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and the mid-day meal? May be this is asking too much of a system that is so enormous and impersonal. But there are no shortcuts – children need care, love and above all individualised attention. Children are not passive but active participants in the process of their development and education. Throughout our research it was the interactions and activities with children that gave us an in- depth understanding of the functioning of the school, teacher attitudes/practices, physical and verbal abuse in the classroom, household nutrition/food practices and the negative impact they have on children’s self-esteem/dignity. Similarly our understanding of the world of work with respect to both school-going children and those who are out of it provided valuable insights. Therefore, listening to children and giving them a voice/a forum is of great importance. Educational Resource Unit Page 100 April 2003
BIBLIOGRAPHY AND REFRENCES 1. Aggarwal, Yash. 1999. Trends in Access and Retention. New Delhi: National Institute of Educational Planning and Administration. New Delhi: NIEPA. 2. Aggarwal, Yash: 2002. An Assessment of Trends in Access and Retention. New Delhi. National Institute of Educational Planning and Administration, November 3. Aggarwal. 2000a. An Assessment of Trends in Access and Retention. New Delhi: National Institute of Educational Planning and Administration, November. 4. Aggarwal. 2000b. How Many Pupils Complete Primary Education in Five Years. New Delhi: NIEPA, March. 5. Berhman J R, The impact of Health and Nutrition on Education, The World Bank Research Observer, 1996 6. Bhandari, Lavesh, Empirical Analysis of Integrated Child Development, Draft report of study Commissioned by The World Bank, April 2003 7. Del Rosso and Marek, 1996. The Benefits of ECD Programme: An Economic Analysis, Education, p 5 Annexure 2, The World Bank 8. Dev, Mahendra and Jos Mooil. 2002. Social Sector Expenditures in the 1990s: Analysis of Central and State Budgets. Economic and Political Weekly. 2 March. 9. Dreze and Amartya Sen (eds). 1996. Indian Development: Selected Regional Perspectives, OUP, New Delhi 10. Government of Andhra Pradesh, 1999, Swarna Andhra Pradesh:Vision2020, Hyderabad, Govt. of AP 11. Government of Andhra Pradesh, 2000, Draft Report of the Rural Poverty Reduction Taskforce, Hyderabad, Dept. of Rural department 12. Government of Andhra Pradesh, 2000, Education for All, A strategy paper, (mimeo), Department of Education. 13. Government of Andhra Pradesh, 2002, Selected Educational Statistics, 2000-2001, Hyderabad, Commissioner & Director School Education 14. Government of India, 2001, Census of India 2001, Series29-AP, Paper 1 of 2001,Provisional population totals, Hyderabad, Director of Census Operations 15. Government of India, Census of India Series29-AP, Paper 2 of 2001,Rural-Urban distribution of population, Hyderabad, Director of Census Operations 16. Government of India, Department of Women and Child Development, Annual report 1995-96, New Delhi 1996 17. Government of India, Department of Women and Child Development, Note on ICDS Programme, New Delhi 1999 (Unpublished) 18. Government of India, Planning Commission. Mid-term Review of the Ninth Five Year Plan, New Delhi 2001 19. Government of India, Registrar General of India: Census of India – Paper 1 of 2001 – Provisional Population Totals, New Delhi 2001 20. Government of India. 2001. Select Education Statistics As of September 1999. Department of Education, MHRD. New Delhi. 21. Government of Karnataka. 1999. Human Development in Karnataka 1999. Bangalore: UBS Publishers’ Distributors. Ltd. 22. Govinda, R. 2002. India Basic Education Report. Oxford University Press. New Delhi. 23. Gupta, Devandra B Gupta, Studies of existing policies and related provisions and schemes, Draft Report of a study commissioned by The World Bank, New Delhi, April 2003 Educational Resource Unit Page 101 April 2003
Page 1 and 2:
Publication released by World Bank
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Acknowledgements My first and heart
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LIST OF TABLES Table 1: ICD Concept
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GLOSSARY Ab iska kahan fayada hota
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Taluka Administrative unit - often
Page 11 and 12:
concentric domains that span proxim
Page 13 and 14:
Taking its cue from the above frame
Page 15 and 16:
The rising cost of healthcare can h
Page 17 and 18:
This emerging phenomenon of ‘hier
Page 19 and 20:
day workshop in Hyderabad in late A
Page 21 and 22:
Profile of the study area: Key indi
Page 23 and 24:
stable, Uttar Pradesh continues to
Page 25 and 26:
Village Village 1 UP Village 2 UP V
Page 27 and 28:
SECTION TWO: THROUGH THE LIFE CYCLE
Page 29 and 30:
implicated, wholly or partially, in
Page 31 and 32:
women. Since, most children began t
Page 33 and 34:
families… The incidence of low bi
Page 35 and 36:
Box 4: Devdasi woman of Karnataka K
Page 37 and 38:
odies. Running noses, skin rashes a
Page 39 and 40:
low, as is knowledge about the link
Page 41 and 42:
Box 7: Glimpse of healthcare facili
Page 43 and 44:
years, in our sample, suffer from e
Page 45 and 46:
Measurements taken in the course of
Page 47 and 48:
The problem of irregular food suppl
Page 49 and 50: Box 10: The Aanganwadi worker of th
Page 51 and 52: other services (looking after the c
Page 53 and 54: women who are pregnant and those wh
Page 55 and 56: completed primary education, 13 nev
Page 57 and 58: The same issue was reiterated as we
Page 59 and 60: instance, let us take the example o
Page 61 and 62: gradually becoming more common. Wha
Page 63 and 64: desired. In Uttar Pradesh free text
Page 65 and 66: fuzzy. Learning outcomes are integr
Page 67 and 68: discussed earlier, dry rations seem
Page 69 and 70: mixed village pointing to the need
Page 71 and 72: and further fragment the experience
Page 73 and 74: poverty line. The households survey
Page 75 and 76: databases in recent years on the is
Page 77 and 78: and are able to cross the initial b
Page 79 and 80: contrary to current received wisdom
Page 81 and 82: - Height and weight for age an impo
Page 83 and 84: eliable and regular immunisation, m
Page 85 and 86: Table 27: Utilisation of health rel
Page 87 and 88: Aanganwadi worker irregular +++ +++
Page 89 and 90: impedes retention in school is the
Page 91 and 92: for both. Enhancing access without
Page 93 and 94: SECTION FOUR: POLICY IMPLICATIONS A
Page 95 and 96: o While in-service teacher training
Page 97 and 98: Balwadis of Pratham (Mumbai, Delhi
Page 99: and monitoring, poor cold chain mai
Page 103: 47. Sundaram, K. 2001. ‘Employmen
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