This document summarizes a proposed village girls' education fund project in Devkurli village, Osmanabad district of Maharashtra, India. The fund will be generated through monthly contributions from village households, teachers, and the gram panchayat. It will provide financial support for higher education of girls from the village. The goals are to increase female literacy and empowerment by making higher education accessible. Key aspects include community participation in fund generation and management, and addressing security concerns when girls pursue education outside the village.
The Coalition for Child’s Right to Protection, West Bengalcryindia34
CRY supported project The Coalition for Child’s Right to Protection (CCRP) works towards reunifying lost, abandoned, runaway and otherwise separated children with their families to prevent avoidable institutionalisation
Sambhav Social Service Organisation is a voluntary organization advocating for the constitutional rights of the marginalized and deprived communities through their capacity building and organization building. Over the years, Sambhav has partnered with various entities – government, corporates, individuals and other NGO/NPOs for several undertakings of greater good. In the last 30 years Sambhav has rendered it services to several slum residents, migrants, minorities, children, women, youth and vulnerable people in Madhya Pradesh.
In order to fulfill its mandate, Sambhav builds relationships with government departments and national agencies which focus on different aspects of community development and upliftment. It has worked with both urban and rural based community-based organisation (CBOs) and communities, conducted training for youth, women, farmers, school governing bodies and school management teams, early childhood learning centers, and income generating projects.
BIPF focus on rural health and CSR in Odisha to succeed in rural development programmes in Odisha. We stand for rural health in Odisha & women rights movement in Odisha.
The Coalition for Child’s Right to Protection, West Bengalcryindia34
CRY supported project The Coalition for Child’s Right to Protection (CCRP) works towards reunifying lost, abandoned, runaway and otherwise separated children with their families to prevent avoidable institutionalisation
Sambhav Social Service Organisation is a voluntary organization advocating for the constitutional rights of the marginalized and deprived communities through their capacity building and organization building. Over the years, Sambhav has partnered with various entities – government, corporates, individuals and other NGO/NPOs for several undertakings of greater good. In the last 30 years Sambhav has rendered it services to several slum residents, migrants, minorities, children, women, youth and vulnerable people in Madhya Pradesh.
In order to fulfill its mandate, Sambhav builds relationships with government departments and national agencies which focus on different aspects of community development and upliftment. It has worked with both urban and rural based community-based organisation (CBOs) and communities, conducted training for youth, women, farmers, school governing bodies and school management teams, early childhood learning centers, and income generating projects.
BIPF focus on rural health and CSR in Odisha to succeed in rural development programmes in Odisha. We stand for rural health in Odisha & women rights movement in Odisha.
Kanyashree Prakalpa is an initiative taken by government of west Bengal to improve the life and status of the girls by helping economically backward families with cash so that families do not arrange the marriage of their girl children before eighteen year because of economic problem. Researcher chose” Kanyashree Prakalpa “as her topic because researcher wanted to investigate the development of girl child as a whole in the social strata. How many or of what percentage of girls child actually got the benefits of this” Prakalpa”? Researcher was tried to find out how this scheme strengthens them to face the society or make them independent. Did this ’Prakalpa’ help in improving the quality of education? Did it at all make any significant change or solve the problems of women? How far it is effective in strengthening the situation of backward class women? Did it reduce the number of drop out candidates /students? Researcher chose descriptive survey method for her present study. Researcher was preparing questionnaire and apply it on teachers and student. In that way researcher was get their impression on particular area. In this way researcher was collect the whole data needed for her research analysis. Researcher used descriptions, percentages and bar chart for the data analysis.
This article presents the participation levels of the NSS volunteers' in National Service Scheme (NSS) activities in two
districts of North Andhra Pradesh. NSS is a central government scheme initiated to promote the student youth to work for
the community development which leads to building a better nation. This is a quantitative study, adopted the convenience sampling method and
collected the data from 842 students from these eight colleges through a structured questionnaire. The study found that 82.8 per cent of the
respondents actively participated in the regular activities of the NSS programme, 72.9 per cent of the respondents participated in the rallies of
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pandemic is one of the reasons for the reduction of the participation of the NSS volunteers. The functioning of the programme ofcers (POs) and
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from NSS volunteers.
Project Potential - Mission One Lakh FellowshipZubin Sharma
Our vision is to develop ONE LAKH Village Visionary social leaders across rural India. We do it via a one year fellowship that consists of study, action, and reflection. After the one year fellowship, Visionaries go on to do transformative education, health, and livelihoods work.
Finally, after a decade of political posturing and negotiations, the government was able to garner a consensus in the Upper House of the Indian Parliament—The Rajya Sabha—to approve the GST constitutional amendment bill. While there are benefits to the economy that will most likely accrue over the longer-term, once implemented.
Impact Assessment on Primary & Upper Primary School Development Dr. Heera Lal IAS
Impact Assessment on Primary & Upper Primary School Development To find innovative solutions to existing problems, analyze the progress of current projects and build a bridge to connect different administrative nodules for the upliftment of primary education in the rural settings by keeping all the stakeholders under one umbrella of inclusive development.
Michigan State University Center for
Community and Economic Development
MSU EDA University Center for Regional Economic Innovation (REI University Center)
In 2010, economic development in Michigan was fragmented and in disarray. In 2011, with support from of the Economic Development Administration (EDA), the Michigan State University Center for Community and Economic Development, the state initiated a five-year EDA University Center for Regional Economic Innovation (REI). As a highly networked knowledge-sharing hub charged with building a unique ecosystem to leverage Michigan’s higher education assets in the support of the co-creation, co-application, and dissemination of innovative economic development strategies this center yields high-growth entrepreneurship, job creation, and economic innovation throughout Michigan. At the heart of the REI University Center is a responsive, virtual community of over 1,000 public and private sector participants engaged in strategic partnerships and collaborative learning to identify, develop, and implement new strategies to improve Michigan’s economy.
Jennifer Bruen, Project Coordinator,
Community Economic Development
Rex LaMore, Director, Community Economic Development
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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3. 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
?
5. 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.
6. The project ऩरिवर्तन धािा was initiated in Devkurli village,
Osmanabad district of Maharashtra.
7. 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
8. 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.
9. 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).
10. 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.
11. 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.
12. 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.
13. 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.
14. 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.
15. 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.
16. 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.