Tribal Education In Orissa

Multilingual Education and other initiatives in Orissa Sri NBDhal ,IAS State Project Director And Dr M.K.Mishra, State Coordinator SC/ST and Minority Education, Orissa Primary Education Programme Authority

1

Some focal points Ø Ø Ø Ø Ø Ø Ø

MLE is to bridge the mother tongue with other tongues(MT+L2( state lang) +L3 English A blend of bottom up and top down approach Political will( 55 Tribal MLAs)State TAC approved Thematic Approach- NCF 2005 Strong community involvement in intellectual work Tribal Teachers leadership for own community Ensure children’s meaningful learning

2

The Scenario in Orissa… Population: Nearly 40 Million ST Population: 23% SC Population: 15% Literacy Rate: 63% However, there is a great variation among the districts of Orissa in literacy rates & other social parameters. 7 out of 30 districts have female literacy less than 30 % Example: Female Literacy Rate of Nawarangpur: 21% Female Literacy Rate of Khurda: 71% A difference of over 50 percentage points!!! Similar is the diversity and variation in other social parameters like health status, IMR, MMR, Elementary enrolment rate, Elementary completion rate etc.

3

MLE Districts of Orissa

Jajpur

MLE Districts

• • • • • • • •

Gajapati - Saura Kondhmal – Kui Keonjhar – Juang Malkangiri – Bonda, Koya Mayurbhanj – Munda, Santali Rayagada – Kuvi, Saura Sambalpur – Kishan Sundergarh – Oram, Munda

4

Status of Orissa from tribal lens Ø 23

% tribal of state population Ø 62 scheduled tribes in the state Ø Three language groups( Austro Asiatic, Dravidian, Indo Aryan) Ø 13 endangered tribes with vulnerable situation

5

Literacy of tribal in Orissa Total literacy 63.08 Literacy) 75.35 Female literacy 50.51

Tribal literacy 37.37 Tribal male 51.48 Tribal female 23.37

Gap : 41.25% male Gap: 54% female Over all gap 38 %

6

Status of Tribal School Children (source: CTS’06)

7

Schools with Language Situation (Source: DISE’07) No .

No of schools

Language Situation

3956

Mono lingual situation

1

Schools with percentage of 100%

2

99%-90%

2889

Monolingual situation

3

89%-80%

2548

Multilingual situation

4

79%-70%

2310

Multilingual situation

5

69%-60%

2447

Multilingual situation

6

59%-50%

2311

Multilingual situation

8

Focus Areas of out-of-school ST children Ø

10 districts contribute towards nearly 80% of the total out-of-school ST children

Koraput (25540), Nabrangpur (25273), Rayagada (22771) & Keonjhar (19645) are the top four Ø

Ø

Closely followed by Sundergarh (13293), Malkangiri (12938), Mayurbhanj (12172), Sambalpur (11348)

Ø

Kalahandi (10600) and Bolangir (9994) bring up the rear

9

Position of Linguistic Minority Students (Source: CTS’06)

Ø There

are 19340 schools having 20+ students of Linguistic Minority group Ø Total no. of such students in these schools are 10,99,240 Ø Nearly 2/3rd of them(711607) belong to Santhali (150680) & other Tribal lang. (560927) Ø 10 Districtsaccount for over 92%of these Tribal languages group children 10

OCC-2005

11

(Source: Vision 2020,p311)

ØInappropriate medium of instruction ØImperfect teacher pupil communication (barrier) ØUnsuitable curricula and textbooks ØIncompatible formal school environment ØLess community participation 12

TAS study indicate 1.ST boys were behind others in Koraput,Malkangiri , Nuapada where as ST girls are behind others in Sonepur. (Class I mathematics) 2. There was decline in language competency in the districts of Malklangiri,Mayurbhanj, and Sonepur.(Class -I language) 3.ST students in general perform less than others in reading comprehension on test in the Malkangiri and Nuapada.(Class IV Language) 13

Other Issues Ø Community

engage the children in earning

Ø Sibling

care Ø Poor livelihood (food insecurity, health issues, traditional mode of earning) Ø cultural belief,apahetic attitude of field functionaries, mismatch of language

14

Existing school with blocking the learning

15

Results… Ø Ø Ø Ø Ø Ø Ø Ø

High dropouts Low achievement Failure in achieving national goal Loss of human resource Increase in social discrimination Blocking education and literacy Non participation of community Violation of children's linguistic and cultural right

16

Efforts of SC/ST Development Dept. Ø Dept

of SC/ST Development

Schools under SC/ST development Dept. High Schools : 248 ( boys HS155+Girls HS 143) Ashram Schools: 109 Res.Sevasharam: 143 Sevasharam: 1031 Primary School Hostel: 1548 Ekalavya model Schools : 11 Upgraded Higher Secondary Schools: 11 Pre-matirc Scholarship and Post-matric Scholarship for residential and nonresidential ST/SC children 17

Convergence with SC/ST Development Dept. Ø SSA

provides SIG,TLM,R&M,additional classrooms, Ø Up gradation of 825 SS and RSS to upgrade up to Class VIII Ø Opening of 277 Primary School Hostels

18

Ø DPEP:SC/ST

education for Equity Focus Ø SSA : SC/ST and minority Education Ø NPEGEL:Addressing equity issues in189 Blocks by opening 3216 MCS in 27 Districts of Orissa Ø KGBV: Opened 157 KGBV schools in 23 Districts of Orissa in which 4827 ST girls are addressed among 9734 girls enrolled 19

Constitutional Obligations Ø

Art.46 – State to promote the Educational Need of the Weaker sections of the society (SC & ST)

Ø

Art.350-A – Adequate facilities for instruction in mother tongue at the Primary stage of education to children of Linguistic Minority groups

Ø

Art.21-A – Free & Compulsory Elementary education of equitable Quality for all children upto 14 yrs of age 20

Quotes from the National Curriculum Framework 2005 Ø

Ø

The mother tongue is a critical conduit, that social, economic and ethnic backgrounds are important for enabling children to construct their own knowledge. Foreword, page 4) The fact that knowledge is constructed by the child implies that curricula, syllabi, and textbooks should enable the teacher in organizing classroom experiences in consonance with the child’s nature and environment, and thus providing opportunities for all children. (Executive Summary, page 8)

21

Ø State

State Concern

Tribal Advisory Committee approved Multilingual Education to be introduced in Orissa in ten languages in 2006-07 under the chairman ship of Chief Minister ,Orissa Ø MLE is implemented in class-I in pilot schools (200) in 2007-08 academic session Ø Bridging from 100% tribal language in classI to 100% Oriya by class-V over a period of five years 22

The National Curriculum Framework 2005 ( Plan for bridging and transition)

*MLE is not introduced in the ECCE

23

Child in the center… •Child see her world in her mother tongue •Child learns best from her familiar world •known to unknown •Child learn better if the content is from cultural context •There should not be a gap between the home language and school language •Learning become responsive if the experience is reflected in the teaching content and method 24

An ideal MLE based school

25

Principles NCF-2005 is the guiding principle for framing the curriculum for ten languages •Syllabus was adopted from NCERT •Experience from other countries on MLE were gathered and learnt •Learning process of tribal society was discussed- themes are better known to the community •Language and culture as instrumental in shaping the themes •

• 26

Process of Material Production in MLE

Ø Teachers

selected seasonal themes for a calendar year Ø Theme web was selected for language and mathematics Ø In the language theme web, other subject were integrated Ø These theme webs were prepared based on the basic principles of NCF-2005 w.r.t. the basic skill of learning of Language, Mathematics , EVS, physical edn., health edn. & moral edn. 27

Seasonal themes

28

Framework of MLE in Orissa Academic Year Term-1 10 weeks

Term-II 10 weeks

Term-III 10 weeks

29

Theme web: There are 30 theme webs for 30 weeks Two major theme webs for a week: 1. Language and EVs theme web which also covers health/ physical education, moral education, games and sports, songs and dance etc. 2.Mathematic theme web

30

General Theme Web

31

Number Stories Mental Arithmetic -- Oral Number Stories with addition and subtraction with single digits and with multiples of 10

Measurement Comparisons -using L1 terms of comparison

Money – Identify notes and coins, Transactions of money using 3-4 notes Time-Names of Days, Months, Sequence of seasons and events

Shapes –

Song/ Riddle Theme:_____ How do we use maths with this theme?

2D and 3D What shapes are involved with this theme word?

Game 1. What kind of counting do we do with this theme in our culture? 2. What PATTERNS can we see in numbers? What SEQUENCES? E.g. The number 10 can be broken into these patterns 5 + 5, 4 + 6, 3 + 7, 2 + 8, 1 + 9

Counting and Patterns Especially patterns in numbers

Measurement Length – measure the theme with uniform units Capacity – if the theme is liquid, and if there are different shaped containers, guess and verify if capacities are the same Weight – how are balances used with this theme

How Can we explain numerical data connected with this theme? What exercise can we develop to give the children a chance to investigate, record and analyze numbers? Birthdays of class members, heights of class members

Data Handling

32

33

Child Centered Learning in MLE How ?

Ø

Two Mega Strategies 1.Skills Based DevelopmentConfidence and competence through practice with engagement! 2. Meaning Based Contextualized Learning emphasizing creativity and rooted in learner’s background and culture

34

Two Track Strategies.. (Jim Cummins)

Track I CALPS (Cognitive Academic Language Proficiency Skill)

Track II BICS (Basic Interpersonal

communication skill)

Ø

Correctness and accuracy

Ø

Meaning and Communication

Ø

New knowledge to be imbibed

Ø

Experience of the child to be explored

35

Weekly Lesson Plan Ø Ø Ø Ø Ø Ø Ø

Whole year ( 180 days is divided in to 30 weeks Teachers have prepared weekly lesson plan for thirty weeks Weekly theme web is available in schools Daily Lesson Plan is prepared by the teachers Daily time table to teach in Track I and Track II Track I 10.30 to 12.00 ( CALPS) Track II 12.30 to 4.00 ( BICS) 36

A Complete Annual Lesson Plan Ø Teachers

need not worry to write daily lesson plan since he has already prepared the annual plan before the school started

Ø There

is a village curriculum and multiple instructional materials to be used by the children and the teachers 37

Weekly plan for using the book Track II (BICS)

Track I (CALPS)

Ø Ø Ø Ø Ø

Alphabet Chart Alphabet Book Number Chart Number Book Math Book

Ø Ø Ø Ø Ø Ø Ø

Big Book Small Book Listening Story Experience Story EVS( nature study) Games and sports Songs, tales, riddles, etc. 38

Monitoring and Evaluation Ø Ø Ø Ø Ø Ø

Monthly academic sharing meeting of MLE teachers 30 SC/ST and Minority Education Coordinator monitor the field programme BRCC/CRCC are trained on concept of MLE and to support them MLE schools(26 Blocks) Community take responsibility to provide support to school Parents and teacher discuss on children’s achievement 30 BRPs on MLE to be posted 39

Activities undertaken for Implementation 2007-08 Ø Ø Ø Ø Ø Ø

Pilot Schools were identified in the Blocks District MLE Steering Committee headed by Collector approved the Pilot schools Teachers from same community have been transferred and engaged Training on MLE to teachers was imparted Community mobilization programme was conducted in the villages Local MLAs support this prog on State TACs. 40

MLE Pilot Schools,2007-08 Ø Ø Ø Ø Ø Ø Ø Ø Ø Ø

Saora 30 schools Gajapati, Raygada Munda 20 schools Sundargarh,Mayurbhanj) Santal 20 schools Mayurbhanj Koya 20 schools Malkangiri Bonda 05 schools Malkangiri Juang 10 schools Keonjhar Oram 20 schools Sundargarh Kishan 20 schools Sambalpur Kui 20 schools Kondhmal Kuvi 20 schools Rayagada 41

Expansion of MLE Schools,200809 Ø Ø Ø Ø Ø Ø Ø Ø Ø Ø

Saora 30 schools Munda 20 schools Santal 100 schools Koya 20 schools Bonda 05 schools Juanga 10 schools Oram 20 schools Kishan 20 schools Kui 20 schools Kuvi 20 schools

Gajapati, Raygada Sundargarh, Mayurbhanj Mayurbhanj Malkangiri Malkangiri Keonjhar Sundargarh Sambalpur Kondhmal Rayagada

Total MLE Schools in Orissa- 450 42

Efforts for Expansion of MLE 2008-09(PAB approved )

Ø

Ø Ø Ø

100 Schools with 100 % santali children are opened in Mayurbhanj district . Santali materials are distributed in the schools. 200 schools on rest 9 languages in existing Blocks Teachers from existing system are transferred to MLE schools Curriculum and Text books are prepared for class II for 2008-09

43

Capacity Building and Institutionalization Ø Three

DIETs have opened Regional Resource centers for tribal education Ø DIET Baripada: Northern Zone Ø DIET: Samalpur: Western Zone Ø DIET: Jeypore: Southern Zone ( UNICEF is providing human resource support for these centers) Opening of a SC/ST Monitoring unit in TE and SCERT is underway 44

Some positive instances.. Ø After

six months of schooling in Class I child is able to read a sentence and identify the words and letters from the sentence with meaning, if it is in her mother tongue. Ø Child can think and create if given a context, or else not. Ø Textbook is limited and children’s experience is unlimited. Some instances.. 45

Reading and writing

46

Reflection Ø Ø Ø Ø Ø

Children got back their voice Enrollment and retention improved Children started talking in their language and understood the content They started reading and writing and identifying letters/words from the sentence, Students from other classes are also interested in learning (reading big book, small book, listening stories, math book )

47

48

49

50

51

A fish from the book and many fish

52

Progress in Multilingual Education Mother tongue to Second language Ø

Building confidence in mother tonguefluency in speaking

Ø

Pre reading and writing skill in mother tongue

Ø

Pre-math skills

ØBegin reading and writing in mother tongue ØFluency in speaking Understanding the meaning ØContinue oral mother tongue ØDevelop writing skill and associate sound and symbols

ØContinue to develop writing, reading, speaking in mother tongue ØIntroduction of Oral Oriya ØTransfer of writing skill from mother tongue to Oriya language

53

Community support Ø Ø Ø

Ø

Ø

Community took part in curriculum Community validated the instructional materials and incorporated their needs and ideas They could understand the classroom and school as a part of their socio- educational system It was a new experience for the community to see that how their experiential knowledge are applied in classroom, and they take part in it. School became the place of community wisdom

54

55

Involvement of community form material preparation to

56

Responsive MLE schools Ø Teachers

from the community and teaches in mother tongue Ø Desired result is visible in Class I since children are able to speak fluently, read and write with purpose and meaning and understand the text connected to their life experience with the textual knowledge Ø Children are creative and optimistic 57

What is Srujan A community based programme Ø Ø Ø Ø Ø Ø Ø

Retention Drive with community participation PRIs orientation and involvement Space for children's activities Documentation of children's folklore Preparation of reading materials Padhaghar: Community resource center Provide language materials to MLE schools

58

Srujan :Interschool activities

59

SRUJAN Based on NCF 2005 ideas

60

SRUJAN

61

Story telling Festival 62

3D

wall paintings: Santal art

63

Traditional wall paintings : Geometry?

64

Community mental mathematics One riddle 100 legs , 72 eyes How many hen, how many elephants ? (Ans:22,14) But how it was organized in the mental text of the old man who conceptualized this? Another Riddle : Wife and husband have twenty two ears ( who are they?) (Ravana and Mandodari)

65

Implement of Srujan Ø

Ø Ø Ø Ø Ø Ø Ø Ø

3 lakhs children have taken part in story telling festival, traditional games, music and dance, art and craft and nature study 523 Clusters are taken up in 36 Blocks on pilot basis 7896 schools are involved 10000 community members are involved 2100 PRI members are oriented on SRUJAN 14000 teachers have actively participated 15000 stories from the community collected 75000 children took part in story telling festival Community reading room was opened in 523 clusters

66

Impact of SRUJAN Ø

Ø Ø Ø Ø Ø

Community in school took part in oral teaching( story telling, narrating village experience, talking about nature, trees ) Learning is intergenerational Experiential learning was connected to school learning Documentation of oral tales, art,craft, Children found a space of their expression of art Community knowledge is used in the school a 67

A classroom story on the wall : Village women as TLM makers

68

MLE schools can be a model for other schools Many innovative activities on language and mathematics can be applied in other Schools Ø Inter school exchange programme in Srujan will help in borrowing the ideas and activities, MLE can generate new methods Ø Other schools can generate support Ø The more they understand, the more they accept NCF and achieve national goal. Ø

69

We understand that Ø Ø Ø

Ø

MLE is not a change in the system, but it is a transformation of existing human resource It is equally a top down and bottom up approach It is based on cultural context, so it is down to the earth, closer to the children, property of the village. It is not to replace the mother tongue or dominant language but to connect the mother tongue with other dominant languages.

70

For more information please see www.opepa.in [email protected]

Thank you 71