CHAPTER - IV

DATA ANALYSIS AND INTERPRETATION

INTRODUCTION:
Data analysis is organized with sub topics according to the objectives designed in this
study. The section of the analysis consists of the demographic characteristics of the
respondents, level of knowledge, attitudes and practises and barriers of ICDS
functionaries working in SABLA scheme. Percentages and frequency are widely used to
analyse the available data and accordingly interpretations are made.
Objective I: Socio demographic profile of the respondents

Table No. 1.1

Distribution of Respondents by Age
Age
25 - 35 Years
36 - 45 Years
46 - 55 years
56 - 65 Years
Total

Frequency
23
7
7
13
50

Figure No. 1.1

Percent
46.0
14.0
14.0
26.0
100.0

The above table no. 1.1 shows the distribution of respondents by Age. It is inferred from
the table that nearly half of the respondents belongs to 25 35 years of age category.
More than one fourth of total respondents fall within the age category of 56 65 years.
However, respondents in the age bracket of 36 45 and 46 55 are having just 14% each
of total respondents.
The table points out that nearly half of the respondents are in the age bracket of 25 35
years belonging to early adulthood category.

Table No. 1.2

Distribution of Respondents by years of experience in SABLA
Years of Experience Frequency
2 years
6
3 years
27
4 years
17
Total
50

Percent
12.0
54.0
34.0
100.0

It is inferred from the above table that majority of respondents (54 %) are having a
minimum of 3 years of experience working in SABLA scheme. More than one third of
respondents are having 4 years of experience. Just 12 percent of respondents are having
less than 2 years of experience.
Table No. 1.3
Distribution of Respondents by their monthly income
Salary
Frequency
3000-5000
12
5001-7000
18
7001-10000
20
Total
50

Percent
24.0
36.0
40.0
100.0

The above table indicates that 40% of the total respondents receive salary ranging from
rupees 7001-10000 per month and nearly one fourth of the respondents are paid rupees
3000-5000 per month as a salary and 24 percent of respondents are drawing less than
5000 per month.
It is found that close to majority of respondents (40 %) are receiving moderate salary i.e.
7000 10000 per month.

Table No. 1.4

Participation in Training Programme in Connection with SABLA Scheme
No. of trainings attended
Less than 3 Times
4 - 7 Times
8 -10 Times
11 - 14 Times
Total

Frequency
11
17
15
7
50

Percent
22.0
34.0
30.0
14.0
100.0

Figure No. 1.2

It is inferred from the above table that more than one third of the total respondents have
undergone training for 4-7 times to implement SABLA scheme to the adolescent girls.
However only 14% of the total respondents have attended training for 11-14 times which
is the highest number of the training obtained during the total span of three years.

Table No. 1.5

Relevance of Training programme on SABLA scheme.
Response
Frequency Percent
Not Important
16
32.0
Fair
8
16.0
Good
13
26.0
Very Good
12
24.0
Difficult to Attend
1
2.0
Total
50
100.0
The above table imply that majority of the respondents feel the training as unimportant.
However, one fourth of the respondents felt that the training was both good and very good
as well. Only 16% of the total respondents agreed that the training was fair.
Objective II: To examine the knowledge level of Anganwadi Workers involved in
SABLA Scheme
Table No. 2.1.1
Respondents by Familiarity with Objective of SABLA Scheme
Response
Frequency Percent
Familiar with minimum of two objectives
3
6.0
Familiar with minimum of three objectives
4
8.0
Familiar with four objectives
3
6.0
Knows almost of all objectives
23
46.0
Knows all the six objectives
9
18.0
Not at all familiar
8
16.0
Total
50
100.0
Table 2.1.1 shows that, slightly less than one fourth of the total respondents are aware of
almost all the objectives of the Sabla scheme and 16% of the total respondents are not at
all familiar with the objective of the Sabla scheme. Shockingly, only 9 out of 100
respondents are familiar with all the six objectives of the Sabla scheme.
Table No. 2.1.2
Familiarity with implementation of SABLA Scheme in India
Response
Don't know
not sure

Frequency Percent
31
62.0
19
38.0

Total

50

100.0

Figure No. 2.1

Table no.1.2 revealed that the majority of respondents (54 %) are having a minimum of 3
years of experience working in SABLA scheme. However, Table 2.1.2 indicates that 62%
of the respondents dont know the total number of districts in India where Sabla scheme
has been covered. The respondents basic knowledge about the Sabla scheme is very poor
in this regard.

Table No. 2.1.3

Familiarity with implementation of SABLA Scheme in Tamil Nadu State
Response Frequency Percent
10
7
14.0
9
13
26.0
8
11
22.0
Not Sure
19
38.0
Total
50
100.0
Table no.2.1.3 shows that 38% of the total respondents are not sure of the number of
districts in Tamil Nadu where Sabla scheme has been covered. Surprisingly, only 13 out
of 50 respondents have given right response. Over 40% of the total respondents have poor
knowledge about the details of the Sabla Scheme even though they belong to the same
state where Sabla scheme has been implemented.
Table No. 2.1.4
Knowledge about Eligibility Criteria for Obtaining Vocational Training
Response
16 years and above
18 years and above
Total

Frequency Percent
43
86.0
7
14.0
50
100.0

Table 2.1.4 portrays that a fair proportion (86%) of the total respondents are aware of the
eligibility criteria (age category) for attending vocational training. Just few respondents
(14 %) are under false impression that girls of age group 18 and above are eligible to
obtain vocational training. It is evident that some of the ICDS workers are not aware
about the eligibility criteria for obtaining vocational training for adolescents. Anganwadi
workers are the key channel for disseminating the primary information with vulnerable
adolescents who are dwelling in lower rungs of community. Therefore, giving extensive
knowledge component in training would further improve the content delivery to
vulnerable adolescents.
Table No. 2.3.1
Knowledge about the usage of emergency contraceptive pills

Response
24 Hrs
48 Hrs
72 Hrs
Total

Frequency Percent
28
56.0
11
22.0
11
22.0
50
100.0

The table no. 2.3.1 represents that 56% of the total respondents think that emergency
contraceptive pills can be used within 24hours which is absolutely false information.
Only 11 out of 50 respondents have knowledge about the proper usage of emergency
contraceptive pills to be used within 48 hours.
This shows that the although majority of the Anganwadi workers belong to the early
adulthood age, only 22 percentage of respondents are clearly aware of the usage of
emergency contraceptive pills. The above table illustrates that though the Anganwadi
workers who have a pivotal role in enlightening the minds of adolescent girls they have a
very poor knowledge regarding the above said.

Table No. 2.3.2

Knowledge about Source of Nutrition to the Foetus
Response
Umbilical cord only
Placenta only
Both A and B
Total

Frequency Percent
43
86.0
3
6.0
4
8.0
50
100.0

The table 2.3.2 indicates that a significant proportion of total respondents(86%)

understand that the foetus receives nutrition only through umbilical cord and 3 out of 50
respondents knows that nutrition is passed through placenta only. Only very few (8% of
the total respondents are have knowledge that nutrition to the foetus is passed through
both umbilical cord and placenta as well.
This shows that, the adolescent girls/beneficiaries will not be able to gain sufficient
knowledge from the Anganwadi workers about themselves during pregnancy.
Table No. 2.3.3
Knowledge about Iron Tables Requirements for Pregnant Women
Response
Frequency
100 Tablets
50
75 tablets
0
50 tablets
0
25 tablets
0

Percent
100.0
0
0
0

Table 2.3.3 reflects that all the respondents have very good knowledge about the dosage
of iron tablets to be taken by pregnant women. This analysis is very good sign about the
knowledge level about nutrition during pregnancy in regard to the iron tablets to be taken.

Table No. 2.4.1

Understanding about Life Skills
Response
Livelihood skills

Frequency Percent
7
14.0

Vocational skills
Psycho social competency
All the above
Total

18
1
24
50

36.0
2.0
48.0
100.0

Figure No. 2.2

Table 2.4.1 reveals a significant result that only 1 out of 50 respondents are well aware
about the term life skills and its meaning. 50% of the respondents assume that life skills
are known as livelihood skills. Just nearly half of the respondents think that life skills
includes livelihood skills in addition to psycho social competency which is a false
understanding about the concept of life skills. They have a very vague understanding
about life skills and its importance.

Table No. 2.4.2

Distribution of Respondents by their knowledge about problem solving skills
Response
find the possible solutions
Identifying the problem
Choosing best solution
All of the above
Total

Frequency
17
12
13
8
50

Percent
34.0
24.0
26.0
16.0
100.0

From the above table it is derived that 50% of the total respondents do not know the basic
step to solve a problem. Only 12 out of 50 respondents have knowledge about solving a
problem by first identifying the actual problem before finding the root cause or solutions
to the problems.

Objective III: To identify the attitudes of the functionaries carrying out the SABLA
scheme.

Table No. 3.1

Attitude towards Importance of teaching sex-education to the adolescent girls
Response
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
Total

Frequency Percent
15
30.0
11
22.0
14
28.0
4
8.0
6
12.0
50
100.0

The table 3.1 reveals that, 30% of the total respondents feel that teaching adolescents
about sexual health is too early for them however near to it i.e. (20%) of the respondents
have open attitude and feel that teaching sex education is important. 14 out of 50
respondents neither agree nor disagree with the topics covered on sexual health to the
adolescents.
This indicates that nearly half of the Anganwadi workers dont have attitude to teach
about sexual health to the adolescent girls as included in the Sabla module which may
also affect the adolescents on sexually transmitted diseases.

Table No. 3.2

Reluctance to teach on sexual and reproductive health to the adolescent girls
Response
Most of the time
Often

Frequency Percent
9
18.0
15
30.0

Sometimes
rarely
never
Total

18
4
4
50

36.0
8.0
8.0
100.0

Figure No. 3.1

In evidence to the above mentioned analysis in table 3.1, there is another strong indication
from table 3.2 that 36% of the respondents hesitant sometimes to teach on sexual health to
the adolescent girls. Equal number of total respondents (4 each, out of 50 respondents),
rarely or never hesitated to teach on such topics.

Table No. 3.4

Attitude on improving the quality of training sessions
Response
Most of the Time
Often
Sometimes
Rarely
Never
Total

Frequency
18
9
15
2
6
50

Percent
36.0
18.0
30.0
4.0
12.0
100.0

Table 3.4 confers that 30% of the total respondents have the attitude to correct themselves
and make list of things that they felt they did not do well in their earlier sessions. Only
minor percentage of the respondents (4%) accepted that they hardly or very rarely make
note of the things.
12% of the total respondents never had the habit of making a list of the corrections to be
made.

Table No. 3.6

Attitude towards Being Adolescent Friendly
Response
Most of the time
Often
Sometimes
rarely
never
Total

Frequency
6
8
17
8
11
50

Percent
12.0
16.0
34.0
16.0
22.0
100.0

Figure No. 3.2

The above table shows that 34% of the total respondents think that it is not their duty to
facilitate the adolescents in helping out to solve their personal problems. Whereas, 22%
of the total respondents have the attitude to be approachable and feel as their
responsibility to help out the students or counsel them.
This indicates that, the Anganwadi workers are not very much approachable or
welcoming for the adolescents in helping them. There may be chances that the
relationship between the Anganwadi workers and adolescent girls may be just fair.

Objective IV: To outline the practice of functionaries involved in SABLA Scheme.

Table No. 4.1

Frequency of skipping the smaller sessions of the training
Response
Most of the time
Often
Sometimes
Never
Total

Frequency
5
3
37
5
50

Percent
10.0
6.0
74.0
10.0
100.0

Table 4.1 infers that, majority of the total respondents have the habit of skipping or
omitting the smaller topics in case of time constrains to cover larger and important topics.
Not very significant percentages of people have the sincerity in covering all the topics
without any omissions.
This conveys that the time schedule allocated for each topic may not be sufficient or the
Anganwadi workers are poor time mangers or simply ignore the lighter topics as they feel
unimportant.

Table No. 4.2

Frequency of giving exposure to the field visits for the adolescents beneficiaries.

Response
Most of the time
Often
Sometimes
Never
Total

Frequency
12
8
29
1
50

Percent
24.0
16.0
58.0
2.0
100.0

Table 4.2, portrays a good response that 58% of the respondents facilitate the adolescent
girls for the field visits sometimes and 24% of the respondents take them most of the
times totally contributing a good output. Only 1 out of 50 respondents answered that they
rarely have opportunity to facilitate the girls for the field visits.
This indicates that a particular centre of ICDS hadnt taken steps in enabling the students
to get exposure to public services through field visits.

Table No. 4.3

Rating about the development leadership qualities of the Sakhi and Saheli
Response
Excellent
Very good
Good
Average
Total

Frequency
11
8
9
22
50

Percent
22.0
16.0
18.0
44.0
100.0

Table 4.3, displays that about half of the respondents feel that, the leadership qualities of
the Sakhi and Saheli is of average level and needs improvement. Only 22% of the
respondents agree that the adolescent girls (Sakhi and Saheli) have excellent leadership
qualities.
The information derived conveys that, the Sakhi and Saheli who serve as peer educators
are not very capable enough in certain centres of ICDS. However, it is a positive outcome
that at least 22% of the respondents agree that the Sakhi and Saheli have good capability
in promoting and managing their peers.

Table No. 4.4

Rating about adequate time distributed for every component of the module.

Response
Excellent
Very good
Good
Average
Total

Frequency
4
14
16
16
50

Percent
8.0
28.0
32.0
32.0
100.0

As extracted from the table 3.7 and 4.1, regarding poor time frame in accordance to the
topics to be covered, Table 4.8 also supports as evidence revealing that there is a poor and
inadequate distribution of time for every component of module. Equal percentages of
respondents (32% each) have rated the above said as good and average. Only 8% of the
total respondents could adapt to the time framed for the topics in the module.
The above outcome conveys that major section of the respondents could handle the
sessions according to time, however, poor or insufficient time can affect the quality of
teaching as there are evidences of compromising or skipping certain portions.

Table No. 4.5

Frequency of using the training kit by the respondents.

Response
Most of the time
Often
Sometimes
Never
Total

Frequency
21
13
12
4
50

Percent
42.0
26.0
24.0
8.0
100.0

Table 4.5 shows that, 42% of the total respondents have the practice of using the training
kit most of the times during the sessions and another 50% of the respondents are using the
kit often and sometimes.
However 8% of the respondents have replied that they have never used the training kit to
carry out the sessions.
The cause may be identified and addressed.

Table No. 4.6

Rating towards Sakhi and Sahelis capability of using the training kit

Response
Excellent
Very good
Good
Average
Total

Frequency Percent
4
8.0
17
34.0
17
34.0
12
24.0
50
100.0

Table 4.6 portrays that, equal percentage of the respondents (34% each) reported that, the
Sakhi and Saheli are very good /good in using the training kit. But one fourth of the
respondents have rated Sakhi and Saheli of respective centres that, they are of average
level in using the Training kit and only 8% of the total respondents are excellent and well
versed with the usage of training kit.
From the above frequency distribution table it can be inferred that the Sakhi and Saheli
need more training and exposure towards handling the training kit so as to expertise them.

OBJECTIVE V: BARRIERS FACED BY THE ANGANWADI WORKERS WHILE

INVOLVED IN SABLA SCHEME

No proper schedules are followed. So am not able to adapt myself and be

prepared to handle the training sessions as sudden schedules are declared
I feel that gathering the girls is the toughest task for me
I often feel difficult when am asked by the supervisors to bring the girls from
various schools. I find it very difficult to identify them amongst others
Most of the time we excessively persuade the adolescent girls to attend the
training in spite of their reluctance. I feel upset when the girls dont show interest
and I had to make them attend forcibly
I feel it is hard to convince often the parents of the adolescent girls to send them
for training
Working with SABLA, am not able to give quality time to myself and also for
the tasks to be completed in pre-school
I feel difficult to handle documenting
I feel very difficult to take the responsibility of the safety of adolescent girls as
I am answerable to their parents in case of unwelcoming incidents. I was put into
trouble when the girl went missing during field visit
I feel bad and have no interest at all to work for SABLA, as I dont get any
extra benefit in terms of salary. In fact this also disturbs my schedules with ICDS
responsibilities
I had to spend too much from my own money and cant bear the expenditures
for arranging travel and food for the adolescent girls every time when the sessions
are conducted
I felt insulted when being looked down by the higher society individuals when I
approach them requesting to send their daughter to the training. They simply
ignore or question about the schemes significance and also they hesitate to trust
as we dont have proper identity. Sometimes they even answer in a very impolite
way

Discussion:
From the excerpts of interview held with Anganwadi workers who are involved in
SABLA scheme and looking after ICDS projects, it is evident that they are burdened with
multiple roles and responsibilities therefore their exclusive attention is being
compromised. The Anganwadi workers have tough time it encouraging the students and
gathering the students for the training sessions during school days. They feel very
difficult to identify the adolescent beneficiaries from their peers in the school when they

go to distribute the supplementary food. Hence there is no convenient system either to

receive or deliver schemes benefits. Availing the scheme itself is found to be
complicated.
Due to no planning and improper schedules, adapting to handle sudden sessions is
difficult. The trainers also feel difficult to compile the documents of the sessions one
after the other.
Since there are many vacancies left unfilled the work pressure is more for the present
Anganwadi trainers. There is need for more number of qualified trainers exclusively for
covering each component of the module which may prevent boredom of the Anganwadi
workers teaching the same topics. They feel reluctant to spend from their personal money.
In fact they also feel that there are no extrinsic rewards and hence they dont have any
motivation to involve themselves completely in the scheme.
As there is no provision for transport facility during field visits etc, the parents of the
adolescent beneficiaries feel reluctant to send their daughter. The Anganwadi workers
also feel risky to take responsibility of the beneficiaries safety as they are answerable to
the parents because of unexpected consequences.

BARRIERS FACED BY THE ADOLESCENT REPORTED BY ANGANWADI

WORKERS
1) The adolescent girls feel difficult to get supplementary food in the crowd and
during school days, and thus majority of them do not turn up or send their
parents to collect on their behalf.
2) Many of the Adolescent girls do not like supplementary food and they feel bad
when they are forced to eat.
3) The girls feel difficult as there are no good toileting facilities and drinking
water in the centers where sessions are delivered.
4) The girls find it difficult to receive the supplementary food, during school
days and also in holidays as they go for work to earn money.
5) They feel difficult to attend the sessions as most of their parents do not permit
them as they feel it is useless. They prefer sending them for work instead; as it
generates some income for the family.
6) The girls feel difficult to travel from far off places to attend the sessions.
7) The girls are easily feeling offended when they are being scolded by the
supervisors.
DISCUSSION
The Anganwadi workers have observed several factors that they felt is the reason
for frequent absentees of adolescent beneficiaries as there is no provision for
drinking water / toileting facilities as they come from far-away places. Most of the
beneficiaries do no avail the supplementary food during school days and also they
dont like to consume it. The girls find difficult the sessions as their parents prefer
them doing house hole activities or send them for work to earn money during
holidays.
Apart from the above said the adolescents feel bored with repetitive sessions on
the same topics. They also demand for recreational activities and felt for need of
interesting videos etc. to enjoy the sessions.
BARRIERS OF SOCIO-CULTURAL ASPECTS
1) Parents feel that the trainings deliver unnecessary and irrelevant information
on sex education is being taught to the adolescent girls in a very early age.
2) Most of the illiterate parents have a false opinion about SABLA scheme and
feel it as useless.
3) The society also suspects about the quality of the supplementary food being
delivered and discourage the adolescent girls.
DISCUSSSION
Illiterate parents of the adolescent beneficiaries feel that irrelevant information on
sex education is necessary for their daughters to know, and thus restrict them from

attending the sessions. The society also suspects the quality of the supplementary
food being provided. These kinds of opinions are tangled in the minds of the
adolescents and hence they do not turn up or show interest as they are very much
carried away by the negative opinions and they are bound to follow the sociocultural aspects.
BARRIERS FACED DUE TO LACK OF RESOURCES
1) There is no provision for transport facility.
2) There are limited trainers and thus the work pressure is more. Need more
qualified trainers.
3) The note books provided for the adolescent girls are of very poor quality, and
small in size which is of no use. Stationary items and colorful charts, videos
on various topics can make the sessions more interesting. It would be easy and
innovative to teach the adolescents with laptop if provided by the government.
4) There are no recreational activities or sports supplies and hence the girls feel
bored attending the sessions for the entire day.
5) The publicity about this scheme is very limited.
DISCUSSION
The Anganwadi workers felt that good transport facilities and allowances may encourage
more number of participants to avail the scheme. Quality stationary items would be of
proper use. They also felt for the need of qualified exclusive trainers who are capable of
delivering the sessions by including new methodologies and make the learning process
interesting.
The Anganwadi workers suggested that each centre may be provided with a laptop so as
teach the beneficiaries in innovative and effective manner.
There is a strong demand from the Anganwadi workers that, the scheme should be well
publicized in entire district and also the scheme should be limited only to the most
vulnerable group of adolescent girls. When Anganwadi workers after approaching the
people belonging to middle and upper class, reported saying that they dont feel the need
for training and feel reluctant to send their daughters. Hence this shows that the scheme
has to be confined to defined groups and need based.

BARRIERS PREVAILING IN THE SYSTEM OF THE SABLA SCHEME

1)
2)
3)
4)
5)
6)

Improper schedules.
Many vacancies unfilled for the post Anganwadi worker.
The Anganwadi workers are over -burdened with multiple assignments.
No proper timely funds to exercise the scheme effectively.
No extra salary for the Anganwadi workers involved in the scheme.
The scheme was said to be continued only for 3 years. But has been extended
for over a year. There is no proper channelized information.
7) There is a hierarchy and thus not able to report the difficulties to the higher
authorities.

DISCUSSION
The Anaganwadi workers did not feel direct barriers prevailing in the system, as much of
the difficulties are sorted out by the supervisors. However, majority of them have
responded that, improper schedules, unfilled vacancies, lack of fundings, no exclusive
salary are the major barriers to be sorted out first. In spite of undergoing hard times they
just try to manage they have no voice to represent and have difficulty with the hierarchy
of the system. They also feel there are lots of communication gaps in the system which
are making things complicated.