A Study on Kanyashree Prakalpa,

West Bengal
( With specific focus on urban areas )

Aishani Sengupta
Bidyutparna Mitra
Megha Das
Rajeeb Malik
Sasmit Dutta
Ujani Bhattacharya

Project Supervisor : Dr. Tanmoyee Banerjee

Jadavpur University, Department of Economics

May 2018
 ACKNOWLEDGEMENT

It gives us immense pleasure to present this project report on A Study on Kanyashree

Prakalpa, West Bengal ( with specific focus on Urban Areas ).
There are a lot of people who have been greatly helpful to us and without whose support and
assistance the project would not near its conclusion.

We would like to take this opportunity to convey our sincere gratitude to our Project
Supervisor, Dr. Tanmoyee Banerjee , Department of Economics, Jadavpur University for her
unending guidance and support.

We would also like to express our regards and gratitude to Dr. Arpita Ghose (Dhar), Head of
the Department of Economics, Jadavpur University and all other professors of the
Department for their valuable inputs throughout the process and for organising a powerpoint
presentation in the month of November to check our progress. We are also extremely
thankful to the non-teaching staff of the Department, the Departmental Library of Economics
and the Students‟ Computer laboratory for lending a helping hand whenever we needed and
for providing us with research materials and well-equipped computers.

We are also grateful to all authors whose valuable and seminal works have guided us
throughout this research work.

Last but not the least, we would like to specially thank all our classmates for sharing their
opinions and views. We are extremely grateful to all our survey respondents who have
rendered us their valuable time.

Without the cooperation of the aforementioned, we could never have imagined transforming
our ideas into reality and completing this project in time.

1
Table of Contents

List of figures 4

1. Introduction 5

2. Methodology 10

2.1 Sampling Technique 10

2.2 Questionnaire Design 11

3. Literature Review 15

4. Data Overview 18

4.1 Proportion of Kanyashree Recipients 18

4.2 Distribution of students across districts 18

4.3 Proportion of observations Below Poverty Line 21

4.4 Distribution of students on the basis of class of study: 23

4.5. Division of students based on caste and religion 24

4.6 Division of families based on own or rented house 27

4.7 Educational Qualification of Parents 28

4.8 Reported Preferred Age of Marriage 30

4.9 Financial Inclusion Due to Kanyashree Prakalpa 32

4.10 Division of students on the basis of utilisation of grants 35

4.11 Effect of K1 grant on planning of pursuing higher education after H.S 35

5. Models and Regression Results 37

2
 5.1 Regression 1: To estimate the effect of Kanyashree grant on annual proportion of

family expenditure spent on education of girl child 38

5.2 Regression 2: To estimate the effect of Kanyashree grant on raising preferred age of

marriage 45

5.3 Limitations in results obtained 51

6. Conclusion 53

Appendix A 57

A.5.1. Summary Statistics of Variables of Regression 1 57

A.5.2 Summary Statistics of Variables of Regression 2 58

Appendix B 60

B.4.2 Differences in income levels across districts 60

B.5.1 Tests Performed under Regression 1 60

B.5.2. Tests performed under Regression 2 61

References 62

3
 List of Figures
Fig. 4.1.1 Distribution of observations on the basis of receiving K1 grant ............................ 18
Fig. 4.2.1 Distribution of observations across three districts ................................................. 19
Fig. 4.2.2 Distribution of Kanyashree recipients across districts of Residence ..................... 20
Fig. 4.3 Distribution of observations based on poverty line.................................................... 21
Fig. 4.3.2 Proportion of recipients and non-recipients of Kanyashree among BPL card
holders...................................................................................................................................... 22
Fig. 4.3.3 Proportion of Kanyashree recipients and non-recipients among non-holders of
BPL cards................................................................................................................................. 22
Fig. 4.4.1 Division of students according to class of study ..................................................... 23
Fig. 4.4.2 Division of Kanyashree recipients based on class of study..................................... 24
Fig. 4.5.1 Division of students according to caste ................................................................... 25
Fig. 4.5.2 Division of Kanyashree recipients on the basis of caste ......................................... 25
Fig. 4.5.3 Division of Kanyashree Recipients on the basis of religion .................................... 26
Fig. 4.6.1 Division of families on the basis of own or rented house ........................................ 27
Fig. 4.6.2 Division of Kanyashree recipients on the basis of own or rented house ................ 28
Fig. 4.7.1 Educational qualification of mothers ...................................................................... 29
Fig. 4.7.2 Educational qualification of fathers ........................................................................ 30
Fig. 4.8.1 Frequency distribution of preferred age of marriage ............................................. 31
Fig.4.8.2 Preferred age of marriage - recipients vs. non-recipients ....................................... 32
Fig. 4.9 Proportion of girls with bank accounts - before and after receiving grant ............... 33
Fig. 4.9.1 Proportion of bank account holders among Kanyashree recipients ....................... 34
Fig. 4.9.2 Proportion of bank account holders among non-recipients .................................... 34
Fig. 4.10 Utilisation of Kanyashree grant ............................................................................... 35
Fig. 4.11 Plans on pursuing higher education beyond Higher Secondary Level (with grant vs.
without grant) ..................................................................................................................... 36

4
1. Introduction

Education is considered a basic human right. According to article 21A, of Indian constitution

the state shall provide free and compulsory education to all children of the age of six to

fourteen years. However, under patriarchal form of Indian society, girls are often denied their

right to education and in many cases, they are married off even before the age of eighteen.

Our state West Bengal is no exception. In West Bengal, it is observed that girls often dropout

of school mainly due to poverty, high education cost, and lack of proper infrastructure.

Under the Prohibition of Child Marriage Act, 2006, 18 is the legal age of marriage for girls,

and 21 for boys in India. Despite this act being in existence for several years, child marriage

has continued to be rampant in West Bengal. According to District Level Household Survey

3, 2007-08, the state ranked fifth highest in the country when it came to the prevalence of

child marriage. While the trend is more openly observed and common in rural areas, it was

observed than more than 25% of girls in non-slum urban areas also reported to getting

married before attaining the legal age.1

After the enactment of the PCMA 2006, The Department of Women Development and Social

Welfare and Child Development (DWCD), West Bengal, supported by UNICEF, took several

measures to improve the situation by incentivizing parents to delay marriageable age of

daughters making compliance to the law enforceable, but to no avail. Several factors worked

against the measures implemented. Primarily, the problem with eradicating child marriage

lies in deeply embedded social constructs about the role of men and women in a patriarchal

1
Rapid Assessment, Kanyashree Prakalpa (2015)
https://www.wbkanyashree.gov.in/readwrite/publications/000113.pdf

5
society, the value placed on the girl child - centuries old ideas that cannot be reversed by

legal compliance and social messaging instruments overnight.2

According to Dutta and Sen (2016), evidences show that female education induces higher

levels of income and growth. Thus, a number of policy interventions have been introduced in

most developing countries including India, to augment enrolment and retention rates, while

bridging the gender gap at the same time by offering incentives linked to issues like

attendance. Early marriage is one of the important reasons behind female drop out at the

secondary level. Given that, West Bengal has the highest share of under-age marriage in

currently married women (DLHS 4 (2012-13) among 20 non-Empowered Action Group

states, Kanyashree Prakalpa is expected to have a significant impact on improving retention

of girls in secondary education and preventing early marriage.

Kanyashree Prakalpa is an initiative taken by the Government of West Bengal to improve the

life and the status of the girls by helping economically backward families with cash support

so that families do not arrange the marriage of their girl child before eighteen years and

discontinue their education because of financial problems. Launched in October 2013, is a

radical departure from the state‟s previous approach in child marriage prevention.

Kanyashree is a conditional cash transfer scheme which targets those most at-risk for child

marriage: adolescent girls between the ages of 13 and 18, and its conditions are aimed at

incentivizing their education and discouraging child marriage till at least age 18, the legal age

of marriage. The purpose of this initiative is to uplift those girls who are from poor families

and thus can‟t pursue higher studies due to tough economic conditions. It has been given

international recognition by the United Kingdom's Department of International Development

2
Kanyashree Prakalpa Rapid Assessment (2015)
https://www.wbkanyashree.gov.in/readwrite/publications/000113.pdf

6
and the UNICEF. Over 4 million adolescent girls have already enrolled in the scheme and

about $500 million handed over to the beneficiaries through their bank accounts.

The scheme has two components:

1. Annual scholarship of Rs. 750 for unmarried girls aged 13-18 years enrolled in

Grades 8-12 or equivalent (K1)

2. One time grant of Rs. 25,000 for girls when they reach the age of 18, provided they

are pursuing educational, vocational or technical training courses at that time (K2).

The annual scholarship is for unmarried girls aged 13-18 years enrolled in class VII-XII in

government recognized regular or equivalent open school or vocational / technical training

courses.

Both the benefits under the scheme are granted to the girls who belongs to families with

annual family income not more than Rs. 1,20,000. The income bar is waived for the girls who

lost both parents, is physically challenged (40% DISABLED) or is an inmate of a Juvenile

Justice Home. The scheme has covered 40 lakh school and college going girls under its

umbrella.

In our study of the literature concerning Kanyashree Prakalpa and other studies on CCTs and

analysis of impact of CCT schemes, we noticed that studies on Kanyashree Scheme were rare

and whatever work has been done thus far, fails to focus on addressing the changes in

expenditure patterns in households brought about by the CCT scheme. We were motivated to

study the impact this scheme was having on expenditure pattern of the households, especially

in the case of educational expenditure. Further, we wanted to study the effect this scheme was

having on catapulting girl children into higher education, and if the lump sum transfer in

particular is having any effect on achieving the same.

7
Primary Objectives:

Our objective is to explore the overall effect of the cash transfer by dividing our study into

two parts to identify its impact on specific fields:

1. Study the effect of yearly cash transfer of Rs.750 (K1) on yearly household expenditure on

education of the girl child.

2. Study the effect of this scheme on the preferred age of marriage of the girl child, that is,

whether the scheme has induced in them the willingness to continue higher education and

delay their marriage.

Secondary Objectives:

Additionally, we also aim to explore the following issues:

1. Purposes for which the cash transfer is being utilised.

2. Whether Kanyashree Prakalpa has been effective in increasing financial inclusion

among girl children.

3. Whether the scheme is inducing girl child to pursue educational/occupational training

full time by abandoning side jobs.

Our study on this Conditional Cash Transfer scheme mainly focuses on how the policy has

been effective in delaying the marriageable age of girls in West Bengal and also its impact on

the educational expenditure. The effectiveness of the policy has been found out using

econometric analysis. The regression has been conducted for girls enrolled for the

Kanyashree Prakalpa scheme as well as for the ones who are not eligible for the grant.

8
However, after conducting the survey in three different districts of West Bengal (in and

around areas surrounding Kolkata), we expect to find that the yearly conditional cash transfer

of Rs.750 has a negligible effect on the yearly educational expenditure of the girl child. It is

mainly seen that that annual fees of the school they study in is much higher than the cash

grant as a result of which this is not beneficial for them.

On the other hand, the lump sum amount of Rs.25000 which they get after completing their

higher secondary examination serves as an incentive for them to complete their school

education and study further. They tend to focus on their career and continue their higher

studies which results in delaying their marriageable age. This is a positive effect of the

scheme as women become more independent and are capable of finding jobs instead of

looking at marriage as the only option after completion of education.

The rest of the dissertation is organised in the following manner: In section 2 we have

presented the methodology of this project. Section 3 presents a brief survey on existing

literature on different types of conditional cash transfer programme. The section 4 gives an

exploration and descriptive analysis of the survey data. Section 5 presents the results of the

regression analysis. Finally, Section 6 concludes and presents possible policy prescription of

the project.

9
2. Methodology

2.1 Sampling Technique

We had sample points of cross-sectional data which included beneficiaries and non-

beneficiaries of Kanyashree Prakalpa.

The survey has been conducted in the three districts : Kolkata, South 24 Parganas, and North

24 Parganas.

Initially, the survey was to be conducted using the technique of simple random sampling. This

is the process of selection of a group of units in such a manner that every unit has an „equal

chance‟ of being included in the sample. However, this was not a feasible technique to

conduct the survey due to time constraint, low response rate and lack of proper data available.

As a result, we had to resort to purposive sampling. In purposive sampling, we selected some

schools according to our own judgment and conducted the survey in the respective schools.

The purposive sample is basically a non-probability sample that is selected based on the

characteristics of a population and the objectives of the study.

The method of carrying out the survey was to give out 30 questionnaires to the students of

class VIII, IX and X and 30 questionnaires to the students of class XI and XII. We selected

the students by random sampling from every section of the class.

The data set includes samples points from the following five schools :

1.Binodini Girls‟ High School, Dhakuria,

2.Adarsha Balika Shikshayatan, Garfa

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3.Dum Dum Baidyanath Institution for Girls, Dum Dum

4.Dum Dum Motijheel Girls‟ High School, Dum Dum

5.Dum Dum Girls‟ High School, Dum Dum

2.2 Questionnaire Design

The questionnaire has been designed to comprehend the effect of different factors on the

educational expenditure and change in preferred age of marriage of the girl child.

The questionnaire has three sections - A, B and C.

Section A consists of the basic personal information of the respondent like

1. Name

2. Guardian‟s name

3. Birth date

4. Religion

5. Caste

6. Address

7. District

8. Class of study

9. Name of school

11
 10. Medium of instruction in school

11. Physically disabled or not

Section B consists of questions about the respondent‟s family:

1. Number of adults and children in the family

2. Educational qualification of the respondent‟s father, mother and her siblings(if any)

3. If the respondent stays is her own or rented house

4. Whether or not the family owns a BPL (Below Poverty Line) Card

5. Annual income of the family

6. Annual consumption expenditure of the family

This section mainly checks whether the girl child is eligible for receiving the Kanyashree

grant or not. If the annual income of the family is less than 1,20,000, only then will she be

eligible to apply for the scheme. Additionally, this section was designed to explore whether

there is any correlation between families with BPL cards and receiving the Kanyashree grant.

We also use total consumption expenditure to calculate proportion of annual consumption

expenditure spent on education of the girl child.

Section C was designed specifically for recipients of the grant only and consists of questions

which help us study about the effect of the Kanyashree scheme on the girl child‟s educational

expenditure and other factors. Questions from this section include:

1. Whether the girl child is receiving the Kanyashree grant or not

12
2. How the money is utilised - Whether it is used for her educational expenditure in the

present or saved for future use in the same, whether it is saved for the girl child‟s

marriage or used in other household expenditures.

3. If the total expenditure on education has increased, decreased or remained the same

after getting the grant

4. Whether the girl child was engaged in any other profession before Kanyashree

Prakalpa and if yes, is she still working there or not

5. Whether the girl child was engaged in any other profession before Kanyashree

Prakalpa and if yes, is she still working there or not

6. If the girl child had a bank account before the scheme

7. Hours of self study and domestic work done by the girl child before the scheme

8. If the girl child has a bank account after availing the scheme ( this was specifically

included to check if the policy was having an effect towards increasing financial

inclusion of girl child as a secondary benefit).

9. Whether her siblings have a bank account or not

10. Hours of self study and domestic work done by the girl child after receiving the grant

11. Preferred age of marriage of the girl child to assess whether she is more inclined

towards education or not

12. Age at which her parents want her to get married

13. If the girl child is interested in continuing her studies after school

13
 14. Whether the girl child is interested in joining college, getting married or working after

her class 12 examination

15. Whether she would have continued with her studies in the absence of the grant

16. Whether the grant should be increased, why it should be increased and by what

amount it should be increased.

These questions mainly help us to find out whether the yearly grant of Rs.750 has any

positive effect on the educational expenditure of the girl child. Also, it gives us information if

the girl child is interested in pursuing higher education given that she will get a lump sum

amount of Rs.25000 when she completes her higher secondary education.

14
3. Literature Review

We reviewed literature on two basic topics: Conditional Cash Transfers (CCTs) and specific

studies on Kanyashree Prakalpa.

Our review dates from:

2005-2017 for studies on Conditional Cash Transfers, and

2014-2017 for studies on Kanyashree Prakalpa.

Our study of existing literature on Conditional Cash Transfer Programmes across the world

revealed some very interesting facts to us.

Based on a study of several CCTs aimed at empowering the girl child implemented in

developing countries across the world (some of these programmes include Apni Beti Apna

Dhan (India), Zomba Cash Transfer Program (Malawi), Female Secondary School

Assistance Programme (Bangladesh)), Amin et al, 2016 argue that providing CCTs is

effective in temporarily improving education and health outcomes, but changing underlying

norms about child marriage will require implementation of such CCT programmes along with

rights-based approach.

According to Lincove et al., 2016 targeting CCTs to certain groups of children can improve

efficiency, but positive effects on eligible children may be offset by reductions in investments

for ineligible siblings. Using data from Nicaragua, the authors estimate program effects on

eligible children and older siblings who aged out of eligibility. They find that CCTs had the

15
largest effects on eligible children, but older brothers also benefited. These results suggest

that income effects of CCTs apply to both eligible and ineligible children.

A study by Das Gupta et al., 2008 identified legislation and 58 policy and program

interventions to delay age at marriage in India from 1961 through 2005. The authors found

out that:

1. Education continues to be the single most important predictor of age at marriage over time

(this explains the motivation behind programmes such as Kanyashree Prakalpa which aim to

tackle early marriage by incentivising her to prolong her educational life).

2. Most of these programmes failed to work in India because of a lack of a proper monitoring

system in place.

3. Echoing the argument by Amin et al (2016), this study too concluded that programmes

with the goal of delaying girls‟ age at marriage can only be successful by addressing

underlying social norms around sexuality and chastity, and reassuring parents about their

daughters‟ safety.

A study by Nanda et al., 2014 on the Apni Beti Apni Dhan (ABAD) CCT scheme

implemented in Haryana found that girls in ABAD program are more likely to stay in school

and the scheme had caused dropout rates to fall.

A study conducted by Field et al., 2016 on the different methods of delaying marriageable

age in Bangladesh found that financial incentives in the form of cash transfers are the most

effective.

Studies specifically on Kanyashree Prakalpa were rare. Two serious evaluations are

underway at the time of writing this report, one by Pratichi Institute and another by Dutta and

16
Sen (2016). Some literature that was available revealed to us the following facts about the

impact Kanyashree Prakalpa.

While incidences of child marriage is still prevalent in West Bengal, there is a positive

change in attitude among the community, parents and the beneficiary in terms of delaying the

age of marriage. Though the ill effect of early marriage was not known to many, because of

the One-time Grant, most of the responding parents indicated willingness to delay marrying

off their daughters. 3

While most parents were inclined to utilising the money from the transfer for their daughter‟s

education, few of the parents also view Kanyashree as a support for their daughters‟

marriage.4

Sen and Dutta (2018) concluded that the scheme has had the following impacts:

1.Fall in dropout rates and rate of repeaters

2.Reduced pressure for under-aged marriage from parents

3.The K2 transfer (Rs. 25,000 lump sum transfer) has been broadly used in the following

fields:

Given the various studies on the impact of conditional cash transfer, we try to find out the

effects of the cash transfer under Kanyashree Prakalpa on family education expenditure on

the girl child and the preferred marital age of the girls in the urban area.

3
Kanyashree Prakalpa, A Rapid Assessment (2014)
https://www.wbkanyashree.gov.in/readwrite/publications/000111.pdf
4
Baseline Survey for Socioeconomic Indicators in West Bengal
(2014)https://www.wbkanyashree.gov.in/readwrite/publications/000110.pdf

17
4. Data Overview

In this section we explore the entire dataset to study the trends and patterns observed.

4.1 Proportion of Kanyashree Recipients

Data from a total of 200 girl students of classes VIII, IX, IX, X1 and XII were collected, with

respect to studying the K1 grant. Approximately 49.5% of the students were beneficiaries of

the K1 grant. It was observed that a significant portion of the students of class VIII had not

attained the necessary age to receive the grant at the time of filling the questionnaire.

Fig. 4.1.1 Distribution of observations on the basis of receiving K1 grant

4.2 Distribution of students across districts

A total of 200 observations were collected from Kolkata district and neighbouring North 24

Parganas and South 24 Parganas areas in the vicinity of Kolkata.

18
The distribution data points across these districts are illustrated below.

The highest number of data points were obtained from North 24 Parganas, followed by

Kolkata and then South 24 Parganas.

Fig. 4.2.1 Distribution of observations across three districts

We further divided the Kanyashree recipients and non-recipients according to their districts

of residence and the following results were obtained.

19
Fig. 4.2.2 Distribution of Kanyashree recipients across districts of
Residence

The majority of Kanyashree recipients within our sample were reported to be from North 24

Parganas. But, this result could be due to the fact that majority of our observations were from

Dum Dum area in North 24 Parganas so that might have resulted in a bias. We performed an

ANOVA test5 to compare the mean family incomes of the subjects across three districts of

residence and the p-value was found to be insignificant. Therefore, we could not reject the

null hypothesis that mean income across all districts might be the same. So, the higher

proportion of Kanyashree recipients from North 24 Parganas cannot be attributed to lower

levels of their family income.

5
See Appendix B for detailed results

20
4.3 Proportion of observations Below Poverty Line

Of the total observations, about 41.7% of the respondents reported that their families own a

BPL Card. From this, we concluded that about 41.7% of the respondents belong to families

that fall below the poverty line.

Fig. 4.3 Distribution of observations based on poverty line

21
Fig. 4.3.2 Proportion of recipients and non-recipients of Kanyashree
among BPL card holders
We further found out proportion of BPL card holders and non-holders who are recipients of

the grant or not. 48% of BPL card holders were found to be recipients of the grant, while 52%

were non-recipients (as shown in Fig. 4.3.2).

Fig. 4.3.3 Proportion of Kanyashree recipients and non-recipients among

non-holders of BPL cards

22
Among respondents from families without a BPL card, it was found that the ratio of

recipients to non-recipients of Kanyashree was 1:1.

4.4 Distribution of students on the basis of class of study:

Majority of the respondents were reported to be from class IX, followed by classes X and XI.

Fig. 4.4.1 Division of students according to class of study

Students from class XII could not be interviewed due to the time of survey clashing with

Higher Secondary examinations.

For recipients of the grant, majority of recipients were reported to be in class X and XI .

A very small proportion of students in class VIII reported to being beneficiaries, primarily

because most of them have not attained the required age for availing the grant.

23
Fig. 4.4.2 Division of Kanyashree recipients based on class of study

4.5. Division of students based on caste and religion

Of all observations, majority were found to be of General unreserved class (Fig. 4.5.1).

Of the recipients of the grant, again majority were observed to be General (Fig. 4.5.2).

This result does not indicate that on an average recipients are of unreserved caste. It merely

reflects the fact that majority of the sample points included belonged to unreserved castes.

24
Fig. 4.5.1 Division of students according to caste

Fig. 4.5.2 Division of Kanyashree recipients on the basis of caste

Based on religion, majority of student in our survey were found to be Hindus. This could be

because the schools that we chose to survey were located in primarily Hindu areas.

25
From all observations, 197 were found to be Hindus, 2 Christians and only 1 respondent was

Muslim.

From among recipients of grants, Hindus were the majority too, because of the bias in our

data resulting from the choice of areas that we covered. This data thus is not fully

representative of the correlation between religion and reach of the grant in the overall

population.

Fig. 4.5.3 Division of Kanyashree Recipients on the basis of religion

26
4.6 Division of families based on own or rented house

We had asked this question to determine whether the diversion of a part of income towards

rent was having any effect on the expenditure on education of the girl-child.

Fig. 4.6.1 Division of families on the basis of own or rented house

Majority of respondents reported to stay in own houses.

Furthermore, majority of Kanyashree recipients reported to living in own houses.

27
Fig. 4.6.2 Division of Kanyashree recipients on the basis of own or
rented house

4.7 Educational Qualification of Parents

Majority of mothers of respondents were reported to have an education level of upto class 10.

The same trend was seen among fathers too, majority of whom reported to have completed

education upto class 10 level. However, the proportion of those with education from classes 6

to 10 level was larger among mothers than fathers. A larger proportion of fathers are seen to

have completed education beyond class X or even class XII compared to mothers.

28
Fig. 4.7.1 Educational qualification of mothers

29
Fig. 4.7.2 Educational qualification of fathers

4.8 Reported Preferred Age of Marriage

Respondents were required to report their preferred age of marriage, and majority of them

reported somewhere between 25 to 29 years of age.

30
Fig. 4.8.1 Frequency distribution of preferred age of marriage

We also studied mean preferred age of marriage between recipients and non-recipients of the

grant.

For students that don‟t benefit from K1, mean preferred age of marriage was found to be 24.

For students that benefit from K1, mean preferred age of marriage was found to be approx.

26.

From the graph, we note that willingness to marry at later ages (29-31) is much higher among

beneficiaries of K1 grant.

31
Fig.4.8.2 Preferred age of marriage - recipients vs. non-recipients

4.9 Financial Inclusion Due to Kanyashree Prakalpa

Respondents who are beneficiaries of the grant were asked to report whether they owned a

bank account prior to receiving the grant. Based on this information, we calculated the

proportion of the students who had bank accounts irrespective of the grant and the proportion

of students who have bank accounts after receiving the grant. We see that the proportion

increases.

We observe that proportion of students with bank accounts has risen, after receiving the

grant. So we could say that as a secondary effect, Kanyashree Prakalpa has acted as a

proponent for bringing a larger portion of female students under the banking system.

32
Fig. 4.9 Proportion of girls with bank accounts - before and after
receiving grant

Non-recipients of the grant were also asked to report if they own a bank account. Proportion

of girls with bank accounts were found to be higher among recipients of the grant compared

to non-recipients. Figures 4.9.1 and 4.9.2 illustrate these results.

33
Fig. 4.9.1 Proportion of bank account holders among Kanyashree
recipients

Fig. 4.9.2 Proportion of bank account holders among non-recipients

34
Clearly, proportion of bank account holders among recipients stands at 93.8% while among

non-recipients stands at 88%. 6

4.10 Division of students on the basis of utilisation of grants

67.7% of girl students who were K1 beneficiaries used the funds for expenditure on

education in the current period.

32.3% of the beneficiaries planned on saving the funds for future expenditure on education.

None of the students reported that the K1 grant was being used for domestic expenditure or

being saved for marriage in the future.

Fig. 4.10 Utilisation of Kanyashree grant

6
It is important to note that ideally, 100% bank account coverage should have been expected from the sample
involving recipients. However, our study failed to address the question of why the figure stands at 93.8%. We
urge future researchers on this topic to investigate possible factors that can be attributed to this outcome.

35
4.11 Effect of K1 grant on planning of pursuing higher education after H.S

From the sample set, it was observed that 128 students want to pursue higher education after

H.S irrespective of whether or not they receive K1 grant.

However 16 students reported that they would pursue higher education if and only if they

were given the K1 grant.

Thus, there is a significant 12.5% increase in willingness to pursue higher education solely

due to K1 grant.

Fig. 4.11 Plans on pursuing higher education beyond Higher Secondary

Level (with grant vs. without grant)

36
5. Models and Regression Results

To explore the impact of Kanyashree Prakalpa, we divided our study into two parts :

(i) studying the effect of Kanyashree grant on educational expenditure on the girl child

(ii) to study whether the grant was having any effect on raising the preferred age of marriage

among students.

Accordingly, we formulated two models and ran regressions to estimate the results.

Our observations sample consisted of cross-sectional data, and we resorted to Classical

Linear Regression Models to estimate the results.

To do away with the problem of heteroscedasticity (data was found to be heteroskedastic7)

that arises in cross-sectional data, we resorted to reporting our results with Generalized Least

Squares Regression.

StateSE 12 has been used to conduct the econometric analysis of the data.

Sections 5.1 and 5.2 will elaborate on the control variables, model specifications, models

estimated from regression analysis and detailed analysis of the results obtained.

Section 5.3 deals with limitations of our research.

7
See Appendix B

37
5.1 Regression 1: To estimate the effect of Kanyashree grant on annual

proportion of family expenditure spent on education of girl child

Of the 200 data points we had collected, 24 had to be dropped due to erroneous reporting of

expenditure details. We dropped those observations for which people did not report their

expenditure details or in cases where the proportion of expenditure spent on the education of

the girl-child was found to be over 80 percent of total annual expenditure.

The regression was therefore run on 176 observations.

We hypothesized that the proportion of annual educational expenditure on the girl child 8 (a

ratio of total yearly educational expenditure on the girl child and total consumption

expenditure of the family) is dependent on the following factors:

Control variables of the model:

1. A dummy variable receive_kanyashree , which is specified as follows:

Receive_kanyashree =1, for beneficiaries of the scheme,

=0, for non-beneficiaries of the scheme.

2. District in which the girl child lives in North 24 Parganas, South 24 Parganas or Kolkata.

This has 2 variables- dis_south and dis_north . A dummy has been taken for each:

dis_north = 1 , if the respondent resides in the district of North 24 Parganas

8
Note: Annual educational expenditure includes annual school tuition fees, cost of school uniform, expenditure
on books and stationery items, private tuition fees, travel cost, expenditure on extracurricular activities and other
miscellaneous unanticipated expenses required for educational purposes.

38
 = 0 , otherwise

dis_south = 1 , if the respondent resides in the district of South 24 Parganas

= 0 , otherwise

Here Kolkata is used as reference category.

We included this variable to check the impact of place of residence on the educational

expenditure of the students.

3. Total number of family members ( totalnoofmemb~s ) : we included this variable under

the assumption that a large family size may adversely affect the educational expenditure of

the girl child as the family has to spend more on consumption expenditure.

4. We included Caste dummy, to check if there is any difference in the educational

expenditure on girl child for the general category households vis-à-vis reserved category

households.

This independent variable is named as caste_dummy .

caste_dummy =0, for General

=1, for others

5. Another dummy variable has been generated, specified as follows:

This independent variable is named as house_status .

house_status =0, if rented house

=1, if own house

The house ownership status has been included as a proxy for asset level of the households.

39
The yearly proportion of educational expenditure to total expenditure is taken as the

dependent variable named eduexo_proportiopn .

Null Hypothesis:

We hypothesize that the yearly Rs. 750 transfer will not have a significant effect on the

proportional yearly family educational expenditure of the girl child.

Model Description:

eduexo_proportion = β0 + β1 dis_south + β2 dis_north+ β3 totalnumberofmembers+ β4

caste_dummy + β5 house_status+ β6 receive_kanyashree,

Where β0 is a constant and β1 , β2 , β3 , β4 , β5 and β6 are the coefficients of the respective

variables. It shows the marginal effect of those variables on the proportion of educational

expenditure of the girl child.

40
Regression results:

The following table shows the OLS results of the regression.

Number of observations
Source SS df MS
= 176
0.23905555
Model 1.43433331 6 F(6,169) = 13.42
1
0.01780797
Residual 3.00954719 169 Prob>F = 0.0000
2
0.02539360
Total 4.4438805 175 R-squared = 0.3228
3
Adj R-squared = 0.2987
Root MSE = 0.13345

eduexo_propo 95％ Confidence

Coeff.. Std. Err. t p>|t|
rtiopn Interval

dis_south -0.0167651 0.0321505 -0.52 0.603 -0.0802334 0.0467032

dis_north -0.1682106 0.0236861 -7.1 0 -0.2149694 -0.1214518
totalnoofmem
-0.0238292 0.0089023 -2.68 0.008 -0.0414033 -0.0062552
b~s
caste_dummy 0.0077797 0.0220922 0.35 0.725 -0.0358326 0.051392
house_status 0.0576755 0.0264886 2.18 0.031 0.0053843 0.1099668
receive_kany
-0.004952 0.0205177 -0.24 0.81 -0.045456 0.0355519
ashree
_cons 0.2694905 0.0440386 6.12 0 0.182554 0.3564271

Table. 5.1.1 OLS results of regression 1

Table 5.1.1 shows the OLS results of regression run on cross-sectional data, and we find that

the data is heteroscedastic. 9

We see p-value is significant, so we discard null hypothesis of homoscedastic data and accept

that data is heteroskedastic.

9
See Appendix B

41
 To smoothen out the heteroskedasticity in the data, we resort to estimating coefficients using

GLS regression.

Number of observations =
Linear Regression
176
F(6,169) = 11.02
Prob>F = 0.0000
R-squared = 0.3228
Root MSE = 0.13345

Robust

eduexo_propo
Coeff.. Std. Err. t p>|t| 95％ Confidence Interval
rtiopn

dis_south -0.0167651 0.0442116 -0.38 0.705 -0.1040432 0.0705129

dis_north -0.1682106 0.0247214 -6.8 0 -0.2170132 -0.119408
totalnoofmem
-0.0238292 0.0099206 -2.4 0.017 -0.0434134 -0.0042451
b~s
caste_dummy 0.0077797 0.0252273 0.31 0.758 -0.0420215 0.0575809
house_status 0.0576755 0.0195205 2.95 0.004 0.0191402 0.0962109
receive_kanya
-0.004952 0.0205958 -0.24 0.81 -0.0456102 0.0357061
shree
_cons 0.2694905 0.0494829 5.45 0 0.1718062 0.3671749

Table. 5.1.2 GLS results of Regression 1

Table 5.1.2 gives us the results of the regression run to estimate the effect of Kanyashree

Prakalpa grant on proportion of educational expenditure on the girl-child.

Conclusions drawn from Regression 1:

1. This result shows that house_status , dis_north and totalnoofmembers are significant

as the p-value of these variables are 0.004,0.000 and 0.017 respectively, which are

less than 0.05 at 95% confidence interval. As the p value of these three variables are

less than 0.05, we reject the null hypothesis and conclude that they have a significant

42
 effect on the proportional educational expenditure of the girl child.

This also implies that eduexpo_proportion is higher for students residing in Kolkata,

the reference category, than the students in in North 24 parganas . However the

south 24 Parganas dummy remains insignificant. A higher educational expenditure

in Kolkata may be attributed to the high tuition fees, transport cost compared to 24

Parganas(North).

Variable house_status is found to be significant, which can be explained by the fact

that household which have to pay rent have to divert a portion of their income on rent,

which could otherwise be used for education-related expenditures.

Again, the fact that we can see a negative significant relation between proportion of

expenditure on education of girl child and total number of family members is logical.

The greater the number of family members, lesser is the expenditure expected to be

made on education of the girl-child.

2. The other variables dis_south , caste_dummy , receive_kanya~e have a p value

0.705, 0.758 and 0.810 respectively, that is, greater than 0.05 at 95% confidence

interval which means that we accept the null hypothesis and conclude that these

independent variables do not have a significant effect on proportional educational

expenditure of the girl child. Thus as expected, we see that the annual Kanyashree

grant of Rs.750 has no significant effect on the girl child‟s educational expenditure

because it is much less than the actual expenses on education.

3. R-square shows the amount of variance of eduexo_propor~n explained by the

independent varibles in the model. In this case the model explains 32.28% of the

variance in eduexo_propor~n .

43
 4. Prob>F is the p-value of the model. It indicates the reliability of X (independent

variables) to predict Y (dependent variable). Usually we need a p-value lower than

0.05 to show a statistically significant relationship between X and Y. Here, it is less

than 0.05 which shows that there is a statistical relationship between them.

5. Root MSE is the root mean squared error which is the standard deviation of the

regression. The closer to zero, the better the fit. In this model, the value of root MSE

is 0.13345, which implies that the model is a relatively good fit.

6. Checking for correlation between ownership status of house (house_status) and

income of the household, we found the two to be correlated. 10

10
See Appendix B

44
5.2 Regression 2: To estimate the effect of Kanyashree grant on raising

preferred age of marriage

One of the goals in this project is to explore the effect which the cash grant given through

Kanyashree has on the general age of marriage associated with teenage girls. We had

collected data on the preferred age of marriage of girls and on the average age of marriage of

females in the family. It was observed that the age preferred by the respondents mostly did

not match with the average family trend. Hence the age difference was computed between the

two and a regression was run in order to study how it varied with different variables.

For this regression, we could not consider all 200 data points due to erroneous data obtained.

Some respondents had not reported their preferred age of marriage, so we had to exclude

these data points from the regression. Further data points had to be dropped from the

regression since average age of marriage of females in the family was not reported. Finally,

64 such observations were found and discarded and ultimately the regression was run using

136 data points.

Control Variables:

Dummy variables were created for :

1. Caste

2. Districts from where the data points were taken

3. Working status of respondent‟s mother (working=1, not working=0)

4. House ownership status (own=1, rented=0)

5. Kanyashree recipient status ( recipient=1, non-recipient=0)

45
 1. Caste : The dummy for caste named as “caste_dummy” is generated as follows -

for general caste, caste_dummy = 0

= 1, otherwise

2. Districts of residence : Three dummies namely “district_kol” , “dis_north” ,

“dis_south” were generated as follows-

dis_north = 1 , if the respondent resides in the district of North 24 Parganas

= 0 , otherwise

dis_south = 1 , if the respondent resides in the district of South 24 Parganas

= 0 , otherwise

Kolkata is used as a reference Category

3. Working Status of respondent‟s mother : The dummy named as “mother_work” was

generated as follows -

mother_work = 1 , if mother is engaged in some occupation which generates income

= 0 , otherwise

4. House ownership status : The dummy for this variable named as “house_status” was

generated as follows -

house_status = 1 , if the respondent lives in their own house

= 0 , if they live in a rented house

5. Kanyashree recipient status : The dummy for this variable namely “receive_kanyashree”

was generated as follows -

46
receive_kanyahsree = 1 , if the respondent is a recipient of Kanyashree

= 0 , otherwise

Now the variable “agediff” was generated as agediff = (preferred age of marriage - average

age of marriage among girls in the family) every data point.

The variable “agediff” was then taken as the dependent variable and the regression was run

taking the following independent variables : receive_kanyashree

caste_dummy

dis_north

dis_south

house_status

mother_work

47
Model Specification:

The estimated model is specified as follows:

agediff = β0 + β1 receive_kanyashree + β2 caste_dummy + β3 dis_north + β4dis_south +

β5 house_status + β6 mother_work

Regression results:

OLS regression results are summarised below.

Number of observations =
Source SS Df MS
136
Model 112.063036 6 18.6771727 F(6,169) = 2.76
Residual 873.047258 129 6.7678082 Prob>F = 0.0148
Total 985.110294 135 7.29711329 R-squared = 0.1138
Adj R-squared = 0.0725
Root MSE = 2.6015

agediff Coeff.. Std. Err. t p>|t| 95％ Confidence Interval

receive_kanya
1.608997 0.4591145 3.5 0.001 0.7006273 2.517366
shree
caste_dummy 0.3985348 0.4827362 0.83 0.411 -0.5565707 1.35364
dis_north 0.359457 0.5188739 0.69 0.49 -0.6671477 1.386062
dis_south -0.4275953 0.6341784 -0.67 0.501 -1.682333 0.8271422
mother_work -0.1952617 0.6957514 -0.28 0.779 -1.571823 1.181299
house_status -0.120429 0.623071 -0.19 0.847 -1.35319 1.112332
_cons 0.9972361 0.7167905 1.39 0.167 -0.4209515 2.415424

Table 5.2.1 OLS results of Regression 2

48
However, we again conduct a heteroskedasticity check for the data. 11

Again we see that p-value is significant, so we can conclude that heteroskedasticity is present

in the data.

To smoothen out heteroskedasticity, we run a GLS Regression as before to estimate the

coefficients of the model.

Number of observations =
Linear Regression
136
F(6,169) = 3.10
Prob>F = 0.0071
R-squared = 0.1138
Root MSE = 2.6015

Robust

agediff Coeff.. Std. Err. t p>|t| 95％ Confidence Interval

receive_kanyas
1.608997 0.4632727 3.47 0.001 0.6924004 2.525593
hree
caste_dummy 0.3985348 0.516259 0.77 0.442 -0.6228963 1.419966
dis_north 0.359457 0.5480959 0.66 0.513 -0.7249642 1.443878
dis_south -0.4275953 0.4751989 -0.9 0.27 -1.367788 0.5125973
mother_work -0.1952617 0.6215815 -0.31 0.754 -1.425076 1.034552
house_status -0.120429 0.7396617 -0.16 0.871 -1.583868 1.34301
_cons 0.9972361 0.7029546 1.42 0.158 -0.3935768 2.388049

Table 5.2.2 GLS results of Regression 2

Table 5.2.2 summarises the results of the GLS regression.

11
See Appendix B

49
Conclusions drawn from Regression 2:

1. The only significant variable is “receive_kanyashree” with a P-value of 0.001

(< 0.01 , hence we reject the null that the coefficient = 0). It has a positive coefficient of

1.608997 implying that the age difference between the preferred age of marriage and the

average age of marriage of girls in the family varies positively with the girl being a recipient

of the Kanyashree Cash Grant.

This result is instrumental in showing that the Kanyashree grant is indeed having a positive

effect on inducing girl children to look forward to a future in which getting married at a very

early age is not the only option.

2. All other variables are insignificant in their effect on the dependent variable, with P-

values ranging from 0.158 to 0.871, all values being > 0.05.

3. The R-squared value = 0.1138 implying that 11.38% of the model‟s variations being

explained by the variables.

T-tests:

1. In addition to the regression, we also conducted a paired t-test or a mean test between

the preferred age of marriage of respondents and average age of marriage of females

in the family. The null hypothesis states that the mean difference between preferred

age of marriage and average age of marriage in the family for the girls receiving

Kanyashree grant is equal to zero.

After conducting the paired t test, we see that the p value is 0.000 which is less than 0.05 at

95% confidence interval. Thus, we reject the null hypothesis and conclude that the mean

50
difference between preferred and average age of marriage for the girls receiving the

Kanyashree grant is not equal to zero.12

5.3 Limitations in results obtained

The results we have obtained are based on a very small sample size, which isn‟t very well-

representative of the overall population of students within that income group and age group

all over West Bengal. A larger and more representative sample would have yielded better

results.

A major issue we faced while conducting the research is underreporting of income and

expenditure details, which might have adversely affected our results.

Only five schools were considered for the study, from primarily Hindu neighbourhoods,

which restricted us from seeing the variations of effect of Kanyashree, caused on the basis of

religion.

The questionnaire did not address other factors which could have been used as controls in the

models to explain the variations better.

The variations probably could have been explained better by approximating nonlinear

models, but nonlinear regression models are beyond the scope of our undergraduate syllabus

in econometrics, so we could not resort to those methods of analysis.

12
See Appendix B for results

51
Most of these issues arose due to paucity of time and low response rate. A larger scale of

study, spanning all districts of West Bengal, more representative of the population of the

state, incorporating more control variables would have yielded much better results.

52
6. Conclusion

We have been able to gather some very interesting results in our study on the effects of

Kanyashree Prakalpa in urban areas.

A primary criticism aimed at cash transfer programmes is that the money will be used for

purposes other than the policy requirements of the programme. However, the annual transfer

component K1 isn‟t exactly supposed to serve the purpose of an income supplement (its

purpose has been elaborated on in the following paragraphs). Irrespective of this, respondents

reported to either spending the money for current educational expenditure or saving it for

future educational expenditures.

As a secondary benefit, the grant is seen to be acting as an instrument of increasing financial

inclusion of underprivileged young females in the society. The incentives of the grant are also

clearly seen to be working towards raising mean preferred age of marriage among recipients,

thereby fulfilling one of its primary policy goals. This shows that the grant, understandably

the lump sum amount of Rs. 25,000, is opening up new avenues for young girls with limited

means. This is also reflected in our finding of how many of the girls who would not have

opted to continue with higher education in the absence of the grant are willing to do so now.

However, whether this is happening as a result of the K1 grant or the K2 grant is yet to be

estimated. Our study fails to address that issue.

We do however study the effect of the K1 annual grant of Rs. 750 on the proportion of annual

consumption expenditure spent on education of girl child, in order to assess if cash was being

used in the present or saved for the future. Our study revealed that the annual transfer has not

53
been significant in affecting annual educational expenditure on the girl child. It could be

because the Rs. 750 annual grant is supposed to work as a bait mechanism to push the girl-

child towards completing her education up to higher secondary level, after which she is to

receive a Rs. 25,000 lump sum amount. Respondents also reported that the annual transfer

had made no change in the annual educational expenditure, which is in tune with our

findings. Thus, we can conclude that the annual transfer‟s purpose is more to act as a bait to

completion of education than as a supplement to educational expenditures borne on the girl-

child. However, in a country with a male-child bias, to uplift an entire generation of female

children out of a poverty trap and raise their standard of living, more importance has to be

placed on the role of the cash transfer as a supplement to educational expenditure on the

female child. The amount of the transfer should be able to at least cover the basic minimum

of expenses on school fees, school uniform, books and stationery and other basic needs. On

this basis, the transfer amount should be increased to at least Rs. 2000 per annum. Otherwise,

in the face of rapid rising educational expenditures, parents will ultimately find it more

profitable to marry off their daughters than continue with their education. In the same vein,

the lump sum transfer of Rs. 25,000 could either be increased to a larger amount or the grant

could be continued on an annual basis, post-higher secondary level, with an augmented

amount to supplement college educational expenditure. If continued on a lump sum basis, it

should be accompanied with some complementary vocational training course which would

ultimately help the girl child enter the workforce and become self-sufficient, instead of

simply getting a degree up to the higher secondary level, which, in today‟s job market is of

little value. The idea should be to endow the beneficiary with a particular set of skills to enter

the skilled workforce.

54
One of our findings is that 100% banking coverage was not observed in case of recipients of

the grant. This observation is completely out of tune with what is the usual expectation since

all recipients of Kanyashree are automatically supposed to be granted joint bank-accounts

with their mothers. This issue needs to be looked into.

Another issue we think is important is that many respondents who qualify for the grant under

age and family income criterion had still not been enrolled under the scheme. Negligence on

behalf of the school administration was cited by many such respondents. This issue too needs

to be resolved.

Cash transfer schemes have always been seen as populist schemes, and this question arises

even in the case of Kanyashree Prakalpa. Principals in two of the schools reported that many

families were underreporting their income by forging documents, in order to avail the grant

(primarily for the Rs. 25,000 lump sum transfer). It was pointed out that such cases were

being willfully ignored by authorities, since one beneficiary meant acquiring the trust and

votes of the entire family. This issue is of grave concern and needs immediate attention. Care

should be taken so that this potentially successful scheme does not become an instrument of

politicking.

We had planned to explore whether Kanyashree was helping girl-children abandon side-jobs

and pursue education full time. However, in our sample we did not find any student who held

a job before receiving the grant. Hence, this issue remains unexplored but we think it is a

question worth examining in future works on the subject.

55
Our limited scope of study left us with very few instruments to analyse this issue in further

detail. This leaves the door open for future work to be conducted on this programme. Since it

is a relatively new programme (Kanyashree Prakalpa has been in existence since 2013),

concrete data, especially those on income and expenditure patterns of families are still scarce.

In a few years‟ time, we expect to find better data on income and expenditure patterns of

households, and the effect of the transfer on career decisions made by beneficiaries of the

grant.

56
Appendix A

Appendix A provides detailed summary of descriptive statistics of all control variables and

dependent variables used in the regression analysis in sections 5.1 and 5.2 of this paper.

A.5.1. Summary Statistics of Variables of Regression 1

Figures A.5.1.1, A.5.1.2 and A.5.1.3 provide summary statistics of dependent, independent

and control variables used in regression 1.

Table A.5.1.1 Summary Statistics of Dependent Variable of Regression 1

Table A.5.1.2 Summary Statistics of Independent Variables of Regression 1

57
 Table A.5.1.3 Summary Statistics of Control Variables of Regression 1

A.5.2 Summary Statistics of Variables of Regression 2

Figures A.5.2.1, A.5..2 and A.5.2.3 provide summary statistics of dependent, independent and

control variables used in regression 2.

Table A.5.2.1 Summary Statistics of Dependent Variable of Regression 2

Table A.5.2.2 Summary Statistics of Independent Variables of Regression 2

58
Table A.5.2.3 Summary Statistics of Control Variables of Regression 2

59
Appendix B

Appendix B provides results of all statistical tests performed in our analysis.

B.4.2 Differences in income levels of sampling Units across districts of

Residence

Table B.4.2.1 Summary Statistics and ANOVA test results for variation in income across 3 districts

B.5.1 Tests Performed under Regression 1

Table B.5.1.1 Results of heteroskedasticity test (Breusch-Pagan test) for dataset of

Regression 1

60
 Table B.5.1.2 Correlation between Annual Income and status of house ownership

B.5.2. Tests performed under Regression 2

Table. B.5.2.1 Results of Breusch-Pagan test of heteroskedasticity for dataset of Regression 2

Table B.5.2.2 Results of paired t-test 13

13
In the above table, “var 2” is average age of marriage of females in the family and “var 3” is preferred age of
marriage of respondent.

61
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64