RESUMO
Temporary labor migration is a household phenomenon among rural communities in India. This study seeks to understand the subjective experiences influencing the temporariness of labor migration among internal migrants in India by examining various factors such as migration conditions, motivation, migration arrangements, coping and adaptation strategies, and determinants of stay. To achieve this objective, the current qualitative study utilized 14 in-depth interviews and 2 focus group discussions to investigate the temporary nature of labor migration among internal migrants in India. Our findings reveal that migration decisions are rational choices made collectively at the household level, considering socio-economic outcomes. We also find that social networks and contractors facilitate migration arrangements and job connections, and migrants employ various strategies to reduce costs and cope with expenses in urban areas. However, migration destinations often fail to meet migrants' expectations, exposing them to low-wage employment and precarious working and living conditions, which are detrimental to their health. Limited housing and sanitation facilities further contribute to the challenges faced by migrants. Work conditions, including poor wages and high job demands, also affect their well-being. These findings highlight the need for improved support systems that address accommodation challenges, work conditions, and the overall welfare of labor migrants.
RESUMO
Background: Studies that were carried out previously on learning outcomes focused mainly on the student's cognitive domain while identifying factors that predicted it. More so, most of the learner's assessments in school are largely dependent on the score obtained from specific subjects by the learner, and efforts to address other domains of instruction such as affective and psychomotor domains have been minimal or absent in regard to the variables selected for the study. This study therefore sought to address that gap by finding out the relative and composite contribution of academic optimism and capital indicators to the learning outcomes (of students. Methods: The study adopted a correlational design with a multistage sampling technique to select a total of 534 senior secondary class II students. Two research instruments, the Academic Optimism and Capital Indicators Scale (AOCIS) and the Learning Outcomes Scale (LOS), were used for data collection. Exploratory and confirmatory factors analysis were used to assess the dimensionality of the items and factor structure of the scales. The psychometric properties obtained for scale were adequate for the instrument to be adjudged valid and reliable.The collected data were analysed using the hierarchical regression approach (HRA). Results: The findings of the study revealed that academic emphasis, collective efficacy, faculty trust, social capital, economic capital, and cultural capital, relatively and jointly, predict overall learning outcomes (cognitive, affective, and psychomotor construct). The result showed that there was an increased proportion of variance with each addition of a predictor to the model. Social capital reduced the percentage change at the initial time, but with the addition of economic capital, the proportion of change increased among others in the subsequent model examination. Conclusion: /implication: The study provides knowledge and empirical evidence that academic optimism and capital indicators, with their dimensions, affect composite learning outcomes among students. This study will help school ministries, policymakers, and curriculum planners make sure that the educational objectives, philosophies, and programmes are planned to reflect the total learner in order to produce the total learner that will effect changes in the society. This study has provided evidence that academic inputs and capital indicators are crucial indices of their learning outcomes in the three area of learning. The ability of the school to emphasise academics, ensure that all school agents are committed to instructional delivery, and gain the trust of parents is crucial for adequate support to enhance students learning outcomes. The outcome has implication for policy development and providing a climate that can stimulate equity, trust and motivation.