Ans. The scheme is being implemented in 27 States/UTs namely Assam, Andhra Pradesh, Arunachal Pradesh, Bihar, Chhattisgarh, Dadar & Nagar Haveli, Delhi, Gujarat, Haryana, Himachal Pradesh, Jammu and Kashmir, Jharkhand, Karnataka, Madhya Pradesh, Maharashtra, Manipur, Meghalaya, Mizoram, Nagaland, Orissa, Punjab, Rajasthan, Tamil Nadu, Tripura, Uttar Pradesh, Uttarakhand and West Bengal. In June 2014, 3609 KGBVs were sanctioned by Government of India in 460 districts. Out of these, 330 KGBVs have been sanctioned in Scheduled Castes (SC) Special Focus Districts (SFD) and 508 in Scheduled Tribes (SC) SFD districts, of which 329 and 508 are operational respectively. 544 KGBVs were sanctioned and operational in Muslim Concentration districts. 912 out of 913 KGBVs sanctioned were operational in 88 districts identified for the Integrated Action Plan for Selected Tribal and Backward Districts up to 30 June 2014.
Ans. • The model of the school will be selected by a State Level Committee based on the number of girls and the type of residential school to be provided. This will be based on the recommendation of the District Committee. • The proposal will then be forwarded to the Cell at the National level which will assess them with the help of external agencies/consultants, where necessary. • Finally, the Project Approval Board of SSA will approve these plans.
Ans. For the first two years of its launch, KGBV ran as a separate scheme but in harmony with the Sarva Shiksha Abhiyan (SSA), National Programme for Education of Girls at Elementary Level (NPEGEL) and Mahila Samakhya (MS). Since the XIth Five Year Plan (2007) it was merged with SSA. It is now a separate component under SSA.
Ans. Some of innovative practices followed by KGBVs are: • Awareness drives in communities involving KGBV girls: These can be on topics like child marriage and dowry system. These drives are aimed at motivating the parents of irregular, dropout or non- enrolled girls to send their daughters to schools. • Capacity building of female teachers: This is done through block level structured initiatives and formation of resource pool for training. Issues concerning the school girls and teachers are also raised and addressed in these forums. • Block level initiatives to ensure dropout prevention and regular attendance of girl students. • Community mobilization initiatives are also carried out. These involve community members, Panchayati Raj Institutions (PRIs), teachers as well as parents. Spot enrolment of girls in the blocks with highest gender gaps in literacy is carried out. • Upgrading KGBVs to higher classes on demand for girls’ education by schools’ own initiatives in some places. • Provision of special quota and incentives for children with special needs (CWSN).
Ans. Educationally Backward Blocks (EBBs) refers to a block where the level of rural female literacy is below the national average (46.13%: Census 2001) and gender gap in literacy is above the national average (21.59%: Census 2001). Since its launch, the KGBV scheme has been applicable to these EBBs.
Ans. A Special Officer (SO) shall be appointed to ensure the safety and security of all the girls studying in KGBVs. It is the SO’s responsibility to coordinate and arrange for frequent patrolling by police personnel. Proper guidance and counseling shall be provided to girls to instill confidence among them. At least 3 adult staff members shall be present in the KGBV during the night. The Special Officer shall also stay in the KGBV at least 4 nights in a week. The Government has also sanctioned compound walls for all KGBVs.
Ans. Even today in rural areas and among disadvantaged communities, gender-based discrimination is rampant. The enrolment trends in schools across India indicate that there are significant gaps in the enrolment of girls at the elementary level as compared to boys, especially at the upper primary levels. According to a UN study, the gender gap at the primary section among the SC and ST is about 30% and about 26% at the upper primary section. The objective of schemes like KGBV is to ensure access and quality education to the girls of disadvantaged groups of society by setting up residential schools at upper primary level.