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was on fleshing out factors that impede or facilitate successful completion of primary school education among children living in diverse poverty situations in the three states of Andhra Pradesh, Karnataka, and Uttar Pradesh. This necessitated a detailed focus on children, their family, larger community, and the extant local education and health services within the context of the larger socio-economic situation in the selected states and the specific study area. Box 1 provides an illustrative list of the research tools used to elicit and explore the data on which this study rests. Box 1: Research Tools A1: Information collection through key informants for identification of households in diverse poverty situations (Rural) – with special care to capture ‘diverse’ poverty contexts. For urban area – a geographic location was selected for complete house listing. A 2: House listing schedule (Rural) to capture basic socio-economic characteristics and children in appropriate age group. A 3: House listing schedule (Urban) to capture basic socio-economic characteristics and children in appropriate age group. B 1: Village profile schedule – to capture overall status of services, institutions (especially primary schools), access to basic services health, immunisation, water etc. B 2: Urban settlement profile – to capture overall status of services, institutions (especially primary schools), access to basic services health, immunisation, water etc. B 3: Household Schedule and interview schedule with mother or primary care provider in the household. B 4: Health checklist to canvas with children in the selected household to capture age, height and weight, immunisation, external observation of skin, hair colour, legs, vision, ear/hearing etc. B 5: Observation checklist – developmental milestones of children, breast feeding, supplementary nutrition, food habits, illness, disability etc. B 6: Matrix for observation of 2 children from each household for detailed profile and adult-child interaction. C 1: Interview schedule – Aanganwadi Worker (ICDS), Primary School Teacher (Government Primary School) C 2: Interview Schedule – Healthcare Provider – Auxiliary Nurse and Midwife (ANM) and/or any other local health service provider. D 1: Format for cohort analysis in Government Primary School (GPS) – tracing children who enrolled in academic year 1999-2000 D 2: Classroom observation checklist to capture school based activities, attitude and practices in the classroom, mid-day meal programme and teaching – learning environment. D 3: Guidelines for group activities with children in the 6 + age group D 4: Information collected from the private school in the village/urban area E 1: List of questions explored in Focus Group Discussions with the following: - Women’s group - Mixed group – including members of Village Education Committee (VEC), Panchayat, School Development and Management Committee (SDMC) - Adolescent girls and boys An initial step, following the sanction of the research project, involved the preparation of the research tools. The core research team debated and developed a matrix of research questions to be explored in the study across all the identified social domains. The research tools were initially pilot tested in one site each in Andhra Pradesh, Uttar Pradesh, and Karnataka and were subsequently revised after detailed interaction with researchers and field investigators in a three- Page 18
day workshop in Hyderabad in late August 2002. The revision was based on the feedback from the pilot testing as well as technical inputs from experts in child development, health & nutrition and qualitative research. Care was taken that the selection of the research district/block, villages, urban localities, and households was done on a systematic basis to ensure non-biased representation as well as provide an effective backdrop to explore the research issues at hand. Districts in each of the research state were listed on the basis of female literacy rates, social composition [Scheduled Castes (SC), Scheduled Tribes (ST), and minority population], rural-urban demographics, poverty indicators, sex ratio, and presence of governmental and non-governmental programs in the area (for instance Mahila Samakhya, ICDS, etc.). Given the size of the 3 states and significant internal variations between different regions in the state, selecting one district for a detailed qualitative study was a daunting prospect, especially in the case of Uttar Pradesh. After several rounds of discussions with government officials and the World Bank team, it was decided to choose a district that is fairly representative of the state. The selected research districts include Sitapur in UP, Nizamabad in AP, and Bellary in Karnataka and all are average performers with reference to human development indicators. Since qualitative research demands intense and sustained interaction with the community – therefore, among the important criteria for selection was also the presence of Mahila Samakhya Programme (MSP) or an NGO in the area to facilitate initial rapport building with the community – especially women. A listing of villages was generated on the basis of average population of 1500 and other criteria used for selecting the district - presence of pre-school and primary school facilities, social demographics, infrastructure, presence of MSP/NGO. The final selection of villages was done on the basis of lots. This was followed by the generation of a house-listing schedule. The households were categorized on the basis of number of children and their ages and a shortlist of households with at least one child below the age of five, but with minimum of two children, preferably one girl was created. Out of the short listed household a further categorisation was done by caste and occupation, female-headed households, bonded children, and adult disability in order to capture diverse poverty situations. On the basis of this process, 6 households in each village and 3 households each in the urban areas were randomly selected by drawing lots. Selection of urban areas followed a slightly different trajectory. The initial step involved the identification and selection of a big town in the district, normally the district headquarters and Page 19
Page 1 and 2: Publication released by World Bank
Page 3 and 4: Acknowledgements My first and heart
Page 5 and 6: LIST OF TABLES Table 1: ICD Concept
Page 7 and 8: GLOSSARY Ab iska kahan fayada hota
Page 9 and 10: 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: This emerging phenomenon of ‘hier
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 100:
and monitoring, poor cold chain mai
Page 101 and 102:
BIBLIOGRAPHY AND REFRENCES 1. Aggar
Page 103:
47. Sundaram, K. 2001. ‘Employmen
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