Education, poverty and social exclusion: assessment of youth leaving care

Abstract

Amartya Sen's Human Capability Approach considers education a pivotal indicator of human development, and means to reduce poverty and social exclusion. In developing nations like India, education has remained inaccessible to many, especially vulnerable children and youth. Upon turning 18 years of age, youth who have lived in child care institutions are expected to leave care and transition into independent life on their own. While they receive basic education and vocational training in care, it falls short of quality higher education necessary for a smooth transition towards independent life. In an assessment of the situation of such youth in five States of India, Udayan Care, an NGO working with children and youth found that most of the Care Leavers (CLs) were forced to compromise on education and pursue jobs with low remuneration. This study examines the interrelatedness of education, poverty and social exclusion among CLs through secondary literature and empirical data from Udayan Care's national study. Analysing the findings from the lens of the Capability Approach, the gaps in provisions of educational support to CLs and subsequent limitations to address challenges of poverty and social exclusion of this population are highlighted, also making recommendations on ways to improve CLs' outcomes.

Understanding orphaned young people’s experience of leaving care in India: A qualitative study

“…Aftercare services, as demonstrated in the current study, must not be limited to providing extended stay in care. Instead, the focus of aftercare services should be on the holistic preparation of young people to transition out of care and into independent living (Bhargava et al, 2018; Modi et al, 2021; Shankaran, 2018). To do so, intervention frameworks for aftercare should incorporate support with education (i.e., tuition fees), housing (i.e., rent support, group housing), career planning (i.e., job skills, interview skills, resume making), independent living skills (i.e.…”

“…Even if young people desire this support, the decision to transfer a young person to an aftercare home is primarily in the hands of the management and staff of the care facility (Dutta, 2016a). Also, most care leavers are unaware of the aftercare provisions and other government support available to aid their care transition (Modi et al, 2021). In addition, those who receive 'aftercare' mostly access an extended stay in aftercare homes, which is insufficient to buffer the difficulties experienced during their care transition.…”

“…Care leaving support and services often do not bring desired outcomes in care leaver’s education, financial independence, housing, career development, social relationships, and mental and physical health (Bhargava et al, 2018). Modi et al (2021) further argued that the gaps in support for care leavers are evident as only a few of these young people can access higher education. Most instead complete low-quality vocational training, limiting their economic opportunities and adding to their marginalisation.…”