CHANAKYA NATIONAL LAW UNIVERSITY, NYAYA

NAGAR, MITHAPUR, PATNA – 800001

“ KASTURBA GANDHI BALIKA VIDYALAYA STATUS REPORT”

ROUGH DRAFT SUBMITTED IN THE PARTIAL FULFILMENT OF THE COURSE

TITLED –

SOCIOLOGY-II

Submitted by: Submitted to:

KUMARI DIKSHA CHANDRA Dr. SANGEET KUMAR
Roll No:-1930 (1st Year) Assistant Professor
B.A. LL.B, CNLU, PATNA
Academic session – 2018-23
INTRODUCTION: KASTURBA GANDHI BALIKA VIDYALAYA STATUS
REPORT

The Kasturba Gandhi Balika Vidyalaya (KGBV) scheme was launched by the Government of
India in August, 2004 for setting up residential schools at upper primary level for girls
belonging predominantly to the SC, ST, OBC and minorities in difficult areas. The scheme is
being implemented in educationally backward blocks (EBBs) of the country where the
female rural literacy is below the national average and gender gap in literacy is above the
national average. The scheme provides for a minimum reservation of 75% of the seats for
girls belonging to SC, ST, OBC or minority communities and priority for the remaining 25%, is
accorded to girls from families below poverty line. The KGBV has been merged with the SSA
programme as a separate component of that programme during the XIth Five Year Plan
since 1st April, 2007. The objective of KGBV is to ensure access and quality education to the
girls of disadvantaged groups of society by setting up residential schools at upper primary
level. As decided by the DEAC (Development Evaluation Advisory Committee), PEO,
erstwhile Planning Commission (now NITI Aayog) along with its field offices of REOs/PEOs
undertook the evaluation of the scheme. The present evaluation study uses a multi stage
simple random sampling methodology for selection of 18 states, 50 districts, 50 KGBV
schools (one in each district), 100 teachers (2 in each KGBV) and 250 beneficiary students
and 250 beneficiary parents (5 per KGBV).The study reference period is from 2004-05 to
2011-12.

AIMS AND OBJECTIVES:

1. The researcher tends to analyse that there is lack of clarity about “who are eligible
for admission in KGBVs” and “how to identify the eligible girls”.
2. The researcher tends to find out total of 2180 residential schools were sanctioned and
between 500 to 750 schools were to be opened in a phased manner over the Xth Plan period
at an estimated cost of Rs. 19.05 lakh as recurring cost and Rs. 26.25 lakh as non-recurring
cost, per school.
3. The researcher tends to analyze all effective as well as ineffective policies and steps
taken by government.
4. The researcher tends to examine the fee structure of KGBV in comparison to other schools
in order to assess per student recurring cost.

RESEARCH QUESTION

1. When was the KGBV scheme linked to the Government of India’s flagship
programme- Sarva Shiksha Abhiyan (SSA)?
 2. What are the innovative practices being adopted by KGBVs

3. What is the coverage of the KGBV scheme?

HYPOTHESIS

1. The researcher tends to presume that the scheme was introduced by the Government
of India in August 2004, then integrated in the Sarva Shiksha Abhiyan program.
2. The researcher tends to presume that the scheme was to provide educational facilities
for girls belonging to schedule caste, ScheduledTribes, Other Backward Classes,
minority communities and families below the poverty line in Educationally Backward
Blocks .
3. The researcher tends to presume that the KGBV is to ensure access and quality
education to girls from disadvantaged groups by setting up residential schools at
upper primary level.
4. The researcher tends to presume that the scheme is being implemented in across the
state where the female rural literacy is below the national average and gender gap
in literacy is above the national average.

LIMITATION

The researcher has monetary, sources and time limitations in completing the project. Further
emphasis will be given only on Kasturba Gandhi Balika Vidyalaya Status Report .

RESEARCH METHODOLOGY

The researcher will be relying on both Doctrinal and non doctrinal method of research to
complete the project.

SOURCES OF DATA

The researcher will be relying on both primary and secondary sources to complete the
project.

1. Primary Sources: policies made by Ministry of human resource development, case study

2. Secondary Sources: Books, newspapers and websites.

TOOLS OF DATA COLLECTION

For the purpose of research various tool such as observation guide, interview schedule,
notepad, pen, camera, laptop etc been used by researcher.

MODE OF CITATION

The researcher will follow bluebook citation

TENTATIVE CHAPTERIZATION:

1. Introduction
2. Objective of KGBV
2.1 Scope of the scheme
2.2 Coverage of the scheme
2.3 Financial norms under KGBV
3. Education of Girls in India
3.1 Empowerment of women through Education
3.2 National programme for Education of girls at elementary level
4. Delimiting factors of girl’s education
4.1 Girl child and health
4.2 Lack of qualified female teachers
4.3 Lack of transport facilities
4.4 Fixed schooling hours
5. Field work and Data analysis
6. Conclusion and Suggestion
BIBLIOGRAPHY
1. Books and journals
a. Kasturba Gandhi Balika Vidyalaya :A ray of hope for educationally backward
,Rajsekhar(2005)
b. Elizabeth M King M Annie Hill , Women Education in developing Countries
c. Dr. Amrita Das, History of Women in India
d. Mary Ann Maslak,Struggle And Agency of Women’s Education