A STUDY OF STUDENT’S OPINION TOWARDS

KASTURBA GANDHI VIDYALAYA FOR GIRL’S

EDUCATION

DISSERATION
Submitted to the University of Lucknow in partial
fulfilment of the requirement for the degree of

Master in Education
Session 2022-2024

Supervisor Researcher
Dr. Aftab Z. Siddiqui Shakti Swaroop Mishra
Department of Education M .Ed. (student)
Sitapur Shiksha Sansthan Roll No. 2250216320033
 DECLARATION
I, Shakti Swaroop Mishra student of Master of Education hereby declare that
the present study entitled “A Study of Students” Opinion Towards Kasturba
Gandhi Balika Vidyalaya for girls Education has been carried out by me under
the supervision of Dr. Aftab Z. Siddiqui, Associate professor, Department of
Education,Sitapur Shiksha Sansthan ,Resora , Sitapur .

I declare that proper care has been taken on my part to ensure that I have
acknowledge and given credit to referred research work which have been cited
in the present report. I have followed UGC notification promotion of acadmic
integrity and prevention of plagiarism in higher education institutions
regulations 2018.
This report has not submitted for the award of any degree, diploma or other
similar title of recognition in this regard.

Date: Shakti Swaroop Mishra

Roll NO: 2250216320033

_
Certificate from the supervisor
This is to certify that the above statement made by candidate is
correct to the best of my knowledge.

Date : Dr. Aftab Z. Siddiqui

Department of Education
Sitapur Shiksha Sansthan ,Resora , Sitapur
 ACKNOWLEDGEMENT
I Would like to Express my special Appreciation and thanks to
my superviser Dr. Aftab Z. Siddiqui. You have been a tremendous
mentor for me. I would like to thank you for encouraging my
research and allowing me to grow. The completion of this
undertaking could not have been possible without your guidance.
I would also like to Thanks our head of department Dr. Sanjeev
Singh for providing me such a great Oppurtunity to explore and
research about new field of study. Because of this work I got a
whole new perspective towards the Society.
Last, but not the Least,I would like to thank my family and all those
people who made this research possible
By supporting Though their kind words of encouragement or by
being the part of the survey.

Shakti Swaroop Mishra

 CONTENT
S.NO TOPIC PAGE NO.
1 Chapter 1 Introduction 1-9
1.1 Introduction
1.2 Girl’s education
1.3 Need of Girl’s education
1.4 Historical background of Girl’s education
1.5 Effort of Government for Girl’s education
1.6 Kasturba Gandhi Balika Vidhayala
1.7 Need and significance of the study
1.8 Objectives
1.9 Delimitation

2 Chapter 2 Review of related literature 10-14

3 Chapter 3 Research methodology 15-16
4 Chapter 4 17-20
Data analysis and results
4.1 Data analysis
4.2 Results
5 Chapter 5 Findings , Suggestion and 21-23
Education Implications
5.1 Findings
5.2 Educational implications
5.3 Suggestions

6 Reference 24
7 Appendix
 Chapter 1

1.1 Introduction

Education is a purposeful activity directed towards achieving certain aims, such as

transmitting knowledge or fostering skills and character traits. These aims may include the
development of understanding, rationality, kindness, and honesty. Education may also refer,
not to the process, but to the product of this process: the mental states and dispositions
possessed by educated people. Education originated as the transmission of cultural heritage
from one generation to the next. Today, educational goals increasingly encompass new ideas
such as the liberation of learners, skills needed for modern society, empathy, and
complex vocational skills.

Types of education are commonly divided into formal, non-formal, and informal
education. Formal education takes place in education and training institutions, is usually
structured by curricular aims and objectives, and learning is typically guided by a teacher. In
most regions, formal education is compulsory up to a certain age and commonly divided
into educational stages such as kindergarten, primary school and secondary school. Non
formal education occurs as addition or alternative to formal education. It may be structured
according to educational arrangements, but in a more flexible manner, and usually takes place
in community-based, workplace-based or civil society-based settings. Lastly, informal
education occurs in daily life, in the family, any experience that has a formative effect on the
way one thinks, feels, or acts may be considered educational, whether unintentional
or intentional. In practice there is a continuum from the highly formalized to the highly
informalized, and informal learning can occur in all three settings. For instance, home
schooling can be classified as nonformal or informal, depending upon the structure.

1.2 Girl’s Education

Girl’s education is a catch-all term of a complex set of issues and debates surrounding
education (primary education, secondary education, tertiary education, and health
education in particular) for girls and women. It is frequently called girls' education. It
includes areas of gender equality and access to education. The education of women and girls
is important connection to the alleviation of poverty. Broader related topics include single-
sex education and religious education for women, in which education is divided gender lines.

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 Inequalities in education for girls and women are complex: women and girls face
explicit barriers to entry to school, for example, violence against women or prohibitions of
girls from going to school, while other problems are more systematic and less explicit, for
example, science, technology, engineering and mathematics (STEM) education disparities are
deep rooted, even in developed countries.

Improving girls' educational levels has been demonstrated to have clear impacts on
the health and economic future of young women, which in turn improves the prospects of
their entire community. The infant mortality rate of babies whose mothers have received
primary education is half that of children whose mothers are illiterate. In the poorest
countries of the world, 50 percent of girls do not attend secondary school. Yet, research
shows that every extra year of school for girls increases their lifetime income by 15 percent.
Improving female education, and thus the earning potential of women, improves the standard
of living for their own children, as women invest more of their income in their families than
men do. Yet, many barriers to education for girls remain.

Education systems vary in administration, curriculum and personnel, but all have an
influence on the students that they serve. As women have gained rights, formal education has
become a symbol of progress and a step toward gender equity. In order for true gender equity
to exist, a holistic approach needs to be taken. The discussion of girl power and women's
education as solutions for eliminating violence against women and economic dependence on
men can sometimes take dominance and result in the suppression of understanding how
context, history and other factors affect women (Shenila Khoja-Moolji 2015).

1.3 Need of Girls’ Education

India’s Constitution guarantees free primary school education for both boys and girls
up to age 14. This goal has been repeatedly reconfirmed.

● Girls who receive an education are less likely to marry young and more likely to lead
healthy, productive lives. They earn higher incomes, participate in the decisions that
most affect them, and build better futures for themselves and their families.

● Educated women are more likely to encourage a good education and inspire
compassionate values into their own children in addition to her wider family. This
will help empower entire generations of families, rather than simply boosting the
individual. Not only sharing her knowledge, but an educated woman also has a better

2
 understanding of maintaining a healthy family and how to ensure the emotional and
mental wellbeing of her children and extended family.
● An educated girl is better informed about pregnancy-related issues, as well as
influences on her general health and that of her family. In turn, this knowledge not
only reduces unplanned pregnancy rates and infant mortality rates; it can effectively
result in experienced female health care providers who can better assist with
childbirth and pregnancy-related care.
● Educated girls are far more likely to be aware of issues surrounding violence and
abuse and are less likely to become victims of things like domestic and sexual abuse
or human trafficking. For every year that a woman is in education, their confidence
grows and a confident woman prefers to stand on own two feet, work outside the
home and is much less likely to give in to abusers that like to isolate their unfortunate
partners. According to the World Bank Report released in 2014, women who
completed secondary education had a 36% lower risk of domestic abuse and violence
in the home
● Overpopulation is a growing concern and large families can often directly correlate to
a lack of education for women. By educating women, they can make more informed
choices about their family planning and help to slow the rapidly growing world
population.
● Preventing social discrimination early on in development can help save women from
suffering depression and other mental health disorders that are a result of being kept at
home to carry out chores. By providing women access to education, they can build
better support and professional networks, improving their future career prospects

1.4 Historical Background of Girls’ Education in India

● Vedic period
Most females were allowed to pursue education without significant constraints in the
Vedic period. Women's education, unlike in the subsequent periods was not neglected.
Female scholars were also present during this period. The educators of this period had
divided women into two groups – Brahmavadinis and Sadyodvahas. The former were life-
long students of philosophy and theology. Sadyodvahas used to continue their studies until
they got married. There were many women poets and philosophers, such as Apala, Ghosha,
Visvavara, Sulabha Maitreyi and Gargi.

3
 ● British India
The Church Missionary Society tasted greater success in South India. The first
boarding school for girls came up in Tirunelveli in 1821. By 1840 the Scottish Church
Society constructed six schools with roll strength of 200 Hindu girls. When it was mid-
century, the missionaries in Madras had included under its banner, 8,000 girls. Women's
employment and education was acknowledged in 1854 by the East Indian Company's
Programme: Wood's Dispatch. Slowly, after that, there was progress in female education, but
it initially tended to be focused on the primary school level and was related to the richer
sections of society. The overall literacy rate for women increased from 0.2% in 1882 to 6% in
1947.

In western India, Jyotiba Phule and his wife Savitribai Phule became pioneers of
female education when they started a school for girls in 1848 in Pune. In eastern India, apart
from important contributions by eminent Indian social reformers like Raja Ram Mohan
Roy, Ishwar Chandra Vidyasagar, John Elliot Drinkwater Bethune was also a pioneer in
promoting women's education in 19th-century India. With participation of like-minded social
reformers like Ramgopal Ghosh, Raja Dakshinaranjan Mukherjee and Pandit Madan Mohan
Tarkalankar, he established Calcutta's (now Kolkata) first school for girls in 1849 called the
secular Native Female School, which later came to be known as Bethune School. In
1879, Bethune College, affiliated to the University of Calcutta, was established which is the
oldest women's college in Asia.

In 1878, the University of Calcutta became one of the first Indian universities to admit
female graduates to its degree programmes, before any British universities would begin to do
the same. This point was later raised during the controversy surrounding the 1883 Ilbert Bill,
a proposed legislation which would allow Indian judges to judge European offenders.
The Anglo-Indian community in India largely opposed the bill, claiming that Indians (both
male and female) were largely uneducated and thus unsuited to judging European offenders
in court. Indian women who supported the bill responded by noting that they were more
educated as a whole then the Anglo-Indian women who opposed the bill, pointing out that
more women in India had gained academic degrees than those living in the United Kingdom.

● Independent India
After India attained independence in 1947, the University Education Commission was
created to recommend suggestions to improve the quality of education. However, their report

4
spoke against female education, referring to it as: "Women's present education is entirely
irrelevant to the life they have to lead. It is not only a waste but often a definite disability."

However, the fact that the female literacy rate was at 8.9% post-Independence could not be
ignored. Thus, in 1958, a national committee on women's education was appointed by the
government, and most of its recommendations were accepted. The crux of its
recommendations was to bring female education on the same footing as offered for boys.

Soon afterwards, committees were created that talked about equality between men and
women in the field of education. For example, one committee on differentiation of
curriculum for boys and girls (1959) recommended equality and common curricula at various
stages of their learning. Further efforts were made to expand the education system, and the
Education Commission was set up in 1964, which largely talked about female education,
which recommended a national policy to be developed by the government. This occurred in
1968, providing increased emphasis on female education.

1.5 Efforts of government for Girl’s Education

From the independence the government of India made so many efforts to encourage the girl’s
education. Government had lunched so many schemes for the encouragement of the girl’s
education.

National Education Commission (1964-1966),

Popularly known as Kothari Commission, was an ad hoc commission set up by
the Government of India to examine all aspects of the educational sector in India, to evolve a
general pattern of education and to advise guidelines and policies for the development of
education in India. The terms of reference of the commission was to formulate the general
principles and guidelines for the development of education from primary level to the highest
and advise the government on a standardized national pattern of education in India. However,
the medical and legal studies were excluded from the purview of the commission.

Kothari Commission has given a lot of importance to women’s education. According to this
commission women’s education is very important and helpful in reducing the birth rate. It has
made the following recommendation regarding women’s education.

● The gap between men’s education and women’s education should be closed by
considering women’s education as major programmes in education for some years.

5
 More ever determined the bold effort should be made to face the difficulty involved in
the expansion of women’s education
● There should be a special administrative machinery to look after the education of girls
and women.
● Special plan should be prepared for this purpose and the funds required for them
should be provided on a priority basis.
● Efforts should be made to accelerate the expansion of girls education .All the
secondary level the development of the education of girls should be increased. The
ratio of male and female education should come to 2:1 from 3:1 in 20 years.
● Emphasis should be placed on establishing separate schools for girl’s provision of
hostels and part time and vocational courses.
● Research units should be set up in one or two universities to deal specially with
women’s education.

National Council for Women’s Education (1964)

National Council for Women’s Education was set up in 1959 by the Central Ministry of
Education. It was reconstructed in 1964 and consisted of the Chairman the Secretary and 27
members .The main function of the council are:

● To advise the government on the education of the girls at school level and the
education of adult women.
● To create awareness in the society with regard to the importance of women’s
education.
● To suggest the suitable measures for creating public opinion in favours of girls and
women’s education.
● To make periodic evaluation for the progress of women’s education.

● To organized seminars, survey, and research works for the improvement of girl’s
education in the country.

National education policy 1986

According to NPE, 1986, the main features of the implementation strategy consisted,
“to gear up entire education system to play a positive interventionist role in the

6
 empowerment of women; to encourage educational institutions to take up active
programme to enhance women's status and further women's development in all.

Education for equality

Education will be used as an agent of basic change in the status of woman. In order to
neutralize the accumulated distortions of the past, there will be a well-conceived edge in
favour of women. The National Education System will play a positive, interventionist role in
the empowerment of women. It will foster the development of new values through redesigned
curricula, textbooks, the training and orientation of teachers, decision-makers and
administrators, and the active involvement of educational institutions. This will be an act of
faith and social engineering. Women studies will be promoted as a part of various courses
and educational institutions encouraged to take up active programmes to further women
development.

The removal of women illiteracy and obstacles inhibiting their access to, and retention in,
elementary education will receive overriding priority, through provision of special support
services, setting of time targets, and effective monitoring. Major emphasis will be laid on
women participation in vocational, technical and professional education at different levels.
The policy of non-discrimination will be pursued vigorously to eliminate sex stereo-typing in
vocational and professional courses and to promote women participation in non-traditional
occupations, as well as in existing and emergent technologies.

1.7 Kasturba Gandhi Balika Vidyalaya

The central government has started a scheme to provide education to all the people of
the country and to increase the established respect of the country. Whose name is Kasturba
Gandhi Balika Vidyalaya Yojana.

This scheme was started by the Central Government for the first two years as a
separate scheme in sync with Sarva Shiksha Abhiyan, National Program for providing
primary level education for girls and Mahila Samakhya Yojana. But the Government of India
merged the Sarva Shiksha Abhiyan into a separate litigation room on 1 April 2007.

This is a very important scheme run by the Government of India. Due to the Kasturba
Gandhi Vidyalaya scheme, all the backward classes of the country and the Scheduled Castes,
Scheduled Tribes, Other Backward Classes, minority communities and girls living below the
poverty line are given free education.

7
Implementation
Monitoring and Evaluation the scheme is implemented by State Governments through
the Mahila Samakhya (MS) Society in MS states and through the SSA society in case of other
states. Funds are released as per SSA pattern to the State SSA societies. The monitoring and
evaluation at the State and district level is undertaken by the MS State Resource Centres and
in non- MS states through the committee created for the National Programme for Education
of Girls at the Elementary Level in the SSA society. Training for teachers and staff at the
residential schools is coordinated by the District Institutes of Educational Training, Block
Resource Centres and the Mahila Samakhya Resource Groups.

1.8 Need and significance of the study

The objective of Kasturba Gandhi Balika Vidhyala is to ensure that quality education
is feasible and accessible to the girls of disadvantaged groups of society by setting up
residential schools with boarding facilities at elementary level.

• Facilitate retention of girls.

• Ensure greater participation of girls in education

• Develop and promote facilities to provide access to girls belonging to disadvantaged

groups like SC and ST.

• Improve quality of education.

• Gender disparities still persist in rural areas and among disadvantaged communities.
Looking at enrolment trends, there remain significant gaps in the enrolment of girls at the
elementary level as compared to boys, especially at the upper primary levels. The objective of
KGBV is to ensure that quality education is feasible and accessible to the girls of
disadvantaged groups of society by setting up residential schools with boarding facilities at
elementary level. This study aims to understand the opinion of students studying in Kasturba
Gandhi Balika Vidhayala towards girl’s education.

Statement of the problem:

A STUDY OF STUDENTS’ OPINION TOWARDS KASTOORBA GANDHI BALIKA

VIDYALAYA FOR GIRLS’ EDUCATION

8
Objectives:

● To find out the opinion of students on infrastructural facilities available in Kasturba

Gandhi Balika Vidyalaya.
● To find out the opinion of students on teaching-learning resources available in
Kasturba Gandhi Balika Vidyalaya.
● To find out the opinion of students on quality practices for girls’ education in
Kasturba Gandhi Balika Vidyalaya.

Delimitation

● This study is limited to KGBV of Lucknow only.

9
 Chapter 2

Review of related literature

In any research study the exploration of the previous research studies conducted in the
concerned field is very essential to pave a path for further studies. In order to ensure that the
work may be original and to avoid repetition, the investigator must be well informed about
the previous research studies undertaken by other researchers. It is an intellectual pursuit,
essential to the development of the problem and to find out an effective approach to its
solution.

Mehrotra (2006) assessed the functioning and effectiveness of Kasturba Gandhi Balika
Vidyalaya in 12 districts of Uttar Pradesh. It was found that in most of the districts, buildings
of the KGBV were under construction and schools were running in the DIETs campuses.
Number of the classrooms was adequate considering the number of girls. Classrooms
conditions were found to be proper in all KGBVs. Library facility was available only in 8
KGBVs. Laboratory was not available in all KGBVs except Varanasi. All girls expressed
their satisfaction with the teaching, infrastructure and other facilities of KGBV. In all the
schools, girls were provided with books, bags and basic stationary. Doctor was consulted on
need basis by the warden for the medical check-up of the girls. In all the KGBVs food was
served adequately as per the weekly menu. Quality of food in KGBVs was considered good
by the girls, with Jhansi being single exception. Besides routine food, milk, fruits and other
nutritious things were provided to the KGBV students at 7 places. Cooking places and mess
were, by and large, clean. Proper attention was being given to recreational activities.
Books/comics (91percent), indoor sports (83percent), music/dance (75percent) and outdoor
sports (66percent) were available for the girls studying in the KGBVs. Average achievement
of girls was moderate (51percent marks). For the girls, weak in studies, there was provision
of extra classes; they were also paid special attention in the classrooms. Girls were doing well
in other activities too, such as preparation of handicraft items, singing, dancing and other

10
cultural activities. Overall 54 teachers (32 full time and 22 part-time) were placed in 12 21
KGBVs (4.5 teachers per school). All appointed teachers were well qualified for their job. At
most of the places, teachers used lecture method while teaching. Specialized TLM such as
charts, models and teaching aids was provided in the KGBVs. There was no provision of
separate head teacher, warden acted as the head-teacher. Games and music teachers were not
available in the KGBVs. In all, there were 102 functionaries in 12 KGBVs including 54
teachers. Out of these 102 persons, 61 persons (60 percent) were residing in the KGBV
campus. In 11 cases accountants were working on full time contractual basis and were well
qualified persons. There was lack of full time staff in majority of the cases which hampered
smooth functioning of the institutions. There was provision of generators/invertors. Proper
water supply was ensured in all the KGBVs. On an average, 7 rooms were available in each
KGBV hostel and 6 to 7 toilets/bathrooms were available in each school. Proper safety
arrangements were made for the girls as guard was available in all the KGBVs except
Kushambi. There were no common rooms in the KGBVs for girls to sit together and spend
free time. Student- parents meeting room was also not found anywhere. Area of the staff
room was inadequate at places. There were no separate rooms for the cook and watchman
though they managed to stay within the campus. All parents and community members were
highly satisfied with functioning of KGBVs despite some shortcomings. NGOs had no role in
the functioning of KGBVs. The girls were eager to study; they don’t want to leave the school
after completing class VIII. All teachers/parents and community members wanted extensions
of KGBVs up to class X.

Mandal (2007) while conducting a study on the contribution of Kasturba Gandhi Balika
Vidyalaya (KGBV) on SC/ST girls education, found that most (71percent approx.) KGBVs
had four teachers and others (29 percent) had only three teachers. They lacked mathematics
teacher. Two third (64percent) of teachers in KGBVs had no prior teaching experience in the
schools. In most of the KGBVs TLM was available. Only science laboratory was available in
more than half (56 percent) of the schools. In nearly one third (32 percent) of KGBVs, there
were less than three classrooms. As per majority of the ST students, the behaviour of teachers
in schools was very cordial (67percent) or cordial (32 percent). Parents (96 percent) were
satisfied with the teaching methodology followed in the schools. KGBV have increased
interest of people in rural areas to send their daughter/s to schools.

11
Shukla and Sanyal (2008) undertook a comparative study of achievement levels of the girls
of Kasturba Gandhi Balika Vidyalayas and girls of Parishadiya upper primary schools and
found that the achievement scores of girls of Kasturba Gandhi Balika Vidyalaya (total as well
in terms of their social categorization) was significantly higher than those of the girls of
Parishadiya upper primary schools, in all the three subjects i.e. languages, mathematics, and
social sciences.

SSA West Bengal, (2009) conducted a study on glimpses on Kasturba Gandhi Balika
Vidyalaya South 24 Parganas. It was found that Tutors selection has been very satisfactory.
They were all well qualified, young and energetic. In Janopriya Nagar Janapriya KGBV the
wardens belonged to minority who had completed their education with lot of difficulties in
those educationally backward blocks. They were excellent role models/mentors for the girls.
Tutors appeared to be friendly and close to the students, generating a pleasant working
atmosphere. The headmaster used to keep in touch about day to day study of KGBV girls.
The hostels had been positioned as hostels attached to a school. The KGBV hostels were
managed under the overall supervision of the Head Master of the school in which it was
located.

Barua and Das (2011) in their study on Jyoti Kendras (JK) and KGBVs found that the
schools were successful in surveying all the girls of a specific backward block having the
inhabitation of SC, ST, OBC, MOBC and minorities. Teachers of KGBVs were found very
responsible and accountable persons to their students who had been 24 mainstreamed. They
regularly provide guidance and counselling to them and send reports to SSA about the
performance of those students in respective schools. The KGBVs are their vocational
proficiency in different types of activities viz. stitching and tailoring, Knitting, Weaving,
Embroidery, Doll and flower making, Pot painting etc. Excellent training was imparted with
specially trained teachers for six months in a single trade. All the teachers working in three
KGBVs were found to be selected through govt. interview.

Rawat (2011) examined the Status and Functioning of Kasturba Gandhi Balika Vidyalaya
Uttarakhand. The findings of the study revealed that All 25 KGBVs were found Pucca
buildings. Except for head teacher (in-position at all 25 KGBVs), no KGBVs were having the
teaching or non-teaching staff as per the prescribed norms. 90 percent of the KGBVs had
separate class room for each class. Out of 25 KGBVs in the State, 80% of the KGBVs were

12
found proper electricity connection. As regards the availability of safe drinking water facility,
water supplied through taps in more than three-fourth (76 percent) of the KGBVs. In one fifth
i.e. 20 percent of the KGBVs, hand pumps had been installed. During survey more than half
(52%) of the KGBVs the facility of play-ground were not available. 96 percent of the KGBVs
were found various indoor and outdoor sports materials i.e. Ludo, Badminton, Rings, Ball,
Ropes, Table Tennis, Football, Hockey, Carom etc. There was no drop out found in the
SC/ST and OBC categories during the last three academic years. The combined annual
academic achievement of girls was found more than 90 percent in all categories. The ST and
OBC categories the achievement of girls were found between 25 96 to 100 percent. The
parents were found happy with the education and vocational skill training being imparted to
their children.

Shah (2011) conducted a study on Girls’ Education and Discursive Spaces for
Empowerment: perspectives from rural India and found that the KGBV school positively
contributes to the empowerment of both teachers and students. Schools, and in particular
those adhering to the KGBV school model, have tremendous potential to contribute to social
change via fostering the intrinsic dimensions of empowerment in teachers and girls. The
social learning curriculum provides an excellent concrete example of how to go about doing
so. However, maintaining the balance between fostering empowerment-implementing the
social learning curriculum-and supporting girls who have to function in patriarchal and
traditional society when they finish school is difficult.

Pandey (2015) studied the role of Kasturba Gandhi Balika Vidyalaya of Uttar Pradesh in
developing skills among the students. It was found that activities related to skills for better
living with good health and hygiene were given more importance by the teachers of KGBVs.
Teachers made efforts to develop effective communication skills and habit of self-expression.
Activities for personality development and adjustment were given equal importance.
Kasturba Gandhi Balika Vidyalaya were imparting many types of skills in their students and
various skills such as life skills, vocational skills, learning skills and skills of performing
various co-scholastic activities were developed in the students of Kasturba Gandhi Balika
Vidyalaya established in Uttar Pradesh. There was major difference between the mean of
positive responses of the girls at entrance and exit level. There was a significant difference
between attitudes of girls towards skills development activities at lower and upper classes.

13
Gogoi and Goswami (2015) studied the views of the adolescent girls on services provided in
the Kasturba Gandhi Balika Vidyalaya (KGBV) of Assam. Majority of the girls showed
positive views towards the KGBV and very less number of negative views was found which
may be taken care for rectification for successful implementation of the programme. The girls
experienced a liberal environment for the first time in their lives and most importantly the
KGBV acted as a channel for adolescents to access education and open up future options
through which their aspirations can both grow and be realized.

Manorama and Godiyal (2016) studied the status of passed out girls from Kasturba Gandhi
Balika Vidyalaya of Bijnor District (U.P.). 80% of passed out girls from these schools
continued their study and were doing their graduation also in different streams implying that
KGBVs played a great role to carry them at this level. These girls were linked to the main
stream of Education. In-spite of government several efforts, near about 20% of passed out
girls were unable to keep on their study after VIIIth class due to poor economic status of
parents, early marriage and distance of schools.

Singh and Singh (2017) conducted a study on Hindi language competency of KGBV
Students in Bihar. Findings of the study reveals that students of minority group showed lower
performance (32 percent) that the state average (39.85). Performance of ST students was
better than the SC and OBC. Though only four students in general category were available,
their performance was better than the remaining groups. The study noted acute shortage of
Part-time teachers in KGBV There existed no language specific teachers irrespective of
professional qualification. Instead they were inducted on the post of language teachers
irrespective of professional qualifications. No proper training to Hindi teachers in KGBV was
provided. They had virtually no idea about how to evaluate students and formulate plan for
improving Hindi language.

Studies shows that this kind of work has not been earlier which justifies the present study.

14
 Chapter 3

Research Methodology

Research methodology is a way of explaining how a researcher intends to carry out their
research. It's a logical, systematic plan to resolve a research problem. A methodology details
a researcher's approach to the research to ensure reliable, valid results that address their aims
and objectives. It encompasses what data they're going to collect and where from, as well as
how it's being collected and analyzed.

Methodology:
In the present research, researcher used the Descriptive survey method.

Population and Sample:

In this research all the girls studying in Kasturba Gandhi Balika Vidyalaya includes
population of the study. The sample for the study comprised with 82 respondents. The
respondents consisting of students of class 6, 7 and 8 of the Kasturba Gandhi Balika
Vidhayala Kakori, Lucknow.

Tool used for the study:

A self- made Questionnaire was used for the study.

Questionnaire was prepared to collect information about the Kasturba Gandhi Balika
Vidhayala. It contained both open as well as close ended questions. It included questions on
the basis of the objective which are mentioned in this research. The questionnaire contains 20
questions. Each question has the 3 options

● Agree

● Disagree

15
 ● Uncertain.

Data collection:

After the selection of sample and finalization of tools, the data were collected from Kasturba
Gandhi Balika Vidhayala Kakori, Lucknow by visiting. Prior permission was taken from the
school principal and authority office.

Data Analysis:
The responses obtained on Questionnaire and Interview Schedule was analysed and
categories were framed and responses were placed under these categories. The data has been
presented in the tables.

Statistical technique used:

The data was analysed by using percentage analysis.

16
 Chapter 4

Data analysis and Result

The next step in the process of research, after collection of data is the organization, analysis
and Interpretation of data and formulation of conclusion and generalization to get a
meaningful picture out of the raw information collected.

Data Analysis

Objective: 1

To find out the opinion of students on infrastructural facilities available in

Kasturba Gandhi Balika Vidyalaya.

Table 4.2

S.No. Statement Agree Uncertain Disagree

1 The school has hostel facility 82 0 0

2 Nutritious food is provided in the hostel 63 18 1

3 There is a toilet facility in the hostel. 82 0 0

4 Library facility is available in the school 15 9 58

5 There is proper arrangement of drinking 82 0 0

water in the school

6 The school has a playground for playing 82 0 0

● 100 percent of students agreed that the hostel facility is provided in the school.

● 76.8 percent of students agreed that healthy food is provided in the school and 21.9
percent of students were uncertain about the food quality and 1.3 percent of students
were totally disagreeing with the statement.

17
 ● 100 percent of students agreed that the toilet facility is provided in the school and in
the hostel also.
● 18.2 percent of students agreed that library facility is given in the school, 10.9 percent
of students were uncertain and 70.9 percent students disagree with the statement.
● 100 percent of students agreed that water facility and the playground facility are
provided in the school.

Objective: 2

To find out the opinion of students on teaching-learning resources available

in Kasturba Gandhi Balika Vidyalaya.

Table 4.3

S.No. Statement Agree Uncertain Disagree

7 Radio is available as teaching material in the 13 11 58

school.

8 Television is available as teaching material in the 10 11 61

school.

9 The school has a science laboratory 13 0 69

● 15.8 percent of students agreed that radio is available as the teaching-learning

resource, 13.4 percent of students were uncertain about the availability of radio and
70.8 percent students disagree with the statement.
● 12 percent of students agreed that Television is available as the teaching-learning
resource in the school, 13.4 percent of students were uncertain about the availability
of Television and 74.6 percent students disagree with the statement.

● 15.8 percent of students agreed that science laboratory is available as the teaching-
learning resource in the school, and 84.2 percent students disagreed with the
statement.

18
Objective: 3

To find out the opinion of students on quality practices for girls’ education in Kasturba
Gandhi Balika Vidyalaya.
Table 4.5

S.No. Statement Agree Uncertain Disagree

11 Gender equality is taught in school. 39 25 18

12 School provides awareness about social and legal 34 29 19

right.

13 Government schemes are told in school 37 25 20

10 Career counselling is offered in the school 6 44 31

14 Does the school encourage girls to pursue higher 21 41 20

education?

15 Does the school encourage girls to advance in 33 27 22

the field of sports?

16 The curriculum includes the course material for 23 33 26

move forward in the field of arts.

17 Psychological education is given to girl students 20 28 34

in school

18 There is a personality development classes in the 20 28 34

school.

19 Teachers tell about the physical and mental 42 11 29

changes of girl students in school.

20 Vocational education is given in the school. 17 16 49

● 47.5 percent students agreed that gender equality is taught in the school, 30 percent of
students are uncertain about the gender equality and 22.5 percent of students
disagreed with the statement.
● 41.4 percent students are agree with the statement that social awareness is taught in
the school, 35.3 percent students are uncertain about the social awareness is taught
and 23.3 percent students are totally disagree with the statement.
19
● 45 percent students are agree with the statement that government schemes are told in
the school, 30.4 percent students are uncertain about the government schemes are told
in the school and 24.6 percent students are totally disagree with the statement.

● 7.3 percent of students agreed with the statement that Career counselling is given to
the students, 53.6 percent students are uncertain about the career counselling is given
to the students and 39.1 students are totally disagree with the statement.
● 25.6 percent of students agreed with the statement that school encourages to the
students for the higher education, 50 percent of students are uncertain about
encouragement of Higher education and 24.4 percent of students disagreed with the
statement.
● 40 percent of students agreed with the statement that school encourages in sports
field, 32.9 percent of students are uncertain about encouragement in the field of sport
and 27.1 percent of students disagreed with the statement.
● 28 percent of students agreed with the statement that school encourage students for
the arts field, 40 percent of students are uncertain about the encouragement in the arts
field and 32 percent of students disagreed with the statement.
● 24.3 percent of students agreed with the statement that psychological education is
given to the students, 34.1 percent of students are uncertain about the psychological
education is given to students and 41.6 percent of students disagreed with the
statement.
● 24.3 percent of students agreed that personality development classes is given in the
school, 34.1 percent of students are uncertain about the personality development
classes and 41.6 percent of students disagreed with the statement.
● 51.2 students agreed with the statement that physical and mental changes are told to
them, 13.4 percent of students are uncertain about the physical and mental changes in
the school and 35.4 percent of students disagreed with the statement.

● 20.7 percent of students agreed with the statement that vocational education is given
in the school, 19.5 percent of students are uncertain about vocational education and
59.8 percent of students disagreed with the statement.

20
 Chapter 5
Findings, Suggestions and Educational Implications

5.1 Findings:

Findings of the study are as following:

● All students agreed that the hostel facility is provided in the school.

● 76.8 percent of students agreed that healthy food is provided in the school.

● All students are of the opinion that the toilet facility is provided in the school and in
the hostel also.
● 18.2 percent of students are of the opinion that library facility is given in the school,
10.9 percent students are uncertain about the statement and 70.9 percent students are
totally disagree with the statement.
● 100 percent of students agreed that water facility and the playground facility is
provided in the school.

● 15.8 percent of students agreed that radio is available as the teaching-learning

resource, 13.4 percent of students are uncertain about the availability of radio and
70.8 percent students are totally disagree with the statement.

● 12 percent of students agreed that Television is available as the teaching-learning

resource in the school, 13.4 percent of students were uncertain about the availability
of Television and 74.6 percent of students disagreed with the statement.

● 15.8 percent of students agreed that science laboratory is available as the teaching-
learning resource in the school, and 84.2 percent of students disagreed with the
statement.

● 47.5 percent of students agreed that gender equality is taught in the school, 30 percent
of students were uncertain about the gender equality and 22.5 percent of students
disagreed with the statement.
21
● 41.4 percent of students agreed that social awareness is taught in the school, 35.3
percent of students were uncertain about the social awareness is taught and 23.3
percent of students disagreed with the statement.

● 45 percent of students agreed that government schemes are told in the school, 30.4
percent of students were uncertain about the government schemes are told in the
school and 24.6 percent of students disagreed with the statement.

● 7.3 percent of students agreed with the statement that Career counselling is given to
the students, 53.6 percent of students are uncertain about the career counselling is
given to the students and 39.1 percent of students disagreed with the statement.

● 25.6 percent of students agreed with the statement that school encourages to the
students for the higher education, 50 percent of students were uncertain about
encouragement of Higher education and 24.4 percent of students disagreed with the
statement.

● 40 percent of students agreed that school encourages in sports field, 32.9 percent
students were uncertain about encouragement in the field of sport and 27.1 percent
students disagreed with the statement.

● 28 percent of students agreed that school encourage students for the arts field, 40
percent students were uncertain about the encouragement in the arts field and 32
percent students disagreed with the statement.

● 24.3 percent of students agreed that psychological education is given to the students,
34.1 percent of students were uncertain about the psychological education is given to
students and 41.6 percent of students disagreed with the statement.

● 24.3 percent of students agreed that personality development classes is given in the
school, 34.1 percent of students were uncertain about the personality development
classes and 41.6 percent of students disagreed with the statement.

● 51.2 of students agreed that physical and mental changes are told to them, 13.4
percent students were uncertain about the physical and mental changes in the school
and 35.4 percent of students disagreed with the statement.

● 20.7 percent of students agreed that vocational education is given in the school, 19.5
percent of students were uncertain about vocational education and 59.8 percent of
students disagreed with the statement.

22
1.2 Educational Implications:
● KGBB In the name of giving vocational training to the girl child, training is given in
traditional activities like sewing-embroidery, weaving, pickle chutney making,
jewellery etc. But vocational training should also include some such activities, which
can help them in their puberty. Therefore, activities such as gardening, vegetable
growing, computer skills etc. can also be included in this.
● In KGBV Innovative, interactive and Child-centred teaching methods should be used.

● In KGBV Computer education should be provided.

● From this research we can implicate that KGBV has the various infrastructure
facilities with some minor lack of facilities in the school as well as in the hostel. The
authorities of KGBV should look into the matter and solve the problem for the better
functioning of the KGBV.
● In this research it is seen that KGBV has the lack of teaching learning resources. It
creates a problem for the students they are not able to learn new things.
● Research also tells that KGBV also fails in spreading the awareness about the
government schemes which are launched for the betterment of the society as well as
students.
5.4 Suggestion:
Present study can be carried out on large sample or different sample of KGBV. Large
sample of KGBV can also be taken for the following study.

23
 References

1. Book- NITI AAYOG, Evaluation study on Kasturba Gandhi Balika Vidhayala.

2. http://go.microsoft.com/fwlink/p/?LinkId=255141
3. https://educationsummary.com/lesson/meaning-of-equality-or-reservation-in-
education/
4. https://en.wikipedia.org/wiki/Female_education
5. https://www.yourarticlelibrary.com/essay/women-education-in-rural-india-meaning-
need-and-barriers/34972
6. https://www.muslimaid.org/media-centre/blog/the-benefits-of-female-education/
7. https://www.educationforallinindia.com/page53.html

8. Revised Guidelines for Implementation of Kasturba Gandhi Balika Vidyalaya

(KGBVs) Archived
9. Kasturba Gandhi Balika Vidyalaya
10. https://www.indeed.com/career-advice/career-development/research-
methodology#:~:text=Research%20methodology%20is%20a%20way,address
%20their%20aims%20and%20objectives.
11. https://byjus.com/maths/population-and-sample/

24
 Ǫuestionnarire for information about various
facilities in KGBV
Name :
Class :
Name of school :
Instruction
Given below are some statement ead carefully and answer
the question. To answer you their option are given
 Agree
 Uncertain
 Disagree
It is mandatory to answer all statements. Give your answer
as honestly and carefully as possible. The person’s answer
will be kept confidential,its sole purpose is to use the
information for research work.
S.NO. Statement Agree Uncertain Disagree
1 The school has hostel facility

2 Nutritious food is provided in the

hostel

3 There is a toilet facility in the hostel

4 Library facility is available in school

5 There is proper arrangement of

drinking water in The school
6 The school has playground for playing
7 Radio is available as a teaching learning
resource in the school
8 Television is available as teaching learning
resource in the school
9 The school has science laboratory
10 Gender equality is taught in school.
11 School provides awareness about social and
legal right
12 Government schemes are told in school
13 Career counselling is offered in the school
14 Does the school encourage the girls to
advance in the field of sports?
15 Does school encourage girls to pursue higher
education?
16 The curriculum includes the course material
for move forward in the field of arts
17 Psychological education is given to the girls
students in school
18 There are personality devlopment classes in
the school
19 Teacher tell about the physical and mental
changes of girls students in school
20 Vocational education is given in the school