ऩरिवर्तन धािा

Team From: TATA INSTITUTE OF SOCIAL SCIENCES

WE ARE DHRUV

OUR NAME

AMIT KUMAR KOMAL DEVKATE

KOMAL KHARE PRATIK MISHRA VIJAY PRAKASH

If a girl receives higher education…

Of the out-of-school children in 2008, 62% were girls; they make up two-third of illiterate 15- to 24-year-olds.

The problem is particularly acute for women and girls with over 200 million illiterate women in India alone.

Yet…

Why is

?

Truly accessible, girl-friendly higher education

Model for the village girls education fund

Every house hold (HH) of the village will

contribute Rs.20 to the fund, simplifying it as

the male member will give Rs.10 (33p per

day) and female member will pay the similar

amount.

The Teachers of the school situated in the

village will contribute Rs.30 (Re. 1 per day)

The Gram Panchayat will contribute 5% from

Women and child development fund.

The project ऩरिवर्तन धािा was initiated in Devkurli village,

Osmanabad district of Maharashtra.

Village Girls Education fund Sr. No. Participant of Fund Generation Collect Sum for Entire year

(Rs.)

1 280 house hold @ Rs. 20x12x280,

(Total no. of House hold 350, assuming 20% will

not contribute for entire year then the figure)

67200

2 10 teachers @ Rs. 30x12x10 3600

3 5% from women and child development fund 3000 (subject to actual)

Total = 73800

Merits Community pools resources and re-distributed within itself.

The Contribution from every household (HH) is small but overall collection

will suffice girls needs for higher education.

Entry Point Activity (EPA): covered under Mahatma Gandhi National Rural

Employment Guarantee Act. and Nirmal Bharat Abhiyan (NBA)

Liaison between the schools at village to district level.

Driven by community participation which will sensitize the overall

community for women education

The financial empowerment of girls would reform the social stigmas attached

with girls education.

Approach

The project is an attempt to create an educational fund which will support the higher education (10+2) of girls in rural areas. The fund will be created and maintained by girls of class IX and X with the support of Gram Panchayat, school administration and villagers on yearly basis.

Every month on Second Sunday girls with their ward member and ऩरिवर्तन मित्र will visit each HH of that particular ward for collection. From teachers the collection will done Second Monday per month. Gram Panchayat will contribute the money one time in the last month of financial year.

A joint account will be opened in the nearest bank, managed by a senior most female member of Gram Panchayat along with a girl student of class X (who will be elected by the class).

Implementation (stage 1) Entry Point Activity (EPA) : covered under MGNREGs and

Nirmal Bharat Abhiyan (NBA) will build trust and co-operation between villagers and the project.

Selection of ऩरिवर्तन मित्र which will include girls and SHG

members for sensitizing, implementing and monitoring of project

Preparing and display of pictorial pamphlets on the importance of girl’s education as preliminary part of sensitization.

Meetings in groups – Initially, the meetings would be in small and homogeneous groups composed of mothers, fathers, adolescent, SHG members etc. Later the groups can be magnified to parents, teachers, teenagers and lastly with gram sabha.

Stage 2 During meetings, every idea, issue, constraints will be recorded

and then framed into general issues and bringing out solutions

with them.

In every meeting, the issue of security of girls should be given

priority and remedies for any problem girls face.

Attendance register, Minutes of the meetings & maintenance

and updates of resolution register will be done by the ऩरिवर्तन मित्र . To ensure the flow of the work.

ऩरिवर्तन मित्र will be monitoring and evaluation of the project

at every step.

Last phase. Once in a year the total collected money will be withdrawn

from the account. The total sum will be distributed equally to

all the girls who has not only successfully cleared their

matriculation examination but also want to pursue higher

education.

The distributed amount will cover fees of two years , local

transportation costs and miscellaneous expenditure on learning

materials. Which will be calculated by ऩरिवर्तन मित्र in

consultation with Gram Panchayat.

Measuring the impact of Project

We have kept Indicators for Success very slow and

low based on the action learning cycle. At least two

year is given for setting up the project in accordance

with the villagers. These two years will give enough

time to check what the short coming of the project is.

Within the two years span, if members come with any

plan change or reform in the existing thought,

measures would be taken to keep activities flexible for

this purpose.

Indicators Level of understanding and acceptance of ‘ऩरिवर्तन धािा’ among

villagers.

Attendance register of meeting for ‘ऩरिवर्तन धािा’ Minutes of the meeting

Account register (This include collection of funds, withdrawn of funds and number of girls utilized it etc. )

Resolution register (This include existing plan of the project, strategy and add on of external support etc. )

After three years who are the external partners joined to scale up the project.

Frequent Discussions and meetings with ऩरिवर्तन मित्र and villagers.

Village develops a culture of promoting girls for higher education.

Effect in near by villages and its implementation in high girls dropout rate block of the district in two year.

Grey Areas to be worked Continuation of fund collection for entire year.

The project is not an radical approach to change the structure or belief of the village but an attempt to work with villagers for a small reform in the structure, which always to be restored by ऩरिवर्तन मित्र .

The security of girls will be the foremost concern when they will be moving to near by town for higher education, SHG groups will be promoted to start a venture for the safe transportation of the girls.

Alignment of girls to different scholarships for undergraduate level after completion of intermediate.

References KUMAR, K. (2010). Culture, State and Girls: An

Educational Perspective.Economic and Political Wekly, XLV(17), 75-84.

Kumar, K., & Gupta, L. (2008). What Is Missing in Girls’ Empowerment?.Economic and Politically Weekly,XLIII(26-27), 19-24.

Saxena, S. (2012). Is Equality an Outdated Concern in Education?.Economicand Politically Weekly,XLVII(49), 61-68.

Sen, A., & Drèze, J. (2002). India: Development and Participation . New York: Oxford university Press.

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