Full metadata
Title
Interpretive policy analysis on enhancing education equity and empowerment for girls in rural India
Description
The Kasturba Gandhi Balika Vidyalaya (KGBV) policy scheme launched in 2004 by the Ministry of Human Resource Development, the Government of India, aims to provide secondary level education (grade 6-8) for girls residing predominantly in minority communities, the Scheduled Caste (SC), the Scheduled Tribe (ST), and the Other Backward Caste (OBC). Since its launch, the Government of India established 2,578 KGBV schools in 27 states and union territories (UTs). The present study examines the new policy and its implementation at three KGBV schools located in rural villages of Uttar Pradesh (UP), India. The purpose was to analyze the Government of India's approach to increasing education opportunity and participation for educationally disadvantaged girls using the empowerment framework developed by Deepa Narayan. Observations at three schools, interviews with teachers and staff members of the implementation agency (i.e., Mahila Samakhya (MS)), and surveys administered to 139 teachers were conducted over a four month period in 2009. Adopting creative teaching approaches and learning activities, MS creates safe learning community which is appropriate for the rural girls. MS gives special attention to nurturing the girls' potential and empowering them inside and outside the school environment through social discussion, parental involvement, rigid discipline and structure, health and hygiene education, and physical and mental training. Interviews with the state program director and coordinators identified some conflicts within government policy schemes such as the Teacher-pupil ratios guidelines as a part of the programs for the universalization of elementary education. Major challenges include a high turnover rate of teachers, a lack of female teachers, a lack of provision after Class 8, and inadequate budget for medical treatment. Recommendations include promoting active involvement of male members in the process of girls' empowerment, making MS approaches of girls' education in rural settings standardized for wider dissemination, and developing flexible and strong partnership among local agencies and government organizations for effective service delivery.
Date Created
2011
Contributors
- Watanabe, Miku (Author)
- Fischman, Gustavo (Thesis advisor)
- Wiley, Terrence (Committee member)
- Mccarty, Teresa (Committee member)
- Arizona State University (Publisher)
Topical Subject
- Education Policy
- Gender Studies
- Education, Secondary
- Culturally relevant pedagogy
- empowerment
- Gender Equity
- interpretive policy analysis
- KGBV
- Education, Rural
- Girls--Education (Secondary)--India--Uttar Pradesh.
- Girls
- Minorities--Education (Secondary)--India--Uttar Pradesh.
- Minorities
- Education, Rural--India--Uttar Pradesh.
- Education, Rural
- Educational equalization--India--Uttar Pradesh.
- Educational equalization
- Education and state--India--Uttar Pradesh.
- Education and state
Resource Type
Extent
xi, 175 p. : ill. (chiefly col.), col. maps
Language
eng
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.9336
Statement of Responsibility
by Miku Watanabe
Description Source
Viewed on September 25, 2012
Level of coding
full
Note
thesis
Partial requirement for: Ph. D., Arizona State University, 2011
bibliography
Includes bibliographical references (p. 152-162)
Field of study: Educational leadership and policy studies
System Created
- 2011-08-12 04:55:51
System Modified
- 2021-08-30 01:51:56
- 3 years 2 months ago
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