Friday, August 5, 2011

[MLE] Impact study on SSA MLE project in AP

Dear MLE friends,

The MLE programme in Andra Pradesh is one of the biggest in the world. It is impacting 68000 children in over 2000 schools in 8 tribal languages. A few years ago an impact study was done for the first two grades. That report many of us had never seen, but is worth noting. It is called: A study on the comfortability and impact of class ii tribal language primers and classes I & II Mathematics Textbooks. The study was done by Prof Dr Shashidhar Rao of the Education Department of Institute of Advanced Study in Education for SSA. It gives a thorough documentation for each language community on the opinion of teachers, parents etc. and also the achievements of the children.

A few conclusion:

11. Parents expressed happiness over this and studied that the intervention is encouraging to the students and to them as will.
12. Students also expressed that they are able to follow were become their books are in their language.
13. By and large the achievement of the students target the tribal language textbooks is found to be higher than those language the Telugu textbook through Telugu medium
The list of conclusions is copied below, after the Table of Content. In that there are critical remarks also as there are plenty of challenges too.

The full report can be downloaded here: http://www.box.net/shared/fggoj8poe72aonm5ok92

A broader review of the AP project, in which this report has been processed is on the NMRC-JNU website:
http://www.nmrc-jnu.org/nmrc_img/Andhra%20Pradesh-%20MLE%20status%20report.pdf

Regards,
Karsten


Karsten van Riezen
Education Consultant, SIL Int.

SIL, South Asia Group

http://mle-india.blogspot.com/
LinkedIn Profile
Recommended: http://www.nmrc-jnu.org/


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Table of Content

S. No

Name

Page Nos



Preface


ii


Contents



iii
1

Chapter I : Introduction

1
-
16

1.01
Demographic status of Tribal Population


1

1.02
Tribal Culture


3

1.03
Educational Indicators


3

1.04
Language of Institutions


4

1.05
Introduction of Tribal Language Books


7

1.06
A word about the books introduced


9
2

Chapter II : Methodology

17
-
26

2.01
Backdrop of the study


17

2.02
Objectives of the study


18

2.03
Sample of the study


19

2.04
Tools of data collection


21

2.05
Construction of the tools


21

2.06
Administration of Tools


26
3

Chapter III : Analysis of data

27
-
142

1
Adivasi Oriya Language


27

2
Banjara Language


41

3
Gondi Language


55

4
Kolami Language


70

5
Konda Language


88

6
Koya Language


103

7
Kuvi Language


118

8
Savara Language


131
4

Chapter IV : Findings & Suggestions

143
-
154

4.01
Findings


144

4.02
Suggestions made


150


References


154


9.02 Findings in a Nutshell

1. All the classroom practitioners of all the eight tribal languages of Class II Primer (S.D% Tribal Language and 20% Telugu Language) expressed the opinion that the physical appearance and the quality of the book are very good and the content is to the level of the students and appropriate. The words and examples given are known to the students and also the figures printed are attractive. However in case of Konda language book the figures printed need to be made attractive. The practitioners also expressed that songs and content reflect their culture and help the students in their language development.
2. The classroom practitioners expressed the view that the students are able to develop the language skills of listening, speaking, reading and writing. However in writing students are able to write words and sentences are seeing them and take dictation of simple words only. However in Savara and Koya community students the students are a bit lower in this skill.
3. As the classroom practitioners of class I Mathematics of all the eight tribal languages expressed that the physical appearance, the quality of the book are good. The conduct and the figures printed are attractive. However the Gondi
Language teachers expressed the view that the book is above the standard of students. So far in the objectives of teaching mathematics is concerned the students are able to reach them.
4. As in the case of class I Mathematics, Class II mathematics tribal language textbook also all the classroom practitioners of all the eight tribal languages expressed favourable opinions in the book. However in case of Gondi
language the concerned practitioners expressed the book is above the standard of students.
5. Students are participating in the Teaching Learning Process are attending the mathematics classes regularly on the books created interest in Mathematics.
6. Many schools do not posses TLM and the big, the small and the alphabetical charts.
7. The schools the III class tribal language books are not in operation.
8. There is improvement in attendance and retention rates of students consequent on the introduction of the books.
9. Teachers expressed the need for the following training programmes.
- Special training for teaching in the concerned tribal dialect.
- Preparation of TLM
10. Schools lack supervision on MLE programme
11. Parents expressed happiness over this and studied that the intervention is encouraging to the students and to them as will.
12. Students also expressed that they are able to follow were become their books are in their language.
13. By and large the achievement of the students target the tribal language textbooks is found to be higher than those language the Telugu textbook through Telugu medium


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