Gram Swaraj Sangh And Their Mission To Bring Education To Girls

Founded in 1978, Gram Swaraj Sangh (GSS) is a Gandhian organization rooted in the principles of self-reliance, social justice, and grassroots development. GSS is based in the Kutch region of Gujarat, specifically in Vagadh, one of the most remote and underserved areas of the country. The organization was established with a deep commitment to uplift marginalized communities, focusing on improving education, health, and economic self-sufficiency.

The organization was founded by Shri Manibhai Shanghvi, a Gandhian social worker deeply influenced by the teachings of Mahatma Gandhi. He believed in the transformative power of education and community-driven development, aiming to empower rural populations through education, livelihood support, and the promotion of self-reliance.

GSS began as a small-scale effort to address the challenges faced by rural communities in Kutch. In the late 1970s, the region was marked by poverty, illiteracy, and socio-economic challenges, with girls’ education being the most neglected aspect. Despite launching a residential school, GSS encountered significant barriers, especially in enrolling girls.

Since its inception, GSS has worked across 70 villages in the Vagadh region of Kutch, addressing the interconnected challenges of poverty, education, and community development. The organization’s efforts have particularly focused on improving educational access for girls, a critical factor for long-term societal change.

Challenges Observed When Work Began

In the early years of GSS’s residential school, the enrollment of girls was almost nonexistent. Despite efforts to provide free education, food, and shelter, few girls attended school. While boys were enrolling in larger numbers, the vast majority of girls remained at home, engaged in household chores or working in the fields.

1] Low Enrolment

During interactions with villagers, the GSS team discovered several deep-rooted beliefs and economic constraints that prevented parents from sending their daughters to school. Parents often saw little value in educating girls, as they would marry and leave the household. From a purely economic standpoint, girls were considered workers—helping in agricultural work or managing household duties—rather than future contributors to the family’s income through education.

2] Marriageable or Not

Additionally, there was fear that an educated girl would be difficult to marry off. Some parents expressed concerns that educated girls might question traditional norms and even disrupt household harmony by asserting their independence. Moreover, many families relied on their daughters to help in seasonal farming tasks, as the region’s economy was primarily based on agriculture and livestock.

3] Cultural Barriers to Girls’ Education

In Kutch, there was a prevailing cultural belief that educating girls was not only unnecessary but could also be detrimental to a family’s honour. Educated girls were seen as challenging traditional gender roles, and many parents feared that education would lead to defiance of cultural norms. The combination of financial constraints and cultural stigma made it extremely difficult to convince families to send their daughters to school.

Various Interventions By GSS

Community Engagement and Dialogue

Realizing that the problem could not be solved through conventional awareness campaigns alone, the GSS team decided to engage more deeply with the community. The organization adopted a door-to-door approach, visiting nearly every household in the 70 villages where it operated. These personal interactions allowed GSS to build relationships with families and initiate open dialogues about the importance of girls’ education.

Identifying Needs of Families

Through these discussions, GSS gained a clearer understanding of the economic pressures facing these families. Many parents admitted that they simply could not afford to lose the labor provided by their daughters during farming seasons. For them, the immediate need for food and income outweighed the long-term value of education. This insight led the team to consider a solution that addressed both educational and economic concerns.

Formulating an Innovative Solution

Based on the findings, GSS came up with an innovative solution that would not only promote girls’ education but also relieve some of the financial burden on their families. The organization decided to introduce a financial incentive for every girl who attended school. For each day a girl attended school, her family would receive 1 rupee, which would accumulate throughout the year. At the end of the year, this amount would be handed over to the family. This dual approach—providing education while also supporting the economic needs of the family—was designed to encourage parents to send their daughters to school without worrying about the loss of labor or income.

Implementation Nitti-gritty

Engaging Local Stakeholders

To ensure community buy-in and long-term success, GSS formed a team of local stakeholders, including village elders, teachers, and community leaders. These stakeholders played a key role in advocating for the program within their respective villages and helped the organization build trust with the families.

Raising Awareness in Community

The GSS team, along with local stakeholders, launched an extensive awareness campaign across the 70 villages. The campaign highlighted the benefits of the program, emphasizing that the girls would receive free education, food, and shelter at the residential school, along with the financial incentive for their attendance. Through word-of-mouth and community meetings, parents slowly began to see the potential benefits. The fact that their daughters would be provided with food and shelter also eased some of the economic burdens, while the financial incentive provided an immediate, tangible benefit.

Financial Incentive Program

The program was implemented smoothly, and parents began sending their daughters to school in increasing numbers. The money collected for each girl was handed over to the family at the end of the year, which further strengthened the program’s credibility and impact. This scheme ran successfully for 20 years, helping to create a steady increase in the number of girls enrolled in the school.

Transformation Over The Years

Enrolment Then And Now

Over time, the results were striking. In the early years, only a handful of girls attended the school. Today, the number of girls enrolled is equal to that of boys. This represents a significant shift in both mindset and behavior, as families now recognize the long-term value of education for their daughters.

Changing Parental Attitudes And Behavior

The financial incentive program initially served as a tool to alleviate the economic concerns of parents, but over the years, it led to a more profound cultural shift. Families who once prioritized short-term financial gains now understand the broader benefits of education. Today, parents are sending their daughters to school voluntarily, without the need for financial incentives. The impact of this shift is visible not only in the increased enrollment of girls but also in the attitudes of parents. Many former students are now sending their children, both boys and girls, to the same school, a testament to the lasting effect of GSS’s work.

Empowerment Of Girls And Their Participation

One of the most significant outcomes of the program has been the empowerment of girls in the community. Many girls now actively participate in decision-making about their own futures, often delaying marriage to pursue higher education. Girls are also excelling in extracurricular activities, with several receiving scholarships for sports and cultural activities.

In Conclusion

Long-Term Impact

The efforts of GSS have brought about a monumental shift in the perception and importance of girls’ education in the Vagadh region. What began as a small-scale initiative in a remote corner of Gujarat has now grown into a model for educational and social transformation. The program’s success demonstrates that addressing the underlying economic and cultural barriers can lead to significant improvements in educational outcomes. The transformation is visible not only in the numbers but also in the confidence and agency that girls in the community now possess.

Future Initiatives

The experience of GSS highlights several key lessons for similar educational initiatives:

1. Community Engagement: Solutions must be rooted in the needs and realities of the local community
2. Holistic Approaches: Addressing both economic and cultural barriers simultaneously can lead to more sustainable outcomes
3. Gradual Transition: Incentive-based programs can be phased out once a cultural shift has taken root, demonstrating the long-term value of education