Building Educational Access through Digital Tools: A Case Study from a Juvenile Facility in Delhi

• In Event: Access, participation, and inclusion in South Asia

Proposal

Context and Intervention

Rehabilitating "Children in Conflict with Law (CCL)"—minors under 18 years alleged to have committed offences—remains a persistent challenge for policymakers, social workers, and educators in India. Many of these young individuals come from marginalised, at-risk backgrounds where access to quality education is limited (Hirsch, Dierkhising, & Herz, 2018) and early school dropouts are common (Kumari, 2017).

In July 2023, The Yuva Ekta Foundation launched a first-in-the-country Digital Education Program at a judicial observation home for CCL in Delhi, housing young boys aged 16-21 years. This proposal explores the introduction of digital education within a juvenile facility in Delhi, aiming to bridge educational gaps and provide a structured learning environment for these at-risk youth. The digital medium was chosen due to its significant advantages of volume efficiency and personal adaptability (Rastogi, 2019; Vara Lakshmi, 2016). The intervention involved providing tablets to participants with offline access to the national curriculum through a partnership with one of India’s leading digital education platforms. It is in this context that we ask the following questions:

(i) How does providing digital access to the national curriculum impact the academic performance of Children in Conflict with Law (CCL)?
(ii) How do digital learning tools influence behavioural changes and the overall rehabilitation process for CCLs?

Theoretical Framework and Methodology

The Digital Education Program was integrated into an existing arts-based rehabilitation framework by The Yuva Ekta Foundation at the juvenile facility. Limited to 20 participants due to resources, the program divided students into two sections: one focused on the senior school and the other on the middle school curriculum. Our approach is grounded in Social Constructivism (Rannikmäe, Holbrook & Soobard, 2020), which emphasizes social interaction in learning, and Blended Learning Theory (Graham, 2018), which supports our hybrid use of traditional and digital methods. Teachers combined traditional methods with digital tools, using whiteboard instruction to introduce concepts, followed by interactive digital lessons via tablets. This hybrid approach expanded the educational tools available, making learning more dynamic and accessible. Each child was provided with a personal headset to ensure they could learn at their own pace.

Data Collection

Impact assessment involved monthly academic tests after the first three months, alongside qualitative data collection at three intervals (pre, mid and post) through focus group interviews. Feedback on academic disposition was collected from the participants and the staff at the facility to create a comprehensive data set. Pretests gauged initial disposition, with follow-up interviews at six-month intervals. Baseline results at the pretest indicated forced and circumstantial dropouts with an unwillingness to re-enrol within educational institutions upon release. Data was transcribed to create individual report cards for participating children. The results were collated at the end of the first year of the program in July 2024.

Findings

Through thematic analysis (Braun & Clarke, 2012) of qualitative inputs from the focus group interviews, the following themes emerged:

1. Improvement in Academic Engagement: Participants demonstrated a noticeable improvement in their engagement with academic content. The accessibility of digital tools allowed for a better understanding of complex concepts, leading to increased academic performance.

“I don’t remember my classes in school. I used to forget concepts easily and that is part of the reason I never wanted to go there. But with the tab, I can memorise and retain information because I see it in front of me. Maybe I can resume schooling now...” (Anuvrat, Participant - Name changed).

2. Success in Examinations: Five boys from the group who were eligible to take secondary examinations successfully passed their examinations, highlighting the program's effectiveness in providing educational support.

“You gave me the syllabus and helped me cover it. Yes, they (staff) used to give us books earlier but there was no one to teach them. I could never have imagined passing my exams. In your classes, I understood my concepts clearly and my parents are happy now… I have passed my exams from here” (Madhav, Participant - Name Changed)

3. Positive Behavioral shifts in the facility: The program started being used as a reward for good behaviour by the staff. It motivated more children to engage actively in their studies. This resulted in higher demands of participation in the program and a greater willingness among non-participants to take on academic challenges.

“Can you get more teachers and tablets for our facility? Details about your classes are creating a buzz among our children. Everyone wants to join. Children have started behaving well because we tell them that if they misbehave, they won’t be sent to these classes. They all want to study now” (Rajesh, Staff - Name Changed).

Discussion

The Digital Education Program is currently ongoing at the facility and showcases improved academic engagement and performance among CCL. A key innovation is the offline access to the national curriculum via tablets, overcoming the challenge of limited internet access in the facility. This hybrid approach ensures that educational gaps are bridged and learning becomes more relevant to participants.

Ethical considerations are central to the program’s success. Given the vulnerability of the children, responsible and inclusive use of digital tools is paramount. The program focuses on individualized learning by providing personal headsets and tailored experiences, reducing competition and fostering a more supportive learning environment.

Conclusion

The success of the Digital Education Program demonstrates the transformative power of digital tools in enhancing educational opportunities for marginalized youth, even in restrictive environments such as juvenile facilities. By addressing the digital divide and offering a flexible hybrid learning model, the program not only improved academic performance but also fostered greater engagement and personal development among Children in Conflict with the Law.

This initiative highlights the potential for scaling similar digital interventions across juvenile facilities in India and globally, contributing to the broader goal of building a more inclusive and equitable digital society. As digital technologies continue to reshape education, it is critical that these tools are implemented with a focus on accessibility, ethics, and adaptability, ensuring that every child, regardless of circumstance, benefits from the opportunities of a digital future.

Authors

• Rijul Kataria, The Yuva Ekta Foundation

• Puneeta Roy, The Yuva Ekta Foundation

• Bhanu Mehta, The Yuva Ekta Foundation

• Tarang Tripathi, University of California, San Diego