Design for Social Good
Improve literacy and employment rates of women in India
Introduction
India is home to almost 20% of the planet’s human population. Over 1.4 billion people co-exist in the seventh largest country by land area. With a GDP of over $3.7 Trillion, India has established itself as the 5th largest economy in the world.
Don’t let those numbers fool you. A large population produces its fair share of difficulties. It creates a massive strain on access to and availability of drinking water, food, sanitation, healthcare, employment, infrastructure, public services, natural resources, and more.
Obviously, educating a populace of this size is an enormous and complex task. According to the National Statistical Commission (2018), a whopping 23% or 320 million Indians are uneducated. Disparities exist between urban and rural literacy rates - 87.7% and 73.5% respectively.
Further, India suffers from a serious gender imbalance. Males have a higher literacy rate at 84.7% while females account for 70.3%. This imbalance is permeates deeply into other facets of everyday life too.
Government initiatives like the Right to Education Act, NGOs, and Non-profits have helped improve enrolment rates for females in recent times. In fact, free education at the primary level has shown remarkable results. Unfortunately, drop-out rates at later stages of education are equally alarming. However, a primary education alone does not guarantee a better outcome in employment or income.
Vocational training centres have attempted to bridge skill gaps for advanced ages. While critically dependent on access and adoption, it hasn’t produced the intended results due to gender disparities, financial issues, technology access, social norms, and domestic commitments of women. Worse, post-vocational training, employers prefer not to hire these women inspite of being skilled for many of the reasons listed above.
Having surfaced these issues, it is well acknowledged that literacy dispels ignorance and dependence while propelling citizens to become productive members of society and the economy. So, how might we improve the literacy and subsequently employment rates of women in India?
My Role
As UX designer, conduct research, define problem statements, identify pain-points, ideate, and propose solutions.
Empathise
Desk Research |
Secondary data
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To obtain a good understanding of the issue and the inherent severities of multiple contributing factors, I began with some desk research.
Credit:
World Bank, National Statistical Commission, Ministry of Education, United District Information System for Education Plus, World Economic Forum, United Nations Children Education Fund, National Statistical Organization, Statista, EY Report - Gender Study, United Nations Development Program.
Field research |
Interviews & Surveys
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I had the opportunity to talk to a few social workers known through my friends circle. One of them worked for a mandal in Maharashtra while the other in Orissa. With their support I was able to extend my queries to girls and women within their network.
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The social workers were kind enough to fill out a survey with women and children they worked with. Their help was invaluable given my limited knowledge of the local languages, proximity, and access to participants.
Questions
I wanted to explore the reasons behind the non-enrolment of female children in education during early childhood and the low adoption rates of adult training programs.
Learnings |
Responses from Field Research
The responses can be distilled into the following categories:
Family, Social and Economic Constraints
Migration of working parents to new locations that presented employment opportunities
Being employed alongside parents
Forced to assist parents in their occupational work
Sent to perform menial work
Domestic responsibilities due to working parents
Caring for elderly in parents absence
Restricted movement for girls outside their homes or village
Parents do not see the impact of education on income
Ability to afford transportation, tuition or textbooks
Child marriage
Early pregnancies
Poor health and well-being
Infrastructure
Distant proximity to educational facilities
Lack of educational materials to serve attendees
Lack of transportation
Lack of decent seating in schools
Poor classroom accommodation
Poor sanitation and unhygienic conditions
Low availability of clean drinking water
Lack of meal plans for attendees
Staff & Government Involvement
A one-size fits all strategy
Lack of understanding of the local social, economic, and cultural situation
Irregular attendance of teachers and support staff
Lack of appropriate training and up-skilling of teachers and staff
Outdated curricula
No real strategies for retention and drop-out prevention
Lack of financial backing to maintain or expand facilities
Corruption
Communication
Lack of awareness around education programs
No knowledge of help/contact centres for information
Disconnected action plans and poor outreach programs to advise the local population
Inability to communicate the link between education and economic prosperity.
Limited or no access to technology inhibits reach
Other Reasons
Insecurity of having girls travel to remote locations
Families see expense for girls education as a liability especially when they are already at or below the poverty line
Education is not a priority for women of advanced age
Social, community or peer pressure
No on-site accommodation, like hostels
Poor performance in class due to need for personal attention
Personas & Stakeholders
Define
A Wicked Problem |
Could this be one?
India is a complex country with 28 states and 8 union territories, each with its own unique story, culture, heritage, social norms, religious denominations, festivals, natural resources, demographies, power dynamics, idiosyncrasies, and more. Tolerance and unity are not unanimously shared.
India is deep-rooted in tradition, customs, superstitions, and formality. Class and caste division exists. Gender inequality is a major issue. There is a strong preference for males who enjoy more autonomy than females. Social and communal ideologies benefit males over females.
Many females are subjected to the perils of child marriage, teenage pregnancy, domestic work, poor nutrition, exploitation, dowry, income discrimination, violence, etc. In addition, they are not permitted access to education in the same way as their counterparts.
Corporates prefer not to hire women for fear of attrition, restricted work hours, maternity regulations, protection policies, and demands in their family life.
The Indian government spends only 2.9% of its gross domestic product (GDP) on education compared to 4% by China, the world’s second most populated country. What is important here, is that China’s GDP is 4.8 times that of India.
The interconnected nature of the many variables described above indicate a non-linear path to a solution. Problems like these cannot be defined simply and solving them isn’t straightforward.
Problem Statement |
Attempting one
Young girls, adolescents, and women of advanced ages have been subjected to social and economic discrimination for decades. Education is instrumental in addressing these issues while also helping females achieve their full potential, and improving their quality of life.
However, its acceptance as a means to progress has been disproportionately adopted for various reasons. Females have not been able to utilize educational programs to improve their circumstances in society.
A lack of education increases female dependency on immediate family, in-laws, or male counterparts and limits their employment opportunities to menial occupations at best.
The issues begin in early childhood and continue into adulthood triggering a cyclical effect for the next generation.
Hypothesis Statement |
If we create a modular strategy to tackle issues at the local level while linking their implementation to state, regional, and central agencies for monitoring, auditing, and support, we could lead a coordinated effort in bringing about profound change.
By joining hands, sharing information, learnings, best practices, and holding the structure accountable, we could help improve enrolment rates for educational programs aimed at females of all age groups and ultimately their integration into the economy as productive members of society.
Why is this important?
Impact |
Outcomes of literacy
Education is a liberator in many ways. It helps reduce the impact of poverty, has a positive influence on health, increases participation in the labour market, and improves financial security.
It promotes empowerment, confidence, independence, personal development, and elevates the overall quality of life for people.
Ideation
Mind-Mapping |
Ideation technique
As mentioned earlier, this being a complex problem, a non-linear path to a solution seemed inevitable. Initially, I tried different ideation techniques like six hats, worst possible idea, challenge assumptions etc. Ultimately, I settled for mind-mapping as it captured the convoluted essence of the problem.
Mind-Mapping: Ideation technique, where a one starts with a central idea and branches out into topics and sub-topics that are connected to create a somewhat organized and holistic visual understanding.
I kept literacy as the central idea. Although literacy isn’t imperative to employment, the quality of employment types is dependent on literacy levels. And employment types ultimately dictate income, health, and quality of life.
L.E.A.D |
Program
With limited access to subject matter experts, I relied on available resources to propose a solution. I came up with an idea called the L.E.A.D program. It stands for Literacy and Employment through Access and Development.
What is the L.E.A.D program about and how does it work?
Overview |
About L.E.A.D
L.E.A.D is a modular approach to addressing illiteracy in India. Operating across all levels of the country, the program recognises the need for a coordinated effort in addressing this complex problem.
The Central government in partnership with an international organisation, such as UNESCO, spearheads the program. Together, they work with state governments, vocational institutions, NGOs, the private sector, and citizens to tackle illiteracy at scale.
The stakeholders form a value chain with each entity supporting the agency ultimately responsible for execution of the initiative. In collaboration, they study the local situation and address issues unique to the target location.
Research, information, best practices, case studies, and more are actively shared and leveraged through-out the value chain and across networks of value chains. The process is audited to ensure conformity by members and who are incentivised for their contribution.
Audited reports of program implementations are circulated to stakeholders for deliberation and if needed, course correction. They are also published online for public perusal.
The program focuses on action and outcomes, ensuring accountability through Objectives & Key Results (OKRs). It is based on the pillars of adaptation, inspection, collaboration, and transparency, which are critical to its success.
Stakeholders
Diagram |
Legends
Stakeholder |
Responsibilities, information flow, audits, and learnings
International Organisations can help provide financial assistance, train teachers and administrators in promoting literacy, monitor and allocate resources to high impact channels, evaluate and recommend curricula, advise and advocate literacy policies, build partnerships between stakeholders, conduct research, share best practices etc.
The Central Government can orchestrate the execution of literacy campaigns through the arms of state governments, monitor the flow of financial support, audit consumption and outcomes of initiatives, formulate policies, allocate funding, partner with international organisations and countries, build public and private sector partnerships, invest in technology for educational purposes, teacher recruitment and training programs etc.
State Governments can execute the Centre’s policies and programs, work with NGOs, the private sector, and social organisations within the state, build infrastructure, monitor program effectiveness, ensure curriculums are relevant, raise literacy awareness, offer financial assistance, support, train teachers etc.
NGOs can implement literacy programs tailored to their localities, collect and distribute education supplies, contribute to educational infrastructure development, encourage parental buy-in, collaborate with state governments, advocate for policy improvement, conduct on-the-ground research and share feedback.
The Private Sector can contribute employee time to serving the literacy cause, donate computational equipment, furniture, funds, facilities to accommodate learners, develop apprenticeship programs, scholarships, and partner with NGOs or governments.
Private Schools and Colleges can provide facilities during closed hours, donate textbooks, furniture, technical equipment, school supplies, organise donation drives to collect and distribute student material. Teachers can volunteer time and support learners in areas of expertise. They can partner with NGOs and state governments, contribute through research and feedback, help drive literacy campaigns and foster involvement from the community.
Vocational Institutions can play a big role in up-skilling adults. They can work with state governments and local industries to fill skill gaps, update and offer relevant courses, encourage entrepreneurship, understand issues on the ground and report back to collaborators to bring about program improvements.
Citizens volunteer their time in literacy drives, donate education material, fund initiatives, sponsor students, tutor participants, raise awareness, advocate for better policy etc.
Program |
Auditor Role
The program demands internal audits and hence their appointment by the central government or international organisation to inspect implementation of initiatives on the ground.
These auditors are responsible for timely and accurate recording of information which is passed on to the central government and/or international organisation for review.
Audits can happen at any time and any number of times during the year. This is to ensure strict adherence to program guidelines. Audits should be performed at critical stages where pertinent information, decisions, funding, or incentives are transmitted between entities.
Why is L.E.A.D different?
Integrates technology at all levels
Does not exclude digital literacy
Develops content in a language recipients are comfortable with
Accommodates learning around recipient schedules
Audits, monitors, and reports transparently, regularly and truthfully
Incentivises contributions from partners based on outcomes
Adapts to the changing times
Leverages a network of agencies addressing the same goal
Recommendations
Develop meal schemes for students, particularly children
Take adult education as seriously as child education
Increase teacher headcount through term-based opportunities for retired teachers.
Incentivise volunteer hours by teachers
Develop teacher training and upskill programs
Offer tax benefits to families supporting female education
Offer welfare schemes in exchange for attendance and education completion
Provide accommodation including meals during seasonal employment migration
Update curricula and consistently map it to the foreseeable future
Encourage television and radio networks to support educational programming
Improve and maintain school infrastructure
Have a zero tolerance for female education restriction
Tackle female illiteracy where it originates through law, and policy
Advance social change and acceptance through a multi-channel strategy
Foster an appreciation for reading
Design library programs for females
Encourage and donations that support education
Promote and incentivise sponsorship programs
Incorporate digital teaching modes
Enhance traditional literacy with digital literacy
Promote reusability and life-cycle extension of digital and computational equipment
Building awareness
While there are several traditional mediums to advance the goals and objectives of L.E.A.D, I’ve highlighted a few I consider necessary in its endeavour, such as:
Social Media: 67.5% of all internet users in India (regardless of age) access at least 1 social platform, 40% of whom are 18 years or over. Social media would be pivotal in spreading awareness about female illiteracy and the L.E.A.D program’s work in combating it.
Internet Search: According to Semrush, India accounts for 7.35% of Google.com website traffic, 86.26% via mobile. A good SEO and SEM strategy can draw attention to illiteracy and elevate L.E.A.D’s role in it.
Television and radio networks: With a 70% penetration rate, television is largest reach medium. Radio, the second most accessed media platform, has been growing significantly in tier II and III markets. This represents a good opportunity to raise awareness and spur discussion.
Streaming media services: Studies indicate the 64% of streamers are more responsive to advertising on streaming platform, with 48% searching for the product and 33% making a purchase after the fact. 80% also seem to prefer ad-supported content over ad-free content. Relevant content, messaging, and advertising could help achieve L.E.A.D’s goals.
Roadshows: Roadshows in rural India can help build awareness. Local events are perfect opportunities to engage in dialogue with the local community.
Influencer marketing: India is highly influenced by celebrity status, particularly uneducated/partially educated segments. While it is counter-productive for some individuals and fraternities to advocate education, there is some scope amongst those who understand the bigger picture and endorse change .
Communication Strategy
The communication strategy should effect positive change by promoting gender equality and advocating for education and employment opportunities for women. By strategically engaging audiences, raising awareness, and fostering a supportive dialogue, the L.E.A.D program aims to contribute to the advancement of women's rights and broader inclusion in education and employment.
Course of action
L.E.A.D will work the agencies to develop and share impactful stories or documentaries of women who have overcome challenges through education. It will use these narratives to inspire others and advocate for change.
It will also partner with media organisations to create and disseminate compelling narratives that highlight the importance of gender equality, women’s education, and employment. It will have to do this nationally and locally through a multi-channel approach.
The L.E.A.D program will lobby for workforce alignment, ensuring women have an equal right to employment opportunities while also working to advance their interest in male dominated industries.
Societal change messaging with be imperative to the cause. Influencing the ways people think and their ways of life will be challenging. To bring about a paradigm shift, concerted and consistent messaging around the women’s rights will be needed to bring about a shift.
The program will need to work with stakeholders and political parties to foster a sense of pride and patriotism, to inspire people who have the power to act to do so for the betterment of the country. It means that every citizen with the capacity to help, can and should extend their services to the community and beyond.
Messaging around financial independence and security will need to be communicated to women and their families. By raising awareness around financial planning and the implications of women contributing to the household, we could see a shift in attitude towards advancing women’s participation in the workforce.
Communication should cover access points, education options, career opportunities, and forums for guidance. Women should be able to reach out, enquire, and have their issues addressed to help make informed decisions.
Finally, legal awareness is necessary for all stakeholders to ensure barriers or resistance to women’s advancement in education and employment will be seriously dealt with and punishable by law.