Kasturba Gandhi Balika Vidyalaya

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Kasturba Gandhi Balika Vidyalaya
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MS and Education

• MS is working for womens empowerment.
• Started in 1989 in Banda it is now functioning in
  16 districts.
• Education is considered the basis for women
  empowerment. Various activities and programmes
  such as literacy camps, Mahila Shikshan Kendra,
  NPEGEL etc. are used to increase the educational
  level of women and girls.
• For imparting education to girls at Upper primary
  level to 10 KGBVs have been started this year.
• KGBV are residential schools

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Objectives

• Our added objectives
• Helping them to continue their education beyond
  class VIII further and to instill in them certain
  vocational skills that will make them monetarily
  independent.
• Helping them to be aware of different Government
  scheme and preparing them to participate in them.
• Help them to be gender sensitive and legally and
  socially aware about their rights so that they
  are able to carry forward a highly gender
  sensitive vision.
• MS UP run KGBVs are also being seen by us as a
  vehicle of expansion of MS thought, unique
  tradition of team work and the programme.

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Inauguration of KGBVs

• On 13th August education minister, Basic, Prof.
  Kiran Pal Singh formally announced the launch of
  KGBV.
• On 15th August the District Magistrates of all
  the districts laid the foundation of KGBV.

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Inauguration of KGBVs at the State level
Aug.13th,2006 some glimpses
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Inauguration of KGBVs at the District level
Aug.15th,2006 some glimpses
KGBV Allahabad
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KGBV Mau
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KGBV Mathura
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KGBV run by MS,UP

• SL. Name of Name of No. of No. of
  Girls Total Group
• the Distt. the Block Girls trs
  SC Min OBC A B C
• Sitapur Mishrikh 99 5
  92 - 7 99 22
  31 46
• Allahabad Shankargarh 50 5
  50 - - 50
  20 11 19
• Varanasi Niyamatabad 100 8
  - - - 100
  - - -
• (Chandauli)
• Gorakhpur Bhathat 99 5
  35 24(Min) 39(1Gen) 99 24
  27 48
• Jaunpur Machalishahar 70 5
  66 2 2 66 30
  40 -
• Mathura Chata 66 5
  - - - 60 -
  - -
• Mau Kopaganj 65 6
  48 2 - 50 28
  22 -
• Muzaffarnagar Oon 59 7
  45 4 20 69 30
  20 9
• Pratapgarh Kalakankar 71
  6 70 - 1 33
  38 - -
• Saharanpur Rampur 58 6
  56 2 - 58
  20 20 18
• Maniharan

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• Our Preparations
• Safe and secure premises for girls is hired in
  each district for running of schools in its
  educationally backward and predominantly SC, ST
  block, till KGBV building is constructed .
• Civil works
• MS UP is in the process of beginning the
  construction of KGBVs. Till then, safe and
  secured premises have been hired in each district
  for the running of the school. Analysis of the
  design has been done. The Government has allowed
  MS,UP to improve add and integrate certain child
  friendly features, including making it more
  friendly to differently abled children like
  providing for ramps, special toilets and visual
  markers for blind children. Donations are being
  mobilized from NRIs to improve the quality of
  school buildings.

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District wise profile of the selected buildings
for KGBV
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Saharanpur
Room - 4 Hall - 1 Lobby - 1 Kitchen - 2 Toilet
- 2 Bathroom - 2 Tank Jet Pump Boundary
Wall Open Space
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Mathura
Rooms - 3 Toilet/Bathroom - 3 Hall - 2 Courtya
rd Lobby - 1 Store Room Kitchen - 2 Verand
a - 1
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Sitapur
Ground floor Hall - 2 Small Rooms -
2 Veranda - 1 Courtyard - 1 First
Floor Room - 3 Hall - 2 Veranda - 2 Store
- 1 Second Floor Terrace Room - 1 Veranda
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Mau
Room - 5 Toilet and Bathroom -
3 Tank Store - 1 Lobby - 1 Hand
Pump Kitchen - 1 Jet Pump Boundary
Terrace
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Varanasi
First Floor Room - 14 Toilet and Bathroom
- 4 Hall - 1 Jet Pump Kitchen - 2 Terrace
High Boundary wall Open Terrace Hand Pump
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Allahabad
Safe and independent building Situated in a
residential area Big Courtyard - 1 Veranda - 1 L
awn - 1 Kitchen - 1 Terrace
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Gorakhpur
Ground Floor Big Rooms - 2 Rooms - 2 Kitchen -
1 Latrine - 6 Drawing Room - 1 First Floor Big
Rooms - 2 Latrines - 6 Small Rooms - 2 Bathroom
s - 6
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Jaunpur
Big Rooms - 4 Small Rooms - 4 Kitchen - 2 Latrin
e/Bathroom- 3 Veranda - 2 Courtyard Jet
Pump Tank Terrace Store - 2 Hand Pump
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Muzaffarnagar
Rooms - 7 Jet Pump Lobby Tank Store - 1 Ba
throom - 2 Veranda - 2
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Pratapgarh
Rooms - 10 Toilet Bathroom Kitchen -
2 Jet Pump Veranda - 2 Water Tank
Terrace Hand pump
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Management of learning Time

• KGBVs daily schedule envisaged as
• Monday Friday
• 0800 1000 Classes
• 1030 1230 Classes
• 1400 1600 Classes
• Free Time
• 1830 2000 Evening sessions (Social learning
  self study)
• On Saturdays
• Morning session Evaluation, catch up time,
  co-curricular activities, self-study,
  exploration, etc.
• Post lunch session Social learning
• No evening session
• For formal classes 30 hrs per week
• A total of 32 weeks likely to be available
  (excluding time for other activities)
• Two weeks for Readiness Programme
• Thus, 30 weeks X 30 hrs/week 900 hrs available
  through Year 1

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• Teaching learning material and aids have been
  developed for schools.
• The entire staff of teachers and accountants are
  in place in 10 schools after a rigorous selection
  process consisting of written test and interview.

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• Selection of KGBV teachers and accountants was
  done by the DIU of MS UP
• The selection committee comprised of
• State representative
• District Programme Coordinator
• Two external subject experts
• Accountant.
• The written test, covering pedagogy, content,
  gender sensitivity and general awareness, was
  given to all short listed candidates.
• Objectivity of evaluation of written test was
  ensured.
• On the basis of performance at the written test,
  a merit list was prepared and short listed
  candidates were interviewed.

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The weightage between written test and interview
was 7030.
Teaching aptitude, gender sensitivity and general awareness 35 marks
Subject content 35 marks
Interview 30 marks
Total 100 marks
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• Appropriate systems is in place to provide
  necessary training and academic support and
  monitoring and supervision.
• Through motivation camps with parents and
  daughters, the girls have been identified and
  admitted in the schools.
• 6 days training has been given to the teachers,
  warden accountant.
• Students profile have been prepared. These
  profile are used to develop each students
  personalized improvement plan.

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Time Distribution

• Academic support schedule is being developed for
  Class 6 in 3 phases, Packages 1, 2 3. Each
  package includes curriculum, methods / learning
  experiences, materials, evaluation, and teacher
  training.

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Based on priority and curricular requirements,
the following time distribution for 900 hrs is as
follows (for class 6)
Subject Total hrs Pkg I (2mths) 20 time Pkg II (3 mths) 30 time Pkg III (4-5 mths) 50 time
Hindi 180 36 54 90
English 72 15 21 36
Sanskrit 45 9 14 23
Arithmetic 90 18 27 45
Algebra 72 15 21 36
Science 126 25 37 63
Agriculture 54 11 16 27
Soc. Sci. 135 27 41 68
Home Sci. 36 7 11 18
Arts 90 18 27 45
Phy Edn 0 0 0 0
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• Many subjects that appear to have less time have
  actually been supported through the general
  living / working in KGBV (e.g. agriculture, home
  science). In particular, physical education will
  be incorporated in the free time, and other
  proposed activities.
• Pkg 1 (2 months) would concentrate on Hindi,
  Maths, English, Science and Social Studies this
  will provide scope for revision of primary, as
  well as provide a solid foundation for studying
  further in all subjects.
• Pkg 4, to be developed by Jan 2007, will cover
  all of Class 7 8.
• The MS UP run KGBV girls will also get a chance
  for internship with Sangha and Mahasanghas of MS
  to tryout their classroom learnings and
  understand their environment better.

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Training Plan Academic support to teachers

• A recurrent training mode is being adopted. It
  will be backed by regular monitoring visits to
  provide on-site support. Along with the KGBV
  staff, one dedicated Resource Person from the DIU
  will also receive the training for close
  monitoring.
• Training 1 August 2006 (6 days) Focus on Pkg
  1
• Introduction to KGBV Readiness Phase
  Operationalisation issues (esp parent concerns)
  Active Learning and what a KGBV class will be
  like TLM, TSM Adolescent Psychology
  Teacher-student relationship Hindi, English,
  Maths, Science and Social Studies Evaluation
  Planning Detailed planning for Month
  1.(sensitivity to gender issues, pedagogy,
  content, management of residential school)
• Monitoring, follow up and on-site support 2 1
  days.

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• Training 2 October 2006 (5 days)
• Focus on Pkg 2, especially other subjects
• Monitoring, follow up and on-site support 2 1
  days
• Training 3 December 2006 (5 days)
• Pkg 3
• Monitoring, follow up and on-site support 2 1
  days
• Training 4 April June (3 x 6 days)
• For classes 7 and 8
• Monitoring, follow up and on-site support 2 1
  days
• Training 5 8
• To be undertaken on a needs-based requirement
• Monitoring, follow up and on-site support
  accordingly

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• Session plan for Training I, August 7 to 12, 2006

Day/ session Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
Session I Introduction Responsibilities during training teaching in KGBV classes Teaching of Language,maths in class Teaching of Language,maths in class Science class teaching Evaluation
Session II Learning process (General) T.L.M. and Aids to help to teacher Discussion on Syllabus Discussion on Syllabus Main issue of science teaching and syllabus. Weekly implementation plan, Follow-up
Session III Teaching methods Psychology of Adolescent girl. English teaching class, teaching Curriculum English teaching class, teaching Curriculum General studies class teaching Subjectwise/district preparation
Session IV Our students and the influence of the circumstances on the learning process. Relation between teacher K.G.B.V. students Basic issues of teaching language curriculum of first 15 days Basic issues of teaching language curriculum of first 15 days Issues of Social science teaching. Subjectwise/district preparation
Evening Session Freetime review of the days activities (District wise) Freetime review of the days activities (District wise) Utilisation of Freetime in K.G.B.V. Freetime in K.G.B.V., Social Education Freetime in K.G.B.V., Social Education Help in implementation plan.
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• Students Profile
• The profile contains details of the student and
  her family-
• Health Status, family, socio-economic details.
• Educational status and present educational level
• Interest, likes and dislikes
• Dreams, aspirations and special ability
• Use of the profile
• All the profiles have been analyzed and on its
  basis the teaching-learning process, educational
  aids etc will be decided.

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• Personal Improvement Programme
• Personal improvement programme of each girl is
  prepared, it includes hards spots to be worked
  upon in each student in the area of their
  education/health/ fears/dreams.
• Education- Their reading-writing skills as well
  as its application utilization of skills.
• Health n hygiene- To reduce anaemia and
  contagious disease and improve the general
  health n hygiene conditions of girlsspecial
  plans are made.
• Fear- Most of them aspire to be doctors, police,
  teacher, and want to be successful but do not
  realize the rigor needed to reach there, are
  interested in music, stitching etc. keeping in
  mind their interests their capacitive are being
  developed accordingly in self-defense, and
  helping them to meet their role models such as
  doctors, police, administrators etc.

Most of the girls in KGBV, Mau are suffering from
anaemia, hence rich iron meals containing
spinach, beetroot etc. are served to students.
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• Our Partnership
• To speed up and support the educational
  activities of MS, Programme help of experienced
  national level experts is being sought.
• Teaching Learning Strategies
• Girls were quite about many issues because they
  were never given a chance to think and express
  themselves.
• Our efforts are to enable these girls to think
  about the various aspects of life, debate with
  each other, take a decision and work in team and
  become more articulate.
• We have planned our strategies accordingly and
  started its implementation .

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• Planning of lessons by the teachers
• (Example of one subject)
• Language
• Language helps us to express our thoughts, ideas,
  viewpoints to other people, girls are silent
  about various issues because they never got a
  chance to think about these issues critically.
• Language is not confined to mere reading and
  writing it is essential to think critically as
  well as to express completely.
• Good language means strong thinking skills such
  as-
• Had my daily routine been different from today,
  what difference would it make?...
• It includes issues like equality and empowerment,
  our aim is to enable the girls to become bold by
  developing their language skills.

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• Writing has been mental aspect as well. Girls
  realize that they can write and this realization
  is increasing their confidence.
• To give them a chance of debating with each other
  keeping in mind their background, rituals,
  festivals, needs, aspirations etc. This is
  essential to develop their confidence.
• To promote and preserve local culture local
  songs, sayings, stories etc in the classroom
  teaching have been included.
• The goal is that the girls should start
  appreciating and understanding the beauty of
  language, this will increase their written and
  verbal expression.

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• Session Planning
• The sessions of Hindi Language are of 2 hours.
  While deciding on the teaching it is necessary to
  keep in mind the following
• What is more difficult to be learnt?
• What is difficult to be experienced?
• Not difficult, but takes time.
• Things of importance for us-imagination /thoughts
  etc based teaching points.
• Teaching points should give the chance of
  spiraling.
• All sessions should give opportunity of
  reading-writing, listening, speaking.

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• Strategies for inculcating Language
• 1. Likes- Dislikes-
• Eating, colours, weather, flowers, friends,
  family, animals, birds, trees, fruits etc.
• Why dont people eat certain things?
• How birds fly?
• 2. Expression-
• Feelings/ideas/thoughts/questions
• What is in the basket? To find out the answer on
  basis of question.
• Which of the following is present in your school?
  Plant/crop/animal/vegetables.
• If buses start plying in the village..
• 3. To present information-
• To enquire among surroundings
• What is red?
• What is round?
• Describe places, people, things, incidents,
  experiences.

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• 4. Working with cards-
• Naming the parts
• Schematic
• Cross section
• Incidents
• 5. News-
• Main news of the paper
• Discussion on the main incident of the day

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• Reference material
• Two types of reference material have been
  provided
• Teacher Support Material
• Teaching Learning Material
• This material is utilized to the maximum as all
  the sessions are planned properly in advance.
  Some points that are kept in mind
• Each session should give the girls a chance to
  hear, listen, speak, read, write and do
  something.
• Read and do the things according to the teaching
  points
• Girls should be given a chance to work in
  small-big groups in each session.
• What should be included in the Free time that
  helps the girls in learning?
• What is included in social learning session?
• How is morning/prayer time used?

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Performance indicators

• Easy-A Little Difficult-B
  Difficult-C
• A Teachers/Warden/Accountant will get together
  and make the days plan.
• A Work division daily routine char will be
  displayed.
• A Teachers/Warden/Accountant will be follow
  rules.
• A Teachers and girls work together.
• A Everyone will be working as scheduled and
  planned.
• A Planned training point transacted
• A Girls Exercising
• A Girls will look after their cleanliness
• A Will look after the cleanliness of
  surroundings
• A Rangoli will be made
• A Formation of kishori sansad
• A Teachers/students will prepare TLM together
• A Will be able to do first aid according to
  requirement

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• B Co-ordination among Teachers/Accountant/Warden
  
• B Things will get arranged
• B Discussion on problems in sansad
• B Visible improvement in health of girls
• C Teachers will understand their responsibility
• C Work will progress in an organized way
• C Girls will develop leadership qualities and
  will be agent of change when they go back to
  their community.

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• Teaching learning material
• It includes stories 2 types of stories have
  been provided. Some can be used for developing
  communication skills and others for cultivating
  writing skills.
• Poems Poems are chosen for their good quality of
  rhyme and rhythm. What other activities can be
  used while teaching poetry.
• Pictures The girls are already working with
  pictures. Girls are being asked to-
• Fill in colours
• Spot differences
• Complete the picture
• Write a story on given picture
• Making new things with paper
• Songs

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• Follow up and Monitoring
• In September from 12th-20th all the KGBVs were
  evaluated on the basis of pedagogy, management
  etc.
• Experts from outside and one state
  representative, DPC and RP of the concerned
  districts.
• On 22nd and 23rd Sept., a 2 days meeting was held
  where the feedback was analyzed.
• The needs and possibilities of all the districts
  were analyzed individually.
• Feedback has been provided accordingly to all the
  districts.

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KGBV followup and monitoring A better than
expected B as expected C emerging, but some
difficulties D too many shortcomings, not good
X not done - not observed
Dist Pratpgrh Pratpgrh Pratpgrh Pratpgrh Allahabad Allahabad Allahabad Allahabad Muzzfrngr Muzzfrngr Muzzfrngr Muzzfrngr Sitapur Sitapur Sitapur Sitapur Mathura Mathura Mathura Mathura Saharanpr Saharanpr Saharanpr Saharanpr Varanasi Varanasi Varanasi Varanasi Jaunpur Jaunpur Jaunpur Jaunpur
Visit no. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Curr activities B B B B B- A A C-
Time-table use B B B B D A B C
Working with levels B B C- B D A B- C
Readiness A B B A D A B D
Bal akhbar B B C B D A x D
Own time B B C A D B B D
Use of profile B B B- B- B- B- B C
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Selectn and use of activities B B B A B A B C
Hindi B B B- B B A B B
English A B A A B A B -
Maths B B- C A B A B- C
Science C B C A B B B C
Soc Stu B B A A B A - B
Evaluation B- B - B - - B -
Others
Prfrmnce Indicatrs
Joint planning Y Y Y Y ? Y Y ?
Daily routine chart Y Y Y Y N Y ? Y
Following rules
Girls working together ? ? ? Y N Y ? ?
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On-time work Y Y Y Y ? Y Y Y
Curr acc to time ? ? ? ? ? ? ? ?
Girls exercising Y Y ? Y Y ? Y ?
Girls caring abt clenliness Y Y Y Y Y Y Y Y
Will clean surroundg Y Y Y Y ? Y Y Y
Rangoli Y ? ? Y ? ? ? ?
Girls parliament N Y Y Y ? Y ? Y
Joint TLM devt
First aid as needed
Coodinatn among team
Will organise things
shortcmngs discussed in Parlmt
Improvd health
Tchrs undrstnd respnsblty
Organised Work progress
Girls take lead
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Phy
Plants, flowrs
Walls decoratd
Instns in campus
Wall paper
Kitchen garden
Some trees
Clean campus
Relationships
Know names Y Y ? y ? Y Y Y
Freely talk with tchr ? ? Y ? ? Y Y Y
Help each other Y Y Y Y Y Y Y Y
Confidence in girls Y Y Y Y Y Y Y Y
Will share skills with each other
No caste discrimination
Superstitn reduced
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Mahila Shikshan Kendra (MSK) Followup, quality, evaluation A better than expected B as expected C emerging, but some difficulties D too many shortcomings, not good X not done - not observed Mahila Shikshan Kendra (MSK) Followup, quality, evaluation A better than expected B as expected C emerging, but some difficulties D too many shortcomings, not good X not done - not observed Mahila Shikshan Kendra (MSK) Followup, quality, evaluation A better than expected B as expected C emerging, but some difficulties D too many shortcomings, not good X not done - not observed Mahila Shikshan Kendra (MSK) Followup, quality, evaluation A better than expected B as expected C emerging, but some difficulties D too many shortcomings, not good X not done - not observed Mahila Shikshan Kendra (MSK) Followup, quality, evaluation A better than expected B as expected C emerging, but some difficulties D too many shortcomings, not good X not done - not observed Mahila Shikshan Kendra (MSK) Followup, quality, evaluation A better than expected B as expected C emerging, but some difficulties D too many shortcomings, not good X not done - not observed Mahila Shikshan Kendra (MSK) Followup, quality, evaluation A better than expected B as expected C emerging, but some difficulties D too many shortcomings, not good X not done - not observed Mahila Shikshan Kendra (MSK) Followup, quality, evaluation A better than expected B as expected C emerging, but some difficulties D too many shortcomings, not good X not done - not observed Mahila Shikshan Kendra (MSK) Followup, quality, evaluation A better than expected B as expected C emerging, but some difficulties D too many shortcomings, not good X not done - not observed Mahila Shikshan Kendra (MSK) Followup, quality, evaluation A better than expected B as expected C emerging, but some difficulties D too many shortcomings, not good X not done - not observed Mahila Shikshan Kendra (MSK) Followup, quality, evaluation A better than expected B as expected C emerging, but some difficulties D too many shortcomings, not good X not done - not observed
  Issues Pratapgarh Allahabad Muzaffarnagar Sitapur Mathura Saharanpur Varanasi Jaunpur Chitrakoot Auraiyya
1 Use and condition of educational material A - B B A B- B B B B
2 Use of acitivities B - B C - C B B B C
3 Working with small-big groups B - B C- B C A B B B
4 Preparing and transacting lesson C - B B- B C- A B B B
Classwork B - B B B C A B B B
Homework C - - - - - C C - -
Creative work C - - C B D B B- B- B
Wall/newspaper D - C C C D D D B- D
5 Training according to nature of subjects B - B C C B- B B B B
Language-Hindi, Eng, Sanskrit B - B C C C B B B B
Maths B - C - - C- - B B- B
Evaluation B - - - C - - - B- -
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Pointers
  Issues Pratapgarh Allahabad Muzaffarnagar Sitapur Mathura Saharanpu Varanasi Jaunpur Chitrakot Auraiyya
1 Relations                    
A Teachers-Students Y - Y Y Y ? Y Y Y Y
B Students-Students Y - Y Y Y Y Y Y Y Y
C MSK Guardians Y - Y? - - ? ? Y ? ?
2 Co-operative from district team Y - Y? Y Y - Y? ? Y Y
3 Use of school time Y - - Y Y - Y Y Y Y
School time Y - - Y Y - Y Y Y Y
Before after school Y - - Y Y - - Y - -
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A Glimpse
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• Prof. Krishna Kumar, Director, NCERT was very
  happy, amazed to see the entire quality running
  of the school and applauded it as world class
  Vishwa Stariya. He greatly appreciated planning
  of curriculum transaction and highly interactive
  and active teaching learning processes based on
  the ability grouping of the learners. As regards
  the MSK Saharanpur, he recommended a need for
  better training of MSK teachers.

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NPEGEL
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NPEGEL Programme at a glance -2006-07
District Block Nyay Panchayat Meena Manch Child Centre
Varanasi Niyamatabad 9 9 9
Jaunpur Machalishahar 10 10 10
Mau Kopaganj 10 10 10
Saharanpur Rampur mahiharan 6 6 6
Pratapgarh Kalakankar 8 8 8
Chitrakoot Chitrakoot 12 12 12
Muzaffarnagar Oon 11 11 11
Mathura Chaata 10 10 10
Gorakhpur Bhathat 9 9 9
Allahabad Shankargarh 10 10 10
Sitapur Mishrikh 10 10 10
Total 105 105 105
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Community Mobilization

• Kishori Melas were held at district block level
  where the provisions of NPEGEL were shared with
  the community. After this there was a rise in the
  enrolment of girls.
• Awareness generation/wall writing was done at
  school and village level regarding program
  related information.
• Enrolment campaigns were organized intensively in
  Model Cluster Schools.
• Various activities such as Quiz, Competitions,
  Mela, were organized among girls
• Meetings held with guardians and teachers.
• Meena film shown in each cluster and discussions
  were held.

We really like this fair as it was different from
other fairs. This was the best opportunity of my
life. Before this, I had never seen my district.
Mela for adolescent girls, Mathura.
Our daughters are getting many facilities under
this programme (NPEGEL) I will definitely send my
daughter. Guardian, Mela for adolescent girls,
Gorakhpur
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Child Centres

1. Child centres are functioning in all cluster
   schools where around 25-35 children are there and
   their older sisters are studying in the Junior
   schools.Around 1500 children.
2. Training of Sanchalikas of these centres was held
   where they were taught about joyful teaching
   methods.
3. All Sanchalikas have been trained in FLE.

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Summer Camp

• 65 camps were held and 1540 adolescent girls and
  boys attended these camps. Camps were organized
  on the following subjects-
• Family Life Skills
• Self defence training
• Yoga
• Games cultural programs
• Creative activities
• After the summer camps concluded, adolescent boys
  were also involved as friend groups.

• Now I shall help my sister in her work and give
  her time to study also.
• Adolescent boy.
• Summer camp, Mau

• Now I shall never abuse in my lifetime.
• Raj Kishore
• Summer Camp, Sitapur.

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Gender Training

1. TOT for two teachers of all the blocks in FLE
   under NPEGEL.
2. Gender training of teachers of Model Cluster
   Schools.

After the training, teachers allowed girls to
play, ride bicycles and participate in
rallies. Mau
I was biased against girls. I used to ask my
daughter only to do all household work, though
she was good in studies. My son had failed but I
never asked him to do any work at home. But now I
shall give time to both to study. Sitapur
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Meena Manch

• Each model cluster has a Kishori Sangha (Meena
  Manch) where girls studying in that school and
  girls of nearly areas are active members.Around
  2000 members.
• Members of Kishori Sangha (Meena Manch have been
  trained in FLE, self-defence etc.

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Vocational Training

• For the overall development of the girls, keeping
  in mind their interests training was imparted to
  them in soft toys, self defence, stitching,
  embroidery etc.
• Teaching Learning Aids
• Swings, cycles have been provided in the MCS.
  Play material have been provided in the child
  centres and they are being used.
• Library has been established in the Model Cluster
  School and is being utilized by the adolescent
  boys and girls living nearby.

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• Others
• Uniform distributed by MS in all primary schools
  under NPEGEL program and saving have been used to
  give additional pieces of clothing such as socks,
  belt, bloomers etc.
• Small tables (Chauki) have been provided in all
  MCS.
• Multipurpose rooms have been constructed in some
  places but the VEC is most of the places is of
  the view that the amount sanctioned is less.
• Challenges
• Difficult to call teachers for trainings/workshops
  /meetings.
• Lac of any authority to intervene in the school
  mis-management makes it difficult to obtain the
  trust of people in Mahila Sanghas.
• There is no surety that action will be taken on
  the basis of the complaints lodged by Shangha
  woman while observing/monitoring the schools.

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• If the VEC or village Pradhan create problem,
  then it becomes difficult for Sangha women.
• Teachers do not co-operate in sending girls and
  boys to summer camps
• While uniform distribution the number of girls
  were found to be more, this also created a lot of
  problem.
• Constant construction work even during class time
  leads to attritions in children concentration.
• Many a times teacher and pradhan do not
  co-operation in the construction of the
  Multipurpose building (Lapnare/Ullni Akdarnagar,
  Muzaffarnagar). Amount is also less.

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• Do not give space for child centres. Do not
  co-operate when they are to give time for Meena
  Manch meetings.
• Honararium of the summer camp trainer is less.
• BSA and teacher do not co-operate during uniform
  distribution. Banaras and Jaunpur.
• In 26 schools the Principal and Gram Pradhan
  distributed uniforms through the VEC despite
  being ordered not to do so by the BSA.
• No maintenance costs for the repairing of cycles,
  swings. How to repair it after it is broken.
• Need is felt to increase the time duration of
  remedial teachers.

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Thank You