INTRODUCTION:

“Mago tomaibolchisonobiyeakhonkorbona

Lekhaporaswapnaamarbhanga kore diona

Vidyalyermastermosaibollesedin

Amar porar Khorachjatailagukkanyshreedai

Bhavcho kano tumimago kanya ratnaami

Sujogpelebujhiedebo kanya kotodami

Kanyshreebarchheakhonsabarghoreghore

Ami hobo Kanyshreelekhapora kore

Biyer kotha bolo na ma amar kotha sono

Lekhaporakharap to noitumio ta jano

Tabu kano dhwangsakorbeamarlekhapora

Sabuj baganjaliediledekhbekamonkshara”

(Collected)

Kanyashree being a famous scheme of Government of West Bengal has received International recognition. Department for International Development, United Kingdom and UNISEF have selected this project for presentation at the “Girl Summit” 2014 to be held in London (Source: www.unisef.org, July 22, 2014).

The Government of West Bengal has taken a special initiative for Girl child education in 2012 and in this respect, under the supervision of theDepartment of Women Development and Social Welfare (DWSW). Thestate has introduced a scheme called “Kannyashree Prakalpa” in October 2013 for addressing two major challenges in the society a girl’sdropout from school and the prevalence of a girl child marriage (Source: Kanyashree Prakalpa Guideleine-2013). It seeks to improve the status and well-being of girls, especially those from socio-economically disadvantagesfamilies through Conditional Cash Transfer. It is applicable to the State of West Bengal only. The scheme has two benefit components. Firstly, a cash benefit to be paid annually to the girls in the target age group for every year that they remained in education, provided they were unmarried at the time. The second benefit is a one-time grant, to be paid when a girl turned 18, provided that she was still engaged in an academic or occupational pursuit and was unmarried onher18th birthday (Available at https//www.kanyashree.gov.in).

The scheme was highly praised by ‘UNISEF’ that provides technical ass is tance to the scheme and is aiding the state in its evaluation and monitoring processes (Source: www.unisef.org, July 22, 2014). It was also awarded by the United Nationsin the Netherland sin July 2017 (https//un.wikipedia.org). So, the scheme is recognised by both national and international platform. No doubt there is an opportunity to ventilate the options of the students, teachers and parents regarding the effectiveness of Prakalpa. However, following the basic issues of girls’ students the paper tries to examine the effectiveness of this scheme helping the poor girl children to pursue education, preventing drop out and reducing child marriage that may prevent from early pregnancies, malnutrition among children, poverty etc.

In an interesting paper written by (Sen and Dutta Vol. 53, Issue No. 17, 28 Apr, 2018) published in this journal, and assessment of KP is made. The sampled in two districts only Murshidabad and Cooch Behar in West Bengal. These districts are deemed to be backward districts by yardstick of development. The authors find significant relationship between KP and the drop in parameter, dropout and underage marriage. This has been confirmed by a Cohorts study. They also try to find out the utilization of fund. This also seemed in the favour of the women.

This study has covered wide geographical area but with very limited cope. Assessing KP could not be done properly within such a limited umbrella. Firstly, the effects on dropout and underage married depend on a complexity of factor i.e. difficult to ascertain so easy. It would require a more rigorous analysis where first essay can be single out from other possible effects. Secondly, it is not even necessary. The aim of KP is to generate a more conclusive atmosphere for female learning. This involves not only in transfer of funds but

also the formation of KP student groups consisting of girl students in the school. These groups play an active role in motivating people toward woman education also their own self esteem in developed. The effects of all these can be brought out in a more inconclusive study of a particular area. We hope to do this in the present paper.

Many analyses wrongly compare KP with programmed of money transfer to the girl students. But KP is broader than these. Under KP and active KP coordination in form between girl students, parents, schools, local authorities both civil and police in each school KP group of students is formed. Under the tutelage of teachers these groups have many activities. Their primary aim is to prevent under age marriage. Whenever they get any news of such a marriage is going to be arranged. They try to prevent it taking the help of their teachers and local authorities. They also counsel the child and her parents whose marriage was been arranged. They also take part in various cultural activities. It also involves inter school KP group competition. The victors are applauded for their social service. All these instill a sense of the dignity and awareness among girls. These effects are far beyond a transfer of funds.

Surveying method and Collection of data:

The paper is based mainly on primary data, collected information relating to Kannyashree scheme in west Bengal from Kannyashree beneficiaries of selected panchayets of Arambagh block area in Hooghly district. 100 adolescent girls (Enrolled in school and college) were taken randomly as population to collect data from the study area. The interview method of survey was purposive which subjective as well as objective. The ultimate objective of study is to understand the importance of ‘Kanyashree scholarship’ on school going girls.This surveyed article may have highly sociological, economical and educational significance.

Socio-Economic Framework:

The analysis is carried out in this paper is descriptive. The socio-economic framework of the girls’ students has been explained by analysing various social and economical characteristics. Now we enter into various collected information one by one.

About 45% of our sample girls are between 13-15 years of age while 37% are in the 16-18 age groups. However, 18% is above 18 years (in table 1). Here age is considered as one of the parameters because age is vital for availing this scheme. The another parameter (in table 2) is shown by the enrollment in class Standard it is evident from the table 2that 42% are in class VIII - X. 38% of the responded is in class X - XII, And 20% sample is taken from the girl students who are more than class XI. Enrollment is very necessary criteria to register for achieving of Kanyashree Prakalpa. It is also observed that most of the beneficiaries have been started receiving the benefits from class VIII. The enrollment of schooling of the different caste categories reveals (Table 3) that scheduled castes are more compared to other categories. Out of total 100 girls constitute 37, 12 scheduled tribes, 25 other back ward classes (Including Minority girls) and 26 from general category. This reflects that scholarship of this scheme is highly occupied from the backward society.

Table 1: Distribution of students by age group

Age	No of respondent girl students	Rich	Poor
13-15	45	22	23
16-18	37	18	19
Greater than 18	18	12	06

(Source: Field Survey)

Table 2: Enrolment in the standard of education

Class standard of Schooling	No of respondent girl students	Rich	Poor
VIII-X	42	20	22
XI-XII	38	18	20
More than XII	20	12	08

(Source: Field Survey)

Table 3: Distribution of students by caste category

Category of Caste	No of respondent girl students	Rich	Poor
General	26	14	12
SC	37	12	25
ST	12	03	09
OBC (Including Minority)	25	11	14

(Source: Field Survey)

Our next consideration is parent’s educational background which indicates the familiar educational status in the society. A majority of their parents is primary (46%) educated. Only a few (14%) has been qualified either higher secondary and above (Table 4). It can be said that the beneficiaries are first learner generations in this study. It is very interesting point to be noted that a large number (44%) of their parents are daily labour. 23% belongs to agriculture sector. 15% and 18% are doing small and micro business and private job. From the table 6, the income category of parents is less than Rs. 30,000/- per annum and there are a number of respondents from poor background whose income fall between Rs. 30,001/- to 50,000/- per annum. (Data is authenticated by Gram Panchayet for the said income group). It shows that only 20% respondents earn more than Rs. 50,000/- per annum. Table 7 shows the pattern of land holding of their families. A large portion (68%) of their families have only house for shelter and a small proportion (32%) has both house and homestead for agriculture. Here almost all the poor and middle-income group families have built up the house under the scheme of “Bangla Abas Yona” (Formerly PMAY).

Table 4: Distribution of students according to parent’s educational background

Education of Parents	No of respondents	Rich	Poor
Illiterate	07	00	07
Primary	46	11	35
Secondary	33	20	13
Higher Secondary and above	14	10	04

(Source: Field Survey)

Table 5: Occupation of parents

Occupation	No of respondents	Rich	Poor
Daily labour	44	17	27
Pretty business	15	09	06
Agriculture	23	15	08
Private sector	18	11	07

(Source: Field Survey)

Table 6: Parent’s income level

Income Annual	No of respondents	Rich	Poor
Upto 30,000	35	14	21
30,001- 50,000	55	30	25
Above 50,000	20	13	07

(Source: Field Survey)

Table 7: Distribution of students according to land holding pattern of family

Land holding of family	No of respondents	Rich	Poor
Only house	68	22	46
Homestead land and house	32	20	12

(Source: Field Survey)

In table 8 from the other status of the family from the different institutions like PRI, Co-operative Society, NGO and School Committees we see only 03% parents are engaged in school committees.

Table 8: Other status of the family

Status of Parents	No of respondent girl students	Rich	Poor
Member in PRIs	00	00	00
Member in Co-operative Society	15	11	04
Member in NGOs	00	00	00
Member in School Committees	03	02	01

(Source: Field Survey)

The survey consisted of some subjective questions relating to benefit or favour of this scheme from the respondent students herself and some in form of view or opinion of their parents and school authorities and teachers.

Now from the view points of students it is seen (in table 9) that the maximum respondents (64%) invest the money from “Kanyashree Project” in their study like buying books, invest in project, given tuition fees etc. 22% has responded that they have deposited the fund into bank. Only a mere (14%) has spent to other purposes likebuy dress, cosmetics, buy domestic instruments etc. Table 10 shows (95%) respondents have admitted positively assistance from this scheme. From the table 11, 95% students clearly want to continue this programme for its various benefits. Table 2 indicates that only 08% of students do not get theirmoneyontime due to error in bank account and other mistake but 92% of students have mentioned that they have not face dany problem sinthis project.Similarly From the table 13itisseen that 92% of students have received help in their study from this project So it is clear that Kanyasree helps the girl’s students in their study.

Table 9: Utilization of the fund get from Kanyasree project

Type of Utilisation	No of sample girls	Rich	Poor
BankDeposit	22	07	15
Investinstudy	64	34	30
Otherpurpose	14	04	10

(Source: Field Survey)

Table 10: Actually receive any form of help from this scheme

Any form of help or assistance	No of sample girls	Rich	Poor
Positive response	95	48	47
Negative response	01	01	00
Cannot say	04	01	03

(Source: Field Survey)

Table 11: Favour of continuation of this programme

Continuation of this programme	No of respondents	Rich	Poor
Favour	95	42	53
Not in favour	00	00	00
Cannot say	05	02	03

(Source: Field Survey)

Table 12: Suffer any form of problems in this programme

Various problems faced	No of respondents	Rich	Poor
Error in account	05	01	04
Not get money on time	03	02	01
No problem	92	48	44

(Source: Field Survey)

Table 13: Programme helps in study

Assistance for study	No of respondents	Rich	Poor
Help to study	91	47	45
Not help to study	03	02	01
Cannot say	06	01	05

(Source: Field Survey)

Then coming to the consideration of opinionof school teachers and authority in table 14, almost all the girl respondent students (Near about 90%) agreed that their teachers and school authorities support the scheme, have not faced any problem and admitted help in improvement of students enrollment in education and help to decrease in drop out of students from education.

The last table 15 reflects the parents’ views or opinions from the various parameters. Similarly, almost all the girl students (Near about 90%) have agreed that that their parents have not denied ‘Kanyshree Prakalpa’ helps to decline the forced girl marriage, assists to reduce mortality rate of immature mothers, even encourages to send their daughters in school and to stay in education field.

Advantages and benefits of Kanyashree Prakala	Yes			No		Cannot say
Advantages and benefits of Kanyashree Prakala	Total	Rich	Poor	Total	Rich	Poor	Total	Rich	Poor
Support by teachers and school authorites for helping in study	97	41	46	01	00	01	02	00	02
	97	41	46	01	00	01	02	00	02
Help in improvement of students enrollment	99	45	47	01	01	00	00	00	00
Help to decrease in drop out of students from education	89	46	43	06	02	04	05	03	02
Any problems faced y school in this scheme	06	01	05	90	40	50	04	01	03

Opinion about encouragement	Yes			No			Cannot say
Opinion about encouragement	Total	Rich	Poor	Total	Rich	Poor	Total	Rich	Poor
Help in delaying of early girls marriage	92	41	51	05	01	04	03	02	01
Help in reduction of mortality of immature mother	89	45	44	06	02	04	05	01	04
Programme encourages to send daugh terin school	85	45	40	05	03	02	10	03	07
Encourage student for the study	90	45	45	02	00	02	08	05	03

Table 9: Utilization of the fund get from Kanyasree project

Type of Utilisation

No of sample girls

BankDeposit

22

07

15

Investinstudy

64

34

30

Otherpurpose

14

04

10

Table 10: Actually receive any form of help from this scheme

Any form of help or assistance

No of sample girls

Positive response

95

48

47

Negative response

01

01

00

Cannot say

04

01

03

Table 11: Favour of continuation of this programme

Continuation of this programme

No of respondents

Favour

95

42

53

Not in favour

00

00

00

Cannot say

05

02

03

Table 12: Suffer any form of problems in this programme

Various problems faced

No of respondents

Error in account

05

01

04

Not get money on time

03

02

01

No problem

92

48

44

Table 13: Programme helps in study

Assistance for study

No of respondents

Help to study

91

47

45

Not help to study

03

02

01

Cannot say

06

01

05