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1. SOCIAL IMMERSION PROJECT REPORT
On
GIRL CHILD EDUCATION IN RURAL AREAS
By
ANITHA THANGARANI A (20MBA014)
JAYANTH K S (20MBA061)
KANISHKA T M (20MBA065)
KIRUTIKADARINI M E (20MBA070)
NAVEEN N (20MBA085)
RAJAGOPAL P (20MBA108)
VIVIN BHARATH S (20MBA179)
Under the guidance of
Dr. D. SUSANA ASSISTANT PROFESSOR
A PROJECT REPORT
Submitted
In partial fulfilment of the requirements for the award of the
Degree of
MASTER OF BUSINESS ADMINISTRATION

2. ACKNOWLEDGEMENT
I express my sincere and heart-felt gratitude to our Late Arutchelvar. N. Mahalingam and
the management of Kumaraguru College of Technology, for their direction.
I record my indebtedness with happiness to our Head of the Department, Dr. Mary
Cherian, HOD, and KCTBS for the guidance and sustained encouragement for the successful
completion of this project.
I wish to express my deep sense of gratitude to my Social Immersion Project Guide Dr.Susana
D, Professor, KCT-Business School, for her guidance and moral support throughout the project
duration from its inception to completion and for making the project a success.
I also extend my gratitude to all the faculty members and my beloved parents for their
moral support in helping me for successful completion of this project.

3. LIST OF TABLES
TABLE
NUMBER
TITLE PAGE
NUMBER
1 Population of the village - I 11
2 Population of the village - II 11
3 Dropout Rate 16

4. LIST OF FIGURES
Table
Number
Title Page
Number
1 Beti Bachao-Beti Padhao 6
2 Balika Samridhi Yojana 7
3 Nanhi kali 8
4 Sammaan Foundation 8
5 Pratham 8
6 Parents Attitude Towards Girl Child Education 12
7 Barrier of girl child education 13
8 Parents Support to Government Schemes 13
9 Children attitude towards Education 14
10 Children’s view towards Marriage 14
11 Technology Availability 15
12 Dropout Rate 15
13 Village visit - I 17
14 Village visit - II 17

5. TABLE OF CONTENTS
CHAPTER CONTENTS PAGE NO
I INTRODUCTION 2
1.1 ROLE 2
1.2 VALUE FRAMEWORK 3
1.3 KEY INSIGHTS 3
II EXTRACT OF THE PROJECT 4
2.1 DESK RESEARCH FINDINGS 4
2.2 VILLAGE VISIT FINDINGS 10
2.3 INTEGRATION AND IMPLEMENTATION
STRATEGIES
17
III CONCLUSION 19
IV CONTRIBUTIONS 20
V ANNEXURE 23

6. 1
GIRL CHILD EDUCATION IN RURAL AREAS
Executive Summary
Educating the girl child leads to a broad range of educational perspectives aimed at
increasing girls' abilities and experiences. This includes general education in schools and
universities, as well as professional, vocational, and technical education, among other things.
The significance of female education in our culture is discussed here. Whether a guy or a girl,
education is an essential component of their lives. Education enables a person to become
smarter, gain new skills, and become more knowledgeable about world events. Since there is a
lack of source for education like school, tuition, educational institution, teachers etc. People
from tribal village do not show much interest in education and they are not aware of the benefit
of education. There are wide opportunity for education which are offered by government.
Government provide free education, food, clothes, stationery, notes and books, laptop, cycles,
school bag etc.
First of all, an awareness should be provided to parents and students of Kallar Pudur about
the benefit of education and how it improves the standard living of the people, poverty can be
reduced, girls will become independent and they will make a wise decision. There are also
some NGO’S(Sigaram Foundation-Coimbatore, Sri Ramakrishna Kudil-Sathyamangalam,
Magizhagam Social Studentslfare Organisation- Tirupur and Coimbatore) and Corporates-
Pricol, who sponsor for the student’s education for their better life. The Kallar Pudur village
has two cradles of education - Anganvadi maiyam, which is basically a preschool for children
of age 2-5 and a primary school for students from 1st standard to 5th standard. This report has
collected two survey: Parents attitude towards girl child and Children attitude towards girl
child. Upon interviewing the students and the parents of the Kallar Pudhur Village, the crucial
reasons of the huge dropout rate are understood, by The literacy rate among tribal people is
remarkably low when compared to the general public, one of the significant reasons and the
children in the village are not able to continue their studies after the fifth grade due to diverse
reasons. The remedies for supporting girl child are Training Program, Creation Awareness,
Providing Schools, Development infrastructure and other facilities.

7. 2
I. Introduction
India as a country live in its villages. Even though the country is growing and developing
every day at an exponential rate of increase, majority sector of Indians lives in semi urban
and rural areas. India is the country that has shown a significant inequality and a divide
among the people and classifying them to urban and rural which is reflected through the lack
of infrastructure, quality education, connectivity, digitisation and livelihood opportunities
in the past years. There are a lot of problems and issues faced by the rural area people. In
specific, the girl child education in rural areas are still in doubt of context. Many villages in
India are still hesitating their girl child to send schools. Each and every girl child should be
educated to lead their life on their own. Education provide courage whenever at any situation
it will be helpful. Girl child education also promote society welfare in future.
The key challenge which the rural areas faced was there were lack of awareness among the
parents of the girl children. Even though there were many schemes introduced by our
government, yet the parents are not interested in sending their wards to the school.
With all these challenges that the Indian Education sector undergoes, it also brings into
tremendous opportunities to educate the rural girl children. Schemes like Balika Samriddhi
Yojana are provided by government to increase rate for rural girl child education.
However, along with the government, the NGO’s also provide many helps such as providing
hostel, food, scholarship etc. Despite of this the lacking gap which hesitates the parents to
send their girl child to the schools must be fulfilled. Hence the reason and ways to sort it out
are seen in this report.
1.1Role
Enhancement: Enhancing the educational support in order to increase the rate of rural
girl child education.
The Indian educational sector has seen a dynamic growth due to the latest technological
advancement that it has undergone in the last decade. But still the statistics in the rural areas
remains the same. The rural part of the country was not equiped with education, especially to
girl child.

8. 3
Even though there are lots of help and schemes provided by the government and NGO’s , still
the people of rural areas are thinking hesitant of sending their children to the schools.Hence
our role is to enhance the education with the required awareness and the support which we
could provide by approaching any corporate or any NGO’s.
1.2Value Framework
The value framework provided here is that the education to the women could empower the
world. Hence the succession of this project leads to the empowerment of the women. This could
be only achieved when the total girl children in the village is educated. Here the village taken
is Odanthurai. The survey which is given in the report shows the educational rate in the village.
There are a lots of girl children in the village without education.
This is also one of the reasons to the poverty, which exists among the village. When the next
generation family members are not educated, their poverty level still remains the same. Mostly
the male are getting education, but whereas female education is still a question mark in most
of the villages. When the girl gets education, her whole family gets educated. Hence educating
a girl is as important as educating males children.
Finding the right reason and correcting is the way to improve the rate of education in the village.
Therefore the points that must be improved are noted and are given in the report. By achieving
this project to succession, the women empowerment in the rural areas could be achieved in
order to make the village glorious.
1.3Key Insights
In accordance with the above value framework, the key insights are found and given below.
 Women empowerment
 Growth of village people
 Decrease poverty

9. 4
Women empowerment
When compared to earlier situation of women, now they are shining in every field. But still
many parts of the villages in India are yet not getting complete education for girl children. This
totally affects the women empowerment in the village areas. If the girl child in the village area
gets educated, it is like the whole family gets educated. Hence educating village girl child could
lift a way to women empowerment.
Growth of village people
Even though when there are many schemes and helps provided by the government of India to
every village in India, yet they lack in growth in their daily life. This could only be achieved
by education. Hence educating both male and female children in the village could help them
grow in their daily life.
Decrease poverty
When we look at the statistics, the poverty line people are mostly in the tribal villages. This is
due to the lack of education among the people. In depth if we see, comparatively female child
is less educated or not educated. Hence every girl child must be educated to decrease their
poverty.
II. Extract of the project
2.1Desk ResearchFindings
LITERATURE REVIEW:
According to Mercy (2017) in her work “an assessment of factors militating against girl child
education” Poor economic circumstances, religious exclusion, handicap, early marriage and
childbearing, gender-based violence, cultural prejudice, and attitudes toward women's standing
are all factors to consider and roles are among the issues she researched that work against girl
child education. Mercy argued that a female's education is a tool for gaining power, prestige,
approval, survival, greatness, and advancement.
According to Kaur, S. (2017), an equal approach to educational opportunity is recognised as a
fundamental human right accessible to all inhabitants of the country, regardless of gender. The
research focuses on the disparities in educational attainment between men and women, as well
as between rural and urban women.

10. 5
"Problems and problems of girl-child education in Nigeria," according to Tyokaa et al (2014).
The goal of this project is to identify the major problems and obstacles of girl-child education
in Kebbi State, particularly in the Kalgo local government area, in order to propose solutions.
Checklists/inventory, oral interviews, population samples, questionnaires, secondary sources,
simple descriptive statistics, and tables are just a few examples. They discovered that only 32%
of the girls are enrolled, indicating a low level of dedication and engagement. They argued that
poverty reduction, free and compulsory education, government-mandated marriage age
increases, and parental education about schooling may all help to address these issues.
Selvan, A. (2017) listed a variety of difficulties that female students must address in order to
increase their employment prospects Some of the major difficulties are family, educational
institutions, society, economic problems, educational hurdles, and so on. The girl dropout rate
has increased as a result of the design of gender disparity in education, which appears to be
realistic and adaptable from urban to rural and to disadvantaged sections in society.
In their presentation "Encouraging girl-child education for better reproductive health," Maji
and Maji (2016) wanted to re-emphasize and reawaken humanity's consciousness on the
undeniable necessity of girl-child education as a strategy for promoting reproductive health. In
acquiring data for the project, the presenters used secondary as a research technique.
"Education is absolutely crucial for girl children," Maji and Maji concluded, "especially now
that the nation is aiming to reach greater levels of healthcare service."
"Correlation of poverty and culture on girl-child out of schools in Bauchi State," Adam (2016)
offered his own input. The study's goals include determining the relationship between poverty
and girl-child out-of-school, as well as determining the relationship between girl-child out-of-
school in Bauchi. Secondary sources, correlation research design, population and sample size,
questionnaires, and interviews provided more information to aid the researcher's job. The
researcher was able to determine from the research and analysis that there is a link between
poverty and girl-child out-of-school, as well as a link between culture and girl-child out-of-
school. The author concluded by recommending that the government establish and maintain a
school nutrition programme, subsidise school uniforms for the poor, and employ sanctions to
guarantee that culture does not prevent girls from receiving an education.
In his study "Socio-cultural variables on the girl child education in secondary schools in Ihiala
local government area of Anambra state," Amadi (2013) made a contribution. The research
was aimed at determining how people's culture hampered the general education of young girls.

11. 6
Amadi finished by stating that scholarships should be given to female students and that parents
should urge their children to attend education rather than marry them.
Government Policies
 CBSE Udaan Scheme
 Balika Samridhi Yojana
 Beti Bachao Beti Padhao
 Nanda Devi Kanya Yojana
 Mukhyamantri Kanya Suraksha Yojana
CBSE Udaan Scheme
The Central Board of Secondary Education, which is part of the Ministry of Human Resources
Development, implements the CBSE Udaan scheme for girls. The scheme's objective is to
enhance the number of female students enrolled in premier engineering and technical colleges
across India. Students should report to their CBSE school to participate in this activity.
• Offers free course materials and online services, such as video-related reading, to
female students in 11th and 12th grades.
• Virtual contact courses for female students in the 11th and 12th grades.
• Peer learning and mentoring opportunities for all deserving female students
• Study resources, such as a study helpline, to assist students with their academics.
• Consistent observation and documentation of students' progress.
Beti Bachao Beti Padhao
The main objectives of this child protection programme:
 Ensure that the youngster receives an education and is included in society.
 Preventing gender-based abortions
 Ensuring baby survival and well-being during childhood
 Defending gender equality and challenging gender stereotypes
 Providing a secure and stable environment for girls
 Figure 1 Beti Bachao-BetiPadhao

12. 7
Balika Samridhi Yojana
• The scheme is only for infants who have just been born.
• Each girl kid receives Rs.500 at the time of birth.
• A family is only eligible to participate in this programme if they have two daughters.
• The depositor must be from a 'Below Poverty Line' family.
• You can open an account with your local bank. Only a few banks have been chosen to
handle the application procedure.
Figure 2 Balika Samridhi Yojana
Nanda Devi Kanya Yojana
This is a one-of-a-kind programme in Uttarakhand. Under the scheme, a fixed deposit of Rs.
1,500 is made in the name of a new born girl child. The principal sum, as well as any accrued
interest, is delivered to the girl child when she reaches the age of 18 and has completed her
secondary education.
Mukhyamantri Kanya Suraksha Yojana
The Bihar government has developed the Mukhyamantri Kanya Suraksha Yojana, which
awards the parents of every girl child. A amount worth Rs.2000 is released just after birth of a
girl child under this scheme. This award can be acquired by producing the birth certificate of
the girl kid.
NGO’s
Nanhi Kali
Nanhi Kali is an Indian non-profit that promotes education for impoverished women. As part
of the Mahindra Group's corporate social responsibility, it was founded in 1996 by Anand
Mahindra and is jointly administered by Naandi Foundation and KCMahindra Education Trust.
Project Nani Kali taught girls and women so that they may have a positive long-term impact

13. 8
on India. In an interview with the Daily News and Analysis, Sheetal Mehta, the chairperson of
the non-profit organisation, said, "We wanted to create global awareness about the predicament
of young girls in the country who are denied their basic rights."
Figure 3 Nanhi Kali
Sammaan Foundation
The Samman Trust was incorporated following Section 25 of the Indian Companies Act 1956,
as a "not-for-profit" organisation. It was created in 2007 and is currently engaged in community
service through a variety of grassroots programmes, including extensive work in the areas of
health as well as livelihoods.
Figure 4 Sammaan Foundation
Pratham
Pratham is a well-known non-governmental organisation in India. Madhav Chavan and Farida
Lambe founded it. It aims to provide an excellent education to disadvantaged children in India.
Pratham is a non-profit organisation based in Mumbai that aims to provide pre-school
education to all children living in extreme poverty.
Figure 5 Pratham

14. 9
Give India Foundation
Give India is a non-profit organisation based in India. It is an online contribution platform that
aims to provide channels and resources to trusted non-governmental organisations in India. It
works as an online platform to collect funds and contributions from individuals in India and
throughout the world, then distributes them to trustworthy non-governmental organisations.
Childline India Foundation
Childline 1098 is a phone number that provides hope to millions of youngsters in India. It's a
free, 24-hour, 365-day-a-year emergency phone service for kids who need help. We respond
to children's immediate needs and connect them with long-term care and rehabilitation
programmes that are appropriate for them. We've reached out to three million youngsters
around the country to offer them with care and protection so far.
Corporate Social Responsibility
Hero Motocorp
CSR Spending on Education: Rs. 20.33 crore
Hero Moto Corp is able to sponsor CSR in education because Team Hero works in tandem
with the Indian government's efforts to ensure barrier-free access to education. Most schools
have 100% attendance, no dropouts, and consistent attendance by teachers. The CSR team's
partner organisations place students in remedial classes if they are unable to cope with the
rigours of the programme. Students can use these classes to help them improve their learning
and performance in a range of subjects. Similarly, through the 'We Care' remedial centres, the
team ensures that females do not drop out of school due to community pressure and other socio-
economic concerns.
Hindustan Petroleum Corporation Limited
CSR spend on education: Rs. 31.53 crore
Hindustan Petroleum Corporate Limited sponsors Unnati, Project Adapt, Nanhi Kali, and
STEM education as part of its CSR in education. Unnati teaches computer skills to students in

15. 10
semi-urban and rural schools. It collaborates with NIIT Limited to improve computer
education. In 2019, Project ADAPT provided education, skill development, and rehabilitation
to 300 children with exceptional needs. Project Nanhi Kali, a collaboration between HPCL and
the K.C. Mahindra Education Trust, aims to help 13,000 women from underprivileged and
tribal communities pursue higher education. HPCL supported 28,000 schoolchildren in the
development of scientific temper and conceptual learning through the Agastya initiative, which
used mobile science labs.
Bharti Airtel
Spending on CSR in the field of education: Rs. 30 crore
All basic, secondary, and higher education programmes are implemented and supported by
Bharti Foundation, Bharti Airtel's CSR arm. The flagship Satya Bharti School Programme,
which began in 2006 and currently encompasses six states, provides disadvantaged children in
rural India with free, high-quality education, with a special focus on girls. Since 2013, the
Foundation has worked with the government through the Satya Bharti Quality Support Program
to improve the overall quality of education for children in government schools.
2.2Village Visit Findings
About the village Kallarpudur
Kallarpudur is a rural village in the Karamadai Block of Tamil Nadu's Coimbatore District. It
is part of the Odanthurai Panchayath. It is 40 kilometres north of Coimbatore's district
headquarters. Karamadai is 8 kilometres away. Chennai, the state capital, is 481 kilometres
away. Kallarpudur is surrounded by Coonoor Block towards west, Kotagiri Block towards
North, Annur Block towards East, Periyanayakkanpalayam Block towards South.Education is
inevitable and it is the important key which helps in channeling the transition from traditional
to modern sectors and it unlocks the doors of opportunities to the young minds.

16. 11
Descriptive analysis
Population of the village
No Of Male 1024
No Of Female 989
Total Population 2013
Table 1 Population of the village - I
This village has a traditional civilization of families which makeup to the total population of
around 2013, which comprises of approximately 80-90 students, this is a place where a
constructive change is deserved. The condition of education and school infrastructure is indeed
appalling in this village, there are more areas that are to be concentrated to develop the
education system and school infrastructure here.
Male (ST) Female (ST) Total
Population
(ST)
AGE
11 TO 19
AGE
0 TO 5
422 437 859 59 37
Table 2 Population of the village - II
The Kallar Pudhur village has two cradles of education - Anganvadi maiyam, which is basically
a preschool for children of age 2-5 and a primary school for students from 1st standard to 5th
standard.
The infrastructure:
Both the schools in this village (anganvadi maiyam: pre-school and the primary school) still
are neglected even from fundamental infrastructure facilities, the pre-school has 15 children
and primary school holds 49 students from class one to five. These children are lacking even
the basic amenities, the classroom area is very small and there are no tables or chairs available,
there are no essential infrastructure such as proper toilet facilities, hand wash station and waste
disposal system, the kitchen area where food is served for all the children is very disappointing,
the building is very substandard and safety measures are lacking, the play area of the primary
school is not at all maintained, all the outdoor playground equipment(slide, see saw) they are

17. 12
rusty and has pointed edges which could harm the children. Above all there is no compound
wall built around the establishment which makes it easier for the trespassers to misuse the
school zone.
The primary school has only one laptop connected to a projector on the whole, which will be
used only by the instructor, the available equipment such as speakers, are faulty and are not
maintained or serviced properly. Most importantly the students are not given opportunity to
learn basic computer/internet operations, their use and functions.
Parents attitude towards girl child education
Figure 6 Parents attitude towards girl child education
From the survey it shows that more than 55% of the parents in the village has no formal
education, that made them unaware about the importance of education. As parents are the initial
influencers for the children they themselves don’t know about the educational importance they
where just in a state of mind a children’s education up to HSC is more than enough this shows
lack-of-awarness.
22%
11%
5%
5%
57%
HIGHEST
QUALIFICATION OF
PARENTS
SSLC
26%
53%
13%
5%
3%
Education Level Of Girl
Children need's(In
Parent's Aspect)
SSLC
HSC
UG
PG
Other

18. 13
Figure 7 Barrier of girl child education
When it comes to Barrier of education to girl child, Marriage stands as a major reason. When
a decent proposal of marriage came to a girl 40% parents are ready for the proposal, the stats
that gave a hope is the other 40% of parents are flexible with the opinion of the girl and the rest
where not ready to get their child married in-between their education.
Figure 8 Parents support to Government Schemes
Incase of poverty and lack of school’s infrastructure, This survey shows that more than 70%
parents are ready to provide education for girl child if the expenses are given by the
government.
0
5
10
15
20
25
30
35
40
45
AGREE DISAGREE GIRL'S OPINION
If someonedecent proposes is it good for girls to
leave education and get married
0 10 20 30 40 50 60 70 80
AGREE
DIS AGREE
UNCERTAIN
Will you send your daughter to school if
the expenses are met by the
government schemes

19. 14
Children attitude towards education
Figure 9 Children attitude towards education
From the survey that was done in the children of village, the survey shows their poverty in the
way that more than 70% of children have their desire towards Food, Clothes, house, and money.
This strongly shows they are yet to satisfy with their basic needs which is important for a
person.
Figure 10 Children’s view towards marriage
From the survey, more than 65% of children are in a mindset of getting married at the age of
18 to 25 years. According to the rule of Tamil Nadu government Girl child should get married
0 2 4 6 8 10 12 14 16
GOOD CLOTHES
GOOD FOOD
A BIG HOUSE
GOOD WORK
MONEY
SUPPORTIVE FAMILY
EDUCATION
What would you like to have
Children Attitude
67%
23%
10%
What age would you like to get
married
Below 18 years
18 - 25 years
25 - 30 years
Above 30 years
Other

20. 15
after the age of 21. But in the village the awareness about the Rule is less this affects the
children education and an offence.
Figure 11 Technology Availability
From the survey, The Students of the village are lack of technology their parents have android
mobiles but there was no stable network in the village. This should have made the children in
the village lack in their academics while all the schools and colleges where in online mode.
Droupout Rate:
Figure 12 Dropout Rate
The literacy rate among tribal people is remarkably low when compared to the general public,
one of the significant reasons for the low literacy rate among these population is because of the
35%
37%
28%
Technology
Availability
Android Mobile
Tv
Computer
Laptop
Others
0
10
20
30
40
50
60
70
80
YES NO
Proper Network
Connection
0 5 10 15 20 25 30 35
POVERTY
PARENTAL DECISION
HOUSEHOLD CHORES
LACK OF INTEREST
LACK OF SCHOOL INFRASTRUCTURE
EARLY MARRIAGE
Reason For Drop Out
(Children Aspect)

21. 16
huge dropout rates. The children in the village are not able to continue their studies after the
fifth grade due to diverse reasons, interview was carried out on both the children and the parents
in the village for our research and it was found that the rate of children who are dropping out
from schooling is alarming. More than half of the children are dropping out from their school
education and then rate was found to be more than 50%. Upon interviewing the students and
the parents of the Kallar Pudhur Village, the crucial reasons of the huge dropout rate are
understood.
Table 3 Dropout rate
The reasonable issues that lead to the early drop out are enumerated below
 The fundamental reason for the high dropout rate is because there is no awareness
among the children, they do not know the importance of the need of education. As all
of the children live with their families, and because the majority of their parents lack
sufficient education and are early dropouts due to poverty and unemployment, they do
not push their children to complete their education.
 The most important reason for children dropping out after fifth grade is because of the
absence of higher secondary school in the village, students have to travel 10 kilometres
to Mettupalayam, in order to continue their education. Therefore, children don’t like to
travel miles to go to school.
 There are no proper transport facilities from the village to the high school, only one bus
comes in everyday, if the students miss it there is no other way for the them to reach
the school on time.
 The other awful yet common reason for which the children drop out of schools is
because of the alcoholism and other illegal activities among the villagers including the
students, they are distracted at a very young age because of the blindness and lack of
knowledge of their parents. The villagers agreed to state that the alcoholism of parents
is a convincing reason for the dropout.
Total Number of
Students in the village
Number of people continuing
education
Number of
girl child drop
out
Total
Dropout
rate (%)
49 24 13 51%

22. 17
 The reason next in line for the high dropout rate is due to early marriage, though there
are many laws against child marriage and it is still carried out in many villages. Even
today, over 47% of minor girls in India marry before the age of 18, making India the
country with the largest number of early marriages in the world.
 The final reason for children being out-of-school are early responsibilities due to family
situations and health issues, unfortunately their family’s financial status and stability
are the legitimate factors that leads to the early dropout of tribal children.
Figure 13 Village visit - I Figure 14 Village visit - II
2.3INTEGRATION AND IMPLEMENTATION STRATEGIES:
An elaborate study of these girl children’s, parents and teachers has given more and more
components that hinder and form barriers for the educational attainment of tribal girl students.
The results of this study shed light on a variety of influencing elements and provide a chance
to suggest specific methods in light of the study's major conclusions.Since girl child education
cannot be attained and it is a tedious process that take more time to attain the objective.
Supporting Girl Child
As per the child rights and non-government organization report states that the early years of a
child's life lay the groundwork for their future learning skills. According to research, by the
age of three, 80 percent of a child's brain has grown, making pre - primary education an
important foundation for a child's future success.
So, NGO’s like CRY, CARD can help the girl child by adopting one or two girl child from the
village who is showing intent in education but does not have money or proper support from
their parents. Helping can be done in a way by providing them study materials, good clothes,
providing government schemes properly, explaining or motivate them about importance of
education, what are the opportunities they are having etc. They can be guided or sponsored
until they place into good position.

23. 18
This is an assumption that may work that on seeing these girl child’s position and their family
growth due to their proper education remaining parents in the village mentality will change and
encourage their girl child to educate well. These one or two girl children will become role
model for remaining girl children’s and parents that they want their child or themselves in a
position.
At least at the primary level of schooling, an NGO initiative to educate just one or two
underprivileged girl children in the surrounding area will begin to make a difference. A modest
step toward a brighter future for them.
Comprehensive Tribal Development Centre
A development centre can be established in the village , which would comprise a group of
people from various departments. The group may contain an educationist, anthropologist,
psychologist, sociologist, an officer from the tribal developmental department, and so on. They
can meet at regular intervals and find solutions for the local problems, and they can help the
tribal girl students in all the aspects right from social, emotional, and other such.
Training Program
Panchayath board or NGO can train the teachers to handle tribal students, providing vocational
training for all the students from upper primary classes. District Institute of Education and
Training (DIET) can conduct training for the teachers to provide counselling and guidance for
these students academically, emotionally, and vocationally, motivational sessions for the
students to rectify their problems and motivate them to complete their education.
Creation Awareness
The research also revealed that there is a lack of understanding about the schemes, which limits
their use. According to the findings, there is a need to raise public awareness about various
programmes in order to boost the use of services and benefits provided under them.
Information, Education, and Communication (IEC) materials for all girl's education initiatives
at the Panchayat level and in line departments could be valuable. Through mass knowledge and
other ways, the incentivization schemes must drive behaviour changes.
Another method of creating awareness among girl children and their parents is that NGO’s can
arrange meeting with girls who gets benefited from their organisation or providing food to them

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to listen the awareness meeting and they also some innovative methods which attracts both
parents and children through which they get aware the importance of girl child education.
Providing Schools
The study underscored the importance of increasing investment in secondary school
availability. This can be ensured by include higher secondary education under the scope of the
Right to Education Act. Increased investment is required to provide secondary education within
the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) guidelines.
Development of Infrastructure and Other Facilities
It is critical to improve school infrastructure and facilities in order to encourage girls to learn.
These include the construction of toilets, the provision of safe drinking water in schools, the
installation of computers and projectors, and the provision of power in schools for things like
heating.Tree plants at the school, as well as heating and cooling equipment based on weather
conditions. construction of a kitchen for preparing mid-day meals, and the acquisition of
tableware for mid-day meals, enrolment of girls who have either dropped out or never been
enrolled in school before going to school, attending bridge course camps, and recruiting more
teachers in a single teacher establishment of a school or if there is a dearth of skilled and
competent instructors boundary fences
III. Conclusion:
Despite several constitutional provisions and programmes for the tribal people as a whole,
tribals in general, and tribal women in particular, continue to lag behind in many ways. Their
lack of economic activity, social backwardness, low literacy, and poor health conditions
necessitate a rigorous tribal development approach. They work very hard and make a
significant contribution to the family's financial situation, but they remain impoverished due to
a lack of effective efforts aimed at them.
The necessity of supporting scheduled tribes and scheduled caste female children in
educational and economic settings is emphasised in Article 46 of the Indian Constitution.
Throughout the last four decades, the expansion of education among scheduled tribal girl
children has been unequal. By offering good education to tribal female children, ignorance
and illiteracy can be reduced and eliminated. To promote tribal education, chances for basic

25. 20
and adult education, as well as training that leads to better jobs, should be made available.
Tribal students' hostel facilities should be examined and upgraded..
The tribal welfare department should develop and implement new programmes to help native
tribes find employment. The completion of pre-metric hostels and the improvement of their
infrastructural facilities, as well as the revision of mess charges, are given top importance. In
the tribal territories, a massive awareness and literacy initiative would be conducted with the
help of non-governmental organisations. The programme will be created and implemented with
the goal of improving the brilliance of talented scheduled tribe pupils.
Various programmes for the development of the Scheduled Tribe population are implemented
over plan periods, and while much progress has been made, there is still much more to be done.
It is important since economic position determines other areas of life and living situations. For
tribals, girl child education is a critical component of growth and upliftment.
It is a key tool for changing tribals' cultural norms and living patterns, as well as changing their
attitude and enabling them to become economically self-sufficient. They will be able to obtain
employment as a result of their education, allowing them to improve their circumstances. The
scheduled tribe's social and economic status is largely determined by their educational
attainment. In today's world, no one can be fully isolated, and everyone is influenced by the
development of modern society and culture. The government has been generous in its
assistance and grants for tribal youngsters' education.
This will aid in the improvement of literacy rates and lead to the proper development path.
They may be deficient in some nutrients. Because of a lack of health and hygiene awareness,
people frequently contract numerous ailments. As a result, raising the literacy rate and creating
possibilities for meaningful employment for tribal women will be critical in bringing about a
shift in tribal women's status in India and successfully dealing with issues.
IV. CONTRIBUTION:
Literacy campaign: To raise knowledge about the need of girl child education, a proper
awareness campaign should be established. To literate the tribal, extensive literacy programmes
in tribal-dominated regions may be launched on a priority basis with the assistance of non-
governmental organisations (NGOs).

26. 21
Attitude of the tribal parents: Through effective counselling and coaching, tribal parents'
attitudes about girl child education should be improved. Relevant study resources in tribe-
specific languages — All study materials should be provided in tribe-specific languages.
Appointment of Local teachers and female teachers: More native teachers, particularly
female teachers, should be appointed in tribal communities. Teachers in tribal communities
should take into account the ecological, cultural, and psychological features of tribal children.
Stipends and various scholarships: Although tribal education is limited, tribal girl students
pursuing higher education, notably in medical, engineering, and other vocational sectors,
should be eligible for special ST scholarships. Many scholarships and incentives are provided
to tribal youngsters, but they are either outmoded or ineffectual.
Residential schools: More residential schools should be developed in each state and district,
and tribal communities should have access to residential schools up to the PG level.
Administration of incentives: It is necessary to streamline incentives so that students can take
advantage of all available resources at the appropriate times.
Social security: In residential schools, students' social security, particularly those of
adolescent girls, is a major concern.
Proper Monitoring: The effectiveness of schools in terms of teaching techniques, working
hours, and attendance records should be assessed on a regular basis.

27. 22
Reference
Dr. Ramesh kumar Kandasamy (2020), Barriers in the Educational Attainment of Tribal Girl
students in Salem District of Tamil Nadu State, India
(PDF) Barriers in the Educational Attainment of Tribal Girl students in Salem District of Tamil
Nadu State, India. (researchgate.net)
Government of India Ministry of Tribal Affairs (2008), Scheme of Strengthening Education
among Scheduled Tribe (ST) Girls in Low Literacy Districts
NGOSchemeStrengthningEducation (tribal.nic.in)
K Sujatha, Education Among Scheduled Tribes
analysis_Tribals.pdf (doccentre.net)
Adi Dravidar and Tribal welfare scheme by Tamil Nadu government
Adi Dravidar and Tribal welfare scheme by Tamil Nadu government - The Indian Iris
Dr. Radhika Kapur (2018) , Factors Affecting Girl Child Education
(PDF) Factors Affecting Girl Child Education (researchgate.net)
Importance of Girl Child Education in India
Importance Of Girl Child Education In India (cry.org)
Dr. Shweta Prasad, Girl Child in India
girl-child-in-india.pdf (insightsonindia.com)
Dr.Radhika Kapur, Status of Girl Child in India
(PDF) Status of Girl Child in India (researchgate.net)
CSR: Empowering The Girl Child
CSR: Empowering The Girl Child - The CSR Journal
Support Girl Child Education by Oxfam India’s Education Programme
Girls' Education - NGO Supporting Girl Child Education in India | Oxfam India

28. 23
V. Annexure
Girl Child Education Survey (CHILD ATTITUDE TOWARDS EDUCATION)
1. Name
2. Age
 Below 5 years
 5-10 years
 10-15 years
 15-20 years
 Above 20 years
3. Highest qualification
 Below 5th std
 5th – 10th std
 10th – 12th std
 UG
 PG
4. Father & Mother Occupation
5. Income on both ends or one end
 Both earning
 Father or Mother earning
6. What do you dream about in life?
7. What would you like to have most of all?
 Good education
 Supportive family
 Good work
 Money A big house
 Good clothes
 Friends
 Others
8. What age would you like to marry?
 Below 18 years
 18-25 years
 25-30 years
 Above 30 years
 Others
9. If you drop out? Reason behind it?
 Poverty
 Parental decision
 Child labour
 Household chores
 Sibling care
 Lack of school infrastructure

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 Early marriage
 Others
10. Technology availability with you and your parents?
 Android mobile
 Laptop
 Computer
 Tv
 Others
11. Proper network connection
 Yes
 No
Girl Child Education Survey (PARENT ATTITUDE)
1.Name
2.Age
 Below 18 years
 18-25 years
 25-30 years
 30-40 years
 Above 40 years
3.Gender
 Male
 Female
4.Highest qualification of parents
 SSLC
 HSC
 UG
 PG
 No formal Education
5.In your family how many members are working?
 One member
 Two members
 Three members
 More than 3

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6.Occupation
 Agriculture
 Business
 Government employee
 Private employee
 Others
7.Family monthly income
 Below 30,000
 30,000 - 60,000
 60,000 - 1,00,000
 Above 1,00,000
8.Current residence
 Own house
 Rental
9.Number of girl children
 One
 Two
 Three
 More than 3
10.To what level do you want your daughter to study?
 SSLC
 HSC
 UG
 PG
 Others
11.Benefits of girl education:
 Families should support girls ‘schooling
 Girls should be provided with equal educational opportunities as boys
 Girls can be as successful as boys at school
 Educated girls can take decisions about themselves independently
 Educated girls support their families financially
 Educated girls contributes to social development

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12. Barriers of girl education:
 It is not appropriate to send girls to school unless their teacher is female.
 It is not essential for girls to get education and get a job as it is mainly men’s
responsibility to maintain the family
 It is more essential for girls to learn household chores than going to school
 It is more important to spare money for boys’ education
 If someone decent proposes, it is convenient for girls to leave school and get married
 Do you think is not appropriate for girls to go to another place for education ?
 Will you send your daughter to school if the expenses are met by the government
schemes?

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PLAGIARISM REPORT

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