Construction of early childhood and ECCD service provisioning in India

There has been a growing recognition among scholars in childhood studies that childhood is a social construction. Several historical and cross-cultural studies conducted across the world validate this argument, and whereby explains the variability that exist in the descriptions of childhood. These constructions not only differ at the cultural or temporal level, they also differ at the individual or institutional level. In a contemporary society, individuals, professionals, service institutions and policy communities – all construct their own version of childhood based on their subjective understandings, experiences and theoretical perspectives. At the policy level, therefore, these constructions have a significant role to play in the designing of services, institutions and pedagogy for early childhood intervention. This paper critically examines the model of early childhood constructed in the policy provisioning of early childhood care and development (ECCD) in India. Drawing on literatures mostly from the Euro-American context, at the outset, the paper elaborates the shift that took place in the ontology of children. The distinctions between child development theories, which chiefly inform the policy community, and the social constructionist approach, which is considered as an alternative, are then analyzed as central to early childhood service provisioning. The paper problematizes the policy documents, while doing so, it picks up few key issues and (re)open up the debates on ‘developmentally appropriate practices’ and ‘play-based education’. The paper concludes by suggesting that oversubscription of child development theories or total obscurity of social constructionist perspectives not augurs well for policy formulation. Further it stresses that there is a need to understand what children’s lived experiences are in the early childhood institutions, what parental constructions are on early childhood service provisioning and, how that can be incorporated to establish clear policy goals

Meeting rural demand: a case for combining community-based distribution and social marketing of injectable contraceptives in Tigray, Ethiopia.

BackgroundIn Sub-Saharan Africa, policy changes have begun to pave the way for community distribution of injectable contraceptives but sustaining such efforts remains challenging. Combining social marketing with community-based distribution provides an opportunity to recover some program costs and compensate workers with proceeds from contraceptive sales. This paper proposes a model for increasing access to injectable contraceptives in rural settings by using community-based distributers as social marketing agents and incorporating financing systems to improve sustainability.MethodsThis intervention was implemented in three districts of the Central Zone of Tigray, Ethiopia and program data has been collected from November 2011 through October 2012. A total of 137 Community Based Reproductive Health Agents (CBRHAs) were trained to provide injectable contraceptives and were provided with a loan of 25 injectable contraceptives from a drug revolving fund, created with project funds. The price of a single dose credited to a CBRHA was 3 birr ($0.17) and they provide injections to women for 5 birr ($0.29), determined with willingness-to-pay data. Social marketing was used to create awareness and generate demand. Both quantitative and qualitative methods were used to examine important feasibility aspects of the intervention.ResultsForty-four percent of CBRHAs were providing family planning methods at the time of the training and 96% believed providing injectable contraceptives would improve their services. By October 2012, 137 CBRHAs had successfully completed training and provided 2541 injections. Of total injections, 47% were provided to new users of injectable contraceptives. Approximately 31% of injections were given for free to the poorest women, including adolescents.ConclusionsInsights gained from the first year of implementation of the model provide a framework for further expansion in Tigray, Ethiopia. Our experience highlights how program planners can tailor interventions to match family planning preferences and create more sustainable contraceptive service provision with greater impact

The role of reflective learning, service-learning and social impact in the sustainability of Malaysian universities

Universities in Malaysia currently face tremendous challenges from both internal and external sources. To ensure business sustainability, there is an urgent need for higher education institutions to find a business model that will transform the way they operate and enhance student graduate capabilities, while contributing to the community. The study investigated how service learning impacts on the reflective learning abilities of the undergraduates and the social impact it has on the community being served. The study also explored the mediating role played by the social impact on the relationship between service learning and reflective learning. The theoretical framework of the study was based on the educational theories of constructivism and social learning. The study utilised a specially designed questionnaire to elicit information pertaining to how integrating service learning into the business curriculum enhanced students' reflective learning capabilities. Data from 256 valid questionnaires was analyzed using the variance-based Partial Least Squares-Structural Equation Modeling (PLS-SEM) method. The results revealed that the four aspects of service learning, namely curriculum connections, community needs, behaviorial intent, and student development, were found to have a significant positive influence on reflective learning and on social impact. However, social impact was not found to be a significant moderator in the service learning-reflective learning relationship. The results clearly showed the positive and transformative impact that the team-based service learning-in-curriculum strategy had on the students' learning experience, making service learning an excellent business model for higher education institutions. Integrating service learning as part of the business curriculum was indeed perceived as an innovative and effective tool in a student-centered learning environment that enriched students' educational experiences, increasing the relevance of the subject matter and encouraging students to collaborate effectively with their peers, faculty and the community. The findings offer some interesting implications for educators, researchers and policy- makers

People at Centre Stage: evaluation summary report

This report presents the results of an evaluation of consumer-directed community aged care. Consumer-Directed Care (CDC) is central to the aim of rendering community aged care more flexible and responsive. In Australia, it builds on experiences of consumer-directed community-based disability care and is intended to offer greater decisional authority to care recipients over the services they receive. Since the 1990s, there has been growing interest among Australian community care providers, service users, and policy makers to ‘modernise’ and reform community aged care. A suite of reports were commissioned that highlighted the facts that: fragmented programme arrangements in community care create planning and operational difficulties and inefficiencies; the service provision model is too complex, making it difficult for lay people to access the services they need or are entitled to; funding gaps exist throughout the care pathways; the system is inflexible and unresponsive to transitions in people’s lives and/or illness trajectories; the needs of a significant minority of care recipients are not sufficiently addressed, resulting in poor quality of care as well as resource wastage. The People at Centre Stage (PACS) project aimed to address some of these issues. The aim of the project was to—within the limitations of current legislation and guidelines—develop, implement and evaluate a community aged care model that gives care recipients with more complex needs the option to have as much control of their own care as they aspire to and feel comfortable with. The project intended to offer a continuum of care ranging from customary case management to CDC. This summary report provides a brief outline of the results of this evaluation. It is structured in two parts: following a brief overview of the PACS model, Part 1 outlines the key findings from the quantitative analysis, while Part 2 offers an overview of the qualitative findings. Part 2 deals exclusively with the experience of people participating in the intervention group

Finding the community in sustainable online community engagement: Not-for-profit organisation websites, service-learning and research

This article explores the use of action research (2008–2014) based on a case study of the Sustainable Online Community Engagement (SOCE) Project, a service-learning project in which University of South Australia students build websites for not-for-profit (NFP) organisations, to demonstrate that effective teaching, public service and research are interdependent. A significant problem experienced in the SOCE project was that, despite some training and ongoing assistance, the community organisations reported that they found it difficult to make effective use of their websites. One of the proposed solutions was to develop an online community of the participating organisations that would be self-supporting, member-driven and collaborative, and enable the organisations to share information about web-based technology. The research reported here explored the usefulness of developing such an online community for the organisations involved and sought alternative ways to assist the organisations to maintain an effective and sustainable web presence. The research used a three-phase ethnographic action research approach. The first phase was a content analysis and review of the editing records of 135 organisational websites hosted by the SOCE project. The second phase was an online survey sent to 145 community organisation members responsible for the management of these websites, resulting in 48 responses. The third phase consisted of semi-structured, in-depth interviews with 18 of the website managers from 12 of these organisations. The research revealed the extent to which organisations were unable to manage their websites and found that the proposed solution of an online community would not be useful. More importantly, it suggested other useful strategies which have been implemented. In Furco’s (2010) model of the engaged campus, public engagement can be used to advance the public service, teaching and research components of higher education’s tripartite mission, but this requires a genuine and sustained process of listening to the community of which the institution is a part. The article argues that, with recent changes to government policy reducing funding to the community sector, an important role for universities is to engage with their communities in both teaching and research. Service-learning projects are often evaluated for learning and teaching outcomes and valued as aligning with university policy on community engagement, but there is potential to do more harm than good for community partners. The experience with the SOCE project demonstrates that effective community engagement must be based on research of what the community partners genuinely want and then assessed against those objectives. Research and community engagement should not be framed as mutually exclusive but understood as part of the same process