (so.ooyj.

3 . P o s i t i v e a t t id u d e o f t e a c h e rs (49X).

=’ ay/nenit o f f e e s o t h e r th a n 4 . P r o v i s io n o f b o o ks and t i t i o n i fe e s ( 5 5 .9 3 / 1 ) . s t a t i o n e r y ( 1 5 . 7 9 X ) .

4 . P o s i t i v e a t t i t u d e o f t e a c h e rs 4 . B e t t e r e c o n o in ic s t a n d in g (16.67y,). o f h o u d e h o ld s ( 5 2 * / ) .

" r e a t i . n g sp a c e and t ia ie f o r 5 . P a ym e n t o f f e e s o t h e r th a n 5 . B e t t e r e c o n o ffiic s t a n d in c o f 5 . P r o v i s io n o f b o o k s and s t u d i e s a t hojiie ( 4 3 .7 0 y . ) . t u i t i o n f e e s ( 1 5 . 7 9 y j . h o u s e h o ld s ( 1 6 . 6 7 ' * ) . s t a t io n e r y ( 5 3 X ) .

P r o v i s io n o f a d eq ua te fo o d a,nd c lo t h in g ( 3 8 .1 5 y i) ,

6 . Pa ym ent o f fe e s o t h e rth a n t u i t i o n f e e s (5 0 V ,),

'P a r e n t a l e d u c a t io n ( 3 0 y . ) .

- o s i t i 'v e a t t i t u d e o f t e a c h e r s ( 2 6 .1 2 '/ ; ) .

(179:-

C H A P T E R IV

D I S T R I C T - S I D H I

M A J O R F I N D I N G At'4D R E C O M M E N D A T I O NF I N D I N G S

1 . 0 M a p p i n g o u t g e n d e r di-sparities in a c c e s s , e n r o l l m e n t and

r e t e n t i o n .

1.1 T h e I' C-) a re 141:3 :ii c h o o 1 1 e -zi s / t o t a 1 .1 y u. n e5 e r v e d h n b 1 1 a 1 1 a n s i n

t h e d i s t r i c t 8 i d I'l l .

1.2 T h i r t y 'rjes'en p e r c e n t •'36.60’/) of t h o s e e n r o l l e d at p r u n a r y

level are girl-s. SC u ^ r l s f o n n 32-'31% and ‘1)T g i r l s form

3 3 . 4 1 % of the t o tal r.uinber of SC and S T c h i l d r e n e n r o l l e d

at the -stage i n d i c a t i n g p o s i t i v e i m p a c t of s p e c i a l

t. n c: e 1 1 v e <}•:; f o r" S C an c S T c h i 1 d t' e n .

1.3 Dropou. t rate a m o n g si g i r l s is ?34.7*', c o m p a r e d to 4'ii . 2 Vf far

b o y s . F o r 3C g i r l s d r o p o u t r a t e i 6 8 .9/4 c o m a a red to 54.8*/i

for' b o y s w h i l e d r o p o u t rat e of S T g i r l s is 67.9/i c o m p a r e d

t o 5 ‘v'. 2/4 f o r t.) o y s - SC an (d S T c: t") i 1 d r e r-y e sp e c i a 1 1. y g i r l s

n e e d to be g i v e n n e c e s s a r y s u p p o r t for bett>.;r retentivon.

1.4 Th e fjroblem of a c c e s s i-s l a r g e l y of v i l l a g e s / h a b i t a t i o n s

w h i c h are s c h o o l less and v e r y l a rge v i l l a g e s w h e r e the

s c h o o l IS l o c a t e d i .n o n e c o r n e r and is o v e r croi^jded.

1 . ‘3 I n 2 7 0 s a m p l e h o u s e h o l d i n S i d h i D i s t r i c t t h e r e w e r e 413

g 1 I’ 1 s i n t h e ag e q r ou o 6- 14 y e a r s .

1.5.1 O u t of t h e s e <37.2^- %) w e r e a t t e n d i n g s c h o o l w h e r e as

(42.. 13%) w e r e n e v e r e n r o l l e d and ( 2 2 .‘38/4) ha d d r o p p e d out.

1 . 5 . 2 O u t of the 156 e n r e l i e d g i r l s , t h e r e w e r e 132 g i r l s in

p r i m a r y c l a s s e s , ouf of w h i c h 5 9 . 0 p e r c e n t w e r e in the

age groi-i.p 6- y e a r s ^nd 24 p e r c e n t uiere in the age g r o u p

( 181 )

.1 1 --14 >' G 3. r s . T h 1 -s f 1 1'l d j. n y ,i 1 a r g t? 1 y i n 1 i e (W 1 1 h t h e

e s t i m a t e d o v e r a g e p h e n o m e n o n o f 3 2 p e r c e n t a t t h e p r i m a r y

.1 e V e 1 .

1 . 5 . 3 O u t of the 176 n e v e r e n r o i e d girl-5 , 5 3 . 0 p r e c e n t b e l o n g to

ag e g r o u p 6 - 1 0 y e a r s a n d 4 5 . 0 p e r c e n t i.*iere b e t w e e n 1 1 - 1 4

y e a i- s .

1 . 4 . 4 O u t of SS d r o p o u t g i r l s , B 6 p r e c e n t d r o p p e d - o u t f r o m the

p r i m a r y c l a s s e s , 14 p e r c e n t f r o m m i d d l e s t a g e . G u t Of the

S 8 w h o dropped--out 2 8 g i r L (32.0*i) w e r e of age g r o u p 6- i O

y e a r s and the r e s t •'3‘/ girl'S (6'3/i) w e r e in 11--14 y e a r s of

age g r o u p .

2 . 0 I d e n t i f i c a t i o n of c a u s e s f o r n o n - e n r o l m e n t an d d r o p o u t

of g i r l s a n d p r o p o s e e f f e c t i v e d i s t r i c t s / l e v e l s p e c i f i c

s t r a t e g i e s f o r i m p r o v e d e n r o l m e n t Z>. r e t e n t i o n .

2.1 F a c t o r s c o n t r i b u t i n g to g i r l s ' e n r o l m e n t and r e t e n t i o n are:

2 . 1 . 1 P a r' e n t a 1 e d u. c a t i o n

2 . 1 . 2 M o 1 1 V a t i on o f p a r e n t s

2 . 1 . 3 B e t t e r e c o n o m i c s t a n d i n g o f the h o u s e h o l d ujhich e n a b l e s

p a r e n t s to m e e t e x t r a tut ion c o s t s , g i v e a d e q u a t e foo d and

c l o t h i n g , b o o k s , s t a t i o n a r y , s p a c e and tim e for s t u d i e s at

h o m e .

2 . 1 . 4 P a r e n t a l s u p p o r t for a c a d e m i c work.

2 . 1 . 5 G e l f m o t i v a t i o n of g i r l s .

2 . 1 . 6 F^zjsitive a t t i t u d e of the t e a c h e r s .

<182)

2 . 2 N e v e r E n r o l l e d g i r l s .

2 . 2 . 1 . Don-cpst i c uiarlf h v f l p i n c j fj a r e n t s i n o c c u p a t i o n , c a r e o f

s i b l i n g s a n d engag»:^m(?n t i n r e m u n e r a 1 1 ve t?mp 1 av t nen t

e m e r g e d a s th«? m a m f a c t o r ^ s i n a d d i t i o n t o p a r e n t a l

i l l i t e r a c y a n d i n a b i l i t y t o b e a r t h e e i c t r a c o s t o f

e d u e a t i o n .

2 . 2 . 2 M o s t l y m o t h e r s ( 56%) o f t t i e n e v e r e n i ' o l e d g i r ' i s l i jere

i 1 1 i t e r a t e , 2 0 p e r c e n t f a t h >s r s h a d o n 1 y p r i ma r y e d u c a 1 1 o n .

2 . 2 . 3 B u l k o f n o n-- en ro 1 1 ed g i r l s b e l o n g t o f a m i l i e s u i i t h an

a n n u a l i n c o m e o f l e s s t h a n R s . 1 5 0 0 0 / - p e r a n n u m , 31

p e r c e n t c a m e f r o m s c h e d u l e d c a s t e f a m i l i e s a n d 3 3

p e r c e n t a me f r a k\\ s c h e d u 1. e d t r i b e f a m : 1 i e s -

2 . 2 ' . 4 T h e s e g i r l s we re l a r g e l y f r o m a mon g o l d e r c h i l d r e n f i r s t

b o r n , s e c o n d b o r n a n d t h i r d b o r ’ n .

2 . 2 . "5 M o s t l y w e r e -^rom m e d i u m a n d l a r g e s i : : e d f a m i l i e s

h o a s e h o l d s .

2 . 2 » 6 M o s t l y g i r l s w e r e i n v o l v e d i n i n c o m e g e n e r a t i n g w o r k s .

2 . 2 . 7 M a j o r i t y o f g i r l s f e l t d i s c r i m i n a t e d a g a i n s t i n m a t t e r s o f

f o o d , p l a y a n d h e a l t h c a r e e t c .

2 . 2 . 8 8 7 p e r c e n t w o u l d l i k e t o s t u d y a n d l e a r n .

2 = 3 D r o p o u t a m o n g g i r l s -

2 . 3 . 1 D o m e s t i c 'Aiork a n d e n g a g e m e n t i n r e m u n e I ' a t i ve i.uork l i k e

w o o d p i c k i n g , p a r e n t a l i l l i t e r a c y , l a c k o f p a r e n t a l

m o t i v a t i o n and i n a b i 1 i t y t o p a y e t r a t u i t i o n c . o s t s ,

b a o k s , s t a 1 1 o n e r y a n d c 1 o 1 i n g l e a d t o d r o p o u t a m o n g s t

g i r l s . C a r e o f s i b l i r i g s f\as eiT>eraged a s a v e r y s t r o n g

f a c t o r f o r d r o p o)..t.t f g i r 1 s i n S i d h i d i s t r i c t .

< 183)

2 . 3 . 2 C L.; ]. t u r a .1 t' a c t o f 5 s c h a y> y ii r-1 y a r ; ■ i a q e a n d ci i a r i m i n a t o r y

a 1 1 i. t u. '.I e t o iM a r d s g ; 1 s a i’ n >;j t. i c. d i n fv\ a <: t e f' s o f

d i s t r i b u t i o n at f o o d h e a l t h and m e d i c a l c a r e and p r o v i s i o n

of tiiT»e for s t u d y and p l a y ,

2 . 3 .3 L a c k of s u p p o r t s e r v i c e ;5 Eiuch as A r\gam*/ad i , Ba .1 u/ad i and

c r e c h e s i. s r e p o r t e d .

2 . 3 . 4 M a j o r i t y of p a r e n t s of d r o p o u t Q i r l s w e r e i l l i t e r a t e

( M o t h e r s 5 7 p e r c e n t , F a t h e r s 3 4 p e r c e n t )

2 . 3 . 5 D r o p o u t p h e n o m e n o n w a s l a r g e l y f o u n d ai-nong o l d e r c h i l d r e n .

2 . 3 . 6 C l o s e to 66 p e r c e n t d r o p o u t g i r l s b e l o n g e d to f a m i l i e s

w i t h h o u s e h o l d i n c o m e of les s t h a n r u p e e s 1 0 ,0 0 0 /- p e r

a n n u m . E v e n f r o m h i g h e r in c o m e g r o u p s , n e a r l y 11 p e r c e n t

g i r l s h a d d r o p p e d o u t of s c h o o l d u e to c u l t u r a l f a c t o r s

s u c h as e a r 1 y ma r r i ag e , s o c i a 1 t a b o o s .

2.3.7^ N e a r l y 3 2 p>ercent d r o p o u t g i r l s w e r e f o r m non-- s c h e d u l e d

c as t e f am i I i e s .

2 . 3 . B D r o p o u t a p p e a r e d to h a v e l i k e d t h e i r t e a c h e r s a n d t h e i r

s c h o o l an d h a d e n j o y e d l e a r n i n g l i k e d H i n d i the m a s t and

d i s l i k e d Elnglish as w e l l as M a t h e m a t i c s . T h e s c h o o l h a s

n o t p u s h e d t h e m o u t in as m u c h as the p u l l o u t e f f e c t of

e x t r a s c h o o l f a c t o r s r o o t e d in c a s t e , p o v e r t y , g e n d e r and

d o m e s t i c c o n f i g u r a t i o n .

2 . 3 . 9 M a j o r i t y (84 Y*) a m o n g d r o p o u t s w o u l d like to g o b a c k to

s c h o o 1 .

(1 8 4 )

3.1 W o m e n f o r m 4 0 . 0 b p e r c e n t of the t o t a l p o p u l a t i o n in

SSIDHI d i s t r i c t .

3 . 2 Se;<: r a t i o is a d v e r s e in S i d h i diistrict. T h e r e are 9 2 5

f e m a l e s p e r t h o u s a n d m a l e -5 a-» p e r 1991 c e n s u s . In 1981

se:< r a t i o w a s 9 5 0 . Se;< r a t i o r a n g e s f r o m 9 2 6 in C h i t r a n g i

b l o c k to 9 4 9 in S i h a w a l b l o c k . T h e s i t u a t i o n of g i r l

c h i l d in the a g e g r o u p 0-6 y e a r s , uihere sex r a t i o is 9 2 5

g i r l s p e r t h o u s a n d b o y s in S i d h i d i s t r i c t , 9 5 7 in

S i h a w a l b l o c k t o 1129 in c h i t r a n g i b l o c k , is m o r e a l a r m i n g .

3 . 3 T h e p h e n o m e n o n of s e x s e l e c t i v e a b o r t i o n s h a s b e e n

r e p o r t e d b y s o m e v i l l a g e r s - T h i s e x c e e d s of f e m a l e

m o r t a 1 i t y ov e r m a 1 e m o r t a 1 i t y in all ag e g r o u p s u p to th e

aq e of 4 0 y e a r s .

3 . 4 D e c a d a l p o p u l a t i o n qrouith in 1 9 8 1 - 1 9 9 1 w a s 3 S . 5 1 c o m p a r e d

to 2 7 . 5 1 in 1 9 7 1 - 8 1 .

3 . 5 T o t a l f e r t i l i t y r a t e s in 1981 w a s ib)7 in S i d h i d i s t r i c t .

3 . 6 I n f a n t M o r t a l i t y rate w a s 161 for f e m a l e s in the y e a r 1981

M e a n age at m a r r i a g e of c u r r e n t l y m a r r i e d f e m a l e s of

S i d h i d i s t r i c t w a s 1 4 . 6 0 in y e a r 1981. P e r c e n t a g e o f

all f e m a l e s in the age g r o u p of 15 - 1 9 y e a r s w e r e f o u n d

8 4 . 3 8 p e r c e n t in 1981.

. 8 It w a s f o u n d in S i dhi d i s t r i c t t h a t g i r l s and ii»omen d o

n o t h a v e a g o o d s o c i a l s t a n d i n g . T h e r e is a t o t a l

e n v i r o n m e n t of h u r l i n g i n d i g i n a t i o n on w o m e n . T h e r e is

p r e v a l e n c e of e a r l y m a r r i a g e s , d o w r y s y s t e m , purdah,

s y s t e m . It w a s o b s e r v e d t h a t t h e r e is . s t r o n g s o n

SITUATION OF GIRLS AND WOMEN IN SIDHI

< 185 )

3 . 7

p r s f n e e , q i r 1 •» g e t a s e c o n d gr t rea tmen t . Du >3 to

pover'ty ttiis f u r t h e r g e t s a c c e n t u a t e d as b o y s are g i v e n

s h a r e in fc'od , h e a l t h c a r e , tiaie to p 1 ay and e :<pend 1 ture

on c l o t h e s . Th e g i r l s are^ fT.ostiy e m a c i a t e d in t a t t e r s d

c 1 o t h e s , b u s y t'j 1th h o u. s e h o I d c h o r e , c a r e o f 5 1 b 1 1 n g ,

.1 o Q }•;; i n g a f t; e r' .1 i v e t oc I--.;.

.9 T h e f i e l d d a t a f u r t h e r s h o w s tf'iat n u c I ear i :::at ion of

h o u s e h o l d s a d d s to the p r o b l e m s of woa\en w h o h a v e to leave

the y o u n g c h i l d r e n o f t e n in the c a r e of t h e o l d e r

c h i l d r e n , w h o are in all c a s e s , g i r l s .

.10 The p a r e n t s b y and l a r g e a g r e e d t h a t t h e r e s h o u l d be

e q u a l i t y in the m a t t e r s of f o od, e d u c a t i o n , h e a l t h c a r e

and t i m e to p l a y . N e a r l y 47 p e r c e n t p e r c e n t s p e r c i e v e that

the b o y s and g i r l s are h a v i n g sim.ilar i n t e l l i g e n c e and

a b i l i t i e s . Clnly 5 7 p e r c e n t p a r e n t s a g r e e d to g i v e e q u a l

f r e e d o m to b o y s and g i r l s a n d 6 9 p e r c e n t w o u l d g i v e equal

tim e to b o t h to p l a y . N e a r l y 27 p e r c e n t p a r e n t s d o n o t

p e r c e i v e tha t b o t h b o y s a n d g i r l s c a n be g i v e n s a m e d u t i e s

and r e s p o n s i b i l i t i e s and t h a t they c a n p e r f o r m all t a s k s

e q u a l l y i^jall n o r d o t h e y f a v o u r j o i n t r e g i s t r a t i o n of

a s s e t s in the n a m e of h u s b a n d and w i f e . h a r e than 65

p e r c e n t p a r e n t s a g r e e t h a t h o u s e h o l d w o r k s h o u l d b e s h a r e d

b y b o t h . The s t u d y a l s o d e p i c t s that p a r e n t s h a d l o w e r

e d u c a t i o n a l a n d o c c u p a t i o n a l a s p i r a t i o n s for d a u g h t e r s

tha n fo r s o n s .

.11 T e a c h e r s e x p r e s s e d h i g h l y e g a l i t a r i a n v i e w s r e g a r d i n g

e q u a i f o o d , e d u c a t ion , i.ijages . T h e y o p i n e d that g i r l s h a v e

e q u a l a b i l i t i e s and i n t e l l i g e n c e as b o y s and t h a t t h e y

( 1 8 6 )

s h o u l d be g i v e n s a m e f r e e d o m , e q u a l t i m e to p l a y , c a n be

a s s i g n e d Jiame r e s p o n s i b i l i t i e s and c a n h a v e s a m e

o c c u p a t i o n . M a j o r i t y of t e a c h e r s a l s o a g r e e d tha t

h o u s e h o l d w o r k s h o u l d b e s h a r e d b y b o t h m e n a n d u/omen. 0 9

t e a c h e r s o u t of 1 1 in t e rv i eM)ed f a v o u r j o i n t o w n e r s h i p of

f a m i l y a s s e t s .

3 . 1 2 All the i n t e r v i e w e d c o m m u n i t y l e a d e r s (08) a g r e e d t h a t

g i r l s and b o y s s h o u l d be g i v e n e q u a l e d u c a t i o n , e q u a l

f o o d and e q u a l h e a l t h care. A v e r y l e s s n u m b e r of

c o m m u n i t y l e a d e r s w e r e of the o p i n i o n t h a t b o t h h a v e

e q u a l i n t e l l i g e n c e a n d a b i l i t i e s (25 V* ) and c a n p e r f o r m

all t a s k s e q u a l l y '.»je I 1 <25 ’/♦ ) a n d d e c i s i o n s s h o u l d be

t a k e n j o i n t l y b y h u s b a n d and w i f e (25 V* >. T h o u g h

r e s p o n s e s 1 i ke e q u a 1 f reedQ.Ti e q u a 1 t ime to p l a y , s i m i 1 ar

o c c u p a t i o n and j o i n t O M i n e r s h i p of f a m i l y a s s e t s in the

n a m e s of h u s b a n d a n d w i f e , d o n o t f i n d f a v o u r w i t h 7'o

p e rce n t of c o m m u n i t y 1 e ad e r s .

3 . 1 3 O f the p e o p l e i n t e r v i e w e d , A d m i n i s t r a t o r s w e r e f o und to

h a v e h i g h l y e g a l i t a r i a n views. T h e o p i n e d tha t t h e r e

s h o u l d b e e q u a l i t y in the m a t t e r s of e d u c a t i o n , food,

h e a l t h , w a g e s , f a m i l y d e c i s i o n m a k i n g and h o u s e h o l d w o r k s .

T h e y e x p r e s s e d v i e w s t h a t b o t h b o y s and g i r l s m u s t h a v e

e q u a l f r e e d o m a n d t h a t they h a v e e q u a l a b i l i t i e s and

i n t e l l i g e n c e . T h e y a l s o tend to f a v o u r joint o w n e r s h i p of

f a m i l y a s s e s t s b y h u s b a n d and w i f e . T h e s e r e s p o n s e s are

h e a r t e n i n g as t h e y are e d u c a t i o n a l l e a d e r s , M»ho c a n b r i n g

a b o u t a s o c i a l r e a w a k e n i n g and a c h a n g e in the f a v o u r of

g i r l s and wornen .

( 1 8 7 )

4.0 Collection of information on gender bias in (a) text books

(b) teachers' training, (c) teachers' attitude (d)

curriculum transaction and (e) administrators' attitude.

4.1 It IS n e c e s s a r y tha t the te:<t b o o k s are s c a n n e d an d

r e v i e w e d to i d e n t i f y g e n d e r b i a s in the t e x t and the

s u p p o r t i n g p i c t o r i a l p r e s e n t a t i o n a l o n g i.A ith it,

4 . 2 T h e r e .is a n e e d f o r s e n s 1 1 i z at i on of t e a c h e r s and

a d m i n I S t r a t o r s .

5.0 Identification of supportive community structures such as

women groups, VECs, Panchayats, PTAs, Teacher

organisations, Youth clubs supportive of UPE among girls.

5.1 T h e r e are a n u m b e r of 65 flahila M a n d a l s c o v e r i n g all

v i l l a g e s in S i d h i d i s t r i c t . M o s t l y t h e s e w e r e n o t

f u n c t i a n i n g p r o p e r l y . P a n c h a y a t s w e r e d i s s o l v e d at the

tiin>? of s u r v e y t h a t ' s w h y s c h o o l b u i l d i n q s w e r e q u i t e

d i l a p i d a t e d . V E C s ' n e e d to be s t a r t e d and m a d e f u n c t i o n a l

at t e e a r l i e s t .

6.0 Identification and facilitation of convergence of services

of different departments for UPE amongst girls (Focal

areas ECCE Health and Support Services).

6.1 A t the t i m e of s u r v e y , t here w a s a l i t t l e c o n n e c t i o n

b e t w e e n the D e p a r t m e n t of H e a l t h a n d the s c h o o l s y s t e m .

It is o n l y o n c e in a y e a r w h e n m e d i c a l t e a m v i s i t s to

v i l l a g e s c h o o l s for m e d i c a l c h e c k u p s . A l s o t h e r e is n o

c o o r d i n a t i o n b e t w e e n a n g a n w a d i s and the s c h o o l a l t h o u g h at

t h e s t a t e l a vel the t w o d e p a r t m e n t s h a v e d e c i d e d to w o r k

t o g the r .

( 1 8 9 )

6 . 2 In all t h e r e ar e 7 8 0 A n g a n w a d i s f o r a c h i l d p o p u l a t i o n

of 2 6 3 2 7 (0-6 age g r o u p ) . . . .

6 . 3 B l o c k w i s e p o s i t i o n of se;< r a t i o s h o w s c o v e r a g e o f 0 - 6 ag e

g r o u p r a n g e s f r o m 2 1 . 7 5 p e r c e n t in k u s m i b l o c k to 4 4 . 2 1

p e r c e n t in B a i d h a n b l o c k .

6 . 4 It i5i p r o p o s e d tha t the t i m i n g s and p r o K i m i t y of

A n g a n w a d i s to s c h o o l s m u s t be c o—o r d i n a t e d . It is a l s o

s u g g e s t e d t h a t the n o n - f o r m a l e d u c a t i o n c e n t r e f o r g i r l s

be o p e n e d n e x t to the angan>-*>ad is w i t h s i m i l a r t i m i n g s .

( 1 9 0 )

7.0 Availability of educational material ( books, stationery,

Uniforms) and other incentives (mid-day meals, attendance

pr i zes, etc.)

7.1 I n c e n t i v e s lil^e frt*e te:<t b o o k s , s t a t i o n e r y , u n i f o r m s ,

a t t e n d a n c e s c h o l a r s h i p / p r i n e s s h o u l d be g i v e n to

s c h e d u l e d c a s t e and s c h e d u l e d t r i b e g i r l s . T h i s u;ill h a v e

a l i t t l e v i s i b l e i m p a c t on e n r o l m e n t of b o t h s c h e d u l e d

c a s t e and s c h e d u l e d t r i b e g i r l s at the p r i m a r y s t a q e -

7 . 2 ria.ximum n u m b e r of r e s p o n d e n t s (parents, t e a c h e r s ,

e d u c a t i o n a l a d m i n i s t r a t o r s and c o m m u n i t y l e a d e r s ) h a v e

r e c o m m e n d e d that the a f o r e s a i d i n c e n t i v e s s h o u l d be g i v e n

to xall g i r l s i r r e s p e c t i v e of c a s t e and creed.

B . O P a r t i c i p a t i o n of w o m e n in T e a c h i n g and A d m i n i s t r a t i o n .

8.1 In S i d h i d i s t r i c t , o u t of 2 8 6 8 p r i m a r y t e a c h e r s o n l y l l . 6 */»

p e r c e n t ( 1 9 9 3 - 9 4 ) w e r e f e m a l e .

Q . 2 It u> a s f Q u. n d t h a t t h. e r e ere v e t' y f e i>.' '.*i o m e n t e a c h e r s in

r e m o t e a r e a s . All d i s c u s s i o n s p o i n t e d to the n e e d f o r

a t l e a s t o n e ufoman t e a c h e r in e v e r y p r i m a r y s c h o o l -

P a r e n t s w e r e r e l u c t a n t to s e n d t h e i r d a u g h t e r s to all m a l e

t e a c h e r s ' s c h o o l s as t h e y felt t h a t t h e i r d a u g h t e r s w e r e

n o t s a f e e s p e c i a l l y w h e n t e a c h e r is absent.

8 . 3 Al l the B E Q of the b l o c k w e r e m a l e s . O u t o f 6 h e a d

t e a c h e r s i n t e r v i e w e d all w e r e m a l e s . In the d i s t r i c t o u t

o f 7 c 1 a s s II b I o c k I e v el o f f i c e rs and 134 c l a s s III

H e a d T e a c h e r s Isvel, t h e r e w e r e 4S- f e m a l e s . At the s c h o o l

l e v e l , o u t of 345 c l a s s III o f f i c e r s 1.4.2 V, uiere w o m e n a n d

a t ’c l a s s IV, 4 out of 3 8 w e r e f e m a l e .

(191 )

9.0 Development of state/district level monitoring and

evaluation frame work.

9.1 O n the a n a l y s i s of d a t a , i n d i c a t o r s for m o n i t o r i n Q g i r l s

e d u c a t i o n and w o m e n ' s empoujerment s h a l l be d e v e l o p e d u n d e r

M a n a g e m e n t I n f o r m a t i o n S y s t e m < M I S ),

(192)

DISTRICT : SIDHI

SUGGESTED INTERVENTIONS

ADMINISTRATIVE MEASUERS

An e a r n e s t e f f o r t s h o u l d be m a d e b y the c o n c e r n e d

d e p a r tf?.en ti3 , for i m p l e m e n t a t i o n of c o m p u l s o r y P r i m a r y

E d u c a t i o n A c t e s p e c i a l l y f o r gi r l s .

P r o v i s i o n for all level o f s c h o o l s i.e. p r i m a r y , m i d d l e a n d

h i g h s c h o o l s in the v i l l a g e s s h o u l d be m a d e a c o r d i n g to the

a v a i l a b i l i t y of the s c h o o l s in v i l l a g e .

A l l s i n g l e t e a c h e r ' s s c h o o l s h o u l d be c o n v e r t e d to m u l t i p l e

t e a c h e r s s c h o o l s b y a p p o i n t i n g f e m a l e t e a c h e r s .

In e v e r y s c h o o l t h e r e s h o u l d be a t l e a s t o n e fe m a l e

t e a c h e r , e s p e c i a l l y in s e p e r a t e s c h o o l for g i r l s .

W h e r e e v e r the v i l l a g e c o m m u n i t y h a s d e m a n d e d f o r s e o e r a t e

s c h o o l for g i r l s , it s h o u l d be o p e n e d i m m e d i a t e l y .

H o s t e l f a c i l i t i e s for S C / S T and Q B C g i r l s s h o u l d be p r o v i d e d

at m i d d l e s c h o o l and h i g h s c h o o l level, to e n c o u r a g e r u r a l

w o m e n , s o that t h e s e e d u c a t e d w o m e n e m e r g e as f u t u r e

t e a c h e r s an d d e v e l o p m e n t w o r k e r s .

D a y c a r e / d a y b o a r d i n g s c h o o l s s h o u l d be s t a r t e d for gi r l s .

Al l s i n c e r e e f f o r t s s h o u l d be m a d e to b r i n g g i r l s to s c h o o l

a n d r e t a i n them.

W h e n e v e r the e n r o l m e n t p e r f o r m a n c e of g i r l s is c e n t p e r c e n t ,

t h o s e p a n c h a y a t s and t e a c h e r s s h o u l d be a w a r d e d , DDG, A D O

and B E O s h o u l d q u o t e e x a m p l e s of t e a c h e r s in s c h o o l w h o m a k e

s i n c e r e e f f o r t s to p r o m o t e e n r o l m e n t of g i r l s .

( 1 9 3 )

9. M o r e s c h o o l s are n e e d e d in the a r « a w h e r e the t e r r a i n is

u n f r i e n d l y or the a r e a ia i s o l a t e d o r u n s e r v e d .

10. F o r m a l / n o n f o r m a l / d i s t a n c e educatnion s h o u l d be p r o v i d e d

for p r i m a r y , m i d d l e and h i g h s c h o o l s l evel. T h e r e s h o u l d be

c o n t i n u i t y of e d u c a t i o n t h r o u g h o n e o r the o t h e r m e a n s ,

11. In the p l a n n i n g p h a s e of the e d u c a t i o n a l netujork at the;

d i s t r i c t l e v e l , s m a l l and t a r o f f h a b i t a t i o n s h o u l d b e

t a k e n in t o c o n s i d e r a t i o n .

12. To r e d u c e the d r o p o u t r a t e s a m o n g g i r l s , s c h o o l s s h o u l d b e

u p g r a d e d f r o m p r i m a r y to m i d d l e and m i d d l e to h i g h s c h o o l

w h e r e v e r p o s s i b l e ,

13. Fi.ural g i r l s s h o u l d be p r o v i d e d w i t h h o s t e l f a c i l i t i e s and

f r e e b o a r d in*^ at s e c o n d a r y educati o n a i l l evel.

B o o k b a n k s , w r i t i n g m a t e r i a l , libra.ry f a c i l i t i e s , r e a d i n g

m a t e r i a l etc. s h o u l d be m a d e a v a i l a b l e to g i r l s .

14. S c h o o l t i m i n g s s h o u l d be f l e x i b l e and! s u i t a b l e to the g i r l s .

T h i s w i l l r e s u l t in b e t t e r attenda^nce a n d r e t e n t i o n o f

g i r l s .

15- F o l l o w up m e a s u r e s h o u l d be conducted! f r e q u e n t l y to e v a l u t e

the p r o g r e s s of the g i r l s b e i n g e d u c a t e d .

16. The s l u m a r e a s t h o u g h in the u r b a n v i c i n i t y n e e d s p e c i a l

a t t e n t i o n as g i r l s at a v e r y e a r l y aige are p u l l e d into the

u r b a n s e c t o r as d o m e s t i c s e r v e n t s , wihich d e p r i v e s t h e m of

th e e d u c a t i on a 1 b e n e f i t s ,

17. P a r e n t s s h o u l d be i n v o l v e d in s c h o o l a d m i n i s t r a t i o n and

e n c o u r a g e to take i n t r e s t in s c h o o l a c t i v i t i e s and in the

p r o g r e s s o f t h e i r w a r d s .

( 1 7 4 )

18. P r o p e r r o a d s -ahoiald be p r o v i d e d in the v i l l a g e s o that t h e

ac;ce 3 5 to s c h o o l d o e s n o t b e c o m e a problei-n for s t u d e n t

e s p e c i a l l y d u r i n g the fDonsoon s e a s o n .

19. P r o p e r s c h o o l f a c i l i t i e s s h o u l d be p r o v i d e d in the s c h o o l

I i k »3 s i t t i n g a r r a n g m e n t , f u r n i t u r e , r e a d i n g m a t e r i a l ,

w r i t i n g material-, p l a y g r o u n d , p r o p e r t o i l e t s . T h i s u;ill be

h e l p f u l in m o t i v a t i n g the g i r l s to a t t e n d s c h o o l ,

20. T h e e d u c a t i o n s h o u l d be m a d e m o r e m e a n i n g f u l b y i n c l u d i n g

v o c a t i o n a l s k i l l s in the c u r r i c u l u m .

T E A C H E R S

1 . A l m o s t all villa.ge c o m m u n i t i e s h a v e d e m a n d e d for w o m a n

t e a c h e r s , u/here t h e r e are no f e m a l e t e a c h e r s . L o c a l '>>Jomen

iJiho q u a l i f y the r e q u i r e d n o r m s fo r t e a c h e r s s h o u l d be

a p p o i n t e d in s c h o o l s of t h e i r o w n v i l i a g e o r as i n s t r u c t o r s

i n P4F"F£ c en t r es .

If n e e d be , the t e r m s of age and q u a l i f i c a t i o n s h o u l d be

r' e I a e d f o r' a p p o i n t in g 1 o c a 1 o m e n as t a a c e r -s .

2. T h e r e is a m u c h f e l t n e e d a m o n g s t t e a c h e r s for o r i e n t a t i o n

on g i r l s educ-iition and uiomen empo'»erment r e l a t e d iss u e s . T h e

t e a c h e r s t r a i n i n g c o u r s e s h o u l d i n c l u d e g e n d e r s t u d i e s .

3-. T 0 ac !••> e r ‘ s a r g an i s a 1 1 on li h o u Id in ]. u d e UP E o f g i r 1 s in t !■•> e i r

ac t i on p rog r a m .

4. I'-lore r u r a l f e m a l e t e a c h e r s s h o u l d b e e n c o u r a g e d to e n h a n c e

t I’l e 1 1" e d u c a 1 1 o n a 1 q u -i, 1 i f i c a 1 1 o n s .

5. T e a c h e r s s h o u l d b e asiked to fin d o u t the r e a s o n s for a b s e n c e

of g i r l s f r o m s;chooI . S'.igges t i on g i v e n b y t e a c h e r s to

I in p r o v e enr'olment and r e t e n t i o n s h o u l d be coniiidered and

Q 1 i. c:) >..) e d o f I" e q u 1 r e .

( 1 9 5

6 . F e m a l e T e a c h e r s s h o u l d be p r o v i d e d (->;ith r e s i d e n t i a l

accon>modat 1 on in the v i l l a g e it s e l . f-ull s e c u r i t y of the

t e a c h e r s s h o u l d b e e n s u r e d .

7. WotT\en s h o u l d be g i v e n e f f e c t i v e r e p r e sen t a t ion in D i s t r i c t /

B l o c k / S c h o o l a d m i n i s t r a t i o n and f u n c t i o n i n g . W o m e n s h o u l d

be i n d u c t e d in the JD, AD, D D an d B E O l e v e l s . At I e a s t on e

w o m a n s h o u l d o c c u p y a n y of t h e s e p a s t s .

8 . T e a c h e r s s h o u l d g i v e e x t r a c o a c h i n g to the g i r l s w h o are

w e a k in s t u d i e s . T h e y m u s t be s y m p a t h e t i c and u n d e r s t a n d i n g

t o w a r d s g i r l s r e q u 1 r e m e n t s - -

I N C E N T I V I E S

1. G o v e r n m e n t s h o u l d p r o v i d e m o r e f u n d s for i n c e n t i v e s .

I n c e n t i v e s s h o u l d be g i v e n to all n e e a d y children-,

e s p e c i a l l y t h o s e b e l o n g i n g to e c o n o m i c a l l y w e a k e r f a m i l i e s ,

i r r e s p e c t i v e of t h e i r c a s t e and c r e e d ,

2. Q u a l i t y and q u a n t i t y of i n c e n t i v e s s h o u l d be i n c r e a s e d so as

t G m o t i V a t e and a 11 r ac t g i r l s o f p o o r f a m i l i e s .

3. To i m p r o v e e n r o l m e n t of g i r l s in s c h o o l s i n c e n t i v e s s h o u l d

be p r o v i d e d to t h e m at p a r w i t h S C fy. S T s t u d e n t s .

4. U n i f o r m s / W i n t e r u n i f o r m s s h o u l d be p r o v i d e d .

5. M o n e t a r y i n c e n t i v e for g i r l s b e l o n g i n g to e c o n o m i c a l l y

w e a k e r f a m i l i e s uiould m o t i v a t e the g i r l s and t h e i r p a r e n t s .

6 . All the i n c e n t i v e s h o u l d be d i s t r i b u t e s t i m e l y . F o r this

the i n c e n t i v e s s h o u l d r e a c h the r e s p e c t i v e v i l l a g e siit least

o n e m o n t h b e f o r e the b e g i n i n g of the n e w s e s s i o n .

( 1 9 6 )

7. r4utrition p r o g r a m m e s -should be i n t r o d u c e d in ^schools a n d

s h o u l d be m a i n t a i n e d b y the local b o d i e s like M a h i l a M a n d a l

w h i c h c a n s e r v e a s an a g e n c y f o r c h a n g e in the c o m m u n i t y .

B. W h e n r e q u i r e d , the t r a n s p o r t f a c i l i t i e s s h o u l d be p r o v i d e d

f o r g i r l s f r e e of c o s t , s o tha t g i r l s c a n g o n e a r b y n e x t

h i g h e r s c h o o l s to c o n t i n u e t h e i r s t u d i e s .

9. I n c e n t i v e s c a n b e g i v e n to g i r l s in k i n d like c e r e a l s a n d

p u b e s f o r r e g u l a r a t t e n d e n c e in s c h o o l .

10. A f t e r p a s s i n g m i d d l e a n d h i g h s c h o o l e x a m i n a t i o n the g i r l s

stiould be g i v e n e x t r a auiards in the f o r m of m e d a l s and c a s h

p r i z e s s o t h a t t h i s c o u l d be an e x a m p l e and a t t r a c t i o n to

o t h e r s t u d e n t s ,

C U R R I C U L U M

1. T e x t b o o k s s h o u l d be a n a l y s e d and g e n d e r b i a s in its c o n t e n t

3. d e n t i f 1 0 d a n d e l i m i n a t e d .

2. The t e x t b o o k s and w o r k b o o k s s h o u l d i n c l u d e e x a m p l e s qf

w o m e n ' s b r a v e r y a n d p a r t i c i p a t i o n on m o d e r n o c c u p a t i o n .

3. T h e c u r r i c u l u m s h o u l d be r e v i s e d to i n c l u d e m o r e of e x t r a

c u r r i c u l a r a c t i v i t i e s f o r g i r l s , e s p e c i a l l y s p o r t s and

a d v e n t u r e s .

4. T h e g i r l s and b o y s s h o u l d be t a u g h t v o c a t i o n a l s k i l l s as

w e l l as h o u s e h o l d w o r k r e l a t e d a c t i v i t i e s e q u a l l y .

- T e a c h e r s s h o u l d g i v e e x t r a t i m e s o t h a t girl s t u d e n t s c a n

m a k e u p for t h e i r d e f i c i e n c i e s .

E x t r a a t t e n t i o n and c o a c h i n g s h o u l d be g i v e n to s t u d e n t s w h o

ar e f i r s t G e n e r a t i o n l e a r n e r s .

( 1 9 7 )

6 . I n c o m e genc^rating p r o g r a m m e s h o u l d i n c l u d e d in the s c h o o l

c u r r i c u l u m u/hich u/ill h e l p s t u d e n t s iin a c q u i r i n g v o c a t i o n a l

s k i l l s . S u c h p r o g r a m m e s a n d v o c a t i o m a l e d u c a t i o n s h o u l d be

e s p e c i a l l y d e v e l o p e d f o r w o m e n and adJolescent g i r l s as p a r t

of n o n - f o r m a l e d u c a t i o n a l p r o g r a m m e s . .

7. C u r r i c u l u m s h o u l d b e m a d e simplejr and m o r e g r a s p i n g

s p e c i a l l y s u b j e c t s lik e m a t h e m a t i c s .

S u p p o r t S e r v i c e s

1 . An e a r n e s t e f f o r t s s h o u l d be m a d e tcD r e d u c e t h e b u r d e n of

h o u s e h o l d w o r k , and c a r e of s i b i l i n g s s f r o m the g i r l s .

2. S u p p o r t S e r v i c e s lik e A n g a n w a d i s , 1 w a d i s , K h e l g h a r s and

c r e c h e s s h o u l d be s t a r t e d in the v tillage to m o t i v a t e d the

p a r e n t s to g e t t h e i r d a u g h t e r s enrallled.

M o b i l i z a t i o n o f p a r e n t s a n d C o m m u n i t y f o r G i r l s E d u c a t i o n and

W o m e n ' s E m p o w e r m e n t

1 . E f f e c t i v e c a m p a i g n i n g is r e q u i r e d to m a k e the p a r e n t s

r e a l i s e the i m p o r t a n c e o f e d u c a t i o n .

2. L i t e r a c y of the p a r e n t s is a l s o a m o s t i m p o r t a n t f a c t o r as

t h a t w i l l i m p r o v e the g i r l s e d u c a t i o n a l s t a t u s . T h e p a r e n t s

s h o u l d be e n c o u r a g e d t o a t t e n d A d u l t E d u c a t i o n C e n t r e s .

3. P u b l i c r e l a t i o n s d e p a r t m e n t s , m a s s nmedia a n d nu.kkad n a t a k s

c a n be u s e d in c r e a t i n g the a w a r e n e s s a m o n g c o m m u n i t y

l e a d e r s a b o u t the i m p o r t a n c e o f educaition.

4. T h e p a r e n t s s h o u l d b e m a d e resp o n s i i b l e for t h e i r chi Ids

a t t e n d a n c e in s c h o o l . T h e p a r e n t s shiould a l l o c a t e a f i x e d

p l a c e and time for g i r l s s t u d i e s .

( 1 9 Q )

5. M a h i l a M a n d a l s , V E C b and Panc:hayat -5 c a n b e arientevj t o w a r d s

g i r l s e d u c a t i o n a n d g e n d e r is'suasi, to i m p r o v e the s t a t u s of

g i r l s education..

6 . Th e w o m e n in tl"ie v i l l a g e c a n be m o t i v a t e d to l aunch U P E in

the v i l l a g e and t r y for w o m e n ' s eoipou/e r m e n t -

7. The t r a d i t i o n o if e a r l y m a r r i a g e s s h o u l d be s t o p e d . S t r i c k e t

lauj is r e q u i r e d to e n f o r c e legal age of m a r r i a g e . E f f e c t i v e

c a m p a i g n i n g is r e q u i r e d to m a k e p a r e n t s u n d e r s t a n d the ill

e f f e c t s of early/ m a r r i a g e s .

B. M a h i l a M a n d a l s s h o u l d be e n e r g i s e d s o as to p r o m o t e and

o rg an i s e v a r 1 ou=s p r og r amme s o f g i r l ' s e d u e a 1 1 on .

9. D i s t r i c t a d m i n is. t r a t ion s h o u l d a d o p t s t u d y v i l l a g e s as lead

v i l l a g e s f o r r e m o v i n g g e n d e r b i a s in e d u c a t i o n and for

u! o m e n ' s e m p ouj r m e' n t .

10. The w o m e n shou»ld be m a d e a w a r e of t h e i r r i g h t s and legal

h e l p s h o u 1 d b e miad e a vail ab I e to t h em .

11. D e c l i n i n g s e x raitio is an i s s u e tha t n e e d s u t m o s t a t t e n t i o n .

Se :< d e t e r m i n a t i on t e s t s s h o u I d b e tot a l l y bartned , P o s t e rs

and a d v e r t isemensts to this e f f e c t s h o u l d be d i s a l l o w e d .

12. C o m m u n i t y should! a l l o c a t e a s e p a r a t e s p a c e for N F E c e n t r e s ,

M a h i l a M a n d a l s for the e d u c a t i o n of the g i r l s . V o l u n t e e r s

s h o u 1.d be p t ' o i d‘ed f o r the s a m e .

13. V i l l a g e e d u c a t i o n comiTiun 1 1 1 es s h o u l d be m a d e f u n c t i o n a l .

W o m e n c a n be iinstrumental in o v e r c o m i n g the b a r r i e r s to

q i r 1 s e d u c a t 1 o n „

( 1 9 9 )

14. The coapt*r-311 on of V E C and v i l l a g e iP a n c h a y a t s s h o u l d be

t a k e n b y the e d u c a t i o n a l a u t h o r i t i e s and o t h e r -HQcial

'.welfare a g e n c i e s in the v i l l a g e s h o u l d be i n v o l v e d to

e n c o u r a g e a c c e s s a n d c h e c k d r o p o u t a n d non--enro 1 I m e n t o f

g i r l s .

15. Y o u t h c l u b s , the b r a n c h e s of N e h r u Y u v a k K e n d r a c a n p l a y a

vital r o l e in e n c o u r a g i n g and r e a c h i n g the g o a l of U P E .

16. T e a c h e r and T e a c h e r o r g a n i s a t i o n s s h o u l d be i n v o l v e d to

e n s u r e s u c c e s s of g i r l s p r i m a r y e d u c a t i o n b y a c h i e v i n g

€*nrolment t a r g e t s .

17. TRYSE'M, JP.Y c a n a l s o p l a y a v i t a l r o l e in the v i l l a g e s to

g r a i n f u l l y e m p l o y the e d u c a t e d p e o p l e «

18. The e d u c a t e d rural g i r l s s h o u l d be u s e d as a n c h o r p e r s o n s b y

woi-nen o r g a n isat ions to f u r t h e r m o t i v a t e and e n c o u r a g e g i r l s

e d u c a t i o n .

( 2 00 )

Fol l o w i n g m a j o r p r o g r a m m e s a r e a s have* e m e r g e d out of the s t u d y .

S o c i a l M o b i l i z a t i o n o n I s s u e s of G i r l C h i l d

1 . T h e p a r e n t a l a w a r e n e s s i-3 to be c r e a t e d t h r o u g h c a m p a i g n s

r e g a r d i n g g i r l s e d u c a t i o n .

2. V E C s , P a n c h a y a t s Z'. N e h r u Y u v a k k e n d r a s m e m b e r s s h o u l d b e

o r i e n t e d t o w a r d s i m p o r t a n c e of g i r l s e d u c a t i o n .

3. M a h i l a M a n d a l s n e e d to be s t r e n g t h e n e d to p l a y a p i v o t a l

r o l e in s o c i a l m o b i l i s a t i o n t o w a r d s f e m a l e c h i l d ' s w e l f a r e .

I n c e n t i v e s to be G i v e n to All G i r l s ^

1. F r e e b o o k s a n d s t a t i o n e r y

2. N u t r i t i o n s m e a l s b y the c o m m u n i t y s h o u l d be p r o v i d e d to the

g i I' 1 s .

3. T r a n s p o r t a t i o n f a c i l i t y in the f o r m ' o f c y c l e or o t h e r m e a n s

s h o u l d be p r o v idled to g i r l s a f t e r m i d d l e s c h o o l .

4. I n c e n t i v e s in k i n d like c e r c a l s and p u b e s can be p r o v i d e d to

the g i r l s f o r r e g u l a r a t t e n d a n c e .

5. U n i f o r m s , w i n t e r w e a r etc. s h o u l d be p r o v i d e d to the g i r l s .

S e r v i n g O u t o f S c h o o l G i r l s

1 . NFE' c e n t r e s c a n p l a y an i m p o r t a n t r o l e in the p r o m o t i o n of

I n c o m e g e n e r a t i n g s k i l l s a m o n g g i r l s .

2. D i s t a n c e E d u c a t i o n M o d e .

3. B a l i k a Y o j n a ( s c h e m e f o r a d o l e s c e n t g i r l s , d e p a r t m e n t o f

w o m e n and c h i l d d e v e l o p m e n t ).

PROGRAMMES AREAS

( 201 )

T o t a l L i t e r a c y C a m p a i g n s

1. T L C ‘ 3 c a n and s h o u l d focuin an a d u l t i l l i t e r a c y s p e c i a l l y the

m o t h e r ' s i l l i t e r a c y w h i c h w o u l d f i n a l l y l e a d to g i r l s

e d u c a t i o n and w o m e n ' s e m p o w e r m e n t .

2. D e v e l o p m e n t o f m a t e r i a l f o c u s s i n g o n ujomen ‘ s a c h i e v e m e n t ,

c o n t r i b u t i o n a n d t h e i r r i g h t s s o a s to c r e a t e g e n d e r

•sensit i v i ty ,

C0^4VER6E^4CE O F S E R V I C E

1« S u p p o r t s e r v i c e is a m u s t if e d u c a t i o n is to be

p r o m o t e d a m o n g s t g i r l s .

2. Nf~E and A n g a n w a d i s c a n f u n c t i o n s i m u l t a n e o u s l y .

3. T h e A n g a n w a d i w o r k e r s and o t h e r s u p p o r t s e r v i c e s w o r k e r s

n e e d to be g e n d e r s e n s t i s e d .

G E N D E R S E N S I T I V E C U R R I C U L U M D E V E L O P M E N T A N D T R A N S A C T I O N

1. T h e m a t e r i a l n e e d s to be p r e p a r e d f o r t e a c h e r t r a i n i n g ,

c u r r i c u l u m d e v e l o p m e n t and t r a n s a c t i o n .

2 . O r i e n t a t i o n o f t e a c h e r s and t e a c h e r s e d u c a t o r s .

3. O r i e n t a t i o n e d u c a t i o n a l p l a n n e r s and a d m i n i s t r a t o r s .

4. P r e p a r a t i o n o f g e n d e r i n c l u s i v e m a t e r a i l s for N F E b o t h for

i n s t r u c t o r s a n d l e a r n e r s .

.... .............‘ ' --- --s'

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( 2 0 2 )

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Adult EducationBlock Development OfficerBlock Resource CentreComputerised Planning for Education Cluster Resource Centre Centrally Sponsored SchemeDistrict Institute of Education and TrainingDistrict Primary Education ProgrammeEarly Childhood Care and EducationElementary EducationEducation For AllGross Achievement RatioGross Access RatioGross Enrolment RatioGram PanchayatIntegrated Child Development Services Janpad Panchayats Management Information System Minimum Levels of LearningNational Council of Educational Research Z< Training Non-Formal Education Non-Government OrganisationNational Institute of Educational Planning

AdministrationNational Literacy MissionNational Policy on EducationOperation BlackboardProgramme of ActionPanchayati Raj InstitutionRural Engineering ServiceResource InstitutionRajiv Gandhi Prathmik Shiksha Mission Retention RateState Council of Educational Research ^ Training Sub-Divisional OfficerState Council of Educational Management Z i TrainingShiksha KarmiState PlanState Planning GroupState Project OfficeTeacher Resource CentreTeacher EducationTotal Literacy CampaignTribal Sub-PlanScheduled Castes, Scheduled Tribes and Backward Classes Welfare (Deptt.)Universalisation of Elementary EducationUnited Nations Children's FundVoluntary AgencyVillage Education CommitteeWomen and Child Development (Deptt.)Zila Panchayats

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