Mapping the Rural Adolescent Girls' Participation in Residential Non-Formal Education Program--A Study in Lunkaransar Block, Rajasthan, India

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Autor/in	Sharma, Shilpa
Titel	Mapping the Rural Adolescent Girls' Participation in Residential Non-Formal Education Program--A Study in Lunkaransar Block, Rajasthan, India
Quelle	(2002), (91 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Nonformal Education; Females; Foreign Countries; Focus Groups; Interviews; Daily Living Skills; Interest Inventories; Womens Studies; Student Participation; Profiles; Participant Satisfaction; Participant Characteristics; Rural Education; Rural Areas; Cognitive Mapping; Adolescents; Residential Programs; India + Suchen Sie Ihr Suchwort? Non-formal education; Non formal education; Nichtformale Bildung; Weibliches Geschlecht; Ausland; Interviewing; Interviewtechnik; Alltagsfertigkeit; Interest profile; Interessenprofil; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Charakterisierung; Profilanalyse; Ländliche Erwachsenenbildung; Rural area; Ländlicher Raum; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sozialer Wohnungsbau; Indien
Abstract	The present study, "Mapping Rural Adolescent Girl's Participation in Residential Non- Formal Education Program--A Study in Lunkaransar Block, Rajasthan", was an attempt to understand the dimensions of rural adolescent girls' participation in the "Balika Shivir" Program. It is a six month residential non-formal education program being organized by Urmul in Western Rajasthan, India. A sample of 100 girls (50 who had attended and 50 who had not attended the shivir) was taken from 10 villages from the girls had participated in the program. The data was collected using the interview schedule and focused group discussions. The life skills of the girls was assessed by administering the Life Skills Assessment Inventory. It was found that the study sample of girls who participated in the shivir were mostly in the age group of 10-15 years, unmarried and belonged to low income, marginalized agricultural families. After the shivir many girls could continue their education in formal school system. The barriers to the education, perceived by the girls, were economic, social and structural in nature. The decision of the girls' participation in the shivir was the one largely made by their families. This decision was influenced by two kinds of factors--the inhibiting factors and the facilitating factors--both from within the family as well as from the community. Both these factors had a push and pull effect on each other and it was only when the facilitating i.e. the positive factors were stronger than the negative/inhibiting factors, that the girls were allowed to join the shivir. The curriculum at the shivir was multifaceted one which helped in all round development of the girls--cognitive, physical and emotional. The various aspects of the shivir that were liked by the girls and that enhanced their development were the opportunity to study, participate in games and develop team spirit, do creative work in an environment that used methods and techniques that were participatory in nature and the experience of living together. The girls had several suggestions for the organization for future shivirs, some of which were incorporating skill building as a part of the curriculum. Understanding the effects girls perceived because of their participation and assessing the development of life skills in girls who had participated in the shivir vs. those who had not participated provided insights about the multifarious influences on the girls' lives. The effects that the girls perceived due to their participation ranged from enhancement of knowledge, improvement of interpersonal skills, increased self confidence, higher social status in their communities, development of leadership abilities and changed aspirations. Assessment of life skills development of the girls who had attended the shivir and to compare it with that of the girls who did not attend was an important aspect of the study. It was found that there was a significant difference between the girls who attended the shivir and the girls who did not, regarding their life skills development. The shivir had a multifaceted impact on the girls that equipped them to handle diverse real life situations. The shivirs are an important alternative for education of the girl child, deprived of the primary school for entering the mainstream system as well as basic exposure to a more formalized system of education. (Contains 18 tables and 19 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10