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Case Study Segment Report

ASSESSMENT OF EDUCATIONAL INITIATIVES IN SSL'S

PERIPHERAL VILLAGES

&

PREPARE A PERSPECITVE PLAN

MBA-RM 2013-15

THE STUDY REPORT SUBMITTED FOR THE PARTIAL FULFILLMENT OF THE REQUIREMENTS

OF MASTER OF BUSINESS ADMINISTRATION IN RURAL MANAGEMENT.

Submitted By:

BISWABHUSAN DASH

Host Organization:

Sesa Sterlite Limited

Jharsuguda

Reporting Officer:

Ms. MADHUSMITA BISHI

Faculty Guide:

Prof. SUMITA SINDHI

KIIT University

Bhubaneswar

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CERTIFICATE

This is to certify that this project report has been prepared by

Biswabhusan Dash

In partial fulfilment of

Master of Business Administration in Rural Management

Offered by School of Rural Management, KIIT University.

He has undergone the Study Segment & have completed the project

work successfully under

my guidance.

Date: (Signature of Faculty Guide)

Prof. Sumita Sindhi

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ACKNOWLEDGEMENT

This acknowledgement is not merely a catalogue of names but an expression of deep sense of

gratitude to all those who helped me in completing the Study Segment.

I am deeply indebted to our Director Prof. L.K. Vaswani, KSRM, KIIT University my

faculty guide, Prof. Sumita Sindhi & our C.S.S. Coordinator, Prof. Pradeep Mishra whose

stimulating suggestions and encouragement helped me in all the time of the study and writing

of this report. I would also like to acknowledge the warmth and hospitality to the employees

of CSR department, SSL, Jharsuguda, who never allowed me to feel like strangers in a

seemingly unfamiliar terrain.

I express my sincere thanks to Head CSR, Mr. Vargil Lakra, Head PR, Mr. Sanjeev

Pattnaik, Head L & D, Ms. Nirupa Guru, Head HR, Dr. Rajeev Nayan & special thanks to

my reporting officer Ms. Madhusmita Bishi & Pritam Motilal for lending me an

opportunity to have such a valuable experience. I would like to thank all the staff of my host

organization SSL who selflessly gave all the support that I asked for. I would also like to

thank Mr. Bhabani, village coordinator who helped me in obtaining the required data and

any other kind of help during the entire stay.

Thank you all for being the pillar of strength and for tirelessly standing by me in this learning

platform of ours. It’s a vow that these 60 learning filled days will stay with me in the years to

come.

BISWABHUSAN DASH

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List of Tables

Sl. No. Table No. Table Content Page No.

1 1 Reason of Drop out from VVVY 25

2 2 Govt. Departments 29

List of Charts

Sl. No. Chart

No.

Chart Content Page No.

1 1 Research Methodology 17

2 2 Year wise result of Schools 21

3 3 Effect of VVVY intervention 21

4 4 Reason of good performance 22

5 5 Competency level of VVVY teachers 22

6 6 Year wise result of VVVY 23

7 7 Satisfaction level of VVVY 24

8 8 % of dropout from VVVY 25

9 9 Satisfaction level of DAV 27

10 10 Model : 1 33

11 11 Model : 2 36

12 12 Model : 3 38

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CONTENTS

Contents CERTIFICATE ............................................................................................................................................ 2

ACKNOWLEDGEMENT ............................................................................................................................. 3

List of Tables ........................................................................................................................................... 4

List of Charts ........................................................................................................................................... 4

Executive Summary ................................................................................................................................ 8

1. Introduction ...................................................................................................................................... 13

1.1 Research Project Title: ................................................................................................................ 13

1.1.1 Back Ground of Project: ....................................................................................................... 13

1.1.2 Purpose & Significance of study ........................................................................................... 13

1.2 About Company: ......................................................................................................................... 14

1.2.1 SSL Corporate Social Responsibility (CSR): ............................................................................... 14

1.2.1.1 Vision: ................................................................................................................................ 14

1.2.1.2 Mission: ............................................................................................................................. 15

1.3 Project area Profile: ..................................................................................................................... 16

1.3.1 Geographical Details: ........................................................................................................... 16

1.3.2 Literacy: ................................................................................................................................ 16

1.3.3 Climate: ................................................................................................................................ 16

1.3.4 Economy:.............................................................................................................................. 16

1.3.5 Tourism: ............................................................................................................................... 17

1.3.6 Culture:................................................................................................................................. 17

2. Objectives of the Study: .................................................................................................................... 18

3. Research Methodology ................................................................................................................. 18

3.1 Research Design: ........................................................................................................................ 18

3.2 Research Methodology: .............................................................................................................. 18

3.2.1 Flow Chart of Research Methodology: ................................................................................ 19

3.2.2 Data Collection: ................................................................................................................... 19

4. Study Findings & Data Analysis ....................................................................................................... 21

4.1 Vedanta Vidyarthi Vikash Yojana (VVVY) ............................................................................... 21

4.1.2 Coverage of Program: .......................................................................................................... 21

4.1.3 Overview of Project areas: ................................................................................................... 21

4.1.4 Findings of VVVY: ................................................................................................................. 21

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4.1.5 Study findings from NGO AJKA: ........................................................................................... 24

4.1.6 Suggestion to improve the VVVY Program: ......................................................................... 25

4.1.7 Study Findings from the Survey of parents & communities: ............................................... 25

4.1.8 % of Dropouts from VVVY program in the Year 2013-14 ................................................. 26

4.1.9 Reason & number of drop outs from VVVY: ...................................................................... 26

4.1.10 Study findings from FGDs of students: ............................................................................. 27

4.2 Vedanta DAV Scholarship Program ........................................................................................... 28

4.2.1 Coverage of Program: .......................................................................................................... 28

4.2.2 Study Findings from the survey of communities: ................................................................ 28

4.3 Vedanta Village Computer Literacy Program: ........................................................................... 29

4.3.1 Coverage of Program: .......................................................................................................... 29

4.3.2 Findings from the survey: .................................................................................................... 29

4.4 Findings from Government Departments: .................................................................................. 30

4.4.1 Co-coordinators :.................................................................................................................. 30

4.5 Overall findings from the study: ............................................................................................... 31

5. New Educational Models .................................................................................................................. 32

5.1 Introduction: ................................................................................................................................ 32

5.2 Model 1: ...................................................................................................................................... 35

5.2.1 Vedanta Digital Class Room (VDCR) ................................................................................. 35

5.2.1.1 The Technology: ................................................................................................................ 35

5.2.1.2 Objective: .......................................................................................................................... 35

5.2.1.3 Role & Responsibility of Sesa Sterlite Limited (SSL): ......................................................... 36

5.2.1.4 Role & Responsibility of Communities: ............................................................................. 36

5.2.1.5 Role & Responsibility of NGO: .......................................................................................... 36

5.2.1.6 Process of Implementation: .............................................................................................. 36

5.3 Model: 2 .......................................................................................................................................... 38

5.3.1 Vedanta Integrated English Program: (VIEP).......................................................................... 38

5.3.2 Objective: ............................................................................................................................. 38

5.3.3 Roles & Responsibility: ......................................................................................................... 38

5.3.4 Process of Implementation: ................................................................................................. 38

5.4 Model 3: .......................................................................................................................................... 40

5.4.1 Vedanta Madhyamika Sikhya Yojana : (VMSY) ........................................................................ 40

5.4.2 Roles & Responsibilities: ...................................................................................................... 40

5.4.3 Process of Implementation: ................................................................................................. 40

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6. Suggestions ....................................................................................................................................... 40

7. Conclusion: ....................................................................................................................................... 41

Bibliography: ......................................................................................................................................... 41

Annexure 1: Questionnaire Part: 1 ....................................................................................................... 42

Annexure 2: Questionnaire Part: 2 ....................................................................................................... 47

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Executive Summary Objective of the Study:

The main objectives of the study are:

To study the impact of different educational initiatives by SSL in the peripheral

villages.

To understand the current need & support required by the students.

To develop new models on educational initiative.

Methodology of the Study:

Research Design:

In the context of this study the research design was Descriptive Research as it

provides the present condition of the educational initiatives taken by SSL in the peripheral

villages. The research covers mainly nine villages viz. Brundamal, Brukhamunda, Katikela,

Purna, Gudigaon, Badmal, Parmanpuur, Sripura and Debadihi, where the educational

programs like Vedanta Vidyarthi Vikas Yojana (VVVY), Vedanta DAV Scholarship

Program, and Vedanta Village Computer Literacy Program of SSL are running. The research

was focused on the status of physical structure of the schools, programs run by SSL and the

resources available there through which a new educational model can be developed which

will help SSL to improve a better educational environment in this area.

Research Question:

Are the educational initiatives by SSL help to increase pass percentage in the

peripheral villages? If no, then are there any other factors responsible for desired outcome of

the initiatives.

Research Methodology:

To study and collect information about a diverse group of people various techniques

and methods was adopted. In the context of the study research methodologies include primary

and secondary data collection.

In summary, the evaluation is participatory, incorporating the views and opinions of

the wide range of stake holders.

The study typically combines data collection methods such as in-depth interviews,

questionnaires and observation. The evidence were both qualitative and quantitative.

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Flow chart of research methodology:

Findings from VVVY Program:

Study findings from survey of parents & communities:

To study the impact assessment of VVVY program questionnaire survey of

beneficiaries, teachers were done and FGDs of students were done. To get a clear picture on

the impact of VVVY initiative the questionnaire was developed by using five point Likert

scale. To do the impact assessment of VVVY program data was collected through survey,

interviews & FGDs and data has been analyzed from before and after intervention of VVVY.

From the study it was found that the board exam results of schools are steadily

increasing from the year 2009 to 2013. In Sripura, Badmal, Parmanpur and Debadihi School

the result was very good in 2012-13 as comparing to the previous year result. 57% of

teachers’ opinions about the increase in pass percentage of schools were VVVY program as it

helps the students to give support to secure better marks as compared before.

In the survey of school teachers of peripheral village schools it was observed that the

competency level of VVVY teachers was average. From the collected data it was found that

43% of respondents’ opinions about the competency level of VVVY teachers were average.

To analyze the data five point Likert scale was used in the questionnaire.

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There was 44.78% of increase in pass percentage of VVVY program. The

performance of VVVY program consistently increases. The overall pass percentage of

students those attended the VVVY program in the year 2009-10 were 44.55%, but in the year

2012-13 it touches 89%.

Findings from FGDs:

Six FGDs were conducted among the students of class 9th & 10th to achieve

the objective of current need and support required for students. In each FGD average 6-7

students are attended. The FGDs were conducted in morning hour in the school as there were

morning schedule classes. There are some findings given below:

1. The VVVY program should continue in summer holidays as the program closed in the

month of February.

2. Other subjects like Odia, History, Geography should focused in the program.

3. In some centers like Gudigaon, Katikela and Purna, the VVVY teachers are irregular.

4. More centers should be opened as some students were coming from other villages, which

are far from the centers.

5. The students are highly interested in computer education, specially the girls students.

6. There is request of some teachers like Mr. Radhamohan Pandey, Tankadhar Pani, Math

7. Practical application of science subjects should be done.

Findings from teachers of VVVY program:

From the survey of VVVY teachers it was found that the number students

enrolled in VVVY in the beginning of the year periodically reduces at end of the year, and

the number of drop outs from VVVY program was more in Gudigaon, Brundaml and

Katikela centers. The reason of more number of drop outs was irregularity of teachers, tuition

fees i.e. collected from students, one teacher for three classes, absent of teachers etc. were

found from the study. There was much irregularity of teachers in Gudigaon & Brundaml

center, so the interest of parents came down to send their children to the VVVY program. The

main reason of drop outs in Gudigaon and Purna center was that the tuition fees that was

collected as community participation from the parents.

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Findings of Vedanta DAV Program:

This program of SSL mainly aims at providing quality education to the children of

project affected and project displaced families. This initiative was taken with partnership of

DAV school, Jharsuguda. This program has coverage of 181 children. The students are

obtaining free English medium education at DAV School, Jharsuguda and they were given

free books, Uniforms, notes, study materials, Tiffin boxes etc... Mainly the students were

from the peripheral villages of SSL.

During the study it was observed that the beneficiaries of this program were satisfied.

From the survey it was found that 72 % of beneficiaries were very much satisfied with this

initiative taken by SSL.

Findings of Village Computer Literacy Program:

This program is designed to provide Computer training to unemployed youths for

enhancing their employment capability and secure their family livelihood. This program also

tries to improve schools performance by encouraging them to adopt various IT solutions and

to give them relevant IT knowledge and skill.

Currently one center is operational at Debadihi High School, Jharsuguda covering of 100

students. As this program is running in only one center so one FGD and interview with the

computer teacher was done. There are some findings given below:

1. More teachers should be placed to teach computer.

2. The number of computers should be increased as there were four students per computer.

Findings from Government departments:

Below govt. departments was visited to know the various govt. implemented schemes

in the field of education in Jharsuguda.

Sarva Sikhya Aviyan (SSA) Department (Met with different coordinators)

District Project Co-ordinator (DPC)Department

District Education Department.

District Employment Exchange Department

District Planning Department

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Some overall Findings from the study:

When discussed with the teachers of VVVY program it was found that there were

irregular payment of salaries so interest of teachers are came down towards quality

education.

There is many government implemented projects in this area and these are only for

Govt. schools, so private aided schools face difficulties to give better facilities to the

students.

Parent awareness is very low towards education in this area. Only different govt.

schemes like free education, MDM scheme, stipend scheme attracts the parents to

send their children to school.

From the study it was found that the govt. rule of 'All Pass, no fail up to class 8 '

pulls down the level of interest of students in studies and teachers face difficulties to

teach these students in secondary level, so the pass percentage in class 10 reduces.

Recommendations:

After having the study, collecting data and analyzing in the given topic, I would

like to suggest that there should be proper monitoring of the educational initiatives taken by

SSL in the project areas. There should be regular payment to the teachers so that the level of

interest will increase towards giving quality education and experienced teachers should be

placed by the organization for that the educational initiatives will achieve the objective to

provide a quality standardized education to the students. After all there should be more focus

on primary education in the villages to give a lift to the students for better secondary

education and for better future.

Conclusion:

The intervention of VVVY Program in the peripheral villages helps to increase the

performance of the students. But this is not only the factor which leads to better education

which will lead for the better future of the students. Other factors like primary education,

English language, and practical knowledge also influence on better future of the students. If

there is a good primary education facility there would be better chance to improve in

secondary education. So many layers can be added in the vision of SSL's educational

initiatives to create an atmosphere of qualitative development in education. It is not only the

participation of SSL but also in the participation of the people that ensures progress.

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1. Introduction

1.1 Research Project Title: Assessment of Educational Initiatives in SSL’s periphery villages & Prepare a

perspective plan.

1.1.1 Back Ground of Project:

The project topic "Assessment of Educational Initiatives in SSL's periphery

villages" is best describes one step forward to provide quality education to the

underprivileged children of the periphery villages. Effective provision of education mainly in

rural areas of India is an issue which has troubled policy makers, activists and scholars. There

remains hundreds of millions of Indians with little to no education. In spite of significant

efforts from all stakeholders to eradicate illiteracy and to provide quality education in rural

areas of India, the outcomes do not fulfil the objectives of providing education to all.

In this context, assessment of educational initiative plays an integral part of any

learning program. It is a tool to determine the effectiveness of the learning programs. They

are the primary means of identifying and quantifying learning programs - right from the

management of the educational institutions to teachers, to students and parents. The

performance of students as well as the role of educational institutions in SSL's periphery

villages can be assessed on broad categories. Information on villages, villagers, their socio-

economic condition, students and teachers, admission process and resources includes the

input to the education of students and if the input are better than the output will be good and

will know by the academic achievements and future progress of the students.

1.1.2 Purpose & Significance of study

This study will help me to get an in-depth knowledge of Educational initiatives driven

by SSL in order to assess its impact on different levels of stakeholders. The purpose of this

study is to fulfil the requirement of MBA-RM degree of KIIT University and to know the

insights of CSR initiatives which will help me for my career.

The study will provide brief description of the present scenario of the project area

where SSL initiates the programs for the students and if recommended it will work in future.

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This study will not only benefit the organization to formulate their CSR policy but

also enhance my skills and knowledge which in turn will help me in my future endeavors.

1.2 About Company:

Vedanta Resources plc (“Vedanta”) is a London listed diversified global resources

major. The group produces Aluminum, Copper, Zinc, Lead, Silver, Iron ore, Power, Oil and

Gas. Vedanta places strong emphasis on partnering with all its stakeholders based on the core

values of entrepreneurship, excellence, trust, inclusiveness and growth. Sesa Sterlite Limited

is a sub part of Vedanta Resource.

Sesa Sterlite is a subsidiary of Vedanta Resources Plc, a London listed company. Sesa

Sterlite is listed on the Bombay Stock Exchange and the National Stock Exchange in India

and has ADRs listed on the New York stock exchange. Sesa Sterlite Limited (“Sesa Sterlite”)

is one of the world’s largest diversified natural resource companies. Its business primarily

involves exploring, extracting and processing minerals and oil & gas. Sesa Sterlite Limited

(SSL) is a socially responsible corporate that aspires to transform the lives of people

surrounding in its peripheral villages. It believes in making the local people a participant in

the growth process of the organization as well as work as a facilitator to develop the socio

economic and to sustain the livelihoods of the peoples. It has launched several projects to

sustain the socio economic and cultural development of local communities in the peripheral

villages like Banjhari, Kureibaga, Brukhamunda, Katikela, Sunari Munda, Bhagipalli, Dalki,

Purna, Parmanpur, Badmal, Brundamal etc.. It focuses on livelihood, health, education,

sports and youth development programs, bio investment like plantation, environment

protection and R & R activities. SSL has contributed towards increasing growth and progress

in the rural society and role of proactive partners in sustainable development of the local

communities.

1.2.1 SSL Corporate Social Responsibility (CSR):

1.2.1.1 Vision:

The vision of CSR is to enhance the quality of life of local community by integrating

social, economic and cultural imperatives.

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1.2.1.2 Mission:

The mission of CSR of SSL is to work with community for their sustainable

development to create self and community assets through best of health, education,

infrastructure and livelihood initiatives. The major areas of intervention are:

1. Promoting of sustainable livelihood

2. Ensuring quality education

3. Community Health & Sanitation

4. Promoting Sports, culture & Youth development

5. Plantation

6. Creation of community infrastructure

SSL CSR shows its presence in the field of education by donating computers, building

school, constructing class rooms, coaching centers, providing tuition classes to the students

who are unable to cope up with the curriculum within the given timeframe. It committed to

enrich the live and help the students to achieve the academic goals, dreams regardless of their

background and economic condition. SSL CSR takes initiative by partnering with DAV

school to give the importance of higher education among the ethnically diverse communities.

It also takes initiatives by launching some unique programs for students like Vedanta DAV

merit Scholarship Program, Vedanta Vidyarthi Vikas Yojana, Project Prayas, Renovation

of school Infrastructure. In the last 6 years SSL CSR collaborated to promote effective

teaching, support student achievement, providing all effort for ensuring quality education

which will drive the development to the next generation. Sustainability is at the core of Sesa

Sterlite’s strategy, with a strong focus on health, safety and environment and on enhancing

the lives of local communities.

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1.3 Project area Profile:

1.3.1 Geographical Details:

Jharsuguda is one of the most industrially developed and mineral rich district of

Odisha. Jharsuguda district was established on 1st April, 1994, earlier it was a part of

Sambalpur district. It was created by amalgamation of the erstwhile Jamindars of Rampur,

Kolabira, Padampur and Kudeibaga. The district is surrounded by Sundargarh district in the

North, Sambalpur district in the East, Bargarh district in the South and Chattisgarh state in

the West. Jharsuguda district is situated at a distance of 48 km from Sambalpur and 372 km

from state capital Bhubaneswar. Jharsuguda district is covering total area of 2081 km. The

district lies between 21.82 degree north longitude and 84.1 degree east latitude.

As per the administrative set up of the district is concerned, Jharsuguda district has

got one sub division namely Jharsuguda. There are five Tahsils viz. Lakhanpur, Laikera,

Kolabira and Kirmira in the district and total five blocks viz. Jharsuguda, Lakhanpur,

Kolabira, Laikera and Kirimira.

1.3.2 Literacy:

Total population of the district is 514853 consisting of 352 villages. The total literacy

rate as per 2011 census is 78.86% comprising 86.61% male literacy rate and 70.73% female

literacy rate.

1.3.3 Climate:

The district is characterized by a hot dry summer. The temperature in the month of

May is 45 degree maximum. The average rainfall of the district is 1500 millimeter. From

April to August the wind blows from south and southwest whereas from September onwards

wind blows from North West.

1.3.4 Economy:

The economy of the Jharsuguda district can be judged through its natural resources.

The district is rich in minerals like coals, quartzite and fire clay. Besides deposit of limestone,

granite, white sand stone and laterite stone are also found in several places of Jharsuguda

district that add to economy of the district. Several industrial units like Vedanta Alumina,

Bhusan Steel & Power, TATA Refractories, Ultra Tech Cement, IB Thermal Power Station,

Indian Oil Corporation, Bhagawati Steels etc. are operating in the district that contributes to

the economic growth of the district.

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1.3.5 Tourism:

Jharsuguda is one of the popular tourist destinations. The district is decorated with

many tourist places. Koilighughar waterfall (situated in Lakhanpur) and Adyaswambhu are

the picnic spots that attract lots of tourists every year. Likewise there are several places of

historical importance like ruins of Hill Forts of Ulapgarh, rock painting and lithography of

Bikramkhol, Ushakothi cave and Kolabira Fort. The district has number of temples namely

Padmasini Temple of Padampur, Ancient Shiva Shrine of Jhadeswar Temple, Ramchandi. An

ancient Shaktipitha, Shree Pahadeswar Temple.

1.3.6 Culture:

Jharsuguda district is very much rich in cultural heritage. Various fairs and festivals

are celebrated round the year that indicates its richness in culture and region. There are many

common fairs and festivals that are celebrated in the state. But there are few distinct and

special festivals that are celebrated in the district like Ranjta festival, Rath Yatra, Famous

Gokulastami Yatra and Makar Rath Yatra.

Jharsuguda district is a beautiful diaspora of different origins of people from across

India which makes it unique and different from other cities in Odisha. Sambalpuri is the

mother tongue of the district. Besides some ethnic groups have their own languages like

Agrias, Lairias, Mundas, Kishans, Khadis and Turis.

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2. Objectives of the Study:

The main objective of the study in SSL's periphery villages are:

To study the impact of different educational initiatives by SSL, in peripheral villages.

To understand the current need and support required by the students.

To develop new models on educational initiative.

3. Research Methodology

3.1 Research Design:

In the context of this project the research design was Descriptive Research as it

provides the present condition of the educational system in the peripheral villages of SSL.

The research covers mainly nine villages viz. Brundamal, Burkhamunda, Katikela, Purna,

Gudigaon, Badmal, Parmanpur, Sripura and Debadihi, where the educational programs like

Vedanta Vidyarthi Vikash Yojana (VVVY), Vedanta DAV scholarship Program, Vedanta

Village Computer Literacy Program of SSL. The research will focus on the status of physical

structure of the schools, programs run by Vedanta and the resources available there through

which new models can be developed which will help SSL to improve better education model.

Research Question:

Are the educational initiatives by SSL help to increase pass percentage in the

peripheral villages? If no, then are there any other factors responsible for desired outcome of

the initiatives.

3.2 Research Methodology: To study and collect information about a diverse group of people various techniques

and methods was adopted. In the context of the project research methodologies include

primary and secondary data collection.

In summary, the evaluation is participatory, incorporating the views and opinions of

the wide ranges of stake holders.

The study typically combines data collection methods such as in-depth interviews,

questionnaires, and observations. The evidence are both qualitative and quantitative.

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3.2.1 Flow Chart of Research Methodology:

3.2.2 Data Collection:

3.2.2.1 Secondary Data Collection:

Literature review was done to collect secondary data. Literature and programs details

were provided by host organization and also from internet, documents on previously

implemented programs, government implemented educational programs in that particular area

were collected.

The previous base line study reports have been collected from AJKA NGO who

regulates and implements the educational programs of SSL.

Data collected from Government departments like Sarva Siksha Aviyan (SSA)

department, District project coordinator department (DPC), and Employment Exchange

office, District Planning Department, Block Development Office and District Education

Office. In SSA and DPC department discussed with various co-coordinators like Gender

Chart: 1

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coordinator, Tribal coordinator, Pedagogy coordinator, I.E.D (Integrated Education for

Disabilities) coordinator, MIS coordinator and collected data about various government

implemented projects in Jharsuguda district.

As per the requirement of the study primary data were collected due to inadequacy of

secondary data.

3.2.2.2 Primary Data Collection:

To collect primary data some tools have been used which are described below:

1. Questionnaire survey:

To do impact analysis of the programs like VVVY, Vedanta DAV Scholarship

Program and Village Computer literacy Program two questionnaire has been prepared. One

for School teachers, VVVY programs teachers and another for Parents, Communities and

villagers. The data was collected by visiting the educational campuses where the programs of

SSL are running by closely interacting with the school teachers, VVVY teachers and parents.

To collect data of VVVY program, sample of 35 parents, 30 school teachers, and 40 students

through six FGDs were taken. The sample was convenience sampling. The questionnaire

attached in annexure 1.

2. Focus Group Discussion (FGDs):

FGDs was used in the study as a tool in order to achieve the objective of knowing the

need and support required for the students to improve the result by friendly interacting with

the current students. The FGDs were composed of 7- 8 students of class 9th & 10th. Because

the schools are morning schedule for summer season, FGDs were conducted in morning in

school hour. Six FGDs among students were conducted. The main focuses of the FGDs were

the current students of class 9thh & 10th. The FGDs included the current VVVY students

those who are in VVVY Program and other students those who are not in VVVY Program.

3. Interview Schedule:

To do impact analysis of the educational initiatives of the respective centers of VVVY

Program interview schedule has been done with the head of the schools and close interaction

with parents has been done. Interaction with School Management Teachers Committee, Zilla

Parisad and other teaching staffs has been done.

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4. Study Findings & Data Analysis

4.1 Vedanta Vidyarthi Vikash Yojana (VVVY)

In the field of education SSL takes initiatives by providing quality standardized

remedial coaching to the students of the peripheral villages. The initiative's objective is to

ensure quality education to the vernacular school students and reduce the dropout rate of the

secondary school students by providing standardized supplementary and remedial teaching.

4.1.2 Coverage of Program:

The Program is managed, regulated and implemented by a Non-Government

Organization, AJKA (Anchalik Jana Kalyan Anusthan) by formulating quality parameter

and indicators with specialized systematic class module. This Program has coverage of high

school students of class 8th , 9th & 10th. VVVY had extended its project to ten centers in

Jharsuguda viz. Badmal, Sripura, Debadihi, Parmanpur, Gudigaon, Bhurkhamunda,

Brundamal, Banjari, Katikela, and Kureibaga.

4.1.3 Overview of Project areas:

The study segment has been done in eight centers out of ten centers of VVVY

Program viz. Parmanpur, Debadihi, Gudigaon, Purna, Sripura, Badmal, Brundamal and

Katikela. The centers of VVVY are running in the schools of the above mentioned village

schools. So questionnaire survey of VVVY teachers and school teachers has been conducted

by visiting the educational campuses.

4.1.4 Findings of VVVY:

Findings from the questionnaire survey that was collected from the teachers of schools

and VVVY teachers are given below:

22 | P a g e

42% 41% 39% 45% 43% 45% 35% 44%

49% 45% 42% 52% 54% 56% 44% 49%

53% 51% 47% 63% 67% 62%

53% 62%

60% 55% 51%

76% 78% 75% 61%

70%

Year wise of Result of Schools

2009-10 2010-11 2011-12 2012-13

57%

40%

0% 3%

29% 34%

29%

8%

28%

6%

29%

5%

< 30 % 30-50 % 50-60 % > 60%

Effect of VVVY intervention

2009-10 2012-13 % Change

From the above chart it clearly shows that the high school board exam result of

schools are steadily increasing from the year 2009 to 2013, in Sripura, Badmal, Parmanpur

and Debadihi school the result was very good in 2012-13 as comparing to the previous year.

Most of the students of VVVY were from these schools. When the reason of good

performance of the schools were asked to the school teachers, then 57 % of them answered

that the VVVY Program helps the students to give support to secure better marks as compared

before.

Source: Survey of Schools

This chart shows the year wise result of students from 2009 to 2013. To determine the

result a parameter of < 30%, 50-60 %, 50-60% and >60% were taken and found that 57 % of

students were securing less than 30 % of marks in the year 2009-10, but in the year 2012-13 it

reduces to 29 % , it means there were 28 % of decrease of fail percentage from 2009-10 year

and there were increase of 29% in the parameter of 50-60% of marks secured by the students.

Source: HSC Board exam result collected from schools (Chart: 2)

(Chart: 3)

23 | P a g e

VVVY 57%

Teachers 29%

Parents 14%

Reason of good performance of Schools

Source : Survey of school teachers

Very Good 0%

Good 28%

Average 43%

Poor 29%

Very Poor 0%

Competency level of VVVY teachers

Source : Survey of school teachers & Parents (Chart 3)

From the chart it can be analyzed that there were increase of pass percentage of schools in all

parameters.

In the questionnaire survey it was asked to the school teachers about the performance

of the schools since last 3 years and found that the schools are performing well with respect to

previous academic result of HSC exam conducted by Board of Secondary Education, Odisha.

From the whole survey of eight schools 57 % of teachers opinion was VVVY Program helped

the students to score good marks and for that reason the pass out percentage of schools

increases. The teachers’ opinion about the VVVY Program was average. From the survey it

was found that the quality of Program is average and the quality of VVVY should increase for

better performance of students.

Llikert scale was used from very good to very poor parameter in the questionnaire to

determine the quality of education provided by VVVY Program. From the findings 57 % of

teachers’ opinion was that the educational programs are good but there should some more

improvements of the Program. But 29 % of teachers’ opinion was that the Program was

average, the performance of students through the Program was average. The 29 % response

mostly came from Gudigaon, Brundamal, Katikela and Purna centers. It shows that the

students are not much benefited through this Program in these centers and the management of

this Program is not much effective.

(Chart: 4)

(Chart: 5)

24 | P a g e

44.55 50.57

71.53

89.33

2009-10 2010-11 2011-12 2012-13

Year wise result of VVVY

Pass %

In this question Likert scale was also used from Strongly Agree to Strongly Disagree

parameter to analyze the teachers’ competency level of VVVY Program. 28 % of teachers and

parents responded that the teachers associated with this Program are experienced and

qualified but 43 % of teachers neither agree nor disagree about the experience of the teachers

of VVVY. The above pie chart shows the percentage of respondents about the teachers of

VVVY Program.

In the survey of school teachers of peripheral village schools it was observed that the

VVVY Program is not helping to provide grounded education to the students. From the study

it was observed that primary education is not strong in the villages. As the VVVY Program is

only for the students of class 8th

, 9th

& 10th

, so the students are not getting proper primary

education, for that reason the passing percentage decreases and the teachers are also facing

difficulties to teach them. So from the study it was concluded that primary education should

be focused to get more improved result in this area.

4.1.5 Study findings from NGO AJKA:

The implementing agency of VVVY program is a NGO named AJKA (Anchalika

Jana Kalyan Anusthan), who implements, organizes, monitors and regulates the entire VVVY

Program. There were some data collected from the NGO office given below:

Before VVVY

After VVVY

Source: HSC Board exam results (For class 10 of VVVY)

(Chart: 6)

25 | P a g e

Highly

Satisfied 29%

Satisfied 8%

Neither Nor 54%

Dissatisfied

3%

Highly Dissatisfied

6%

This graph shows the result of class 10th

students those were studying in VVVY. The

results were collected from the final HSC board from the year 2009 to 2013. This figure

shows that the performance of VVVY program consistently increases. The overall pass

percentage of students those attended the VVVY Program in the year 2009-10 were 44.55 %,

but in the year 2012-13 it touches 89 % , so there was 44.78 % of increase in pass percentage

of VVVY program.

4.1.6 Suggestion to improve the VVVY Program:

There was some suggestion to improve the VVVY Program was asked and found that

72 % of teachers show their view to upgrade the teachers those are associated with this

Program and teachers salary should increase and regular payment should be done. This will

help to give more mileage to the Program.

4.1.7 Study Findings from the Survey of parents & communities:

To know the satisfaction level of communities of VVVY program many measures

have been taken and data was analyzed. In order to know the satisfaction level of VVVY

Program, firstly all beneficiaries were listed and respondents were chosen. Surveys of 35

households in the community of different villages were done and data was analyzed. Survey

of 4-5 families in each village was done and satisfaction levels of all educational initiatives

were done. To get a clear picture the questionnaire was designed with five point Likert scale

with parameter of highly satisfy to highly dissatisfy. The questionnaire for village

communities and parents’ contains direct and indirect questions.

Source: Survey of Parents (Chart: 7)

26 | P a g e

72.6

65.7

53.3

8.6

20

22.2

48.6

13.5

0 10 20 30 40 50 60 70 80

Gudigaon

Brundamal

Katikela

Badmal

Sripura

Parmanpur

Purna

Debadihi

4.1.8 % of Dropouts from VVVY program in the Year 2013-14

The above chart shows the percentage of drop outs from VVVY in the year 2013- 14.

The survey was conducted from the VVVY teachers from the centers of Debadihi, Purna,

Parmanpur, Sripura, Badmal, Katikela, Brundamal & Gudigaon. From the above chart it is

define that in Gudigaon center there were more number of drop out students in the year 2013

-14. But in the center of Badmal the reason of drop out is very less than other centers.

4.1.9 Reason & number of drop outs from VVVY:

(Table: 1)

Source: VVVY Teachers, FGDs, Parents

VVVY

Centers

Students Count of VVVY Centers % of drop out

from VVVY Reason of drop out

Year Starting Year Ending

Gudigaon 62 17 72.6 Irregularity of teachers,

Brundamal 35 12 65.7 one teacher for all

Katikela 30 14 53.3 tuition fees ,teachers not teaching

well

Badmal 35 32 8.6 lack of interest, timing problem

Sripura 40 32 20.0 Center is far away

Parmanpur 45 35 22.2 lack of interest of students

Purna 37 19 48.6 , timing problem

Debadihi 37 32 13.5 Students help in family livelihood

Source: VVVY Teachers

(Chart: 8)

27 | P a g e

From the above table it shows the number no students enrolled in the beginning of the

year and at the end of the year. There were more number of student drops out in the center of

Gudigaon, Katikela and Brundamal. The reasons of drop outs from VVVY program were

found after discussing with the VVVY teachers, parents and through FGDs of students. The

reasons of more number of drop outs are irregularity of teachers, one teacher for all the

classes and the tuition fees that were collected from the students as community participation.

When interacting with the teachers and students in Gudigaon center it was found that the

teachers of that particular center were more irregular and remain absent in most of the days,

so the interest of parents comes down to send their children to the VVVY Program. Another

reason of drop out was that the tuition fees that was collected as community participation

from the parents.

4.1.10 Study findings from FGDs of students:

Six FGDs were conducted among the current students of class 9th & 10th to know the

current need and support required to them. In each FGD average of 6-7 students were

attended. The FGDs were conducted in morning hour in the school premises as there were

morning schedule classes. The FGDs were conducted to achieve the objective of knowing the

current need and support required to them to improve the Program. Some findings through

FGDs are given below:

1. The Program should continue in summer holidays after giving 15 day interval.

Basically the Program closes in the month of February, but the students are interested to

continue the Program after month of February and should continue in summer holidays.

2. The students are highly interested in computer education especially the girl students

are much interested in computer teaching.

3. Other subjects like Odia, History, Geography should be focused in the Program.

4. In some centers like Gudigaon ,Katikela and Purna teachers of VVVY Program are

irregular, so regularity of teachers should done.

5. More centers should be opened as other village students are coming from far away

to attend the VVVY Program.

28 | P a g e

Highly Satisfied

54%

Satisfied 43%

Neither Nor 3%

Dissatisfied

0%

Highly Dissatisfied

0%

Satisfaction level of Vedanta DAV Program

6. There is request of some teachers like Mr. Radhamohan Pandey, Tankadhar, Math

teacher, as they were in VVVY Program previously.

7. Practical application of science subjects should be done.

These are some findings from the FGDs that were conducted among the students of

class 9th & 10th in order to achieve the objective of my project topic.

4.2 Vedanta DAV Scholarship Program

This Program of SSL mainly aims at providing quality education to the children of

Project affected families and project displaced families. This initiative has been taken in

partnership with DAV school, Jharsuguda. The children are being provided free education,

transport facility, uniform, books, reading materials and other stationeries by SSL.

4.2.1 Coverage of Program:

This Program has coverage of 181 children from project affected and Project

Displaced Families (PDF) of the peripheral villages of SSL. The students are obtaining free

English medium education at DAV School, Jharsuguda. Mainly the students are from

peripheral villages like Brundamal, Katiketa, Brukhamunda, Bhagipali, Badmal etc.

4.2.2 Study Findings from the survey of communities:

During the study questionnaire survey of the parents and communities of the project

area were done. In order to measure the satisfaction level of beneficiaries’, firstly all

beneficiaries were listed down and 30 respondents were chosen as convenience sampling

basis. Surveys of 4-5 families in each village were done and they were asked direct and

indirect questions to collect data about DAV scholarship program. To get a clear picture on

the satisfaction level of DAV program, five point Likert scale was used with parameter of

highly satisfied to highly dissatisfied.

Source: DAV scholarship beneficiaries’

(Chart: 9)

29 | P a g e

During the study it was observed that the beneficiaries of DAV scholarship Program

are satisfied with the initiatives taken by SSL. When they were asked about the quality and

teaching method of DAV scholarship program, the response was very good. Among the 30

respondents 54% of them are highly satisfied 43% of them are satisfied with the initiatives

taken by SSL.

4.3 Vedanta Village Computer Literacy Program:

This Program is designed to provide Computer training to unemployed youths for

enhancing their employment capability and secure their family livelihood. This Program also

tries to improve schools performance by encouraging them to adopt various IT solutions like

MIS, Database etc. and to get teachers to adopt technology through teacher learning. The

main objective pf this Program is to impact students basic learning levels using IT and to give

them relevant IT knowledge and skills.

4.3.1 Coverage of Program:

Currently one center is operational at Debadihi High School, Jharsuguda and aims to

covering 400 students.

4.3.2 Findings from the survey:

To do analysis of Vedanta Village Computer Literacy Program one FGD among the

currents students was conducted. One FGD was conducted and one interview with the

computer teacher, Miss Tulsi was done. There were some finding from FGD and interview

schedule is given below:

1. More teachers should be placed to teach computer.

2. The students’ interest level to learn computer is high.

3. There was some timing problem to teach computer as the timing was fixed after the school

class schedule. Generally the classes were over after 4 o'clock and the girl students from

distance villages were unable to learn computer after 4 o'clock.

4. The number of computers should be increased as there were 4 students per computer and it

is difficult to teach four students in one computer.

30 | P a g e

4.4 Findings from Government Departments:

Below govt. departments was visited to know the various government implemented

schemes in the field of education in Jharsuguda.

Sarva Sikhya Aviyan (SSA) Department

District Project Co-ordinator (DPC)Department

District Education Department.

District Employment Exchange Department

District Planning Department

4.4.1 Co-coordinators :

Data was collected from below coordinators of govt. DPC & SSA department and

discussed about various govt. implemented schemes for SC/ST boys & girls, for Primary &

secondary education schemes.

Sl.

No.

Coordinators Person Met Govt. Educational schemes

1 Pedagogy Mr. Tapan k. Nanda Teachers training to in-service & newly recruited

teachers / Monthly sharing meeting / Distance

education scheme.

2 I.E.D Smt. Champabanti

Danta

Banishree scholarship Program / Camp for disability

test / Operation through NITAR.

3 Tribal Eductn. Smt. K S Behera Free books, dress to all SC/ST / Capacity building

training / Tribal Language scheme.

4 MIS Mr. S Kumar

5 Gender S R Panigrahi Free books & uniform to all SC/ST girls / Self

defence training to U.P students.

6 Govt. High

School, JSG

Mr. Pradeep Patel I.C.T scheme for secondary/ Girls education scheme/

Bi-Cycle scheme / RMSA scheme to develop school

infrastructure & beatification of school / Govt.

stipend scheme for SC/ST boys & girls.

(Table no. 2)

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4.5 Overall findings from the study:

Through the collected Primary & secondary data the findings are the VVVY program

of Vedanta is working well in Badmal, Parmanpur, Sripura & Debadihi centers.

But in Brundamal, Purna, Gudigaon, Burkhamunda & Katikela centers it is not

running very well because in these centers there were irregularity of teachers, no

sufficient and experienced teachers, so the parents did not send their children to the

VVVY program as a result the drop out percentage increases in these centers.

After interaction with VVVY teachers it was found that there were irregular payment

of salaries so interest of teachers are came down towards quality education.

The performance of schools are not good as primary education is not good in this area

so students are not performing well and the teachers face difficulties to teach them in

secondary level.

There is very less drop outs in schools in the periphery village schools.

Parent awareness is very low towards education in this area. Only different govt.

schemes like free education, MDM scheme, stipend scheme attracts the parents to

send their children to school.

There are many government implemented projects in this area and these are only for

Govt. schools, so private aided schools face difficulties to give better facilities to the

students. During the study period it was found that govt. schools are performing better

than private aided schools.

After interaction with the village committees, head masters, Zilla Parisad and

teachers it was found that the govt. rule of 'All Pass, no fail up to class 8 ' pulls down

the level of interest of students in studies and teachers face difficulties to teach these

students in secondary level, so the pass percentage of class 10 reduces.

32 | P a g e

5. New Educational Models

5.1 Introduction:

Assessment of educational plays an integral part of any learning Program. It is a tool

to determine the effectiveness of the learning programs. They are the primary means of

identifying and quantifying learning programs - right from the management of the educational

institutions to teachers, to students and parents. The performance of students as well as the

role of educational institutions in SSL's periphery villages can be assessed on broad

categories:

1. Input

2. Process

3. Output

The input includes information on villages, villagers, their socio-economic condition,

students and teachers, admission process and resources. The output comprises details of the

students, placements, job profiles as well as research outcome such as publications,

consultancy and industrial projects, training etc.. To improve any educational programs, four

important factors should be viewed sincerely:

1. Relevance

2. Demand

3. Design and

4. Execution of educational development Programs

It is only by closely interacting with the villagers and current students, visiting the

educational campuses, learning from educational leaders and investigating into the real

problem of learning that one can find out a solution to the problem.

In a democratic set up, it is the participation of the people that ensures progress. With

the help of the people of this area one can mobilize the youth to equip better the institutions

which are already functioning. We have to organize our educational system in relation to

economic needs. This requires education to be job & production oriented. For any village to

33 | P a g e

grow economically and develop opportunities, the field of research forms a very important

aspect. This is also responsible for building up strong infrastructure thereby improving the

learning condition of people and in turn building an ecosystem of growth and progressive

thoughts.

Action Plan:

The aim of the action plan to be undertaken is to promote an atmosphere of qualitative

development in education in SSL's periphery villages. It pursues this by raising concerns

related to the equality of learning, professional development of teachers, curriculum and

pedagogy. In the realm of assessment it takes a system approach in order to improve the

quality of learning. It will use a cycle of problem discovery, cause and identification, solution,

implementation and feedback.

Further the objective of the action plan will give stress on the overall growth in five

key factors:

1. Right to education

2. Promoting better health & hygiene

3. Ensuring the right to play

4. Promoting gender inclusion & empowerment

5. Developing youth as community leaders.

Education is here driven by mutual involvement and interaction which will help the

people surmount any challenge they are likely to face in the competitive society. In short, the

aims of the models are to find out a solution to create not mere job seekers but ambitious job

creators.

34 | P a g e

Vedanta Digital Class Room

Objective

To enrich the lesson plan

To engage students in to fun based learning

To improve students' learning outcome

To enhance students' classroom experience

Role &

Responsibility of

Vedanta

Role &

Responsibility of

Communities

Role &

Responsibility of

NGO

Fund Allocation

Support the implementing

agency

Technical Support

(i.e. Display Monitor, Web

Box Device)

Manpower Support if

required

Community Participation

through providing minimal

fees

Accessing & Monitoring

Overseeing the project

Designing holistic

teacher training

Conducting

Monitoring

Evaluation

Addressing technical or

operational issues

Process of Implementation

Phase: 1 Phase: 2

Developing the project strategy

Ensure proper institutional

mechanism

Signing MOA with implementing NGO

Finalise the project for implementing

area

Finalise project piloting location

Develop project methodology

Start piloting in each location

Evaluating & monitoring the

progress

Phase: 3

Deploying the project in

additional locations

Adding new subjects

Expanding wider range of

classes

Model: 1

Chart 10

35 | P a g e

5.2 Model 1:

5.2.1 Vedanta Digital Class Room (VDCR)

This is a model by using a new technology which can be implemented in this area of

peripheral village to give an additional support to the education system in this area. This

project offers a low-cost digital learning solution that provide with an LCD monitor/TV and a

Web Box. The Web Box is a digital device manufactured by Vodafone with preprogramed

Math & Science courses that follow the curriculum of standard 6 to 10.

5.2.1.1 The Technology:

The Web Box was designed by the Vodafone group. It is essentially a smart phone

repackaged as a keyboard which is serving as a low cost smart class platform. The Web Box

has a AV cables that plug into a television/LCD Monitor, which is a part of the hardware

package provided to schools. Additionally it has internet enabled through a SIM card. The

Web Box is equipped with a learning application for the classroom that contains curriculum

aligned digital content. This includes videos, slideshows and classroom activity ideas that are

stored directly on the Web Box and it has also Micro SD enabled chip with 2GB memory

card and it is expandable up to 16 GB and can stored learning materials within it. This can be

used by the teacher both within the classroom and during lesson planning. It is also available

in online market stores within a price range of INR 2500 - 3000 with AV cable and 2GB

Micro SD card.

5.2.1.2 Objective:

The broader objectives of the project are :

To enrich the lesson plan

To engage students in to fun based learning

To improve students' learning outcome

To enhance students' classroom experience

To fulfil the objectives there is role and responsibility for everyone i.e. Sesa Sterlite Limited,

Village communities and the implementing organization.

36 | P a g e

5.2.1.3 Role & Responsibility of Sesa Sterlite Limited (SSL):

The role of Sesa Sterlite limited is to provide requisite funds to the implementing

organization and to support the implementing agency as required and has to provide technical

support to the organization as required.

5.2.1.4 Role & Responsibility of Communities:

The communities will provide man power support for establishment of infrastructure

if required for the project. The community participation is very important for this project. The

community participation through providing minimal fees for the project may be collected

from the community. Community participation through monitoring and accessing the project

in project implicated schools is needed.

5.2.1.5 Role & Responsibility of NGO:

The role of NGO for implementation of the project is very vital. The NGO should

give all its efforts to make the project successful by overseeing the project, recruiting

experienced teachers, designing a holistic teacher training, conducting and monitoring the

project. The NGO should evaluate the project in regular manner and give the progress of

project to SSL regularly. The implemented NGO should address technical or operational

issues and should take action to solve the problem.

5.2.1.6 Process of Implementation:

Phase: 1

In the phase one of project implication process developing the project strategy is

required and proper institutional mechanism should be build. Then the implicative agency

should be decided and terms & conditions should be prepared to signing the MOA between

the agency and the funding organization i.e. SSL. Then finalization of project should and

implication should be done.

Phase: 2

In phase two of project implication project pilot testing locations should be finalized

and the methodologies should be built. After that pilot testing of project should done in one

or two locations. The regular evaluation and monitoring of the project should be done.

Phase: 3

Phase three of implication process deploying additional location and adding new

subject in the project should be done and expanding the project locations should be finalized.

37 | P a g e

Vedanta Integrated English Program

Objective

To improve Soft skills

To improve spoken skills

To improve primarily the ability to speak &

understand English language

Role &

Responsibility of

Vedanta

Role &

Responsibility of

Communities

Role &

Responsibility of

NGO

Fund Allocation

Support the

implementing agency

Create awareness about

the Program

Community Participation

through providing

minimal fees

Accessing & Monitoring

the quality of teaching

method

Overseeing the project

Recruiting experienced

teachers

Conducting the project

Monitoring the project

Evaluation

Test new methodology

to Improve delivery

mechanism

Process of Implementation

Developing the project

strategy

Ensure proper institutional

mechanism

Signing MOA with

implementing NGO

Finalise the project for

implementing area

Finalise project piloting

location

Develop project methodology

Start piloting in each location

Evaluating & monitoring the

progress

Deploying the project in additional

locations

Adding new equipments

Expanding wider range of locations

1 3 2

Model: 2

Chart 11

38 | P a g e

5.3 Model: 2

5.3.1 Vedanta Integrated English Program: (VIEP)

This project is built to provide integrated English classes basically to the students of

class 9th & 10th to help them to improve soft skills and spoken skills which will them to

build a strong carrier for future endeavor.

5.3.2 Objective:

The main objective for this Program is the following:

To improve Soft skills

To improve spoken skills

To improve primarily the ability to speak & understand English language

This Program is designed on focusing on promoting the value of education and

improving literacy in the peripheral villages of SSL. Subsequently seeing that there were a

large number of young adults who could not secure employment due to lack of soft skills,

primarily the ability to speak and understand English. This venture into teaching

conversational English to young adults to help them gain employment.

5.3.3 Roles & Responsibility:

The roles & responsibility of this program will be same as described in Model 1.

5.3.4 Process of Implementation:

The process of implication of this Program will be same as described in Model 1.

39 | P a g e

Vedanta

Madhyamika Sikhya

Yojana

To facilitate transition from

primary to secondary

To provide grounded education

Main Objective

Role of Vedanta Role of NGO Role of Community

Fund Allocation

Support the

implementing

agency

Create awareness

about the Program

Regular Monitoring

Overseeing the project

Recruiting experienced

teachers

Conducting the project

Monitoring the project

Evaluation

Test new methodology

to Improve delivery

mechanism

Community

Participation

through providing

minimal fees

Accessing &

Monitoring the

quality of teaching

method

Developing the project

strategy

Ensure proper

institutional mechanism

Signing MOA with

implementing NGO

Finalise the project for

implementing area

Implementation Process

Finalise project piloting

location

Develop project

methodology

Start piloting in each location

Evaluating & monitoring the

progress

Deploying the project in

additional locations

Adding new equipments

Expanding wider range of

locations

Model : 3

Chart 12

40 | P a g e

5.4 Model 3:

5.4.1 Vedanta Madhyamika Sikhya Yojana : (VMSY)

This Program is built to facilitate the students to improve the secondary education.

From the study it was observed that the primary education in this area is not strong so the

performance of secondary education is not good and the teachers also face problem to teach

them in secondary level. So to facilitate the poor students to improve the performance this

Program is built. This model will also facilitate transition from primary to secondary

education for the students.

The main objective of this Program is to provide grounded education to the students

for that they can improve their performance in secondary level for which the passing

percentage of secondary level will increase.

5.4.2 Roles & Responsibilities:

The roles & responsibility of the funding organization i.e. SSL, the communities

and the implementing agency to implement this Program will be same as mentioned in Model

1.

5.4.3 Process of Implementation:

The process of implication to deploy the Program in project locations will be same

as described in Model 1.

6. Suggestions

After having the study, collecting data and analyzing in the given topic I would like

to suggest that there should be proper monitoring of the educational initiatives taken by SSL

in the project areas. There should be regular payment to the teachers so that the level of

interest will increase towards giving quality education and experienced teachers should be

placed by the organization for that the educational initiatives will achieve the objective to

provide a quality standardized education to the students. After all there should be more focus

on primary education in the villages to give a lift to the students for better secondary

education and for better future.

41 | P a g e

7. Conclusion:

The intervention of VVVY Program in the peripheral villages helps to increase the

performance of the students. But this is not only the factor which leads to better education

which will lead for the better future of the students. Other factors like primary education,

English language, and practical knowledge also influence on better future of the students. If

there is a good primary education facility there would be better chance to improve in

secondary education. So many layers can be added in the vision of SSL's educational

initiatives to create an atmosphere of qualitative development in education. It is not only the

participation of SSL but also in the participation of the people that ensures progress. With the

help of the people of this area one can mobilize the youth to equip better the institutions

which are already functioning. We have to organize our educational system in relation to

economic needs. This requires education to be job & production oriented. Education is here

driven by mutual involvement and interaction which will help the people surmount any

challenge they are likely to face in the competitive society.

Bibliography:

1. Company Act 2013 notification

2. Vedanta Sustainability Development Report 2012-13

3. Assessment in Education in India by Dr. Tapas Kumar Sarkar

4. Pratham Annual Report 2009-10/ 2010-11

5. The Global Education Initiative(GEI) Model of Effective Partnership Initiatives for

Education (World Economic Forum)

6. Assessment of DPEP I

7. Baseline Survey of KAP, Unicef

8. http://www.jharsugudazp.odishapr.gov.in/hidden//asset_publisher/tMn6waGjYWb6/c

ontent/who-s-who-of-jharsuguda-district/1089299( who’s who in JHARSUGUDA)

9. http://www.ordistricts.nic.in/district_home.php?did=jhg

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.........................................................................................................................................................

***

Sl. No. : Date :

1. Sample No. :

A. GENERAL INFORMATION :

2 State

3 District

4 Block

5 Gram Panchayat

6 School Name

7 Head of the School

8 Respondents Name

B. PERSONAL INFORMATION :

9 Age

10 Sex a. Male [1] b. Female [2]

11 Caste a. General [1] b.SC [2] c. ST [3] d. OBC [4]

12 Religion a. Hindu [1] b. Muslim [2] c. Christ [3] d. Others[4]

13 Monthly Income

a. < 5000[1] b. 5000-10000[2] c. 10000-20000[3]

d. >20000 [4]

14 Mobile No.

C. PART : 1

15. What is the total enrolment of students in your school in 2013-14 ?

a. <15 b. 15 - 25 c. 25 - 35 d. > 35

16. What is the procedure of taking admission in your school ?

a. Through entrance Test

b. Through Previous educational back ground

c. Others (Specify)

17. Is there any drop outs in last year ?

KIIT/RM/SSL/QS/P-1/2014-15 Annexure 1: Questionnaire Part: 1

43 | P a g e

a. Yes b. No

18. If Yes, then no of drop outs ? ....................

19. Reason of drop outs ?

a. Economic condition

b. Not interested in studies

c. school far away from the home (distance ………...)

d. Security problems for girls

e. Other (Specify)

20. How many people live in the area in which your school is located?

a. Less than 2000 b.20001 to 4000 c. 40001 to 5000 d. Above 5000

21. How would you characterize the area in which your school is located?

a. Urban b. Semi-Urban c. Rural

22. Mostly students in your school come from which family background ?

a. economically disadvantaged

b. economically affluent

c. Can't Say

Are any of the following Programs and services available at your school for children ?

Code Programs / Facilities A B

Yes No

23 School Library 24 Computer Network System 25 Access to Internet 26 Teachers Training Workshop 27 Parents-Teachers Meeting 28 Health & Social Service awareness

Functions and activities done in your school. (Please mark tick in appropriate boxes)

Code Activities A B C

Annual Bi-annual Occasionally

29 Primary level 30 Secondary level 31 Teachers Training

32.About how often do the teachers in your school have formally scheduled time to meet to share

or develop the curriculum or teaching method ?

a. 2-3 times a week b. Once in a week c. Once in a month d. Never

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How would you rate the following parameters for the current education system in your school is

following? (Please mark Tick in appropriate boxes)

Code

A B C D E

Parameter Very Good

Good Avg. Poor Very Poor

33 Skill of the teachers 34 No of students per teacher 35 Syllabus 36 Practical Education 37 Extra Curricular activities 38 Rate the educational system in your school 39 Overall

40. On an average what is the performance of the school according to you ?

a. Very Good b. Good c. Average d. Poor e. Very Poor

41. If Good, What is the reason of good performance of your school ?

a. VVVY Project b. Teachers c. Parents d. Students

42. Are you aware about the Programs run by SSL ?

a. Yes b.No

43. If Yes, then What are the educational Programs run by SSL in your area ?

a. Vedanta Vidyarthi Vikas Yojana (VVVY)

b. Vedanta DAV Scholarship Program

c. Vedanta Village Computer Literacy Program

d. All of the above

44. How many students enrolled for VVVY Program from your school in last one year ?

a. 0-5 b. 5-10 c. 10-20 d. More than 20

45. How many students get benefited through VVVY Program in the last one year ?

a. 0-5 b. 5-10 c. 10-20 d. More than 20

46. Are the students(VVVY ) able to Score good marks ?

a. Highly Agree b. Agree c. Neither Agree or Disagree d. Disagree e. Highly Disagree

47. If disagree, then what type of facilities should be provided to cope up with

a. By giving special English language classes

b. By giving extra classes to the students

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c. By giving practical oriented classes to the students for better understanding

Please review the following statements and indicate your point of view .(Please mark Tick in respective

boxes).

Code A B C D E

Very Good

Good Average Poor Very Poor

48 Rate the management of tuition (VVVY) project in your area

49 The quality of education provided through VVVY project

50 The quality of education provided through Vedanta DAV Scholarship

Program

51 Rate the type of computer education is provided by village computer literacy

Program ?

Please review the following statements and indicate whether you agree or disagree with them :

Code A B C D E

Strongly Agree

Agree Neutral Disagree Strongly Disagree

52 I don't think educational Program by SSL help students for better education

53 The educational Programs by SSL able to provide grounded education to students.

54 The teachers associated with the Programs are experienced

55 The Programs help the students to improve

56. How SSL help your school by upgrading the basic infrastructure ?

a. By constructing/renovating school building

b. By constructing drainage system in the school

c. By renovating school infrastructure

d. None of the above e. Others (Specify) :

57. Give some suggestions that will help to add value to improve the educational Programs .

a. Experienced teachers should be placed

b. Parents-teacher association should done

c. Introduce text books for basic concepts

d. Community mobilization & participation should be done

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Please fill up the below boxes .

For the Head of the institution :

Code A B C D E F

Sl. Class Total Student in current year

Attended Tuition Project in current year

Total students appeared exam in last year

Total student passed in last year

How many students attended the VVVY project among the passed students

58 8th 59 9th 60 10th

61. Interviewer Suggestion :

__________________________________________________________________________________

__________________________________________________________________________________

Interviewer Signature

** Thank You for giving your valuable Time... **

47 | P a g e

Annexure 2: Questionnaire Part: 2

.........................................................................................................................................................

Sl. No.

1. Sample No. : Date :

D. GENERAL INFORMATION :

2 State

3 District

4 Block

5 Gram Panchayat

6 Village Name

7 Head of the House Hold

8 Respondents Name

E. PERSONAL INFORMATION :

9 Age

10 Sex a. Male [1] b. Female [2]

11 Caste a. General [1] b.SC [2] c. ST [3] d. OBC [4]

12 Religion a. Hindu [1] b. Muslim [2] c. Christ [3] d. Others[4]

13 Monthly Income

a. < 5000[1] b. 5000-10000[2] c. 10000-20000[3]

d. >20000 [4]

14 Mobile No.

F. PART : 2

15. Education Infrastructure available in your village

a. Government b. Private c. NGO-run d. Others (specify)

Please fill the following :

Code A B C

Female Male Total

16 No of children Literate

17 No of Adults Literate

18 School going age Children

KIIT/RM/SSL/QS/P-2/2014-15

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19 How many of your children go to school

20 Class V to X

21 Class X to Graduation

22 Technical qualification

23 Drop-out

24 Total

25. On an average how many times does your child go to school in a week?

a. 0-3 days b. 3-5 days c. All day d. Never go to school

26.Is there any drop out child in your family ?

a. Yes b. No

If Yes, then

27. Reason of drop outs :

a. Children needed to work in order to sustain the livelihood

b. Children had to look after young ones

c. No job opportunities after education

d. Primary school far away from the home (distance ………...)

e. Secondary school far away from the home (distance ….….)

f. Security problems for girls

g. Others (Specify)

28. Academic performance of your child ?

a. High b. Moderate c. Low

29. Have you know SSL's educational Programs provided in your village ?

a. Yes b. No

30. If Yes, then since when ?

__________

31. What services you get from the Programs ?

a. Tuition Classes b. DAV Scholarships c. Computer education d. Others (Specify)

32. Do you prefer to send your child for tuition class ?

a. Yes b. No

33.Are you aware of tutorial classes given by SSL in your village ?

a. Yes b. No

34. Does your child takes any tutorial class from SSL's provided tutorial class?

a. Yes b. No

35. If No, then reason of not going to the tutorial classes

a. Child is engaged in household works

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b. Quality education is not provided

c. Tuition center is far away from house

d. Others(Specify)

36. If Yes, then what is the % of marks obtained before taking the tutorial classes ?

a. < 30 % b. 30 - 50 % c. 50 - 60 % d. > 60 %

37. what is the marks obtained after taking the tutorial classes ?

a. < 30 % b. 30 - 50 % c. 50 - 60 % d. > 60 %

38. Do you think this tutorial give efforts in running a right objective and path ?(For community Head)

a. Highly Agree b. Agree c. Neither Agree or Disagree d. Disagree e. Highly Disagree

39. What is your opinion about Program Vedanta Vidyarthi Vikas Yojana work in your area ?

a. Very Good b. Good c. Average d. Poor e. Very Poor

40. Give some suggestions that will help to add value to improve the educational Programs .

a. Experienced teachers should be placed

b. Parents-teacher association should done

c. Introduce text books for basic concepts

d. Community mobilization & participation should be done

DAV SCHOLARSHIP PROGRAM

41. Are you aware about DAV Scholarship Program run by SSL ?

a. Yes b. No

42.How many child go to Vedanta DAV school ?

a. All b. Only One c. Two d. None

43. What are facilities provided in Vedanta DAV Scholarship Program ?

a. Free Text books, notes etc..

b. Extra coaching classes for English language

c. Parent teacher meeting

d. Others (Specify)

44. Are the students(DAV Scholarship) able to cope up with the current DAV students ?

a. Highly Agree b. Agree c. Neither Agree or Disagree

d. Disagree e. Highly Disagree

How would you rate the following parameters for the current education system in this Program? (Please

mark Tick in appropriate boxes)

Code A B C D E

Parameter Very Good

Good Average Poor Very Poor

45 Attitude of teachers 46 Skill of the teachers 47 Practical application

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48 Rate the educational system of VVVY Program

49 Rate the educational system of DAV Program

50. Give some suggestions that will help to add value to improve the educational Programs .

a. Experienced teachers should be placed

b. Parents-teacher association should done

c. Introduce text books for basic concepts

d. Community mobilization & participation should be done

e. Others (Specify)

51. Interviewer Suggestion :

__________________________________________________________________________________

__________________________________________________________________________________

Interviewer Signature

** Thank You for giving your valuable time... **