Little girls wearing green T-shirts, with neatly plaited hair held by white ribbons, and in some cases, a white hairband, were attending a maths class and chatting at the back benches while the teacher explained how to read numbers in the range of 10 lakhs and above. This is the KGBV residential school at Dambal village in Mundaragi Taluk, Gadag district. It was a spontaneous decision to visit the school, and I had informed them just an hour before.
The idea behind KGBV is to provide quality education, a good learning environment, and nutritious food for girls from weaker economic segments of society. This initiative is part of Sarva Shikshana Abhiyan. While there may be some duplication in Karnataka, with institutions like Morarji Desai residential schools and Kittur Rani Chennamma residential schools, KGBV serves as the sole residential schooling facility for girls in some states.
KGB Dambal has classes 6 to 8 with a hundred girl students. However, the available infrastructure leaves much to be desired. Though three classrooms were available, bedding arrangements were inadequate. The dining space was also insufficient, forcing children to sit on the floor for their meals.
After lunch with the students, I attended a class six maths session. DDPI also accompanied me. He wrote some division problems on the board and asked the girls to solve them. While some of the girls got the answers right, others struggled. When asked to apply division to a real-life example, such as sharing money among friends, they understood it better.
Next, I moved to class seven and had a discussion with the students. The amenities at this KGBV were not up to the mark. But still, they expressed that they were having a good time here. They said they do not miss home or their parents as they are with their friends. Implicitly, these kids are gaining social skills and learning to work in a group and with a group.
Many of these kids are from weak socioeconomic backgrounds. Some are children of single parents, and in a few cases, both parents are no longer alive. When asked whether the teachers are taking good care of them, one child stood up and said “The teacher is like her mother, she takes care of us very well. They care for us even when students fall ill”. There was no teacher or officer with me at that moment, and these words from that child are the biggest appreciation that the faculty team could receive from anyone.
I inquired about their plans for the future, considering KGBV only goes up to class eight. They are aware of the nearby RMSA school where they can continue their education. One little girl said she wants to become a policewoman and work in the Mundaragi police station, while another dreams of becoming a teacher. Dreams in the making.
All of us are indirectly playing a role in making these dreams a reality. As I mentioned earlier, sleeping arrangements are inadequate at this KGBV. The government had already sanctioned a dormitory block for the school costing ₹108 lakhs, but due to local issues, the project has not taken off. It’s our responsibility to see this through. Nothing should stop these young women from having a comfortable sleep and keeping them fresh for their learning pursuits.
Residential schools play an important role in providing a secure educational environment along with nutritional security for children who need it most. But are we doing enough? We should not be satisfied. The amenities provided in these residential schools vary from institution to institution. Some do not even have the basic facilities. We cannot defend our inadequacies by claiming that the facilities are better than what these children would have at home. The standard of education imparted at these institutions also needs constant evaluation and improvement.
Even at this KGBV, the learning levels of students were not uniform. Some struggle with concepts from previous classes. When there is a controlled environment focused on learning, this is a surprising outcome. We need to conduct standardized tests across different residential schools to identify learning deficiencies and address them adequately.
The role of teaching staff in residential schools goes beyond imparting textbook knowledge. They have the opportunity to shape students into better citizens and provide career guidance. The level of learning needs to surpass that of regular schools. Faculty orientation programs are essential to enhance the effectiveness of residential schools. When children take the first step by joining these schools, parents expect it to be for their betterment. Taking the next step towards creating a better future for these children is challenging.
I also felt that children are often left to the care of a warden. In cases where the staff are not providing due care to the students, the means to raise issues is very limited. This is especially true for younger students who are in the tender age of their lives. I’m thinking of having a hotline for students to reach the CEO or DC during specific hours each week. This will ensure that requests or complaints are duly acted upon by the administration.
Another thought that came to mind is to create a commitment from district-level officers for each of these residential schools. Along with providing continuous support to the students by regularly visiting the school, the officer can oversee the amenities being provided. As senior officers, they can initiate development projects for the mentored schools. This can begin with the DC and CEO. It should not be mandatory, but senior officers should be encouraged to take on this responsibility.
These are a few thoughts that came to mind after visiting this school. There is significant potential for positive intervention. These young children are innocent and impressionable. I feel we owe them more than just implementing government schemes. We can make an extra effort for them. As a proud father of just 11-month-old daughter, I see these young girls as the future Samudhra. I want nothing but the best for her. These students deserve nothing less…







