Request for Proposal

A Study on Kasturba Gandhi Balika Vidyalayas (KGBV)

Submitted to: Save the Children

Section 2

1. Context of Study

1.1 Background to Project

The Ninth Five Year Plan (1997-2002) initiated a significant change in planning for
women. Since 1997, Empowerment of women became one of the nine primary
objectives of the Development Plans. To this effect, the National Approach has been to
ensure equal access to women to health care, quality education at all levels, career and
vocational guidance, employment, equal remuneration, occupational health and safety,
social security and public office etc.

In this backdrop, we maintain that it is the, healthier, informed transition of adolescent

girls to adulthood and their empowerment during this process that are, in fact, the
linchpins between education and improved outcomes at the individual, community and
societal levels. Education is essential to prepare adolescent girls for healthy, safe and
productive transitions to adulthood.

Much has been done to increase gender equality in education over the past few years
within the country. The Government of India has made heavy investments in girl’s
education. However, programs that emphasize girls’ healthy and productive transitions
to adulthood are not adequately linking with the education sector, their strategies are
fragmented, and they do not reach marginalized girls at an adequate pace. India is
known for adverse figures of girl child enrolment and retention. There is huge gender
disparity in education. Male literacy rate in India is 82.14% whereas female literacy rate is
just 65.46% - a gap of around 17% (Census of India 2011). Female literacy rate in rural
areas is just 50.6% as compared to 74.1% for males (Census of India 2011). Female
literacy rate in some remote backward rural areas is even lower at 40%. Of every 100
children who drop out of schools before completing secondary education, 66 are girls.
As per DISE survey 2014-15, the dropout rate for girls in Rajasthan stands at 12 per cent.

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This is the highest dropout rate for any state in the country. In Jharkhand this rate stans
at 8.99.

The reason is that regardless of the fact that Education is one of the most recognized
means of empowering women, there are several instances which prove that
marginalized girls still face serious social and family barriers to educational
achievements. At the same time, school environment is not conducive for girls; no
separate functional toilets for girls, scarcity of female teachers and absence of
psychosocial support system for adolescent girls in schools. School curriculum and
teaching learning practices are not gender sensitive. While the regular day schools
make provisions for girls’ education, these schools are not always able to empower girls
effectively. On the other hand, there are few initiatives viz, residential schooling are
yielding positive results.

1.2 Kasturba Gandhi Balika Vidyalayas (KGBV)

KGBVs are special residential schools started by the government under the Sarva
Shaksha Abhiyaan (SSA) government umbrella programme, for older girls from socially
disadvantaged communities who were never enrolled in or had to drop out of primary
school. This scheme was launched by the Government of India in August 2004, in order
to ‘Promote Access’ provide ‘Quality Education’ and increase the enrollment of girls
from disadvantaged groups of society. The scheme aims to ensure access and quality
education to the girls from disadvantaged groups of society by setting up residential
schools with boarding facilities at elementary level. It offers three years of residential
education with many more facilities as compared to the regular day schools, thus
providing an opportunity for engaging in the larger agenda of Comprehensive Quality
Education. Although the context is of extreme deprivation as far as the background of
girls is concerned – the possibilities for both girls and teachers to manifest their
immense potential are great because of the additional investment in terms of resources.

1.3 KGBV intervention by Save the Children

In collaboration with local partners, State Governments and the Education Department
Save the Children implemented the project titled “Empowering Marginalised Girls
through Quality Education” in the states of Jharkhand and Rajasthan. The project aimed
at improving access, learning outcomes and quality of education for disadvantaged and
excluded girls in Kasturba Gandhi Balika Vidyalaya (KGBV) schools. It sought to and
showcase them as a model of success for upscaling. Under this programme some of the
major activities were (but not limited to) as follows:

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  Onsite Academic Support was provided to girls in specific subjects like Mathematics,
Language and Science.
 School Management Committee (SMC) meetings were regularised so as to make
them functional in KGBV Schools.
 A positive feedback and response mechanism was set up in KGBV schools by turning
the complaint box into a suggestion box.
 Science labs and libraries were made functional by provision of science kits, library
books and child friendly wall paintings.
 Teachers were trained to teach the basic concepts on science and maths through
interactive methods.
 Life skills education sessions were conducted in the KGBVs.

2. About the present proposal

The present proposal is to undertake a Research Project which will focus on the benefits,
limitations and impact of KGBV intervention strategies for girls’ education and
empowerment.

2.1 Objectives of the Study

The overall goal of the study is to assess the effectiveness of the KGBV interventions of
“Save the Children” in 7 districts of Rajasthan and Jharkhand as strategies for education and
empowerment of girls from disadvantaged economic and social groups. This research
study aims to:
(i) Document the impact of education in improving access to quality education,
eliminating risk of exploitation and abuse.
(ii) To capture the present educational status of girls’ education in India and other
South Asian countries (at least two), trends and movements.
(iii) To document the innovations, experiences and best practices of different
countries in the area of bringing back the girls into mainstream formal education
system, bridging the gender disparity in education and bringing about positive
changes in the above mentioned areas..
(iv) To develop a policy paper for advocacy at national / state level in India for
replication of good practices on girls’ education.

2.2 Approach
The study seeks to focus on KGBV as a potential platform for generating significant human
resource for the next decade – young women as confident individuals who can identify,
analyze and attempt to reverse the process of marginalization with the power of education.
While “Save the Children” experience gives sufficient evidence of what works towards
gender equity in education by improving access, learning outcomes and quality of

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education for disadvantaged and excluded children. Yet, the pathway between
interventions for relevant, quality education and positive development outcomes needs to
be “telescoped” by this analytical research study so as to draw out the linkages between
residential education at KGBV and empowerment of girls and change in the attitude
towards life. What is not well understood is how exactly do these initiatives become the
channel for progress in terms of development indicators? Has education at KGVBs
been able to translate into positive development outcomes and empowerment of
these girls?

The approach will be to illuminate the nuances and particularities integral to maintaining
the balance between empowerment and alienation. It would provide policy guidelines
based on evidence on the significance of residential education for girls – its strengths and
challenges, relevance as well as potential for cross learning. Trends from this study will
provide evidence for ways in which residential schooling for girls can be understood,
positioned, expanded and made more effective with the intent of educating and
empowering girl students from disadvantaged backgrounds.

2.3 Research Design

The design is envisaged to be a mix of quantitative and qualitative information in nature.
Fulfilling the objectives of the study requires collection of relevant data, from both primary
and secondary sources. Primary sources of data included interviews of students, teachers,
head teachers/wardens, parents educational functionaries at the state, district, block and
cluster levels. A set of tools will be designed, based on the data requirements keeping in
mind the objectives of the study. The instruments developed specifically for the study will
include school profile, interview schedules for teachers, head teachers/wardens, education
officials, focus group discussion (FGD) with students and SMC/PTA groups. Case studies of
a few gilrs including those in the school and those who had passed out will be done.

Proposed Quantitative Indicators

In order to redress the objectives, the following indicators have been proposed:-
(a) Physical and financial progress through available state wise progress reports.
(b) Infrastructure facilities
(c) Level of scholastic achievement of girls in selected KGBVs, social category wise i.e.
(SC, ST, OBC & minority)
(d) Drop-out rate from various classes of KGBVs.
(e) Future profile of students those who have passed out of KGBVs.

Situating Empowerment: Qualitative indicators: As we reflect on what ‘empowerment’

means for girls today, it is important to consider that rights-based approaches may be most

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effective. Girls’ empowerment through education refers to countering a situation of
powerlessness. In the context of the present study we begin with the following
Indicators of “Girls’ Empowerment” - The most important dimension is that of their safety
that they feel safe is precondition of any further step for empowerment. The next few steps
for them could be that girls –
 Gain the skills to become more self-confident and productive.
 Acquire knowledge base for decision making
 Access and generate new sources of information
 Have confidence to express and articulate their desires
 Can contribute or influence their surrounding “system” or where they belong
 Help “others” to move forward.
 Employment and entrepreneurship increase significantly among girls.

2.4 Study Methodology:

The methods outlined to achieve these objectives are:

• Mapping of KGBVs and allocating significance as well as understanding the
programme- There will be a mapping of the selected models of KGBVs. Both
quantitative and qualitative data would be collected for the study including the
location, serving target population, selection criteria, management system, student
profile and curriculum used etc.
• Desk Review - This includes all documented material on identified good practices
produced by organizations which have implemented them.
• Focus Group Discussions (FGDs) to gather different perspective on the good
practices.
• Interviews with relevant stakeholders.
• Tracking Case Stories. This will involve tracking the experiences of specific children
and their families in the operational area of an identified good practice to show how
the practice works in their lives.

The methodology will include developing parameters by the research team for defining
good practices as well as examine processes of empowerment of girls at each level; this
study will employ methods best suited to eliciting the stories and experiences of girls.
Coupled with a thick description of the school environment, participant observation,
interviews and photos, the study will attempt to ascertain how girls articulate their
educational experiences, attitudinal change as well as their future goals and aspirations.

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Attached is a table that specifies various objectives of study, what is the method of
evaluation we will deploy to achieve the objectives and the variety of tools that will be used
to collect data.

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The Table lists down the methods, processes and tools to achieve specific objectives:

Objective Method Process/tool

Capture the present Review different studies on Desk Review of secondary
educational status of girls’ uplifting the status of girls’ data
education in India and education in India and other
other South Asian South Asian countries
countries (at least two),
trends and movements
validating the work of Collecting empirical quantitative In-depth Interviews with key
Save the Children in and qualitative data including stakeholders and FGDs
Rajasthan and Jharkhand the location, serving target
population, student profile and
curriculum used etc.
Develop a policy paper Review of legislation, policies Desk Review of secondary
for advocacy at national / and Government orders data and FGDs
state level in India for
replication of good Review good practices from
practices on girls’ other South Asian countries and
education. two good practices in India
initiated by agencies other than
Save the Children

Understanding community
perspective
Document the impact of Situating Empowerment among Case Stories and FGDs
education in improving girls
access to quality
education, behaviour Tracking the experiences of
change, eliminating risk specific children and their
of exploitation and abuse. families in the operational area
of an identified good practice to
show how the practice works in
their lives

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2.5 Data collection
In order to meet study objectivities; systematic simple random sampling methodology will
be followed for selection of Institutions & beneficiaries in 7 districts of the states of
Rajasthan and Jharkhand. From each intervention district, 2 KGBVs will be selected on
simple random basis.

Selection of respondents
 2 Teachers (1 PGT and 1 TGT) will be selected on simple random basis from each KGBV.
In case of non-availability in any group, the substitution will be done from other
 group (it means, there is possibility of selecting 2 teachers of either PGT or TGT).
 5 students (at least 1 SC and 1 ST) will be selected from each selected KGBV.
 5 parents having their children studied in selected KGBV will be selected on basis of
availability.
 5 non beneficiary students, (Class VI to XII) one from each class but studying in different
schools will be selected.

Focus Group:
The Focus Group will be constituted of at least four knowledgeable persons who can give
valuable information on the scheme, comprising:
 Principal/ Head Mistress of KGBV.
 Head Master/ Mistress of nearby School.
 One or two representative of the NGOs, preferably from the field of education
 One/ two educated persons of the area.

Size of Sample for Primary

S.No. Sampling Unit/ category Sample Size
1 KGBV (two from each district) 2x7 14
2 Teachers(1 PGT+1TGT) 2x14 28
3 Beneficiary Students 5x14 70
4 Beneficiaries Parents 5x14 (Subject to 70 (Subject to
availability) availability)
5 Non Beneficiary students Subject to availability Subject to availability
6 Focus Group Discussion 1x14 14

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3. Time Frame: A period of 3 months for data collection and finalization of report.

Deliverables January February March

Inception Report 10 days
Field work 20 days
First draft 12 days
Final draft 3 days

4. Deliverables
a) Inception Report: This will consist of detailed plan for the study, analysis framework
including research questions, chapterization plan, data sources to be used, draft tools
to be used, team composition, CVs of core team member/s, ethical protocol for
research, etc.
b) Draft Report: Based on Secondary review and primary data collection.
c) Draft Report with Primary data: This report will consist of the findings of secondary
analysis as well as analysis of primary data and a PPT.
d) Final Report: This will be the final version of the draft report prepared after the
incorporation of comments received from Save the Children.

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