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Exploring Children's Work Involvement an D School Atten Dance in Rural Cambodia

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Exploring Children's Work Involvement an D School Atten Dance in Rural Cambodia EXPLORINGCHILDREN’S WORK INVOLVEMENT AN D SCHOOL ATTENDANCE IN RURALCAMBODIA By LaurenJ. PurnellBHlthSci (Hons) Submittedin fulfilmentof therequirements for thedegree of Masterof AppliedScience DeakinUniversity May,2014 ACKNOWLEDGMEN TS I thankthe children, parents, teachers and key infor mants who participated in thisstudy. Thank you for allowingme the privilegeof beinga partof yourcomm unities and for sharingyour stories with me. You have been invaluableto this study and I hope this researchwill contributeto improvedlearning experiencesand ultimately health for futureKhmer students. Thank you to my researchassistant who workedtirelessly with me throughout fieldwork and made this research possible. I thankmy supervisorsDr Liz Hoban,Dr RobynR amsden and Dr JanMoore for yourguidance, insight, adviceand constantfeedback. Even at a distance,while in Cambodia,I felt tremendouslysupported. Liz Hobanprovided invaluable insight into Cambodia and encouragementthrough every step of the researchprocess. Jan Mooreprovided unflagging support and guidedme out of manyoverwhelming stageswhile immersedin findingsby takinga ‘helicopterview’ of the research.Robyn Ramsden providedconstant enthusiasm for the research,insig htful commentsand criticalinsight into theories andideas presented in the thesis.I wouldalso like to thankCarol Mortensen and Bun Hoeun for their supportand guidance during my time in Cambodia. I am gratefulto my familyand friends for theirst eadfast encouragement, love andsupport throughout this Mastersdegree. Thank you for the endlessdiscu ssion of the ins and outs of my research,the persistentinquiry about my progressand for caringfor me whileI wrotemy finalthesis. Your support hasbeen invaluable to me. Professionaleditor, Gina Denholm, provided copy editing and proofreadingservices, according to the guidelineslaid out in theuniversity-endorsed nation al ‘Guidelinesfor editingresearch theses’. ABSTRACT Complexand interrelatedobstacles influence childr en’s school attendance in ruralCambodia: among them,child labour is prominent.Most existing rese arch concerning child labour in Cambodia,and its influenceon schoolattendance, is quantitative.Th is ethnographytakes a differentapproach by examiningmulti-faceted social, cult ural and financialinfluences on children’swork involvement and schoolattendance in BanteayMeanchey and Svay Rie ng Provinces.Using semi-structured interviews, FocusGroup Discussions (FGDs) and researcherobserva tions, it exploresthe lived experiencesof childrenin grades5 to 8, as wellas parents,teac hers, principals and key info rmants, to gaininsight into theconfounding issues surrounding child labour and education. Findingsindicate that children’sparticipation in educationis heavily influencedby household composition,available learning hours, family financial strain, limited resources, risks of schooldropout duringtransition from primaryto lower secondaryschool and the failureof educationto lead to employment.Themes that emerge from data are analysedand validatedthrough the lensesof social exclusiontheory and migrant social network theory. Ch ildren’s experience of socialexclusion from the Cambodianeducation system, and limited community engagement in school management,has adverseeffects on children’seducational attainment. Consequently, socially-excluded children drop out of schoolto work duringthe rice harvestseason and are attractedto join socialnetworks to find unskilledwork opportunities in urbancentres. Children’sright to completeform al educationin ruralCambodia is jeopardisedwhen they are faced with the aforementionedinterrelated obstacles. Key educationpolicies have not been effectively implementedto ensure that Cambodianchildren receive nine years of free quality education. Additionally,migration and child labour policies do not haveadequate regulatory systems operating to protectchildren working in heavilyunregulated agricultural sectors and migratinginto unknown situationswhere they face risks of verbalor physicalabuse and labourexploitation. Unsuccessful attemptsto decentralisethe educationsystem have led to the Ministryof EducationYouth and Sport [MoEYS]maintaining majority control and political au thority over the education system.Consequently, ruralcommunities are disempowered and excluded fro m participatingin thegovernance of educationin Cambodia. Therefore,recommendations from the findingsof this researchinclude improving education and child labourpolicy reform, to ensureth at children’sengagement in labourdoes not negativelyimpact their schoolattendance, and developingand implementinginitiatives and interventions,such as social accountabilityand performancemonitoring systems, to addressissues of childwork involvement and i accessto education.Given the paucityof qualitative inquiry,further research—through a qualitative socialhealth and wellbeinglens—should be conductedat the locallevel regarding children’s school attendanceand qualityof education.This will providegreater understanding of the multi-faceted hindranceschildren encounter regarding their education. ii TABLEOF CON TEN TS Abstract...................................................................................................................... .............................. i Tableof contents............................................................................................................. ........................ iii Indexof Tablesand Figures ................................................................................................... .................vi Glossaryof Terms............................................................................................................. .....................vii Preface....................................................................................................................... ............................. ix CHAPTER1 Introductionto children’seducation and work involvementin rural Cambodia......... 1 1.1Introduction .............................................................................................................. ......................1 1.2Background................................................................................................................. ...................1 1.3Factors that influence children’s participation in education............................................................ 6 1.4Child labour .............................................................................................................. ....................14 1.5Theoretical perspectives .................................................................................................. ............22 1.5.1Social exclusion theory and application to theschool setting ............................................... 22 1.5.2Migration – theoryand application to theschool setting ....................................................... 25 1.6Rationale.................................................................................................................. ....................30 CHAPTER2 Methodology................................................................................................................... 32 2.1Introduction .............................................................................................................. ....................32 2.2Ethnography as a qualitative research approach ......................................................................... 33 2.3Children’s participation in ethnographicresearch ........................................................................ 33 2.4Field research ............................................................................................................ ..................34 2.5The researcher and research assistant...................................................................................... .. 35 2.6Selection of studyparticipants ........................................................................................... ..........35 2.7Informed consent .......................................................................................................... ...............37 2.8Data collection ........................................................................................................... ..................40 2.9Quality assurance ......................................................................................................... ...............45 2.10Ethical implications ..................................................................................................... ...............46 2.11Data analysis ............................................................................................................ .................47 iii CHAPTER3 Findings.......................................................................................................................... 49 3.1Introduction ............................................................................................................. ....................49 3.1Children’s experience of goingto school.................................................................................. ... 49 3.2Families and their influence on children’s education outcomes ................................................... 52 3.3Confounding influences on childrencontinuing school ................................................................ 54 3.4Teachers .................................................................................................................. ....................57 3.5School
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