TO STUDY MARKETING STRATEGIES TO PROMOTIN COST

AFFECTING EDUCTION TO UNDERPRIVILLEGE CHILDREN

Dissertation Submitted to the
D.Y. Patil Deemed to be University School of Management
In partial fulfillment of the requirements for the award of the
Degree of
BACHELORS OF BUSINESS ADMINISTRATION
Submitted by:
Student’s Name : MANASI PATIL
Roll No: BBA 017179

Submitted To
Guide’s Name : Dr. Saurabh Sharma
Assistant Professor
D.Y. Patil Deemed to be University
School of Management
CBD Belapur, Navi Mumbai
March 2018

1
TO STUDY MARKETING STRATEGIES TO PROMOTING
COST AFFECTING EDUCTION TO UNDERPRIVILLEGED
CHILDREN
Dissertation Submitted to the
D.Y. Patil Deemed to be University School of Management
In partial fulfillment of the requirements for the award of the
Degree of
BACHELORS OF BUSINESS ADMINISTRATION
Submitted by:
Student’s Name : MANASI PATIL
Roll No: BBA 017179

Submitted To
Guide’s Name : Dr. Saurabh Sharma
Assistant Professor
D.Y. Patil Deemed to be University
School of Management
CBD Belapur, Navi Mumbai
March 2018

2
TO STUDY MARKETING STRATEGIES TO
PROMOTING COST AFFECTING EDUCTION TO
UNDERPRIVILLEGED CHILDREN

3
 DECLARATION
I hereby declare that the dissertation ―TO STUDY MARKETING STRATEGIES
TO PROMOTIN COST AFFECTING EDUCATION UNDERPRIVILEGED
CHILDREN‖ submitted for the Full time BBA Degree at Dr. D.Y. Patil Deemed to
be University School of Management is my original work and the dissertation has
not formed the basis for the award of any degree, associate ship, fellowship or any
other similar titles.

SIGNATURE OF THE STUDENT

PLACE: Mumbai

DATE:

4
 CERTIFICATE

This is to certify that the dissertation entitled ―TO STUDY MARKETING

STRATEGIES TO PROMOTING COST AFFECTING EDUCTION
UNDERPRIVILEGED CHILDREN‖ is the bona fide research work carried out by
Patil manasi santosh student of Full Time BBA, at D.Y. Patil Deemed to be
University School of Management during the year 2015- 2018, in partial
fulfillment of the requirements for the award of the Degree of Bachelors in
Business Management and that the dissertation has not formed the basis for the
award previously of any degree, diploma, associate ship, fellowship or any other
similar title.

Guide Name: Dr. R.Gopal Dr . Saurabh sharma

Designation Director & HOD

DYPUSM D.Y.Patil University (Research Guide)

School of Management

Place: Mumbai

Date:

5
 ACKNOWLEDGEMENT

In the first place, I thank the Dr. D. Y. Patil Deemed to be University, School of
Management, Navi Mumbai for giving me an opportunity to work on this project.

I would also like to thank Dr. R. Gopal (Director & HOD) & Guide name and
Designation Dr. D.Y. Patil Deemed to be University School of Management, Navi
Mumbai for having given me his/her valuable guidance for the project. Without
his/her help it would have been impossible for me to complete the project.

I would be failing in my duty if I do not acknowledge with a deep sense of

gratitude the sacrifices made by my parents and thus have helped me in completing
the project work successfully.

SIGNATURE OF THE STUDENT

PLACE: Mumbai

DATE:

6
 Index
Chapter Topic Pg. No.
no.
Cover page 2
Title 3
Declaration 4
Certificate 5
Acknowledgement 6
List of figures 8
Summery 9
1 Introduction 10
2 Abstract 12
3 Review of literature 13
4 Objectives 14
5 Researches methodology 15
6 Underprivileged children 16
7 Digital education 20
7.2 Partnering with state government 23
8 Teaching a teachers 24
9 Reuse of things 27
10 Program for underprivileged 32
11 Problems with education in underprivileged 40
11.1 Economic liberalization 52
12 How to we help underprivileged children 54
13 Future & scope 58
14 Data analysis 59
15 Conclusion 60
Bibliography 61
Questionnaire 62

7
 List of figures

Fig Fig name PG no.

no.
1 School in privileged 19
2 Digital education 22
3 Teaching training 26
4 Reusing 29
5 Student parent lectures 30
6 Program for student 36
7 Function in school 38
8 Day of school 45
9 Student in the school 50
10 Enjoying milk & biscuits 57

8
Summary
This project will help support the growth , education and all-round
development of the underprivileged children aged 6-24 that are part of
the family in a well –developed facility. Our mission is not only provide
shelter, nutrition, education but also sports coaching, industrial training
and opportunities for these adolescents so they can support themselves
and become part of the society in a positive way. Aid underprivileged
children by helping to provide them with the resources that all children
need. Whether labelled as disadvantaged, low-income or at-risk—these
children often lack basic life necessities and access to resources for
dealing with youth-and family related issues such as motor development,
Nutrition and literacy . Fortunately, you can help them thrive during
youth and succeed as adults by looking for opportunities to help through
direct service or by assisting with resource development.

9
Introduction
India is a country with more than one billion people, and just one-third of them
can read. Rapidly growing size of population, shortages of teachers, books, and
basic facilities , and insufficient public funds to over education costs are some of
the nation‘s toughest challenges. This is where children in India are facing the
basic challenges. According to a study, more than 30% of educational funds are
allocated towards higher education, leaving the primary education in India. India is
fourth among the top 10 nations with the highest numbers of out-of children in
primary level. Furth more, the rate of school drop- outs amongst students is very
high. One of the main reasons behind this is poverty . When earning a livelihood
and taking care of the members of the family becomes a primary matter of concern
in one‘s life, education stands a little or, very often, no chance of pursuance. For
the negative outlook continues on with every new generation.

A disproportionate number of total out of-school children in India are girls. What
denies equal opportunities of children are serious social issues that have arose out
of caste, class and gender differences. The practice of child labour in India and
resistance tending girls to school in several parts of the country remain as genuine
conce4rns. If the current trend continues, millions of underprivileged children will
probably never set foot in a classroom.

India‘s growth relies on a well – educated and skilled workforce. Improving

education is a critical area of investment. A shabby foundation in primary
education can overturn the lives ,careers and productivity of millions of its
citizens. Already, a considerable proportion of the adult workforce in India is
acutely under-equipped to be eligible for skilled and semi-skilled jobs. In order to
build India as consumer market of global standards, it is very important that every
child reaps the benefits of quality educations.

As much as 500 million of India‘s total population live below the poverty level.
These families live in living standards that are among the poorest in the world.

Thousands of mothers new born babies and children in India die every year from
preventable diseases. 27% of deaths of children below aesd5 are because of
prematurity 14% due to respiratory infections and 11% due to diarrhoeas. 66% of
the rural population in India lacks access to preventive medicines.

Health care is by for out of a poor mans reach. About 75% of healthcare resources

10
Are concentrated in urban areas, where only 27% of the total population resides.
31% of the rural population in India has to travel over 30km to get even the most
urgent medical treatment . About 40% of the population in the metropolitan and
large cities live in urban slums, where primary healthcare is provided by health
posts. Most of the health posts are located outside the slum areas, making
accessibility difficult.

11
Abstract
One of the eight millennium development goals is that all children in developing
countries have completed primary education. Much progress has made their goals
but completing primary schools does not student attained basic and numeracy
skills. Indeed years of their schools attendance. This rises the question what can
schools and communities do to increase the learning that takes places in schools? It
will achieve universal primary completion but many schools in India have
performed poorly on their test. The children and household leave, education
parents, better, nutrition, high daily attendance, enrolment in private classes,
books. Among schools variables, in schools family and meeting between parents
and teachers all in positive impacts in test. We have to find new ideas to give them
easy education. They have taught in their life styles. In their language Plan for
other actives.

12
REVIEW OF LITERATURE
Underprivileged children have many problems find new strategies to solve their
problem.

To give them e-education. We can give them education from cities teacher through
video call. The teacher don‘t want came in village.

Give training to their teacher‘s so they tech with new idea.

Old teacher‘s or well educated people plan to take their classes twice in week.
Because underprivileged student not have money pay private tuitions.

Reuse of old things. They can reuse of old clothes.

In school of city student forgot their tiffin, water bottle, compass, pen, pencil etc.
We can give them with less cost.

We can plan for their English classes, summer camp & other actives.

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Objective

The main goals is create opportunities, space and scope for development of talents
of youth and develop more of those sectors which their own skills. To study the
skills and tequncties which they like. Wish to skills have given them future.

Mission education provides basic education and healthcare to underprivileged

children with the belief that education is both the mess as well as the end to a better
life because it empowers an individual to earn his/her livelihood while also
increasing ones awareness on a range of issues; in the process helping him/ her
evolve as a better citizen

14
Researcher’s methodology
To study the marketing strategies to promoting cost affecting education to
underprivileged children. It will be different topic from every one. I will select this
topic because I like to spend time with children .In this topic I will researchers for
underprivileged children‘s education. Why should not underprivileged children not
going to school? What problem them have related to school. How to give them
education in less cost? For this researchers will visit to school. I will talk with
their teachers and parents. I will found that they don‘t like come in school. Because
government gives them free education that education doesn‘t have any value. We
will get anything in free we don‘t mean for that. That‘s why I want to told every
please don‘t gives anything in free. I will seat with in there lecture there teachers
not teaching well. They don‘t have basic study material, not well clothes and
many more they have. We can give e-education, the old teachers or well educated
people from village can take guest lecture. From cities school remaining things or
student will forgot there pen, panicles etc.in school we picks that in from school
and sold with less cost in underprivileged school.

15
Chapter No 6. Underprivileged children

16
quality related issues are far powerful than poverty. Students are not at all
encouraged to think but are asked to memorize pre- defined questions for exam.
So for many students clearing examination at the end of the session, passing their
exam becomes more important than gaining knowledge. Also as per the new CBSE
rule every student is supposed to be promoted to the next class irrespective of
marks in their examination. Hence majority of students do not bother to study
which means a decline in their education level. Neither students nor teachers take
any interest in studies which is why the level of education is declining in India
despite many efforts.

The foundation to turn India into a strong nation has to be laid down at primary
and rural levels and so the quality of education right from the beginning should be
excellent. Education and text books should also be there so as to create their
interest in studies. The reasons behind so many drop- outs in the condition should
be found out as this is a hurdle on the road to progress improvement in the
condition of government schools education quality committed teachers and more
salaries to these teachers should be part of development.

There is a difference between city and village student not in terms of bargain or
development but their initial environment skills learning ability availability of
infrastructure and assess to different facilities all of these must be considered while
making the curricula which should not be different but how it is going to be taught
would make the difference encourage the genuine rural student who are interested
in education and make the difference encourage the genuine rural students who are
interested in education and make them competent there are many examples of
success in rural education in India these are innovative and successful examples of
schools running in rural India It is the time to relocate such efforts as our country
and difference instead of this large number of such schools and students at each
and every level timely assessment will throw large number of such schools and
students at each and every level timely assessment will throw light on present
problems and achievements let us try to build a solution around these problems
which will resolve the overall issues of rural education in India the goal of
universal education eludes India even though there is now a primary school in
practically every village the rate of dropouts continues to be over 50 per cent the
greatest casualty in the failure of our education system has been the girl child
whether in terms of enrolment retention rates in primary school or even
participation in higher education relative to the overall enrolment rate.

17
The residential schools when it comes to effect active education of children from
the backward rural or tribal areas special efforts within the present system have ben
invariably greed towards the residential school pattern state governments have set
up a; large number of tribal hostels . the latest governments venture in this field
non-government organisations have set up high quality renowned residential
schools for tribal and backward rural areas such as the mission in well known girls
boarding

Such as their Ramakrishna mission in well known girls boarding school set up by
the mission for tribal girls of trap .

The ground relay of the average elementary school i n rural tribal and backward
areas is grim a close look at a case study of tribal can help us understand the
problem . these young men would have been symbols of hope for they children
role models whom they could emulate and strive to follow.

In school dropouts who have passed only the eight or 10th grade are employed as
barefoot teachers. They are trained to generate social awareness towards the village
– policepersons postmaster nurse pewter bank manage village head who explain
how systems work or do not work for them the scheme has now completed a
decade since its inception covering about 2,000 village primary schools in over 70
blocks taken both in terms for economy of investment as well as the spared of
beneficiaries this scheme is far more effective than residential schools would have
been for the spread of primary education while the have an annual student
population of over one lakhs students in the whole country the project benefits
about 1,20,000 children in a single state in the sphere of non- formal education the
is the overall ex pedicure is the same since village resident teachers can be paid
less and also derive satisfaction from the status with which the post is invested the
achievements of the school dropouts in terms of minimum levels of learning are
quite remarkable particular when these are compared with the standard of
instruction and student achievement in the state primary schools often located in
the same village.

18
 Fig .1
School of underprivileged children.

19
Chapter no. 7 Digital education

20
The typical Indian classroom once characterized by student sitting arrangement
hour-long teachers monologues, now making life easier for both student and
educators. Schools are adopting digital teaching solution to engage with a
generation. The student has play with play station and iPod‘s, trying to make the
class room. A digital library of curium- mapped, multimedia, multi-rich, 3d
content. It is easy to enable teachers to quick assess how much of particular lesson
student. Student has been able to assimilate during the class. A topic is covered ,
the teachers gives the set of question on screen. Each student then answers to
personal answering device or the smart assessment system.

It would easily take me one full lecture to just draw electromagnetic cell on the
blackboard. I can show the 3D models of the cell and how it functions. We
launched smart class in 2004 as the first. Private schools eight classrooms are
using.

A digital class-room preferences it emerged that a significant majority of 64 per

cent wanted to become teachers and about 83 per cent hoped for employment in
preferably near their home villages this is very strong motivation which we could
not en cash because of our faulty policies our emphasis on long duration teachers
Bed after graduation or two basic teaches training after plus. The strategies
worked. The market response, in upgraded version. The launch of a
comprehensive initiative designed to inspire children and low income communities
to pursue a career in computer science.

The fact that the teacher and the teaching profession is a real model for tribal can
be proved when a human power resources survey was undertaken in the district in
1977 by the cultural research and training institute Hyderabad tribal students in
various boys hostels for career preferences it emerged that a significant majority o
f 64 per cent wanted to become teachers and about 83 per cent hoped for
employment in preferably near their home villages this is very strong motivation
which we could not encase because of our faulty policies our emphasis on long
duration teachers Bed after graduation or two basic teaches training after plus two

21
Fig f

212fui

Tffoioikooo

22
PartneringtwithtStatetGovernments

Meanwhile,tstatetgovernmentstaretalsotgivingtatboostttotthetadoptiontofttechnoloy
tintschools.tatdivisionthastpartneredtwitht16tstatetgovernmentstandtmoretthant30
teducationtdepartmentstandtboardstintthetcountry,tcoveringtovert36,000tgovernme
nttschoolstandtreachingtoutttotmoretthant10.60tmilliontstudents.tAtleadstthe
tmarkettwitht27%toftthetteotaltschoolstwheretICTtprojectsthavetbeent
implemented.tWetaretlookingt[totadd]t3,000tmoretschoolstthistfiscaltyeartandt20,
000ttot25,000tadditionaltschoolstintthetnexttfivetyears.‖tAstoftnowt,tcreated
432tdigitaltlearningtcontenttintmoretthant14tregionaltlanguagestfortthesetprojects.

IntthetnortherntstatetoftHaryana,tCOREtEducationtandtTechnologiestistimplement
ingtatUS$59tmilliontICTtprojecttthattaimsttotbenefitt5tmilliontstudentstacrosst2,6
22tschools.tFivetoftthesetschoolstwilltbetdevelopedtast―Smart‖tschools.tCOREtist
alsotimplementingtICTtprojectstintthetstatestoftGujarat,tMeghalaya,tPunjab,
tMaharashtratandtNagaland.tThetscopetoftworktintthesetprojectstrangestfromt
implementationtoftcomputer-aidedtlearningtintschools,tinstallingtbio-
metrictdevicesttotmonitortattendancetoftteachers,tandtsettingtuptcomputer
thardware,tsoftwaretandtothertalliedtaccessoriestandtequipment.

Theretaretseveraltlogisticaltissues.tDeliverytoftequipmentttotruraltareastistatbigt
challengetintitself….tTheretistlacktoftbasictinfrastructuretteitherttheretaretnotclass
roomstorttheretaretonestwithtnotwindows Sometschoolstdon‘tteventhave toilets.
\
tthetpowertavailabilitytintthesetareastistoftentpoortandtwethavethadttotdeploytgen
eratortsetstintmanytschool. Smile twin e-Learning programme evolved as logical
linkage to Mission education based on the need to provide employability skills to
high school pass – outs and urban underprivileged youth to enhance their prospect
of employment in the fast expanding entail, hospitality and service sectors.t

23
Chapter no. 8 Teaching a teacher

24
The generation learner, the teacher is point picks up English . Teacher is train in
spoken communication, diction, vocabulary. Works with not just English language
but also to all teachers too. They pay for teachers training. The training start to
teach of teachers and end with students level. The midline assessment once half
the portion getting done. Selected graduates undergo two weeks training. These
gives back how to teach student and continues like a chain. The hurdles too
sometimes teachers don‘t even encourage student to speak English.

The education system and the most important resource for quality education, the
teachers have feeblest voice the matter. Underprivileged teacher occupies the
lowest position. The teachers in village are multi- purpose. This is problem acute in
village school having single or at most two teachers

Similarly, the teachers and other school authorities also neglect the fact that many
rural children, especially the tribal children, are aware of rich bio-diversity around
them. They become conscious only when some foreign companies pirate this
information and patent it. Thus, in the name of relevance, most of the content
taught in the schools is totally irrelevant to the prevailing situations of the rural
children.

25
 Fig 3
Teaching training

26
Chapter no. 7 Reuse of things

27
In front of us had two things one is to make all the students aware about
the importance of ruse and the second thing is to bring new idea of rising
waste materials in the school it these students bring the idea of using the
waste in the life that mean we had done something better for the
environment so we dame a plane to reuse waste material which comes
from school lock papers peals of fruit & vegetable polythene rappers of
chocolate and chips pencils pens chock boxes cd worse etc. we want to
rues all the waste we talk with the main stakeholders who were teachers
student parents maids this project is about to use waste materials which
pollute our environment thus we are saving environment which is
profitable for every person .
as we decided before we wanted to make our school less waste generator
for this in the begin we have started collection of more and more
information how can the waste could be reuse . in this our parents helps
a lot the told us that in their time the use to make thing form waste like
when the cloths torn it will be again stitched into a carry bags, all the
peals of vegetables were used as fertile by throwing them in the ground
if the waste materials is less pollution will be lesser. We gave a
presentation on the topic but it was unsuccessful. We did not get the
response as we expected before very less students participated in the
competition. After it by the help of teachers we could motivate them
though presentations and by doing some work like we made a dustbin
and name it in this dustbin all the school member will though waste
which will not be dispose it will reuse .After it a competition on making
something form waste materials was conducted we get a good response
Approximate more than 100 things we made by using waste materials.
Now all the biodegradable waste is used as forcible and non-
biodegradable waste is reused as possible as it can be all the student
could understand the after encouraging the student not the sign to the

28
 Fig 4
Reuse

29
Fig 4.1

30
Recycling plants. We do not throw the waste in the drainage for the
biodegradable waste we got a compose pit made in the school campus
In this way we reuse all the biodegradable waste in the form fertile other
waste like papers and polytonal is reuse optimum. We should say thanks
to the school authorities for the great ideas they shared with us of
making to the project on the topic that can help in saving the waste
material form throwing by the people hence waste material are not waste
actually so they should not be thrown as garbage in dustbin or roads that
also make the city dirty and cause pollution. When the things cannot be
come is any then should be thrown as on that point of time they should
be said to be as garbage not on that time when it could be used in any
other way again.
Recycle
Whether starting from scratch or making improvements to an existing
program keep the following tips in mind:
Have a dedicated tea club and the
Conduct a waste audit to better understand what determine what
materials will be collected and whether the be kept separate.
Always place recycling bins next to trash cans.
Clearly label recycling containers and is possible, purchase bins with
accommodate recyclables
Have a clear plan for how bins will be emptied regularly.

31
Chapter No.10 program for underprivileged children .

32
Children are the future of a nation. For an emerging country like India,
development of underprivileged children holds the key to the progress of
the nation itself, and their education is the cornerstone of this progress.
But education for children cannot be achieved without ensuring the
welfare of the family – a child can go to school regularly only when the
family, particularly the mother is healthy and empowered the family has
decent livelihood opportunities and a steady income. Realizing this
smile foundation beginning in the corridors of education had adopted a
lifecycle approach with intensive programmes focused on family health,
livelihood and community engagement through women empowerment
which addresses the needs of less privileged children their families and
the larger community.

Healthcare;
Smile on wheels is a national level mobile hospital programme which
provides curative and preventive healthcare services at the doorsteps of
the underserved in remote rural villages and urban slums, besides
inculcating a health- seeking behaviour in them .livelihood .
Smile twin e-Learning programme evolved as logical linkage to Mission
education based on the need to provide employability skills to high
school pass – outs and urban underprivileged youth to enhance their
prospect of employment in the fast expanding entail, hospitality and
service sectors.

33
 Fig 5
Student parent lecture

34
Women Empowerment
A programme focusing on girl children and women empowerment. the
USP of subhuman is its innovative and highly effective approach named
the 4-s Model which means seeking healthcare as a behaviour support
though education support from men through Male Involvement and
sustaining change in the community
The growth of the non- profit sector in India, in the last two decades, has
been phenomenal. Grassroots NGO.S particularly by engaging directly
with the people are able to participate in the though making process of
the communities they work with and thus have the capacity to bring
about long – lasting positive.

Child for child

Children are the future of a nation they are the best change agents be it
in the family or the community in which they live it is therefore crucial
to catch them young and inculcate in them feelings of empathy and
conscience so that they grow as responsible individuals
Special support programme
Smile foundation constantly strives to support and empower individuals,
particularly underprivileged children enabling them to meet basic
ambitions of their life and realize their potential, make informed choices,
and opportunities for them. Resist oppression fight for rightful existence
Free education:
The government must provide free education to underprivileged
children. Colleges offering employment-oriented education would be
highly beneficial in addressing this problem.

35
 Fig 6
Program for student
36
Scholarships and quota of poor children in private institute:
Financial assistance can give a boost to the enthusiasm of an
underprivileged child. Besides this, there must be a reservation for
students with poor financial backgrounds in private institutes.
Loan facility to school dropouts:
Not everyone is good at education! There are many dropouts. In this
scenario, loans at cheaper rates can help immensely in improving the
lives of school dropouts.

37
 Fig 7
Function in school

38
Disaster
Prone country India is highly vulnerable to various types of natural
calamities due to its geographical positioning ding to the national
disaster Management authority Gov. of India. More than 58% of the
country landmass is prone to earthquakes and over12% is prone to
floods.

Summer camp
We conduct Art craft and theatre camps for underprivileged children in
the summer months thereby giving them opportunity to participate in
activities that are generally unavailable to them. the attendees learn
music and theatre and also learn to make income generating a social
summer camps is that you can give hands on attention to all the children
ion an informal setting it, an exciting opportunity for us the children and
you the summer camps in India are roaring success one volunteer has
helped out with a special Cricket camp that was arranged at one of the
schools he spent his time practising new skills with the boys and they
were enthusiastic eager to learn and at the of the camp they has greatly
improved the activates on offer for the children are a side ranging that
there is something for everyone many sports including football
badminton cricket karate yoga chess gymnastics great range of creative
activities including dance art design drawing puzzles Indian folk music
drums western dance even skating more academic activities are also
available mental maths handwriting spoken English , English gram

39
Chapter no . 11 Problems with education in underprivileged

40
The concept and phenomenon of education based on school – going is of modern
origin in India . education in the past was restricted to upper castes and the content
taught was also accretive . However toady to lead a comfortable life in this fast –
changing world education is seen the most influential agent of modernization

The educational attainments in terms of enrolment and retention in rural India gen
early correspond to the hierarchical order. While the upper castes have traditionally
enjoyed and are enjoying these advantages the scheduled caste and other backward
castes children have lagged behind in primary schooling. Studies have revealed
that children of backward castes are withdrawn from school at an early age by
about 8 or 9 years.

An important reason for withdrawal of children from school is the cost and work
needs of poor households. Income and caste are typically correlated with lower
castes having lower incomes and higher castes having better.

Education in the past was restricted to upper castes and the content taught was
also accretive. However, today, to lead a comfortable life in this fast-changing
world, education is seen as the most influential agent of modernization.

The educational attainments in terms of enrolment and retention in rural India

gen-erally correspond to the hierarchical order. While the upper castes have
traditionally enjoyed and are enjoying these advantages, the Scheduled Caste and
other backward castes children have lagged behind in primary schooling. Studies
have revealed that chil-dren of backward castes are withdrawn from school at an
early age, by about 8 or 9 years.

An important reason for withdrawal of children from school is the cost and work
needs of poor households. Income and caste are typically correlated with lower
castes having lower incomes and higher castes having better endowments in terms
of land, income and other resources. Thus, one fact is certain that there is a clear
divide in the villages, along caste lines, regarding access to schools.

The very poor children are enrolled in the municipal school because it provides a
number of incentives such as lower expenditure on books, uniforms, fees, etc. The
well-off children go to the private school, where English and computers are given
more importance.

41
The tendency in favour of private schools in rural areas is influenced by people‘s
perception of private schools, as a means of imparting quality education in English
medium. The poor rural girls, if not all, con-stitute a major junk of disadvantaged
groups that are excluded from the schooling pro-cess, especially because they enter
late into school and drop out earlier.

Parental illiteracy is another cause for lack of interest to become literates. Many
rural children enrolled are thus first generation learners, who come from illiterate
families thus, they have to single headedly grapple with school life, mastering
language and cog-nitive skills without parental help and guidance.

Most of these illiterate parents do what-ever is possible to educate their children

because education for them acts as a vehicle of social mobility. Moreover,
education and the subsequent attainment of town jobs is often looked upon by
many of these rural families, especially families belonging to lower castes, as a
means to break out of their position in caste hierarchy.

The religious beliefs and practices of a community can also largely impact the
overall attitudinal and behavioural profile of an individual or group. In the Indian
context, reli­gion has a sway over people‘s minds and exerts a great influence over
their behaviour.

The motivation and attitudes of the people towards education are also moulded, to
a large extent, by their religious beliefs. The literacy rate for Muslims is notably
lower com-pared to Hindus but not better than Christians and Sikhs.

Poverty among Muslims, who also happen to be one of the most economically
back-ward groups, is the actual reason for their preference for madrasas (Islamic
schools), because they are absolutely free and more flexible as compared to formal
government schools. This seems to be the only option for poor Muslims, who often
cannot afford to pay for the education.

Defects of Present System

‗Primary education in India suffers not only from inadequate allocation of

resource, but often enough also from terrible management and organiza-tion. To
him, management and organization of schools is still in a terrible State in India.

42
That means, there are three major defects in the present educational sys-tem. The
first is the physical environment in which the student is taught, the second is the
curriculum or the content, which he/she is taught, and the third is the teaching
method or the teacher, who is teaching.

2. Physical Environment:

Today‘s society clings to schools to such an extent that a co-dependent relationship

is created between the broader and friendly notion of education and the
manipulative real-ity of school. Education should not be limited to the sphere of
the school.

It should have to encompass nearly every aspect of life. Schools should act as
locations where the ideas of education are planted in the students and education has
to become the foundation for how the students look at the world around them and
how they interpret these things. Instead the present situation is that, the seeds of
education are planted into the children in the schools but it does not go much
further than the school system.

The public in general and rural people in particular, often think of schools as a
place for teachers to instruct children on the ‗three Rs‘—reading, writing and
arithmetic. Schools are not con-sidered as places, where the students are taught
many life skills that will help them suc-ceed in their future endeavours.

Access to school is no more a problem in most parts of India. Ninety eight percent
of population has access to school within a walking distance of 1 km. The core
problem is the unpreparedness of the school system for mass education.
Classrooms in most pri-mary schools in rural areas are typically uninviting, with
leaking roofs, uneven floors and scraggly mats to sit on.

Added to that, most of the schools do not have electricity, drinking water or toilets.
In some schools, students of different ages are made to sit in one room. These

43
students squat in passive postures, even regimented columns, with often the
‗brightest‘ and the socially advantaged sitting in front. At a given time, a typical
school could have at most two teachers trying to ‗police‘ children of all five
primary classes.

The best teaching that these teachers may undertake is to make the students copy
or recite from the textbook. Sounds emanating from the school are normally
distin-guishable from afar in the form of a ritual cacophonous chorus of children
chanting their lesson, often shouting their guts out in a cathartic release.

Surprisingly, no normal sounds— of joyous laughter, creative play of words,

singing or recitation of poems, ani-mated participation, excited discovery, or even
the irrepressible curious questioning the characteristic of every child of that age are
found in schools.

The major drawback in these schools is that in the mechanical race to achieve
‗schooling for all‘ the government seems to have completely missed out on what
constitutes ‗learning for all‘. Here, greater emphasis is placed on establishing
schools but not on what goes on inside a school.

The result is high enrolment figure and equally high dropout rate. The students
enrolled are compelled to attend school regularly and take all the exams, and the
result is a sizeable number of students fail and is compelled to repeat classes.
These students ultimately give-up the hope, resulting in high resource wastage of
the government, while at the same time inculcating a sense of despair among the
students, thus, reducing the poten-tial of their human development.

The quality of education is the main issue. For a long time, the educationists had
thought that the high dropout rate is because of parental poverty and
disinterestedness rather than concentrating on the failure of the school system.

‗Determinants of Household Expenditure on Education in Rural India, which is

based on the results of NCAER‘s 1994 Human Development in India (HDI)
survey, tries to clarify some of such myths that are associated with the education in
rural India. The study mentions that the real household expenditures on education
in India is not ‗virtually non-existent‘, but is considerably higher.

44
 Fig 8

Days in there school

45
Some of the observations made by this study are as follows:

1. First, there is a complete absence of ‗free education‘ in India, regardless of a

household‘s socio-economic background, spending on education is very
sub-stantial even at the primary school level.

2. Second, ‗indirect‘ costs, such as books, uniforms and examination fees, are very
high, even in government-run schools, including at the primary level. According to
National Sample Survey Organization (NSSO), in 1995-96, the average
expenditure per student pursuing primary education in rural India in a govern-ment
school was Rs.219, and for students going to local body schools, private-aided
schools and private-unaided schools, it was Rs 223, Rs 622 and Rs 911,
respectively.

3. Third, given the absence of a well-developed credit market for education,

expenditure on education is highly (and positively) correlated with income.

4. Fourth, willingness to pay and ‗compulsion to pay‘ (i.e., the need to compensate
for a shortage of government spending on education) are two important factors.

5. Fifth, government spending and household spending on education are not

sub-stitutes but complementary. An increase in government spending is associated
with an increase in household spending (due to an enthusiasm effect, resulting
from improvements in school facilities, number of teachers, etc.).

Conversely, a reduction in government expenditure leads to a decline in household

spending on education. (Equivalently, the elasticity of household expenditure to
govern-ment expenditure is found to be almost unitary, and positive.)

6. Finally, the provision of schooling in rural habitations, or the provision of such

school incentives as mid-day meals, uniforms, textbooks, etc., are both associ-ated
with the increased household demand for education.

3. Defects in Curriculum:

The second reason attributed to high dropout rate is ‗most out-of school children
are unable to study because they have to work‘. The recent study by PROBE has
refuted this reason as myth. It says that only a small minority of children are full-

46
time wage labour-ers, while the majority of those, who work do so as family
labourers at home or in the fields. According to this study, it is not because the
children have to work that they leave school, but because they leave school they
work. Then why do children leave schools?

The present education system is teacher-centric. From times immemorial,

education has been expensive, as it is related to gaining and transmitting
knowledge in India. ‗Information,‘ the foundation upon which knowledge rests
was and still is in limited supply.

A teacher, together with a united set of books, is the knowledge base, which
anchors the education process. The teacher is the active agent, communicating
information to the students, who are the passive receptors of information. Learning
by rote is the method most favoured because the information transmitted is largely
disjointed and the student is not really quite sure what the motivation behind
knowing all those disparate facts is.

Curriculum-makers in India feel that children need to know a lot more to catch-up‘
with the others living in advanced countries. So, they try to include as much
‗informa­tion and ‗knowledge‘ as possible in the curriculum.

While it is true that this century has seen an explosion of technologies that help to
store large information, the capacity to understand these facts and concepts does
not grow equally fast among the children.

Therefore, a crucial aim of children‘s education should be to promote concept

formation and enhance their capacity for theory-building. All children are natural
theory builders, and from very early in life, they begin to construct their own
explanations for the world they observe. The educational system presents a
contrasting experience to these chil-dren.

These outdate school systems do not allow for a child‘s mind and personality to
develop. Moreover, the knowledge imparted is not continuous and are disjointed
frag-ments of information that are arranged in the form of different pieces in the
syllabus.

The curriculum-framers, while arranging such information, ignore the fact that the
natural learning process in children is far from linear, and that they process
information about the world in a much more holistic and integrated manner. The
47
content taught, therefore, cannot be determined by what has to be ‗covered‘ in
higher classes, but by the children‘s ability to comprehend the concept at a given
age.

In the Indian system of education, what is taught is crucially linked with how it is
taught and, more importantly, with how it is assessed. The examination system
here is so distorted that it actually discourages good classroom practices by forcing
children to answer contrived meaningless questions, suppressing their own
curiosity and expres-sion. It emphasizes on written questions based on trivial
recall, and discounts all activity- based learning.

Another major drawback is that the curriculum prescribed in the textbooks to a

great extent is found to be ‗irrelevant‘ to the closer lives of rural people. The
curriculum-makers, who come predominantly from urban middle-class background
believe that the rural children need to be taught how to conduct their lives
‗properly‘, and that only ‗positive‘ situations from their lives must be depicted.

Thus, either highly pre-scriptive and moralistic lessons (about hygiene, cleanliness,
hard work, etc.) or rather simplistic generalizations about the perceived ‗needs‘ of
the rural poor or over-idealized situations such as truly democratic panchayats,
benevolent employers, well-equipped and functioning village hospitals, effective
government schemes, etc., are described in the prescribed textbooks. They
absolutely ignore the fact that the rural children, unlike those from protected urban
homes, are much more conscious of the conflicts and com-plexities of life, which
form a part of their reality.

They know very well that these lessons are contrived and untrue, but have no
chance to critically question the contents that they must passively parrot. The
village child is also far more knowledgeable about the natural world, and does not
need to look at ‗pictures‘ to count the legs of a spider, or to identify the eggs of a
frog or the leaves of a neem tree.

48
In recent years, there have been attempts to change the elementary school
curricu-lum to make it more child-centred, joyful and activity-based. However, in
most cases, there have been mere cosmetic changes accompanied by much ‗song
and dance‘, with no radical restructuring in the content and design. The education
systems in this region are highly monopolistic and rigid, and are controlled by
bureaucratic departments that are resistant to change.

49
 Fig 9

Student in the school

50
Moreover, the people, who design school curricula have out-dated notions about
what constitutes ‗learning‘, are burdened with the perceived demands of higher
education, and are far removed from a typical average child of the country. They
are also far too inflexible to learn from the experience of village teachers and field-
based voluntary groups working in close contact with children. Some flexibility
may be per­mitted in the curriculum for ‗those children‘ in non-formal schools, but
never in the highly guarded formal system for ‗our kids‘.

The Underprivileged children of India need our help as living under above
mentioned circumstances, the children got exposed to the harsher realities of life.
Underprivileged children lose their right to emotional, physical and social
development and are more likely to have depression, low self esteem, lack of sleep
and nutrition etc. Poverty is undoubtedly one of the major causes of this plight.
Lack of education being the second culprit. At present, around 30 present of our
population is residing below poverty line, i.e. these people are unable to meet their
basic necessities. Before heading forward, we need to understand the types of
poverty. There are two types of poverty viz. the absolute poverty and the relative
poverty. The former includes people who are financially poor and unable to meet
their basic needs of food and shelter, while the later means the difference in the
income of individuals. In India, whenever we talk about poverty, we mean absolute
poverty.

Poverty and underprivileged children: A child born to poor parent means total
exposure to malnutrition, diseases, inferior living conditions, inadequate sanitation
and many other hardships. Although the child himself is not responsible for
poverty but hardships are bound to befall him. But who actually is responsible for
poverty in our nation? The main reasons for poverty in our country are: Rapidly
rising population; Low productivity in agriculture; Underutilized resources; Low
rate of economic development; Price rise; Unemployment; Shortage of capital and
Able Entrepreneurship; Social Factors and Political factors. Not just the
government, but all the people of India need to focus on the eradication of poverty,
not only by pooling in monetarily, but a total change of attitude is required. Only
then can we triumph over this massive enemy.

There are many non-government organizations that are working towards poverty
eradication, but the success rate is very meagre. The reason is simple, lack of
people‘s participation. We can‘t eradicate poverty without people‘s active
participation. There is no denying of the fact that more supportive hands can share

51
the burden easily, so everyone must join hands to address the plight of
underprivileged children.

Economic Liberalization:

At the government level, Extending property rights protection to the poor is one of
the most important poverty reduction strategies a nation can implement. The World
Bank concludes that increasing land rights is ‗the key to reducing poverty‘ citing
that land rights greatly increase poor people‘s wealth, in some cases doubling it.

Capital, Infrastructure and Technology:

Capital both Human and Physical. Improving Human capital in the form of health
is needed for economic growth. Human capital in the form of education is an even
more important determinant of economic growth than physical capital. Good
infrastructure, such as roads and information networks, helps market reforms to
work. It was the technology of the steam engine that originally began the dramatic
decreases in poverty levels. Cell phone technology brings the market to poor or
rural sections. With necessary information, remote farmers can produce specific
crops to sell to the buyers that bring the best price.

Employment and Productivity:

Economic growth has the indirect potential to alleviate poverty, as a result of a

simultaneous increase in employment opportunities and increase labour.

Helping Farmers:

Raising farm incomes is the core of the antipoverty effort as three quarters of the
poor today are farmers.

Building opportunities for self-sufficiency:

Making employment opportunities available is just as important as increasing

income and access to basic needs.

Each one should teach one:

In India, there are huge inequalities in income distribution. There are many
millionaires, who can afford educating a number of underprivileged children
without denting their bank balances. The middle class can also afford the education

52
bills of an underprivileged child. If we follow this policy then we can totally
eradicate the problem of poverty.

United we win, divided we fall! Thus in order to eradicate the poverty as well as to
improve lives of underprivileged children, we must unite for the cause and follow a
practical approach towards this issue. We, the general masses, need to start
considering helping underprivileged children as our social responsibilities. Besides
individuals, the big corporate houses can also provide funds to organizations or
individuals working towards the welfare of poor.

53
Chapter no.12 How to we help underprivileged children

54
Instead of taking a random approach we must follow a practical and
scientific approach to address this issue. Before drafting any strategy, we
need to do a rigorous brain storming session and try to identify the root
cause(s) of poverty. Drawing a concrete strategy is a tough job, but
nothing is impossible in this world. We need to tackle this problem in a
very practical manner. First we need to analyse causes, study the
behavioural pattern of the target audiences then we need to draw a
concrete strategy based on our analysis.
Challenge

The underprivileged children of India are currently burdened with major

issues like child labour, undernourishment, lack of shelter, education and
hygiene. More than 50% of India's children are malnourished and 50%
of Indian children aged 6-18 do not go to school. 17 million children in
India work as per official estimates. These children have a bleak future
with no opportunity to learn and succeed in life as so many of them don't
have a place they can call home.

Solution
There are government initiatives and numerous that are helping these
underprivileged children but we want to go beyond providing them food
and shelter. Focuses on an all round development with exposure to
academics, sports, music, dance, art and industrial training. We have
volunteers from all parts of the world exposing them to new cultures and
an international outlook. Our children have won various state level and
national level competitions and need more resources to succeed.

55
Long-Term Impact
An ambitious effort in the direction of creating a place where no child is
deprived of his or her right to a childhood or has to go without food,
education. We plan to raise children at a given time and give them all the
opportunities to learn and succeed in life. We want to help create a
sustainable future and teach our children important skills like farming
and husbandry along with industrial skills.

56
 Fig 10
Enjoying milk & biscuit

57
Future and scope
We need to identify the causes try to eliminate them . the causes being rising
population , low productive in agriculture , economic development , prise rise.
Most impact of social and political factors. The government has started many
social factors gives but not everyone is aware schemes . to provides such
information to the target audiences so that poor people can raise.

Quality preschool education environment for underprivileged children of five years

of age improve the quality of education. Preschools education environment for
under privileged.

For other areas, public school education provides will be the primary supplies and
private organization will the secondary . The annual income is low . children
between five years of age and first years of elemenrty school from families of the
three to towns . the emphasis is to skill the youths in such a way so that they get
employment and also improve entrepreneurship . providing training, support and
guide for all occupation that were of traditional type like blacksmiths , nurses
,tailors , weavers etc. the training programing would be on new line international
levels that so youths of our country can not only meet the demands also other
countries . the skills India programme would be to create a hallmark called rural
skill in India. Which is so standardise and certify of training . the based
programmes would be initiated for specific age group which can language and
communication skills , personality development skills management skills ,
behavioural skills, including job . we give this programing to student which will be
nit given in privileged school. The course methodology skills would be innovative
which would include games, group discussions, practical , case studies etc.

58
Data analysis
The goals of education induces India even though there is primary school in
practically every village the great casualty in the failure of our education system
has been the girls child. The can do anything .we try for real in for girls. Primary
school or even participatication in big her education relative to the overall rate. I
want to give underprivileged children good education to have well future what they
have problems & how solve their problem main goal of these research. To find
new strategies I have do these research. The most children don‘t have money .
They will reuse things . Reuse of old things. They can reuse of old clothes.In
school of city student forgot their tiffin , water bottle, compass , pen , pencil etc .
we can give them with less cost.

59
Conclusion
The preschool education in the nation is facing serious problem, including public
and private lowers rate higher economic disadvantaged rate , increasing economic
burden for parents of school children . the national sources distribution the remotes
are highly restricted by criteria bring even not distribution in economic
development , public resources and education. The entry of provide analysis of
key position in debates about equality of educational opportunity. We began by
describing of key of equality of education. Equality itself entails, and other values
that are in tension with equalizing itself entails, and also by others important values
that are in tension equalization of education.

This knowledge enables policymakers to areas that will be most impactful the have
fun with the kid. Present as the rate of staff are likely to holiday. For this reason
you will have the opportunity to become quit in running and development of
schools will require you to work on your own initiative for lot of time. You may
work on small group of children. So need of them you can get understand? The
utilise any skills you have plying with sport, music, drama or just game. Past made
a real difference by introducing a fun and creativities. The way of children‘s to
express themselves and learn about new things.

60
Bibliography

Books
Business strategy by j. c. spender.
Shifting your strategies by niraj dawar

61
Questionnaire
 You have to develop underprivileged children?

 You have to help them?

 Which kind of help you want to give them?

 Why should not they completed education?

 Which reason have to do not complete their education?

 Underprivileged children‘s have good teachers to give them good

education?

 You plan any program for underprivileged children‘s?

 What you think underprivileged children‘s use reuse things?

 We can sell things with less cost?

 What we can sell them with less cost?

 What you like do for them with less of cost?

62
You have to develop privileged children?

children

yes
no

The most of answering is yes . people want develop under privileged

school .

63
Which kind of help you like to do?

Type of help

donation
play wit them
teaching
food
other

The most of people like to give them donation . but every bubby give a donation
to them . few people like give there time to play with them. The people like to
teach they coming for Teaching .

64
Why should not underprivileged children complete their education?

education

high cost of education

they don’t have interst in

education
any family problem

other

The high cost of education cost is first reason . most of children have
not interest to go school . few children family not send them to school.

65
Underprivileged children have good teachers to give them quality
education?

techers

yes
No

For these question 80 % peoples answer is no under privileged children

don‘t have quality teachers . That why they don‘t have interest come
school.

66
You plan any program for underprivileged children’s ?

programs

Yes
No

We all know the value of education .Underprivileged children don‘t

know about value of education. We have to told them value education.

67
What you think underprivileged children’s use reuse things?

things

yes
No

In school of city student forgot their tiffin, water bottle, compass, pen, pencil etc.
We can give them with less cost.

We can plan for their English classes, summer camp & other actives

68
69