CHAPTER - 4

AIM AND OBJECTIVES

4.1. SPECIFIC OBJECTIVES OF THE EVALUATION

The key goal of the study is to undertake a systematic and scientific assessment of the

Ekal movement in Karnataka. The objectives are to:

a) To document the process of working of the Ekal Vidyalayas in Karnataka

b) To undertake an evaluation to study the impact of teaching-learning system of the EV on the

a. Childrenb. Familyc. Villaged. Organizers

c) To describe the possible determinants including the motivation and dedication of the teachers of the Ekal movement in Karnataka.

d) To develop an evaluation model which can be replicably adopted in other states where EKAL movement is underway.

e) To arrive at implementable recommendation for enhancing the movement of EV in Karnataka

The sub objectives of the study would be developed and would conform to the hypothesis

set out in the reference document provided by Sri Vishwanath (Anexure-II)

4.2. PRINCIPLES AND PROCESS ADOPTED:

The evaluation study design evolved over a series of meeting of the entire study team.

The broad principles and the process of the present effort were identified to be:

An Interno – external model of evaluation

A case-comparison approach

Random sampling procedure

A combination of quantitative and qualitative methods

Use of both primary and secondary data sources

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CHAPTER - 5

METHODS

5.1. STUDY DESIGN OVERVIEW:

5.1.1. STUDY AREA:

Districts of Gundlupet, Bellary, Bidar, Gulbarga, Khanapura in Karnataka state Mysore

5.1.2. STUDY GROUPS:

i. Students of Ekal Vidyalayas

ii. Family of the students

iii. Village where Ekal Vidyalayas are situated

iv. Teachers of Ekal Vidyalayas

v. Ekal Vidyalayas organizational representatives

5.1.3. STUDY PERIOD: TOTAL 6 MONTHS

5.1.3.1. Preparatory phase: 2 months

5.1.3.2. Data Collection: 2 months

5.1.3.3. Drafting report: 2 months

5.1.4. STUDY INSTRUMENTS

The following types of instruments would be used for the study

a) Observation check-lists

b) Survey forms

c) Interview schedules

5.1.5. STUDY RESPONSIBILITY

a) S-VYASA would undertake the evaluation study and Dr H R Nagendra,

Vice-Chancellor would be the Principal Investigator.

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b) Dr R Nagaratna, Dean of Medical Sciences, SVYASA and Dr Girish, Associate

Professor of Epidemiology, NIMHANS would be the Co-Principal investigators.

c) The technical responsibility of undertaking the study rests with the Technical

committee (headed by Dr Nagaratna / Dr Girish). Dr N Girish would facilitate

decisions in consultation with the advisory board and would also exercise quality

control checks periodically.

d) The operational component would be undertaken by Sri Natesh Babu, Ms Meghana

Deshpande and Sri M.S. Nagaraj along with other supporting staff under the project

and would work under the direct supervision of Dr H R Nagendra.

e) EV management staff would provide all the support, co-operation and make logistics

arrangement for the smooth conduct of the study. Sri Vishwanath would be the key

Liaison Officer representing EV in Karnataka

f) Financial advances would be made to S-VYASA in two equal installments by

Dr Sudarshan Maini and the total financial expenses would be submitted at the end of

the evaluation. The approximate budget for the entire endeavor is noted below as

table.

g) The deliverables of the evaluation study include:

a. A 50 to 70 page document which would describe the achievement of the

objectives of the study

b. An additional / annexure document which would support the recommendation

made and the decisions arrived at.

h) The evaluation study report would also be used to prepare scientific articles for

publication in peer – reviewed and or reputed national and or international journals.

The authorship and other specific responsibilities would be decided in a jointly

immediately after completion of the study.

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5.2. PREPARATORY ACTIVITY:

Four rounds of discussion were undertaken preparatory to the evaluation and can be broadly

categorized under the following heads:

a) Evaluation design related

b) Scope of evaluation

c) Questionnaire

d) Study related

The document drafted as part of the preparatory activity would also serve as the reference

document for the evaluation.

5.2.1. EVALUATION DESIGN RELATED:

1) To study the impact of EVs it was assumed that a minimum of 3 years of being in existence should be considered. Hence, EVs which have been in existence for more than 3 years only would be primarily evaluated.

2) Decision of further stratification (caste groups, difficulty index, etc) would be taken at the end of the pilot study

3) The selection of EVs would be on a strictly random basis. A 10% sample would be targeted.

4) A peer-evaluation model would be adopted along with a random sample check in 10% of the evaluation EVs.

5) For comparison, ideally another village in the neighborhood of the selected EVs with similar characteristics would be identified. Other EVs (less than 3 year olds, re-opened, etc.,) could serve as comparison EVs.

6) Both primary and secondary data sources would be utilized. The secondary data sources would include the available records with EVFI-Karnataka chapter and also other local, district, state or central government agencies.

7) The findings of the study would be discussed in a workshop format with the EVs staff

and management and their opinions would also be documented as findings of the study.

5.2.2. SCOPE OF EVALUATION:

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To explore the feasibility and scope of the evaluation and to get sensitized about the

working of the EVs a visit preliminary visit was made to “HULLE MALA” Village on

November 5th, 2008 by Sri Natesh Babu, Sri M.S. Nagaraj and Mrs. Meghana Deshpande. Apart

from understanding the EV organization structure, its functioning, the team had a direct one to

one interaction with the teachers and other staff of EVs. They also visited one of the villages

with an EV school. Another specific objective of the visit was to pilot test the draft questionnaire

and apprise themselves of the possibility of undertaking peer evaluation. The main outcome of

the visit was that it is possible and also feasible to take up the proposed evaluation in the

format and methodology discussed till date. The key observations made during the visit

included:

95% of the EV students were getting the formal education. The main attraction of Ekal is

its value based education many of which are lacking in formal education system.

Individual children’s need were addressed and children got motivated from EV teachers

either to enroll for formal education even after 3 years completion of EV or inculcating

the values in day to day activity.

The available records review revealed that it is amenable for evaluation. Teachers

maintain records of

1) Attendance Register

2) Dairy – for writing the daily work plan, activities to be held

3) A note book for monthly evaluation of the children.

4) Monthly Village Report on the 4 aspect of the work Ekal is doing in the village viz

Literacy, Gramothan, Health and Jagran

Many of the teachers who were interviewed were enthusiastic to participate in the peer

evaluation and were also found competent to do so.

The joint review of the draft questionnaire with the teachers indicated several changes

that needed to be incorporated into the existing draft.

The evaluation team members obtained a firsthand experience of the working of the Ekal

Vidyalaya system.

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The detailed report of the visit is given as (Annexure – iii).

5.2.3 QUESTIONNAIRE RELATED:

The Questionnaires are being designed on the base of hypothesis provided by Ekal Vidyalaya committee for the Evaluation. The zero draft of the questionnaire used during the pre-pilot study is given as (Annexure iv).

5.2.4. STUDY RELATED

1) Keeping logistics and language related issues in mind, it was decided that the evaluation

would concentrate on predominantly Kannada speaking areas and other language areas

(Marathi) would be taken up subsequently.

2) The entire list of EVs in Karnataka was obtained and was re-categorized to suit the study

objectives. Newly reopened schools, schools less than 3 year old were excluded from random

selection. The number of schools finally available after the exclusion were 350.

3) 10% of the listed schools were randomly selected in each Anchal and the details are given as

(Annexure v)

CHAPTER - 6

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 Sl No. Anchal No. of Schools

1 Bellary 11

2 Mysore 7

3 Khanapur 3

4 Bidar 9

5 Gundlupet 7

6.1. ADMINISTRATION STRUCTURE OF EKAL VIDYALAYA

Each School having One Teacher, such 30 villages will be selected in one Taluk and 3 such

Taluks will be selected in One District. There will “Upasanch Pramukh” (in charge for 10

schools), They will select 3 Taluks in one District (there will be “Prabhari” for one District) and

30 schools in one Block like that 3 blocks in one Taluk (Sanch Pramukh will be in charge).

6.2. ACTIVITIES

• Basic Education

• Health Care Education

• Development Education

• Empowerment Education

Activities functioning in remote areas where the tribal and other deprived section live. Their

main Main teachings are related to 1) Samskaras (moral education), 2) Language, 3) Arithmetic,

4) General Knowledge, 5) Science, 6) Yoga (Physical Training), 7) Health care

Ekal Movement not only provides a basic education but also provides health care by educating

the Ekal teacher through First aid techniques. Medical doctor gives a general Medical education

to handle first aid situations in the village and Ekal will supply the required medicine.

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Kendriya

Kshetra

Anchal

Sankul

Sanch

Upasanch

Ekal Teacher

All India

State

District

Taluks

30 Villages

10 Villages

1 Village

Area (270 schools)

Sub Area (3 Block) 90 schools

Cluster (1 Block) 30 schools

Sub Cluster (10 schools)

1 Vidyalaya (one teacher)

Development education to make this section of the society self sufficient by arranging Satsungs

in the villages by educated professionals. Money making schemes is the primary aim under

development education.

Empowerment education to let this deprived society know of their rights through awareness

programs to updating their knowledge about their rights and educate the villager as to what they

should have got from the various schemes formulated for them with emphasis on letting them

know of the Right To Information Act.

6.3. FINDINGS OF OBSERVATION/ INTERACTION

95% of the students who are coming to ekal are also getting the formal education in the same

village or nearby village in Government schools.

The main attraction of Ekal is Value based education (teachers say they are teaching more

Samskaras(moral education), children’s like to sing bhajans, patriotic songs, and Yogic games.

Govt schools conducts “Prathibha Karanji” program every year, majority of the prize winner are

from Ekal vidyalaya, because students were trained like that activities more in the ekal, and also

in the Govt schools teacher unable to take attention on

individual children's, in ekal child will get that.

Teachers also interested because they are serving to their

own people and majority of the Ekal vidyalaya teachers

got job in “Anganavadi schools”. Govt recognized them

because they are experienced in Ekal Vidyalaya and that to

more for ladies.

All the teachers are from the village background and also well know to their culture and they

want to spend their evening hours for the good cause of the village, so they selected the Ekal

Vidyalaya.

Every Year the student’s age between 6 to 14 Years will join to Ekal school in the month of

April.

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In each Eakal school Sikshakas follows “Bhahu Varga Sikshna Paddati” there will be 3 levels, all

the three levels will be combined for most of the sessions which are general like Samanya Jnana,

Yoga, Health related, Games, Bhajans, Samskaras. Only they get separate when they teach

arithmetic, languages, Science.

Teacher will select 2 good students in 3rd level “Ghata Pramukh” by seeing their performance,

each one of the Ghata Pramukh will take care of one First and Second level both are teaching

different subjects. Every 30 minutes they will interchange with the Levels.

Depend upon the performance of the student Sikshakas will decide which level should students

go, generally if the 1st standard students joins to ekal, they will put him in 1 st level, same for

second and 3rd standard student, if the student who is above or in third standard, then he/she

should be at 3rd level.

Their Main teachings are 1) Samskaras (moral values), 2) Language, 3)Arithmetic, 4)General

Knowledge, 5) Science, 6)Yoga (physical training), 7)Health care.

Ekal teachers helps to motivate a child to enroll in a formal education. And after completing

three years, students are encouraged to continue their education through conventional methods.

School timings will be usually 4.30pm to 7.30pm. Most of the teachers are doing agricultural

work morning time and the school teacher will be selected by Sanch Pramukh.

Teachers will maintain records of “Daily Attendance”, “Dinachary” for the details of children,

their own record of “Preplan record” for next class what they want to teach.

Educated person in the village either retired Master or any other, they all also visit ekal and

suggest or check the students and teachers.

Ekal Teachers also having First Aid box given by Ekal Foundation. If any minor health problem

for either students of ekal or the same village people, teacher will do first aid by giving simple

medicine(teacher were taught by doctors)

Upasanch Pramuch should conduct Satsang in the village 4 times in a month and Deepa Pooja

for ladies. They will train one of the village people by conducting 3 times, then after village

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people will continue the same, respective village Ekal Vidyalaya will also participate in the same

events.

Upasanch Pramuk should arrange a food for every month meeting in the village by talking help

of village Pramukhs.

There will be 7 people selected in the village to form “Grama Samithi” to support Ekal activites.

Friends of Tribal Society is supporting ekal vidyalaya by giving Rs 16,000 per year for the

maintenance of each school.

In Sankranti Sangraha program every year conduct by mahila samaja of Bangalore all the ekal

teacher will get gifts from them.

6.4. OBSERVATION IN VILLAGE:

We also visited the place Nearby Dadadalli (3kms), where

there was a “Dadalli tribal hadu”, there was a Ekal school

(come temple of shiva). In that village there was 20 houses,

only tribal people was there. People were telling that they

take food only one time a day.

Govt School was also there in the village but it is locked even on week day (Tuesday). They told

the schools will occasionally opens; every month teacher will come and whatever food grains

they get from Govt for everyday after noon lunch for school

children, they will distribute to the village people and they

will go. So village people totally depend upon ekal for their

children’s education and they are very happy because their

children’s are their future and whenever child sees their

parent’s bad habits, children's used say don’t do, so the

parents were very happy about these reaction. Village pramukh Mr Kallappa was telling that in

the Village people use to drink every day after starting ekal vidyalaya it is reduced and also they

like because they built temple as an ekal vidylaya, it serves both purpose of temple and as a

vidyalaya.

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CHAPTER - 8

APPRAISAL

8.1. APPLICATIONS OF THIS STUDY

This study has demonstrated that the yoga can reduce the maternal stress with high risk

pregnancies.

8.2. STRENGTHS OF THE REASEARCH STUDY:

This is the first clinical trial of Yoga for prevention of pregnancy complications. It

applies a novel approach (Yoga) to a common and serious problem (pregnancy complications).

At the conclusion of this initial study, we will have adequate information which can be used a

more extensive clinical trial.

The research helps to understand better the effect of Yoga on various parameters

measured on the different high risks of pregnancies.

8.3. LIMITATIONS OF THE STUDY:

1. Some of the subjects had withdrawn from the study due to a number of reasons. The reasons

for drop-out could have brought out other extraneous factors (which were not controlled)

which could have affected the stress levels of the pregnant women.

2. Due to lack of knowledge, some of the patients were afraid to practice Yoga during

pregnancy. If they had practiced the Yoga half-heartedly, the results of this study could be

questionable.

3. In this study we are forced to recruit very limited number of subjects in each high risk

category. Hence a larger study would be required to generalize to the community population.

8.4. SUMMARY

There was a significant increase in weight of the mother in both Yoga and control group. The

Diastolic Blood Pressure between 20th week to 28th week showed a significant decrease in Yoga

group (p=0.035).

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There was a significant decrease in Perceived Stress Scale in the Yoga group between

12th week to 28th week (p=0.010) where as it has increased in control group. The Independent

Sample t-test showed that between groups also Yoga showed significant decrease (p=0.016).

The results of the RMANOVA showed that there was a significant decrease (F: 4.29, p:

0.016; p<0.05) in the Perceived Stress in the Yoga group as compared to the control group.

8.5. CONCLUSIONS

1. Yoga provides a low cost, low risk intervention with benefit in pregnancy outcome and high

patient compliance.

2. Yoga performance reduces the stress in women with high risk complications.

3. Yoga by its holistic approach to health appears to be safe in pregnancy and leads to improved

outcome.

4. Yoga brings about stress reduction and helps in reducing the occurrence of complications,

through a balanced effective blood flow in the utero- placental circulation

This is the first clinical trial that tests the efficacy of Yoga for prevention of pregnancy

complications. It further proves that even in a critical condition like high risk pregnancy, Yoga

can prove to be effective in reducing the stress levels. Yoga, in this study is not just cost effective

option but also has proved to be feasible and safe option to practice during high risk pregnancy.

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REFERENCES

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