How can private schools in India work towards providing inclusive education to disadvantaged and marginalized children?

印度的私立学校如何努力为弱势和边缘化儿童提供全纳教育？

• 批准号: 2396898
• 金额: --
• 依托单位: University of Birmingham
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2396898
• 关键词: How; private; schools; India; work

OverviewThis project aims to investigate how inclusion is practised and experienced in private school settings within the Indian context. Private schools in the Global South have experienced rapid growth in recent years, and in India in particular it is estimated that approximately a third of 6 - 10-year-old children attend fee-charging private schools, rising to a half in urban areas (Kingdon, 2020 in Day-Ashley et al, 2020). This has led to a dual public and private education system (Srivastava and Walford, 2006 in Day-Ashley et al, 2020).Alongside this development, in 2009 the Right of Children to Free and Compulsory Education Act (RTE Act) was passed, thereby enshrining the right of all children aged 6-14 years to free and compulsory education, whether public or private (Day-Ashley et al, 2020). However, little is yet known about how disadvantaged and marginalised children access, experience and learn in private schools in India. In response, international NGO Save the Children developed a Global Policy Position on User Fees in Education and Private Schools (2016), which sets out criteria for analysing different models of education in terms of issues such as equity, quality and learning, and impact on the education system (ibid, 2020). Research QuestionsThis project seeks to investigate how private schools attempt to include disadvantaged children under the RTE Act by exploring the following research questions:- How are private schools in India supported in providing inclusive education at state, national and global levels? - How do private schools attempt to include disadvantaged and marginalized children? - What are children's everyday experiences of inclusion within private schools? - What are the key limitations and barriers to providing inclusive education in private schools?- What support is needed to enable private schools to provide fuller and more effective inclusive education? - How can key actors in private schools 'work towards' providing more inclusive education under current conditions?Methodology The research will comprise three phases: Phase 1: A review of key themes in the literature to identify and evaluate 'elements' supporting inclusive education at global, national and state levels e.g. legal frameworks, models, policies, guidance, accountability mechanisms, curricula, learning materials and training opportunities.Phase 2: Research examining inclusion practices in several private schools participating in the RTE Act in a single Indian state across different locations (rural, periurban and urban) and fee-levels (low, mid and high). A combination of methods including participant observation, qualitative interviews, focus group discussions and analysis of school documents.Phase 3: Participatory action research techniques will be used to check emerging analyses from case study research with key participants through workshops and provide space for participants to draw on principles of inclusion to draft, co-create, develop and expand on school inclusion policies.Anticipated OutcomesAlong with the PhD thesis, the project will also support Save the Children's policy and advocacy work regarding inclusive education initiatives in India, while providing the potential for developing new policies related to the impact of various models to support disadvantaged and marginalised children's learning at school. Furthermore, the project has the potential of informing Save the Children's advocacy work in wider, non-Indian contexts, i.e. developing inclusive education policies and initiatives with other governments and partners based in other parts of the world.

概述本项目旨在调查印度背景下在私立学校环境中实践和经验的包容性。近年来，全球南部的私立学校经历了迅速增长，尤其是在印度，据估计，有6-10岁儿童中约有三分之一在城市地区上升到一半（Kingdon，Day-Ashley等人，2020年，2020年）。这导致了双重公共和私立教育体系（Srivastava和Walford，2006年，Day-Ashley等人，2020年）。在这一发展，2009年，通过了儿童自由和强制性教育法案（RTE法案）的权利，从而涵盖了所有6-14岁儿童自由和强迫教育的权利，无论是公立教育，无论是公立还是私人的，但是，关于在印度的私立学校中如何获得和边缘化的儿童访问，经验和学习的知识尚不了解。作为回应，国际非政府组织拯救儿童在教育和私立学校的用户费用上制定了全球政策立场（2016年），该政策规定了以公平，质量和学习以及对教育体系的影响（同上，2020年）等问题分析不同教育模式的标准。研究问题本项目试图通过探索以下研究问题来调查私立学校如何尝试根据《 RTE法》纳入弱势儿童： - 印度的私立学校如何支持在州，国家和全球级别提供包容性教育？ - 私立学校如何试图包括处境不利和边缘化的儿童？ - 儿童在私立学校内包容的日常经历是什么？ - 在私立学校提供包容性教育的关键局限性和障碍是什么？ - 私立学校的关键参与者如何在当前条件下提供更多的包容性教育？方法学将构成三个阶段：第1阶段：文献中关键主题的综述，以识别和评估在全球，国家和州一级支持包容性教育的“要素”，例如法律框架，模型，政策，指导，责任机制，课程，学习材料和培训机会。期2：研究研究在不同地点（农村，郊区和城市）和费用水平（低水平）（低，低点和高中）的几所私立学校参与RTE法案中的纳入实践的研究。 A combination of methods including participant observation, qualitative interviews, focus group discussions and analysis of school documents.Phase 3: Participatory action research techniques will be used to check emerging analyses from case study research with key participants through workshops and provide space for participants to draw on principles of inclusion to draft, co-create, develop and expand on school inclusion policies.Anticipated OutcomesAlong with the PhD thesis, the project will also support Save儿童的政策和倡导工作关于印度的全包教育计划，同时提供了制定与各种模型有关支持弱势和边缘化儿童在学校学习的影响的新政策的潜力。此外，该项目有可能在更广泛的非印度环境中拯救儿童的倡导工作，即与世界其他地区的其他政府和合作伙伴制定包容性教育政策和倡议。