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Death, disability and illness in the family +++ Work during peak agricultural cycles (regularity) Where education has not led to tangible benefits in +++ terms of social status/livelihood / upward mobility +++ of local youth (negative role models). Drought / other disasters +++ Hunger (Every morning) ++ Hunger (Persisting) +++ Teachers get children to do personal chores ++ Teacher beat children and other harsh punishment GIRLS ++ Being a girl ++ Being the oldest child ++++ Sibling with disability ++++ School that is far away ++ Burden of work (at home / outside) +++ Social practices: early marriage +++ Social practices: dowry (more education leads to ++ greater demand for dowry) Teacher addiction (safety of girls threatened) ++++ BOYS Having no sisters ++ Sibling with disability + School that is far away + Burden of work (at home / outside) +++ Indebtedness leading to short-term bondage ++++ Gambling in the neighbourhood ++++ Teacher addiction: boys susceptible to bad habits +++ Mild Strong Very strong Exceptionally strong A considerable amount of work has been done in India on the impact of gender relations on educational access. The important issue, however, is the ability of the delivery system – healthcare, child development and education – to recognise gender as an important variable and gear the service delivery system to address it in a systematic manner. A disturbing finding is that despite several years of advocacy by social activists, researchers and the international development community, the criteria used for monitoring impact are yet to be disaggregated by social group/gender, greatly diminishing our ability to provide a textured analysis. The table, through the metaphorical lens of the children’s board game of snakes and ladders, explores the specific attitudinal and social circumstances and their gendered implications in promoting or impeding primary school completion. Birth order, gender, and poverty seem to emerge as the determining variables and have qualitatively different implications for boys and girls; and Educational Resource Unit Page 78 April 2003
contrary to current received wisdom, having a school in close proximity seems to exercise the least pressure in influencing educational outcomes. Box 21: A ray of hope in an otherwise hopeless situation Not far from Sitapur, actually adjoining it, in Barabanki district 40 km from Lucknow, we had the occasion to randomly visit a GPS in Baddupur village. The school caters mostly to 257 disadvantaged SC children located in a catchment of about eight villages within a three KM radius. The school was established about 11 years ago, under DPEP in this most backward block. This school tough competition from 15 private schools in same village that serve the better off Kurmi (OBC) farmers’ children. The headmaster, the assistant teacher and the lady para teacher run an active school where learning was taking place in a disciplined environment, without traces of corporal punishment. The children had arranged their slippers neatly in a row and were seated in their respective classrooms in mixed groups – classes I and II together, III and IV together and V separately on the veranda. The rooms had visible TLMs and could do with more. The head teacher regretted that they had not received the teacher grant this year even though they were actually using it. Even the school improvement grant had not been released. However, these were no deterrents to activity-based learning taking place in the classrooms and outside. The blackboard in the classrooms was creatively used by children, for writing and doodling, while the copies had been neatly piled on the teachers’ tables for corrections. The teachers were aware and empathetic to the children with disabilities and those from poor families who had to work with their parents. The head teacher said he was lax with those who had to work in the fields during harvest time by permitting them to come late and go early, provided they did their written work. When the dry ration (wheat) was deposited in the school, by the PDS distributor, it was distributed by the children in the presence of their parents. Parents of 75% of the children visited the school to ask about the performance of their wards as the school was close to the market. In fact, parent teacher meetings were organised every other month, especially on market day when they could make it. Though the school had a formally constituted VEC of five members, they rendered far more support on an informal basis for school activities and needs. The Pradhan of the village visited the school almost on a daily basis. Here the school has no other formal or informal community groups to either monitor or support it. The head teacher reported that academic supervision/support was rendered by the Cluster Resource Coordinator on a fortnightly basis. This was evident from learning achievements, which were clearly visible in interactions with children and random testing and questioning. So we can say that good teachers do make good schools – in the government school system. The community (parents), school and the VEC are not isolated entities. They can actually be the pillars of a child’s development continuum if well co-ordinated efforts are made. Source: Uttar Pradesh Report Educational Resource Unit Page 79 April 2003
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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
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concentric domains that span proxim
Page 13 and 14:
Taking its cue from the above frame
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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 are able to cross the initial b
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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