DISTRICT TRAINING MANUAL

(2022-2024 BATCH)

VILLAGE STUDY ASSIGNMENT

B N YUGANDHAR CENTRE FOR RURAL STUDIES

LAL BAHADUR SHASTRI NATIONAL ACADEMY OF ADMINISTRATION
MUSSOORIE - 248 179

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 CONTENTS

PART – 1
Chapter – I: An Introduction of the Village Study Assignment (VSA) 4
A Brief about VSA
Selection of a Village
Research Questions
Data Collection, Analysis and Report Writing
Chapter – II: Data Types and Data Collection Methods for Preparing 9
Reports and Case Studies
Stages of Research
Types of Data – Primary and Secondary
Sources of Secondary Data
Research Methods for Primary Data Collection
Triangulation of Data for Report Writing
PART – 2
Chapter – III: Village and Household Schedules for Socio-Economic Report 21
(A) Village Schedule
(B) Household Schedule
Chapter – IV: Village and Household Schedules for Land Administration 47
Report
(A) Village Schedule
(B) Household Schedule
PART – 3
Chapter – V: Guidelines for Report Writing & Case Study and Submission 57
of Reports
Guidelines for Report Writing
Format for Preparation of Reports
Word Limit of Report Writing & Case Studies
Guidelines for Submission of Village Study Assignment
Evaluation Criteria
Important Contact Details
List of Abbreviations
Annexure – I

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PART – 1

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 Chapter – I

An Introduction of the Village Study Assignment (VSA)

A Brief about VSA

The administrative plan, work plan, and necessary decision-making for good governance
is closely linked to social, economic, cultural and geographical features. The
infrastructure available in the village too affects the quality of life of rural population.
Different forms of discrimination existing at different levels and among different sections
of society in the village are identified as one of the major difficulties in achieving
‘inclusive development’.

The Village Study Assignment (VSA) is designed in a way that enables Public
Administration professionals i.e. the Officer Trainees (OTs) – to study rural realities very
closely. It sensitises them towards the problems faced by the rural population, makes them
aware of village level institutions and the impact of their functioning on rural population
and facilitates in observing changes in life of rural population. Land, and the interaction of
the human society with it, result in many issues of economic, social, political and
environmental concern. Therefore, appropriate and effective land administration is of
crucial importance for sustainable development. The land administration schedule is
designed to sensitize Officer Trainees towards the problems faced by the villagers and local
revenue administration on a day to day basis. It also helps to understand the ground reality
of land records, pattern of land disputes, issues of service delivery and public grievances,
etc. Such learning of rural realities and functioning of different institutions can happen in
different ways–through observation, talking to the village residents, conducting meetings
with village residents, participating in the events taking place in the village, etc. To make
your learning quasi-structured, a set of questionnaires covering almost all aspects of rural
India focusing on village level institutions are given to you as tools to facilitate field work
and data collection.

The process of primary data collection provides you an exposure to existing ground
realities; village level institutions and implementation of various government programmes
as also the life style of the village residents, their immediate concerns and priorities, felt
needs, problems and solutions found for these problems, existing infrastructure,
administrative decision-making processes and structures in operation for rural
development. It is necessary to collect data scientifically, which passes tests of objectivity,
reliability and authenticity. Based on the data collection and analysis, the conclusions that
are drawn can help you to think about solving the problems and working towards achieving
specific goals.

Objectives of the Village Study

1. To provide exposure to OTs to rural realities and enable them to understand the
functioning of village level institutions, government programmes and important
components of rural economy;

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2. To capture experiences, expectations, and views of villagers on the functioning of
various institutions and government programmes;
3. To assess the public service delivery at the village level and capture perception of
villagers in provision of these services;
4. To revisit the village and capture changes over 5–20 years in the areas of socio-
economic infrastructure, physical infrastructure and administrative structures;
5. To study the ground level scenario of land administration and its functionality;
6. To understand of land related issues, success and failures of government
programmes, capturing real time status of land records and allied activities.

Selection of a Village
(a) Case-1: Village allocation to be done by BNYCRS

This assignment is of a special kind. Each OT will (re)visit the village that has been
visited by her/his seniors (i.e. the OTs who visited the village during 1990s) to capture
changes over almost 5–20 years. This is called Re-Survey.

You will be allocated a village by BNYCRS in the District where you are posted for
District training. This will usually be a village which was studied previously, enabling
you to conduct Resurvey for preparing the Socio-Economic Report. As the villages are to
be revisited after so many years, it becomes a purposive sampling.1

(b) Case-2: BNYCRS will allocate a Block to select a village by OT

Sometimes it might happen that OTs are posted in a district or allocated a village in
which no Officer Trainee of past batches was ever trained. This may happen due to
creation of newer state/ district, extending urban limits etc. as well. In such cases after
being informed by the OTs, BNYCRS would assign them a Development Block in their
district of posting and they will select a village in that Block only for conducting VSA.

Step 1: Get a list of all census villages of the Block with their respective population. This
will enable you to get a comprehensive idea of the villages for the study. You may refer
to District Handbook, Census as well as Gazetteer of the respective district to do so.

Step 2: Select one village from the list of census villages based on the following criteria:

 The population size of the village should be between 1500 to 2000 (in case of hilly
areas, the size of population can be lesser than the plain areas)
 The distance of the village from the main road should be more than 3 Kilometers
 Existence of Government Primary school
 Existence of Panchayati Raj Institutions
 Implementation of at least one of the Poverty Alleviation Programmes like NLM,
MGNREGA, PMAY

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It is more likely that a village which has been visited by your predecessor OT will be selected for your
visit.
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 Existence of diversity of inhabitants like multiple castes/tribes and religions, APL
& BPL families, divyang persons, out/in migrants, widows, destitute, single
women, etc.
 Diversity in size of land holding.

Thereafter discuss the details with your District Magistrate and shortlist a village which
fulfils the above criteria. Intimate the same immediately to BNYCRS which will convey
approval within three days of receipt of request.

Note: Prior approval of Centre Director, BNYCRS is essential before you take up any
village. After allocation of a village by BNYCRS, no change shall ordinarily be
entertained.

Important Note:
Selection of village (in both cases) to be completed by 15th November, 2023.
Submit the selected village & block name for the village study assignment to the
following e-mail ([email protected]). In case of any change in the selection of
village, kindly inform the same email address.

Research Questions
As this assignment focuses on functioning of different institutions and government
programmes and capturing changes that may have taken place over 5–20 years, the main
research questions will focus on different institutions catering to different sectors in the
rural economy as follows:

(a) Exposure to different components/aspects of each institution and government

programme
(b) Exposure to process, mechanism and outcome of each village level institution
(c) Capturing people’s experiences, expectations and views regarding performance of
each village level institution and government programme
(d) Understanding components of rural economy and their linkages with village level
institutions
(e) Capturing changes over 5–20 years viz. (i) socio-economic conditions of rural
people, (ii) demographic features, (iii) infrastructure facilities and different sectors,
(iv) assessment of existing poverty alleviation programmes and changes in
government plans and schemes
(f) Capturing the status of land related activities viz. (i) computerization status, (ii)
public service delivery, (iii) grievances redressal, (iv) assessment the role of
Revenue Inspector (or an equivalent) as a local authority
(g) Assessment of annual income is essential for understanding the socio economic
status of Households. This may be made based on observation on assets,
occupation, employment, sources of income and productivity of crop and cattle etc.

Data Collection, Analysis and Report Writing

The Village Study Assignment covers a range of basic information that provides an
overview of the village and the district, and focuses on important sectors such as

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education, sanitation, health care, land and land records scenario, Panchayati Raj
Institutions (PRI), social welfare schemes, Mahatma Gandhi National Rural Employment
Guarantee Act (MGNREGA) and components of rural economy. Moreover, as part of
resurvey, you will be looking into changes in infrastructure, laws, policies and
administrative structures.

You are facilitated through research tools, methods and sources of information to collect
necessary data/information. Schedules are prepared in such a way that you will be able to
prepare a pen picture at the end of each section/sector related questions. Some questions
are close-ended i.e. with options given such as (i) ‘yes’ or ‘no’; (ii) type of soils with
‘alluvial’ or ‘black’ or ‘red’ or ‘laterite’, etc. From such close-ended questions, you have
to select appropriate answers and tick them. There are some open-ended questions. The
answers to these questions will be descriptive. In some cases and in order to elicit
necessary information, you may need to conduct an interview or a meeting or Focus
Group Discussion (FGD). It is at your discretion as to which method is selected for
gathering necessary information/primary data.

Different tools are to be used such as interview schedules, check-list/ guideline questions,
tabular formats, etc.; and the responses of the respondents could be used for analysis,
interpretations, and report writing. There are some questions which are self-explanatory
and you would be able to collect information directly; some questions will facilitate you
to conduct Focus Group Discussion (FGD) for data collection. Some questions will lead
to table generation after first level of data collection. While using these schedules you are
encouraged to develop critical understanding on village level institutions and their
functioning, government programmes and their outcome and components of rural
economy.

The report of the field visits will be prepared based on the first-hand information that you
have collected during your village visit through following types of schedules:

(a) Village Schedule

This schedule will help you to collect macro/ micro data of the village and its residents
covering different sectors, village level institutions and their functioning and components
of rural economy. This will enable you to analyse the socio economic background of the
village and development over a period of time.

(b) Household Schedule for Surveying Households

Total 30 households are to be surveyed. This will help you to get information about a
household/ family, its views on different aspects of life and different sectors, assessment
of poverty alleviation programmes and social welfare schemes in the village. A
combination of purposive sampling and random sampling is being adopted as per your
objectives of the study. You must ensure that you select a combination of households,
representing, different castes/tribes, female headed households, engaged in different
economic activities. You are required to survey 30 households from same village as
indicated below for preparing both Reports (Socio-Economic & Land Administration):

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 Households (HHs) to be surveyed No. of HHs
(a) Beneficiaries of Social Welfare Schemes 05
(b) BPL Card Holder 02
(c) Antyodaya Card Holder 03
(d) Households owning land (for preparing Land Administration Report) 08
(e) Randomly selected Households 09
(f) Landless Households 03
Total Households 30
Note: Data of total 30 households will be utilized for writing the Socio-Economic Report and a
sub-set of 8 households owning land will be utilized to write the Land Administration Report
(Please see the Village and Household Schedules specially designed for this purpose at Chapter
III and Chapter IV).

One of the households could be used for preparing a Case Study on ‘Poorest of the Poor’
among the 5 households that have benefited from social welfare schemes, 3 households
having BPL card and 3 having Antyodaya card i.e. (a), (b) and (c) above.

Case Study on suggestive/ any topic on Land can be based on household(s) owning land
that have been surveyed i.e. (d) above, and if required or needed or desired, any other
household engaged in agriculture may also be included.

The B N Yugandhar Centre for Rural Studies will share (if available) with you the report
of an Officer Trainee who has visited the village in 1990s for your reference and
comparison. This will help you to identify changes in the last 5–20 years.

(c) Checklists and Schedules

Village Schedule for Socio-Economic Study Page No. 18

Household Schedule for Socio-Economic Study Page No. 38
Village Schedule for Study of Land Administration Page No. 44
Household Schedule for Study of Land Administration Page No. 49
Guidelines for Report Writing Page No. 54

The list of questions will help you to understand issues of poverty and agriculture in-
depth through a person’s life story and conducting group meetings and individual
interview. The last chapter guides you to use your data for presentation and to prepare a
report, which includes a prototype reporting format and also tables as an output as part of
this manual. You are encouraged to use photographs, maps, charts, graphs and other
visuals for effective presentation of the report. Use of some anecdotes and quotes,
especially in the case study, can make the presentation more effective and interesting.

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 Chapter – II

Data Types and Data Collection Methods for Preparing

Reports and Case Studies

Stages of Research
The usual stages of a research are:

(a) Developing objectives of the study

(b) Identifying research area and sharpening it with formulation of research questions

(c) Undertaking survey of literature and summarising secondary data

(d) Preparing tools viz. schedule, a check list of questions, a list of observation

(e) Identifying source of information viz. informants, respondents for each schedule

(f) Collection of primary data

(g) Exploring possibilities for triangulation of data

(h) Data entry–based on coding or template

(i) Generating output viz. tables, charts, graphs

(j) Analysis and interpretation of primary data and linking this analysis with the points
that have emerged from survey of literature and report by OT of past batches
(comparative analysis)

(k) Identifying any specific problem of the village/individual(s) and/or persisting

gaps/lacuna of the system

(l) Evolving framework and structure for presentation/report

(m) Identifying different forms for presentation, i.e. tables, visuals (charts, maps, etc.),
photographs, videos, newspaper cuttings/ coverage, etc. and anecdotes and quotes

(n) Presenting data, analysis, interpretation and arriving at conclusions or presenting

‘challenges and way forward’ and outcomes of the intervention by the OT

Types of Data – Primary and Secondary

Data collection is mainly of two types viz. primary and secondary. The secondary data
means it is collected earlier by someone through different sources and methods. The

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secondary data could be available in quantitative and qualitative forms. For example,
Census data is quantitative data whereas District Gazetteer is descriptive as well as
quantitative data. Quantitative data is usually expressed by numbers and other statistical
methods, such as, per cent, equation and statistical formula, etc. Qualitative data refers to
description that reveals ‘quality’ of what is captured as data, i.e. about/of
situation/event/views or experiences, which is not expressed exclusively by number.

Primary data collection can take place in various ways; by using research methods and
techniques as well as participatory learning methods. The OTs are facilitated through
tools and techniques; methods and sources of information etc. to collect necessary
data/information, for example,

 Snowball technique (asking one person and then getting names of say four persons
who could provide necessary information and those four persons could suggest
names of eight persons and the snow ball gets thickened/number of information
providers increases) for rapport building with a person or a community,
 ‘ice breaking’ conversation,
 Interviewing individuals through execution of the Schedules/ Questionnaires,
 Conducting group meetings,
 Carrying out participatory exercises such as drawing maps of the resources/
common properties/ infrastructure available at the village.

With the use of necessary tools, such as interview schedule, check-list/guideline

questions, tabular formats, etc. and research or participatory method/technique, the data is
considered as ‘objectively collected data’ and ensures reliability, validity, and
authenticity. Some participatory learning methods include transect walk, resource
mapping, Venn or Chapati diagram, Matrix scoring, etc. help in capturing field realities
in a semi-structured manner.

Some basic steps are described here for primary data collection through field visit and
also about secondary data–sources including its use and role in understanding the
existing scenario. Amalgamation of different data/information and exploring their inter-
linkages is generally a part of ‘triangulation of data’.

Sources of Secondary Data

Identifying sources of information is one of the important parts of this assignment. Some
information from the secondary sources such as Census data, NSS District Handbook,
District Gazetteer, any published literature, etc. will be useful in preparing the report.
The primary and secondary information need to be combined for report writing and also
for cross-checking and verification of the data received from the field.

Census Data

A complete enumeration of the population that contains information on various variables

like gender, age, marital status, sex, occupation, education, distance of residents from
main roads etc. This also includes special series on socio-economic situation of the

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Scheduled Caste and Scheduled Tribes; migration series; etc. The District Handbook is
also part of this data-set.

Data of Socio-Economic Surveys (SE Surveys are conducted by the National Sample
Survey Office in various Rounds)

NSSO is the well known survey agency of the Government of India for collection of
statistical data in areas which are vital for development planning. This organisation
conducts large scale sample surveys on subjects like household consumption and
expenditure, employment and unemployment, health care and medical services, etc. It
also conducts Annual Survey of Industry (ASI) and Crop-cutting Surveys which help in
estimating agricultural production in India.

Research Methods for Primary Data Collection

You will be employing mainly six research methods for primary data collection that pass
the test of objectivity, reliability, validity and authenticity of data (authentic sources of
information). The methods are:
(i) Interview
(ii) Survey Method
(iii) Focus Group Discussion
(iv) Participatory Learning and Action
(v) Observation

(i) Interview Method

The interview could be structured or unstructured. This method helps you to elicit
information from a respondent to develop a holistic as well as in-depth understanding
about a topic under discussion/study. The information collected through interview could
be used for different purposes for example, as background information to the topic, for
filling up household survey form, preparing a case study, etc.

An interview involves asking different types of questions–

a) Close-ended (for example ‘yes’ or ‘no’, ‘select an option out of four’, etc.),
and/or
b) Open-ended questions (without providing pre-selection options),
c) Probing wherever necessary to obtain both types of data i.e. quantitative and
qualitative.

Different forms of interview include ‘informal conversational interview’, ‘guided

interview’ (with a list of questions), and ‘standardized open-ended interview’. You have
been provided with questionnaires and checklists (mostly with open-ended questions),
which will help you to get information about specific topics. One of the major differences
between ‘conversation’ and ‘interview’ as a research method is to maintain objectivity
(not taking sides, not using value loaded terms, not passing on comments/value
judgements, etc.). To ensure success, you are advised to be sensitive to individual
situations and allow flexibility in different interviewing situations.
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It is important for the researchers to familiarize themselves with questioning techniques
before conducting interviews. Individual vary in their ability to articulate their thoughts
and ideas. With good questioning techniques, researchers/ interviewers facilitate the
respondents/interviewee and obtain quality data from them. In this method, it is assumed
that the interviewer wishes to know or get information about the topic under study or
behaves as if s/he does not know much about the topic under discussion. This is partly
true. The interviewer carries a list of questions, which implies that the ground work on
the topic is carried out and the seeker is getting more or in-depth information or confirms
some pattern or trends through interview.

Interview Techniques

a) Ask Clear Questions: Any ambiguous question or a question consisting of a set of

questions which confuses a respondent may be resulted in getting vague
information. In order to get clear information, it is important to use words that
make sense to the interviewees (suitable to local contexts, language and cultural
usage, etc.) and each question is to be framed in a way that it is short, uses simple
language and is easy to understand.

b) Ask Single Questions: One question at a time should be asked. This way of asking a
question facilitates the respondent in thinking and answering it with a proper focus.

c) Ask About Actual Data/ Information and Experience Before Opinion and Feeling: It
is useful to ask questions about experience or behaviour before asking questions
about opinions or feelings as it helps establish a context for the informants to express
the latter. For example, you may ask about drop-out rate in the primary school and
reasons for the same but asking a question such as ‘Why would a child come to
school where the roof of the class room is leaking?’ is presumptive in nature and
value loaded.

d) Avoid Value Loaded Questions: The ‘adjectives’ should be used sparingly, for
example, ‘Why is your village very dirty?’ Instead, it could be asked, ‘What are the
reasons for garbage being spread over various places in the village?’ It would
certainly could elicit ‘proper reasoning’.

e) Don’t Put Words in the Mouth of the Respondents: Avoid asking questions, such as
‘Don’t you think the Gram Pradhan is collecting money for getting a work done?’
If you wish to know whether a Gram Pradhan is corrupt or not, there are other ways
to find out.

f) Combine Close-Ended and Open-Ended Questions and Sequencing the Questions:

In order to avoid confusion, you could ask a mix of close-ended and open-ended
questions. This refers to the efficient use of a special kind of questioning technique
called ‘Funnelling’, which means asking questions that move from general to specific
and from broad to narrow. If you are conversing about ‘poverty alleviation
programmes–then and now’, you can sequence the questions according to time.
Whether poverty has increased; reasons for it; forms of poverty, etc. could make a
mixed set of questions.
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g) Probe & Follow-up Questions: The purpose of questioning is to expand the
response to a question; to increase the richness of the data being obtained, and to
give clues to the interviewee about the level of response that is desired. In a way, a
series of logical questions–factual to opinion based. For example, you could
sequence it by just asking, “Please tell me three major changes in the village in last
two decades”, and ask the following question “Please elaborate with examples”,
also changes, etc. would elicit information that you wish to capture. Sometimes,
you may have to repeat significant words of an answer can lead to further
elaboration.

h) Interpret Questions: Throughout the interview, the researchers should clarify and
extend the meanings of the interviewee’s statements to avoid misinterpretations on
their part. For example, “You mean to say that ….” or “Does the expression…..
cover what you have just expressed”, etc. This way of questioning allows the
interviewees to confirm or disconfirm what has been interpreted by you as an
interviewer.

i) Avoid Sensitive Questions and Encourage a Free Rein But Maintain Control: It is
advisable to avoid sensitive questions which may irritate or emotionally hurt the
respondent, probably resulting in an interruption of the interview. The respondent
may feel emotionally uneasy and start avoiding answers if the questioning is too
deep. The researchers should be prepared to let the interviewees ‘travel’ as they
like, but a rough checklist of ideas or areas the former only want to explore is
useful. This can be achieved by respecting the informants’ opinions, supporting
their feelings, or recognizing their responses. This can also be shown by the tone of
voice, expression or even the gestures of the interviewer.

Techniques for Analysis of the Data Collected from the Interview(s)

a) Identifying and clarifying contradictions

b) Creating linkages for deeper understanding of the topic under discussion/ study
c) Separating factual information, experience, views/opinions, and feelings/ emotion
based data
d) Identifying points for further dealing and sources of information for acquiring
necessary data
e) Identifying need for supplementing data (from other sources of information, e.g.
secondary sources, other respondents’ views, etc.)

You may sometimes have a chance to write or record the interview. You may make a
detailed note after the interview is over and then go back to the notes to check/ ensure that
you haven’t missed any information that was provided by the respondent(s).

Before closing the interview, you need to summarise quickly and then ask the respondent
whether s/he wants to tell or ask you anything more. There may be something which has
been worrying them all along and is associated with vital information. Thank them for
their time and cooperation.

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(ii) Survey Method

This method may be planned on paper at an initial stage. The form and type of survey is
chosen based on its purpose and use of data collected through this method. The number
of respondents to be covered has direct implications on cost and time to conduct the
survey.

Usually, a sample of population is chosen as a first stage of survey method followed by

data collection from that sample on the different variables. Sampling is simply
understood as ‘representation of the population’ for the topic under study in terms of
units, elements, characteristics. The ‘representation’ and ‘generalisation’ works two ways
for analysing and interpreting the data. Sampling is preferred in order to avoid any bias to
maintain objectivity. Complete set of population is called ‘universe’. From the universe
(target population), the study population is identified followed by ‘sample’, which is to
be covered under the survey. There are other types of sampling, such as random
sampling, purposive sampling, stratified sampling, etc. Some types of surveys may get
better response rate than others, and thus factor into the decision making process.

(iii) Focus Group Discussion (FGD)

Focus group discussions take place in a group of about eight to twelve persons,
preferably from same social and economic background (caste/community/tribe, religion),
educational background and sex/gender to discuss one topic of interest.

A group leader/moderator asks questions/ facilitates discussion and tries to maintain

complete natural flow of conversation in the group. Each participant is encouraged to
express views and sharing feelings and to interact with others in the group while
answering the moderator’s question. This expression is expected to enable a better
understanding of the particular issues and people’s behaviour regarding the issues. The
participants usually share common characteristics like age, sex, etc.

Before the Discussion, During the Discussion, and After the Discussion

Before discussion, visit different parts of the village; talk to local leaders and village
residents; select suitable participants based on the criteria mentioned earlier; select the
place of focus group discussion and find out a suitable time to meet. Inform each
participant about time, venue and expected time for conducting FGD. Ensure appropriate
seating arrangement. It is preferable to sit in a circle.

During discussion, interact with each participant. You are encouraged to ask question,
discuss the response, motivate every participant to respond to questions and take part in
discussion and take notes. Before starting another question, take a stock whether
information received from the participants is adequate. If not so, please probe the
question for further information. Before concluding, take a cursory look at the notes to
check/ensure that you haven’t missed any information that was provided by the
respondent(s). Before closing the discussion, you need to quickly summarise and then ask
the participants whether they want to tell or ask or clarify anything. Thank them for their
time and cooperation.

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After discussion, expand the field notes and identify necessary information to be
collected from other sources as well as information that needs to be supplemented or
checked through secondary data.

(iv) Participatory Learning and Action (PLA)

This is a method to collect necessary information through different techniques and

with use of local materials: people’s participation is a key to this method. The
repertoire of PLA is large and ever-evolving, such as, preparing maps, time lines (for
season and related activities or historical information), transect walks, resource
mapping, creating problem trees, Venn (Chapati) diagram, ranking activities,
creating/ preparing matrix, etc.

(v) Observation

This is mainly used for generating qualitative data as well as for checking/ verifying and
confirming information (time taken for an activity, behavioural pattern of a person i.e.
how a person responds to the situation, how a person interacts with others, etc.) from the
field. It helps in creating systematic information on events and behaviour of the
respondents or the persons/groups under the study as well as to verify certain
facts/matters under study. It documents non-verbal expressions, such as,
feelings/emotions. Prior to establishing rapport with persons in the field, the observation
as a method helps in identifying informants as collaborators. The ‘descriptive
observation’ takes place when it follows pattern of ‘what is to be observed, at what time
and from which place’. Similarly, ‘focused observation’ took place when a particular
detail need to be confirmed. When the researcher participates in some of the activities to
observe, it is called as ‘participant observation’.

Triangulation of Data for Report Writing

All the information–primary and secondary data–are inter-connected. A household data
could be linked to village level data to complement and verify and thus it can be inter-
linked/ triangulated. A clear picture of the village under visit should emerge at the end of
the village visit and also in the report/assignment. A picture that emerges through a
‘village schedule’ could be linked with house hold survey, either reconfirming results or
bringing out contradictions of village data collected. However, this primary data would
help in identifying policy issues, framing of policy/changes in existing policy and
institutional mechanism and process implementation.

With the help of these tools, you would be able to collect information, perceive ground
reality, make observations, learn to talk to people on different developmental issues and
their lives etc. All the questionnaires put together would help you in creating a picture of
the village under study mainly on the issues of land use, education, health care, and
poverty alleviation programmes in the village. While writing reports you can check back
and forth regarding the information that you have collected and check it again in case of
discrepancy in the information.

At most places in the questionnaire the source of information or person to be contacted is

mentioned. Wherever required, you may modify the questions; add necessary questions
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in order to get adequate details and precise information. Some inter-linkages are also
mentioned in the footnote suggesting possibilities of triangulation of the data collected
for report writing.

Some guidelines are provided for report writing by triangulation of data and different
forms of presentation, for example table generation, using data for generating
charts/graphs, identifying descriptive data, using secondary data/ sources for creating a
holistic picture of the village etc.

The issues covered in Sl. No. 19, 20, 21 and 22 of the Village Schedule for Socio-
Economic study are to be studied Cadre-wise. Officer Trainees are instructed to
cover only ONE Issue mentioned against their Cadre (details can be seen at Page
No. 28).

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PART – 2

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 Chapter – III

Village and Household Schedules for Socio-Economic Report

Officer Trainee’s Name :

OT Code :
Date, Month & Year :

(A) VILLAGE SCHEDULE

1. Village Specifications

1.1 Name of village with census code:

1.2 Block with census code*:

1.3 District with census code*:

1.4 State with census code*:

2. Demographic Profile

2.1 Total population of the village (2011 Census) ________________

No. of male ________ No. of female_________Others _________

SC ________ ST _________ OBC _________ Gen ___________

2.2 Rate of growth of population over different Censuses:

Year Population Rate of Growth Sex Ratio
1991

2001

2011

2.3 Male Literacy ________ Female Literacy ________ Literacy ________

3. Location of the Village & Basic Amenities

3.1 No. of hamlets:


For census code please visit http://censusindia.gov.in
18
3.2 Distance of the village from:

Place Distance (in Kms.)

a. District Headquarters
b. Block Headquarters
c. Nearest Tehsil/ RI Office/ Patwari Office
d. Nearest Bus Stop
e. Nearest Railway Station
f. Nearest Town
g. Nearest haat (held on a regular basis in rural areas)
h. Nearest market
i. Nearest branch of a bank/ Primary Agricultural Co-
operative Society (PACS)
j. Nearest post office
k. Nearest Primary Health Centre/ Community Health
Centre/ District Hospital
l. Nearest Auxiliary Nurse Midwife Sub-Centre

3.3 Basic Amenities

Basic amenity Yes/ No

a. Electrification
b. Street light
c. All weather approach road
d. Mobile Connectivity
e. Community based safe drinking water sources
f. Primary school (Class 1–5)
g. Primary Middle school (Class 1 – 8)
h. Secondary school (Upto Class 10)
i. Higher Secondary school (Upto Class 12)
j. Primary Health Centre
k. Integrated Child Development Services (Anganwadi)
l. Veterinary dispensary
m. PDS/Fair Price Shop
n. Panchyat Bhawan
o. Graveyard/ Burial Ground
p. Primary Agricultural Cooperative Credit Society
q. Grain market
r. Shop of seeds/ fertilisers, etc.
s. Community Toilets
t. Other (Specify)


Fifteenth Finance Commission (2021-2026) has recommended devolving Rs. 2,36,805 Crore to the Gram
Panchayats (Rural Local Bodies) alone for delivery various basic services, such as Drinking Water,
Sanitation including solid and liquid waste management, Electricity, Roads, Playgrounds, Parks, Burial
grounds/Crematoria, Other services devolved by the State laws.
19
4. Details of Land and Irrigation

4.1 Total Area of the village at present2 (in hectare):

4.2. Land use (strictly in hectare)

a. Forest
b. Area under non-agricultural uses
c. Barren and uncultivable land
d. Permanent pastures and other grazing land
e. Land under miscellaneous tree crop
f. Cultivable waste land (5+ years)
g. Fallow land other than current fallow
h. Current fallow (<1 year)
i. Net area sown

4.3 Write number of landless families to whom government has given land in last five
years in following categories:

a. Residential/Abadi __________________
b. Agriculture _______________________

4.4 Net Irrigated Area (NIA)

a. Surface water (pond/ lake/ river etc.) facility for irrigation: Yes/No
b. If yes, get more details*– source of water, how many hectares of land are
covered, water supply during a year (months), etc.
c. Irrigated Area (in hectare) ________ Unirrigated Area (in hectare) _________

4.5 Type of soil (write local name of the soil):

alluvial/black/red/laterite/mountain/sandy

4.6 Watershed development

a. Any work on watershed project in the village, either by the government or the
villagers themselves has undertaken: Yes/No
b. If yes, write a note on it.

4.7 Give a brief status of Pradhan Mantri Krishi Sinchayee Yojana (PMKSY)

5. Agriculture Systems

2
Record information from Patwari/ Lekhpal
*
If needed use a separate sheet of paper for writing the note
20
5.1 Cultivable Land under:

Sl. Items Land (in hectare)

a. Ownership cultivation3
b. Tenancy4
c. Other (encroached/ contract farming etc.)

5.2 Distribution of operation (land) holdings

Sl. Size of Holding (in hectare)

a. <1
b. 1-2
c. 2-4
d. 4-10
e. More than 10

5.3 Area under various cropping system (in hectare)

a. Monocropping or Monoculture
b. Two crops
c. Multiple cropping

5.4 Coverage under various Agri-Insurance Schemes (Period Year 1 to Year 2):

No. of Beneficiaries No. of Beneficiaries who No. of Beneficiaries who

claims received compensation

5.5. Cropping pattern of major crops:

Major Crops Crops Grown Area under cultivation

(in hectare)
Rabi crops

Kharif crops

Cash crops (Tea, Rubber, Cotton,

Sugarcane etc.)
Horticulture

5.6 Any instances of conflict over land (caste/community, over land acquisition, wild
animal menace etc.). If yes, give a short brief.

3
Land cultivated by those in whose name the land is or legal heirs of such person
4
Land cultivated by anyone other than in whose name the land is or legal heirs of such person
21
6. Tenancy5: Law, practice & field observation

i. Whether Tenancy is permitted in the state by law? Yes/ No

ii. Is oral tenancy practiced? Yes/ No

6.1 Write a short note on tenancy situation in the village:

7. Agriculture Marketing:

7.1 Does Government procure any agriculture products? Yes/ No

7.2 How many farmers got minimum selling price in last year (MSP)? Number:

7.3 Is there any co-operative society in the village? Yes/No

a. If yes, write name(s) and type(s) of the cooperative(s):
b. What are its main functions:

7.4 How many farmers have enrolled for PM Kishan Nidhi? Number:

7.5 Give a brief status of PM-Kisan Samman Nidhi (PMKISAN), Pradhan Mantri
Fasal Bima Yojana (PMFBY) and Soil Health Card Scheme.

7.6 How many central flagship programmes related to the agriculture are running in
the village? Give details and also mention if there are any conversing schemes/
programmes?

8. Employment and Migration

Nature of Jobs Number of Households

Government Service
Private Service
Shopkeeping
Others (Poultry, Fishing, etc.)

8.1 Whether people in or out migrate?

[In migrate-01, Out migrate-02, Both-03, None-04]

8.2 Places of out-migration: Rural to urban-01, Within district-02, Within the state-03,
Out of state-04

5
Tenancy is a form of lease arrangement. The land owner gives land on lease for cultivation. Different
variations of tenant arrangements exist, including sharecropping. There exists a large dependency of
tenants on the land owners. In most of the states, oral tenancy is practiced. A landowner provides
capital, equipment, and other assistance such as fertilisers and pesticides for cultivation of the farm; an
agreement is devised for cost of labour, sharing of crops, cost of water provided for irrigation, and other
costs. Reverse tenancy or capitalist tenancy is on rise, wherein rich and large farmers participate in the land
lease market as tenants. This phenomenon is observed in the areas where irrigation and modern technology
for agriculture is available; the rich farmers prefer to take land on lease rather than purchasing it.
22
8.3 Nature of work they generally out-migrate for:

8.4 Give a brief status of Deen Dayal Upadhyaya Grameen Kaushalya Yojana
(DDUGKY) and Pradhan Mantri Kaushal Vikas Yojana (PMKVY) schemes

9. Approximate number of livestock in the village:

a. Grazing land actually available in the village: Yes/ No
b. Diseases among livestock and details of veterinary services available at the
village/ at nearby location

10. Is there any Micro/ Small Scale/ Cottage Industries in the village? Yes/ No
a. If Yes, number and type of Micro/ Small Scale/ Cottage Industries ………….

11. Socio-economically marginalized persons

Sl. Persons Total Population

SC ST Others
1. BPL families
2. Widows
3. Divyang
4. Mental Illness
5. Visually challenged
6. Child labour
7. Destitute
8. Orphan
9. Others

12. Public Distribution System (PDS)6

a. No. of Fair Price Shops (FPS) in the village

b. No. of ration card holders
c. How many ration card are linked with Aadhaar?
d. Visit at least one FPS and find out the following from the register and
inspection report given to the FPS holder *: (i) Opening Stock at the
beginning of the month, (ii) Allocation for the month, (iii) Wholesale
kerosene dealer bill No., (iv) Quantity actually received by FPS dealer, (v)
Total Quantity of all items, (vi) Quantity distributed, (vii) Closing stock
as per registers, Actual Ground balance at the time of inspection, (viii)
Variations, (ix) Whether the stock-cum-price list board exhibited in
prescribed format, (x) Whether the FPS dealer is maintaining work hours
as per prescribed timings, (xi) Explanation of the Dealer/ dealer’s
representation, (xii) Whether the FPS dealer distribute ration by biometric
authentication, and (xiii) Point of Sale (PoS) machine is used or not.

6
PDS is to ensure food security to all citizens, particularly poor people, by making available essential
commodities of good quality at affordable prices every month, through fair price shops which are
accessible/in nearby distance.
*
If needed use a separate sheet of paper for writing the note
23
13. Sanitation: An Overview
a. Existing Drainage System: number of drains, number of open drains (nali),
soak pits, leach pits etc. and are they cleaned regularly, etc.
b. Garbage disposal system.
c. No. of households having access to toilets. Find out number of households
regularly using toilets. Also find out reasons for not using toilet at home.
d. Solid and Liquid Waste Management System for overall cleanliness in the village.
e. Extent of sanitation in the village.
f. Swachh Bharat Mission promotes cleanliness, hygiene and elimination of
open defecation – any plans or measures undertaken by the village? If yes,
write a brief note.
g. Manual scavenging present – y/n? If yes, please briefly mention on nature of
practice, extent, population affected/involved in continuing the practice, steps
taken by administration etc.

14. Health Care

a. Number of ANM vacancy ________ Filled-up ________
b. Facilities at ANM Sub-centre
c. Number of private practitioners/dispensaries in the village__________
d. Number of practitioners: Legal ________ Non-Legal _________
e. Number of dispensaries: Legal ________ Non-Legal _________
f. ANM visits regularly: Yes/No
g. Are villagers given free medicines: Yes/No
h. Facilities of deliveries: Yes/ No
i. If Yes, number of institutional deliveries in the sub-centre in last one year ___
j. Integrated Child Development Services: Number of functional ICDS units
(Integrated Child Development Services) in the village: ___________
k. Give a brief status of Ayushman Bharat-Pradhan Mantri Jan Arogya Yojana
(PM-JAY), National Rural Health Mission (NRHM) and Pradhan Mantri
Matru Vandana Yojana (PMMVY) schemes.

14.1 How many central flagship programmes related to health care are running in the
village? Give details and also mention if there are any conversing schemes/
programmes?

15. Education
Name of School with UDISE code7:

a. Number of sections by class (if the class is stand alone, has no section then enter 1)
Classes Number of Sections
Pre-Primary
I
II
III
IV
V

7
For UDISE code of the School please vist www.src.udiseplus.gov.in
24
 b. Whether pre-primary section (other than Anganwadi) attached to School? Yes/ No
If Yes, Total students in the pre-primary section:
Student LKG UKG
Boys
Girls

c. Status of the school building?: Private-1, Rented-2, Government-3, Government

school in a rent free building-4, No Building-5, Building under Construction-6,
School running in other Government Building-7

d. Whether land is available for expansion of school facilities? Yes/ No

e. Number of Non-teaching/ Administrative and Support staff in-position

Staff Designation No. of Staff in-position
Library Assistant
Laboratory Assistant
Peon/ Multi Task Service
Night Watchman
MDM Cook

f. Number of Teaching staff in Position

Teaching Staff in-position Number
Teaching Staff (Regular Teacher)
Teaching Staff (Contract Teacher)

15.1 Detail of infrastructure facility at Elementary School (mandatory to visit to a

school)

(a) Compound/ Boundary wall: Yes/No

(b) Detail of toilets:

Sl. Description Boys Girls Total
Total Functional* Total Functional* Total Functional*
1 Number of toilet seats
available excluding
CWSN friendly toilets
2 Number of CWSN
friendly toilet seats
3 Total number of toilet
seats including
CWSN friendly toilets
4 Total number of
Urinals available
Note: *Definition of functional toilet: water available in the toilet, minimal odour (no foul smell), unbroken
seats, regularly cleaned, dry, with working drainage system, accessible to users, closable door

25
 (c) Availability of drinking water: Yes/No (get details such as source of water,
how much drinking water is supplied in a day, is that adequate for no. of
students in the school, if not, any alternative to be explored/available, safe for
drinking)
(d) Quality of water available: potable and not potable
(e) Total no. of class rooms: _______
(f) Total no. of teachers sanctioned: _______ male: ______ female: ________
(g) Total no. of teachers posted: _____male: ______female:______
(h) Total number of technical teachers posted: ______male: _______
female:________
(i) Find out ‘Teacher-student ratio’ in one of the sections of each standard,
for example, section A of standard 1, and so on.
(j) Teacher absenteeism/proxy attendance prevalent? Y/N? If yes, give a short
brief.
(k) Whether MDM served every day: Yes/ No
(l) Observe seating arrangement during MDM8 (observe if SC students are
segregated, arrangement for differently abled children)
(m) Shed for mid-day meal (MDM): Yes/ No
(n) Availability of free Textbooks, Teaching Learning Material (TLM) and
play material (in current academic year)
Details Pre-primary Primary
Whether complete set of free textbooks received:
Yes/ No/ Not Applicable
Whether TLM available for each grade: Yes/ No
Whether play material, games and sports equipment
available for each grade: Yes/ No

(o) Whether electricity connection is available in the school? Yes/ No/ Yes
but not functional
(p) Whether the school have library facility/ Book Bank/ Reading Corner?
(q) Whether school is approachable by all-weather roads? Yes/ No
Facilities Available Total Total number of books from
(Yes/ No) number of NCERT, NBT or any other
books Government publisher
Library
Book Bank
Reading Corner

(r) Whether Playground facility is available? Yes/ No

(s) Whether Medical check-up of students was conducted in last academic
year? Yes/ No
(t) Is menstrual hygiene taught in the school? Yes/ No
(u) If Yes, prepare a brief note
(v) Distribution of sanitary pads: Yes/ No
(w) Which Computer Lab is available in the School? ICT/ CAL/ Both/ None

8
It is mandatory to visit the school for consecutive 2-3 days to get more details about Mid-Day Meal
(MDM)–whether menu is followed, nourishment is taken care of, quality of food, does MDM contribute in
retaining students in the school, etc.
26
15.2 Collect information about number of enrolment, drop-outs in last three years and
find out reasons for non-continuation of schooling of the dropouts*.

16. Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA)

a. Since when is the scheme being implemented? Mention month, year:
b. Number of job card holders in the village9:
c. Number of works sanctioned in last financial year _____________
d. Number of people employed in last financial year _____________
e. Number of people completed 100 days of work _______________

16.1 Verification of Job cards (at least 10 Job Cards have to be randomly verified)

Sl. Job card Name of the Whether entry details given up to date Remarks
No. worker Attendance Payment
1.
2.
3.
4.
5.

16.2 Divyang workers

a. Whether all the Divyang workers have been formed into separate groups of 5 or
10 members for earth work activities or they have been given specially assigned
work (care of children, supply of water, writing of NMR etc.): Yes/ No
b. Whether all the Divyang have been paid the full wage rate as notified by
the State: Yes/ No
c. Vulnerable Groups:
- Disabled
- Old age people (65+ with no one to take care)
- Women in special circumstances
- Primitive/ Nomadic tribal

16.3 What are the schemes conversed with MGNREGA? Prepare a brief note.

17. Poverty Alleviation Programmes

a. Is there any special project previously sanctioned under Deendayal Antyodaya
Yojana National Rural Livelihoods Mission (DAY-NRLM) financed by
MoRD running in the village: Yes/ No
b. If yes, mention details–name of the project, name of the implementing or
nodal agency, provisions of the scheme/ programme, etc.
c. Total number of SHGs in the village:
d. Give brief of National Social Assistance Programme (NSAP), Pradhan Mantri
Awas Yojana (PMAY), Deen Dayal Upadhyaya Gram Jyoti Yojana
(DDUGJY) schemes.

*
Use a separate sheet of paper for writing the note
9
In many states, job cards are not being maintained in physical forms. In that case, this data can be
accessed from MGNREGA website (MIS) and the details can be verified physically.
27
 18. Get details of all the SHGs in the village and which of these are engaged in
economic enterprise/ income generation activity:

Sl. Name Years of Directly Detail number of Total Revolving Major

of existence linked to members collection fund (loan activities
SHG Govt. scheme (in Rs, on given to the undertaken
(if yes, write last date of members, in the last
name of the T M F the previous other financial year
scheme) month, year) details)

18.1 What are the schemes conversing with SHG programme/ movement? Prepare a
brief note.

The issues covered in Sl. No. 19, 20, 21 and 22 are to be done Cadre-wise. Officer
Traines are instructed to cover only one issue mentioned against their Cadre. The
details are as follows:

Sl. No. 19: Integrated Child Development Services (Anganwadi Centre)

Cadre: Gujarat, Assam-Meghalaya, Himachal Pradesh, Manipur, Tamil Nadu, West
Bengal

Sl. No. 20: Malnutrition

Cadre: Chhattisgarh, AGMUT, Jharkhand, Madhya Pradesh, Odisha

Sl. No. 21: Study of a Self Help Group (SHG)

Cadre: Andhra Pradesh, Kerala, Telangana, Tripura, Uttarakhand, Bihar

Sl. No. 22: Panchayat

Cadre: Haryana, Karnataka, Maharashtra, Punjab, Rajasthan, Sikkim, Uttar Pradesh

19. Integrated Child Development Services (Anganwadi Centre)/ Auxiliary

Nurse Midwife (ANM)
(a) Look at ICDS register of last one year and find out the following:

i) Supplementary nutrition given to children below age 6 years and

pregnant and lactating mothers– number of beneficiaries
ii) Immunisation details– number of children & name of vaccines; and
number of pregnant women immunised
iii) Health check-up–whether chart of the children’s growth is prepared
based, weight & height checked (number of children), nourishment
iv) Referral services to pregnant and lactating mothers provided

(b) Number of home deliveries in last year

(c) ASHA (Accredited Social Health Activists): Performance and impact
(d) Number of ASHA workers

28
 (e) Get details about a scheme in the state that takes care of maternal mortality
and infant mortality. Assess its performance in light of prevalent maternal
mortality rate (MMR) and infant mortality rate (IMR). Get details–number of
home delivery, number of delivery at hospitals, number of children born,
number of neonatal died, measures undertaken, and its impact.

Please analyse the functioning and effectiveness of the Integrated Child Development
Services as a system and write a report on the basis of your analysis in 1000 words.

20. Malnutrition

Malnutrition Audit: Taking a deep dive into the causes of malnutrition in rural India.

Malnutrition comes in many forms – some more visible than others. Although stunting
(low height for age) affects many more children in India than severe wasting (extreme
thinness for height), the visible nature of wasting makes it more conducive to undertake a
nutrition audit. Basically, in an audit, you should keep asking “why?” till you reach the
root of the problem. Accordingly, the purpose of this exercise is to identify the root of
the issue and not just a superficial glance/ analysis.

The malnourished child has to be the focus of your investigation, and you should be able
to find out what went wrong, and how that can be redressed? Following are the broad
guidelines for conducting a malnutrition audit:

(i) NRC: Visit a Nutritional Rehabilitation Centre (NRC) and interview at least 3
parents/ caregivers and 2 staff of children undergoing treatment for severe acute
malnutrition (SAM). Decide which child’s story you are going to look at in detail.
Gather information on that child and the factors leading to that stage of malnutrition.
Use a conversational style, and get the parents/ caregivers to tell you how these listed
drivers of malnutrition unfolded for their child. Also collect information on the family
circumstances of the child such as income, education, assets, number of children, age of
mother at delivery, etc.

Collect information from the NRC registers to obtain information on how children are
identified and screened into the NRC, how long they typically stay and how many come
back? Identify patterns, e.g. if some villages send more children, and whether there are
some villages from which no children even come. Ask the NRC staff what mechanisms
they employ to follow up the child in the village after discharge and what role the PRIs
play in that?

(ii) Village: After interviewing the parents/ family members who is accompanying the
child at the NRC, identify the child’s village and then make a visit to the village to
assess the conditions related to the functioning of key supportive services for nutrition
– the ICDS, the health centre, ASHA, ANM, ration shop – and also assess the overall
situation with respect to social structures, panchayat functioning, sanitation and hygiene
and employment opportunities. You can use the nutrition intervention framework*
given below as a reference. Find out if there are earlier/ current instances of
malnutrition in the mother or siblings, whether there are any special circumstances (like
migration, single parent headed household, any persons with disability, landlessness,
29
early marriage or any other factors) that make the family vulnerable. Also assess if
there could be other such households in the village.

(iii) Analysis: After you have completed the interviews, the NRC visit and the village
visit, come back and review the data from the NRC and the village you visited. Also
find out overall what proportion of children in that district are severely wasted as per
the NFHS-4/5 data, and whether in your analysis it emerges that there are certain areas
from where SAM children are not being sent to NRCs. Find out if there are some
systematic causes behind this.

Broadly, your analysis based on the NRC data, the district and block level MIS data,
your visit to the children’s villages, and the data on the household should bring out the
following insights in your report:

1. What are the major immediate and long term causes behind the child’s
severe acute malnutrition? Examine both the immediate and peripheral
causes and identify the most critical ones in this case.
2. How can some of the causes/ risk factors be addressed to prevent
malnutrition? Are the concerned government agencies doing this effectively
in the village?
3. How could preventive services and programmes be strengthened at village
and GP level? Can vulnerable families be identified a priori and concerted
action done to help them? What would be the criteria for the identification
and how could the identification and response by local agencies be ensured?
4. What insights did you gain into how effectively systems at all levels
coverage and deliver in ensuring that malnutrition is prevented, and if it
happens, is effectively addressed? What are your suggestions for system
strengthening at all levels such as village, GP, Block and district in this
context?
5. Any death due to malnutrition/ hunger has happened in the recent past. If
Yes, reasons lead to hunger death.

30
*Nutrition Intervention Framework

Optimal maternal and child nutrition

Nutrition-specific
interventions and development

 Adolescent and
preconception nutrition Breastfeeding Feeding and Low burden of
 Maternal dietary Nutrition caregiving infectious
supplementation or Foods practices diseases
fortification Nutrition sensitive
 Breastfeeding and interventions
complementary feeding  Agricultural and food
 Diet supplementation for Feeding and Health services
security
safe and hygienic
children Food Security caregiving  Social Safety nets
Environment
 Dietary diversification resources  Early child
 Feeding behaviours and development
stimulation  women's
empowerment
 Treatment of severe acute
Basic causes  child protections
malnutrition
 Education
 Disease prevention and  Water and Sanitation
management  Health and planning
Adapted from Lancet 2013 services

The report on Malnutrition including the analysis of the above questions should be of
minimum 1000 words.

21. Study of a Self Help Group (SHG)

Study of a Self Help Group (SHG) – outcome and achievements:

a. Date of formation: ________ (derive years of existence)

b. Is this Group of mixed membership (males & females): Yes/No
c. Social composition of the Group: no. of SC, ST, OBC, general category,
other (specify)
d. Periodicity of meetings: weekly/fortnightly/monthly (see register)
e. Monthly contribution by members: ______ (in rupees)
f. Get details about financial performance: (Study these details to understand
economic development that has taken place – Details of bank account,
Income and expenses, profit or loss, Details of Profit/loss sharing)
g. Which income generation activity is undertaken
h. Marketing facilities available to the SHG (shops, market sheds,
transportation, etc.)
i. Find out about infrastructure facilities available to the SHG (manufacturing,
processing, packaging, etc.)
j. Find out about availability of raw materials (which material – if more than
one, mention all the names of the materials, is it necessary that the SHG has
to buy the material from open market or the members can develop, in case
material has to be bought, its market price, availability–regular/ seasonal,
etc.)
k. Availability of Skilled Labour– through trained members, in case skilled
labour hired–proportion of trained members and hired skilled labourers, cost
of hiring, etc.
l. Number of members trained for income generation activity
31
 m. Management aspects–who manage manufacturing, ensuring supply of raw
materials, availability of labour, marketing, etc. need to be studied in detail

Please analyse the functioning and effectiveness of the Self Help Group as a system and
write a report on the basis of your analysis in 1000 words.

22. Panchayat
(a) Structure and working of the Gram Panchayat

 Population of Gram Sabha:

 Number of elected members and their composition

Sl. Name M/F Age

1.
2.
3.
4.
5.
6.
7.

 Committees under the Gram Panchayats

 Other Gram Panchayat level committees which the head of the Gram
Panchayat leads or participates in
 Functioning of Gram Sabha –

(i) Regularity of meeting: Yes/No

(ii) Attendance in the last meeting:
Total Members Attended Not Attended
(iii) Participation of women: Yes/No
(iv) Are all decisions implemented? Yes/ No
(v) How is accountability enforced?

 Relationship with the SHG network10

(b) Infrastructure

 Buildings and facilities including water supply, electricity and their adequacy
and shortcomings
 IT infrastructure
 Assets of Gram Panchayats – including land – and how they are utilized?

10
Instructions of Ministry of Rural Development in the Master Circular on DAY-NRLM – Part II – Page
283 to 294 (See Annexure-1)

32
(c) Human Resources

 Permanent Staff:
Name of Qualification Recruitment Remuneration Job
Permanent Staff process description

 Contract/casual staff
Name of Qualification Recruitment Remuneration Job
Contract/ Casual process description
Staff

 Whether support is received from higher tiers?

 Is strength of staff sufficient?
 Vacancies in permanent and temporary staff – since when, why?

(d) Functions of the Gram Panchayats (as devolved and as really exercised as per
law, government orders, tradition, etc.)

 Civic functions
Amenities Functions

Solid and liquid waste management

Water Supply
Electricity Especially Street Lights
Crematoria/ Burial Grounds
Parks
Play Grounds
Others (if any, specify)

 Regulatory functions including licensing, protection of commons

 Human development functions related to health, nutrition, education and
poverty reduction
 Economic development functions related to agriculture, animal husbandry and
livelihoods
 Provision of infrastructure within the village, like roads
 Operation and maintenance of public assets and facilities
 Ecological development functions like protection of water-bodies, trees,
commons, etc.

33
 Social development functions
Issues Functions

Peace and harmony

Rights of the aged and children
Rights of the Divyang
Combating practices like substance and use
Dowry
Promotion of voluntarism

 Governance functions
 Functioning of the Gram Panchayats and their Standing Committees
 Maintenance of registers and records
 Functioning of the Committees in which head of the Gram Panchayat is a
member
 Level of e-governance
 Effectiveness of Gram Sabha in terms of participation, inclusion, decision
making, monitoring, etc.
 Different public institutions in the Gram Panchayat area:
Institutions of Gram Panchayat Functions

Anganwadis
Health Centres
Krishi Vigyan Kendras
Veterinary Centres
Any others

 Role of Gram Panchayats in the delivery of different services to the

citizens
 Role of Gram Panchayat during COVID lockdown and post lockdown
 Convergence of schemes, resources
 Accountability
 Maintenance of accounts
 Regularity of audit, who audits, frequency of audit, follow up of audit
 Processes followed in selection of beneficiaries, location of assets, etc.
 Social accountability measures like transparency, pro-active disclosure,
social audit, etc.
 Grievance redressal
 Monitoring of activities of the Gram Panchayats – internal, external
 Participatory process in the Gram Panchayat, formal and informal, and
their functioning

34
(e) Resources available with the Gram Panchayat

 Resources of Gram Panchayat

Type of Rate Collected Amount Actually Own Taxes
Resources Amount Collected

 Non-tax sources:
Type of Non Tax User Rate Collected Amount Actually
Sources Charges Amount Collected

 Grants from the State Finance Commission norms for devolutions; due,
actually received.
 Other grants from the State Government norms for devolution; due,
actually received.
 Fifteenth Finance Commission grants (since 2016); due, actually received.
 Schemes transferred to Gram Panchayats by the State Government;
including central schemes:
Name of Schemes Type Amount

 Flow of funds from state, how accessed?

 MGNREGS (since 2016); labour budget proposed, accepted, actually
implemented.
 Other resources mobilized by Gram Panchayats including shramdan,
donations in cash and kind, etc.

(f) Autonomy

 The level of real autonomy of the Gram Panchayat may be assessed

especially in expenditure decisions, issue of administrative and technical
sanction, final selection of beneficiaries and choice of works under
different programmes. Also the control over the elected body by officials
may also be highlighted.

35
(g) Effectiveness of planning and implementation of MGNREGA vis-a-vis
guidelines
↳ with special reference to processes, inclusion, transparency, effectiveness

(h) Effectiveness of planning and implementation of Gram Panchayat

Development Plan (GPDP) vis-a-vis guidelines
↳ with special reference to processes, inclusion, transparency, effectiveness

(i) Capacity building:

 Number of capacity building/training organized Yes/No, Number-
 Quality and impact

(j) Work flow of the functioning of elected representatives, especially elected

heads with special reference to empowerment of SC/ST, women
representatives.

(k) Assessment of the functioning of the Gram Panchayat as an institution

 Carrying out devolved functions and responsibilities and delivery of local

level development
 Technical support available
 Resource mobilization
 Coordination with other departments and agencies
 Activeness of Gram Sabha
 Synergy with SHGs and other people’s groups
 Accountability especially social accountability

(l) Perception of following key stakeholders on the functioning of the Gram

Panchayats:
 SHGs
 Citizens especially those belonging to marginalized groups
 Local officials, senior officials
 People’s groups and civil society organizations
 Elected representatives of the Panchayat especially women, SC/ST, etc.

(m) Special Factors to be Studied in Respect of Vth Schedule Areas

 Panchayats (Extension to Scheduled Areas) Act, 1996 is applicable in the Vth

Schedule areas. In such places the operationalisation of PESA needs to be
studied in detail with special reference to the functioning of Gram Sabha and
its exercise of powers conferred under Sec. 4 of PESA. Also how different
State Laws and Rules especially relating to Excise, Mining, Revenue, Tribal
Land Alienation, etc., have been made PESA compliant and actually
implemented may be assessed? The implementation of Forest Rights Act
(FRA), 2006 with special reference to the control over Non Timber Forest
Produce (NTFP) may also be examined in detail.

36
Please analyse the functioning and effectiveness of the Panchayat as a system and write a
report on the basis of your analysis in 1000 words.

23. Any specific issues/ best practices in the village? If yes, find out the reasons
behind it and analyse.

24. Other Observations

37
 (B) HOUSEHOLD SCHEDULE

Officer Trainee’s Name :

OT Code :
Date, Month & Year :

Profile of Household: General

1. Name of the Head11 of the Household:

Household size (No. of family members __________)

2. Caste status: SC/ST/OBC/Gen/Others Sub-Caste:

3. Which type of card the family has: APL/BPL12/Antyodaya13/ NFSA/ SFSA/ PRI/
AAY

4. Educational Status of the family members:

Sl. Name Age Sex Education Employment

(a) Number of school going children: ________ boys: ________ girls: ________

(b) If young children are not going to school, specify reasons:

5. Intoxication:
 Consumption Yes/No
 If yes, how much expenditure in a month (in Rs.)_________
 Sources to meet the expenditure:

6. Housing Status (tick appropriate answer)

(a) Kutcha House: (i) Grass/ Thatch/ Bamboo (ii) Plastic/ Polythene (iii) Mud/
Unburnt Brick (iv) Wood (v) Stone not packed with mortar
(b) Pucca House: (i) Stone packed with mortar (ii) GI/Metal/Asbestos sheet (iii)
Burnt Brick (iv) Concrete (tick appropriate answer)

6.1 Number of Rooms: 1 Room/ 2 Room/ 3 Room/ More than 3 Room (tick
appropriate answer)

11
In case of woman headed household, compare this household with other households and find out
differences, especially on counts of income, social status and participation in public political activities.
12
Cover at least 2 households having BPL card in the household survey.
13
Cover at least 2 households having Antyodaya card in the household survey.
38
7. Fuel/ energy used for cooking food (tick appropriate answer)
LPG/ Kerosene/ Wood/ Bio-gas/ Others

8. Are you beneficiary of Ujjawala Yojana? Yes/ No

 If yes, how often are you able to refill gas cylinder

9. Is any family member divyang /mentally challenged/ visually impaired or

challenged: Yes/No

9.1 If yes, get details

10. Any calamity or exigency in the family in the past few years: Yes/ No

10.1 How did the family cope with it?

11. Number of livestock/poultry owned: Milch ________ Others (Poultry,

fisheries/others livestock

(a) Monthly/ Annual income from livestock/Poultry: Milch _____________

Others _______________

12. Aadhaar card: Yes/No (No. of family member ____________)

12.1 Updation of Aadhaar of the family members done? Yes/ No

12.2 Do you/ any family members has a bank account? Yes/No

Bank/ Mini Bank/ Cooperative Bank/ Post Office

12.3 If Yes, is it linked with Aadhaar? Yes/ No

12.4 Details of total outstanding loan (in Rs.):

13. Occupations, incomes and finances of the household members

Sl. Occupation No. of days Wage Monthly Income

employed Rate (in Rs.)

39
14. Debt status of the household:

Sources of credit Amount Interest Security

(a) Moneylender
(b) Bank
(c) Other Sources

14.1 Sources from where credit is easily accessible (Perception of the Household)?

15. Modern market penetration

(a) Marketing of the produce:

(b) Price received, difference compared to market price in the nearest town:
(c) Contract with the buyer, middle men:
(d) Did the family ever sell or got deprived of its land, cattle or other assets?
Yes/ No
(e) Has the family ever thought of leaving the village and settling elsewhere?
Yes/No

If yes, get details/reasons.

16. Assets owned by the family (tick appropriate answer)

Land/ House/ Vehicle/ Others (television, refrigerator, jewellery, cell phone, goods)

Socio-Economic Participation

17. SHG membership:

(a) Are you a member of any SHG? Yes/No

(b) If yes, get details–since when (month, year), for which purpose, how much
savings, loan taken, loan used for, activities undertaken by the SHG,
outcome, achievements (if any), etc.
(c) If no, why haven’t you become a member: never felt the need/do not find
SHG relevant/migrate for a longer time in a year/other (specify)

18. Social participation

(a) Panchayat Meetings/Gram Sabha: Yes/No

(b) Cooperative (credit, agriculture, milk, other): Yes/No
(c) Other Institutions (get details)

19. Access to common property resources

(a) Forest lands, Government lands, Infrastructures, Community facilities and

village water resources
(b) Change over last 5 to 10 years

40
20. Major problems of the village (get them prioritized):

21. Perception about the welfare of his/ her family and Government’s role in it:
Complete dependence on Government/ one time help/ Government keep away

22. Public Distribution System

(a) Do you buy items from Fair Price Shop (FPS): Yes/ No
(b) Which items you buy: food grains/kerosene/other goods/all of them
(c) Do you get regular supply of items every month: regular/ frequently
irregular/ irregular
(d) If the supply is irregular, find out reasons:
(e) Their overall experience of the FPS (make a note):
(f) Is bio-matric authentication mandatory? Yes/ No
(g) Suggestions for effective functioning of FPS:

23. How they view the help of the Government to SC/ ST?

(a) Is it benefitting the people?

(b) How is present position about untouchability?

24. Any other aspect, the head of the household would like to mention either as a
problem or suggestion.

25. Prevalence of farmer suicide in close or extended family.

(a) If yes, what was the reason for suicide? (Heavy loan/interest, failed
water source, caste/community conflict etc.)
(b) Whether benefits were received as compensation from State govt.?
(c) What were the reliefs obtained? (loan/interest waiver, education for
children, lumpsum amount, employment to legal heir etc. depending
on what State has provided etc.)

26. Pradhan Mantri AwasYojana (PMAY)

(a) Are you beneficiary of this scheme: Yes/No

(b) If yes, which year:________
i) Name of the beneficiary:________________
(c) If no, rank in the waiting list:

27. Beneficiary of MGNREGA

(a) MGNREGA job card holder: Yes/No/Not applicable

(b) No. of family members having MGNREGA job card _______
(c) If yes, how many days you have worked under MGNREGA (in last one
year):
(d) If less than 100 days, note the reasons for not availing full 100 days
employment:

41
 (e) Which are the works undertaken? Mention broad categories like check-
dams, cattle sheds, individual works by SC/ST households, afforestation,
soil conservation measures etc.
(f) Have you ever worked at a site which is away from the village (more than
5 kms):Yes/ No/ Not applicable

If yes, how many days you have been working away from village (more
than 5 kms): _________
Have you received extra wage for working at a distance (more than 5 kms
away from the village): Yes/ No/ I’m not aware of this provision/ Don’t
know

(g) Have you ever checked muster roll for your employment details: Yes/ No/
I’m not aware of this provision
(h) Payment of wages within: 15 days/ One month/ More than one month14
(i) Mode of payment: Through Bank/ Cash/ Post Office/ Other
(j) Participation in Social Audit: Yes/ No/ I’m not aware of this provision/ It
has never taken place in our village
(k) Have you ever received unemployment allowance: Yes/ No/ I’m not aware
of this provision
(l) Problem faced (get details): Yes/ No
(m) Suggestions for improving work under MGNREGA:

28. Social Security Schemes (Pension schemes)15

29. Health

(a) Total number of beneficiaries of Ayushman Bharat Pradhan Mantri

Jan Arogya Yojana/any other equivalent States Schemes:

 Benefits taken and share your experience

(b) Janani Suraksha Yojana (JSY)16

i.) Has any member of your family benefitted from this scheme: Yes/No
ii.) For how many children did you get this benefit: __
iii.) What amount did you get for each birth (in Rs):
iv.) Mode of payment: Deposited in Bank/Postal money order/Other

14
Clarify to the beneficiary that cash withdrawal is not the same as payment of wages. Cross-verify with
passbook/account statement in case of doubt.
15
Under these schemes BPL/other eligible households are entitled to lump sum amount of money per
month as pension. Also there are schemes for compensating family for loss of bread-winners, famers’
suicides etc. You may enquire and record findings on these.
16
This is a scheme under National Health Mission. Under this scheme, Rs 1400/- is provided per pregnancy
up to the first two live births to all women in Low Performing States and Rs. 700/- is provided to the BPL
families in High Performing States.

42
 (c) Immunisation details:

i.) Are all your children below 6 years immunised: Yes/No

ii.) Where did you get them immunised:
iii.) Do you get medicines free of cost from CHC/PHC: Yes/No

29.1 Nutritional Status

i. How many children below the age of 6 years are there in the family
ii. Is any child identified as malnourished? Yes/ No
a. If Yes - How many? Indicate Name, age and gender
b. Who identified the malnourished child – Asha/ ANM/ Doctor/ Anganwadi/
Others (specify)
c. Has the child be given any remedial treatment? Yes/ No
d. If yes, indicate what treatment has been given, where and by whom and how
long?
e. Has the child become normal? Are there any signs of relapse?
f. Has the mother been trained in cooking methods which preserve nutritional
status?

30. Sanitation
a. Do you have access to a toilet?
b. What is the type of toilet- Single Pit/ Twin Pit/ Septic Tank
c. Do all members of the household toilet use the toilet?
d. How do you dispose the waste water of the House- Kitchen Garden/ Soak
Pit, Community soak pit, Drain
e. How do you dispose the solid waste- Individual Compost Pit/ Community
compost pit/ Vermi compost?

31. Drinking Water

(i) What is the source of drinking water for your Household- Handpump/ PWS/
Tap stand/ Well/ any other
(ii) If from Piped Water Supply scheme, then do you have a Household
connection for drinking water
(iii) Has any water conservation measures undertaken in your village? Yes/No
(iv) If Yes, then what type of conservation measures have been undertaken
(v) Do you pay for operation and maintenance of water supply scheme? If yes,
then how much?

32. Income Transfer Scheme

Are you beneficiary of any Income Transfer Scheme (Pradhan Mantri Kisan
Samman Nidhi/ Any other)? Yes/ No

 If yes, how many instalments you have received till date

 What was the total amount received

33. Any other Schemes

43
 Chapter – IV

Village and Household Schedules for Land Administration

Report
Officer Trainee’s Name :

OT Code :

Date, Month & Year :

(A) VILLAGE SCHEDULE

1. Basic information

a. Name of the Village:

b. Lekhpal/ Patwari Circle:

c. Tehsil:

d. District:

1.1 No. of Revenue Villages in the Tehsil/ Mandal:

1.2 Has Land Re-survey been conducted: Yes/ No

(i) If ‘yes’, when was the resurvey conducted?

(ii) If ‘no’, year of last Cadastral survey conducted

2. Structure of Revenue Administration at Tehsil (Write a note about functions and

provisions for each level. You can get it from the State’s Revenue Manual/
Revenue Code/ Survey and Settlement Manual and compare it with ground
realities).

a. Discuss with Revenue Inspector (RI) regarding his/ her role and append your
observations and provisions under which s/he performs his/ her various
functions?
b. Study the role of RI in various land related activities. Visit the spot for each
of these activities and prepare detailed note:

i. Demarcation of property/ measurement of parcel

ii. Enquiry regarding land dispute/ role of RI in land dispute matter
iii. Role in updating/ preparation of records for granting government land
(Patta) to the needy people/landless
iv. Others (Specify)

44
 c. How is the interaction of RI with Lekhpal/ Patwari and Tehsildar?
d. Apart from the revenue works, what are the other works s/he deputed in last 6
months (An assessment of workhood)?
e. What steps need to be taken for better revenue and land records management
by the Revenue Inspector (RI)?
f. Write a successor note on role and responsibilities of RI/ Tehsildar with
respect to the concerned revenue unit. It shall cover specific aspects of
problems of the revenue villages including vulnerability to disaster, pendency,
service delivery and any aspect that needs personal attention.
g. Your overall evaluation and assessment on the institution of Circle Officer/
Tehsildar, efficiency of the system, need for speedy delivery and better
definition of rule, devolution of authority and responsibility.

3. Common Property Resources (CPR) of the Village17

Write a note on their availability in terms of land area and water source, produces
used by the villagers, usage rights enjoyed by sections of the people, average
collections of itemised produce per week (e.g. minor forest produce, fuel wood,
fodder, etc.), shrinkage of CPR in past 30 years due to various reasons etc. Find
out present status, whether it is encroached, if yes, to what extent? Whether the
SCs/STs are able to access and avail benefits of the CPRs/face discrimination?
Various types of CPR (grazing land/pasture land, forest land, village sites,
common water resources, forest land classified/unclassified) are available in the
village and where encroachments were maximum. Comment on socio-economic
status of encroachment.

4. Women’s Land Rights

4.1 Are the Land Rights/ Laws prevalent in the State [Includes District/ Village(s)]
providing equal rights to Women? [√ the appropriate] YES/ NO

a) If YES, please specify in short in your Report about those Rights/ Laws,
and comment critically on their implementation in safeguarding Women’s
Rights to access, control, use, own and inherit land.
b) If NO, is there any provision/practice to promote/protect and encourage
land registration/ ownership on the name of Women? [√ the appropriate]
YES/ NO

i) If YES, kindly elaborate them in your Report. Also comment on

the ways these have helped/ impacted Women.
ii) If NO, kindly specify if there is any such thought in the process/
pipeline. Also comment on the ways Women are getting impacted
in the absence of these Laws/ Provisions.

17
Common property resources constitute all such resources which are meant for common use of the
villagers, such as village pastures and grazing grounds, village forest and woodlots, protected and unclassed
government forests, waste land, common threshing grounds, graveyard land, water resources including
drinking water arrangements, watershed drainage, ponds and tanks, rivers, rivulets, water reservoirs, canals
and irrigation channels. It is widely held that CPRs still play an important role in the life and economy of
the rural population.
45
4.2 What are the Number and Percentage of Women Land Owners to Total Land
Owners in the Village (All Types of Land Holdings)? [Also get similar
information about the District and the Tehsil]

Sl. No. Category All Owners Women Owners

Number Size Number Size
(in Acre) (in Acre)
(1) (2) (3) (4) (5) (6)
1 Sole/ Individual Ownership
2 Joint Ownership
Note: Get the maximum information. Specify reason when any information is missing.

4.3 What are the Number and Percentage of Women Land Owners to Total Land
Owners in the Village (Only Agricultural Land Holdings)? [Also get similar
information about the District and the Tehsil]

Sl. No. Category All Owners Women Owners

Number Size Number Size
(in Acre) (in Acre)
(1) (2) (3) (4) (5) (6)
1 Sole/ Individual Ownership
2 Joint Ownership
Note: Get the maximum information. Specify reason when any information is missing.

4.4 Are Women SHGs or other Groups of Women allocated any Land in the Village
for any type of Tiling/Cultivation or Joint-venture? [√ the appropriate] YES/ NO

a) If YES, what is the Size & Type of Land and the activity proposed/started
on such land?

b) If NO, is there any such demand pending? Reasons thereof.

4.5 Overall comment on whether Women in the Village enjoy access, control and
decision making in usage and sale-purchase of Land.

4.6 Collect ‘Year-wise No. of Relinquishment Deeds’ registered in the District since
the start of Computerised Registration.

Year(s) No. of Relinquishment Deeds

46
5. Digital India Land Record Modernisation Programme (DILRMP)

5.1 Computerization of land records:

a. Computerisation of land records completed in the Village: Yes/ No

b. If yes, are land owners able to get computerised copy of

1. Record of rights (RoR)–Jamabandi or Khatiyan: Yes/ No

2. Fees charged to get a copy of RoR: in Rs.
3. Is manual issuance of RoRs completely stopped:
If not stopped, find out the reasons:
4. Is digitally signed Computerised copy of RoR provided to the villagers:
Yes/ No
5. If Yes, how they get the copies? Online/ Tehsil Offices/ e-seva centres/
panchayat office

5.2 Digitization of Maps:

a. Digitization of maps completed in the Village: Yes/ No

b. If No, find out the reasons:
c. If Yes, is spatial data (maps) verified with textual data (RoR): Yes/No
d. Are digitized maps available online: Yes/No
e. Are computerized maps and RoR integrated: Yes/No
f. Are computerized spatial records automatically updated after partition of land
parcels? Yes/ No

5.3 Re-survey under DILRMP

a. Modern survey started in the village: Yes/ No

i. If yes, find-out involvement and role of gram sabha/aam sabha/land-

owners
ii. If No, find out the reasons.

5.4 Computerization of Registration

a. Is registration process computerized or manual?

b. How much time does it take to complete registration?
c. How many days does it take to get the registered copy of deed?
d. Who does data entry in registration office? PPP model/ department people/
hired agency/ directly employed from the market
e. Is stamp paper used or there is online facility available to pay registration
fees?
f. Is SRO linked with mutation department? Yes/ No

i. If No, then find out reasons; If yes, how (Manual/Stand alone/Automated)

47
5.5 Integration of Land Records and Registration

a. Is registration department integrated with land record office? Yes/ No

b. Is online mutation available? Yes/ No
c. If No, then how mutation takes place?
d. Is mutation and survey department integrated? Yes/ No

5. 6. e-Governance Initiatives

a. Any e-Governance scheme regarding land records launched by the state

government: Yes/ No

i. If yes, what is the name of the centre: Kiosks/ Sugam Centre/ Tathya
Mitra Kendra/ Any other
ii. If Yes, what are the revenue services being provided by these e-Centres?

b. Is it under PPP? Who are the partners?

c. Are any CSOs involved with District Administration in spreading awareness
about computerised and online services: Yes/ No
d. Are the villagers aware about computerized system of land records
management: Yes/ No
g. From where the villagers are accessing all kind of land related services:
Panchayat/ RI Office/ Patwari Office/ Tehsil

48
 (B) HOUSEHOLD SCHEDULE

Officer Trainee’s Name :

OT Code :

Date, Month & Year :

1. Name of the Head18 of the Household:

2. Caste status: SC/ ST/ OBC/ General/Others Sub-Caste:

3. Which type of card the family has: APL/BPL19/Antyodaya20

4. Ownership of land and type of use:

Type of Land Ownership (self- Area in hectares Facility for

(Agricultural/ acquired/ joint Irrigation
orchard/grassland/ family property/ (Canal/ Tube
fallow/ built-up) settled by govt.) Wells/ Sprinkler/
Drip/ Rainfed)

5. Cropping pattern on Agricultural land

Season Crop Area under Yield per hectare Estimated

cultivation Income
(in hectare) from the
crop
Kharif 1
2
Rabi 1
2
Other 1
2

18
In case of woman headed household, compare this household with other households and find out
differences, especially on counts of income, social status and participation in public political activities.
19
Cover at least 2 households having BPL card in the household survey.
20
Cover at least 2 households having Antyodaya card in the household survey.
49
6. Assets owned by the family (tick appropriate answer)
Land/ House/ Cattle/ Vehicle/ Other (television, refrigerator, jewellery, cell
phone, goods) and estimated annual income if any from assets

7. Total Annual Income of Household (in Rupees) - Rough estimate based on your
visit and interaction:

8. Information about land records

(a) Do you have the land record of land owned by you in your own name?
Yes/No
If not, then why you are not interested in mutation of your property by
your own
(b) Do you know when the last survey was conducted? (year)
(c) Should any other details be included in the format of RoRs ? Yes/No
Specify if any
(d) Did you get the computerized copy of RoR (ownership records)? Yes/ No
(e) What is the average time (in days) taken for getting copy of RoR? What is
the user fee charged for getting computerized RoR?
(f) Do you know the processes followed by the officials to update land
records after buying or selling?
(g) Are your plots are well depicted in the village revenue maps? Yes/ No
If no, then find the probable reasons.
(h) Is there any conflict between RoR and maps (Area or plot no etc.)?
Yes/ No
(i) Any problem with boundary fixation? Yes/ No
if yes, find out the reason.

9. Processes of land record updation

(a) Is registration process computerized or manual?

(b) How many days does it take to complete registration?
(c) What is the average time taken for normal mutation? Is it longer than the
prescribed deadline for the state if any? If it takes more time, then find out
the reasons for delayed mutation process.

10. Grievances Redressal

(a) Did you find any errors in your land records? Yes/ No
If yes, did you apply for correction? Yes/ No
To whom it is applied?
(b) If Survey/ Settlement has been completed recently in the village, did you
had any role in that as owner?
(c) Do you have any grievances on land records management, Patwari/
Tehsildar/ district administration, land titles, cadastral maps and boundary
fixation etc.? If so specify.
(d) Did you approach any revenue official – when and whom?
(e) Is your grievance redressed? If yes, how long (in days) did it take? If No,
how long has it been pending now?
50
11. E-governance/ service delivery

(a) From where do you get any kinds of records related to land? Panchayat
Office/Tehsil Office/e-Seva Kendra
(b) Are e-governance centres are available in your locality? Yes/ No
If Yes, How far from your place?
If ‘Yes’, then find out the questions from ‘3-7’
(c) Do you have trusts on the e-governance services provided in the centre?
Yes/No
If no, then find out the reasons.
(d) How much time does it take to get services? Half day/ Within a Day/ 5
day/ Within a Month/ More than a month
(e) If the village still follows manual system, how many days it took to get
any copy of a Certificate from nearest Tehsil office? In a week/ In a
month/ More than a month
(f) Do you feel that the e-governance services are better/ convenient than the
earlier manual systems? Yes/ No
(g) Did you encounter middlemen or rent seeking? Yes/ No
How did you deal with it?

12. Women’s Land Rights

12.1 What is the Ownership Type (Sole/Individual or Joint) and Size & Type of Land
Owned by your Household?

Sl. Ownership Agriculture Non-Agriculture (in Acre)

Type (in Acre) Land for Barren/ Home- Other
Livestock Waste stead (Specify)
Rearing Land/ Land
Low Land
etc.
(1) (2) (3) (4) (5) (6) (7)
1 Sole/ Individual
2 Joint
Total

51
12.2 Are Women of the Household Sole/Individual or Joint Owner of Land? [ √ the
appropriate] YES/ NO

a) If YES, have they got it by [√ the appropriate] Inheritance/ Purchase/

Transfer/ Gift?

Sl. Source of Ownership Sole Ownership Joint Ownership

Agriculture Non Agriculture Non
(in Acre) Agriculture (in Acre) Agriculture
(in Acre) (in Acre)
(1) (2) (3) (4) (5) (6)
1 By Inheritance (Parental)
2 By Inheritance (Marital)
3 Purchase
4 Transfer (Government)
5 Gift
6 Others (Specify)
Total

12.3 Are you aware of the legal provisions protecting Land Rights of Women in your
State? (If there is such a Law in the State) [√ the appropriate] YES/ NO

12.4 Whether the Household’s ancestral land/property ever shared or distributed with
sisters/ other female members with ownership rights? [√ the appropriate] YES/
NO

a) If YES, did they leave their Rights because of ‘HaqTyag’ or through

Relinquishment Deed or similar legal/ customary provisions?

b) If NO, reasons thereof.

12.5 Collect and summarise Households’ general views on Women’s being given equal
or coparcenary rights on Land/ Property. They may comment on plausible
advantages/ dis-advantages and constraints/ barriers thereof.

52
PART – 3

53
 CHAPTER – V

Guidelines for Report Writing & Case Study and Submission

of Reports

Guidelines for Report Writing

While collecting data–primary and secondary, the report writing is planned. Which part
of the schedule will give what type of output and how that information is to be used, etc.
are a few of the points that are taken into consideration? Therefore, it is important to look
at each question of the schedule; identifying source of information (selection of
informant/ respondent) as well as quality of data collection is equally important. All these
factors are closely related to each other and any researcher has to work back and forth for
these linkages.

After data is collected, analysis and interpretation of data are two critical stages. Which
information will be used for which issue to be appropriately presented needs constant
attention while analysing and interpreting data. Simultaneously the structure of the report
is prepared.

Data Analysis and Interpretation

 Both the schedules–village and household–are organised in such a way that at the
end of each section/question, you can present a pen picture of each sector/village
level institutions and its functioning. Each question is section in itself with
necessary sub-questions (see example table 3).

 The close-ended questions are codified and then quantified for presentation in form
of numbers followed by per cent. The interpretation is based on the per cent, which
indicate proportion and composition.

 The answers of the open-ended questions will be descriptive; they need to be either
used as quotes (presented in to inverted comma) or could be quantified. Some
quotes need to be identified which conveys necessary meanings/ interpretations
about the situation or issue under study.

 Triangulation of data and cross-verification between village schedule and

household schedule will help you in interpreting data–to describe status, identify
trends or pattern regarding change over 5–20 years, newly emerging challenges,
and success/failure of the initiatives taken by the government as well as non-
government agencies. Based on this analysis, you would be able to draw learning,
experiences and policy related issues.

 Some questions presented in the table form could be filled and presented in tabular
form or chart/graph. Some output tables are presented here as an example.

54
Example of Output Tables

 You may begin with brief introduction/background of the village. This will be
descriptive, based on District Gazetteer or as you have heard from the village
residents.

 Some questions/tables of the Schedules could be replaced in your report, as

presented below:

Example Table 1: Location of the Village

Distance
Sl. Location
(in kms)
a. District Headquarters

b. Block Headquarters

c. Nearest Bus Stop

d. Nearest Railway Station

e. Nearest town (could be more than one places)

f. Nearest market place (could be more than one places)

g. Nearest branch of a bank (could be more than one places)

h. Nearest post office

Nearest Sub-centre for health care (mention if not within
i.
village)
j. Nearest Community Health Centre

k. Nearest Public Health centre

l. Nearest grain storage facility

m. Nearest Fire Station Office

To present an overview of the village on its social and economic situation, the following
table could be generated:

55
 Example Table 2: Social Composition

Sl. Community/Social No. & % to Population No. & % of households

classification total to total population
population of having BPL card
households
1 SCs
(Name of sub-castes)

2 STs, if any (Name of

tribe/there may not be
a tribe)

3 Other Backward
Classes (write name of
caste/ communities)

4 General category
(write name of
caste/communities)

5 Muslim
6 Christian
7 Sikh
8 Jain
10 Any other (Some sects,
etc.)

 If you wish to write about ‘impact of non-availability of infrastructure facilities in

the village’, you can combine data from the Village Schedule (VS) and Household
Schedule.
 If you wish to present educational facilities in the village in a tabular form, you can
use the table shown below:

56
 Example Table 3: Educational facilities in the village

Facility in Elementary School Available (Y/N) Condition

Write numbers (good/ok/poor)
Compound wall
Class Room
Toilet
Water tank
Drinking water facility
No. of Teachers
Shed for mid-day meal
MDM served regularly

Below this table, you can present your analysis regarding functioning of an elementary
school and educational scenario in the village.

 As there is a section on poverty alleviation programmes through SHG and micro-

finance as a strategy, you may give an overview of existing SHGs related details, as
shown in the table below. For triangulation of data, you can combine questions
from HHS. This would be quantitative as well as qualitative information. Some
quotes of the family members (respondents of HHS) could also be incorporated.

Example Table 4: Overview of SHGs in the village

Sl. Name Years of Directly Detail Total Revolving Major

of existence linked to number of collection (in fund (loan activities
SHG Govt. members rupees, on given to the undertak
scheme last date of members, en in the
Female

(if yes, write the previous other details) last

Total

Male

name of the month, year) financial

scheme) year
1.
2.
3.
4.
5.
6.
7.
8.

57
Format for Preparation of Reports
Rquired reports be presented in indicative format given below:

I. Arrangement of Contents

The sequence in which the village study report material should be arranged and bound
should be as follow:

1. Cover Page & Title Page

2. Abstract
3. Table of Contents
4. List of Tables
5. List of Figures
6. List of Symbols, Abbreviations and Nomenclature
7. Chapters
7.1 Chapters of Reports
7.2 Case Studies
8. Appendices
9. References

The table and figures shall be introduced in the appropriate places.

II. Page Size

Village study reports are to be prepared and produced/ uploaded in A4 size pages. Cover
should be properly designed and the title of the report be printed in black colour. The
text in subsequent pages should be in the font prescribed as under.

III. Content Format

1. Cover Page & Title Page – Title, details of assignment, name of the presenter and
cadre, to whom the report is submitted, month and year of submission.

2. Abstract – Abstract should be one page synopsis of the village study report
(including research methodology, important findings, suggestions for policy) typed
in Times New Roman Font (Size 14) with double line spacing.

3. Table of Contents – The table of contents should list all materials presented in the
report in the order of appearance. Respective page numbers are to be mentioned.
One and a half spacing should be adopted for typing the matter under this head.

4. List of Tables – The list should use exactly the same captions as they appear above
the tables in the text. Respective page numbers are to be mentioned. One and a half
spacing should be adopted for typing the matter under this head.

58
5. List of Figures – The list should use exactly the same captions as they appear below
the figures in the text. Respective page numbers are to be mentioned. One and a
half spacing should be adopted for typing the matter under this head.

6. List of Symbols, Abbreviations and Nomenclature – Each of these items be

mandatorily explained. Standard symbols, abbreviations etc. should be used. One
and a half spacing should be adopted or typing the matter under this head.

7. Chapters of Reports and Case Studies – The main text will be divided into several
chapters and each chapter may be further divided into several divisions and sub-
divisions. Each chapter should be given an appropriate title. Tables and figures in
a chapter should be placed in the immediate vicinity of the reference where they are
cited. Footnotes should be used sparingly. They should be typed single space and
placed directly underneath in the very same page, which refers to the material they
annotate.

(A) Chapters of Socio-Economic Report

The chapters may be broadly divided into seven parts:

(i) Introductory chapter with basic information about the village and district

(ii) A chapter on socio-economic profile of the village. It should include the

following:

 Agriculture and agrarian situations

 Employment
 Public Distribution System
 Sanitation
 Health
 Education
 MGNREGA etc.

(iii) A chapter on Any ONE of the following issues as per Cadre allocation
(details can be seen at Page No. 28):

 Integrated Child Development Services (Anganwadi Centre)

 Malnutrition
 Study of a Self Help Group (SHG)
 Panchayati Raj Institution(s)

(iv) A chapter on assessment (impact in the village) of poverty alleviation

programmes

(v) A chapter on intervention by the OT (Refer box ahead)

(vi) A chapter on Resurvey study (when previous report is made available)

59
 (vii) Case Study on ‘Poorest of the Poor’ (Please see page no. 61)

Coverage of all the topics is important alongwith Data Entry of village

schedule and household schedules. Marks will be allocated for each of the
chapter and data entry. When previous report is not made available, marks
allocated for Resurvey study will be adjusted with the other chapter(s).

One of the important features is to describe and cover the intervention by the OT
during her/ his District Training to resolve problem of the village/ individual(s) or fill
any persisting gaps/ lacuna of the system in order to help and support villagers or
improve their living conditions. (a) The Topic of intervention should be one that is
allocated for respective Cadre (see page number 28) or any or all of the poverty
alleviation programmes (see page number 27). (b) Such an intervention needs to be
done in early months of district training so that a revisit is also done after two months
to examine/ capture the change/ impact/ consequence of the same. The intervention
and the said revisit needs to be done at the earliest i.e. within 2 months of getting
posted in the district. The intervention and its impact is to be narrated briefly in the
report (nearly 800 – 1000 words) clearly stating the problem/ gap/ lacuna and the way
it was addressed, the outcome (if it worked well), comment on its sustainability &
scalability, and the reasons if it did not work well.

Example of an intervention

Suppose that during first visit of the OT s/he observes or reported by villagers that
Anganwadi workers are irregular/ reporting late/not available. OT may intervene to
get the biometric device installed in order to take attendance of the Anganwadi staff.
During her/ his next visit after two months s/he should check whether or not her/his
intervention really solved the issue/ problem/ lacuna. A brief report of the same is to
be prepared.

(B) Chapters of Land Administration Report

The chapters may be broadly divided into five parts:

(i) Land Administration21, Acts and Laws

(ii) Role of Offices (especially RI) and revenue services
(iii) Status and challenges of Land Records Modernization (broadly covering
various components of DILRMP in the village).
(iv) Comments about ownership (including women land ownership) and tenancy
(particularly in the village)
(v) Conclusions and way ahead
(vi) Case Study on select topic on land (please see page no. 62)

Coverage of all the topics is important alongwith Data Entry of village

schedule and household schedules. Marks will be allocated for each of the
chapter and data entry.

21
A brief coverage of history of Land Reforms but extensive coverage of Land Administration is desirous
60
(C) Case Studies

A case study is an empirical/ detailed inquiry on a contemporary phenomenon

through a case or event/person. It is also known as ‘life-story’, when the life of a
person under study is observed and investigated within its real-life context. A case
study provides descriptive accounts of one or more cases, which is representative in
a nature of a phenomenon, for example, poverty. In that case study a poor person
can be investigated, documented and understood from different points of inquiry
and perspective. Thus, a good case is more than just a description; it is actually an
animated description that takes along a reader. It is information arranged in such a
way that the reader is put in the same position as the case writer was at the
beginning when s/he was faced with a new situation and asked to figure out what
was going on. A description, on the other hand, arranges all the information, comes
to conclusions, tells the reader everything and the reader really doesn't have to work
very hard. This includes perception, emotions, analysis (systemic and situational),
interpretation, suggestions for change, and represents a trend/pattern.

There are three basic steps in case writing: research, analysis, and the actual
writing. You start with research but even when you reach the writing stage you may
find you need to go back and research more information.

Depending on the case you are researching and writing, the sections of the
case will need to be organized so that each type of information is in its own
section and understandable to the reader. A case study can be structured in the
following format:

1. Describe the problem or case question you want the reader to solve.
2. Organize the sections of the case:

a. Introduction to the problem

b. Background of the matter
c. Government Policy – Can policy be changed and by whom?
d. Local Opportunities
e. Other sections of the case
f. Conclusion

Photographs, charts/graphs (e.g. depicting changes over time) may also be uploaded
for the case study.

(a) Case Study on Poorest of the Poor

The poverty is not only an economic concept; it includes socio-cultural,

political and systemic/situational analysis. As poverty has become ‘chronic
poverty’ in some cases, the analysis needs to go beyond poor living conditions
and consequent deprivations. The following questions could be addressed in
writing the case study:

61
 Why a poor (an individual/ a family) remain poor? Understand the cycle of
poverty and its characteristics, what makes a person living with a problem of
chronic poverty. Bring in human aspects of her/ his life.
 Impact and effectiveness of systemic efforts for poverty alleviation
 Impact of social security programme on poor family
 Differentiate economic factors from the social, political and other factors that
are at play for keeping the poor in poverty.
 Not having land as an asset (landlessness)–homestead and for cultivation–how
it make poverty difficult and chronic.
 Poverty created different types of vulnerabilities. Whether social discrimination
and marginalisation (in form of physical challenges/ social stigma) make these
poor more vulnerable and a victim of chronic poverty. Bring in human aspects
of her/ his life.

Based on this case study, poverty alleviation measures could be suggested.

One of the household could be used for preparing a case study on ‘poorest of the
poor’ among the 3 households that have benefited from social welfare schemes, 2
households having BPL card and 2 having Antyodaya card. You may also ask the
Pradhan/ Sarpanch of the village, make local enquiries from the households through
visits to Tola/ Hemlet and physically verify the following issues of poverty:

 Assets
 Education/ Skills
 Health history
 Debt
 Caste/ Social issues
 Access to Government Schemes
 Disputes
 Climate/ Natural
 Reasons for poverty
 Opportunities for coming out of poverty
 Role of Government

Based on the above information/ observation prepare a case study.

(b) Case Study on Select Topic on Land

The suggestive topics for preparing the Case Study are as follows:

i) Returns from Agriculture (This should be Village Specific; covering at least a

progressive farmer, mid-level farmer and a subsistence cultivator. Case Study
should be focused on assessment of costs of inputs/outputs and intermediary
costs etc.)

62
ii) Improving/ Improved Irrigation Systems (Coverage of irrigational facilities,
how these have improved over the time, the way agricultural productivity of
the Village has changed etc.)
iii) Impact of DILRMP
iv) Agriculture and Horticulture Schemes (Awareness, knowledge and access of
farmers, noticeable change in agrarian economy, change in agri pattern,
technological advancements etc.)
v) Changes in Land Survey Methodology
vi) OR any other topic related to Land
Note: An appropriate title of the Case Study would be given by the OT

Example:
Return from Agriculture (Case Study) Format

The farmers in the country face insecurities on many counts–uncertain weather,

lack of safety net, soil degradation, availability of quality seeds, fertilizer, etc.,
concerned policies, market linkages, etc. In a given context, you need to explore
sustainability of agriculture. Case Study on ‘Returns from Agriculture’ can be
based on households owning land which will include the 5 households owning
land that have been surveyed and any household among the others involved in
agriculture.

The following points are relevant to write the case study:

(a) Overview–Area (district) related details, productivity, procurement policy of

the government, major issues raised by the farmers, etc.
(b) Major crops grown
(c) Level of technology used
(d) Availability and accessibility to irrigation facilities and its linkages with
productivity/consequent deprivation and negative impacts,farmer’s suicides
(e) Awareness level of the farmer
(f) Yield rates, cost of cultivation, marketing of agricultural produce and net
benefits to the farmers over the last decade
(g) Safety net available, compensation policy in case of natural calamity/climate
change/ crop insurance
(h) Whether cropping pattern changed over the decade. If so, the reasons?
(i) Analysis of rates of return in agriculture
(j) Interventions possible to improve returns

Note: Above format is just an indicative, you may write case studies creatively

63
8. Appendices – Appendices should be numbered using numerals, e.g. Appendix 1,
Appendix 2, etc. Appendices, Tables and References appearing in appendices
should be numbered and referred to an appropriate place just as for chapters.
Appendices shall carry the title of the work reported and the same title shall be
made in the contents page also.

9. List of References – The listing of references should be typed 4 spaces below the
heading “REFERENCES” in alphabetical order in single spacing left – justified.
The reference material should be listed in the alphabetical order of the first author.
The name of the author/authors should be immediately followed by the year and
other details.

REFERENCES (Example)

1. Ariponnammal, S. and Natarajan, S. (1994). ‘Transport Phenomena of Sm Sel – X

Asx’, Pramana – Journal of Physics Vol.42, No.1, pp.421-425.
2. Barnard, R.W. and Kellogg, C. (1980). ‘Applications of Convolution Operators to
Problems in Univalent Function Theory’, Michigan Mach, J., Vol.27, pp.81–94.
3. Shin, K.G. and McKay, N.D. (1984). ‘Open Loop Minimum Time Control of
Mechanical Manipulations and its Applications’, Proceedings of Conference, San
Diego, CA, pp. 1231-1236.

Word Limit of Report Writing & Case Studies

Sl. Report Word Limit

1 Socio-Economic Report 10000-12000 words
Cadre-wise Issues [Integrated Child Development 800-1000 words
Services/ Malnutrition/ Self Help Group/ Panchayati
Raj Institution(s)]
A Report on Intervention 800-1000 words
2 Case Study: Poorest of the Poor 800-1000 words
3 Land Administration Report 6000-8000 words
4 Case Study: Select Topic on Land 800-1000 words

Guidelines for Submission of Village Study Assignment

Data [Village Schedule (01 each of Socio-Economic and Land Administration) and
Household Schedules (30 households for Socio-Economic and a sub-set of 8 households
owning land for Land Administration)] and Reports (Socio-Economic Report, Land
Administration Report and Two Case Studies) will be submitted through “GYAN” Portal.
Last dates for various submissions are as follows:

(a) Data Entry of all Schedules by 29th February, 2024

(b) Submission of both the Reports alongwith Case Studies by 31st March, 2024

64
Evaluation Criteria
Various Reports and Case Studies submitted will be evaluated for following sub-
components and activities:
Report Type, its Sub-Components and related Activities
(A) Socio-Economic Report
(i) Data Entry of Village Schedule
(ii) Data Entry of Household Schedules
(iii) Introductory Chapter with basic information about Village & District
(iv) A Chapter on socio-economic profile of the village. It should include the following:
(a) Agriculture and agrarian situations
(b) Employment
(c) Public Distribution System
(d) Sanitation
(e) Health Care
(f) Education
(g) MGNREGA
(v) A Chapter on any ONE of the following issues as per Cadre allocation (details given at Page No. 29 of
District Training Manual):
(a) Integrated Child Dev. Services (Anganwadi Centre)
(b) Malnutrition
(c) Study of a Self Help Group (SGH)
(d) Panchayati Raj Institution
(vi) Assessment of Poverty Alleviation Programme
(vii) A Chapter on Intervention by the OT
(viii) Comparative Analysis with previous Report (if available)
(B) Case Study on “Poorest of the Poor”
(C) Land Administration Report
(a) Data Entry of Village Schedule
(b) Data Entry of Household Schedules
(c) Land Administration, Acts, Laws and Role of Offices
(d) Status and Challenges of Land Records Modernization
(e) Comments about Ownership, Tenancy and Revenue Services
(f) Conclusions and Way Ahead
(D) Case Study on “Select Topic on Land”
(E) Deduction for Plagiarism (All 4 Reports together)

IMPORTANT NOTE: In case of substantial plagiarism more than 14% (Excluding

quotes from Acts, Rules etc. or due to referencing or OT’s own work or her/ his original
work or submissions in LBSNAA appear in Similarity Index) ‘0 (Zero)’ marks may be
allocated.

Kindly note that the BNY-CRS will do the Plagiarism Test of the Reports through
“Turnitin” software before evaluation. Thus, it is suggested that a priori Plagiarism
Test should not be done at your end.

65
 Important Contact Details

Contact: B N Yugandhar Centre for Rural Studies, Lal Bahadur Shastri National
Academy of Administration, Mussoorie – 248 179

For submission related queries

Dr. Bagadi Gautham

Centre Director
Phone: 91-135-2222112, E-mail: [email protected]

For clarifications related to preparation of reports, case studies or any other issue
pertaining to Village Study Assignment

Dr. Subhransu Tripathy

Sr. Research Officer
Phone: 91-135-2222318, Mobile: 09594494602, E-mail: [email protected]

Shri Snehasis Mishra

Assistant Professor
Phone: 0135-2222378, Mobile: 09634176977, E-mail: [email protected]

Dr. Varunendra Vikram Singh

Assistant Professor
Phone: 0135-2222378, Mobile: 09412932441, E-mail: [email protected]

Shri Inbarasan K G
Research Associate
Phone: 0135-2222377, Mobile: 09787653131, E-mail: [email protected]

For Data Entry Web Application/ Gyan Related Query or Support

Shri Alok Pandey

Sr. Programmer
Phone: 0135-2222343, Mobile: 09917422333, E-mail: [email protected]

66
 List of Abbreviations
PMAY Pradhan Mantri Awas Yojana
ANM Auxiliary Nurse Midwife
APL Above Poverty Line
ASHA Accredited Social Health Activists
AYUSH Ayurvedic, Yoga, Unani, Siddha and Homeopathy Systems of Health
BA Bachelor of Arts
BBA Bachelor of Business Administration
BPL Below Poverty Line
BSc Bachelor of Science
CHC Community Health Centre
CS Case Study
DAY-NRLM Deendayal Antyodaya Yojana National Rural Livelihoods Mission
DILRMP Digital India Land Record Modernisation Programme
DPEP District Primary Education Programme
DWACRA Development of Women and Children in Rural Areas
FGD Focus Group Discussion
FHH Female Headed Household
HH Household
HHS Household Schedule
ICDS Integrated Child Development Services
IRDP Integrated Rural Development Programme
LPG Liquefied Petroleum Gas
MoRD Ministry of Rural Development
NFHS-4/5 National Family Health Survey
NRC Nutritional Rehabilitation Centre
NRLM National Rural Livelihood Mission
NSSO National Sample Survey Organisation
MDG Millennium Development Goal
MDM Mid-Day Meal
MGNREGA Mahatma Gandhi National Rural Employment Guarantee Act
OBC Other Backward Classes
OT Officer Trainee
PACCS Primary Agricultural Cooperative Credit Society
PCO Public Call Office
PES Panchayat Enterprise Suite
PHC Primary Health Centre
PLA Participatory Learning and Action
PMFBY Pradhan Mantri Fasal BimaYojana
PMKISAN Pradhan Mantri Kisan Samman Nidhi
RCC Roller Compacted Concrete
SC Scheduled Castes
SHG Self Help Group
ST Scheduled Tribes
TRYSEM Training Rural Youth for Self-Employment
UDISE Unified District Information System for Education
VSA Village Study Assignment
WHO World Health Organisation

67
 ANNEXURE-I

Guidelines on Partnership between Gram Panchayats and

SHG Networks

Background

Panchayati Raj was given a constitutional mandate in 1993. Around the same time
SHGs of women started emerging, mostly supported by NABARD. But, over the
years not much synergy has developed between the institutions of local government and
the institutions of the poor. As panchayats have been assigned the twin functions of
economic development and social justice, performing these functions, naturally
requires a close partnership with community based organizations, particularly of the poor.

Recognizing that there is need for an effective and functional working relationship
between Panchayats, especially Gram Panchayats and SHGs of women, in particular,
the Village Organizations (VO), the NRLM framework was amended to incorporate
provisions for bringing about a formal relationship between local governments and
the organizations of the poor.

Since the nature, powers and authority of Panchayats vary vastly across the country a
single set up prescriptions would not be valid to operationalize the partnership.
Therefore, NRLM launched pilots in six States to work out the modalities based on
field trials in different situations. The initial results of the pilots have shown that while
the contours of the partnership would be context specific, it is mutually beneficial and
results in positive outcomes.

Immediate Context

On realizing that, though MGNREGA has been beneficial to the poor, the
involvement of the poor in deciding their priorities and demanding work and planning
for assets directly enhancing their livelihoods was limited, the Intensive Participatory
Planning Exercise (IPPE) was launched. This for the first time, gave the central role to
SHGs and its federations in the preparation of the Labour Budget. Since bulk of the
works under MGNREGA are being planned for and implemented by Gram Panchayats,
this has brought about an operational linkage.

With the devolution of substantial funds to the Gram Panchayats by the Fourteenth
Finance Commission (FFC), States have embarked on the preparation of Gram
Panchayat Development Plan (GPDP), converging of the resources over which Gram
Panchayats have command in different State situations. And MGNREGA provides

68
substantial resources to Gram Panchayats. As the focus is on participatory planning, it is
necessary to bring in the SHG networks so that the poor get their due in local
development.

Objectives

The objectives of the partnership between Gram Panchayats and the SHGs are:

 To empower the poor to know, to demand and to access their rights and
entitlements.
 To include the poor and vulnerable sections of the community in the local
development process and enable them to benefit from it.
 To strengthen local democracy making the Gram Panchayats responsive and
accountable.
 To engender local level development and make it participatory and inclusive.
 To strengthen Gram Panchayats through citizen engagement.

The Rationale for the Partnership

 Strategically, the SHGs and their federations would learn the workings of
democratic power and influence decisions through participatory planning. This
would make them aware of their rights, entitlements and enable them to avail of
opportunities. It would help them develop locally relevant norms for collective
decision making, especially in the Gram Sabhas, which in turn could promote
public action for common good.
 Practically, it would help the SHGs get direct benefits from the local plan,
particularly work and livelihoods from MGNREGS, basic services from the
FFC grant, basic needs from Pradhan Mantri Awaas Yojana, Swachh Bharat
Mission, National Social Assistance Programme and so on.
 From the point of view of Panchayats, it will broaden and deepen democracy by
enhancing participation and strengthen direct democracy. Engaging closely with the
poor on equal terms will enhance the legitimacy and status of the Gram Panchayats.
 Further, Gram Panchayats, can utilize the SHG networks to strengthen Gram
Sabha, particularly to improve local level planning, use them for outreach,
extension and service delivery as well as feed-back.

Thus, the partnership would be mutually beneficial and needs to be pro-actively

facilitated.

Principles Underlying the Partnership

The partnership between Panchayats and the SHGs should be on the basis of clear
principles. They include:

 Acceptance of Panchayats as institutions of local self-government.

 Recognizing SHGs and their federations as autonomous institutions of the
poor with clear rights and functions. Their autonomy should not be infringed in
69
 any manner by the Panchayats under any circumstance.
 Both panchayats and the SHGs have a strong right to know the details of
functions, responsibilities and activities of each other through sharing of
information and holding consultations and dialogues.
 It is mandatory to work together but on a transparent and rule based system, on
the basis of norms and criteria.
 To make the partnership functional and smooth, linkages need to be worked out
– structural linkages, financial linkages, development linkages and so on.

Planning Process to Realize the Partnership

SHGs may be formally involved in and integrated into the process of Gram
Panchayat level planning as suggested below:

 SHGs and their federations should discuss their poverty and livelihood status on the
basis of SECC data and participatory assessments. They should develop a profile of
poverty in the Gram Panchayat.
 Thereafter they may develop a matrix indicating the main causes and
solutions.
 Based on this, in consultation with the Gram Panchayat a poverty reduction plan
may be prepared as part of the GPDP, drawing resources from MGNREGS, FFC
grants and other funds mobilized by the Gram Panchayat. This plan could also
converge with other antipoverty programmes being implemented within the Gram
Panchayat area. This could be further strengthened by persuading the Gram
Panchayat to locate basic services and infrastructure in the poorer areas.
 In addition, SHGs and their federations should be pro-actively involved in the
costless development components of GPDP, like access to nutrition, health and
education, providing the last link in delivery of different pubic services and
addressing social evils.

Role of Gram Panchayats

1. Facilitate and support in the conduct the participatory identification of the poor,
their social mobilization and then the institution building as SHGs and Village
Organizations.
2. Use the SHGs and their federations consciously and formally to strengthen Gram
Sabha through informed participation after prior discussions within SHGs on
needs and priorities.
3. Use the SHGs and their federations actively in the local level planning process,
specifically in matters related to poverty reduction. Their services may be utilized:

— for social mobilization;

— for dissemination of information;
— as members of participatory planning teams;
— for conduct of PRA exercises;
— for consideration of the Participatory Assessment of Entitlements
(PAE), Participatory Poverty Assessment (PPA) and Participatory
Identification of Poor (PIP) as baseline information for planning;

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 — for incorporation of the Micro Credit Plan (MCP) and vulnerability
reduction plan in the Development Report presented to gram sabha;
— for participation in the mahila sabhas and ward sabhas preceding gram
sabha.
4. Gram Panchayats should be encouraged to prepare a poverty reduction plan as
part of their development plan and in this, the demands of the SHGs need to
get priority.
5. Assign specific roles to SHGs and their federations in MGNREGS -
identification of workers, demanding work, preparing Labour Budget, etc.
6. Use the SHGs for out-reach, particularly in behaviour change communication,
dissemination of technologies for development, transmission of development
messages and conveying information on developmental programmes and
schemes to the target groups.
7. Utilize the SHGs for community based monitoring, especially of service
delivery and performance of developmental interventions with specific
reference to Sustainable Development Goals (SDGs).
8. Entrust responsibilities for implementation of programmes to SHGs and their
federations through community contract as locally appropriate.
9. Use SHGs, as agencies for operation and Maintenance (O&M) of utilities and
assets with freedom to collect reasonable user charges.
10. Develop Community Resource Persons (CRPs) from among the SHGs to carry
out different developmental tasks on proper remunerations.
11. Lease out ponds, common lands, etc. to the SHGs for livelihood activities.
12. Use SHGs participatory assessments and studies like gender status, status of
children, poverty analysis, status of destitutes, etc.
13. Use SHGs for local campaigns for health, education, sanitation, etc.
14. Use the social capital of SHGs for launching drive against social evils like alcohol
and substance abuse, manual scavenging, child marriage child labour,
trafficking of women, etc.
15. Use the SHG to run Common Service Centers, especially to deliver IT based
services and for financial inclusion.
16. Allow SHGs to conduct a social audit.
17. Facilitate SHGs work closely with elected women representatives.
18. Outsource tasks related to governance to SHGs on proper payments.
19. Build capacity of SHGs to perform the tasks assigned to them.
20. Provide space in the Panchayat Office to the Village Organization.
21. Provide funds to support SHG activities.
22. Take-up advocacy on behalf of SHGs with different developments.
23. Involve SHGs and their federations in Functional Committees and other Gram
Panchayat level committees.
24. Prepare a partnership plan with SHGs and their federations.
25. Facilitate joint meetings of the Panchayat with SHG federation for discussing
the demands of the SHGs, at least once in a quarter.

Role of SHGs and their Federations

1. Access support from Gram Panchayat into the social mobilization of SHG
formation and for identifying the left out and vulnerable sections of the
community to bring them into SHGs.
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2. Work with Gram Panchayats for conducting Participatory Identification of Poor
(PIP) and get the process endorsed in gram sabha.
3. Participate actively in gram sabha with consolidated demands as agreed
beforehand in SHGs and SHG federation especially in accessing work and assets
under MGNREGS and benefits from GPDP.
4. Help Gram Panchayats to conduct the Gram sabha by helping them in
publicity, facilitating discussions and documentation.
5. Perform the tasks suggested by Gram Panchayats, which are beneficial ad
acceptable.
6. Participate in all Functional committees of Gram Panchayats.
7. Take up the service delivery responsibilities entrusted by Gram Panchayats such as
midday meals, house to house collection of taxes, solid waste management,
operation and maintenance of piped drinking water supply, e- services, etc. by
claiming appropriate fees
8. Participate in community based monitoring mechanisms of Gram Panchayat project
implementation.
9. Work with Gram Panchayat for accessing the common resources of Gram
Panchayats (like fish ponds, vested land, common properties, market yards etc.,) as
livelihood base for SHGs.
10. Help GPs to conduct gender status study and ensure the gender needs of the
community are reflected in the local Plan.
11. Access information from Gram Panchayat and disseminate amongst SHG
members on issues related to available government services and schemes.
12. Conduct Participatory Assessment of Entitlements (PAE) in each SHG and
consolidate at VO and GP level and prepare the Entitlement Access Plan (EAP)
at Gram Panchayat.
13. Actively involved in GPDP process to get the demands of SHGs included.
14. Take the lead for preparing Gram Panchayat Poverty Reduction Plan in
association with Gram Panchayat and other stakeholders and ensure the adequate
resources from Gram Panchayat and other line departments for implementing it.
15. Prepare a plan of action to implement the partnership.
16. Coordinate the joint meeting with Gram Panchayats on fixed dates.
17. Enrol elected Women representatives as members of SHGs and groom them as
Community Resource Persons.
18. Hold regular interaction with Panchayats on developmental issues.
19. Provide information on the functioning of SHGs in respect of joint projects.
20. Co-ordinate with Gram Panchayats while preparing micro plans and seek formal
financial support.
21. Add Panchayat-SHG Partnership as a separate agenda in all regular meetings of
SHGs and Federations to discuss, review and monitor participation in planning
and implementation and obtaining of benefits by members. The agenda items
may include - Gram Sabha. GPDP, Poverty free Gram Panchayat,
M G N R E G S , Swachh Bharat Mission. work in Functional Committees of
Gram Panchayats, Village Health Plan, ICDS, etc.

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Facilitation of the Partnership
Role of State Government

State Governments have to actively facilitate the partnership as suggested below:

1. Bring about geographical congruence between VOs and Gram Panchayats i.e. a
single Gram Panchayat should contain one or a whole number of VOs.
2. Instruct Gram Panchayats to provide office space for VO within the Panchayat
office. If existing space is not sufficient MGNREGS could be used to create
the space.
3. Issue order enabling SHGs to benefit from common property under the
control of Gram Panchayat like ponds grazing lands, etc.
4. Lay down procedure, as part of Gram Panchayats level planning, to get a
poverty reduction plan prepared in which SHGs are given the central role.
5. Co-opt CRPs from the SHGs into planning teams for Gram Panchayat level
development plan which would include MGNREGS.
6. Formally assign responsibilities to SHGs in assisting Gram Sabhas to
beneficiaries of anti-poverty programme on the basis of clear norms.
7. Ensure that all eligible elected women representatives are made members of
SHGs.
8. Utilize elected women representatives especially, as internal CRPs, to focus on
developing the partnership between the Gram Panchayat and the SHGs and their
federations.
9. Conduct joint campaigns of Panchayats and SHGs for health, sanitation, etc.
10. Include functionaries of the SHGs and their federations in the Functional
Committee of the Gram Panchayat dealing with poverty reduction and women
issues.
11. Give formal membership in all the Village Level Committees to the VO.
12. Create a forum for regular interaction of the VO with the Gram Panchayats at
least twice a year in which the VO would explain the needs and Gram
Panchayat would formalize its developmental support. This should be before the
finalization of the Gram Panchayat Development Plan.
13. Set up Joint committees consisting of the leaders of the VO and Gram
Panchayat to oversee the Partnership.
14. Conduct joint training of elected representatives and VO leaders to explain the
need for partnership and the modalities.
15. In the Schedule V areas, SHGs may be especially involved in strengthening
Gram Sabhas and their capacity suitably built up.
16. A Committee may be set up at the Block level for trouble shooting if
required.

Role of SRLMs

In addition to supporting the State Government in the roles indicated above, SRLMs
needs to do following;

1. Task an officer of the BMMU, DMMU and SRLM specifically to facilitate and
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 oversee the partnership.
2. Develop capable Community Resource Persons or Local Resource Groups at
Federation/Gram Panchayat level to provide necessary training to all
stakeholders.
3. Develop Block level Master Trainers.
4. Put in place a common State Resource Team for GPDP and MGNREGS.
5. The consolidated Entitlement Plan at block level needs to be kept in MIS for its
periodic verification and monitoring.
6. Conduct necessary training and capacity building to the SHG leaders and GP
leaders with the help of well-developed IEC materials.
7. Train all elected representatives (especially elected women representatives) on
NRLM and its functioning and importance on working together with SHGs.
8. The BMMU may review and monitor the partnership activities and report to
DMMU and SMMU periodically. The State Level Steering committee may
examine the report and guide and advice the SRLMs and the Panchayat Raj
department.

Follow-up Action by State Governments

1. States may issue detailed guidelines to actualize the partnership. This may be
operationalized immediately in all the Intensive/Resource Blocks. In the new
Blocks which are brought under NRLM, this activity should start from the
beginning. While the institution building of SHGs take place the relationship
with the Gram Panchayats should be clearly explained to work out a meaningful
and symbiotic relationship.
2. States are free to take technical support from the National Mission Unit of
NRLM and/or the National Resource organization, viz., Kudumbashree of Kerala.
3. States may develop Beacon Panchayats in Resource/Intensive Blocks where the
partnership is actualized as envisaged. They could function as Schools of Practice
for other Gram Panchayats and VOs to learn from.
4. The State level Steering Committee constituted for the GPDP may be tasked with
the responsibility of coordinating this exercise as by suitably incorporating SRLM.

Expected Outputs and Outcomes

1. Expected Outputs

Gram panchayat-SHG Partnership initiatives taken up should lead to clear and

measurable outputs. Following is an indicative list of outputs:

i. Increased access of SHG families and communities to individual entitlements,

community services, public goods and social security.
For example: MGNREGS job card, MGNREGS work and assets, access to social
security pensions, proper functioning of schools and anganwadis, mid-day meals,
ensuring entitlements under Right to Education Act and Right to Food Act,
increased immunization, reduced incidence of communicable diseases, etc.
ii. Regular functioning of partnership platforms and active community cadres. For
Example: Regular meeting of Functional Committees and the level of
participation of SHG members in the committees, number of SHG members
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 working as community cadre for Gram Panchayat, etc.
iii. Increased participation of women in Gram Sabha and various institutional and
development committees like Anganwadi Mothers. Committee. School
Management Committee, Village Health Committee, Water and Sanitation
Committees. etc.
iv. Gram Panchayat Poverty Reduction Plan, jointly prepared by the Gram
Panchayat with VO, in every Panchayat.
v. Services entrusted by the Gram Panchayat to the SHGs for delivery.
vi. Number of Elected Women Representatives as CRPs.
vii. Funds provided by the Gram Panchayat to SHGs and their federations.

2. Outcomes

In the medium to long term, certain outcomes are expected. These include:

i. Increased contribution from Gram Panchayat to local economic development,

reduction of poverty and antyodaya.
ii. Increased ability and sensitivity of elected representatives on issues of poverty
and to work with community institutions.
iii. Sustainable functioning of joint institutional platforms to plan and monitor
partnership activities.
iv. Enhanced ability and confidence of women to access public institutions and
offices, including elected positions in the local governments.

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