EXECUTIVE SUMMARY
The goal of infrastructure development in primary education is to increase school attendance motivation and to improve academic performance of students. It is assumed that favorable attitude towards school infrastructure quality facilitates the above two. This has been increasingly questioned in recent years. On this backdrop, current study examined attitude towards school infrastructure of students in primary schools and its relation with school effectiveness (school attendance motivation and academic achievement).
Multistage random sampling was followed in collection of data from 572 students of different schools located in 6 high and 6 less literate rural blocks in 6 different districts of West Bengal. Four questionnaires were developed to assess (a) Demographic and socio-economic conditions (b) Attitude towards school infrastructure (c) School attendance motivation and (d) Academic performance of students.
Nine attitudes (cleanliness, safety, comfort, adequacy, exploring, reliability, easiness, equal opportunity, willingness to participate in school activities) towards school infrastructure were initially conceptualized and accordingly one highly reliable (Kuder Richardson reliability = 0.90) 68-item questionnaire was developed. More students (above 70%) felt that school infrastructures were easy to handle, reliable and capable to develop students’ inquisitiveness. On the other hand, they felt that infrastructures were not safe and easily accessible. They felt less willingness to participate into sports and cultural programs. Results revealed that attitude varies with differences in religion, socio economic status, districts, literacy rate of blocks, and with available school infrastructure facilities.
Attitude is formed by one’s perception of infrastructure. Principal component analysis explored 3 latent perceptions of school infrastructures as basic, supportive and activity based infrastructures. Students usually paid attention to basic (Classroom, blackboard, teaching, book, Mid-day meal), next supportive (Drinking water, Toilet, Friend, Book bank, Health checkup) and finally activity based (TLM, Games, Cultural programs) infrastructures. Perception of above 3 infrastructures also varies with differences in religion, socio economic status, districts, literacy rate of blocks, and with available school infrastructure facilities.
Attitude determines one’s motivation to use infrastructure. Results revealed that only 67% of students were motivated to attend the school. This motivation does not vary with one’s socioeconomic status contrary to common assumptions. School attendance motivation varies with exposure. Students of high literate blocks and of good school infrastructure motivated more to attend the school than their counterparts. It is noted that all the attitudinal variables towards school infrastructure are related to school attendance motivation. Stepwise regression analysis shows that linear combination of 4 variables (Easiness, Willingness to Participate, Exploring, Safety) predicted changes in school attendance motivation. This suggests that students like infrastructures that can be controlled easily, safe and exploring. Their willingness to participate in different school programs motivated them to attend school. In comparison with other infrastructure types, activity based infrastructure is more preferred to students for school attendance motivation. Out of three activity-based infrastructures (TLM, Games and Cultural programs), students like games and cultural programs for attending school. TLM satisfaction had very little effect on school attendance motivation. Findings raised question about proper use of TLM in primary school. Basic infrastructures like mid-day meal, textbooks and teaching predicted changes in school attendance motivation. Among supportive infrastructures, friendship, health check up and toilet facilities acted as important motivating factors to attend school.
Though attitude and school infrastructure perception play important roles in school attendance motivation, they failed to show any predictable change in academic performance of students. Even school attendance motivation failed to correlate academic performance.
The study has got a few limitations that should be taken care of before making any such generalization. Some limitations are selection of few rural blocks and few schools. However, the findings revealed importance to assess attitude towards school infrastructure in primary schools. Based on the findings few suggestions can be made so that school attendance motivation could be increased and relation of school infrastructure attitudes with academic performance could be established. Students wanted to come school in order to explore and to apply their potentialities. Possibly, due to this reason, students like activity based infrastructure. Teaching learning materials play important role in exploring and applying human potential. It enhances one’s academic performance also. It alone can change total educational climate of school as well as total locality. But it is not used properly. Possibly, due to this reason, it has own lost predictive power in this study. Therefore attention should be paid to appropriate use of TLM.
To sum up, one vicious circle is in process. Attitude towards quality of school infrastructure is formed with the exposure of different school infrastructures. Again availability of school infrastructure depends upon literacy rate and communication system in locality. Favorable attitude towards school infrastructure leads to school attendance motivation that again improves literacy rates of the locality. Success of this circle largely depends upon students’ academic performance. It is alarming to note that students’ academic performance is not related to both attitude and school attendance motivation revealed in this study.
Tuesday, April 29, 2008
Friday, April 04, 2008
Gender Difference
New Delhi: A mere 45.04 percent of students passing out of government-run primary schools - up to Class 5 - in India score 60 percent marks or more, reveals a new survey.
Tripura and Orissa fare the worst with less than 15 percent of students scoring 60 percent or above, says the latest District Information System for Education (DISE) data collected by the human resource development (HRD) ministry.
"Girls have performed slightly better than boys and the percentage of girls and boys passing with 60 percent and above respectively is 45.12 percent and 44.96 percent," said the HRD ministry survey which covered all districts.
Sixty percent or more is considered as first division by many educational boards in the country.
Among the states that are doing really badly is Tripura, which is at the bottom of the pile with just 13.89 percent of students scoring 60 percent.
Orissa follows suit with just 14.5 percent scoring 60 percent.
Similarly, nearly 26.5 percent students from Assam, 37 percent of students from Bihar, nearly 37 percent from Uttar Pradesh, 21 percent in Madhya Pradesh, 28 percent from Jharkhand, 23 percent from Nagaland and nearly 46 percent of students from West Bengal scored 60 percent in Class 5.
Anil Sadgopal, an eminent educationist, said the dismal performance in primary schools should open the minds of the authorities at both the state and central levels.
"Many primary schools in India don't have basic infrastructure like proper buildings and blackboards. Thousands of teachers in schools are either unskilled or don't attend classes," Sadgopal, a member of the Central Advisory Board of Education (CABE), told IANS.
"Let's be realistic and start working on our elementary school system," he added.
However, the DISE data also revealed that most southern and western states are doing really well. These include Andhra Pradesh, Karnataka, Tamil Nadu, Kerala, Gujarat and Maharashtra.
One noticeable feature of the survey is that across the states, girls are doing better than boys. In Andhra Pradseh, 68.57 percent girls scored 60 percent and above as against 68.55 percent boys.
In Maharashtra, over 56 percent girl students scored 60 percent marks as against 54 percent boys. In Tamil Nadu, nearly 70 percent of girls scored 60 percent and above marks as against 65 percent boys. Expressing concern over the state of elementary education in the country, HRD Minister Arjun Singh has said the country has a long way to go in improving education at the ground level.
"Unless we improve our education at the primary and secondary levels, we cannot improve the higher education system," he said in an international higher education symposium on Monday.
"Unless our teachers are trained, they cannot impart quality education to our students in schools. Only trained teachers can produce good students," he said, making a point on the need for more quality teachers. IANS
Ref: http://www.indiaedunews.net/Today/Only%5F45%5Fpercent%5Fprimary%5Fstudents%5Fget%5Ffirst%5Fdivision%5F3668/
Tripura and Orissa fare the worst with less than 15 percent of students scoring 60 percent or above, says the latest District Information System for Education (DISE) data collected by the human resource development (HRD) ministry.
"Girls have performed slightly better than boys and the percentage of girls and boys passing with 60 percent and above respectively is 45.12 percent and 44.96 percent," said the HRD ministry survey which covered all districts.
Sixty percent or more is considered as first division by many educational boards in the country.
Among the states that are doing really badly is Tripura, which is at the bottom of the pile with just 13.89 percent of students scoring 60 percent.
Orissa follows suit with just 14.5 percent scoring 60 percent.
Similarly, nearly 26.5 percent students from Assam, 37 percent of students from Bihar, nearly 37 percent from Uttar Pradesh, 21 percent in Madhya Pradesh, 28 percent from Jharkhand, 23 percent from Nagaland and nearly 46 percent of students from West Bengal scored 60 percent in Class 5.
Anil Sadgopal, an eminent educationist, said the dismal performance in primary schools should open the minds of the authorities at both the state and central levels.
"Many primary schools in India don't have basic infrastructure like proper buildings and blackboards. Thousands of teachers in schools are either unskilled or don't attend classes," Sadgopal, a member of the Central Advisory Board of Education (CABE), told IANS.
"Let's be realistic and start working on our elementary school system," he added.
However, the DISE data also revealed that most southern and western states are doing really well. These include Andhra Pradesh, Karnataka, Tamil Nadu, Kerala, Gujarat and Maharashtra.
One noticeable feature of the survey is that across the states, girls are doing better than boys. In Andhra Pradseh, 68.57 percent girls scored 60 percent and above as against 68.55 percent boys.
In Maharashtra, over 56 percent girl students scored 60 percent marks as against 54 percent boys. In Tamil Nadu, nearly 70 percent of girls scored 60 percent and above marks as against 65 percent boys. Expressing concern over the state of elementary education in the country, HRD Minister Arjun Singh has said the country has a long way to go in improving education at the ground level.
"Unless we improve our education at the primary and secondary levels, we cannot improve the higher education system," he said in an international higher education symposium on Monday.
"Unless our teachers are trained, they cannot impart quality education to our students in schools. Only trained teachers can produce good students," he said, making a point on the need for more quality teachers. IANS
Ref: http://www.indiaedunews.net/Today/Only%5F45%5Fpercent%5Fprimary%5Fstudents%5Fget%5Ffirst%5Fdivision%5F3668/
Saturday, March 29, 2008
Chapters of final report
1. It is noted that there is a similarity between basic infrastructure facilities in schools and at home. This is specially in drinking water source, toilets and electricity.
2. In considering role of socio-economic status on changes in attitude towards school infrastructure quality, socio-economic status scoring categories are developed to make individual differences in SES scores. It is noted that SES scores do not vary with gender, religion and blocks. It differs with districts only. Maldah district possessed highest and North 24 pgs lowest sco
2. In considering role of socio-economic status on changes in attitude towards school infrastructure quality, socio-economic status scoring categories are developed to make individual differences in SES scores. It is noted that SES scores do not vary with gender, religion and blocks. It differs with districts only. Maldah district possessed highest and North 24 pgs lowest sco
Tuesday, March 11, 2008
Visit to Sandeshkhali block -1
In the early morning, Dinabandhu introduced me with Mafijul Laskar. Mr. Laskar introduced me with Mr. Moslem Shaikh Pradhan, Panchayet Pradhan of Sarberia. He shows empathy to our cause of study. For his help, we could collect data from one school of Sandeshkhali block 2.
In Bhatida Mallikpara school, I talked to students of class III. There I met very some good students. One student named Sabina Khatun told me that she would recite 2 poems if I recite one. Finally, I recited poem of 'Kumor parar garur gari' and she recited 2. One is about the analogy with sun.
I told them to write school name and own name. One student could write correctly. His name is Giasuddin. Giasuddin has no private tutor and he studies to one of his friend's mother. It is strange that his friend studies to private tutor and he committed mistake in writing correctly.
At afternoon we went to Nyazat. BDO suggested one school but did not find any student there. It was 3-00 pm. there.
We returned to Kolkata at 8 PM.
In Bhatida Mallikpara school, I talked to students of class III. There I met very some good students. One student named Sabina Khatun told me that she would recite 2 poems if I recite one. Finally, I recited poem of 'Kumor parar garur gari' and she recited 2. One is about the analogy with sun.
I told them to write school name and own name. One student could write correctly. His name is Giasuddin. Giasuddin has no private tutor and he studies to one of his friend's mother. It is strange that his friend studies to private tutor and he committed mistake in writing correctly.
At afternoon we went to Nyazat. BDO suggested one school but did not find any student there. It was 3-00 pm. there.
We returned to Kolkata at 8 PM.
Monday, March 10, 2008
Visit to Sandeshkhali block -2
Sandeshkhali is 77km away from Kolkata. Many buses are going from kolkata, Barasat, Basirhat etc. for Dhamakhali. One can go to Sandeshkhali from Dhamakhali by boat. Bus timing is here:
http://www.bloom9.com/info/long_distance_bus_routes.asp
10.3.08
At 7:30, Mr. Ashoke Saha came to my place with car. He is a very nice person. Once he worked with Professor R.L.Brahmachari who worked on Pheromone of Tiger. At 8-15, I took Amrita, my project assistant from her place. The car moved on the following route : Ghatakpur>Malancha>Dhamakhali. Mr. Nirapada Sardar (Sabhapati) arranged our accomodation at Dhamakhali guest house. It is a very nice area, having beautiful park, almost like one resort nearby choto kalagachia river. Taking lunch and keeping our luggage there, we started for Sandeshkhali block 2. Mr. Sardar sent Mr.Dinabandhu to assist us. Once, he worked under one Professor of IIM., Ahmedabad for researches on self help group.
We crossed the choto kalagachia river by boat. Initially, we met BDO. Next Sabhapati mahashay and next SI of schools. SI suggested one school and we started for that school by rickshaw van. The road is muddy and narrow. At any time, we may fall down. In some places, we got down from van and walked. Road is passing through villages. School is on the low land.
We have seen mid day meal status. Students are taking meals with rice and curry. We are shocked as no dal is served and the curry is almost dried. Students find difficulty to take the meals. Some students do not take it but keep them aside for home. They have no uniform. Their bodies are almost uncovered. Their faces are pale. They are not jolly. School condition is very poor, roofs are made of tiles and walls are made of brick, floor is not pucca. Recently, school has got some funds from SSA. TLMs are kept in HM's house nearby. Book bank is also in his house. This is due to high insecurity at night. After taking meals, students left out so we can not collect data from students through questionnaire. Amrita interviwed the teachers and filled up school report card.
Here school starts at 11 and closes at 2-30 or 3 PM. Teachers find that this is due to teachers who are coming from far away. Some are from Naihati/Barasat/Barrackpur etc. They may miss bus or kheya if they leave school at scheduled hour, i.e., 5 PM.
In Sandeshkhali, I find good competition between SSK and Primary school system. One interesting thing I observed is employment of teachers for disabled students. 3 teachers are recruited for educating primary school teachers. At 5, we came to Dhamakhli by crossing river. Mr. Saha is waiting for us at the ghat.
Websites:
Map in Google
Wikipedia
Bye now.
http://www.bloom9.com/info/long_distance_bus_routes.asp
10.3.08
At 7:30, Mr. Ashoke Saha came to my place with car. He is a very nice person. Once he worked with Professor R.L.Brahmachari who worked on Pheromone of Tiger. At 8-15, I took Amrita, my project assistant from her place. The car moved on the following route : Ghatakpur>Malancha>Dhamakhali. Mr. Nirapada Sardar (Sabhapati) arranged our accomodation at Dhamakhali guest house. It is a very nice area, having beautiful park, almost like one resort nearby choto kalagachia river. Taking lunch and keeping our luggage there, we started for Sandeshkhali block 2. Mr. Sardar sent Mr.Dinabandhu to assist us. Once, he worked under one Professor of IIM., Ahmedabad for researches on self help group.
We crossed the choto kalagachia river by boat. Initially, we met BDO. Next Sabhapati mahashay and next SI of schools. SI suggested one school and we started for that school by rickshaw van. The road is muddy and narrow. At any time, we may fall down. In some places, we got down from van and walked. Road is passing through villages. School is on the low land.
We have seen mid day meal status. Students are taking meals with rice and curry. We are shocked as no dal is served and the curry is almost dried. Students find difficulty to take the meals. Some students do not take it but keep them aside for home. They have no uniform. Their bodies are almost uncovered. Their faces are pale. They are not jolly. School condition is very poor, roofs are made of tiles and walls are made of brick, floor is not pucca. Recently, school has got some funds from SSA. TLMs are kept in HM's house nearby. Book bank is also in his house. This is due to high insecurity at night. After taking meals, students left out so we can not collect data from students through questionnaire. Amrita interviwed the teachers and filled up school report card.
Here school starts at 11 and closes at 2-30 or 3 PM. Teachers find that this is due to teachers who are coming from far away. Some are from Naihati/Barasat/Barrackpur etc. They may miss bus or kheya if they leave school at scheduled hour, i.e., 5 PM.
In Sandeshkhali, I find good competition between SSK and Primary school system. One interesting thing I observed is employment of teachers for disabled students. 3 teachers are recruited for educating primary school teachers. At 5, we came to Dhamakhli by crossing river. Mr. Saha is waiting for us at the ghat.
Websites:
Map in Google
Wikipedia
Bye now.
Friday, January 04, 2008
PURA model of Dr. A.P.J. Abdul Kalam
Presentation by President Dr. A.P.J. Abdul Kalam to ADB Team, Philippine Plaza Hotel, Philippines
04/02/2006
I am delighted to meet the team of the Asian Development Bank (ADB). My greetings to the President, ADB and all the team members. Today, I would like to present the PURA concept being followed by the Government of India for enhancing the quality of life of seven hundred million rural people living in six hundred thousand villages.
Economic Connectivity for PURA
Providing Urban facilities in Rural Areas (PURA) consisting of four connectivities: physical, electronic, knowledge and there by leading to economic connectivity to enhance the prosperity of clusters of villages in the rural areas. The economic connectivity will generate a market and the production establishments for servicing the market. The PURA has all the dimensions to become a business enterprise, which has global dimensions but operating in every nook and corner of our country. The PURA entrepreneur has to have the skill for evolving a business plan with banks and also create infrastructural support such as educational institutions, health centres and small scale industries, transportation services, tele-education, tele-medicine, e-governance services in the region integrating with the governmental rural development schemes such as road, communication and transport and also with national and global markets to sell the products and services.
PURA Model
Depending upon the region and the state of present development PURA can be classified in three different categories, namely Type A, Type B, Type C - PURA Clusters. The characteristics features of these types are given below:
For example, Type A Cluster is situated closer to an urban area and having minimal road connectivity, limited infrastructure, limited support - school, primary health centre. Type B Cluster is situated Closer to urban area but has sparsely spread infrastructure and no connectivity, Type C Cluster located far interior with no infrastructure, no connectivity and no basic amenities. In addition to this there are coastal PURAs and Hill PURAs.
Criteria for PURA Clusters
Type A Cluster may be with the Population of 30,000 to 1,00,000 in about 10 to 15 villages with adequate land for 4 lane circular road, with out having Canals, Rail and Power line obstacles, ensuring minimum displacement of people, and preferably falls within the district jurisdiction. Similar criteria need to be worked out for B and C clusters.
PURA Enterprise
The small and medium industry enterprises in India have experience in managing the small and medium scale industries of different types in various regions. This sector is widespread in the country and is a promising candidate for taking the leadership and managing the PURA complexes in an integrated way. Also major businesses in India with wide spread rural services have an experience of maintaining large rural-urban networks. PURA enterprises can undertake management of schools, health care units, vocational training centres, chilling plants, silos and building a market, building of local industrial / ICT parks, tourism services, banking system and the regional business or industrial units. A new management style has to emerge for managing such type of PURA enterprises. This new PURA enterprise needs partnership from the bank, educational institutions, Government and the private entrepreneurs. The management system should have the flexibility to be competitive and the country has to experiment several models depending on local needs. Now I would like to discuss some of the operational PURAs in India.
Periyar PURA (Tamil Nadu): I have inaugurated Periyar PURA complex pioneered by Periyar Maniammai College of Technology for Women, Vallam, Tanjore a year back. I thought of sharing with you the developmental concept of a cluster of over 65 villages near Vallam, Thanjavur district of Tamil Nadu that involves a population of 3 lakh. This PURA complex has all the three Connectivities - physical, electronic and knowledge - leading to economic connectivity. The center of activity emanates from the women engineering college that provides the electronic and knowledge connectivity. Periyar PURA has health care centers, primary to post graduate level education and vocational training centers. This has resulted in large-scale employment generation and creation of number of entrepreneurs with the active support of 850 self-help groups. Two hundreds acres of waste land has been developed into a cultivable land with innovative water management schemes such as contour ponds and water sheds for storing and irrigating the fields. All the villagers are busy in cultivation, planting Jatropha, herbal and medicinal plants, power generation using bio-mass, food processing and above all running marketing centres. This model has emanated independent of any government initiative. The committed leadership has been provided by the Engineering institution. Recently, 5 of Periyar PURA villages are connected through Wi-MAX Wireless and having min 4 mbps connectivity with the Periyar PURA Nodel centre. It provides a sustainable economic development in that region. This gives me the confidence that PURA is a realizable proposition and this movement can be multiplied by thousands of entrepreneurs, educational administrators, small-scale industrialists and bankers with the support of the government agencies.
PURA - Loni Model (Maharashtra): Recently, I visited a place called Loni in Maharashtra where a participative model of integrated rural development has come up among 44 villages with the population of 80 thousand. The Loni PURA model has been pioneered by Pravara Medical trust. It is improving the productivity of the rural people through improved quality of life with healthcare, education and employment. The concept is people centric development for social transformation. The thrust area of development has been on comprehensive Medicare particularly for women and children, need based health education and e-connectivity to the farmers. The complex has created 27 educational and vocational institutions consisting of schools, colleges, polytechnic and ITI including medical and engineering colleges. They have created sugar factory, biogas plants, chemical plants and power projects. They have large number of self-help groups for providing low interest loan for the weaker sections in the society. Due to the co-operative effort of the people, literacy in these villages has gone up from 63% to 83%, birth rate has come down, infant mortality rate has decreased to 35 per 1000 from 70 per 1000 and the standard of living of the people has gone up by over 20% compared to other villages in the neighbouring areas.
Chitrakoot PURA (Madhya Pradesh): Recently I visited Chitrakoot in Madhya Pradesh, where I met Shri Nana Deshmukhji (Age 90) and his team members belonging to Deendayal Research Institute (DRI). DRI is a unique institution developing and implementing a village development model, which is most suited for India.
DRI understands that people's power is more potent, stable and enduring than political power. By becoming one with the oppressed and depressed, one gains the acumen of administration and governance. Social advancement and prosperity are possible only by injecting the spirit of self-reliance and excellence in the younger generation. Using this principle, DRI has plans to develop one hundred clusters of villages having approximately five villages each around Chitrakoot. They have already developed 80 villages in 16 clusters consisting of about 50,000 people.
I witnessed one of the villages called Patni where the institute has promoted sustainable development based on indigenous and traditional technology, knowledge systems and local talents. The research work by the institute through field studies facilitates the development of replicable and tangible model for achieving self-reliance in villages. The programme aims at income generation through value addition, innovative agricultural practices, inculcating scientific temper among the villagers, improvement of health and hygiene, striving towards 100% literacy. As a part of integrated rural development, the villagers are doing water harvesting; effectively use it for cultivation of food grains, medicinal and aromatic and horticulture cultivation.
Apart from all these development activities, the institute is facilitating a cohesive conflict free society. As a result of this, I understand that the eighty villages around Chitrakoot are almost litigation free. The villagers have unanimously decided that no dispute will find its way to court. The differences will be sorted out amicably in the village itself. The reason given by Nana Deshmukhji is that if the people fight among each other they have no time for development. They can neither develop themselves nor the community. This message has been understood by the society and they have decided not to embark on any fighting. All these have been accomplished through DRIs "samaj-shil-pi dampati" (a graduate married couple) a new concept of counseling and intervention promoted by DRI. It was a great joy for me to take lunch with Patni village citizens. A new road connecting multiple villages in the Chitrakoot area is taking shape. In the same Chitrakoot environment there is another social organization called Shri Sadguru Seva Sangh trust is carrying out number of social activities including the running of quality eye care center. In a rural environment, I find a revolution is taking place due to the committed leadership to remove the human pain.
Byrraju PURA: Recently, on 9th January 2006, I visited Bhimavaram in Andhra Pradesh where I saw Byrraju PURA set up by Byrraju Foundation which is established by a software industry. This Foundation has undertaken the mission of establishing 32 Ashwini centers benefiting 116 villages with the population of around 500,000 people. It has provided the electronic connectivity and knowledge connectivity. It has skill enabled and knowledge enabled in multiple areas and created 3000 jobs with the minimum earning of Rs. 3,000 per month, this is 3 times that of their earlier earning potential. They have created a Gram IT BPO which has brought 10% reverse migration from Hyderabad to Bhimavaram (city to village). I would suggest the other industry captains to come forward with such PURAs with physical connectivity, electronic connectivity and knowledge connectivity leading to large scale employment and wealth generation in the region. This will enable emigration from cities to rural areas as I have noticed in Bhimavaram.
This Foundation has also brought out an emergency medical service to the people of 5 districts in Andhra Pradesh in association with the Emergency Management and Research Institute. When a person dials 108, a toll-free number from any tele-phone, the Advanced Life support system ambulance reaches the spot and saves the life. They have saved more than 1000 lives. The service has been extended to two more districts. International Disaster Management Agencies can take note of this experience for propagating such type of services in different countries.
Suggestions for ADB
1. ADB can consider creation of eight ASEAN PURA Clusters in eight ASEAN countries namely Philippines, Myanmar, Laos, Cambodia, Vietnam, Malaysia, Indonesia and Thailand.
2. For each PURA, ADB can also create ten self-help groups who can fund the small cottage industries for creating self employment for the youth of the region.
3. As is being practiced in Taiwan villages, ADB can also consider creation of one village one product scheme based on the core competence of the villages in the respective ASEAN countries. The aim should be that the selected product must have a national and international market. India will be very happy to share the experiences in commissioning of these PURAs.
Speeches
Ministry of External Affairs, New Delhi
04/02/2006
I am delighted to meet the team of the Asian Development Bank (ADB). My greetings to the President, ADB and all the team members. Today, I would like to present the PURA concept being followed by the Government of India for enhancing the quality of life of seven hundred million rural people living in six hundred thousand villages.
Economic Connectivity for PURA
Providing Urban facilities in Rural Areas (PURA) consisting of four connectivities: physical, electronic, knowledge and there by leading to economic connectivity to enhance the prosperity of clusters of villages in the rural areas. The economic connectivity will generate a market and the production establishments for servicing the market. The PURA has all the dimensions to become a business enterprise, which has global dimensions but operating in every nook and corner of our country. The PURA entrepreneur has to have the skill for evolving a business plan with banks and also create infrastructural support such as educational institutions, health centres and small scale industries, transportation services, tele-education, tele-medicine, e-governance services in the region integrating with the governmental rural development schemes such as road, communication and transport and also with national and global markets to sell the products and services.
PURA Model
Depending upon the region and the state of present development PURA can be classified in three different categories, namely Type A, Type B, Type C - PURA Clusters. The characteristics features of these types are given below:
For example, Type A Cluster is situated closer to an urban area and having minimal road connectivity, limited infrastructure, limited support - school, primary health centre. Type B Cluster is situated Closer to urban area but has sparsely spread infrastructure and no connectivity, Type C Cluster located far interior with no infrastructure, no connectivity and no basic amenities. In addition to this there are coastal PURAs and Hill PURAs.
Criteria for PURA Clusters
Type A Cluster may be with the Population of 30,000 to 1,00,000 in about 10 to 15 villages with adequate land for 4 lane circular road, with out having Canals, Rail and Power line obstacles, ensuring minimum displacement of people, and preferably falls within the district jurisdiction. Similar criteria need to be worked out for B and C clusters.
PURA Enterprise
The small and medium industry enterprises in India have experience in managing the small and medium scale industries of different types in various regions. This sector is widespread in the country and is a promising candidate for taking the leadership and managing the PURA complexes in an integrated way. Also major businesses in India with wide spread rural services have an experience of maintaining large rural-urban networks. PURA enterprises can undertake management of schools, health care units, vocational training centres, chilling plants, silos and building a market, building of local industrial / ICT parks, tourism services, banking system and the regional business or industrial units. A new management style has to emerge for managing such type of PURA enterprises. This new PURA enterprise needs partnership from the bank, educational institutions, Government and the private entrepreneurs. The management system should have the flexibility to be competitive and the country has to experiment several models depending on local needs. Now I would like to discuss some of the operational PURAs in India.
Periyar PURA (Tamil Nadu): I have inaugurated Periyar PURA complex pioneered by Periyar Maniammai College of Technology for Women, Vallam, Tanjore a year back. I thought of sharing with you the developmental concept of a cluster of over 65 villages near Vallam, Thanjavur district of Tamil Nadu that involves a population of 3 lakh. This PURA complex has all the three Connectivities - physical, electronic and knowledge - leading to economic connectivity. The center of activity emanates from the women engineering college that provides the electronic and knowledge connectivity. Periyar PURA has health care centers, primary to post graduate level education and vocational training centers. This has resulted in large-scale employment generation and creation of number of entrepreneurs with the active support of 850 self-help groups. Two hundreds acres of waste land has been developed into a cultivable land with innovative water management schemes such as contour ponds and water sheds for storing and irrigating the fields. All the villagers are busy in cultivation, planting Jatropha, herbal and medicinal plants, power generation using bio-mass, food processing and above all running marketing centres. This model has emanated independent of any government initiative. The committed leadership has been provided by the Engineering institution. Recently, 5 of Periyar PURA villages are connected through Wi-MAX Wireless and having min 4 mbps connectivity with the Periyar PURA Nodel centre. It provides a sustainable economic development in that region. This gives me the confidence that PURA is a realizable proposition and this movement can be multiplied by thousands of entrepreneurs, educational administrators, small-scale industrialists and bankers with the support of the government agencies.
PURA - Loni Model (Maharashtra): Recently, I visited a place called Loni in Maharashtra where a participative model of integrated rural development has come up among 44 villages with the population of 80 thousand. The Loni PURA model has been pioneered by Pravara Medical trust. It is improving the productivity of the rural people through improved quality of life with healthcare, education and employment. The concept is people centric development for social transformation. The thrust area of development has been on comprehensive Medicare particularly for women and children, need based health education and e-connectivity to the farmers. The complex has created 27 educational and vocational institutions consisting of schools, colleges, polytechnic and ITI including medical and engineering colleges. They have created sugar factory, biogas plants, chemical plants and power projects. They have large number of self-help groups for providing low interest loan for the weaker sections in the society. Due to the co-operative effort of the people, literacy in these villages has gone up from 63% to 83%, birth rate has come down, infant mortality rate has decreased to 35 per 1000 from 70 per 1000 and the standard of living of the people has gone up by over 20% compared to other villages in the neighbouring areas.
Chitrakoot PURA (Madhya Pradesh): Recently I visited Chitrakoot in Madhya Pradesh, where I met Shri Nana Deshmukhji (Age 90) and his team members belonging to Deendayal Research Institute (DRI). DRI is a unique institution developing and implementing a village development model, which is most suited for India.
DRI understands that people's power is more potent, stable and enduring than political power. By becoming one with the oppressed and depressed, one gains the acumen of administration and governance. Social advancement and prosperity are possible only by injecting the spirit of self-reliance and excellence in the younger generation. Using this principle, DRI has plans to develop one hundred clusters of villages having approximately five villages each around Chitrakoot. They have already developed 80 villages in 16 clusters consisting of about 50,000 people.
I witnessed one of the villages called Patni where the institute has promoted sustainable development based on indigenous and traditional technology, knowledge systems and local talents. The research work by the institute through field studies facilitates the development of replicable and tangible model for achieving self-reliance in villages. The programme aims at income generation through value addition, innovative agricultural practices, inculcating scientific temper among the villagers, improvement of health and hygiene, striving towards 100% literacy. As a part of integrated rural development, the villagers are doing water harvesting; effectively use it for cultivation of food grains, medicinal and aromatic and horticulture cultivation.
Apart from all these development activities, the institute is facilitating a cohesive conflict free society. As a result of this, I understand that the eighty villages around Chitrakoot are almost litigation free. The villagers have unanimously decided that no dispute will find its way to court. The differences will be sorted out amicably in the village itself. The reason given by Nana Deshmukhji is that if the people fight among each other they have no time for development. They can neither develop themselves nor the community. This message has been understood by the society and they have decided not to embark on any fighting. All these have been accomplished through DRIs "samaj-shil-pi dampati" (a graduate married couple) a new concept of counseling and intervention promoted by DRI. It was a great joy for me to take lunch with Patni village citizens. A new road connecting multiple villages in the Chitrakoot area is taking shape. In the same Chitrakoot environment there is another social organization called Shri Sadguru Seva Sangh trust is carrying out number of social activities including the running of quality eye care center. In a rural environment, I find a revolution is taking place due to the committed leadership to remove the human pain.
Byrraju PURA: Recently, on 9th January 2006, I visited Bhimavaram in Andhra Pradesh where I saw Byrraju PURA set up by Byrraju Foundation which is established by a software industry. This Foundation has undertaken the mission of establishing 32 Ashwini centers benefiting 116 villages with the population of around 500,000 people. It has provided the electronic connectivity and knowledge connectivity. It has skill enabled and knowledge enabled in multiple areas and created 3000 jobs with the minimum earning of Rs. 3,000 per month, this is 3 times that of their earlier earning potential. They have created a Gram IT BPO which has brought 10% reverse migration from Hyderabad to Bhimavaram (city to village). I would suggest the other industry captains to come forward with such PURAs with physical connectivity, electronic connectivity and knowledge connectivity leading to large scale employment and wealth generation in the region. This will enable emigration from cities to rural areas as I have noticed in Bhimavaram.
This Foundation has also brought out an emergency medical service to the people of 5 districts in Andhra Pradesh in association with the Emergency Management and Research Institute. When a person dials 108, a toll-free number from any tele-phone, the Advanced Life support system ambulance reaches the spot and saves the life. They have saved more than 1000 lives. The service has been extended to two more districts. International Disaster Management Agencies can take note of this experience for propagating such type of services in different countries.
Suggestions for ADB
1. ADB can consider creation of eight ASEAN PURA Clusters in eight ASEAN countries namely Philippines, Myanmar, Laos, Cambodia, Vietnam, Malaysia, Indonesia and Thailand.
2. For each PURA, ADB can also create ten self-help groups who can fund the small cottage industries for creating self employment for the youth of the region.
3. As is being practiced in Taiwan villages, ADB can also consider creation of one village one product scheme based on the core competence of the villages in the respective ASEAN countries. The aim should be that the selected product must have a national and international market. India will be very happy to share the experiences in commissioning of these PURAs.
Speeches
Ministry of External Affairs, New Delhi
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