impact of them multi-lingual education (mle) programme on learning attainment of tribal children in odisha
Primary education in child’s first language or mother tongue is crucial to early learning and is considered as the most effective strategy for developing strong academic foundations and a base for acquiring proficiency in other languages. Odisha having considerable Scheduled Tribe Population started the MLE programme in the Year 2007-08. Odisha Primary Education Programme Authority (OPEPA) commissioned an Impact assessment study of its MLE programme to assess the programme impact on student’s learning achievement in different phases (Phases I and II) and in different languages such as Juanga and Munda to HDF-cDAR. The objectives of the study were as follows.
- To compare the performance of students of Class-II and Class-III in Language, Mathematics and EVS in MLE Schools and Non-MLE Schools.
- To explore the possible relationship of the learners' performance with the provision of workbooks (supplementary learning materials) in MLE schools.
- To identify the factors affecting learning achievement of tribal students in MLE Schools and Non-MLE Schools.
- To suggest strategies to improve the learning achievement of tribal students.
Primary education in child’s first language or mother tongue is crucial to early learning and is considered as the most effective strategy for developing strong academic foundations and a base for acquiring proficiency in other languages. Odisha having considerable Scheduled Tribe Population started the MLE programme in the Year 2007-08. Odisha Primary Education Programme Authority (OPEPA) commissioned an Impact assessment study of its MLE programme to assess the programme impact on student’s learning achievement in different phases (Phases I and II) and in different languages such as Juanga and Munda to HDF-cDAR. The objectives of the study were as follows.
The study recommended that
- MLE should be continued for improving the learning performance of tribal students beyond Class-III level
- There is a need to maintain adequacy of infrastructure in Phase-I schools and fulfill the requirement for additional infrastructures including construction of classrooms in Phase-II with additional provision of funds.
- The infrastructure deficiencies in Juanga schools need to be addressed to maximize the learning outcomes.
- At least two trained teachers for each MLE School with requisite training will of much help to achieve the objectives of MLE programme in the state.
- Involve community in creating awareness and form a working team to generate community awareness.
- Consider appointment of Block level resource persons and Block level learning resource centers particularly for fostering multilingual education and preparing contextual and culture-specific TLMs