Community, Culture And Curriculum Policy And Practice On Multilingual Education In Orissa
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COMMUNITY, CULTURE AND CURRICULUM POLICY AND PRACTICE ON MULTILINGUAL EDUCATION IN ORISSA paper to be presented in national Seminar on Community and school Linkages: Principles and Practices “to be held in NUEPA, New Delhi, (17-19 march 2008) Dr Mahendra Kumar Mishra State Project Coordinator SC/ST and Minority Education Orissa Primary Education Programme Authority Bhubaneswar
Antonio Gramsci
All men are intellectuals one could therefore say: but not all men have functions of intellectuals in society. There is no human activity from which every form of intellectual participation can be excluded
NCF 2005
Community may also have questions about the inclusion and exclusion of particular knowledge and experiences in the school curriculum. The school must then be prepared to engage with communities to listen to their concerns and to persuade them to see the educational value of such decisions. For this, teachers must know the reasons why some thing is included while some thing else is not. They must also be able to win the trust of parents in matters like allowing children to use home language in schools,
NCF 2005 contd..
It is not a good enough explanation to say that the decisions were taken at the state level. If we are to ensure participation of children of all groups in our secular education, we will have to discuss our curricular choices with others who are legitimate stakeholders in education.
Issues Who owns the school ? Government ? Teachers? Children ? Community ?
Community’s role in school For physical work ?
Community is responsible for Physical work Enrollment school management Civil work Financial support Community labour Manage school finance Check teacher absenteeism
Community is not involved in intellectual work They consider that school is a model where they have no entry in classroom transaction School education dept take care of education Knowledge out side the school is not considered as curricular activities
State initiative
Community participation Rule 2000 After cabinet approval School Education Committee was formed DPEP promoted community participation through community mobilization, community construction, formation of VEC /MTA and their training Use of SIG/TLM grant through community NPEGEL ( MCS) for women participation
Role of community
What is the perception of the community in school ownership? Are they for physical domain to support the school in terms of Community construction, Forming VEC,MTA, Watching teacher absenteeism?
Is the VEC really represent the voices of the Community ? Is the Headmasters / teachers believe that community is really a strength to the schooling as a social process? or There is a gap of school and community ?
Five Guiding Principles From The National Curriculum Framework 2005 • •
•
•
•
Connecting knowledge to life outside the school. Shifting learning away from rote methods: Meaning & Communication Enriching the curriculum to provide for overall development of children rather than remain textbook centric. Making examinations more flexible and integrated into classroom life. Nurturing an over-riding identity: How does the tribal child become a true citizen of India?
NCF 2005 empowers community
Our objective is to examine two programmes taken up in SSA Orissa to address education of tribal children To explore why community is important for education of tribal children vis a vis using community knowledge in school curriculum
Why community in schools? In Tribal Context of Orissa
Tribal literacy 37.37 Female tribal literacy 23.51 High Dropouts Low achievement Over a period of last 30 years rate of tribal literacy is only 17 % to 37 % About 11749 schools in Orissa have at least 20 + children with linguistic diversities Out of that 5900 schools are tribal dominated
Reasons
Lack of community participation Unsuitable state curriculum Gap of home and school language Noncontextual text books Child unfriendly teaching methods Lack of monitoring and supervision School in isolation in the village (Vision 2020,SME Dept.Orissa
Existing school with blocking the learning
Intervention MLE
Orissa SSA initiated multilingual education in ten tribal languages on pilot basis in 200 schools They are Santali, Saura,Munda,Koya,Kui, Kuvi, Juang, Oram, Kishan , Bonda Selection of schools were made based on community participation. Schools with 100 % monolingual tribal children were selected Teachers were from the same community
Five Questions about Multi-Lingual Education What is it?
Multi-Lingual Education is a curriculum and teaching methodology that: Begins with mother tongue (L1, home language) as a medium of instruction and builds good bridges to other languages, while maintaining the use of L1 for as long as possible. Builds on what we know about how children learn best. (Begins with the known and moves to the unknown by building on the child’s prior knowledge, using his/her world or real knowledge and moving to new knowledge.) Allows the child to construct knowledge rather than the teacher being the only way to knowledge and rather than the teacher designing only one learning experience. Uses the language the child knows best to teach reading and writing skills. Allows the child to learn academic concepts in mother tongue
Process
First language of the child first Curricular themes from cultural context Experience of the children to be explored ( from known to unknown) Community to select the schools Teachers from the same community They are to decide with the tribal teachers to select the cultural themes to be adopted in curriculum
Contd..
Community teachers select the themes for the whole year Each theme is discussed with the senior people of the community and knowledge is explored Teachers use the knowledge in preparation of curriculum and instructional materials
Cultural themes co-opted with curricular themes
Whole year is divided in to three terms Each term represents broadly one season, total three seasons are represented Rainy, winter and summer Each term them divided in to ten themes Each theme contains children's experiential knowledge from the nature and society and then put in to curricular themes Children use to study the cultural themes according to the seasons they come across
THEME WEB Reading and Writing: Letters, words, sentences. Letter and word games
Numbers Counting system Measuring
Family Home
Village Environment (forest, trees, rivers, etc)
Alphabet book Letters, words and sentences
Alphabet chart Letters and Key words MORNING
Work: Agriculture, market, fishing, forest products Birds and animals
MATHS LANGUAGE SKILLS
GAMES AND ACTIVITIES
Games activities Songs, dancing
Environmental Studies
THEME
Festivals, fairs, celebrations AFTERNOON
LANGUAGE USE
Writing and speaking activities Dialogue, drama, storytelling Creative writing
Reading and listening activities Listening stories Children’ reading books
Two track approach Track I
Basic Interpersonal Communication Skill ( BICS) This track stands for cultural context the the child witness from the environment and society, skill and knowledge
Track II
Cognitive Academic language proficiency ( CALPS) New skill based knowledge on accuracy and correctness
A fish from the book and many fish from the children
How Community take part in curriculum construction
Teachers go to the community Select the cultural themes for the whole year Each theme is discussed in details with the community
Community in curriculum construction
Then they prepare the curricular themes Instructional materials are prepared The go the community for validating the knowledge that is represented in the curriculum and instructional materials
Community validating the knowledge that is represented in the curriculum and instructional materials and providing feed back
Finalization of Curriculum at District , Zonal and State Level
Instructional Materials are prepared in 10 languages on MLE approach
Community getting back the MLE instructional materials embedded with culture inside the classroom
School Museum: Involvement of community and culture in School curriculum
Classroom Transaction
Classroom Transaction
SRUJAN: Comprehensive programme for involvement of community
SRUJAN is a community based child centered, teacher' supportive, culturally appropriate programme for retention and achievement
Cluster approach .. Based on NCF 2005 ideas ) MLE
School Srujan
RUPANTAR
SRUJAN
Story Telling Festival Traditional Game Song and Dance Art and Craft Science Quiz Essay and Debate
PRI Involvement Jati Mahasbha
Community
SRUJAN Child
Friendly Activities
Preparation of Bilingual TLM Teachers
Community Resource Reading room
Impact of Srujan
5 lakhs children are taking part in story telling festival, traditional games, music and dance, art and craft and nature study 523 Clusters are taken up in 36 Blocks 7896 schools are involved 10000 community members 2100 PRI members 14000 teachers are actively participating 75000 stories from the community to children 75000 pictures drawn by the children
JATI MAHASABHA
A living library
Story telling Festival
Traditional wall paintings : Geometry?
3D wall paintings: santal art
Traditional music and dance
A classroom story on the wall : Village women as TLM makers
Wood Craft
Antonio Gramsci
All men are intellectuals one could therefore say: but not all men have functions of intellectuals in society. There is no human activity from which every form of intellectual participation can be excluded
NCF 2005
Community may also have questions about the inclusion and exclusion of particular knowledge and experiences in the school curriculum. The school must then be prepared to engage with communities to listen to their concerns and to persuade them to see the educational value of such decisions. For this, teachers must know the reasons why some thing is included while some thing else is not. They must also be able to win the trust of parents in matters like allowing children to use home language in schools,
NCF 2005 contd..
It is not a good enough explanation to say that the decisions were taken at the state level. If we are to ensure participation of children of all groups in our secular education, we will have to discuss our curricular choices with others who are legitimate stakeholders in education.
Issues Who owns the school ? Government ? Teachers? Children ? Community ?
Community’s role in school For physical work ?
Community is responsible for Physical work Enrollment school management Civil work Financial support Community labour Manage school finance Check teacher absenteeism
Community is not involved in intellectual work They consider that school is a model where they have no entry in classroom transaction School education dept take care of education Knowledge out side the school is not considered as curricular activities
State initiative
Community participation Rule 2000 After cabinet approval School Education Committee was formed DPEP promoted community participation through community mobilization, community construction, formation of VEC /MTA and their training Use of SIG/TLM grant through community NPEGEL ( MCS) for women participation
Role of community
What is the perception of the community in school ownership? Are they for physical domain to support the school in terms of Community construction, Forming VEC,MTA, Watching teacher absenteeism?
Is the VEC really represent the voices of the Community ? Is the Headmasters / teachers believe that community is really a strength to the schooling as a social process? or There is a gap of school and community ?
Five Guiding Principles From The National Curriculum Framework 2005 • •
•
•
•
Connecting knowledge to life outside the school. Shifting learning away from rote methods: Meaning & Communication Enriching the curriculum to provide for overall development of children rather than remain textbook centric. Making examinations more flexible and integrated into classroom life. Nurturing an over-riding identity: How does the tribal child become a true citizen of India?
NCF 2005 empowers community
Our objective is to examine two programmes taken up in SSA Orissa to address education of tribal children To explore why community is important for education of tribal children vis a vis using community knowledge in school curriculum
Why community in schools? In Tribal Context of Orissa
Tribal literacy 37.37 Female tribal literacy 23.51 High Dropouts Low achievement Over a period of last 30 years rate of tribal literacy is only 17 % to 37 % About 11749 schools in Orissa have at least 20 + children with linguistic diversities Out of that 5900 schools are tribal dominated
Reasons
Lack of community participation Unsuitable state curriculum Gap of home and school language Noncontextual text books Child unfriendly teaching methods Lack of monitoring and supervision School in isolation in the village (Vision 2020,SME Dept.Orissa
Existing school with blocking the learning
Intervention MLE
Orissa SSA initiated multilingual education in ten tribal languages on pilot basis in 200 schools They are Santali, Saura,Munda,Koya,Kui, Kuvi, Juang, Oram, Kishan , Bonda Selection of schools were made based on community participation. Schools with 100 % monolingual tribal children were selected Teachers were from the same community
Five Questions about Multi-Lingual Education What is it?
Multi-Lingual Education is a curriculum and teaching methodology that: Begins with mother tongue (L1, home language) as a medium of instruction and builds good bridges to other languages, while maintaining the use of L1 for as long as possible. Builds on what we know about how children learn best. (Begins with the known and moves to the unknown by building on the child’s prior knowledge, using his/her world or real knowledge and moving to new knowledge.) Allows the child to construct knowledge rather than the teacher being the only way to knowledge and rather than the teacher designing only one learning experience. Uses the language the child knows best to teach reading and writing skills. Allows the child to learn academic concepts in mother tongue
Process
First language of the child first Curricular themes from cultural context Experience of the children to be explored ( from known to unknown) Community to select the schools Teachers from the same community They are to decide with the tribal teachers to select the cultural themes to be adopted in curriculum
Contd..
Community teachers select the themes for the whole year Each theme is discussed with the senior people of the community and knowledge is explored Teachers use the knowledge in preparation of curriculum and instructional materials
Cultural themes co-opted with curricular themes
Whole year is divided in to three terms Each term represents broadly one season, total three seasons are represented Rainy, winter and summer Each term them divided in to ten themes Each theme contains children's experiential knowledge from the nature and society and then put in to curricular themes Children use to study the cultural themes according to the seasons they come across
THEME WEB Reading and Writing: Letters, words, sentences. Letter and word games
Numbers Counting system Measuring
Family Home
Village Environment (forest, trees, rivers, etc)
Alphabet book Letters, words and sentences
Alphabet chart Letters and Key words MORNING
Work: Agriculture, market, fishing, forest products Birds and animals
MATHS LANGUAGE SKILLS
GAMES AND ACTIVITIES
Games activities Songs, dancing
Environmental Studies
THEME
Festivals, fairs, celebrations AFTERNOON
LANGUAGE USE
Writing and speaking activities Dialogue, drama, storytelling Creative writing
Reading and listening activities Listening stories Children’ reading books
Two track approach Track I
Basic Interpersonal Communication Skill ( BICS) This track stands for cultural context the the child witness from the environment and society, skill and knowledge
Track II
Cognitive Academic language proficiency ( CALPS) New skill based knowledge on accuracy and correctness
A fish from the book and many fish from the children
How Community take part in curriculum construction
Teachers go to the community Select the cultural themes for the whole year Each theme is discussed in details with the community
Community in curriculum construction
Then they prepare the curricular themes Instructional materials are prepared The go the community for validating the knowledge that is represented in the curriculum and instructional materials
Community validating the knowledge that is represented in the curriculum and instructional materials and providing feed back
Finalization of Curriculum at District , Zonal and State Level
Instructional Materials are prepared in 10 languages on MLE approach
Community getting back the MLE instructional materials embedded with culture inside the classroom
School Museum: Involvement of community and culture in School curriculum
Classroom Transaction
Classroom Transaction
SRUJAN: Comprehensive programme for involvement of community
SRUJAN is a community based child centered, teacher' supportive, culturally appropriate programme for retention and achievement
Cluster approach .. Based on NCF 2005 ideas ) MLE
School Srujan
RUPANTAR
SRUJAN
Story Telling Festival Traditional Game Song and Dance Art and Craft Science Quiz Essay and Debate
PRI Involvement Jati Mahasbha
Community
SRUJAN Child
Friendly Activities
Preparation of Bilingual TLM Teachers
Community Resource Reading room
Impact of Srujan
5 lakhs children are taking part in story telling festival, traditional games, music and dance, art and craft and nature study 523 Clusters are taken up in 36 Blocks 7896 schools are involved 10000 community members 2100 PRI members 14000 teachers are actively participating 75000 stories from the community to children 75000 pictures drawn by the children
JATI MAHASABHA
A living library
Story telling Festival
Traditional wall paintings : Geometry?
3D wall paintings: santal art
Traditional music and dance
A classroom story on the wall : Village women as TLM makers
Wood Craft
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