Presentation

Presentation on
on Addressing
Addressing Student’s
Student’s
dropout
dropout in
in Odisha
Odisha

Odisha
Odisha School
School Education
Education Programme
Programme Authority
Authority OSEPA
OSEPA
 Who are Out-of-School/Children?

Those who are of age to attend school but

1 are not enrolled or attending any
educational institution.

These children have never been enrolled

2 in school or have never started formal
education.
Who are Out-
of-School
They may have never had access to
Children
3 education for various reasons such as
poverty, lack of infrastructure, social
barriers, etc.

4 Out-of-School children can include those who

have never been to school and those who
have dropped out.
‹#›/29
 Why are Children Out of School ?

1 2 3 4 5

Gender
Economic Domestic Safety of Seasonal Disparity &
Conditions Work Children Migration Social
factors
 Consequences of Out-of-School Children

Limited Opportunities: Without education, children face limited prospects for

employment and economic advancement, perpetuating the cycle of poverty and
socio-economic inequality.

Social Issues: Lack of education contributes to issues like child marriage, child
labor, and susceptibility to exploitation & trafficking; and

Reduced Human Capital: The loss of human capital deprives the country of the potential
benefits an educated population can bring to economic growth and development.
 Initiative & Government Interventions

1.The Mid-Day Meal Scheme provides free meals, addressing nutrition

issues and encouraging enrollment and retention.
2. The Right to Education Act aims to increase enrollment and
reduce dropout rates.
3. The SSA and RMSA focus on improving infrastructure, teacher
training, and community participation to enhance access to elementary
and secondary education.

4. The Samagra Shiksha Abhiyan integrates efforts from different

educational programs to provide holistic education from pre-primary to
senior secondary levels

5. Beti Bachao, Beti Padhao (BBBP) promotes girls’ education and

addresses gender-based discrimination
 Example set by the District Administration Sambalpur for reduction of
Dropout

1 2 3
Process: Observed "Back to Action: CRCCs Achievement:
School Week" from 7th to 14th collaborated with PRI, 490 OoSC
November 2022, focusing on SMC, and local identified, with 467
enrolling OoSC. Formed district- members (AWWs/ASHA) children aged 6-14
level monitoring committees to to conduct household
track daily progress. The entire and 23 aged 14-18
surveys for children The district
programme has been (ages 6-18) Counselled
monitoring under the administration
children and parents for
chairmanship of District mainstreamed all
re-enrolment in schools
Collector (Review & Strategic 490 children into
Guidance) Collector visited or institutions. Ensured
appropriate classes.
schools where dropout students age-appropriate re-
Transport and
were re-enrolled and motivate. engagement through
SIOS or vocational
escort facilities were
BEOs tracked daily progress
and consolidated data on education. Collected provided to eligible
identified OoSC. success stories at the students.
block level.
 Example set by the District Administration Sambalpur for reduction of
Dropout

1 2 3
Formation of Roles and responsibility of Achievement:
committee: ⚬Three dropout students
School level
⚬Committee meets in first week of of KGVB, Sujanpur
committee to every month , discuss on causes named Kandiri Goa.
address Dropout of absenteeism and dropouts. Rasmita mahakud, Pitu
of students : ⚬ Identified cases shared before Bari studying in Class
⚬Headmaster- committee for follow up activities IX were returned back
Member convenor like organize a camp in the to the hostel due to
community where parents, home visit of committee
⚬Assist. Teacher- community members, active SHG members.
Lady teacher members take part in the ⚬21 students from
⚬PRI member campaign to mainstream such different slum areas
⚬Anganwadi worker students. backed to school near
⚬Asha worker ⚬Committee members move for proximity of Baruhan,
home visit Jajpur Sadar Police
⚬Counsel to prevent Child Marriage station.
and Child labour. ⚬Students absenteeism
⚬Efforts made for Child friendly reduced
Gram Panchayat.
Why Dropouts?
1.Dropout has been a critical issue for the government, affecting
educational attainment and long-term socioeconomic outcomes.

2. Recognizing the urgency of this challenge, the government has

implemented a range of initiatives aimed at reducing dropout rates and
ensuring that all students have access to quality education

3. These initiatives include:

⚬State Institute of Open Schooling (SIOS)
⚬Vocational Education to mainstream Dropouts
⚬Re-engagement for Girls education
⚬Re-engagement for Children With Special Needs
⚬Community Mobilization
⚬Numerous Re-engagement Initiatives

4. These initiatives are explored in detail in the following

slides
Problem Statement

The social Compulsions surrounding education is a significant factor contributing to early

1 dropout rates, particularly in Odisha.

Many students are forced to leave school to contribute to their families' income, leading to a
concerning dropout rate of 12.85% in secondary grades, 2.07% in Upper Primary grades, &
2 0.51% in Primary grades as reported by the UDISE+ for the academic year 2023-24

In 2023-24 there are ~40,905 students left school without TC (Provisional).The

3 Verification Process to mainstream the said dropout students are going on)
Key Indicators
 District wise Dropout Rate
2021-22 2022-23 2023-24 (Provisional)
DISTRICT Upper Upper Upper
Primary Secondary Primary Secondary Primary Secondary
Primary Primary Primary
ANGUL 0.00 7.63 29.45 0.90 2.36 20.27 0.00 1.4 16.8
BALASORE 0.00 8.97 28.02 0.00 3.60 14.20 0.79 2.8 12.5
BARGARH 0.00 2.51 25.32 0.00 0.79 19.65 0.50 1.0 15.3
BHADRAK 0.58 7.17 31.67 0.00 1.54 21.14 0.81 1.2 18.9
BOLANGIR 0.00 3.22 30.68 0.00 2.60 24.35 0.67 1.7 17.3
BOUDH 2.85 2.63 38.92 0.76 2.30 26.18 1.19 0.0 18.4
CUTTACK 0.00 6.30 22.05 0.00 2.03 6.42 0.00 0.7 3.9
DEOGARH 0.00 7.30 32.50 1.11 3.82 22.45 1.96 2.4 13.9
DHENKANAL 0.74 11.33 28.52 0.00 0.47 16.36 0.90 1.9 15.8
GAJAPATI 2.44 13.65 29.80 3.88 5.22 21.16 2.99 4.3 16.1
GANJAM 0.00 5.00 24.90 0.00 2.70 17.24 0.42 1.9 11.9
JAGATSINGHPUR 0.00 9.74 20.00 2.10 2.42 16.40 0.27 0.9 15.1
JAJPUR 0.00 7.31 23.81 0.52 3.31 15.79 0.64 1.4 9.0
JHARSUGUDA 0.05 10.25 31.30 0.00 2.25 23.56 0.00 1.1 22.0
KALAHANDI 0.00 4.35 31.56 0.93 3.27 26.61 0.40 2.8 18.9
KANDHAMAL 1.33 7.87 29.77 2.16 6.07 18.70 1.72 4.1 14.2
KENDRAPADA 0.01 7.59 25.71 0.90 3.48 17.88 2.43 1.7 15.5
KEONJHAR 0.72 7.85 32.54 1.77 3.44 27.01 1.83 4.4 18.8
KHORDHA 0.00 7.11 13.41 0.00 0.00 0.00 0.00 0.0 0.0
KORAPUT 2.79 9.39 37.76 0.00 5.87 24.27 0.09 6.3 19.2
MALKANAGIRI 0.00 8.70 28.94 2.24 6.85 22.64 0.28 1.5 15.1
MAYURBHANJ 0.00 11.18 29.70 0.11 4.34 21.35 1.48 3.0 15.7
NABARANGPUR 0.68 7.87 39.16 0.00 7.91 31.60 0.34 1.4 23.4
NAYAGARH 0.00 6.45 20.21 0.70 2.07 10.60 1.09 0.8 7.3
NUAPADA 0.00 4.75 38.76 0.42 6.28 29.63 0.00 1.1 17.2
PURI 0.00 7.16 20.24 0.34 1.77 13.22 0.80 0.2 6.9
RAYAGADA 2.07 7.48 32.75 2.66 7.54 23.48 3.24 6.8 18.2
SAMBALPUR 0.00 5.71 22.24 0.00 3.79 10.13 0.00 1.5 3.4
SONEPUR 0.00 5.85 25.78 0.01 0.00 11.18 0.00 1.2 7.7
SUNDARGARH 1.83 8.28 21.82 0.00 2.36 16.82 0.00 1.9 11.0
State Total 0.00 7.34 27.26 0.00 3.15 17.72 0.51 2.07 12.85
Class-wise Dropout Rate
 NEP 2020 Vision for Dropout Reduction
Key Objective:
NEP 2020 envisions a holistic transformation of the Indian education system by ensuring
universal access to high-quality education from preschool to secondary level by 2030.
The policy highlights that reducing dropout rates is essential to achieving a 100% Gross
1 Enrolment Ratio (GER) for school education.

Focus on Inclusion:
Special emphasis is laid on marginalized and disadvantaged groups, including Scheduled
Castes (SCs), Scheduled Tribes (STs), Other Backward Classes (OBCs), girls, and students
with disabilities.
2 NEP emphasizes removal of barriers to enrolment such as poverty, social disadvantages, and
gender discrimination.

Multiple Pathways for Learning:

To prevent dropouts, NEP 2020 advocates for flexible learning pathways with multiple entry and exit
points throughout the school system.
Students who are unable to continue formal schooling will have access to open schooling,
3 alternative schooling, vocational training, and informal education programs to re-engage with
learning.
 NEP 2020 Vision for Dropout Reduction
Vocational Education as a Retention Strategy:
Starting from Grade 6, vocational education will be integrated to make learning more relevant
to students’ career aspirations.
This approach is aimed at retaining students who may otherwise drop out due to lack of
4 interest or perceived irrelevance of the curriculum.

Bridging Learning Gaps:

NEP 2020 stresses the importance of bridging learning gaps through remedial programs for
students at risk of dropping out, particularly after the COVID-19 pandemic, which
significantly affected school continuity.
5
Scholarship and Financial Assistance:
NEP 2020 proposes an expansion of financial aid and scholarship programs to ensure that
economic constraints do not lead to dropouts.
Direct Benefit Transfers (DBT) for scholarships will be increased to ensure timely payments,
6 especially for secondary-level students, where the dropout rate is highest.

Impact Goals:
Reduce the dropout rate at the secondary level to less than 10% by 2025.
Achieve 100% GER in preschool to secondary education by 2030, thus ensuring that every
child has access to quality education without discontinuity.
7
Key Interventions Suggested by NEP 2020 to Reduce
Dropout Rates
￭Tracking Student Progress and Dropout Prevention:
1. NEP 2020 emphasizes the development of a robust tracking system
to monitor student progress from primary to secondary levels.
2. Schools will collaborate with local communities to identify students at
risk of dropping out, ensuring early intervention through counselling,
mentoring, and personalized learning plans....
1
￭Strengthening Open and Distance Learning (ODL):
1.The policy promotes expanding the reach of Open Schooling systems to
provide . alternative pathways for education.
2.National Institute of Open Schooling (NIOS) will play a major role in
offering . . courses equivalent to Grades 3, 5, 8, and beyond,
ensuring dropouts can . continue their education without
2 formal school enrolment.

Flexible Curriculum and Vocational Education:

1.Starting from Grade 6, NEP proposes integrating vocational education
and hands . on learning opportunities, which will keep students engaged
and increase . . retention.
2. This approach will reduce the dropout rate among students who find
3 traditional . . . academic content disengaging or irrelevant.
Key Interventions Suggested by NEP 2020 to Reduce
Dropout Rates
1.Inclusive Education for Disadvantaged Students:
a. NEP 2020 calls for special provisions to include Scheduled Castes (SCs),
Scheduled Tribes (STs), minorities, girls, and children with disabilities.
b. Interventions such as scholarships, transportation facilities, hostels,
and mid-day meal programs aim to ensure that disadvantaged
4 students continue their education.

1.Remedial Instruction and Teacher Training:

a. Schools will adopt remedial instruction for students who face learning
gaps, especially post-COVID, to bridge gaps that could lead to
dropouts.
5 b. Teachers will receive training in identifying learning difficulties and providing
personalized instruction for at-risk students.
 State Level Initiatives on Dropout

￭Providing Aids & appliances, equipment & TLM for CwSN

Initiatives for ￭Providing of Incentives for CwSN
Children With ￭Organizing different camps, programs for CwSN at block
Special Needs level
￭Resources Centre for CwSN at Block level

￭Statewide Parent Teacher Meetings (PTMs)

Community ￭Multilingual education (MLE)
Mobilization ￭PRABESHA Utsav

Netaji Subash ￭17 Residential Hostels for Urban Deprived Children

Chandra Bose ￭04 Residential Schools in LWE districts
￭1322 students retained – 6 to 14 yrs
Avasiya
Vidyalaya

￭Elementary and Secondary level

￭Remote habitations with sparse populations, hills, dense forest
Transport and
￭Merged schools - >1 km for Primary; >3Km for upper primary
escort Facility ￭Rs. 6000/- - per child, per annum
 State Level Initiatives on Dropout

￭Check dropout and child labour

Seasonal Hostel ￭Bargarh, Bolangir, Kalahandi, Nuapada, Mayurbhanj
for the migrant district (source point) and Balasore, Cuttack and
children Khordha (destination point)

￭6 – 14 years
￭Admitted to age-appropriate class
Training ￭Special training provided
￭3 /6 /9 /12 months and maximum 2 years as per RTE
Act for mainstreaming

Upgradation of ￭199 upgraded

High School to ￭Access to class X students
Higher ￭Smooth Transition from secondary to higher
Secondary secondary
Schools
 State Level Initiatives on Dropout Re- Engagement
Initiatives
Student retention, collaborative efforts among educators,
parents, and the community

⚬Learning Recovery Plan ⚬Scholarships to students

⚬Learning Enhancement Programme ⚬Tablet Computers
⚬Foundational Literacy & Numeracy ⚬PM POSHAN
⚬High School Transformation ⚬Textbook
⚬Recruitment of Teachers ⚬Free Uniform to Secondary students
⚬Online Transfer of teachers ⚬Bicycle to Secondary Students
⚬Online Attendance of Teachers & ⚬Textbook
Students
Training Module on Dropout and Enrollment
Objectives

⚬ To enhance student enrollment and reduce dropout

rates in secondary school (Grades 8 and 10)
⚬ Integrate the students listed in the dropbox into the
regular schooling system to reduce dropout rates.
⚬ Ensure age-appropriate student admission at in the
different classes and SIOS.

Session Flow
⚬ State and district dropout status
⚬ Definition of enrollment and dropout
⚬ Factor contributing to the dropout and their
consequence
⚬ Strategies to reduce dropout rates
⚬ Conclusion and call of Action
 Factors Contributing to Dropout Rates

Definition Factors Consequences

⚬Dropout: A dropout ⚬Social and Cultural ⚬Child Marriage in case
refers to a student who Practice IMR and MMR
leaves school before ⚬Seasonal Migration ⚬Increase Vulnerability
completing their ⚬Long-distance absence (Exploitation and Child
education, of basic facilities labour
⚬Long ⚬Lack of financial support ⚬Long Absenteeism
Absenteeism: Long ⚬Lack of interest ⚬Searching job engaged in
absenteeism refers to a ⚬Health Issue different unsocial
prolonged period of ⚬Pressure to go for job for activities.
⚬Gender discrimination
absence from school, the family
⚬NEP has not been
typically defined as
successfully implemented
missing a significant
portion of the academic
year
 Perspective from Grassroots level………

Due to our challenging We are not receiving information

financial situation, we are from the school about govt.
unable to provide education schemes and out children are not
for our child. My son assists receiving any scholarship or
me with agricultural work. financial benefit

Yes, we have a
dropout in our
school, but having Community
My parents took out a loan and went
only one teacher to another state for work to repay it .
limits my ability to Consequently, they closed my school
School HM Parent and arranged my marriage
conduct home visits
or parent
Several friendscounseling.".
received an E grade in 10ᵗʰ
exam.which led to their inability to secure a seat in Dropout Child
governmentSeveral friends
collage received
Financial an E prevented
constraints
them fromgrade in 10ᵗʰa exam.which
attending ledforcing
private college to them
to discontinue
their inability to their education
secure a seat in
The teacher has not been
government collage Financial consistently attending
constraints prevented them from school and is not
attending a private college forcing instructing the students
them to discontinue their educatio which is resulting in
SMC decreased student
Student Member attendance
 स्वास्थ्य एवं परिवार कल्याण मंत्रालय
Strategies To Reduce Dropout Rate in Odisha
Ministry of Health and Family Welfare
Logo 2

Title of
Community
the Slide
Inclusion
Capacity
financial Technology
Place title description
Engagemen here
assistance Integration Building
t Programs
and
scholarships

⚬Scholarship Scheme: ⚬Student Tracking: ⚬Teacher Orientation:

⚬Community Workshops Provide financial Monitor student Train HMs/INOs/ CRCCs
incentives and enrolment from 8th on student financial
⚬Collaboration with Local scholarships to assistance programs to
economically
to 9th and 9th to
Leaders reduce dropouts and
10th grades by
Sub
⚬Peer Mentoring Programs Sub
disadvantaged students.
Implement schemes like Sub
district/block/cluster. Sub
establish teacher
mentorships.

PTM
Heading
⚬Dropout as agenda in
Heading
the Pre-Matric
Scholarship,
Heading
⚬Online Platforms:
Heading
⚬Review Meetings:
Include dropout
￭Item 1 ￭Item
⚬Post-Matric 1
Scholarship, ￭Item
Promote 1
success ￭Item 1
prevention as an agenda
￭Item 2
⚬Dropout Tracking
NMMS, ￭Item 2
⚬Chief Minister’s Merit
￭Item
stories 2
and schemes item￭ inItem
district2
and block
Systems ￭Item 3 ￭Item 3
Scholarship, ￭Item 3
via Facebook, ￭Item 3
reviews.
⚬Banishree Scholarship, Twitter, and ⚬Monitoring & Evaluation:
Cycle Instagram. Implement a system to
⚬Celebration of Success track student
⚬Vidyarthi Vikash Yojana
⚬Skill development attendance and
⚬Help Desk: Establish a ⚬Real-Time
programme help desk to identify Dashboard: Track performance, with
scholarship-related regular reviews for early
potential dropouts or
grievances of parents, intervention.
migrants and ‹#›/29
students, and teachers.
visualize admission
ACTIVITY 1 – Definition of enrolment and dropout (EO-1) Logo 2

1 Step 1: Divide the participants into 6 groups.

Step 2: The facilitator shall distribute papers on different case studies/ initiatives of different

2 districts where different stakeholders participated to minimize the dropout.

Step 3: The facilitator shall tell the participants to read out the case studies in their group
and discuss with each other. Later they come up with the answers to the following questions:
a. What do you feel reading such cases?
b. What was the problem in your case?
3 c. What was the outcome?
d. Which stakeholders are involved to solve the problem?
Sub
e. What strategy was being Sub
implemented there? Sub Sub
Heading
Step 4: Ask the group
Heading
representatives
to share
Heading
their experiences.
After
Heading
the experience
￭Item 1 ￭Item 1 ￭Item 1 ￭Item 1
sharing,
￭Item conclude the segment with a reflective question,
￭Item ￭Item"How committed are you to
￭Item
2 2 2 2
4 ensuring
￭Item 3that every child in ￭
your
Itemschool
3 has the support they3 need to stay engaged
￭Item ￭Itemand
3
succeed, and what specific steps will you personally take to make this a reality?" and collect
a few reflections from the participants.
Step 5: The facilitator shall use a PowerPoint presentation to show dropout status at the
5 state and district levels. They shall discuss the definitions of dropout and enrollment in a
participatory manner, ensuring that all participants are actively involved in the discussion. ‹#›/29
ACTIVITY 2 - State and District Dropout Status & Vision of NEP for dropout Logo 2

Step 1: The facilitator shallreduction (EO 2in&open

ask the participants 3) house to tell the visions of NEP
1 2020 for curtailing dropout rates.

Step 2: The participants shall be instructed to discuss with the neighbor participant to list
out the visions.
2 Step 3: The facilitator shall consolidate all the responses on white board received from each
pair of teacher. ( No repeat of writing points).

Step 4: Then the facilitator shall show the Power Point presentation to give a clear idea
3 about vision of NEP 2020 curtailing dropout rates.

Step 4: The facilitator shall divide the participants in 8 groups. Four groups shall be assigned to
Sub Sub
brainstorm the causes contributing to dropout and the Sub
other four groups shall beSub
assigned
Heading
to discuss the consequences Heading Heading
of dropout, considering the specific scenario of theirHeading
district.
• ￭ Item
The 1
facilitator shall ask the￭groups ￭Item
Item 1to place their discussed ￭Item 1
1 and shall consolidate
points
4 ￭Item
the
• ￭
2
information ￭Item 2
on white board.
3 the Power Point￭Presentation,
￭Item 2 ￭Item 2
Itemusing
Then Item 3 the facilitator￭shall
Itemdiscuss
3 the causes and ￭Item 3
consequences of dropout.
Discussion points
1. How to engage community?
2. How to include Govt. programes to minimize dropout rates?
3. What are the strategies of dropout? ‹#›/29
 Logo 2
ACTIVITY 4 - State-level Initiatives and Strategies to Reduce Dropout Rates (EO4 & 5)
Step 1: The facilitator shall provide one colored paper tag to each participant, on which they shall write one
strategy to reduce dropout rates. Then the facilitator shall mark 6 areas on white board / a separate board for
the following 5 parameters.
1 • Community Engagement
• Inclusion in Government Programs
• Technology integration
• Transport & Escort facility
• Residential facilities.
• Other initiatives
Step 2: Then the facilitator will ask the teachers to paste their tags in that particular area on the display board
(drawing sheet) to which parameter their writing is related. The facilitator shall instruct 6 participants to read
out the strategies, and finally, the facilitator shall consolidate all the points in the following table. Hints -:Six
distinguished areas on display board / drawing sheet.
Inclusion in government
Community
programs (financial assistance Technology Transport and Escort
Engagement Residential Facilities Other initiatives
Sub
Programs
and scholarships) Sub Integration Sub
facility Sub
Heading Heading Heading Heading
￭Item 1 shall divide the participants
The facilitator ￭Item 1 into eight groups ￭ Item
and 1 the names of two￭blocks
share Item 1where the
￭Item
dropout rates2are high. Each group￭shall Itemthen
2 prepare a quarterly ￭Item ￭Item 2
action2plan for those blocks.
The participants
￭Item 3 shall present their action
￭Item 3 plans in front of the group
￭Item 3 in a chart paper. The facilitator
￭Item 3 shall
collect all the plans for future courses of action. The facilitator shall then conclude the session by summing up
the major plans proposed.
An example of one Action Plan is given as action plan. (Refer to enclosure 2) Besides this the facilitator shall
support the participants during the preparation of strategies in groups. (Refer to enclosure 2)
Discussion points:
• How you will prepare your action plan to minimize dropout rate?
• What are the facilities available by the Govt. to address dropout and learning? ‹#›/29
 Long–Term Impact Logo 2

⚬After 2 years, the dropout rate in Odisha will be reduced to 27.3%, at least equal to
the national average of 12.3%

⚬Odisha will be a model state at the national level.

⚬One exact data analysis report with us will provide precise information on how many
students have dropped out in each district.

Sub Sub Sub Sub

⚬The capacity-building initiatives for BEO, CRCC, and HM, along with multiple review
Heading Heading Heading Heading
meetings, will1significantly enhance
￭Item ￭Itemaccountability
1 and￭responsibility
Item 1 among ￭Item 1
￭Item 2
stakeholders. ￭Item 2 ￭Item 2 ￭Item 2
￭Item 3 ￭Item 3 ￭Item 3 ￭Item 3
⚬ State and district-level PMU units will be established and strengthened to facilitate
regular reviews.

‹#›/29
Case Study: Kumari Sania Keut’s Educational Journey Logo 2

Challenges faced:
⚬Initially attended Panchayat High School.
⚬Declining attendance led to dropping out after failing two
subjects in 2023.
⚬Disinterest in continuing studies due to lack of nearby
college.
⚬Parental concerns and household responsibilities hinder her
education.
Intervention: State Institute of Open Schooling (SIOS)
⚬SIOS provides accessible education to students who
discontinued formal schooling.
⚬Counselors motivate Sania and peers about the importance
of education.
Solutions:
⚬Explain benefits of Open Schooling: flexibility to study at
Sub Sub Sub Sub
one's own pace.
Heading Heading⚬Support from Heading Heading
Piramal Foundation to facilitate admission to
⚬Name: Kumari
￭Item 1Sania Keut ￭Item 1 Open School ￭Item 1 ￭Item 1
⚬Age: 14 ￭Item 2 ￭Item 2Outcome: ￭Item 2 ￭Item 2
⚬Location:￭Jampani,
Item 3 Nuapada District ￭Item 3⚬Sania's enrollment ￭Item
at 3the Open School ￭ Item 3 initial
despite
⚬Socio-Economic reservations.
Staus: Disadvantaged family ⚬Embraces opportunity for education, empowered by
(father: daily wage laborer, tailored support.
mother: homemaker Conclusion:
⚬Sania’s journey highlights the transformative impact of
‹#›/29
Open Schooling in overcoming socio-economic barriers and
Thank You