December 2017 Policy Brief Uttar Pradesh fd kksjksa dk Ldwyksa esa cus jgus vksj i<kbz djrs jguk dks lqfuf pr djuk ifjçs{k Hkkjr ljdkj us nks eq[; dk;zøeksa ds ek/;e ls f k{kk esa lq/kkj ykus ds mís ; ls fuos k fd;k gsa ;g nks dk;zøe gsa ^^loz f k{kk vfhk;ku** ftls 2001 esa çkfkfed f k{kk ¼d{kk 1 ls 8½ ds fy, LFkkfir fd;k x;k vksj ^^jkf"vª; ek/;fed f k{kk vfhk;ku** ftls 2009 esa 'kq: fd;k x;k rkfd fo kffkz;ksa dks ek/;fed f k{kk rd igqap feys vksj og viuh i<+kbz tkjh j[ksaa jk"vªh; vkadm+s crkrs gsa fd f k{kk çkfir ds Lrjksa esa c<+r gqbz gs vksj mu cppksa dk vuqikr de gqvk gs tks dhkh Ldwy ugha x,a ¼1½ mùkj çns k esa] ikiqys ku dksafly us ik;k fd de mez ds fd kksjksa esa iathdj.k dk Lrj Å pk Fkk] vksj ym+ds vksj ym+fd;ksa ds chp vlekurk,a de FkhaA 10&14 o"kz ds cppksa esa 91% ym+ds vksj 86% ym+fd;ka Ldwy esa iath r FksA 2 ¼2½ ysfdu çkfkfed f k{kk ds ckn dkqh lkjs cpps Ldwy vkuk NksM+ nsrs gsa] vf/kdka k :i ls daokjh ym+fd;ka vksj ym+ds Ldwy esa dsoy uks o"kz rd jgrs gsa] vksj 'kknh& kqnk ym+fd;ka vkb o"kz rda vkxs] lk{kjrk vksj vadksa dh igpku esa lh[k ds urhts vpns ugh Fks] ftlls f k{kk ds Lrj ij ç u&fpug [km+k gksrk gsa ;g uhfr la{ksi nks eq[; pquksfr;ksa ij çdk k Mkyrh gs rkfd mùkj çns k ds fd kksjksa dk Hkfo"; mttoy gks% y leiw.kz iathdj.k vksj ek/;fed f k{kk esa cppksa dks Ldwy vkus ds fy, çksrlkgu nsuk y lh[k ds urhtksa esa lq/kkj ykuka eq[; fu"d"kz çkfkfed Ldwy esa vf/kd iathdj.k ds ckotwn] ek/;fed f k{kk esa iathdj.k de FkkA 15&19 o"kz dh vk;q ds fo kffkz;ksa esa rhu esa ls nks ym+ds] vfookfgr ym+fd;ksa esa 2 esa ls,d vksj 'kknh& kqnk ym+fd;ksa esa 20 esa ls,d Ldwy esa iath r FksA 55&62% fd kksj ¼15&19 o"kz½ orzeku esa futh Ldwyksa esa iath r FksA Ldwy esa cppksa dh miflrffk de Fkh% vfookfgr ym+ds&ym+fd;ksa esa dsoy 2 esa ls,d vksj 'kknh& kqnk ym+fd;ksa esa dsoy 3 esa ls,d fu;fer :i ls Ldwy tk jgs FksA vfookfgr fd kksjksa esa ¼15&19 o"kz½ ftugksaus çkfkfed f k{kk iwjh dj yh Fkh] 5 esa ls 4 ym+ds vksj ym+fd;ka d{kk 2 dh fdrkcsa i<+ ik jgs Fks] tcfd 2 esa ls 1 ym+dk vksj 3 esa ls,d ym+dh ljy Hkkx ¼foHkktu½ dh çfø;k djus esa l{ke FksA jkt; ds fy, vhkh Hkh volj gs fd og Ldwy esa ewyhkwr lqfo/kkvksa dks lq/kkjs] f k{kk ds Lrj dks lq/kkjs vksj ek/;fed f k{kk esa iathdj.k djus] Ldwy tkus vksj f k{kk iwjh djus esa tks vkffkzd vksj lkekftd ck/kk,a vkrh gs] mugsa gvk,a mn;k v/;;u Understanding the lives of adolescents and young adults ¼^fd kksjksa vksj ;qokolfkk ds thou dks le>uk* ¼mn;k½,d,slk 'kkks/k dk;zøe gs ftls ikwiqys ku dksafly us lapkfyr fd;k] ;g fd kksjksa ¼10&14 o"kz½ vksj muls FkksM+s cm+s fd kksjksa ¼15&19 o"kz½ dh ifjflrffk;ksa dks tkuus dh dksf k k djrk gs] mudh ifjflrffk;ksa esa cnykoksa] mudh t:jrksa dk fooj.k djrk gs vksj mu dkjdksa dk vkadyu djrk gs tks ;g fu/kkzfjr djrs gsa fd og dsls fd kksjkolfkk ls ;qokolfkk esa ifjorzu djrs gsaa mùkj çns k esa] bl v/;;u esa,d cm+h tula[;k dks losz dk fgllk cuk;k x;k] vksj xq.koùkk dk mi&v/;;u fd;k x;ka 2015&16 esa] ikwiqys ku dksafly us vfookfgr ym+fd;ksa vksj ym+dksa ¼10&14 o"kz vksj 15&19 o"kz½ vksj fookfgr ym+fd;ksa ¼15&19 o"kz½ dk lk{kkrdkj fd;ka 2018&19 esa ge bl lewg dk iquz&lk{kkrdkj djsaxs] tc og 13&17 vksj 18&22 o"kz ds gksaxs] vksj vfookfgr ym+dksa vksj ym+fd;ksa ¼10&14 o"kz vksj 15&19 o"kz½ vksj fookfgr ym+fd;ksa ¼15&19 o"kz½ ds u, vkadm+s ysaxsa ;g la{ksi bl losz ds vkadmks ds xgu fo ys{k.k vksj 2015&16 dh folr`r leh{kkvksa dks is k djrk djrk gsa bl losz esa 10]161 fd kksj 'kkfey FksA 1
ek/;fed f k{kk% iathdj.k] miflfkfr vksj f k{kk iw.kz djuka rdjhcu 3 esa ls 2 vfookfgr ym+ds vksj 2 esa ls 1 vfookfgr ym+dh ¼15&19 o"kz½ orzeku esa Ldwy esa iath r gsa] vksj Ldwy NksM+us okyksa esa ym+fd;ksa dk vuqikr vf/kd gs ¼Table 1½ dsoy 5% 'kknh& kqnk ym+fd;ka Ldwy esa iath r Fkha& vf/kdka k us Ldwy NksM+ fn;k Fkk 69%½ ;k dhkh Ldwy esa Fkh gh ugha ¼21%½A ym+dksa dk Ldwy NksM+us dk eq[; dkj.k Fkk i<+kbz esa fnyplih ugha gksuk ;k fqj islk dekus okyk dke djuka vfookfgr ym+ds vksj ym+fd;ksa dh fy,?kj dk dke] vkffkzd dkj.k] ekrk&firk dk bl vksj /;ku ugha nsuk vksj ;krk;kr@ldwy dk nwj gksuk eq[; dkj.k Fks ftuds dkj.k mugksaus Ldwy NksM+kA Ldwyh lqfo/kk, & ihus ;ksx; ikuh dh miyc/krk] 'kkspky;] [ksy dk esnku vksj iqlrdky;& ;g lc Bhd&Bkd gky esa FksA 15&19 o"kz dh vk;q ds rdjhcu lhkh fo kffkz;ksa us dgk dh ihus dk ikuh miyc/k gs] vksj 5 esa de&ls&de 4 us dgk fd muds orzeku Ldwy esa 'kkspky; dh flfkfr Hkh Bhd FkhA Ldwy esa rhu&pksfkkbz ls vf/kd ym+fd;ksa us fjiksvz fd;k fd muds Ldwy esa ym+fd;ksa ds fy, vyx 'kkspky; FkkA vf/kdka k ym+ds vksj ym+fd;ksa ds fy, [ksy ds esnku Hkh miyc/k Fks] tcfd iqlrdky; dqn de FksA dqy feykdj] 36% ym+ds vksj % ls dqn vf/kd vfookfgr vksj fookfgr ym+fd;ksa us dgk fd og,sls Ldwy esa gsa tgk ;g pkjksa lqfo/kk, çkir gsa] vksj ljdkjh vksj futh Ldwyksa ds chp dksbz fo ks"k QdZ ugha FkkA Table 1: Current schooling status, adolescents 15-19 years Current schooling boys (15-19) girls (15-19) (15-19) % currently in school 63.4 52.2 5.2 % in distance education 4.2 5.5 5.3 % dropped out 28.3 35.4 68.6 % never enrolled 4.1 6.9 20.9 Total 2,064 4,338 1,798 Ldwy esa miflrffk fu;fer :i ls ugha gksrha djhc vk/ks cm+s ym+ds vksj ym+fd;ksa us fjiksvz fd;k fd mugksaus finys lirkg,d fnu Ldwy ls Nqêh yh ¼Figure 1½A Ldwy ugha tkus ds eq[; dkj.k Fks?kjsyq fteesnkfj;k ] fnyplih ugha gksuk] vkffkzd etcwfj;ka vksj chekjha ljdkjh Ldwy ;k futh Ldwy esa miflrffk ds ekeys esa fo ks"k varj ugha FkkA Table 2: Leading reasons for not attending school regularly amongst adolescents, 15-19 years Reason reported boys (15-19) girls (15-19) (15-19) Paid work 32.7 10.1 3.4 Did not want to attend 15.5 20.2 26.3 Respondent's illness 13.5 19.2 6.8 Domestic chores 22.5 23.1 31.9 Lack of transport 4.6 12.2 15.7 Figure 1: Attendance patterns amongst unmarried adolescents, 15-19 years 53% Regular 16% Missed all days Boys (15 19) 31 % Missed 1-5 days, 56 % Regular 12% Missed all days, Girls 32% Missed 1-5 days, f k{kk dh çkfir vksj Ldwy ds mppre Lrj dh çkfir çkfkfed f k{kk ikus ds ckn yxkrkj?kvrh gs ¼Figure 2½ tcfd 'kq#vkrh deh çkfkfed f k{kk ds ikap lky ckn vkrh gs] lcls vf/kd deh vkaboh d{kk ds ckn vkrh gs&ym+ds vksj ym+fd;ka nksuksa ds fy,a 'kknh& kqnk ym+fd;ka NksVh d{kkvksa esa gh Ldwy NksM+ nsrh gsa vksj vfookfgr ym+fd;ksa ds eqdkcys mudh i<kbz de Lrj rd gksrh gsa ym+dksa us Ldwy NksM+us ds dkj.kksa esa& i<+kbz esa fnyplih dh deh gksuk ;k ifjokj ds dkeksa esa ^ kkfey gksuk ;k\?kj ls ckgj dke djuk izeq[k dkj.k crk;sa ym+fd;ksa us Ldwy NksM+us ds fy, eq[; dkj.kksa esa&?kjsyw dkj.k tsls vkffkzd vlkef;z]?kj ds dke] ifjokj dk i<+kbz dks de izkfkfedrk nsuk vksj Ldwy dk nwj gksuk crk;ka Figure 2: Cumulative percentage of adolescents (15-19) who had completed each year of education, 2015-16 Percent 100 80 60 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Grade boys girls ek/;fed f k{kk esa iathdj.k vksj f k{kk ysrs jgus ds dkjd 1 ifjokj dk ifjçs{;% lkekftd&vkffkzd flfkfr vksj ekrk&firk dh f k{kka og ifjokj tks vkffkzd :i ls laiuu Fks og vius csvs vksj csfv;ksa dks Ldwy Hkstrs gh gsaa ;fn fd kksj ym+fd;ksa dh ckr djsa rks ns[krs gsa fd ;fn muds ekrk&firk us de&ls&de nl o"kz dh f k{kk çkir djh gs rks vf/kd lehkkouk gksrh gs fd os Hkh bruh f k{kk ysaa 2
Ldwy esa ewyhkwr lqfo/kk, og fd kksj tks,sls Ldwy esa iath r Fks tgk lhkh pkj lqfo/kk, miyc/k gsa ¼ihus dk ikuh] 'kkspky;] [ksy dk esnku vksj iqlrdky;½ mudh vf/kd lehkkouk gksrh gs fd og Ldwy vkrs jgsa] mudh rqyuk esa tks dhkh Ldwy esa Fks] ysfdu chp esa NksM+ fn;ka islk dekus okys dke esa yxs gsa dkqh Hkkjh vuqikr esa,sls fd kksj gsa tks islk dekus dk dke djrs gsa% 41% ym+ds] 25% vfookfgr ym+fd;ka vksj 22% 'kknh& kqnk ym+fd;kaa bl dk;z esa layxu gksus dk vfkz gs dh mugksaus Ldwy NksM+ fn;k] islk dekus ds volj dks ns[krs gq, vksj vu; dkj.kksa lsa lh[k ds urhts mn;k ds ifj.kke f k{kk ds Lrj dh dfe;ksa dks mtkxj djrs gsaa vf/kdka k fd kksjksa ds fy,] fganh esa i<+ ikus dh {kerk vksj xf.kr esa fohkktu djus dh {kerk tks gksuh pkfg, mlls cgqr de FkhA ¼Figure 3½ vfookfgr fd kksjksa ds fy, ftugksaus çkfkfed f k{kk ;k mlls Å ph f k{kk iwjh dj yh Fkh] 83% ym+ds] 81% vfookfgr ym+fd;ka vksj 65% 'kknh& kqnk ym+fd;ka d{kk 2 dh fdrkc i<+us esa l{ke Fkha& vksj ;g urhts muls fupyh d{kkvksa esa i<+us okyksa ds fy, vksj Hkh [kjkc Fks ¼Figure 4½A vkxs] 53% ym+ds] 32% vfookfgr ym+fd;ka vksj 13% 'kknh& kqnk ym+fd;ka ¼15&19 o"kz½ ftugksaus de ls de 8 Lrj dh f k{kk iwjh dj yh Fkh] og fohkktu dk ljy ç u gy dj ik jgs FksA ;g Lrj vyx vyx Ldwyksa ds fy, vyx vyx FksA ljdkjh Ldwyksa esa i<+s 44% ym+ds vksj 24% ym+fd;ka ftugksaus çkfkfed f k{kk iwjh dh Fkh og i<+us vksj fy[kus esa l{ke Fks] ysfdu futh Ldwyksa esa i<+us okyksa dk vuqikr vf/kd Fkk&56% ym+ds vksj 37% ym+fd;kaa lh[k ds urhtksa ds dkjd futh V~;w ku tulkaf[;dh dh fo"ks krkvksa] futh Ldwy@ljdkjh Ldwy dh lqfo/kkvksa vksj miflrffk dks lefuor djus ds ckn ;g irk pyk fd finys eghus esa fy;k x;k futh Vîw ku fo kfkhz ds csgrj çn kzu esa lgk;d gksrk gs&muds i<+us dh {kerk vksj fohkktu djus dh {kerk esa& ftlls ;g irk pyrk gs fd Vîw ku ls QdZ im+rk gs D;wafd blls cppksa dks csgrj le> esa vkrk gsa u gh Ldwy dk futh ;k ljdkjh gksuk] vksj u gh Ldwy esa nh tkus okyh lqfo/kk, vius vki esa dksbz dkjd gsa ftuls lh[k ds urhts çhkkfor gksrs gsaa ym+fd;ksa ds lecu/k esa muds ifjokj dk vkffkzd Lrj vksj mudh ekrkvksa dh f k{kk dk çhkko ym+fd;ksa ds urhts muds ifjokj ds vkffkzd Lrj ls tqm+s FksA vksj og ym+fd;ka ftudh ekrkvksa us de ls de vkb lky dh i<kbz djh Fkh og i<+ ikus vksj fohkktu dj ikus esa vksjksa ls nks xquk vf/kd l{ke FkhaA firk dh f k{kk dk Lrj u rks ym+fd;ksa] u ym+dksa ds lh[k ds urhtksa dks çhkkfor djrk gqvk ik;k x;ka fyax dh vlekurkvksa dh leh{kk f k{kk ds djhc gj {ks= esa ym+fd;ka ym+dks ls ihns Fkha] dsoy Ldwy esa miflrffk ds vykoka ek/;fed f k{kk esa ym+fd;ka ym+dksa ls vf/kd la[;k esa Ldwy NksM+rh gsaa gkyk fd vfookfgr ym+dksa vksj ym+fd;ksa esa lh[k ds urhtksa esa vf/kd varj ugha Fkk] vkadm+ksa ds ekeys esa ym+fd;ksa dk çn kzu ym+dksa ls dkqh de FkkA,slk yxrk gs ifjokj ym+fd;ksa dh f k{kk esa de fuos k djrs gsa% futh Ldwyksa esa de ym+fd;ka iath r Fkha] vksj ym+dksa ds eqdkcys og futh Vîw ku Hkh de çkir dj jgh FkhaA Figure 3: Ability to solve basic division, by grades completed ii Percent 100 80 60 20 0 28 5 43 45 22 25 36 5 6 7 8 9 10 11 12 13 14 Grade completed boys 18 47 22 60 61 35 39 39 girls 70 71 93 51 52 Note: 1 lkaf[;dh dh fo ks"krkvksa ¼/ku] kgjh@xzkeh.k LFkku] tkfr] /kez vksj ekrk dh f k{kk½ ds fy, leh{kk fu;af=r gsa 2 vkadm+s dsoy vfookfgr ym+fd;ksa ds gsaa 3 lkaf[;dh fo"ks krkvksa ¼iSlk] kgjh@xzkeh.k {ks=] tkrh] /kje vksj ekr`ro f k{kk½ ds fy, lkaf[;dh leh{kk dk fu;a=.k&muds fy, ftugksaus ikap o"kz dh Ldwyh f k{kk yh gsa 3
Figure 4: Gender disparities amongst adolescents, 15-19 years Percent 100 80 60 20 0 63 52 5 Currently enrolled 55 53 46 36 Private school 56 31 Regularly attended 25 Private tuition 10 83 81 Literacy 65 53 32 13 Numeracy boys girls Note: orzeku esa tks iath r gsa og fd kksjksa dk çfr kr gsa futh Ldwy esa iathdj.k mudk gs tks dhkh Ldwy x, gh ughaa fu;fer miflrffk vksj futh Vîw ku muesa gs tks orzeku le; esa Ldwy esa iath r gsaa vkadm+ksa dk Kku vksj lk{kjrk muesa gs ftugksaus vkboha d{kk ;k mlls vf/kd mùkh.kz dj yh gsa mùkj çns k ds fd kksjksa dks f k{kk nsuk% volj Better facilities in school Educating UP adolescents: Opportunities Enrolment Influencers Not engaging in paid work EDUCATING U ar Pradesh OPPORTUNITIES Retention Economic necessity, lack of interest in schooling Barriers Housework, economic reasons, distance and parental priority Household factors household wealth and mothers education Learning Outcomes dk;zøe vksj mldh uhfr;ksa ds ckjs esa Private tuition mùkj çns k esa uhfr cukus okyksa vksj dk;zøeksa dks ykxw djus okyks ls ckrphr esa irk pyk fd jkt; ds fy, lh[k ds urhtksa dks csgrj cukuk mudh lokszpp çkfkfedrk gs] f k{kk ds Lrj esa fuos k c<kdj vksj vf/kd ikjnf kzrk vksj tokcnsgh ykdja xq.koùkk lq/kkjksa esa 'kkfey gs IT VsDuksy th] vaxzsth i<+us dh 'kq#vkr tynh djuk vksj f k{kdksa vksj Ldwy dh lqfo/kkvksa ij csgrj utj j[kuka dk;zøe ykxw djus okyksa us uksv fd;k fd fuxjkuh djus ds fy, vksj fodkl ij /;ku j[kus ds fy, csgrj vkadmksa dh t#jr gs rkfd jkt;] dsaæ }kjk çk;ksftr ;kstukvksa ds fy, vf/kd fteesnkjh ysaa ljdkjh vksj futh Ldwyksa dks csgrj lqfo/kk, nsus ls iathdj.k c<+k;k tk ldrk gs vksj ek/;fed f k{kk esa fo kffkz;ksa dks jksdk tk ldrk gsa ek/;fed f k{kk dks çksrlkgu nsus vksj vkffkzd ck/kk,a gvkus esa vhkh Hkh cm+k Qklyk gs&tks bl ckr dk ladsr gs fd ek/;fed f k{kk dh fo"k;&olrq vksj mlds <kaps&nksuksa dk vkadyu fqj ls gksuk pkfg,a tks lh[kus okys vius ifjokj esa igyh ih<+h gs] muesa fuos k dfj;s 26% ls vf/kd vfookfgr fd kksj og Fks tks vius ifjokj esa igys lh[kus okys Fks% u rks mudh ekrk,a vksj u gh firk us dksbz f k{kk çkir djh FkhA bl ckr dks /;ku esa j[krs gq, fd ftu fd kksjksa dh ekrk,a Ldwy x;h Fkha og vf/kd f k{kk ysrs gsa] blhfy;s bl lewg ds cppksa dks çkfkfedrk nsuh pkfg,a ;kstukvks] çksrlkgu vksj ehfm;k ds lans kksa dks bl ckr dks mtkxj djuk pkfg, fd vkt ds ifjokjksa ds fy,] vkxs dh ihf<+;ksa ds fy, vksj jkt; ds fodkl ds fy, bl igyh ih<+h ds bu f k{kkkfkhz;ksa dk fdruk egro gsa lalrqfr;ka ek/;fed f k{kk esa fuos k dfj;s 2017&18 esa ctv dk vkoavu eq[; :i ls çkfkfed f k{kk dks Fkk] vksj ek/;fed f k{kk esa blls dkqh de Fkk 3 A ;g ns[krs gq, fd vf/kdka k cpps çkfkfed Ldwy ds ckn Ldwy NksM+rs gsa] ek/;fed f k{kk esa lalk/ku c<+us dh vko ;drk gs rkfd iathdj.k c<s] fo kfkhz Ldwyksa esa cus jgsa vksj xq.koùkk c<sa Ldwy dh lqfo/kkvksa esa lq/kkj gks Ldwyksa esa lhkh lqfo/kk, ¼ ihus dk ikuh] lkq 'kkspky;] [ksy dk esnku vksj iqlrdky;½ nsus ds fy, RMSA ds çko/kkuksa 4
dks ykxw djuk vfr&vko ;d gsa 20% ls Hkh de fd kksjksa us fjiksvz fd;k fd og,sls Ldwy esa tkrs gsa tgk pkjksa lqfo/kk, miyc/k gsaa ;fn lqfo/kk, gsa rks vf/kd lehkkouk gs fd cpps Ldwy esa iath r gksaxs] tks bl ckr dks n kkzrk gs fd volajpuk esa fuos k vfr&vko ;d gsa f k{kk dh xq.koùkk c<s vksj ikb;øe esa cnyko dk lefkzu gks ;g ns[krs gq, fd futh Vîw ku ysus okys fo kfkhz vpnk çn kzu djrs gsa] Ldwy esa nh tk jgh f k{kk ds Lrj dks c<kdj lh[k ds urhtksa esa lq/kkj gks ldrk gsa Hkkjr esa tks ladsr feyrs gsa muls yxrk gs fd fueu esa ;g lc 'kkfey dj ldrs gsa%,½ ikbîøe esa dqn uohu cnyko djuk rkfd ;g lqfuf pr gks fd fo kffkz;ksa ds ikl tks lkexzh gs og muds fl[kus ds fy, mfpr gsa 4 ch½ py jgh igyksa dks vksj c<+kuk rkfd vfrfjä f k{kdksa ds }kjk vfrfjä lefkzu fey lds vksj f k{kdksa 5]6 vksj Lo;a&lsodksa ds ek/;e ls csgrj f k{kk çkir gks 7]8 lh½ fo kfkhz ds çn kzu ls f k{kd ds fy, çykshku dh 'kq#vkr djuka Mh½ ICT &vk/kkfjr lh[k 7]10 vksj b½ ekrk&firk@leqnk; dh vf/kd Hkkxhnkjh rkfd Ldwy vksj f k{kd vf/kd fteesnkj cusaa 11 iathdj.k vksj Ldwy esa miflrffk ds fo#) vkffkzd vksj lkekftd ck/kk,a nwj djuka mu vkffkzd etcwfj;ksa dks nwj djus dk ç;kl fd;k tkuk pkfg, ftuds dkj.k ekrk&firk Ldwy Hkstusesa vlefkz gksrs gsaa ym+dksa dks Ldwy NksM+us ls jksduk ds fy, foùkh; cks> dks de djuk gksxk& jkt; ds mu çksxzkeksa ds lkfk tks f k{kk dh ykxr de djrs gsaa ym+fd;ksa ds fy, uxn glrkarj.k ;kstuk ds vuqhko tsls ^^/kuy{eh** vksj ^^viuk /ku] viuh csvh**] bl ckr dk ladsr gsa fd bu ykhkksa ls ym+fd;ksa ds liuksa dks ia[k feysaxs vksj og bruh tynh 'kknh ugha djsaxha vkxs dk;kzuo;u esa ykhkksa dks cnyuk gksxk] vksj ljy çfø;ka cukuh gksaxh tks lcls laosnu khy cppksa ij /;ku nsrh gsa vksj ek/;fed Ldwyksa esa cppksa dks i<kbz NksM+us ls jksduk gksxk] vksj 'kknh dh mez c<+kuh gksxha 12]13 vkxs] fd kksjksa vksj muds ifjokjksa ds fy, miflrffk ds fy, dksbz iqjldkj ;k ykhk çnku djds fu;fer :i ls Ldwy esa miflrffk dks,d çkfkfedrk cuuh pkfg,a fu;fer :i esa Ldwy tkus dks çksrlkgu fu;fer :i ls Ldwy tkuk,d çkfkfedrk cukbz tkuh pkfg,& dqn e/;lfkrk djds] tsls de ykxr okys ykhk nsuk] f k{kdksa dh fuxjkuh] mugsa isv dh lqkbz dh xksfy;ka nsdj] mugsa dqn iks"kd xksfy;ka nsdj vksj muds ekrk&firkvksa dks Ldwy dh çca/ku lfefr ls feyokdja 11]14 ym+fd;ksa dh ek/;fed f k{kk ds çfr ekrk&firk dk ltx djuk vksj bldk mrlo eukuk ym+fd;ksa ds iathdj.k vksj Ldwy ij /;ku nsus ds fy, muds ifjokj dk lefkzu gksuk cgqr vko ;d gsa c<+h gqbz lkekftd tkx:drk vksj csvh cpkvks] csvh i<+kvks tsls vkanksyu vksj Vsyhfotu ij vk/kkfjr fuos k ls,sls lkekftd ekunamksa dks c<+kok feyrk gs tks ym+fd;ksa dh f k{kk dks cgqr t:jh le>rs gsaa lkfk gh bu ç;klksa ds vlj dk vkadyu djuk vko ;d gksxka Acknowledgements The authors are grateful to Stephanie Psaki, Priya Nanda, and Diva Dhar for insightful comments on earlier versions of this brief; to Tripti Pant Joshi for the landscaping report; and to the Bill & Melinda Gates Foundation and the David & Lucile Packard Foundation for financial support for UDAYA. This brief is based on data collected by the UDAYA study, the report of which is available at www.projectudaya.in. 2 For more information about the Population Council s global work in education, please see our website (http://www.popcouncil.org/research/girls-education). 5
References 1. Ministry of Human Resource Development (MOHRD). 2016a. Educational Statistics at a Glance. New Delhi: Department of School Education and Literacy, Government of India. 2. Santhya, K.G., R. Acharya, N. Pandey et al. 2017. Understanding lives of adolescents and young adults (UDAYA) in Uttar Pradesh. New Delhi: Population Council. 3. Uttar Pradesh 2017 18. Budget Speech. Accessed on 5 October 2017 at http:// budget.up.nic.in/budgetbhashan/budgetbhashan2017_2018.pdf. 4. Banerjee, A., R. Banerji, J. Berry et al. 2016. Mainstreaming an effective intervention: Evidence from randomized evaluations of Teaching at the Right Level in India. National Bureau of Economic Research Working Paper No. 22746, Accessed on 11 August 2017 at http://www.nber.org/papers/w22746.pdf. 5. Chin, Aimee. 2005. Can redistributing teachers across schools raise educational attainment? Evidence from operation black-board in India, Journal of Development Economics 78(2): 384 5. 6. Muralidharan, K. and V. Sundararaman. 2013. Contract Teachers: Experimental Evidence from India, National Bureau of Economic Research Working Paper No. 194, Accessed on 11 August 2017 at http://www.nber.org/papers/w194. 7. Banerjee, A., S. Cole, E. Duflo et al. 2007. Remedying education: evidence from two randomized experiments in India, The Quarterly Journal of Economics 122(3): 1235 64. 8. Lakshminarayana, R., A. Eble, P. Bhakta et al. 2014. The support to rural India s public education system (STRIPES) trial: a cluster randomised controlled trial of supplementary teaching, learning material and material support, PLoS One 8 (7): ISSN1932-6203 (http://eprints.lse.ac.uk/51382/). 9. Muralidharan, K. and V. Sundararaman. 2011. Teacher Performance Pay: Experimental Evidence from India, Journal of Political Economy 119(1): 39 77. 10. Linden, Leigh L. 2008. Complement or substitute? The effect of technology on student achievement in India, JPAL working paper, Accessed on 11 August 2017 at https://www.povertyactionlab.org/evaluation/complement-or-substitute-effecttechnology-student-achievement-india. 11. Santhya, K. G., A. J. Francis Zavier, P. Patel et al. 2016. Engaging Parents to Promote Girls Transition to Secondary Education: Evidence from a Cluster Randomised Trial in Rural Gujarat, India. New Delhi: Population Council. 12. Nanda, P., P. Das, N. Datta et al. 2016. Making change with cash? Impact of a conditional cash transfer program on girls education in India in Impact on Marriage: Program Assessment of Conditional Cash Transfers. Washington DC: ICRW. 13. Sekher, T.V. and F. Ram. 2015. Conditional Cash Transfers for Girls in India: Assessment of a Girl Child Promotion Scheme from Beneficiary Perspective. Mumbai: International Institute for Population Sciences (IIPS). 14. Jejeebhoy, S.J. 2017. Supporting Transitions from Adolescence to Adulthood: Evidence-informed Leads for Investment. New Delhi: Bill and Melinda Gates Foundation. Study supported by The Population Council confronts critical health and development issues from stopping the spread of HIV to improving reproductive health and ensuring that young people lead full and productive lives. Through biomedical, social science, and public health research in 50 countries, we work with our partners to deliver solutions that lead to more effective policies,programs, and technologies that improve lives around the world. Established in 1952 and headquartered in New York, the Council is a nongovernmental, nonprofit organization governed by an international board of trustees. Suggested Citation Desai, S, and N Pandey. 2017. Ensuring adolescents in Uttar Pradesh stay and learn in school. Policy Brief. New Delhi: Population Council. Population Council Zone 5A, Ground Floor India Habitat Centre, Lodi Road New Delhi, India 110 003 Phone: 91-11-24642901 Email: info.india@popcouncil.org Website: www.popcouncil.org 6 2017. The Population Council, Inc.