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Unlike maternal nutrition, a more direct link can be forged between other programmes (e.g. ICDS) and the ability of children to enter and successfully complete primary schooling. The table below provides a comprehensive survey of the differing impact of provision and utilisation of social services for children and their impact on educational – outcomes of children in the 0-11 age group that have emerged from our study. In the case of the ICDS programme there is a clear disjunction between the stated concerns and praxis of the AWW. The teachers claim that they too want to ensure a functioning centre and that efforts should be made to ensure that children from poor families come. In the urban areas of Karnataka and Andhra Pradesh, most of the children are from SC / beggar / daily wage families. However, reaching out to these children still remains a big concern. For instance, 4-year-old Geeta who lives in the urban slum of AP is left out on the streets as everyone in her household goes to work. For Geeta, a functioning AWC would have made all the difference in that she would be in a safe and perhaps stimulating environment instead of being left to her own devices. Her parents do not seem to have the wherewithal to ask any questions or demand a better service. They just cannot interact with the AWW with any degree of confidence. One cannot escape the conclusion that the AWCs we saw in all the three states were some distance from ensuring nutritional support or pre school education. In sharp contrast to primary schools, the community too was unaware of the significance of the AWC for pre-school children and its implications for primary schooling. Table 28: Summarising the institutional factors Factors influencing successful primary school completion Mild +, Strong ++, Very Strong +++ and Extremely Strong ++++ Boys Girls Positive Negative Positive Negative Child health and immunisation Sustained education / awareness about immunisation +++ +++ Sustained education about situation of girl children ++++ Regular availability of immunisation services +++ +++ Motivated ANM / health worker +++ +++ Easy accessibility of health facilities +++ +++ Non-availability of healthcare facilities within reach ++ +++ Nutrition and pre-school education Location of AWC – forward caste area ++ ++ Location of AWC closer to disadvantaged groups +++ +++ ICDS centre functional – opens every day ++++ ++++ ICDS centre irregular +++ +++ Regularity of Aanganwadi worker ++++ ++++ Educational Resource Unit Page 86 April 2003
Aanganwadi worker irregular +++ +++ Aanganwadi Helper fetches children from home ++ +++ Conscious policy to enrol children from poor households ++ +++ Enrolment of 40 children on first comes first served ++ +++ basis – no targeted focus on most deprived children. High caste AWW +++ +++ Availability of play material +++ +++ Nutrition education of mothers leading to higher awareness +++ ++++ Health education of mothers (ORT, immunisation etc) +++ +++ Functioning mother’s committee +++ ++++ Distribution of nutrition for pregnant and lactating ++++ ++++ mothers Primary School Bright and welcoming school +++ +++ Building and compound wall ++ ++ Teacher pupil ratio between 1:20 and 1:40 +++ +++ Teacher-pupil ration very high, above 1:40 and in +++ +++ many areas 1:65. Teacher regular +++ +++ Teacher irregular / take turns to come ++ +++ Actual teaching time very low – less than 45 minutes a day and less than 20 minutes per period. ++++ ++++ Actual teaching time satisfactory – more than 1 hour ++++ ++++ 20 minutes a day and at least 35 minutes per period. Female teacher who is regular ++ ++++ Distribution of textbooks +++ +++ Village Education Committee active ++ ++ Active SDMC / PTA / School Education ++++ ++++ Committees Mid-day meal – hot food ++++ ++++ Mid-day meal – dry rations + + Punishment – mild + + Punishment – harsh ++++ ++++ Teacher attitude towards poor dismissive ++ ++ Teacher exhibits prejudices (caste / gender) +++ ++++ Joyful learning methods used ++ ++ Children learning to read and write ++++ ++++ Learning outcomes poor – children in class 4 and 5 +++ +++ not able to read or write. Learning songs, rhymes and poems +++ +++ No-detention policy + + Extra-curricular activities +++ +++ Enrolment campaigns ++ +++ Back-to school campaigns ++ +++ Boys Girls Positive Negative Positive Negative Educational Resource Unit Page 87 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
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concentric domains that span proxim
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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
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implicated, wholly or partially, in
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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: Table 27: Utilisation of health rel
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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