The Role Of Kasturba Gandhi Balika Vidyalaya In Girls Education: A Study Of Haryana State

Abstract

In July of 2004, the Kasturba Gandhi Balika Vidyalaya (KGBV) plan was initiated with the purpose of establishing residential schools at the upper primary level for girls who mostly belong to the SC, ST, OBC, and minority communities. The plan is being implemented in educationally backward blocks of the country, which are areas where the literacy rate of rural women is lower than the national average and where the gender disparity in literacy is higher than the national average. A current attempt has been made in order to gain an understanding of the efficacy and utility of building these residential schools, as well as the kind of skills that these schools are teaching in order to empower the current generation of girls.The primary purpose of the research was to determine the skills that are being taught to the girls of KGBV and to establish a comparison between the attitudes of girls toward activities that are designed to increase their skills at different levels. The nature of this work is empirical. The research design that was determined to be the most appropriate for this investigation was the descriptive survey research design. Therefore, by means of Purposeful Sampling The lottery method of random sampling was used to choose five districts, each of which belonged to a separate zone. At least three KGBV were selected from each of the districts. The researcher designed a questionnaire to evaluate the skills that were developed in the girls of KGBV, as well as an attitude scale to evaluate the attitude of KGBV girls toward the influence of the skills that were imparted to them. This was done in order to collect the data. According to the findings of this study, students at Kasturba Gandhi Balika Vidyalaya, which is managed by a variety of management agencies, develop a wide range of abilities, including life skills, vocational skills, learning skills, and the ability to participate in a variety of extracurricular activities.At the entry level, girls are not very aware of the numerous programs and activities that are going to be organized for them, which is why they are unable to respond positively. On the other hand, girls at the exit level are aware of the programs that are going to be organized for them by the school administration, and they are aware of the significance of the programs that are going to be organized for them. This is the reason why there is a significant difference between the attitudes of girls toward skills development activities at the entry level and the exit level (classes 6 and 8).