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Making the elementary schooling system in India work for disadvantaged learners: a cross-scalar comparative study of accountability relations

让印度的小学教育系统为弱势学习者服务：问责关系的跨尺度比较研究

基本信息

批准号：
ES/P005802/1
负责人：
Caroline Dyer
金额：
$ 78.1万
依托单位：
University of Leeds
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2018
资助国家：
英国
起止时间：
2018 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FP005802%2F1
关键词：
Making elementary schooling system India

项目摘要

Global development policy is concerned with equitable learner participation and achievement, yet low learning outcomes and stark learning inequalities are persistent. Marketisation of provisioning is a growing trend in education that has complicated relations of accountability and regulation. This study aims to advance an understanding of accountability for improved learning outcomes for disadvantaged children by departing from the established approach of isolating specific variables for reform. Instead, it conceptualises accountability as systemic and relational. It is designed to show how multiple actors across the home, community, school and bureaucratic scales have particular norms and interests, modes of participation and regulatory roles that shape learning outcomes for disadvantaged children. It examines both the formal rule-based relations of these system actors, and the informal, everyday practices of accountability - all of which bear significantly on progress towards policy goals, yet are so far poorly understood. This project focuses on learning outcomes for 'disadvantaged learners' in India: children of primary school age who are disadvantaged by a range of structural inequalities, which are often cross-cutting, such as gender, location, caste, and class. It takes key quality and equity provisions in India's Right to Education Act (RTE) and examines how these are taken up in different ways, and with respect to differing understandings of education quality and equity held by actors across the four system scales of home, community, school, and bureaucracy. Empirical work takes place in two States, Chhattisgarh and Maharashtra, focusing on two districts and within each, two blocks which are purposively selected to enable intra-block, inter-district and inter-state comparisons. In each block, we sample ten schools, which include government, private and large scale 'alternative' provision to examine the accountability relations that surround differently positioned learners. The study design follows a sequential mixed methods approach, beginning with qualitative investigation and then using a quantitative survey to validate and extend the qualitative analysis. We will use an innovative process tracing approach, anchored in the sample schools, to track how specific policy initiatives stemming from RTE directives are understood by multiple actors across system scales. This enables the study to identify how their practical actions converge and diverge with goals for learning - as understood both by the RTE and these actors - and the impact on children's learning outcomes. Our partner NGO, CSEI will co-deliver our impact strategy. We will co-facilitate workshops for bureaucratic actors that promote discussion of relational accountability and its implications for improving learning outcomes for disadvantaged learners. Co-produced outputs will include: a new Education Equity, Quality, and Accountability Audit (EEQAA) tool which community-led organisations will administer with CSEI support; a professional development module for Cluster Co-ordinators (who lead teacher meetings and have monitoring roles); a draft multidimensional framework for 'quality of education' which CSEI will disseminate nationally via its civil society networks. The project's approach to analysing multi-scalar accountability relations will challenge existing understandings of systemic reform, and provide empirical knowledge and tools with direct application for improving quality and equity in elementary education in India. Beyond this, its conceptual advances, outputs, and innovative process-tracing methodology will deliver analyses with international significance for state and non-state actors concerned with improving learning outcomes for disadvantaged learners.

全球发展政策关注的是学生的平等参与和成绩，但学习成果低下和严重的学习不平等现象依然存在。供给的市场化是教育领域的一个日益增长的趋势，它使问责和监管的关系变得复杂。本研究的目的是提高对改善弱势儿童的学习成果的问责制的理解，从既定的方法分离的具体变量改革。相反，它将问责制概念化为系统性和关系性的。它的目的是显示如何在家庭，社区，学校和官僚尺度的多个行为者有特定的规范和利益，参与模式和监管作用，塑造弱势儿童的学习成果。它既审查了这些系统行为者之间正式的基于规则的关系，也审查了非正式的日常问责做法-所有这些都对实现政策目标的进展产生重大影响，但迄今为止人们对它们的了解甚少。该项目的重点是印度“弱势学生”的学习成果：由于一系列结构性不平等而处于不利地位的小学适龄儿童，这些不平等往往是贯穿各领域的，如性别、地点、种姓和阶级。它需要在印度的教育权利法（RTE）的关键质量和公平的规定，并检查这些是如何采取不同的方式，并在家庭，社区，学校和官僚机构的四个系统规模的行为者持有的教育质量和公平的不同理解。在恰蒂斯加尔和马哈拉施特拉邦这两个邦开展了实证工作，重点是两个区和每个区内的两个街区，有目的地选择这两个街区，以便能够进行街区内、街区间和邦间的比较。在每个区块中，我们抽样十所学校，其中包括政府，私人和大规模的“替代”提供检查问责关系，围绕不同定位的学习者。研究设计遵循顺序混合方法的方法，从定性调查开始，然后使用定量调查来验证和扩展定性分析。我们将使用一个创新的过程跟踪方法，锚定在样本学校，跟踪如何具体的政策举措产生的RTE指令是由多个参与者跨系统规模的理解。这使研究能够确定他们的实际行动如何与学习目标趋同和分歧-正如RTE和这些行为者所理解的那样-以及对儿童学习成果的影响。我们的合作伙伴非政府组织CSEI将共同实施我们的影响战略。我们将共同促进官僚行为者的研讨会，促进关系问责制及其对改善弱势学习者学习成果的影响的讨论。共同制作的成果将包括：一个新的教育公平、质量和问责制审计（EEQAA）工具，社区领导的组织将在CSEI的支持下管理该工具;一个集群协调员（领导教师会议并发挥监督作用）专业发展模块;一个“教育质量”多层面框架草案，CSEI将通过其民间社会网络在全国范围内传播。该项目分析多层次问责关系的方法将挑战对系统性改革的现有理解，并提供可直接应用于提高印度初等教育质量和公平的经验知识和工具。除此之外，其概念上的进步，产出和创新的过程跟踪方法将提供具有国际意义的分析，为国家和非国家行为者关注改善弱势学习者的学习成果。