Manav 2222

SUMMER TRAINING PROJECT REPORT
ON
PANKHUDI PAATHSHALAS FOR DROPOUT GIRLS IN
EKTA VIHAR, NAHARPUR & KARALA UNDER BETI
BACHAO BETI PADHAO SCHEME
SUBMITTED IN PARTIAL FULFILLMENT FOR THE

AWARD OF THE
DEGREE OF BACHELOR OF BUSINESS
ADMINISTRATION 2016-19
UNDER THE GUIDANCE OF

Dr. Sangeeta Malik
Professor and Dean, MAIMS
SUBMITTED BY:MANAV
Roll no.-06061101716
Batch No.-2016-19
BBA SEM-V Section-B
Maharaja Agrasen Institute of Management Studies

Affiliated to Guru Gobind Singh Indraprastha University, Delhi
PSP Area, Plot No. 1, Sector 22, Rohini Delhi 110086
STUDENT DECLARATION
This is to certify that I have completed the Summer Training Project titled “Pankhudi
Paathshalas in Ekta Vihar, Naharpur & Karalaunder Beti Bachao Beti Padhao Scheme” in
“Sub-Divisional Magistrate Office, Kanjhawala” under the guidance of “Dr. Sangeeta Malik” in
partial fulfillment of the requirement for the award of degree of Bachelor of Business
Administration at Maharaja Agrasen Institute of Management Studies, Delhi. This is an original
piece of work & I have not submitted it earlier elsewhere.
Manav
(06061101716)
i
ii
CERTIFICATE
This is to certify that Project Report entitled, “Pankhudi Paathsalas in Ekta Vihar, Naharpur
& Karalaunder Beti Bachao Beti Padhao Scheme” which is submitted by Manav in partial
fulfillment of the requirement for the award of degree of Bachelors of Business Administration to
Maharaja Agrasen Institute of Management Studies (affiliated to GGSIP University, Delhi) is a
record of candidate’s own work carried out by him/her under my supervision. The matter
embodied in this report is bonafide and has not been submitted for the award of any other degree.
Dr. Sangeeta Malik
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ACKNOWLEDGEMENT
It is a matter of great satisfaction and pleasure to present this project on “Pankhudi Paathsalas
in Ekta Vihar, Naharpur & Karala under Beti Bachao Beti Padhao Scheme”, on the very
outset of this report, I would like to extend my sincere & heartfelt obligation towards all the
personages who have helped me in this endeavour. Without their active guidance, help,
cooperation & encouragement, I would not have made headway in the project. I express my
gratitude to all those who have directly or indirectly helped me to make this project.
I would like to thank our project guide, Dr. Sangeeta Malik, for sparing his precious time in
putting together all the bits and pieces I brought in as raw data to him, his contribution towards
the success of this project is unmatched.
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EXECUTIVE SUMMARY
The project I have worked upon in an initiative taken by North-West District of Delhi. The
initiative is to educate and empower each and every girl child in the district and make them future
ready. It is a significant step to be taken as in today’s time period, it is seen that not all girls are
given equal rights in society. This is a small initiative taken at a district level as small change
brings big outcomes in future.
The project is discussed in detail in the report where certain steps and actions have been taken to
improve the status of girl in society.
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CONTENTS
Topics Page No.
Student Declaration i
Certificate from Company ii
Certificate from Company iii
Acknowledgement iv
Executive Summary V
CHAPTER-1 INTRODUCTION 1-17

1.1 Education in India 1-8
1.2 Beti Bachao Beti Padhao 8-17

CHAPTER-2 PROJECT PROFILE 18-27
2.1 Areas Covered 18-20
2.2 Objectives of Study 21
2.3 Initiatives taken by North-West District 23-23
2.4 Project Planning & Execution 24-27
CHAPTER – 3 RESEARCH METHODOLOGY 28-30

CHAPTER – 4 DATA ANALYSIS 31-51
CHAPTER – 5 SUGGESTIONS & RECOMMENDATIONS 52-56
CHAPTER – 6 CONCLUSION 57-59
BIBLIOGRAPHY 60
ANNEXURES 61-65
1
CHAPTER - 1
INTRODUCTION
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1.1 EDUCATION SYSTEM IN INDIA
Education is fundamental to human progress. It plays a prominent role in all-around

development of individual as well as society. A large number of books have been written on the
importance of education. Education plays a key role in creating patriotic, disciplined and
productive manpower.
Educated manpower constitutes precious assets as well as agents for advancing the nation.
Education means the fostering of personality through the unhampered development of innate
qualities of a human being. It aims at integrated development of personality.
In principle, education to the citizen is the responsibility of the State since India is a welfare
State. It is an integral part of the social sector of the economy. It adds to the efficiency and
productivity of human resources leading to sustainable economic growth. Its direct and indirect
effects can be observed on the performance of economic sector and social sector of the country.
The role of State is important in education sector for its vertical and horizontal growth.
Education system in India is similar to that of various other South Asian countries. It consists of
three major components- general education, vocational and technical, which till liberalisation of
economy were public domain, i.e. they were State’s responsibility class grading divided
education system from Primary level to Master level into 17 years. Institutional set-up such as
university is called the basic infrastructure which is determinant of educational development.
Since the liberalisation of economy, the education sector has been opened up for the private
sector and for the joint venture investment. Before 1990 when education sector was State-led
which was thought good but the limited resources’ allocation to education had limited its growth
projects.
This contributed to the emergence of the free educational market keeping the consumers at the
centre with choices of quality, quantity and other parameters. However, pattern of annual
examination is said to be critically controversial for effective measurement of performance,
quality and standard. Comparatively, semester examination is better in this regard and it is
gradually becoming popular.
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Primary Education
Primary and Middle (lower primary (Standards I to V) and upper primary (Standards VI to VIII))
education is compulsory and free in India. Primary education begins at age 6 with Middle/Upper
Primary school education ending at age 14. Schooling is offered at state-run and private schools,
however, private schools often have poorer facilities and infrastructure than government schools.
The regional language is the medium of instruction for most primary schools and English as a
second language generally begins by grade 3.
Secondary Education
Secondary education begins in grade 9 and lasts until grade 12. The secondary stage is broken
into two, two year cycles, generally referred to as General/Lower Secondary School, or ‘Standard
X’, and Upper/Senior Secondary School, or ‘Standard XII’. Education continues to be free at
government schools, although private education is more common at the secondary level. Public
examinations are held at the end of both cycles and grant access to grade 11 and university level
study respectively. General curriculum for lower secondary school in India consists of three
languages (including the regional language, an elective, and English language), Mathematics,
Science and Technology, Social Sciences, Work/Pre-Vocational Education, Art, and Physical
Education. Secondary schools are affiliated with Central or State boards which administer the
Secondary School Certificate at the end of grade 10.

Based upon performance in the first two years of secondary school, and upon the SSC results,
students may enter Senior/Upper Secondary School. Upper Secondary School offers the students
a chance to select a ‘stream’ or concentration of study, offering science, commerce, and
arts/humanities. Education is administered both in schools or two-year junior colleges which are
often affiliated with degree granting universities or colleges. Curriculum for the Higher
Secondary Certificate Examination is determined by the boards of secondary education of which
there are 31. Although the HSCE is the most common Standard XII examination, the All India
Senior School Certificate (CBSE), Indian School Certificate, Certificate of Vocational Education
(CISCE), Senior Secondary Certification (NIOS), Intermediate Certificate and the Pre-University
Certificate are also offered.
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Vocational Education
Young people who do not wish to go on to tertiary education, or who fail to complete secondary
school often enroll at privately-owned vocational schools that specialize in just one or only a few
courses. Unlike in the United States, vocational and technical education is not highly specialized
and is rather a broad overview of knowledge applicable to employment. The curriculum offered
is composed up of a language course, foundation courses, and electives, of which half of electives
are practical in nature. Examinations at the end of vocational education are conducted by the All
India and State Boards of Vocational Education.
Literacy
According to the Census of 2011, "every person above the age of 7 years who can read and write
with understanding in any language is said to be literate". According to this criterion, the 2011
survey holds the National Literacy Rate to be 74.04%. The youth literacy rate, measured within
the age group of 15 to 24, is 81.1% (84.4% among males and 74.4% among females), while 86%
of boys and 72% of girls are literate in the 10-19 age group.
Within the Indian states, Tripura has the highest literacy rate of 94.65% whereas Bihar averaged
61.8% literacy. The 2001 statistics indicated that the total number of 'absolute non-literates' in the
country was 304 million. Gender gap in literacy rate is high, for example in Rajasthan, the state
with the lowest female literacy rate in India, average female literacy rate is 52.66% and average
male literacy rate is 80.51%, making a gender gap of 27.85%.
Attainment
As of 2015-16, enrolment rates are 99.21% for primary, 92.81% for upper primary, 80.01% for
secondary, and 55.16% for higher secondary.
Despite the high overall enrolment rate for education, 25% of youth between the age of 14 to 18,
could not read at a basic text fluently in their own language, over 55% were unable to solve
division problems.
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While the quality of free, public education is in crisis, a majority of the urban poor have turned to
private schools. In some urban cities, it is estimated as high as two-thirds of all students attend
private institutions.
Education in Rural India
Following independence, India viewed education as an effective tool for bringing social change
through community development. The administrative control was effectively initiated in the
1950s, when, in 1952, the government grouped villages under a Community Development Block
—an authority under national program which could control education in up to 100 villages.A
Block Development Officer oversaw a geographical area of 150 square miles (390 km2) which
could contain a population of as many as 70,000 people.
Setty and Ross elaborate on the role of such program, themselves divided further into individual-
based, community based, or the Individual-cum-community-based, in which microscopic levels
of development are overseen at village level by an appointed worker.
Despite some setbacks the rural education programs continued throughout the 1950s, with
support from private institutions. A sizeable network of rural education had been established by
the time the Gandhigram Rural Institute was established and 5,200 Community Development
Blocks were established in India. Nursery schools, elementary schools, secondary school, and
schools for adult education for women were set up.
The government continued to view rural education as an agenda that could be relatively free from
bureaucratic backlog and general stagnation. However, in some cases lack of financing balanced
the gains made by rural education institutes of India. Some ideas failed to find acceptability
among India's poor and investments made by the government sometimes yielded little
results. Today, government rural schools remain poorly funded and understaffed. Several
foundations, such as the Rural Development Foundation (Hyderabad), actively build high-quality
rural schools, but the number of students served is small.
Education in rural India is valued differently from in an urban setting, with lower rates of
completion. An imbalanced sex ratio exists within schools with 18% of males earning a high
school diploma compared with only 10% of females. The estimated number of children who have
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never attended school in India is near 100 million which reflects the low completion levels.This
is the largest concentration in the world of youth who haven't enrolled in school.
Women's education
Women have a much lower literacy rate than men. Far fewer girls are enrolled in the schools, and
many of them drop out. In the patriarchal setting of the Indian family, girls have lower status and
fewer privileges than boys. Conservative cultural attitudes prevent some girls from attending
school.
The number of literate women among the female population of India was between 2–6% from the
British Raj onwards to the formation of the Republic of India in 1947. Concerted efforts led to
improvement from 15.3% in 1961 to 28.5% in 1981. By 2001 literacy for women had exceeded
50% of the overall female population, though these statistics were still very low compared to
world standards and even male literacy within India. Recently the Indian government has
launched Saakshar Bharat Mission for Female Literacy. This mission aims to bring down
female illiteracy by half of its present level.
SitaAnantha Raman outlines the progress of women's education in India:
Since 1947 the Indian government has tried to provide incentives for girls' school attendance
through programmes for midday meals, free books, and uniforms. This welfare thrust raised
primary enrollment between 1951 and 1981. In 1986 the National Policy on Education decided to
restructure education in tune with the social framework of each state, and with larger national
goals. It emphasised that education was necessary for democracy, and central to the improvement
of women's condition. The new policy aimed at social change through revised texts, curricula,
increased funding for schools, expansion in the numbers of schools, and policy improvements.
Emphasis was placed on expanding girls' occupational centres and primary education; secondary
and higher education; and rural and urban institutions. The report tried to connect problems like
low school attendance with poverty, and the dependence on girls for housework and sibling day
care. The National Literacy Mission also worked through female tutors in villages. Although the
minimum marriage age is now eighteen for girls, many continue to be married much earlier.
Therefore, at the secondary level, female drop-out rates are high.
SitaAnantha Raman also mentions that while the educated Indian women workforce maintains
professionalism, the men outnumber them in most fields and, in some cases, receive higher
income for the same positions.
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Education is a basic human right that should be exercised fully in all nations, but for many girls
in India, attending school is not an option. A girl’s education is an essential starting point in
establishing equality everywhere. Despite the Indian Constitution guaranteeing equality before
the law and non-discrimination on the basis of sex, India remains a patriarchal society. Male
inheritance and property ownership, early marriage, dowry, honor crimes, lack girls’ education,
witch hunting, violence against women, and trafficking are all serious issues in the country.
There are schools, but most girls do not attend, often because of religious reasons or
cultural pressures.
A study conducted by the U.S. Census Bureau states that three out five girls receives primary
education versus three out four boys. There should not be differences in the numbers of such a
basic, universal human right. The law of the land makes it clear that both boys and girls have
an equal opportunity to attend school from the age of six through fourteen, and that
primary education is a fundamental right (Indian Constitution, Art 21). If the constitution
does not make it clear enough, there is also an article in The Universal Declaration of Human
Rights defining that education is a universal human right (Universal Declaration of Human
Rights, Art 26). Girls are not receiving equal access to primary education in rural India and
therefore are not achieving equality.
In India, there is a large disparity between female literacy rates in different states. State of Kerala
has the highest female literacy rate of 91.98% while Rajasthan has the lowest female literacy rate
of 52.66. This correlates to the health levels of states, Kerala has average life expectancy at birth
of 74.9 while Rajasthan's average life expectancy at birth is 67.7 years.
In India, higher education is defined as the education of an age group between 18 and 24, and is
largely funded by the government. Despite women making up 24–50% of higher education
enrollment, there is still a gender imbalance within higher education. Only one third of science
students and 7% of engineering students, are women. In comparison, however, over half the
students studying Education are women.
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BETI PADHAO
Importance of Educating Girl Child in Indian Society
Educating the girl child refers to every aspect of education that aims at developing the skill and
knowledge of girls and women. This includes the general education at schools, colleges,
professional education, technical and vocational educations, health education, etc. The education
of the women encompasses both non-literary and literary education. The education of the girl child
has the ability of bringing socio-economic changes. Democratic countries including India have a
constitution that guarantees equal rights to both women and men. Primary education is a key right.
When a girl is protected through her rights, the society is assured of its sustainability. Realizing
how important education is, both government and non-government have taken various projects to
strengthen girl’s child education.
Realizing the importance of women education, the government, and many non-government
organizations took many projects to spread women education. Literacy programs are being taken
in favor of women.
Some of the importance of educating the girl child in the society and the following are as follows:
1) Economic development and prosperity: Educating the girl child will help in empowering

them to come forward and contribute towards the prosperity and development of the
country
2) Economic empowerment: Helpless condition can’t be changed for the men if the women
are backward and depend on men. Economic independence and empowerment will come
when we educate the girl child.
3) Improved life: Educating of the girl child helps in the improvement of a good life. The
identity of the girl won’t be lost. She has the ability to read and learn about her own rights.
She won’t be trodden down about her rights. There will be a general improvement on her
life.
4) Improved health: Educated girls bring an awareness of the important of hygiene and
health. Through education, they can lead a healthy life style. The women that are educated
can carter for their children better.
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5) Dignity and honor: Educated women are now looked upon with dignity and honor. They
become a source of inspiration for millions of young girls who make them their role-
models.
6) Choice to choose a profession of her choice: educated girls can prove to be successful in
their different professions. When the girl child have the opportunity to be educated, it gives
her the better chance to become a successful cook, engineer, doctor or the choice of
profession she wants.
Conclusion: Girl child education isn’t one to take for granted and this has made many NGO’s in
India to pick up interest in educating the girl child. The society has witnessed changes in the status
of women. There is now greater emphasis on the education of the girl child and the way that they
are educated. It is the aspiration of most parents to fulfil without any gender parity.
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1.2BetiBachaoBetiPadhao
The Census (2011) data showed a significant declining trend in the Child Sex Ratio (CSR)
between 0-6 years with an all-time low of 918. The issue of decline in the CSR is a major
indicator of women disempowerment as it reflects both, pre-birth discrimination manifested
through gender biased sex selection, and post birth discrimination against girls (in form of their
health, nutrition, educational needs). The principal factor behind the Child Sex Ratio being so
adverse is the low Sex Ratio at Birth (SRB). Social construct discriminating girls on the one
hand, easy availability, affordability and subsequent misuse of diagnostic tools on the other hand,
have been critical in declining CSR. The strong socio-cultural and religious biases, preference for
sons and discrimination towards daughters has accentuated the problem.
The sharp decline as pointed by Census 2011 data is a call for urgent action, as it highlights that
the girl child is increasingly being excluded from life itself. Coordinated and convergent efforts
are needed to ensure survival, protection and education of the girl child. In this background,
“BetiBachaoBetiPadhao” (BBBP) Scheme was launched by the Hon’ble Prime Minister on 22 nd
January, 2015 in Panipat, Haryana to address the issue of decline in CSR and related issues of
empowerment of girls and women over a life cycle continnum. The scheme was initially
launched in 100 districts in 2014-15, and was expanded to 61 additional districts in 2015 -16.
Following initial success of the scheme, the initiative has been expanded to all 640 districts of the
Country (as per Census 2011) through a nation -wide mass media campaign, and focussed
intervention and multi-sectorial action in select districts. The overall goal of the
BetiBachaoBetiPadhao (BBBP) Scheme is to celebrate the girl child and enable her education.
This scheme is a national initiative jointly run by the Ministry of Women and Child
Development, the Ministry of Health and Family Welfare and the Ministry of Human Resource
Development.
With a mission to increase awareness about the program especially in rural India, a special
awareness campaign was launched by the Directorate of Field Publicity, Ministry of Information
and Broadcasting, Government of India in February- March 2015 in collaboration with the
Ministry of Women & Child Development.
The 22 Regional Offices spread across the country were involved in the campaign. The maximum
number of 18 programs were organized by the North Western Region (comprising of Haryana,
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Punjab and Himachal Pradesh) followed by Maharashtra & Goa Region (14 programs), Rajasthan
(10), J&K (10), Gujarat (8) and Uttrakhand& Western UP (8). Most of the other Regions
organized between 2 to 6 programs. Through these programmes 1, 48,813 people were directly
reached. The campaign got overwhelming print and electronic coverage and tremendous support
from other media organizations of Ministry of I&B and other GOI Ministries and State
Departments.
BetiBachaoBetiPadhaois among the latest of the Governmental action programmes which aims
to promote the education of girl children. In the past, various other policy proclamations as well
as schemes/programmes were in place which focused on the importance of girls’ education.
These policies and programmes have been able to make a positive impact on the level of girls’
education in India going by the enrolment of girls at the primary level where the Gender Parity
Index has increased to 1.02 in 2012 compared to 0.84 in 1999. The Gender Parity Index at
Secondary School level in 2012 has also improved to 0.94 from the 1999 level of 0.70.
Despite these achievements, there are large numbers of girls who remain out of school in India.
Though girls attend primary schools in roughly equal numbers as boys, the gap between girls and
boys widen as they get older because of drop-out of girls in large numbers.
BetiBachaoBetiPadhao slogan and programme has been launched by the Government against the
backdrop of the still continuing overall disadvantage of girl children in India. The Child Sex
Ratio is heavily adverse against the female gender. In various health indicators the girl children
suffer more than boys.
In the case of educational attainment, there are various specific factors which go against the girls.
The gender-biased traditional society in India wants girls to help with work at home. In lower-
end sections of families, girls are required to participate in the labour force outside home. About
two-thirds of the girls who are out of school belong to lowest categories in the caste system,
namely, the Scheduled Castes, Scheduled Tribes and weaker castes (such as castes of artisans,
fisher-folk, service-providing communities like barbers, washermen, etc) of the Socially and
Educationally Backward Classes.
There are many other reasons for a large number of Indian families not to send their girl children
to school. There is the fear of dishonor to girls from boys on the way to school and also inside
school. In many areas in different regions of the country, even teachers are not trusted. Schools
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are largely in unsanitary conditions without even separate and covered toilet facilities for girls.
Classrooms are mostly over-crowded. In this situation, there are reasonable apprehensions on the
part of parents about sending their girl children to school. . The scheme was launched with an
initial funding of ₹100 crore (US$14 million). It mainly targets the clusters in Uttar
Pradesh, Haryana, Uttarakhand, Punjab, Bihar and Delhi.
Objectives
The objectives of the Scheme are as under:
 To prevent gender biased sex selective elimination.

 To ensure survival and protection of the girl child.
 To ensure education and participation of the girl child.
The main target group for the scheme were:
Young and newly married couples;

Primary
Pregnant and lactating mothers; Parents
Youth, adolescents (girls and boys), in-

laws, medical doctors/practitioners,
Secondary
private hospitals, diagnostic centres and
nursing homes.
Officials, PRIs; frontline workers, women

SHGs/Collectives, religious leaders,
Tertiary voluntary organizations, media,
medical associations, industry
associations, general public as a whole
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Monitorable Targets
 Improve the Sex Ratio at Birth (SRB) in selected gender critical districts by 2 points in a
year.
 Reduce Gender differentials in Under Five Child Mortality Rate from 7 points in 2014
(latest available SRS report) to 1.5 points per year
 At least 1.5 % increase per year of Institutional Deliveries.
 At least 1% increase per year of 1st Trimester ANC Registration.
 Increase enrolment of girls in secondary education to 82% by 2018-19. Provide functional
toilet for girls in every school in selected districts.
 Improve the Nutrition status of girls - by reducing number of underweight and anemic
girls under 5 years of age.
 Ensure universalization of ICDS, girls’ attendance and equal care monitored, using joint
ICDS NHM Mother Child Protection Cards.
 Promote a protective environment for Girl Children through implementation of Protection
of Children from Sexual Offences (POCSO) Act 2012.
 Train Elected Representatives/ Grassroot functionaries as Community Champions to
mobilize communities to improve CSR and promote Girl’s education.
Strategies
As the issue of decline in Child Sex Ratio is complex and multi-dimensional, a multi - sectorial
strategy which is governed by the core principles of respecting, protecting and fulfilling the rights
of girls and women, including the ending of gender discrimination and violence will be adopted.
The core strategies will be as follows:
 Implementing a sustained Mass Media Advocacy Outreach Campaign with a 360° media
approach to create equal value for the girl child and promote her education.
 Placing the issue of decline in CSR/SRB in public discourse, improvement of which
would be an indicator of gender balance.
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 Focusing on Districts and Cities low on CSR for intensive and integrated action.
 Adopting Innovative Interventions/Actions by the districts as per their local needs,
context and sensibilities.
 Strengthening capacities of Panchayati Raj Institutions/Urban local bodies/ Elected
Representatives/Grassroot workers as catalysts for social change, in partnership with local
community/women’s/youth groups.
 Engaging with Communities to challenge gender stereotypes and challenge social norms.
 Facilitating service delivery structures/schemes and programmes which are sufficiently
responsive to issues of gender and children’s rights.
 Enabling Inter -sectorial and inter-institutional convergence at District/Block/grassroot
levels.
Reasons for This Initiative
In India, sex determination before birth and post birth discrimination against the girl child has
increasingly led to an alarming situation. Census of 2011 showed a significant declining trend in
the Child Sex Ratio (CSR) between 0-6 years which declined to an all-time low of 918. Strong
socio cultural and religious biases, preference for son & discrimination towards daughters has
accentuated the problem.
Sex-selective abortion or female foeticide has led to a sharp drop in the ratio of girls born in
contrast to boy infants in some states in India. Ultrasound technology has made it possible for
pregnant women and their families to learn the gender of a foetus early in a pregnancy.
Discrimination against girl infants, for several reasons, has combined with the technology to
result in a rise in abortions of foetuses identified as female during ultrasonic testing.
The trend was first noticed when results of the 1991 national census were released, and it was
confirmed to be a worsening problem when results of the 2001 national census were released. It
has been observed that the trend is most pronounced in relatively prosperous regions of
India. The dowry system in India is often blamed; the expectation that a large dowry must be
provided for daughters in order for them to marry is frequently cited as a major cause for the
problem. Pressure for parents to provide large dowries for their daughters is most intense in
prosperous states where high standards of living, and modern consumerism, are more prevalent in
Indian society.
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It is expected that if this trend continues, by 2021 the number of girls will drop below 900 per
1000 boys. Coordinated & convergent efforts are needed to ensure survival, protection and
education of the girl child to make them realize their full potential.
Highlights of the Campaign
1) Reach of the campaign: The 22 Regions throughout India were able to directly
communicate with 1,48,813 people through 112 program organized in 75 critical districts
in Feb-March,2015. The number of people indirectly reached through these program is
estimated to be about 7,44,065 i.e. about five times the number of people directly
contacted as it is considered that if a family member is made aware through any
awareness program, he/she will make 5 others in the family aware about the issues. This
figure does not include the multiplier effect of the campaign through media coverage of
the program.
2) Innovations carried out during the campaign: The campaign saw many innovations
which were carried out by various Regional Offices. Efforts were also made to rope in
people from other neighboring and adjoining villages.
Release of Special Postal Cover on BBBP
Col RajyavardhanRathore -MOS, M/o I &B unveiled a special postal cover on BBBP developed
by DFP, Rajasthan in a BBBP program in village Dhankya. The Special Cover will be used for
official communication and has also been distributed amongst various stakeholders including
media representatives and it was appreciated widely. DFP, Rajasthan also distributed a signed
letter from the Hon’ble Minister to residents of 20 villages on the need to save the girl child
before the program.
Honoring of local women achievers - Local women achievers were honored so as to make them
local role models. This novel approach helped gather a large number of crowds who came to see
and hear their success stories. Inspired by DFP’s programs, Smt. Nanda Gujar of SavkhedBhoi,
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Block Deulgaon Raja, DistrictBuldhana, who had been a victim of child marriage herself,
voluntarily carried forward the message and prevented 6 child marriages in her area within a
month. She highlighted the same at the concluding event and the press conference organized by
DFP, Pune. While DFP Rajasthan got their interviews broadcast through AIR & DD, DFP
Maharashtra & Goa gave some of them a platform at the Concluding Function press conference
where they narrated their success stories themselves. DD News carried a special half an hour
program on the national channel on the women honored by DFP, Rajasthan. DFP, Madhya
Pradesh & Bihar got half an hour program on BBBP campaign in their respective local DD
channel.
Whatsapp& Social Media campaign on BBBP: Since female foeticide is as much a problem in
urban areas and amongst literates as in villages, so to reach the urban populace and to have a
multiplier effect, the on ground campaign was backed by a social media campaign.
SukanyaSamridhiYojana: DFP, Rajasthan in partnership with the Postal Department got

savings accounts opened for young girls under SukanyaSamridhiYojana during the BBBP
program organized by it. The passbook to young account holders were distributed in the program
organized by DFP, Rajasthan.
Oath for protecting girl child: After the program, the DFP Units encouraged the villagers to
take an oath to discourage child marriage, treat daughters and sons alike, Pledge to protect and
educate the girl child was administered to all participants in programs organized by DFP Orissa,
DFP Uttarakhand& Western UP, DFP North West Region and DFP, Rajasthan.
Participation of Elected Representatives in the campaign : The program saw a good

representation of the local elected representatives MPs, State Govt Ministers, MLAs attended 22
of the 112 programs & workshops conducted throughout the country. All the elected
representatives appreciated the quality of programs conducted by the various DFP units and
stressed on the need to conduct more of such programs regularly in the villages.
Message through cultural performances by Song & Drama Division (S&DD): Cultural
programs such as magic shows, Street plays and others on the theme by S&DD, M/o Information
& Broadcasting, Government of India were a major hit and crowd puller at the programs
organized by DFP. They helped in getting more attention of the people and better gathering as
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people enjoyed the cultural programs along with information on the issues in an entertaining way.
The units also got the co-operation of local NGOs in organizing the programs.
Project Implementation
The Ministry of Women and Child Development would be responsible for budgetary control and
administration of the scheme from the Centre. At the State level, the Secretary, Department of
Women and Child Development will be responsible for overall direction and implementation of
the scheme. The Structure of the Scheme is as follows:
At the National level
A National Task Force for BetiBachao, BetiPadhao headed by Secretary, WCD with

representation from concerned ministries namely Ministry of Health & Family Welfare, Ministry
of Human Resource Development, National Legal Services Authority, Department of Disability
Affairs and Ministry of Information & Broadcasting; Gender Experts and Civil Society
representatives. The Task Force will provide guidance and support; finalize training content;
review state plans and monitor effective implementation.
At the State level
The States shall form a State Task Force (STF) with representation of concerned Departments
(Health & Family Welfare; Education; Panchayati Raj/ Rural Development) including State
Level Services Authority and Department of Disability Affairs for BetiBachao, BetiPadhao to
coordinate the implementation of the Scheme. As the issue requires convergence & coordination
between Departments, the Task Force would be headed by the Chief Secretary. In UTs the Task
Force would be headed by Administrator, UT Administration. Some States/UTs have their own
mechanism at the State/UT level for Women’s Empowerment, Gender and Child related issues
which may be considered and/or strengthened as State/UT Task Force. Principal Secretary,
WCD/Social Welfare will be the convener of this body. Department of Women & Child
Development will have the responsibility of coordinating all the activities related to
implementation of the Plan in the State/UTs through the Directorate of ICDS.
At the District level
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A District Task Force (DTF) led by the District Collector/Deputy Commissioner with
representation of concerned departments (Health & Family Welfare; Appropriate Authority
(PC&PNDT); Education; Panchayati Raj/ Rural Development, Police) including District legal
Services Authority (DLSA) will be responsible for effective implementation, monitoring &
supervision of the District Action Plan. Technical support and guidance for the implementation of
Action Plan in the district would be provided by District Programme Officer (DPO) in the
District ICDS Office for formulation of District Action Plan using the Block level Action Plans.
A Gender expert/CSO member may also be included in the task force.
At the Block level
A Block level Committee would be set up under the Chairpersonship of the Sub Divisional
Magistrate/Sub Divisional Officer/Block Development Officer (as may be decided by the
concerned State Governments) to provide support in effective implementation, monitoring &
supervision of the Block Action Plan.
At the Gram Panchayat/Ward level
The respective PanchayatSamiti/Ward Samiti (as may be decided by concerned State

Governments) having jurisdiction over the concerned Gram Panchayat/Ward would be
responsible for the overall coordination & supervision for effectively carrying out activities under
the Plan.
At Village level
Village Health Sanitation and Nutrition Committees, (recognized as sub committees of

panchayats) will guide and support village level implementation and monitoring of the plan.
Frontline workers (AWWs, ASHAs & ANMs) will catalyze action on ground by creating
awareness on the issue of CSR, collecting data, dissemination of information about
schemes/programs related to girl child & their families etc.
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CHAPTER – 2
PROJECT PROFILE
2.1 Area of study– Ekta Vihar, Naharpur&Karala, North West District, Delhi
North West Delhi is an administrative district of the National Capital Territory of Delhi in India.
North West Delhi is an administrative district of the National Capital Territory of Delhi in India.

North West Delhi is bounded by the Yamuna River on the northeast, and by the districts of North
Delhi to the east and southeast, West Delhi to the south, Jhajjar District of Haryana state to the
west, Sonipat District of Haryana to the northwest and north, Bagpat District and Ghaziabad
District of Uttar Pradesh state to the northeast across the Yamuna.
Administratively, the district is divided into three subdivisions, Saraswati Vihar, Rohini Sub City,
and Kanjhawala.
North-West District of NCR Delhi is one of the district selected during the phase – 1 for
implementing BBBP (Beti Bachao Beti Padhao) scheme at ground since January 2015. This
district has shown various innovative initiatives in the last 3 years of its implementation of
scheme.
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North west Delhi district density 2011
The initial provisional data released by census India 2011, shows that density of North West
Delhi district for 2011 is 8,254 people per sq. km. In 2001, North West Delhi district density was
at 6,458 people per sq. km. North West Delhi district administers 443 square kilometers of areas
North West Delhi Child Population 2011
In census enumeration, data regarding child under 0-6 age were also collected for all districts
including North West Delhi. There were total 449,894 children under age of 0-6 against 430,805
of 2001 census. Of total 449,894 male and female were 241,169 and 208,725 respectively. Child
Sex Ratio as per census 2011 was 865 compared to 857 of census 2001. In 2011, Children under
0-6 formed 12.30 percent of North West Delhi District compared to 15.06 percent of 2001. There
was net change of -2.76 percent in this compared to previous census of India.
North West Delhi Houseless Census
In 2011, total 2,705 families live on footpath or without any roof cover in North West Delhi
district of Delhi. Total Population of all who lived without roof at the time of Census 2011
numbers to 4,903. This approximate 0.13% of total population of North West Delhi district.
North West Delhi Population 2015
What is the population of North West Delhi in 2015? The fact is, last census for North West
Delhi district was done only in 2011 and next such census would only be in 2021. There is no
actual figure for population of North West Delhi district situated in Delhi. As per 2011, North
West Delhi population is 3,656,539
North West Delhi District -Census 2011 data
An official Census 2011 detail of North West Delhi, a district of Delhi has been released by
Directorate of Census Operations in Delhi. Enumeration of key persons was also done by census
officials in North West Delhi District of Delhi.
In 2011, North West Delhi had population of 3,656,539 of which male and female were
1,960,922 and 1,695,617 respectively. In 2001 census, North West Delhi had a population of
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2,860,869 of which males were 1,571,689 and remaining 1,289,180 were females. North West
Delhi District population constituted 21.78 percent of total Maharashtra population. In 2001
census, this figure for North West Delhi District was at 21.79 percent of Maharashtra population.
There was change of 27.81 percent in the population compared to population as per 2001. In the
previous census of India 2001, North West Delhi District recorded increase of 60.91 percent to its
population compared to 1991.
North West Delhi District Urban/Rural 2011
Out of the total North West Delhi population for 2011 census, 94.15 percent lives in urban
regions of district. In total 3,442,589 people lives in urban areas of which males are 1,845,242
and females are 1,597,347. Sex Ratio in urban region of North West Delhi district is 866 as per
2011 census data. Similarly child sex ratio in North West Delhi district was 869 in 2011 census.
Child population (0-6) in urban region was 420,958 of which males and females were 225,275
and 195,683. This child population figure of North West Delhi district is 12.21 % of total urban
population. Average literacy rate in North West Delhi district as per census 2011 is 84.74 % of
which males and females are 89.81 % and 78.88 % literates respectively. In actual number
2,560,528 people are literate in urban region of which males and females are 1,454,909 and
1,105,619 respectively.
As per 2011 census, 5.85 % population of North West Delhi districts lives in rural areas of
villages. The total North West Delhi district population living in rural areas is 213,950 of which
males and females are 115,680 and 98,270 respectively. In rural areas of North West Delhi
district, sex ratio is 849 females per 1000 males. If child sex ratio data of North West Delhi
district is considered, figure is 821 girls per 1000 boys. Child population in the age 0-6 is 28,936
in rural areas of which males were 15,894 and females were 13,042. The child population
comprises 13.74 % of total rural population of North West Delhi district. Literacy rate in rural
areas of North West Delhi district is 79.63 % as per census data 2011. Gender wise, male and
female literacy stood at 87.23 and 70.73 percent respectively. In total, 147,327 people were
literate of which males and females were 87,043 and 60,284 respectively.
All details regarding North West Delhi District have been processed by us after receiving from
Govt. of India. We are not responsible for errors to population census details of North West Delhi
District.
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2.2 Objective of the Study
A. Gender sensitive district
Green Institute for Research and Development (GIRD) carried out a Public Campaign from
1stApril 2017 to 14th April 2017 to create awareness and mobilize the communities about the
importance of girls’ education. Promotion of girls’ education is one of the objectives of the
BetiBachaoBetiPadhao programme initiated by the Government of India. The campaign was
carried in different areas of South West Delhi, West Delhi and North West Delhi districts of
Delhi – these are three of the five districts identified as Gender Sensitive Districts for the purpose
of focused action by the BetiBachaoBetiPadhao program by the Government of India.
The implementation strategy of the BetiBachao, Beti Padhao program includes sustained Social
Mobilization and Communication Campaign to create equal value for the girl child and promote
her education. Mobilizinggrassroot workers as catalysts for social change in partnership with
local community/women’s/youth groups is also part of the strategy outlined by the Government
for the implementation of the Beti Bachao, Beti Padhao Program. The Government of India has
identified a total of 100 districts in India for implementing the Beti Bachao, Beti Padhao
program. These Districts are termed Gender Critical Districts on the basis of the lower Child Sex
Ratio in these districts.
B. Low Literacy Rate
Average literacy rate of North West Delhi in 2011 were 84.45 compared to 80.57 of 2001. If
things are looked out at gender wise, male and female literacy were 89.66 and 78.41 respectively.
For 2001 census, same figures stood at 86.67 and 73.08 in North West Delhi District. Total
literate in North West Delhi District were 2,707,855 of which male and female were 1,541,952
and 1,165,903 respectively. In 2001, North West Delhi District had 1,957,902 in its district.
C. Inadequate Sex Ratio
With regards to Sex Ratio in North West Delhi, it stood at 865 per 1000 male compared to 2001
census figure of 820. The average national sex ratio in India is 940 as per latest reports of Census
2011 Directorate. In 2011 census, child sex ratio is 865 girls per 1000 boys compared to figure of
857 girls per 1000 boys of 2001 census data.
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2.3 Initiatives Taken by North-West District, Delhi
1) Pankhudi Paathshala
Pankhudi Paathshala is an initiative taken by District Northwest under Beti Bachao Beti
Padhao scheme to bring drop out girls back into formal or informal education. The
paathshalas have been set to motivate and build confidence of young girls (5-19 years) to
pursue education and/ or any skill of their interest. Further, to increase their learning
levels, basics in general knowledge, Mathematics, English etc. are being provided.
Various aanganwadi centres have been set up as Pankhudi Paathshala where drop out girls
are taught by volunteers from the locality.
Community participation has thus been ensured by motivating persons from all age
groups to contribute towards the initiative by teaching in these classrooms. In the short
time since we have initiated this project (a month), 20 Pankhudi Paathshalas have already
been set up. More than 350 drop out girls are being taught on a daily basis by many
volunteers. We are set to open more than 125 classrooms in the coming year and many
more in the future. More than 45 voluntary teachers are engaged in these classrooms.
Further, more than 200 girls have been enrolled back to school/ NIOS/ Patrachar
education.
2) Creating awareness regarding the importance of girls’ education is an inclusive strategy

approach that north-west district utilize to sensitize communities and counteract
misinformation, illiteracy, and gender bias. In the assessment exercises, a deep gender
bias against girls, especially in rural areas, was identified as one of the greatest barriers to
the success of girls’ education programs. We know that when communities begin to
appreciate the value of girls’ education, they work to ensure the retention of girls in
school and assist them to learn, rather than being opposed to their education.
3) Reducing the cost of schooling is also critical in removing some of the barriers girls face
to accessing education. All north west district administration -assisted girls’ education
programs provide free school kits or learning materials (uniforms, writing implements,
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backpacks, etc.), and some pay registration fees for secondary school, since this has
proved to be effective in helping girls to remain in school.
4) Providing quality teachersis crucial to providing a quality education. In areas where we
worked, we were able to connect Pankhudi classrooms with local socially-active teachers.
This teachers are providing free of cost voluntarily service to the dropout girls. Local
teachers are important for Pankhudi classrooms as they have better understanding of the
area and the people.
Pankhudi Paathshala
Pankhudi paathshala is an initiative taken by District Northwest under Beti Bachao Beti Padhao
scheme to bring drop out girls back into formal or informal education. The paathshalas have been
set to motivate and build confidence of young girls (5-19 years) to pursue education and/ or any
skill of their interest. Further, to increase their learning levels, basics in General Knowledge,
Mathematics, and English etc. are being provided.
Various anganwadi centres have been set up as Pankhudi paathshala where drop out girls are
taught by volunteers from the locality.
Community participation has thus been ensured by motivating persons from all age groups to
contribute towards the initiative by teaching in these classrooms. In a short while since we have
initiated this project (a month), 20 such Paathshalas have already been set up. More than 350
drop out girls are being taught on a daily basis by many volunteers. We are set to open more than
125 classrooms in the coming year and many more in the future. More than 45 voluntary teachers
are engaged in these classrooms. Further, more than 200 girls have been enrolled back to school/
NIOS/ Patrachar education.
Providing quality teachersis crucial to providing a quality education. In areas where we worked,
we were able to connect pankhudi classrooms with local socially-active teachers. These teachers
are voluntarily coming forward and providing free teaching to the dropout girls.
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2.4 Project Planning & Execution
Every project needs a proper planning and execution to work smoothly in a long run. This project
was alike. Lots of planning was required at backend to handle this project of extreme delicacy
with care it required because changing the mentality and convincing the girl child and her family
was not going to be an easy task.
The project initially started when SDM of Kanjhawala Smt. Veditha Reddy decided to meet the
students of Maharaja Agrasen Institute of Management Studies and discuss about her dream
project of educating and empowering each and every girl child under her jurisdiction. After the
initial meet, few interested students came forward and started working at a personal and a smaller
level of conducting door-to-door surveys and finding out the reason behind girls not attending
schools.
After such surveys in few areas, picture started becoming clearer and different reasons and
problems started coming into limelight. Some of the girls did not go to schools due to
transportation problems while some were restricted due to orthodox thinking of their parents.
With each and every submission of survey reports to SDM Ma’am, a new solution was needed to
found out to tackle such challenging problems.
Me along with my three of my friends decided to start working on this project full fledgedly
trying to change the mindset of people regarding what liberty a girl should be given and
significance of why a girl should be into either regular or open schools to attain education.
For initial stages, the agenda was to go to different areas to inspect the problems and to listen
their views and thoughts. A questionnaire was designed so as to get an all-round knowledge
about the problem.
To conduct surveys, we tied up with Anganwadi workers working in that particular areas. This
was done as the workers had extensive knowledge about their locality so it would be a great help
to conduct our research. We starting contacting the workers and with their help, fixed a meeting
with the dropout girls and their parents in the anganwadi centres itself.
In the first two weeks of our internship, our focus was to conduct surveys and counselling
sessions in different areas as much as possible. While conducting surveys, different problems
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came across us which required immediate action. Problems like lack of proper transportation
facilities, financial constraints, fear of harassment was present which hindered girls from going to
school. Some other problems that were prevalent were Documentation problems, Government
schools denying admission, principal of some schools not working accordingly. While
conducting survey, a unique trend was found that nearly 90% of girls failed in class 9 and they
were facing problems to cope up with syllabus of class 9.
Parents expressed their views regarding the education of their daughter. While some of the
parents agreed, some categorically denied to send their daughters to school. The parents were
then made to understand the importance of education in today’s generation and what would be
the consequences if they didn’t do so. After the survey and counselling sessions, a plan was
needed so as to how to enroll those girls back to regular or open schools.
Meetings were called at the official level in the office and were attended by the District
Magistrate and Sub-Divisional Magistrate along with various other officials associated with the
Education Department so as to find a solution to this problem.
Meanwhile, the data was thoroughly analysed so as to reach the core of this problem.
The surveyed girls were bifurcated into different categories according to their age eligibility, their
mental growth, their ability to learn or grab things and most importantly according to the
availability of documents. The girls who were eligible for admission in regular schools were then
and there directed to go and get the admission by themselves.
For girls who had issues regarding Aadhar Cards, a special camp was set up in the third week of
our internship whereby either new cards were issued or the required corrections were made so
that they could get admission without any difficulties.
On 21st of June, 2018, a special program was conducted on the occasion of 4 th International Yoga
Day. The theme for this program was – Women Empowerment and Benefits of Yoga especially
for women. A special-themed program was arranged only to spread awareness among the people
regarding the rights and liberty that a girl or a women deserves. A yoga session of 45 minutes
was held after which many dropout girls even voluntarily came forward to participate in the
program and showing off their skills of reciting poem, dancing, singing, etc.
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Simultaneously, a method was being thought to provide all-round development, to all those girls
deprived of education, in best possible and most effective way. An idea of opening classes in
their locality was reached upon where the girls would come and attain education at free of cost.
These classes would be an informal education, similar to tuition classes, where they could work
upon their weak subjects and get over the problems faced to learn those particular subjects. The
trend whereby many girls failed to pass class 9 was due to a loophole in a policy framed by
Government. The policy implies that no child will be demoted until class 8. Due to this policy,
many students never paid the required amount of attention to studies and their basics in subjects
were not built. They even couldn’t read or write basic Hindi words.
So to build a strong base, these classes named as “Pankhudi Paathshala” were decided to be
opened. The concept of the classes is that out of 4-5 anganwadi centres in a locality, one centre
which is biggest and lies in center amongst all the centre will be chosen so that it will be easier
for the girls to commute from their home. Students were divided into groups according to their
last class studied and subjects like Hindi, Mathematics, English and Science were taught. To
enhance their knowledge, basic General Knowledge is also being taught in the class. We tried to
search for some teacher who would come forward voluntarily to teach these girls and provide
their valuable services at free of cost. We were able to find one such teacher and successfully
opened our first Paathshala in Shiv Vihar, Karala.
Now our main agenda was not only to get the girls enrolled in schools, but also to open these
Paathshalas in every areas. Our target is to open nearly 300 Paathshalas by the end of this project.
But it was a tedious task to open these classes that to at such a huge level. So we once again co-
ordinated with the anganwadi workers and asked for their cooperation. A meeting of all the
workers and SDM Ma’am was called so as to explain them the whole initiative and asked for
their support. Whatsapp group of different areas was created so as to pass any information
instantly.
Surveys and counselling were started in different areas with a fast pace to cover such a huge
target. Along with survey, the girls were now told about these paathshalas and were asked to
come to attend the classes.
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Advertisement were done by distributing pamphlets and hoardings were put on the roads to
garner the attention of common public and anyone who was interested to come forward to teach
these girls.
There were many girls who were not eligible for regular schools so they had to be enrolled in
open school or NIOS. Proper information about procedures and methods of getting enrolled in
NIOS was gained by us so as to pass on the information correctly to the dropout girls. The
documents required to get enrolled was circulated in each and every whatsapp group so that the
workers could pass on the information to the girls and they could get their admission done. As
many of them was not sure how to proceed with the admission procedures, camps were setup by
us for the girls. They could come and there and we would enroll them through online mode.
Proper planning was done so as to allocate adequate time for each of the job. Pankhudi
Paathshalas started to open in different areas. White boards, a study material and other required
stationary was provided out of Beti Bachao Beti Padhao funds to every Paathshalas.
As many as 22 Paathshalas have been opened slowly and gradually, more opening in near future.
The project is still being carried out and more volunteers have started joining us in this great
initiative. Nearly 300 Civil Defense volunteers have been deployed to monitor each and every
paathshala in different areas for a smooth flow. As the situation arises, plans will be made and
executed to keep this project running until and unless each and everyone in the society is
educated and literate.
At my personal capacity, I can just say that I am proud to be a member of such an exceptional
project because if I can even help a single girl to achieve her aim, nothing will make me happier.
In today’s generation, education is biggest and most lethal weapon to fight any problems and
challenges in life. If anyone uses it in right place at right time, sky is the limit for success. As it is
rightly said “Padhega India tabhi toh Badhega India.”
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CHAPTER – 3
RESEARCH METHODOLOGY
Research Design
Type of research - Descriptive Research
Descriptive research usually involves surveys and studies that aim to identify the facts. In other
words, descriptive research mainly deals with the “description of the state of affairs as it is at
present.” The main characteristics of this method is that the researcher has no control over the
variables; he can only report what has happened or what is happening.
Develop the Research Plan
The second stage of Research calls for developing the most efficient plan for gathering
information.
Strengthening a research plan calls for decision on the data sources, research approaches research
instruments and contact methods.
Research Process
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Data Sources
There are two types of data:-
Primary Data: The data that is collected first hand by someone specifically for the purpose of
facilitating the study is known as primary data. So in this report, the data is collected from
respondents through questionnaires.
Secondary Data: For the basic information, I had used secondary data like data collected
previously by anganwadi workers.
Surveys
Surveys involve collecting information, usually from fairly large groups of people, by means of
questionnaires but other techniques such as interviews or telephoning may also be used.
Survey Research is used to learn about need, perception and awareness level of girls and their
parents in the north-west district.
The method used by me is Survey Method as the research done is Descriptive Research.
Questionnaire Design
Questionnaires are a good way to obtain information from a large number of people and/or
people who may not have the time to attend an interview or take part in experiments.
Questionnaires typically containclosed questions and open-ended questions.
Open Ended allows respondents to answer in their own words & are difficult to Interpret and
Tabulate.
Close Ended pre-specify answers & are easy to Interpret and Tabulate.
Types of Questions Included
Dichotomous Questions
Which has only two answers “Yes” or “No”.
Multiple Choice Questions
Where respondent is offered more than two choices.
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Door to Door survey and Counselling
North-West District, Delhiadministration therefore is working with local aanganwadi workers

and civil defence volunteers for home visits, and door-to-door campaigns. This collected
information helped us to set up various aanganwadi centres as Pankhudi Paathshala where drop-
out girls are taught by volunteers from the locality.
Community participation has thus been ensured by motivating persons from all age groups to
contribute towards the initiative by teaching in these classrooms.
We also intervened at the household level, asking the parents to give the girls a break from chores
so they can study or persuading parents to allow girls to stay in school rather than get married at a
young age.
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CHAPTER - 4
DATA ANALYSIS
Ekta Vihar
Till which class have you studied?
Interpretation – Out of surveyed girls in Suraj Vihar, it can be seen that almost every girl have
completed their primary education. Another thing relevant from the graph above is that 37.5%
girls have failed or left the school after class 8.
Are the parents literate?
Interpretation – It can be seen that more than half of the parents are not literate. It is also one of
the major reason why girls are kept at home rather than being sent to school.
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Is family very conservative regarding female liberty?
Interpretation – Above chart

shows half of family’s conservative approach towards girl’s liberty. If such is the case, how can
we expect their daughters in school.
Who took the decision of dropping out of school?
Interpretation – In this figure, we can see that mostly the decision to drop out of school was
taken by the girl themselves. The reason for taking such steps will be highlighted in upcoming
graphs.
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What was the reason behind dropping out of the school?
Interpretation – Most girls can be seen leaving schools as they either lost interest in studies or
were unable to follow lessons properly in class. Considerable amount of girls left school as they
could pass after class 8 or due to financial constraints. 25% parents also seem unwilling to send
their daughter to school. Multiple types of reasons prevailed in this area.
Do you have any of your siblings going to school? If yes, whether brother or sister
Interpretation – Out of the 88% of siblings going to school, majority can be seen in the second
graph that boys are sent to school. Whether there is any difficulties in household, boys are sent to
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school while girls are told to sit at home and help. This thinking of society is needed to be
changed.
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Does your parents want you to study further?
Interpretation – As from the above figure, it can be seen that with proper guidance and
knowledge, 3/4th of total number of parents agreed to send their daughters back to school after the
counselling.
Do you work somewhere?If yes, where do you work?
Interpretation – It is seen that more than 50% girls start working at small age after leaving
schools. Out of girls working, 80% of girls go and work in farm along with her parents and earn a
living while 20% work in a beauty parlour.
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Do you wish to join free tuition classes,if set up in your nearby anganwadi centres?
Interpretation – Almost everybody is ready to join free classes later named as “Pankhudi
Paathshala.”
After joining classes,will you re-enroll yourself back in schools/open learning?
Interpretation – Girls who had to leave the school due to some unavoidable circumstances or
due to failure in class were ready to join back formal education after a little help these classes
would provide.
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What are your weak subjects?
Interpretation – Most students faced problems in Maths,

English and Science. Accordingly, classes would be arranged in Paathshalas.
Other than formal education,which are the other courses that you would like to do?
Interpretation – Other than formal education, girls who were interested to do a side course were
unanimously interested in computer.
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Overall Analysis of Ekta Vihar
The condition of girls of Ekta Vihar was satisfactory. In survey, it was found that 50% girls could
read and write in Hindi properly. Many felt deprived, as they could not go to the school.
There were nearly

70% girls who had special skills of stitching and cooking. But when asked for aim in life, very
few were able to answer this question. When asked from parents, what incentives should be given
so that they may send their daughter to schools, few answered that if their burden of expenses
Except for these, there were no other hindrances or problems, which stopped girls from going to
school.
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Karala
Interpretation – Out of surveyed girls in Karala, it can be seen that almost every girl have
completed their primary education. Another thing relevant from the graph above is that 66.7%
girls have left the school after class 7.
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Interpretation – It can be seen that mostly all the parents are literate. It is one of the major
reason why they are eager to send their girl to school as they know the value of education.
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Interpretation – Above chart shows that everyone is conservative about providing liberty in
every other things, except for education which is also not right as it will not develop a girl in
every aspect.
Interpretation – In this
figure, we can see that mostly the decision to drop out of school was taken by the father as the
school is very far and some of them even face some sort of harassment on the way. So mostly the
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Interpretation – Most girls can be seen leaving schools due to transportation problems.
Considerable amount of girls even left school as they were harassed on the way to school. Nearly
34% left school as they could not cope with the lessons. Various other reasons can also be seen
prevailing in this area.
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Interpretation – Out of the 67% of siblings going to school, majority can be seen in the second
school while girls are told to sit at home and help. This thinking of society needs to be changed.
43 | P a g e
Interpretation – As from the

above figure, it can be seen that parents are eager to send their school but due to transportation
problem, they are restricted.
Interpretation – It is seen that 50% of girls start working at small age after leaving schools. Out
of girls working, 67% of girls go and work in farm along with her parents and earn a living while
33% work in a beauty parlour.
44 | P a g e
Interpretation – Everybody is
ready to join free classes later named as “Pankhudi Paathshala.”
Interpretation – Girls who had to leave the school were eager to join the school but couldn’t as
they had commuting problem.
45 | P a g e
Interpretation – Most students faced problems in Maths, English and Science. Accordingly,
classes would be arranged in Paathshalas.
Interpretation – Other than formal education, girls who were interested to do a side course were
unanimously interested in computer.
46 | P a g e
Overall Analysis of Karala
The condition of girls of Karala was better than other villages. In survey, it was found that 67%
girls could read and write in Hindi properly.
There were nearly 83%

girls who had special skills of stitching and cooking. But when asked for aim in life, very few
were able to answer this question. When asked from parents, what incentives should be given so
that they may send their daughter to schools, almost everyone complained about the distance
from home to school. Everyone demanded that either some transportation facilities should be
provided or a school should be opened nearby so that in near future, every girl will have a chance
to go to school. Parents were very enthusiastic that their children should go to school but due to
Except for these, there were hindrances like girls were harassed on the way to school.
47 | P a g e
Naharpur
Interpretation – Out of surveyed girls in Naharpur, it can be seen that almost every girl have
completed their primary education. Another thing relevant from the graph above is that 67% girls
have failed or left the school after class 8.
Interpretation – It can be seen that more than half of the parents are literate. But still girls were
not allowed to go to school.
48 | P a g e
Interpretation – Above chart shows family’s conservative approach towards girl’s liberty. If
such is the case, how can we expect their daughters in school.
Interpretation – In this
figure, we can see that mostly the decision to drop out of school was taken by father. As girls
49 | P a g e
Interpretation – Most girls can be seen leaving schools as they either lost interest in studies or
were unable to follow lessons properly in class. Considerable amount of girls left school as they
could pass after class 8 or due to household chores burden. 1 girl was even feared of getting
married at early age.
Interpretation – Out of the all the siblings going to school, majority can be seen in the second
school while girls are told to sit at home and help. This thinking of society needs to change.
50 | P a g e
51 | P a g e
Interpretation – As from the

above figure, it can be seen that with proper guidance and knowledge, 3/4 th of total number of
parents disagreed to send their daughters back to school.
Interpretation – It is seen that more than 65% girls start working at small age after leaving
schools. Every girl go to farm to help their parents.
52 | P a g e
Interpretation – Everybody is ready to join free classes later named as “Pankhudi Paathshala.”
Interpretation – 1/3rdgirls who had to leave the school due to some unavoidable circumstances
or due to failure in class were ready to join back formal education after a little help these classes
would provide.
53 | P a g e
Interpretation – Most students faced problems in English

and Science. Accordingly, classes would be arranged in Paathshalas.
Interpretation – Other than formal education, girls were not interested to do a side course.
54 | P a g e
Overall Analysis of Naharpur
The condition of girls of Naharpur was critical. In survey, it was found that 67% girls could read
and write in Hindi properly.
There were nearly 70% girls who had special skills of stitching and cooking. But when asked for
aim in life, very few were able to answer this question or had any aim in life. The parents were
not interested in sending girls to school. Instead 1 girl was to get married even before legal age.
55 | P a g e
CHAPTER-5
RECOMMENDATIONS AND
SUGGESTIONS
What comes first to your mind when you think about girls’ education? There may be a good
chance that you remember a particular girl you met who could not go to primary school. Or
perhaps you will visualize one of those great pictures of smiling and studious girls attending
primary school in a developing country thanks to a particular project or intervention.
Both pictures are correct, but they account for only a small part of the story.
Until recently, many girls did not even complete primary school. But dramatic progress has been
achieved toward gender equity in basic education as part of the Millennium Development Goals.
While more remains to be done, today’s challenges for improving girls’ education, skills, and job
prospects have changed.

More attention needs to be given to what happens before and after primary school. For girls and
young women to acquire the skills they need, five steps – suggested by the World Bank’s STEP
framework – are needed. The good news is that at each step, we have a good idea of which
interventions can help girls fulfill their potential.
Five Steps to Improving Girls' Education, Skills and Job Prospects
1) First, give girls a strong foundation through Early Childhood Development (ECD).

Disadvantages built early in life are difficult to remedy, but effective ECD programs can
avoid such disadvantages and thereby yield high payoffs. ECD programs build the
technical, cognitive, and behavioral skills conducive to high productivity later in life.
Successful interventions emphasize, among other areas, nutrition, stimulation, and basic
cognitive skills.
A new study suggests that in Jamaica, 20 years after an ECD intervention was conducted,
the average earnings of beneficiaries – boys and girls - were 42% higher than those of the
control group.

2) Second step focuses on basic education. Gaps remain, to be sure: Data from a
forthcoming paper suggest that in 24 low-income countries, only 34% of girls in the
poorest 20% of household complete primary school, compared with 72% of girls in the
richest 20% of households. These income-related gaps can be reduced through
52 | P a g e
interventions to reduce the opportunity cost of schooling for girls, such as conditional
cash transfers.
In Yemen, one such new program targeting girls in grades 4-9 in disadvantaged
communities is reaching close to 40,000 girls. In addition to increasing enrollment and
attendance, we also need to ensure that all girls who go to school can learn—by building
stronger schooling systems with clear learning standards, good teachers, adequate
resources, and a proper regulatory environment that emphasizes accountability.
3) The third step in helping girls grow is to provide them with job-relevant skills that
employers actually demand, or that they can use in launching their own business.
Many countries have achieved (or are making rapid progress toward) gender parity in
basic education. By contrast, labor force participation in most developing countries
remains substantially lower for young women than men. In India, Nigeria and South
Africa, more than three-quarters of all girls aged 15-24 are not engaged in paid work and
are not looking for work. And according to the International Income Distribution
Database, nearly 40% of young women globally are either unemployed or ‘idle’ (not in
education, nor work).
4) Step four relates to the creation of an environment that encourages investments in

knowledge and creativity. This requires innovation-specific skills and investments to help
connect people with ideas, as well as risk management tools that facilitate innovation.
Again, girls are at a disadvantage when compared with boys, with fewer opportunities
and, therefore, lower rates of entrepreneurship in many countries.
A new program in Uganda run by the nongovernmental organization BRAC provides
girls age 14-20 with a safe space, life skills training, and livelihoods training for self-
employment based on local market conditions.
5) Finally, and this is the fifth and last step, it is important that societies promote flexible,
efficient, and secure labor markets. Apart from avoiding rigid job protection regulations
while strengthening income protection systems, providing intermediation services for
workers and firms is important to transform skills into actual employment and
productivity.
53 | P a g e
This matters even more for girls than for boys, as girls are often more constrained and
have limited access to opportunities, which in turn can lead to diminished expectations.
But this can be overcome, at least in part, by providing information on how markets really
work. For example, research suggests that women who were shown videos of other
women working in traditionally male occupations, such as auto repair, and who were told
that wages were higher in such fields, were more likely to choose and enroll in training in
those traditionally male-dominated fields.

When thinking about girls’ education, there’s nothing wrong with picturing primary
schools. But to help girls succeed in life, this is not enough: We need to pay equal
attention to what happens before and after primary school. Girls and young women
entering the 21st century job market will need skills and knowledge that can be developed
only throughout their lifetime. They need our support at every step along the way.
Steps to achieve gender equality
1. Talk to women and girls
A fundamental reason we have not yet achieved gender equality in every realm is that women
and girls’ voices are too often excluded from global and national decision-making. When
programs and policies are designed without women’s needs central to their foundation, we’re
setting ourselves up to fail. If grassroots women had been adequately consulted in designing
the MDGs, decision-makers would have been able to anticipate that girls would still be held
responsible for many home chores, caring for younger siblings and fetching water, and have
known that a major obstacle for girls’ education is that girls are at risk of physical and sexual
assaults when they have to walk long distances to school.
2. Stop the Violence
Gender inequality allows for violence against women to continue unabated. The UN has found
that globally, one in three women will experience violence in her lifetime, with most violence
against women perpetrated by a current or former intimate partner.
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3. Let girls use mobile phones
The majority of girls in India don’t have access to using basic technology such as phones and
computers because of infrastructure related challenges and economic reasons. Increasingly we
see bans on girls using mobile phones. The dialogue on girls’ access to Stem [science,
technology, engineering and maths] education and women’s role in technology has not even
started to be acknowledged. Can girls and women access equal resources, opportunities and rights
without access to technology?
4. Make education gender sensitive
There has been much progress in increasing access to education, but progress has been slow in
improving the gender sensitivity of the education system, including ensuring textbooks promote
positive stereotypes. This is critically important for girls to come out of schools as citizens who
can shape a more equal society. In some countries, there is a tendency to assume that things are
fine as long as there are equal number of girls in schools.
5. Stop child marriage and sexual harassment
In Bangladesh and elsewhere, child marriage is a major impediment to girls’ education. In

Bangladesh more than 50% of girls are married before the age of 18, and about 30% of girls 15 to
19 already have one child. If we want girls to be able to complete education we have to end child
marriage. We also have to seriously address sexual harassment of girls. Insecurity is one of the
reasons parents give for marrying their daughters. It is also a major barrier to girls’ full
participation in education
6. Raise aspirations of girls and their parent
One of the key strategies must be to change how girls, families and society imagine what girls
can be and can do. We need to give girls images and role models that expand their dreams. We
also need parents to see that there really are opportunities for their daughters that their only
security is not just to be good wives and mothers.
7. Give proper value to ‘women’s work’
55 | P a g e
The unpaid work women and girls do provide the foundation for the global economy. This fact
needs to be highlighted more in the media, with the private sector and in communities. More
research and data for messaging on this point could be useful in promoting the key role and
contributions women and girls make to the economy and the need for proper recognition and
compensation. We also need a concerted campaign for equal pay for equal work worldwide.
Legislation, economic incentives, and pledges like the UN’s.
8.Empower mothers
In Afghanistan, there have been great moves to increase number of girls going through formal
education through providing schools for girls in every district. We have learned that through
empowering women on the community level you will also enhance girl’s education. When
mothers are educated and empowered to make choices in their lives, they enable their daughters
to go to school.
8. Work together
Alarmingly, gender gaps in sub-Saharan Africa have widened at higher levels of schooling. This
is a reverse of the global trend towards greater parity. Between 1999 and 2010, the ratio of girls
in secondary school fell from 83 to 82 girls for every 100 boys at the secondary level and from 67
to 63 girls for every 100 boys at the tertiary level. This is stalled progress and a reversion to the
deep gender equalities that characterized previous eras. To address this gap, our efforts cannot be
done in silos, but must involve the people (girls in this case). Girls know best what their
challenges are in education and it is imperative to involve them in our discussions to address the
gap.
10. Beware the backlash
One of the realities that we need to remember and address is that, when women “trespass” in
spaces that were previously completely male-dominated there is often a penalty. In education and
in the workplace that backlash often takes the form of sexual harassment, humiliation, violence.
Looking at a local level or specific situation we can see how that slows the pace of women’s
entry to that sector or opportunity. Could that be one contribution to a global set-back?
56 | P a g e
CHAPTER – 6
CONCLUSION/FINDINGS
Based on the research findings, it is concluded that our, society with an aging population, that
will make larger demands upon the nation’s resources, needs youthful population of females that
value and pursue education to create conducive environment for good economic welfare, political
and social stability that will pave way for growth and development.
The following recommendations are made based on the research findings so as to reduce the
dropout rate of females from schools.
Girl-child education process should be properly funded to enable them have quality access to
education. To do this, there should be effective coordination and control of all viable sources of
funds to female education, as without such resources, it would be difficult for the education
sector to carry out their social and academic responsibilities through schools.
The needs and socioeconomic concerns of the females should be criticallyassessed and
vigorously pursued by the education sector and schools. This canbe done through survey studies
using questionnaire, interview, observation, andthrough the offices of the guidance and
counseling facilitators to know their areas of need.
Females should be given automatic admission and employment on graduation from school as this
exercise will motivate females to further their education believing that relevant qualifications in
school.
Government should pass legislation compelling parents to send female students to schools
because many parents question the intellectual capabilities of females. This can be achieved
through sensitization programs to parents in order to eliminate the traditional belief of parents
that females are the backbone of the local economy to be retained at home. The sensitization will
make them believe that educated females stir greatly the waters of the growth in the society.
The education sector should ensure that the management of the education in schools is effectively
done. This can be attained by strictly observing the stipulations of the education law as well as
the objectives. The management committee should be made up to responsible individuals who
will see the educational responsibility of students especially females as the priority.
Dishonest leadership should be discouraged in schools. This should be done by putting in place
adequate checks and balances in the performance of schools, and excesses be properly controlled.
57 | P a g e
Schools and states who practice gender inequality in educational opportunities should be properly
sanctioned and penalized according to the stipulations of the education law.
Adequate and regular training should be provided to educators especially in the area of good
guidance so that all are aware of their obligations as molders and agents of change in the lives of
the students entrusted in their care in order that proper implementation of ethics of education be
delivered to the students especially to the females who are victims of dropout trend in schools.
Female students should enjoy free education at all levels. This exercise serves as great motivation
that will give better opportunities for learning in our society as females are to be molded for
embracing challenges and treating them intelligently for a better nation.
Main Findings of the study
The problems of women education are divided into six categories namely Social, Economic,
Parents Consciousness, Learners’ Interest, Communication, Teaching and Learning etc. The main
findings of the problem are as follows.
1. Child marriage was one of the main social problems of women education in the past.
2. Low literacy rate is prevalent.
3. Society did not allow the girls to receive education in the co-educational institution in the
past.
4. Society’s indifference towards girls’ education is prevalent.
5. Parents were interested in educating the male child only.
6. Poverty of parents is the main problem of development of education.
7. Engagement of girls in the traditional workplace is another problem of girl’s education.
8. There was no any provision of state assistance towards girl’s education.
9. Society was not conscious for educating the girl’s and think it to be the meaningless
expenditure.
10. Illiteracy of parents is the main problem of women education.
11. Negligence and negative thinking of parents is another problem of girls’ education.
12. Parents were not conscious about the education of their girl child.
13. Due to communication barrier awareness was at minimum level.
14. There was no available educational institution nearby the residence in the past. As a result
it created problems on women education.
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15. Lack of encouragement from the parent and society hindered the development of women
education.
16. The agro-based rural society could not think about the modern technology. As a result no
advancement was seen.
17. For road communication the parents hesitated to send their girls to the schools for
education.
18. Due to under development of telecommunication, the parents, guardians and the learners
were also unable to have some information regarding the progress of education. So, it was
also a major problem on the development of women education.
19. Lack of development of modern technology stands against the development of education
of the girls.
20. No psychological method was used in teaching learning process. So, more attention
cannot be drawn by the teacher.
21. Learner’s needs were not considered to be important. So, the teachers cannot be
motivated. It was a major distraction for receiving education especially in case of girls.
22. No procedure was adopted for creating interest of the female child.
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BIBLIOGRAPHY
Websites:
 www.google.co.in
 www.mhrd.gov.in
 Data.gov.in
 En.wikipedia.org
 www.asercentre.org
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ANNEXURES
QUESTIONNAIRE
Name of Girl-
Age-
Address-
Q1. Till which class have you studied?
Q2. Are the parents literate?
Yes
No
Q3.Is family very conservative regarding female liberty?
Yes
No
Q4. Who took the decision of dropping out of school?
Father
Mother
Girl herself
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Q5. How was she as a student?
Excellent
Good
Average
Bad
Very Bad
Q6. Do you feel happy/deprived after leaving the school?
Happy
Deprived
Not Sure
Q7. What was the reason behind dropping out of the school?
Financial Difficulties
Lost interest in studies
Household Chores Burden
Transportation Problems
Fear of Harassment
Marriage at an early age
Unable to follow lessons in classes
Unwilling Parents
Teacher absenteeism
Others (with specification)
Q8. Do you have any of your siblings going to school?
Yes
No
Q9. If yes, whether brother or sister
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Brother
Sister
Both
Q10.Are you able to read/write in Hindi?
Yes
No
Little Bit
Q11. Are you able to read/write in English?
Yes
No
Little Bit
Q12. Does your parents want you to study further?
Yes
No
Q13. Do you work somewhere?
Yes
No
Q14. If yes,where do you work?
Q15. Do you wish to join free tuition classes,if set up in your nearby anganwadi centres?
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Yes
No
Q16. After joining classes,will you re-enroll yourself back in schools/open learning?
Yes
No
Maybe
Q17. What are your weak subjects?
Hindi
English
Maths
Science
Q18. Do you possess any special skills or talent?
Yes
No
Q19. If yes,then specify what type of skills
Q20. Other than formal education,which are the other courses that you would like to do?
64 | P a g e

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SUMMER TRAINING PROJECT REPORT

SUBMITTED IN PARTIAL FULFILLMENT FOR THE

UNDER THE GUIDANCE OF

Maharaja Agrasen Institute of Management Studies

Dr. Sangeeta Malik

Certificate from Company ii

Certificate from Company iii

CHAPTER-1 INTRODUCTION 1-17

1.2 Beti Bachao Beti Padhao 8-17

2.1 Areas Covered 18-20

2.2 Objectives of Study 21

2.3 Initiatives taken by North-West District 23-23

2.4 Project Planning & Execution 24-27

CHAPTER – 3 RESEARCH METHODOLOGY 28-30

Education is fundamental to human progress. It plays a prominent role in all-around

Education in Rural India

SitaAnantha Raman outlines the progress of women's education in India:

1) Economic development and prosperity: Educating the girl child will help in empowering

The objectives of the Scheme are as under:

 To prevent gender biased sex selective elimination.

The main target group for the scheme were:

Young and newly married couples;

Youth, adolescents (girls and boys), in-

Officials, PRIs; frontline workers, women

Reasons for This Initiative

Highlights of the Campaign

Release of Special Postal Cover on BBBP

SukanyaSamridhiYojana: DFP, Rajasthan in partnership with the Postal Department got

Participation of Elected Representatives in the campaign : The program saw a good

At the National level

A National Task Force for BetiBachao, BetiPadhao headed by Secretary, WCD with

At the State level

At the District level

At the Block level

At the Gram Panchayat/Ward level

The respective PanchayatSamiti/Ward Samiti (as may be decided by concerned State

Village Health Sanitation and Nutrition Committees, (recognized as sub committees of

North West Delhi is an administrative district of the National Capital Territory of Delhi in India.

North West Delhi is an administrative district of the National Capital Territory of Delhi in India.

North West Delhi Child Population 2011

North West Delhi Houseless Census

North West Delhi Population 2015

North West Delhi District -Census 2011 data

North West Delhi District Urban/Rural 2011

B. Low Literacy Rate

C. Inadequate Sex Ratio

2) Creating awareness regarding the importance of girls’ education is an inclusive strategy

Type of research - Descriptive Research

Develop the Research Plan

There are two types of data:-

Types of Questions Included

Which has only two answers “Yes” or “No”.

Multiple Choice Questions

Where respondent is offered more than two choices.

North-West District, Delhiadministration therefore is working with local aanganwadi workers

Till which class have you studied?

Are the parents literate?

Interpretation – Above chart

Who took the decision of dropping out of school?

Do you work somewhere?If yes, where do you work?

After joining classes,will you re-enroll yourself back in schools/open learning?

Interpretation – Most students faced problems in Maths,

There were nearly

Till which class have you studied?