ESRC-DFID Accountability Studentship Research Proposal, reference JR13538

ESRC-DFID 问责制学生研究提案，参考号 JR13538

• 批准号: 2489789
• 金额: --
• 依托单位: University of Cambridge
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2489789
• 关键词: ESRC; DFID; Accountability; Studentship; Research; ESRC; DFID; Accountability; Studentship; Research

The ESRC-DFID funded project "Can schools' accountability for learning be strengthened from the grassroots?" which will be collaborated effort by The Research for Equitable Access and Learning (REAL) Centre and ASER Centre and the Pratham Education Foundation in India, aims to strengthen the school-community relationship in terms of sharing accountability to achieve the goal of increasing learning outcomes of children. In order to address this objective, it takes the case of a community-based intervention in rural India, which aims to engage with local school actors (teachers, headteachers, administrators and school management committees) and provide them with knowledge and resources to implement activities in line with the goal of improving children's foundational learning in the classroom. Given the project, my research will focus on identifying main actor(s) and channels through which such a community engagement initiative can make more impact. My argument is that unless the main actors and the channels of spread of community engagement are identified, it is difficult to sustain the impact (if any) of such an initiative. The objective is to find out the 'roots' and 'routes' of community engagement, given the intervention in India. The identification of actor(s) will help in creating deeper impacts while identification of channels through which the engagement spreads to schools will help in understanding the effective mechanisms in engaging with the community

ESRC-DFID资助的项目“学校可以从基层加强学习的责任吗？”这项研究将由公平访问和学习（真实）中心和ASER中心以及印度的Pratham教育基金会的研究努力，旨在在共享责任制方面加强学校社区关系，以实现增加儿童学习成果的目标。为了解决这一目标，它采取了在印度农村进行基于社区的干预措施，该措施旨在与当地的学校演员（教师，校长，管理人员和学校管理委员会）互动，并为他们提供知识和资源，以实施活动，以改善课堂上的儿童基础学习。鉴于该项目，我的研究将着重于确定主要参与者的渠道和这样的社区参与计划可以产生更大的影响。我的论点是，除非确定主要参与者的主要参与者和传播渠道，否则很难维持这种倡议的影响（如果有）。鉴于印度的干预，目标是找出社区参与的“根”和“路线”。演员的识别将有助于创造更深刻的影响，同时识别渠道，通过这些渠道，参与将传播到学校将有助于理解与社区互动的有效机制