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Results Of RDES
(Graph A)

As this graph indicates, the pass percentage in these schools has increased considerably in the two years after technical training started.

iÉÉÆÊjÉEò ʶÉIÉhÉ ºÉÖ¯û Eäò±ªÉÉxÉÆiÉ®ú nùÉäxÉ ´É¹ÉÉÇiÉSÉ {ÉÉºÉ ½þÉähÉÉ­ªÉÉÆSÉÒ ]õCEäò´ÉÉ®úÒ ´ÉÉfø±ÉÒ +ɺɱªÉÉSÉä +ɱÉäJÉ '+' nù¶ÉÇ´ÉiÉÉä.

(Graph B)

This graph gives the SSC results for five years from 1988, and the differences in the batches that had technical training and those that didn't.

+ɱÉäJÉ '¤É' 1988 {ÉɺÉÚxÉ 5 ´É¹ÉÉÇSÉä ÊxÉEòÉ±É nùÉJÉ´ÉiÉÉä. ªÉɨÉvÉä VªÉÉ Ê´ÉtÉlªÉÉÈxÉÉ iÉÉÆÊjÉEò ʶÉIÉhÉ Ê¨É³ýɱÉä +ÉÊhÉ VªÉÉÆxÉÉ Ê¨É³ýɱÉä xÉɽþÒ iªÉÉÆSªÉÉ ÊxÉEòɱÉÉiÉÒ±É ¡ò®úEò nùÉJɴɱÉÉ +ɽäþ.

(Graph C)

This graph shows the amount of community services that the three schools provided and were paid for by the community.

These graphs provide concrete proof that the technical training improves the scope of the students experience and also motivates them to earn a living from their skills.We can conclude that the technical education gives rural students a wider technical knowledge and skills, and they also perform better in the normal system of schooling.

+ɱÉäJÉ 'Eò' ¶ÉɳýÉÆxÉÒ {ÉÖ®ú´É±É䱪ÉÉ BEÖòhÉ ºÉɨÉÉÊVÉEò ºÉä´ÉÉ +ÉÊhÉ iªÉÉÆxÉÉ iªÉɤÉqù±É ʨɳýɱÉä±ÉÉ ¨ÉÉä¤Énù±ÉÉ nù¶ÉÇÊ´ÉiÉÉä.

iÉÉÆÊjÉEò |ÉʶÉIÉhÉ Ê´ÉtÉlªÉÉÈSÉä +xÉÖ¦É´É IÉäjÉ ´ÉÉfø´ÉiÉä +ÉÊhÉ iªÉÉÆxÉÉ iÉÉÆÊjÉEò EòÉè¶É±ªÉÉiÉÚxÉ Eò¨ÉÉ<<Ç Eò®úɪɱÉÉ |ÉÉäiºÉɽþÒiÉ Eò®úiÉä +ºÉÉ `öÉäºÉ {ÉÖ®úÉ´ÉÉ ½äþ +ɱÉäJÉ näùiÉÉiÉ. ªÉÉ ´É¯ûxÉ +É{ÉhÉ +ºÉä +xÉÖ¨ÉÉxÉ EòÉfÚø ¶ÉEòiÉÉä EòÒ, iÉÉÆÊjÉEò ʶÉIÉhÉɨÉÖ³äý OÉɨÉÒhÉ Ê´ÉtÉlªÉÉÈxÉÉ ´ªÉÉ{ÉEò iÉÉÆÊjÉEò YÉÉxÉ +ÉÊhÉ EòÉè¶É±ªÉ |ÉÉ{iÉ ½þÉäiÉä iªÉÉSɤɮúÉä¤É®ú xÉä½þ¨ÉÒSªÉÉ Ê¶ÉIÉhÉ {ÉvnùiÉÒiÉÒ±É ¶ÉɱÉäªÉ +ɦªÉɺÉGò¨ÉÉiÉ iÉä VÉɺiÉ SÉÉÆMɱÉä ¨ÉÉEÇò ʨɳý´ÉÚ ¶ÉEòiÉÉiÉ.

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