Transcript KEY FINDINGS - British Council India

MULTILINUAL EDUCATION PROGRAMME OF ORISSA
– AN EVALUATION STUDY
Lata Pandey, NCERT, New Delhi
[email protected]
SSA- TC Fund- Technical Services Agency
Mother Tongue As a Medium of Instruction
International Evidence
• Children who are proficient in their mother
tongue can adapt to other languages as
well.(Thomas and Collier)
• Children perform better when they are taught
in their mother tongue and through familiar
examples.(Baker,2001 and Heugh,2003)
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Mother Tongue As a Medium of Instruction
National Evidence
• National Curriculum Framework-2005 :The
language teaching needs to be multilingual not
only in terms of number of languages offered to
children but also in terms of evolving strategies
that would use the multilingual classroom as a
resource. It is advantageous to have home
language /mother tongue of children as the
medium of learning in schools.
SSA- TC Fund- Technical Services Agency
Mother Tongue As a Medium of Instruction
National Evidence
• Right to Education Act-2009,emphasises that the
language of instruction should be the mother
tongue as far as possible
• Articles21A,29(1),46 and 350 of the constitution
of India has also emphasized the benefits of
imparting instruction in the mother tongue.
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Multi Lingual Education (MLE)
Programme, Orissa
MLE Programme initiated to teach tribal children
in their first language in the early grades /classes
and gradually moves forward to include other
languages such as Oriya (as second language) and
English (as third language)
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MLE GOALS
• Ensure equity and quality education to tribal children.
• Improve student learning through use of mother tongue in
early classes.
• Develop reading and writing skills to acquire knowledge and
information through mother tongue.
• Introduce state and national languages at early stages to
main stream the tribal children in state wide education
system.
• Develop respect for their language and culture.
• Empower tribal children to develop self-respect .
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Objectives of the Study
1. To understand the MLE implementation in the state
of Orissa.
2. To identify specific MLE strategies that facilitated or
impeded achievement of MLE Goals.
3. To ascertain impact of MLE programme , especially
on learning achievement of the students.
4. To assess the extent of achievement of the other
objectives of MLE and if there are other unplanned
outcomes of the programme.
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Design of Study
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Evaluation Framework
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Evaluation question
Indicators
Data Source
Methods & Instrument
The notational of MLE evaluation design is as
follows
NR
X
O1
-------------------------------------------------NR
O1
Mixed methods approach based on
Quantitative and Qualitative approach
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Evaluation Questions
1. Is MLE implemented as intended? If not,
why not?
2. To what extent the intended objectives of
MLE have been realized?
3. What are the unintended outcomes
attributable to the programme?
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Sampling
DISTRICT
LANGUAGE
BLOCKS
TOTAL
SCHOOLS
( Phase- I, II, III )
60
PHASE-I
2007-08
PHASE-II
2008-09
COMPARISION
GROUP
Gajapati
Saura
2
5/20
05/20
10
Rayagarha
Kuvi
Saura
3
65
20
5/20
---
5/20
----
10
---
Kandhamal
Kui
5
60
5/20
5/20
10
Mayurbhanj
Munda,
Santhali
2
19
35
100
5/10
---
5/10
10/100
10
10
Keonjhar
Juanga
2
30
5/10
5/10
10
Malkangiri
Bonda
Koya
1
3
10
40
5/5
5/20
5/5
5/20
10
10
Sambalpur
Kisan
6
40
5/19
5/11
10
Sundargarh
Oram
Munda
4
52
33
5/20
---
5/20
---
10
---
8 Districts
10
Languages
47
545
45
55
100
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Data Collection Instruments/ Tools
Instruments/ Tools
Respondents
Questionnaire
Teachers (364)
Children Record and Interview
Schedule
Students (1757)
School Record Schedule
Schools (200)
Interview schedules
Head masters(200),Teacher s (364),CRCCs/BRCCs (57)
SPD/ SSA/ Direction SCERT/ State Coordinator(18)
Parents/Community Members/ VEC (534)
Classroom Observation Schedule
Classes (396)
Rating scale for analysis of textbook
Subject Experts(64)
Checklist for Teacher Training Manual
Subject Experts(64)
Achievement Test (Language)
Students (Oral-1827) (Written-1753)
Achievement Test (Mathematics
Subject)- Oral and Written
Students (Oral-1710)(Written-1750)
FGD
Community (193)
Field Notes
Field Investigators/ Supervisors (70)
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Key Findings-Evaluation Question 1:
Is Multilingual Education programme implemented as
intended? If not, why not?
Components:
1.Curriculum and Material Development
2.Teacher Training
3.Community Participation
4.Monitoring and Evaluation
5.Awareness about MLE
6.School Facilities
7.Teacher Practices
SSA- TC Fund- Technical Services Agency
Evaluation Question 1:
Is Multilingual Education programme implemented
as intended? If not, why not?
1. Curriculum and Material Development
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A large number of children (73-100%) except from the Bonda
tribe took part in the development of TLMs
Community members took part in the development of
material. Participation ranged from 100% in Kisan and Koya to
10% in Santhali language
More than 60% of teachers reported that material were
relevant to the curriculum
A large number of responses from teachers confirmed their
satisfaction with the quality of material
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Evaluation Question 1:
Is Multilingual Education programme implemented as intended? If
not, why not?
1. Curriculum and Material Development
• Most of the teachers (100%) were involved in the development
of material in most of the languages except in Bonda (80%)
• Subject experts (2), tribal coordinators (8)and teacher
educators (52)gave following comments with respect to the
materials:
– Textbooks were developed in accordance with MLE
objectives
– Quality of reading materials, illustrations, binding and
texture of paper was satisfactory
– The content of the textbooks was age appropriate and
contextual to tribal culture
SSA- TC Fund- Technical Services Agency
Evaluation Question 1:
Is Multilingual Education programme implemented as intended? If
not, why not?
1. Curriculum and Material Development
• Textbooks were made available in nearly all schools
except in Oram speaking areas (50%)
• TLMs were found to be available in most of the
schools except in Bonda (40%) and Oram (40%)
speaking schools
• Majority of teachers (91%) reported that they had
received training manuals during the training
programme
• 80% of teachers and students were involved in the
development of supplementary reading material
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Evaluation Question 1:
Is Multilingual Education programme implemented as intended? If
not, why not?
2. Teacher Training
• Majority of teachers felt that the content of training
modules addressed their needs
• Majority of teachers were satisfied with the
interaction with the resource persons.
• Regarding the usefulness of training in terms of
conceptual understanding and usefulness for
classroom transactions 28% teachers were of the
opinion that the training was ‘not useful’ and 45% felt
that it was less useful.
• 50% teachers considered the duration of training was
adequate
SSA- TC Fund- Technical Services Agency
Evaluation Question 1:
Is Multilingual Education programme implemented as
intended? If not, why not?
3. Community Participation
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Community members were involved in material
development and setting up of cultural museums
54% community members took interest in classroom
transactions
61% Headmasters reported that Community members
provided support
Less community participation was found in Santhali
language schools
Other issues discussed-attendance of students and
teachers, availability of textbooks, and the use of TLM
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Evaluation Question 1:
Is Multilingual Education programme implemented as
intended? If not, why not?
4. Monitoring and Evaluation
 Head teachers monitored implementing of MLE by
discussing the use of mother tongue as medium of
instruction and its impact on language learning with
students, teachers, meeting with VEC members ,
monitoring classroom activities, planning and
preparation of lesson plans by teachers
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Monitoring and Evaluation (Contd…)
 Head teachers revealed that teachers faced
some difficulties in preparing lesson plans for
big (32%) and small books (27%)
 Almost all teachers of Juanga, Koya, Kuvi,
Bonda, Munda reported that infrastructure
facilities were monitored in their schools. But
very few teachers from Saura, Kuvi, Santhali
and Oram teachers had the same opinion
 Almost all teachers reported about monitoring
the various records of the schools
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Monitoring and Evaluation(contd…)
 The level of monitoring and support
provided by CRCCs and BRCCs varied from
district to district
 Head teachers indicated that they needed
more academic support (75%)
 Schools were visited by higher authorities
and other agencies (81%)
 Schools received feedback and guidance
from them
SSA- TC Fund- Technical Services Agency
Evaluation Question 1:
Is Multilingual Education programme implemented as
intended? If not, why not?
5. Awareness about MLE
 Majority of stakeholders were well aware of
MLE programme and its objectives
 Teachers were not aware of certain issues
 State level senior officers were well aware of
the policies as to how to address the needs
of children in linguistic minorities
SSA- TC Fund- Technical Services Agency
Evaluation Question 1:
Is Multilingual Education programme implemented as
intended? If not, why not?
6. School Facilities
 Basic facilities (e.g.) drinking water, urinals/ toilets
and electricity are lacking in some schools
 Availability of infrastructure and academic support
facilities varies between schools
 Plenty of variations between language groups
were found in terms of availability of academic
support facilities such as learning corners, wall
hangings, libraries and play magazines
 School boundaries, playgrounds and ramps were
also lacking in many schools
SSA- TC Fund- Technical Services Agency
Evaluation Question 1:
Is Multilingual Education programme implemented as intended? If
not, why not?
7.Teacher Practices
Strategies Adopted
• Activity Based Teaching
• Teaching systematically from simple to abstract concepts.
• Using Big and Small books.
• Learning through the use of mother tongue.
• Using children’s experiences.
• Language of instruction is mother tongue.
• Majority of the student reported that they received praise
from teachers.
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Evaluation Question 2: To what extent
have the intended objectives of the
Multilingual Education programme been realized?
1. Enhancing learning of tribal children
2. Increase in enrolment of tribal children
3. Enhancing self respect of tribal children
SSA- TC Fund- Technical Services Agency
Evaluation Question 2: To what extent
have the intended objectives of the
Multilingual Education programme been realized?
1. Achievement in Languages
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MLE had a positive impact on student achievement in
language and mathematics in most tribal languages
Oral, written and total tests were found significant for
seven tribal languages, namely, Saura, Kui, Juanga,
Munda, Santhali, Kisan and Oram
Significant effects were noticed for Bonda and Koya
languages on written tests and total language scores.
However, the impact was non significant with respect to
oral tests in these two languages
SSA- TC Fund- Technical Services Agency
Evaluation Question 2: To what extent
have the intended objectives of the
Multilingual Education programme been
realized?
1. Achievement in Mathematics
• Significant differences were found between MLE
and non-MLE oral and written mathematic test
scores in most of the language areas
• No significant differences found in Bonda for total
(oral and written) tests and for Koya in oral
mathematics
SSA- TC Fund- Technical Services Agency
Evaluation Question 2: To what extent
have the intended objectives of the
Multilingual Education programme been realized?
1. Stakeholders' Perception regarding Learning
Achievement of Tribal Children
• Development of self-respect and self-confidence among
children
• Development of literacy skills (listening, reading and writing)
• Use of mother tongue
• Children’s interaction with peers
• Achievement of accurate knowledge, conceptual
understanding.
• Ability to easily switch over from the use of mother tongue to
Oriya and vice-verse
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Evaluation Question 2: To what extent
have the intended objectives of the
Multilingual Education programme been realized?
2. Enrolment and Retention of Tribal Children
• Retention rate increased in all 10 tribal language
groups
• BRCCs/ CRCCs stated that there was an increase in
retention after the introduction of MLE, but this
varied according to language groups
SSA- TC Fund- Technical Services Agency
Evaluation Question 2: To what extent
have the intended objectives of the
Multilingual Education programme been realized?
3. Enhancing Children’s Self Respect
• Majority of the teachers (87%) said that MLE activities
helped students to enhance their self respect
• 95% teachers believed that teaching through mother
tongue was helpful in enhancing students’ self
esteems
• Almost all children (98%) said that they were praised
by their teachers for their correct responses
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Evaluation Question 3: What are the
unintended outcomes attributable to the
programme?
1.Positive Unintended Outcomes
(i)Improvement in relationships among teachers and
students,(ii)Increased motivation and eagerness among
students
2. Negative Unintended Outcomes
(i)Decreased retention for children from other castes,
(ii)Preference for the Oriya language over the mother
tongue.
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Recommendations
 Differences among Languages
 Variability demonstrated among the 10
languages included in the MLE program
in terms of both its implementation and
the outcomes need to be investigated
and addressed
 MLE Materials
 Cultural inputs need to be insured in all
kinds of TLMs for MLE classes
 Material should be available to the
children at appropriate time
SSA- TC Fund- Technical Services Agency
Recommendations (Contd…)
 Teacher Training
Ensured timely availability of the training
materials and in adequate quantities
Duration of training needs to be increased
Issue of equitable quality education should
be addressed significantly during training
programme
Planning and development of lesson plan and
classroom management topics should be
included in the training programme
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Recommendations (Contd…)
 Teacher Training (Contd…)
Follow up of the training programme for
effective teaching
 Staff
MLE teachers need to be appointed
Recruitment of teachers from local
community
Enhancement in salary
Formation of management committee
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Recommendations (Contd…)
 Community Participation
More community participation in material
development and in school activities
Development of a systematic monitoring
system
Establishment of monitoring in all the
offices of the state/ district/ BRCCs and
CRCCs
 Monitoring and supervision should be more
frequent
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Recommendations (Contd…)
NCERT should provide resources, more academic
and professional support
Involvement of teachers in action research on
various aspects of MLE
Discussion on findings with the monitoring team
in monthly resource day meetings
 Monitoring and Supervision (Contd.)
Increase monitoring and supervision of the MLE
programme in all areas
 Systematically monitor and supervise offices of
state / district / BRCC and CRCC
Monitoring and follow-up activities to be
continuous and ongoing
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Recommendations (Contd…)
 Infrastructure and academic support facilities
Improvements in basic infrastructure
facilities
All the MLE schools should be provided
with adequate resources and academic
support facilities
Unintended Outcomes
Attention should be paid to children from
other castes to restrict their drop out
More attention and support to be given to
children with special needs
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Limitations of the Study
 Absence of clearly defined and operationalized
objectives
 Absence of baseline data
 Difficulty in data collection from Naxal infected
areas such as Malkangiri
 Language related problems lead to questions
being misunderstood
 Interviews were not recorded
 Non translation of field notes and interviews in
English
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