Background: Increasingly all over the world there has been interventions for quality education and access to education for creating inclusive and sustainable communities. At the national level Indian government has been making attempts to increase enrolment, regulate retention and provide education for removing gender discriminations, reduce poverty and address to the special needs so that inclusiveness in the system may be achieved and practiced.
Aim: The aim of this qualitative Inquiry is to construct the knowledge based on lived experiences of the teachers for adolescent girls for completing school education.
Methodology: This research is based on Qualitative approach using drawings as visual descriptions as a primary source of data collection. The data was collected from 30 school teachers in the intervention program on retention of adolescent girl education. The Visual Method of qualitative Inquiry was used for the data collection. The sample of 10 representative drawings of retired and Inservice school teachers’ drawing as visual description was used for the data analysis. Superordinate themes were coded, and emergent themes were taken out for the analysis and discussion.
Findings: The study recommends strong intervention programs which are multidimensional and multilayered in achieving the outcomes of the program.
Originality/Value: This study is one of the few exemplar studies which attempts to analysis data using Visual Description method. The results are based on phenomenological method which assumes that reality is constructed through human consciousness. It holds significant contributions in development and Adoption of holistic patterns that will lead to construct a society which provide equal and equitable solutions for developing positive psychosocial perspectives on adolescent girls’ enrolment and retention for completing their education and lead their lives happily.
Key terms: Visual Description Method, Constructivist pedagogy, Adolescent girl Education, Human Consciousness, Phenomenology