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This document summarizes a study on first generation learners in rural communities in India. The study aims to maximize educational opportunities and reduce challenges faced by this cohort, which has high dropout rates. Through qualitative case studies and interviews with students, parents, and teachers, the study identifies factors that affect academic success both positively, such as a relevant curriculum and community involvement, and negatively, like lack of family support and discrimination. The findings can provide insight into supporting the educational needs of first generation rural learners in India.
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TISS PPT-Original DEC 2016
- 1. First Generation Learners in Rural Communities of India Ratika Velu The University of Northampton Ratika.Velu@northampton.ac.uk
- 2. Aim To maximise opportunities and reduce challenges for education encountered by first generation learners in rural communities of India. Justification and Relevance This cohort has the largest number of drop-outs at all levels of education in India. Research Design Qualitative and flexible case study approach
- 3. Contact Locating and identifying a purposive sample from a rural community within Maharashtra State; Introduction to gatekeepers working in the field by Professor Rose; Identifying a school fit for purpose; Permission for conducting interviews; Establishing trust; Arranging a convenient time and date for data collection.
- 4. Sample First generation learners in a rural community in Maharashtra. Number of children: 20 Age range: 10-12 years
- 5. School NGO school Location: Maharashtra, India. Four hours drive from Mumbai; Number of children: 325; Population: Rural indigenous children from surrounding villages; Average family of 5 monthly income < Rs.5000; Student retention rate: 99.1%; Student attendance rate: 94.4%.
- 6. School
- 7. Village Population: •Scheduled castes and scheduled tribes; •Each village consists of about 100 people living in 15-20 houses. Occupations: •Fishing; •Daily wage land labourers; •Food gathering from adjoining forests; •Construction work. Education: •Majority are not literate but have completed four years of primary schooling from Zilla Parishad School; •Less than 10% have completed Secondary schooling.
- 8. Village
- 9. Research Methods Literature Review The research is informed by the Capability Approach (1993) applied to analyse and measure the quality of education and government policies, aimed at reducing disparities between first generation and successive generation learners. Semi-structured interviews Student interviews Parent interviews Teacher interviews Analysis of in-school data Group work observations Student participant profiles
- 10. Analysis Steps involved in analysing data •Transcribing the interviews to identify patterns and then coding transcripts to detect common themes; •Notes from non-structured observations studied, to provide insight into personal and family contexts of participants; •Writing participant profiles, drawn from interviews and observations to gain a deeper understanding of choices participants made regarding their education; •Analysing each theme to allow a final interpretation to emerge from the data collected. Key themes that emerged Attitudes; Family responsibility; Financial limitations/pressures; Lack of guidance/support; Nature of school.
- 11. Findings Factors affecting academic success Positive Providing a relevant curriculum, which fosters creativity and curiosity; Involving the local community in school activities and develop an understanding of family traditions and obligations of students; Employing qualified and experienced staff who understand the realities of students lives; Support for parents to understand and navigate the school system; Additional support after school hours to supplement their education; All indirect costs of schooling supported by school administration. Negative Lack of support at home as parents are not sufficiently literate to help them; Social stratification and discrimination along the lines of caste are demotivating and discourage children from continuing with their schooling; Poor quality of learning and teaching at village Zilla Parishad Schools.
- 12. Challenges Ethical Issues; Making Valid Generalisations; Respondent Bias; Communication.
- 13. Conclusion Pressures of life present challenges for attending and completing school for first generation learners; Teacher accountability and functioning of Zilla Parishad Schools has much room for improvement; Need for additional support to supplement the education of first generation learners; Relevant curriculum. It is hoped the study will provide some insight into the educational needs of first generation learners and influence future school improvement programmes of both governmental and non- governmental rural development programmes.