DISTRICT PRIMARY EDUCATlOn PROGRAMMEII

QEMDER STUDIESJ P ' F < / V O > I i S I I

District

DEPARTMEnx OF HOME SCIEMCE MAMARATil LAi^MlBAI P,Q. COLLl^QE

BHOPAL

UG'ASY 5 DOCUMENTATION CtH;iSatuun! loscitute of Kducatiooal Planaing and Adminiftrttion. 17'B, Sfi Autobindo Mari»New t>lhi-U0016 -35,2,2.40

DISTRICT PmMARY EbUCATIOn PROGRAMME

QEHDEK STUDIES

X ,.X o } , 1 <. V'-- Y A -

?; ^-- .' f-vTl .■• / ! ® “X/ \ t — 0 i r^ '~.

DEPi«kRTME|T|' 0 F HOME SC lErtCEMAHAiU mI LAkMlfeAl p.Q. COl LEqE

fshoPAL...L . TTF iTT'*™ ITT

DISTRICT t’RiMARY EDUCATION PROGRAMME

DPEP

HAtl^YA PRADESH

Gender Studies

'.'.it Viial Pi'ojec t DiT'octor : Usha Nayalr

T' c.) 11 s >11. a 111 Sarojinl Bisatifi

Hadhya -PradeshStale Controlling Officer U S^Pathak

Stale Coordinatoi' Madhu

State Team

Reitlam

(1) Anil Sharma

(2) Vandna Verma

( 3 ) Ka\- i ta Saxena

(4) Ratna Qosvaitli

( 5 ) Iftel;har khrtn

(G) Shagufta Anjiini

Computer Analysis : Aka.sh Deep Gupta

C O N T E N TIntroducat ion

u .

b.

c .

d .

e .

f .

Chapter

Itl

m

IV

3a

3.2

3.3

3.4

3.5

3.6

Figures At a GlanceIndia, Madhya Pradesh & Distt.RATLAM 001

DPEP Gendfer Studies An overview

India - Brifef Analysis

Madhya Pradesh - Brief Analysis

Gender Studies (DPEP) in M.P. Coverage * Target Group , Goals & Object iveri

Operatii/nUl Details

Dis^trict : An overyie

The Study 0\>servation&. triter4ctipn

An4lysi^ Data

the hold Cdntext

tHpbut Girls

Analyfeii of hion-Ehrdlled Girls

Anialysis al" Tfe4cl)e?"s Spherule

Ana lys is o ' Inst i Lut ipn^l ahc Educfiiiipnai Adiii|ni8t|*^tQr8 fc^edu le

Ana lys is d f ColiirtiV|hity lieaders Sch^diile

Hajor iFincIini ahd Recommeh48^tioii^ Suggesteci Xntervlf^tionS

List of Abbreviations

002

038

048

066072

- 037

- 047

- 065

- 071

- 001

077 -

- 123

i»4 -

1 1 - 16B ■

i7» -

141li;i|

IfiO

IfiJ) i 'M

yn200

FIGURES AT A GLANC| - tHP|A ^ MApHYA PRAPESH AND piStt. WAtMN

INplA HADHVA BAfl.A•H

1.POPULATION TOTAL t>PR 3QN8 844,324,222 66a35i$60 9,7^,3019MAL^B 43t ,806,805 34,232*p4$ 5fEHAU$i 406,5^8,417 3t ,903,fll4 4,47,8.»4

RURAL PERSONS 950,251,746 50,787,815 6,01 ioMALES 627,146,5^7 26,123,971 3.30.jaiFEkAt»fes 3?^,i0S,149 24;663^844

UhpAN PERSONS 217,177,625 15,348,047 a, 09, <(69MALES li4,700,656 8,108,077 1.60,1194t?EHAbES 102,476,969 7,239,970 1.49,^T5

2,DPCENNIAL TOTAL 23.56 26.75 24. rt9POPULATION RURAL 19,71 22,11 sa. JlGROWTH RATE UHPAN 36.19 44.98 28.1982-91

3.AREA(sq,kM) 3,287.263 443,446 4.7*10

4.DENSltY OF POPVLATION 267 149 204(Per aq,km)

5,SEX - RATIO TOTAL 929 932 d49(Numbers offemales per fiURAL 941 944 9571 ,000 males)

URBAN 893 893 W2

0.LITERATE$ J>EHSONS ^62,174,360 23,491,95$^ALES 2^0,400,481 10,101,046

' Females lili767,519 7,390,910

KbURCE : CifeNSUS Of iMbU - Httl

Id

iNThppuCTIOM DPEP at:Nt>ER aT|i|)IiS

Ari dvjervitew

The CQiiistitutibn of tridi education kH ^rl|iht of every child and enj0iri3 orl the State to provide fr«e antj isoli»pul8ory educat^ion to all c>>ildrer upto the o^ fdurt6^i>.(Atticle 45).

Universalization’of Elei^entAry Education (tlEE) consisting

five years of prii^ary art4 three years of upper t>rimary educat|.c y

^a« launched as a majo<r ec ifc tione i programiD^ in the First F yfc Ifear Plan hav4 continued tq k?e $. priority a^ea for planners. National t olicy on Education 1986 (updated in 1992) and it3Programme of action (POA) reaffirms India's commitment to iJEihrhibh implies no:. only universal access and enrolment but a substantial improvement in qul^lity of education to enable all children to achieve essential levels of l^rning.

I t ih increasingly recognised that the goal o f UE?) is

educating us large ly or]*, o f th^ fa ilu re o f th« |ib

i;nroll and retkin ^ ir ls a d c|l|).4]r^n belonging to

Pi^^ived cast^^ i nd cominuiiiti^f re^idiiiig ^n

H^eas icei^tain ipinority groups ahcj Urban slums. This isalls tor

^^o^ni^ftlized parti|.cip4tofy pl|^nnin^ aiid managdm«^nt

i#<:(ount 100 11 ar|ii specif i|.|3 ^nd gr ii| ^pfecific n^^d|

i^^^uireiDents» b^r^der d i^P^ritie^ cut acirdsfi caste, c^iiBs ,,’ iI’ gion and re^i^ion arid at* t hiis to be ^4<lre^S^d as a

barrifi^ to U E ahd sodif(t4l in general.

(?)

Two major set of events mark the last two decades in India :among others

(a) emergence of district as a aeso unit of socio economic planning and

(b) emergence of the women's question.

In India, States are organized on linguistic basis and vary tremendously in physical, social and cultural characteristic as well as population size. The intra state diversities and disparities are extremely large with greater cultural continuity in districts across state boundaries. India can be better

understood in terns of its districts which are more homogeneous cultural units,more viable for effective development planning and even day to day planning.

We notice a gradual movement from macro-aggregative to disaggregating decentralized educational planning with district becoming the focal point of planning for basic education, i.e. UEE, ECCE and Adult Education and now a move towards micro level ' participatory planning at the block and village level.

Analysis of the existing researches shows that girls education is inextricably linked with the status of women, which is location and culture^ specific. Planning of any intervention strategies for education has therefore to be based onindepth study and involvement of specific situtations cultures

and communities.

(3)

Although the Indian Constitution provides for equality between sexe^, and protective discrimination in favour of wpineh and girls, major questions regarding unequa.) physical and social

position of women v6re t'fljsed in a big way in post 197J Ce tSUls peiriod with the setiinjJ up of the Committee on Status of i\\

India (CSWI) vfhich gave iii* re(>ort ”Towe^rd^ p<5juality'* irt 11^4 'The declining Sex ratib, higher female mortiality ^brb|4iiy ideclining workforce pajrtl cip ltion rate and poor t icia]participation of woi«|ipn v?e|:e issues whiph were btoUg^t tb t|||i forili by the CgWl ahd tqroi0d thfe b«i$i of svi^i^ined action |i?!Ui>ited N^tipfl D#V0X9pt|| i D0c&c|e. AlthoM^h disparities wer<? tpwitHit\ education, vaa ?\oiiccd at levels 4n4 'types of ^duciatiph* the Vfofeieh*si qUsstio^ was squ t'fely idc jreiaei:jay sociAl aci^nti^^S itrtd wom«jn Activists ^esUliinl^ i^ib tiii

!growth of a lar^e body of research in wdfji eh' St'^d^ili ] ‘j^ction &nd le4 pi6diHe|tiPnai i|r»d passing pf ^nd ^brniu^aiipn of «L of wofieh/g^rX$knd prograt^mes.

Several EpA ihiti tlvifcS hk\ bjaen takieb in the t?:include: Bih^r Eddb^t^o^ » Andfiirk Prade^^plducatior) Prpj^^t , Ut^ar Pr^deSh Bapip Education Project| jtolj: JuBbish in R&Jetsihar 4nd tb^sl Literacy Campf^igns (T^^J f.n thah 200 districts) i ith foc^S on girls education fttid empowerment. The e)fperience gained in these on going prpjfcbta has been utilized in fbribula'|:.lh one of the largest pri|||ir r education programme, nit nely, the DISTRICT PRIMARY EDUCfTtoii PROGRAMME (DPEP).

( 4 )

Hil40!t fj^TURES OF DPEP01. Holistic i»la nnin and d fih geiBent appro^^ch which fiipeti b y0h(|

implep^ntation of a didjoinied set of individual perceives the tiask of UpE in its totality, integrates alj. the nleasures needed iiD achieving UEE in the speciific

of the districtf02. This holi^tib pXa|inih$ phpuld ihcorpot'ate a fehdi

perspective in all aspects of the plannihl^ implementation ipi'bceiss apd be ^n integi^al P 4 H bfmeasut*fes needed to iic^i^ve tifiE,

03. Addressing t^e wo^e d i f f i c u l t aspects of

p a rt icU la i - ly access i:o ^ i r l S i 4iaMy|int^lted gt*9V ipa pLrj;

o f school children^

0^, Itaprovin^ School e f f#ct^venb^^ i

06. Strfen^tbening aHj^^'rtfitiyes to sichaoiihi » |}

the npn-forl|l|aI educ^ti^n ^yist*>4»

d$. Str#8din| the part.ici|i)^tive proci^issep tH#

oommunity faciJ(.itate(| achi^V’ Mntef fectiVet es|E ,

01 f Tonihit up te^ch^r co<&^^te^be, tr^inin^ and motivi^tion»C)8tt Stressing lfe|irning cjprnjp tenoe and achievement,09. Overhaul of planning and manageneni in respect of k>ot

routine and innovative ar asi,

10* Convergence between eiemfentary educationservices iike ECCE and school health.

(5)

tH^ P bjP :01. Local area planning ^ith district plahs cl

in their <>vn r^(it f| :j) r t'han beinjg derived fl'Q fi ?fta1<plan project dopurteht,

02. Greater ri|;c>ur and ihf’jpion oir profe&8ioh|j 1 itjpiiJts in

planning and a|>prais4l«03. More foc^sped iar|{eti(l4 districts af;|.*cie to In

on i( a ) Edi^pationall^ (3$^cicward d i ^ t r i p t s i^ t fevao

below, ^he naiioijll kvera?® ; fifnd (b| pistrictd whei*© T^Ca ji ve bIsen aucessfUHV t «:

an^^r^ced or al^m^ntary educaitiofi*

04. More fpquased f;6ye^^ge t,l(ialt the pr0 (:'«n|fi*»t k># '

p r i M f y (Clajifi^^ I -V and l^ s HFE eqUiva la f>t ) , h

stre^# dii edvic^tidn g i r l a , |i?>d fp r s#pi4^?^

disadvantaged In States en^rc^llBent

retent ipn i s ne^t un iva rsa i in the primary s tage , eupp«|ri

been ppnsidere4 tpr upp#^ primary stage*

fhe prpgraiBBe h&s attempted to develop ancj i pXei ii&nt in

districts selepted a replipable, sustainable and post-eftectiva programnie :

i. to radupe differenpe in enrolment, dropout and learningaphievement among gender and aopial grpups tp less thal> fiv0 perpent ,

11. to redupe pveraXl pr:i|.»ary drppput rates fpr all students to less than 10 pbrp0nt»

<6)

iii.to increase average . priaary learning achievement by 25percent over measured baseline levels, and

iv. to provide, according to national norms» access for all

children, to primary education classes (I-V), i.e. primai^

schooling wherever possible, or its equivalent non~forBal education*

The programBie aims to strengthen the capacity of national, state and district institutions and organisations for the planning, management and evaluation of primary education.

In keeping with the objectives of the programne the formulation of the district plans was expected to be through a process of capacity building rather than by entrusting the job as a turnkey assignment to consultants, institution or individual. Taking cognizance of the scarcity of project formulation skills the programae envisages particular measures for strengthening state level resource institutions and DIETs, networking of these institutions with NCERT and NIEPA on one hand and with state level social sciences research organisations / IIMS / University/ departments on the other. Hitherto, the state level resource institutions were strengthened Miainly with reference to teacher training. Hereafter equal emphasis would be laid on administration and management training for educational functionaries, NGOs and members of the VECs, district and sub-district project structure.

( 7 )

PROGRAMMli: CjRITERIA ANt) EVIDENOK FOR APPtlAXSAL 0)F PtlOiECtS

CRITERIA EVIDilNCiC

EQUITY FOCUS

DECENTRALISATION ♦

PARTICIPATORY ♦ PLANNING

TECHNICALFEASIBILITYMANAGERIALFEASIBILITY

FINANCIALFEASIBILITY

pocua oh districts with low feilaXe literii- .V rates

Baseline beneficiary studies

Specific strategies foi^ girls, $C/ST sf;V>deht 5

AcjLion play^s and budgets development at tVie district level

Iif^vestment in district-level inatitMt i caipacity

Village leadership! NGOs , District, BlocH ainc| school level persprinel involvjed in progriEfin planning through consultations aind workuHops

Strategics are baaed on empirical evidence or experience, preferably in Ihdia

Implementation by a registered society empovrer to make f inaneial, staff ing and project desljgh decisions

Plan for MIS development, that needs requirements

Acceptable pl^ns for development of enhanced State capacity for textbook developilien^, teacher training , management training studjent learning assessment, and programme evalufttior

l^rogra the resources are a net addition to normal litoVth of State Plan allQce) t|ci|l? edUciatipn ^s a w^iole aht| ptimary eciiife tioji

Full ahhual Programme costs air*|p lt cli|(i(e4 annual Stdte budgets.Annual recruitment costs of the Iarie shoWn t'O be sust^in^ible on State hlon - Hiiti budgets dt |:he enci of the project.

<8 )

GENDER PERSPECTIVE IN NAtlONAL P<3t.ICY OF EDUCATiqW

The National Pqlicy oh Education-1986 is a major landmark ir

the evolution of the status of women in India. The NP£ oeij

substantially beyond the equal educational opportunity and social

justice (equity) approach and expects education to becofltie Ap

instrument of women’s equality and empowerment. (Paras 4.2 and

4.3).

The Programme of Action (POA) as revised in 119£|2 clearly

spells but the need for the entire educational system to be alivt;

to gender and regional disparities. Gender sensitivity is jbo bn

reflected in the implementation of educational programmes across

the board. Education for Women’s Equality (EWE) is considefird jboo

important to be left to individual commitments or proclivities 6f

persons in charge of implei^ienting. The POA makes it incuAibent on

all agencies and iristif.utions in thp field o f education ti)

be gender sensitive and ehiiurfe that wopen have their

pharfe in all educational programities and activities,

To this effect all educational institutions ^ave to t»lftri and

act. All educational per^ohhel, therefore» need to be t

on gendet issues so that the coqhtry cah pove from gert(ier ^

often gender blind edvic^ti<>nal planning and i||plepaentatioh« t<:

gender aware^ get>det* feenefitivei ^ehder ihclusive educaiLion.

(9

There is gradual realization that men and women play an overlapping variety of roles which complement one another. A change for one inevitably brings a change for the other. A balanced ge ijder aware approach would be the best way to implement devlopment programmes. Expecting a country to develop towards modernization, with the female, half of its populatioil unable to take full part in the process was like asking someone to work with one arm and leg tied up behind their back.

SEX AND GENDERThe former is biologically determined whereas the later

imputes values on biological differences. One is born female or male but its one*s culture which makes one masculine orfeminine.

Gender is thus, the cultural definition of behaviour defined as appropriate to the sexes in a given society at a given time. Gender roles are hard to change but as they are socially/culturally created, they are changeable. Sex is not.

GENDERINGGender roles are a learned behaviour. These roles in their

social, economic and political dimensions vary across cultures. There roles are internalized very early in life. There is non conscious internalization of the gender role ideology (how labour, power and resources get distributed among sexes) during early childhood and school does little to modify or change this. Infact, education further strengthens the familial gender based division of labour and resources through inequitable distribution

( 1 0 )

of resources and a gender discriminatory transaction of the

curricula. The main actors of gendering in school are the policy

makers, the planners, the teachers and the teacher educatorsj as

much the curriculum developers and the text book writers. as ,

they all emerge from th)e same society and have internalized

(unequal) gender roles.

The purpose of the present exerci^^ would be to

educational personnel :

i. to analyse the content, o t the social roles/gfeh<ier t'oleiii ol

women and men for heljping them to see and feel the neiecl for

gender justice ;

ii. to deconstruct gender |rol s, especittl .y thos^ awpecti^ 1 i iimmutable diifterehceii, myths, belief s of male 8Ut>ei"it>iri t fand female subordination ;

iii. to reconstruct gender roles corresponding to the n^e4 of :i

new Social and techhologica 1 social ot*der biased on 6qual 11 f

and justice throMgh curriculum and educationflk^ prpirawf SM! „

It is only ftftei* unl iart itig some of th€ j>r#4M<<lces piind

stereotypes, an adtoihistfator, a text book writer, cftn becom#!; i source of women’s |b|:>owerMent or gender equality.

’*A11 teachers and Instructors will b^ trained as ja|e|rit|(

won^en’s emppwermpnt. Training prograippes will be developed Ijy

NCERT, NlEPA, DAE, SRCs, DIETS, SCERTs and tjie Uni vetg i tjj Systfe i.

Innovative tfainihg t>rograipme will be designed with

assistance of concefned organizations and women’s groups".

11

Additionally, mobilise women and all sections of population for promoting girl’s education by arranging orientation programmes for edj^cational functionaries such as state level planners,district educational plannersyteachers, administrators, members of village education committees, voluntary organisations, Mahila Mandals and the functionaries of other development agencies/departments working in the area.

'’The common core curriculum is a potentially powerful instrument to promote a positive image of women. 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 area of girls education and women's empowerment, significant research and development work was done for operationalizing VpLs commitment to Education for Worfen's Equality after 1986. Considerable data based analysis pointed to the general educational and social lag of women and girls especially those belonging to rural areas. The most significant contribution of their field based empirical studies was tohighlight the regional and gender disaparities and helped inidentifying districts which were backward in female literacy and schooling. This forBned the basis for girls / women focussed EFA programme and the Eighth Five Year Plan ( 1990-95 ) focussed onissues of rural girls and women from disadvantaged groups.

( 1 2 )

The 1980s are a significant period when issues of sex-bif! ;

in curriculum and its transaction were raised and tools uere

developed to analyze Text Books and ot.her learninj^ methodn r : c it

point of view of gender equality and latei' froQi won>:ii

empowerment . This v.us also a time when teacher t'rducfi n o i

curriculum was revised from gendfer perspective And teacher

Handbooks prepared for making education a powerful vehicle cf

women's empowerment.

The DPEP is a |>ath breaking programme in that it is not only

utilising existing educational research evidence in its project

formulation but also understanding a set of studies in some cif

the focal areas in evey DPEP district.

Following studies were carried out ;i) Base Line Survey

ii) Gender Studies

iii) Tribal Studies

iv) Text Book Production and Distribution v ) State Finance

vi) Teacher Education

Against the backdirop of educational and social lag of woimiii

and gir^s and as a required input into District Priftidry Edticaticn

Programme, Gender Studies were taken up in 43 districtis of tjie

States of Assam, Haryana, Karnataka, Kerala, Madhya Prnclijsl , Maharashtra, Orissa and Tamil Nadu.

{ 13 )

The study is primarily qualitative and was carried out in

participatory research mode. The concerned communities, parents,

officials and researchers met together in face to fac *

interaction and discussed the major issues of continuance;,

discontinuance and non-enrolment of girls in primary education.

Structured individual interviews and group discussions were

carried out in fj ddition to secondary data obtained form thr

State, Districts, Blocks €ind ^Ample Villages. Field obiiei’Viiiion

was employed to s\ipport Ptrehgthen data obtained froim j ecphciariy

sources and through indivicJuaX/group interviews.

In rural and urbft x ^lum there is rvo cc^n^^pV ct

household privacy.

Household intervifewa in vil -ages an4 urban wftjie i,family/cohimunity affair» Each interview turned into a wiisi discussion group with the male household head as ch^ef teepqiidei l but household women, pother, wife, d«^ughter all part-ic »h ‘ The responses registered are to be seen as parental re^ponsesi iii both male/female pajrenta or ocoaissionally a ^rahd ffttlilfsi ot a

grand toother had tl>eir pieces to say,neighbours did hot ^tay swuy ei t|ier.

METHODOLOGYI

( 14 )

GOALS OF GlENDEH STUDIES

I GOALS ( IMMEDIATE ) 1

GENDER AWARE ♦

IMPRbViNGSUPPLY

GENERATINGDEMAND

WOMEN’S EMPOWERMENT

(iender Behsitive Project PlahninJ.? mi 1 mpleiient at ion .Increasing r^umber of schools formai/Non-forinal .

I.) ,a

Improving infrastructure and i'!aervivtis for girls, increasing nunibei' ?! woinen teachers.

Making the content and process oIeducation gender bias free ^nd inclusive,

Gender sensitization of all edijcat | oriiil personnel,parents and community.

Monitor ing equality

progress towards

Social Mobilisation Awareness genfjrf^tion , consciousness raising, advocacy , ca|fH]()rii |?h a for Hurvivttl, protection and deve | qpiliiMil of the Girl Child Education arid key input.

Energising existing women's groups

Organising new groups

Supporting action by women and community to raise status of women.

Reconstruction and deconstructioh ofRender roles.

GOALS { LOh G TERM )* When being a man ok* a woman works neither to the dvarii»g*fi

nor to the disadvantage of a person.

♦ It is noted that gepder roles are socially cr^atecj a)r)'4 ■ -are not immutable.

(15)

SPECIFIC OBJECTIVES OF TfiE STUDY

01. To map out gender dispafties in access, ehr?:i 1 iBf rit

retention in schools.

02. To identify causes for non enrolment and drop out of giiIs

and propose effective d i str icts/local specific at fat eg i.ea

for improved enrolment, retention and achie%'emenl im i;i

girls

03. To asses the situtation of women in each district

regard to some social and demographic indicator- o

women's equality and empowejriftent.

04. To collect information on ge ider bias j ri

(a)text books ,( b ) teacher * a training, (c)teachef’s at.tj.u<E,

( d ) curriculum trariiBact ion and ( e )idmini8tratoit''s atti:u( e .

05. To identify supportive cottiijiunity structures sUc| Vfc sioieri' s

groups, V.E.Csj Ptinchayais, P.X*As, Teacher Q|*|ifniS5at i or 5 ,

Youth Clubs for fjfeveloping effective strategics cf I IJ: among girls.

06. To identiify ways to facilitate Convergence of §^»rvic«!9 of

different d^ji^artments for UPE among girls (focal at<i<i6 ECCE, Health ^nd Support Services).

07. To study the availability of educational (books, stat io ritt ry ,

uniforms) and other ihcentives (noon meals, attendariiCi prizes etc.).

To assess participation of women in teaching,

administration and other decision making bodies.

09. To develop State/District level monitoring and evajluatiothf ramework.

(16)

SECONDARY t)AtA WAS COLLErrfeD ON THE FOLLOWING ;01. Social and demographic indicators, Population distri :.nt i:

by sex,rural-urban areas, sex ratio,age specific popuI at io

especially for age group 0-6 iinci 6-11 y€»ars, popit 1. at u

density,age specific mortality rates, infant mortality ifi

child mortality rate,age at marriagt by sex, child lali.: ii

work participation rate bj- sex by main and raargiru;il vvcirl:

and by rural/urban areas, wherever possible.

02. Lit.eiacy by sex, rural urban, SC/ST 1981, 1991

03. Availability of primary schools / NFE centres, ECCE C;!n,t

within walking duitance of 1 to 1*6 kfti. for girl$.04. Availability of educational and qther (booksj statibneiry

and remedial teaching) incentives (uniforms, noon meals,

attendance sciiolarships ) .

05. Enrolment by sex,rural/urban,SC/ST for the last five years

06. Dropout by sex, rural/urban, SC/ST for the last five y^a.ira .

07. Total number of teackers by sex, rural urban, SC/ST.08. Women teachers as percentage of total teachers.

09. Women's participation in terms of percentage in educational

administration and other decision making bodies like

Panchayats and Village Education Committees. (VEC)

10. Supportive structures such as ECCE (Anganwadi, 9alaw€idi»

Pre schools) Women's Groups (Mahila Mandals, Mahila

Samakhya, NGO's etc.), Village Education Committfees, Parent

Teacher Association, Panchayat Education Sub-Comm i t t<f< s .

Teachers Organisations, Nehru Yuvak Kendras (Youth clijbfii.

(17)

11. Schemes and programmes of education departments and other departments >Zovernment of India and State Governments) for girl’s education and women’s development.

SOURCES OF SECONDARY DATA1. Census of India.2. District Handbooks.3. Educational and Social Researches on Girls Education and

status of women.4. Government (State» GOT) Documents.5. National Sample SurveysSecondary Data had to be utilized for preparation of :

i. State status paper on Girls Education ii. District Profiles

PRIMARY DATASPrimary data has been collected through group discussions,

field observation and interviews with parents, teachers, administrators, ccHUiunity leaders and girls themselves. The purpose has been to identify the issues connected with the following

i. Reasons for continunance of girls in schooling,ii. Reasons for discontinuance of girls from schooling,

iii. Reasons for non enrolment of girls,iv. Perceived Utility of Girl’s EducationV. Perception of Gender Equality and Gender Discrimination,vi. Proposed strategies for UPE of Girl's and Women's

Empowerment.vii. Role of parents, coouaunity leaders, administrators and

teachers in GPE for Girls.

( 1 8 )

INTERVIj:W SCHEDULtesG.S. 1

G.S. 2

G . S . 3

G . S . 3 . 2

G. S . 3 . 3

G . S . 4

G.S. 5

G.S. 6

G.S. 7

District Schedule

Village / Urban Schedule

Household Schedule

Dropout GArl Schedule

Never Enrolled Girl Schedule

Teacher Schedule

Institutional Schedule

Colnriiuhity Leader Schedule

Educational admipistriLtor Schedule

Group Discussions : tnteract lng sessions With Coiiwiinity |..ea4e) : .

Parents I Youth , Teachers , Administ|*^tors w<» i gi

THE SAMPLE DEI^IQN

The districts selected under the SSN |^roj6ct are low Is

literacy district^. 0|*lgij|ial.lLy, it was ptoposed to cbtldluct t Ihe

Render studies in two blocHs one With relatively l e

literacy and the other with low i>male literacy rate. v r

the advise of the National Core Group, it was decided to si'i l i t

one of the Base Line Survey islocK only for Gendei' Studifis 4luo

In each block 8 vtlla^os were ^elected foy* collection i f

primary data to represent :

(a) Villages having np flchool

(b) Villages heivirtg ^ p ift ry pcbool only

(c) Villages pjiddlfe school

(d) Villages having secondary or higher secondary scho<:’l

(19

In addition to above one / two urban slum conuaunities were,also selected for collection of primary data.

In an earlier study on continuance / discontinuance of girls in Elementary Schooling villages and households were selected on the basis of population size using stratified random sampling. This study showed that girls participation was contingent onavailability of educational infrastructure to a great extent.

Therefore, in the present study villages with varying levelsof educational infrastructure were selected from lists of suchvillages provided by the Block Education Officers.

Considering that the villages will vary in population aizeia minimum number of 30 households and a maximum of 50 householdswere to be approached for interviewing. One or two urbanlocalities were also to be interviewed.

In each block some teachers were t.o be canvassed interviewed.

As many as possible educational functionaries at the block and district level were to be interviewed. In each village an indepth group discussion was to be organised.

( 2 0 )

THE STUDY DESIGN

The study has adopted a combination of quantitative and

qualitative methods of social science research. The emerging

social anthropological techniqMe of participatory research was

followed. The departures in participatory approach conipi;it'eci to\1conventional i^pproach are indicated below :

Conventional Approach

Top down

Theore t ica]

Method Oriented

StrttuH quoist

Assumptions based qn existing knowledge

Reliance on generalization

Vertical relationship between the researcher and reseapchee

Preconceived notions of projalemii , needs, issiie^ f thei^’ i'esoiiUtion

LimijLed perceptions, often truncated and sectoral

Participatory Approtich

Bottom up

Process Oriented

('eople Oriented

Change Oriented

Knowlecige credted in participatory iiiioqe

Validity of Specif^cliie

Horizontal , equA j. lt«i.fi ii ireit^tions , ^Ideni itiesIdentification pi ruiiiiaiii|e6, nee^B py thfe

Wholidtic , «eeih|f ^ v|. I or a con iji|pi y iij j. kestalt orgft^ic lihifK i'' intersecting fet fy phyaifcal, tjeveio siejusocial» seeing edv»c^ii as 4 sub systiJln bf t social system ihcontininous inteira,ct iah with other sUb *

Household €|ind tyas the entry points i sfers/ needs articulated by them selves, solution also offered by them.

Arising out of arid culminating into action

School as an entry point

Building of theory

(21)

MAJOR DEPARTURES

The study is innovative in severa] dimensions such as:

♦ Household and the village community were used lis the entry

point instead of the school.

♦ The phenomena of drop-out and non-enrolment of girls w<?re

studied separately. The two phenomena are some what sii^ilar in

nature but not exactly the same. While drop-out occurs once a

child has actually been enrolled, non-enrolment can be dlie to

several reasons including absence of a school within a convenient

distance or at convenient time.

♦ Since the educatio|i of girls is inextricably linked with the

immediate socio-economic and cuXturajL contfext * the stud: fidl

the anthropological method of takinjg village as k unit of atudy.

As it is well established r>ow primary education r0ally be oti|ga to

people, and 8hoij|l4 b€i th®ir cbhciel(:*n each villagtet* io

develop a stake In its itoplem«»ntatiorj. These village s': ditis

have followed the wholist|c intersectoral and muVti d;isc'I i hsiry

framework. They provide location specific iEj-n lysis and

intervention strategies * taking into accouht the intertuct 1 ve

social structures and the developmeht infrastructure, Bfi it. iinpinges on education.

22)

* Ihstead of a team of educationists only, the study wafj .un

interactiv|b process among the following :

Persons from Disciplines - Sociology

- Social Anthropology

- Women Studies

- Education

- Zoology

- Political Science

- Horae Science

- Ecoriomics

“ Psychology

Practitioners - Education Comraiss

- S.C,E.R.T

•" Director Pritnary j&diiciait loii

- D.I.E.T

- District Primary pducdtiori tfl icers

•* feiock Educdtioh Ofific6r«

•• Teachfers

- Teachers

- Community Leaders

- Parents

- Woiben k Girls

- Depirived Groups

Arising out of the above, the study was probeasi oriented ,

change oriented, t>oeple oriented. The n^t result haiis been th«!

achievement of copmon perceptions and commonality of dLctTjon. ll.

now provides a framework for action by policy planrtet'Jk

administrators, teachers, t<*acher educators and the community.

(23)

THE PROCESS

(i) Review of earlier studies and methodologies

(ii) Fx}:loratery visits to some study locutions.

(iii) Designing stratefefles and tools

Sampling

Interview Schedules

Guidelines for ipvest igators for observation 'if

physical I natural, cultural and social cc' e:: I:

including deve^ Q|;>rtienta 1 infrastructure,

Quality of physical infrastructure of ischool ,

curriculum procesBes, text-books, class roii

ihtet'action, pupil teacher interattioh piild schoi ),

community intfii'action.

{ iv) Field study in villagen & 1 i^rban sliinf lQC€^f4op r

each district.

(v) Analysis of Heport Wrif.ing.(vi) Feeding of ll«atei rch C ain iptp :

(a) PPEP Pro.jlect Fo|:iiulfttidn

(b) The Content ^nd Prociess of Education

(c) Multilevel integrated Gender Traihing

(d) Awareness Buildi^ig Amoiigst Parents and lioKoniunltif!»

(24 )

EARLIER STUDIES

The girl j suffer frow abnormally high incidence of drop- lUit .

Infact a large fnajorii y of them consist of pullouts w|io a: j

pulled out of the edMcationai syst^em by sheer force hf Jioci* ■

economic and cultural compulsions. Then, there are educational

system, like irrelevarice of curriculum, discriminatory att|1;.u4':

of teachers, parents and community regarding the vajLue ol

education particularly to girls who are forced to quit witho.it

completing the prirtiary stage of education.

The situation among rural girls was found to be wiich vorwe

in 1976. According to a national study conducted in 13 maj«>r

states, the drop-out raie for girls in rural areas was 65.6

percent compared to 22.3 percent in urban| areas. The high rat

of drop-out of girls in rural girls was 52 percent comp0ii:ed to

44 percent for urban girls. (nCERT, study, 1976)

The 1976 NCERT study reflected that there wfeirie mor-ii

repeaters hftn prejroatMrf't Withdrawals corttributin^ to th^ ovferali

dro|3-out in a t)articUlar biitcH. Furt^her, the hi$h t ite df out was more in earlier classes i.e. between cl^ss I ahd ti BTi

the enrolments stajalized in later classes. It was also found

that states in which the $>rimary st^ge constituted clase®$ I-IV

the drop-oUt o f jjiiirls wAs very high) and was hi^h^f amon i: the

rural girls. ( Ij2 peftent for rura^ j^irls compart'd i.:: 11percent for urb^ll girls).

(25)

CAUSES FOR HIGH DROP-Olfr Qf RURAL GIJIl IS

Reasons for high 4r'op--out anpn|; girls gtiven by thf ithe comrauhity, ihe ^irls theaseives and tfie i ori i, 1

practitioners are |>ov0rty* fearly marriage, heXpifig iskfehts wi th

hoMse work and agr).pvi^tural work, Unattrflict ivifei flcHoiienvironitient, parents it;|. lierftcy ancl indifference^ oi sipositive educational ciiii»ate, neglect ot studies l^ad^pj} ;

repeated failure apd finally withdrawl from schools, olr .s jcM n very late and are withdrawn at the onset of puberty. pdre|it$ do not see any benefits of ^irl^ continuing in school arfe ihhurry to ifiarry thei(k off po thkt their liability is

Findings of a ji^t^^nal ^utd^ Study, 199$) isistriking difference in the self perception of stayiflg 4ndouts, the former had A felatively higher self li a e « nd v«!iry supportive family environment by and large. There were howev<et* cases whe^e girls showed ^reat determination and were dbin^ well inspite of several odd|5. By and large, drop-outs w«5re relatively poorer households who may initially register the in school but, later, withdrawn them oh account 6f economic complusions of work at hctnle anfi many times on account of lapk of

clothes and ixtra tutio|-» dql ts* Girls if they do not |"a4*erepeate(^ly w^thdiraw^ ^bere&s ^oys 4t€i ii ade toGirls get liiuch Itess time fcfr studying at hoyne, ^n^f

play are remote evfents iii tjiei.r liv^s. Boys have the ioi

play and even while ^w^y their timfe it is cortsidered hHtUiil that they are playi'ul.

( 2 6 )

It may be pertinent to point out that though enrolment ratios of girls in primary and upper primary are very high in the North Eastern states, the drop-out rates of girls are equally high and field studies and field observations show that though gender discrimination is not prominent in other aspects like food, health, personal freedom, girls are held back for working on the fields and looking after animals and little use is seen by the parents of formal education for them*

REASONS FOR LOW ENROLMENT OF RURAL QIRLSThe reasons assigned for non~enrolment of rural girls are a

combination of educational and extra educational factors, where low and inadequate provision (supply) compound the socio-economic disadvantage of rural girls :

(i) Low access and provision of educational facilities.(ii) Lack of adequate support services of child care,

medical and health care.(iii) .Lack of access to convenient sources of water, fodder

and fuel.(iv) Low female literacy and associated low status of

women.(v) Low parental education and apathy to education of

daughters.(vi) Low valuation of female life itself and

discriminatory attitudes towards female child in access to food, health care, education and leisure,

(vii) Early marriage of girls hinder their educational

chances.

( 2 7 )

(viii) Keeping poverty as a constant, in poorer hoviseholds

the burden of male unemployment is passed on to woitieh

and childrert, particularly girls. Daughters attfind

to domestic chores ^nd sibling care. Hence

either do not join school or drop-out. This trend

will cpntinUfe unless employment is assured for ari€'.

adult. (feaj..^985)

(ix) Girls and Women's work is considered interch^ii^e^tl &

but boys work and hence the perceived oppof ttipi t y

costs for gi^‘Xs are higher than thoee ft>i: fc>ayB

(C^a^iet 1 6^3 13^). An stv dyi ^how^ jc.li4t 4 |dpercent Fifed in female wages redMcecI 3 |imo:|

atte^id^noe bt |irl« Uy 5 p«rce?>t,i^SOdS)

(x) Girls in jpoojrer families labour pool s i j i h i I y

improve tke li*»ount. schoolihg w^ic^ mal«

rcjc^ivf.

(xi) The larl e fifs of ^^vert^y i rriir tto feiliale ^^Upatidn) as ^Irls from fti4ch i oUfet o’ are r <;|uiir d at home tor ^iblihft ckp4 |crdbmeistlc wiDirkt in fiif i tipn to |ielpi family f^rm# |jpMpehol< |ndl4fitry/la|::fpur*

(xii) Hpwever, t|ie ni4m|3 r of fei ale childffeh r(t<i|l0< iit.schppis, ^ise with in the levels pf hou^ilhoid incpme (ShrfeAthk 1983, Nay< r 1988, |h|kn )

p^rentfl e^uc^tipn, especially fathe#*s ed^c^tl^il/ (Shah« ll(89) { the size of land jioldings (Rp^enzwi^g 1980j.

( 2 8 )

(xiii) A recent study has found a positive relationship between the per capita household expenditure (PCHH) and performance of children at school. With theincrease in PCHH, the enrolment of girls catches up fast. The enrolnent rate for girls and boysequalises when the average per capita householdexpenditure of is Rupees 225.00 per month.(Jallaluddin, 1990)

THE PROCESSOne of the objective of DPEP is Capacity Building and

creating a culture of field research. The National Core Qroup Gender (NC6G) »et in a workshop to discuss the first proposal for Gender Studies from June 1st to June 3rd, 1993. The proposal wassent to MHRD on the 4th June 1993.

The NCGG strengthened itself, each NCGG member who had the responsibility of looking after a state fully participated in selection & training of project personnel. He/She wasaccompanied by two/three members of the NCGG team. ProjectDirector participated in all the training programmes and introduced the concept and method of DPEP, Gender Eauality andGender Studies. She also met state/district officials for seeking their support and participated in fieldwork in several districts. One Consultant and six Professional Assistants wereappointed to assist National Core Group-Gender (NCGG) with effectfrom 19th August 1993. The Professional Assistants were

' oriented on the concept and modalities of DPEP at NCERT duringthe last week of September 1993. They were trained in the

( 2 9 )

wethodolpgy of collecting (ifiita fro® seconc^ary sources. i-•

of them was assigned one state for detailec^ study ofi ^4i4ca;. i <iri 1

and other indicators. Tl>ey were exposed to the i^eveh J|lt«ri

schedules, ir>d[ividuai and ^roi^p interviteVSj techhi^^^sa eit«l

methods of fi^ld obsOtv^tibh for cpllection of

Along With all ihe NCOO St&te CooHtniltQ(-| (Otfiulv

Studies) participated in the revi^sw of schedi4|.0s an4 dcvelo siiue ’

of coding and tabulation pla^.

The D^partn|ent of Wo^eh's Studiefe had conducted & natiph^ai study ph Factor^ He6pbn^ibl6 ^or Continuance and Di^fJoKt of Girls in thp Schooling with focus on rufal, SC, ST, a*i|i tb8l|> slum populations. schedules uued in tUat atudyafter field testing in some locationa. Meanwhile tl>revised the project proposal ahd despatched it on 2£|th Jur 6 iri accordance with the requirement of MHRD.

An orientation programme for coordinators of th^ t>roject from the DPEP state^ waa held during 8th and 9th July. The participants modified the schedules. State coordinators wiel' algo requested to identify their ieams of researchers and preparea status paper. They wete informed that workshops for the. i * . . i » » *V » # » » » * *orientation pf their District Coordinatprs and Prpfes^ipnaX Assistants Were to be h lc} Ifopi).

National- Workshop on ''Elimination of Oender ^ias fbri|Books and Providing Inputs into Primary Teacher ^duciition Curriculum*' was held b^tW^a^ 2$th and 27th August . COoric|lhiKitol:si and curriculum experts from DPEp states participated theworkshop. Text Boo|is were reviewed and Primary Teacher kducii.L|c:r:

(30)

curriculum was scanned through. The outcome of the workshop would be utilized in the preparation of DPEP Gender Studies Report at the state level.

SELECTION OF PROJECTS STAFF AND TRAINING

After feed back from the field work in four villages of Kaithal» Haryana and four villages from TikaMgarh* Madhya Pradesh during the 3rd and 4th week of September, the Project Director and the Consultant in consultation with other members of NCGG revised dll schedules between 1st and 4th October 1993.

During 30th September to 30th of October 1993, selection) api^ointment and training of Professional Assistants was carried out by all the DPEP States with the exception of Orissa. NCGG members and the Project Director toured extensively and organized the training of Professional Assistants in these seven states.Orissa started over late, the orientation programme was held and was followed by fieldwork. Fieldwork was held in district with the help of the National Core Group Project staff. Fieldwork is on in the other districts.

Initial training of Professional Assistants lasted three days of intensive interaction among NCGG members, state coordinators and professional assistants on conceptual issues and field work methodology. Major components of this trainingconsisted of :

(i) Gender sensitization and discussion on status of womenon the basis of state status paper.

(ii) DPEP frame work and Gender Studies.

( 3 1 )

(iii) E?fposurfe to intej|:view schedules and fo 'fning of a

battery of supplementary questibns.(iv) Hock interviews - individuals and group,(v) Forniatioh of t^ams following; the fiode of dyis.i:!

techni<|Ue: all individual #»nd group interviewst j; i bi;i

conductfecl t Kiosonie with one person ke4ji>ih|i '

discuss|.on goitik «ind the secohd taking i oir

schedules / cUarie j ) . The role of the di9cusset,r t n

the reporter to b«i interchangeable.

(vi) Methodology o{ field o|:»Bervat Ion: Maintenance of Is

(4iary f o r subsequent content analysis rtet:iq|*tiiij!((vii) Plfltnnirt| of wpfki logistics a|id tinje so^fs4^l®(viii) Actual expoiiijre to i’ield situations*

It was found i*j>racticai to tr^in Professioni^i Assifiarls and othiar state |>©t* ion|iel in th^ highly specialized Dlinit tJ psychology / psychiatrip technique of focussed grput> disCUiiisltii).Also feed back frofn Kaithal And Tikafflar h field worKindicated that 'a|?iaieibliti|g of j ioiaogeneous discu&sioh groups |ri i villages or in the lujins is not feasible. The moment you ent t* a community, people ^Ust flock ih and it becomes (iifficuli tf.

separate them it to their ^dmbgeneous groupings. You tiavis tc respohd to their curiosity and enthusiasm by making thei a p.-irt of the discussion. It vlas, therefore, decided that the NCQO members of the state/district coordinators would themselves undertake group discussions initially so that the p^ofessiorial assistant acquire the working level competency.

( 3 2 )

This multi-tier field based training resulted in formationof highly motivated competent field teams. This is a point forenormous satisfaction considering that DPEP is a process directed at generating and developing National / State / District level capacities for gender studies and gender training.

These groups have developed a great potential for carryingout further work in the area.

( 3 3 )

DPEP GENDEH ^TUDIE^ Q^i^ENtATIOH Pt^CkSRAMMES AND >^OHKSriDPS

S. NO Orientation

State Coordinators Gender Studieis

8-9 July 1993

As^am

Haryana

Kerala

Madhya Pradesh

Mi^h^r^straOriss^

Karp4tftka

to Workshop of ^t4t^Co~ordinato^ti for Re^ov^l of G^n^er

ft*o T^kt dpkfe J l^^uts into PHfc#fy T^e^chers kdUcatioH

H State Coordir^atpr^Workshop on Bepbrt Writing

6-8 October, 1993Prof.Usha Nayar, Dr.K.C.NfeiUtiyfUMs. Gauri Srivastava,Dr. S.C.Nuna.

30 sept.-3 October 1993 Prof.Usha Nayar,Prof.S .Bisaria, Dr . KC . Naiit iyal, Dr.J.Duggal, Harish Tyagi, Mohd. Yunus,Anil kumar, Rajindra pal

19-21 October 1993 Prof.Ushfl^ Nayar,Dr.K .Devendra Mohd. Yunus, Anil kuma|‘

11-12 Octobe?: 1993Prof.Ufeha Nayar, Prof *S .Bisaflfi

22-;^3 October 1993

22-23 FebruaryProf.Usha Nayak*) Dr. S ♦ 8 ♦ ♦Ms. Satpretet «Vi rnisMr. Harish Tya^ii

October 1993 Prp.Uiha Nay»r, Dr. .Hond. Yunus, Anil kiiinajt*

27-2^ October 1993frof.U^ha ay |*i i) «K»0.| |aiii:|.yal!25-2J August, i9$3 DV|i Faculty, r CGG Exper^is

^8-24 J^inuary H94

J IELD WORK

Six DpEP States completed field woirH t>y D(Bceiipe|:)6r, 19 i

Field work in MAdhya Pradesh jl9 Districts) f )1i$hetl in Ma; i »i

1994 and field work one distt'ict in each statie wafe ini t | a i/Ci

by a meoiber bf t^e NCQG responsible for thte stdtie l6|t| I ! <

State Coordinator, NCOb njembe ''B |ni|id research staff icl

fully in data ^palysis and report writing.

MADHYA PRADESH : In the state of Madhya Pradesh tbe

studies project wa^ Mndertaken by tiie Head of the Depart f|\'(: of

HQtne Science , Maharani Laxini Bai P ost Graduate College fihop'il .

She was the state coortlirtator t^ r the project. Pri^cijpal of the-

institute was the chief controlling officer , under hie $viit(anc4?

and supervision the project was controlled.

A separate cell was formed in the college and all facilities

were extended. Secretarial assistance wa^ provided and a baftic

base line staff was functional at this unit. pfofe^sionai

Assistants ware selected and orientation progralnroe was cOricj|uct«d

with the help of the National Coordinator and her team froi0 NCERT.

In the stat^ bf H^d^iy^ Pradesh , 1& districts werfe siMrveyimj. State jhas a vast area , ajel sucb tH« distiricts were and within the district the distances were great. 'I’hie probl®!^ aggravated due to unfriendly terrain.

(35)

UeRARY DOCUMENTATION CENfHkNational lastitute of Educational Pbnnir-g and Administration.17-B, i Aurobindo Marfi,

ih>ll00l6....

1. Project proposal was sent to MHRD on the 4th June 1993.

Revised proposal v;as sent on 29th June 1993. However, the project,

funds were received by NCERJ on 3rd September 1993. The fulnlH

were released to Statejj pr) 21st of September 1993, The 4id

not take any step for thfit ai>ppintment of t^e project Mlli

they received the funds. The selections and appoi^tif^ent

training of the project ptaff had, therefore, had to bte ci.i|'r|e<i

over to Dcto^ier J993* tl> Septembei*, thf? StateS appoil t- sd

co-ordinators.

The a^oren$entionec| cirbi piiitainces paused ^ tot^l clfllny >V

three months.

2. No ret^uired a<$d .tiorial ii:)frAstrwcture to rooin Mp * <for project persorineX ahc) extra e()uipinent like ^ PC, copier €m : were provided to the di tiartinent. TherejTore, there was e3o;,t; r m I congestion and fteavy 4«ipenc|(3 p. on outside facilitifi® tp cni;>c with t^e qitAntum ahd d f work.

DIFFICULTIES FACED IN PROJECT IMPLEMENTATION

(36)

PROPOSED FRAHE VORK FOR DPEP (GENt)ER) IMPLEMENTATION

Deptt.of WCD

NCERt/NIEPA Natioanl National ProjpctiijCore Group Implementation u^Ut

DWCD SCERT/SI/ College Home Science Department

State Co^e Group

State Rural Regd. Society / Stat^Project Implementation Unit (Developnient anc| Primary Education)

WCD PI|:Ta atlrictknni^g

Committees

)istrict U^it (D.fe*

oil

WCD Block £duoiii|(||ifoHic«

H^hil4 H^nd^ls Village Eciun.C o p m i E f : j h . CojrtmMtiity Hedi4

Wooifen/Oroups N.Q.O.s YoMih i t'oiips l ahchAirfl

37)

DISTRICT PJIIMAKY EDUCATlOri PROQRAHME

M i

QEnpfeRStUDlE3

"'.I s

PEPAflTMErtT OF HOME SCIEPiCE

Ma Ha r AHi La x m ib a i p.q . c o l l e g e

BnOfAL

r - T | L A j p ]| - r v > v ^ P F o \ j c > E ^ i i [

INDIA bRIEF ANALYSIS

India is the aeccincl most country in the world wi t

a population of 840.3 (niJlion in I99l, accountitig for 16 pare rt

of the world population and just 2.4 perce nt of th« total 1 ir d

area of earth. Its share in tot44 world population h^s incrs.'ai eiI

froiri 15,2 percent in to 16 percent iri 1991.

POPULATION OF ALL A0$ oiioMPS

1991 Census wels held in 3| States/pfiion tetf 1

India with reference c(aie of 01.03.1991. It could not be held ir

JajwiBu Sl Kashpiir. Tot^l area of the country excluding 4

Kashmir is 3|06& thous^^df s^. kms. (includih$ Jammu j&shijililr it

is 3,287 thousfiind sq» Total r>umber of d\»trict^

states / union tei'ritories at the time of 1991 census was

(including Jammu it Kashmir it was 466).

The highest piopulailon among the states/u^ion terriorips in

in U.P. being 139.11 million. Other states having more than 50 million population are Bih&r (86.37), Haharashtra (78i94),

Bengal (68.08), Andhrfi Pr#4deah (66.51), ^adhya Pradesh (66.18)

and Tamil Nadu (55.86).

Density of population of the country excluding Jathmu Kashmir and Assam for which comparative data for 1981 a >d 1991 isnot available increaseci fro|n 230 in 1981 to 273 pers<)ri8 per Bcpkm* in 19^1. Highest dfe^sity is in i D^lhi(6i3fi2| by

Chandigarh (5,632). Ainon the i ajor states having ttor# i

million population, highest population, highest density \s |n

West Bengal (767) fqllowecj by Kerala (749). Lower is |.n Riijaiati.an(129) preceded by Madihylt iPrade^h (10).

(38)

Decadal growth rate of population of India decline to 23.85 during 1981-91 which was 24.66 during 1971-81, Annual exponential growth rate during 1981'-91 works out to 2.14 as against 2.22 during 1971-81.

A total of 74.37 percent of population of the country resides in Rural areas and 25.73 percent in Urban areas.

The population of scheduled castes in the country excluding Jammu & Kashmir is 138.22 millioa this forms 16.48 percent of the total population of the country. Scheduled tribe population is 67.76 million and forms 8.08 percent of the total population of the country as per 1991 census.

The male population of India is 51.90 percent of the total population excluding Jammu k Kashmir and 48.10 percent is female. The sex ratio as the number of female per thousand sales for the country declines froM 934 in 1981 to 927 in 1991.

Birth rate» Death and Infant Mortality rate are important demographic indicators and greatly influence size and growth of population . Crude birth rate in India has declined from 37.2 in 1981 to 29.3 in 1991. Crude death rate'also declined from 12.5 in 1981 to 9.8 in 1991. The infant mortality rate has also come down from 120 in 1981 to 80 in 1991.

According to Sample Registration System Estimates of 1991 the birth rate is estimated to be the highest in Madhya Pradesh(35.8) followed by Uttar Pradesh (35.1) and Rajasthan (34.3). Death rate is also estimated to be the highest in Madhya Pradesh(13.8) followed by Arunachal Pradesh (13.5) and Orissa (12.7).

( 3 9 )

It is observed tliat the birt^i rate, death t' te 4hc| f rrl

Bort^ajity rates in tH« cov4i.itjr‘y are declihlri^* Moweve* I tmi

dentnjdgreiphlc profile of the country is not, uhifot'rti. the ifer>tdt'!S o|

U.P, piHar, Madhya Pracjcish $inci l^ajasthan together actouht h r

nearly 40 percent of t he population of t|ie countt*y» b i rih

crude birth rate. infant Nortality R^te (IH!R)>

Mortality Rate (MMR), and low age of girls at marriaiije.

Literacy rates particuifi^rXy among females are also in thf! ><"

very spates.

POPULATION AND LIt)?:RACY OF AGfe GROUP 7 VE<VRS AND ABOVE

According to census definition, A person is deeiil« 4 literate if he or she read ahd write with un^erstA^ding i?i language. Recognizing that ^ibility to read arid writ« understanding is not orc)inarily achieved until one had sotti« schooling or had at least ^ome time to develop these skilis,, Deptt. of Education, Ministry of HRD and Planning Commission felt that the population of seven years and above only should b«t classified as literate or illiterate. 1991 census for the fir§t time adopted jroiip 7 ®rid « bove for canvasing the liter^c^iquestion. 0-0 age |(roU | opul£|ition which is excltjdej trok tkii purview oi* literacy qujftj tlohi fori is 17.94 p^ercent of totalpopulation of the coUhtry. Keej>ing in v^ew the ahoy^ dec: iari literacy rates for popUi^tioh 4fted 7 years an4 abqve heisnworked ou^ fqr 1991. Cpti^^raiive i>ostition for the bj&hfe'Ua (Esar i 1961, 1971 fiind 1981 w^s availe^hle jTor pbpiilation A | ( e c i 6 yetis an I

above as ^t that ti^e children of tlje a^e group Ci~4 o?)4y w 'i*excluded fprin th^‘ c0n^ue literacy c^ue^tion.

(40)

NATIONAL LEVEL

During the last three decades population of thd country

has been increasing at the exponential growth rate of more than 2 percent per annum. While the expanded educational faciiiticMS

pushed up the number of literates in the country. It has not

been able to keep pace with the increasing population. Number of

illiterates has sitoultarieously increased though at a declining

rate of grovfth.

During 1961-71 populdtiori 6f the d^e goru|> o 'eiincreased by about 96 inilXioris arid the number of l:j.i<;jrate:!i;

increased by about 56 (pillidn. T^ms the nuipber of ^

incrpaiied by 40 pillion, bujring 10|1*$1 i^cr^a^e in account fot Asiaib fov 1^81 vife of th^ ordfer of \%^ %i\\icA the corresponding incrpasi^ in literates was 85 iiiil i ii tlifilof iliiteratefi it wa$ 4 taillion. Taking into ^ccouili tesilWaieiii for Assam for 1981 4nd J &. K for 1991 increase ilm ojpuiidtion a|!fr<t 7 y^ara an^ abov a clurip was #t: out ' is<iIncr^a^d ih the of li .jBl'iftea w gt ailtibiijj: 12b i ii >

Iricredde in the riti beir of illijc.|i3r te8 wafe only liiS AiHii|.CKn- shows that increa&e \n population and litetatoi hli# bi?<;r) sMbstantially hi^h during decades but t^e rate^ 0^in the numj er of illitelp^tes h i| declined oyer the tjitipft iFor the first tii e i-n l&^li hM#ber of literates h#d #xc«aeii'Nl the number of illiterate# thereby taking ti>iB literAcy ('4tp iitM 50 perceht- lahdniark.

(4l )

Gender disparity in literacy is a historical phenomenon. In 1901, while the literacy rate for males was 9.83 percent, it was only 0.60 percent in case of females.

While about the fourth of the urban population is literate, literacy rate in rural areas is yet much below the level of 50 percent mark. Literacy r«ite for females in rural areas is still lower being only 30.62. When it is compared with the literacy rate of 81.09 percent for urban male population, the glaring gender and rural/urban disparities become quite evident. Though there is an improvement in rural/urban differentials during the decadfe^liiSl-91, yet it is seen that if the literacy rate of rural women increases by 9 percentage points (1981-91 rate) during a decade, it will take them itfore than five decades to reach present level of urban males. When we ate thinking of literacy for all by the year 2000, rural areas in general and rural females in particular deserve special treatment if they are to reach even the level af SO percent literacy .

state level

Literacy rate at L^e fiatior>al level reveal only ^ | h: t

the story of disparities in literacy situatioh in cciunM: y

Literacy rates among the States/UTs range from 8!|.8i percelit i

Kerala to 34.48 in Bihar. On the basis of literacy ffttfe Sttr':.e, I I

can be grouped as uricitsr :

Below 50% Bihar (38,48), fjkjAsth^n, p4dra ^Arunactigl Uttar P ade|i)>, Ah

' H ' Orissa, Me$h414y^iir).Ik Kai»l

m V I: ,f i ,

, ■ P i ■' a i. € s !•Jfll

50* to 60X Assaii) Haryana, Karnataka, ff«4t Biiliii,!'! .J unjitb* Haniftijr (89*69)

601$ to 70X - (§0.44), GUjarat, Nag4 8 i cl Hitnai Ls lHahAr^shtina (64.||7).

10% to 80% - painan and piM(tl^?0), A ahd H Ial#n^|,r6nfili0l(«t|Qokt ChaA<^ikar^ (7 7 .8 1 ).$0% arid aboye- Lak&hi^dwe^p (81.78), Mizoram, Keralf

While Lakshdi^e^p, ^i^oran and Kerala haveabove 80%, Bihar and Rajasthan are still below 40% .

Literacy rate 1991 of* ri ral areas varied ^|.9E :i n

Kerala to 30.37 in liajasthan aftd for urban ^t varied frcim92.25 in Kerala to 61.0 in Utt^ Pnadesh. While literacy iatefor male population varied from 93.62 in Kerala to 51*45 ipArunachal Pradesh literacy rate for female populatioh Varictdfrom 86.17 in Kerala to 20.44 percent in Rajasthan. Amon| ifriestates, highest literacy rate of 95.58 was in case of Keiralaurban male population and the lowest rat i of 11.59 Was in case ofRajasthan's rural f sma e popu^.ation.

( 4 3 )

Total number of literates increased in all States/Union Territories during 1981-91. Increase in literacy rate varied from 16.05 percentage points in Arunachal Pradesh to 3.00 percentage points in Chandigarth in respect of all persons and from 19.31 percentage points in Sikkim to 3.02 percentage points in Chandigarth in respect of only females. Increase in Literacy rates was over ten percentage points in the States/UTs. of Arunachal Pradesh, Sikkim, Lakshdweep, Himachal Pradesh, Haryana, Nagaland, Daman &. Diu, Tripura, Punjab and Manipur. It was below the national average of 8.65 in the States/UTs of Rajasthan (8.44) I Andhra Pradesh> X&nil Nadu, Uttar Pradesh, Mizoram, Kerala, Orissa, Dadar k Nagar Haveli, Meghalaya, Bihar, Delhi and Chandigarth (3.00).

Total number of illiterates of the age group 7 and above in India excluding J 4 K according to 1391 census was 328.88 ( Including estimates for Jammu k Kashmir, number of illiterates of the age group 7. and above comes to 332.7 million) million. Out of these more than half were in the. five low literacy states of Uttar Pradesh, Madhya Pradesh, Bihar, Andhra Pradesh and Rajasthan. Other states having more than 10 million illiterates of age group 7 and above are Maharashtra, West Bengal, Orissa, Karnataka and Gujarat. There was increase in the number of illiterates during 1981-91 in most of the States/UTs. In case of Goa, Gujarat, Himachal Pradesh, Mizoram, Punjab, Sikkim, Tamil Nadu and Lakshdweep there was marginal decrease in the number of illiterates during 1981-91. In case of Kerala the decline was of the order of 35 percent from 39.68 lakh in 1981 to

( 4 4 )

25.74 lakh in 1991. Increase in the huiober of illitefalte i n n

1981-91 is more pronouncetd in case of low litferSicj' states . I

indicates that thfero i si a vicioMs circle of Iok literac> , in

increase in the absoluie numbe|: of illiterates. thin \ ;i :: ' i s

circle will need tb bte broken Irl order to diirin^ the low lit«3r%:

states to the national Jevel and thert jppsaibly to this le\ 1 )high literacy states.

Statewise a aXysiii of literacy situation Indic i'fiE 1 disparity in literacy aiiiong States/Uts. Whilp Keralki Hi&tii iii 4nd La^shdweep have achieved the distinction of crois^in^ t|ie percent laark which is coh^id^r^d a stage of self reliance) like Bihar 4od R4 st>hat> which are still below 40 perceyit of literacy and paddr k Nagar Haveli, Arunachal Pradi^aht Ifttai*

Pradesh, Andhra Pradfish, Had^y^ Pradesh, Orissa^ Meghiilfiya an IJ & are struggling to cross the take off pdiht 6f fifO |;erc!rtt yyyattent ion, as more t|ian 70 percent of the illiterates ojT the countk-y reside in these 7 States.DISTRICT LEVEL

Of the 466 districts in the country at the tine o|* l0S|i census, census data is avi^lable for 452 districts (14 districts of Jammu & Kashmir were not covered). Disparity in litferAci' rates at the diliitrict level wAs more acute. It variecj tiom 96.72 pferc^nt in Kottay4$ pistrict of Ker^^a to iSliO indistrict of Madhya {^r^desK* Hl^best literacy riitik 91.61

\

percent w^s in respect of ui'ban male population ot Kottfljaiii District and the lowest rate of 4.2 percent wast in feiralpopulation of arrti f di&trict of Rajcisthah*

(45

Fre iueiicy (^xsiHbUtIpn of iiitrititd by |it0r#fcy, r tji'S; ,j.ir re»^ectis of ali pfeHonfe fbf Totiii ai d purai ai'a.Si »*-

01

Literacy Rate No. of DistrictsAll Perisoks

t o t a l

0 - 1 010-20 1 520-30 26 5930-40 88 ^0840-50 t21 lie00-60 91 6860-70 76 4870-80 28 1180-and above 21 17

Total 452 446*

♦ There are no rural areas in 6 cjistricts*Source : Statisticeil Database for Literacy Vol-II, 1$93

It is pbserv(»d that there ate 27 district wh^cH dre stUlHaving literacy rat«f b ^ oW 30 percent . The^e dii^rictii located in the staiies/^^s of H

|*radesii( 2 ) i Bihar (10), Ra 3 ) || Orissa(l), jjtij rapd Andhra Pradesh(l). More than 60 percent of' tol.all(JMtrictd qf t|ie country still |\|iving liter^c^ Ioi60 pe^'cent. o|i](.y ti di^t^icts ( .ees ihftn 5X of tota^) 4rff the 80 p rceir)t ma|'}c* Tjiejaa districts are locisitedi in 8 li>ii2fe j:I

Gujrat(l), Ker|ila^4), MAharashtr<^( 1 ) » Hizt>i:4n‘( H f tifij. j,Lakshdweep( 1 ) and ^ohdichferry' i ) . Position of iititripRy i|> Orhatareas is better. If we take into account iitctracy rate oi' or 3

rural areas, number of districtvi which fall beiovi 30 pt; t c rit

_.teracy rate, rises to 64 and the number of districts with rural ..teracy rate of below 50 percent rises to 282. There are only 17 c-stricts in the country where the rural literacy rate is higher . lan 80 percj?nt.

Table 02Frequency distribution of districts by literacy rates of f^aales for total and rural areas indicates a different scenario.

No of districtsliteracy Rate ------------------------------------female Only Total Ruralj-10 2 27:}-20 71 10713-30 104 99::-40 92 820-50 74 74fO-60 56 28€0-70 27 11'2-80 12 7

and above 14 11Tstal 452 446Source : Statistical Database for Literacy Vol-II, 1993

There are 73 districts in the country which still havefemale literacy rate of below 20 percent including 2 districts oft-ijasthan having literacy rate of below 10 percent. Of these 66_z. 90.4 percent are located in the four low literacy Hindispeaking states of Madhya Pradesh (10)| Bihar (18), Rajasthan-9) and Uttar Predesh (19). Position of female literacy inriral areas is still worse.

There are 27 districts (15 Rajasthan, 7 Uttar Pradesh, oneeich in Bihar and Orissa) which have rural female literay rate ofr>*low 10 percent. The number of districts having rural femaleliteracy rate of below 20 percent was 134 forming about 30percent of the total districts of the country in 1991.

( 4 7 )

DISTRICT PRIMAHy EDUCATIOnDPEF

Qi:;nDt;|< s t u d ie s

'ARTM Eni OF HOME SC(Bp |A liA iw ii l a X m ib a i f .d . t o i M t i f c

BflDPAL

1994

MADHYA t>ilAl>^SH

The State o f Madhya Pradesh was formed Miider the Iniliijfin

Const itut ion on 1st November 1956 as per the reco^BpiiehdflLtion o f

the State Re -o rgan isa t Ion Commission. Being situatftd ih the

Centre o f Ind ia , i t was named as Madhya Pradesh , Bhopal which was

e a r l i e r taken over by the c e n t ra l Government in June 104^

made the C ap i ta l o f the S ta te .

Madhya Pradesh i s C^eographycally the l a r g e s t State in the

Country sharing cqi^^Ofln boundaries Kith 7 States v i$ . iH.tii

Pradesh* l^ihar, p r iB fU i ^ndhra p:pade8h| Haharash^^^j 4iiiG(

Raja^thiin^ Madhya be h^art

Hanging betveen 18* N to 26* N b tvr«<i rlph|itu< 8 t4* H Ito 9 ’ E, Tr<i(?ic qt cancer pjai|«iii 1:th© micicile of Staift. Th^ Xehf(th of liHt trciBeast to west is aj out fl6'() |Cm . froi» hoirth tp

Th^ Piaiii of th# iitf icri('€i:i:i:T|Ugidh, the tih* MkXw«and th e cKhatiil^liirh P ia i^ # . Th# h^s ^ oi" r;i «

syateittai whic^ j.wc|i|4iife tii^ ^#hAha4ii ^

Chamb^i, Bi^^wa, Son^i

Madhya frade^h $tate* of Ind4« it\ ®inni,V^ph ib 44$446 ii ^ #n4pwed with it :| kfjtforest an4 fich fhd f^jrtiie jsdili iriVitrr aniv^st f. xpariae of cultivni^I^ ). nd* all cro|ii grbwii in

tha Strife, the I|a*jbr Jiiwari cpttoil* Rlc«:, iciitMiOilseeds arid pu^ae^* Avefii^e tainfa jll of the State variel b ivifinsn 700 ipil and 1000 mU*

( 4 8 )

The State has 12 commissioner divisions, 45 revenue districts 307 tehsils, 459 Community development Blocks including Tribal Development Blocks. In addition it has 76468 villages,465 towns and 23 cities according to 1991 census. Deaographic Scenario

The total population of Madhya Pradesh is 66,181,170 as per the 1991 census. The female population in the state is 31,913,877 which is 48.22X of the population. The rural population in the state is 50,842,333 . The scheduled caste population of the state is 9,626,679 and the scheduled tribe is 15»399,034 . There is a preponderance of etheric groups in thepopulation. Madhya Pradesh has the largest tribal population (23.3X) of the country as per 1991 census.

TABLE 03TOTAL POPULATION OF ALL AREAS AND RURAL AREAS-1991

INDIA / MADHYA PRADESH(IN THOUSANDS)

ALL AREAS RURAL AREAS

STATESNO. OF DISTT. PERSONS MALES FEMALES PERSONS MALES FEMALES

(1) (2) (3) (4) (5) (6) (7) (8)INDIA 452 838584 435216 403368 622812 321219 301533MADHYA PRADESH 45 66181 34267 31914 50842 26164 24678* Excludes Jammu and Kashmir where 1991 census was not held.

Source : Census of India -1991

The total population in the age-group of 0-6 is 13,091,570 of which' the rural females are 5,087,939 and urban females are 1,297,527.

( 4 9 )

The state has one fifti of total scheduled trjb^ poj|m|u!! ioi

of the country. fr*'® 46 idferitifi^d tfit>e|a loc4t»<i iri 3'

districts in the State. t ie population of such ttibiilfe fcuni;

sizeable to 23% of the toteil |>opv»lat i oh of the slfttia ahd #not he

14.5% belongs to the scheciuelfed casf«t

t k ^ i t 04 , i I

StATliMENT OF SCJlEDULpt) CASTE A^) SpHfeDUtED TRIBE POfy '|ij|:N IS'jl(iH TtoPA^bin

t>0PULAtION X AGE tO T0TA h POpi(|.Ai ' OJSTAtfe TOTAL SC ST TOTAL SC It

INPIA 83$584 138?^3 67758 100.00 16,4^ 3,08

HAOHYa PRAPESH 66lfil 9627 15399 100.PO 14.84Source : Cc nstis of India -1991

Haflhya Prades^i Accounts for about 7,84 percent of the to population of India. |laipiir district occupies the first place in

the state by recording t|ie highest populatioi) as per 1991 c^riaus, |ir>d Datia is the least populated district of M.Pt

T|tlBAL ScIeINARIO The t ribal population is 151.73 lacs which |s the highest for any state iri the country. Incidentally this i|5

also allmost one fourth of the total tribal population of t|i<J country. The tribal population of the State is not evenly distributed in the 45 districts. The various tribes living

in the state have befeij Categorised into 46 g^roupS 4* oot*4iti$ to the scheduled tribe qi*der oh the Idi s Is of t(i distihciiV# jj .ai

ahd cultutfi l characteristics of different tribal groups tH^ could be divided into five cultural zones which are

(Sd)

1. Western Tribal Zone,2. Central Tribal Zone,3. North Eastern Tribal Zone,4. Southern Tribal Zone,5. North Western Tribal Zone.Besides seven tribal groups viz* Abujhnarias of Bastar,

Bharias of Patalkot, Baigas, Pahadi Korwas, Kamars> Seharias and Birhors have been recognised as primitive by Government of India.

Table 05Percentage of SC/ST Population to the Total Population

Country/St&teScheduled Caste Scheduled Tribe

TOTAL RURAL URBAN TOTAL RURAL URBANINDIA 16.33 17.86 11.89 8.01 9.98 2.30M.P 14.55 14.80 13.72 23.27 28.82 4.87Source : Census of India -1991

In Madhya Pradesh the Rural population is 28.82 percent to the total population of State and Urban population is 4.87 percent.

POPULATION DENSITY : The Density of Population of the State in 1991 was 149 persons per square kiloneter as against 118 persons per square kilometer in 1981. It follows that the pressure of population on every square kilometer of land has increased by 31 persons.

Table 06Density of Population (Peraons/aq km)

1981 1991

INDIA 216 274

M.P. 118 149

( 5 1 )

Decadal Gtp^th rate of populationThe decadal rov tj-i tenie of M.P. is 26.75 percent cilutifig

1981-91 corhpal'ed to all India figures of 23.85 per cent t bftt

of Kerala is 14.32 i>ercent.

GROWTH - RATE

The growt|i-rate of po|>ul6iti.on in Ma4hya Pt*a( e6h ha® uj:from 85.27 per cent in isiti-fel to 26.75 per cerit in ^901-91. tin!highest growth-rate of 50,9'!l per cent has been recorcied |);j' pa

district, followed by JhabMa cjistt'ict with 42.03 per cetii*third position in ierii»s oi* growth-rate of populfition <:>ccuj: ie:;by Sidhi district, register Lng a growtb”i*at:,e of 3$. 5 per cer t ii 1981-91. The growth-rate of Bhdpikj <^^s^rlct h^$ 4oVrn t o5l »i8 per c^nt in 1971-^1 to 50.92 pftr ctent in i98j-0i w|n r-i!ai diirini the saiiife period tkfi! rowth-i 'lkte of Jb^bu^ iftif irosi19.07 per cent to 42*03 );i0r<3fefit of Sidhi district 27*5 1t>er cent to 38. $1 pet* cefit. |f|f{lor district, ir 1i |iibb 6itUated the throbbing ipdustiri^X and comihero|.aI bV t tb<!Stfttb, recor4ed a $i*owtb~rAte of p^r c^nt inagainst the jirowi,h-rate of 37.49 per cfe|Tit during the pr^viouti decade i.e., 1971-31. bewAii district, the stellate o^ Ipdore ,

has registered a g^ciwth-r«ite 6^ 29.8^ per cent in lQ8l^9|t» Ancotipi red to 33.81 peih cent dur^i^g 1971-81. On the other hl hcl,the lowest growth-r^te of (.8.72 jplit cent, Hlis been ripcprd ci in Balaghat district in 1981-91* while durir^g the previous decade o !" 1971-81, Raigarh district had recorded the lowest growth-rjfiite of 12.36 percent.

(52)

Decadal Variation in Populatiaon:The decadal variation in population of Madhya Pradesh has

gone up from 15.30 per cent 1901 - 1911 to 26.75 per cent in 1981-91 but it will be noticed, that, there has been a chequered growth in the population from 1901-21, and steady from 1921-51. Thereafter there was a spurt in the growth rate of population during the decades that follow after 1951. The galloping growth- rate of 28.67 percent during the decade 1961-71 was restrained in 1971-81 at 25.27 percent, but again the growth rate has increased to 26.75 per cent during the decade 1981-91.

The low growth-rate of popultion as observed in the decade 1971-81 raised hopes of containing the population, but with the trend being reversed in 1981-91, a state of caution has come into play, but it is too early to make any generalisation on the basis of these figures.Sex-Ratio

A basic Demographic Characteristic of the population is the sex composition. The balance between the sexes is an important aspect of a population structure, since the sex composition influences the economic and social life of the people. The sex ratio defined as the number of females per thousand males is used as an index to measure the sex composition in India. Table given below brings out the sex ratio of Madhya Pradesh as given in the Census of India 1991.

( 53 )

S«x ritio irt (fflall

Pradeshiobo HdU)

01

9^1 199|

Tot41RuralUrbatiScheduledSohedluled tribeHon SC/S' ? (POIPiPOF* (0-4 tear^)Sex ratio of Kerala Sex ratio of India

94196P864932997923978

932

'3i'4393

lea916^521040929

Source : Census of India 1991.

TABLE 08IMPORTANT DEHORQRAIPHIC INDICATORS OF POPULATION

IN INDIA BY HADHYA PRADESH - 1991

NAME ANNUALEXP.GROWTH

URBAN POP.AS X OFt o t a|.

POP.AGED 0-6 OF TOTAL POP.

SEXRATIO

CRUDEBIRTHRATE

CRUDEDEATHRATE

inM N tMOIITALI* VR^T?

(1) (2) (3) [4) (5) (6) (1}i l L . . .

INpIA ♦ 2.14 2l5*7iJ ^ 17.94 n i 29.3 00.0

^At)HYA Pl^ESIf 2.38 23,1$ 1^^78 93^ 35.^ 13,? i^t^b

♦ Excludes JaiiiinU ajnd kfi shqilr vf ei'e 1991 census was nb^SOURCE: (a) far c;olui(ij |5 2 tp 1901 c ftafU .

(b) Cbiui^ns ^ ip 8 ^re bak|4 k|kit>Xe re$i^i^ati<>r: ^yst0fl eiitifo4t^^ of t991.

t o m Pet*tilii(r

Total fertilii.y rilife is inversely ?~elated to felieile lit-eracy and education. the general marital fertility rdte fo r

was 192 per 1*000 ^n 1981,whereas national average was I 8:i and for Kerala 174.

(M)

Infant Mortality Rate:In 1987 the IMR was 118 for females compared to 122 for

males, whereas all india figures for female IMR is 96 and male IMR is 95 in case of Kerala, the female IMR is only 27 and is 5 points lower than male which is 32.

Table 09Yearly Birth-Death and Child Mortality rate*

1988 to 1991 India / Madhya Pradesh

Year Birth Rate Death Rate Child Mortality RateRural Urban Total Rural Urban Total Rural Urban Total

1988India 33.1 26.3 31.5 12.0 7.7 11.0 102 62 94M.P 38.4 31.2 37.0 15.4 9.8 14.3 128 83 1211989India 32.2 25.2 30.6 11.1 7.2 10.3 98 58 91M.P. 36.7 30.3 35.5 13.9 8.6 12.9 125 78 1171990India 31.7 24.7 30.2 10.5 6.8 9.7 86 50 80M.P 38.9 29.3 37.1 13.7 7.6 12.6 120 61 1111991India 30.9 24 .3 29.5 10.6 7.1 9.8 87 53 80

M.P. 37.3 29.7 35.8 14.9 9.2 13.8 125 74 117Source : Sample Registration Bulletin Chief Registrar Govt, ofIndia New Delhi.

( 5 5 )

C^ild Deathd by t

Female child ci^aths arfe as high as 219 ih TikaBijf arH p i s t t .

Excess of Feamle Child Diaaths ovet* MA .e Child by fe

yeltrs age

V i t 4 l Stat(DPEP) pisfI lets

10at^cS 108^ H dlHyfii t’radesh

State / D^ati'lct

Infant Mortality Rates

chi ld pxcesa ojf de^th b^ Age 2 chilcj de^tp pi* 4 ■

GUNA 150TiKAMQAR^ l9feCHHATAkPUR 182P4| HA 185S^tNA 181RKWA 173^HAHPOL 164

I6iHAnd sa ur n sRATI^AM 43d«a S ii6BWUt 168SfiHORE 146RAJGAftH 170{^ISEN 135I^JNANPQAO^^ 132 BItASPUR 115SURbUJA il5RAIGARH 113 -09Source ; i. Census of Indld 1981

ii. Women and Dovelopment by SHEEL C.NUNA - 1990

(6fe)

Table 11Nuptiality Rates For Fertility 1981 (DPEP) Districts in Madhya Pradesh

State/ X Married Fern- distr- ales in age icts group 15-19

Mean age at crude General 1988marriage birth marital/ coupleof currently rate Fertili- protectmarried ty rate ion ratefemales

GUNA 77.91 15.00 42.03 215 28.50TIKAMGARH 84.36 14.30 44.48 224 29.40CHHATARPUR 80.33 14.50 42.19 221 24.40PANNA 80.42 15.00 45.54 222 27.60SATNA 79.36 14.80 41.20 197 24.60REWA 83.72 14.40 40.55 191 46.40SHAHDOL 78.22 14.80 35.57 165 27.80SIDHI 84.38 14.60 38.70 187 24.00MANDSAUR 72.38 14.80 38.30 186 31.70RATLAM 61.05 15.50 38.15 190 46.40DHAR 54.80 16.30 39.39 207 43.30BETUL 38.84 16.90 40.69 224 33.80SEHORE 75.48 14.80 40.77 208 33.70RAJGARH 79.20 14.60 38.95 190 30.80RAISEN 75.66 14.90 42.62 218 29.30RAJNANDGAON 58.84 14.90 35.52 180 49.10BILASPUR 64.18 15.40 34.14 169 36.20SURGUJA 54.62 15.60 33.35 157 32.60RAIGARH 38.53 17.00 37.22 149 45.50

Source : i. Census of India - 1981ii. Women and Dovelopment by SHEEL C.NUNA - 1990

As per the Table given above it is evident that the excess of female child deaths over male child deaths by 5 years 16.13 in Chhatarpur district which is 10.23.

The daily per capita calorie consumption is an indicator of economic status. The lower the income, the higher is the prevalence of malnutrition in Madhya Pradesh.Poverty pushes girls and women into morbidity and ill health , lowers efficiency and sets a reverse gear in life.

(6T)

Econonic ScenarioHadhya Ptadesh which stands first in and siyjith iO

population amongst the states of Indian Union has been

special efforts for spee(^ing up industrialisation and dl^velopwept from a number of angles in the last fifteen years.

But the benefits of this development is yet to re4ch iheinterior and rural area of Madhya Pradesh. 36.50% of populationol M.P. is below povcij'ty |ine 4s co|npared to 4l-4% in riifal ^ren u

fable 12 i kP^rcen^age of popul4i|.oi> b^iow proyei“|y line

Compararive India, Hadhy^ Pracjesh aifid KerjllailIndia /State Perehta^e Pjarc rii «|e

Indi4M.P,flerala

iE.741,4

Source: National Sampl : Sfirvey*

tabiil 13

C'tbarState kiiral

l clliya i^r^desh Kerf^la

.d

^^6

36.218.2 \l

Source : Cehsiis of tndia 1981

(68)

Women are involved in three types of work : Non householdemployment for wage work or self employment; Self employment in agriculture and Household based industries; and domestic work.

Table 14The Marginal Workers in M.P. (1991)

Persons Males Females

Total 3405964 258431 3147533Rural 3276139 231437 3044702Urban 129825 26994 102831

Source : Census of India 1991The Females form a major chunk of marginal workers specially

the rural women. The women in the labour force are taken as unpaid family labour, home based production. Rural women work longer hours than men and have lesser time for leisure and women and children together contribute more than the father to the family income (Jain &. Chand, 1985) .

( 5 9 )

HT^ftACYThe education of women also |>rtJ$ients a dismal vieK 4s t[ii

literacy rate is as low q.s 261.39% fop woiifien in t‘(adhya Pffi qesh*

Table 15Literacy Rates

trtdi4 Madhya PradeshTotal 52.11 43.45Male 63.86 $7.43( emale 4 9 . 4 2 28.39

Source( 0 - 6 age groupd has bie h excluded. )

Census of India - |.99i

table 16Comparative Literacy Rat^$ Incluslng of all Age Orouj[>8

Country/States All communities Male F^m^le

Scheduled Caste Male Female

Scheduled t|.b<i: Malp Feinaie

India 46.89 24.82 31.12 10.93 24.62 8.§M.P. 39.49 15.53 30.26 06.87 17.74 3.6Kerala 75.26 65.'f3 te2.33 49.73 37.52 26.0Maharashtra 58.79 34.79 48.85 81.53 32.3^ 11.9Source ; Census of In4ia 19^1

l e#Ale Lite^a^y (19^7^M4dnya prfi

Ihtaiit r|at4 (/ KJrala

State Hvifal UrbanIMli Fema^

Litlr4p^IMR Feg^le

Lit^i:4p^

fCe al a 30 73.0 22 79.6li^dhya Pradesh ^27 1 5 .« ^3 54.0

Source : (i) Registrar Geni i'cil : Jai ple Rfegistration ftulletlnDec 1989.

(ii| National Sanipj e Survey , 4 3rci RoUhd.

60)

There is a negative correlation between Female Literacy rate and Infant Mortality Rate (IMR) . In the rural Madhya Pradesh the Mortality Rate is 127 where Literacy rate is 15.6% while in the urban area it is 83 with a Literacy Rate of 54.OX.

On the basis of the estimates of population in the age group 0-6 at the state level, worked out by the office of the Registrar General, India , the literacy rate, works out to 43.45 percent for the total population of Madhya Pradesh. The male literacy rate being 57.43 percent while it is 28.39 percent for the female counterpart .The corresponding rates at the 1981 Census had been 34.22 percent for the total population 48.41 percent for males and,18.99 percent for females,respectively.

TABLE 18GROSS ENROLMENT RATIO IN CLASSES I-V AND VI-VIII

OF SCHOOLS FOR GENERAL EDUCATION -1991-92 COMPARATIVE INDIA k MADHYA PRADESH

S. No. STATE/UTsCLASSES I-V CLASSES VI-VIII

TOTAL BOYS GIRLS TOTAL BOYS GIRLS

(1) (2) (3 (4) (5) (6) (7) (8)

1 INDIA 102.74 116.61 88.09 61.15 74.19 47.402 MADHYA PRADESH 104.54 119.20 88.79 55.53 74.22 35.68

SOURCE “ Selected Educational Statistics-1991-92 Ministry of Human Resource Development (Deptt. Education) Govt, of India, New Delhi.

(61)

bftOP-OUT HAT] \

ft I 19c u pjis i-v

|p~$9

S. No. STAT^/UT3 TOTAL flOYS

(Xl (2) U) (4) (5)I INDIA 47 .93 46.74 49.M2 MADHYA PRADESH 40.62 39.32 42.64

FOR CLASSES 1 TO VENHOu IeNT in class in preceding 4 YEAR(i.e

DROP-OUT RATES AT ENROLHENT IN CLASS V DURING THE YEAR ♦PRIMARY STAGE ----------------------------------------------- ----pilRINd THE YEAR ENROLMENT IN CLASS PRECEDING 4 YEAR (i.6

do

lilnus sign indicates the enroXo»en|- in Class V is more ihanhe enrolment in pla$s I precedihi 4 yearsIQURCE- Planning ^onitoring & St^^istica Division Miftia^ry HU«ir>

Resource, Development (beptt, of Education) Govt* of I^qii, New Delhi,

TA^LE 20LIST OF DISTjlICTS HAVING LITERACV RATES BELOW

30 PERCENT t*’OR ALL PERSbNS - 1991 Hadhya PREDESH

STATE NAME DISTRICT NAME LITERACY RATEMADHYA PRADESri SIDHl 29.}.

^haijua 19,01W ' U h

Slource : Statistical batabase fop Literacy Vol-II, 1993

«2)

TABLE 21LIST OF DISTRICTS WITH BELOW 20X LITERACY RATES

FOR FEMALES IN ALL AREAS - 1991 MADHYA PRADESH

LIST OF DISTRICTS LITERACY RATESHIVPURI 15-. € 4GUNA 17.99TIKAMGARH 19.96PANNA 19.41SIDHI 13.61SHAJAPUR 19.77JHABUA 11.52RAJGARH 15.62

*

SURGUJA 17.40BASTAR 15.30

Source : Statistical Database for Literacy Vol-II, 1993Table 22

Enrolflient in Prinary Schools (M.P.)All Communities Boys Girls

Total 84.47 12.72 15.78Boys 49.25 07.70 09.83Girls 35.22 05.02 05.95Source : Statistics , M.P.School Education Department ,1992

In rural Madhya Pradesh , there are 47.62% faioilies without any literate member in the family , while for urban households the figure is 16.66X.

Table 23Girls Enroled in class I-V to total EnrolmentSTATE Rural Urban TotalKerala 48.68 49.58 48.79Madhya Pradesh 36.54 43.76 38.85Source : Selected Educational :Statistics MHRD , New Delhi.

(63)

tableF^nalib Drc>J>owts in cti,ag«8 I - Vtll

Statp All co^ljrtunit$chedulecj Sdhiedu 1 edCastf tHb^!

Kerala 15»66 00.00Madhya Pradesh 87.46 66.83 80.3§

Source : Scilected EdUcaticbal Siiti^tloB HHFtb , New Delhi.Tab^e 25

Dropout rate in Madl>ya Pradesh

P r i m a r y ( I - V ) M i d d l e ( V I - V I I I ) E l t e m e n t a i ^ t I - V n ; " )

Total 34.3Boys 28.4

4.4 53.52.6 45*98.2 64.7Girls 42.3

Source : M.P. School Education $taiistic^ Departmer^t ,1992In Madhya Pradesh the situation of Govt» Schoo^.s avi

follows.Table 26

Governfii nt Schools M.P.( thousands)

Primary fiddle Highf Higher Secondary Totp lSchool Education TWDOthersTotal

40.65 15.90 15.^5 72. 4p

08.9003.2304.1216.25

01.1500.4000.8002.35

01.3800.39 ll.fS 00.88 ?]L.6S 02.65 93.^5

Source : Statistics , School Education Depkrt^ent ,

, TaWX# 27 3^hool8 wlthQui (in TH^uaanda)

Ha<ihya Priidjpdh

primary High lH|h iablShciiH'SchoolWithout 06.10 bi.60 00,66 00.^4fe\lilcjing

Source : Statistics , M.t*. School feducation Deportment »

(64 )

Table 28 Primary Schools

Basic Information (M.P.)Population / School 9:9Schools / Lakh Population 1 :4Teachers - pupil Ratio 42Average Enrolment / School 112

Source : Statistics , M.P. School Education Deptt. , 1992In Madhya Pradesh there is a requirement of 1,82,982 Primary

School Teachers out of which 1,67,7B6 are recruited while there is a v a c a n c y of 15,196 remaining.The sale and female teachers in

the state are as follows.Table 29

Primary Schools Teachers ( in thousands )

Hadhya Pradesh

Male Female AllTotal 138 43 181Trained 95 26 121

Source : Statistics , M.P.Schools Ed-cation Deptt., 1992.

(65)

GENDER STUDIES (DPEp IN MADHYA PRADESH COVERAGE, TARGEt GROUP, GOALS k OBJECTIVES

PPEP : Proposed in Ma^Kya Pi*ad^shThtj District Primary Ec^Ucation |>ro i'4inlne (Df»EP) is t o he.

implemented in 19 of the 45 districts of MadHy^i Prac|K!>8|l Kitii

assistance form the Govt, of India. Nam^s of the .19 District s ars!

Division District\ . Bho][>al I. Sehbre

2. Raisen

3. Hajgarh4. Betul

2. GwiiXior 5. Gviha3. Indore 6 . Dh4r4. U j j a i n 7. Itiitlam

5. Sag&r 9, T^^atnga^b10.

li. P nnii6. Raiput* i2. ttajnandgaon7. Rewd 13. Rewa

14. Satna15. ^idhi16. Shahdol

8. Bilaspur 17. Pllaspur18. Raigarh19. Sarguja

(66)

The jproject covers an ar^a of l,8i,5T6 sq. k^s Vftlich is divided into 198 development blocks of whic i 7®

f>rec|oit>inantly tribal blocks. The JJjroj ct area Hae 2\l towfjs 33,959 villages. The districts at*© ecjucationa^.ly (aackvittrd aric

represent the range of initial coriditions in the state as wel!|. ei?

geographical st>r &4 to i|iciude western, central an4 easterii Madhya Prades^. Seven districts,Dhar , Betul, Sarguja , Rf^igarh , Bi laspvir , Sidhi and Shahdol, ciistricts with a predorairiahily tribe l pbpulation. Of the ninei'feesfi dii^tricts, seventeen districts have an average literacy rate leiss thah the state average of 28,85^. T cidistricts hav^ female literacy rates of 29.1% cLnd 33*9X<These two districts provide a some what more advanced setting for the project activities.

The basic focus of the project is on Universalisation pf

l^rimary Education (UPE) through publicly provided primary

ec^ucation. This is th^ 3yl|teBi that is meant to «®rve

popr but is yet to do |lo e:^fectively. Privatd at:|>ooXp wo|jttf

4arive |:> n fits from th© projfect in of afec| fe i«

iihprove curirjlcula, textbooks and partic ipat ib|ri in atafl

development activities, HG|b$ with prior experience or iii

education a?>d reieted ar^as WoUld be involved |n th«!

ftxecutio^ of the project from tim<a |bo tine. Ifbvfeyjdr» h<i

thtust would on pMbl^-cly jprovided delivery charmplst joeducation .

(67)

BASib f)ATA pp 19 piSTRtdtp

PIVISION S.NO,

DISTRICTLitBRACY

lATI^Ho. dr NO. or INO. 0? J

I H : ir I TOT |V<LL ;|jA^iTA|QoyT |N0H-;T0tAL|cENT*i8 loys | b | | t loyisi jI ! : \'X ikGts ; t io n * |covt | i | 5 \U-i i

IS

Qviilor

U4J«in

9chor«1IRjiisen• i

{fUijf.rh |4ft.f •

;$7.

;s6.9:22.(l;io.4|s ;to93 :iQ9t«I

:s4 .(o :2 5 .s ;4 o .s ;? : i s i 8 h ? $ • « » »

7 ; i 5 . 4 j 3 l . s u !^t47I f , I 1

4;? f|45.iUo |i*i: I 1 !

9 ! U .0 i 3 f 12 77 |25ti!Qun4 !‘08.iDiwt :47.«:2o.7;34.i)}i

: : i tmtlmh ;58.4129.^1^.2 I

|34 U20 I105P II • }

; i0 t5 '74 111(19 II ! : :l i o u ;i09O iI t iI I I

;im iit ;uM' h '11319 !S4 U433

500 i»2.<| ie7.pij«kp 'a!t (i (

i i „ - i584 ;*I9-S I^S 0)

* 1585 Its.7

;aoii \iU2 |usI M i ,

i 7(i ;i3| 8 !97i ;i«8 ::i3S

8 :H4tr>fj|pMur :67.$: 0.3:48,7{jf ;is8o |13$7 :28o :iit7• I I I } • •1 1•

s«$«ir 9 TikiMitarh :47.5;2o.0!3^*4:$ \iy :9oi •82 !983: :' , i j1 1; 1 s 1

oiihftAirpur :4^.9:2i.si^$.2i8 I1 !

|l|04 \iUQ :ioo4•

!«21

:i066•

]n Piinnat• • 1 I:46.3:i9.1|33.7:s: : : i

1048I:i4os9•

1{861•«

•:sii

1;))i2:Dtll'l U »«ioiuMl« oii:61.3:27. i44.1 12 2399 11747 :4« |1T05

i : : I t• f6 « •lt*»4 is R*v« :6o.7:21.9:44.4:* :12745 • :i459 J26l :i720

( ff t 1• :14 s»xm :60.0:27.8;44.7;8 t :2040 :ii9i :i96 :i3871 • t i l 1 • • 1 •1 1 « f • 11 1115 Sidhi 143.2:13.6129.218 91t

•••:12081 :7i

1; 1279i

16 Shahdol• I I I

:48.4:2o.i:^4.s:i21

I2U21:4ii8

«:2029

•:2i8

1M247

• I f •• I t ! •1

• •1 •1

•tBilaspur 17 Bilaspur :62.9:27.3:45.3:25 13S28

»:4841 :5004•

:i29•

:S1331

(181

Raigarh• l i t :s6.o:26.s:4i.2:i7 • • • 1

5

:?244f

I

:S29t1•

:2899••

:i58•

1:3<>57

SUirguja tl9 Sarguja• • • •

:42.1 :1 7 .4:3 0.1 : 2 4112438

•

:6864 ;3055•

;i27 :31821 • t • «

• 1 • « !11

••

1t

J 1.1

7P0 ItS.Oit

i h o i

W,3 j9?««. Oli

lO.O) it« littI

575

? 5 •805 1«|.7 I* ' f i ' i

700 {fb.t lfji.9i. ! ' i

58(1 tii.i! : V

600 It4.0 J78.I?i t :

13(f0 *#.oMM.|tl{<l7.f)i

7f9 1104.5:79.8i :

70 :i|.7J 5 5

640 ;70.80:6! .9D:7i.70» • • .» I I

700 ;66.fd: .6b:iif.ot• I t« « I

600 !77.99;S0.06:04.275 } 5

600 :7}.57:61.23:^1.^6! ' ** • '

600 :79.66J59.33169.69t• I I II «j . J I

906 1 i : I:54.3:23.7|3!l>.5:Ulii24326;344ft0 -X-— V....

: 24783:i({86; 26^9•>... \ I

(68)

cqvmcB or ppep p|ST|>c^f ui0W Tojal lit^ cyGAMPAK i (ilc).ICpS ^ HOM-roiMAl. wiocATIOM (MfE)

AS OH OCT , 93............... ........................................................\NO or ^L0PKS|V11THi:f( !

piSTT.INl... IcovERiD ;IHT JSY

DIVISIONIS.NO.

DISTRICT TOTAL HO I NO OF or block:BLOCK UNDER

l .L.C.

NO or OHCOINC PROJECTS

ICDS NfE EAS UNDER

c6pe

Bhopal ; 1I;

2

: 31; 4

iCwallor ; 5

Indort

Ujj«in

IIPurpi ^

Sii*wa

I

Sehor*

Raisen

Rajgarh

Bctul

Qun*

Ifhar

7i '

8:

10

lU

13 :Rcw4I»

14 iSpt^

15 ;si4hiI sKikhdol

ipilspur\m npurll1I i I) !U

5

7

6

10

9

13

k

8

Chh^tarpur | S

: 5

12

9

8

8

12

2$

11!i«rgMj» 119 isirguja : 2

0

7

0

1

0

0

6

1

0

8

0

2

9

8

0

(f

6

6

0

2

2

1

8

3

i

1

3

4

2

9

3

13

11

6

6

6

7

7

6

’ !i

) V ;5 I ; 6 it . i1 5 i1 ft

13 ii i

I 8 1

1?

10

I?

!xi ? 13 I fi

5 ;20 t 24 I 24

YES

YES

Y S

Yti

nk

til*

ITOTAI- 56 ( i S 1 i S 2 ; ioo : 97 j

( 6 9 )

The previous tablfes gives? basic, demographic, administrative

and educational data in relation to the 10 project

districts and also depicts coverage of various progranames in

these districts.

'I’arget GroupThe t&^get grou^ fpr the pro^ramine would be

i. all childrei> of 6-11 years a^e group

ii. all children of 11-t4 years age group w^o '

cofnpleteci 5 years cf schdolii^^ or; its equivalent throuijh

the non-forifiial Strp^WUpais

The dpals the project ih H«^dhya t^r^desh ftJt'e t)Jpo4< l3 in

l ine with the gpaj a of the district primfliry "

i rog tamihe a|L the nationeii level set out in tjie ppi!

guidelines. Th^ goals are :

i. To prpvidfe ftccesa for ft|.l c^ildrert ^0 jf rilia;'educ t ipr> j- v) *wh^r^ver ppMibl?' PV i t s ir piv" |NDrjDi;!,,.

educ^itioii. this; i^ould th^t the Cifbsfi Acccli s

fiat ip voqlcj ra ised to ^9% or more,

i i . To achieve viniver^al ehro^i*ieht at the ,

l e v e l , i . e . , to r a i s e thfe Gro^s EnrPlm^nt to

12Q%iii. Tp reduci^ firp|jput rates at the primary level tp jesli;

than I0:^,l*e,i raise the Retention R^te to 90*1

(70)

iv. To increase average primary learning achievement by25% over measured baseline levels.The presen.t baseline levels in Madhya Pradesh are not known and are being measured.Experimental studies in the past have shown this to be in the region of 4X-5X. This implies that the achievement levels would be raised to ' 30% by the end of the project period.

V. To strengthen the capacity of state and districtinstitutions and organisations for the planning -, management and evaluation of primary education.

ObjectivesBy the end of the project period, the following objectives have been set to be reached:

1. BUILDING INSTITUTIONAL CAPACITY2 . IMPROVING QUALITY3. ENVIRONMENT BUILDING4. UNIVERSAL ACCESS

( 7 1 )

OPrJ|i|ATiO;blAL t)ETAILS In Madhya Pradesh 19 districts viz. BETUL, BpjASI' R

ClliUTARPUR, DHAR, OUNA , MANDSAUR, PANNA, RAIQARH, RAI Sh S’ ;

RAJGARH, RAJNANDGAON, BATLAM, I KWA, SARGUJA, SATNA, Sp fOIIE,

SHAHDOL, SIDHI and T.j:KAMGARH were selected for D^EP proje 't

These c|istri.cts have the lowest female literacy rAt€;s In h<

State.

Indentification of BlocksUnder tjie Base Line Study of DPEP two to three blocHs wers

identified in each DPEP district. Keeping in. view thf

limitation of ti»e and resources it was decided to conduct Qehcjiier

Studiec only in one of the t>ase line block in each 0f niheteeri

sampled districts.

Identification of Villages

In each block, eight villages were selected out of the lisj.

of villages in consultation with the Block Education Officelrs.

of the Block / District. Besides one urban slum was also include<4 |n each Block / Districi f o r study purpose.

The villages were selected on the following basis :

(i) Two villages with no school,

(ii) Two villages with primary school,

(iii) Two villages viith middle school And

(iv) Two villageiB with |iighfer secondary school

(v) One urban slum of each Block/District.

Thus 152 villages and 19 Urban slums coinmunities

selected for intensive study among all the nlhtefert tiPEI’ districts.

( 7 2 )

Identification of HouseholdsA total number of 5130 hosueholds ( 270 households in each

districts) were selected on a random basis. Keeping in view the purpose of Gender Study, the households without girls were excluded. In a household, if there were more than one drop-out or never enrolled girl, only one of each was interviewed.

The following 9 shedules were canvassed for collection of data.

S. NO NAME OF SHEDULE CODE NO.

01 District Schedule GS 102 Village / Slum Schedule OS 203 Household Schedule GS 304 Drop-out Girl Schedule GS 3.205 Never Enrolled Girls Schedule GS 3.3

06 Teacher Schedule GS 407 Institutional Schedule GS 508 CoBBunity Leader Schedule GS 6

09 Educational Administrators Schedule Gs 7

( 7 3 )

CqLL.iiICtl01 bF OAtA

For pach district a n?search team consisting 01" 6

was formed. A three days orlehtfi^tion prograpine waa ot' 4nlsf?d (Dt

the research team to acquaint them with the basic concept lIlFplF

Gender Stucjies and methodology of field work.

Schedule GS 1 ar>d 2 were filled on the basis of aecoildiftty

data obtained frorn district / block authoritieS| persotial I y .

The dr.ta for schedules OS 3 . 1 to GS 5 was collected through th‘5;

persoanl interviews with Parents, Drop-out and Non-ento 11&cl

Girls. Schedules GS 6 to 9 were filled with the consul t?it ion oi'

Teachers / Head Teachers of schools / institutions, Communitj'

Leaders of village / area and Education Administrators of

district level. The v^search teams were depended to a greai:

extent on personal observation and group discussions with the

concerns.

LIMltATION OF THE STUDY

♦ This was the first eitponure of State pt'oject fi^ld ripistearch.

Frecjijfeht transfers of f:[)e tniepibers of the Statp Projfer.t leanfrom one programme to ahother affected the quality arid limr of completion of the Study.

Hadhya F lradfegh feeing 4 lowjtt' literacy , thii

cortip i 1 at i on of the field work was expected to be ah wpt 1 '

tas!;. However all concerned officials and noii - o|f4c| r:i tnolkeen interest and g(ave their support to the full extent.

(74)

GAINS OF THE STUDY

♦ The study hjis made t|i€' State Government aware of* tjie dirp

need to collect gencjer segregated data ancj to undertake s|)ec la

programmes for UPE of girls £|,nci their empoweriTlient.

♦ State Education departmient has been sensitized to ^ reai.

extent to take up iritensive studies at the gr^ss-toot level for

the upliftment and erapowe t'«i f‘r,r of girls and women.

♦ The stvicly has been heljpfu i in cjoing spade work for |gcii«:}ei

related i mp 1 eicen t at i on of DPEP at in 152 villages and i‘

slum locations.

♦ In sum the stiidjy hiis been to build State le» : i

cap£ibi 1 i ties in gender studifes.

The entire process a great learning experieh*^^

State controlling author^ t ahci rte 6iL|-ch t eams af ^t4t« Cj riirr

Stvidiea. The teain is hdw a popi^ort to unci^rii^k^ furthei'

reiiearch and action pirbjectiBf and to t>|*epare ^ocal specifib feens i t i zat i or. injaterials. the team iS also prepare to i>lan and

carry out awareness i^erteration, advocacy canipaigns aHfl geh4#t

sensitization of offifcic^ls at ^11 levels, coramuni tieip; i VECs

pahchayats, teachers ^nd teacher educators.

(75)

Following major programme areas have emerged out of the study :

SOCIAL MOBILIZATION ON ISSUES OF THE GIRL CHILI) AND WOHfeNS EMPOWERMENT01. Campaigns to create parental awareness and motivation

soliciting community support02. Orientation progiammes for members of VECs, panchayats,

NYKs03. Strengthening and prepc|iring mahila mandals for playing keh'

role in UPE

Incentives to be given to all girls regardless of caste, class, creed on time01: Free books and stfltioiery for girls02. Two sets of dri^^ses s fOes and winter clothing for ^irls03. Comiftuniti sujppori in<i cpmmunity (Mahil-i Mandal) iipianSil’ed

noon meal04. Ccp&idering ti>e of up^rHdinji e v e f y

school, all git‘ls blkp.|et prin f ry be ^ivefi a cycjeto be abfe to A ,teh(i a i^uddle eclhool

SERVING OUT OjJ’ SCHOOL atRLSO t . Nofj Fp^ jpa l E d u c a t i o | i

NFE eiergeci 4a ifiBajor dejn r d fespecia^iy pf hgirls-iabove 8 years e|e|ipent of ijicdttie generating ^kiils

02. DiiBt4hce Eauc^tion Modi?03. balikiai Vojna (Scheme for Adolescent girls DW CP)

PROGRAMME AREAS

TOTAL LITERACY CAMP^Op^01, For coii|b« ting i^^teiapy eE^eclally mothers

tLC$ shQiil4 fociison woi(ien*i02. Development^ o f ?ehs

women’s achievcjibeht s » cohtri

i t e r a cy |ind eulpowf ^ttv^ teaiet' als I'ocUitsihi rjii buttons knd tKeir r ignii i

C0NVf:RGENC5 OF SpHV?;CES01. Sibling care being a iiiajjor jKurdle, creche, day care cehti: £

and anianweLciis should provided02. NFE centres for girls may function next to ah iinwaci U

simultaneouslyOCl. Gender sensitization of Ahgar(wad| worHiers

QEHDfcH SEKSnvE CURRtCULtfH )>lyk(: Ot»MtNT Affb TRA^SACt|0?j01. Preparation dl" matbrifi .s for teacHer ttainlh^i curr^culMw

development and t^ans^ctioh 01!. Orientfiition of teacneirs a^4 teacher edi^cators03. Orientation of educa04. Preparation of gehc fe

insutructors and leaional p^anbers and admin^stratpr?' inciusi^vis m^teridils for MFE both jl'oi* 'V*€*rs.

(76)

STATE . MADHYA PRADESH

DISTRICT : R A T L A M

miip w.U|),i|lf_ ljLinltV|on (fl |ht Survtvor Oenffalol|n|jl;i

S TA TE :MADHYA P(?ADE6 H

OISTRICT : f?4 t L A

3 1 0 CK W I S E P O P U U t | O H

Q PO PU t -A T tO N

163363

1092i1

OBLOCK

0 R A T L A M

0 J A W R A

^ P I P L O O A

© A A L p T - 128603

0 S A 1 L A N A - 66193

@ B A J N A - 88549

SOURCE ; CENSUS 1991

■aied UQon s u r v t v o< India mao y<ith llif D ftm iss ion o1 Ih f Survfvor Gf riffal ot |ri(|

CHAiPtfcH - IPtSTIEt Ct - HATLAM

GENDER STtiDI^S - HAOHYA I |UD)PSH

tNTRODUCTION :

RATtAH cjisti'ict is : i|:ua|:ecl in Malvm region of

P^'adesh . It is one pf t-He border distficts of the state.. 01 iiiipiis?fof Rajasthani culture c:an be cbserved in the district.

The district has beeri divided into three revenue sruh-d i\-i ; i' ri

Raltam , Jaora :nd Sallana .

Thi*re are six developrbeht blocks in the district

pLOCKWISE DI$TRtJfpTipf^ Ot A HOpSE ^

Ai EA ifi Nf)|4 fek NAHti: pfm * PISTHICT/

tiLOCk \VitvAciES

jNp CFHOLDS

NO OF 'HpstpfeH0ySE8

1 :> n

I. 2. 3. 5. 6 .

1.DISTRICT

RATLAM 4760*30 i070 903^^11*BLOCK1, ( AtLAH ;270.5^f 13931 3$^22, PIPLODA 602,§0 16104 1?6^43. JAORA 731.87 14« 19350 'lp8854. ALOT 940.96 197 2b950 003295. SAILANA 5.5 3 • 2 & 240 11944 119086. BAJNA 681.17 221 16036 15926

SOURCE : I. CENSUS OF II DIA , 1^91II. DISTRICT STATISTICAL HANDBOOK , LATEST ISSUE

* Ratlam , Jaora * Piploda , Alote , Sailana and fiajna , the

last two being tribal blocks. Except for Piploda these ate JehsiJ.

(77)

headquaters also . There are a total of 276 Gram-Panchayats inthe district. It has 8 municipal areas out of which Ratlam city

has Municipal Corporation while other sev'en has municipalities.

The tribal block of Sailana is under ITDP.

GEOGRAPHICAL PROFILE :The district is spread over and area of 4861 sq Kms and is

one of the smaller districts of the state. The district can be

divided into two district geographical areas - Northern and

Eastern part comprising of plains whereas South western part

consists of undulating terrain. A number of hillocks can be seen

in the latter part which are the only representatives of

mountains in the district. Chambal and Shipra rivers flow by the

northern plains of the district while the river Mahi has carved out some beautiful valleys in the Southern part. Though the

nature has provided the district with a beautiful mix of plains

and hillocks , it has been a bit conservative in providing green

forests. The population pressure has its own effect and the

forest cover has gone down to 7 percent of the total area.

DEMOGRAPHIC PROFILE :Ratlam district has a total population of 9.71 lacs as per

1991 census of which males being 4.98 lacs and females 4.73 lacs.

14 percent of the total population belongs to the Scheduled Caste

where as the percentage of the Scheduled Tribe is 21.5 percent

most of them residing in the two tribal blocks of Sailana and

Bajna . The density of population of the district is 204 persons

/sq Kms.

(78)

The populf?^tion grbWth like in the other places is irtolre in

tlie virban area. In the periocj 1981 - 91 , urban population went up Iry

28 percent v.hereas the €|,verage popiitation in the cllBtrict

increased by ?A. l percent. . ]’he district is in re urbanised

the state as 32 percent o its poiailation lives ili the eiglit.

urban centres in coriiparison to the corresponding j igurf? of 1:1 I

peicei.r of the state.

Out of the 1050 villager in th«? district l3 percent viHageiii

eat f; having pc^j^lation o'er lOOO '_r: I»i ri abou*. 4? percent 'f t |i*!‘

total rural population of the district. AnothJer 30 percent of the

rural population livea in 20 percent villages each h£!vjri|t

population between 50Q to lOOO . The city of katlam alone has 35

percent of the total popuiaton ahd 63 percent of the urban

population.

Table 1.1PERCENTAGE CONTRIBUTION IN TERM OF POPULATION OF DISTfllCT.

S.No.

STATE /

DISTRICT

TO+AL POPULATION

1991

PERCENTAGE TO TOTAL POPULATTO>^

OF M.P. 199101 . MADHYA PRADESH 66,135,862 100.0002. RATLAM 971,309 K47SOURCE : CENSUS OF IND^A - 1991

(79)

DECADAL VARIATION m POPuf^T ION

MADffi A PRADESH AND D1>^1^R1CT RATLAM

1 9 0 1 - 1 9 3 1

10

20

10

0

-10

f

?!

>>5

> A !

L901 11 i a i l - 2 J 3 ^ 2 1 - 3 1 1 9 ^ . 1 - 4 1 1 9 4 1 - 5 J 1 9 5 1 - 6 1 1 9 6 1 - 7 T 1 9 7 1 - 8 1 1 9 8 1 - 9 1

iSL -1 aATi;vM

SJ577H:‘E ■ QE IlT O IA -

Table 1,?THE RURAL - URBAN PROPORTION TO TOTAL POPULATION iN

THE DISTll.TCT IN 19^1 k 91‘ '

B, STATE/DISTRICT N o .

PROPORTION OF POPULATION TO

RURAL AND URRAN , TOTAL ‘p o p u l a t i o n

1981 1991

RURAL URBAN RURAL URBAN

01. MADHYA PRADESH 79.71 '20.29 7P.79 23.21

02. UATLAM 69.29 3o‘.7l2 68. 12 31 .88

SOURCE : ci:n s:;s of INDIA - 1991

, TABLE 1.3 DISTRIBUTION OF POPULATION, SEX

AND DENSITY OF POPULATIONRATIO, GROWTH BY DISTRICT.

STATE / TOTAL POPULATION l991‘ SEX RATIO DENSITY OF(FEMALES PER POPULATION GROWTH RrVIE OF

DISTRICT PERSONS MALES FEMALES 1000 MALES) PER Sq.Km. POPt)LiKTU)!C1981 1991 1981 1991 1971-81 1981-91

MADUVA GG13f;862 342320 18 319G3SU 9-11 932' 118 149. ‘ +25.27 +2fi.7fTRAUESH

RATLAM 97130*9 198 11 5 172894 948 9 |9 IGl 200 +2 1.93SOURCE : 'CENSUS OF INDIA - 1991

The population of Ratlaai District has gone up from 02.47 pcrcen*

Hi 13}] - 1 J'l 1 to 2 1.09 poicent. ii| 1981-91 , hut. it is riotic«c|Llidu , thfie h.»s a ri'tl > ioutli in tlie ipopulation froi||

1901-21 , ajiiJ i t steady growth f : o i i i 1 9 5 1 .Ta^

DECADAL VARIATION IN POPULATION SINCE 1901

STATE / PERCENTAGE DECADAL VARIATION IN POPULATION-------1901-11 1911-21 1921-31 19.U-41 1941-51 1951-61 19G1-71 1971-Bl

M.r. +15.3C1

UATLAM +02.17

-01.38 +11.39

+00.21 +18.54

H2.31

♦15.39

40^.67

♦ 1n.90

+21.17

+ 26 G7

+28.6 7

+29.68

*25. 27

♦ 2 4 . 3 :i

y .!<

»• : f . V

SOURCE J CENSUS OF INDIA - 1991

(80

SfiX RAt|ti, - C014PACTIVE MADkYA f^RAt>E8H AND mSTftlCT RATUlvi

J 9 0 1 - 1 9 9 1

I5i00SEX HAT|0

10<)0 -

a<)o

400 \-

0 L--( I .'Ii!

I gnV

,i : -iiI l>v]i

I

1901 i9ti li*

^vmc^ Ktm: : I

^bHTA PRAlDEpfl ESa ^ATUM

S6X AV IiJ pe FOti tMb rKAj# pp iwi

SEX RA'i'lO - GOMPAI^ATIVE Ma d h y a PfiAops]^ a n p d is tr ic t r a t l a ^

I 9 0 i - 1991

1200SEX ftATIQ

1901 1911 1921 1931 1941 1951 1961 1971 19dl 1991

URBAN

P(U1>E8H ^ RA7UUai imCE : CENSUS QF WPW -

M b

S«X-*RAtlO IN $U|»AL 4 1) Upl OF thE STATl:/ DIStH^Ot

STAtE / RyRAL/ <-------------- SEX - HATtODIS'’RICT URBAN

I. 2

fRAPESH IJ

1901 1911 192i i^3X 194i t^51 1961 1971 IDElt 1991

3. 15. 6. 7. 0. 0, 11. i2.

995 9^1937 9|3 at

9^3072

N.A. 961 96T 965983 060 912 8^7

to §70 m2 907 8S6 861

) ^7^ 998 9 p U931 9b0 914 92

ii139

SQURC^I : CENSUS OF INDJA , i lli

t bife 1.&IlkTAGE OF li8BAN POP NNIAL QRQWTM - RATS A

( TO X - f>0PUL4tW^'.

iStAtE /DlST*4ct PPCINNIAL 0R0WTH-HaTE 3?X - RXt IO*I991-fS91 tFEMALE?5 PER 1000 HAf lS

TOTAL pUH^t UIi]baN TOTAL RURAL

MAPHYA PRADESH 26.75 22.lt 44.^8 9?2 944 893ftATUM 24.00 23. oil 949 957 93j

SOURCE : CENSUS OF INPIA , ^^91

Sex ratio in the distript is 949 which is constant fojr the0

liist three decades . The Inajority of tl e popiilation (8^,2percent) are Hindus , Muslim and Jain constitute 10.2 percent- arid

i f.

3.x percent of the population respectively. People of o|:h0t*j [

religions also inhabit the district,

Hindi is the m|iih l guk| < in the district . f|owevorfiialeqts lijice M?ilwi a*)d B(hil|. arfe ^Xbq cp^moi) io the^||r#ij4>f‘' f*dulture ^hd ^raditionii halVe jgreatly influehced IsflJ

( 8 1 )

adjoining areas ot' Rajasthan . Fo:-. dances and songs are morec omnio n i n ti he t: r i ba 1- are a s of he d . - r L ■ ■ .

ECONOMIC STATUS :

The ai.iin occupation in the

foodgrains crop and cash crops are g

Jowar and Gram are the major cash cr­

one third of the net sown area i s c:

triple

The - r- Ciipita income of * h* J..

that of Rs. 1170/- of M.P.

Table I.7TOTAL WORKERS, MAIN WORKERS,

irict is agriculture. Both

rown in the district. Wheat

,-s grown in the area. Almost

ible cropped and some even

-1 r Lc t is Rs . 1 IG2/- a:i ins t

MARGINAL WORKERSSTATE /DISTRICT T

RU

PMF

TOTALPOPULATION

TOTALWORKERS

MAIXWORKERS

MARGINALWORKERS

MADHYA PRA?r.SlI T P 66135362 28238537 24959186 3279051M 342320\S 17859104 17596591 262513F 31903814 L^!379433 7362895 3016538

R P 50787815 23712976 20552324 3160652M 26123071 1 1077760 13841034 236726F 24G63S44 9635216 6711290 2923926

U P 15348047 4525561 4407162 118399M 8103077 3781344 3 755557 25787F 7239970 744217 651605 92612

RATLAM T - P 971309 445533 386021 59512M 498415 273158 267294 5864

472394 172375 118727 53648

R P 661640 351154 295816 563 38-M 338121 195368 190171 5197F 323519 156786 105645 51141

U P 309669 93379 90205 3174\f 11:0294 77790 77123 667F 1 i 3 7 ” 15589 13082 2507

SOURCE : CENSUS OF INDIA - 1991

(82 J

ffA PRADFS-'

P^RSOJ'IS ^'ALtS

'■F :I L':-

Ta ble 1.8

K.\TLAM

CENTAGE TO t O T A l POPUtAT iON OF WokKfeRs •

'■ p PER' ' !: ' ' ... ./'-.y; T J•o?’. I AT :' ", V- r,i-

, ' ■ » 1 T; ' \ 1 * » • , 1" i:: ! ■

1 OP' 1 n f 1 1 n p ' 1 ] 1 0 o ’ ‘ «' ■' f I '

T \y 1" I--; A-''t .. . V ..1 o - O ' T 3 ~ . 7 1 4 . 5 1 . :h ;

V \ Ot •. X .» ■ . 17 — O r 1 1 r> . > i . 1 0 . OC 0 . "■r :u) . G ; o o4- • V »

o ■) » O o f , o p . : c' r '

n ▼ ■ r** \ T p1 - ■ 1 V . * 1 . i -16. 1C. no 10,87 n . 17 5 . 1 ! r

M 6 . ? P f' n . 8 n ■ ■ . 30 ") . n p. r . 08 0 _ p

F "1 7 J-’ ?, . I ~ 2 5 . " 8 - .1.1 10 . 0 1 ■■, V p '2 9 :? on 1 ^ o o r } 28 . 7 2 p C' M , 7 "■

V f I T . : 1G. ( ■; i ; G . 8 0 i G . 2 0. : 0 G . : 2I* :). (' 10 . 28 O '11 ft . (' ' 1 ') 1 O

TOTAL P 1 3 . 0 1 4 5 . 8 7 3G. 7G 30 . 74 G . 28 ( i . 1 3M 5 5 . 4 7 5 4 . 8 : 5 4 . 08 5 3 .6 3 1 .3 9 1 18F 2 9 . 9 2 36 . 4 5 18. i8 25. 11 11 .4 4 11 .34

RUR.\L r 48 . 9 ; . 53 .22 10 .48 4 4 .71 8 . 4 7 8.51M 58.-19 r.7 . 78 5 6 . 8 9 56 .24 1 . 60 rr 4L , J tF 3 8 . 9 7 4 8 . -! 6 2 3 .3 3 3 2 . G 5 1 5 . G 1 15 .81

URBAN P 2 9 . 7 0 30. If) 28 . 3C 2 9 .1 2 1 .35 1 n *'■'

M 4 8.7-1 4 8 . 5 2 4 7 .8 3 4 8 .1 1 0 . 9 : n 1. 1 V-F 9 . 2 0 10 ,4 1 7 . 3G 8 . 76 1 .84 1 . G R

SOURCE : CENSUS OF I X D I A 1991

R a t l a m has b e e n c i j;m5s i f i ed as an i n d u s t r i a l l y backv .ard

d i s t r i c t by t h e s t a t e g o v e r n m e n t . The l e \ e l o f i n d u s t r i a l i s a i i o n

i b luach I v s - in <_ oinpci i-i i on t o many d i s - t r i r - ^ s o f t h e st.i. t. c . The

U r •: f . I - t r;u V u 1 - d e \ 1 opment i s h i g l i o r foi - l l i o di:^.tf' i. t

ulti j jared l u l l » e s t a t e , E 1 e c t i ‘ i f i c a t i o ii b e e n ( O i r . p l e t e d in

f i l l t l i e \ o f the* d i s t r i c t . S i m i l a r l y , s a f e d r i n k i n g write::

far i l i t y i h, a \ a i l ab l c * i n a l l t tie v 1 1 1 a^t*s . The I ' oad dens } t y •

l . ig l i c j - t, hai. ' ( s t a t e a ■.e r a g e e x c e p t f r a f e v ■. In t hi

t r i b a l a i c a . Th'..* c oiii.itu n i c cl t i t, 11 ne taso ik i s vjo >'! as r.io.-it t ! » '

i -n.i. ,! ■ . i-.. ■ ! i-:! ‘ ■ * h- ! r- h:! ‘ . !•- ‘ ' ; h] ’ n e .

EDUCATIONAL SCENARIO

Table 1.9COMPARATIVE GENERAL , SC AND ST LITERACY RATE

S. NO. NAHE TOTAL MALE FEMALE

01. India 52.21 64. 13 39.2902. Madhya Pradesh

Ratlam District43.45

»

57.43 28. 39

03. Scheduled Caste 17.20 27.40 06.0104 . Scheduled Tribe 8.60 1 .00 4.8005. Total 47.20 23.40 35.60

Source : Statistical Department* Govt, of iMadhya Pradesh

RURAL POPULATIONTable 1.10 AND NUMBER OF LITERATES

S.No.

STATE/DISTRICT POPULATION 1991 (in lakh)

LITERATES 1991 (in lakh)

1. MADHYA PRADESH 507 .88 144.642. RATLAM 6.62 1 .59SOURCE : CENSUS 1991

Table 1.11NUMBER OF FEMALE LITERATES PER 100 MALE LITERATES IN RURAL AND URBAN AREAS OF THE DISTRICT RATLAM - 1991S.No.

STATE / DISTRICT NO. OF FEMALE LITERATES PER 100 MALE LITERATESRURAL URBAN

1 . MADHYA PRADESH2. RATLAMSOURCE : CENSUS 1991

3628

6468

( 8 4 )

LITERACY RATEM S T R i C T : R A T L A M

m . 4 7

PIFLODA70.63

. RATLAM 58-83

/ BA-JNA 29.19

SAILANA 3 9 15

1

T RATrORATLAM

tao

p

\ % m

m

P

1 ^ 1 1992

■1993

1---- !i.

RETENTION RATEHSTRICT : RATL.U.

80

m

40

20

0i m s

M

IT '

II

■niI II i i i

i i

1 952

1 ^ ;

^L. ...i1993

amrs GISLS

TAPLE 1.1^B|.QCK WI3^ LITERACY

ni.ocK RATE

RATLAh '9.8 3%JAORA P 7 . 1 7/iPIPLODA 70.63%ALOTE 71.G5%SAILAXA 3 0.15%BAJNA 29.19%

TA^LE 1.13YEAR WI3E BREAKUP OF GRO$S ENROLMENT RATIO AND RETENTION RAfE

DISTRICT - RATLAM (M.P.)Ind ic alor Group 198 8 1989 iooo " 991 1992

1 . GKR 1 . O v e a l 1 7 7 33 81 8 1 7Ga) Boys 92 97 97 9 7 03 05b) Girls 68 68 as 70 6 3 83

I, RR

SCa\ Over aII 71 bjcj Girls ;jQ

ST

S390f>6

a) Qver ail 50 74b) Boys 80 ‘97c ) Giris 29 50over 57 >3

b) Giria 55 15

SCab

Over cl 11 18’Boys 51

42ej dirjs

3. StOver pll ^0 Boi'k 34OiHs U

111030

32

l i

77 18 7090 9163 GG 5] 73

7-1 7 G2 8698 07 81 8 950 .50 •i3 i56 50 0 4^s

5345

5Q18

::'3 ( "[18 j 9

1751

;■ <■'r'' 0

|a 4 0 ti i ^129U

:)o 3 -2928 4- 3:

29 34 32

Soui'ce . : Statisticai Department, Qovt. of Madhya Pracje

' hc present steltiis of GEfl is 70 percent . T‘ie GER fci S

boys ib 9 i percent , girls percent and ST boys 89 pei'ccTii; , ”

girls 8-1 i^crccnt , overal X toys is 1)5 in-r--ent , ^irls 83 prroert

NO. j r r 1 T~1 T

(SINCE 1988-1969 TO 1992-93)DISTRICT : EATL4M

NUMBERS

c ieece: : E D m m m

v=

(OPENED

i v i A H T S C H O O L S

i9m -l9m TO 1992-93)

M STUCT : RATLAM

30

25

20

15

10

5

0i 9 m - m

YE4j_j

‘/-A-TVViry/’Z/A

19S2-93

MIimLE

the pos i t ion ojr RR fof* SC poy? i s 0P perpei^t i g l r l ^ 40 t»ei:cert

ST boys i l percent g i r l s 27 p^tcent and o v e r a l l boi's |>^i:cepi

g i r l s 4l percent . The p o s i t ion o f GAMR is apppxlipately 3 to

prepent.

TABl j ptST||ct -

bf Teahce appointed Since - lSjp-8^ to 10^0-93

M i

Year Pr^tqa^y Middle

988-89989-90

-9it-922-933-94

n2617Q9

209b

8

tb ia l 183 38

Source : Statisiicaii f)ep4:r indent * Oovt. cf Hl^dhy^

[ i| I c S p S sH9,0FOP^NBb YEAj

YP#r Junior i rimAjry ki'44l^988-89989-90 t??0-911991-9?1992-93t o t a l

25981346

0901

02

12

03 01 05 020415 73

Source ; Statistical fiep rtjnent Govt, of Madhya PradeshRaltam district has a total no. o t 1212 primeiry schc*t|ia out

of which 1000 schools ^re owr>ed by Education ahd T.V^.D* 1 ha

number of teachers ih thes^ schools are 3309 in which 2242 be|hg

in Govt, schools. Enrolraet^t in these primary schools is l,23il33

and 571 KFE centres are also functioning having enrolii^ent of 10,894.

(86)

There are 286 upper primary schools which ha\ e 1394

teachers. The percentage of female teachers against male teachers

is very low in rural area while it is little higher than males

in urban area . The Total Enrolment of upper primary school is

30625 . Literacy rate of S.C. male is 27.4 percent and female is

6.1 percent.

( 8 7 )

- i t

THE STUDY tOCAtB ; OEfSllHVATlON AND IHTEIn the D i s t r i c t b lock Piplocia was |oi

the DPEt* -Gepder sj:u4if?s. p ight v i l l a g e s and on® ^rj^an ssXUn)

area o f Rat^aili d i s t r i c t Were ihdehti f i^d , to obtairi jioiiiiiehoId

information,occMpat4oh4l s t ruc tu re t teducat:f.ortal aapijrEitionB

Ith4 main reasons fo r contMlUi^H^ th e i r edUc4ti'^>i1 i ' ‘

schools , reasons fo r noh-eht-olifialjiii and rea^sons fo r 4f’op”-6iit

Ihfprft'^tion was al^O dji^t^ihed re^^<rdifi^ th p i r p^cei^t|i3rt oM

uti|^.ty o f g i t l s pduatioH on eq u a l i t y

d i »c r im i i }4 t ion .

Oroiips wer^ O0rtVe|'<;Jjid tto( 4^'0VfP®

IgpU^B cohc^rning Kiflt »)4Mciit: oh gendei* discriiiiili^tioH. These j:*oUps al^o revealed thfeir own perception of *« sibj<! Iitr^tegies towards i>romotion o^ girls education ahd f*ftmov«i|

o f lender d is ]pa r i t i^4 *

In the followi^^ pa^^^ viX].^||e/XocaiiOri-wise ob^^)rV4tioh^ and suggestions are included al^ngwith the profile of thfe location.

(88)

(01)NAME of VJLL^Gl^ / HAntAT - B |YAM PURA

BLdlGK T jpXFt»PD4DI STRICT *• RAT LAM

1. INFRASTRUCTURAL FACILITIES♦ Distance from DPEO♦ Distance f^om BEO♦ D^stande ffom Railway Station♦ Linking Pakka road♦ Bus service♦ Total No, of Households♦ Nature of land♦ Crops grown

♦ Main Communities♦ Main Ocpiipatioh

01j -

0

^eal^h Facilities♦ felectrleity♦ Prinking w«ter f a c i l i t i e s

Ho. of Hand(|: ump Ho. wktetHo. oif fupe - w i l i Ho, of t eil

♦ P^cationfl s|itiip Ho. Of90 of Age n>fa4i fhilA t art school Pfinj^ry school hjfiddle School Secpfidafy School Hig^e^ SecoHaary School

♦ Np. of te^cl^^rs for PirimaryHaie 1-Female

25t00 Kms14.00 Kms.10.00 Kms.5.0Q Kms.10.00 Kms.65Even & Prolific Wheat & Opium

Jo 2 b% s , t . & $9% H»^sUti|sj- AgHcylture i-

Lap6ur|s^3 Npt

J

I - : - J"} - : *«

Not available

sNoi Wv4^^b..^ Actiilt Educ^|9|‘av^i ^pt ava Not ky^ Hoi avd:.

abil e k

4b

j[pr» C^;ntre

♦ Ifpuseholcls Si|t*veyed

♦ Ho of pommunity ij.eadet'B in Qroup j)iscu&sion

•I' No. of pa^'ticipiantS |.n Proui|> discussion

; *51130

di

(4 male & 1 felhalt)

(69)

VILLAGE ; SI|YAMPU|IABLOCk ; PIPLODADISTHtCT : RATLAM

Shyampura is a small village in block Piploda of Ratlara district with 65 hous9hol4s and a population of 400 persons an<;( is scattered with in a diameter of 2 kms. The access to villageis very difficult as the link rqad is very rough and dvisty.

The majority of the |>op|jXatiq^ ponsists of irt» andtribals. Ag|*^cultur^ is their mitin cjccupatibh and thfe

work as labourer^ in the nearly opium field. The childr^sn are.

ftlilo eqiployed th^fe fep as to enhance their fd|iiij.y ihpp(ii€S

Therte is ho school in this v|lle(.g which accoiin^s fot* v -ry iH4:(e ipte|-p^t shq^n by | viil^gers to|^ards educfliiic»h j wh I c( i$ further acc^niuftt^fd by rM3i“av4iiability supjpbrt ?3*f v icfeis.

Non-acdessibilii-y the tnajor jiiirble in ec(ucfi|itio|n of 1: he0hii4ren of this v i i l 4 »fe * The i>riW4 ry school ife f, ktnr

in thl vii|a^te. t|ite pfi^e^ts k^e hot io m

th^ir childr€^f) to t\\e f^r t> f 3p(jp«3 . tjie |^aih je§t|ihji

pc^ool is also rou^h and duiity ! a|i|.pj| |:he access d ‘ ffici||t.

w

X;:.Parental attitucfe towards jlirls ijducation ih inj^iffereht * the parent^ are i:|islnt rfested in efc u iat i i:»raa the poverty forces them to ta(t« the girl^ help \jfi l^dr^as | the family ihconi girl^ also take c^re of the s!| bl4n s nnd h^it mothers with hoi sishold chore thus stay back from school . AIJ these factors contribute io continuous diiscriti inatiott 4ija ^it’is and women.

(^0)

The illeterate parents do not understand the importance of

girls education. They try to marry off girls at the onset of

p u b e r t y . The insecurity of parents in sending the daughters to

another village for education also acts as a barrier to their

access.

Thus non availability of school, load of domestic work, care

of siblings excessive involvement in the income generating

activities, the bias working against women and girls are the main

reasons for non-enrolment.

Suggested intervention

1. A primary school should be opened in the Shyampura village

at the earliest.

2. Support services like anganwadis, balwadis, NFE centres

should be opened.

3. Effective campaigning is required to . make parents

understand the legal age of marriage and the problems

ger^erated by early marriages.

4. Mahila Mandals should be started so as to promote girls

education.

5. Female teachers should be appointed when the primary school

is opened.

6. Income generating skills should be imparted to the students.

(91)

7. There is a need for sejisitiaing parents about the probl ffis

of girls and the geh4er bias working against theitj.

should be mad<* t>f tfie importance of fedticatiniS

and empowering tKep,.

8» Health centre shbul(i be bpened in Sby«i|npura h^ibiiai w|.th

atleast essential basic medical'facilities.

9. Girls should iae i^iven incentivfest in i|:he form ot jtari.se!;

cash awfirds for atiehcjonce teic, girls should be g|ven c: tr coachirt^,

(92)

NAME Of VI - jethanA

INFRASTRUCtURAL FACILlTtli:Qistance ftpto DPEO

I piBtartce frcim gPORailway St,.«|Uo

?ak|ca tciaq Bub sefvice

♦ fotal No. of kousp^0jc}s♦ N^tijre of land♦ crops grown

f Main Cojnriiunitie♦ ^iin Oocupation .♦ t'acilities Electricity

brinkihi No* of

[ w^^er facilil:ies [andpump

No. of 'ifap “ water No. of Tube - well No. of We|l

W Educationifl setup No. of Ba^wadi No. of Aganwadi Mahila Mandal Part school Primary school Middle SchoolSecondary School ijgher Secoridary School

4 l p. of Teachers for rinia:| y Cjiass Male f^ihale

* Households Surveyed♦ No of Cofnmunity leaders |.I1

Oroi F Discussion N o. of Participants in Oro\ip Discussion

28. OC 0,QC|.po?<fip Ki.6. a.00 Kiis.J3Q

!- Even if- pj'olific ^ heat ^ OpiuiliGeneral 6pX,S.C.30^,o|c ?b* AgripultUr^Not available

0400op00

Not available Not available Not ^vailable Not‘ availableGovt. Co-ed Primary School Not available Not available

J~ Not availably

u

30

oi

( 7 BJalle & 3 f e m a l e )

0 3 )

.ODAiOT I

Village Jethana in P^ock p|i?X64a of Ratlapi rfistHtt of ^adhya Pradesh has abc)i|t i 30 fiouseholc s ® roUgh jpopulat ori nf^70 persons ah4 is situated 2 Kms ftoqi the near^ist $eikl|in

<'Ofi4 •The village h4s a mixed cai|te composition and per n

occupation is a({ricUl j:Mf0. The peo^|« are pi'eoccupi ed ih tiifeetitig

|: a«ib iriecessities of 1 |"t aht) so educaticih is ver^ |ow |n

priority . If at all education is ([live pfreference t^eH if1 M , I

4n ftl^tioh to edUc i i l ot bc jfp ^irls ^reels^ propert-y if| w oni hb unh^q^9sary tt|ioulc(

fc>e Incurr^cj .

The v i l la ge has onfe primary school witH In4|e

tefichers 4nd i t in a cpe4uc4tiohal institute.

After the priniary edvicatioh the children have to $Q

anoth<ir v i l la ge which .s 9 Hn»& a^aV from this v i l la ge . t’ f^reHts

fiire not ke6n to sen4 their children specia l ly |inoth<&r

v i l lage ais thjey do not fe e l fa fe in safe in doing so.

The causes of low rate of enrolment are the coedudktiohal school with no female teacher , differential treatment to .girls Lack of parental motivation lind their illiteracy . These tobe ifc’unction of age old socialization practices which seem toinduced and embeded in to the psyche of rural inhabitants , both intergenationally anU oirj a (tustainedI

The i'etejition rate j.s .dw c(Me to lack o " female i|ach^*i‘s,

i<ack of sLjpport services in the ylH^ISe , inacjeciuate and uhti!P>ei>

distributionoi* incentive s.

(94)

Thirty iibusehoXds were visite(|«Ten p^^sohfi i*'

group discussion t|ifey we 'e pi-je cq(hmunity ie^cJer •

t-eapjt rs j fivef ihe le elders aiti two f<bma|es* tti.| loM i nil

interventions are sug^eeited taniiKl of) disUSs:ioii a|i($ t!]li|

observation o f invest^atorls.

It Awarene^$ of education p^rentd is th# i eed of ilii:hqut** Effoirtp Shofjid be raade to launch 4n ^iwarepe^B Cfilhliiiiign

t i . 1on girls educatiqh voiheh*s empowerment #

2* Government sho^l^ up^Jrade the village school atleftst middle standarcl.

3. Support services li(fe crechea , balwadis , s|iouii|be opened.

4 . Femalle teachers shou).4 bp appointed Ih the schqol so as to improve the enrolment and rention.

6. Government should provide free accomodation ^nd fu^lsecurity to female teacher^*

i

6, Hpre cojiit ct Wit|) ean Improve F|r«<sjiie?lvis|ife for ca|lin^ p^rc^tl* ot ih^ jndone by ihe ^each6rg.

t« Income genera|:i) l( rt>|; a* ihes ancj vbcation^l edjib tipil tius ibe started for gir|.$ an4 wpmeh*

( ^ 5 )

8. Gram sevikas should be pressed into service so as to bring

about a social change and improve the standard of girls

educational status.

9___ Health care services are the urgent requirement of the

village.

10. Mass media can be pressed into service to highlight the

importance of girls education.

(96)

NAME OF VILLAdfe / rtABITTAT - PtNDWASA B^OCK - t^-fHQDA disTHIct • (lATLiAM

INFRASTRUCTURAL FACILjriES

* Distance from DPEO♦ Distance from BEO,♦ Distance from Railway Station* Linking Pakka road* Bus service

♦ Total No. of Households

♦ Nature of land* Crops grown

* Main Communities* Main Occupation

* Health Facilities

* Electricity

♦ Drinking water facilities No. of HandpumpNo. of Tap - water No. of Tube - well No. of Well

♦ Educational setup No. of Balwadi No. of Agi^nw^di Mahila Mandal Part school Primary school Middle School Secondary School Higher Secondary School

♦ No. of Teachers for Primary ClassMtile Female

* Households Surveyed

♦ No of Community leaders in Group Discussion

♦ No. of Participants i.n Group Discussion

4 5.00 Kins5.00 Kms.

17.00 Kms.2.00 Kms.0.5 Kms.

150

Plain & Hillocks Wheat , Opium & Gram

Patidar , Malviya , S.C Agriculture

Not available

Available

04000008

Not availableNot sivai|.ableNot availableNot availableGovt. Co-ed primary $c|ioolNot availableNot availableNot available

020030

01

( 11 m a l e , 2 f e m a l e ,2 ch Id > i

V 97 1

VILLAGE : PINDWASA BLOCK : PIPLODA DlStBICT: RATLAM

Village Pindwasa of Block Piplocja is half a kilort|et6i away

from the nearest rpettallic road. The village has «n apptdximHio

population of 7000 persons with about 150 households. The castf?

composition includes, Patidar, Harijan, Malviyen hjogiya rid

general categories. The occupants mainly work as agricultural

labourers and a few are fanners. The main crops grown in e

village are sugarcane, opiumi cotton, gram etc.

In the village there is one governrttent coeducational primary

school. 'I’here is no support service facility available iji tlie

Village.

The girls in the village had lesser access to ecluctitiofi r.s;

they were discriminftted a||fliinst. There was no mldjle scf iciol h

the village and hence the girls had no oppbrtunity go loiflnother viiiai^e aftejb prithfj>y level bf pdjcuation.

The enrolment of tl ® jlf rls was low as compared to thf liscys.

Boys were given special attention and facilities, they were made

to repeat ihe class on failure v/^ile girls dropped out nf school

for various reasons. Ti]e case of sibling, livestock and bther

household chores was expected from girls which furthier trained

theiti to become good housewives. T|ne practice of early fnarMages

is prevalent in the villcige and since the age of nienarche is low

the parents feel insecure in sending the girls to schools managed by all m.ile teacj iers.

( 98

The incentives like books and stationery, uniform etc. are cnly given to SC,ST and OBC category students also they are not distributed timely. The general category girls have no extra facilities.

The discriminatory behaviour meted out to girls was observed in the village. A boys demands and wishes are fulfilled, he is given mere time and facilities to study, he is fed better food and is allowed to play. The girls have no such facility, while*r.e medical facilities and social justice are not available for women. This vicious circle of poverty, illiteracy, extravaganza in riturals, ill-health and poverty keeps on join Education, Specially girls education can break this circle.

Suggested Intervention

Fifteen villagers took part in group discussion held in the village. They were two teachers. One community leaders, Eight villagers, Two women and two children. The following ir.terventions emaged from the group discussion.

1. Awareness can be generated by launching campaigns so that

both the parents get motivated to educate their daughters.

2. The government should upgrade the village upto middle and high school level.

3. The girls should be given incentives and encouraged to attend school.

4. School curriculum should be aade job oriented.

( 9 9 )

5. Support services like .inganw^di i balwkdi, creches, should b«

started to promote girls ec^ucdt ion.

6. Maykila mandals can be started and women's education should

be pror|ioted by them.

7. Nukkad nataks and mass media can be taken help of to make

people aware of the importance of education. Other social

evils like dowry early marriages, alcoholism etc. should be

campaigned against.

8. The teachers should be oriented towards having an

understanding attitude i nd |>roblero solving approach*

9» Governnver\t qr village pahchayats should empower women In

villages to look after girls schooling and attendance.

10. Girls should be taught vocat^ional skills in the school?' ‘o

make their education fruitful.

( 1 0 0 )

HAME OF VI I, I).A(3.OCK

(04)/ rtApiTAT - HAKOt)A - PIPLOPA

tUSTRJCT • RATLAM

1. INFRASTRUCTURAL FACtlItlES

♦ Distance from t)PEO♦ Distance froln BEO♦ Distance from RaiXWay Station Linking Pakka road♦ Bus service

♦ Total No. of Households

5 5.00 Kms5.00 Kms. 15.00 Kms.0.5 Kms.1.00 Kms.

200

♦ Nature of land♦ Crops grown

♦ Mair Communities♦ Main Occupation

♦ Health Facilities

♦ Electricity♦ Drinking water facilities

No. of HandpumpNo. of Tap - water No. of Tube - well No. of Well

♦ Educational setup No. of Balwadi No. of Aganwadi Mahila Mandal Part ^chool Primary school Middle School Secondary School Higher Secondary School

♦ No. of Teachers for t^rimary ClassMaleFemale

♦ Hous<‘hoIds Surveyed

♦ No of Community leaders In G r o j p Discussion

♦ No. of r L i c i pa li t s i C; r' o u p D 1 s (. u s s i (> n

I- Plain & Hillocks :- Wheat & Opium

S.C., S.T., OBC, General Agriculture

Not available

Available

0400 0003

Not fl vailable Not avMilable Not available1 NFE i: htreGovt. Co-ed Primary School l ot available Not available Not available

04OO

30

01

(11 m a 1 e , 4 f e n i a 1 e , 3 r- h i i r

1 101

VILLAGE J ItAKObABLOck : PIPLo dADISTRICT : RATLAM

The village Rakoda in block Piploda of Ratlam district

near the metallic road. There are about 200 households atid an

approximate population of 1500 persons. Ti'ie main occupation of

the people is agriculture, engaged in the work either as farin(?r.iii

or labourers. The cash ctops l;ke sugarcane, opium, cotton,

gram etc arc mostly grown in the village.

Rakoda village has only one government primary school which

is coeducational. Among the support service facilities only one

NFE centre is available in the village other facilities like

iinganwadi, balawadi, healtth care facilities are altogether

lacking.

The girls in the villa^je ha^ acpesj? only to priW Mri le/tel

education as there were no nuiddle and high i^chools in th« vj[4 l4iie

aind were parents reluctant to send the girls to the other vil|af?<!

which is 3 kms away.

The girls who had access to primary ijchool aileaet were 1 ijo

noL et\roled due to various factors. The foremost cause Was ihe

parent illiteracy ahc| lack of taotivation and emj*at y towarHs girls education. Another factor was the social set up which

SMbjugated girls and woKieh which curtailed their freedOR^ lo

express. The girls are mfiiiily occui;>i iEi'd with the house|)old c|ioii s

and care of siblings. The time table of the school coihcid s

wit|i the time of household work, care of livestock etc.

( 102

The people in this village sing sacred songs (Malwi Psalmo) cn certain days, it brings forth the feeling of in-groupisum" , a collective conscience. Therefore to belong to this group or integrating with it the traditional values are followed thus resulting in stunted growth and achievement of girls and women.

The girls and women do not here access to education, unfair division of food, time for recreation, medical care thus resulting in gender inequality and non-empowerment of women and girls in society.

Suggested interventions

18 villagers took part in the group discussion they were 1 Deputy community leader, 2 teachers, 8 villagers (male), 4 villagers (female) and 3 children.

1. The village Rakoda should be provided with a middle and highschool immediately.

2. There should be a separate primary school for girls.

3. Anganwadis, Balwadis, creches etc. should be opened in thevillage to support the girls education.

4. More female teachers should be appointed in the villages.Full security and accomodation should be taken care of thefemale teachers.

5. The parents should be motivated to educate their girls.

( 1 0 3 )

6. The girls should be given ihcentives to attend school and

hostel facility shoiilci be provided.

7. Parents should be made accountable and give justifipation

for their absentee wards.

8. The teachers of primary school need to be oriented on

specific issues related to girls education apc| women's

empowe rment.

9. Mahila Handals should be starl(?d and village womeii shotild%

participate in education and sociaj. welfare iptct vi.tif? s

organised frbm time to tijine.

10. Income generatinj^ programmes should bfe intJroduce4 ■

curriculum.

( 104 )

NAME OF VI^AGp / HABITAT - DHAMEDI ^OCK - PIPLODA

DISTRICT - RATLAM

(05)

1. INFRASTRUCTURAL FACILITIES* Distance from DPEO* Distance from BEO* Distance from Railway Station* Linking Pakka roacj* Bus service

* Total No. of Households

* Nature of land* Crops grown

* Maih Communities* Main Occupation

* Health Facilities

* Electricity

* Drinking welter facilities No. of HandpumpNo. of Tap - water No. of Tube - well No. of Well No. of Tanks

* Educatiqnal setup hfo. of ^alwaai No. of Aitahwadi Mahila H^ndal P4rt school t»riFhary school Middle^ School Secondary School Higher Secondary Scho<'l

No. of Teachers for Primary Class Male Female

* Households Surveyed

* No of Community leaders in Group Discussion

* N’o . of F’art i c ipants in GroupD i s (■ u s s i o n

- 48.00 Kms5.00 Kms.

- 18.00 Kms.3.00 Kps.1.00 Kms.

- 250

Plain & Hillocks Wheat , Opium & Gra?n

- S.C., S.T., OBC, Gepei'al AgricultureNot available

Available

I -

I "

0500op1501 (Water Tank)

Not avaiia hjot avail4 Not availk hjot i vail a Q C Novt. Co-ec Pritfiary Sc| no pvt. Co-eq Hiiidile Sch' : 1 ot available

Not available

0401

30

01

{13 ma ] o , 3 ‘ f ema 1 e ,4 ch i j 11- t

{105}

VHLAGE ; OHAMEDIBL09K : HpLOdA biSTRICT : jlATLAM

Dhaniedi village is situated In a beautiful SMrrounctinj! i 1

block Piplodk and has 250 |ioM3eholds with an aj>p1’OKii il;i

population of 2200 pers^ons* The economic condition of ihi

landlords is goo l but the labourers on daily we|,ges € re puor.

The village has a gcvernment co-educational primary and

middle school and also a t>rimary convent school. The oiily sujppoi I

service availe^ble is adult education centre , vhich is to*!

functioning at perseht . Other support services like AnganwadI 1,

Balwadi , Mahila mandal , MFE etc are lacking in this village.

Tl e village has no high school and nearest hig|( school 3

far away from this village . Since parents feel tKai it is netsafe for girls to go to another village , the girls drop-outafter middle level.

The parents feel that there is no point in educating ||irl«

when all that they have to do is get married and take care oif

home & family . They rather teach their daughters household works

and some skill which vrill make them earn same income.

The rates of enrolment among girls especially tjif middlt

and high school level as pojtipared to j oys drops drasticeU y di»

to the fact that there is no school after the middle land aiVparents do not senq the girls after menarche. They like to iTiari '

off their daughters at the onset of pUberty.

Due to poor e c o n o m i c condition the p a r e n t s t 1 le

daughters engaged in income generating acti\ity so as tc- ac(:: :■

t h e family i ncome.

106

There was lower retention rate of girls in the village Dhamedi as the girls were not permitted to go to other village for high school level ed,:ation . The parents do not like their daughters study in a coeducational school especialy because it is managed by all male teachers. In add:ltion, unattractive school building and teachers negative attitude account for low retention rates. Girls have low self steem and do not assest themselves. They do not aspire to be economically independent , instead h >pe to get married and take care of their families.

Suggested Interventions Twenty persons participated in the group discussion hold in

Dhamedi village they were one head master two teachers , One community leader , nine men , three'^omen and three children The following interventions are suggested based on the

discuss ion.1. The government should upgrade the schools to high school

level.

2. There should be a separate schools for girls specially at

middle level.

3. More female teachers ^nould be appointed in the school.

4. The teachers should be oriented towards being understanding and earring towards girls . They should try to understand the girls problems , the reasons for their poor performance.

5. The girls should be given incentives to attend school so as to compensate for tne income they would have earned by

staying at home.

(107)

6. Support services uhould be atairted in the village 1 i k<-

anganwadis , balwadis and creches so as to support giii;-

education.

7. Distance education systeni t o r the girls and their p^rejilB

should be startec^.

8. Parents should be made aware of the importance of girl;?education.

9. Mahila Mandals should be energisfed to promote girls-

education.

10. Early marriages should be stopped. Stningent law measures are

required to stop this evil practice.

( lOH)

NAME OF V1LLAC|E' / HABITAT - MANKHEDI- PI PLOD A

PJStfllCT - RATLAhf

(06)

1. INFRASTRUCTURAL FACILITIES♦ Distance from DPEO♦ Distance from BEO♦ Distance from Railyvay Station♦ Linking Pakka road♦ Bus service

36.00 Kms12.00 Kms.16.00 Krhs. 6.50 Kms. 0.50 Kihs.

* Total No, of HouBeho 1 clt; 250

♦ Nature of land♦ Crops grown

♦ Main Communities♦ Main Occupation♦ Health Facilities

Electricity

Prinkj[,njg water facilitieshio. of (laii4pumpNo. of tap - waterNo. bt tube - wellNo. of WellNo. ol[

Educational setup No. of Balwadi No, of Aganw^di Mahila Mandal Part school Primary school Middle School Secondary School Highe^: Secondary School

No. of Teachers for Pri:,naryClassMa].eFemale

♦ Househo Ids Surveyed

♦ No of Community leaders in Group Discussion

♦ Nt>. of Participants in Group n i sc- u ss i on

Plain & Hillocks Opium & Gram

S.. C., S.T., OIK';, Gene 1'a Agriculture

Not availableAvailab i e

j* 040000 or01 (P.H.E.)

Not eiVa|iat|lNot avki|.iable Not avaija^^leA iult Education Centre , Kl H Govt. Co-ed Prim^t'y School Govt. Co-ed Midciii School) Not available Not available

010030

01

13 ma l e , 3 f e m a l e ,4 c i ] d r n )

( 109)

V I lit AGE ! hiA^KHEDI: PIPI OIDA

pi^TRlCT t RATLa HVillage Mankhedi in block Piploda is situated in Flnt : m

district of Madhya Pradesh. is nefir a met$41ic road but Iti Kims

away from the nedrest i:*ai.tu'ay station*

The village has a population of 1261 personE? residing n

about 250 households . The main occiij[:>ation of the occupants :•

farming followed by wearing. In village cash cro{.''S lil e

8 Mg; arcane , op^wm , grains etc is c|ane , the economic C’0n4 ti.'ip

of the landlord is good, but the labourefs are exploite4 hyI ,rich landlords.

There is 8k govetniT^erA coe4'icai46nal school upto ini4'i4e

ievel, The support Services available are Hffe , Health ccntitre >

Adult education centre a non functional JRY.

In the village girls had lesser opportunity to ojstalAeducation as compared to th« boys.

The high school is not available in th^ vil!|Lage atidl

girls are not permitted to go the nearby village to pursue further education.

The girls from an early age are burdened with domect^c ah4

household work , care of siblings , care of livestock etc.

which prevents them from attending school. Move the titnlngjs of the sichool clashes with the above mentioned chares.

The traditional social set up does not attach much

importance to girls education which is further accentuated by par€?nts illiteracy and lack of motivation.

{ UO)

Parents are also reductant to send the girls to coeducational institute. The rates of enrolment among girls specially middle and high school levels , as compared to boys drops drastically . Poor economic condition also prevents the parents from educating their childr.en.

The lower retention rates are obse.rved among girls as compared to boys and this was due to a variety of factors , parents do not want to send girls to coeducational schools .nanraged by all male teachers, burden of household work also falls in the lap of girls . One important reason is the irregularity of teachers,unattractive school buildings with hardly any furniture. All these factors and the social discrimination against girls results in lower enrolment , lower retention and high drop out rates of girls.

Suggested Interventions

In this village 30 households were visited two teachers , one headmaster and one community leader were interviewed . In the group discussion twenty persons participated . The following interventions are suggested based on discussion and field observation of investigators.

1. There is an immediate need of a high school in the village to check the dropout of girls.

2. Separate schools for girls should be started so that they can also attend schools.

(111)

3. More female teachet’s. should be recruited by the piovernme ; I : :

that girls education status can be improved . The friira >

teachers should be providecj with full secu|r ity and ;i! :>

accoiiloda t ion.

4. Supjiort servicfes like creches, anganwadi , balv^adi e“|;c svvujr

be started in the village.

5. The Adult Education |);rogrammeEi rieed a boost so that t. 1h j

understahd the importance of education-

6. Incentives should be given to the girls to attend the schonJ

so that they are encoureiged and parents are also motivated.

7. Parents should be liiad accounttible a^d responsiable for the \ i

wards who are frequently absfent from the school.

8. Income generating programmes shouls be started,

9. Gram sevikas should be pressted into service to bring a|3out a

social change.

10. Mahila Mandal should be started and energised with income

generating programme and for promoting girls education.

11. Parents should be made aware of legal age of marriage.

(112)

NAMk OF VILLAqt: / habitat - ^CALUKHEDA(07)

BLODIST

::K - PIPLODA IICT - HATLAM

1. INFRASTRUCTURAL FACILITIRS♦ Distance from Dpfeo♦ pi stance from fifeo♦ pistance from Railway Station* Linking Pakka road* bus service

* Total No. of Households

50.00 Kms 1 ^ . 0 0 Kms.

^ . 0 0 k m s .

^ . 0 0 Kms, 0.50 Kms.

500

♦ Natvire of Idnd♦ Crops grown

♦ Main Communities♦ Main Occupation

♦ Health Facilities

♦ Electricity

♦ Drinkihj^ water facilities No. of Haitidpumi’Ho. of Tap - watejr No. of Tube - well Ho. of V e i l No. of Tanks

♦ Educational setup No. of Balwadi No. of Aganwadi Mah i a Mandal Part school Primary school Middle School Secondary School Higher Secondary School

♦ No. of Teachers for Primary ClassMale Female

♦ Households Surveyed

♦ No of Community leaders Ip Group Discussion

♦ No. of Participants in Group Discussioh

Even & ProlifU:Gram , Cotton , Soyabei: n

S.C., OBC, General Agr iculture

Hot available

Availablfej

j - 0 2

0 4

000401 (Over Headtank)

I- Not available.Nat igfvailable Not available 3 NFE CentreGovt. Girls , Boys Primaiy Sch.>o: Govt. Co-ed Middle School)Govt. Co-ed High Schpol )Not available

030030

01

(6 male, 5 female

(113)

VILLAGEBLOCKDISTRICT

fCALUKHEDAPIPLODARATLAM

V ' i l l a g e K a l u k h e d a o f l l o c k P i p l o d a i n R a t l a m d i s t r i c t , i s a

f a i r l y l a r g e \ i l l a g e s u n o u n d e d b y l a k e s , a d d i n g - , , t o i t s s c e n i c

b e a u t y . T h e v i l l a g e i s v ; e 1 1 - o r g a n i s e d a n d s c a t t e r e d o v e r a

r a d i u s o f 3 K m s . T h e n e a r e s t m e t a l l i c i - o a d i s 5 K m s a w a y .

A B a n y a n t r e e e x p a n d i n g u p t o d u e k i l o m e t e r o f t h i s a l e > i ~

t h e u n i c j u o f e a t u r e o f t h i s i 1 J , w h i c h a t t r a c t s

v i l l a g e s d u r i n g ’ V a t - S a v i t r i ' f e s t i v a l .

T h i s v i l l a g e i s f o r t u n a t e e n o u g h t o h a v e a s c h o o l e d i j c a t i o n

m i n i s t e r f r o m t h i s a r e a i n d h e n c e a l m o s t a l l e c i i M ' a t i o i i a I

f a c i l i t i e s a r e a v a i l a b l e h e r e .

T h e r e a r e f o u r g o v e r e i M » h t s c h o o J s , a N a v j d a y a V M c j h y a l a y a ,

3 N F E c e n t r e s w h i c h h a v e c r e a t e d a h , n v / a r e n e s s a m o n g t h e v i I l a g e . s

t h e i m p o r t a n c e o f e d u c a t i o n .

Support s e r v i c e s l i k t » M a h i l a H « n d a l , f lealth Cehite i

J R V a r e f u n c t i o n a l , b u t £ i n i ? . 4 n w a d i > b a l w a d i ancl A d i i l t E d ' i c a t i c i n

C e n t r e a i e n o t a v a i l a b l e i t ) t h e v i l l a g e .

T h e m d i n o c c u p a t i o n b e i n g ; a g r i c u l t u r e , C a s h c r o p s l i k e W h e a t ,

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

T h e p e o p l e h e r e a r e ? n o i . a l l t h a t p o o r b u t e d u c a t i o f i i n o n e

a r e a w h e r e m o t i v a t i o n l a c k s 5 - ; p e c i a l l > ' f o r t h e g i r l s .

I n t e r m s o f a c c e s s i t v . a s f o u n d t h a t i n t h i s v i l l a g e b i ) t t i

b o \ s a n d g i r l s d i d n o t f a c e m u c h p r o b l e m s i n c e a N a v - o d a y a

( 114 )

Vidhyalaya ( High School ).is in the village itself along with another government high school. However the proportion of girls in relation to boys attending school is skewed and lesser number of gilrs attend school . The reason behind this is early marriage , household work , helping parents in the fields and taking— care of siblings.

In the village the enrolment of girls is good but after 8th std the relation is low, This is due to parents insecurity in sending grown up girls to co-educational institutes. The girls and women are bound to the household as per the traditional norms and they have low self esteem » lesser desire to be independent .

When the team conducted the group discussion» it was found that gender bias and gender inquality exists in a very pronouned form in this village. The root of this bias are a host of socio - cultural mechanism (dowry , early marriage , seggregation ) leading to gender disparity , in equality and resulting in non empowerment among women and girls in the society.

Gender inequality and non-empowerment is all too evident in the girls and women in this village.

Suggested Interventions

In. the group discussion eleven villagers look part , they were one community leader , two male teachers , two female

teachers- and six villagers.1. The government should start separate schools for girls and

boys at the middle and high school level.

( 1 1 5 )

2. Anganwadi , Balwadis should be st^fted*

3 . t ’ a r e n t s s h o u l d b e m o t i \ a t e d , c o n v i n c e d a j i d m a d e a v v ’ a r e o f t h ( ?

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

o r g a n i s e d .

1 . E a r l y n i a r t ' i a g e s s h o u l d 1 ; m ^ d i s c o u r a g e d Law s h o u l d b e c o m n e v ;; r>s t r i c t w i t h t h e p a r e n t s v , ’ h o e n c o u r a g e d e a r l y r q a •

5 . T h e r e s h o u l d b e r n o r e f e t i t a l e t e a c l i e r s i p t h e v i l l a g e £ ; o a s c

m a k e p a r e n t s c o n f i d e n t c . i f t h e i r g i t ' l s s e c u r i t y .

6 . R e s i d e n t i a l f a c i l i t y s i h o u l d he p r o v i d e d t o t h e t e a c h f e t ' i : = > ■

t h a t t h e y a t t e n d h e s c h c o l s r f e j j u j a t ' l y .

7 . O r i e n t a t i o n p r o g r a r a l D e f r f o r t e a c h e r s s h o u l d b e a t r a r v ^ € v |

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

H a h i l a H a n d a l s s h o u l d b e s i a i L ^ d a r i d e n e r g i s e d w i t h i n c o i t K :

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

9 . T h e s c h o o l s s h o u l d b f e i j a a d e m o r e a t t r a c t i v e a n d i n t e r 36 t i n j g ►

1 0 , J h e u t i l i t y o f ^ c h o o l s c a n b e i n c r e s e d b y i n c l u d i n g s o i n e

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

(116)

N A M E O F V I L L A Q E / H A B I T A T - S U K H ^ D A

BpOCK PtPLOPA D I S T R i c T - R A T L A M

( 0 8 )

1. I N F R A S T R U C T U k A L F A C I L T T r E S

♦ D i s t t i n c e f r o m b P E O

♦ D i s t a n c e f r o m B E O

♦ D i s t a n c e f r o m R a i l w a y S t a t i o n

♦ L i n k i n g P a k k a r o a d

E i u s s e r v i c e

♦ T o t a l N o . o f H o u s e h o l d s

♦ N a t u r e o f l a n d

C r o p s g r o w n

♦ C o t p m i i n i t i e s

M a i n O c c u p a t l o r i

H e a i t - h F f i c i l i t i e s

E l e c t r i c i t y

D r i n k i n g w a t e r f s c i l i t i e s

N o . o f H a n d p u m p

N o . o f T a p - w a t e i '

N o , o f T i i b e - w e l l

H o . o f W e l l

N o . o f T a n k s

E d u c a t i o n a l ^ e t u p

N o . o f B a l w a d i

N o . o f A g a n w a d i

M a h i l a M a n d a l

P a r t s c h o o l

p r i m a r y s c h o o l

M i d d l e S c h o o l

S e c o n d a r y S c h o o l

H i g h e r S e c o n d a r y S c h o o l

* N o . o f T e a c h e r s f o r P r i m a r y

C l a s s

M a l e

F e m a l e

* H o u s e h o l d s S u r v e y e d

* N o o f C o m m u n i t y l e a d e r s i n

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

* N o . o f p a r t i c i p a n t s i n G r o u p

D i s c u s s i o n

60

:!((

0 | Q K m s

p d K m s .

i i o K m s .

b b k m s .

1 . b o k m s .

1000

Pal ins & [Ulloc?a Whete , Opium

I) . C . , OBC > General Agriculture

|>lot (availableAvaila)Dle

0 8

3 5 0

00 11

O l ( O v e r H e a d t a n k j

N o t a v a i l a b l e

N o t a v a i l a b l e

N o t a v a i l a b l e

2 N F E C e n t r e

G o v t . G i r l s ,

G o v t . C o - e d M i d d l e S c h o o l )

G o v t . C o - e d H i g h S c h o o l )

N o t a v a i l a b l e

B o y s P r i m a r y S c l i o o l

0 5

0 3

3 0

01

( 7 m a l e , 5 f e m a l f , 3 c h i l d i e n

( 1 1 7 )

VILI,AQi: : s u k h|:da&LOCK : PlPLODA DISTRICT J PATLAM

V i l l a g e S u k h e d a i n b l o c k p i p l o d a o f R a t l a i | i d i ; = t r i : ; t

M a d l i y a P r a d e s h i s s i t u a t e d n e a r l ) c m e t a l L i e r o a d . . I t : i t ^ i .

9 8 5 h o u s e h o l d s a n d a n a p p r o x i i l j a t e p o p u l a t i o n o f 8 0 0 Q p e r K : ; : \ j

T h e o c c u p a t i o n o f t h e v i l l a g e i r s i a a g r i c u l t u r e „ p o t t e r y ! • : i r !

l e a t h e r w o r k . A s c u l t ! v a t i o n o ' ( c a s h c r o p s ( S u g a r c a n e , o ] : ' u

c o t t o n , g r E u n , m u s t a r d t h e e c o h o m i c c o n d i t i o n i - i t ’ l O t . v r ,

p o o r .

There is separate school for girl^ and boys at the prini;=iry

level , coeducat lor|€il riiiddle and high school . T|iie|'e i»=i u l&o

hostel facility jfor SC/ST boys In Govt. Primary schools. '|hJ a

village also has two private |p ii iary schools. Among the sii]p.«(iri

services , health centre jpd 2 NFE cer^tres are available ujietii as

non working JRY and adult education are also jpri&sftnt jn tlievillage.

I t w a s f o u n d i n t h e v i l l a g e t h a t a ( : c e s s w a s n o t a p r o b l e - ^ i i i

f o r t h e s t u d e n t s b o t h g i r l s a n d b o y s . H o w e v e r t h e b o y s ; i i i e

e r j c o u r a g e d t o c o n t i n u e s c h o o l d e s p i t e f r e q u e n t f a c i l i t i e s v , h i l e

g i r l s a r e t a k e n o u t f r o m s c h o o l o n f a i l u r e .

I t w a s f o u n d t h a t t h e e h r o l i h e n t i s l o w f o r t h e g i r l s ?♦

compared to the boys duff to the traditional social norths th- lj

g i r l s s h o u l d b e s e g r e g a t e d a n d i s o l a t e d . T h e > a r e | i i f l | c i e t c i i

t h e h o u s e h o l d w o r k w h i l < ? t h e b o y s p l a y i n t h e i r f r e e t i m e

( U8)

Parental illiteracy also acts as a hurdle in the way of girls. The girls also have lower retention rates among girls as the parents do not like to send their daughters to coeducational middle and high schools . The girls are married off at the onset of puberty thus their education suffers.

In the village there was pronounced gender in equality and gender bias. The women and girls have been the object of pronounced sex stereo typing and are treated as inferior to men.

Suggested Interventions

About 15 persons took part on the group discussion and the following interventions are suggested.

1. Awareness regarding the importance of girls education is the need of the hour . Effects should be made to launch campaigns for awareness regarding girls education and women’s empowerment.

2. Support services like anganwadis , balwadis and creches should be started so as to support girls education.

3. Mahila Mandals should be energised and made powerful so as to promote girls education.

4. Incentives should be given in the form of cash , kind (pubes and cereals etc. ) can improve girls enrolment.

5. Income generating skills should be imparted to promote girls education and make them self reliant.

( 1 1 9 )

6. Separate schools shouLi be opened for girls at the nt

liigh level so that parents do rjpt hesitate in si ndifig th: i

daughters to schoo!|. .

7. Females teachers should be more in number and they shoijild be

understanding and caring towards girls.

8. Girls should be given extra coaching so that there is better

performance in school wliich in tvirn will retain girls more»

9. Government schools should be made more attractive they

should include extra cniricular activities as well.

10. The parents should be discouraged from marrying their

daughters at an early age . The laws should be iiiade more str i ngent.

( 1 2 0 j

NAME OF VILLAGE ( HABITAT - SLUM (ISHWAR NAGAR)pjOCK - PIPLOPA

ptSTHICT - RAtLAM

( 0 9 )

1. INFRASTRUCTURAL FACILITIESDistance from DPEODistance from BEODistance from Railway StationLinking Pakka roadBus selrv ice

* Total No. of Households

Nature of land♦ Crops grown

ain Communities♦ Main Occupation \-

♦ H e a 11 h I'" a c i 1 i t i. e s :

'*(■ Electricity ;-

♦ prinking water facilities Ho. of HapdpumpNo. of Tap - water|o. of Tube - well i-No. of Tanks : -

♦ Educational setup No. of Ba^wadi No. of Ake riwadi Mahila Mandal I%rt school Primary school Midd|e School Secondary Schoi'i Higher Secondary School

♦ No. of Teachers fbr Primary01 ass^ale :-

etnale t -

* Households Surveyed

* No of Community leaders in Group Discussion

♦ No. of Participants in Croup Discussion

4332210 '

00 Kms00 Kms.00 Kms.00 Kms.00 Kms.

U h e v e n

Opium

S . C . , OBC, Genera I Garbagie Col 1 e c i ng i Labou l e

3 Kms.

Partially Avti table

0 200po01 (Over Headtank)

l ot availabl«i Not 4v4i|^#ble Not dvfiii able1 NFE Centre Govt. Priraat'y Schooj.3 Km far away3 Ktti far away Not available

01Ob

30

00

( 10 ma l e s , 5 f e m a l e s )

(121 )

S(.UM i ISHWAR f^AGARBLOCH : PIPLOPA DISTRICT : RATLAM

I s h w a r n a g a r a s l u m i n H a l t . a m c i t y i s a b o u t . 1 / 2 k i l o m e t e v

a w a y f r o m m e t a l l i c r o a d . T h e r e a r e a b o u t 1 0 0 h o u s e h o l d s a n d a n

a p p r o x i m a t e p o p u l a t i o n o f 6 0 0 p e r s o n s . T h e e c o n o m i c c o n d i t i o n o f

t h e d w e l l e r s i s v e r y p o o r . T h e y a r e m o s t l y e n g a g e d a s l a b o u r e r s ;

o n d a i l y w a g e s , b l a c k s m i t h s , c a r p e n t e r , p o r t e r s , g a r b a g e

c o 1 ] . e c t c ) r s e t c .

T h e r e a r e t w o s c l i p o l f - i n t h e s l u m I s h w a r n a g a r . O n e i i : ; ! a

G o v e r n m e n t J u n i o r P r i m a r y S c | i o o l . u p t o 3 r d s t a r t d r a c } a r . d D r

A m b e d k a r P r i m a r y s c h o o l . T f i e r e i s o p r i v a t e m i d d l e s c h o o l W J i i c !

i s 2 k i l o m e t e r s a w a y ♦ A t n o n g t h e s u p p o t ' t s e r v i c e s , a N ' F ' f e in

a v a i l a b l e . O t h e r f a ^ c i l i t i u s l i k e b a l w a d i , a h g a n w a d i i s n o t

a v a i l a b l e .

. 1, r IT h e d i s c u s s i o n r e v e a . l : m | t h a t , t h e ^ i r l s g o i n g t o s c h : . o l

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

T h e p o o r e c o n o m i c c o n d i t i o n o f t h e p a r e n t s a c t s

b a r r r i e r t o t h e g i r l s e d ' J c a t i o n . T h o p h e n o m e n o n o f d e n y | r k g t t c c c s :

t o g i p l s i s d i r e c t l y r e l a t e d t o s o c j . a l i s a t 10- 1 p a t t e r n w h i c h

g e a r e d t o w a r d s p r e p a r i n g g i r l s f o r ‘ e a r l y m a r r i a g e s w h i l e b o y s ' . n

m a d e s e l f r e l i a n t d a n d e c o n o m i c a l l y i n d e p e n d e n t , ^ h e g i r l s i M i ’

l o w e r e n r o l m e n t a l s o b e c s l i i i i e t h e y a r e e x p e c t e d t o j i e l p w i t j i ' h <

h o u s e h o l d w o r k . c a r e o f s b i l i n g s a n d l e a r n i n g s o r n e s k i l l s . t '

a d d t o t h e f a m i l y i n c o j n e I : y w o r k i q g a s s e r v a n t m a i d s , l a b o u r e r f :

g a r b a g e c o l l e c t o r a n d s u l i i o n i n g *

1 h e g i r l s a r e m a r r i c ' d o f f e a r l y a n d t h u s t h e y a r e M n a b l e

o b t a i n a n y e d u c a t i o n .

(122)

Suii'gested 1 nterveht iohs

About 15 slum dwellers took in the group discussion

They were 10 males and males . The following 1 riter\'on t. ■ i is

are suggested based on ii..

1. The government should upgrade the school ^o middle and li i- '

school level .

2. ckild labour should be stoppfe-d »nd stricter lav-r s?houl :l le

enforeed.

3. Early marriages should l;>e d i 8i: cni r^gtd and parehts sjiould Vhe'

made aware of the prob] ents emerginjg from early marriages,

4. Health centre should te opened here immediately. fjy iiElie ahd

sanitation should l::>e improved here to decrease should Ve

improved here to decreasie the problems of water borne arltj air

borne diseases.

5. Support services like angdnwadis And balVadi shovild he

started.

6. Income generating skills should be included in the curriculum

7. The Mahila Mandals should be started so as to encourage and

promote girls education.

8. Girls should be given ifcentives to attend schools.

9. Adult Education should promoted.

10. Campaigns are required to improve the educational status

leading to their empowerment .Mothers should be made awafe of

the impoi'tance of the g^rls education.

(123)

c h a p t e r I I I

A N A L Y S I S O F p A t A

3 . 1 T H K H O U S E H O L t ) C O N T E X T

I n a l l , 2 7 0 h o u s e h o l d s v i s i t e d , t h e i n f o r m a t i o n o b t a i n e d t r

t h e i n v e s t i g a t o r s i s p r e s e n t e d b e l o w .

TABLE 3.1,1

DESCRIPTION OF SAMPIP: HOUSfeHOLDS IN

BLOCK : PIPLODA , Dl.STfilCt : RATlAM

Total Number oV households : 270* T o t a l N u m b e r o f M e m b e r s c i H o u s e h o l d s : 1 4 B 1

* Average Size of Ilouseholde : 5.5

’t' Major Reli«ion: HINDU

No, %259 fil6,2X

* Mother Tongue: HINDIN o , %

2 7 0 1 0 0 %

I n a l l 1 4 6 1 p e r s o n s w e r e r e s i d i n g i n t h e s a m p l e H o u s e h o l d s ,

T h e a v e r a g e s i z e o f t h e H o u s e h o l d w a s 5 . 4 . M a j o r i t y 9 5 . 2 p e r c e n t

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

H i i i d i .

(124 )

^mJWCE ATTD ^ ^ A N r E OF DEINEIT (4 WATEEDISTRICT : RATLAM

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tABLE q.J.2

pfiiNKINti IflATEB

* Source of litferNo. %j

Well 21 7.8 ,Handpump 197 7 3,0T^p 52 19.2

* Distfi nCfl of Source pf Drinking WaterNo. %

Close by 27 10.00.5 Km. 134 49.Q

1 Km. and above 109 40.4

8 percent of the pCfpulation take w^ter from well wliere

as 73 percent of the population is using handpump for

water. ‘10 percent of the tot^l ppjpiilatioh have source qf dfihkirtg

watei: wit^iin 0.5 Ktn. More thart 40 percent have to walk Jjioreihan a kilometer to tHiCh tirinkif water‘. This ta |t in; bfejngdqne iXarg0^y by wotnet) a«4

titb it 3 a i

Fuel El^ct^rieity

♦ Mail) ^Qv rce df Fu©|.Ho. X

1Wood 17« 65.2Cow-Duhi Cakes ^4 34.8

( 1^5 )

♦ Availability of Eletricity

241 89.2%

65 percent of sample population is using wood as fuel and Cow-dung Cakes by 35 percent.

Nearly 89 percent households have electricity facilities in their home .

Table 3.1.4Sanitation

No.Good 05 01.9

Poor 116 43.0No response 149 55.1

Toilet facilitiesNo. %

Private 10 3.7

Public 12 4.4

Open 248 91.9

02 percent households have good drainage , the rest 43 percent have poor drainage leading to waterlogging andinsanitary conditions,Private toilets are being used in» 22Households only ( 7 in urban slum) and majority i.e., 248households 92% used open spaces for depication . The fact remains that women and girls face extreme physical inconveinience and additionally are open to the dangers of ill health and sexual

harassment.

(126)

TAB).E 3.1.5 ^DISTRIBUTION OF HOUSEHOLD MEMBERS ACCORDING TO AGE GROUPS AND SEX

Age Group persons % kale * Female %....

0 - 5 dg. 78 p7 * IQ. U'"¥6 - 11 3«0 26 * 03 m 19. 18 258 io. 97

1 2 - 1 4 222 16, HO 73 11 .48 23 4 3

15 4 716 49.01 374 5^.1

8 34 a 53, 7 7

fplal 1461 tao.,00 6^6 ; 00. GO ido.'rd

Close to 51 percent of tl e house|)o|c jnembiers (aelong to k $11'■ i:i u

0 to H y^ars Epp|': fi nd educatldn .I

tAjRU $4*§' . I

A. pjstpi$t)TidW OF SAM)Pti2 PO^Ola’I’jo^ py and t:pycAt?o^AP

i eveX P^pspns I M4|e X. M

below’H s , ,,iWlei|h Schoc^iilier isecondary tf4i lOl S ijttl6 t)l

(G^acu^te)

tot.il i 1 4 6 1 lijo.oo' 626 Idoioo ^2 lodja

T4b3.e 3.1.6 shows 50 |>ercent pf th^ sam]pl64 |lfuiie|'61:6 fc iind ill|.terate , 21 percent Were literate

level and only ^9 pfircent completed primary 0dv|caiid*iand above.

(127 )

B. DISTRIBUTION OF SAMPLE OF SCHOOL GOING CHILD POPULATION BY AGE AND SEX

Age Group Total % Male % Female %Primary6 - 1 0 205 51.64 76 39.79 129 62.6211 - 14 102 25.69 53 27.75 49 23. 7915 - 18 018 04.53 16 08.38 02 00.97Middle6 - 1 0 000 00.00 00 00.00 00 00.0011 - 14 031 07.81 14 07.33 17 08.2515 - 18 034 08 . 56 26 13.61 08 03.88High Schoc.i6 - 1 0 000 00.00 00 00.00 00 00.00

11 - 14 001 00.25 00 00.00 01 00.4915 - la 006 01 .51 06 03.14 00 00.00Total 397 100.00 191 100.00 206 100.00

In 270 Households data for age group 6 - 1 4 years shows 196girls are going to primary and upper primary classes. Only 10 arein upper primary classes in the age group 15-18 rest 2 girls ofage - group 15-18 are still enrolled in primary class.

C. DISTRIBUTION OF NEVER ENROLLED SAMPLE CHILD POPULATION BYAGE AND SEX.Age Group Total % Male % Female %

6 - 1 0 110 48.46 28 50.91 82 47.6711 - 14 80 35.24 12 21.82 68 39.531 5 - 1 8 37 16.30 15 27.27 22 12.79

Total 227 100.00 55 100.00 172 100.00

In 270 household's data for age group 6 - 1 4 years shows that 150 girls had never been enrolled in school. 22 Girls of age group 15-18 were also not enrolled for schooling.

( 1 2 8 )

p, pIBTillBUTION OF SAlliIiE OF DI?0PPED-0UT CHItD POPUL *fIbN fifm ' ^ -

Age Group Total % Hale % Female %

Primary Drop-out6 - 1 0 25 29.76 05 35,71 20 . 5 711 - 14 42 50.00 07 5Q.00 35 50-0(116 - 18 11 13.10 01 07.14 10 14,29

Middle Drop-out , ■6 - 1 0 00 oo*cjc 00 00.00 00 00.00• I ■ ’11 - 14 05 05,^^ 00 00.00 . 05 o \ ^ W16 - 18 01 01*19 i 01 07.14 00 00.00

Toial 84 100.oO 14 100.00 70 100.00

270 household’s dal a age group 6 - 1 8 sj'iows

dr0ppjed out fropj prinlary cla^sei ttd

jE, BACK GROUNp VARIA^^ES Ol?. THE ft^OP-OUt CIfl!f.S-EDUpiTpNAf t|vfet kdMcetionai t*evei f’Ather ' hjbtli r %

te M^tb 4

1IPI?

^814P|!3\p

ii• 8t,i6

*}.«)()I l S . l o'I’otal

iy qk^jR:

70 70 U W ‘0O

(Urth order ■■ *

I2 3vi 47.14

75 0 p o . e

Total 70 l o p . o o

( 129)

BY HOUSEHOLD INCOME (PER ANNUM)

Income No . %

25,000 and above 00 00.0015,000 16 22.8510,000 31 44.295,000 and below 23 32.86

Total 70 100.00

CASTE

Caste No. %

General 29 41.43Scheduled Caste 32 45.71Scheduled Tribe 09 12.86

Total 70 100.00

FAMILY SIZE

No. of Member No. of %Drop-out

1 00 00.002 00 00.003 29 41.434 13 18.575 17 24.296 05 07.147 03 04.298 03 04.299 00 00.00

Total 70 100.00

( 1 3 0 )

By EDUCAJTONAj-Ec(Mcational Level Father*

of IMJD

% HbtHer %

|l ( tet'ate |jiterate upto 4

702

loa•9 12 12 1

bo

:1;16.1,!0.

00.01

138

0

Total |72 100.00 lt2

S3

jo0.pt|

m b|(?th orperIH r t h order

10

I m0^.3^

Tot^l \ n 100. do

BY f flVSEHOLO INCOME ((j>|ERJyiCbme Nq,

126, poo ^nd above 00 00.13015,0dQ fei 12.2010,000 97 53.405,000 aiid below 54 31.40

Total 172 j 100.00

CASTE, i

Caste No.Gteneral 66 32.56Scheduled Caste 51.74Scheduled Tribe 27 15.70 'total m ipfi.o

(131)

BY FAMILY SIZENo. of Member No. of %

Drop-out1 00 00.00

. 2 00 00 .003 07 04 .074 51 29.655 46 26. 746 28 16.287 23 13.378 9 05.239 7 04.07

Total 172 100.00

TABLE 3.1.7OCCUPATIONAL DISTRIBUTION OF SAMPLE HOUSEHOLD MEMBERS

Occupation Persons X Male % Female %

Agriculture Culti. 122 08.35 69 11.02 53 06.35Service 61 U4.17 61 09.74 0 00.00Casual Labour 357 24.44 163 26.03 194 23.23House Wife 116 07.94 00 00.00 116 13.89Others 23 01.57 21 03.35 2 00.24Non Workers 782 5 3.52 312 49.84 470 56.29Total 1461 100.00 626 100.00 835 100.00

Table 3.1.7 shows 54 percent of the sampled householdpersons are non­workers and 24 percent are working as casuallabourers. Onlly 8 percent are cultivators. Service sector coverseven less than 5 percent.

( 1 3 2 )

TABLE ^.1.8PISTRIBUTION OF HOUSEHOLDS BY INCOME (PER ANNUM)

S. no, Income No, of Hf>W8ehold % to t0t«il

1.2.3.

i.5.

53,000 +9.0006.0003.0003.000 bel0w

Total

\Z 04. i4

30 1 4 .4 1

ii2 41 . 4 Q

104 38.51

3 01,11

270 lop.Do

table 3,1.6 39 ercfif t. sanit>ie b lia

Incolhe between 3,000 to 6,006 ffr £fhnu|n. Nerirty \ (percrn

i^oilBehoids |iad 3i0db anc) below w M c h siHovs i

t|>0 That to 3fty i|>at pQisiflilJ work eif.her as o

4iirioUltiiral l bpur irs inOnly 4 lerc^n^ iniJ}p(iie I2|0b0 iaHoVe b#lr ainnim

E;J)ycAfiC}fML ^^IpiRATid^s foi l.evel Soiis % Daughtfra ^

school . Secondaryadiiation General

Jtaduatioo Professional r ,G. and above No Re6v»onBeTotal

Sotis %i Daqgjitf

31 14.44 1911. i; 14

1’ 0^.30 0327

? ■ flf.Tt i3P ) 03.33 03 .0 ) 01.85 ,0013 i (51 .1127fl 100.00 270 10tt.pl)

( 1 3 3 )

Higher educational aspirations are expressed for sons con.pared to daughters. Totally negative responses (what will they ge* after being educated; No use for education) were lower for boys, 24 percent parents see their girls going upto primary micile and secondary -evels whereas 36 percent want secondary and posw secondary education for sons. Nearly one fourth parents, wan. higher education for boys. Only 5 percent aspire for higher education for daughters. This is however signi^'icant of changing attitudes towards education of girls.

TABLE 3.1.10 SEXWISE OCCUPATIONAL ASPIRATIONS FOR CHILDREN

Occupation Sons % Daughters %

Teacher 25 09.25 21 07.77Doctor 09 03.33 07 02.59Police Officer 01 00.37 01 00.37Tailoring 42 15.55 00 00.00Nurse 00 00.00 21 07.77House Wife 00 00.00 39 14.44Govt. Service 81 30.00 19 07.03Engineer 00 00.GG 00 00.00No Aspiration 112 41.48 162 60.00

Total 270 100.00 270 100.00Table 3.1.10 shows as for education , lower occupationalrations are noticed for daughters compared to sons with 13ent daughters seen as housewives only visualise teaching ,

government services and tailoring as occupations for daughters but also see them as doctors , police officers and engineers.

In some , the occupational aspirations are children as a whole are not very high . Government services are prefered are low and sex stereotyped.

( 134 )

PERCKPTIONFO^

s N m m B

PERCh:NTA(;f:<)0

GO i

•10 r-

•iO H

Lm:PwACY m c a m I ri.’

soi^^: viLUGf: d m a

T ib ie 3.1.11

i Al SNTAt- PE(iCEPTION ABOi|T tHlJ PROat AHflk NtSPpED ^OB OIRLS & VctMEU

Programmes Yes %

Literacy Progr vjnme 54 23.p

Ipcome genera|;ing 223 82.6Programme on health and Nutrition

79 26.3

Table 3.1.11 shows that interviwed parents shqwed their preference for literacy programme and programme on healt|i an(| liMtrition for girls , |[.ncoKie generating programmes emerge as the top response.

(i3M

PERCEPTION OF PARENTS ABOUT REASONS FOR CONTINUANCE OF GIRLS IN SCHOOL

Reasons Respondents (n=270)No. %

TABLE 3 . 1 . 1 2

1. Better economic standing 176 65.19of household

2. Parental education 125 46.303. Parental motivation 207 76.674. Parental Support like:

i. Payment of fees other 20 07.41than tuition fees

ii. Provision of books 19 07.04and stationery

iii. Provision of adequate 19 07.04food and clothing

iv. Creating space and time 7 02.59for studies at home

V. Provision of academic 0 00.00Support (themselves or paid)

5. Self motivation of the girl 41 15.19child.

6. Positive attitude of teachers 39 14.44

Five main reasons for continuance of Girls in schooling1. Parental motivation (76.67%).2. Better economic standing Household (65.19%).3. Parental education (46.30%).4. Self motivation of the girl child (15.19%).5. Positive attitude of teachers. (14.44%).

( 1 3 6 )

tAbiJi: 3.1.13pkkCfefttON OF HRENTS AB0UT uisASONS FOR (itRLS DROPPING dUf IdHOOli

1 .

2 .

3‘4.5 .

6 .

i a .

3. 4 ,5.

6.h

:b!1,

P2.23.24.

Reasons R e s p o n d e n t s

N o .

4 9 ‘Indbil|ty of pat-elils io pay exi]ra tuition fee/fund Inability of parei^ts to 22provide clothes sjjoe:;.inability of parents l.o 20provide boolcs

I n a b i l i t y o f p a r e n t s t . o 1 8

p r o V I d e s t - a t i o n e . r y

liability of parents to 00|)rovide foof:|Heij)ih^ parents in pccUpation 7Engaged in remuherati\e QOe ^ D | d v n ’ , e ) r ^ t

|C|t»|nfe8t|c work 24 8Care of siblings 173Absence of SMpport services 2iviz, Ahganw€(Ld i , B&lwad i t C veches felftriy ifi ri'|€tge l64Social taboo on onset of ;>oberiy f2 Pftrentftl Ifck of iTiotival,ion 113Ptirent^l i jj J i tfe r^cy 118Lftck of acddemip su^>port/beip, i zfrom pa rfents/faiiiily ni ihbei:8 , of,hersSohooi far away Un~4ttractive schoo pH-Btiitable school

rlyi rbh|«#ntuf-BUItaoxe scnooiLicit of relevance curricuiUi||No wbroen teacherstack of separate schoolsTeacjiers’ negative attiiMcitFailureIllness of family members Own Illness

36200

84 35

n=270)%

18 .1 508.15

07 . 41

06.1] 7

00.00

2 7 . 7 8

00.1)0

64 . f j 701.166Cf.0 4 .41 .$5 43. td Q4.j412.9600.1(4"00,pq 00. (b 03.33 04.pi02.'9§ 00..i? di.u01.85

five main reasons for dropping out of girls from school :1. Domestic Work (91.85%).2. Care of Siblings (64.07%).

3. Early Marriage (60.74%).

4. Parental Illiteracy (43.70%).

5. Parental lack of Moiivatioii (41.85%).

(137)

PARENTAL PERCEPTION OF REASONS FOR NON-ENROLMENT OF GIRLS IN SCHOOL.

TABLE 3.1.14,

Reasons RespondentsNo .

(n=270) %

1. Inabi1i ty of parents to pay ex tra tuition fee / fund

60 22 . 222 . Inability of parents to provide clothes

and shoes21 07.78

3. Inability of parents to provide books 23 08.524. Inability ^f parents to provide

stat ione ry19 07.04

0 • Inability of parents to provide food and medicines

00 00.006. Helping parents in occupation 97 35 . 937. Engaged in remunerative employment 00 00 .008. Domestic work 248 91 .859. Care of siblings 188 69.6310. Parental lack of ■otivatlon 118 43.7011. Parental illiteracy 126 46.6712. Non-availability of school / NFE centres

close to habitation31 11.48

13. Un-suitable school timings 0 00.0014 . No female teachers 11 04 .0715. No separate school for girls 11 204.0716. Lack of support services such as

anganwadies,balwadies,creches21 07. 78

17. Cultural factors such as early marriage, social taboo*s and customs, segregation of women, purdah etc.

24 08.89

Five main reasons for non-enrolment of grils in school1. Domestic Work (91.85%).2. Care of Siblings (69.63%).3. Parental Illiteracy (46.67%).4. Parental Lack of Motivation (43.70%).5. Helping parents in occupations (35.93%).

138)

1 .

3 .

4 .

5.

6 .

7 .

PARENTAL. PEHCEPTIO|^ dN UTlLi^TY OF GIRLS IPDUCATION

U t i 1 i t RespondentsNo.

(n = 270 ) %

De ve c o n f

ops a positive self image and dence among girls

Prepares girls fot- econoinic contribution

Can improve health and nutritiona^I status of childlreh and other family membe rs

Will ensure education of future generat ions

Will make girls and vomen aware of their rights

maternal , infant and child mortality

Helps in reducing the family size

Will prepare girls for ^'^ndership roles in' soc iety

Will pre^ftrP girls for pis rticipatJ and decision taa ilig s proce«s iri All w&lHs of ti|‘e e.^. f jiiil pap0h4yAts , toqnicii>alities and ieiisiAtur^

49

14 1

18. 15

53,33

02.96

168 62..22

17 06., 30

10 03.70

85 31 .48

16 05 .93

4

Five main PERCEPtlONS of pareniis or> utility of girls edi|caiioni

1. Will ensure education of futiire gene rat ilns (62.22X).

2. Prepare Girls for econoitiic contribution ( 53.33%).

3. He|^s in reducihg the family size (3|..48X).

4. Develops a positi\e self image ?tnd cpnfitlenie aniorj;; glrlf

C. Will mcike girls and woi^en aware of their right 106.30%).

1 1

( 1 3 9 )

PARENTAL PERCEPTION OF GENDER EQUALITY

TABLE 3 . 1 . 1 6

Indicators RespondentsAgree

(n=270) %

Girls and boys need equal education 184 6r. .152. Both need to be given equal amount

of food261 96.67

3. Both need to be given equal health care and medical attention when needed

261 96.67

-r • Both can be assigr.ed same duties/ responsibil ties

158 58 . 52

5 . Both should be gi-en the same freedom 169 62.595. Both should be given equal time to play 186 68.897. Both can perform all tasks equally well 134 49.633. Both can have similar occupations 180 66.679. Both have same intelligence and

abilities114 42.22

10. Men and Women should be paid equal wages for equal wcrk

197 72.96

11 . Husband and wife should take all decisions jointly

134 49.63

12. Household work must be shared by all members of the household

95 35. 19

13. Assets of the family should be registered in joi.'t names of husband and wife

125 46.30

rive main perceptions of parents about gender equality:

1. Both need to be given equal health care (96.67%).

2. Both need to be given equal amount of food ( 96.67%).

5. Men and women shoulc be paid equal wages for equal work. (72.96%)

t. Both should be give:, an equal time to play (68.89%)

5. Girls and boiiiB neea equal education (68.15%).

( 1 4 0 )

P a r e n t s a p p e a r t o f a v o u r e q u a l ^ o b 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 f o r t h e i r c h i l d r e n . A l a r g e n o o f p a r e n t s ( 6 8 % )

p e i c e i \ e t h e b o y s a n d 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 a r e n o t

a g r e e t o s h a r e t h e h o u s e h o l d w o r k b y a l l m e m b e r s o f t h e

h o u s e h o l d . S a m e t i m e t h e y a l r e n o t a g r e e i n g t h a t b o t h b o y s a n c |

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 * C o n c e p t o f t h e i r

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

( 141 )

CHAPTEi^ 3.2

ANALYSIS OF THE DROPPED GIRL SCHEDULE

I n 2 7 0 h o u s e h o l d s w h e r e i n 2 7 0 g i r l s w e r e f o u n d s o u t o f t h e m 6 0

d | : ‘ o p o u t g i r l s w e r e i n t e r v i e w e d j ^ o o b t a i n n e c e s s a r y I h f Q i ' h ? a i i d n o i

r e a s o n s f o r t h e i r c | r o p ^ i n | o u t o f s c h p o l a n d a l s o t o a ; - ; c f e ? r t a i n

i f t h e y w o u l d b e i n t e r s t e d I n r e s u m i n g s t u d i e s .

T A p t E 3 . 2 , 1

D I S T R I B U T I O H Qf X 3 N P ) i N A C C O R D I N G T O AQ'$ G R O I P

S. N o , A g e G r o u p ^ i o . t»)f Hea|>o nc)ehts %

1 . 6 - 8 05.002, 9 - ii

t 12 20.003. 12 ~ 1 4 4 6 75.00

4 . 1 6 t 00 0 0 . 0 0

foiiil 60 1 0 0 , 0 0

tttbie 3.2.1 shows jbhat o^t ojt tote l 6 0 interviewee^ g i r l s , 75 ^>erceni were in the aj e grouii 12-14 years followed by g i r l s o f

to 11 age g^'oup 20 percient . It is interesting to nat0 that d [ u e

to goverhmental efforts during last few years for w^iverilJ^i

accfiss, enrolment and ri^tentiori i niany girls tend to dfop-out o f

the s c h o o l in the age group c f 6 t o 8 yejFirs . B u l k o f t ^ e d r o p ­

o u t g i r l s a r e between 5~14 years of a g e .

( M 2 )

DISTRIBUTION OF GIRLS ACCORDING TO CLASS LAST ATTENDED

TABLE 3.2.2

S . No . Class No. of Respondents %

1 . 1st 05 08.33

2. Ilnd 10 16.67

3. Ilird 11 18.33

4. IVth 06 10.00

5 . Vth 10 16.67

6. Vlth 18 30.00

Total 60 100.00

DISTRIBUTION OF IN SCHOOL

RBSPODENTS BY THBIR REGULARITY AND PUNCTUALITY

Total No. of Respodent

Regulari ty Yes % No.

Puntuality % Yes % No. %

60 52 86.67 8 13.33 51 85.00 9 15.00

Table 3.2.2 shows that although government had adopted the

policy of automatic promotion , close to 26 percent girls of the

sample household had dropped out of their school after classes I

and II. 10 percent of the respondents completed class four of

schooling. Only 17 percent girls had completed 5 years of schooling. Only 30 percent girls could complete their study upto

class 6th and did not pursue their studies further on account of

non-availability of seprate schools at the middle stage as per

open ended responses.

The data shows that most of the drop-out girls were regular

and punctual.

( 1 4 3 )

Tftble 3.2.3

[)iSTRIBUTION OF RESPONDENTS ACCbRDING TO REASONS FOR DROpi^ING OUT

3.No, Reasons Np. of Respondents %

I . Poverty 11 18.332. Domestic work 16 26.683. Parental I^^literacy 28.33I. Lack of iieXf motivaiior 05 08.33

Mothe^ / own' ill^eps 52 pJ*335. Early H^rriage 03 pS.ot)?. School f^r away 06 10,00

totAl 60 ioo.od

T^ble 3 .2 .3 showp thft^ pomest:jc wor^c , Parenta l ,

Pov«jrty and Ear ly marr^^e the c^usj^s jtor oilt uf

$XvXb .

TAiii.E 3*2*4 0^ RPSPONftui Tili ^Y tQ

t p U lP o s i t i v e

l e s p o n ^ e ^

% h

F . ( i s p b h d f

* :

60 3 2 5 3 . 3 3 ; ^ f e . p - r

T€ bl> 3.2*4 deary sho>€8 Sd (Of

wi^h to resume their studies and 47 percent do not want iotheit stuplies for one reMsot) or the other.

(144)

DISTRIBUTION OF RESPONDENTS BY THEIR PARENT’S WILLINGNESS TO RESUME STUDIES

TABLE 3 . 2 . 5

S .No . Reasons N o . of Respondents %11. • Education of fu'.ure

generat ion23 38.33

2. Economic Suppor*.. 1 1 18.333. Create self confidence

in the girls.25 41 .67

1 . Self motivatio:. 01 01.67

Total 60 100.00

Any one can infer from Table 3.2.5 that most of the parents

are in favour of their daughters resuming their studies because

they feel that their education shall help the future generation

(38 %) and girls will attain self confidence (nearly 42 %).

TABLE 3.2.6

DISTRIBUTION OF RESPONDENTS BY THEIR LIKING FOR TEACHERS, SCHOOL AND LEARNING.

S.No. Liking (n=69) No. of Respondents %

1. For Teachers

2. For School3. -For Learning

42

45

49

70.00

75.00 81 .67

The girls- show positi%e liking of the teachers 70 percent their

school 75 percent aiii for learning at school 82 percent.

( 1 4 5 )

RAT LAM

I r pj

Pm C TjnAG E OF REBPONBeTrS 100 ----

m i M s

1 8 . 3

r. \», «• \t * *0 . 7 f'AV/AV.-A;.

SCIENCE

::m s d

3

USTRJ3UTI0N OF S ACpOHPjNG TQ4K|:p / DIPFIClJL

TABLE 34*7

subject^ Hoist > L l S.Npf Subjects ./ Re poj' clijhts

No. %

Su^jfects ("lost ficu.lt

No. IX

37 ^i‘ 7\2 to .00

00 P^P011 ■

2» En^lisfiH \ n d i

4. Science

Totft|

0803 45

04

05.0073.00 0^.67

js0 job.tio

3.2.7 shbvB 75 >eTcei> of th# to^il re biihdeihife i t ryiHfey like Hih^i the And ^erc0nt for ; and

I j?#t‘£;pnt foi: 7 |>-«t‘ben^ th^ tPtSfl jfiiy

ibe ii|oSt diiffipait su|?ject ftrid Is Wirfcitiit4nd ire9% ici^np# a$

SCHdotl

P4st4nce

OF RftSPO^DkWii AecokDlNG to distance 0ir

1 ,a.

3.4.

close1 Km.2 Km.3 Km.

No4 of |l^spohdent8

It1?11

13

28.33i

31i67i$ai

2i.67

Total 60 100.00

(146)

Table 3.2.8 shows that 60 percent of the total respondents reside with in one Kilometer of the school where as 40 percent had to omute 2 or 3 Kilometer to reach the school.

TABLE 3.2.9DISTRIBUTION OF RESPONDENTS BY MODE OF TRANSPORT FOR GOING TO SCHOOL

Mode of Transport RespondentsNo. %

On Foot 56 93.33By Bus 00 00.00By Cycle 04 06.67

Total 60 100.00

Most of the drop-out girls had been commuting to theirrespective school on f oot 93 percent , only six of themavailed of the cycle 7 percent.

TABLE 3.2.10DISTRIBUTION OF RESPONDENTS ACCORDING TO TEACHERS HELP IN STUDIES

Response Respondents No. %

Posi tive 36 60.00Negative 24 40.00

Total 60 100.00

Table 3.2.10 shows that 30 percent of total respondents had received help from teachers when required indicating positive attitude of teachers towards girls.

(147)

PISTRltiUTION OF RESPONDENTS ACCORDTNO TO DIFFldlii.TT iN STt^DYtNG AT HOrtE

TABhV $.341

Response RespondentsNo. %

Difficulty faced 40 66.67

N(D Diffculty 20 33.33

Total 60 100.00

Table 3.2.11 shdWs 67 perCfint bf total reaiiori(i ittst luiaidexi>feri^hced difficulty in $tudyin^ at horoe*The disc^^^iorls j oweci that their parents are illlteirate ap4 keep these girls l usiy in

ftoftife worjc or the other.

TA13LE 3.2.12

DlStRlBUTION OF RtSPOHDJfeNTS ACCO|lb||itq TO H lHjp Et WlNATIOI'l

f esporise HesbQh<^erltsH o . %

t os i t i ve

NegativeM 4 6

2 3 , 3 3

7 6 . 6 7

Total 6b 1Cd.dd

77 petcent of the tot^l respohcl'iMit s did not fail eveti once i any examinat ioiri. This is cjue to the f f forts puj: by teachers 4:a.j.so thfe self Inotivatidh of the git'!)®.

148)

DISTRIBUTIONSCHOOL

OFTABLE

RESPONDENTS BY3.2.13REASONS OF THEIR DROPPING OUT OF

Reasons RespondentsNo.

(n=60)%

1. Inability of parents to pay ---extra tuition fee/fund

01 01.672. Inability of parents to

Provide clothes and shoes00 00.00

3. Inability of parents to provide books

01 01.674. Inability of parents to

Provide stationery01 01.67

5. Inability of parents to provide food

00 00.006. Helping parents in occupation 26 43.33/ • Enagaged in remunerative

employment00 00.00

8. Domestic work 60 100.009. Care of siblings 24 40*0010. Absence of support services

viz. Aganwadi,Balwadi,Creches00 00.00

11. Early marriage 20 33.3312. Social taboo on onset of

puberty02 03.33

13. Parental lack of motivation 22 36.6714 . Parental illiteracy 10 16.6715. Lack of academic support/help

from parents/family members00 00.00

16. School far away 05 08.3317. Un-attractive school environment 00 00.0018. Un-suitable school timings 00 00.0019. Lack of relevance of curriculum 00 00.0020. No female teachers 02 03.3321. Lack of separate schools

for girls02 03.33

22. Teachers negative attitude 02 03.3323. Failure 11 18.3324 . Illness of family members 00 00.0025. Own Illness 01 01.67Main Reasons for Droping Out :1. Domestic work (100.00%).2. Helping parents in occupation (43.33%)4. Care of siblings (40.00%).3. Parental lack of motivation (36.67%).5. No female teachers (33.33%).

( 1 4 9 )

perception ABOOT PArtE iTAL t>tSCRIHl!i(\TION BETWEEH ^nOTtlEnS AWl SliiTERS

TAIiLE 3.2.14

S.Ho, Discrimination in tfjsponc ents (n~60 I04 %

Food 2B 46 .67

2. Clothing 19 31 .673 . Toys/Qames 3 7 61 *r>7

4. Books, Magazines, Stat ionerys 31 51 ,67

5. Hel)? in studies 29 48,33

6. Hitual an< Sob la | visits 15 25.00

7, Opportunities fot pla y 19 31.67

Pdrfentfti Discrimination1. Toys / Gaines (61.67%).2. Book , Magazines,Stationeries (51.67%). *4. Help in studies (48.33%).3. Food (46.67%).

As is evident in table above , girls perceive that their parents discriminate against them and favour their brothers in in&tters like food , clotMhs! • toys, games , time for Play K«?lp in studies.

(150j

TABLE 3.2.15 WORK DONE BY GIRLS AT HOME

S.No. Activities Respondents (n=60)No. %

1. Fetching water 56 93.332. Collection f6dder & fuel 06 10.003. Caring of livestock 10 16.674. Making cowdung cakes 34 56.675. Caring siblings 26 43.336. Cooking 56 93.337. Washing /cleaning utensils 39 65.008. Grazing cattle 15 25.009. Wage earning activities 00 00.0010. Agricultural operations 04 06.6711. Horae based production 00 00.00

Main works Done by the girls at Home1. Cooking (93.33%).2. Fetching water (93.33X).3. Washing / Cleaning Utencils (65.00%).4. Making cowdung cakes (56.67%).5. Caring of siblings (43.33%).

Discussions with drop-out girls showed that they are used to spend 5 to 6 hours daily on an average on activities like fetching, water , collecting fodder and fuel,caring livestock , making cow-dung cakes , cooking, washing and cleaning and caring younger siblings. In addition , many of them reported that they help their parents for about 6 hours a day in their economic activities like agricultural operations or working as domestic helpers in diferent households of the village spent upto 6 hours helping their parents in economic / wage - earning viz. agricultural operations as working as domestic help in more affluent households of the village.

( 151 )

3, 3 , a|

Total no. of Responder|ts Yes No

i4a 93 49(65.49%) (34.5lt)

Figures in parenthesis show perceni«|tges, Majority of 66 percent

of the never enrolled girls interviewed desired to go to school.

TABi^E 3.3,4 DltSTRIBUtlON OF FiESPONDENTS BY WHETHER THEY HAD TALKED TO PARENtS ABOUT GOING TO SCHOOL

Total no. of Respondents Yes No

142 62 80(43.66X) (56.3^%)

f^urejB ih {)&rehf^hesis show • Atout 5^ l|iel|i ls rest>ondents had talked |:o their parents bovit their desire

go to BChoo!). i3.3*P

|t|T R ip u ttg N Qf RgS^Of'tDENtS kV Tttfetfl PAft^^ftS WILLlkai^^gS TO Sir b

Total no. of Resi>ondeht s? Yes No142 4b 94

(:33.80%} (66.1>0%\

Plgures in parenthesis show percent&les. Oirlly about 34 j erceis

girls indicated that their parents may senc tbeiti to school , approached.

t a b l e 3,3»Q

(1541

Cf|APt^ 3.3 ANALYSIS OF TH ) NflVKR ENROl^t^P GIRLS SCHfiDULP

In 270 householtjfs ,142 never enrolled gir^S were interviewed

to obtf^in information abcut. the r^«sons for their non-ejirblmeMit

school and al&o to ascet'tain ilT they would

resuming the studies.

jAhLE 3,d.lDISTRIBUTION OF ^.ESiONDENTS ACCO|iDING

S . No Age Group No . of Reflponden^H %

1 . 6 - 8 3 2 22,54

2. 9 - U 20 14.083. 12 - 14 6T 47.4. 15 + 2 3 16.20^

Total 142 i d o , o o

tfttXe incjicfttes the foowing ti) 37 percent of t|ie never enrolled girls be|ong to p|'itliai!'y age il'bup 06-11 years and another 48 percent belong to the elefft nta’iy

group 12-14 years.

ii) 6- 8 year old girls in all the villages should be broUght to

sciiqol, the older girls between 9-14 years should also be

provided with non-formal*ec|ucation equivalent to priniary ahd

upper primary stages in a phased manner.

(152

A M f m m ^ r m € T e a t l v m

K>0 rP®CENTAC;r

80 r

60

10 f

20 r

0 _JHTERAC\ INCOME- HL'ALTH

r u Q '

ri. -.I u\ I ..'j

i'OI’EX'E

DISTRIBUTION OF RESPONDENTS BY THEIR ABILITY TO READ and WRITi:

Ability Respondents (n== 142 )No. <

1 . Abili ty to read/write 06 04 ,23

2, Abi1ity to write name 02 02 413. Ability to count 22 i5 .49

4 . Can not read/wri te 1^2 7 8.87

Out of 142 never enrolled, only 6 could read and write, 02 cou|d

barely w^ite their ntfme and '.2 could coiiiit.

Table 3.3»7

jjjSTiUiiti'fiON liESPONbpNTS jiiY THE i' T tH%y

jPi'ograjnihe Respondent s Uo.

(n=vi2|

Literacy progrartimo (6 1.1,2 7

Income generating proareihme 7fci ii 3 , 5 2

Ifealth and Nutrition proi{raroitie OK () i. 41

the gir^s efxpressed their pre;[|i*r«tnce for having litera;; /

progrftfTiines A|id ipcbine genera tirlg progJ'fti|ii(if5S latg^ly.

Work done by never ENRoLLEj^ a|:RLs at HOtfi:

Girls spend abopt five to eight hours 4 day on fttcbing water, collecting fpdder and fuel , c£^rihg live-stock , making

cowdung cakes, cooking , washing , cleaning utehsils anc| slbi^nl

care. They spehd additipnal four to five hours into h^ltitti

cattle grazing , agr icu![ tur il operations and other home basecll production activities of the family.

( 1 5 5 )

Girls from 09 to 17 years age from Scheduled Castes and Scheduled Tribes were found working as part-time/ful1 time domestic help in affluent households.

TABLE 3.3.8PERCEPTION OF PARENTAL DISCRIMINATION BETWEEN BROTHER & SISTER

S. No. Discrimination RespondentsNo.

(n=142)%

1 . Food 22 15.492 . Clothing 26 18.313. Toys/Games/Play 34 80.294. Ritual and Social visits 108 76.06

Majority of the never enrolled girls interviewed expressed their feelings of being disrrirainated by their parents in matters of food, clothing , toys / games and time for playing.

( 15 6 )

CHAPTEp 3.4 TfeACHEtlS M W PERCEPTIONS

in all t teachers were interviewed, out of them 02

females. The age of these teachers ranged bei.ween 27-45 years

with maJorit> of them belonging to fige group 40 and belo’iv. The

service length of t^ese teachers rangec| from Q5 to 17 years, On.1y

1 teacher had more than 12 years as length of service. One if

iemaltr and 04 iriale teachers hpid JBt qualification.

All the teachers were married except 1 male tea; her. 2 !..i;id

thlee children, 3 had 2 children. Only one teach<; r had no chi 1 ;1 ,,

Average number of childreij per tearjier was arourld 2. AverB Je

household size of teachers v.'as arouhd 5. Out 7 tettchiJrsj cn y

1 lived at a distance of Icfss than 1 kilo|neter froin the b<::hool

the rest commuted (largely by bus) from distance between 3 o

10 Km. About: 2 teachers liv jd at a distance of 1 to 3 jims . j i i were using ttycycle.

( 1 5 7 )

DieTRIBU'flON OF R|;SPOf^PEffBY PfiFtCgPTION ABOUt kEAiiOl f'FOH CONTINUANCE qiRLSl IN ^CllODLIhia

TApLE 3.4.1

Reasons i^espohdents (n = "M No. %

1. Better economic stan<i:iing of households

00 00.00

2. Parental education 05 7 1 . 4 3

3 . Parental tnotivation 06 85.71

1 . Parental Support like;

1. Payment of fees other than tuition fee*£i

00 00 . 0(1

ii. fj'c^visipn ol’ books knd staitiohery

oi 42.8fe

iii. Pi'oyision of adequate food arid clothihg

. 00 00.00

iv. Greatinig spac for studies a

i € nd i:ime : (loine

01 14 .29

V. ^rov^sion of ^cf^demicSupport (thepseivi^is to paid!

001

OO'.OO

5. Self motivation of child.

the lijirl 01 14 . 29

6. Positive attitude <of teachers 01 14 .29

Hajor Reasonr> for Continuance of Girls in Schooling

1. Parental motivation (85.71%).2. Parental education (7l.43'J().

3. Provision of books and stationery (42.86%).

4. Self motivation of the girl child (14.29%).

5. Positive attitude of teachers (14.29%).

158

DISTRIBUTION OF RESPONDENTS BY THEIR PERCEPTION OF REASONS FOR GIRLS DROPPING OUT FROM SCHOOL.

TABLE 3 . 4 . 2

Reasons RespondentsNo.

( n = 7 ) %

1 . Inability of parents to pay extra tuition fee/fund

04 57.142. Inability of parents to

Provide clothes and shoes04 57.14

3. Inability of parents to provide books

00 00.004. Inability of parents to

Provide stationery00 00.00

5 . Inability of parents to provide food

00 00.006. Helping parents in occupation 00 00.007. Enagaged in remunerative

employment00 00.00

8. Domestic work 07 100.009. Care of siblings 06 85.7110. Absence of support services

viz. Anganwadi»Balwadi,Creches00 00.00

11. Early marriage 02 28.5712. Social taboos on onset of

Poberty00 00.00

13. Parental lack of motivation 04 57.1414. Parental illiteracy 05 7;.4315. Lack of academic support/help

from parents/family members,others00 00.00

16. School far away 00 00.0017. Unattractive school environment 00 00.0018. Unsuitable school timings 00 00.0019. Lack of relevance of curriculum 00 00.0020. No female teachers 00 00.0021 . Lack of separate schools 00 00.0022 . Teachers negative attitude 00 00.0023. Failure 00 00.0024 . Illness of family members 00 00.0025. Own Illness 00 00.00Major reasons for dropping out of girls from school1. Domestic Work (100.00%).2. Care of- Siblings (85.71%).3. Parental illiteracy (71.43%).4. Parental Lack of Motivation (57.14%).5. Inability of parents to provide clothes and shoes (57.14%)

( 1 5 9 )

TABLE 3.4.3DISTRIBUTION OF RESPOPiDENTS BY TH^IR PERCEPTION OF RlSASONS FOk NON ENROLMENT IN SCHOOL.

Reasons Respondent? (n=7) No. %

1. Inability of par€n|.s to pay extra

lity of parents to provide one rylity of parents to provide food

tuit2. Inab

and 13. I nabI . Inab

B tat5. Inab

and 16. Help7. Ehila8. Dome

04

03

0100000001

Cttfe of s ing^

12a4617

Npn-|iva close i<

mot.4 VI! tion

f of scliool / centre:ion

Parental liick o Pa^eritai illit0

ilabili| o ndbita

Un-suitable school timings o fejhale teachers o separate school i o v girls

Lack of stit>port s et''.-ices siich anganw^dies,baiwadies,creche^Ci4liufal factors such early

social t^bopB an4 ci|Btoms,

57* M4 2 , ^ 6

i4.2 9 00.0000.000 0 . qp

7 IOCU q11 ^

4 I)' ♦ .

07.!

fas

000001Q0

0080^regatiop of vfpifien, ;)urd4H flic.

t ive in in reagons for non-eprol^eftt of girlp tfbjioQij-;][ . t>oinestic Work {JOO.00%).

<1, Care of sibiings (71.43%).3. Parental Illiteracy (57,H%)«

4. Parental lack pf* motivation (57.l4?Cj.

5. inability of parents tq pay ex^ra tution fee / fqnd ( 57.14'Jk I .

HeASONS i='OR GI^Lg NOT AtTENPiNG ^CttOOL REGULARLY

Majority of teachers reported (iojne tic work and siblihg

care as the major reasons for irregular attendance of girls. "4s

they do not attend classes regularly, they miss tbe coi4rse and

fall back in class."In many cases it leads to failure or drop-out

( 1 6 0 )

TEACHER'S EFFORTS AT CHECKING THE PHENOMENON OF DROP-OUT

Most of the teachers reported that they make their best effort.:

to contact and motivate t lC‘ parents of such girls who do not attend

regularly or drop-out of school. The fact that most of them commute

from long distances, they get very little-time to make contact with

the parents.

i. INCREASE ENROLMENT OF GIRLS1. Attendance scholarship to all2. Programme to motivate the parents3. Incentives to all4. Timely distribution of incentives

ii. IMPROVE ATTENDANCE OF GIRLS1. Curriculum relevant to local needs.2. Arrange picnics for students3. Introduce art and craft

i i1.IMPROCE ACHIEVEMENT1. Remedical coaching exclusively for girls

iv. REDUCE DROP-OUT AMONG GIRLS1. Monthly parents teacher association2. Demands for separate senior school3. Incentives to all

INFORMATION ON TIMELY DISTRIBUTION OF INCENTIVES

Only 5 out of 7 teachers reported that incentives were not

distributed on time . The teachers perceive that incentives being

given to schedule caste children especially girls have had a

positive effect on their enrolment and attendance . They recomnended

that these incentives , viz., free uniforms, attendance scholarships, free books and stationery must be made available to

all girls . It was also expressed by many of them that the noon meal

scheme, which can easily be supported by a grain rich state like

Madhya Pradesh, will definitely attract children from poverty

groups.

(161)

HEASURES suggested Fok EivlLISTING COMMUNITY SUPPOHti.) To provide sepsrate school for girls,

ii.) Attendence sc ho 1 arsh i to all

iii.) Timely distribution of Incentives,

iv.) Motivation and onvireraent building.

(162)

piSTf^t^utlON OF REsi^pNDKNTS pERCEjPtJON ABOttt 0OIBLS kbuCATiON.

]ABLE 3.4,4

U 1 i t, i 1 y Fie 8 bo i id e‘ n t s. I = 1. :iNo. %

1. Develops a posit ivf; sStilf image iihd 05 7:1.43confidence aniong gii’liii

2. Prepares girls for eccnomic 01 14.29cohiribut ion

3. Can improve heaj.th ahd nutritional 01ataius of chilc ren arid othel* i’arailyroemfci rs

Will ensure education of futi|re 03 42.^6generationsW^l make gi^ls and woi en av^re 01 14 4 29of their rightsHelps raise a^e fit i^Atriage ajid reduces fliaiernal , infah; aria child mortality

GO 00.PO

7, Helps in reducing the iTamily size 05 71 *438, Will prepare girls i*oi: leadership 01 14.29

roles in sociJety.9, Will prepare girls 'or partici^i^tion 00 bp.O^

and decision making process in fillwalks of life e.g. fartilly,panchayats, municipa](.ities and legislature

five main PERCEPTIONS of pa^^ents on utility of girls education:1. Helps in reducing the.family size (71.43%).2. Develops a positive self image and confidence among girls(71.43%)3. Will ensure education of future generations (14.29%).4 . Will prepare giris for leadership* roles in socieiy (14 29%),5. Will make girls and woraep awat'e of their right^s il4.5lt|%))

(163)

DISTRIBUTION OF RESPONDENTS BY THEIR PERCEPTION ABOUT GENDER EQUALITY

TABLE 3 . 4 . 5

i rid icators Respondents (n=19) Agree %

1 . Girls and boys need equal education. 7 100 . GO

2. Both need to be given equal amount of food.

7 100.00

3. Both need to be given equal health care and medical attention when needed.

7 100.00

4 . Both can be assigned same duties/ responsibilities.

6 S 5.71

5 . Both should be given the same freedom. 6 85.716. Both should be given equal time to play. 6 85.71

7 . Both can perform all tasks equally well. 5 71 .43

8.•

Both can have similar occupations. 5 71.439. Both have same intelligence and

abilities.7 100.00

10. Men and Women should be paid equal wages for equal work.

7 100.00

11 . Husband and wife should take all decisions jointly.

6 85.71

12. Household work must be shared by all members of the household.

6 85.71

13. Assets of the family should be registered in joint names of husband and wife.

6 85 .71

Five main perceptions of parents about gender equality:

1. Men and women should be paid equal wages for equal work (100%)

2. Both can have similar intelligence and abilities (100%).

3. Both need to be given equal health care (100%).

4. Both need the same kind of food (100%).

5. Girls and boys need equal education (100%).

( 1 ^ 4 )

<!! ! U ITeacheirs express higltly egalitarian vi<ws. rtigarcjing

Foocj , equal ec^ucation , eqi al wagdw intelligence and ability aM(

joint family decision mekirg, By iand large, they agree ijvai. 1 c' 1

boyi; and girls shouid be i|iveiri |,.he same freedoitii eqilaj time (t

can be assigned sa(i\e duties I resppnsibi) i t ies) c.«<ri iin'!

same occupation . Majority (Mso that ho'-isefiold wqrk «(ioiiJd I esj^ated by both men and women . However , majority of teacjiers

out of 07 interviewed favour joint ownership of assest.

( 165 )

CHAFTPR 5

INSTITUTIONAL rtPADS AND EOUOATIONAL ADMINISTRAtOnHI

III d i s t r i c t RATt.\M, 08 Kdvicei i onal A Jni i n i s t ra to rn i h:’ 1 v.ij i i .* 1Districl Primary Educat ibi> OfificcT ain;! OC hea«i Lcnc hcM s cf \ i 1 1

I'i’iiiiaiv icliools;, wrro i n t.f'i\ i»‘wcij, t :i fo nr.a ‘ ion s obtfJ ii'<1 al il• ■ [

f a c i 1 i t . i e i : a v a i l a b l e i . i i s c h o o l s a r . d a ' s o t i n * . p o s i t i o n o f

s 1 u t l e n l s / l e a c h c r s i n j . h e s o I n s t i t u t i o n ? . , : • a s o n i ^ f o r d r o l : > * M i n ! *

r e a s o n s f u r n o n - e n r o l m e n t u ' t i i . l i t y o f g i r l s e d u c a t i v ' i n a n d f o r r

e q u a l i t > ■ u o i ' i - r e c o r d e d .

TAbLE 3,5.1PHYSICAL FACILITIES IN SCHOOLS (8 SAMPLE SCHOOLS)

S • N o • Facility A\»illal. Not Av;'. ilable^ n = R )

1 . Plays^round 8 02 . Laboi'atory 1 7n Library 2- 6

• 1 . Toilets (

Separate Toilets 2 f o r i r 1 s

- 1r > . f)

Hea I th/med ic£*l r’heckiU-' 5 in the school

. 1

INCENTIVE SCHEM12S

Free uniforms , attendance scholai’ships for SC igirls we -e t li‘ j r i c o n t i v e v . - h o m c s g i < " e n i n t h e s e i n s t U u t i o n K , F . d u c a t i ^ n i ^ , f r e e

' i Free ^ rilil.s maii'rials , f ri*e ;} t a t i otu* i*y nnd liook l.ar:

s c i 11' m ' . * 3 f o r S ^ j r 1 s t u d e n t s i p 1 o s - o n i c * r j * e c o n d 11 ' I ' •

n: - fi.e :• I ho 1

M f« 0 1

DISTRIBUTION OF RESPONDENTS BY THEIR PERCEPTION OF REASONS FOR CONTINUANCE OF GIRLS IN SCHOOLING

-TABLE 3.5.2

Rr,-asc: nsV ■"'

Ml t S ' ;i : 'O/

1 . Bettei- economic of ho .. otho Id s

n n or ry r\

n Parental education 07 8 7.50

3. Parental motiv.it ion 06 7 5.00

4. Parental Support^like:

i. P:i>;nent of fee i ot her than Liiition f 'fs

0 0 C . 0 n

ii. rio.ision of b oks and stationery

00 00.00 '

iii. Provision of adequcite food and clothing

01 12.50

iv. Creating space and time for studies at home

00 00.00

V. Provision of academicSupport (themselves to paid)

00 00.00

5 . Self motivation of the girl child.

01 12.50

6. Positive attitude of teachers 01 12.50

Major Reasons for Co :i t inuaiice of Girls iti Schooling

1. Parental educcitioc. {87.50%).

2. Parental motivation (75.0C%).

3. Better economic standin-g of households (25.00%).

4. Positive attitude of teaihers (12.50%).

5. Self motivation of girl child (12.50%).

( 167 )

TABLE 3,5.3Of’ RESPO^fD^HtS E'-Y THEIR PERCEPTION ABOUT RfeASONSI 3 QUT FROM SCHOOL.

R e a s o n s R e s p o n d e n t s { n = 8 !

N o . %

l i i f c i b i l i t y o f p c ^ r e n t s t o p a y

e x t r a t u i t i o n j f e e / f u n d

I n a b i l i t y o f p a r e r i t s t c

P i ' o v i d e c l o t h e s - a n d s h r ' - ' -

l h a b i l i t y o f p a r e n t s t u

p r o \ i d e b o o k s

T n a b i ^ i t . s ' o f p a r e n t s t o

P r ' o \ i f i G s t a t , i o n e : r y

I n a b i l i t j o f p a r e n t s t o

p r o \ i d e f c o d

H e l p i n g p a r e n t s : : n o c c u p a t i o n

E n a g a g e c i i n r e m u n e r a t . 1 > c ;

e m p l o y m e n t

D o m e s t i c w o r ^

C|ire of siblings Absence of support services viz. An^dnw^di , 4.1.wad i , C . rechea Ec rly martifitfeeSocial taboos oq onset of puberty Parental lack of motivatioh Parent'll illitetacy t<ack of academic supi>ort/help f'fom pa rents/f ami 1 y riieiribe rs , ot >ie,|r a School fat awayUnattractive scfiocl cjnvit'onmehiUnsuitable scnodi timingsL^ck ol" rej.©v^hbfe of curri-cuXumNo f<?n» le teachersback of separate schoolsTeachers negative ^j^titudeFa ilurei l l n e s s o f f a m i l y m e m b e r s

0\<n I l l n e s s

04 50. 000-i 50. 00

00 00.. 0000 00 , 0:}00 0 0 ,. C "\

05 6 2 ,. 5 003 3 7 ,. 50

08 100 . 0007 87 .5f)00 00 .00P3 37 .5(100 00 .0006 75 .0007 87DO 00 .0000 00 .0000 00 .qooi i2 .50GO Ob .000. 12 , 50do 00 .0000 00 .0000 00 .0000 00 .0000 00 .00

f rom schoo, D o m e s t i c v % o r k ( 1 0 0 % ) .

P a r e n t a l i l l i t e r a c y ( 8 7 . 5 0 % ) .

. C u i e o f s i b l i n g s ( 8 7 . 5 0 % ) .

. P a r e n t a ] l a c k o f m o t i v a t i o n 1 7 5 . 0 0 ? ' . ; .

. I l e v l p i n g p a i e n t s i n o c c u p a t i o n ( G 2 . 5 0 % ) .

{ 168 )

DISTRIBUTION OF RESPONDENTS BY THEIR PERCEPTION OF REASONS FOR NON-ENROLMENT IN SCHOOL.

TABLE 3.5.4

Respondo \o .

n*-s (n ='C

Inability of i'/i rents to extra tuition fe*' / f-"';d

0 4 5 0 . 0 Cry Inability of paients to pro\ide clothes

and shoes04 50.00

0 Inability of pcirents to provide books 00 00.004 . Inability of parents to provide

stat ionery00 00 . 00

D . Inability of parents to proxide food and medicines

00 00.005. Helping parents in occuijat i on 02 25.007 . Engaged in remunerative ernp I o.'.me n t C2 2 5 . 0 ■'*O • Domestic work OR 100.on9. Care of siblings 07 87 . 501C. Parental lack of motivation 07 37. 5011 . Parental illiteracy 06 75.0012. Non-availability of school / NFE centre

close to habitation00 00.00

13. Un-suitable school timings GO 00.0014 . No female teachers 00 00.0015 . No separate school for girls 00 00.001 e . Lack of support services such as

anganwadies,balwadies,cieches00 00.00

1 ~ 1 Cultural factors such as early marriage, social taboo's and customs, segregation of women, purdah etc.

00 00.00

Fi'. r main reasons for non-enrolment of girls in school

1. loraestic work (100%).

2. 7 irent.al lack of mctixation (87.50%).

3. - ii'c of sib l i ng s (3<.5 0%).

7^rental illiteracy (75.00?O*5. Inability of parents to provide clothes and shoes (50.00%)

( 169 )

REASONS FOR GIRLS NOT ATTENt)l:NtJ SCHOOL REGULA|?T

Majority of teachers reported demostic work <5|.nd 8ib|linig

care are the major reasons for irregular attendance of girli:.

the) do not attend claf.soi: regularly, they miss oUl of ? ))i‘

courses and fal| back in class . In rjiany cases it leads .o

failure or dro]..<out."

ADhJtNISTRATORS EFFORTS AT ClitflCKING TkE PHENOMENON Of DROP-OUt

Most of the adminsi L r ators reported tliat they inakf the : i

beat tHTorts in bringing them back to the system,

i. INCREASE ENROLMENT OF GIRLS

1. Income generating l^rorammes ,2. More incentives to all.3. Convergence of Servij.ces.4. Increase no, of incentives.

11. XMPfeOVS; AT'tpOENCS OF 0; rls

1. Girls should bp rewarqfed for bt-‘tter attendance*?. ISome bohvis marks in examinaiion should te awardfe«4.3. t’se of Mass of india.

i j. i . i MPBOVE ACH1EVEMENTi. tlemedical coabhihg exclusively for g|rls.

iv. REPUClf pROPOyi AMONG GIRLS1. Less Home work.2. Provide senior schools riearby.3. Day care centres to be opened.I. Incehtivies to

B . R e a d m i s s i o n t o s c h o o l .

INFORMATION ON TIMELY DISTRIBUTION OF INC?:NTIVESI

75 percent of institutional heads reported that

incentives were distributed on time . They also stated that

incentives being given to the children are adequate in quantity

but there is a need to improve the qu;j] ity.

Head of i Jis t i t u t i ons expressed that noon - me il schemes » i I 1

def iiiat.el> attra^.l children of |'Overt;\ gi'oups.

( 1 7 0 )

DISTRIBUTION OF RESPONDENTS ACCORDING TO THEIR PERCFPTIOH ABOUJ UtlLITY OF GIRLS EDUCAtlON.

TABLE 3.5.5

I\c spoiuJ-i? nt. s (n = 8 ) No .

1. Develops a positive self image and confide?nee among girln

2. Prepares girls for economic cont r i bulion

3. Call impro\( health antj nu 11* i t i op.i 1 status of clilliircri and other fiimilN mc-mlK* rs

•J . Will ensure education o( future gene rat ions

f) . Will make girls and women aware of thpir rights

a. Helps raise age bf marriage and reduce maternal , infant and child mortaliiy

1. Helps in reducing the family si?.o

Will prepare girls for leadership roles in society

9. Will prepare girls for participation and decision making process in all walks of life e.g. familyfpanchayats, munic i i>al i t ieS and legislature

05

02

00

01

01

00

03

03

00

62 . 50

25.00

00. qo

12.50

12.50

00.00

3 7. f)0

. 37.50

00.00

Five main PFRCEPTION’S on util Ity of girls educat ion;

1. De\elops a positive self image and confidence among girls (62.50%)

2. Will prepare girls for 1 «*ado j'sli i p roles in soc'ioty (37.50%).3. Helps in reducing thf famil;. size (37.50%).

1. Prepare giils for economic * *nt i i bit Lor* (25.00?. ).

5. Will prei-.ire girls foi' 1 ea<Jj-rsh i r» lcs in soti '*. ' (12.50%),

(171)

DISTRIBUTION OF RESPONDENTS BY THEIR ' PERCEPTION ABOUT GENDER EQUALITY

Iridicat-crs Respondents (n = 8)Agree %

TABLE 3.5.6

1X • Girls and boys need equal education. 08 100.00o Both need to be given equal amount

of food.08 100.OG-

3. Both need to be given equal health care and medical attention when needed.

08 100.00

4 . Both can be assigned same duties/re 3p o n ; b i 111 i es .

07 87.50

5 . ^oth oh;>uld be given the same freedom. 07 8 7.506. Both should be given equal time to play. 07 87.507 . Both can perform all tasks equally well. 06 75.008. Both can have similar occupations. 06 75.009. Both have same intelligence and

abilities.06 75.00

10. Men and Women should be paid equal wages for equal work.

07 87.50

11. Husband and wife should take all decisions jointly.

06 75.00

12. Household work must be shared by all members of ttie household.

06 75.00

13. Assets of the family should be registered in joint names of husband and wife.

06 75.00

Five main perceptions about gender equality:1. Both-need to be given equal health care (100%).2. Both need the same kind of food (100%).3. Girls and boys need equal education (83.33%).4. Men and women should be paid equal wages for equal work (87.50%5. Both should be given an equal time to play (87.50%).

( 1 7 2 )

Adniinistra toi-s are thie rnost of ei;(al i t ar ian group, Regiiidi; ;

education, food, heal t h , we.ge?.: , f am i. 1 y dt^cision laUing , hou'>ehc'M

v>ork , almost all favour equality be tween se.xes . They also pe r c v i ■. e

equal freedom , equal abililies and i t) t o 11 i g-.'nce , t-'r.iiial t i m ‘

piaj-, similar occupal ion for lioth |.m;>vs and girls, T h e y also t.ei ?

to favovir joint ownership of family aspests V y men and Komeh.

These responses are hearterii rig in tliat tlie educrat i o n.-i, 1

Ik-i'.dcrs, v;ho are amongst the most

c omniun i t i es . Tlicy c 'n become a'^ents of

TABLE 3.S.7

PARTICIPATION OF WOMEN

educ ated let : f

cliangc* .

IN t e a c h i n g

tin

Category Total Female Female as %

Rural 4032 698 17.31

Urban 453 79 17.44Total 4485 777 17.32

PARTICIPATION OFTAfeLE 3.5.8

WOMEN IN EDUCATIONAL ADMINISTRATION iVT‘DISTRICT AND BLOCK LEVEL

Category Total Female Female as %

District Level

CI4SS I 0 00 . 00 a s 5i IT -15 a 17.77

Class III 4367 767 17.5GClass I \' 398 62 15.58plocK Level

Class II 9 3Class ITT 36 7 79 1 . 9 .T

Class IV 39 7 : 7.0 -

( 173 ,

ANNEXURE 1 '

NUMBER; OF STUDENTS IN SCHOOL (8 SAMPLE SCHOOLS)

S . No. Commun i t ie s G i r J s Boy?. Total

1 . All Coiiiiuuni t ics 5 6 I 325 886

2. Scheduled Ciiste 239 125 364

3. Scheduled Tribe 265 101 366

4 . G e n r era] 57 99 156

ANNEXURE 2

NUMBER OF TEAClfERS (8 SAMPLE SCHOOLS)

SNo. Communit ies Mai e Female

1 . All Communities 7 co

2. Scheduled Caste 4 o

3. Scheduled Tribe r>L, 1

•i . Gene ra 1 1 1

AHfJ^XURE 1

AVjSjUGfe ATTIEKbANCE lU PERCEHtAGE $AMt^LES SCfiOQLS) ( 1 9 9 4 ]

Clas- Percejit-age of<”i i rl s

aI tendehccBo > s

I T9.93 8 1.03

II 73 . 99 g?.07III 69 .13 83 .68IV 79. 15 84 . 50\ 'U . 90 PC,: 4

c "■n

NUMBER OF STUDENTS IN SCHOOL (8 SAMPLE SCHOOLS)ANNEXURE 1'

S. No. Communi t ies Girls Boys Total

1 . All Communities 561 325 8862. Scheduled Caste 239 125 364

3. Scheduled Tribe 265 101 366

4 . Genre ral 57 99 156

ANNEXURE 2NUMBER OF TEACHERS (8 SAMPLE SCHOOLS)

SNo. Communit ies Male Female1 . All Communities 7 52. Scheduled Caste 4 33. Scheduled Tribe 2 14 . General 1 1

ANNEXURE 3AVERAGE ATTENDANCE IN PERCENTAGE (8 SAMPLES SCHOOLS) (FEB 1994)

Class Percentage of Girls

attendence Boys

I 79.92 84 .03II 73.99 87.07III 69.13 83.68IV 79.15

87 . 9084 .50P 0 . 1 4

(174)

CHAPT5:h 3 . 6

COHMUNITY IfeADflR

Their age rangc‘4 f r<Dn t.hirtj t. :• sixtj years'. ('nly (rr

conin.uniiy leader was b«?low !fl sears. 3 comiluinlty leader;;. .;ii? i

educal-ion, 1 had post, graduate .i j 1 i f icat i c i, the rest hr.

primary to matriculation.

03 out of 08 community 1 ?aders interviewed uer*e enga^aed u

a g r i I- u 1 1V) r e , 0 3 v t? r e d a i 3 ,y . > s.; e c , i r 111 • r s , 01 v (.• r t' in ■. e r I >: • < .) 11

01 vsoiuuu comnuui i t y l e a d e r d o i s i g i m p a i d domeh- t i * v.c. t 1-. .

TABLE 3.6.1

PISTPIBUTION OF RESPONDENTS iSY THEIR PARTICIPATION IN :

Yes No

I n ~ 08 )

i| \’il4age Panchayat 02(25.00%)

06(75.00%)

ii) Mahila Mandals 03(37.5b%)

015(62.50%)

iii) Political or Social Orgariisations 00(00.00%)

08{100.00%)

T h e r e s p o n d e n t s f e e l t h a t t h e p c i i t i c i p a t i o n o f w o m e n i n

| c i n c h a y a t a r : . w . > ] l a- a n y t y p e o f S o c i a l k P o ’ i t i c a l a c t i \ l t i e s

H i d M a l u l a M c i n d a l s i s v e r y l o i ' .

L a r g e ] y s o c i a l a n d o t h e i d e v e l o p n i e n t a c t i \ i t i e s h a ^ e i J e e n

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

\ t l g a n \ ^ a d i s , M a J i i l a M a n d t i l s , i m n i u n i * ^ a t i o n a n d f a i a i l y p l a n t i i n i ;

l a m p s . ! l i e o i n n u . i n i t y h a s l a i ' i j c ' l y s u p p o r t e d i n p r r s i r i i r g l a n i ' I a n d

. 0 | i 81 I u i . I i o n o f s c h o o l b u i 1 <1 i u : ’ , / r o o m s i n t i i e f i e l . i c f ; > d ' . i ! : . i t . i m i .

Community leaders when asked about special efforts made by

them to help enrol and retain girls in shccols, wert' ticm

committal abuul their role in tLh*:,- , tliey ill fv-l!

that, g i r l ’s education is i n i p o rt an t ir.d ''111 gl\e i-riorty in

future in their agenda.

TABLE 3.6.2

STATE OF INFORMATION ABOUT SPECIAL PROGRAMMES/SCHEMESTitle of the Programme Yes N'o

i ) For Schedule Caste Girls 07 01(37.50%) : 12.50%)

ii ) For Ncmad i c Tr ibe Girls 07 0 I(37.50%) 112.50%)

iii ) NFE Scheme 07 01(87.50%) (12.50%)

Sincg the NFE scheme was closed down in Madhya Pradesh due

to certain complusion , the community leaders appear to have much

knowledge about it . They were however very receptive to the idea

of starting N'FE programme through the 'Community Efforts’ , VECs,

NGOs, Mahila Mandals , and they were willing to provide various

facilities like accomadation, volunteers and other support as far

as possible.

Only 06 out of 03 community leaders expressed the nt'od :> f

c ei-arate NFE centres for girls . Further (Uscussion rev- 'aled that

as inosL of the girls who would go to XFE would be o\erage (post

pubertal) . ”It may be advisable to have separate NFE centres

preferbly run by women instructors." Only 02 percent community

leaders indicated that they had reservation regarding girls and

bo>3 studying in the same institution and about 03 percent had

reservations bout girls being taught V>y i:iale teachers.

(176)

DISTRIBUTION OF RESPONDENTS ACCORDING TO PERCEPTION ABOUT UTILltY OF GIRLS EDUCATION ON VARIOUR ASPECTS.

TABLp 3 . 6 . 3

U t i l i t y R e s p o n d e n t

N ' o .s ( n = 8 )

%

1. D e \ e l o p s a p o s i t i v e s e l f i m a g e a n d

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

0-1 5 0 . 0 0

P r e p a r e s g i r l s f o r e c o n o m i c

C u n t 1 i b \ i t i o n

0 3 37 . 5 0

6 C a n i m p i ' o v e l i e a l t l i a n d n 111 r i t i o n a ]

s t a t u s o f c ’ ^ i l d r e i i a t i d o M e r f a n i i ] > '

m e m b e r s

00 0 0.0

i. W i l l e n s u r e e d u c a l . i o n o f f u t u r e

g o n e ’ r a l i o n . s

0 1 1 2 . " 0

0 . W i l l m a k e g i i - l s a n d w o m e n ’ i w a r e

o f t h t ? i i ' r i g h t s

01 1 2 . 5 0

6 . r a i s e a g e o f r i i a r i ' i m g e a n d r e d u c e

11 * r V r a 1 , i n f a n t a n d c V i i I d m o i't a 1 i t y

01 12.50

1 1 U e .11 b i n r e d uc i n g t lie f alii i 1 y s i /; e 0" 6 2 . 5 0

8 . W i l l p r e p a r e g i r l s f o r 1 e ade r s l i i p

l o l e s i n society03 3 7.50

9. Will prepare girls for par tic i|pat Lori and decision making process in all. Kalks oi* life e.g. fain I ly i ;^anchaya 1 s., municipalities and iegisliture

00 00 . p o

iiiain PEKCEPTIONS al.oul ii* lils ' f g'irls educalioi..:L, Ileli'S in roducitig fasnily i ;:<• (G2.i' 0!!i).

I I . f J e . i l o i ' s i r i ijoiritive s e l f iinaige a n t i c o n f i d e n c e a m o n g girls3. Will i-repare girls for letidc i'shi p loles in so';iet\ (37*50%).

P r < p . n r ( . g i r l s f o r . e c o n o m K - c q h t r i I n U 1 o n (37 . 5 0 % )

I. I l e l i - I n g r a i s e a r e a t f i i a r r i .riiit' a n d r e d u ' c - fnat.e!’ial , hifa an i hi Id mortality (12.50%/.

( 1 7 7 )

DISTRIBUTION OF RESPONDENTS ACCORDING TO PERCEPTION ABOUT GENDER EQUALITY

TABLE 3.6.4

I n d 1 o r ' r . R e s p o n d c

A g r e e

' n t s ( n = ) 0/

1 G i i ' 1 o c U i ' . l ' . - o v o n e e d f ^ - d . i ^ a t , i o n . 07 8 7 . 0

ryB o t h n e e d t o b e g i v e n e q u a l a m o u n t

o f f o o d .0 8 100.00

3 . B o t h n e e d t o b e g i \ 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 .

08 100.00

1 • B o t h C c i a V i c . i h . ; . - ; i g n e d s a n u - . i i i t l e s /

f o s i > c > i : s i ' • 1 ! ; t M : ' .

08 ’ 0 0

r D o t h s h o u l d b t * ^ I \ e n t h e s a m e f r e i ‘ t . i > . ' . ; . . 03 100.00

6 . B o t h s h o u l d be given equal time t o play. 07 87.507 . Both can perform all tasks equally well. 07 87.508. Both can have similar occupations. 07 87.50

9 . Both have same intelligence and abilities.

07 87. 50

10 . Men and W o m e n should be paid equal wages for e q u a l w o r k .

08 100.00

11 . Husband and wife should take all decisions jointly.

08 100.00

12. H o u s e i i o l d w o r k m u s t b e s h a r e d b y a l l

m e m b e r s o f t h e h o u s e h o l d .

07 ’ 87.50

13 . Assets of the family should be I'egistereil ir. Joint names f husband and wife.

07 8 7 . 5 0

iiiaia PERCEPTIONS about gender equality:

1. Both need the same kind of food (100.00%).

2. Men and women should be paid equal wages for equal work (100.00%)

3. Both should be given the same freedom (100.00%).

Both Ciin be assigned the same du t ie s/respons ibi 1 i t i es (100.00%).5. Both need to be given equal health care (85.71%).

(178)

C.v.'SFS FO". S"fl ESr.' lKFIir C* "!?.!' - -.‘"LA'!

'■[jrcrr? T.

2. wV. v! 2. C*r* f *:.rv. :. ;•. - :* t * • 2 . , ’« M':‘ r - I *

i.. *-.1. .; I . .: i.

'• l i iV .V .u c! \v .r .M t: \v, '.vcV .l'.i d :: i, •:;•;■.{ rei:rs litiu f-.- UX\ iii ;!o:!;fF - i sk

u . n t . i i i j 0 : j i r ; i . t £ I t ^aj 6. ! E a b i : : . : y c f pi . rfr . t i tc ; r ; \ i'. 1: 3: ; ! . : ) d . i r e ' i t * : p y

uUh U\m dllX ide :IaU s t\ces'U.BU\ nUi :uua 'Ml]

T. KoB-a,u*i6iiiI;’y wf schcjl ’ Itibilily :f I; liFt cetlret ci.sc :. pnvid to-ks (H.n!;;,H i b i U t i o L

S. Ci)Uril ficlors lQ8;8!3Si. 8, Bajaged ;t rfilBtjtriit:;e f!ilDUi jirfr.Eeipltyier'.

I u t i ! r . | c f j i r e L i s t : S: fesal i - learhef i i ' i l . l ' - i !

tr,.;;:r l.U: [l.i::].

CAcSE( ?Cf. tSCPOl’! AbjIG CIEIE • iW M

U£E!!I rCACHEfiS iiDlirliliJAtOES OTKitr (GRoi’p p:sf([s?![;ii'

1. Cart cl 'iliiiLgs Cire cf Sitiliigf [ l l r X - ^ Par t:? ii:i:ri:y (r.n:). Fare-i! illiteracy

Early uritic I Faretu! illiteracy \ r .M V I. Cir ';b;:;r;s I hr!y

L Fiireiu! IKiUri.j ii; 'M . <. Pareiul La:t :f K;:: :c (. ?4r<'5"K li'i :f :o!.;ia: ' "ft nri vrs' *’•

!. fin iU ! l it l 0 .' ulivuiot. i. iHb ililj of {ires'.i i (rev !, I j ' f i i i (jrtt'.i i i occtjiUit !. S-hstI !»r «»ll Itt-Oi'tl'

iil.JHl. ide cUtkei I ikoei i r.lK!.

liifttis ir. KC'i{iU<:n ?. !r.aU!iiy cf {.arjr.ti ') I . lubU'.ti: cd i^efls lo i>.) ?. Care cf n i l i ' IC.OOt ' )• entf itiliot fee ( iM ilj i i i t r i luiio^ fee (5M)0}|.

bilitf U (aretrj It py j, Early iarria|t ( I j j lt ' , T. IilM lit j of pai“?at8 to pro- XI Ultiai U t (18.15X1 ijttliei i $wei (iiM t).

i. Scbcl far tvaj'

Iu|t..Uty cf l i i ’ i i u !:■

I. EjiifMfC it ffju|er4i»e(Tfaist!.

tiflj

PERCEF-’OH OF ITirV Ilf H2LS EP'.iCUlCI - Urjt ‘

Him 12:) -TEACSERS (191 t.rH'IIiSTHTCilE LiiOE' ■'!

!. K l l etsire .f 1. ii rciiciLj ::r latil; 1. I - w ! : ; ? i 1. :e!;s i M i ! ;t

liUrt jicLcri'.icLE geT.trit::rs iiiie i:.i ..■M.iideacf .ucl* s!i? if’.I?*].iUU [V.VA..

i. :r«;’.rv jiris f:-r - oim.i !. T vtlcfs o fofi::ve {;?lf 2. l i l t f.r<?pre ^.rlf f*r

.lij: id rcufiiti.t u:tj : .‘i i:.

jirif

► . *. jCjit!ii* '*

injt VA

u.- ty.i 'H.

iL rd ciLi lit »:i. ecsiirt ciucitioi :f i, Sel*.* it td.:i the fiJi!) ^ V'!! jrj;are i.fli fcr

( u i l i i i i e (31.m ) . fll!ilily si£« (89.r i ) .

I. D « w l o p i 4 fcsitive self (. till pr«pire (irii for

i i i i t 1 1 1 cotfiiiecce u.^i lexiergLif rcUi ii sotli-ty cottrih ici i!f.3Cf).ii i i U (ll.llll. :i(.291.

S. Vill l u t iirli iid noiei 1. 111! i&le (irli u c v o l u i . lill eir*irr edkc&:ict :f

M i r e of their rifhti(H.|9I). future (faeriticts,

siif (3T.5CI1. leil-^rshj roleF it licifty

<. Prepiff iiris for eccsciic (. ?refir< firl? for e:;?.ot:c

a t r e of their ri(hti.

;cc.2o:i.

cc r . r ic :

Eel;ii( n i s i L j »re it

i&rri&(f tftd redace nateratl

'.lUvA.iili i:rtiliu;i:.f:i

c. ;rc,ire firis fcr firls fc •cctcii: ?. v:i: ul- ^irlj a:.i ^ yil! ti;* ji-It n.

rclti c.ilriLtlc: i!!.:*:.. :f t!.:;r -f ‘iri:

T. riiie iturr.ijt u: rti.y.

iiitrui , a:

Ca: ii;cTt Uj!:L I LL'.t.t-

!c:xl r.itiis of cl.ili =: I

;i:«: Jiiily (!<.!Sl!.

V K:: •

f.t.v

'.fj’iiER I'li'Ai::!: ?es:e?:!s • u w

I4£ES!S (2?C} •EiCHESS ;i5) a:i 'S!s:ea:cks [e: CCIIKC!:!?!' [EirES ’ f ’

to:i Led til be {iut p;;i! !. 'lirli ind t:if :?f(i !. :;t!. !. !:*h l a : :ft . . j M ' " ■‘ I * *lift [H.r:.. d.raiioL HOC.'::',

teij U- t? B:tL t»ed .Le lut ii. i ,I i. 1:1; r.fri ‘‘.r r'.fi i!:i vf 1. Xet j:d ».tf: sl.-i.!; •:•. \ \ . iUckLi if fvU 'jr.r:',. coo.n). r-j i:'';'. • r-: pi : .

! If i ltd #.itn ihi'uli bt |i ;d 2. -clL seed !.. t? r ^ . \ . 2. I lr l i .'J ! Lt-.:ti|a; for tu al vi?es cjrt eij a! -i ’f : q u i .arL 1*1.3ti).

1:. s t ' i . ! ! I t j n c ir IK f ri r

I. Ewll bl&tli It i : , u . :lt su; ;.t: :iL Li. tls;!*' (. *T \::i .-i-r. : ;i d :.V : •::.V : •: ' ;= ;.■■■" -I :» r *» '

l i r i i \ i t m : Xr \:.i t- !. E.::. si :• jivr: r I. • •' i \ M t: i M ' iv i :••rdfccua iC:.:::;. .iu: fu os t';:»! 'y.iiw. frrii

cor.cc:].

5. |loU lUiilil ke (iiee 5. Both iiould ke jiYei t!.e me t. EotL ifreeJcl (El.Snj. freedoi (».Ti:). freed;.

ojii be jivei iLr n i: f. Girls u l l:-}s ared

eiicitict (3?.nt|.

UU CIO bMt f i i i lt r ccctiiitioti

I Belt cii be iiiig&ed th* uie ?. B:ti. l i j i l l it jiieu as eqii! ^ f.c’.h ikL li bt »i i-u: duties / r^FpcDjiliillUes. tict to MO' liie I: 'F* .[ H . X . . ' ‘

8. {oti cm oe wi(ig!.ed :if shkc 3ctl. tk t l i be |Uet e t»! 5. E-/.L tki bv-; i. Sr.L car, ii;» i.rjiar

occcpatioc: (!V53I1.

. IciU cic ^(rfori i l l t&iki }, Hcibud ltd nife tkoolo take ficiffiijid Kcrk '.it bj( shared ?. !()tk cat jerfon ‘-i! t %nil)i n il ((9.e-I). all deciiiatf jointly. ly i l l leiber? cf hiser.cld e-iilily lel! (r.ictl

'...L*L4:i at »;fe uke I?.:oi.£tL:!J ucrk t:«‘. :e jhirei IC.TvIl.-m ;fr':ri ’. ] ] ii.f ju-:il dtciiiou jo.Liii :y i!i leilrr* .f Icistijii* v.i »ri u!;;:; ?Cl #•*»

l l . f B t c L U vf : i i [ a .\, i ! . . , i ; J t i e f i t . i j i l i . i : ’. l . H- . s i : * ; ! a : j ^ i f c t i i c ! I . ; . : t m i t : te ( i n : i\.i.tf reiiflarei. (!'.,!!!). :» rei'ftared. '?? I!T). a!! jf:i?;:rr u :st,cf f:od J!".!!!;;*

Uvf fit? it:e:.. -;:cr iMrtl. i v i s iiiltr ::.A£s-:u .f f^iiij sic.!: ll.Fc.ni:;: k.rf t.jt UaL< a j i . i t i r S .. .r* 'li r*jit'i'-j. V .r I . , . ;• J I.. Irl.T.? ..

»:rii cls: tr sLire: ilii ii! iei:e:i c:

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.:.:l ciL j?rf:rt a;i iisks e.iiiy iii [y.iW].

u ■' 1... e---. .. iiii :r- fiiiiy j::.!: t-

BKA8CI8 P0« COIItl!IU.llCE OP C!RtJ !S SCEGCIISG

m im : eaceeis AD|;i;:sT20s ccmiirr 'ORrjF 3iiir.!]ss['r

F^reiUlKoiinuot [U .m ] - , iotiiU[c6{l5.Tll). 1. h n v X . ci.rttioi (SJ.n:] I. Pirental’ictiutioL

1. fiftter eccLiiic «t4Ld:ti 2. Firetla! ediic4tioii‘ (?l.Utj. Phr«itai ('5J0t'. !. Firfttai edccatic-n (T2.C:;

cftcwuii (e.M?:;.

i , fareilt! til.a’.i.i Frjvigicn of booLi and 1. U\ \» : i w J ' i i I : ' / .

V* MV'«?*rLv

<. Self lotiiatioL of i i t l t <. Self i k i n l ’m of Ue i 4. Self ictivaiic: cf i l r l cLiid (. ^*ter e:oicii: jtitd iii

ciili [\l\n].

S. N i i iu atliUde cf

ieickeri ( :{ .< (!) .

j i r l cHId (U.29I).

5. Pojitive uttitndu of

leaders

I . ittif-de of

cf iicaffkcld [Sr.COI].

I . Frcvlsict cf acaiei„c

(t of feti oikir t l u Creatii^ ipice u d t i n f c f . {. Proiijlca af a^eqiateI

t i l U o i (tei jOT.ni), l U d i e i (U!.2eil. food iLij cjclliLi (12.5011.

I r o H i U t cf tcots lUtionery

(C?*CU1.

|> vf r ! . v j

‘ ud clotlisij [r.'AX].

J. Crtat;^ ijict ati *.iit fcr

s U d i e i it hcie Cl.'Jl)

( 183 )

CHAPTER IV blSTltlOt r^tl a I

Major Findihlti ar»q f(( coiiun rl4< 1 ionsFtndiiigs1.0 Mapping out gender disparities in accesis; , ehtolifttent retention1.1 There are 121 villages that are unserved in the district.

1.2 55556 (45.11%) of those enrolled at primary level are girls.

Scheduled Caste girls form 44.53% of the total r^umber o f

Scheduled Caste children enrolled. Scheduled Tribe girls f o r m

4().. 39% of the total number o f Scheduled Tribe children enrolled ,

at this stage indicating pi ritive impact of stiecial incsbintives

for Scheduled Caste ic SchedtU.ed tribe childreh.

1.3 Dropout iale amongst irJ(. 5$X fcomp£ rec| to for

For SC girls drop0i||t rate is 55^ compared to 40% for SC |)0ys. For BT ^Irls dropout rate is 739i compflirod to 69% for s t bo^’S. SC & ST children especially gi^Xs n<eec) to te given necessary support

for better retention*1.4 The problem of access is of villagessc^Ooiless and very lar^e villa^o® the school i» ^octited inon® corner and is overcroii’ded.1.5 In 270 sart\ple boust?holds in distrid: , v . e0ie majority of girls Ih I lie age group 6-14 '-oars.1.5.1 Out of 524 girts 20fi (39.3%| Kf>re attending schools. I ?.

(32.8%) were ne\er enrolIecI and TO (13.4?^) had droJi|)ed tnit.

1 . 5 . 2 O u t o f 206 jfirls i 8 0 v » r e e n r o l l e d in p r i m a r y c l 4 f > s e S | ! ! ! 9

103.6%) w e r e i n t h e a g e grc jj: 6-10 yffs rs a n d 19 (24%) w e r e ih t !i-?

a g e g r o u p 11-14 y e a r s . Tlu f i n d i h | ; Is l a r g e l y i h l i h e w i t ^ t h e

^ s i 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 o n e p e r c e n t - i t t l i f p r i m a r y I c ’ v e l .

( 184 )

1.5.3 Out of the 70 drop-out girls , 65 dropped out from the

primary classes , 05 from the middle stage. Out of 70 girls uho

dropped out, 2 0 girls (29%) were of 6-10 year- .

1.5.4 Out of 172 never enrolled gii'ls 82 { 18%) were from the age

group of 6-10 years of age, 68(40%) fropi age group 11-1-1 and rest

22 (13%) were from 15 years and above age.

2.0 Identification of causes for non-enrolment and drop-out of girls and propose effective districts/level specific strategies for improved enrolment and retention.2.1 Factors contributing to girls enrolment and retention are.

2.1.1 The parents education level.2.1.2 The motivation of parents.2.1.3 The better economic condition enables the parents to offered the extra cost of education.2.1.4 Parents ability to help with academic work.2.1.5 Self motivation of girls

2.1.6 Teachers supprot and encouragement.

2.2 Never enrolled girls.2.2.1 Household chores,adding to the family income, care of

sibilings, care of live stock , helping parents in occupation,

parents illiteracy and poverty are the major factors.

2.2.2 138 ( 80%) mothers of the never enrolled girls were

illiterate, 108 (63%) fathers had primary education.

2.2.3 Bulk of non enrolled girls belong to families with annual income of less than Rs.20,000 per annum ; 89 (52%) came from

Scheduled Caste families and 27 (16%) came from Scheduled Tribe.

2.2.4 These girls were l a r g e l y from among old<?r children , first

born , second born and thirs born.

(185)

1 .2.5 Majority were from medium arid large sized fdipiliejr! '

jloUBeholds.^.,2.6 97 of them were invol'ied in K':»rk (income saving , Int'oi

liene rai ing ) .2.2.7 Majoiity / Most felt discriminated against in matters of

food , play , he4lt|i care etc.

2.2.8 72 % would like to study and learn.

2.3 Dropout among girls.

2.3.1 Tlie drop out rate uas iiigh dut to lack of scperate schco!

for' girls, lesser female ioachors , b'Misohol <1 wf>rl. arxl failt'rs.

2.3.2 The discriminatory attitude towards girls, early marriages,

lack of time for study were tFie major causes.

2.3.3 Lake of support services such as Anganwadis, Balwadis and

creches is reported.

2.3.4 Majority of parents of dropout gir|s were illiterate

(Hothers 67 % , Fathers 54%) .

2.3.5 Dropojit pbenomenoh was largely foynd arpong ol.der/yo\inger

chiIdren.

2.3.6 Close to 23 percent dropout girls belonged to lariiliis

v.ith household income of less than Rs . 20,000 per c.nnvnri . t'\r n

Iprom higlier income group, ri4Nirrl>- 1 percent, girls had d:opi>5:d

but ol’ s;chool due to cultural factori-. suc|i as e a r l y rharrin.i;e »

Kocial taboo.

. 3 - N' eai ' by ^16 p e r c e n t (i r'l. pcait g i r l s w e r e f rom i o n - s c h t i 1 :: I

c a s t. [, s c- 111e u 1 e I , i• i bf' f ni i 1 i ; .

2.3.8 Dropouts appeared to bnve j i ked t h e i r teach<‘r:- and the i i

I, tMijoxei.I .l',‘ari:> i , 1 l.ed il;, n'-i the U;i;i 1 i 1 '

Matilt*mat i e s . The s c h o o l ha - i .ot push* •(! then, ou* i r 'in. \.

( 1 8 6 )

the pull out effect of extra school factors rooted in castepo\erty - gender- - domestic •''onf igurat i on .

2.3.9 Mojorit.\ / would like to go .uk to school .

Situation of Girls and Women in Ratlam

3.1 Women form 18.67 of the ; 1 \ t. I on in R-itlam . Womf’M

form 48.78 perceai of the population in Block Piploda.

3.2 Sex ratio is highly adverse, there are only 949 females per

thousand .males in Ratlam (1991). Sex ratio in block Piploda is

952. The sitiiat ior', is more alarming in age gi-oup 0-G yr.iv- . ,

where sex ratio OGl ^ i v l s per thousa;.-3 boys in district and In

block I’iploda , i- \ ratio ii 954 girls pc*r thousand boys.

3.3 The phenomenon of sex selective abortions has been reported

by some villagers. There is excess of female mortality over male

mortality in all age groups upto the age of 35 years.

3.4 Decadal population growth in 1981-91 was 24.09 percent in

district Ratlam .ompare'd to 26.75 percent for Madhya Pradesh.

3.5 Total fertili.y rate was 190 in 1981 in Ratlam district.

3.6 IMR (1988) wa^ 14 3 for females.

3.7 Mean age at n:arriage for Ratlam was 15.50 ( 1981 ), 61.05% of

all females in t'ae age group 15-19 were found married in 1981.

3.8 Field obser\;.jt ion shows that culturtal practices derogatory

to status of '.scmei. abour*’. in Ratlam. There is a total environment

of hurling indignities on women. Early marriage, dowry , purdah ,

strong son preference, unequal rights for girls in parental

property etc. are also noticed. Low valuation of female life in

general and gross discrimination in matte^rs of distribution of

food , health and medical care , provision of supplements like

books , stationery , clothes to girls are practiced.

( 18 7 )

P r o s p e r i t y h a s f u r t h e r a | | g r a v a t e ? d t h e s a d p l i g h t o f w o m e n

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

c o n t i n u o u s l y i n v o l v e d i n d o i n e s t i c v , ' o r k t o i i n l u d e 1 i v ' e s t o c l

a n : : ) p i ' o s ' i ( i i n g s u p p o r t , i n t u ! t i \ a t i o r . o f c a s h c r o p s .

3 . 9 T h e f i e l d d a t a f u r . h e r s h o v v s t h a t n u c l e a r i z a t i o . r , oi

h o u s e h o l d s a d d s t o t h e e m s o f w o m e n w h o h a \ e t o l e a ' c ’ i c

y o u n g c h i l d r e n o f t e n i n * : h e v a r e o f I . h e o l d e r c l i i 1 d r e n v . h e . < • ; . r r * n

■ i i 1 1. c a s > ' - s g 1 I ' 1 s .

3 . 1 0 T h e p a r e i , . t s w e r r ; : o f i i c o p i n i c i i t h a t t h e c h i l d i . e n E h o j l i i n ; ; ;

g i v e i i ( . M j u a l f a c i l i t i e s a n d I ' p p o r t u i > i 1 l e s . N e a r b y \ uo 1 . h i r d o f - . h e

p a . i ; e n t s p e r c i e v e b o y s a n i l | ; ; i r l s h a v i n g s i m i l r i r i n t < : ? 1 I I g e n c e i i m d

c a p a b i l i t i e s . O n l y 6 3 p e r c e n t J ; m | ; j : n t s a g r e e t o g i v i i l g e q u 1

f r e e d o m t o b o y s a n d g i r l s a n d t h a n o n e t h i t J w o u l d i r l ' ■

e c ^ u a l t i m e t o p l a y . M a j o r i t y o f ^ : h e p a r e n t s t h o u g h t t h a t t h y

c a n r i o t g i \ e s a m e d u t i e s a n d r e s j p o h i i j i b l l i t i e s t o t h e d a u g l i t e t ' s i «

t h e y c a n g i v e t o s o n s , r\or d o t h < “ y f a v o u r j o i n t r e g i s t r a t i o n o f

a s s e t s i n t h e n a m e s o f h u t t b a n d s a n d w i v e s . m o r e t h a n t w o t h i j . r d

p a r e n t s f i ^ r e e d t h a t t h e h o u s e h o l d w o r k s h o u l d b e s h a ^ ' e < i b y b o t h

m € M i L w o m e n e q u a l l y . T h e v i e w e x p r e s s e d b y t h e d r o p o u t ^ i r l s t n d

n e v e i - e n r o l l e d g i r l s v a s t h n t t h e y n e \ e r g o t e q u a l o p p o r t u n i t i e s

a s t h e i r b r o t h e r s , t h e > w e r e ( | i s c r i m i n a t e d a g a i n s t i n t h e

m a t t e r s o f f o o d c l o t h i n g ; , t i n i e f o r p l a y h e a l t h c a r e e t c .

T h e e m p i r i c a l d a t a p o i n t s o u t t h a t t h e p a i ' e n t s e x p r e s s e 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 . i t i c n a l a s p i r a t i o n s f o r d a u g h t e r s a s

c o m p a r e d t o s o n s .

3 I 1 1 T h e \ ' i e w s e x p r e s s e d l ) y t h e t e a c h e r s w e r e \ o r y m u c h

e g a l i t a i ' i a n i n t h e m a t t ^ ^ r s c f t M ^ u a l f o c > d , e q u a l e d u c a t i o n . c q . i . i i l

( 188 )

wages, equal intelligence and abiliti" and joint family decision making. B> ai..l lai ie they a ic-e tha* ’ >t,h ’or,ys -\nd girls c.::in l.eassigru.'d s;irnc dviti- 'S ind responsih:' it 1-''-: ar'id can ha\''- s'lr-iooccupation. Majorit:/ of teahcers wcr-: of the opinion that bothmen and women Khou— 1 shaie the work e^ially.

3.12 Community leaders were of the opinion that both girls and

boys are equal and they should be given equal amount of food equal opportunities to obtain education , equal clothing , medical facil it i- v et< . They also .\g:- ed to the view that girlsha\ equal inte 11 igence arid abilities as men . They also agreethat both should perform all tasks equally and they shouldjointly take important decisions. ThoMgh quite a few community leaders were not in favour of joint ownership of assests ,similar occupations etc.3.13 Administrators were found to htve the most egalitarianviews. They agreed to equal food, equa! education, equal medical & health care, equal wages, equal time for play, sharing of houshold work, joint decision making and joint ownership by

households and wives . Thus these educated people can bring about a social charige with their egalitarian ‘■h inking.

4. collection of information on gender bias in (a) text books (b) teacher’s training, (c) teacher’s attitude, (d) curriculumtransaction and (e) administrator’s attitude.4.1 Text books should be reviewed to .dentify the portions which inculcate gender bias among students.4.2 Gender role perception of teach’:-:? and administrators need to be analysed and sensitised.

(189)

|» I4^htifibat^on s\4ppo|'tive -'.omniuhity structures such women ^roMps VECs, Panchaya^^ , PTAa 1 Teacher brgjanisation , Youth CXoha supportive of UPE amongst girls.|5 ♦ 1 There are total no. of about 140 Mahila Mandals coverihi? 1070

villages in Ratlam. These were also functioning / non functioning

properly. Panchayats are taking / not taking keen intrest in

school buildings and need fu^'ther encouragement. VECs 4o not

exiut. They need to be made functional at the earliest.

6. Identification and facilii.fition of cohvergence of s;ervices of

different clfepartments |“or l:Ffe airyiong fifitls (focdl ,i#alth 4nd Support Seivices).

6.1 ,\t the moment there vas near absence of any cohnectioh I'etven

the department of H’un|en Resources Pevelopment and V;llla§;€!I^UUcatlonary Bodies.

<5,2 In all there were 307 ig nwadi h for a chi 14 popuiati. i ii

(0 - 6 years) 184123.

0.3 it is p:|;'opoi>ed ihaV th«=i |jninp aiid ^ppro>;imity of Anganwad i«

to schools must be coordinat;ud . |t ajso suggested thal; the

tiopi fprn al feducatiop centlr*? for girls* rtiMst be opened next io thiArijg riwadis v rith simultaneous tiiilihgs.ft. Availability of ediicailorfcil (boogie. stationery, Ui i for|niit) ant

iflcentives (noon riaeais attentjer c a, prizes t tc.j7.1 Iticentives Ijke free text hcoks, stationery, Urriformji

attendance prizes are being glvep to scheduled caste girls an:|

ffheduled tribes girls. These ha> had a visible impjR't oh

e»nj’olmt*nl of scheduled casie apd scheduled tribe giils it tie

i>ritpar> stage, in additioh » the children Nomadic tribes get uii ^lilowance of rupee 1.00 per school day and denotified tribf-H

( 190 }

children get ittendance scholarship of ruppes .10.00 per month for

35% attenduii. ■. .

7.2 MaxiinuH: number of respondent.s (parents, tc?:ich< r's

educational administrators and community leaders) have

recommended that the aforesaid incentives should be gi\en to all

girls irrespective of caste and cread.

8.0 Participation of women in Teaching and Administration.8.1 In Ratlam 31.40% of the total primary teachers (1902-03)

v s e r e f e m a l . v , v ; s o d i f f - • e v i s t s , will:

f o r m i n g 2 1 . ' v f ‘ - ' t : * . ! t f a c l ' M s i n P i p l o d r i b l o c k .

8.2 Despite this it was found tha*t there were very few womanteachers in remote areas . With out fail , all discussionspointed to the need for at least one woman teacher in every primary school. Parents were reluctant to send their daughters to all male teacher schools as they felt that their daughters were

not safe especially if the teacher was absent.

8.3 Both the DPEO of the distrio-t and the BEO of the block were

male. Out of the 8 head teachers interviewed only 2 were female.

Madhya Pradesh is consciously trying to give women equal

participation in od-v iatior. . Infact according to the latest

p^licN guidelines 10% of tJ.f fresh recruitments amongst teachers-

liave to be feiniile.

9.0 Development of State/ District level Monitoring and Evaluation Frame Work.

On the completion of analysis of data , indicators shall be

developed for monitoring the all round growth of girls, their

education and women's empowerment (under the MIS).

(191)

DlS'ilUCt ; BA'ttAH StiGQEStED XNTERV|:|'iTlON3

ApHlNISTRATIVE MfeASUEflS

1 . An eai’nest e f f o t t shculd b e made by t. f i e c c i i c e r n . d

departments, for imp|e|nenta t i on of compulsory Pi'lrntry Kducal i jn

Act esipecially for girls.2. P r o v i s i o n f q r a l l l e v e l o f • i h i . e . p r i i n a r > , m i t i ^ I c o : t

h i g h s c h o o l s i n t i j e v i l l i i i i e s s h o u l d b e m a d e n c o r d i n g t o t h e

• v a r i a b i l i t y o f t l i e s c h o o l s i n v i l l a g e .

3. All single teacher's sciiool should bo converted to piiltii'Je

tei»chei'E schools by appoint i|jg felnale teachers.

4* In every school there should be at least one femfile t^ach^Ti

especially in seperate school for girls,

6. Whe 'e ever the village community has demanded -for seperate

fechool for girls , it should be opened immediately,6. Hostel facilities for SC/ST and OBC girls should be provided

at middle school and high school level, to encourage rural Komefj, 80 that these educated woitjen emerge as future teachters iEihd

development workers.Day care / day boarding sfrhools should be started fdr girls.

All sincere effoi'ts shoi’.ld be made to bring girls to school and retain them.

Whenever the enrolment performance of giris is cent p<jrc.?pti

thpse pancbayats and teachers should be awarded. DDO, At)0 ani jshould quote exaifiples of teachers in school v ho mal:e sLucc;

efforts to promote enrolment of girls .

9* More schools are neeJtr! iu the a! <*{i the itMr'ain

uii f J'L e nil 1 y or t !io area is ifc lat.er or 'inv.c i\t’d .

192 )

10. Formal / njnformal / distance ed-uaricn should be providedfor priniciry, iiid<lle arsd high

< i'.ii t In!-i ■ t V of cdii:_:a t. i on tJiroagti

11. In the plcinning phcise of

I' '.('1. There \'o

■ or M.-' o t l ' ir 'p m o a n s .

r\e Lena 1 network at the

district level , small and far off habitation should be taken in to consideration.

12. To reduce the dropout rates among girls , schools should be

upgraded from primary to middle and middle to high school

wherever possible.

13. Rural girls should be i*rovlded u hoL*:el facilities and

free boarding at secondary educational level. /

V ■Book banks , writing material , library facilities , reading material etc. should be made available to girls.

14. School timings should be flexible <ind suitable to the girls.

This will result in better attendance and retention of girls.

15. Follow up measure should be conducted frequently to evalute

the progress of the girls being educated.

16. The slum areas though in the urban vicinity need special

attention as girls at a very early age are pulled into the urban

sector as domestic serventti, vhich deprives them of the

edujational benefits.

17. Parents should be involved in scJiool administration and

encourage to take intrest in school e-ctivities and in the

progress of their wards.

18. Proper roads should be provided in the village so that the

a.;ces3 to school does not become a problem for student especially

during the monsoon season.

( 193)

19. Proper school facilitiefi should l»e provid(»d in the tjchooj

like sitting arrangment, furniture, reading material, writing

mateiial, layvj round, prope*!* toilets;. Tliis will bo holpfnl in

niotivuting the girls to ati.enc! school.

20. The education should be made more* meaungful by includlL,

\C)c« ional skil^-s in tho curr i t'u 1 tjm.

TrACHERS

1 . Almost . a l l v i l l a g e c omn iin i t i ( . ha*, o ic!r.ar..!<,Mi f , ! - wr , „ , n

L e u c h c r b , >%hei-e t h e r e ' i re ric f e m a l ' * l e a c h c M S . Lo' .il -hIid

‘ l i i a l i f s 111.- I ' c q u i r e d noi 'ms f o r t<?Mch<T? s h o . i l t i Im' ai i n t n ! in

s c h o o l s o f t h e i r own v i l l a g o o r a s i ru-t r u e t o r s n NFE c e i i t .

I f need ■ be , the terrjis of age an V qual i f icat io*i shoulc( he

relaxed for ippointing local women «b tc*achera.

2. There Is a much felt nc?ed amongst I rachers for- o t* 1 t‘n I at i on on

Kiris education and women empowerment related issues. !'he

teacliers training course should inclutie g(?nder studios.

3. Teacher’s organisation should include UPE of girls in their action program.

-1 . More rural fer iale teachers should be encouraged t') enhance theii' educational qualifications.

. T-.*ac!u=‘is should be asked lo find o i l tlic [.•- for absence

t'f from school. Suggestion given by teacher? to improve

enrolment and retention should be considered and followed jf requi red.

6. Female Teachers should . be provided with residential

accommodation in the village itsel. Full security of the teacherfi should be ensuro«l.

: 1 94 )

7. Women should be given effective representation in District /B l o c k / S c h o o l a'_I;niai31 r a t ioil a n d fiinc-1 ion i n g . W o m e n s h o u l d

l r i ' i a c t < - d I n t h ' J D , A D , D D a n d B E O l e v e l s . A t l e a s t . o n e w o m a n

s h o u l d o c c u p y a n \ o f t h e s e p o s t s .

8. T e a c h e r ^ —siiould g i v e e x t r a coaching to the girls who a r e

weak in studies. They must be sympathetic and understanding towards girls requirements.

INCENTIVIES1. Government s h o u l d p r o v i d e moi-e fvinds foi- lu cc-ntives.

Incenti\os sho-.i!.d be given to all n e e a d y ch' -;ren, especiallv those belonging to economically weaker families, irrespective **o f their caste and creed.2. Quality and quantity of incentives should be increased so asto motivate and attract girls of poor families.3. To improve enrolment of girls in schools incentives should beprovided to them at par with SC &. ST students.4. Uniforms / Winter uniforms should be provided.

5. Monetary incentive for girls belonging to economically weaker families would motivate the girls and their parents.6. All the incentive should be distributes timely. For this the

incentives should reach the respective village at least one month before the begining of the new session.

7. Nutrition programmes should be introduced in schools and should be maintained by the local bodies like Mahila Mandal which can serve as an agency for change in the community.8. When required , the transport facilities shoxild be provided for girls free of cost, so that girls can go nearby next higher schools to continue their studies.

( 1 9 5 )

b . I n c e n t i v e s c a n Ipe t o g i f ' I s i n k i j i d l i k e c e r f e a i s a r d

| ) i j i b e »8 f o r r e g u l a r a t t e p d e n c e i n . s c h c o l .

d , A f t e r p a s s i n g m i d d l e a m i h f j ^ h s c h o o l e x ; : i m i n a t i c i i t h e t ; i i 1

s | l O i n d b f g i \ i ' i i ( , ‘ x t r a a ' v , i r < i i n t l ' f o r m o f i n c - i . j a l s i i i u l i l i

p i , ' i E i ? s 5 3 0 t h a t t h i s c o u l d b e a n e x a m j ;-1 e a n d a t t r a c t i o n t o o ! i

s t u d e n t s .

CURRICIJIUI1 . T e x t b o o k s s h o u l d b e a n a l y s e d a n c i g e n d e r b i a s i r . i t s c o n ! c m 1

i d e n t i f i e d a n d e l i m i n a t e d .

2 . t h e t e x t b o o k s a n d w o r k b o o k n s l i o u l d i n c l u d e e x a m p l e s <1

b r a \ e r > a n d p a r t i c i p s s t i o n m o d e r n o c c u p a t i o n , f

3. the curriculum slioulq iLtC" revised tp ihclu4e more of cxtl'fi

curt'icular activjltips for gir).si r*specially sports and a < ^ .

4. git'ls and boys s iduldi bfe taught vocational skills aS weli

as Household work reldtfed activities equally.

5. Teacheis should give extra time h o ihat girl students can make

up for their deficiencies..

E x t r a a t t e n t i o n a n d c o a c h i n g s h o u l d b e g i v e n t o s t u d e n t s w h o

a r ^ f i r s t g e p o r a t i o n l e a r n e r s .

G . I n c o m e g e n e r a t i n g p r o g r a n ^ m e s h o u l d b e i n c l u d e d i n t h e s c h o o li

j c u r r i c u l u n i w h i c ' \ w i l l h e l p s t u d e n t s i n a c q i i i r i n g v o c a t i o i t a i

s k i l l s . S u c h p r o g r a m m e s a i i f d v o c a ' t i o n a l e d u c a t i o n s h o u l d

c s j f j o c i a l l v d e v e l o p t ' d f o r w o m e n a n d a d o l e s c e n t g i r l s a s p a r t o f

l i i o n - f o r r a a l e d u c a t i o n a l p r o g r a n m e s .

7 . C u r r i c u l u m s l r j u l d b e n s a d ? ? 5 . L m p l e r a r i d m o r e g r a s p i n g s p e t i a l i y

s u b j e c t s l i k e m a t h e m a t i c s .

I l 9 6 )

Support Services1. An earnest efforts; shouio |:)e made to reduce the burthen of

hou8»;hold work, and care of slbilings from tho girls.

2. Support Sei'vices ] i kf Ar unwad i s j Ha 1 wad i s , Kli-:-1 tfhr. r:5

ui’eches should be started in the to motivatod I hic- pnrojit sI

to j{c‘ t t h e i r d a u g h t e r s o n r c l l ^ d .

Mo|ji|izat ion of parents and Communi ty for Girls Educati(jn ahc( Women's Empowerment1. E r f ei: t i \ e cani|.3a i gn i ng i s r e q u i r e d ‘tct make th e p ^ i r c t i t s j i e a l i ? : :

t h i i nipf) t't an ro o f c d u c a t i o t i *

I-. lit. uf Lhc* parents ij also i| most' important factor os

that will improve the gir fi. educational- status .. The parents

should be encouraged to attend Adult Education Centres,

3. Public relations departments, mass media and nukkad nAtaks can

be used in creating the awareness among community leaders about

the importance of education.

Ii tlie parents should b»2 made responsible for their childs

attendance in school. The parents should allocate a fixed place and time for g iMs studies.

5. Mahila Mandals , VECs and Piincliayats can be oriented towards

■siJ’l- ••d.icatlon afi'.i ^ornior Iss!:<*s, 11. impio\i' t !ir of « ii'l5vduca t i*jn .

1

G. The womfn in t}ie \illage can be motivated to launch VPE. in thevillajj'o and t r\ for wuinen's empowerment..

! • The traditit^n c»f onr l y marriages !:huuld 'be stopc?d. Stri ket.

is; i r c i t o »*n fo ic e l i ' j j a l age o f ‘ m a r r i a g e . E f f o a t i v o

c a m p a ig n i n g i s r».*4 u i r e d t o ;ni l .o p a r e n t s und<.‘ i ' 3 t a n l ' tht"* i l ! .

‘ • f fec*,- o f f!ia r r*: a ge s .

I 197)

8 . M ' a h i l a ' ‘ ‘. a n d a l s s h o u l d b e e n e r g i s e d s o a s t o p r o m o t e a n d

o r g i i n i o e \ a r i o u s p r o g r a m m e s o f g i r l ’ s e d u c a t i o n .

3 . D i s t r i c t a d m i n i s t r a t i o n s h o u l d a d o p t s t u d y v i l l a g e s a s l e a d

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 c i s i n e d u c a t i o n a n d f o r w o m e n ^ s

e m p o w r m e n t .

10. The women should be made aware of their rights and legal help should be made available to them.11. D e c l i n i n g s e > : ratio i s a n i s s u e t h a t n e e d s u t m o s t a t t>*r.t-i o n .

S o : . d e t e r m i i i i t i D Q t e s t s s h o u l d b e t o t a l I j ' b a n n e d . P o > , t n r s a n d

advertisements t o this effect should b e disallowed.12. Cammunity shlSuld’ allocate a separate space for NFE centres,Mahila Mandals for the education of the girls« Volunteers should

\

be provided for the same.13. Village education communities should be made functional.’•Vomen can b e instrumental in overcoming the barriers to girls education.14. The cooperation of VEC and village Panchayats should be taken by t h e educational authorities and other social welfare agencies i n t h e village should be involved to encourage access a n d c h e c k d r o p o u ' a n d non-enrollment o f g i r l s .

15. Youth cti*bs, t h e branches of N'ehru Vuvak Kendra can play a vital role in enca.jraging and reaching the goal of UPE.16. Teacher ’ Vnd Teacher organisations should be involved toensure success of girls primary education by achieving enrolment targets.17. TRYSEM, JRY can also play a v i t a l r o l e i n t h e v i l l a g e s t o

grainfully employ the educated people.

( 1 9 8 )

18. The educated rural girls sihould be used as anchor persons by

women organisations to furt.her motivate and encourage girls;

educat ion.

FROGkAMMES AREASt

Following major programmes areas have emerged out of the study.

Social Mobilization on Issues of Girl Child

1. The parental awareness is to be created through campaigns

regarding girls education.

21. V’ECs, Panclidyats & Nehj’u \uvak Keniras nj.'iubcM's should bo

oriented towarr^s importar; o of girls education.

3. Mahila Mandals nei?d to be s;t rengthei.ed to play a pivotal -r ble

in social mobilisation towards female child's welfare.

Incentives to be Gjven tP A^l Girls

1. Free books and stationery

2* Nutritions meals by the community shou!j.d be provided to the-

girls.

3. Transportation facility in th<j folrni of cycle 6r other means

should be provided to g;ir]s after middle school.

•4 Ij^centives in kind like? ccTcals ahd pubes crin be providedL)u! girls for i'c-gu]ar a t t <-rjdn n«:-e .

5. Uni forms» wii*tcr wear €*t<;, Khould be pi'ovided to t lie 8 iris I

Serving Out of School G i r l s

1. NFE centres can play an iniportar»t role in the promotion o\

income generating skills nnong g J i-1 s .

C. Distant I' Edncatior» Mode.

3. Halika Vojna ( scheme for adolescent ^irls, deparlmoMt cfwom«'n and <.-hiltj dt*ve lfjpm*'nt ).

t 199)

Total Literacy Campaigns1 . T L C ' s c a n a n d s h o u l d f o c u s c n a d u l t ■ l l L * ' ' ' r a c y s p e c i a l l y t h c -

m o t h e r ’ s L l l i t : e r a c > w h - c h w o i . I d f : n ; \ l l y l e a d t o i r 1.

e d u c a t i o n a n d 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 w o m e n ' s a c h i e v e m e n t ,

contribution and their rights so as to create gender sensitivity.

CONVERGENCE OF SERVICE1 . S u p p o r t s e r v i c e i s a m u s t i f e d f . c a ^ i o r : i s t o V > e p r o m c t ‘ 1

a m o n g s t g i r l s .

2. NFE and Anganwadis can function s iraul taneously.3. The Anganwadi workers and other support services workers needto be gender senstised.GENDER SENSITIVE CURRICULUM DEVELOPMENT AND TRANSACTION1. The material needs to be prepared for teacher training,

curriculum development and transaction.2. Orientation of teachers an^ teachers educators.3. Orientation educational planners and administrators.4. Preparation of gender inclusive materails f o r NFE both f o r

i n s t r u c t o r s a n d l e a r n e r s .

( 200)

LIST OF ABBREVIATIONS

AEBDOBRCCO^ECRSCSSDIETDPEP•CCEEFEFAGAMR -GARckRGpICDSJPM ] S

MtLN'CEHTNi-ENGONIEPA

:ert

Adult EducationBlock Development OfficerBlock Resource Centrecomputerised Planning for Education Cluster Resource Ceitre Centrally Spohsi.orec| SchemeDistrict Institute of Education and TrainingDistrict Primary Educat^^on ProgrjammeEarl - Childhood Ca|-e and Edu'cationElementary EducationEducation For AllGross Achievement RatioGross Access RatioGross knrolmeht RaLioGram PanchayatIntegrated Child Dnvclopme*nt Services Janpad Panchayats Managei|icnl Tnf;>rm<iM ;:m Syst.oiii Minimum Levels of LL*arniMgNational Couf cil c t Educational Non-Formal Education Non-Government Crg€inisa Lion

Researcli & Training

Nat ional Administrat National Li National Po Operation B Programme o Panchayat i

institute of Educational Plaiming oneracy Kiss ion .icy on Education .ackboai: d ' Act iorRaj Inst i tut ion

Rural Engineering Service Resource Institi|ticnRajiv Gaifdjii .Pr£itninik Shiksha Mission Hetertion Ra}.ei f i t a t e C o u n c i l o f E t l U c a t i o j f f f t l R i : s e a r c h & T r a i n I h H S u b - p i v i s i o n a l p f H - c e rStatr ^ounc i |. of Ftiucatiohal H«nagenient Shikslia Karmi State PlanState Planning Groiip State Project Office Tcacher Resource Centre Teacher Education Total Literacy Campaign Tribal Sub-Pl^nScheduled Castes, Scheduled Tribes and * BackwarcJ Classes Welfare (Deptt.)Universalisation of Elementary EducationUnited Nations Children’jn FundVoluntary AgenzyX’illage Education CommitteeWomen and Child Development (Deptt.)Zila Panchayats

UiiHAHY S DO:u.MENTAriON CEN.f,Institute of Educational

fanning and Admini.tr.tion. i/ 6. ori Aurobindo Mar|- -,hi.nooi6

^ iicDiX DC