Education systems, aspiration and learning in remote rural settings
Lead Research Organisation:
Brunel University London
Department Name: Inst of Environment, Health & Societies
Abstract
Although there have been major advances in school enrolment in the past two decades, the outcomes of education are often poor, especially among girls, young people from indigenous groups and ethnic minorities, those of lower socio-economic status and in remote rural areas. The World Bank and other globally influential agencies have recently been promoting the view that this is partly due to the limited aspirations of such children and their parents. There is certainly some evidence that disadvantaged groups have lower aspirations, and consequently achieve less in school.
Yet paradoxically, there is also evidence that many youth from structurally disadvantaged groups have unattainably high aspirations, a situation that leads to disillusionment and large numbers of young people leaving school without the skills and knowledge to participate in rural livelihoods which they see as representing the failure of their aspirations.
There are two key problems with much of the current academic and policy discourse concerning education and aspiration. First, the conceptualisation of aspiration is very narrow. Interventions aimed at 'raising aspiration' assume it is one-dimensional, yet aspirations may be more or less concrete, more or less stable; they are emotionally imbued and value laden and may relate to very different types of imagined future. Little is understood of how aspirations function to produce change, individually or collectively.
Second, little is known of the processes through which school systems shape young people's aspirations, or of how young people's aspirations shape either their engagement with schooling or the learning they achieve. Aspiration is known to be produced in complex ways, in relation to broad-scale (even global) social and economic situations as well as family and community relationships. How these play out in schools requires further study.
AIM
To provide insight into how education systems can develop effective polices and interventions that work with young people's aspirations to enhance learning outcomes and address structural disadvantage in remote rural places
OBJECTIVES
1) To develop a robust understanding of the mechanisms that connect schooling, aspirations and learning outcomes
2) To develop methods suitable for capturing and understanding these mechanisms
RESEARCH QUESTIONS
1) What roles do 21st century education systems play in shaping young people's aspirations in remote rural areas?
2) How are the aspirations of young people living in remote rural areas produced in relation to both schooling and their wider social, economic and cultural contexts?
3) How do young people's aspirations shape their educational engagement and learning outcomes?
METHODS
The research will be undertaken by a team of experienced investigators alongside three postdoctoral researchers. Fieldwork will be conducted in two schools and their local communities in remote rural areas of India, Laos and Lesotho.
1) Desk research - analysis of academic literature, organisational reports and policy documents
2) School-based ethnographic research including participatory group activities with students, lesson observation, discourse analysis of textbooks, curricula and exams, interviews with teachers and students
3) Community-based ethnographic research including interviews / focus groups with parents, other family members, community leaders, young people in secondary education and young people no longer in education
4) Interviews with stakeholders in the policy community
5) Policy-focused dissemination and feedback workshops, cascading up from school students, via local communities, to national and international level stakeholders
6) Design of a questionnaire, and piloting with 200 young people aged 11-22 in 5 remote rural areas per country, to explore how the qualitative findings might be operationalised for quantitative research.
Yet paradoxically, there is also evidence that many youth from structurally disadvantaged groups have unattainably high aspirations, a situation that leads to disillusionment and large numbers of young people leaving school without the skills and knowledge to participate in rural livelihoods which they see as representing the failure of their aspirations.
There are two key problems with much of the current academic and policy discourse concerning education and aspiration. First, the conceptualisation of aspiration is very narrow. Interventions aimed at 'raising aspiration' assume it is one-dimensional, yet aspirations may be more or less concrete, more or less stable; they are emotionally imbued and value laden and may relate to very different types of imagined future. Little is understood of how aspirations function to produce change, individually or collectively.
Second, little is known of the processes through which school systems shape young people's aspirations, or of how young people's aspirations shape either their engagement with schooling or the learning they achieve. Aspiration is known to be produced in complex ways, in relation to broad-scale (even global) social and economic situations as well as family and community relationships. How these play out in schools requires further study.
AIM
To provide insight into how education systems can develop effective polices and interventions that work with young people's aspirations to enhance learning outcomes and address structural disadvantage in remote rural places
OBJECTIVES
1) To develop a robust understanding of the mechanisms that connect schooling, aspirations and learning outcomes
2) To develop methods suitable for capturing and understanding these mechanisms
RESEARCH QUESTIONS
1) What roles do 21st century education systems play in shaping young people's aspirations in remote rural areas?
2) How are the aspirations of young people living in remote rural areas produced in relation to both schooling and their wider social, economic and cultural contexts?
3) How do young people's aspirations shape their educational engagement and learning outcomes?
METHODS
The research will be undertaken by a team of experienced investigators alongside three postdoctoral researchers. Fieldwork will be conducted in two schools and their local communities in remote rural areas of India, Laos and Lesotho.
1) Desk research - analysis of academic literature, organisational reports and policy documents
2) School-based ethnographic research including participatory group activities with students, lesson observation, discourse analysis of textbooks, curricula and exams, interviews with teachers and students
3) Community-based ethnographic research including interviews / focus groups with parents, other family members, community leaders, young people in secondary education and young people no longer in education
4) Interviews with stakeholders in the policy community
5) Policy-focused dissemination and feedback workshops, cascading up from school students, via local communities, to national and international level stakeholders
6) Design of a questionnaire, and piloting with 200 young people aged 11-22 in 5 remote rural areas per country, to explore how the qualitative findings might be operationalised for quantitative research.
Planned Impact
WHO WILL BENEFIT FROM THE RESEARCH?
-Government education ministries and regional/local government education departments
-Teacher training institutions
-International agencies, donors and NGOs engaged in funding or shaping education policies and interventions
-Youth advocacy and activist groups
-Academic researchers involved in the project, notably the local researchers, PDRAs and field assistants
-Academic researchers in education, development studies, youth studies, human geography and anthropology in India, Laos, Lesotho and internationally
-Ultimately, young people in remote rural communities in low income countries
HOW WILL THEY BENEFIT?
-Improved understanding of:
--Aspiration and its effects
--Effective qualitative and quantitative methods for researching aspiration
--The aspirations of young people living remote rural areas
--How different groups of young people negotiate and construct aspirations, and the role of schooling in this
--The consequences of young people's aspirations for their educational engagement and learning
--Ways in which education systems might work with the aspirations of young people to improve their learning
-Research capacity building
WHAT WILL BE DONE TO ENSURE THAT THEY HAVE THE OPPORTUNITY TO BENEFIT?
-Our local research partners include Plan Laos and Oxfam India, both of which are involved directly in developing education-focused interventions and have close links with education ministries and the broader policy community.
-A virtual international advisory group including representatives of international agencies and NGOs will be consulted regularly and kept informed.
-Stakeholder workshops will be held at the outset, mid-point and end of the fieldwork, during a feedback and dissemination stage and near the end of the project. Key participants will be senior personnel from education ministries and organisations promoting, funding and implementing education projects (see Pathways to Impact). Representatives of youth-focused organisations and local academics will also be invited. The PI has successfully used stakeholder groups with previous projects. The workshops will raise awareness of the research, secure commitment to it, ensure it is locally relevant and that the team is aware of the policy context and of optimal modes and moments to influence policy. The workshops will inform the design of the research and engagement plans, and contribute to data production (see Case for Support). The workshops will also engage with emerging findings and develop policy applications and recommendations. The resulting co-produced knowledge should be both relevant and acceptable to research users in India, Laos, Lesotho and beyond.
-The research and emerging findings will be publicised in formats tailored to diverse audiences in India, Laos, Lesotho and internationally, using inter alia a project website, briefing papers, internet-based resources such as the Southern African Regional Poverty Network and education forums, as well as conventional media such as newspapers, radio and social media.
-An international dissemination workshop in London will target NGOs, donors and agencies interested in education in remote rural areas.
-Our local research partners in India, Laos and Lesotho have been fully involved in developing the proposal and will gain experience in research design, participatory research and academic writing.
-Findings will be disseminated to academics from diverse disciplines through conference presentations and articles in international peer reviewed journals as well as journals published in India, Laos and Lesotho.
-The impact strategy will be evaluated on an ongoing basis. Participation in stakeholder workshops will be monitored and feedback sought to inform regular review and updating of our strategy. A year after the end of the project, the strategy will be evaluated through an open-ended stakeholder questionnaire.
-Government education ministries and regional/local government education departments
-Teacher training institutions
-International agencies, donors and NGOs engaged in funding or shaping education policies and interventions
-Youth advocacy and activist groups
-Academic researchers involved in the project, notably the local researchers, PDRAs and field assistants
-Academic researchers in education, development studies, youth studies, human geography and anthropology in India, Laos, Lesotho and internationally
-Ultimately, young people in remote rural communities in low income countries
HOW WILL THEY BENEFIT?
-Improved understanding of:
--Aspiration and its effects
--Effective qualitative and quantitative methods for researching aspiration
--The aspirations of young people living remote rural areas
--How different groups of young people negotiate and construct aspirations, and the role of schooling in this
--The consequences of young people's aspirations for their educational engagement and learning
--Ways in which education systems might work with the aspirations of young people to improve their learning
-Research capacity building
WHAT WILL BE DONE TO ENSURE THAT THEY HAVE THE OPPORTUNITY TO BENEFIT?
-Our local research partners include Plan Laos and Oxfam India, both of which are involved directly in developing education-focused interventions and have close links with education ministries and the broader policy community.
-A virtual international advisory group including representatives of international agencies and NGOs will be consulted regularly and kept informed.
-Stakeholder workshops will be held at the outset, mid-point and end of the fieldwork, during a feedback and dissemination stage and near the end of the project. Key participants will be senior personnel from education ministries and organisations promoting, funding and implementing education projects (see Pathways to Impact). Representatives of youth-focused organisations and local academics will also be invited. The PI has successfully used stakeholder groups with previous projects. The workshops will raise awareness of the research, secure commitment to it, ensure it is locally relevant and that the team is aware of the policy context and of optimal modes and moments to influence policy. The workshops will inform the design of the research and engagement plans, and contribute to data production (see Case for Support). The workshops will also engage with emerging findings and develop policy applications and recommendations. The resulting co-produced knowledge should be both relevant and acceptable to research users in India, Laos, Lesotho and beyond.
-The research and emerging findings will be publicised in formats tailored to diverse audiences in India, Laos, Lesotho and internationally, using inter alia a project website, briefing papers, internet-based resources such as the Southern African Regional Poverty Network and education forums, as well as conventional media such as newspapers, radio and social media.
-An international dissemination workshop in London will target NGOs, donors and agencies interested in education in remote rural areas.
-Our local research partners in India, Laos and Lesotho have been fully involved in developing the proposal and will gain experience in research design, participatory research and academic writing.
-Findings will be disseminated to academics from diverse disciplines through conference presentations and articles in international peer reviewed journals as well as journals published in India, Laos and Lesotho.
-The impact strategy will be evaluated on an ongoing basis. Participation in stakeholder workshops will be monitored and feedback sought to inform regular review and updating of our strategy. A year after the end of the project, the strategy will be evaluated through an open-ended stakeholder questionnaire.
Publications
Ansell N
(2022)
Young People and Stories for the Anthropocene
Ansell N
(2020)
Educating 'surplus population': uses and abuses of aspiration in the rural peripheries of a globalising world
in Fennia - International Journal of Geography
Ansell N
(2022)
Young People's Aspirations in an Uncertain World: Taking Control of the Future?
in Sociological Research Online
Dost A
(2021)
Education, Aspiration and aage badhna: The Role of Schooling in Facilitating 'Forward Movement' in Rural Chhattisgarh, India
in The European Journal of Development Research
Dungey C
(2020)
'Not All of Us Can Be Nurses': Proposing and Resisting Entrepreneurship Education in Rural Lesotho
in Sociological Research Online
Dungey C
(2020)
'I go to school to survive': Facing physical, moral and economic uncertainties in rural Lesotho
in Children's Geographies
Froerer P
(2022)
Sacrifice, suffering and hope: education, aspiration and young people's affective orientations to the future
in Ethnography and Education
Huijsmans R
(2020)
Rural Schooling and Good Life in Late Socialist Laos Articulations, Sketches and Moments of 'Good Time'
in European Journal of East Asian Studies
Huijsmans R
(2021)
Introduction: Development, Young People, and the Social Production of Aspirations.
in The European journal of development research
| Description | Schooling is almost universally understood to be principally concerned with preparation for future life. In rural areas, in particular, this future life is expected to be an improvement on the present, and for many it is understood to lie elsewhere - in urban or foreign places. This orientation to social and spatial mobility is represented in various ways through the education systems of the three case study countries. It is depicted in the curriculum, referenced by teachers and embodied in, for instance, the linear structure through which children progress through school. There are, nonetheless, some differences between the three contexts in the extent to which people believe that the future can be planned and worked toward (in Lesotho, children are told they should work hard to secure a good future; in India, children are told that if they work hard they might be able to access a better future; while in predominantly Buddhist Laos, the future is more often seen as a product of fortune). The future is also more prominent in, for instance, Lesotho and India, while children's present lives figure more prominently in Laos. In all three settings, teachers, students and parents talk about schooling predominantly in relation to salaried jobs, in particular nurse, teacher, police officer or soldier. These four careers appear repeatedly in textbooks and elsewhere in school and are regularly reiterated by children when asked what they hope to do in the future. Many, however, demonstrate little conviction that these careers will materialise. Children shift inconsistently between the four jobs, speak of alternative futures when outside school and describe other aspects of their aspirations that are incompatible with their chosen career such as being self-employed and continuing to stay in the village. Neither are teachers heavily invested in their students becoming professionals: they recognise that structural constraints limit children's prospects, and while they may encourage children to 'dream' as a way to keep them focused on schooling, their own frequent absences and lack of preparation attest to a sense that however much they invest in their teaching, they are unlikely to enable rural children to attain the futures they talk about. Many young people begin to express more attainable aspirations - usually common rural occupations such as farming or building - as they come to realise they will not be able to access the level of education required for a salaried job. The extent to which they revise their ambitions relates partly to their perceptions of their own academic abilities relative to their peers. Ultimately, very few rural youth find salaried employment and many become disillusioned about schooling. Where children are encouraged to believe their destiny depends on their own hard work, disillusionment may be accompanied by self-blame. While the idea that one goes to school to ultimately become a nurse, teacher, soldier or police officer is commonly expressed, it is not the only narrative of education's role. Teachers, parents and students all speak of other ways in which education might contribute to a different future, including literacy and language skills, confidence and ability to navigate the outside world. Moreover, aspirations promoted and addressed through schooling relate not only to individual futures, but those of the family, community and nation. Some see education and knowledge as virtuous in their own right. There is much that could be done in schools to assist young people to develop diverse and achievable aspirations. Schools could provide information about other career possibilities, for instance by inviting successful individuals from the community and beyond to talk about their livelihoods and how children might pursue these. Greater emphasis might be given to skills for rural livelihoods and entrepreneurship, and educators could employ pedagogies that encourage creativity and confidence building. It is important to note that changes in the formal school curriculum, while important, are insufficient to encourage children to think more widely about possible futures or to see schooling as useful in relation to a broader range of careers. Lesotho has recently undertaken a major revision of its curriculum with attention to the development of skills and values, emphasis on creativity and entrepreneurship and instructions to teachers to employ children-centred pedagogies. However, teachers have not felt able to fully embrace these innovations. Thus, the research also has implications for teacher education. |
| Exploitation Route | In the development of primary school curricula and textbooks and in teacher education, as well as other aspects of education policy and practice. |
| Sectors | Education |
| URL | http://www.education-aspiration.net |
| Description | The research team engaged with government, donors and NGOs in all three countries from the outset of the project to ensure that the research was relevant to their needs and interests. Policy workshops were held in each country at intervals during the research, which generated considerable interest. Further workshops were held following initial analysis, at scales from the very local to the national. At the end of the project, the investigators visited each country again and engaged in discussions with key policy makers. The outcome of these discussions was an agreement to collaborate further to bring about substantive change in the delivery of primary education in rural areas. In Lesotho: The research team held three national stakeholder group meetings during the course of fieldwork and a policy workshop following initial analysis that was attended by more than 20 key decision makers in the education field. In July 2019, following further analysis of the research findings, the PI (Ansell) returned to Lesotho for 10 days and held meetings with people from government (Deputy Principal Secretary, CEO Teaching Services and CEO Curriculum and Assessment at the Ministry of Education and Training, National Commission for UNESCO, National Curriculum Development Centre), Teacher Training Institutions (the Rector, Deputy Rector and Faculty Deans at Lesotho College of Education, and Programme Coordinator at the National University of Lesotho), school proprietors (Lesotho Evangelical Church, Anglican Church, Catholic Church), and UN agencies (UNESCO, UNICEF). There was strong interest in the research from these various actors, and in particular a sense that something needed to be done about teacher education. The need was partly to ensure that teachers were able to use the new integrated curriculum in ways that would make it relevant and appealing to rural children. Ansell has secured Follow-on Funding from the ESRC-DFID Raising Learning Outcomes scheme in collaboration with Dr Paramente Phamotse, Deputy Rector (research) at Lesotho College of Education and Dr Edith Sebatane, former director of the Bachelor of Education programme at the National University of Lesotho and Julia Chere, also at the National University of Lesotho, in order to institute changes in teacher education across all key sites of provision in the country. The intended outcomes are: 1) A trial cohort of 50 Diploma in Primary Education students from Lesotho College of Education made aware of the issues concerning rural children's education and trained in action research undertake action research projects during their teaching practice year to explore new ways of making schooling more meaningful to rural children. This will both enable the trainees to better respond to the needs of rural children during their teaching careers and generate data concerning successful approaches that will feed back into lecturing at the College. 2) Work with lecturers at both Lesotho College of Education and the National University of Lesotho to decide how best to integrate the needs of rural learners into the teacher training curriculum for in-service teachers, and an evaluation of the success of this in its first term. 3) Work with the Ministry of Education (as commissioner) and Lesotho College of Education and the National University of Lesotho (as implementing bodies) to design and pilot an in-service programme for rural teachers / principals that can be rolled out nationally. 4) Work with the Ministry of Education, Lesotho College of Education and the National University of Lesotho to entrench changes to teacher education through the new Comprehensive Teacher Policy and/or the related national framework for teacher education. Unfortunately, the start of these activities has been delayed due to the COVID-19 pandemic, which has made travel to Lesotho impossible and has closed both schools and teacher training institutions in Lesotho. In India Froerer (Co-I) has shared her research findings and policy recommendations at 8 different meetings (between June 2017 and February 2020) with Chhattisgarh State Government officials from the Department of School Education including the State Planning Commission (the government body that prepares and implements Chhattisgarh government policy), the Directorate of Education, the Chief Minister's Principal Advisor on Planning, Policy and Rural Development, the Director of Public Instruction (responsible for curriculum development) and the Director of the State Council of Educational Research and Training (responsible for teacher training). The recommendations outlined in the policy briefs have led directly to the creation and publication of a supplementary learning manual, which will be used by teachers in primary and upper primary schools. In addition to the policy recommendations, which have been specially adapted for teachers and translated into pedagogical terms, this manual also includes a range of illustrations and child-friendly activities that can be utilised within the primary school classroom. At least one copy of the manual will be disseminated to all primary schools (Class 1-5) and upper primary schools (Class 6-8) throughout Chhattisgarh: a total of over 45,000 schools and over 3 million school children. Teachers are instructed to draw on this manual and incorporate and integrate the activities and recommendations in their daily pedagogical practices. This represents the first significant stage in curriculum enhancement, and serves as an important step in expanding children's awareness of different livelihoods and vocations. Policy recommendations have also been shared with a range of stakeholders, including international NGOs (Oxfam, UNICEF), state and local education NGOs (Samarthan, PRERAK, Azim Premji Foundation, Grammitra, Aspirational Districts Programme), 2 university departments of education (Ravishankar University, Atal Bihari Vajpayee Vishwavidyalay University), along with District Institute of Education and Training (DIET) principals, and numerous teacher training seminars. Dr Froerer has been working with these stakeholders, all of whom have expressed interest in the policy briefs, on the most effective ways of implementing and disseminating the recommendations. Owing to the impact of COVID-19, however, any further dissemination and implementation activities in this regard had to be postponed. At the September 2019 policy meeting, Chhattisgarh State Government realised the significant impact potential linked to the research and requested an MOU with Brunel University in order to formalise and implement the policy recommendations. This MOU, which was formalised in March 2020, highlights the following action points: - To implement the research findings and policy recommendations linked to the research, specifically: - To review and advise on revision of various aspects of the school curriculum (including the introduction of 'livelihood exposure visits' and professional exchanges; the implementation of gender-neutral representations; the introduction of a vocational component into the curriculum) - The creation of vocational livelihood advisory team, - Support and advise on production of supplementary learning materials, including digital platforms - To modify and extend survey questionnaire (piloted in the original research) more widely throughout rural Chhattisgarh to capture a wider sample size. In 2021, Ansell commenced an impact-focused project with follow-on funding from the ESRC-FCDO. She is working with co-investigators at the National University of Lesotho and Lesotho College of Education to engage trainee teachers in action research projects that will enable them to better address the needs of rural children (making education more relevant to their experiences and encouraging them to see education as having relevance to rural life). The trainee teachers have completed their data collection and are writing up their projects, ready for collective analysis. The project also involves discussions with Ministry of Education officials with a view to changing the policy framework for training teachers to take better account of rural children's needs. |
| First Year Of Impact | 2018 |
| Sector | Education |
| Impact Types | Societal,Policy & public services |
| Description | MOU with Chhattisgarh State Government to work on policy recommendations from the research: - To implement the research findings and policy recommendations linked to the research, specifically: - To review and advise on revision of various aspects of the school curriculum (including the introduction of 'livelihood exposure visits' and professional exchanges; the implementation of gender-neutral representations; the introduction of a vocational component into the curriculum) - The creation of vocational livelihood advisory team, - Support and advise on production of supplementary learning materials, including digital platforms - To modify and extend survey questionnaire (piloted in the original research) more widely throughout rural Chhattisgarh to capture a wider sample size. |
| Geographic Reach | Asia |
| Policy Influence Type | Implementation circular/rapid advice/letter to e.g. Ministry of Health |
| Impact | This will better increase the livelihood options that are available to the 3 million children in primary and middle schools in Chhattisgarh, by enhancing their knowledge of their options, and their skills, such that they are able to make choices that enhance their future wellbeing. |
| Description | Supplementary curriculum learning manual distributed to 45,000 schools in Chhattisgarh, India |
| Geographic Reach | Asia |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | Recommendations from the research have led directly to the creation and publication of a supplementary learning manual, which will be used by teachers in primary and upper primary schools in Chhattisgarh. In addition to the policy recommendations, which have been specially adapted for teachers and translated into pedagogical terms, this manual also includes a range of illustrations and child-friendly activities that can be used within the primary school classroom. At least one copy will be disseminated to every primary school (Class 1-5) and upper primary school (Class 6-8) throughout Chhattisgarh, numbering over 45,000 schools and over 3 million school children. Teachers are instructed to draw on this manual and incorporate and integrate the activities and recommendations in their daily pedagogical practices. This serves as an important step in expanding children's awareness of different livelihoods and vocations. |
| Description | Equipping Lesotho's primary school teachers for educating and motivating rural children |
| Amount | £45,198 (GBP) |
| Funding ID | ES/V001116/1 |
| Organisation | Economic and Social Research Council |
| Sector | Public |
| Country | United Kingdom |
| Start | 07/2020 |
| End | 07/2022 |
| Title | Education systems, aspiration and learning in remote rural settings - dataset |
| Description | Qualitative interviews undertaken as part of a wider ethnographic project focused on the relationships between aspirations and education. In each of three countries (Lesotho, India (Chhattisgarh) and Laos) a researcher spent nine months conducting research in two remote rural communities (anonymised in the transcripts). Most interviews were conducted in a local language and subsequently translated into English. Some of the transcripts are dual language. All people and rural community names are pseudonymised. Respondents were selected purposively and included school children, school dropouts, parents, teachers and community leaders from the six communities and the schools that served them. Schools are primary unless noted as secondary in the file name. Survey (n=600) conducted with young people aged 12-22 both in and out of school in rural Lesotho, India (Chhattisgarh) and Laos (200 per country). Survey sampling was systematic within a limited number of rural communities located in proximity to the qualitative case study communities. Survey was conducted with young people in their homes. Data are anonymised. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2019 |
| Provided To Others? | Yes |
| Impact | None known so far. |
| URL | https://reshare.ukdataservice.ac.uk/cgi/users/home?screen=EPrint::View&eprintid=854057 |
| Description | Research partners in case study countries |
| Organisation | National University of Lesotho |
| Country | Lesotho |
| Sector | Academic/University |
| PI Contribution | We worked with organisations in all three of our case study countries. These organisations assisted with making links to government and other relevant actors in the education field, recruitment and employment of local staff and research expertise. |
| Collaborator Contribution | We worked with organisations in all three of our case study countries. These organisations assisted with making links to government and other relevant actors in the education field, recruitment and employment of local staff and research expertise. |
| Impact | We held workshops that were co-facilitated by our partners in all three countries, in some on multiple occasions. |
| Start Year | 2015 |
| Description | Research partners in case study countries |
| Organisation | Plan International |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | We worked with organisations in all three of our case study countries. These organisations assisted with making links to government and other relevant actors in the education field, recruitment and employment of local staff and research expertise. |
| Collaborator Contribution | We worked with organisations in all three of our case study countries. These organisations assisted with making links to government and other relevant actors in the education field, recruitment and employment of local staff and research expertise. |
| Impact | We held workshops that were co-facilitated by our partners in all three countries, in some on multiple occasions. |
| Start Year | 2015 |
| Description | COVID-19: Thinking differently about education research impact |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Impact Initiative webinar: COVID-19: Thinking differently about education research impact |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://www.youtube.com/watch?v=bN1a2N6671g&feature=youtu.be |
| Description | Class on Anthropology of learning and education module |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | Classes on module for PG and UG students at Brunel University |
| Year(s) Of Engagement Activity | 2019,2020 |
| Description | Conference keynote |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The challenges of rural education at an international level, II International Congress and V National Seminar on Studies and Research on Rural Education, Universidade Federal de São Carlos, Brazil, October 2022 Keynote to a large audience of education academics and professionals |
| Year(s) Of Engagement Activity | 2022 |
| Description | Conference presentation |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Adapting schooling for rural children in post-lockdown Lesotho: action research with trainee teachers, RGS-IBG Conference, August 2023 presentation to people working on similar research themes |
| Year(s) Of Engagement Activity | 2022 |
| Description | Conference presentation - Ansell, Brunel 2016 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Other audiences |
| Results and Impact | Ansell N Education systems, aspiration and learning in remote rural settings, Brunel University London Research Institutes Day, 27th November 2016 |
| Year(s) Of Engagement Activity | 2016 |
| Description | Conference presentation - Ansell, Nairobi 2018 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Ansell N Politics of time, Temporal Frontiers and the Excessivity of Time in Africa British Institute in Eastern Africa, Nairobi, 29th June-1st July 2018 |
| Year(s) Of Engagement Activity | 2018 |
| Description | Conference presentation - Ansell, RGS-IBG 2017 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Ansell N Education systems, aspiration and learning in remote rural settings, RGS-IBG Conference, London, 30th August-1st September 2017 |
| Year(s) Of Engagement Activity | 2017 |
| Description | Conference presentation - Ansell. Bilbao 2019 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Equipping young people for a changing world? Experiences and expectations of the expansion of schooling in Lesotho, India and Laos, Young People's Well-being, Resilience and Enterprise: Critical Perspectives for the Anthropocene, Bilbao, 5-7 Sept 2019 |
| Year(s) Of Engagement Activity | 2019 |
| Description | Conference presentation - Ansell. NGM 2019 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Education for all? School systems, aspiration and the production of alienated futures, Fennia lecture, Nordic Geographers' Meeting, Trondheim, June 2019 |
| Year(s) Of Engagement Activity | 2019 |
| Description | Conference presentation - Ansell. RGS-IBG 2019 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Attached to home; lured by 'elsewhere': tensions in the aspirations of young people in rural Lesotho, RGS-IBG Conference, August 2019 |
| Year(s) Of Engagement Activity | 2019 |
| Description | Conference presentation - Changpitikoun, Brunel 2018 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Changpitikoun S Aspiring to be like one's teacher: The inherent contradictions in taking teachers as role models in rural settings in Laos, Theorising young people's aspirations in a global context: an interdisciplinary conference, Brunel University London, 26th-27th March 2018 |
| Year(s) Of Engagement Activity | 2018 |
| Description | Conference presentation - Dost, Brunel 2018 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Dost A Constructing and dismantling the dream of moving forward: The paradoxical role of school education in rural Chhattisgarh, India, Theorising young people's aspirations in a global context: an interdisciplinary conference, Brunel University London, 26th-27th March 2018 |
| Year(s) Of Engagement Activity | 2018 |
| Description | Conference presentation - Dungey, AAA 2017 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Dungey C Presentation for the book chapter. Learning to Wait: Schooling and the Instability of Adulthood for Young men in Uganda. Comparative presentation with new findings from Lesotho. American Anthropological association, Washington DC. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Conference presentation - Dungey, Brunel 2018 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Dungey C "Mapping the future?" Schooling, situatedness and young people's aspirations in Lesotho, Theorising young people's aspirations in a global context: an interdisciplinary conference, Brunel University London, 26th-27th March 2018 |
| Year(s) Of Engagement Activity | 2018 |
| Description | Conference presentation - Fonseca, BAICE 2018 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Fonseca J Educational Aspirations in Lao PDR: The findings and implications of an ethnographic study for achieving Sustainable Development Goal 4, BAICE, Sept 2018 |
| Year(s) Of Engagement Activity | 2018 |
| Description | Conference presentation - Froerer, AAA 2017 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Froerer P Aspiring for elsewhere: education and mobility in rural Chhattisgarh, central India, AAA, November 2017, Washington DC, Panel: The Anthropology of Hope in Education: Mapping a New Terrain |
| Year(s) Of Engagement Activity | 2017 |
| Description | Conference presentation - Huijsmans and Ansell, Loughborough 2018 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Huijsmans R and Ansell N Navigating orientations to the future in remote rural schools, 3rd International Conference on Geographies of Education, Loughborough University, 3rd-5th September 2018 |
| Year(s) Of Engagement Activity | 2018 |
| Description | Conference presentation - Huijsmans, Bandung 2018 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | 'Everyday Generationed Encounters with 'Sustainability': Education, rural livelihoods and sustainable futures for rural youth', Invited presentation at the Conference on Sustainability Science 2018, Ecology and sustainability science: from theory to practice. Bandung, West-Java, Indonesia, 9-11 October 2018. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Conference presentation - Huijsmans, Huddersfield 2017 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Huijsmans R 'Reading Representations of Ethnicity, Place and 'everyday life' in Lao Primary School Textbooks', presentation at the International Symposium 'Theorising Childhood and Youth in the 21st Century: New insights, ongoing challenges', University of Huddersfield, Huddersfield, 19-20 June 2017. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Conference presentation - Huijsmans. EuroSEAS 2019 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | 'Remote, Rural Schools: A mobilities perspective', presentation at EuroSEAS 2019, Berlin, 10-13 September, 2019 |
| Year(s) Of Engagement Activity | 2019 |
| Description | Conference presentation - Lefoka et al, Lesotho 2018 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Lefoka P, Dungey C, Maiketso M, Moeketsi K, Mohasi L and Seotsanyana M Rurality Issues: A Framework to redress aspirations for primary and university students in the face of massification in higher education, Southern African Regional Conference on Quality Assurance in Higher Education, Lesotho |
| Year(s) Of Engagement Activity | 2018 |
| Description | Discussions with UN officials, Lesotho |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Discussions with UNICEF and World Food Programme about implications of research. UNICEF interested in funding follow-up activity. |
| Year(s) Of Engagement Activity | 2023 |
| Description | Discussions with six senior officials of the Ministry of Education and Training, Lesotho |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Discussions with Deputy Principal Secretary and five Chief Education Officers who asked for a report with recommendations |
| Year(s) Of Engagement Activity | 2023 |
| Description | Dissemination and feedback workshops with influential rural community members in Laos (x2) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Study participants or study members |
| Results and Impact | Presentation of findings to influential members of rural study communities, followed by questions and discussion. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Dissemination and feedback workshops with school children in Laos (x3) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Study participants or study members |
| Results and Impact | Presentation of findings to children, discussion and participatory activities to develop ideas and recommendations. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Exploring pathways: Re-thinking educational strategies in India |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Third sector organisations |
| Results and Impact | RLO workshop - Exploring pathways: Re-thinking educational strategies in India, held in Delhi, Arshima Dost gave a talk about our Chhattisgarh research |
| Year(s) Of Engagement Activity | 2019 |
| Description | Followup policy meeting with State Council for Education Research and Training |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Policymakers/politicians |
| Results and Impact | SCERT: followup policy meeting with SCERT staff/faculty, curriculum advisors, govt officers (35 govt officers) to discuss MOU update, recommendations and present/future initatives |
| Year(s) Of Engagement Activity | 2020 |
| Description | Individual meetings with Chhattisgarh government officials |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Policymakers/politicians |
| Results and Impact | to discuss project findings and policy recommendations |
| Year(s) Of Engagement Activity | 2019 |
| Description | Individual meetings with education policymakers in Lesotho |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Meetings with Ministry of education officials (Deputy PS, CEO Teaching Services, CEO Curriculum and Assessment), National Curriculum Development Centre, school proprietors, education advisors, teacher educators (Deputy Rector, Lesotho College of Education; Programme Director, National University of Lesotho), UNICEF, UNESCO, Lesotho National Council for UNESCO - Discussion of project findings and policy recommendations. |
| Year(s) Of Engagement Activity | 2019 |
| Description | International policy workshop |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Third sector organisations |
| Results and Impact | Presentation and discussion of finding with 25 people, mainly from international agencies and NGOs. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Invited discussant at the workshop 'Mobility Trajectories of Young Lives: Transnational youth in Global South and North (MO-TRAYL), virtual workshop hosted by Maastricht University and organised by Prof Valentina Mazzucato and team (10-11 December 2020). |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | Invited discussant at the workshop 'Mobility Trajectories of Young Lives: Transnational youth in Global South and North (MO-TRAYL), virtual workshop hosted by Maastricht University and organised by Prof Valentina Mazzucato and team (10-11 December 2020). |
| Year(s) Of Engagement Activity | 2020 |
| Description | Invited seminar presentation |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | 'Remote Rural Schooling in Northern Laos: A mobilities perspective', Invited seminar in the Understanding Asia series, Faculty of Sociology, University of Bielefeld, 19 October, 2022 |
| Year(s) Of Engagement Activity | 2022 |
| Description | Invited seminar presentation |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Schooling young people for the Anthropocene? Land, livestock and learning in rural Lesotho, The Education Alibi workshop, Bayreuth University, Germany, 25-27 April 2022 |
| Year(s) Of Engagement Activity | 2022 |
| Description | Invited talk - Ansell. Zurich 2019 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | From teacher, nurse, soldier or police to rural entrepreneur? children's experiences of Lesotho's new curriculum, Zurich Human Geography Colloquium, Geographical Institute of the University of Zurich, 5 Nov 2019 |
| Year(s) Of Engagement Activity | 2019 |
| Description | Keynote lecture - Froerer, St Andrews 2017 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Other audiences |
| Results and Impact | Froerer P Becoming somebody: the value of educational achievement in rural Indi,a Educated People and Disciplined Bodies: Self-Governance(s) and Local RE-appropriations of Schooling, September 2017, University of St Andrews |
| Year(s) Of Engagement Activity | 2017 |
| Description | Keynote speech to Janjghir PG College |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Janjghir PG College: keynote speech to 150 faculty and PG students (education, social sciences) on India's RTE (Right to Education) legislation, as it relates to aspiration project findings. Title of talk: Education, Aspiration and Learning in Rural Chhattisgarh: Challenges and Possibilities in relation to RTE |
| Year(s) Of Engagement Activity | 2020 |
| Description | Meeting with Aspirational District Programme officers |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Aspirational District Programme officers: meeting with two officers who are leading this national govt-funded initiative in Chhattisgarh (see https://niti.gov.in/sites/default/files/2018-12/FirstDeltaRanking-May2018-AspirationalRanking.pdf for more info), to discuss project findings and policy recommendations, along with possibilities for future collaboration |
| Year(s) Of Engagement Activity | 2020 |
| Description | Meeting with Azim Premji Foundation |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Third sector organisations |
| Results and Impact | Azim Premji Foundation (NGO working on education; see https://niti.gov.in/sites/default/files/2018-12/FirstDeltaRanking-May2018-AspirationalRanking.pdf for more info): Teacher Learning Centre in Raipur, meeting with two Directors, plus 3 core faculty/teachers, to discuss project findings and policy recommendations, along with possible collaborations |
| Year(s) Of Engagement Activity | 2020 |
| Description | Meeting with Oxfam India |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Third sector organisations |
| Results and Impact | Oxfam India: meeting with Oxfam team (central Indian branch; Director + 12 Oxfam employees/researchers in attendance), to discuss project findings and policy recommendations, along with future collaborations and partnership with Brunel University |
| Year(s) Of Engagement Activity | 2020 |
| Description | Meeting with senior faculty at Lesotho College of Education |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Meeting/presentation to senior faculty (rector and deans) at Lesotho College of Education to discuss project findings, future collaborations and curriculum reform/development; 6 faculty in attendance. |
| Year(s) Of Engagement Activity | 2020 |
| Description | Meetings with trainee teachers on placement and their project supervisors |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Team members made multiple visits to trainee teachers on placement and their project supervisors to discuss the progress of their action research projects. |
| Year(s) Of Engagement Activity | 2021,2022 |
| Description | Meetings with with Chhattisgarh State Government officials from the Department of School Education including the State Planning Commission (the government body that prepares and implements Chhattisgarh government policy), the Directorate of Education, the Chief Minister's Principal Advisor on Planning, Policy and Rural Development, the Director of Public Instruction (responsible for curriculum development) and the Director of the State Council of Educational Research and Training (responsible f |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Policymakers/politicians |
| Results and Impact | These meetings have led to the distribution of a supplementary curriculum learning manual based on our research findings to 45,000 primary and middle schools throughout Chhattisgarh (reaching 3 million children) and an MOU between the Chhattisgarh government and Brunel University London in which it is agreed to implement the research findings and policy recommendations linked to the research, specifically: - To review and advise on revision of various aspects of the school curriculum (including the introduction of 'livelihood exposure visits' and professional exchanges; the implementation of gender-neutral representations; the introduction of a vocational component into the curriculum) - The creation of vocational livelihood advisory team, - Support and advise on production of supplementary learning materials, including digital platforms - To modify and extend survey questionnaire (piloted in the original research) more widely throughout rural Chhattisgarh to capture a wider sample size. |
| Year(s) Of Engagement Activity | 2020 |
| Description | National level policy workshop in Laos |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Workshop to present and discuss findings with government (Ministry of Education), donor agencies and NGOs. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Policy meeting/presentation with Chhattisgarh State Planning Commission advisors and Ministry of Education officials |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Followup policy meeting/presentation with CSPC advisors and Ministry of Education officials; 15 people (including key advisors); discussed project findings and policy recommendations; sketched out MOU and impact activities |
| Year(s) Of Engagement Activity | 2019 |
| Description | Policy meeting/presentation with State Council for Education Research and Training |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Policymakers/politicians |
| Results and Impact | SCERT: policy meeting/presentation with staff/faculty and curriculum advisors from State Council for Education Research and Training (SCERT), Sarva Shiksha Abhiyan (SSA - the government of India's flagship programme for the achievement of universalization of primary education and improvement of educational engagement), and Department of Public Instruction (DPI - the department which carries out SCERT/SSA initiatives); (35 members in attendance), to discuss policy recommendations (including 'exposure visits', vocational livelihood advisory team, etc.), future initiatives and MOU |
| Year(s) Of Engagement Activity | 2020 |
| Description | Policy workshops (x6) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Meetings were held in Raipur, the state capital of Chhattisgarh, India, Delhi; Maseru, capital of Lesotho; Nga, district capital of Nga Province, Laos and Vientiane, Laos. These were attended by key representatives of government (education ministries, foreign affairs, agriculture), donor agencies (e.g. World Bank, Plan International), UN agencies (e.g. UNICEF, UNESCO, WFP), NGOs (e.g Oxfam and more local bodies), teaching colleges, university education departments, non-formal education providers and school proprietors. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Presentation at Ravishankar University, Raipur |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Ravishankar University (Raipur), meeting/presentation to Dept of Education faculty (BEd and MEd degrees) to discuss project findings, future collaborations and curriculum reform/development; 12 faculty in attendance |
| Year(s) Of Engagement Activity | 2020 |
| Description | Presentation at fringe event at UN Commission on the Status of Women, New York |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Third sector organisations |
| Results and Impact | Spoke as part of a panel at a fringe event organised by the Impact Initiative |
| Year(s) Of Engagement Activity | 2018 |
| Description | Presentation to Chhattisgarh State Planning Commission |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Chhattisgarh State Planning Commission (CSPC), the main administrative/civil service body for C'garh state: conference/seminar presentation on project findings and policy recommendations; 100-120 attendees, including the four key advisors to the CM and other officials/bureaucrats from SCERT, DPI and other departments located within the Ministry of Education, along with several NGOs |
| Year(s) Of Engagement Activity | 2019 |
| Description | Presentations to teachers in Laos (x2) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Study participants or study members |
| Results and Impact | Presentation of preliminary research findings followed by questions and discussion of policy implications. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Raising Learning Outcomes in Diverse Indian Contexts |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Third sector organisations |
| Results and Impact | Impact Initiative Policy Brief |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/14814/PB_RLOIndianContexts_Online2... |
| Description | Seminar presentation |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | 'Stuck, and Patchworked Mobilities: Remote rural schooling through a mobilities lens', paper presented in the Political Ecology seminar series, International Institute of Social Studies, Erasmus University, 30 November 2022 |
| Year(s) Of Engagement Activity | 2022 |
| Description | Seminar presentation |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | 2023 'Aspiration, Social Mobility and the Risk of Education in Central India' 10 March 2023 |
| Year(s) Of Engagement Activity | 2023 |
| Description | Seminar presentation |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Other audiences |
| Results and Impact | Schooling young people for the Anthropocene? Land, livestock and learning in rural Lesotho, Sociology and Communications seminar, Brunel University London, 24th March 2021 |
| Year(s) Of Engagement Activity | 2021 |
| Description | Seminar presentation - Ansell, Oxford 2018 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Postgraduate students |
| Results and Impact | Ansell N Education and aspiration in rural Lesotho, St Antony's College, University of Oxford, 13th February 2018 |
| Year(s) Of Engagement Activity | 2018 |
| Description | Seminar presentation - Ansell, Oxford 2018 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | Ansell N Education and aspiration in rural Lesotho, St Antony's College, University of Oxford, 13th February 2018 |
| Year(s) Of Engagement Activity | 2018 |
| Description | Seminar presentation, Froerer, Oxford University 2019 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | University of Oxford, Institute for Social and Cultural Anthropology, Departmental Seminar: Education, aspiration and young people's pursuit of social mobility in central India (made reference to grant project and findings); 60-70 PG students and faculty from Anthropology and from Dept of Dev Studies (ODID) |
| Year(s) Of Engagement Activity | 2019 |
| Description | Stakeholder meetings (x6) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | We have met with stakeholders from government, training institutions and education-focused NGOs in all three case study countries. In Laos, there were meetings at three levels: national (hosted by our partner NGO, Plan International), provincial (hosted by the Provincial Education and Sports Secretariat) and District (hosted by the District Education and Sports Secretariat). These involved Plan International staff and government officers. In India various meetings took place with groups of stakeholders at district level, organised by our partner NGO Gram Mitra. In Lesotho, we hosted a meeting of our National Stakeholder Group (comprising national and district education officials, teacher training institutions and UNESCO). At these meetings, we introduced the research and sought feedback on our methods, on the local policy context and on expectations concerning the research findings and their potential relevance to policy and practice. |
| Year(s) Of Engagement Activity | 2016,2017 |
| Description | Symposium presentation - Ansell, Bayreuth 2018 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Ansell N Telling stories about the future: children's narratives of education and future lives in Lesotho, Symposium on Education & Visions of Future(s), University of Bayreuth, 12th-13th April 2018 |
| Year(s) Of Engagement Activity | 2018 |
| Description | Symposium presentation - Dungey, Bayreuth 2018 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Dungey C "We go to school to learn": Future skills and young people's aspirations in Lesotho, Symposium on Education & Visions of Future(s), University of Bayreuth, 12th-13th April 2018 |
| Year(s) Of Engagement Activity | 2018 |
| Description | Talk at ESRC Festival of Social Science event, IDS |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Part of panel at event organised by Impact Initiative |
| Year(s) Of Engagement Activity | 2018 |
| Description | Talk at science college, Chhattisgarh |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Undergraduate students |
| Results and Impact | seminar talk to BSc students |
| Year(s) Of Engagement Activity | 2019 |
| Description | Talk to State Council for Education Research and Training |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | SCERT: Talk with teachers/faculty about project research findings and policy recommendations |
| Year(s) Of Engagement Activity | 2020 |
| Description | Talk with trainee teachers / faculty at State Council for Education Research and Training |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | SCERT: talk with trainee teachers/faculty (60 attendees) about research findings and policy recommendations |
| Year(s) Of Engagement Activity | 2020 |
| Description | Teaching on MA Development Studies at ISS |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | Teaching on the course 'The making of development: theories, histories and practices of development', a compulsory course in the ISS MA programme in dev studies |
| Year(s) Of Engagement Activity | 2018,2019,2020 |
| Description | Training workshop with trainee teachers and their project supervisors |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Three day workshop for trainee teachers and their project supervisors to explain the findings of our previous research, introduce the ideas behind the project, introduce action research methods and research ethics, and to promote initial discussion and planning of action research projects. |
| Year(s) Of Engagement Activity | 2021 |
| Description | Village meetings in rural Lesotho (x2) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Public/other audiences |
| Results and Impact | Village meetings (pitsos) were held in the two case study villages in Lesotho where we presented the research findings, sought the perspectives of community members, and discussed messages for policy makers. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Webinar with Lesotho Ministry of Education officials |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Presentation to around 20 government officials and 10 lecturers at teacher training college about the findings and conclusions from our previous research project; an opportunity for discussion of the policy implications; and an introduction to our proposed work with trainee teachers. |
| Year(s) Of Engagement Activity | 2021 |
| Description | Workshop presentation - Huijsmans, Bielefeld 2019 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | 'Rural Schools as Sites of the Circulation, Practice and Articulation of Contradictory Versions of 'the Good Life' in Late Socialist Laos', invited paper at the ZiF workshop 'The Good Life in Late Socialist Asia: Aspirations, politics and possibilities', University of Bielefeld, 16-18 September, 2019. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Workshops for teachers (x4) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | Workshops were held for groups of teachers, some of whom were involved in the original research. One was held at the premises of (and hosted by) our local NGO partner in India. Three were held at schools in Lesotho. We discussed the findings, sought the teachers perspectives and feedback, and considered messages for policy makers. |
| Year(s) Of Engagement Activity | 2018 |