Observations of Primary School Teachers on the Minority Education Programmes Launched by Sarva Siksha Abhiyan , Kerala.
Dr.P.K. Abdul Gafoor, Asst. Professor ,
Govt. IASE , Thrissur, Kerala
Introduction
Several commissions have made various observations regarding the educational status of minorities in India.
The fact of educational backwardness of Muslims has been conclusively established in several reports and surveys. The Gopal Singh Report (1983), Report of 43rd round 55th round of National sample survey and programme of Action and National Policy on Education (1986) reiterates that Muslims are most educationally backward.
NPE (1992), recommends large number of short term, medium term and long term measures to promote the education of Muslims, technical skill and for their integration in the main stream through measures such as systematic evaluation of Text books, etc.
Accordance to the suggestion of various commissions, Government of India, launched various programmes to uplift the Muslims especially in education. Programmes like DPEP in which the education of the minorities had given due importance is one among them. Besides, National literacy Mission (NLM) also conducted various awareness programmes in this regard.
Based on the 2001 Census Sarva Siksha Abhiyan (SSA) implemented various programmes for the education of girls at elementary stage like Kasturba Balika Vidyalayas. These programmes were implemented in educationally backward blocks of 20 states where female literacy was too low.
Besides SSA has identified 93 district in 16 states to give focused attention to the education of the minorities.
During 2005-09, 2643 primary schools, 1978 upper primary schools and 2900 EGS centres have been sanctioned in minority concentrated areas.
In addition SSA has given special emphasis to the modernization of Madrassa Education . Accordingly SSA provided the necessary supports in this direction.
Despite the constitutional declarations the condition of the minorities, especially Muslims in India is not up to the expected level. Sachar Committee Report (2006) put forth certain observations regarding the conditions of Muslims, especially in the educational scenario.
Report of National Commission for Religion and Linguistic minorities by Rangnath Misra ( May, 2007 ) suggests that; the educational programmes need to be continued with redoubled vigor among all other backward sections including Muslims, who have fallen far behind in the national average in all aspects, especially in Education. It is also suggests to explore the ways to provide financial assistance to the poor students among Muslims.
The Educational Status of Muslims in Kerala –an Exception
” There is higher rate of literacy among Kerala Muslims than other States” ( Asgar Ali Engineer).
Paloli Mohammed Committee Report
As per the report of the Mr. Paloli Mohammed Committee , the educational status of Muslims in Kerala are not as backward as Muslims in other states of India. Yet there are certain backward pockets and people among Muslims in Kerala. The 11 member committee under the chairmanship of Mr. Paloli Mohammed Kutty, Minister of Local Affairs found out that, backwardness among Muslims is conspicuous in Education.
So the Govt. of Kerala has undertaken certain measures to redress various issues related to Muslim minorities.
So tackling the backwardness in education is to give first priority in Kerala, that will enhance their social status too. SSA in Kerala has launched various activities in the state, especially up lifting the Muslim minorities through programmes like girls education, parental orientation, renovation of Madrassa education, etc. Besides specific programmes were also implemented in various districts for the same.
Hence by considering the importance of Minority Education, it is the time to evaluate the efficiency of the programmes launched by SSA in Kerala. So a study has been under taken in this dimension and other details are provided below.
Objectives of the Study
i. To know the opinion of the teachers on success of various programmes that are implemented by SSA for the minority Education in Kerala .
ii. To know the problems in the implementation and to suggest the remedial measures for the improvement of minority Education in Kerala.
The study has been designed, the necessary tools were prepared, data collected and analysed. Accordingly the findings were generated and suggestions were evolved.
Methodology
Sample : The study has been conducted in three districts of Kerala. They are ;
1. Malappuram
2. Kozhikode
3. Kasargod
The 100 teachers from these districts were selected as samples .
Tools of the Study
Various tools were developed to collect data from the teachers , the tools are the following
1. General Questionnaire for Teachers
This questionnaire includes a number of statements with the open and closed types. It collects the following details General Nature of the programmes.
2. Rating scale on Parental Orientation for Teachers.
It includes 15 items, with three options to be rated by the selected teachers. It intended to collect data on the level of effectiveness of the parental orientation programme. (
3.Questionnaire on cycle distribution, tailoring and life skill practices – for teachers.
This questionnaire developed to collect the specific details on the programmes implemented in the districts .
4.Questionnaire on the dictionary distribution, mothers library and English training – for teachers.
This is developed for collecting specific data on the implemented programmes like, dictionary distribution in schools.
Procedure of the Interpretations
The collected data were analysed and interpreted through the following ways.
i. Percentage analysis.
ii. Qualitative Interpretations.
So the collected data were analysed the interpretations and conclusions were also generated
Analysis and Interpretations
The programmes conducted on Minority Education by SSA and relevant opinions of the teachers were gathered. SSA Kerala has introduced various programmes in the three selected districts .
1. Opinion of Teachers on Dictionary Distribution
The teachers from the Malappuram District responded on it. Teachers opined well on the usefulness of the dictionary distribution in the schools ( Table -2).
Table-2
Usefulness of the Dictionary
Responses
%
« Helped it in finding meaning.
« Students learned to use dictionary well.
« Very useful in the class room activities for referencing.
« Helped it much in writing meaningful sentences.
« Used it as a pronunciation tool.
« English learning became meaningful
« Used as a tool to find out English terms for the Malayalam Words.
« Used it as tool of thesaurus.
« Students started to prepare their own dictionary.
« It enhanced reading Competence.
14
8
8
4
2
2
2
2
2
2
b) Role Played by the teachers
Teachers played varied roles in this programme, such as;
o Make aware of the students the importance of dictionary in class room learning.
o Parents were farniliarised well on the dictionary related activities
through PTA ( Parent Teacher Association) meeting
o Prepared unique classroom activities by utilizing it.
o Conducted campaigns to gather more dictionaries and books locally. o Helped students in developing their own dictionary entitled ‘ My World Vocabulary’.
c) Problems in the Implementation
The following problems were put forth by teachers on the dictionary distribution and related activities in the schools.
Problems
Suggestions
« Shortage of Dictionary.
« Lack of proper planning.
« Unawareness of the teachers in the Programme.
« Lack of time in utilizing it well in the class room.
« Most of the students do not have personal dictionary at home.
« Lack of other reading materials in the schools.
« Could not cater the needs of all targeted students.
Supply more Dictionaries and other reading materials.
Implement programmes like this with proper vision and planning.
Monitoring should be strengthened.
Supply certain other materials like softwares and other electronics gadgets.
Necessary directions are to be given to ensure the utilization of the free time .
2.Cycle Distribution
Problems Faced
i.Did not get proper guidance.
ii.All students were not covered
iii.Less interest among some girls
Suggestions for the Improvement
Make activities related to cycle clubs mandatory one.
Provide more bicycles.
Avoid gender discrimination while implementing such programmes
Need training on cycle repairing.
Provide proper guidance to parents.
Make a plan ‘ A cycle for a family’ and implement it.
Allot more funds for the cycle club activities.
Make cycling the part of curriculum.
Cycle distribution and other related activities that are conducted in the various schools in Malappuram district. Teachers opinions were collected in this regard.
3.Training on Life skills Practice and Tailoring
Teachers of Kozhikode district provided their observation on the life skill practices and tailoring programmes undertaken in their schools by SSA.
Ø Most of them (84 %) opined that there were clear criteria in selecting students for this programmes.
Ø All of them observed that the SSA provided clear guidelines for implementing the Programmes in schools
Problems
Teachers did not get any training on the life skill practices.
Lack of time.
Could not consider all the targeted students
Suggestions
Orient all parents and teachers on life skill practices
Ensure onsite support and conduct certain follow up activities.
Make the conduction of PTA meeting the part of teaching.
Need counseling practices to students and parents.
Conduct home visit as a compulsory practice.
Prepare printed handbooks for parents.
Familiarize parents well on the revised pedagogy.
Conduct various programmes in schools to know the child well.
Make school activities more transparent and participatory by considering the suggestions of students and community.
4.Teachers Opinion on the Parental Orientation
Rated opinions of the teachers regarding the efficacy of parental orientation were analysed, the results are given Table (3).
Table ( 3)
Teacher opinion on the Efficiency of the Parental Orientation
District : Kozhikode and Kasargod
Item
Responses N=50
Kozhikode %
Kasargod %
VS
S
NS
VS
S
NS
It enhanced the school activities
20
60
20
10
20
70
Strengthened school parent bondage
13
67
20
-
50
50
Students attendance rate increased
37
53
10
5
45
50
Students became very punctual
17
60
23
-
50
50
Health habits among children improved
13
63
23
-
65
35
Parents became aware of child rights.
23
47
30
5
45
50
Parental interest increased to discuss problem of children
43
50
7
-
50
150
Learning environment at home improved
3
77
20
-
20
80
Parents became conscious to improve the physical facilities for learning at home
3
57
40
-
25
75
Students used to get more time to learn at home
17
70
13
-
25
75
Parents became much aware of the revised curriculum and allied activities at schools
23
53
23
5
70
25
Parents recognized the abilities of their children well
23
60
17
5
30
65
Parents became much aware about the learning of their children.
30
57
13
-
50
50
Parents became conscious in helping their children at home
30
1550
20
-
35
65
Mothers started to use school library
13.3
47
40
-
15
85
From the Table ( 3), it is clear that, the parental orientation was a great success in Kozhikode district , since teachers opined so positively on the programmes. But in Kasargod, the teachers had a different opinion on it, here very few teachers opined so positively on the success indicators.
Teachers opinion on the tailoring Programme conducted in Kasargod
Teachers made certain observations on the tailoring programmes which were being implemented in the Kasargod district by SSA.
Role of Teachers
They played the following roles in the tailoring and parental orientation programmed conducted.
In the organization of the programmes.
In amassing the required financial resource.
Issues
1. Tailoring programmes conducted during the vacation period, hence majority of the teachers could not attend it
2. Suggestions
Organise other vocational training programmes.
Ensure the sustainability of the tailoring programme
More attention should be paid on the effective conduction of parental orientation.
Provide more financial assistance.
Provide required no. of tailoring machines.
Adequate space should be provided in he time table for the for incorporating vocational training in schools
Need essential physical facilities to conduct the tailoring in schools.
Conduct certain programmes like exhibitions, tailoring competition at various levels.
Do orient teachers and parents well on it .
Monitoring should be strengthened.
In monitoring the programmes.
General Problem of the Minority Students
Teachers made certain opinions on the problems faced by the minority students at various levels.
Area
Problem
Problems at school
Some students show less interest in learning.
Poor facilities in schools, that in turn cause learning backwardness ( lack of laboratories, computers, play grounds, toilets etc)
Lack of co-ordination between schools and Madrassas
Loss of interest among students due to the long vacation with in the academic year.
Language problem, especially in Kasargod where the Kannada mixture in Malayalam causing problem in the expression of language.
Basic infra structural facilities are poor in aided schools
Problems at home
Parental unawareness on the educational process, that in turn cause poor learner support at home.
Social and Economic backwardness exist among many minority students.
Lack of the learning environment at homes, such as separate reading room, tables and other related facilities.
Lack of awareness on the parenting process.
Some of the parents are observing schooling process in economic terms, so they are pushing their children for immediate job in which they do not need more education.
Lack of proper guidelines for parents on revised pedagogy.
Most of the mothers are over burned with house hold duties, so they are not getting time to help their children in learning.
Individual Problems
A few teachers opined that, some of the students are careless in obeying the directions of the teachers.
Malnutrition among some students do also cause to attend the classes with out interest.
Some of them show mental and physical disabilities.
Some of them were used to reach the school very late and did not take the break fast at home also.
Lack of knowledge of teachers about their students.
Some teachers opined that , certain students are having less confidence that lead to the learning backwardness.
Lack of knowledge on personal hygiene among the children.
Suggestions for the Improvement
Teachers made the following general suggestions for betterment of the programmes on minority education .
§ Conduct very comprehensive awareness programmes for students, parents and teachers.
§ Counseling practices can be introduced in schools for students, parents and teachers.
§ Activities for CWSN students should be strengthened and monitored well.
§ Conduct free health clinics in each school.
§ Provide the essential infrastructural facilities in schools, especially for the aided sector
§ Provide free clothing to the needed students.
§ Conduct more vocational training programme in schools as a part of curriculum.
§ Conduct special training to the teachers on intra personal management.
§ Make certain societal interventions compulsory for teachers and account it as part of their duties too.
§ Conduct orientation programmes for the Madrassa teachers.
§ Conduct programme like ‘ Learning Home ‘ ( Paddana veedu) in the required areas
§ Conduct career guidance activities in schools.
§ Chalk out various societal empowerment programmes, like community library, Corner PTAs, community fests, home visits, etc.
§ Programmes like ‘ Galileo Little Scientist ‘ are to be strengthened to empower the community as a whole on scientific temper.
ACTION PROGRAMMES SUGGESTED
On the basis of the suggestion derived from the study, certain the investigator put forth certain action programmes to be implemented for Minority Education in Kerala.
1) Conduct an in depth study to identify the actual issues faced by the minority children covering areas such as ;
a) Total learning time spent by Minority children in a day, allied constraints and strategies for solving it.
b) Learning environment available at home and additional inputs to be given to up lift the situation.
c) Parental Issues such as;
i) Familial
ii) Socio-Economical
iii) Educational
d) Personal issues of the children such as ( in general and girls in specific);
i) Interest related.
ii) Confidence related.
iii) Adjustment related.
iv) Extravagance in spending money.
e) Parental Education Provide a clear picture of the existing classroom transaction strategies and the area in which they can extent support to their children.
f) Prepare hand outs on the above aspect and orient them.
g) Conduct periodical open house meetings of parents class wise and ensure the participation of them in the classroom and assessment strategies.
h) Organize Combined Sahavasa Camp ( Community living camp) on sample basis by involving parents, teachers and students to make aware the parents on supporting effectively the students at home.
2) Life skill and vocational training
a) Organize workshop on life skill practices and vocational training to all students. It should be based on the felt need and make it as a practice for the career orientation.
3) Teacher Orientation
Conduct specific intra and inter personal management training for all teachers to know the child and to deal them effectively.
5) Physical appearance of the school
Facilities of the school should be improved considering the number of children enrolled in the school. Develop sample based model schools by providing all necessary facilities in the state.
6) Residential Schools
Residential schools with the set standards should be started to girls where 50% of the seats are to be reserved for minority girls from rural area.
7) Special Camps for arts and sports
Talented Minority children should be given extra coaching for arts and sports for which camps can be organized sub dist. level or dist. level.
References:
1.MHRDE.(1992). National Policy on Education( 1992). Government of India.
2.Rajindra Sachar(2006).Prime Ministers High Level Committee. New Delhi: Government of India.
3.Rangnath Mishra( 2007).The National Commission on Religious and Linguistic Minorities. New Delhi: Government of India, Ministry of Education.
4. Paloli Mohammed( 2007). Report on Minority Muslims( 2007). Government of Kerala.
Web sites:1. www.education.kerala.gov.in
2. www. kerala.gov.in
3. www.ssa.nic.in
4. www.education.nic.in
Tags: asst professor, dpep, educational status, elementary stage, female literacy, gopal singh, minority education, national literacy, national sample survey, term measures