First Generation Learners in Rural Communities of India

Ratika Velu

The University of NorthamptonRatika.Velu@northampton.ac.uk

AimTo maximise opportunities and reduce challenges for education encountered by first generation learners in rural communities of India.

Justification and RelevanceThis cohort has the largest number of drop-outs at all levels of education in India.

Research DesignQualitative and flexible case study approach

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.

Sample

First generation learners in a rural community in Maharashtra. Number of children: 20

Age range: 10-12 years

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%.

School

VillagePopulation: •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.

Village

Research Methods

Literature ReviewThe 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 interviewsStudent interviewsParent interviewsTeacher interviews

Analysis of in-school data

Group work observations

Student participant profiles

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AnalysisSteps 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.

FindingsFactors 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.

Challenges

Ethical Issues;

Making Valid Generalisations;

Respondent Bias;

Communication.

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.

Thank youfor listening