LADDERS

Mild ˙, Strong ˙˙, Very Strong ˙˙˙ and Extremely Strong ˙˙˙˙

A bright and welcoming school

˙˙˙˙

A school where children learn

˙˙˙

School within reachable distance (boys)

˙˙

School within reachable distance (girls)

˙˙˙

Having teachers who are affectionate, kind and empathetic

˙˙˙˙

Having an adult in the family who values education

˙˙˙

A father who is caring and concerned welfare of the child

˙˙˙

Adults in the family who share work (sibling care / fetching water)

˙˙˙˙

Having fewer siblings, but not being the eldest

˙˙˙

Being in good health

˙˙

Being the youngest child

˙˙˙

Role models / success stories where education has resulted tangible benefits in terms of social status and / or livelihood / upward mobility (girls).

˙˙˙˙

Role models / success stories where education has resulted tangible benefits in terms of social status and / or livelihood / upward mobility (boys).

˙˙˙

SNAKES

Mild ä, Strong ää, Very Strong äää and Extremely Strong ääää

GIRLS AND BOYS

Having a parent with disability

ää

Having a mother who goes to work for long hours

äää

Large family and many siblings to care for

äää

Alcoholism in the family (father / mother)

äää

Being in a lower caste / disadvantaged community

ää

Being sick or disabled

äää

Taking care of cattle / other livestock

ää

Death, disability and illness in the family

äää

Work during peak agricultural cycles (regularity)

äää

Drought / migration / natural disasters / riots / violence

äää

Hunger (Every morning)

ää

Hunger (Persisting)

äää

Teachers get children to do personal chores

ää

Teacher beat children and other harsh punishment

äää

Where education has not led to tangible benefits in terms of social status/livelihood / upward mobility of local youth (negative role models).

äää

GIRLS

Being a girl

ää

Being the eldest girl in the family

ääää

Sibling with disability

ääää

School that is far away

ää

Burden of work (at home / outside)

äää

Social practices: early marriage

äää

Teacher addiction (safety of girls threatened)

ääää

BOYS

Having no sisters

ää

Sibling with disability

ä

School that is far away

ä

Burden of work (at home / outside)

äää

Indebtedness leading to short-term bondage

ääää

Gambling in the neighbourhood

ääää

Teacher addiction: boys susceptible to bad habits

äää

Mild +, Strong ++, Very Strong +++ and Extremely Strong ++++

Boys

Girls

Positive

Negative

Positive

Negative

Primary School

Bright and welcoming school

+++

+++

Building and compound wall

++

++

Teacher pupil ratio between 1:20 and 1:40

+++

+++

Teacher-pupil ration very high, above 1:40 and in many areas 1:65.

+++

+++

Teacher regular

+++

+++

Teacher irregular / take turns to come

++

+++

Actual teaching time very low – less than 45 minutes a day and less than 20 minutes per period.

++++

++++

Actual teaching time satisfactory – more than 1 hour 20 minutes a day and at least 35 minutes per period.

++++

++++

Female teacher who is regular

++

++++

Distribution of textbooks

+++

+++

Village Education Committee active

++

++

Active SDMC / PTA / School Education Committees

++++

++++

Mid-day meal – hot food

++++

++++

Mid-day meal – dry rations

+

+

Punishment – mild

+

+

Punishment – harsh

++++

++++

Teacher attitude towards poor dismissive

++

++

Teacher exhibits prejudices (caste / gender)

+++

++++

Joyful learning methods used

++

++

Children learning to read and write

++++

++++

Learning outcomes poor – children in class 4 and 5 not able to read or write.

+++

+++

Learning songs, rhymes and poems

+++

+++

No-detention policy

+

+

Extra-curricular activities

+++

+++

Enrolment campaigns

++

+++

Back-to school camps (Bridge courses)

++

+++