Clkl lOwlk

Mo|cn 2010
R/NS|RM|NG |ND|/ RuG
EDuC/|NG G|R|S
ln Sans|r|t, Lasra ueans "Ln||ghtened
C|v|ng`
Lasra br|ngs two v|ta| and
transoruat|ona| e|euents to the non-
pro|t sector |n lnd|a. uanageuent
expert|se, |n the oru o capac|ty bu||d|ng
support: and growth und|ng, spec||ca||y
ocused on support|ng the costs that w|||
enab|e organ|zat|ons to expand the|r
operat|ons. Lasra uax|u|zes char|tab|e
|nvestuents or ph||anthrop|sts, uov|ng
uore peop|e out o poverty qu|c|er.
lNLlA
Vuuba| O|ce
lhone. (91)-22-l2)0-l)5l
UK
London O|ce
lhone. ()))-9)9-6)5l0
USA
lax. (1)-8)-589-2)01
http.||www. .org
a||son .org
dasra
dasra
Codrej lndustr|es couu|ss|oned Lasra to
wr|te th|s report |n order to |dent|y
strateg|c |nvestuents |n g|r|s' educat|on.
Approx|uate|y 25 o the shares o the
Codrej Croup's ho|d|ng coupany are he|d
|n a trust that |nvests bac| |n the
env|ronuent, hea|thcare and educat|on. ln
add|t|on, |nd|v|dua| coupan|es |n the
group have corporate respons|b|||ty
prograus. bus|ness ph||osophy at Codrej
|s not just about b|g buc|s but |eep|ng
our |and green, o||s happy and hea|thy,
and ||ds suart. C|v|ng bac| |s Codrej's
way o say|ng than| you to a|| |ts
sta|eho|ders.
http.||www.godrej.cou
lhotographs supp||ed by Lasra, photographer K|u S|de|,
w|th than|s to loundat|on to Lducate C|r|s C|oba||y.
2010 Lasra, Vuuba|.

confcnfs
|n|couc|cn 5
wny |nves |n eouco|ng g|||s -7
|enos ono |no|coc|s 8-10
Key P|oye|s 11-12
S|oeg|es ono sc|u|cns 13-1
/c|v||es cn ne g|cuno 17-20
Ccnc|us|cn 21
Cose sc|y cf on |nvesmen 22-23
/ppeno|ces
/ppeno|x ne NG /no|ys|s
/ppeno|x wc Dcnc| /c|v|y oc|e
/ppeno|x n|ee NG ||s|ng
|u|ne| Reoo|ng
"1he wor|d |s a uess.

loverty, AlLS, hunger, war.
What | there was an unexpected so|ut|on that cou|d
turn th|s s|n||ng sh|p around!
lt's not the |nternet, sc|ence, governuent, uoney..
lt's..... a g|r|.`

www.g|||effec.c|g
W|th an est|uated 165 u||||on wouen aged over 15 st||| ||||terate and on|y one |n 100 g|r|s
reach|ng the |na| standard o schoo|, lnd|a |s a |ong way rou ach|ev|ng the lr|ue
V|n|ster's v|s|on and |s at ser|ous r|s| o u|ss|ng the UN's V|||enn|uu Leve|opuent Coa|
o qua||ty educat|on or a|| by 2015.
1o understand the p||ght o g|r|s' |n lnd|a today, part|cu|ar|y |n rura| couuun|t|es, we uust
understand that d|scr|u|nat|on has deep-seated roots |n cu|ture and soc|ety. C|r|s are
systeuat|ca||y exc|uded rou educat|on and oten, cu|tura| norus on ado|escence uean
they are not even ree to |eave the|r houes and v|||ages to v|s|t schoo|s or un|vers|t|es.

Lasra's report |ays out soue o the bas|c acts about the state o g|r|s' educat|on |n lnd|a
today and addresses the o||ow|ng quest|ons.
Why does |nvest|ng |n g|r|s' educat|on a||ev|ate poverty! What |s the scope o the
prob|eu surround|ng g|r|s' educat|on! What |s current|y be|ng done! Who are the |ey
p|ayers! And, how can ph||anthrop|sts ua|e the uost d|erence!
"l wou|d |||e to see a sharp |ncrease |n the enro||uent o the g|r| ch||d |n
schoo|s. Lvery g|r| ch||d shou|d have the opportun|ty to u||| her
potent|a| and becoue equa| c|t|zens o our great repub||c.`
Vanuohan S|ngh, lr|ue V|n|ster
Ko||ata, 16 [anuary 2010
lnfroJucfion
5
Eouco|cn equ|ps g|||s c mo|e mc|e |nfc|meo ||fe
oec|s|cns ono |mp|cves ne|| neo|n, c|eo|ng sp|||cve|
effecs fc| ne|| fom|||es ono n|cugncu scc|ey

1rue progress and advanceuent or any soc|ety |s |uposs|b|e | g|r|s are exc|uded. 1he
soc|a| and econou|c goa|s o the uture, depend heav||y on the cond|t|on o g|r|s today.
C|r|s' educat|on y|e|ds soue o the h|ghest returns o a|| |nvestuent |n deve|opuent
bene|tt|ng |nd|v|dua|s, au|||es, and soc|ety as a who|e. C|r|s have the ab|||ty to br|ng
unprecedented soc|a| and econou|c change to the|r au|||es and couuun|t|es.
be l t|ues |ess
|||e|y to have
nlv+
Varry l years
|ater
nave hea|th|er and
ewer ch||dren
(See nerz, b. and Sper||ng, C. 2006)
Understand and
exerc|se uy r|ghts
Lducate uy
daughter
Larn 25
uore |ncoue
wly invcsf in
cJucofing girls
Eoucoe me
ono | w|||.
6
ne neo|n cf fuu|e gene|o|cns |s o||ec|y ||n|eo c ne
cu||en pnys|co| ccno||cn cf g|||s ono wcmen. |nfon
mc|o||y oec|eoses cy 8% fc| eocn yeo| o wcmon soys
|n scncc|

Sua||er au|||es. luproveuents |n the status o g|r|s and wouen (|nc|ud|ng but not
||u|ted to uore schoo||ng), |eads to wouen hav|ng ewer ch||dren.
lncreased luuun|zat|on. Vu|t|-country data |nd|cates that educated uothers are
about 50 uore |||e|y to |uuun|ze the|r ch||dren than uneducated uothers.
Lower |nant uorta||ty. 1here ex|sts a strong corre|at|on between under-5 uorta||ty
rates and educat|ona| atta|nuent o uothers as the above stat|st|c shows.
Lower r|s| o v|o|ence. Wouen w|th h|gher |eve|s o schoo||ng aced a |ower r|s| o
phys|ca| or sexua| v|o|ence at the hands o a partner.
(See UNlCLl and WnO.)

lroduct|ve |abor orce. 1he s|ze and

coupet|t|veness o a uture |abor orce |s
deteru|ned by educat|ng g|r|s and equ|pp|ng
theu w|th the s||||s necessary to part|c|pate
|n the orua| and non-orua| econouy.
n|gher growth. lncreased secondary
educat|on can |ead to wouen hav|ng ewer
ch||dren, or ewer dependents per wor|er,
creat|ng the r|ght cond|t|ons or econou|c
growth. As the dependency rat|o a||s,
|ncoue per cap|ta |ncreases, sav|ngs rates can
|ncrease, and econou|es can expand.
lncreased wages. lrov|d|ng g|r|s one extra
year o educat|on boosts the|r eventua| wages
by 10-20: or boys, the returns are 5-15.
luproved governance. C|r|s' schoo||ng and
soc|a| |nc|us|on prepares young wouen to
part|c|pate act|ve|y |n c|v|c ||e, ua|e
|norued dec|s|ons, exerc|se the|r r|ghts, and
advocate or couuun|ty |uproveuents.
ne |eu|ns cn |nvesmen |n g|||s' eouco|cn o|e n|gne|
non fc| ccys, eoucoeo wcmen con |nc|eose eo|n|ng
pcen|o| ono evenuo||y eccncm|c g|cwn |oes

/ 2004 su|vey cy ne
|ne|no|cno| Cene| fc|
Reseo|cn cn wcmen cn
ne we||-ce|ng cf
ooc|escens |n B|no| ono
Jno||nono, fcuno no
eoucoeo g|||s mo|||eo
|oe|, nese g|||s we|e
o|sc |ess |||e|y non g|||s
wnc mo|||eo cefc|e 18
yeo|s c |epc| ce|ng
ceoen, s|oppeo, c|
n|eoeneo cy ne||
nusconos.
np://www.|c|w.c|g
7
> 0%
50% - 0%
30% - 50%
20% - 30%
< 20%
% cf ne pcpu|o|cn wnc o|e
||||e|oe
wc|s pe|fc|m|ng soes:
B|no| ono Jno||ono
Bes pe|fc|m|ng soes:
Ke|o|o ono M|zc|om
2001 |emo|e
||||e|ocy Roes
Ke|o|o
Gco
Rojosnon
Jommu &
Kosnm||
De|n|
uo|
P|ooesn
B|no|
Jno||ono
/|unocno| P|ooesn
M|zc|om
1rcnJs onJ
inJicofors
lnd|a has the |argest nuuber o ||||terates o any country |n the wor|d and a|uost tw|ce as
uany wouen are ||||terate as uen. 1he nat|ona| average eua|e ||||teracy rates (age 15 and
o|der) stands at )5.5 coupared to 2l.1 or uen (UNllC, 2009). A|uost one |n two
wouen across lnd|a cannot read and wr|te.
1he d|spar|ty |s reg|ona|, w|th uore wouen ab|e to read and wr|te |n Southern states and
part|cu|ar|y poor |gures |n the Northern n|nd|-spea||ng states, rang|ng between ll-50.
6 states |n lnd|a account or just over 0 o lnd|a's ||||terate popu|at|on. b|har, lajasthan,
Uttar lradesh, Vadhya lradesh, Andhra lradesh and West benga|. ln lajasthan, or
exaup|e, 56 o wouen are ||||terate coupared to 2l o uen. Lnro||uent o
uarg|na||zed and tr|ba| g|r|s poses an even greater cha||enge. auongst the uarg|na||zed
couuun|t|es |n b|har, |ve out o every s|x g|r|s |s ||||terate (or an ||||teracy rate o 8l).
/|mcs cne |n wc wcmen oc|css |no|o connc |eoo c| w||e, no
meons 15 m||||cn femo|es |n |no|o o|e ||||e|oe
8
/pp|cx|moe|y 82% cf g|||s en|c||eo |n ne f||s sonoo|o
o|cp cu cefc|e ney o|e 15 yeo|s c|o
A|though the governuent now states that at pr|uary |eve| lnd|a has ach|eved 82
enro||uent, th|s |s not an |nd|cat|on o regu|ar attendance. Accord|ng to governuent
sources there are pr|uary schoo|s w|th|n one |||oueter o 9) o lnd|a's popu|at|on.
nowever, desp|te th|s re|at|ve|y good access, g|r|s attendance |s extreue|y |ow, as
|||ustrated by the above drop-out rates. 1hese drop out |gures are uore |nd|cat|ve o the
s|tuat|on than |oo||ng at enro||uent |eve|s |n |so|at|on.
Lven | a g|r| uanages to enro|| |n schoo|, a |arge percentage o g|r|s across c|asses |n
pr|uary schoo|s do not have bas|c s||||s o nuueracy and ||teracy. A 2006 Wor|d ban|
study |nd|cated that 50 o the 10-year o|d students surveyed were unab|e to read and
28 o students aged 11-12 years o|d were unab|e to do two-d|g|t subtract|on. Low |eve|s
o |earn|ng are due to the |nab|||ty to |up|euent the nat|ona| noru o two c|assroous and
two teachers, raupant teacher absentee|su and a |ac| o |oca||y contextua||zed content
and textboo|s w|th no re|evance to the student's everyday ||e.
ne scncc| sysem |se|f |s o|sc fo|||ng g|||s
lecent governuent reports state that enro||uent |gures have |uproved to the extent that the nuuber
o out-o-schoo| ch||dren has a||en to .5 u||||on. nowever the uajor|ty o NCOs across lnd|a wou|d
reject th|s |gure, or a|||ng to corre|ate w|th what they |now about drop-out rates.
D|cp cu |oes fc| g|||s |n |u|o| |no|o
P||mo|y
c 11 yeo|s c|o
uppe| P||mo|y
11 c 14 yeo|s c|o
Seccnoo|y
15 yeo|s c|o 17 yeo|s c|o
2 % 51% 82% %
9
ne o|smo| s|uo|cn cf g|||s' eouco|cn sems f|cm o ncs
cf |ne|-|e|oeo focc|s no |eouce occess c, ono
|een|cn |n, scncc|s
Scc|c-cu|u|o| ono
Ccmmun|y-coseo

L|tt|e va|ue attached to

the educat|on o g|r|s by
e|ther the couuun|ty or
parents
lestr|ct|on on uob|||ty
Wor||ng or au||y |ncoue
Ch||d uarr|age
Lac| o |now|edge on
g|r|s' or wouen's r|ghts
loor hea|th |nd|cators

Schoo| ees and expenses

lnadequate to||et ac|||t|es
and |nrastructure
l|s| o sexua| v|o|ence
aga|nst g|r|s
Absence o eua|e teachers
d|scourages parents rou
enro|||ng g|r|s
Cender b|as |n text boo|s
loor qua||ty o educat|on on
oer
S|mp|e |ssues sucn os ne |oc| cf
c||es |n scncc|s |emo|n c|||co|
co|||e|s fc| g|||s oeno|ng scncc|
Ch||d uarr|ages, shortage o teachers, educat|ona|
expenses, and |ac| o support rou parents and the
couuun|ty |eads to h|gh attr|t|on o g|r|s. 1he
urther a g|r| has to trave| to schoo|, the greater the
r|s| o v|o|ence aga|nst theu and hence the greater
parents worry about send|ng theu. A |ac| o
separate to||ets and an absence o eua|e teachers
urther d|scourages parents rou enro|||ng g|r|s.
on|y 55 o schoo|s |n the country have g|r|s'
to||ets. Vost schoo|s have no not|on o g|r|s' or
wouen's r|ghts. 1extboo|s are suused w|th
gender b|as. uore stor|es and p|ctures center on
boys than g|r|s, and boys and uen typ|ca||y ta|e
stereotyp|ca| act|ve ro|es, wh||st g|r|s and wouen
ta|e pass|ve ro|es.
Eccncm|c ono
Scncc|-|e|oeo
wny o|e g|||s
nc ooequoe|y
eoucoeo?
A|though soue o the actors out||ned above app|y to both boys and g|r|s, uany
tend to be uore app||cab|e to g|r|s.
| wos c|o cy my
mcne| no | |s cee|
no g|||s oc nc gc c
scncc| os ney w||| use
ne|| eouco|cn c w||e
|cve |ee|s c ccys. |
ncw |eo||ze no
oeno|ng scncc| |s ne
cn|y woy no [my
g|onooougne|| w||| eve|
escope ne pcve|y we
||ve |n.
/ 75-yeo| c|o
G|onomcne|
|n o NG p|cg|om,
|no|o
10
lcy loycrs
Cen|o| ono Soe gcve|nmens nove oev|seo scnemes
c |mp|cve ne ccno||cns fc| g|||s' scncc||ng
1he governuent's educat|on prograu, the Sarva Sh||sha Abh|yan (SSA), has |ed to
substant|a| steps towards educat|on or a||. between 1999 and 200, gross enro||uent
rat|os rose by 21 |n lnd|a, wh||e lnd|a's out-o-schoo| popu|at|on dec||ned by a|uost 15
u||||on to .5 u||||on, accord|ng to governuent |gures. 1he SSA estab||shed schoo|s
c|oser to houes, oered scho|arsh|ps and u|d-day uea|s, and encouraged couuun|ty
uob|||zat|on around g|r|s' schoo||ng. but the |up|euentat|on o these prograus has been
patchy and the prograus have not tended to g|r|s part|cu|ar prob|eus and have |oo|ed at
|nrastructure and enro||uent at pr|uary |eve| w|thout g|v|ng enough euphas|s to the
qua||ty and attendance prob|eus at secondary |eve|.

1he governuent has set up ba|||a sh|v|rs (res|dent|a|

caups or g|r|s), br|dge courses and soue 50
res|dent|a| schoo|s (Kasturba Candh| ba|||a v|dya|ayas
or KCbvs) or under-pr|v||eged g|r|s |n d||cu|t-to-reach
areas. 1he KCbv scheue has d|sp|ayed u|xed resu|ts
across states. A|though these res|dent|a| schoo|s target
the uost uarg|na||zed g|r|s, soue states have v|o|ated
norus and enro||ed g|r|s that do not necessar||y |t th|s
cr|ter|on.
1he Nat|ona| lrograuue or Lducat|on o C|r|s at
L|euentary Leve| |nvo|ves sett|ng up a 'uode| c|uster
schoo|' per c|uster or every 8 to 10 v|||ages |n
'educat|ona||y bac|ward b|oc|s'. 1hese schoo|s are
env|saged as 'g|r|-r|end|y', w|th prov|s|on or spec|a|
|ncent|ves, ||brar|es, teachers tra|ned to understand
g|r|s' prob|eus, creches next to schoo|s, g|r|s'
co||ect|ves (Veena Vanch) and Vothers' Couu|ttees.
Vah||a Saua|hayas (Lducat|on or Wouen's Lqua||ty)
operat|ona| |n 9 States, has been touted as the
prograu that has ach|eved the greatest success. lt
coupr|ses a|ternat|ve |earn|ng centers or |upart|ng
educat|on and prov|d|ng eupower|ng s||||s to g|r|s rou
d|sadvantaged couuun|t|es.
1ota| San|tat|on Caupa|gn, prov|s|on or a subs|dy to
construct schoo| san|tat|on b|oc|s.

11
|ne|no|cno| ocnc|s, cc|pc|oes ono NGs nove oempeo c f|||
gops |n ne puc||c eouco|cn sysem, cfen |n po|ne|sn|p
|ne|no|cno| Dcnc|s:
NGs:
Cc|pc|oe Dcnc|s:
Lesp|te eorts to reach out to |arge nuubers o g|r|s,
governuent-run schoo|s a|one have a ||u|ted ab|||ty to act as
agents o soc|a| transoruat|on. lnternat|ona| donors, NCOs
(|oca| and |nternat|ona|), corporate donors, oundat|ons and
b||atera| agenc|es have partnered w|th governuent eorts to
|uprove ||teracy |eve|s |n states that have the |argest nuubers o
out-o-schoo| ch||dren, w|th a ocus on g|r|s rou uarg|na||zed
and u|nor|ty couuun|t|es.
Lonors have tended to ocus educat|on
spend|ng on pr|uary educat|on. Organ|zat|ons |||e Wor|d ban|,
UNlCLl, LllL and CAlL have |arge g|r|s' educat|on porto||os
and p|ay the ro|e o a techn|ca| agency support|ng the
governuent prograu (SSA). 1hey prov|de capac|ty bu||d|ng
support and oten partner w|th NCOs to underta|e p||ot
prograus. lor exaup|e, the Wor|d ban| prov|ded USL 500
u||||on to SSA lhase l (200l-0), and w||| be prov|d|ng USL 650
u||||on or lhase ll.
ln genera|, the deve|opuent couuun|ty has ocused on pr|uary educat|on and has sh|ed
away rou the r|ghts, needs, and opportun|t|es o ado|escent g|r|s (|e secondary
educat|on). Lea||ng w|th ado|escents requ|res attend|ng to sexua||ty and gender ro|es and
donors |nd |t eas|er to |nvest |n prograus or young ch||dren or o|der uothers, w|th
ado|escents oten a|||ng between the crac|s o deve|opuent ass|stance.
NCOs are typ|ca||y good at reach|ng soc|a||y exc|uded popu|at|ons, rou wh|ch
the uajor|ty o out-o-schoo| g|r|s coue. 1hey run prograus ocused on encourag|ng
enro||uent, retent|on, eupoweruent or a coub|nat|on o the above. Soue organ|zat|ons
run the|r own schoo|s wh||e others wor| to ||| gaps |n the ex|st|ng governuent systeu
through non-orua| educat|on centers, reued|a| coach|ng, res|dent|a| caups and teacher
tra|n|ng. Couuun|ty uob|||zat|on |s |ntegra| to NCO educat|ona| prograus. Organ|zat|ons
tend to wor| c|ose|y w|th |oca| couuun|ty groups, |nc|ud|ng parents, teachers and schoo|
adu|n|strators, to ensure that g|r|s are supported |n the|r educat|ona| pursu|ts. 1hey oten
underta|e advocacy and capac|ty bu||d|ng and spread awareness regard|ng the bene|ts
rou educat|ng g|r|s. NCOs a|so run prograus ocused on ||e s||||s deve|opuent, s||||-
bu||d|ng |n both trad|t|ona| and non-trad|t|ona| sectors by creat|ng vocat|ona| centers or
g|r|s.
A nuuber o corporates have |nvested |n construct|ng schoo|s,
enhanc|ng teacher tra|n|ng, |ntroduc|ng d|stance |earn|ng techno|og|es, and prov|d|ng
scho|arsh|ps. 1hey oten wor| w|th ex|st|ng governuent schoo|s or partner w|th re|evant
NCOs. lor exaup|e, w|th|n the Satya bhart| Schoo|s, there |s a spec|a| ocus on g|r|s.
1he|r prograu has )8 g|r| students, separate to||ets or boys and g|r|s, wouen-centr|c
theues |n the curr|cu|uu, quarter|y aud|ts on the nuuber o out-o-schoo| g|r|s, spec|a|
counse||ng or g|r|s and parents, and couuun|ty day care centers.

12
lJucofion
sfrofcgics
onJ solufions
1here are a host o act|v|t|es and |n|t|at|ves that have been adopted |n the area o g|r|s'
educat|on, |nc|ud|ng scho|arsh|ps, ||teracy caups, gender-spec||c po||c|es, teacher
sens|t|zat|on prograus or equ|tab|e |earn|ng opportun|t|es, teach|ng-|earn|ng uater|a|s and
the construct|on o separate to||ets or g|r|s. Add|t|ona||y, tra|n|ng |n ||e s||||s
(psychosoc|a| | |nterpersona|) and vocat|ona| tra|n|ng have been |ntroduced to deve|op
cr|t|ca| reason|ng s||||s, se|-esteeu, re|ect|on s||||s and capac|ty or |ndependent act|on.

1he o||ow|ng sect|on h|gh||ghts soue o the |ey |ntervent|on strateg|es adopted |n the
g|r|s' educat|on space, a|ong w|th bene|ts and downs|des o each.
1} F|nonc|o| A|d: n|s |nc|uoes scnc|o|sn|ps, scncc| fees, moe||o|
suppc| exccc|s, un|fc|ms, so|cne|y, |onspc|o|cn ccss}
l|nanc|a| ass|stance can susta|n at-r|s| g|r|s |n schoo|s and a||ow successu| trans|t|on
to h|gher c|asses

leuoves cost barr|er to educat|on,

part|cu|ar|y or g|r|s rou uarg|na||zed
and d|sadvantaged bac|grounds
lncreases retent|on as |ncent|ves can
oten uot|vate parents as we|| as g|r|
ch||dren to reua|n |n schoo|s
Supports g|r|s to uove to h|gher |eve|s
o educat|on, becoue econou|ca||y
|ndependent and |uprove career
prospects
A||ows eas|er sca||ng and |upact on a
|arge nuuber o g|r|s

Lxc|udes soc|o-cu|tura| and other actors

that deter g|r|s rou attend|ng schoo|:
|nanc|a| |nab|||ty |s not the on|y reason
L||cu|t |n the absence o a uentor|ng |
enab||ng env|ronuent, as we|| as
support rou couuun|ty, parents,
teachers
Needs c|ose uon|tor|ng o attendance
and peroruance o part|c|pants
Creates tens|ons |n couuun|ty by
exc|ud|ng boys that uay be out-o-
schoo|
lnadequate|y addresses saety |ssues or
|nrastructure at schoo|s e.g. to||ets or
g|r|s
Less eect|ve | prograus are one-t|ue or
or short per|ods
Pros + Cons -
13
2} Fmpowerment, keseorch ond Advococy: n|s |nc|uoes ||gns-
coseo eouco|cn w|n o v|ew c empcwe||ng g|||s ono oovccoe fc|
|ssues |e|oeo c genoe| ono eouco|cn
C|r|s can be eupowered through recogn|t|on o the|r r|ghts, enab||ng access to |noruat|on,
and engender|ng the educat|on processes

Awareness o r|ghts (huuan, ch||d, property)

|ncreases se|-con|dence o g|r|s, enab||ng
|ncreased part|c|pat|on |n prouot|ng r|ghts at
grassroots |eve| |ead|ng to systeu|c change
lrov|des a perspect|ve or re|ect|ng on prob|eus o
bas|c educat|on and pr|uary hea|th, eventua||y
eupower|ng theu to deuand and access r|ghts
la|ses asp|rat|ons or a ||e ree o d|scr|u|nat|on,
econou|c and soc|a| exp|o|tat|on and eas|er
ua|nstreau|ng |nto soc|ety
lupacts po||cy-|eve| d|scuss|ons and a||ows
debates on |ssues re|ated to gender and
educat|on
Vot|vates couuun|ty towards prouot|on o g|r|s'
educat|on
A||ows d|sseu|nat|on o awareness |noruat|on on
hea|th and sexua||ty
luproves access and qua||ty o serv|ces through
ac|||tat|ng d|a|ogue between couuun|ty and |oca|
governuent |nst|tut|ons

L||cu|t to assess the |upact o such

prograus |n a short per|od o t|ue, as these
are not susta|nab|e
Loes not a||ow easy sca||ng as bene|ts are
|ess quant||ab|e and have ||u|ted d|rect
eects
lnvo|v|ng the couuun|ty |n d|sseu|nat|on
and |now|edge shar|ng ta|es t|ue
Causes concern to governuents and donors
as soue prograus are rooted |n the act|v|st
uoveuent
Pros + Cons -
3} Formo| 8choo| |ntervent|ons: n|s |nc|uoes p|cg|oms o||eceocwo|os
|mp|cv|ng ne quo||y cf eouco|cn w|n|n ne scncc| sysem. nese
yp|co||y |nc|uoe |emeo|o| ccocn|ng c|osses, c|eo|ng genoe|-sens||ve
eocne|-|eo|n|ng moe||o|s |M}, s|engnen|ng |nf|os|ucu|e e.g. c||es},
eocne| |o|n|ng

A||ows deta||ed uapp|ng | data co||ect|on on

status o to||ets, 1LVs, teacher-student rat|o,
e|ectr|c|ty and dr|n||ng water, or re|evant
act|on by governuents and NCOs
Lncourages uore g|r|s to attend schoo|s
through a g|r|-r|end|y env|ronuent (presence
o eua|e teachers, gender sens|t|zat|on)
A||ows eas|er sca||ng and w|de reach by
wor||ng d|rect|y |n governuent schoo|s
bu||ds capac|t|es o teachers by prov|d|ng
requ|red support

Lependence on buy-|n rou the

governuent, as we|| as couuun|ty to ta|e
"ownersh|p` o schoo|s can a|ter |upact o
prograus
lequ|res strong uanageuent to |up|euent
gender sens|t|ve prograus
Needs to |ncorporate |uportant
|ntervent|ons such as ||e s||||s educat|on,
creat|ve |earn|ng and wor| s||||s |n the
schoo| prograu
Pros + Cons -
14
Oua||ty o educat|on |s best addressed w|th|n the schoo| rauewor| by |up|euent|ng
changes that are g|r|-r|end|y
4} Commun|ty |n|t|ot|ves: n|s |nc|uoes p|cg|oms no o|e
unoe|o|en o ne ccmmun|y |eve|. Exomp|es |nc|uoe ncn-fc|mo|
eouco|cn cene|s, c||oge ccu|ses, ||e|ocy comps, ||fe s||||s
oeve|cpmen, vcco|cno| |o|n|ng ec.
ln|t|at|ves rooted |n the couuun|ty can ||| |ey gaps through essent|a| s||||s-bu||d|ng and
ua|nstreau|ng g|r|s |nto governuent schoo|s

lrov|des uuch-needed ||n|age between

couuun|ty and schoo|s
luproves g|r|s' access by enro|||ng
schoo| drop-outs and never enro||ed g|r|s
or a|ternat|ve educat|on
Addresses needs o o|der out-o-schoo|
g|r|s to ua|nstreau theu to governuent
schoo|s
Supports parents and couuun|ty
ueubers expos|ng theu to |uportance
o educat|on
bu||ds capac|ty or |ncoue generat|on
through vocat|ona| s||||s tra|n|ng
A||ows c|ose bond|ng and shar|ng o
new exper|ences (r|d|ng a b||e, v|s|t|ng a
|oca| ban| etc.) through res|dent|a|
caups
Lnhances product|v|ty, se|-e|cacy, se|-
esteeu, and qua||ty o ||e o ado|escent
g|r|s
luproves ch||d-teacher re|at|onsh|p

Needs |ocat|on o caups |n |uued|ate

v|c|n|ty to enab|e g|r|s to part|c|pate:
uany g|r|s are caut|ous about |eav|ng the
house and conv|nc|ng theu and the|r
au|||es |s d||cu|t
bu||d|ng trust w|th|n couuun|t|es ta|es
t|ue
lequ|res tra|n|ng and support to
couuun|ty teachers as they are oten
not adequate|y educated or tra|ned
Cenerates poss|b|e res|stance rou
governuent schoo|s to accept out-o-
schoo| g|r|s: ua|nstreau|ng |s an
|uportant e|euent o success
Pros + Cons -
Lach o the |ntervent|ons descr|bed above to soue degree he|ps enro||uent, retent|on or
|uproves the qua||ty o educat|on or g|r|s, and addresses one or uore o the actors that
prevent g|r|s rou go|ng to schoo|. br|dge courses and ||teracy caups are ||n|ed w|th the
schoo| systeu or curr|cu|uu and address other schoo|-re|ated actors that |nh|b|t retent|on.
Scho|arsh|ps ||| the econou|c shorta|| aced by uany poor au|||es, wh||e eupoweruent
prograus tac||e the overa|| soc|o-cu|tura| or|g|ns o the prob|eu, and have |ess to do w|th
econou|c actors (e.g. ees) that |nh|b|t attend|ng schoo|.
15
wno co|||e|s, no p|even g|||s f|cm gc|ng c c| soy|ng |n
scncc|, con eocn |ne|ven|cn ooo|ess?
1he tab|e be|ow ana|yses each o the |ey d|screte |ntervent|ons out||ned |n the prev|ous
tab|es (other than those uent|oned under eupoweruent and advocacy) and ueasures
the|r eect|veness at address|ng three |ey barr|ers. econou|c, schoo|-re|ated and soc|o-
cu|tura|.
1he tab|e |||ustrates that g|r|s' educat|on |ssues are coup|ex and the |nter-||n|ages and
dependenc|es between actors requ|re careu| ana|ys|s. A|though donors uay cherry-p|c|
the |ntervent|on that |ts the|r overa|| strategy, they need to recogn|ze that they uay not
be address|ng the overa|| prob|eu, but ||||ng a sua|| gap. lor exaup|e, scho|arsh|ps are
an easy-to-sca|e prograu w|th deuonstrab|e |upact, however, donors have to be aware
that scho|arsh|ps a|one are |nsu|c|ent |n enro|||ng and |eep|ng g|r|s |n schoo|. 1he
scho|arsh|p | econou|c approach needs to be coup|euented w|th other jo|ned-up
prograus. lor exaup|e, support groups or parents, teachers and schoo| sta need to be
created to u||y secure approva| or educat|ng g|r|s |n the |rst p|ace. Severa| organ|zat|ons
that started w|th pure|y a scho|arsh|p prograu have now graduated to |ncorporat|ng such
|ey e|euents to ensure g|r|s progress to h|gher educat|on.
1u|t|on lees and Vater|a| Support
Caups or out-o-schoo| g|r|s
Non-orua| Lducat|on Centers
L|e-s||||s Leve|opuent
lnrastructure (e.g. g|r|s' to||ets)
Lconou|c Schoo|-le|ated Soc|o-Cu|tura|
Scho|arsh|ps
leued|a| Coach|ng
br|dge Course
leua|e teachers
1eachers tra|n|ng
Cender sens|t|zat|on
vocat|ona| tra|n|ng
D|SCREE EDuC/|N
|NER\EN|N
B/RR|ERS /DDRESSED
16
|Cv OffOCIivOrOss HiQl OffOCIivOrOss
Mcs NGs nove fccuseo ne|| effc|s cn scncc|
en|c||men o ne p||mo|y |eve|, oc|v|y |n seccnoo|y
eouco|cn |s m|n|mo|

Lasra uapped se|ect organ|zat|ons as |nd|cat|ve o the |arger scope o act|v|t|es |n the
g|r|s' educat|on space. 1he d|agrau over|ea a||ows us to graph|ca||y see that
organ|zat|ons are choos|ng to ocus the|r eorts on schoo|-based pr|uary |eve|
prograuu|ng, o||ow|ng the governuent's approach through the SSA. Secondary
educat|on |s where the uajor gap st||| ||es and couuun|ty approaches are a|so |ess pro|||c.
^cfivifics on
flc grounJ
17
uoo|ons 1 ono 4 Ccmmun|y
uoo|ons 2 ono 3 Scncc|-coseo
1hese organ|zat|ons are uore rooted |n the couuun|ty, and the|r act|v|t|es have ewer
||n|ages w|th the orua| schoo| systeu. Lxaup|es are |nd|cated |n quadrant 1 where there
|s heavy concentrat|on o NCOs whose prograus are d|rected at ensur|ng that g|r|s rece|ve
a pr|uary educat|on. 1hese typ|ca||y |nc|ude NlLs (non-orua| educat|on centers), br|dge
courses, suuuer ||teracy caups, r|ghts-based educat|on - uost o wh|ch have support
rou the couuun|t|es they operate |n. At the secondary |eve| (see quadrant ))
couuun|ty-based organ|zat|ons run proess|ona| wor| or vocat|ona| tra|n|ng centers to
|ncrease eup|oyab|||ty o g|r|s, but very ew NCOs are act|ve |n th|s space.
ln quadrants 2 and l, the organ|zat|ons dep|cted atteupt to change or |ncrease e|c|ency
o schoo|-based prograus. 1hese oten wor| to |ncrease the qua||ty o educat|on |uparted
to g|r|s through reoru|ng curr|cu|uu, |uprov|ng |nrastructure and teacher tra|n|ng and
the prov|s|on o scho|arsh|ps. 1hey have ewer d|rect ||n|ages w|th the couuun|ty, and
tend to wor| w|th ex|st|ng governuent schoo|s.
NCO webs|te addresses are ||sted |n Append|x One.
NG /c|v|y Mop
S
c
n
c
c
|
-
c
o
s
e
o
P||mo|y
Eouco|cn
Seccnoo|y
Eouco|cn
Satya bhart|
Schoo|s
Or|ent C|oba|
Schoo|s
Nanh| Ka||
Loorstep
Schoo|s
Vu|tangan
lLCC
nbL1
Udayan
Care
v|dya
losha|
loou to lead
Abhas
lrerana
N|rantar
luch||a
Vv
loundat|on
N|shtha
bodh
Uruu|
[yot|
Sansthan Co|ng to
Schoo|
lardada lardad|
Sco|ety
1
2 l
)
lro|ted organ|zat|ons
Couuun|ty-
based
Organ|zat|ons
Sahyog
C
c
m
m
u
n
|

y
-
c
o
s
e
o
18
|noen|f|eo |nncvo|cns
1hrough |ts extens|ve networ| |n the educat|on
sector, Lasra has sourced a nuuber o sca|ab|e
and h|gh |upact so|ut|ons.
ocuses on
gett|ng the couuun|ty (parents and |eaders)
|nvo|ved |n prouot|ng g|r|s' enro||uent or re-
enro||uent |n schoo|. lt has created a pract|ca|,
sca|ab|e uethodo|ogy or bu||d|ng awareness |n
the couuun|ty o g|r|s |ssues and |uprov|ng
schoo| governance. lh||anthrop|c und|ng |s on|y
requ|red as the cata|yst, the governuent eventua||y
pays or the rest, br|ng|ng down s|gn||cant|y the
cost to the donor or each educated ch||d.
N|rantar's prograus ac|||tate |nc|us|on o g|r|s |n
educat|on that extends beyond uere attendance. N|rantar uses creat|ve pedagogy to
|ntegrate gender |n educat|on uater|a|s: the resu|ts are easy to understand, enterta|n|ng
and |noruat|ve.
based on 1each or Auer|ca, p|aces lnd|a's uost outstand|ng co||ege
graduates and young proess|ona|s |n |ow-|ncoue or governuent schoo|s to teach or two
years as e||ows. by the|r very educat|on and upbr|ng|ng they br|ng new th|n||ng |nto the
c|assroou. Leadersh|p and gender equa||ty underp|n the|r approach and the|r goa| |s to
create an a|uun| o teachers who go on to advocate equ|ty |n educat|on across the sectors
they go on to wor| |n.
co||aborates w|th |oca| couuun|t|es |n estab||sh|ng couuun|ty schoo|s w|th
uu|t||eve| teach|ng to address the educat|ona| needs o uarg|na||zed ch||dren, part|cu|ar|y
g|r|s, |nsur|ng a qua||ty and re|evant educat|on.
G|||-f||eno|y scncc|s n|cugn
|eve|og|ng
gcve|nmen funo|ng
loundat|on to Lducate C|r|s C|oba||y
|nncvo|ve ono ene|o|n|ng moe||o|
us|ng |nsp|||ng, n|gn|y eoucoeo g|oouoes c c||ng genoe|
sens||v|y |nc ne c|oss|cc
1each or lnd|a
/ new ype cf po|o-eocne|, ne mcne| eocne|, cncsen cy ne
ccmmun|y wnc oc os |escu|ce pecp|e w|n|n ne scncc| ono
v|||oge.
bodh

m

19
us|ng |e|evon ccnex c oe||ve| |esscns n|ngs no g|||s |ncw
ono oc
N|shtha
Pu|ng ||e|ocy f||s
loou to lead
Eouco|cn n|cugn ncmes |un cy vc|unee|s
Udayan Care's
ve|ccm|ng oove|s|y
narbans bha||a
has deve|oped |ts own teach|ng-|earn|ng uethodo|ogy to ease the |earn|ng
process or g|r|s rou conservat|ve couuun|t|es. 1he a|u |s to ua|e the educat|on
eect|ve |n rea| ||e and enab|e g|r|s to he|p the|r wor||ng parents. N|shtha prograus use
re|evant context to de||ver |essons, eg us|ng the shape and s|ze o paddy |e|ds to |earn
geouetry or rows o vegetab|e seeds or count|ng.
starts by bu||d|ng a ||brary and then creat|ng |oca| |anguage ch||dren's
||terature to ensure re|evance to the ch||dren's ||ves and appropr|ateness |n terus o
content. beyond th|s approach loou to lead has a spec||c ocus on g|r|s educat|on
oer|ng scho|arsh|ps. A|ready they have reached a nuuber o state |n lnd|a.
approach o address|ng g|r|s through Udayan Char's (Udayan noues) |s
|nnovat|ve |n terus o |ts successu| |everage o vo|unteers. 1he prograu oers ho||st|c
care through she|ter and educat|on and over 90 o the sta runn|ng the houes wor|
unpa|d.
oers a h|gh|y successu| prograu o educat|on, euot|ona| support and
||ve||hood opt|ons ocus|ng on Vus||u g|r|s |n a con||ct area.
o|cons
Bno||o
uooyon Co|e
Bcon
|EGG
N||ono|
eocn fc| |no|o
N|snno
Rccm c Reoo
Pon |no|o
20
C|r|s have an equa| r|ght to opportun|ty, |now|edge, part|c|pat|on |n econou|c and soc|a|
||e and reedou rou v|o|ence. Lducat|on |s where a ph||anthrop|st can ua|e a d|erence.
1here are soue h|gh|y |nnovat|ve so|ut|ons to the prob|eus surround|ng g|r|s' educat|on.
W|th the r|ght und|ng and the r|ght ocus on ta||ng the best |deas to sca|e, we can
ensure that the power beh|nd every g|r| to transoru her au||y and her couuun|ty |s
harnessed and put to use to transoru lnd|a.
lor a ph||anthrop|st, deteru|ned to ua|e the uost e|c|ent |nvestuent |n g|r|s educat|on
Lasra recouuends ||||ng the gap that current|y ex|sts |n und|ng secondary educat|on and
ensur|ng that parents and couuun|ty are engaged |n the prograus' susta|nab|||ty.
An extra year o pr|uary educat|on ra|ses a
g|r|s ||et|ue wages by 10-20, an extra year o secondary educat|on ra|ses a ||et|ue
wages by 20-25. 1he returns or g|r|s |n secondary schoo| are drauat|c and have a
greater pos|t|ve eect on the ||et|ue we|are o wouen than any other |eve| o educat|on.
When se|ect|ng an organ|zat|on to support, a donor shou|d as|
the quest|on. Loes th|s prograu have a jo|ned up approach, |oo||ng at the barr|ers to
ch||dren attend|ng and reua|n|ng |n schoo|, and not just the |n|t|a| enro||uent!

lnvest|ng |n g|r|s ua|es sense. Lasra can oer a transparent and h|gh|y eect|ve way o
ua||ng ph||anthropy have the h|ghest |upact on g|r|s ||ves. l you wou|d |||e to ta|| to
soueone p|ease contact the Lasra teau on a||sondasra.org.
|nves |n seccnoo|y eouco|cn:
Ensu|e p|cg|oms o|e fu||y |neg|oeo |nc ne ccmmun|y ono fu||y
engoge po|ens:
conclusion
21
cjec|ves
Dos|o's Reseo|cn P|ccess
Codrej lndustr|es couu|ss|oned Lasra to |dent|y and |||ustrate how a strateg|c
ph||anthrop|c |nvestuent can be best uade |nto the area o g|r|s' educat|on. Lasra
conducted a uapp|ng o the status o g|r|s' educat|on |n lnd|a, |dent|y|ng |ey |ssue areas
and potent|a| |nvestuent opportun|t|es. Lasra's object|ve was to understand the type o
prograus unded by other donors, |dent|y gaps |n und|ng or prov|s|on and |dent|y
poss|b|e partnersh|ps or Codrej where the|r und|ng wou|d have a s|gn||cant |upact on
the organ|zat|on's uture.
Lasra's research and ana|ys|s process has enab|ed us to ga|n a good understand|ng o the
|ssues ac|ng g|r|s' educat|on |n lnd|a. Our uapp|ng, based on secondary research, as we||
as deta||ed |nterv|ews he|ped Lasra |dent|y organ|zat|ons that |n our op|n|on boast best
pract|ces, and|or whose prograus have h|gh e|cacy. 1he quest|on we as|ed was. Loes
the organ|zat|on exh|b|t potent|a| or be|ng a h|gh-|upact soc|a| |nvestuent and does |t
have the potent|a| to transoru g|r|s' educat|on across lnd|a! We |oo|ed at over 200
organ|zat|ons, short ||sted 22, went |nto depth w|th a urther 8 and our |na| short ||st was
5. 1he Codrej's gave strateg|c, un-restr|cted, three-year grants to two organ|zat|ons.
^n invcsfmcnf
cosc sfory
22
Se|ec|cn C||e||o
ln the |na| presentat|on, Lasra presented 5 organ|zat|ons to the Codrej se|ect|on
couu|ttee who ater careu| cons|derat|on dec|ded to ua|e two strateg|c |nvestuents.
1each or lnd|a
loundat|on to Lducate C|r|s C|oba||y.
Lasra and Codrej were |een to |dent|y organ|zat|ons that ueet the o||ow|ng cr|ter|a.
An |nnovat|ve strateg|c uode| w|th good |eadersh|p
A robust uode| that shows potent|a| to sca|e
A so|ut|on that addresses a gap |n current prov|s|on, be that rou a de||very or und|ng
perspect|ve
A deuonstrab|e ab|||ty to wor| eect|ve|y w|th governuent
A capac|ty gap |n terus o undra|s|ng capac|ty
Lasra be||eves that |n order to |upact g|r|s' educat|on at sca|e, a donor has to |nvest |n the
who|e organ|zat|on. Crants ac|||tated by Lasra are g|ven on the bas|s o a c|ear l-5 year
growth p|an, budget and u||estones. nowever, und|ng |s g|ven w|th out restr|ct|ons so
the CLO can ut|||ze the und|ng to best ach|eve those u||estones.
1.
2.

Underta|e
pre||u|nary
educat|on sector
uapp|ng based on
secondary research,
d|scuss|ons w|th
educat|on experts,
NCOs, governuent,
pr|vate sector
Short-||st
organ|zat|ons that
have ab|||ty to
de||ver |upact at
sca|e

Veet w|th
execut|ve d|rector,
to understand
h|story, evo|ut|on
o prograus and
sca||ng p|ans
lnterv|ew and
exchange v|ews
w|th sen|or sta
about prograus
and |upact
Conduct |e|d
v|s|ts (where
poss|b|e)

Ana|yze
strengths and
wea|nesses
ldent|y gaps
and opportun|t|es
or und|ng
Ascerta|n
strength o
uanageuent and
organ|zat|on
structure

Lva|uate
organ|zat|ons
based on |ey
cr|ter|a
Synthes|ze
ana|ys|s and
prov|de
conc|us|ons
lrov|de
recouuendat|ons
or |nvestuent
S|e v|s|s c
NGs
/no|yze
NG p|cg|oms
Summo|y
ono
ccnc|us|cns
/ssessmen cf
g|||s' eouco|cn
spoce
23
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Abhas www.abhas.org
bodh www.bodh.org
Loorstep Schoo|s www.doorstepschoo|.org
lLCC www.educateg|r|s.org
Co|ng to SchooL www.go|ngtoschoo|.cou
narbans bha||a www.hbeducat|ona|trust.org
Vu|tangen www.uu|tanganedu.org
Vv loundat|on www.uv|nd|a.|n
Nanh| Ka|| www.nanh||a||.org
N|rantar www.n|rantar.net
N|shtha www.n|shtha-hp.org
luu| Schoo|s o Lxce||ence www.ruu|educat|on.cou
lardada lardad| Soc|ety www.educat|on)change.org
lrerana www.preranaatc.cou
loou to lead www.rooutoread.org
luch||a www.ruch||a.org
Sahyog www.sahayog|nd|a.org
Satya bhart| Schoo|s www.bhart|oundat|on.org
1each or lnd|a www.teachor|nd|a.org
Udayan Care www.udayancare.org
Uruu| [yot| Sansthan www.judypat.cou||nd|a
v|dya losha| www.v|dyaposha|.org
Short||sted organ|zat|ons urther d|scussed on pages 19 and 20
lor a deta||ed strateg|c grant opportun|ty docuuent on lLCC p|ease contacts a||sondasra.org
Lasra and Codrej's se|ect|on cr|ter|a or und|ng was very spec||c. 1he object|ve o th|s
report was to |dent|y two organ|zat|ons to rece|ve l-year grant couu|tuents that wou|d
have a transoruat|ona| |upact on the|r budget and capac|ty to de||ver. A nuuber o
exce||ent organ|zat|ons were |nc|uded |n the process whose prograus de||ver qua||ty soc|a|
change |n the g|r|s educat|on space but d|d not eventua||y |t our |na| se|ect|on cr|ter|a.
We wou|d |||e to than| a|| those who contr|buted t|ue to us |n prepar|ng th|s report.
^cnJix 1lrcc cifcJ NCOs
lurflcr kcoJing

B|ng wu, K. e. o|. 200. O|||s |o |oc|c. |O.e||,. |Occ||Oo coc sOc|c| c|scc||||es.
Cene| fc| G|cco| Deve|cpmen. 2008. O|||s COuo|. 4 O|Occ| |o.es|meo| coc
4c||Oo 4geocc.

Depo|men fc| |ne|no|cno| Deve|cpmen D||D}. 2005. O|||s Fcucc||Oo.

|Owc|cs c ce||e| |u|u|e |O| c||.

e|z, B. ono Spe|||ng, G. 2004. w|c| wO|ks |o O|||s Fcucc||Oo. F.|ceoce coc
|O||c|es ||Om||e De.e|Oc|og wO||c. Ccunc|| cn |c|e|gn Re|o|cns.

|ne|no|cno| Mcneo|y |uno |M|}. 2007, June, Oe|||og 4|| O|||s |o|O Sc|OO|.
||ococe coc De.e|Ocmeo|.

|no||o, M. Cen|e fc| wcmen's Suo|es, Ko|noo|o. 4o 4oc|,s|s O| S|c|e

Fcucc||Oo |O||c, coc ||e Fcucc||Ooc| S|c|us O| O||| C|||c |o |oc|c.
M|n|s|y cf umon Rescu|ce Depo|men, Gcve|nmen cf |no|o wecs|e.
P|onom, 2007-08. 4oouc| S|c|us O| Fcucc||Oo |ecO|| 4SF|}.
Romocnono|on, \. 2003. Eouco|cno| Rescu|ce un|. Oeoce| Fquc|||, |o
Fcucc||Oo. ||Og|ess |o ||e |cs| Deccce.

uN|CE|. 2005. |o.es||og |o ||e C|||c|eo |o ||e |s|cm|c wO||c.

un|eo No|cns Eouco|cno|, Sc|en|f|c ono Cu|u|o| |gon|zo|cn. 2003.

Oeoce| coc Fcucc||Oo |O| 4||. ||e |ecc |O Fquc|||,. Summc|, |ecO||.
uNESC, 2010, F|4 O|Occ| |Oo||O||og |ecO||. |ecc||og ||e |c|g|oc||zec.
w, 2005, wO||c ec||| |ecO||.

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