Educational Discontinuity Among Displaced Adolescent Girls In Manipur

Abstract

The issue of educational discontinuity is now one of the biggest humanitarian and educational challenges in the conflict affected areas of Manipur with regard to adolescent girls. This is the first study to look at how displacement affects the continuity in education, participation in schooling, and access to learning materials for adolescent girls in relief camps and temporary shelters. The research design that was used for the study was mixed methods – descriptive and exploratory research with both primary and secondary data sources. Structured questionnaires and semi-structured interviews were used to gather primary data from the following groups: displaced adolescent girls, teachers, NGO workers and parents. The study indicated that conflict-induced displacement had a significant impact on school attendance, attendance at examinations, study time, and access to learning materials. The most significant drivers of educational interruption of girls in the context of displacement were found to be economic hardship, psychological trauma, insecurity and insufficient education infrastructure. The study also found that higher rates of conflict intensity were associated with higher dropouts and irregular attendance rates, when compared with districts with lower conflict intensity. Lack of adequate digital access, limited counselling services, and gender insensitivity of educational facilities in relief camps further exacerbated educational exclusion. The study showed that temporary learning facilities, psychosocial support, financial assistance, digital inclusion, and inclusive educational rehabilitation policies are needed to ensure uninterrupted education for adolescent girls who are displaced. The study highlighted that continuity of education is crucial to empower, socially include and promote long-term development of displaced adolescent girls in Manipur.