1. ऩरिवर्तन धािा
Team From: TATA INSTITUTE OF SOCIAL SCIENCES
WE ARE DHRUV
OUR NAME
AMIT KUMAR
KOMAL DEVKATE
KOMAL KHARE
PRATIK MISHRA
VIJAY PRAKASH

2. If a girl receives higher education…

3.  Of the out-of-school children in 2008, 62% were girls;
they make up two-third of illiterate 15- to 24-year-olds.
 The problem is particularly acute for women and girls
with over 200 million illiterate women in India alone.
Yet…
Why is
?

4. Truly accessible, girl-friendly higher education

5. Model for the village girls education fund
 Every house hold (HH) of the village will
contribute Rs.20 to the fund, simplifying it as
the male member will give Rs.10 (33p per
day) and female member will pay the similar
amount.
 The Teachers of the school situated in the
village will contribute Rs.30 (Re. 1 per day)
 The Gram Panchayat will contribute 5% from
Women and child development fund.

6. The project ऩरिवर्तन धािा was initiated in Devkurli village,
Osmanabad district of Maharashtra.

7. Village Girls Education fund
Sr. No. Participant of Fund Generation Collect Sum for Entire year
(Rs.)
1 280 house hold @ Rs. 20x12x280,
(Total no. of House hold 350, assuming 20% will
not contribute for entire year then the figure)
67200
2 10 teachers @ Rs. 30x12x10 3600
3 5% from women and child development fund 3000 (subject to actual)
Total = 73800

8. Merits
Community pools resources and re-distributed within itself.
The Contribution from every household (HH) is small but overall collection
will suffice girls needs for higher education.
Entry Point Activity (EPA): covered under Mahatma Gandhi National Rural
Employment Guarantee Act. and Nirmal Bharat Abhiyan (NBA)
Liaison between the schools at village to district level.
Driven by community participation which will sensitize the overall
community for women education
The financial empowerment of girls would reform the social stigmas attached
with girls education.

9. Approach
 The project is an attempt to create an educational fund which
will support the higher education (10+2) of girls in rural areas.
The fund will be created and maintained by girls of class IX
and X with the support of Gram Panchayat, school
administration and villagers on yearly basis.
 Every month on Second Sunday girls with their ward member
and ऩरिवर्तन मित्र will visit each HH of that particular ward for
collection. From teachers the collection will done Second
Monday per month. Gram Panchayat will contribute the money
one time in the last month of financial year.
 A joint account will be opened in the nearest bank, managed by
a senior most female member of Gram Panchayat along with a
girl student of class X (who will be elected by the class).

10. Implementation (stage 1)
 Entry Point Activity (EPA) : covered under MGNREGs and
Nirmal Bharat Abhiyan (NBA) will build trust and co-
operation between villagers and the project.
 Selection of ऩरिवर्तन मित्र which will include girls and SHG
members for sensitizing, implementing and monitoring of
project
 Preparing and display of pictorial pamphlets on the importance
of girl’s education as preliminary part of sensitization.
 Meetings in groups – Initially, the meetings would be in small
and homogeneous groups composed of mothers, fathers,
adolescent, SHG members etc. Later the groups can be
magnified to parents, teachers, teenagers and lastly with gram
sabha.

11. Stage 2
 During meetings, every idea, issue, constraints will be recorded
and then framed into general issues and bringing out solutions
with them.
 In every meeting, the issue of security of girls should be given
priority and remedies for any problem girls face.
 Attendance register, Minutes of the meetings & maintenance
and updates of resolution register will be done by the ऩरिवर्तन
मित्र . To ensure the flow of the work.
 ऩरिवर्तन मित्र will be monitoring and evaluation of the project
at every step.

12. Last phase.
 Once in a year the total collected money will be withdrawn
from the account. The total sum will be distributed equally to
all the girls who has not only successfully cleared their
matriculation examination but also want to pursue higher
education.
 The distributed amount will cover fees of two years , local
transportation costs and miscellaneous expenditure on learning
materials. Which will be calculated by ऩरिवर्तन मित्र in
consultation with Gram Panchayat.

13. Measuring the impact of Project
 We have kept Indicators for Success very slow and
low based on the action learning cycle. At least two
year is given for setting up the project in accordance
with the villagers. These two years will give enough
time to check what the short coming of the project is.
 Within the two years span, if members come with any
plan change or reform in the existing thought,
measures would be taken to keep activities flexible for
this purpose.

14. Indicators
 Level of understanding and acceptance of ‘ऩरिवर्तन धािा’ among
villagers.
 Attendance register of meeting for ‘ऩरिवर्तन धािा’
 Minutes of the meeting
 Account register (This include collection of funds, withdrawn of funds
and number of girls utilized it etc. )
 Resolution register (This include existing plan of the project, strategy
and add on of external support etc. )
 After three years who are the external partners joined to scale up the
project.
 Frequent Discussions and meetings with ऩरिवर्तन मित्र and villagers.
 Village develops a culture of promoting girls for higher education.
 Effect in near by villages and its implementation in high girls dropout
rate block of the district in two year.

15. Grey Areas to be worked
 Continuation of fund collection for entire year.
 The project is not an radical approach to change the
structure or belief of the village but an attempt to work
with villagers for a small reform in the structure, which
always to be restored by ऩरिवर्तन मित्र .
 The security of girls will be the foremost concern when
they will be moving to near by town for higher education,
SHG groups will be promoted to start a venture for the
safe transportation of the girls.
 Alignment of girls to different scholarships for
undergraduate level after completion of intermediate.

16. References
 KUMAR, K. (2010). Culture, State and Girls: An
Educational Perspective.Economic and Political
Wekly, XLV(17), 75-84.
 Kumar, K., & Gupta, L. (2008). What Is Missing in
Girls’ Empowerment?.Economic and Politically
Weekly,XLIII(26-27), 19-24.
 Saxena, S. (2012). Is Equality an Outdated Concern in
Education?.Economicand Politically Weekly,XLVII(49),
61-68.
 Sen, A., & Drèze, J. (2002). India: Development and
Participation . New York: Oxford university Press.

17. Lets Make My Smile Our Happiness
Thank you……..