analysis of career preparation at a tribal school in gujarat, india

July 27, 2009

SOL 2009 | Bhumi Purohit

SKV CAREER PREPARATION AT SARDAR KANYA

VIDYALAYA: AN EVALUATION

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TABLE OF CONTENTS

I. Introduction .................................................................................................................................................. 3

a. Gujarat’s Secondary Education System ............................................................................................................ 3

II. Research Methodology .................................................................................................................................. 4

a. Research Questions .......................................................................................................................................... 4

b. Research Methods ............................................................................................................................................ 4

III. Results ........................................................................................................................................................... 5

a. SKV’s Current Programs .................................................................................................................................... 5

Vocational Guidance ............................................................................................................................................. 5

Home Science........................................................................................................................................................ 5

Business Skills ........................................................................................................................................................ 5

Applicability of Class Materials ............................................................................................................................. 6

b. Students’ Future Aspirations............................................................................................................................. 6

Education After S.S.C. ........................................................................................................................................... 6

Stream of Study after S.S.C. .................................................................................................................................. 6

Education After H.S.C. ........................................................................................................................................... 8

Professional Aspirations........................................................................................................................................ 8

S.S.C. Information in Std. X ................................................................................................................................. 10

c. Focus Group Results ........................................................................................................................................ 10

Trends among All Standards ............................................................................................................................... 10

Std. VIII Findings .................................................................................................................................................. 11

Std. IX Findings .................................................................................................................................................... 12

Std. X Findings ..................................................................................................................................................... 12

IV. Recommendations .................................................................................................................................. 13

a. Speakers ......................................................................................................................................................... 13

b. Research Projects to Boost Self-Confidence .................................................................................................... 14

c. Introduction to Higher Education in Std. VIII .................................................................................................. 14

d. Scholarship, School Information for Std. X; ST Bank Account ......................................................................... 15

VI. Appendix 1 .............................................................................................................................................. 17

VII. Appendix 2 .............................................................................................................................................. 18

VIII. Appendix 3 .............................................................................................................................................. 18

IX. Appendix 4............................................................................................................................................... 19

X. Appendix 5............................................................................................................................................... 20

XI. Appendix 6............................................................................................................................................... 27

XII. Appendix 7 .............................................................................................................................................. 28

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I. Introduction

The community-based research project was based at Sardar Kanya Vidyalaya (SKV), a boarding

school for tribal girls based in Bardoli, Gujarat. Its aim is to provide an education from class VIII –

X for girls residing in rural villages situated within 5-15 km of Bardoli. Most of the 133 students

live in poor households and do not have educational facilities near their homes from class VII

onwards.

SKV thus provides a formal education for its students, but one that is incorporated into a Nai Talim

system. A Nai Talim education incorporates Gandhiji’s philosophy that knowledge and work are

inclusive. Therefore, in addition to the state-approved syllabus, the students are also taught how

to cook, clean, sew, and do everyday chores. Through such work, SKV aims to make its students

self-sufficient and ready for the future. Through the Nai Talim system, SKV also seeks to instill

proper sanskaara, or habits and values, in its students so that they may properly integrate into

society if they leave their villages.

As seen above, SKV has been structured in such a way as to prepare the girls for a better future.

Thus, my community-based research project was also based on the same theme of the girls’

future. It evaluated the amount of knowledge the students have on Gujarat’s education system,

as well as their knowledge on job options in the future.

a. Gujarat’s Secondary Education System

In accordance with the state of Gujarat’s secondary education system, all students must obtain

the Secondary School Certificate (S.S.C.) through an exam in class X in order to further continue

their studies. The exam tests students in social studies, math, science, Gujarati, Hindi, and

optional subjects such as Sanskrit.

Upon passing the exam, a student has three main options:1

1. Continue studying in standards XI and XII and choose one of the two main curricula:

science stream or commerce (common) stream, the latter of which includes commerce

and arts.

2. Enroll in a profession-oriented diploma course (e.g. Diploma in Banking or Diploma in

Home Science).

3. Enroll in a technical diploma course (e.g. Textiles or Ceramics).

1 Education Department, “What to do after standard 10?,” Government of Gujarat, http://gujarat-

education.gov.in/education/who_are_you/Students/career_after_ssc/dhoran-10-pachhi.htm (accessed July 26,

2009).

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II. Research Methodology

a. Research Questions

The following questions were examined during the study:

1. What educational/professional fields do the students wish to enter upon graduation

from Sardar Kanya Vidyalaya?

2. What programs are in place for the students to achieve their educational/professional

goals?

3. How can the school improve its programs, if necessary?

b. Research Methods

In order to answer the research questions, three main methods were utilized. First, in order

to determine the students’ aspirations once graduating from SKV, I administered a survey

among the girls (a copy of the survey can be found in Appendix 1). 131 of the 133 students

participated. The survey was open-ended, and I had no hypotheses prior to administrating

the survey.

In order to answer research question #2, I interviewed all four teachers at SKV (interview

questions can be found in Appendix 2). The interviews were also open-ended, but some

teachers’ working experiences at the school limited the inquiry. More specifically, two of

the teachers had been working at SKV for less than a year and thus were less informed and

less knowledgeable than the other teachers.

Research Question #3 was determined through focus groups with the students (focus group

questions can be found in Appendix 3). In standard VIII, three focus groups were conducted

with six girls (selected at random) in each group. There were four focus groups conducted

in standard IX. The survey showed that approximately half the students were interested in

science, whereas about half were interested in pursuing arts after the S.S.C. Thus, two of

the std. IX focus groups had six students each, all of whom were interested in arts. The third

group had six students, all of whom were interested in pursuing science. The last group had

four students, two of whom were interested in science and the other two in commerce.

Lastly, standard X consisted of three focus groups with six students in each; one group had

those interested in commerce, one had those interested in science, and the last was a

mixture of those interested in arts, science, and commerce.

The disparities in the number of participants between arts and science focus groups in

standard IX, and the disparities in the number of focus groups between standards VIII, IX,

and X are a result of the number of girls who were willing to participate in the study.

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III. Results

a. SKV’s Current Programs

Vocational Guidance

Based on the teacher interviews, SKV provides formal guidance on future education and

possible career options during Vocational Guidance (VG), currently taught every Tuesday to

class IX. During VG, students are provided with the following information regarding their

future education:

The structure of the S.S.C. and the H.S.C. (Higher Secondary Certificate)

Exam scores necessary to enter a certain stream (e.g. science) or a certain

profession (e.g. nursing)

Options for those who don’t score well on the S.S.C. or the H.S.C.

Jobs that are well-regarded or the most popular

Additionally, a standard VIII focus group revealed that as of now, teachers have not inquired

about their future career aspirations. One student stated that one teacher has prompted

the class VIII girls to begin thinking about what profession they would like to pick once they

become older.

The standard X focus groups revealed that the girls did not participate in VG when they were

in standard IX. They stated that they briefly received the information currently being taught

in VG during one class period by Aarti ben earlier during the year. They also stated that in

the near future, they will be asked to write a paper on what they wish to become and will

receive advice from teachers accordingly.

Home Science

Aside from VG, SKV also has a home science program, where students focus on arts and

crafts projects that include embroidery, toran, sewing, and cooking, among other things.

The girls are likewise taught how to make khadi from a spinning wheel. The thread made

from the spinning wheel is made into cloth within the ashram, and the cloth is used at SKV

for bedding and other necessities. The students are also taught to create art from what

could be trash. For instance, some students in the previous years have made small boats

from used matchsticks.

Business Skills

Business skills are taught to the girls, but only if they are a part of formal education, for

instance during economics. Teachers stated that they have taught basic skills such as buying

in bulk, speaking with local store owners if the girls are interested in selling their products,

and determining profit/loss margins. These skills are at times mentioned during home

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science, but most often come up in class. One teacher stated that girls are also told that

home science is a possible career options of others do not work out in the future.

Applicability of Class Materials

All teachers noted that when they themselves know the applicability of class materials and

units to certain jobs or certain fields, they inform the students. Focus groups in each

standard revealed that the students understand the relevance of their studies to everyday

life and/or to other fields of study.

b. Students’ Future Aspirations

As stated previously, students’ future aspirations were determined through a survey given

to all standards; 131 of the 133 girls participated so the survey represents an almost

complete view of the current school population’s goals. The survey was given to each

standard separately.

Education After S.S.C.

The survey revealed that all but two students are interested in continuing their education

after standard X. This includes either picking arts, science, or commerce streams or studying

in a diploma course such as home science. The two students who said they wish to

discontinue their education after S.S.C. belonged to standard VIII.

Yes No

Std. VIII 44 2

Std. IX 46 0

Std. X 39 0

Total 129 2

Stream of Study after S.S.C.

The results revealed an interesting trend in arts and commerce. In std. VIII, 34% of the girls

showed an interest in arts and only 2% in commerce. This may be because the std. VIII don’t

yet understand what the commerce stream entails, determined by one of the std. VIII focus

groups. In std. IX, 39% showed an interest in arts and 9% in commerce. By std. X, however,

the numbers changed to 13% interested in arts and 26% in commerce. This confirms

societal perceptions in Gujarat which ranks the three streams – science, commerce, and arts

– in the order such that science is for those who are the smartest while arts is for those who

score the lowest on the S.S.C. An additional societal perception is that those who pursue

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arts fail in obtaining high-paying jobs while commerce can provide for a middle-class life.2

During the focus groups, most of the girls said they wanted to continue studying through

college so that they can provide a better future for their family. Thus, those who were

originally interested in arts may have changed their stream of preference to commerce.

Interestingly, the percentage interested in science remained close to 53% [the average was

53.49%].

Arts (1)

Commerce (2)

Computer Science (3)

Home Science (4)

Science (5)

Don't Know (6)

Std. VIII 15 1 1 0 26 1

Std. IX 18 4 1 0 23 0

Std. X 5 10 3 1 20 0

Total 38 15 5 1 69 1


education.gov.in/education/who_are_you/Students/career_after_ssc/dhoran-10-pachhi.htm (accessed July 26,

2009).

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Education After H.S.C.

85% of the students at SKV said they were sure they would continue their studies after std.

XII; this includes enrolling in a degree course at a university, training to become a nurse, and

enrolling at a PTC. Of the 129 students who took the survey, 3 students or 2% – all from std.

X – said they did not wish to study past std. XII, and 13% said they did not know if they

would pursue higher education. As one would expect, the percentage of students who were

unsure about pursuing higher education belonged to std. VIII (23% of the class). This is

logical as that population is the most uninformed regarding their educational options, and

they have yet to plan ahead in the future.

Yes No Don't Know

Std. VIII 34 0 10

Std. IX 45 0 1

Std. X 31 3 5

Total 110 3 16

Professional Aspirations

An open-ended question on the survey inquired about the student’s professional

aspirations. The most popular jobs, or those which appeared more than 6 times, were

teacher, nurse, doctor, engineer, and banker.

In std. VIII, 46% of the students said they wished to be teachers, 6% wished to be nurses,

33% wished to be doctors, while 13% were unsure. Intuitively, this is logical as the girls are

exposed to very few proper careers to aspire to. They come from very interior regions of

the state and aside from farmers, they have mainly seen teachers, nurses, and doctors.

Interestingly, std. VIII had the highest percentage of girls who wished to be doctors. This

may be because they are uninformed about the high exam scores and finances needed to

attend medical school.

In std. IX, 30% of the girls hoped to become teachers, 33% nurses, and 9% bank clerks or

bank managers. 22% of the students in the standard want to choose a different job than the

five main ones listed in the chart below, including painter, professor, beautician, and

airhostess. The number of students who aspire to be doctors shot down to 2%, possibly due

to VG, which may have shown students that becoming a nurse is more feasible than

becoming a doctor, especially given their economic background; however, this cannot be

confirmed given the trend in std. X, as explained below.

In std. X, 15% aspired to become teachers, 21% nurses, 10% doctors, 10% engineers, and

15% bank managers or bank clerks. 26% of the std. X girls said they hoped to pursue a

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different career than the five most popular ones listed below, including lawyer, police

officer, singer, and hotel manager.

The most popular job among all the standards was teacher, with 31% of the girls indicating it

to be their top preference, likely because almost all the girls at the school value education

and have seen teachers as an important part of society since they started their schooling (as

found in focus groups).

Teacher (1)

Nurse (2)

Doctor (3)

Engineer (4)

Banker (5)

Other (6)

Don't Know (7)

Std. VIII 21 3 15 1 0 0 6

Std. IX 14 15 1 1 4 10 1

Std. X 6 8 4 4 6 10 1

Total 41 26 20 6 10 20 8

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S.S.C. Information in Std. X

Std. X’s survey was different than those given to std. VIII and std. IX. The std. X survey had

one additional question; it inquired how well-informed the girls felt about the education

system after std. X. I choose only to ask the question to std. X because they are the most

knowledgeable regarding the S.S.C. and as they prepare for the board exam, they know

what information they are lacking. This knowledge cannot be found in the other two

standards as they do not know the full details of the S.S.C. exam and thus, cannot identify

the information gaps.

The survey showed that 26 girls (66.67%) of the std. X students felt well-informed about the

S.S.C. system while 28.21% did not. This data is different from the focus group results. Two

of the focus groups were asked if they felt well-informed and all the girls except one (17 out

of 18 girls) said they did not. The difference may be due to two reasons: the girls in the

focus groups were prompted to think about their future when they were asked questions

and thus realized what knowledge they lack, or the girls in the focus groups said they did not

feel well-informed due to peer pressure, feeling that they must all answer the same way.

The second possibility was one of the major limiting factors of the research.

Frequency %

Yes 26 66.67%

No 11 28.21%

Don't Know 2 5.13%

c. Focus Group Results

Trends among All Standards

To begin with, all focus groups revealed a similar understanding among the girls. Each girl

who participated in the focus groups wished to study past std. XII and this trend was rooted

in various motivations. Most of the girls said that obtaining a college education will help

them obtain a good job and thus, they will be able to help their family live comfortably.

Some said education will lead to self-sufficiency and independence, while others stated that

they will gain the respect of their parents and village members through education. These

reasons, as well as the survey results, show that the girls value education and understand its

importance in obtaining a better future.

All the focus groups had another trend; it revealed that the girls were hoping to pursue a

certain stream or a certain career because they themselves were interested in some aspect

of it. For instance, a few girls stated that they hoped to become teachers so they could

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teach illiterate children in the future. They additionally confirmed that their parents,

teachers, or any other elders were not pressuring them to pursue one field over another.

Instead, the girls were being told to continue their studies in the field of their choice and

interest.

All the girls who participated in the focus groups, when asked about financial aid to study in

std. XI and std. XII, said that scholarship information had never been given to them.

However, they said it would be helpful if they received scholarship information, especially in

std. X, so that they could utilize it. Teacher interviews showed that the teachers only speak

about financial aid for future education if asked directly by a student.

All the participants also stated that they would find it useful to speak with SKV graduates as

it would give them the opportunity to learn about career possibilities and the opportunity to

ask questions.

Lastly, all the girls who participated stated that they were happy and satisfied to be studying

at an ashram school as it provided them with more opportunities for learning as opposed to

playing. Given the choice between a village school that would allow them to stay at home

and a hostel school, all said they would choose a hostel school. Their motivations mostly

included greater time to study and an opportunity to stay with other girls.

Std. VIII Findings

The std. VIII focus groups, aside from the information listed above, revealed two important

details. Firstly, all girls who were asked when they would prefer to be taught about the

S.S.C. and future career options stated in std. VIII. They rationalized that if they were taught

about their educational possibilities early on, they would know what subjects to focus on

and how well to score on the subjects of their interest. Thus, they would work harder in std.

VIII to gain a better foundation in their areas of interest.

Secondly, a large number of the std. VIII participants said that they want more information

about their future education and career possibilities, but haven’t asked questions to

teachers or peers as they have never been prompted to think about the subject.

Additionally, some said they want to speak with std. X girls about the topic but do not get

the chance as std. X students are busy preparing for the S.S.C.

Aside from these two main findings, the focus groups showed that the girls have a limited

view of career possibilities. When asked what their job options are, they only stated doctor,

teacher, engineer, or police officer. This is logical as the girls’ worldview is very limited at

the moment, seeing that they have arrived from very interior, rural areas and have not been

exposed to any other possibilities. They may have only seen doctors, teachers, police

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officers, and engineers in their villages and have deemed them to be respectable career

options.

Std. IX Findings

In std. IX, focus groups of those interested in going in the arts stream showed that the girls

could only think of two job options after pursing arts: teacher and professor. In the science-

based focus groups, the students said that after pursing the science stream, they could

become doctors, nurses, or engineers. These views are an improvement over those of std.

VIII, but show a limited scope of understanding in career possibilities, especially after having

taken VG.

Additionally, the focus groups revealed that the girls were aware of the ST bank account

awarded by the government; the money can be used for future educational purposes by

aadivasi girls. Despite the fact that they were told about the bank account, none of the girls

could explain how it can be used. All those with a bank account said they did not

understand the funding and the possibilities for its usage.

Std. X Findings

Std. X focus groups showed that the girls had much more information about career options.

They stated that if one pursues commerce, (s)he can become a bank employee, a math

teacher, or a government employee. If one pursues science, (s)he can become a dentist, a

doctor, an engineer, a nurse, or a veterinarian. Lastly, if one goes into the arts stream, (s)he

can become a teacher, a singer, or do something related to home science.

Most of the participants stated that they wish they had been informed about their

educational options during std. VIII and after Diwali, when they were well-acquainted with

SKV. Their reasoning was that were they informed about S.S.C. and higher education earlier

on, they would have prepared better in subjects of their interest or relevance.

Additionally, those in std. X who participated in the focus groups and had a ST bank account

stated the same fact as the std. IX girls – they understand that they have a bank account but

are unaware of its purpose and usage.

Lastly, all girls who participated in the focus groups said that they felt uninformed on the

educational system and sought more information on the following: what score is needed on

the board exam to enter a certain stream, what subjects are taken in each stream, job

options after pursing certain streams, and options beyond streams (i.e. training to become a

police officer).

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IV. Recommendations

The study showed that VG is an effective way of informing the students about S.S.C. and higher

education. The amount of knowledge the girls have about their future educational and

professional options increases from std. VIII to std. IX, and from std. IX to X. This positive trend

regarding the information the girls receive each year effectively guides the girls to slowly think

about their futures.

Regardless, the focus groups did show that the girls, regardless of their standards, had questions

about the education system or job options but had not asked teachers or other elders who

regularly come to the school. For instance, a few std. IX girls said they wanted to speak with an

SKV graduate who was now a doctor, but said they had not thought about speaking with Rami ben

who regularly comes to the school. Likewise, the focus groups revealed that the students take an

active interest in their future but only after they are prompted to think about it. Some students

said they had never asked questions to teachers relevant to different professions because no one

had asked them to think about it. Thus, I conclude that in addition to providing VG, SKV should

continually prompt its students to consider the opportunities that await them. Below are a few

recommendations on how this can be done.

a. Speakers

The biggest consideration SKV must make in educating its students is that the girls come

from tribal areas where they are not exposed to the outside world. Their knowledge is not

as vast as their peers who reside in towns or cities, and suddenly exposing the girls to a vast

amount of outside knowledge may have an adverse effect – deterring them from obtaining

education rather than encouraging them.

Taking this into account, one suggestion I have is that SKV ask its graduates to come to the

school and speak with the girls regarding their backgrounds, what stream they choose after

S.S.C., how well they scored on the S.S.C. and the H.S.C., their profession, etc. Though it

may be difficult to find SKV graduates who now live in different areas of the state, the

school can start with people like Rami ben, Jyoti ben, and Manju ben, all of whom have

studied at the school and either work there or come to the school regularly. There are also

many SKV graduates who work in Bardoli, and seeking them out and asking them to talk to

the students about their work will effectively broaden the girls’ knowledge about their

future.

As the girls talk with those who have the same background as them and have succeeded in

creating a professional, self-sustainable life, they will be encouraged to think positively

about their own futures. They will be exposed to different opportunities that await them

and they will likewise be prompted to think about their options and to ask questions

accordingly.

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b. Research Projects to Boost Self-Confidence

Personal observations revealed that as the girls come from tribal areas with limited

exposure to outsiders, they lack self-confidence when it comes to speaking with strangers or

speaking in public. Regardless of my stay at SKV for two months, some girls did not freely

speak with me even after we had daily interactions, indicating a lack of a comfort level with

outsiders as well as a low self-esteem. Currently, SKV does not have specific programs or

sessions to work with this particular problem (as revealed by the teacher interviews).

I recommend that the school assign research projects to a small group of students or to

individuals – projects which are then to be presented to the class or to the entire school.

These research projects should revolve around a job or a profession. For instance, one girl

can be asked to create a presentation on nursing which would include the everyday duties

of the profession, the training needed to become a nurse, the exam scores needed to enter

the field, etc.

Such knowledge will firstly expose students to different fields and professions, increasing

their scope of vision and enlightening them on future possibilities. Secondly, research

projects such as the one described above will prompt the students to think about their

future and to ask questions, both to themselves and to others, regarding their futures.

Third, a research project would broaden the girls’ methods to field of inquiry as it would

require them to seek different sources of information and to collect the materials in a

cohesive, presentable manner. It would also require that they think individually instead of

unquestioningly accepting the information they are given – something that various teachers

stated was one of their top concerns in teaching the girls. Lastly and most importantly, the

presentation of the research project would boost the girls’ self-confidence and self-esteem,

requiring them to speak in public and seek their peers’ attention – something they are not

required to do otherwise. The information individuals present regarding different

professions will increase everyone’s knowledge about future possibilities and prompt the

students to think ahead.

c. Introduction to Higher Education in Std. VIII

Students in both std. VIII and std. X stated in focus groups that an early exposure to higher

education will prompt them to work harder in areas of their interest. Thus, it seems logical

to expose students to concepts of S.S.C., H.S.C., streams of studies, and job possibilities

earlier than is currently being taught in VG in std. IX.

It is plausible to that this cannot be done before Diwali as the girls are adjusting to ashram

life and being away from home. After Diwali or towards the end of the year, introducing the

above-mentioned concepts would benefit the students as it would expose them to

possibilities and encourage them to pursue their educational goals.

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Additionally, I recommend the use of the Government of Gujarat’s Department of Education

website as it provides easy-to-understand guides about the education system and students’

options (http://gujarat-education.gov.in/education/who_are_you/Students/career_after_

ssc/dhoran-10-pachhi.htm). The website is accessible in Gujarati, making it easier for both

teachers and students to evaluate the information. An example of a guide found on the

website can be found in Appendix 4.

d. Scholarship, School Information for Std. X; ST Bank Account

Std. X focus groups showed that the students had two concerns about future education

which can easily be resolved. One, they wanted to attend hostel schools in surrounding

areas after std. X but were unaware about the whereabouts of such schools. Secondly, the

girls hoped for more information about financial aid so they can continue their education

with ease.

These two concerns can easily be resolved by providing a bulletin board or a designated

area near the std. X classroom where teachers or others can post information regarding

schools and scholarships. A list of schools in the Surat district can be found in Appendix 5.

As for scholarships, the Department of Education website (Gujarat-education.gov.in)

provides information about financial aid for tribal girls, information that can be found in

Appendix 6. An additional website (scholarshipsinindia.com) also provides links to

scholarships which can be found in Appendix 7. As the girls are not vastly knowledgeable

about computers, I suggest that teachers and school staff print scholarship information and

post it at an easy-to-find location so that students can read the information and ask

questions. Girls who show potential to receive certain scholarships should also be

encouraged to apply by teachers and other school staff.

Lastly, the focus groups showed that none of the girls who participated and received the ST

bank account funding understand the account’s function or usage. Teachers should fully

explain the account such that the girls can properly comprehend their finances and its

operation enough to be able to use it in the future.

Allowing the girls to see that their financial options are open is an important factor in

encouraging them to pursue higher education. A global economics paper by Sandra states

that one of the major deterrents for women to pursue education is financial burden,

including fees, transportation, books, and uniforms.3 Helping the students at SKV see that

financial aid is available will thus avail some major concerns for them and their families.

3 Sandra Lawson, “Women Hold Up Half the Sky,” Global Economics Paper No: 164 (2008). Goldman Sachs

Institutional Portal, http://portal.gs.com

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V. Conclusion

This report provides an evaluation of the current career-preparation programs at SKV, a summary

of the current school population’s educational goals and professional aspirations, and a few

recommendations based on the information I received during the study. It is important to note

that the above study had a limiting factor. Firstly, the students at SKV were unaware of the

research methods which were utilized such as taking surveys and participating in focus groups.

Some were shy towards speaking their beliefs and it seemed that others said what they hoped

would seek my approval or that of the teachers. Thus, the data presented in the report is limited

to the knowledge that the teachers and the students were willing to share. Regardless, I hope

that the staff at SKV and any other readers will find the report useful and the recommendations

plausible to be implemented.

I sincerely thank all the teachers, volunteers, and staff for their cooperation and help throughout

the research project, the students at SKV for their willingness to participate. A special thank you

goes out to Niranjana ba for allowing me to have the opportunity to stay, study, learn, and grow at

Sardar Kanya Vidyalaya.

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VI. Appendix 1

Survey for Girls

The following survey asks questions about your future educational/professional plans. Please

check only one box for each question. If you do not wish to answer a question, you may leave it

blank.

1. What standard are you in?

8th standard 9th standard 10th standard

2. Are you planning on going to 11th grade once you complete your education at Sardar Kanya

Vidyalaya?

Yes No Unsure

3. ****For std. X only**** Do you feel well-informed about the education system after std. X?

Yes No Unsure

If you answered “yes,” please continue with the survey. If you answered “no” or “unsure,” you may

stop.

4. Which educational field do you wish to study during 11th and 12th standards? If you are considering

more than one field, pick the one field you are most interested in.

Arts Science Commerce

Home Science Computer Science Don’t Know

5. Are you planning on going to college after 12th standard?

Yes No Unsure

If you answered “yes,” please continue with the survey. If you answered “no” or “unsure,” you may

stop.

6. What professional line do you wish to go into after college? (Examples: Teaching, Medicine, etc.). If

you are unsure, write “unsure.” If you do not wish to work after college, write “Do not plan to

work.”

[18]

VII. Appendix 2

Sample Interview Questions for Teachers

1. Does the school give information to girls regarding their educational options after 10th grade,

whether through presentations, lectures or classes? Their educational or professional options

after 12th grade?

2. Does the school give information to girls regarding scholarship or financial options to continue

studying after 10th grade?

3. What domestic or life-training programs does the school currently have in place?

4. Does the school provide business or trade skills to its students?

5. Does the school give any self-esteem or self-motivation presentation to its students?

6. Have you, as a teacher, informed the students about how your field of teaching (i.e. Math) or

concepts from your lectures are applied in professions?

VIII. Appendix 3

Sample Focus Group Questions for Girls

I. Do you wish to continue your education after 10th grade? Why or why not?

II. Do you wish to continue your education after 12th grade? Why or why not?

III. Do you feel well-informed on education options after 10th grade? 12th grade?

IV. Are you aware of how well your class X and class XII board results should be to obtain your

choice of a degree?

V. Do you want the school to give you more information regarding future education? Career

options? How?

VI. Do you want the opportunity to talk with graduates of Sardar Kanya Vidyalya? Why or why not?

VII. Do you want the school to provide you with information regarding scholarships or financial aid

for future education?

[19]

IX. Appendix 44


education.gov.in/education/who_are_you/Students/career_after_ssc/dhoran-10-pachhi.htm (accessed

July 26, 2009).

[20]

X. Appendix 5

Schools Of Choryasi, Mahuva, Olpad and Bardoli5

CHORYASI TALUKA

OFFICIAL SCHOOL

NO.

SCHOOL NAME & ADDRESS TELE NO.

35 D. P. Girls School,

Bhimpore, Surat.

36 Nav Nirman Vidhyalay,

Bharthan Vesu, Surat.

48854

50 Jawahar Vidhyalay,

SaniyaKanade, Surat.

74 L. D. High School,

Sachin, Surat.

2221

(97 Code)

84 K. G. Pithawala Vidhyalay,

Sultanabad, Surat.

219

85 Sharda Vidhyalay,

Icchapore, Surat.

89 D. M. & K. M. patel Sarvoday Vidhyalay,

Sabargam, Surat.

02627

21904

99 sanjeevni High School,

Damka, Surat.

108 Swashray Uttam Buniyadi Vidhyalay,

5 Insurat.com, “Schools Of Choryasi, Mahuva, Olpad and Bardoli,” Insurat.com,

http://www.insurat.com/education/schools/moreschools1.htm (accessed July 25, 2009).

[21]

Budia, Surat.

114 Navjagruti Vidhya Vihar,

Hazira, Surat.

116 Mausam High School,

Bhatiya, Surat.

872401

119 P. R. Contractor Vidhyalay,

Sultanabad, Surat.

135 Smt. L. P. D. Patel Sarvajanik High School,

Puna, Surat.

165 Gyan Deep Vidhyalay,

Abhwa, Surat.

197 Shah Udayram Mangilal High School,

Kosadh, Surat.

203 M. A. I. High School,

Mota Varacha, Surat.

489226

204 Gautami Kanya Vidhyalay,

Amroli, Surat.

682837

489837

233 Sardar Patel Vidhyalay,

Pal Surat.

C/O Kantibhai G. Patel

94360

94347

683532

241 Sun Flower high School,

KRIBHCO Nagar Kawas, Hazira, Surat.

246 Maharshi Astik Vidhyalay,

Godadra, Surat.

644701

489756

[22]

271 Saraswati Vidhyalay,

Maghdalla, Surat.

44 K. & M. P. Sarvajanik High School,

Amroli, Surat.

489620

OLPAD TALUKA

SCHOOL NO. SCHOOL NAME & ADDRESS TELE NO.

43 Nav Jeevan Vidhyalay,

Karanj, Surat.

53 D. R. G. D. Sarvajanik Vidhyalay,

Sayan, Surat.

2259

54 M. R. C. High School,

Dihen, Surat.

64 M. S. Vidhyalay,

Olpad, Surat.

S.T.D

026422014

73 Mor High School,

Mor, Surat.

75 Lok Vidhyalay,

Kim, Surat.

2313

91 Siddh Someshwar High School,

Saras, Surat.

98 D. M. Vidhyalay,

Sithan, Surat.

117 TaradVibhag High School,

[23]

Tarad, Surat.

126 J. R. Patel High School,

Takarma, Surat.

132 Ashnad Vibhag High School,

Ashnad, Surat.

194 Sanskar Bharti Vidhyalay,

Bhagel, Surat.

212 M. A. I. High School,

Olpad, Surat.

244 Lavacha Vibhag High School,

Lavacha, Surat.

272 Sarvoday Vidhyalay,

Segwachama, Surat.

MAHUWA TALUKA


28 Gramtirth Uttar Buniyadi Vidhyalay,

Allu Boria, Surat.

46 G. H. Bhakt Sarvajanik High School,

Mahuwa, Surat.

768

63 Karchelia , Surat.

70 Anaval, Surat.

77 Dhangauri Sarvajanik Vidhyalay,

Valwada, Surat.

104 Vinay Niketan Uttar Buniyadi Vidhyalay,

[24]

Kharwan, Surat.

143 Uttar Buniyadi Vidhyalay,

Ranat, Surat.

159 Gram Mangalay Vinay Mandir,

Umra, Surat.

164 Sraddha Vidhyalay,

Bhagwanpura, Surat.

172 Sarvajanik High School,

Dhonikui, Surat.

173 Puna High School,

Tarsadi, Surat.

209 Ambika High School,

Mahuwaria, Surat.

217 Sanatan Kanya Vidhyalay,

Angaldhara, Surat.

223 Dungri Vibhag Sarvajanik High School,

Dungri, Surat.

238 Sarvajanik High School,

Bilkhadi, Surat.

288 Adarsh Nivasi School,

Mahuwa, Surat.

BARDOLI TALUKA


34 Sardar Kanya Vidhyalay,

[25]

Bardoli, Surat.

37 Uttam Buniyadi Kanya Vidhyalay,

Vatsalyadham Madhi, Surat.

82

41 The Kadod High School Kadod,

Surat.

S. T. D.

26224 6229

42 Kanya Vidhyalay,

Astan, Surat.

S. T. D.

02622 20018

56 N. B. Patel Sarvajanik High School,

Sarbhom, Surat.

439

61 B. A. B. S. High School,

Bardoli, Surat.

20074

71 M. K. Patel High School,

Madhi, Surat.

2021

78 Varad Sarvajanik High School,

Rayam, Surat.

94 M. J. Bhatt Sarvajanik High School,

Mota, Surat.

96 S. K. Patel Sarvajanik High School,

Vankaner, Surat.

625

103 M. B. Vamdot Sarvajanik high School,

Bardoli, Surat.

20041

113 Makkanji Baba Vidhyalay,

Balda, Surat.

120 Uttar Buniyadi Kanya Vidhyalay,

[26]

Vaghecha, Surat.

151 Senserite English High School,

Bardoli, Surat.

20457

166 J. M. Patel Sarvajanik High School,

Bardoli, Surat.

758

184 Uttar Buniyadi Vidhyalay,

Bedifalia Madhi,Surat

191 N. G. Patel High School,

TajporeBujrang, Surat.

21193

216 U. K. R. K. Sarvajanik High School,

Ten, Surat.

224 Madressa High School,

Bardoli, Surat.

21095

234 M. B. M. Convent High School,

Bardoli, Surat.

20468

237 English Medium high School,

Umrakh, Surat.

581

291 Don Public School,

Rayam, Surat.

[27]

XI. Appendix 6

Govt. Scholarship Assistance6

There is a provision to give various types of scholarships, interest free loans in Gujarat state by

Education department and others with collaboration of Govt. of India. The assistance is paid to

students of standards 10 and 12 every year. Advertisements are given in June-July every year forms

are available. The student is required to apply in prescribed form. Accounts officer in the office of

the Commissioner of Higher Education. Block 12, Dr. Jivraj Mehta Bhavan, Gandhinagar looks after

the work. For further details please contact personally or by letter or telephone. Phone number is

(079) 3253997/3254019. District Education officer also gives information and guidance. The

assistance is as under:

(1) Gujarat Sstate Higher Education Scholarship (for 900 students)

(2) Gujarat State Interest Free Loan

(3) Scholarships to the children of teacher, (35)

(4) Gujarat State Post - SSC inter-state Scheme (30)

(5) Gujarat State Tribal Taluka Residents Higher Education Scheme (15)

(6) Central Government Loan (100)

(7) Hindi Higher Studies Scholarships

(8) National Merit Scholarships (1440)

(9) Sanskrit Scholarships (100)

(10) Cultural Talent Scholarships (300)

(11) National Talent Search (Examination – Oriented) (750) There May Be Slight Changes in These

Details. Various departments of the state govt. look after some special scholarships

For sportsmen, Director, youth cultural affairs block 11, Dr. Jivraj Mehta Bhavan, Gandhinagar.

For technical study outside Gujarat, Office of Director of Technical Education Block 2, Dr. Jivraj

Mehta Bhavan, Gandhinagar.

For residents of kachchh district, office of District education officer, Bhuj; office of the Civil Surgeon,

Civil Hospital, Bhuj (Kachchh)

For Weaker Sections of the Society, Office of Director of Social Welfare and Director of Tribal

Welfare Dr. Jivraj Mehta Bhavan and District Social Welfare Officer.

6 Education Department, “Government Scholarship Assistance,” Government of Gujarat, http://gujarat-

education.gov.in/education/who_are_you/Students/career-after-hsc/commerece/sarkari-sisyavruti-

sahay.htm (accessed July 25, 2009).

[28]

XII. Appendix 7

Indian Oil Scholarship7

Indian Oil Corporation Ltd., India's largest commercial enterprise, opens a golden window

of opportunity for talented and deserving students in India.

A total of 350 Scholarships, under select categories, are offered under the Indian Oil

Scholarship Scheme this year to support and nurture talent from among deserving

students so as to enable them to accomplish their academic goals.

With a countrywide network of infrastructure and services, Indian Oil is proud to be "in

every part, and in every heart" of the nation, bringing energy to the lives of millions.

The Scholarship scheme is Indian Oil's humble attempt to support and encourage

deserving, talented students achieve their limitless ambitions and serve the nation.

SCHOLARSHIPS

Sl.No:1

Stream : 10+/ITI

Duration for which Scholarship will be awarded and minimum duration of course : 2 Years

No.of Scholarships : 250

Qualifying Examination : 10th

Minimum Eligibility marks in Qualifying exam : GEN : 65% SC/ST/OBC/Girls : 60% PC/PH

: 50%

Scholarship amount per month : Rs.1000

Sl.No:2

Stream : Engineering





: 50%


Sl.No:3

Stream : MBBS


7 ScholarshipsinIndia.com, “Indian Oil Corporation, Ltd.,” ScholarshipsinIndia.com,

http://www.scholarshipsinindia.com/indianoil1.html (accessed July 25, 2009).

[29]




: 50%


Abbreviations : SC - Scheduled Caste, ST - Scheduled Tribe, OBC - Other Backward Class,

GEN- General, PC/PH - Physically challenged/Physically Handicapped (minimum 40%

disability as per definition under Disabilities Act 1952)

Distribution of 250 Scholarships for 10+/ITI will be as under and based on location of the

School/College/Institute.

North : Delhi,Punjab,Uttar Pradesh, Rajasthan, Uttaranchal, Haryana, Himachal Pradesh &

UT of Chandigarh : 50 Nos

East : Bihar,Jharkhand, Orissa, West Bengal : 50 Nos

West : Maharashtra,Gujarat, Madhya Pradesh, chattisgarh, Goa, UT of Dadra & Nagar haveli,

daman & Diu : 50 Nos

South : Tamil nadu, karnataka, Kerala, Andhra Pradesh, Pondicherry : 50 Nos

North Eastern States Sikkim & Islands : Nagaland, Tripura, Sikkim, Andaman & Nicobar

Islands, Lakshadweep, Minicoy, Aminidivi Islands etc:( Additional to East & South ) : 40 Nos

jammu & Kashmir : Jammu and kashmir : 10 Nos

100 Scholarships will be for students pursuing 1st year of Engineering, MBBS and MBA

courses on national merit basis.

ELIGIBILITY : Students pursuing full time courses in these streams & studying in

Schools/Colleges/Institutions/Universities recognised by MCI/AICTE/State Education

Boards/State Govt./ICSC/CBSE/Central Govt./Association of Indian Universities,shall be

eligible to apply. The time post graduate courses in Business Administration/Management

recognised by Central/State Govt. Association of Indian universities and which are

equivalent to MBA, are eligible for management stream Scholarship. Students having

confirmed admission in the first year of full time engineering degree course. MBBS, MBA

and also 11th standard as well as those inthe 1st year of 2 yer ITI course are eligible to

apply. In case of graduates, the average percentage of marks of all the academic years

shall be treated as eligibility marks . Minimum eligibility percentage of marks for various

categories will be as indicated above. Gross Joint income of the family of the candidate from

[30]

all sources(during financial year 2003-2004)should not exceed Rs.1,00,000/- (Rupees One

Lakh Only). However,Preference will be given to the candidates whose family's annual gross

income is not more than Rs.60,000/-. The marks obtained in the examination making the

students eligible to sek admission in the respective first year of these courses will be

considered for selection. Criterion for selection will be merit and family's income. Wards of

employees of IOCL, its joint Venture and Subsidiary companies & ABC Assessment Services

are not eligible to apply.

AGE LIMIT : Minimum 15 years and maximum 30 years as on 01.09.2004. Persons born

between 01.09.1974 and 01.09.1989(both days inclusive) are eligible to apply.

RESERVATION & RELAXATION : Relaxation in the upper age limit is 3 years for OBC

candidates, 5 years for SC/ST candidates and 10 years for physically challenged/Physically

handicapped candidates. 50% of the Scholarships are reserved for SC/ST & OBC candidates.

In each stream/category/sub-category, 25% of Scholarships are reserved forgirl students

and 10% for physically challenged/physically handicapped students. Only those listed in the

central govt's OBC list will be considered against OBC quota. OBC candidates of state list

and not covered by central govt's OBC list may apply against general quota.

APPLICATION : Candidates studying in the academic year 2004-2005 are to apply on the

prescribed format given at IOCL's website: www.iocl.com. Forms can be filled and submitted

online by logging on to www.epostbag.com. Such candidates need not send forms by post.

IOCL reserves the right to reject any application as well as discontinue the scholarship at any

stage without assigning any reason. No correspondence inthis regard will be entertained.

LAST DATE : Completed application form in respect of candidates who are unable to submit

the application online, on A4 size application format, without any mark

sheet/certificates/document should be sent so as to reach by 30 September 2004 by

ordinary post, to the administrator of the Scheme:

ABC ASSESSMENT SERVICES PRIVATE LTD.,

Post Box No. 007,

Srinivaspuri Post Office,

New Delhi - 110065

For application form and scheme guidelines log on to www.iocl.com

http://www.iocl.com/

analysis of career preparation at a tribal school in gujarat, india

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research methodology

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