2. • As per Census 2011, 74.0% of the population is literate comprising
65.5% females and 82.1% males whereas in rural areas the literacy
rate of women is 58.75%.
• The 66th NSSO (2009-10) round observes that 46.7 % rural females
are illiterate 31.8 % are literate up to primary, 11.1 are literate up
to middle level and only 10.3 % literate up to secondary & above .
• There is wide gap between girls enrollment ratio and dropout ratio
• Illiteracy among women is the major source for all the sexual and
physical violence over women.
Why
?
3.
4. 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.
5. The project
was initiated in Devkurli village in
December 2012, Osmanabad district of Maharashtra.
http://www.youtube.com/watch?v=tf8bnsVzBc8
6. Village Girls Education fund
Sr. No.
1
Participant of Fund Generation
Collect Sum for Entire year (Rs.)
280 house hold @ Rs. 20x12x280,
67200
(Total no. of House hold 350, assuming
20% will not contribute for entire year
then the figure)
2
10 teachers @ Rs. 30x12x10
3
5%
from
development
Panchyat)
women
fund
3600
and
child
(From
3000 (subject to actual)
Gram
Total = 73800
7. Expenditure (one Girl)
Sn. No.
1
Expenditure on the education
Sum (Rs.)
2 year of tution fees of college including tuition 1500
fees (Tamalwari college, a nearby college)
2
Computer education for two years (Provided by 3000
nearest MS-CIT centre , Tuljapur)
3
Transportation cost for two years (actuals)
4
Miscellaneous expenditures on
learning materials (actuals)
500
teaching and 1000
Total 6000
8. 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
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).
9. 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
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.
10. 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 rural volunteers.
To ensure the flow of the work.
will be monitoring and evaluation
of the project at every step.
11. 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 (actuals) calculated
by
in consultation with Gram
Panchayat.
12. 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 and will lessen
the burden.
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 will
provide sharing of knowledge and information
Driven by community participation which will sensitize the overall
community for women education and will increase the marriage age
of girls
The financial empowerment of girls would challenges the social
stigmas attached with girls education and will a step to reduce crime
against women.
13. Measuring the impact of Project
: Indicators
Level of understanding and acceptance of ‘
villagers.
Attendance register of meeting for ‘
’
’ among
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
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.
14. 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
.
The security of girls will be the
foremost concern when they will be
moving to near by town for higher
education.
15. 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.
