Nuna, Anita. (2016). EDUCATION OF GIRLS: A STUDY OF THE NATIONAL PROGRAMME FOR EDUCATION OF GIRLS AT ELEMENTARY LEVEL (NPEGEL) IN MANIPUR, MIZORAM AND TRIPURA.. Unpublished. ERIC, Education
Objectives of the study:
To assess the contribution of the NPEGEL in enhancing enrollment and retention of girls in elementary education.
To find out the benefits of the NPEGEL in overall development of girls.
To examine the role of the NPEGEL in sensitizing teachers with regards to issues concerning gender.
To understand the role of Sarva Shiksha Abhiyan (SSA) in the implementation of the NPEGEL.
Research Questions:
Whether the NPEGEL has played a role in enhancing enrolment and retention of girls in education? If yes, in what way?
How the NPEGEL has benefited in girls overall development?
Whether the NPEGEL has proved beneficial in gender sensitization of teachers? If yes, how has it helped girl’s education and development?
What kind of support SSA provide in the implementation of the NPEGEL?
Sample of the study:
Field work was carried out in three states namely Manipur, Mizoram and Tripura.
In Manipur, the NPEGEL has been implemented by the state project office, SSA Rajya Mission, Manipur during 2006-07. The NPEGEL scheme has been implemented only in one district namely Tamenglong. The implementing agency has developed 8 Model Clusters Schools (MCS) – one in each cluster by strengthening the existing eight schools into MCS.
In Manipur, the field work is carried out in block Tousem, district Tamenglong. Data is collected in two Model Cluster Schools: one is Jangpao Memorial Junior High School located in Phaitol cluster and the second is Oinamlong Government High School located in Oinamlong cluster, Tousem block. In all, 45 beneficiary girls studying in Class VIII and IX were interviewed to assess the effectiveness of the activities and strategies adopted under the NPEGEL with regard to developing among them self-esteem, personal health and hygiene, and awareness and understanding about rights of the girl child and some social issues. In all the three beneficiary girls studying in class VII and IX were picked up for in-depth case studies. Through case studies an attempt was made to enlist girls experience s about the benefits of the NPEGEL in their educational and overall development. In all 14 beneficiary teachers were interviewed to assess the effectiveness of gender sensitization programmes. These teachers were from the MCS as well as from attached schools. One focus group discussion was organized in which 20 people participated and they were members of school development committees (SDCs) and representatives of the local community.
In Mizoram, the NPEGEL has been implemented by the state project office, Mizoram Sarva Shiksha Abhiyan Mission during 2005-06. The state is divided into 9 districts. Only one district namely Lunglei has been covered under the NPEGEL scheme. Lunglei district is divided into three development blocks namely, Lunglei, Lungsen and Hnahthial. The block Lungsen is divided into 13 clusters for the purpose ofthe implementation of NPEGEL scheme. In every cluster one Model Cluster School (MCS) has been established. In Mizoram, field work is carried out in Lungsen block, district Lunglei. Data is collected in two Model Cluster Schoos: One is Lungsen PS I located in Lungsen village and the second is Lungrang PS II located in Lungrang Cluster. In all 75 beneficiary girls studying in class VII, IX and X were interviewed to assess the effectiveness of the activities and strategies adopted under the NPEGEL with regard to developing among them self-esteem, personal health and hygeine, and awareness and understanding about rights of the girl child and some social issues. In all 4 beneficiary girls studying in class IX were were picked up for in-depth case studies. Through case studies an attempt was made to enlist girls experience s about the benefits of the NPEGEL in their educational and overall development. In all 10 beneficiary teachers were interviewed to assess the effectiveness of gender sensitization programmes. These teachers were from the MCS as well as from attached schools. One focus group discussion was organized in which 15 people participated and they were members of school development committees (SDCs) and representatives of the local community.
In Tripura, the NPEGEL has implemented by the state project office, SSA Rajya Mission, Tripura during 2005-06. and covered three districts namely Dhalai, Tripura and South Tripura (now Gomati). Seven blocks in these 3 districts namely Dumburnagar, Chaumanu in district Dhalai; Damcharra in district north Tripura and Ambi Nagar, Karbook, Rupaicharri, Killa in district South Tripura (now Gomati) are covered under the NPEGEL scheme. 7 MCS have been have been developed- one in each block. The NPEGEL has been implemented in two educationaly backward blocks namely Chawmanu and Dumburnagar in the district Dhalai. Field work is carried out in one MCS namely Jagabandhu Para SB School located in block Dumburnagar, district in Dhalai. In all 60 beneficiary girls studying in class VII, IX and X were interviewed to assess the effectiveness of the activities and strategies adopted under the NPEGEL with regard to developing among them self-esteem, personal health and hygiene, and awareness and understanding about rights of the girl child and some social issues. In all 3 beneficiary girls studying in class IX were were picked up for in-depth case studies. Through case studies an attempt was made to enlist girls experience s about the benefits of the NPEGEL in their educational and overall development. In all 20 beneficiary teachers were interviewed to assess the effectiveness of gender sensitization programmes. These teachers were from the MCS as well as from attached schools. One focus group discussion was organized in which 15 people participated and they were members of school development committees (SDCs) and representatives of the local community.
Tools used:
Schedule for district, block and cluster level officials to collect information about the coverage of the scheme; status of grant received and its utilization; present status of the scheme; infrastructure provided in Model Cluster Schools; initiatives undertaken and strategies adopted to identify out of school girls in the group 6-14 and mainstreaming them into schools and to boost girls retention in schools, activities carried out for community mobilization and gender sensitization of teachers; strategies adopted for community mobilization and gender sensitization of teachers.
Social skill rating scale (on four point scale) for beneficiary girls of the scheme to know the effectiveness of the activities and strategies adopted under the NPEGEL with regard to developing among them self-esteem, personal health and hygiene, awareness and understanding about girl child rights and some social issues associated with it.
Schedule for focus group discussion with teachers and members of school development committees (SDC) and representatives of the community.
Schedule to carry out case studies of beneficiary girls to ascertain their experiences about the NPEGEL.
Schedule for teachers to assess their level of understanding about issues concerning gender.
Statistical Techniques:
Frequency analysis
Findings:
Manipur:
In Manipur, the National Programme of Education for Girls at Elementary Level (NPEGEL) was implemented during 2006-2007. The programme was implemented by the Sarva Shiksha Abhiyan (SSA), Manipur. The NPEGEL in the state was implemented with the objective to attain educational development, capacity building and empowerment of the Hardest to Reach girls, especially those not in school. The NPEGEL was implemented in one district namely Tamenglong. The district is divided into five administrative blocks- Tousem, Tamei, Tamenglong, Nungba and Khoupum. Tousem is the only block that was covered under the NPEGEL programme. This is the block which was identified as an Educationally Backward Block (EBB) by the Ministry of Human Resource Development, Government of India. All the 8 clusters namely Oinamlong, Phaitol, Atenga, Mandu, Inem, Azuram and Aben of the Tousem block were chosen to develop Model Cluster Schools (MCS) under the NPEGEL. The state prepared a detailed action plan for the target group of girls that include specific strategies with defined and measurable outcomes in every SSA annual work plan since the implementation of the NPEGEL. A gender coordinator for girls education appointed under SSA at the state level/ district/ block/cluster level was given the responsibility to look after the implementation of the programme. At the start of the programme, cluster resource persons (CRPs) owned the responsibility to track out-of-school girls in the clusters of the block.
Visit to the Model Cluster Schools and discussion with the state, district, block official, head teachers of Model Cluster Schools, teachers, community people and other functionaries, has yielded the following insights.
The state chose a district under the NPEGEL, having highest concentration of ST population in the district and has comparatively lower female literacy rates amongst ST population.
Discussion with the community members who participated in the focused group discussion revealed that the state organized community mobilization programmes on 7th January every year since the inception of the programme. Through the community mobilization programmes the implementing agency of the NPEGEL succeeded in the mobilizing community to join hands in making the programme a success. Discussion enlightened parents and girls to take interest in girls education and helped in the retention of girls in the schools.
Child care centers were setup with the support of the NPEGEL fund in the cluster under study for three months during the harvesting season. This revealed many girls fro the responsibility of looking after their siblings. This effort gave opportunity to girls to go to school regularly. Child care centers coupled with community mobilization not only motivated the community to send their daughters to school but also improved girls retention in schools. In addition to improvement in girls participation and retention in schools, special coaching class in Mathematics, science and language subjects with the support of part time instructor hired for a period of three months from the NPEGEL fund fund proved beneficial in improving learning outcomes. Vocational training imparted to girls in the block in skills such as weaving, needle work, flowers making and food processing etc. Helped girls to become more self- reliant.
Best teacher award worth of Rupee 5000/- and appreciation certificate from the NPEGEL fund to teachers introduced to encourage and motivate teachers helped in improving teaching-learning environment in schools.
The initiative of learning through National Open Schooling (NOS), the implementing agency waived fees of 8 girls in the block who got enrolled in open Schooling (NOS programme) after class VIII from the NPEGEL fund. Out of these 8 girls, 2 were from the clusters under study. In oinamlong cluster, a girl who received this benefit is from Oinamlong village and in Phaitol cluster she was from Vanchengphai village, a very remote village in the cluster.
Face to face interaction with beneficiary girls on 3 aspects, namely personal health and hygiene, self-esteem and self- confidence and girls child rights and social issues associated with it brings out a message of a success of the programme in terms of raising girls awareness on issues related to personal health and hygiene of adolescents. But it also reflects that efforts in this direction contributed very little in making girls aware the importance of self esteem in their lives. But the information collected through case studies of sample girls indicate girls were confident and stated that they always raise their voices, when required, to save their personal interests.
The gender sensitivity analysis of targeted teachers represented manifested stereotypes among majority teachers, especially when teachers were found to believe in continuation of the gender based division of labor.
Mizoram
In mizoram, the NPEGEL was implemented by the state project office, Mizoram Sarva Shiksha Abhiyan Mission during 2005-2006. the programme was implemented by the Mizoram Sarva Shiksha Abhiyan (SSA) Mission and carried out with support of two local non-government organizations namely Young Mezo Assosciation (YMA), MizoHmeichhe Insuihkhawn Pawl (MHIP) and two church organizations with a view to help the mission in tracing out-of-school girls and getting them enrolled in schools. The NPEGEL was implemented with the objective of main streaming out-of-school girls in schools and providing them vocational skills along with studies. The programme was implemented only in one block namely Lungsen in Lunglei district. Lungsen is the block which is identified as an Educationally Backward Block (EBB) by the Ministry of Human Resource Development, government of India in the district. In every clusters of the block, one model cluster school (MCS) was developed under the NPEGEL. The state prepared a detailed action plan that included specific strategies with defined and measureable outcomes and submitted for approval as a part of SSA annual work plan since the implementation of the NPEGEL. A gender coordinator appointed under SSA looked after the implementation of the NPEGEL programme at the state/district/block/cluster to collect all necessary information and data.
Visit to the Model Cluster Schools and discussion with the state, district, block official, head teachers of Model Cluster Schools, teachers, community people and other functionaries, has yielded the following insights.
The state developed 13 model cluster schools (MCSs) by converting the 13 existing primary and upper primary schools- one in one- cluster under the NPEGEL. All the MC schools were given grant to run vocational courses for girls as well as counseling sessions for those out-of-school girls who got enrolled through special intervention undertaken by the implementing agency under the programme.
Discussion with the community members during the focused group discussion revealed that community mobilization by way of face-to-face meetings and through print media carried with the help of village girl’s education committee formed by the block officials under the NPEGEL contributed significantly in making local people aware about importance of girls education and also in motivating community to carry out enrollment drive, especially for girls and improve their attendance in schools.
The child care center for small kids setup in areas of a cluster under study in which Jhum cultivation is very popular made a significant contribution in continuing education of those tribal girls who have discontinued their studies after classes V or VI due to bearing children out of a unwed wedlock. In a discussion with the member of the girls education committee, it emerged that in Mizo culture, there is no stigma on girls to have a child without getting married. Children born from the association of unwed couples acquire equal legitimate status in the society. If girls get married then she brings up her child in cooperation with her husband. In case girl do not get married with that boy as per community’s norms and rituals then grandparents of a child own the responsibility to bring-up the child. In such a situation girl fails to continue their studies and leave the school at a very early age. Their education really gets affected, whispered F. Lalthlamuani, the then secretary, MHIP (a local NGO working in the area).
She further narrated that children develop intimacy at a very young age (adolescent age). Once they get intimacy they lose interest in studies. Many a times they discontinue their studies, especially girls. In case any girl delivers a child it becomes difficult for her to continue the studies. Interaction of officials with the local people through community mobilization programmes carried out under the NPEGEL gave people an opportunity to know and understand about various initiatives launched by the government for the promotion of educational and overall development of girls in general and of tribal girls in particular.
Illiterate women including senior citizen women were imparted basic education in three languages namely English, Bengali and Mizo. It helped not only older women to learn to write their names and other basic information such as their addresses, maintain bank accounts etc. But also in the publicity of the activities of the NPEGEL scheme to far fung areas of the cluster. This helped in enhancing enrollment of girls from widely spread hamlets in the Lungsen cluster as these women encouraged girls as their parents to send them to schools regularly.
Award to Best School was another initiative taken up under the NPEGEL fund. The Best School Award was given to those schools that made significant efforts in community mobilization; improving academic performance of girl students through remedial teaching; preparing girls to handle issues and challenges prevailing in the society which act as impediments in girls educational development and in creating overall school environment gender friendly. Based on these parameters, 39schools- 3 schooling one cluster were selected for the award. The school that ranked first in performance based on all these fixed parameters was given one small steel almirah, second and third received aluminium buckets. A total of Rupee 5000/- per school was spent every year from the NPEGEL fund for this activity. This effort contributed in motivating teachers in creating a gender friendly environment in schools in addition to enhancement of learning outcomes of girls.
Another initiative of appointing cluster volunteers for a period of 6 months in a year for imparting training to NPEGEL beneficiary girls on social issues they confront in day to day life bin the family and community and also in domestic chores along with other responsibilities contributed in raising girls level of awareness on issues related to personal health and hygiene, self-esteem and self-confidence and girl child rights and social issues associated with it. In all 80 girls in both the clusters under study- 40 in each cluster were given vocational training, life skill training and exposure to some social and personal health and hygiene issues. Out of these 80 beneficiary girls, 60 girls were personally interviewed to record field based evidences. Analysis revealed that, more than 80 percent of the girls were found highly aware of almost all the aspects/ items related to the indicator of personal health and hygiene. It shows an impressive contribution of the programme in raising the level of girls awareness of different aspects of personal health and hygiene.
A 2 days gender sensitization programmes in a year for teachers were organized to enhance teachers abilities to create a gender friendly environment in schools. We interacted with 10 targeted teachers to understand their level of understanding of the concept of gender. Interestingly, the group of teachers were well aware of the item statements on gender. This shows a very positive finding of the efforts of the NPEGEL in sensitizing teachers. Though the number is small yet this group of teachers have a deeper understanding of gender and were free from manifested stereotypes.
Tripura:
In Tripura the NPEGEL was implemented by the Sarva Shiksha Abhiyan (SSA), Rajya Mission, Tripura during 2005-06. initially, the programme was implemented in one district namely Dhalai. The district Dhalai is divided into 5 blocks namely Salema, Ambassa, Manu, Chawmanu and Dumburnagar. Out of a total five blocks, two blocks namely Chawmanuand Dumburnagar are declared as educationally backward blocks (EEB) and both these blocks are covered under the NPEGEL programme. Later, in 2006-07, 5 more blocks of another two districts namely North Tripura and South Tripura were covered under the NPEGEL. In all three districts namely Dhalai, North Tripura and South Tripura (now Gomati) were covered under the NPEGEL. From these 3 districts 7 blocks were covered under the programme and these were Chawmanu and Dumburnagar in district Dhalai; Damchara in district North Tripura (now Gomati). The NPEGEL in the state has been implemented initially in one district with the objective to extend and expand education facility for the girls at risk and living in difficult circumstances. Later on, the benefits for the programe were extended to other districts with the aim to provide additional support for both the ‘in’ and ‘out’ of schools girls particularly those who were never enrolled in school or dropout of schools due to problem of siblings care and other household activities. The state prepared a detailed action plan for the target group of girls that include specific strategies with defined and measurable outcomes in every SSA annual work plan since the implementation of the NPEGEL. A gender coordinator appointed under SSA at the state/ district level was given the responsibility to look after the implementation of the NPEGEL programme.
Visit to the Model Cluster Schools and discussion with the state, district, block official, head teachers of Model Cluster Schools, teachers, community people and other functionaries, has yielded the following insights.
The state developed 7 model cluster schools under the NPEGEL programme and these were developed by converting the existing primary and upper-primary schools into Model Cluster Schools (MCS). These MC schools were given grant to construct 1 additional room to run vocational courses for girls as well as counseling sessions for those out-of-school girls who got enrolled through special intervention undertaken by ensure retention through continuous interaction with those out-of-school girls who were mainstreamed after the implementation of this programme.
Under the purview of innovative education for girls the state carried out various skill development interventions for the educational and overall development of girls particularly for those belonging to marginalized communities and disadvantaged groups from the programme. The specific interventions included mainly skill development training to girls in various traits such as woolen weaving, tailoring, embroidery, bamboo and cane craft weaving, making soft toys and training in making small jute product like ear rings and necklaces, food processing like preparation of jam, jelly and pickle. The training in all these traits imparted in 7 model cluster schools (MCSs) benefited 456 girls. Along with woolen weaving training, girls were also taught tailoring. To impart tailoring training, the state purchased 40 sewing machines from the NGEPEL fund and distributed them to 7 model cluster schools as per the requirement. Under this activity, girls studying in 40 different schools (model cluster school as well attached schools) were given training in cutting and stitching of regular clothes as well as in embroidery work and soft toy making. Bamboo and cane craft weaving was another activity which was carried out by the state under the programme of skill development. Financial support was given to 20 schools in the state to appoint instructors to impart bamboo and cane craft weaving training to girls. Trainer in each school was appointed for six months and they were paid 1000/- per month as honorarium from the NPEGEL fund. About 1050 girls got benefited from this activity. Girls were also trained in making small jute product, earrings and necklaces etc. This training programme helped girl students to develop skills in order to be independent financially. Girls were also taught how to prepare Jam, Jelly and pickle as a part of an Innovative Education for Girls programme. This activity was carried out in 7 schools and about 350 girls got benefited from this activity.
Distribution of Bicycles to Girls: The state purchased 35 bicycles from the NPEGEL fund and distributed them among those girls who passed out class V but were finding it difficult to get enrolled in class VI due to non-availability of upper primary schooling facilities near their residences basically to promote retention among girls, especially those living in far flung areas that do not have schooling facilities after the primary stage. Girls whose residence was 3 kilometer from school were given bicycles to come to school. Cycles were distributed to girls studying in classes VI-VIII every year in the month of December (end of the academic session). Maintenance of cycle was done from the NPEGEL fund.
Remedial teaching classes was another initiative of the state for those girls who were keen in getting admission in Jawahar Navodaya Vidyalayas (JNVs) in class IX. Remedial teaching support was provided to girls before appearing in the entrance test for admission in JNVs. The remedial teaching programme was run in the month of February. Community volunteers were engaged in this task and they were paid an amount of rupees 2000/- from the NPEGEL fund.
Face-to-face interaction with 60 beneficiary girls during the field survey on 3 components ie, personal health and hygiene, self esteem and self-confidence and girls child rights and social issues associated with it revealed that girls who underwent counseling sessions experienced higher level of awareness of different aspects of personal health and hygiene.
To sum up the programme overall has made a significant contribution in the improvement of educational status of tribal girls in the study area. Implementing agency's effort of all the three states in creating an ambience that promote gender inclusive environment in the local community through community mobilization and organization of various capacity-building activities for the educational improvement and overall development of tribal girls is worth mentioning. The states have adopted different strategies in the light of local needs in mobilizing local community that have really proved beneficial in girls education in areas under the study. Community awareness programmes contributed significantly in the improvement of girls ad their overall development in the study areas. Findings emerged from the focus group discussion with community people indicate that community mobilization coupled with other measures like support for running sibling care services initiated under the programme also motivated many parents to send their daughters to schools regularly. Besides ‘best teacher award and best school award’ contributed in improvement of girls education in the study area.
With regard to the issue of overall development of tribal girls, it seems that the awareness level of the targeted tribal girls has strengthened. Although it has its own limitations, contradictions and inconsistencies. The assertion of economically poor tribal girls for continuing their studies through NIOS is pertinent, as they raise voice against violation of their educational rights being daughters in the family. This result has been supported by various studies also. There are researches indicating that teaching skills in this way, as part of teaching-learning process, is an effective approach for empowering children, especially girls. Cutinha (2012) and Srikala and Kishore (2010) found that the life skill education of school children improves adjustment of the adolescents with teachers, and school increases pro-social behavior, coping with stress and self-esteem. Rajib Acharya et. al. In 2009 found found a positive and net effect in the study on impact of the life skills based training in the attitude of adolescent girls. An interventions study for providing life skill education to girls in tribal community in Gujarat in 2005 by Bharath and Kumar also found that the programme helped students and empowered them in a better manner about their physical changes, build self-confidence and understand gender related issues. In fact, findings of the study suggest that these kinds of interventions may bear fruit gradually and can prove to be sustainable solutions in the empowerment of girls living in remote tribal areas, as more positive responses have come from comparatively large number of the sample girls.
Experiences gained through interaction with temper-respondents suggested that interventions of the programme in creating gender awareness and gender sensitization have found little change in teacher’s perception about gender and gender sensitivity. Continuous efforts are therefore, required in this direction, as gender issues are deeply rooted in the minds of people. Hence, the findings of the study recommend continuous efforts in this direction which need to be taken up seriously as the study felt the need to equip the teachers understanding of gender and gender issues regularly to enable them to deal with the ideologies behind gender representation in class room situations. This study also highlights the need for the government to support such programmes with zeal and regular release of fund in time.
In the light of the above discussion, it becomes clear that such programmes are of great value as they specifically address the needs of girls growing up in disadvantaged environments that lack opportunities. The important point is that these programmes are sustained for a long period of time by providing regular and in-time financial support to the authorities concerned.
Keyword(s): Girls Education, North East India, National Programme for Education of Girls Education at Elementary Level (NPEGEL)