A Study on the Development of 21st Century Skills among Girls at Kanya Shiksha Parisar’s in Madhya Pradesh, India

Abstract

In today’s fast-changing global environment, education must equip learners not only with academic knowledge but also with essential 21st-century skills such as critical thinking, communication, leadership, collaboration, and creativity. While national policies like India’s NEP 2020 emphasize holistic and competency-based learning, there remains a significant research gap regarding the extent to which these goals are realized in residential girls' schools, particularly in underserved or rural contexts. This study addresses this gap by evaluating how effectively Kanya Shiksha Parisars (KSPs) in Madhya Pradesh are fostering 21st-century skills among girl students through a holistic and inclusive educational approach. To achieve this, a mixed-methods research design was employed, combining quantitative survey data and qualitative insights. The study draws on responses from 1,259 students, 130 teachers, and 26 head teachers across 26 Kanya Shiksha Parisar’s (KSPs) of Madhya Pradesh, selected through stratified random sampling. Quantitative data from structured student questionnaires and qualitative feedback from semi-structured teacher interviews and Focus Group Discussions were analyzed to assess the development of skills such as teamwork, time management, leadership, and problem-solving. Findings indicate a high level of student engagement in skill-building activities, with over 85% affirming the positive role of KSPs in their personal development. However, the study also reveals gaps in digital literacy, access to leadership opportunities, and creative skill enhancement. Teachers express strong intent to support these competencies but are constrained by curriculum overload and limited resources, which hinder the integration of innovative pedagogies. The study concludes that while KSPs are significantly contributing to girls’ 21st-century skill development, further progress depends on systemic support, targeted teacher training, and infrastructure development.