MANUAL
FOR
ADLESCENT GIRL’S EMPOWERMENT SCALE
Adolescent Girl’s empowerment
The 21st century
has been declared as century for women. In this changing scenario the girls
need attention by the scholars. After various efforts by government, NGO’s and
social scientists the phenomenal women empowerment is not taking real shape due
to the ignorance of nutritional status in rural tribal areas. This is indicated
by the statistical datas. Actually women’s empowerment is not simply switching
ON and switching OFF of women energy but it is more than this. Women
empowerment is a process of learning by which women identify by their own
potential and accordingly they charge to perform better in the society.
Empowering is not given by anyone but it is a processing of gaining inside and
to use it for the adjustment of life. Knowing own potential and feeling it will
give a definite shape to the performance.
Adolescence girls are very important section of our society as they are
our potential mothers and future homemakers. During adolescent period of human
growth due to growth spurt, the risk of iron deficiency and anaemia appears to
be more for boys and girls and in girls it remains as such during reproductive
life. Several studies on the prevalence of anaemia among adolescent girls have
been carried out in the northern or southern parts of India.
(Gawarikar and Tripathi, 2002)
Empowerment is the process of enabling
or authorizing an individual to think, behave take action and central work in
an autonomous way. It is the process, by which can gain control over one’s
destiny and the circumstances of their lives. Empowerment can be viewed as
means of creating a social environment in which one can make decisions and make
choice other individually or collectively for social transformation.
Women empowerment enables autonomy and
control over their lives. The empowered women become agents of their own
development, able to exercise choices to set their own agenda and be strong
enough to challenge and change their subordinate position in the societies
(Rakesh Prasad)
According to the Random
house Dictionary, empowerment comes from the term ‘empower’ which means ‘to
give power or authority’ and ‘to enable or permit’. The key elements in
empowerment are ‘enabling’ and ‘providing power’ and they reinforce each other.
Women empowerment is only
possible if knowledge is provided at early stage of socialization. Therefore
the present investigation is one step towards women empowerment by giving
knowledge to the adolescent girl of the society. In the transitional stage of
adolescents when they conflict with competition they fail to fulfill the
expected norms of the society and accordingly they develop tension, anxiety,
weak mental health , stress etc.
A woman is nucleus of the
family and forms half of the human society. She is emotionally a bounding force
for family everywhere. She equally shares with men in all religious ceremonies
and social functions.
Women in India have been
deprived of equal education, equal employment, equal pay and equal status with
men, robbed of dignity, pride and self worth. They see themselves as prisoners
doomed to obedience and conformity, to find release and freedom only in death.
Yet, women’s contribution to national development is crucial, and their
emancipation essential for economic development and social progress of the
nation. Women must be recognized as a power in the developmental process
(Devadas 1990) and should be actively involved in it.
The principle of gender
equality is enshrined in the Indian constitution in its preamble, fundamental
Rights, fundamental Duties and Directive principles. The constitutions not only
grant equality to women but also empower the state to adopt measures of
positive discrimination in favour of women.(National policy for women –
Department of women and child development 2001)
Adolescence comprises nearly half of the growing period in man. The term
adolescence has been defined by WHO as a period of life where a series of
varied, rapid and extensive change occurs. It is a crucial phase to catch-up
growth in the life cycle of girls after infancy. There are any physical changes
that occur at this stage. The girls attain menarche as a result of hormonal
changes. They may develop iron deficiency anaemia because of rapid growth and
onset of menstruation and under nutrition. Consequences of anaemia reviewed by
Scrimashaw show that iron deficiency results in reduced level of energy and
productivity, impaired immune function, reproduction failure in adulthood and
maternal death during child birth. In order to prevent the above consequences
adolescence is the correct period when anaemia should be tackled by proper
programmes. During anaemia, body has to make respiratory adjustment. During
work the supply of oxygen depends upon total lean and skeletal mass, total
blood flow and its distribution, total oxygen delivery capacity of blood to
heart and muscle (Vijayalakshmi, Sharda and Venkaramana 2000).
According
to Alpana Singh (2000) observed adjustment level of tribal women was more than
adjustment of rural women. Further she found that personality depends on their
place of stay. Rural women have better personality than tribal women.
Alpana Singh (2000) found a rural
women are more economically empowered than tribal women.
The evaluation of the
IFAD-supported Tamil Nadu women’s development project (1999) in India regarding social and economic betterment of
women. Four main process lead to women’s empowerment i.e. change in women’s
mobility and social interaction, changes in women’s labour patterns, changes in
women’s access to and control over resources and women’s control over decision
– making.
IFAD-supported
project (1999) evaluation concluded that there seemed to be a slight
improvement in women’s involvement in household decision- making in male headed
households. On such issues as credit, the disposal of household assets,
children’s education, and family health care. However, the traditional gender-
based decisions persist in intra- household decision- making. Women basically
decide on food preparation, and men make the financial decisions. But group
members had become more aware of their property and political rights. As in the
case of mobility and social interaction, the evaluation again found
improvements among women heads of households, older women, and more educated
women.
The women of today has a
sense of individuality and an urge of self – respect also. She is desirous of
liberation. She is constantly trying to establish her identity in
made-dominating society. She is ready to work outside against all hurdles. The
motivations man be any like raising standard of living (Mamoria, 1976) or
others such as sense of competence personal satisfaction and interaction with
other adults (Garg, 1988)
According to Devdas et al (1989) the most
recent approach to women in development has been empowered which emplies
empowerment at grass root level with emphasis of self reliances, build up
potential for improving one’s own welfare and bring about constructive changes
in the lives of other people.
DEVELOPMENT OF THE SCALE
This scale was developed by the investigator itself
using various attitudes towards adolescent girl’s empowerment. In order to
develop indicators of women’s empowerment, different journals, books and reports,
news papers, books, various articles were also consulted. And also after a through discussion with
experienced persons and consulting relevant literature, 70 statements were developed.
Some of 30 female from rural and urban area
were interviewed. On the basis of their opinion regarding empowerment, 58 statements
were framed At last, considering the judges decisions and suggestions, a final
scale was developed by organizing statements on the 49 issues. There were five
point scale was used to judge the suitability of statements regarding
adolescent girls empowerment i.e. strongly agree, agree, neutral, disagree and
strongly disagree. In scoring, 5 to strongly agree, 4 to agree, 3 to neutral, 2
to disagree and 1 to strongly disagree responses were given. A panel of 5
judges was prepared belonging to different subject streams that is Sociology,
Psychology, College lecturer, House wives etc.
The final form of the scale comprised of 49 statements
The scale was divided in seven sections and each section have seven statements.
These seven sections are Power and Entitlement, autonomy and self
reliance, Decision making, capacity building, Social, political and legal
awareness and Exposure to information media. All statements were
positive manner. It can be administered only on adolescent girls of 13 to 18 years
of age.
Power and Entitlements: Power is the most important element in
the term empowerment .The dominant understanding of power in social sciences
has been ‘power over’ view. Power can take various forms as “power to”, power
with” and “power from within” all of which allow the construction of a
different meaning of empowerment. Eg:-
- Power to make decision at
household level.
- Level of change in power with
time.
- Level of control over sources of
power.
- Access to resources and control of
resources and benefits.
- Control of resources
- Power to choose appropriate
occupation for self.
Entitlement: Means
rights to equitable share of resources in the home, village and society.
Resources i.e. wealth or means of producing wealth. It includes also physical
infrastructure, technology and finance. The following indicators can be used to
assess the level of entitlement of an individual / group:
- Rights to equitable share
(ownership) of resources (home, villege etc)
- Rights to equitable to resources.
Autonomy and self reliance: Freedom
of action, the possession of critical elements to effectively and efficiently
undertake desired activity, development of sense of self and vision of the
future, and absence of unsolicited influences in decision making.
- Buy household assets.
- Control on income of the family and expenditure.
- Work outside home.
- Can talk with unknown persons.
- Treatment for a sick family
member.
- Provide economic and social
support to other relatives and friends.
Decision making: The decision making
power of the women has been measured based on seven items. The decision making
power related to education of the children, economic aspects etc. The following
indicators can be used to assess the decision making power of the women or
adolescent girls.
- Can take decision for important
matters.
- Free to take decision in various
field eg. Service , education etc.
- Decision about to spend own money.
Participation in social and development: To assess the participation of girls in social and development activities
the issue considered were:
- Protesting against unfair prices.
- Protesting against a man beating
his wife.
- Participate in income expenditure.
- Participation in various programme
in school or society.
- Protesting against violence.
- Participation in suggestion with
other family members.
Capacity building: The following
indicators can be used to assess the level of awareness and capacity building
of an individual / group:
Capacity to undertake economic activities:
- Ability to manage productive
resources.
- Developing alternative economic
structure locally
Capacity to undertake social activities:
- Participation in non-family group
- Ability to interact effectively in
public sphere
- Ensuring mobility and visibility.
Capacity to undertake political activities:
- Transforming institutions i.e.
family, education, religion.
- Transforming structures i.e.
legal, political, economic and social.
- Organizing struggle through
bringing women together, thinking through common problems, agreeing on
common issue etc
Social, Political and legal awareness: The political and legal awareness of women were assessed by asking
whether they knew about or performed the following activities:
- Name of the chairman of her Union
Parishad
- Name of the ward member of the
area
- Name of the prime minister
- Law of inheritance
- Registered marriage
- Drug addictions
Exposure to information media:
Exposure of a woman to information media was assessed by asking whether she had
regular access to the allowing media.
- Radio
- Television
- Library
- Consumer rights
- Children immunization
Reliability of the
test: To
know the reliability of the scale test retest method was used. The reliability
coefficient was found to be 0.71. This certified the internal consistency of
the scale.
Validity of the test: To find out the validity of the test, content and construct
validity of the scale was examined.
Norms:
Norms for the scale are
available on a sample of subjects belonging to the age range of 13 to 18 years.
These norms should be regarded as reference point for interpreting the
adolescent girls empowerment scores. However, norms are based on the sample
drawn from Udaipur
district. The users of this scale would be well advised to developed their own
norms based on their own sample.
Total sum of scores
vary from 49 to 245, showing low empowerment to high. An individual with a high
score i.e. between 163 – 245 may be considered to have highly empowered. The
symptoms of such highly empowered girls have confident, intelligent, good
health, better self expression etc. The scores having between 82 to 163 were
medium empowered. And the low scores between 1 to 82 were considered low
empowered.
INSTRUCTIONS FOR
ADMINISTRATION OF THE TEST:
1.
The instruction printed on the
response sheet are sufficient to take care of the questions that are asked.
2.
This scale consists of 49
statements. We want to know the situations, objects and persons, which are
responsible for denote the how much they are empowered.
3.
This information is purely
confidential and is being elicited from you just for academic purpose. It is
our request to you to be honest in supplying the information. While giving this
information, tick marks the answer that represents your views. In front of
every statement, five alternative blocks are given to given the scores 1to 5 i.e.
strongly disagree to strongly agree.
4.
Do not put any kind of mark
below the alternative that does not represent your response, in case you do,
erase the incorrect response.
5.
Don’t leave any statement
unstamped. There’s no time limit, try to complete as quickly as possible.
6.
Before administration the scale
it is advisable to emphasize orally that responses should be checked as quickly
as possible and sincere cooperation is required for the same. The respondents
should be told that the result of the scale would help them in self-knowledge
and responses would always remain strictly confidential.
7.
No time limit should be given
for completing the scale, however, most of the respondents should finish it in
about seven to 30 minutes though there may always be a few individuals who
would take somewhat longer time.
8.
It should be emphasized that
there is no right or wrong answer to the statements. The statements are
designed to have differences in individual reactions to various situations. The
scale is meant to know the difference between, individuals and not meant to
them as good or bad, right or wrong, desirable or undesirable.
9.
It is not desirable to tell the
subjects the exact purpose for which the test is being used. If the subject is
of “inquisitive type” vague answer like “the test measure personality”, it assesses
the reactions of individuals in varying situations “, etc. should be given.
10.
Though the scale is
self-administering, it has been found useful to read out the instruction
printed on the response sheet to the subjects.
11.
Manual scoring is done conveniently;
no scoring key or stencil is provides.
USES OF TEST:
The 21st
century has been declared as century for women. Empowerment of women is high on
the agenda in development plans and policies. The present scale used to
measuring the empowerment of adolescent girls of age 13 to 18 years.
There
may be many tests possibly but this has been standardized as per the Indian
norms, hence it has great applicability in the Indian context.
The
scale will help in assessing the adolescent girl’s empowerment. Women
empowerment is only possible if knowledge is provided at early stage of
socialization. Therefore the present investigation is one step towards women
empowerment by giving knowledge to the adolescent girl of the society. In the
transitional stage of adolescents when they conflict with competition they fail
to fulfill the expected norms of the society and accordingly they develop
tension, anxiety, weak mental health, stress etc.
A woman
is nucleus of the family and forms half of the human society. She is
emotionally a bounding force for family everywhere. She equally shares with men
in all religious ceremonies and social functions. Empowerment is the process of
enabling or authorizing an individual to think, behave take action and central
work in an autonomous way. It is the process, by which can gain control over
one’s destiny and the circumstances of their lives.
LIMITATIONS AND RECOMMENDATIONS OF THE SCALE:
The scale is
constructed to measures the adolescent girl’s empowerment. The obtained
reliability of the adolescent girl’s empowerment is not sufficiently high as
studied on a preliminary pilot level and the sample of the research and length
of test items is also very limited.
The length of the test items can be increased upon a larger sample
to increase the reliability.
The adolescent girl’s empowerment scale studies only the empowerment
of adolescent girls.
The age range of the test administration is limited up to
adolescent.
Test can be further modified and developed for all ages.
BIBLIOGRAPHY:
Gawarikar,
R.S. Gawarikar, S.B. Tripathi, B.C. Prevelence of anaemia in adolescent girls
of Ujjain in western M.P> Ind. Jr. of Nut. & Dietet. Vol. 39, 2002.
493).
Rakesh
Prasad, Information support for empowerment of women in India, Social welfare /
April 2007, Vol 54, No.1, 26.
Devdas et.al. (1989).
“Literacy as a mean of empowered of women to achieve nutritional goals. “
Indian Journal of Home – Science, 23 (12) : 64-65.
(National policy for the empowerment of women – India,
Department of women and child
development 2001, www.ilo.org?public/english/employment/skills/hrdr/init_2.htm-
Vijayalakshmi, V. Sharda, D. and Venkaramana, Y.
Measurement of physical work performance of adolescent girls- simple field
technique. Ind. Jr. of Nut. & Dietet Vol 37 2000 page 325.
Singh, A. (2000) “ A study of psychological correlates of women
empowerment among rural and tribal : Unpublished Ph.D. thesis.
IFAD/OE.2000.
The Republic of India: Tamil Nadu women’s Development project: Completion
Evaluation. Report 340-IN.Rome, April.
Mamoria,
C.B. (1986) : Social problems and social organizations in India (2nd
ed.), Allahbad : Kitab Mahal Publications.
Garg,
A. (1988) : Doubly Enslaved, Social Welfare August.
Biswas,
T.K. and Kabir, M. , “Measuring women’s empowerment: Indicators and measurement
techniques.” Social Change : Sepember 2004 : Vol. 34 No.3, 64-77.
---------------
Assessment of Empowerment of Adolescent
girls
(fd'kksjh
ckfydkvksa ds l'kfDrdj.k dk fu|kZj.k)
funsZ'k
- izR;sd okD; dks /;ku ls if<, vkSj fn, x,
oSdfYid mRrjksa esa ls tks vkids fy, lgh gks ml ij (ü) djsaA
- dksbZ mRrj lgh ;k xyr ugha gskrkA cl og vkids
lanHkZ esa miq;Dr gksuk pkfg,A
- vkids mRrj fdlh dks Hkh ugha fn[k, tk,xsa] ;s
dsoy 'kks/k dk;Z esa mi;ksx ds fy, gS] blfy, vki csfgpd iwjh bZekunkjh ls
mRrj nssaA
- ;g iSekuk 13 ls 18 o"kZ rd dh fd'kksjh
ckfydkvksa ds fy;s gS+A
uke ------------------------------ vk;q
----------------------------------- f'k{kk ----------------
fyax -------------------------------- irk
-------------------------------------------------------------------
firk ;k vkidh ekfld vk; ---------------------firk
;k vkidk in -----------------------
S.N
|
Statement
|
Scores
|
|
I
|
POWER
AND ENTITLEMENTS:-
(lkeF;Z ;k l{kerk)
|
Strongly
agree
iw.kZ lger
(5)
|
Agree
Lkger
(4)
|
Not
agree or disagree
u lger
u vlger
(3)
|
Disagree
vlger
(2)
|
Strongly
disagree
iw.kZ vlger
(1)
|
|
1-
|
?kjsyq dk;Z
djus o ?kj esa miyC/k lalk/kuksa dk lgh mi;ksx djus ;k djkus dk vf/kdkj j[krh
gwWA
Have
right to make use of available resources in a right way to do household work.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
2-
|
le; ds lkFk
eSa Lo;a dh /kkj.kk ;k fu.kZ; cnyus dk
vf/kdkj j[krh gwWA
Have
right to change my decision and attitude according to the situation.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
3-
|
vius lkFkh
lewg es eSa ,d vPNk mPp LFkku j[krh gWw rFkk esjs lewg esa esjh jk; o lykg
dks vgfe;r nh tkrh gSA
Hold
a right in decision making sometimes being treated as a leader.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
4-
|
Hkfo";
esa Lo;a ds fy;s mi;qDr O;olk; pquus dk vf?kdkj gsS
Right
to choose my profession at my own in future.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
5-
|
?kj esa
eq>s og izR;sd vf/kdkj izkIr gS tks esjs HkkbZ dks izkIr gS tSls ykbZczsjh
tkuk] nksLrks es le; fcrkuk] fiDpj ns[kuk--
Have
an equal right at par with my brother in the family eg- to go library, movie
with my friends etc.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
6
|
[kkus fius dh
oLrqvksa o tsc [kpZ ij ftruk esjs HkkbZ dks
vf/kdkj gS mruk gh eq> dksA
Have
right to spent pocket money or eat at par with other member of the family.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
7
|
?kj eSa dqN
phtsa tSls & ?kM+h] VsifjdkMZj] lskus dk tsoj esjs Lo;a ds gSA
Have
any own wrist watch, tape recorder, gold juwellery etc.
|
( )
|
( )
|
( )
|
( )
|
( )
|
II
|
AUTONOMY AND SELF-RELIANCE :-
|
|
1-
|
fdlh Hkh le;
dksbZ Hkh dk;Z djus ds fy;s Lora= gwWA
Free
to do any work at any time.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
2-
|
fdlh
egRoiq.kZ dk;Z dks izHkko'kkyh ,oa ;ksX; :i ls djus es vius xq.kks dk bLrseky
djus dh {kerk j[krh gWwA
Have
capacity to use my talent to perform any work efficiently.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
3-
|
fdlh fj'rsnkj
dks vkfFkZd ;k lkekftd ;ksxnku dh t:jr iM+s rks eSa ns ldrh gwWA
Have
right to support financially and socially to my relatives.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
4-
|
eSa vius
Hkfo"; ds ckjs esa lkspus dk vf/kdkj j[krh gWwA
Have
a right to think about my future.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
5-
|
esjs lewg esa
;k dk;Z{ks= esa esjk 'kkjhfjd ,oa ckSf)d izn'kZu vPNk ekuk tkrk gSA
Appreciated
in my peer group as good physical and intellectual fitness.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
6-
|
esjs lkFkh
,oa ?kj ds lnL; cktkj esa [kjhnkjh djrs le; esjh jk; t:j ysrs gSA
Take
advice from me when even my friend or family members go market for purchase.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
7
|
[kjhnnkjh
djus] fiDpj ns[kus] xkWao ;k 'kgj ls ckgj ?kweus ;k 'kgj esa gh vdsys ?kweus
;k fe= o fj'rsnkj ds ;gkWa vdsys tkus dh Lora=rk gSA
Have
freedom to go for purchasing, for watching movie, to meet relation or friend
alone.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
III
|
(fu.kZ; izfdz;k)
DECISION
MAKING
|
|
1-
|
?kj ds
egRoiw.kZ eqn~nkssa ds fu.kZ;ksa esa esjh Hkkxhnkjh jgrh gSA
Have
participation in taking decision on important issues of family.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
2-
|
eq>s tks
tsc [kpZ feyrk gS mls fdl rjg mi;ksx djuk gS ml ij eSa LO;a fu.kZ; ysrh gwWA
Have
right to take decision to spent pocket money as per my choice.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
3-
|
eSa vius
Hkfo"; esa tSls&i<+kbZ] ukSdjh o 'kknh ds ckjs esa fu.kZ; ysus
dks Lora= gwWA
Free
to take decision regarding my studies, marriage, job in future.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
4-
|
vxj dgha
MkWDVj ds ikl mipkj gssrq tkuk iM+s rks mldk fu.kZ; Lo;a ysrh gwWA
Free
to take decision if I am going to doctor for treatment.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
5-
|
Lo;a ds iSlksa dks dSls [kpZ djuk gS mldk fu.kZ; Lo;a ysrh gWwA
Free to decide how to spent my own money.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
6
|
Lo;a dh vk; o
[kpsZ ij fu;U=.k Lo;a djrh gwWA
Have
self control over my income and expenditure.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
7
|
tc Hkh dksbZ
?kVuk ?kVrh gS vksj vU; ifjokfjd lnL; fu.kZ; ysus ;ksX; ugha gksrk gS rks eS
Lo;a fu.kZ; ysrh gw¡A
Have
right to take decision in any problematic situation when other failour.
|
( )
|
( )
|
( )
|
( )
|
( )
|
IV
|
(Òkxhnkjh)
PARTICIPATION
|
|
1
|
Ikfjokj dh vk; o [kpZ esa esjk
Hkh ;ksxnku jgrk gS A
Have participation in income and expenditure of family
money.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
2
|
esjh nSfud
fnup;kZ esa esjs Lo;a ds fu.kZ; gh gksrs gSA
Have
complete control on my decision related to daily life style.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
3
|
lekt ;k
fo|ky; esa gkssus okys dk;ZØeksa esa Hkkxhnkjh ysrh gwWA
Take
participation in school and social activities.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
4
|
;fn fdlh
O;fDr }kjk mlds ifjokj okyks ;k ukSdjks ij vR;kpkj djrs ns[krh gwW rks bldk
fojks/k djrh gwWA
Oppologize
if any body abuse family member or office staff.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
5
|
fo|ky; ;k
dkWyst esa jktuSfrd mEehnokj ds izpkj izlkj esa iwjh Hkkxhnkjh jgrh gSA
Participation
in comparing publicity in school / college election.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
6
|
tc dHkh dksbZ
?kVuk gksrh gS rc vU; ifjokfjd lnL; ;k fe= lewg ds lykg e’kojk esa esjh Hkh
Hkkxhnkjh jgrh gSA
Participation
in taking decision in any incident of taking place in family or peer group.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
7
|
esjs fo?;ky;
esa vU; xfrfof?k;k¡ tSls- ,u-,l-,l-] ,u-lh-lh- esa esjh Hkh Hkkxhnkjh jgrh gSA
Participation
in NCC, NSS activities in my school / college.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
V
|
CAPACITY BUILDING
|
|
1-
|
eSa tkurh gwW
fd vius vkfFkZd l'kfDrdj.k gsrq eSa dksbZ Hkh O;olk; 'kq: dj ldrh gWawA ,oa
mls djus dh ;ksX;rk j[krh gwWA
I
know, I am able to start any business for my economic empowerment.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
2-
|
eSa vkfFkZd
:i ls lEiUu gksu gsrq LFkkuh; Lrj ij oSdfYid jkstxkjksa dks 'kq: djus dh
;ksX;rk j[krh gWwA
To
become economically should I am able to start any side job.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
3-
|
eSa fcuk fdlh
f>>d ds lkoZtfud LFkku ij vifjfpr yksxks ls ckr djus dh {kerk j[krh
gWwA
Without
any hesitation I can talk with a strange person at public place.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
4-
|
eSa fcuk fdlh
f>>d ds yM+dks ls Hkh ckr dj ldrh gwwWA
Without
hesitation I can talk with boys.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
5-
|
eSa fcuk fdlh
f>>d ds vius lkFkh lewwgksa ds vf/kdkjks dh ppkZ djus dh {kerk j[krh
gwWA
Without
hesitation I have ability to discuss about the rights of my peer group.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
6-
|
eSa fcuk fdlh
f>>d ds gksus okys fofHkUu vU;k;ksa ds f[kykQ vkokt mBkus dh {kerk
j[krh gwwWA
Have
ability to fight against injustice.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
7-
|
vius mez ds
vuqlkj eSa gj dk;Z djus dk dkS'ky] vkRefo'okl o ;ksX;rk j[krh gWwA
Have
all skills, confidence, self- esteem and ability according to my age.
|
( )
|
( )
|
( )
|
( )
|
( )
|
VI
|
(lkekftd] jktfufrd o dkuwuh tkx#drk)
SOCIAL, POLITICAL AND LEGAL
AWARENESS
|
|
1
|
gekjs {ks= ds
ik"kZn dk uke tkurh gWw
I
know the name of ‘Parshad’ of my area.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
2
|
jftLVMZ fookg
D;k gksrk gS bldh eq>s tkudkjh gSA
What
is registered marriage, I know.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
3
|
mRrjkf/kdkj
D;k gksrk gS mlds D;k dkuwu gS eq>s tkudkjh gSA
I
know the law of Succession.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
4
|
;qokvksa es
gksus okys u’khyh nokb dh yr ¼Drug
addict½
dh tkudkjh eq>s gSA
I
know about drug addiction.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
5
|
fo|ky; ;k
dkWyst esa jktuSfrd mEehnokj ds izpkj izlkj esa iwjh Hkkxhnkjh jgrh gSA
I
participate in comparing of election in my college / school.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
6
|
eq>s
ifjokj o lekt ds izfr viuh ftEesnkjh;ksa dk iw.kZ Kku gSA
Have
knowledge about my responsibilities towards my family and society.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
7
|
eSa vkfFkZd
:i ls l'kDr gksus ds fy;s eq[; O;olk; ds vfrfjDr LFkkuh; lalk/kuksa ds vuqlkj
lgk;d @ fodYi O;olk;ksa dh Hkh tkudkjh j[krh gWwA
Have
knowledge about the subsidiary job to make me economically empowered.
|
( )
|
( )
|
( )
|
( )
|
( )
|
VII
|
EXPOSURE TO INFORMATION MEDIA
|
|
1
|
eSa izfrfnu
jsfM;ks] Vh-oh- ,oa v[kckj blfy;s ns[krh o i<+rh gwW D;ksafd esa bldh
mi;ksfxrk tkurh gwW
I
know the utility and importance of listening radio, watching TV and reading
news papers etc.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
2
|
eS vius
fo?kky; esa ykbczsjh es izfrfnu tkdj iqLrd i<rh gwWA
I
use to read news paper in my library.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
3
|
eS izfrfnu
Vh-oh- ij lekpkj ns[krh gwWA
I
watch T V every day.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
4
|
cktkj ls
[kjhnkjh djrs le; vko’;d fu;eks dk ?;ku j[krh gw¡A tSls& yscy] otu ]
rkjh[ks vkfnA
During
purchasing I read label, weight and date of manufacturing.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
5
|
eS Mkd?kj
cSad ds dk;Z dj ysrh gw¡A
I
can do my post office and Bank work.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
6
|
eSs efgyk ls
lEcfU?kr vkys[k okyh iqLrd t#j i<rh gw¡A
I
used to read women related articles and books.
|
( )
|
( )
|
( )
|
( )
|
( )
|
|
7
|
cPpksa ds
LokLFk; ls lEcfU?kr tSls- Vhdkdj.k] iks"kkgkj ds lekpkj i<rh gw¡A
I
used to read articles / news related to children immunization, nutrition etc.
|
( )
|
( )
|
( )
|
( )
|
( )
|
