Education of children in rural areas of

devloping country
At
‘Rayagada District’

Project Report is submitted towards Partial Fulfilment for the Award

of Master of Business Administration
BY
BARSA PRIYADARSINI BEHERA
ROLL NO.- 21MB032
UNDER THE GUIDANCE OF

External Guide: Internal Guide:

MONJIT BERA ASHWINI PATRA
APO at Assistant Professor
PRAYATN

GITA AUTONOMOUS COLLEGE BHUBANESWAR

4
 CERTIFICATE OF ORIGINALITY

This is to certify that the project titled “Education of children in rural areas of developing
country’’
is an original work of the student and is being submitted in partial fulfilment for the award of
Master’s Degree in Business Administration of GITA Autonomous College. This report has not
been submitted earlier to this College or to any other University/ Institution for the fulfilment of
the requirement of a course of study.

SIGNATURE OF SUPERVISOR SIGNATURE OF STUDENT

Place: Place:
Date: Date:

5
 CERTIFICATE OF GUIDE/SUPERVISOR

This is to certify that the dissertation entitled “Education of children in rural areas of
developing country
by, bearing the Roll BARSA PRIYADARSINI BEHERA No. 21MB032 towards the partial
fulfilment of “Master in Business Administration (MBA)”. The internship work was carried out
by him, under my supervision and guidance. To the best of my knowledge, no work with such
caption and content has been submitted to this university for any degree or diploma and it has not
been submitted anywhere else.

I wish him all the success.

MONJIT BERA
APO AT PRAYANTA SASTHA, RAYAGADA
DATE:

6
 Acknowledgement

I would like to thank PRAYATN SANSTHA for giving me an opportunity to

complete my internship at their esteemed organization. I would like to thank all the
employees and superiors of PRAYATN SANSTHA for their kind support towards
me for making me understand the functions and activities of the organization. A
special thanks to my guide MR. MONJIT BERA, Agriculture Project Officer at
PRAYATN SANSTHA

for giving me her valuable time and effort to teach me and guide me throughout
my tenure at PRAYATN SANSTHA.

I would also like to show my gratitude towards my guide Ashwini Patra,

Assistant Professor at GITA Autonomous College, BBSR for her valuable advice and
guidance during my project completion. Thank you, sir for the initial understanding
you gave me about this project without which this project couldn’t be completed at
ease.

Also I would like to give special thanks to the people who gave their valuable
inputs answering my questionnaire, for giving me their valuable time to help me
complete my research for this project.

7
 Declaration
I hereby declare that I have worked on the project, “Education of children in rural areas of
developing country” at PRAYATN SANSTHA, RAYAGADA from 05.10.2022 to 05.11.2022
(30 days) in partial fulfillment of the requirements for the award of the degree of Master in
Business Administration in GITA Autonomous College, Bhubaneswar.

All the information that has been collected, analyzed and documented for this project is
authentic possession to me. I would like to categorically mention that the work done has
neither been purchased nor acquired by any other unfair means. The date and information
existing in the report are accurate and up to date to the current data to the best of my
knowledge. All the information in the project report is true representation of what I have
experienced during this project.

Date:

Place: BBSR

(BARSA PRIYADARSINI BEHERA)

Regd. No.- 2106287032

8
 EXECUTIVE SUMMARY

Prayatna started its operation in 2003 in a place called Bharwari, a rural hamlet close to
Muzzaffarpur in Bihar. It was founded by Prabhat Kumar, after he observed widespread
destitution and imbalance in the neighbouring rural villages.

Prayatna has walked on the path of Gandhian philosophy since its conception, and has
dedicated itself to work for the benefit of marginalized communities. In 2017, Pratik Kumar
assumed the role of President of Prayatna and expanded its nature and scope of work.
Currently, Prayatna is operating in the states of Bihar, UP, Delhi, Jharkhand and Odisha.

n the year 2019-20, Prayatna has worked extensively in the areas of livelihood generation,
education, healthcare and covid emergency relief work. Prayatna has substantially
contributed in the area of educational empowerment through major projects such CSR
Holistic Education funded by Sugar Exim in Haridwar, Education Policy Institute of Bihar
with Nitya Bal Vikas Deutschland, and free remedial classes to children from villages near
Muzzaffarpur.

Livelihood generation has been one of the most successful area in which Prayatna was
involved in through major projects such as, Transgender Skill Development Programme by
NSDC, Retail Management Course for Urban Youth in collaboration with Smile Foundation,
and Skill Development Centre in Bihar in collaboration with Nehru Yuva Kendra.

Lastly, Prayatna has been involved in contributing to healthcare through medical health
check-up camps for transgender and, projects Odisa with Malaria no more.

When Covid started gripping our India in early March, Prayatna took the responsibility to
reach out to hundreds of people with ration and cooked food.

9
 Content

Chapter 1- INTRODUCTION page no

1.1- Backdrop
1.2- Rural Area Human Resource
1.3- Objective
1.4- Methodology
1.5- Organization Of Study/Outline Of The Study

CHAPTER 2- THEORITICAL PROSPECTIVE LITERATURE

REVIEW AND SIGNIFICANCE
2.1- Theoretical
2.2- Literature review
2.3- Rational of the study

CHAPTER 3 - METHODOLOGY
CHAPTER 4 - ORGANASATION PROFILE
CHAPTER 5 - DEMOGRAPHIC PROFILE
CHAPTER 6 - ANALYSIS THE SITUATION
CHAPTER 7 - REFERENCES
CHAPTER 8 - CONCLUSION

10
 Certificate from the Internal Guide

This is to certify that BARSA PRIYADARSINI BEHERA , a student of GITA Autonomous

College, Bhubaneswar having registration number 2106287032 has completed his project work at
PRAYATN SANSTHA on the topic, “PRE-EDUCATION IN RURAL AREA” and submitted the project
work report on partial fulfillment of the degree of Masters in Business Administration (MBA). Her
work is satisfactory under my supervision.

Date: ASHWINI PATRA

Place: BBSR Assistant Professor,
GITA Autonomous College,
Bhubaneswar

11
 Chapter-1
Introduction
Backdrop.
The overriding objective of a country’s policy and planning is to raise the standard of living and
enhance the productive capabilities of its people. With over a billion people, this challenge is
particularly daunting for a developing country like India. Because, a nations development is
depends on its Human Resources. If a country’s population is healthy in all aspects definitely that
country would become a developed country that is why all the countries giving prime importance
for their human resources development. In the world arena, India is the second biggest country in
population size and at the same time it has more young population than the other countries. It
means that availability of younger workforce is more than (52 percent) than the other countries.
It is being as a positive signal to the nation’s development. India is also facing the problems of
poverty, illiteracy, sanitation, unemployment and the like. Hence, the development of human
resource is prime duty of any country. For the development of Human Resource Government of
India has been implemented many rural development programmes accompanied with Ministry of
Rural Development. Such programmes are Mahatma Gandhi National Rural Employment
Guaranteed Programme, Indira Awas Yozana, Swarna Jaynthi Swarozhar Yozana, Rural
Education, Sanitation and the like. After the implementation of these programmes there are
positive outcomes in the nation’s human resource as well as economic development.

12
1.1 Importance of Rural area Development
Human Resource is the most important and vital factor for the Economic Development or it can
be said that humans are the agents of [Link] the independence of India in 1947, the
policy makers realized that education is the most compelling means to initiate social alterations
and improve community development in India. The role of education, both urban and rural, is
huge in growth of the country’s economy. Although education in the urban areas have progressed
rapidly during the last few decades, there are still some villages where education is not given
sufficient priority. There are several reasons as to why rural education in India should be enforced
efficiently, even in the most remote regions. Here are the reasons:

Political Reasons -Due to the existence of the Panchayati Raj, various political parties and
universal adult franchise in the political system of rural India, it is important for rural people to
have adequate education so that they can better understand the programs and principles of the
ruling bodies and elect worthy representatives. In the modern times, members of the rural public
also participate actively in the elections of panchayat and political parties. To work as a competent
member of any political association, it is necessary for any individual to possess certain
qualifications.

Economic Causes - In contemporary India, villages play an important role as segments of the
national economy by producing agrarian, industrial and other goods, for national as well as
international markets. But ultimately, it is the international price movement of different goods
which regulates the required quantity of the commodities and their price. As such, it is
quintessential to have an accurate understanding of the intricate structure of global economy and
for that the rural masses need to be educated.

Cultural Reasons — Today’s culture is advancing fast, with the introduction and availability of
different kinds of modern gadgets, both in the urban and rural sectors of India. To handle and

13
utilize the benefits of these advanced gadgets, education is a prerequisite. For example, a rural
farmer who has access to modern agricultural tools like fertilizers, tractors, threshers and
harvesters must be educated enough to understand the advantages of those tools. The progress of
culture also necessitates liberty of individuals and social co-ordination. Education can affect the
intellectual life of people and help them to contribute towards the advancement of the society.

Social Reasons — The Indian Constitution provides for several rights and principles of citizens,
of which the right to education is a major aspect. To understand the significance and functioning
of these rights, modern education is a must.

Rural education is important not only for the enhancement of life quality of the rural community,
but also for the overall progress and development of the country.

Considering the topic of education system in India, one cannot just boast of the highly advanced
educational institutions in the urban areas. The progress of education at the grass roots level is
also of primary concern and rural education in India constitutes about 90% of the schools being
located in rural areas. Statistical records from extensive surveys have shown that rural education
in India has developed to some extent, but there are still quite a number of serious hindrances to
the growth of education in the countryside.

We cannot deny that education is the doorway to the wider world, and leads to the road to
improvement of the community and the nation as a whole. Therefore, the foremost step to pave
the way for the development of education system in India is to identify the hindrances in the path.
The challenges faced by the growth of education in rural India are as follows:

The income of the people in rural areas is often very meagre, which is even too less to maintain a
family of maybe four or five sometimes. As a matter of fact, children from these families will not
be sent to school, but will have to set out in search of work to assist the earning member and add
an extra income to the gross earnings of the family.

14
Lack of quality education is a major drawback of schools in the rural areas due to fewer committed
teachers, deficiency of proper text books, and insufficient learning material in the schools. Even
though a large number number of students have started attending schools in rural areas, over fifty
percent of students in fifth standard are unable to read even a text book that’s of second grade and
cannot solve simple mathematical problems.

Due to the availability of fewer transport facilities in the rural areas, most children have to walk
miles to reach government funded schools and this demotivates them a lot to attend school on a
regular basis.

Improper infrastructure at rural schools such as small classrooms, inadequate teaching equipment,
lack of playgrounds and unclean toilets, is a big reason to drive away students.

Efforts by NGOs (Non Government Organisations), however, have helped local governing bodies
to a great extent in building competently equipped and well-facilitated educational institutions in
the rural areas. The NGOs are also lending support to underprivileged children so that they can
have access to proper education, thus contributing to the progress of rural education in India.

1.2 Objectives of the Study

The present study focused with the following objectives:

1. To state the current scenario of the Rural Education in India.

2. To highlight the issues and problems faced by rural education in India.

3. To find out the reasons for the failure of rural education.

4. To study about the education and its importance for rural development in India.

5. To give suggestions for improving rural education in India.

15
1.3 Methodology
Introduction:
Micro level planning is an art of planning the process for every change in the rapidly changing
development scenario. Planning for it at different levels is very important. From village level to
Block, District and State, there are different things in the country. In this there is a micro level
planning at a village level in which the women, children and village developments in the village
work through micro level planning is a stepping stone to ensure the development of the village,
because at the smallest level the village is a unit where collective planning is needed. If planned
out of public participation at village level, then the village will be prosperously prosperous and
develop.

Meaning and concept of Rural area development:

Rural development usually refers to the method of enhancing the quality of life and financial well-
being of individuals, specifically living in populated and remote areas.

Traditionally, rural development was centred on the misuse of land-intensive natural resources
such as forestry and agriculture. However today, the increasing urbanization and the change in
global production networks have transformed the nature of rural areas.

Rural development still remains the core of the overall development of the country. More than
two-third of the country’s people are dependent on agriculture for their livelihood, and one-third
of rural India is still below the poverty line. Therefore, it is important for the government to be
productive and provide enough facilities to upgrade their standard of living.

Rural development is a term that concentrates on the actions taken for the development of rural
areas to improve the economy. However, few areas that demand more focused attention and new
initiatives are:

16
 • Education

• Public health and Sanitation

• Women empowerment

• Infrastructure development (electricity, irrigation, etc.)

• Facilities for agriculture extension and research

• Availability of credit

• Employment opportunities

Importance of Rural Development:

Rural development is important not only for the majority of the population residing in rural areas,
but also for the overall economic expansion of the nation.

Rural development is considered to be of noticeable importance in the country today than in the
olden days in the process of the evolution of the nation. It is a strategy that tries to obtain an
improved and productivity, higher socio-economic equality and ambition, and stability in social
and economic development.

The primary task is to decrease the famine that exists in roughly about 70 percent of the rural
population, and to make sufficient and healthy food available.

The secondary task is to ensure the availability of clothing and footwear, a clean environment and
house, medical attention, recreational provision, education, transport, and communication.

17
Human Resource Development (HRD) and its need in rural sector.

Human Resource Development (HRD) is the major function of Human Resource Management.
Human Resource Development is defined as the policies and programs that support for equitable
opportunities. It is necessary for continuing acquisition and application of skill and knowledge
which is beneficial to individual organization and is equally beneficial to the community. Human
resource development in India consist of urban development as well as the rural development.

Need for human resource development in rural sector:

Human Resource Development is broadly defined as increasing people's knowledge, awareness

and skills. It plays a significant role in the development of individuals and families. Many of the
rural poor lack marketable skills, which severely limits their opportunities for earning On a wide
scale HRD can improve socio-economic outcomes for families and entire villages. This is
especially beneficial for men and women who do not have high levels of formal education and/or
are operating micro-enterprises to support their families.

18
Elements of Human Resource Development:

The work itself which generates a higher degree of responsibility for the workforce. The
individual who grows personally and professionally. The work output of improved quality
resulting from increased responsibilities.
Organizational functions and structures built in an open system (concern for both individual and
organizational development). Thus, the components or elements of HRDs are the individual
growth, the organizational development and the work output.

19
Objective:
To identify the collective problems at the village level, understand the cause and effects and
determining responsibilities from public participation for their solutions on priority basis.

Steps of MLP:
1. Pre-preparation
2. Environment creation
3. Issue identification
4. Cause and effect analysis of problem.
5. Issue prioritization
6. Action plan preparation in village level, organization level & govt. level.

Process:

1. Pre-preparation
Objective:

Pre-preparation has to be done to make any process properly and to make a complete success. It
needs to be prepared by looking at its internal and external recourses. This preparation will also
be done at two levels.

Individual/Organization level.
• Taken orientation on MLP from senior staff.
• Incorporate micro level planning in staff action plan.
• Selected Mukund Pur Panchayat to conduct practical of micro level planning.
• Arrange auxiliary materials: - Chart paper, marker, rosary management and register.
• Selected a team of 2 Cos, Th. Expert and Project officer for the purpose doing MLP.
20
• Finalized the date & place in VDC for conducting MLP.
• Social & resource map were prepared by villagers with support of [Link].
• Community Organizer has taken responsibility to write the meeting minutes.
• Here with responsibility has been given to concern COs to prepare the Report.

Community level.

• Inform in VDC, CC & AGG meeting and also community peoples for MLP.
• Finalize the time, location & date in VDC meeting.
• Gathering the peoples on this location.
• Tell them the purpose of MLP.

2. Create conducive environment

Objective.

To create an enable environment by ensuring the active participation of the community, where
they become aware of all types of inform by compiling and sharing the information among
themselves.
Steps of creating environment
• Welcome the entire participant to MLP at Mukunda Pur.
• Made the Social & resource map of the village by the support of villagers.
• Prepared an expenditure tree of family in the village.
• Shared motivational stories to villagers for creating environment.
Process:
Personal interaction with villagers and motivated them to participate in the MLP. Welcome the
entire participant to micro level planning. Prepared social & resource map of the village through
the participation of VDC members. In this map we came to know about their historical,
geographical, economic, social, cultural status of the village. Here with we shared about the
objective of the MLP.
21
 After that Rashmiranjan Sahoo made the expenditure tree on the chart paper by asking the
villagers about their daily expenses. People were gradually shared their daily expenses like:
health, food, cloth, agriculture, education, animal husbandry, shelter, jewelry, entertainment,
electricity, cleanliness, stationary items, transportation, alcohols, tobacco, dowry, death rituals,
festivals, blind believe, bribe. After that asked the villagers about the root of the tree. It was the
meaning that the income sources of the villagers. Peoples were said daily labor, agriculture,
animal husbandry, architect, small business, and job and forest products. After that Rashmiranjan
Sahoo asked them by giving suitable examples that how can a tree sustain in three roots. So we
need to cut the branches those are unnecessary like: birth rituals, bribe, half blood, alcohols,
tobacco etc. we need to cut more branches so we should reduce some expenses like: electricity,
dress, festivals, entertainment, decoration, dowry, cosmetic, mobile recharge, mirage, health,
friends, relatives and assets etc. after that asked them how can increase the source of income by
doing Job?, the following things may support in upgrading the financial condition of a family i.e.
Vocational education, skill training, business etc. these were the things to create an environment
in this village.

Problem Identification:
Objective
To identify all types of collective problems from small to smallest in the village, in which all
problems related to women, children, village development will be identified.

Steps of problems identification:

• Facilitated the villagers to identify their small to smallest problems
• Focused on village development (water, electricity, road, school, anganwadi, community
building, agriculture, PDS, health service, employment equipments).
• Women: - women’s violence, health, abuse.

22
• Children:- Education, Health, Entertainment, Security ( child marriage, child labor, abuse,
discrimination )
• Social critical: - Gambling, alcohols, dowry, death festivals, caste discrimination.

Process
Initially we have taken initiative and identified the issues the villagers are having. After that we
facilitated them by giving suitable examples and motivational stories for identify issues without
any hesitation and fear. As a result the villagers were identified the following problems in the
village.

Identified problems
1. Unemployment
2. Drinking Water problem and
3. Insufficient water for Agriculture
4. Drainage problem
5. Playground not available
6. Machinery items not available for agriculture
7. Community Bath room
8. Street light not available
9. Sanitary napkin /Iron tablet for adolescent girls
[Link] place in AWC
[Link] card not available
[Link] hall not available
13. Employment irregularity
[Link] scheme not available for all old age
[Link] not available
[Link] for organic farming
[Link] Skill training for adolescent girls
23
[Link] of cleanliness
[Link]
[Link] Gas not available for all
[Link] toilet installation
[Link] dam not available
[Link] of knowledge about Govt. Scheme.
Cause & Effect Analysis
Objective
To understand all the problems marked in the community, accepting acceptance in the
community, understanding the root cause of the problem and its impact on the community.
Sl. Name of Cause Effect
No. the
Problem
1. Drinking • Unable to writing • Women’s are going to long
water application to the distance for bringing the
problem concern department. drinking water.
• Lack of water source in • West the time for water
ground level. collection.
• Lack of interest of PRI • Peoples are suffering in
members. skin diseases or water
borne diseases.

2. Water • Geographical area. • Agriculture has not been

problem for • Insufficient boring, lift improved in this village.
agriculture motor, for agricultural • Reduce production of
field. agriculture.
• Ignoring of govt. • Economic problems have
officers. been face the farmers.
3. Street light • Ignoring of PRI • People fear of crime.
not members. • Children are not come to
available house in night.
24
 • Ignoring of govt. • Facing problems in night
officials. meeting.
• Lack of written
application.
4. Unhygienic • Lack of awareness in • Unbeautiful environment
environme people create in the village.
nt • People are through the • Health issues are seen in
wastages on outside. the village.
• Unavailability of • Unhygienic environment
dustbins seen in rainy day.
• Irresponsibility of
VHSNC
5. Not • Lack of awareness in • Lack of hemoglobin in
availability adolescent girls. body.
of sanitary • Ignoring of concern • Not uses of sanitary napkin
napkin and worker. there is lead to infection
iron tablet and so many diseases.
to
adolescent
girls.
6. Alcoholism • Regular habit. •
Health Problem.
• For relaxation. •
Financial Problem.
• Follow up to another •
Bad impact in society.
person. •
Increasing roadside
• Mentally pressure. accidents & crime.
• Increase domestic violence.
7. Unemploy • Lack of skill • Economical and family
ment • Not availability of Job problems are increase.
card. • Lack govt. scheme and
services.
25
 • Not getting MGNREGA • Village resources are not
work. increased.
• Lack of agricultural field. • Agriculture is not doing in
• Lack of knowledge about a year.
govt. scheme and • Increasing child labor.
services.
• Lack of education.
8. Not • Lack of written • Insufficient place for
availability application. community meeting.
of • Ignoring of PRI • Insufficient place for
community members. community assets storage.
hall • Insufficient place for
organize any festivals.
9. Not • Ignoring of PRI • People are deprived from
available members. pension scheme.
pension for • Lack of written
old age application to govt. dept.
• Ignoring of govt.
officials.
10. Deprived • Ignoring of concern • Beneficiaries are deprived
from officer from ujwala scheme
ujwala • Taking too much time for
scheme processing.
11. Student • Irresponsibility of • Increase the rate of
irregularity parents. uneducated.
• Impact of bad • Bad in behavior.
environment. • Lack of idea in
• Lack of quality environment.
education. • Increasing the rate of child
• Lack of child friendly labour.
environment in school. • Economical problem has
• Ignoring of SMC seen in the village.
members.
12. Deprived • Ignoring of PRI • Increase unemployment in
from Job members. the village.
Card • Lack of awareness in
people.
• Lack of written
application to govt. dept.
26
 13 Not • Lack of written • Unhygienic environment
available of application to govt. dept. create in the village.
drain • Ignoring of PRI • Increasing the rate of
members. mosquito.
• Lack of awareness in • People are suffering from
people. dengue and malaria.
• Bad smell in rainy day.
14 Bad • Lack of written • Mud in the road and that
condition application to govt. dept. lead to accident.
of road • Ignoring of PRI
members.
15. Bad toilet • Low quality toilet • Increase open defecation
installation installation on road side of the village.
• Ignoring of contractor. • Unhygienic environment
• Ignoring of people. creation in the village.
16. • Ignoring of govt. • Increase the diseases.
Use of officials. • Decrees of soil
huge • Lack of awareness. conservation.
amount • Insufficient organic • Bad impact of
chemicals chemical. environment.
in
• More expectation of • Decrees of human life
agricultural period.
production.
field
• Regular practice. • Pond and river water have
been poisoned so that
leaving animals are dead.

17. Lack of • Lack of awareness. • People are unknown about

knowledge • Lack of interest of PRI govt. Scheme so that they
about Govt. members in Pallisabha are not getting the all
Scheme. and gram panchayat benefit from Govt.
meeting.
Issue prioritization
Objective

After knowing the cause & effect of identified problems, the priority is fixed keeping the situation
of available resources available for solution based on the prevalence of the problem.

27
Steps
1. To facilitate them to keep in mind the availability of recourses for problems solving.
2. Keeping the problems resolved in a short time.
3. Include problems related to the focus topics.

Process

We have facilitated villagers by telling them about availability of resources in this village. Told
them for prioritizing such problems those are important and easy to resolve in a short time. And
also include problems related to the focus topics.

Prioritized issues:
01. Drinking Water problem.
02. Insufficient water for Agriculture
03. Street light not available
04. Lack of cleanliness
05. Sanitary napkin /Iron tablet for adolescent girls
06. Alcoholism
07. Life Skill training for adolescent girls
08. Unemployment.
09. Dustbin not available
10. Community hall not available
11. Pension scheme not available for all old age
12. Community Bath room
[Link] Gas not available for all
14. Student irregularity
15. Deprived from Job Card
16. Not available of Playground
28
17. Drainage problem
18. Bad condition of road
19. Machinery items not available for agriculture
20. Skill for organic farming
21. Bad toilet installation
22. Check dam not available
23. Insufficient AWC for children
24. Lack of knowledge about Govt. Scheme.

1.4 Outline of the study

Mahatma Gandhi once said, "India lives in her villages." And the remark made by the Father of
the Nation many decades ago still seems to hold true even after fast-paced urbanisation in India.
Rural populations as a percentage of the total population in India were registered at 66.46 percent
in 2017, according to World Bank statistics collected from officially recognised sources.
Speaking of literacy, the level of education is not only a reflection of a society's level of progress,
but also an incentive for the growth and modernization of society. As a result, the government's
primary objective of promoting rural education is to ensure an overall balance in growth.
As per Census 2011, literacy rate in rural areas was around 68 per cent while it was 84 per cent
in urban areas. Furthermore, only 59 per cent of rural women were estimated to be literate as
compared to nearly 80 per cent urban women being literate in 2011. Some interesting findings
have been thrown up by the survey on 'Social Consumption: Education' during the National
Sample Survey (NSS) 71st Round, brought to light several ground level realities of education in
rural India vis a vis urban India which are of relevance to a policy maker.

29
30
 Chapter -II
Theoretical Prospective literature review and significance /rationale of the
study

2.1-Theoretical prospective

Indian rural education challenges

Small Number of Schools: Literacy in rural areas was 64.7 percent, as opposed to 79.5
percent in urban areas in 2018, according to the Ministry of Human Resource Development. The
rural regions are struggling with the aim of providing education because there is a shortage of
colleges. In addition, the problem is compounded further by inadequate transport and
communication. Parents are now unable to send their kids to college. It serves as a major barrier
to education.

Lack of financial resources: Poverty continues to be a significant social problem, and rural India
is more affected by it. Owing to financial restrictions, children are unable to afford schooling. For
most rural households, private schools are a costly and out-of-budget choice. With the little
resources they have, they can either educate kids or lead a simple life.

Bad Infrastructure: Bad infrastructure bogs down rural schools. The teacher-student ratio is
extremely imbalanced to begin with. The new teachers are not even well-trained. Of course, this
impacts the standard of education being offered. Also basic services are not adequate, such as
textbooks, drinking water, and libraries.

Traditional Teaching Way: While pedagogy has increased many notches in urban areas with
the advent of modern teaching techniques, these remain primitive and traditional in Indian
villages. The urban schools have embraced the learning of principles, but the rural ones are still
stuck to rote.
31
Lack of Technology: Rural schools are still deprived of technology and improved methods in the
21st century. For every child, basic computer literacy is a must. In rural India, however, schools
often don't have computers or teachers to take up the subject. A digital divide in our nation is
triggered by this alienation.

Rural-Urban Divide: Disparity in teaching methods, varying magnitude of subjects and topics
taught means that rural and urban education are very different.

Parents' Ignorance: In rural schools, the dropout rate is high. Around 50 percent of learners drop
out of school before the 12th grade is completed. All of this clearly shows that the situation of
first generation learners is rather troubling and undoubtedly requires the government's attention.
2.2 Literature Review

Mandip Kaur (1987) studied about the value dimensions of primary school teachers and
compared the rank and order of value dimensions of gender male and female teachers and areas
urban and rural. The researcher concluded that there was no difference in the value dimensions
of urban and rural primary school teachers except the social value. The value dimensions of
primary school teachers related to their socioeconomic level, and there was no difference in the
value dimensions of male and female primary school teachers.
H.S. Birdi (1989) reviewed the development of education in India since 1854 particularly
the educational policies on the development of primary, secondary and higher education,
professional, vocational and technical education, women education, adult education and
administration and supervision of education to find out the impact of qualitative and quantitative
aspects of national education policies. The researcher opined that the progress made in the
elementary education was enormous and establishment of Navodaya Vidyalaya has been a major

32
step towards providing better modern education with awareness of the environment, adventure
activities and physical education to the talented children for the rural areas as well.

Current Scenario of Rural Education In India

Right to Education is the primary right of every citizen of India, whether a child resides in a high-
profile society or in a distant not all that created disconnected town. In India, condition of rural
education is still improving, the conditions of these rural schools are still very poor. There are not
many schools in the rural territories and youngsters need to make a trip far away separations to
benefit these offices and most schools in these areas don't give drinking water. The nature of
education is likewise extremely poor. The educators get exceptionally less salary along these
lines, more often than not the instructors are either missing or they don't instruct legitimately.
School’s in rural regions are elevated to raise the dimension of education and proficiency in rural
India. The principle point of running these kinds of schools in India is to expand the rates of
education in rural territories. More than 40 per cent of India’s population is illiterate and cannot
read or write. Also, schools in rural territories are insufficient and frequently proportional to being
non-existent. Thus, government’s initiative to set up schools in rural areas came into picture. As
per Just Indian Schools the states of rural education in India, is enhancing consistently and the
administration is additionally furnishing full help and furnishing with numerous activities. The
expense structure in these schools is likewise extremely low with the goal that each tyke can think
about and manage the cost of it. There are numerous activities taken by the legislature, yet they
are not actualized in the schools, so the present situation continues as before. In spite of the fact
that there are not many schools in rural zones, youngsters and their folks are appearing and
profiting school offices in these remote areas. Kids need to walk miles to achieve their school.
Rural schools give careful consideration to kids in these areas with the goal that every youngster
gets an equivalent and critical chance. They advance perusing and composing and improved
essential education. These schools additionally give think about material to each student separated
33
from, dinners amid school hours, outfits and so forth. Rural town schools additionally have
executed library framework, which give books, papers and magazine to kids. They not just give
science units and hardware to hands-on-adapting, yet additionally journals, course books and
pencils to poor youngsters. Apart from that they also give scholarships to deserving students
regularly, who wish to study ahead. They make network mindfulness, about the requirement for
education and world proficiency. Many indirect benefits of a basic rural education include poverty
reduction, disease control, enhanced employment opportunities and increasing rate of literacy.
The curriculum includes English, Mathematics, General Knowledge and Drawing. Aside from
that they likewise offer some incentive Education and Computer Education. With the help of rural
education every family and child has excess to basic primary education. Individual’s special
talents are recognized. The teaching methodology ensures that each and every student is exposed
to educational experience in an active and dynamic learning environment, so that they can achieve
excellence. Teachers also encourage every student to express their views, observations and
experiences. The main objectives of rural school’s is to ensure that every child in rural India
receives quality education which prepares them to compete in the competitive global
environment.

2.3Rationale of the study

The greater proportion of people in the world live in rural environments The definition of rural
development implies that rural development is not only concerned with increased income per
capita of pimple living in those areas, but also includes the reduction or elimination of poverty,
inequality, and unemployment among the rural folks. Therefore, rural development must be
considered as an overall economic development strategy, if a larger proportion of the rural people
are to benefit from the development .Rural areas experience with Universally, rural areas
experience wide varieties of social, economic, political, and moral problems such as lower per
capita income, lower educational level, fewer employment opportunities, limited educational and
cultural facilities, confined social environments, migration, less developed health services.
34
Education as a component in rural development:

A typical rural system is characterized as having seven functional components, related to each
other through a linkage of infrastructures, and all set into a social, political, economic, religious,
cultural, and physical environment. The functional components are supply, production,
marketing, personnel maintenance, education, health care, and governance. A change in any of
these components affects all the other components and all aspects of the rural system.

Education means:

Education is the expression of complete development of man. Through education, current of will
power can be controlled positively education should be looked upon as a development of different
powers, not in the memory of words collection. Education teaches a man to contemplate in the
right direction. Education is not the name of accumulation of facts and datas but its essence should
appear in the mental concentration. Education makes the men, purifies and develops the character,
makes a man cultured and civilized.

Role of education:
Education has long been recognized as a potential means for rural development. In many
developing countries, education has been seen as a panacea for national development. The
education system is considered as a key factor in the rapid sectorial, regional, and national
development in many developing countries. Education is both the product of society as well as an
important tool for bringing about changes in the rural community. There is a dialectical
relationship between education and society. Rural development and educational development are
inseparable. Education encourages involvement of individuals from the cradle to the grave in
imparting knowledge.
As mentioned earlier, education is a key factor for rural development. Education should be
focused on long term goals as well as short term tactics in developing of an individual, a

35
community and a nation as a whole. In every society, different forms of education produce
different culture.
Woman are half of any society. Its education and development can only be civilized and
prosperous. It is said that if a man is educated then only one person is educated, but if a woman
is educated, the whole family becomes educated.
Education as a principal development strategy:
Many development economists apparently believe that education is a primary means of promoting
economic development in rural areas. Many insist on a need to change the form of the educational
system to make it more appropriate to their national priorities

Education makes people conscious:

Rural areas are today faced with a host of social, economic and political problems. These
problems have significantly outpaced the rate of growth in industry, trade, agriculture and
education. Despite greater government efforts in the development of rural areas, the gap has
widened between the urban and the rural areas. This imbalance is a factor in the political stability
of many developing countries.

Education helps increase functional ability of rural people:

Over the years, education has come to be viewed not only in terms of filling basic intellectual
gaps, but as a way of strengthening peoples' critical abilities which enhance their capacity to
diagnose their own needs, assert their own right, and have grater control over the decisions that
affect their lives. The ability to think and act arouse greater political consciousness in people and
in turn, leads them to center their actions on behalf of their communities
.
Education provides trained manpower from rural areas:
Rural development requires educated manpower with a rural background. But, undoubtedly,
almost all the rural areas or regions in developing countries are desperately short of highly trained
36
manpower with - rural background. It is also important to have enough manpower for specific
occupations in rural development activities. Obviously, rural development is calling for advanced
educational preparation at the rural cultural understanding level. The obvious reasons for limited
supply of trained manpower is the shortage of quality schools in rural areas. If more schools are
built, it is assured that they will contribute to greater cultural understanding and a larger supply
of trained manpower for rural development from rural areas.

Education Links rural and urban sectors:

Education helps rural people to modify their physical and social environments and to make steady
progress in meeting their needs. No rural community or rural development program based
exclusively on self-help activities is isolated from urban sector or the nation. Education ties both
rural and urban sectors through change in attitudes, behavior, and skills of rural people. Education
prepares rural people to fate the transitional change from rural to urban areas.

Education provides employment and income opportunities:

Education must be a vital element in providing employment and income opportunities for rural
residents. A rural development goal is to improve the wellbeing or standard of living of rural
people by increasing income earning opportunities in rural areas. The role of education in rural
development is prominent by its impact on employment and income. Increasing the quantity and
quality of education in rural areas can significantly attract private as well as public investors into
those areas.

37
 CHAPTER-III
MLP ACTION PLAN

Objective
Participating is an interactive manner to complete the task correctly at the right time.
Steps:
1. What is the problem?
2. Who will try to solve the problems, how will?
3. Where will the effort be?
4. How long will it be?
5. For who is being done?

1. Drinking Water problem

How we When we will Where we will Who we will do?

will do? do? do?
1. Write a 02.10.2022 Gram Devi kadraka, walsipedenti,
application Panchayat, mamatahuika, sukrukilaka,
to B.D.O, Water subaraokilaka,
Panchayat and sanitation narendrahuika
office, dept.
B.D.O,
Water and
Sanitation
Dept.
2. Write Do Collector office Do
application
to collector

38
 2. Insufficient water for agriculture

1. Place Do Village Devi kadraka, walsipedenti,

identificati mamatahuika, sukrukilaka,
on of non- subaraokilaka,
irrigated narendrahuika
area.
2. Apply for Do Agriculture Do
New Department.
Burwell
and Lift
motor
installation.
3. Not available of street light
1. Write Do Panchayat and Siva kilaka,
aapplicatio B.D.O office. sudarshanhuika,sikonakadr
ntoPanchay aka, Ramesh himirika,
at office, janakihuika, sitaihuika
B.D.O,
2. Collectivel Do Village Do
y collect
money.
4.
1. Strengtheni Every VDC Village Maamangala SHG group
ng the meeting through the support of
environmen Kistahuika, Prasad huika
39
 t
committee.
2. Swachbhar Every Village Do
atcampain Sunday in a
with rally. month
3. Strengtheni Village Do
ng the
VHSNC
through
training.
5.
1. Aware the Continue Village Manjulakadraka,
AGG poojahimirika, nirmala,
members sunita, rachanakadrka,
through suprabhapalaka&[Link]
IEC
material
display.
2. Invite the Do Village [Link]
ASHA
worker to
AGG
meeting
and solve
the
problem.
6.
40
1. Prepare a Do Village Sibakilaka, sudarsanhuika,
list of subaraokilaka,
unemploym sarojinihuika, rajeshkilaka,
ent anitahuika and Cos.
2. Prepare a Do Village Do
list those
are not
getting job
card
3. Job demand Do Gram panchyat Do
in gram
panchayat
4. Identifying Do Village Do
the
uneducated
mass
5. Planing in Do Village, GP Do
village
meeting

7.
1. Prepare a Do Village Subaraokilaka,
list those sudarsanahuika, raja kilaka,
are not devikadraka,
getting akamatadangi,
oldage madanatadingi with Cos.
pension.
41
2. Inform in Do Village & GP Do
pallisava
and GP
meeting.
8.
1. Prepare a Do CC meeting Enkateshkandagori,
list those abhihuika, sibakilaka,
are not supravapalaka, sunita
regularly Melaka, sukurukilaka,
gone to the lingarajkadraka and Cos.
school.
2. Interaction Do VDC meeting Do
with
parents in
VDC
meeting.
3. Inform to Do Kandhamaligaon Do
the school Primary school
teacher.
9.
Write
1. the Do Village & GP Ashokajilakara, sibakilaka,
1. application sukurukilaka, sarojinihuika,
to the devikadraka,
pallisava drupadikadraka and Cos.
and GP
meeting.

42
 Collectivel
2. 2 Do Village Do
y make
. the
drain.
10.
1. Write the D Village & GP Ashokajilakara, sibakilaka,
application sukurukilaka, sarojinihuika,
to the devikadraka,
pallisava drupadikadraka and Cos.
and GP
meeting.
1. Prepare the Do Village Ashokajilakara, sibakilaka,
list of bad sukurukilaka, sarojinihuika,
toilets. devikadraka,
drupadikadraka and Cos.
2. Write the Do Village & GP Do
application
to the
pallisavaan
d GP
meeting.
3. Write the Do Block & Do
application Collector office
to BDO and
Collector.
[Link] hall installation
1. Write the Do Village & GP Whole youth carder
application
43
 to the
pallisava
and GP
meeting.
2. Collectivel Village Do
y make the
house
[Link] from Government schemes and services
1. Collect the Regularly G.P & Village Sibakilaka,
govt. poster sudarshanahuika,
and banner subaraokilaka,
sarojinihuika, rajeshkilaka,
anitahuika and Cos.
2. Discussion Every VDC VDC, ITDA Do
about govt. meeting dept.
schemes &
services in
VDC
meeting

2. A second action plan is prepared which outlines three levels roughly:

1. What to do at Community level
2. What to do at Government level
3. What to do at Organization level

1. Water problem
44
At community level Organization level Government level
• Giving application • Facilitate to • Bore well
to RWS&S, BDO, writing an installation.
Sarpanch and application. • Hand pumps
Pallisava. • Aware villagers to repairing.
• Collect money drink purify water.
among villager for • Aware villagers to
repair the hand use the hand pump
pump. properly.
• Inform to the PRI
member in village
meeting about this
matter.

2. Water problem in agriculture

• Write the application • Facilitate to write • Bore well and lift
to the PrayatnSantha the application. irrigation
for lift irrigation • Ensure of lift installation.
installation. irrigation • Repair the bad Lift
• Write the application installation. motor.
to agriculture dept. for
lift irrigation.
3. Non-availability of street light
• Write the • Facilitate to write • Ensure to provide
application to the application. street light in the
electric dept. village.

45
• Giving application • Ensure of street
to Sarpanch and light installation.
Pallisava.
• Write the
application to
PrayatnSantha for
help to street light
installation.
4. Unhygienic environment
• Conduct • Help the people for • Ensure of dustbin
awareness conduct awareness installation.
programme at programme.
village level. • Strengthening the
• Tell them peoples environment
not through the committee
wastage here and • Strengthening the
there. VHSNC
Committee.

5. Bereft the adolescent girls from sanitary napkin and Iron tablet
• Conduct • Tell AGG • Ensure to provide
awareness members in AGG sanitary napkin
progrmme at meeting about their and iron tablet
village. health and through govt.
• Tell AGG hygienic through
members about

46
 their health and IEC material
hygienic. display.
• Tell AHSA worker
and ensure to
provide sanitary
napkin and iron
tablet.
6. Tambakhu& alcohols
• Stop the • Aware peoples • Admitted in
tambakhu& through skit play. Rehabilitation
alcoholism in • Discuss centre.
village. disadvantages of
• Collect fine from Tambakhu&
drunker alcohols in VDC
meeting.
7. Unemployment
• Prepare a list of • Divided the • Linking the
unemployment peoples by their unemployment
peoples. skills. youths in ITI,
• Prepare a list those • Tell them the DDUGKY,
are not getting job process of PMKVY
card. applying job card. • Provide job card.
• Job demand in • Tell them • Update the job
panchayat office. importance of job cards.
• Make a work plan card. • Plan for
in village meeting. development of

47
• Identify the • Facilitate to village in
uneducated making work plan. panchayat level.
peoples. • Identify the tarn • Provide govt.
land. schemes and
• Discussed about services.
govt. schemes and
services in every
meeting.
• Link them in govt.
schemes.
8. Non- availability of community hall

• Giving application • Facilitate to write • Ensure to provide

to Sarpanch and the application. community hall.
Pallisava. • Help to make the
• Collectively make community hall.
the community
hall.
9. Not getting pension to the old age

• Prepare a list of • Help the people for • Ensure to provide

pension holder. preparing the list pension to the
• Giving application pension holder. beneficiary.
to Sarpanch and • Discuss with
Pallisava. panchayat
executive officer
about the matter.

48
 [Link] available ujwala gas for all

• Prepare the list of • Help to prepare the • Ensure to provide

beneficiaries. list. ujwala gas.
• Collect the • Tell them the
application from. process of apply
• Submitted to the ujwala gas.
concern dept.
[Link] of students in the village

• Prepare the list of • Help to prepare the • Provide quality

irregular students. list of irregular education in the
• Discuss in VDC & students in CC school.
CC meeting about meeting. • Make child
this matter. • Interact with this friendly
student and discuss environment in
with problem. school.
• Interact with their
parents and give
responsibility to
send their children
regularly.
[Link] available job card for all

• Prepare the • Support to prepare • Ensure to provide

beneficiary list. the list of job card to all
• Giving application beneficiary. beneficiary.
to Sarpanch and • Facilitate to write
Pallisava. the application.
49
 • Regularly follow
up the progress
work.
[Link] problem

• Giving application • Facilitate to write • Ensure to sanction

to Sarpanch and the application. the bill for making
Pallisava. drain in the village.
• Community people
collectively make
the drain.
[Link] in bad condition.

• Giving application • Facilitate to write • Ensure to make the

to Sarpanch and the application. CC road.
Pallisava for new • Write the
CC raod. application to the
collector for new
CC road.
[Link] the bad toilet

• Prepare the list • Facilitate to write • Ensure to repair

those are in bad the application. the bad toilet.
connection. • Help them to
• Giving application communicate the
to JE, BDO, collector.
Sarpanch and
Pallisava.
[Link] from government scheme and services
50
 • Ensure to full • Discuss about • Ensure to provide
participation in govt. scheme and govt. schemes and
pallisava and VDC services among services.
meeting. VDC member in
• Collect the poster VDC meeting.
and banner related • Conduct
to govt. scheme awareness
and services. campain in village.

In this way we were prepared an action plan through the participation of VDC, CC, AGG &
Community peoples. As well as distributed the work among VDC members so that, they can
easily solved the problem.
End of the meeting Community Organizer have given vote of thanks to all villagers, VDC
members, ASHA, prayatn staff etc.

51
 CHAPTER-IV
ORGANIZATION PROFILE

PRAYATN was founded in 1992 to enable people to respond to and change their situation of
inequality and injustice. We focus on education and awareness, community involvement and
collective action as the driving force of social and economic change. Our work is guided by the
philosophy that a community should be viewed as a potential resource, that can be honed with the
skills and knowledge that will help them to come out of the situation of deprivation.
Prayatn’s vision is a just society in which men and women are equal. We believe that each and
every person – irrespective of their sex, age, caste, class and religion – should have a life of
freedom and dignity in which they enjoy all their human rights and have the opportunity to fully
develop their potentials.

In pursuit of this vision, Prayatn works to enable people facing inequality and injustice to help
themselves. We aim to strengthen ties in local communities so that people can work together to
bring about positive changes in their lives. We particularly encourage women to participate in
this process, as they are the most marginalized, downtrodden and powerless social group in India.
Prayatn gives them the opportunity to develop their decision-making skills and leadership
capacity so that they can address the issues affecting their lives. Playing the role of catalysts, we
help to implement sustainable development processes that will make communities self-sufficient
in the long term.

Prayatn has worked in charity mode, development mode as well as rights-based mode in past.
Through our experience, we learnt that in the country full of diversity, single approach may not
be able to provide solutions to complex socio-economic issues. The organization, therefore,
started experimenting with mix of approaches that gradually took shape of Model Development
Approach. In this, we try to analyze the problem and understand root causes and then develop and
demonstrate solution for resolving complex social issues by addressing all the dimensions of the
52
problem simultaneously. To ensure that the model is duly developed, documented and
disseminated, we lay high emphasis upon defining the processes of working, planning,
implementation and monitoring elaborately in written form, abiding by them in strict manner and
reviewing them from time to time. We believe that if process of working is not right, the true
change that we aim to achieve will not materialize. Our innovative system of Stakeholder-wise
Milestone based planning, implementation and monitoring, under which quarterly milestones of
changes for each type of stakeholders are defined in advance and pursued, has proved to be very
effective in achieving the desired change in each of the stakeholders in the long run; and hence,
ensuring desired impact in the situation.

CHILD DEVELOPMENT
Children constitute about 48% of our population. Our country has ratified United Nations’
Convention on Rights of Children (UNCRC) in 1992 and has also implemented several laws
related with children. However, we still find that our children continue to be deprived of proper
developmental opportunities. Many of them are still out of school or irregular. They are deprived
of education and are vulnerable to issues like child labour, child marriage, trafficking, abuse, etc.
This is because of multiple reasons which vary from poverty and lack of awareness in community
to inadequacies at administration level. Prayatn has adopted model development at community,
institutional as well as administrative level to address these issues in comprehensive and
sustainable manner.

Children’s Access to Quality Education

Education is the most important prerequisite for child development after health. In spite of several
efforts of our State and Central Government, including enactment of Right to Free and
Compulsory Elementary Education Act and Rashtriya Madhyamik Shiksha Abhiyaan, many are
not able to go to school in regular manner. While geographical barriers like distance of schools
contribute significantly in making school education inaccessible for children, the root cause lies
53
in environment of the community, school and administration. At community level, we find lack
of awareness on importance of education because of which parents do not send their children to
school regularly or take part in school processes like School Management Committees actively.
Issues like gender and castebased discrimination, child marriage, child labour, etc., also affect
this severely. At school level, on the other hand, the issues like poor school infrastructure,
inadequate capacity or sensitivity of teachers, improper functioning of School Management
Committees, etc., reduce interest of children towards going to school. Prayatn has adopted several
innovative mechanisms to plug these gaps and has succeeded in increasing enrolment, regularity
and learning outcomes of children. It has also been able to ensure quality education in wider sense
which includes moral, life skill and inclusive education. Recent challenges like COVID 19
pandemic have also been addressed in this situation

54
Physical and Digital Infrastructural development in School and Community
Development of Physical Infrastructure of Schools
School infrastructure plays very important role in ensuring enrolment and continuity of children
as well as enhancing their learning outcomes. From classrooms, libraries and laboratories to
facilities like toilets, kitchens, playground, etc., it is necessary that the school infrastructure is
developed in child friendly and safe manner. So, Prayatn has undertaken reconstruction and
repair of their buildings, as well as, refurbishment of the same with furniture, teaching learning
material, laboratory material, play material, computers, other equipments etc. While the entire
process has been undertaken in 11 schools damaged by cyclone Fani in Odisha, we have
undertaken toilet repair and reconstruction to improve WASH facilities (toilets, handwashing
units and drinking water facilities) in 135 government schools across Rajasthan, Odisha and
Jharkhand. Refurbishment, on the other hand, has been undertaken in many more schools. The
concept of developing Building as Learning Aid (BALA) through education artwork on school
buildings is also kept in mind in this process. The entire process has been undertaken with the
support of corporate as well as national and international development agencies.
Encouraging Digital Education in Schools and Community
Education through digital means has become needs of the hour but government schools are unable
to ensure the same across all schools because this requires heavy investment. Prayatn, with the
support of its donor agencies has tried to bridge this gap by developing smart classrooms and
computer laboratories in schools and have provided instructors as well wherever needed so that
facilities do not become a showpiece in the absence of use. We have also established Digital
Learning Centers at community level to reach out to those adolescents and youth who are unable
to learn the same because of being out of school or because school does not have adequate space
and electricity supply

55
 Child Protection

Government of India has enacted several laws and schemes related with child protection like
Juvenile Justice Act, Protection of Children from Sexual Offices Act, Child Labour Prohibition
and Regulation Act, Child marriage Restraint Act, Integrated Child Protection Scheme, etc.
Still, a large section of child population in India is need of care and protection. Children suffer
abuse, neglect, exploitation and violence in different forms like child labour, child marriage,
child trafficking, child abuse, gende rbased discrimination, caste and class based discrimination,
etc. Prime reason of this situation lies in the fact that child protection is not a priority of
community and administration too is not able to reach out to such children because of various
reasons .At Prayatn, we have model development approach to address the issue under which
models of child friendly villages, schools, police stations, children homes, etc. have been
developed and efforts are being made to develop model Panchayats, Blocks, District and even
State through sensitization and capacity building of the entire child protection machinery of the
government as defined under Juvenile Justice Act and other related laws.

56
Child Participation
It is generally believed that children cannot take part in crucial decision making processes because
of their tender age. However, our experience has made us believe that age-group appropriate
participation of children, as described under UNCRC as well, is important as well as extremely
useful in community development while contributing to their own development. Children are able
to identify and raise issues felt by them for seeking their resolution if they are provided suitable
platform. Keeping this in mind, Prayatn has developed Children’s Collectives called Bal Manches
at village level. These collectives provide platform for enjoyment, learning, developing good
habits, sharing their issues in front of others and getting them resolved. Opportunities available
in formal education system like children’s group at school level are also strengthened for the same
process. Their federations are also developed as subsequent step of taking the process further.
While awareness activities like enrolment drives, awareness campaigns, etc. are part of our efforts
for influencing school environment, we believe that these have short term effect which will not
last long unless we adopt a process of regular engagement with the community which not only
builds its awareness but also enhances its capacity to address such issues on its own. We,
therefore, develop community based institutions at village level like Village Development
Committees, sensitize their members on importance of education and other entitlements of
children, and aware them on their own role and responsibility towards addressing the same. We
encourage them to develop and follow community owned systems and mechanisms to monitor
and ensure regularity of children in school as well as quality of services they are getting in the
same.

57
Development and Strengthening of Bal Manches

Bal Manches are collectives at village level whose membership is open for all children, including
girls as well as boys, of the village in 8 to 15 years age-group. These collectives are facilitated to
meet at least once a month to enjoy as well as discuss issues related with them thereby developing
their understanding on child rights as per UNCRC and Indian laws as well as skills like
communication, planning, analyzing and leadership skills. Various processes like trainings,
exposure visits, federation development, etc. help in building capacities of the members further

Child led indicator development

In order to enable children to identify and analyze their issues on their own and plan age-
appropriate action to address them, an innovative process, called Child Led Indicator (CLI)
Development has been developed. This is about two days long process in which experts from the
organization facilitate Bal Manch members or their representative children to develop
understanding on their entitlements and identify and analyze issues felt by them in the same light
in age appropriate manner. These issues are then taken by the collectives of adults in processes
like Village Development Plan preparation for planning action on their end. The progress on the
issue is reviewed during subsequent meetings of Bal Manch as well as repetition of the process
next year.

58
Dasham And E-Dasham Initiatives

Children’s voices are not usually heard in electoral processes because they are not eligible to caste
vote in elections. To make their voices heard and issues resolved on priority, various innovations
have been undertaken by the civil society. One such initiative in which Prayatn too played leading
role was ‘Dasham’ under which all the civil society organizations of Rajasthan state came together
to enable children to develop their own charter of demands and put them in front of all political
parties during elections of State Legislative Assembly held in 2018 as well as Parliament in 2019.
In this process, workshops for representatives of different children’s groups were held at
divisional and then at state level to come out with a common charter of demands which were then
shared with the representatives of political parties. The process resulted in inclusion of many of
the demands in manifestoes of the political parties and subsequent action on the same after the
elections. The process has been taken further during COVID pandemic when physical gathering
was not possible through a social media platform called E-Dasham

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 CHAPTER- V

DATA ANALYSIS & INTERPRETATION

Demographic ProfileName of village: BhagudiGrampanchayat name: Bankili

Block- Kolnara

1. District- Rayagada
Name of Village Total BPL APL Antodaya No ration No job
card Card
HH holder holder

Bhagudi 189 128 44 13 3 0

Demographic Details

0%
1%
3%
12% Total HH
BPL
APL
50%
Antodaya
34% No ration card holders
No job card holders

60
Name of 0-1 year 1-3 years 3-5 years 6-14 years 15-18 years
Village Male Female Male Female Male Female Male Female Male Female
Bhagudi 19 16 12 17 27 28 69 62 55 49

Chart Title

69

62

27 28

19
16 17
12

MALE FEMALE

0-1 year 1-3 year 3-5 year 6-14 year

61
[Link] FACILITIES IN VILLAGE

VILLAGE AWC PRIMARY UP HIGH ASHRAM SUB PDS DRINKING

NAME SCHOOL CENTER WATER
FACILITIES
Bhagudi 3 1 2 no no yes yes yes

VILLAGE NAME AWC PRIMARY UP HIGH

ASHRAM SCHOOL SUB CENTER PDS
DRINKING WATER FACILITIES

VILLAGE NAME
0%
33%
50%

17%

62
[Link] List

Name of Total children PRIMARY UP Higher Ashram

the
village in aww secondary school
0-3 3-6 G B G B G B G boys girls

B G B G

Bagudi 26 27 24 28 25 37 15 17 - - - 2 3

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[Link]

GENDER No families Individual Frequency Child

naigration migration of migration migrated
in year with family

male 0 26 twice no

female 1 13 twice no

0% 7%

female

93%

64
 CHAPTER-VI
ANALYSIS THE SISTUATION

In India, the right to education is a fundamental right which states that every
citizen of India between the age of 6 to 14 years get free and compulsory
education.

This provision ensures that every citizen of India should get education up to 14
years without any discrimination. But the reality is far different from this.

The literacy rate in India is 77.7%. However, the literacy rate of Urban region in
India is 87.7% whereas in rural India it is only 73.5%. There are many reasons
behind the difference between these two. Some of the challenges or problems are
given below.

Nearly 65.53% population of India reside in a rural area. There is a wide gap
between urban and rural education system. The literacy rate of the urban area and
the rural area are also wide

According to ASER report, the survey was conducted and cover almost all rural
districts; it was found that more than 50% of the children of age 3 to 16 years are
not able to read and perform arithmetic abilities in the age group of 5to 16
years. However, the problems related to education in rural India are:

• Lack of availability of resources

• Lack of awareness of educational importance
• Less availability of schools
• Digital dividend 65
• Financial condition
 CHAPTER -VII

REFERENCES

Griffiths, V.L. (1968). The Problems of Rural Education. UNESCO. Retrieved

November 16, 2018
from [Link]

G.C. (2005). Providing Rural Students with a High Quality Education: The Rural
Perspective on the Concept of Educational Adequacy. Rural School and
Community Trust. Retrieved November 16, 2018
from [Link]
Roy, N.K. (2012). ICT–Enabled Rural Education in India. International Journal
of Information and Education Technology, 2(5), 525-529. Retrieved November
17, 2018 from [Link] Rural Education.
(2011). Kurukshetra. The Journal on Rural Development, 59(7), 1-48. Retrieved
November17,2018.

from [Link]
a/English/2011/[Link] Sreekanthachari, J.G., & Nagaraja, G. (2013). An
Overview of Rural Education in India. Advance Research Journal of Social
Science, 4(1), 115-119.

66
 Chapter-VIII
Conclusion

It is time to consign child labor to the history books and to allow all children to
realize their rights. Child labor is a fact of life for children and it is an issue that
effect of all us in many country. It is the duty of everyone to contribute to the stop
child labor – governments, trade unions, businesses, international organizations,
communities, employers, teachers, parents, children and you. The ‘school is the
best place to work’ campaign believe that child labor of any type of work which is
harmful to a child’s development including affecting full-time quality education.
The main key to eliminate child labor is political mobilation and practical action.
Despite promise made by worlds to care for every child,
1. To support the global campaign for education which seeks to provide
Education for All (EFA)?? The main source of information on child labour
comes from the International Labour Organisation (ILO). They conduct
research and publish reports on the issue and have a special department
dedicated to the elimination of child labour – the International
Programme for the Elimination of Child Labour (IPEC).

IS ALL CHILD LABOUR HAR:-Child labor is any labor that prevents a child
from receiving a full time formal education. Helping around the house or working
in a local shop on weekends or for a few hours after school during the week is not
child labor. In fact, this kind of work can be good for a young person- it helps them
learn valuable life skills and knowledge. However, if this work prevents a child
from receiving a full time formal education and when it contravenes existing laws
on the minimum age and condition for employment, it leads to child labor.

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