Rajasthan Education Initiative (REI) GENDER GAP

Best practices by the States for girl child education 2014

Report by Hemanshu Worah Page 151

Rajasthan Education Initiative (REI) http://educategirls.in/css/Educate%20Girls%20Completion%20Report.pdf

The Rajasthan Education Initiative (REI), launched in year 2005, is one of the innovative initiatives of education in the country. Under the overarching vision of the Millennium Development Goals, and the specific thrust of Sarva Shiksha Abhiyan (Education for All), the REI was conceived to harness the potential of multi-stakeholder partnerships for education. Over a period of time, REI has shown the potential to transform public education and bring about a long -term positive impact on the development of human resources the State of Rajasthan.

GENDER GAP Educate Girls launched its Girl Child Education pilot project in Rajasthan in October 2005 under the umbrella of REI. Educate Girls signed a MoU with Government of Rajasthan on September 24 th, 2005, to develop and test a replicable model for improving girls’education in 25 government schools in the districts of Jalore and Pali. 10 On completion of the pilot project in December 2007, EG scaled up the project to 500 schools in the Sumerpur, Bali and Rani Blocks of the Pali District of Rajasthan. The Pali District has around a 10% gender gap at the primary school level. However, the situation is alarming at the upper primary school level. The district has more than a 25% of gender gap in education. The region is full of male -dominated communities, which accord low status to women, who often face early marriages. Educating girls is not valued and considered rrelevant by many community males. Many times, girls’ education is seen to conflict with accepted gender roles in the local community and hence resisted. Even if girls go to school, they would be withdrawn during or after primary schooling due to socialand cultural reasons. The total literacy rate in the Pali District as per 2001 Census is 61%. The female literacy rate for the Pali District was 44%, compared with a 76% male literacy rate. The gender bias also finds reflection in the schools. Pali district is one of the districts of Rajasthan with the highest gender disparity. The gender gap in schools for the age group 6 –14 years was 12.67% as per 2006 -



2007 DISE data. As per the DISE 2006, the gender gap in EG’s project areas of Bali, Sumerpur and Rani Blocks in the Pali District is shown in the table below:

These 500 schools are spread over 200 villages in three blocks and four municipalities (Falna, Rani, Takhatgarh and Sumerpur). Out of 500 schools, there are 323 upper primary schools and the remaining 177 are primary schools. In addition, Educate Girls is intervening in three Kasturba Gandhi Balika Vidyalayas (KGBVs ) in three blocks Educate Girls is currently working with 2,342 schools in the entire district , covering over 125,000 girls

20 ACTION PLAN The action plans focused on the following issues according to needs of the schools: O Toilets O Drinking water facilities O Computer sets O Electricity



O Tree plantation in the school compound OKitchen shed for cooking of mid-day meals OSilverware for mid-day meals oEnrollment of never enrolled and dropout girls into Bridge Course Camps oMore teachers for single teacher schools oBoundary walls

GIRLS FRIENDLY ENVIRONMENT

Meena Film show In order to sensitize the community on gender issues, Meena CD shows were organized in 102 villages (Bali –48, Sumerpur –29 and Rani –25). Community volunteers,field coordinators and APO in their respective clusters,along with school teachers and CRCF, organized the village meetings. Since this was during school vacations, the period was allocated for building links with the communities through village meetings and door -to-door contact





PUNJAB

• Free education ( TUTION FEES ) will be provided to girl students below Poverty line ,

Howver misc expenses need to be paid

http://www.hindustantimes.com/punjab/jalandhar/punjab-govt-restores-free-education-to-girl-students/article1-1047103.aspx

“Free education will be provided to girl students, whose family income is below poverty line, girls who have lost their father and wards of landless labourers and farmers are also entitled to avail this facility.”

“Of the total number of girl students, 30 per cent studying in rural areas and 20 per cent from urban areas will be provided free education. The school head would check the financial status of parents.”

However, she said that she would not be able to comment on a scenario, where the number of students satisfying the income and other criteria, exceeded the percentage limits.

The government had been providing free education to girl students since July 1, 2011. The idea was to encourage the poor families to educate their girl child without feeling any financial burden. The government also promised to provide free education to girls till graduation.

In addition to monthly school tuition fees, students would be required to make various other fee payments, which would total up to around Rs. 2,500 per year, including a monthly fee of Rs. 15 for the PTA (Parent Teacher Association) funds, Rs. 10 for sports and Rs. 5 for cultural activities, besides an annual fee of Rs. 240 at the time of admission for class 9-10.

Students of class 11-12 will pay Rs. 20 for PTA, Rs. 12 for sports and Rs. 8 for cultural activities, besides an annual fee of Rs. 300.

Free ITI Education for Girls

https://www.giz.de/en/worldwide/18013.html

HANDIGARH: The government has decided to provide free education to all girls in government-run ITIs which at present charge Rs 3,000 per annum from every student.

On composite educational development index, the state has moved up to first position in 2010-11



from 13 in 2005-06. About 12% of the general budget is earmarked for school education with maximum share in education coming from the Union government's Sarv Shiksha Abhiyan. Rs 30 crore has been set aside for giving tablets to students of class XI. Rs 20 crore will be spent on buying furniture for all primary schools where most of the students do not even have benches to sit on. Employability allowance of Rs 1,000 per month is given to students of higher education for pursuing vocational technical courses. Mai Bhago Vidya Scheme, providing bicycles to the girls of class XI and XII started in 2011-12, will continue. Bebe Nanaki Ladli Beti Kalyan Scheme was announced in the budget of 2012-13.

http://www.dayandnightnews.com/2011/07/punjab-govt-notifies-free-education-for-girl-students/

Punjab govt notifies free education for girl students

The Punjab government today waived fees from girl students studying in Class 9 to 12 in government as well as aided schools in the state from the current academic session.

Now on, no admission fee, re-admission fee, amalgamated fund and sports fund would be charged from any girl student, as per a notification issued here, an official spokesman said.

Besides, there would be no fee for courses like geography, fine arts, physics, chemistry and biology, he said.

Earlier, no fee was charged from girl students up to Class 10 in state government schools.

http://en.wikipedia.org/wiki/Education_in_Punjab,_India

80% of all recognized schools at the elementary stage are government run or supported, making it the largest provider of education in the country.[2]

School children, Mumbai



However, due to a shortage of resources and lack of political will, this system suffers from massive gaps including high pupil to teacher ratios, shortage of infrastructure and poor levels of teacher training. Figures released by the Indian government in 2011 show that there were 5,816,673 elementary school teachers in India.[3] As of March 2012 there were 2,127,000 secondary school teachers in India.[4] Education has also been made free[1] for children for 6 to 14 years of age or up to class VIII under the Right of Children to Free and Compulsory Education Act 2009.[5]

There have been several efforts to enhance quality made by the government. The District Education Revitalization Programme (DERP) was launched in 1994 with an aim to universalize primary education in India by reforming and vitalizing the existing primary education system.[6] 85% of the DERP was funded by the central government and the remaining 15 percent was funded by the states.[6] The DERP, which had opened 160000 new schools including 84000 alternative education schools delivering alternative education to approximately 3.5 million children, was also supported by UNICEF and other international programmes.[6]

This primary education scheme has also shown a high Gross Enrollment Ratio of 93–95% for the last three years in some states.[6] Significant improvement in staffing and enrollment of girls has also been made as a part of this scheme.[6] The current scheme for universalization of Education for All is the Sarva Shiksha Abhiyan which is one of the largest education initiatives in the world. Enrollment has been enhanced, but the levels of quality remain low.

STATE OF PRIMARY EDUCATION IN PUNJAB http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=22&ved=0CDMQFjABOBQ&url=http%3A%2F%2Fwww.researchpublish.com%2Fdownload.php%3Ffile%3DSTATE%2520OF%2520PRIMARY%2520EDUCATION%2520IN%2520PUNJAB-189.pdf%26act%3Dbook&ei=NNQNVILiLoKjugS08YG4BA&usg=AFQjCNHFrb5rrQ8aog1-WlLED8eFJg61MQ

This paper concludes that literacy rate in Punjab increased to 76.7% as per 2011 census, out of which maximum literacy rate has been found in the district of Hoshiarpur (84.4%) and the lowest in district of Mansa (62.8%). Male-female literacy rate shows an improvement sign. Sex ratio improved in all the districts of Punjab but found to be maximum in the district of Hoshiarpur (962). The percentage share of girl students in total students in primary schools of Punjab is almost stable over the considered years. The lower percentage of schools for girls confirmed the need to work out education policy, which pays more attention for better performance of girl’s education in Punjab. The number of female teachers has been found to be higher than male teachers in primary schools but number of girl students showed opposite trend. Here, it is important to suggest that higher number of female teachers conveniently guide and encourage the families of girl students (especially mothers) for enrolling them in primary schools.





Operation Black Board was started in 1986 by all states of India, it includes (a) Teachers Equipment, (b) Classroom Teaching materials, (c) Play Materials and Toys, (d) Game Equipments, (e) Primary Science Kit, (f) Mini Tool Kit,(g) Two in One Audio Equipment, (h) Book for Library, (i) School Bell, (j) Musical Instrument, (k) Black Boards,(1) Chalks and Dusters and (m) Water Facility. According to, Elementary Policy 1986 in Punjab which is a part ofNational Policy on Education, “Efforts should be made to fulfill the constitutional directive of making education free and compulsory upto the age of 14” (Walia, 1995). (5) In order to improve enrollment, retention and reduce drop out rate of students in primary classes and also to improve the nutritional status of primary school students, Government, of India, launched a countrywide scheme, NATIONAL PROGRAMME OF NUTRITIONAL SUPPORT TO PRIMARY EDUCATION (MID-DAY-MEAL SCHEME)’ on 2-10-1995 (effective from 15th august 1995). Under this Scheme, students of primary classes wereto be provided wheat at Rs. 3 K.G. per student per month (for 10 months in a year) subject to 80% attendance and later on the status were to switch over to cooked meal scheme within two years but like many other states, Punjab did not switch over to cooked meal scheme due to shortage of funds involved in the conversion of food grains to cooked meal. However, cooked mid day meal was provided to children of primary classes in one block in every district of Punjab during the year 2012-13 and the cost of meal was Rs,6.50 per child per day. (6) Sarv Shiksha Abhiyan (SSA) is an Indian government programmed aimed at the universalisation of elementary education. Sarv Shiksha Abhiyan has been operational since 2000-2001; when district primary education was launched over several phases covered 272 districts in 18 states of country. The expenditure shared by central government (55%) and state government (15%). Sarv Shiksha Abhiyan is to provide useful elementary education of satisfactory level for all by 2010, bringing all the social and gender gaps with active participants of local community in the affairs of the school and effective decentralization down to the school level.The thrust of Scheme is to achieve zero drops out by 2010. Operation Black Board was started in 1986 by all states of India, it includes (a) Teachers Equipment, (b) Classroom Teaching materials, (c) Play Materials and Toys, (d) Game Equipments, (e) Primary Science Kit, (f) Mini Tool Kit, (g) Two in One Audio Equipment, (h) Book for Library, (i) School Bell, (j) Musical Instrument, (k) Black Boards, (1) Chalks and Dusters and (m) Water Facility. According to, Elementary Policy 1986 in Punjab which is a part of National Policy on Education, “Efforts should be made to fulfill the constitutional directive of making education free and compulsory upto the age of 14” (Walia, 1995). (5) In order to improve enrollment, retention and reduce drop out rate of students in primary classes and also to improve the nutritional status of primary school students, Government, of India, launched a countrywide scheme, NATIONAL PROGRAMME OF NUTRITIONAL SUPPORT TO PRIMARY EDUCATION (MID-DAY-MEAL SCHEME)’ on 2-10-1995 (effective from 15th august 1995). Under this Scheme, students of primary classes were to be provided wheat at Rs. 3 K.G. per student per month (for 10 months in a year) subject to 80% attendance and



later on the status were to switch over to cooked meal scheme within two years but like many other states, Punjab did not switch over to cooked meal scheme due to shortage of funds involved in the conversion of food grains to cooked meal. However, cooked mid day meal was provided to children of primary classes in one block in every district of Punjab during the year 2012-13 and the cost of meal was Rs,6.50 per child per day. (6) Sarv Shiksha Abhiyan (SSA) is an Indian government programmed aimed at the universalisation of elementary education. Sarv Shiksha Abhiyan has been operational since 2000-2001; when district primary education was launched over several phases covered 272 districts in 18 states of country. The expenditure shared by central government (55%) and state government (15%). Sarv Shiksha Abhiyan is to provide useful elementary education of satisfactory level for all by 2010, bringing all the social and gender gaps with active participants of local community in the affairs of the school and effective decentralization down to the school level.The thrust of Scheme is to achieve zero drops out by 2010. Main component of the scheme are given as: a) Enrollment of all the out school children and dropout by 2003. b) Complete five years of primary education by 2007.



SCIENCE Fairs http://www.indiaafricaconnect.in/index.php?param=news/6225/health-education/106 A 15-year-old girl from Punjab has become the only Indian student to make it to the finals of the Google Science Fair, 2013, a company statement said. Shrishti Asthana, a Class 11 student from Millenium School, Mohali, had presented a project on a solar power-assisted green technique for degradation of detergents and was chosen from among thousands of participants from 120 countries. "The inspiration for the project came when Shrishti went on a field trip to Ludhiana and was disturbed by the dire state of the disposal technique of industrial waste... She began her journey to find a green solution to turn waste detergent water from industries into an eco-friendly alternative," the statement said. According to Google, Asthana woul d be competing with 14 other finalists from around the world who would be taken to the Google headquarters in the US Sep 23 to submit their projects to a panel of international scientists. The winner will receive a 10-day trip to Galapagos Islands with National Geographic expeditions, $50,000 in scholarship funding and other prizes. The Google Science Fair is an online science competition started in 2011. It is open to students of 13-18 years of age, who formulate hypothesis, perform experiments, and present results to a panel of experts. NGO – DAYA TRUST http://dayatrust.com/unique-childrens-home-punjab

An interesting aspect of Unique Home is that the girls know that they have been abandoned because of their gender. Some of them have suffered horrific abuse at the hands of their families. However this has been used as ammunition for the girls to better themselves. Sheeba wants to be a successful neurosurgeon. Prakash Kaur recognised how intelligent Sheeba was at a young age, and Sheeba now goes to one of the best boarding schools in North India so that she is given the top resources and opportunities to fulfil her dream.



HARAYANA Education policy

http://haryana.gov.in/educationpolicies/educationpolicy.asp

Despite the major strides made by Haryana, the State ranks among the lowest in the country in many of the HRD indicators. For instance, the birth rate in the State remains higher than the national average and f ar above the replacement level. During 1981-91 the sex ratio between males and females has gone down from 878 to 865 and is the lowest in the country. Although, the enrolment of girls has improved since the inception of the state, yet it remains low. The drop-out rate among girls in the elementary stage is high and the percentage of girls going for education at the secondary and college stage is low.

Centralized Control in State Education

At the time of initial thrust for universalisation of elementary education, there was voluntary community participation. Most of the schools in the rural areas were made by the panchayats or the communities and the land for the schools was given free of cost by the panchayats. The efforts of the State at universalisation of elementary education increased the coverage extensively, yet, it led to a system of centralization at the cost of community participation. Today the community and the panchayats stand alienated from the monolithic educational infrastructure that has evolved in the State.

HARYANA KHAP http://timesofindia.indiatimes.com/india/Haryana-khaps-launch-campaign-for-girls-education/articleshow/36459145.cms

CHANDIGARH: Haryana's khaps, infamous for their diktats on same-gotra marriages, have launched a mission for girls' education, signalling a change in their approach towards literacy among women. In a ray of hope for girls, who are not encouraged to go to colleges after schooling in the state, four khap panchayats -- Nogama (Jind), Satrol (Hisar), Rathee gotra and Meham Chaubisi Sarv Khap Panchayat (Rohtak) - have initiated a campaign to persuade them to continue education. According to Satrol khap president Inder Singh Mor, around 80% girls of his Bass village were not able to continue studies in colleges because of security concerns or lack of institutes in nearby areas.

EARLY MARRIAGE "A large number of villagers prefer to marry off girls when they turn 18 instead of continuing their studies," she added. "If special government buses are introduced for girl students, it may boost the confidence of parents because lack of transportation facility on link roads is a major reason for girls'

dropout from schools and colleges," she said.



BUS TRAVEL & EVE TEASING , SOLUTION – DISTANCE EDUCATION http://timesofindia.indiatimes.com/india/Haryana-khaps-launch-campaign-for-girls-education/articleshow/36459145.cms

Nitu, 22, a resident of Narnaund, a small town, wanted to continue her education in a college after she passed class XII in 2010. But her parents told her, "Bahar jana aachha nahi se, dar sa laga se (It's not advisable to go outside, we are apprehensive about your safety)." Her parents were not in favour of her travelling by bus to reach the college, situated in neighbouring towns of Hansi or Jind. "My father asked me not to go by bus because a few girls had already faced eve-teasing during travel," she said. Later, Nitu was forced to pursue post-graduation through

distance education programme.

http://www.indianresearchjournals.com/pdf/IJSSIR/2012/August/9.pdf

GROSS ENROLMENT RATIO The Gross Enrollment Ratio is a statistical measure used in the education Sector to determine the number of students enrolled in school at several different grade levels (like elementary, middle school and high school). An elementary formula used by most countries to calculate the Gross Enrollment Ratio is that, the country divides the number of individuals who are actually enrolled in schools by the number of children who are of the corresponding school enrollment age. The following table shows the GER of different states in 2009 -10 in different classes:



DROP-OUT RATES Drop-out rate is the proportion of children which c

ease to remain enrolled in the schooling system. There are a number of methods for estimating dropout rate. One of them, followed in the Selected Education Statistics (SES) of the Ministry of Human Resource Development, is as follows:

Gross dropout rates for classes (I-V) = {1-(Enrolment in Class V during the reference

year divided by the enrolment in Class I four years ago)} Χ 100.

Gross dropout rates for classes (I-VIII) = {1-(Enrolment in Class VIII during the

reference year divided by the enrolment in Class I seven years ago)} X 100.

The following table shows the different drop-out rates of students in the states under

study in the year 2009-10.

Here, Himachal Pradesh is on number one as the drop-out rate in class VI-VIII (

age group of 11-14 years) is the lowest in this state.

In the age group of 11-14 years, the drop-out rate is lowest in HP followed by Haryana.

In Haryana and Punjab, drop-out rate even comes out negative which is largely

because of the inconsistent enrolment data or some errors in the data.



Rajasthan and Up are again bad performers in this category. Drop-out rate of girls in this

category is less than that of boys of the same group in Haryana, while it is reverse in case of HP, Rajasthan and UP. As compared to India as a whole, Haryana has shown better performance in all the categories. Moreover, in class I-VIII, its drop-out rate is lower than Punjab, Rajasthan and Uttar Pradesh. This shows that once students get admission into the schools, the tendency to leave schools is low in comparison to other states as well as India as a whole. In the age group of 6-11 years, HP is found to be the best performer as its drop-out rate is the lowest. Drop-out rate is very high in case

of Rajasthan and UP, in this category

It is clear from the above statistics that, Haryana is either second or third among the

neighbouring states in the school education institutes. A good number of pre-primary schools is there in the state making it second to Delhi. This may

be because of the increased number of working mothers in Delhi as well as Haryana. So far as the category of primary schools is concerned, Haryana is far behind all the states except Delhi and HP. The number of schools in the state should be increased so

that more and more students can get enrolled in them. In the category of higher secondary schools, UP has the largest number of institutes followed by



Rajasthan and Haryana. In case of high schools, Rajasthan is at number one, while UP and

Haryana are at 2 nd and 3rd position. In the category of middle schools, Haryana is behind all the states except Delhi. UP has highest number of middle schools. In case of primary schools, again UP is at the top and Haryana is on the 4thposition.

NUMBER OF COLLEGES & POLYTECHNICS Uttar Pradesh is having maximum number of colleges when compared with other states under the study. Haryana is having the highest teacher training colleges, i.e. 447 Colleges. But this figure doesn’t signify that education is being provided at a good scale in the state as there is very less scope of B.Ed. as compared to other courses. Medical colleges are also much enough which shows that the students are more keen to enter into this field. Number of other colleges should also be increased. This has been made clear with the help of table no.4

COLLEGES

http://www.indianresearchjournals.com/pdf/IJSSIR/2012/August/9.pdf



FEMALE LITERACY RATE

http://www.census2011.co.in/census/state/haryana.html

Haryana Literacy Rate 2011 Literacy rate in Haryana has seen upward trend and is 75.55 percent as per 2011 population census. Of that, male literacy stands at 84.06 percent while female literacy is at 56.91 percent. In 2001, literacy rate in Haryana stood at 67.91 percent of which male and female were 76.10 percent and 59.61 percent literate respectively. In actual numbers, total literates in Haryana stands at 16,598,988 of which males were 9,794,067 and females were 6,804,921.

Haryana Sex Ratio Sex Ratio in Haryana is 879 i.e. for each 1000 male, which is below national average of 940 as per census 2011. In 2001, the sex ratio of female was 861 per 1000 males in Haryana.



UTTARAKHAND http://schooleducation.uk.gov.in/

The state of Uttarakhand is carved out of Uttar Pradesh on Nov. 09, 2000. It is surrounded by U.P. on the south, Himachal Pradesh on the west, and international boundaries of Nepal on the east, China on the northeast. The total geographical area of the state is 53,483 sq.km which is 1.69% of total area of the country.

Uttarakhand was centre of education from the ancient time. It was believed that kauravas and Pandavas were trained by Guru Dronacharya in the foot hills of Himalaya thats why Dehradun is also known as Drona Nagari. India's best schools and training institutes are located in Uttarakhand

Demography

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As per 2011 census

Description 2011 2001 Approximate Population 1.01 Crores 84.89 Lakh Actual Population 10,086,292 8,489,349 Male 5,137,773 4,325,924 Female 4,948,519 4,163,425 Population Growth 18.81% 19.20% Percantage of total Population 0.83% 0.83% Sex Ratio 963 964 Child Sex Ratio 890 967 Density/km2 189 159 Density/mi2 488 411 Area km2 53,483 53,483 Area mi2 20,650 20,650 Total Child Population (0-6 Age) 1,355,814 1,360,032 Male Population (0-6 Age) 717,199 712,949 Female Population (0-6 Age) 638,615 647,083 Literacy 78.82 % 71.62 % Male Literacy 87.40 % 81.02 % Female Literacy 67.06 % 63.36 % Total Literate 6,880,953 5,105,782 Male Literate 3,863,708 3,008,875 Female Literate 3,017,245 2,096,907



UTTARAKHAND STATE ECONOMY

http://planningcommission.nic.in/plans/stateplan/Presentations13_14/uttarakhand_2013_14.pdf

IT EDUCATION IN STATE COMPUTER Education is well established with internet connectivity and adequate facility are provided by the education department – good growth is visible by the planning process, Remarkable progress is achived by Uttarakhand despite limited Resources.

Educational Statistics

SCHOOLING FACILITY

• Primary377.7 KB • Secondary206.8 KB

STUDENT ENROLMENT

• Enrollment Primary58.3 KB • Enrollment Secondaery116.9 KB

NEW OPENINGS

• Year Wise opening of New Schools/Upgradation 266.5 KB • Year Wise Provincilisation (27 KB)108.5 KB

Information About CBSE & ISCE School in Uttarakhand

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• Bageshwar (184 KB) • Rudraprayag (96 KB) • US nagar (712.5 KB) • Chamoli (141 KB) • Almora (262.5 KB) • Champawat (123.5 KB) • Pitthoragarh (1.3 MB) • Nainital (441.5 KB)



Schemes

• Introduction • Computer Education • UPROBE » • Rajiv Gandhi Navodaya Vidhalaya

Targets

In order to effectively implement the integration of computer in educational process the department has targeted to computerize all the ...1720... schools in the State under the 'Aarohi Programme' by installing 5 – 6 computers in every school.

The present status of coverage of the number of schools districtwise is as follow:

Sl. No. Name of District No. of schools where omputers are

provided No. of computers provided

1. Almora 205 982 2. Bageshwar 71 362 3. Pithoragarh 142 685 4. Champawat 61 202 5. Nainital 156 833

6. Udhamsingh Nagar 91 664

7. Dehradun 149 838 8. Tehri 192 989 9. Chamoli 133 729 10. Pauri 288 1319 11. Rudra Prayag 85 435 12. Uttarkashi 86 429 13. Haridwar 50 342 Total 1709 8899

The department intends to provide computers and connectivity to all the schools with in a couple of years.

TEACHERS TRAINING

Simultaneously efforts are made to train the teachers with the assistance of MICROSOFT and INTEL.



Regular Teachers Training Programmes are organized in all the DIETs and MICROSOFT Academy with the assistance of these institutions.

The following is the status of the teachers trained.

No. of teachers working in the Sec. Schools

No. of teachers trained by MIROSOFT

No. of teachers trained by INTEL

17170 MT 3594 2459 MTPT 4920 18872

Teachers Students Portal:

In order to provide a plat-form for professional development needs of teaching community by making available pace teaching practice and resources, and providing comprehensive management system to all the stake holders namely Teachers, namely Teachers, Students, Parents ad Officials of Education Department to interact continuously, a teacher student portal is being developed. The said portal will provide comprehensive information about the schools, students, curriculum, staff and other areas of educational administration. It will also provide the scope for accelerating process of teaching learning process and improve the quality of academics.

e-Class Project –

e-Class projects by developing IT enabled course and curriculum in Biology, Physics, Chemistry and Mathematics for the classes of IX – XII in the state. 75 hours of course content will be developed in each subject from IX to XII classes. This Software will facilitate the effective teaching learning process in the class room and would also enable students for self learning.

Residential school System

Rajeev Gandhi Navodaya Vidyalaya

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For the rural poor and talented students Uttarakhand State

has introduced free and quality education through Rajeev

Gandhi Navodaya Vidyalaya, residential school. Seven

Rajiv Gandhi Navodaya Vidyalaya have been started in

Uttarakhand as follows.-

1. RAJEEV GANDHI NAVODAYA VIDYALAYA, DEHRADUN 2. RAJEEV GANDHI NAVODAYA VIDYALAYA, HARIDWAR 3. RAJEEV GANDHI NAVODAYA VIDYALAYA, CHAMPAWAT 4. RAJEEV GANDHI NAVODAYA VIDYALAYA, PITHORAGARH



5. RAJEEV GANDHI NAVODAYA VIDYALAYA, NANITAL 6. RAJEEV GANDHI NAVODAYA VIDYALAYA, PAURI GARHWAL 7. RAJEEV GANDHI NAVODAYA VIDYALAYA, ALMORA 8. RAJEEV GANDHI NAVODAYA VIDYALAYA, TEHRI

DR. SYAMA PRASAD MUKHERJI ABHINAV VIDYALAYA

Rest of the five districts (Uttarkashi, Rudraprayag, Chamoli,

Bageshwar & Udham Singh Nagar) will be coverd under Dr.

Syama Prasad Mukherji Abhinav Vidyalaya scheme.

Scholarships

Scholarship amounts need to be revised

http://schooleducation.uk.gov.in/files/pdf/scholorship.pdf

PRIMARY EDUCATION – STUDY REPORT

A Study of the Development of Primary Education in Uttarkashi District (Uttarakhand) From 2001 To 2014 Anup Kumar 1,Ph.D. Schola R Himgiri Zee University Dehradun, Uttarakhand

http://www.ijhssi.org/papers/v3%288%29/Version-1/D0381016024.pdf



Findings of the study • There was consistent growth in population in Uttrakashi district from 2001 to 2011. In 2001, population was 295,013 and after a decade i.e. in 2011,it was 329,686. • During 2001-2002 there were 699 primary schools in Uttarkashi district.In2004-2005 number gone up to 700In addition,in 20012-2013 therewere 769 primary schools in the district. Total70 primary schools were increased inlast 13 years. •Percentage of growth of primary schools was zero from 2001 to 2003. Growth rose in 2003-2004,2004- 2005,2005-2006 and in 2007-2008 by 0.001, 0.022, 0.035,0.022and 0.014 respectively. During 2008 -2009 and 2009-2010 schools,growth was zero. •Enrolment of boys and girls is decreasing. In 2002-2003 session there were 37,441 students were enrolled, in 2010-2011 session Enrolment was came down up to26,988. •IN2002-2003 there were 17065 boys enrolled and in 2013-2014session enrolment came dow n up to 9818. Similarly, in 2002-2003session girls enrolment was 20376. In addition,in 2013-2014 it was 12824. There was a huge down fall in enrolment of girls and boys from 2001 to 2014 onwards. IV.CONCLUSION Education for children aged 6-14 is receiving a great deal of attention internationally. It is recognized as perhaps the most significant phase of education for children’s development and learning. Not over all development of primary schools especially in hill and rural areas is satisfactory. In this connection, many questions automatically spring up in the minds of everyone concerned with primary education. There is a need of serious implementation of state, centre governments sponsored programmes like SSA and Mid Day Meal especially in hill,and rural areas of Uttatakhand.Government and Education Department must take serious steps to make education policy for hill and rural areas of Uttatakhand



NGO

http://azimpremjifoundation.org/uttarakhand

AZIMPREMJI FOUNDATION presence in the State

Our State Institute in Uttarkhand is located at Dehradun. The District Institutes in Uttarakhand are located at:

• Udham Singh Nagar • Uttarkashi

Clicking the respective links will provide more information about these Institutes

Key Programs

Our work is currently focused along three main dimensions:

• Resource Support and Material Development: Material Development and resource support to various agencies of the State, NGOs and Private Schools in various subjects.

• Communication and Engagement: Networking with State, NGOs, Youth and Teachers and development of active youth and teachers’ forums

• Information and Research Centre: Development of Activity Center and Library

Glimpses of Our Work



GMR GROUP http://www.gmrgroup.in/GMR/gmrv/uttarakhand.html

Uttarakhand The Foundation activities commenced in Uttrakhand in November 2006 after work on the GMR Hydro power project was initiated. A study was conducted to assess the needs of the inhabitants living in the villages surrounding the site.

Villages surrounding the upcoming hydro power plant are situated in one of the toughest terrains of the country with temperatures touching -20ºC during winters. Lack of sufficient livelihood opportunities coupled with an inhospitable terrain makes survival difficult. . The following were the issues identified during the assessment:

• Education: The nearest high school is either at Joshimath or Gopeshwar, more than 10 kms away from the villages. It was found that the parents were concerned about their children (and especially girls) safety and security in letting them travel the distance to attend school. The dropout rates were therefore high, especially among girls. Poor quality of education and infrastructure were the other reasons for the high dropout rate.

• Health: The nearest hospital in the area is 40 kms away, at Joshimath. The tough terrain made it very difficult for people to reach this facility in times of emergency, leading to even death.

• Few opportunities for women: There are 2-3 existing SHGs for women created by a local Bank. However, they are not optimally utilized due to lack of proper mentoring, guidance and support.

Initiatives in Uttrakhand: Based on the survey, five villages of the Chamoli district were selected to initiate the



Foundation activities. These villages are Hanumanchatti, Oudh, Khero, Benakauli and Lambagarh.

Education: A school bus has been started to transport students from Lambagarh and other nearby villages to Pandukershwar Higher Secondary School. The bus is being used by about 35 children every day.

Tuition classes are being conducted for students from Std. IX to XII in the Lambagarh village. Around 40 students take the tuition classes. The classes will be extended to other classes as well from this academic year onwards.

Various competitions like drawing competition etc. are organized regularly for the children of the community.

Village library: A library has been opened recently in the Lambagarh village. The library stacks academic books, story books, magazines, employment news, Hindi and English newspapers etc. It aims to cater to the needs of adults and children and its functioning is overseen by Vikash Samithi, the community-based organization set up by GMRVF.

Health: GMRVF has started an ambulance service, to make the emergency health care facilities more accessible. The ambulance is operated by an Ambulance Management Committee compromising of the villagers. It serves to transport emergency cases from all the neighboring villages to Joshimath Government Hospital. Around 10 -12 people are using the ambulance each month. The ambulance also transports people to medical camps held regularly for e.g., it provided transportation and other facilities to 20 patients for the medical camp organized by Punjab National Bank in Badrinath.

A weekly dispensary has been started by the Foundation in the Benakuli village. It caters to all the people of Lambagarh Gram Panchayat. The dispensary is attended by a doctor from Badrinath Government Hospital, which is also the referral unit for the clinic. The doctor attends the clinic on Sundays. On weekdays it is taken care of by para-medicals who are selected from the community and trained.

Empowerment: A series of meetings and awareness programmes have been organized in the month of February, March and April for women of these villages. Women are being encouraged to develop saving habits. They are also being encouraged to start micro enterprises. Tailoring classes will soon be started for women.



http://indiatoday.intoday.in/story/education-wise-uttarakhand-shows-maximum-improvement-in-big-state-category/1/227428.html

Elementary Lessons India Today State of the States 2012: Education wise, Uttarakhand shows maximum improvement in the big state category

Ashish Misra November 2, 2012 | UPDATED 16:01

Ravi Kumar, 11-year-old son of a rickshaw puller, studies in a government school in Ghantaghar, Dehradun. With a monthly income of Rs.3,000, Ravi's father cannot afford to buy him a computer. Yet, the Class VI student

is a computer wizard, thanks to Avadhesh Kumar Chaubey, principal of Gandhi Intermediate College. The winner of the best teacher of the state award in 2007 and 2010, 40-year-old Chaubey enrolls students from poor backgrounds who receive free computer education under the 'Information Computer Technology' scheme of the Uttarakhand government. Like Ravi, 60 other students are trained in computer use every year in Gandhi College.

It's not just computer education. Uttarakhand, a state known for outstanding educational institutions such as Doon School, Sherwood College, Woodstock College and Oak Grove School, has made giant strides in the field of education in the last one year. The state has 15,677 schools, 2,814 colleges, 106 technical institutes and seven medical colleges. In 2011, 182 schools and 147 colleges were added to these numbers. The state's government schools have over 15 lakh students while around 1.7 lakh are enrolled in the colleges and technical institutes. The school dropout rate in Uttarakhand has gone down from 15 per cent in 2001 to 0.31 in 2011.

Click here to EnlargeFor the financial year 2012-2013, the Uttarakhand government has earmarked Rs.40 crore to build 250 new primary schools. In the hills, the government has set up a primary school within a radius of 1 km for a population

cluster of over 200. In the plains, a population cluster of 300 has a school within a radius of 1.5 km. The 2011 Census reported a 79.03 per cent literacy rate in Uttarakhand, a jump of 8 per cent from 2001. "Our aim is to achieve 100 per cent literacy," says Chief Minister Vijay Bahuguna.

The focus is on woman's education. The state's largest women's college, Government Girl's Inter College in Dehradun, has over 800 students. "The number has increased from 500 to 800 in five years," says principal Mohini Thapliyal. Some initiatives have also been taken in



the field of technical education. At the Uttarakhand Technical University, a team from iit-Delhi, Delhi School of Economics and Punjabi University, Patiala, is preparing a new syllabus that will replace the current one which has not changed for 16 years.

The state government will also set up a call centre-based monitoring system by 2013 to gather information. Through this, officials will check the availability of teachers. If an institution is facing a problem, principals will inform the call centre and officials will take the required steps, says Education Director of the state, Chandra Singh Gwal. Uttarakhand is leading the way to quality education in the country.

Read more at: http://indiatoday.intoday.in/story/education-wise-uttarakhand-shows-maximum-improvement-in-big-state-category/1/227428.html

DROPOUT REASONS http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2784622/

Results

Total 3,980 adolescents were covered in six blocks of three districts of Uttaranchal. Overall literacy status was found very high (90%). Although, more than twice adolescent girls (14%) were found to be illiterate than boys (6%). Total 34% adolescents were found to have dropped from school, amongst them 41% were girls and 27% were boys.

The main reason for dropping out was financial difficulties for both girls and boys. Besides the financial reasons 31% boys and 13% girls reported that they are just not interested in further studies. A total of 28% girls said that their family and relatives did not approve their further continuation of the studies. A total of 9% girls and 1% boys reported lack of education facility in the nearby village as the reason for dropping out. Lack of quality education, imposition of parents choices upon adolescents, lack of privacy, and toilet facilities for girls in school and security reasons were few other reasons cited by adolescent for dropping out.

Out of 1,372 adolescents who dropped their studies, 73% adolescents expressed their wish for continuation of studies. Out of this, 46.2% were the girls and 26.4% were the boys.



BSc Forestry - bfitdoon.com www.bfitdoon.com/Forestry

Study in International Environment With Industry Oriented Certificate

Dehradun Forestry Education

HIMACHAL PRADESH http://www.aiaer.net/ejournal/vol19207/27._Sanjeev_Kumar.htm

INTRODUCTION

There are four stages in school education structure in H.P. Primary (Age group 6-11) classes I-V; Middle (Age group 11-14) classes VI-VIII, High (Age group 14-16) classes IX-X and Senior Secondary (Age group 16-18) classes XI-XII. The SCERT has the responsibility of designing the curriculum, developing text books, evaluation criteria and tools and providing training for DIET faculty. The Director of Education is assisted by the Additional Director (Schools), who is assisted by the Joint Director (Elementary Schools). Each district has a Deputy Director. The Grampanchyat has the responsibility of controlling and maintaining the primary and middle schools, providing mid day meal to the students, and providing grants and scholarships to the students. The Grampanchyat reports to the Block Development Committee and Zilla Parishad regarding the requirements and performances. There is tremendous progress of education in Himachal Pradesh since 1990. In 1990 - 91, there were only 7,471 primary schools and 1,066 middle schools. In 2003 - 04, there were 11,013 primary schools. In March, 2006, there were 2,400 middle schools.

Students’ Enrolment

In the year 2003 - 04, there were 590139 students in Govt. primary schools and 16128 students in private primary schools. In primary rural Govt. schools, there were 568009 students and 14390 in students were in private primary rural schools. In Govt. primary with middle, high and senior sec. school, there were 5,195 students while such Private schools, there were 67,440 students. In such rural Govt. schools, there were 2,331 students while in Private schools; this number is again very - very high, that is, 42,202. The most of the parents prefer Private Public schools for providing their children better quality education (English medium). The percentage enrolment of SC students in primary schools was 30.2% and middle school was 26.3%. The SC girl students were 48.7% at primary level and 48% at middle level. But, the enrolment of ST students was very low - 5.5% in primary and 4.7% in middle schools. ST girl students were enrolled 49.1% at primary and 46.2% at middle school level.

Drop Out



There is very low drop out rate compared to previous years. In 2003- 04, the total drop out rate for classes I - V was 16.98% in which 15.87% were boys and 18.15% were girls. The drop out rate for class I - VIII was 14.28% in total, in which 13.29% were boys and 15.32% were girls. This drop out rate was 26.28% in 1993 -94 for classes I-V and 19.74% for classes I - VIII.

Infrastructure

In 2003-04, there were 11,013 primary and 2,076 middle schools. In 11,013 Govt. primary school buildings, 6,758 were cemented and well equipped, while 943 were partially cemented. 815 buildings were kuchha and 2,278 buildings were of multiple types. Some schools had no building. These are located in remote villages in some houses or in rented buildings. In most of the villages, schools are located at reachable distance except in remote snowy areas located in Lahaul and Spiti, Kinnour and Chamba districts.

Drinking Water and Toilet Facilities

During 2003 - 04, 85.6% primary schools had drinking water facilities and 96.8% primary + senior secondary schools had this type of facilities. 28.2% primary schools had common toilets and 70.9% primary + senior secondary schools had this facility. Only 12% primary schools had girls’ toilets and 88.1% primary + senior secondary schools had this facility.



JAMMU & KASHMIR https://www.academia.edu/6013981/ASSESSMENT_AND_UNDERSTANDING_OF_GENDER_EQUITY_IN_EDUCATION_IN_JAMMU_AND_KASHMIR

https://www.academia.edu/attachments/32958628/download_file?st=MTQxMDIyMjU2NCwxMDEuNjMuMTgyLjY5LDc4OTA3Njg%3D&s=swp-toolbar&ct=MTQxMDIyMjU2NywxNDEwMjIyNzkwLDc4OTA3Njg=

ASSESSMENT AND UNDERSTANDING OF GENDER

EQUITY IN EDUCATION IN JAMMU AND KASHMIR Showkeen Bilal Ahmad Gul, Research Scholar, Department of Education Aligarh Muslim University, U.P, India. Dr Zebun Nisa Khan, Assistant Professor, Department of Education Aligarh Muslim University, U.P, India.

The literacy rate and education of the women of Jammu and Kashmir is far lower than their counterparts and also lower than women at national level. Poverty, ignorance of parents and lack of basic infrastructural facilities seem to be major obstacles in the attainment of gender equity in education. The educational schemes and developmental programmes seem have not helped to improve the condition of girls. There is an essential need to make serious efforts by government, not-for-profit organizations and other local bodies to augment the pace of development in education of the women of Jammu and Kashmir.

BARRIERS TO GIRLS’ EDUCATION : Factors responsible for the barriers to girls‟ education in Jammu and Kashmir can be categorized according to how one perceives and defines barriers. Barriers take different forms – e.g. Barriers to access, barriers to quality services and barriers to relevant curricula and/or pedagogy. There are many religious, socio-cultural, economic and educational barriers in Jammu and Kashmir, which hinder their participation in education. Some of these barriers are discussed below:

Poverty: The rate of illiteracy is closely linked to poverty. Due to the poverty or low family income, if parents are not in a position to send both boys and girls to school, they usually send boys to schools and retain girls at home to do house-hold work (Virender, 2012).

Parental Illiteracy: The high level of parental illiteracy among also constraints the education of girl children. Lack of parental support and poor learning environment at home makes learning for them very difficult. The present education system does not fit their needs, which lead to stagnation and wastage among them (J & K SRC Report 2009).



Number of children: In poor families generally, there are many children. According to the priority list of parents, girls‟ education is not compulsory and bo ys get a high chance of receiving education (Bose, 2000).

Child Marriage: Many girls in many districts of J&K still get married at an early age, which affect their education to a great extent (Dabla, 2007).

Customs and cultural practices: Many customs and cultural practices hinder the higher education of girls. For examples many parents do not send their daughters to schools when they attain puberty. Purdan system is also affecting education of girls (Dabla, 2007).

Nature of Habitat: Most of the tribes live in difficult terrain, forests and remote areas. The dearth of schools in these areas leads to absenteeism among the tribal girl children. Study of Virender Koundal, Shows that tribal girl children walk 3-4 km on foot to reach school every day (Virender, 2012).

Female teachers in schools: Girls are more interested in going to schools if female teachers are there in the schools. They are more comfortable and more vocal with female, thus actively focusing and participating in the learning processes. In rural areas also, parents are interested in sending their girl children to school if female teachers are present. If qualified female teachers are teaching in the school they feel more secured towards their girl children. They may be hesitating to send their girl children in male environment based school (Ahmad Gul and Khan, 2013).

Transport facility: One of the barriers for girl education may be the location of schools which are far away from their homes, particularly in rural areas. Adequate transport system is needed for girl to attend the schools. It will be more convenient for them if school buses take responsibility for pick and drop facility for the girl children. In rural areas, other modes may be tried out.

Molestation/abuse in school: Most of the parents feel in secured towards their girl children as instances of abduction, rape, sexual harassment and molestation of girl dampens the enthusiasm of parents and girl students in pursuing their education beyond a certain age.

Inappropriate school timing: In rural areas morning time is not suitable for girl education, as they are engaged in domestic work at home or in farms and field during these hours. The enrollment and retention rate may



be high when educational facilities are made available during periods suitable to them when they are free from domestic chores (Bose, 2000).

Toilet facility: This may be one of the reasons of lower participation rates of girls in education especially at upper primary level. The separate toilet facilities for girls must be created in the school premises. This must also cover the security aspect for girl. At the same time, toilet facility is needed for female teachers also (Ahmad Gul and Khan, 2013).

Lack of girls’ schools: Many parents do not want to send their daughters to coeducational schools especially at upper primary level. There is an urgent need to open separate schools for girls especially at upper primary level as a powerful strategy for bringing to a conclusive girls‟ school environment. There must be strong provision of good quality schools for girls if demand is there (Ahmad Gul and Khan, 2013).

Lack of hostel facilities: One of the obstacles in girls‟ education is that schools are away from their homes, they cannot avail themselves of this facility due to lack of hostel arrangement. The girls belonging to SC/ST category would continue their education particularly in rural areas, if they are provided with free or inexpensive residential facilities nearer to the school



NGO

http://hillpost.in/2013/04/sgpc-chief-promises-free-education-to-jk-sikh-girls/66177/

SGPC chief promises free education to J&K Sikh girls

Anandpur Sahib: In order to promote higher education amid Sikh girls in Jammu and Kashmir, Shiromani Gurdwara Parbandhak Committee (SGPC) has offered to provide free education, accommodation and food to girls in institutions run by the committee.

Addressing the media persons here, SGPC president Avtar Singh Makkar said, all Sikh girls in Jammu and Kashmir, willing to study after their senior secondary (Plus 2) in any type of course, will be provided with free education, free hostel accommodation and free food by the SGPC.

The SGPC chief’s decision of providing free education to girl students comes after his meeting with Dhanwant Singh, chairman of the Kashmir Sikh Sangat. Dhanwant informed Avtar Singh that Sikhs are facing various problems in the strife-torn state of Jammu and Kashmir.

Avtar Singh said, a committee will be formed, at the earliest, to survey schools in Jammu and Kashmir to record population of Sikh girl students in the northern state.



MADHYA PRADESH http://www.ssa.mp.gov.in/GIRLS%20EDUCATION.pdf

Status of Girls’ Education in Madhya Pradesh Despite various efforts made in M.P. in the direction of improv ing the educational status of girls and female literacy rates, a major gap still exists between boys and girls in the area of enrolment, retention and academic achievement levels. There is a high gender gap of 26.5%in literacy, which is indicative of the status of girls and women in M.P. Though the female literacy has shown an upward growth in the last decade, 50% of the females in Madhya Pradesh are still illiterate. The low literacy status of women and the low participation of girls in school create a need for reinforcement of the strategies to promote girls' education. At the same time it also calls for more specific and focused strategies to be implemented so as to increase girls' participation in education. In this context, the National Program for Education of Girls at Elementary Level along with SSA has been introduced to facilitate girls' education by providing more opportunities for girls to participate in schools

Problem Areas Rural literacy rate of M.P. is 42.93%, which is below the national average. In respect of female literacy rate • Female literacy rate is less than national average and Gender gap is higher than national average - In 184 blocks • ST female literacy rate is below 10% in 62 predominant ST block s(as per 1991 census) • SC female literacy rate is below 10% in 34 predominant SC bloc ks,(1991 census) There are 2625 i.e. 5% villages which have just 10% female literacy and 7483 i.e. 14% villages have 20% female literacy. These villages have been identified as backward pockets. • This shows clear gender disparity • Out of the313 blocks, 280 blocks are identified as educationally backward blocks Issues of concern • Girls participation in enrolment and retention at upper primary from the disadvantaged groups • Gender parity • Low GER • NER of Girls at Primary level in 9 districts is below State average





GENDER GAP ABOVE 10% IN PRIMARY & ABOVE 20% IN UPPER PRIMARY

As per DISE Gender Gap is above 10% at primary level in 1 district viz Jhabua,. To improve the status of girls’ education a multi pronged approach is being used which includes SSA, Kasturba Gandhi Balika Vidyalaya (KGBV), NPEGEL and other State specific initiatives

http://timesofindia.indiatimes.com/city/indore/Madhya-Pradesh-better-than-other-states-in-girl-education-Survey/articleshow/11771470.cms

INDORE: If one goes by the survey - State of states - by the Sunday Indian Magazine, Madhya Pradesh performs considerably better in the field of girl child education, public distribution system and public health services than other states. The latest survey conducted by the magazine reveals that the state holds top position in girl child education, ranks second in public distribution system and third in providing public health services to its people among 13-odd states of the country. The state is behind Kerala and Delhi in health sector and behind Chhattisgarh in public distribution system. The survey also points out that out of 13 states, eight are led by non-congress government. Six states out of these eight states are led by NDA and the remaining two -- Orissa and Tamil Nadu -- are governed by Biju Janta Dal and AIADMK respectively. Surprisingly, Orissa and Tamil Nadu have been ranked first in doing excellent work in administrative reforms and industrialization respectively.

http://reliefweb.int/report/india/demand-side-barriers-girls%E2%80%99-secondary-education-madhya-pradesh-india

Today is the International Day of the Girl Child and to mark this the World Bank is facilitating an online conversation between their president, Dr Jim Yong Kim, and Malala Yousafzai, the 16 year old educational campaigner from Pakistan who was shot by the Taliban a year ago on her way home from school.

Malala’s experience highlights the massive social and religious constraints effecting girls worldwide. But it also draws into sharp focus another barrier to girls’ education perceived by many communities across South Asia: personal safety.

While the main obstacles to female education are frequently assumed to stem from cultural or religious social attitudes, it is often concerns about safety when traveling to and from school which are identified at community level as the reason behind female dropout. As a 2010 study by Oxford University points out, in both rural and urban Pakistan, girls are often forced to give up education after primary level due to the lack of secondary schools in their local area.



So while religious and cultural values may play a large role in inhibiting girls’ school attendance in some regions, in others the barriers are seemingly far simpler, in relative terms, to overcome. This is why it is essential to correctly identify the types of obstacles perceived in specific regions and communities in order to deliver effective interventions.

In June of this year, DFID supported a study which focused on the issues in Madhya Pradesh in India, a region where girls’ attendance falls dramatically at secondary level. The high dropout rate in Madhya Pradesh highlights the regional disparities prevalent within countries in South Asia. A broad overview shows that South Asia has an 80% completion rate for children at primary school, however, as evidenced by the poor progress of Pakistan and Afghanistan (female primary school enrolment was shown to be less than 65% in both these countries in 2011, as opposed to a rate of 91.5% in India, according to the World Bank Gender and Equality Statistics, the differences between countries remains substantive. Similarly this is reflected within countries themselves with India’s good progress overall being undermined by severe regional imbalances in educational achievements.

The comprehensive study was conducted by FHI 360 and looked at 3 minority populations: Scheduled Caste (SC), Scheduled Tribe (ST), and Muslims. Madhya Pradesh has the largest SC and ST concentration in India and a large percentage of the remaining population belong to other minority groups. With the current literacy rate among tribal populations standing at 41.2%, against the state’s literacy rate of 64.1%, the region is a clear example of the dramatic disparities in India’s educational system.

Looking specifically at the demand-side barriers to girls’ secondary school enrolment, the study aimed to determine the reasons behind the high dropout rate at secondary level for girls in order to propose suitable interventions. It highlighted that while the Indian constitution names education as one of the fundamental rights, it still remains the case that girls and women are most affected by educational disparities.

The final report lays out the methods used, outlining the design and process of data collection throughout the study. The team collected qualitative data through focus groups and in-depth interviews as well as conducting household surveys within the specified communities. From this 3 main barriers were identified as being the main drivers behind girl’s dropout rates:

1. Concern over safety due to school distance 2. Financial constraints 3. Failing the class 9 exam

The report then presents a number of recommendations which address these particular barriers including:

• looking more closely at the potential take up of a bicycle scheme in Madhya Pradesh • ensuring that cash incentive schemes are well run and provide sufficient amounts for

parents to cover the costs of secondary school • paying more attention to supply-side barriers, such as quality of teaching, in order to

address problems such as exam failure



The findings of the study highlight the need to assess all barriers within their context. While religious and cultural barriers cannot be ignored on an international level, by identifying more practical obstacles, within communities, interventions can be put in place to provide both short term and long-term solutions which could serve to increase girls’ attendance in a relatively short period of time. This study demonstrates the importance of addressing localised issues in order to empower girls at a local level and thus accelerate positive cultural change nationally and internationally.



Orissa joint initiative between the Department of School and Mass Education, Doordarshan (The National Television) and UNICEF. Its aim was to build positive advocacy for girls’ education and encourage parents and community to enroll more girls in school.

http://www.unicef.org/india/education_1056.htm

India has approximately 23 million out-of-school children aged 6 - 14 years, of which about 60 percent are girls. In Orissa, there are 320,000 out-of-school children, of which almost 200,000 are girls. There is a huge gap between the educational achievement of boys and girls. Twenty out of the state’s thirty districts have female literacy rates lower than the national average. Only 44 percent of the children enrolled are girls and tribal girls make up only 18 per cent of the total girls enrolled. Social and economic factors, low quality of education available for the children in poor and marginalized communities are major reasons for this discrepancy

Adi is a student at the Kanyashram (a residential school for girls), in Mudulipada in the remote Malkangiri district and stays in the school hostel. A first generation learner, Adi says “Education makes a person big in life. I want to be a teacher when I grow up and I want to teach all the little children in my village who are not getting education”. Adi, apart from being a good student, is also good at extracurricular activities. Like her, Minati Saraka is another tribal girl, a student of Bridge course Girl’s camp at Badalubadi in Rayagada district. She says, “I used to collect leaves and sell them for a living in the local market. I would run away earlier when I saw anyone wearing trousers and shirt as these were foreign to me. Now I have courage as I have got education. I understand the environment around me better.”

The importance of educating girls was stressed in the statements of the Director, Doordarshan, Director School & Mass Education and Mr. Tom Olsen, the State Representative of UNICEF office for Orissa who also emphasized the second Millennium Development Goal and efforts needed to achieve the same.

ORISSA EDUCATION REPORT http://www.odisha.gov.in/schooleducation/pdf/Activity_report_2010-11_final_.pdf



New School Openings



CHATTISGARH http://en.wikipedia.org/wiki/Education_in_Chhattisgarh

One of the newly formed states in India, Chhattisgarh covers an area of 135,194 km2. It was

recognized as a state on 1 November 2000. The education scenario in Chhattisgarh is not very remarkable as it lacks proper educational infrastructure. However, the state government has launched several programs for enhancing the academic scenario of the state. The overall growth in the literacy rate has been possible due to the persistent efforts of the state government. According to the 2001 census report, Chhattisgarh had a literacy rate of 65.18% which included male and female literacy rate of 77.86% and 52.40% respectively. Special importance is given to the education of women and students belonging to the underprivileged section of the society.

IMPROVEMENT IN SCHOOL INFRASTRUCTURE & EDUCATION ENROLLMENT , STUDY WILL HELP STATE ADMINISTRATION TO GIVE YOUTH RIGHT DIRECTION , RATHER THAN TO MOVE IN THE DIRECTION

NGO

http://www.pratham.org/Menu-38-5.aspx

Pratham Chattisgarh

Education Outlook for Chhattisgarh 2011

As per the ASER report 2010, over 98% of children of between the ages of 6-14 in Chhattisgarh are enrolled in school. However, learning levels are low in this heavily tribal populated, Naxal insurgency affected state. Only 44% of children in Std III can read Std. I text fluently whereas the situation is dismal in arithmetic where only 39% of children in Std V can do division.

Pratham in Chhattisgarh this Year Geographical Coverage: 2077 villages in 18 blocks Children Reached: 73,527 Volunteers Mobilized: 3,288

• Pratham is currently running the ‘Read India’ (RI) program through 17 Block Excellence Programs (BEPs) and 1 District Resource Centre (DRC) in Chhattisgarh. 4 volunteers are mobilized in every target village to teach a group of 20 – 25 children, who are all well below their expected grade level competencies. One volunteer teaches children in classes 1 & 2, focusing on basic literacy and numeracy skills, while the other volunteer teaches children in classes 3-5, focusing on reading fluency and comprehension, as well as Arithmetic operations. Volunteers also teach



English, where the focus is on letter recognition, vocabulary building and ability to conduct basic greetings in English. Read India classes occur in 100 villages in each BEP block.

• Pratham is running the Education for Education (EFE) program in 18 districts in Chhattisgarh. Nearly 3000 volunteers are benefitting from the EFE program in Chhattisgarh at this time.

• Various initiatives, such as reading fairs, public testing fairs and activities such as painting blackboards and slogans in village walls have been undertaken in order to engage the community in the issue of education.

• Pratham has partnered with Korba West Power to run a ‘Library’ program, where children are taught to read in 8 villages of Raigarh district. The program operates out of Pratham’s own centres. Pratham pays teachers a nominal sum, in order to motivate their teaching and to give them a form of self-sustenance. The teachers are young women and men from the local communities, between the ages of 18-23.

• The ‘Cambridge English Certificate’ course is also being offered to school teachers to develop their command over English. Pratham administers and evaluates the course.

AZIM PREMJI FOUNDATION

http://azimpremjifoundation.org/Chattisgarh

Facts and Figures

As of 2011 Chhattisgarh had an HDI value of 0.358, the lowest of any Indian state. The national average is 0.467 according to 2011 Indian NHDR report.Chhattisgarh has an Education Index of 0.526 according to 2011 NHDR which is lower than the national average of 0.563.

With the exception of the states of the north-east, Chhattisgarh has one of highest shares of Scheduled Tribe (ST) population within a state, accounting for about 10 per cent of the STs in India. Scheduled Castes and STs together constitute more than 50 per cent of the state’s population. The tribals of Chhattisgarh mainly inhabit the dense forests of Bastar and other districts of south Chhattisgarh.

Literacy Rates

Description 2001 census 2011 census

Total 11,173,149 15,598,314

Male 6,711,395 8,962,121

Female 4,461,754 6,636,193

% Total 64.66 71.04

% Male 77.38 81.45



Source: Census of India, 2011

Source: DISE 2011-12

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about Chhattisgarh

http://www.giz.de/en/downloads/giz2012-en-spp-chattisgarh-school-education.pdf

DROPOUT RATES & INADEQUATE INFRASTRUCTURES .

% Female 55.85 60.59

Educational Development Index (Primary & Upper Primary) 0.513

Educational Development Index (Primary & Upper Primary)-Rank in India 28





ARUNACHAL PRADESH

http://en.wikipedia.org/wiki/Education_in_Arunachal_Pradesh

The average literacy rate in Arunachal Pradesh as per the 2011 census report was 66.96%. This article provides an outline of the Arunachal Pradesh Education system.

http://www.arunachalpradesh.gov.in/education/

Universities

North Eastern Regional Institute of Science And Technology (NERIST)



list of institutions of higher education in Arunachal Pradesh named Himalayan University

Rajiv Gandhi University.

Institutes offering higher education in Arunachal Pradesh consist of two universities one deemed university and several recognized professional colleges

Stipend management System http://www.ssmsap.in/

Student Stipend Management system is operational to give Stipends to students ( COMPUTERIZED STIPEND MANAGEMENT SYSTEM DEPARTMENT OF SCHOOL EDUCATION GOVERNMENT OF ARUNACHAL PRADESH )

Offline Data entry format : http://www.ssmsap.in/offline_data_entry_format.zip

GUIDELINES FOR SCHOOL GAMES

GUIDELINES FOR STIPEND

SCHOOL DIRECTORY http://www.dseap.info/school_web_directory.htm

http://www.dseap.info/school_web_directory.htm

http://www.dseap.info/pis/Downloads/List%20Of%20Schools%282009-2010%29.pdf

Process Information Management System

http://www.dseap.info/pis/login.aspx

http://articles.economictimes.indiatimes.com/2014-06-22/news/50772416_1_national-cadets-corps-ncc-arunachal-pradesh

ITANAGAR: The National Cadets Corps (NCC) is planning to open an academy in Arunachal Pradesh and raise a new battalion in Tawang district of the state bordering China.

NCC Tezur-based Group Commander Brigadier N K Dabas announced this during a meeting here on Friday with Chief Minister Nabam Tuki while briefing the latter about various activities being carried out by NCC in the state, a press release said today.

Dabas informed Tuki that NCC has plan to upgrade the 22(I) Coy at Pasighat to a full-fledged battalion and raise separate group headquarters for Arunachal Pradesh to bring more youths of the state under its fold.

He also said that all the battalions with about 3400 cadets would be upgraded to seven companies and 24 troops.



He was accompanied by Col S A Patil, commanding officer of Naharlagun based battalion, the release said.

Earlier, Dabas visited the Naharlagun battalion and met the army staff, ANOs and cadets. He informed them about latest developments in NCC.

He also held a brain-storming session with the staff and ANOs to work out future strategy for NCC activity in the state, the release added.



PONDICHERRY DEMOGRAPHY OF THE UNION TERRIT ORY As per the 2011 census the total population of the UT is 12,44,464 with 6,10,485 males and 6,33,979 females. The density of population of the UT is one of the highest in the country with 2598 per Sq.Km. The UT has a sex ratio of 1038 females per 1000 males which is the highest in the country. French is spoken in all the four regions of the UT alongside the regional languages. Also the Puducherry is renowned for International Township of the Auroville and as a logical outcome, around 55 languages are spoken in this UT. Thus the UT of Puducherry exhibits cosmopolitan outlook in the living style of the people. STATUS OF LITERACY AND PROFILE OF EDUCATION The UT gives topmost priority for the Education Sector and 8.5% of the total budget is earmarked for this sector. Pondicherry is the only UT which has achieved almost 100% literacy. Having been emerged as the Education Hub of the South India, the UT has the distinction of being adjudged as the best State in the country which promotes Education. Though the UT is small in size, it has a strong network of 710 Schools under Government as well as Private Sector. There are 435 schools under the administrative control of the Directorate of School Education while 275 Schools of various categories are run by the Private Sector. The breakup of the Primary and Middle Schools are as shown below:



Documents

Rajasthan Education Initiative (REI) GENDER GAP