Perceived Impact of Donated Facilities in Rural Maharashtra

Perceived Impact of Donated Facilities in Rural Maharashtra

Economics

Aditya Patel

2025

Rebecca Morris, Tom Perry

Rural India continues to grapple with high school dropout rates despite decades of expanding school access. National statistics show that dropout rates climb dramatically at higher grade levels. While the primary‑school dropout rate is roughly 1.5%, the secondary dropout rate exceeds 12% and rises to around 17% in the latest UDISE+ data (Education Department, 2021; Education Department, 2020). The problem is multidimensional: poverty, distance to school, gender‑specific challenges such as menstruation, and the quality of school facilities all influence whether a child completes school. The following research project investigated how targeted donations (computers, tables, cameras, cycles, sanitary pads and similar resources) and school‑level facilities influence student attendance, retention, learning enjoyment, etc. in two rural schools in Maharashtra. A mixed-methods approach was used, combining surveys of 174 students and teachers with qualitative conversations with headmasters to understand local conditions and perceptions. Key findings show that school facilities have a multi-dimensional impact on students’ educational experiences. Improvements to sanitation and menstrual hygiene facilities most strongly enhanced attendance and wellbeing among girls, while bicycles reduced the strain of long commutes. Upgraded classrooms, libraries, and computer access improved motivation, enjoyment, and engagement across all grades, and students also perceived better-equipped environments as strengthening teaching quality and community participation. Overall, the findings demonstrate that donor-supported facilities complement government schemes by addressing both material and social barriers to schooling. Sustained investment in sanitation, transport, and learning infrastructure is therefore essential not only for reducing dropout but also for creating more inclusive and motivating learning environments in rural India.

Education, Rural India, Public Policy, Sociology