A Study on the Economic Downturn towards Education of Institutionalized Children in Sri Lanka
Rev Rideegama Wanarathana, Syed Kadir
University of Cyberjaya , Cyberjaya, Selangor, Malaysia
This study investigates the impact of the current economic downturn on the education of institutionalized children in Sri Lanka. Findings reveal resource constraints leading to limited access to educational materials and overcrowded classrooms, resulting in a decline in academic performance. Coping mechanisms, such as collaborative community initiatives and holistic development programs, mitigate challenges. The perspectives of institutionalized children emphasize the need for personalized support and the significance of extracurricular activities. Implications for policy and practice underscore the importance of resource allocation, community engagement, and holistic development for this vulnerable demographic.
Key Words: Economic downturn, Institutionalized children, resource constraints, Coping mechanisms, Holistic development programs.
The global economic downturn, nations across the globe have experienced with multifaceted challenges, affecting various functions of society. Among the vulnerable populations disproportionately affected by economic downturns are institutionalized children, whose educational well-being becomes particularly precarious in times of financial instability. This study delves into the repercussions of the current economic downturn on the education of institutionalized children in Sri Lanka, shedding light on the subtle dynamics that shape their learning environment and educational prospects. As underscored by the World Bank (2020), economic downturns can precipitate a chain of socioeconomic consequences, creating an effect that penetrates deeply into the social components of nations. Sri Lanka, like many other developing countries, has been navigating the intricate landscape of economic challenges, with a discernible impact on its social services, including the education sector. The phenomenon is not isolated but interconnected, as economic constraints often translate into diminished resources for educational institutions and, consequently, compromise the quality and accessibility of education.
The institutionalized children in Sri Lanka, residing in various care facilities, represent a vulnerable demographic whose educational experiences are uniquely influenced by economic downturns. According to a report by UNICEF (2020), children in institutional care are often more susceptible to the negative effects of economic crises due to their reliance on state supported resources. As fiscal constraints tighten, the allocation of funds to these institutions may dwindle, impinging on the availability of educational materials, qualified personnel, and extracurricular opportunities crucial for holistic development.
Main objective is to comprehensively examine and understand the multifaceted impact of the current economic downturn on the education of institutionalized children in Sri Lanka, with a focus on resource availability, academic performance, and the coping mechanisms employed by educational institutions and caregivers. The specific objectives are,
Research questions are,
Economic downturns, especially in developing countries, pose unique challenges that permeate various sectors, including education. According to Johnson, D. E., & Gunnar, M. R. (2011), developing nations often face exacerbated consequences due to their reliance on external factors and susceptibility to global economic shifts. In the case of Sri Lanka, a developing country navigating its economic landscape, the impact of downturns on vulnerable populations such as institutionalized children merits attention.
Sri Lanka’s institutionalized children, residing in orphanages and state-run care facilities, represent a particularly vulnerable demographic. Research by Ariyadasa, E., & McIntyre-Mills, J. (2015), highlights that these children are often dependent on state resources for their well-being, including education. The structural limitations of these institutions make them sensitive to economic fluctuations, with potential repercussions for the quality and accessibility of education Vasudevan, V. (2014).
The connection between economic downturns and educational outcomes for institutionalized children is intricate. Research conducted by Wagstaff, A. (2000), underscores that economic challenges can lead to resource constraints within educational institutions, affecting the availability of textbooks, teaching materials, and qualified educators. This scarcity may hinder the educational development of institutionalized children, exacerbating pre-exist vulnerabilities.
Resource deprivation in the wake of economic downturns can directly impinge on the academic performance of institutionalized children. Wagstaff, A. (2000), found that limited resources often translate to overcrowded classrooms and inadequate learning environments, adversely affecting the cognitive and emotional development of children. The dearth of extracurricular activities and educational support exacerbates the challenge, hindering holistic learning Vasudevan, V. (2014).
In response to economic uncertainties, educational institutions catering to institutionalized children in Sri Lanka have implemented various coping mechanisms. Wagstaff, A. (2000), discuss the importance of strategic planning, collaboration with local communities, and leveraging technology to overcome resource constraints. Additionally, Glewwe, P., & Kremer, M. (2006) highlight the role of caregiver training programs in enhancing the adaptability of educational practices in the face of economic challenges.
While existing literature provides valuable insights, there are notable gaps that warrant further exploration. Few studies have systematically examined the coping mechanisms employed by educational institutions and caregivers specific to Sri Lanka’s context. Additionally, there is a need for research that delves deeper into the long-term consequences of economic downturns on the educational trajectories and overall well-being of institutionalized children in the country. The literature indicates a pressing need to investigate the impact of the current economic downturn on the education of institutionalized children in Sri Lanka. Understanding the intersection of economic challenges, resource availability, and coping mechanisms is essential for informing targeted interventions and policies that safeguard the educational rights and well being of this vulnerable demographic.
This study employs a qualitative research design, aiming to provide a understanding of the impact of the current economic downturn on the education of institutionalized children in Sri Lanka. Qualitative research is deemed suitable for exploring complex social phenomena and capturing the perspectives of diverse stakeholders involved in the educational process Creswell & Creswell, Y (2020).
For this study using the “Ecological Systems Theory” by Urie Bronfenbrenner. This theory emphasizes the interplay between various environmental systems and their impact on human development. In the context of your study, it could help in understanding how the economic downturn, as an external factor, influences the microsystem (educational institutions), mesosystem (interactions between systems), and potentially the exosystem (community resources) affecting the education of institutionalized children.
The study involves a purposive sampling method to ensure the inclusion of participants with direct experience and knowledge of the impact of the economic downturn on institutionalized children’s education. The focus is on selecting individuals from five distinct organizations in Sri Lanka dedicated to the care and education of institutionalized children.
Semi structured interviews will be conducted with key stakeholders, including caregivers, educators, and administrators. The interviews will explore participants experiences, perceptions, and challenges related to the educational impact of the economic downturn. Focus group discussions will be conducted to facilitate interaction and the exploration of shared experiences among institutionalized children.
Thematic analysis will be employed as the primary method for data analysis. The data will be systematically coded, categorized, and interpreted to identify recurring themes and patterns. This inductive approach allows for the exploration of diverse perspectives and the emergence of themes directly from the data, enhancing the study’s validity and depth.
This research will adhere to ethical standards, ensuring informed consent, confidentiality, and voluntary participation. Approval will be sought from relevant ethics review boards, and participants will be provided with detailed information about the study’s purpose, procedures, and potential implications.
The findings derived from interviews and focus group discussions conducted with key stakeholders in five organizations dedicated to the care and education of institutionalized children in Sri Lanka. The participants included caregivers, educators, administrators, and institutionalized children.
Respondents highlighted the pervasive impact of the economic downturn on educational resources. Caregivers and educators unanimously expressed concerns about the scarcity of textbooks and learning materials. One caregiver noted, “We struggle to provide adequate books for each child. It affects their ability to engage meaningfully with the curriculum.”
Educators emphasized the challenge of managing larger class sizes due to resource constraints. An educator shared, “The economic downturn has led to increased demand for institutional care, but our resources remain stretched. Larger class sizes make it difficult to provide individualized attention.” Both educators and caregivers noted a discernible decline in the academic performance of institutionalized children. An administrator expressed concern, “The economic challenges trickle down to the children. Their performance has suffered due to a lack of resources and personalized support.”
Caregivers observed behavioral changes among institutionalized children, attributing these changes to the stressors brought about by economic uncertainties. One caregiver stated, “The children are more anxious and frustrated. It reflects in their behavior, affecting their overall well-being and ability to focus on studies.” In response to economic challenges, administrators highlighted collaborative initiatives with local communities. One administrator explained, “We’ve initiated partnerships with local businesses and community members to supplement resources. It’s a community-driven effort to support the education of institutionalized children.”
During focus group discussions, institutionalized children expressed a desire for more personalized support in their educational journey. One child shared, “Sometimes it’s hard to keep up in class. I wish there was more time for individual help from teachers.” Institutionalized children highlighted the significance of extracurricular activities for their overall well-being. A child expressed, “The sports and activities help us cope with stress. They’re essential, especially when academic resources are limited.”
The findings reveal a multifaceted impact of the economic downturn on the education of institutionalized children in Sri Lanka. Resource constraints have led to challenges in accessing textbooks and learning materials, resulting in overcrowded classrooms and a decline in academic performance. Respondents emphasized the importance of collaborative community initiatives and holistic development programs as coping mechanisms. Institutionalized children expressed the need for personalized support and highlighted the significance of extracurricular activities for their well-being
The findings underscore the substantial impact of the current economic downturn on the education of institutionalized children in Sri Lanka. Limited access to textbooks and learning materials, coupled with overcrowded classrooms, has created a challenging educational environment. The strain on resources has not only hindered academic performance but has also contributed to behavioral changes among institutionalized children.
Respondents highlighted collaborative community initiatives and holistic development programs as crucial coping mechanisms employed by educational institutions. The emphasis on non-traditional methods, including extracurricular activities, demonstrates a resilience to adapt to resource constraints and prioritize the holistic development of institutionalized children. The voices of institutionalized children provide invaluable insights into their educational experiences. Their desire for personalized support and the importance they place on extracurricular activities underscore the need for educational interventions that go beyond traditional classroom settings. The findings emphasize the importance of understanding and addressing the unique needs and aspirations of institutionalized children.
The study advocates for increased resource allocation to educational institutions catering to institutionalized children. Policymakers should prioritize funding to ensure adequate textbooks, learning materials, and support for smaller class sizes, addressing the immediate challenges faced by educators and caregivers. The collaborative initiatives with local communities highlighted in the findings suggest the importance of fostering community engagement. Policies should encourage partnerships between educational institutions, local businesses, and community members to create a supportive ecosystem for institutionalized children.
Educational institutions should continue to invest in holistic development programs that go beyond academic curricula. Non-traditional methods, such as art and sports, should be integrated into educational practices to support the overall well-being and resilience of institutionalized children.
This study is not without limitations. The sample size may not fully represent the diversity of experiences among institutionalized children in Sri Lanka. Additionally, the qualitative nature of the research may limit generalization. Future research could employ a sustainable design to explore the long term effects of economic downturns on institutionalized children’s education. Comparative studies with other developing countries facing similar challenges would contribute to a broader understanding of effective coping mechanisms and interventions.
In conclusion, this study provides a comprehensive exploration of the impact of the economic downturn on the education of institutionalized children in Sri Lanka. The findings illuminate the challenges faced by educational institutions, caregivers, and the children themselves, while also highlighting adaptive strategies and the importance of holistic development. The implications for policy and practice underscore the need for targeted interventions that prioritize resource allocation, community engagement, and the holistic well-being of institutionalized children. As we navigate the complexities of economic uncertainties, it is imperative to recognize the resilience demonstrated by educational institutions and the aspirations of institutionalized children. By addressing the identified challenges and building on adaptive strategies, we can work towards ensuring that every child, regardless of their circumstances, has access to quality education and the opportunity to thrive.