Interrupted Learning, Fragile Attendance and 'Out of School' Children in India (ILFA)

印度的学习中断、出勤率低下和“失学”儿童 (ILFA)

• 批准号: ES/X013871/1
• 负责人: Caroline Dyer
• 金额: $ 16.3万
• 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: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FX013871%2F1
• 关键词: Interrupted; Learning; Fragile; Attendance; Out

This research focuses on children who are enrolled in school but experience interrupted learning and fragile attendance (ILFA), which has negative impacts on their learning outcomes. Despite India's record of nearly universal primary level enrolment, ILFA appears to be a prevalent form of 'learning poverty' that is common across schools that serve children from highly socio-economically disadvantaged communities. There are, however, significant evidence gaps about the patterns and causes of ILFA that are implicated in an absence of systemic accountability for such children's learning. The project seeks to address these evidence gaps through qualitative researchthat extends earlier work on conceptualising accountability in education systems as relational and socially contingent. The project's evidence will also productively challenge the binary in/out of school conceptualisation in global policy discourses around Out Of School Children, since despite the growing emphasis on 'invisible' children in these discourses, children who experience ILFA fall between the in/out of school distinction and challenge the concept of 'in school'.ILFA addresses these issues through research that focuses on children in Adivasi (tribal) and other communities who are among India's most socio-economically disadvantaged and educationally marginalised people. It offers an in-depth, multi-scale study anchored in three school settings, straddling two development 'blocks' in Southern Rajasthan, a region where the RAISE project had previously worked. The study develops and applies a 'process tracing' approach with methodological innovations that enable deep articulation of the social relations that influence how marginalised learners access and participate in schooling, and patterns of ILFA. Methodologically, the integration of visual methods of network mapping and cognitive modelling alongside interviews, focus groups and participant observation, will enable an in-depth response to conceptually generative questions about why, in any one school, some children are more or less regular in attendance, and what explains a child's pattern of presence and absence. By applying this innovative process tracing approach, the study will show how stakeholders exercise agency and responsibility and influence children's attendance and sustained learning. These findings will help develop understandings of accountability and its influence on learning outcomes.The 12 month project unfolds in two stages, beginning with qualitative process tracing which is augmented from month eight onwards by action learning that helps to identify possible points for scaled-up intervention. The project will build partner and government capacity to use research evidence via effective impact pathways that have positive effects for children's attendance and learning. It will generate two key outputs for Vidya Bhawan, our NGO partner: a co-designed institutional post-project plan of action, including capacity development, which will inform a large ongoing programme Vidya Bhawan is carrying out in over 60 government schools; and inputs for the initial teacher education programme that Vidya Bhawan provides, as well as research capacity enhancement. A further project output will be a policy-orientated Evidence Brief that brings together in an accessible format insights for policy communities that can contribute to ensuring every child's right to education. This Brief will be particularly useful to stakeholders who are concerned with the Agenda 2030 commitment to Leave No-One Behind and the achievement of SDG 4. Conceptual work on relational accountability from an ILFA perspective, and with reference to the right to education of marginalised children, will be shared via publications suited to academic audiences and practitioners in development agencies

这项研究的重点是谁在学校注册，但经历中断的学习和脆弱的出勤（ILFA），这对他们的学习成果产生了负面影响的儿童。尽管印度的记录几乎普及小学入学率，ILFA似乎是一种普遍形式的“学习贫困”，这是普遍的学校，为高度社会经济弱势社区的儿童服务。然而，在缺乏对这些儿童的学习的系统问责的情况下，关于ILFA的模式和原因存在重大的证据差距。该项目旨在通过定性研究解决这些证据差距，将早期关于教育系统问责制概念化的工作扩展为关系和社会偶然性。该项目的证据还将富有成效地挑战全球政策话语中关于失学儿童的二元校内/校外概念化，因为尽管这些话语越来越强调“隐形”儿童，经历过国际语言文学协会的儿童介于校内和校外之间，并对“校内”的概念提出质疑。和其他社区，他们是印度社会经济最弱势和教育边缘化的人。它提供了一个深入的，多规模的研究锚定在三所学校的设置，跨越两个发展“块”在南部拉贾斯坦邦，一个地区的RAISE项目以前工作。该研究开发和应用了一种“过程跟踪”方法，其方法创新使人们能够深刻地阐明影响边缘化学习者如何获得和参与学校教育的社会关系，以及ILFA的模式。从方法上讲，整合视觉方法的网络映射和认知建模与访谈，焦点小组和参与者观察，将能够深入回答概念生成的问题，为什么在任何一所学校，一些孩子是或多或少定期出席，以及什么解释了孩子的存在和缺席的模式。通过应用这种创新的过程跟踪方法，研究将显示利益相关者如何行使代理权和责任，并影响儿童的出勤率和持续学习。这些研究结果将有助于发展问责制的理解及其对学习成果的影响。12个月的项目分为两个阶段展开，从定性过程跟踪开始，从第八个月开始，通过行动学习来增强，以帮助确定可能的点，以扩大干预。该项目将建设合作伙伴和政府的能力，通过有效的影响途径利用研究证据，对儿童的出勤和学习产生积极影响。它将为我们的非政府组织合作伙伴Vidya Bhawan带来两项关键产出：共同设计的机构项目后行动计划，包括能力发展，这将为Vidya Bhawan正在60多所政府学校开展的大型持续方案提供信息;为Vidya Bhawan提供的初始教师教育方案提供投入，以及提高研究能力。另一个项目产出将是一份面向政策的证据简报，以便于查阅的格式汇集政策界的见解，有助于确保每个儿童的受教育权。这份简报对关注《2030年议程》承诺“不让任何人掉队”和实现可持续发展目标4的利益攸关方特别有用。将通过适合学术界读者和发展机构从业人员的出版物，分享从国际法协会角度开展的关于关系问责制的概念性工作，