Synopsis Barabanki

7/24/2019 Synopsis Barabanki

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LITERACY

Introduction of Literacy:

Literacy is traditionally understood as the ability to readand write. The term's

meaning has been expanded to include the ability to use language, numbers,

images and other means to understand and use the dominant symbol systems of

a culture. The concept of literacy is expanding in OECDcountries to include

sills to access nowledge through technology and ability to assess complex

contexts.

Literacy and Education of Women in India:

Education is regarded as a ey instrument for the empowerment of women.

Education changes their world!iew, impro!es their chances of employment,

facilitates their participation in public life, and also influences their fertility.

"e!eral studies indicate that educated women ha!e, on an a!erage, fewer

children and they tae good care of their sociali#ation.

$lthough considerable progress has been made with regard to literacy and

education, the o!erall picture still remains unfa!orable to women. $t the

beginning of the %&th century, the country as a whole was largely illiterate with

ust (.) per cent of the population counted as literate. Only &.*& per cent women

were then literate. +n -(, the first Census taen four years after independence,

the picture was not much better.

The female literacy rate stood at .e-) per cent, as compared to %/.-( per cent

for men. The %&& Census suggests a *(.)0 per cent literacy rate for +ndia, with

(.0( per cent for males, and (/.* per cent for females. Literacy is not e!enly

spread throughout +ndia. There are % states and 1nion territories that are below

the national a!erage for female literacy.
https://en.wikipedia.org/wiki/Reading_(process)https://en.wikipedia.org/wiki/Writinghttps://en.wikipedia.org/wiki/OECDhttps://en.wikipedia.org/wiki/Writinghttps://en.wikipedia.org/wiki/OECDhttps://en.wikipedia.org/wiki/Reading_(process)


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The states of 2ihar and 3harhand ha!e the lowest female literacy rates 4)).(

and )-.)05, respecti!ely6. These data suggest that nearly half of +ndia7s female

population is still illiterate. This is not a small number. $ massi!e programme is

needed to mae nearly %/& million women literate.


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STUDY AREA

Barabanki:

Barabanki district is located in Uttar rades!"$rea of 2arabani is //&%.*0

"8. 9m. +t is 0th largest district in 1ttar :radesh and %th largest in +ndia interms of total area. 2arabani is%0th most :opulous district out of total

districts in 1ttar :radesh and it is &th most :opulous district in +ndia.The

population density of 2arabani is /& :ersons per s8uare 9m.+t is /(th most

densely populated out of districts in 1ttar :radesh and it is ((th most

densely populated district out of total */& districts in india.

Literacy rate of Barabanki:

Total Literacy rate of 2arabani is *).*5. This means *).* out of &&

persons of age more than * years are literate. +t is raned(* in terms of literacy

rate out of total districts of 1ttar :radesh and & out of total */& districts of

+ndia. ;ale Literacy of 2arabani is %./-5 while female literacy stands at

(/.5.

#E$#RA%Y:

L$&ATI$' ( B$U'DARIES:

The district 2arabani is situated about %- 9ms. in the East direction of

Lucnow the Capital of 1ttar :radesh. This district being one of the four

districts of orth and Longitudes 0&= (0'

East and 0= ((' East. District 2arabani is surrounded by district orth East, district "itapur in the

>orth @est, district Lucnow in the @est, district Aae 2areli in the "outh and

district "ultanpur in the "outh East. The ri!er ?haghra forms the >orth Eastern

2oundary separating 2arabani from 2ahraich and ?onda.

T$$#RA%Y:


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The district can be topographically di!ided into three main regions. orth East towards ri!er ?haghra. "econd

?O;T+ :$A region, the wide area from "outh @est to "outh East of the

district. Third is called the B$A region, which is situated at some height to the

?omti :ar region. The whole tract is gently undulating land with gentle slope

from the >orth @est to "outh East.

RI)ER SYSTE* A'D WATER RES$UR&ES:

The district is well fed by ri!ers ?haghra, ?omti and 9alyani with their

tributaries for maor part of the year. $lthough some of them dryout during

summers and create ha!oc during rainy season by flooding.

#%A#%RA:

?haghra is the most important ri!er of the district. +t, being a mountain ri!er, is

the main resource of water round the year. ?haghra flows from the northern

boundary of the district to the "outh East. "ome portion of Tehsil


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RAIT

Aait is a small stream which flows dangerously during rains, flooding its

adoining areas, but dries up during the summers.

AD*I'ISTRATI$' A'D DI)ISI$'S

2arabani +s One Of The D+$ ;$:OALD ;$:
https://en.wikipedia.org/wiki/Tehsilhttps://en.wikipedia.org/wiki/Lok_Sabhahttps://en.wikipedia.org/wiki/Vidhan_Sabhahttps://en.wikipedia.org/wiki/Tehsilhttps://en.wikipedia.org/wiki/Lok_Sabhahttps://en.wikipedia.org/wiki/Vidhan_Sabha


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SAI%ARA:

"aihara is situated in >awabgan tehsil

and located in 2ara bani district of

1ttar :radesh. +t is one of )-% !illages in >awabgan 2loc along with !illages

lie 3abri 9hurd and ;iyanpur. $ maority of the persons li!ing in "aihara ha!e

in!ol!ed themsel!es in agriculture and associated industries, and ha!e thus


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made the country the 8uicest de!eloping world economy. The "aihara is hope

to people of different castes and creeds which rightly demonstrates the

principles of '1nity in Di!ersity'. "aihara !illage life is fully relied on

agriculture and innate all o!er the land. The lifestyle maintained by the people

of "aihara !illages as well as their woring styles are as fascinating as the

balance offered by the metropolitan city lifestyles.

+t is located 0 9; towards west from District head 8uarters 2arabani.

* 9; from Dewa. %& 9; from "tate capital Lucnow

Block : De/a

Te!sil: 'a0ab1an2

)illa1e : Sai!ara

Aims and $b2ecti/es:

To encourage ?o!ernment to mae :olicies and Laws to impro!e the status of

@omen.

To pro!ide awareness of @omen7s Aights and Laws.

To distribute creati!e and re8uired material on @omen Empowerment.


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promote social change and de!elopment through adult literacy and adult basic

education

Contribute to the impro!ement of women7s literacy rates by establishing centres

specifically for women

:romote the wellbeing of women and their children through literacy and sills

training by exploring themes that address their concerns

Organi#e women7s groups to encourage women to attend literacy centres more

regularly and to understand the importance of participation in lifelong education

centres

:romote the learning of simple techni8ues and incomegenerating sills

4sewing, nitting, maret gardening and culinary arts6 to allow women to carry

out incomegenerating acti!ities and ?rant microcredits to women to support

their practice of incomegenerating acti!ities.

%y,ot!esis:

F$ hypothesis is a specific, testable predication. +t describes in concrete

terms what you expect will happen in a certain circumstanceG.

*ET%$D$L$#Y:

+t is systematic, theoretical analysis of methods applied to a field of study. The

concept of this chapter is to describe the structure of the analytical procedures adopted

for this study and to comment on the !arious method by which the study was


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organi#ed. 2oth 8ualitati!e and 8uantitati!e data used for this study and they were

source form both primary and secondary data.

:rimary data is collected by research by themsel!es. This ind of data is new and

original, collected through H1E"T+O>>$+AE "1AIEJ and +>TEAI+E@

;ETBOD.

"econdary data is collected by using information that is already gi!en or produced by

other people, by

$. extensi!e re!iew of literature

2. +nternet "earch

C. Aele!ant 2oos ournals

D. "eminar, worshop and conferences are consulted for useful information.

roblem .aces in Women Literacy:

3" oor sc!ool en/ironment for 1irls:

+n general the school en!ironment for girls in +ndia is not really interesting and

encouraging. There are still many schools with poor basic amenities such as

drining water, latrine and toilet facilities, improper building and inade8uate

number of teachers especially female teachers preferable for any parents for

safety of their girl children from different types of exploitation and abuse.

4" T!e lo0er enrolment:

The maor educational problem faced by girls, especially girls from rural areas,

is that although they may be enrolled at the beginning at the year, they do not

always remain in school. ?irls are often taen out of school to share the family

responsibilities.


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5" Do0ry system:

+n +ndia, dowry refers to the durable goods, cash and real or mo!able property

that the bride7s family gi!es to the bridegroom his parents or his relati!es as a

condition of the marriage. The dowry system is thought to put great financial

burden on the bride7s family.

6" Early marria1e:

Early or child marriage in +ndia, according to +ndian law, is a marriage where

either the woman is below age 0 or the man is below age %. ;ost child

marriage in!ol!es underage women, many of whom are in poor socioeconomic

conditions.

7" riority to son8s education com,ared to dau1!ter8s education:

;any parents !iew educating sons as an in!estment because the sons will be

responsible for caring for aging parents. On the other hand parents may see the

education of daughter a waste of money as daughter will e!entually li!e withtheir husband7s families and the parents will not benefit directly from their

education

RE)IEW $. LITERATURE


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The study of referred literature on pre!iously made studies or research will gi!e

you correct direction to your study or research. The study helps in planning your

proect. As ,er Walter R" Bro1"

The empowerment of women is one of the central issues in the process of

de!elopment of countries all o!er the world. The +nternational @omen7s Day

celebrated on 0th march e!ery year has become a day of demonstration for e8ual

opportunity and solidarity. 2ut the 8uestion arises how rele!ant is celebration of

@omen7s Day in !iew of the fact that their position in the society has not changed

much.

The empowerment of women is one of the central issues in the process of

de!elopment of countries all o!er the world. The +nternational @omen7s Day

celebrated on 0th march e!ery year has become a day of demonstration for e8ual

opportunity and solidarity. 2ut the 8uestion arises how rele!ant is celebration of

@omen7s Day in !iew of the fact that their position in the society has not changed

much.

Education and de/elo,ment of 0omen:-

3" Women and education:-The lac of education is the main cause for which

women are the sufferer, more than men. The lac of education means the lac of

selfreliance, selfconfidence for which women are not able to come out of their

problems. "o educating a woman means educating a family.

4" Women and la0:- +lliteracy creates a barrier to the reali#ation of constitutional

goals of social ustice and e8uality of status of opportunity between men and

women. $fter +ndependence !arious laws were enacted to ensure e8uality,

social ustice and fraternity, enshrined in the preamble of the Constitution.


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5" Economic factors:-"tudies ha!e re!ealed that F@omen carry twothirds of the

total wor load in the country and recei!e not more than &5 of the total

wages, out of which they probably do not get e!en 5 for their own use. $n

important reason for the low participation of girls in education among the

disad!antaged sections of the population is that girls from a !ery early age

begin to tae care of their younger siblings and to household wor to relie!e

their parents to go out for wor.

6" Social factors:- This plays an important role in inhibiting the participation of

women in education. Early marriage, fre8uent pregnancy, affects the enrolment

rates of girls in education. ;ost important, howe!er, is the attitude towards girls

which is widely pre!alent, especially among the poor and in rural areas.

&$'TE'T


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:reface

$cnowledgement

Declaration

List of ational Aesearch worChapter % "tudy $rea

%.. +ntroduction

%.%. ?eographical "tructure

%.%.. Location $nd 2oundary

$. 2arabani District

2. >awabgan Tehshil

C. "aihara Iillage

%.%.%. Topography

%.%.). Climate%.%./. Iegetation

%.%.(. Drainage $nd "ewage

%.). Bistory of 2arabani

%./. Demographic "tructure

%./.. :opulation

%./.%. "ex Aatio

$. 2arabani District

2. >awabgan Tehshil

C. "aihara Iillage

%.(. Economy%.*. Literacy

SY'$SIS

$'

Comparative Analysis of literacy rate

according to age structure


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(A case study of saihara village, barabanki)

SUB*ITTED .$R

The :artial

Synopsis Barabanki

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