Disability, Education and Poverty Project (DEPP)
Kenya
OverviewOverview
Why the focus on ‘young people’?Why the focus on ‘young people’? Why disability in a poverty project?Why disability in a poverty project? Research overviewResearch overview
Research aimsResearch aims Elucidating the conceptual framework Elucidating the conceptual framework Research design Research design
SampleSample MethodsMethods Ethics Ethics
‘‘Youth bulgeYouth bulge’’
Why Youth?
Demographic dividend or disasterDemographic dividend or disaster
Kenya Kenya - 75% aged below 30- 75% aged below 30 32% are 15-3032% are 15-30
IndiaIndia (Census, 2001): of the 1 billion (Census, 2001): of the 1 billion 51% is under 25 years51% is under 25 years Two-thirds is under 35 yearsTwo-thirds is under 35 years
Impairment
Disability
Exclusion(s)
Poverty
Increased vulnerability and Exclusion(s)
Cascading impact
Costs
Disability and poverty
Research aimsResearch aims To develop an understanding of the local To develop an understanding of the local
meanings and perceptions of disabilitymeanings and perceptions of disability
To examine the present educational To examine the present educational arrangements available to and attended arrangements available to and attended by poor people with disabilitiesby poor people with disabilities
To understand the role that education and To understand the role that education and other enabling factors play in the lives of other enabling factors play in the lives of young people with disabilitiesyoung people with disabilities
To develop an understanding of To develop an understanding of the local meanings and the local meanings and perceptions of disabilityperceptions of disability
-and its relationship to poverty-and its relationship to poverty
Individual levelIndividual level Family levelFamily level Community levelCommunity level
To examine the present To examine the present educational arrangements educational arrangements available to and attended by available to and attended by poor people with disabilitiespoor people with disabilities
- what are their main characteristics and - what are their main characteristics and
- how are these characterised by important - how are these characterised by important stakeholders (PWD themselves and stakeholders (PWD themselves and others)- their role and purposeothers)- their role and purpose
To understand the role that To understand the role that education and other education and other enabling enabling factors play in the lives of young factors play in the lives of young people with disabilitiespeople with disabilities
Let us not assume that education is the Let us not assume that education is the only enabling factor only enabling factor
Let us focus on the Let us focus on the enabling enabling rather than rather than just looking at the just looking at the disablingdisabling factors factors
Two central issuesTwo central issues
Disability: the “invisible” minority. Issues of Disability: the “invisible” minority. Issues of identification identification
Conceptualising educational outcomes for young Conceptualising educational outcomes for young people with disabilities in developing countriespeople with disabilities in developing countries
Identifying Disability: Identifying Disability: issues in the issues in the literatureliterature
LanguageLanguage
Social stigma Social stigma
““Connected body-selves” (Das, 2001)Connected body-selves” (Das, 2001)
LanguageLanguage
Moving beyond labelsMoving beyond labels
““disability”disability” includes some impairments, excludes includes some impairments, excludes
othersothers
Survey of Disabled Adults, Survey of Disabled Adults, 19881988
Can you tell me what is Can you tell me what is wrong with you?wrong with you?
What complaint causes What complaint causes your difficulty in holding, your difficulty in holding, gripping or turning things?gripping or turning things?
Have you attended a Have you attended a special school because of a special school because of a long term health problem long term health problem or disability?or disability?
Does your health Does your health problem/disability prevent problem/disability prevent you from going out as you from going out as often or as far as you often or as far as you would like?would like?
Oliver’s alternative Oliver’s alternative questions, 1990questions, 1990
Can you tell me what is Can you tell me what is wrong with society?wrong with society?
What defects in the design What defects in the design of everyday equipment like of everyday equipment like jars, bottles and tins causes jars, bottles and tins causes you difficulty in holding, you difficulty in holding, gripping or turning them?gripping or turning them?
Have you attended a Have you attended a special school because of special school because of your education authorities your education authorities policy of sending people policy of sending people with your impairment to with your impairment to such places?such places?
What are the environmental What are the environmental constraints which make it constraints which make it difficult for you to get about difficult for you to get about in your immediate in your immediate neighbourhood?neighbourhood?
Health Condition Health Condition ((disorderdisorder))
Interaction of ConceptsICFDH, 2001
Environmental Environmental FactorsFactors
Personal Personal FactorsFactors
Body function & Body function & structure structure
(Impairment(Impairment))
ActivitiesActivities(Limitation)(Limitation)
ParticipationParticipation(Restriction)(Restriction)
Seeing
Hearing
Speaking
Walking Learning
Personal care (Such as, washing oneself, caring for body parts, toileting, dressing, eating, drinking)
Does this reduce the amount or kind of activity --- can do
Yes=1 No=2
Degree 1= mild 2= moderate 3= severe
Since what age?
At home? Yes sometimes Yes, often No
At work or at school? Yes sometimes Yes, often No
In other areas, for example, transport or leisure? Yes sometimes Yes, often No
The sub-sections in the Seeing column would be repeated in each of the types of disabilities
Disability: Household survey
Identifying young people with Identifying young people with disabilitiesdisabilities
Household censusHousehold census
Informal/formal conversations with people Informal/formal conversations with people in the community (school, religious, in the community (school, religious, health, DPO/NGOs)health, DPO/NGOs)
Snowballing – find one, find next (move Snowballing – find one, find next (move into neighbouring areas?)into neighbouring areas?)
Tracer studies through nearby schoolsTracer studies through nearby schools
Disability is a complicated, multi-Disability is a complicated, multi-dimensional conceptdimensional concept
Disability is both a private and public Disability is both a private and public experienceexperience
There is no neutral language with which to There is no neutral language with which to discuss disabilitydiscuss disability
“Disability”: developing a shared understanding
Conceptualising educational Conceptualising educational outcomes for young people with outcomes for young people with disabilities in developing countriesdisabilities in developing countries
Education (1)Education (1)
fewer than 5 percent of children with disabilities achieve fewer than 5 percent of children with disabilities achieve the goal of primary school completion (Peters, 2003)the goal of primary school completion (Peters, 2003)
Kenya – less than 10% enrolled in educational programs, Kenya – less than 10% enrolled in educational programs, dismal transition to higher levels, with an average less dismal transition to higher levels, with an average less than 0.5% of those enrolled accessing higher educationthan 0.5% of those enrolled accessing higher education
India: only 9 percent completed secondary and above India: only 9 percent completed secondary and above education (NSSO, 2002)education (NSSO, 2002)
various alternative forms of education might be available various alternative forms of education might be available to this groupto this group
Education (2)Education (2)
not to equate education with formal schoolingnot to equate education with formal schooling
acknowledge education occurs in a range of acknowledge education occurs in a range of different contextsdifferent contexts
focus on various focus on various educational arrangementseducational arrangements available to young people with disabilitiesavailable to young people with disabilities
how are these characterisedhow are these characterised
their role and purpose their role and purpose
Outcomes Outcomes
common markers are knowledge, employability, common markers are knowledge, employability, earnings, and more recently, citizenshipearnings, and more recently, citizenship
not adequate for capturing the complex and often not adequate for capturing the complex and often marginalised livesmarginalised lives
• the kind of lives that people with disabilities currently live and/or aspire to live
• the role that education– plays– does not play – or is perceived as being capable of playing in helping them achieve the
capabilities that they think will allow them to live the lives that they would like to live
Participation
Learning self
Purposeful activities
Personal, physical, experienced and spiritual self
Focusing on the individual
ParticipationFamily: roles, responsibilities
and statusCommunity:
Friendships/ peer acceptance Social networks
Civic participation (e.g., NGO)Religious participation (e,g,
member of a church)Political participation (e.g.,
panchayat, advocacy) Mobility
Learning selfIndividual skills:
Modes of CommunicationLiteracy and mumeracy (where
relevant)Vocational skills
Social skillsOther life skills
Knowledge: such as, about one’s rights
Purposeful activitiesIncome generating tasksNon-income generating tasks Voluntary workLeisure
Personal, physical, experienced and spiritual self
Personal: self confidence, self efficacy, aspirations, expectations
Physical self: knowledge about body, physical care
Experienced: other’s attitudes towards, expectations from, aspirations for
Spiritual: how do they understand and make sense of their disability
Family and the community
Some sample characteristics:Some sample characteristics: Individual Individual with disabilitieswith disabilities
14-25/30 years of age14-25/30 years of age Different types of impairments Different types of impairments
Physical; Hearing; VisualPhysical; Hearing; Visual Age of onset of impairment Age of onset of impairment
Educational levelsEducational levels Completed primary level of formal schoolingCompleted primary level of formal schooling Completed secondary level of formal schoolingCompleted secondary level of formal schooling Attended/attending some educational arrangement Attended/attending some educational arrangement Not attended any educational arrangement or Not attended any educational arrangement or
formal schoolingformal schooling Reasonable representation of men and Reasonable representation of men and
womenwomen
Research sampleResearch sample: : significant otherssignificant others
significant “others”- parent/ other significant “others”- parent/ other member of the familymember of the family
Stakeholders (such as, community elders, Stakeholders (such as, community elders, religious leader, school head, local/district religious leader, school head, local/district education officer, NGO/DPO, health centre education officer, NGO/DPO, health centre official )official )
Research sample: sizeResearch sample: size
Rural Urban
One District
5- VI+5-sig.others
5-HI+5- sig.others
5-PI + 5- sig.others
5-PI + 5 sig.others
5-HI+5-sig.others
5- VI+ 5-sig.others
Stakeholders (10/12)
People with disabilities: 30 (in-depth interviews)
Total sample: 70/72
Research methodsResearch methods
Semi-structured interviews Semi-structured interviews
Visual imagesVisual images
ObservationsObservations
Informal discussions in the community Informal discussions in the community
Research issuesResearch issues
Listening to “voices”- exploring Listening to “voices”- exploring creative creative methods of data collection (using methods of data collection (using interpreters- hearing impairment- who and interpreters- hearing impairment- who and how?; giving cameras?)how?; giving cameras?)
““Tracer studies” Tracer studies”
Researcher responses (reflexivity)-Researcher responses (reflexivity)- detailed detailed field notesfield notes (the PROCESS needs to be (the PROCESS needs to be very well documented) very well documented)
Ethical issuesEthical issues
Pamphlets- with information on rights, local Pamphlets- with information on rights, local services etcservices etc
Build links with the local DPOBuild links with the local DPO
Arrange a health Arrange a health melamela
Screen an open air movie (maybe something Screen an open air movie (maybe something like- Black)like- Black)