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[2M09] Mothers' Resource Acquisition through Women's Self-Help Groups and Its Impact on Children's Education: A Case Study of Rajeevika Program in Rajasthan, India
Keywords:India, Women's Self-Help Groups, Educational attitudes, Educational investment
The Government of India has been boosting the nationwide development of Self Help Groups (SHGs), small groups organized mainly by poor women to hold communal savings and meetings, for the purpose of financial inclusion of the poor and women's empowerment.
While previous studies on the socioeconomic effects of SHGs have focused on various benefits, such as improved health and sanitation conditions and increased citizenship, the impact of SHGs on the education of the children of participating members has not been sufficiently examined. However, given that most SHGs members are mothers and that mothers have a great influence on their children's education, the impact on children's education cannot be ignored.
Additionally, by exploring the perspectives of SHGs members, it would be possible to examine the educational effects of the SHGs beyond their economic aspects. From an economic perspective, it has been pointed out that the financial inclusion of the poor itself has even had a negative impact on children's education. However, SHGs may provide nonfinancial resources such as information and attitudes toward education.
In light of the above, this study conducted interviews with mothers participating in the SHGs program (Rajeevika) in Rajasthan, India, to find out what kind of resources mothers acquired through SHGs and how these resources affected their children's education. Rajeevika offers extensive training and lectures by the state government, as well as various posts with monthly salaries contingent on years of education.
The study found that through the SHGs, the mothers had gained resources in the form of financial resources through savings and loans, expanded horizontal social relations through interaction with other members, and expanded vertical social relations through interaction with staffs of NGOs and the state government. In addition, the mothers were acquiring additional economic resources and social status by taking up the posts. Of these resources, economic resources lead to educational investment, while social status and vertical social relationships lead to changes in educational attitudes, suggesting that the SHGs have a positive impact on children's education.
While previous studies on the socioeconomic effects of SHGs have focused on various benefits, such as improved health and sanitation conditions and increased citizenship, the impact of SHGs on the education of the children of participating members has not been sufficiently examined. However, given that most SHGs members are mothers and that mothers have a great influence on their children's education, the impact on children's education cannot be ignored.
Additionally, by exploring the perspectives of SHGs members, it would be possible to examine the educational effects of the SHGs beyond their economic aspects. From an economic perspective, it has been pointed out that the financial inclusion of the poor itself has even had a negative impact on children's education. However, SHGs may provide nonfinancial resources such as information and attitudes toward education.
In light of the above, this study conducted interviews with mothers participating in the SHGs program (Rajeevika) in Rajasthan, India, to find out what kind of resources mothers acquired through SHGs and how these resources affected their children's education. Rajeevika offers extensive training and lectures by the state government, as well as various posts with monthly salaries contingent on years of education.
The study found that through the SHGs, the mothers had gained resources in the form of financial resources through savings and loans, expanded horizontal social relations through interaction with other members, and expanded vertical social relations through interaction with staffs of NGOs and the state government. In addition, the mothers were acquiring additional economic resources and social status by taking up the posts. Of these resources, economic resources lead to educational investment, while social status and vertical social relationships lead to changes in educational attitudes, suggesting that the SHGs have a positive impact on children's education.
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