Education through participation

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AMITY BUSINESS SCHOOL

Education Through Participation:An Avenue for Security of Sustainable Livelihood

By:

Dr. Arun BhadauriaAssistant Professor,

Amity University Uttar Pradesh, Lucknow Campus




Friday, July 29, 2011 2

Over view

� Participator y education mode is sought as aindispensable application to make Public PrivatePartnership (PPP) - a successf ul model of Education,which is much hyped for accomplishment of µeducation

for all¶ - dr eam project of Government of India (GOI).� The policy design and execution through available

infrastr uctur e, i s i n the r edesigning mode. Innovativedesigns ar e being usher ed in to cr eate most appropriater esource base for education through participation.

� The r esponse and success so far is satisfactor y however it is seldom enough to notice r ural education as drivingforce for sustainable r ural development and sustainablelivelihood security.





Livelihood Security & Rural Mindset

� Rural livelihood security is absolutely a separateissue so far as looked upon by common villageinhabitants.

� The r ural elites in the past have propagated athought i.e. µwork is beyond education. Mor eeducated means mor e difficult to findemployment in the ar ea¶.

� Such kind of thoughts, beliefs, misconceptionsar e needed t o be addr essed with adequateblend of employment, economic activity andlearning by doing.





Pragmatism in Education

� They (adults) will not be asked to join for education only but to comefor job and µlearning by doing¶ with the assurance of gettingemployment

� Minors will be provided adequately monitor ed education equippedwith f unctional student database hub.

MNREGA however doing good job in this regard, it is suffering from corruption as this programme is politically motivated and activities are forcefully created for villagers. The said activity

does not provide sustainable means of livelihood security as it does not has business opportunities, competition and business

characteristics.





Vision

� Business Opportunities ar e cr eated by absolute and fr eeparticipation of all the communities, physical infrastr uctur e and

Government Bodies.� While role of government is of r egulator and facilitator ± which is

being performed through MNREGA type programmes to cr eatephysical infrastr uctur e,

� the other segment i.e. community ± Business Community andHousehold both ar e r equir ed to show inter est in the utilization of

the cr eated infrastr uctur e.� This objective may be accomplished only through PublicPrivate Partnership but through Participation of people, whichconstitute µ4P¶ Model. This model though is not in action but itneeds to be on priority for sustainable livelihood security.

School-to-Work (STW)

Workforce Investment Act (WIA)





1. Conceptual Shift in the

meaning of Livelihood Security:� Livelihood security is defined as adequate and sustainable accessto income and r esources to meet basic needs (including adequateaccess to food, potable water , health facilities, educationalopportunities, housing, time for community participation and socialintegration).

� Livelihoods can be made up of a range of on-farm, off -farm andextra-territorial activities which together provide a variety of procur ement strategies for food, cash, shelter , r ecognition,satisfaction, grooming, growth and development. Thus, eachindividual can have several possible sources of entitlement whichconstitute its livelihood.

� These entitlements ar e based on the r esource endowment and its

position in the legal, political and social fabric of society (Drinkwater and McEwan, 1992).





Sustainable livelihood

� The risk of livelihood failur e determines the level of vulnerability of an individual to income, food, health,nutritional, political, social and psychological insecurity.Ther efor e, livelihoods ar e secur e when individual have

secur e ownership of , or access to, r esources andincome earning activities, including r eser ves and assets,to offset risks, ease shocks and meet contingencies(Chambers, 1989).

� A livelihood is sustainable, when it ³can cope with and

r ecover from the str ess and shocks, maintain itscapability and assets, and provide sustainable livelihoodopportunities for the many generation to come(Chambers and Conway 1992)´.





Subsets of livelihood security

� Unfortunately, not all households ar e equal in their abilityto cope with str ess and r epeated shocks.

� Poor people balance competing needs for assetpr eser vation, income generation and pr esent and f utur e

food supplies in complex ways (Maxwell and Smith,1992). Thus, food and nutritional security ar e subsets of livelihood security; food needs ar e not necessarily mor eimportant than other basic needs or aspects of subsistence and sur vival within households. Food-

insecur e households juggle among a range of r equir ements, including immediate consumption andf utur e capacity to produce.





1.1 Current Issues and fundamental

parameters of livelihood security

� The str uctural vulnerability of livelihood systems in LessDeveloped Countries (LDCs) such as skeweddistribution of r esources, subdivision and fragmentationof land holdings, poor connectivity and of course low

level of awar eness and education, backward andinhibitor y approach towards developmental processesled to poor , non-livable, economically weaker andunsustainable dwellings;

� Focusing and deliberating upon improved technology of

production and processing to stabilize yields throughdiversification into agro-ecologically appropriate crops,natural r esource management, filing up of voids ineconomic and political distribution system, cost eff ectiveand business oriented measur es ar e brazenly r equir ed.

(e.g. soil and water conser vation).





Need to do

� Operational approach to Cr eate alternativeincome-generating activities for the purpose of attainment the goal of self -sustained system(e.g. activities to develop small enterprise);

� Need o f r einforcing coping strategies that ar e

economically, environmentally, globally and of course locally sustainable (e.g. seasonallyappropriate off -farm employment);

� Improvement in on-site inventor y managementand implementation capacity to incr ease theavailability of buff er stocks in order to providecushions from shocks;

� Improvement through community participation incommon property and logistics management.





1.2 Components of household

livelihood security� Security of Business Opportunity and development

� Economic security (income, skills, time)

� Nutritional security (Shelter , Mother and child car eHealth including water and sanitation)

� Environmental Awar eness Security� Educational Participatory security

� Community participation (gender , ethnic group, r eligious affiliation)

� Habitat security

� Food security

� Health security

� Political & Legal Security





International Experience

� Livelihood Security r equir es str engthening the capacity of masses and politicalsystem mapping out key issues, providing guidance on necessar y priority actionsleading to economic well-being, determining populations most at risk, and buildingcommunity and household r esilience through awar eness raising activities with the

f unctional and eff ective association with community volunteer or ganization.

� Southern Sudan and surrounding ar eas such as Abyei, the Nuba Mountains and Blue Nile maybe taken a s illustration wher e food security isaddr essed through development of an integrated

food security strategy and by leveraging Title IIand Disaster Assistance f unds in acomplementar y manner that emphasizes thetransitions taking place in livelihoods, education,health, nutrition, institutions and security.





OXFAM¶s Endeavour

� OXFAM¶s livelihoods program in Tazikistanr evolving around to identif y problems, potentialsolutions, partnerships, and inter ventions ar eappropriate to addr ess the complex issues of food and livelihood security ther eby tr ying to

develop a five year strategic framework and aproposal for a sustainable livelihoods programat national and r egional levels.

� Wor ld Food Programme (WFP) in r uralBangladesh aims to cr eate socio-economicprofiles a n d determine levels of vulnerability

and food security in operational ar eas. Thedisaggr egating by socio-economic statusenabled a mor e nuanced and descriptiveanalysis of food security and vulnerabilityissues, allowing WFP to design their programmes accordingly.





2. Issues of livelihood security are addressed with µemployment

through Participation and education¶ approach

� Education is a key component in the conceptualization of the 11th Five Year Plan(FYP). As per draft of FYP Nine working groups and Four steering committee ar econstituted for education in which lar ger emphasis has been laid upon Developmentof Education of SC/ST/ Minorities/ Gir ls/and other Disadvantaged Groups, TechnicalEducation, Higher Education, Language Development and Book Promotion,Secondar y and Vocational Education, Sports and Physical Education, Adolescents'Development and Sports & Youth Affairs, Basic/Elementar y Education and Literacy,

Art and Cultur e.

� The whole gamut of actions and policymaking under the aegis of planningcommission is deviating from employment-oriented, participator y and livelihoodsecurity based sustainable education system. No doubt that Government of India hasdone commendable work in the field of primar y and higher education. Despite of some good work over past 50 years by the governing bodies, the literacy rate isdismally low at 61%. The countr y, which ranks 2nd in the terms of population and isone of the fastest growing economies, ranks disappointing 144th in ranking of countries based on literacy rate. One of the lar gest countries in the wor ld in terms of population has one of the lowest literacy rates i n the wor ld. The countr y being

claimed to emer ge as next superpower is lagging far behind in Human DevelopmentIndex.

� "Education is the most critical element in providing employment t o people withappropriate skills and knowledge and giving them access to participate in cr eationand establishment of productive employment activities in the f utur e. The 11th Planshould pay special attention to this ar ea. An ideal we should strive for is that allinhabitants should be able to get as much participation in employment generationactivities and education as they ar e capable of getting, irr espective of their socio-

economic, ethical, r eligious and psychological profile."







Some of the major objectives that ar e important and ar e in line with

Planning Commission's objectives ar e mentioned below:

� Education for Poor ± Not just enrolment but education on economical security.

± Sharp r eduction in drop-outs through pulling back mechanism.

� Inclusion of excluded groups - SCs, STs, OBCs,Minorities and Gir ls o n the basis of various levels of

participation.� Development of national standards and norms for

educational and learning levels

� Active participation of community in management of schools - move from highly centralized system t o a

decentralized system and finally r esorting to self -sustained system of education & economy.

� Assisting disadvantaged, destitute and deprived childr en





2.2 The "Student Data Hub"� The "Student Data Hub" can assist the Planning Commission and various

Stakeholders to understand the lif elong education of the entir e studentpopulation across all sectors past, pr esent and f utur e with a completelongitudinal profile Integrated with all administrative systems, institutionsand agencies and leverage this for learning, analysis, planning andadministration of the Indian Education System Universalization of Secondar y Education for the knowledge driven wor ld.

� Removal of disparities in education and skills.� Accountability for deliver y of education - public, private and self established.

� Merit-cum-Means based loan and scholarship programs through SHG andother similar micro cr edit systems.

� Student data validation for admissions, testing and grading - both domesticand migrating (see Notes about success stories and r ecommended studentdata hub).

� Ensur e continuous and growing supply of quality manpower to the ser vicessector and industries.

� Incr ease Technical/Vocational Education and Skill Development.

� Incr ease adult literacy through continuing education programs.

� Enlar ging the pool of scientific manpower - identif y and nurtur e bright youngstudents to take up higher studies for pursuing scientific r esearch as acar eer .





3. Education is ensured through participation in economic and

livelihood earning activities.

3.1 Sherry Arnstein (1969) described a ladder of participation with

eight steps. � First is Manipulation and second is Non participativeTherapy aims to cur e or educate the participants. Theproposed plan is best and the job of participation is toachieve public support by public r elations.

� Third and most important step to legitimateparticipation is information. However , ther e is neededto lay lesser emphasis on a one way f low of information ignoring any channel for f eedback.

� Fourth is Consultation i.e. Attitude sur veys,neighbour hood meetings and public enquir e.

� Fifth is Placation - Co-option of hand-picked 'worthies'onto committees.

� Sixth is Partnership in which Power r edistributedthrough negotiation between citizens and power holders. Planning and decision-making r esponsibilitiesar e shar ed.

� Seventh & eighth is Delegated power and CitizenControl. Citizens ar e holding a clear majority of seatson committees with delegated powers to makedecisions. Public now has the power to assur eaccountability of the program to them. Have-notshandle the entir e job of planning, policy making andmanaging a program.





9 steps� 3.2.1 Initiation and process: Participation doesn't just happen, it

is initiated. Someone then manages a process over time, andallows others involved some control over what happens. Theprocess is described during four phases: Initiation - Pr eparation -Participation - Continuation.

� 3.2.2 Control: The initiator is in a strong position to decide how

much control for . This decision is equivalent to taking a stand onthe ladder - or adopted a stance about the level of participation.

� 3.2.3 Power and Purpose: Understanding participation involvesunderstanding power : the ability of the diff er ent inter ests to achievewhat they want. Power will depend on who has information andmoney. It will also depend on people's confidence and skills. Manyor ganizations ar e unwilling to allow people to participate because

they f ear loss of control. However , ther e ar e many situations whenworking together allows ever yone to achieve mor e than they couldon their own. These r epr esent the benefits of participation.

� 3.2.4 Role of the facilitators: Facilitators control much of whathappens. It is important they constantly think about the part theyar e playing.







3.3 Economic inequalities

� Economic inequalities led to emer gence of deprived class as evident in British economy manypeople in low and middle income jobs have seen either little or no improvement in their earnings over the last three decades. Ironically, wages have grown by almost 100 percentfor rich minority such as Judges, Barristers, Solicitors etc, while they fell by 5 percent for truck drivers, packers, bottlers in the same period (see Notes). Wages grew by over 100percent for a "rich minority" of judges, barristers and solicitors, while they fell by 5 percentfor forklift truck drivers and 3 percent for packers and bottlers in the same period (AFPReport, 2011).

� Their participation is forbidden and the rift has been incr easing between and within nations,r egions and cities, but questions of r edistribution have to some extent been displaced by those of r ecognition, empowerment and diversity in urban and r egional inquir y and policy. Such thingshave happened due to lack of participation. Participation is certainly a necessar y condition for moving towards a mor e egalitarian society, curr ent policies ar e valuable but limited in terms of thedegr ee of r epr esentation and the extent of control. They ar e part of an affirmative agenda - that is,they tackle symptoms but not causes of destitution. It has been suggested that artificial measur eslike r eser vation may only ensur e quantitative participation it does not guarantee educational,political, economical and administrative empowerment. Along with a favorable political will, anumber of complementar y inter ventions need to be initiated to over haul protection based socio-

economic str uctur e. This calls for an or ganized and sustained mass movement to adequatelyr epr esent masses¶ inter ests. The ongoing experiments and experiences suggest that periodictraining, orientation and sensitization can help people¶s r epr esentatives perform their assignedf unctions in a better way. In this r egard, they ar e to be supported by institutions like the Non-Government Or ganizations (NGOs), Community level associations and or ganizations and aboveall the political parties which may politically enlighten the masses especially on the issues likeintegrated development mechanism.





4. Transformation of Societies into

group of rational Citizens

� Social and cultural dimensions have always been important for accomplishment of long-term national goals. Had our fr eedomfighters not followed Mahatma Gandhi, fr eedom certainly would nothave been r estor ed. Similar ly, transformation of social groups intoopen-minded, rational, educated and development oriented groupscan do miracles in livelihood security and development. Per haps thisis the r eason behind numerous failur es encounter ed whendevelopment is given an exclusively techno-economic orientation,provide the basis for a new search to give meaning to hithertoneglect socio-cultural norms. This search is all the mor e r elevant inthis era of globalization that set into momentum the tendency tohomogenize social and cultural specificity. The sustainability of anysociety will depend in lar ge measur e on the degr ee of diversity andself -r eliance that it is able to maintain with r egard to r eproducing itssocial and cultural concomitants. At the cor e of this ar e issuespertaining to the food and livelihood security of its people. Societymay addr ess this issue through compr ehensive approach of participation and dialogue.





Conclusion

� Participation is the only key to open the plethora of opportunities for theself -sustainable development and management system.

� The mix of technology and participator y tool brings forth r evolutionar ychanges in the socio-economic and security aspects of the masses.

� In the r esponse of this mechanism application of participator y economicactivities led education which is self sustained leading to the highestpr ef er ence to the attendance and maintenance of need-utilization-r egeneration r ecords through data hub, as mentioned in the notes, is theneed of the hour .





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Education through participation