Barriers To Inclusive School MLE in Elem

Section 4
Save the Children works for children’s rights.

We deliver immediate and lasting improvements to children’s lives worldwide.
(C) 2016
This publication is protected by copyright. It may be reproduced by any method without fee
or prior permission for teaching purposes, but not for resale. For use in any other
circumstances, prior written permission must be obtained from the publisher.
The contents of this publication are the sole responsibility of the authors, and do not
necessarily reflect the views of Save the Children.
Authors: Bharath Bhushan Mamidi, Srinivasu Nookarapu, Alka Singh

Research support and case studies: Sree Nagesh Malladi and Ranganathan KM
Book design: Satish Kumar Sirimalla - dəˈzīn | @sirimalla.com |

Photos: Bharath Bhushan Mamidi
Acronyms
AP Andhra Pradesh
ASER Annual Status of Education Report
BC Backward Castes
CWSN Children With Special Needs
DISE District Information on School Education
FA Formative Assessment
FGD Focus Group Discussion
GOAP Government of Andhra Pradesh
GoI Government of India
Govt Government
HM Head Master
KGBV Kasturba Gandhi Balika Vidyalaya
MDM Mid-Day Meal
NGO Non-Government Organization
NT Non-Tribal
OBC Other Backward Class
OOSC Out of School Children
PPP Public Private Partnership
PRI Panchayat Raj Institutions
PTR Pupil Teacher Ratio
RtE The Right of Children to Free and Compulsory Education (RTE) Act, 2009
RVM Rajiv Vidya Mission (SSA)
SA Summative Assessment
SC Scheduled Castes
SMC School Management Committee
SSA Sarva Shiksha Abhiyan (Education for All)
ST Scheduled Tribes
TC Transfer Certificate
TLM Teaching Learning Materials
TSP Tribal Sub Plan
UEE Universal Elementary Education
UNICEF United Nations International Children’s Education Fund
Acknowledgements
T
his study was made possible by the financial assistance from Sarva Siksha Abhiyan-
Andhra Pradesh and their support both financial and otherwise in ensuring the
cooperation of the teachers during the field study as well as feedback on the draft
report is gratefully acknowledged.
Teachers, Head Teachers and volunteers from the schools were generous in sparing their
time and discuss challenges they faced and their initiatives to address these issues. The
study would not have been complete without their invaluable support. We also thank the
parents, members of the SMCs who have given their time to share their views and
experiences of the school. Some of the parents expressed their efforts in addressing the
neglect of special needs of the children from linguistic minorities.
Large number of children took active participation in FGDs to share their views and
perceptions of the school and teaching learning processes. They provided valuable
information about their classroom transactions and insights into their daily lives in the
school. We thank all those girls and boys from three districts who boldly expressed their
views so much critical to the understanding of teaching in mother tongue. Names of the
children have been changed to protect privacy.
We are particularly thankful to the constant support and feedback of Save the Children
team, New Delhi and Hyderabad. Grateful to the inputs provided by Save the Children team
right from the stage of study design to final report, and especially thankful to Dr. Sanjeev Rai
and Prasann Thatte. Also like to thank Prof. Sudhakar Venkupalli, Department of Education,
The English and Foreign Languages University for feedback on the draft report.
We also thank NATURE and CJWS for the support extended in field work in Srikakulam and
Nellore districts respectively. Sincere thanks also to Ranganathan KM, and Sree Nagesh
Malladi for their cooperation in the field study, liaison with the school authorities and for
draft paper on the experiences with IDPs and ICT.
Bharath Bhushan Mamidi, Srinivasu Nookarapu, Alka Singh

Contents
1. INTRODUCTION .............................................................................................................................. 1
 Objectives of the study
 Methodology of field study

2. CONTEXT - INCLUSIVE SCHOOL ........................................................................................................ 9
 Inclusive education and children of local dialects and languages in Andhra Pradesh
 RTE on elementary education in mother tongue
 Inclusive education - children of local dialects and languages: Experiences of Andhra

Pradesh
3. BRIEF OVERVIEW OF THE ISSUES OF MULTI LINGUAL EDUCATION IN INCLUSIVE SCHOOL............... 25
4. REFLECTIONS FROM FIELD STUDY- SCHOOL IN A CHALLENGING CONTEXT ..................................... 29
 Inclusive Education for Linguistic Minorities
 Multi Lingual Education through local languages

5. REFLECTIONS FROM FIELD STUDY - MLE IN PRACTICE .................................................................... 45
 MLE- Oriya and Savara languages in Srikakulam
 MLE – Needs of Tamil community in Nellore district
 MLE in Kadapa
6. OBSERVATIONS ............................................................................................................................ 59
7. RECOMMENDATIONS ................................................................................................................... 65
8. REFERENCES ................................................................................................................................. 71
9. ANNEXURES ................................................................................................................................. 75
 Making the Invisible child “Visible” through “Child Friendly Learning Space”
Ranganathan KM
 ICT Enabled Education for Improved Learning Outcomes

Sree Nagesh Malladi
Introduction 1
M
other tongue based education in early childhood and early primary school years
is critical to the promotion of world’s languages and cultures. Need for mother
tongue based bilingual or multilingual education for children starting in early
childhood is more important in the context of “slow and uneven progress” (UNESCO, 2000)
in meeting international targets for universal education articulated in the Education for All
Goals 1 (ECCE), Goal 2 (Primary Education), and Goal 6 (Quality of Education) (World
Declaration on Education for All, 1990).
The RTE Act 2009 and the recent National Policy for Children 2013 explicitly prioritizes
education for disadvantaged groups by creating an enabling environment through necessary
legislative and policy measures and provisions. As part of this enabling environment, the
policy calls for addressing discrimination of all forms in schools and fostering equal
opportunity, treatment and participation in education
The 12th Five Year Plan 2012-17 further reiterates the continuing four priorities for
education policy - access, equity, quality and governance. According to the Plan, in recent
years the socio-economic inequality in access to education among SCs/ STs/ Muslims and
other social groups has reduced. Remaining concerns include higher dropout rates and
Barriers in Making the School Inclusive Page 1

numbers of SC/ ST/ Muslim children out of school, as well as their ‘significantly lower
learning outcomes’.
Moreover, the 12th Plan acknowledges that the strategies adopted so far have been
“somewhat isolated, fragmented and devoid of institutional support”. Exclusion is thus cited
as “the single most important challenge in universalising elementary education” and the
equity issue must be addressed by shifting from “an incentives and provisions-based
approach to a rights and entitlements approach”. Certain sections of children are dropping
out of school as the schools are not immune to exclusion practices that prevail in the society
with respect to gender disparity, social-economic inequalities, disability of children and
other alienated social groups such as tribals. In Andhra Pradesh State, there are 24.97%
boys and 24.61% girls from SC community (total of 49.58%), 48.40% boys and 51.24%
children from ST communities (total of 99.64%) have not completed their academic cycle as
per the DISE data 2013-14. Many other communities are not covered statistically, but a
significant number of them belong to minority communities, tribal and SCs living in the
habitations predominantly of forward and OBC communities, nomadic tribes and children
affected with HIV. For instance, children of Jogini families are excluded from the school
system. The severity is that even though they are socially alienated, children from some of
these families still attend school. Yet, our school system is not found to be accommodating
to their diverse needs and instead pushes them to opt out from school based on their low
self esteem and under achievement. In this context, there is a need to analyse the social,
cultural, economic and lingual abilities needs and aspirations of these children, which will be
useful in promoting inclusive education in the Indian context.
The 2012-13 statistics of Andhra Pradesh show the elementary level (class I-VIII) dropout
rate at 26.48%, with 29.58% among Schedule Castes and 53.64% among Scheduled Tribes
respectively. Data reveals a very high drop out among the Scheduled Tribes, who are most
marginalised and demand attention from the programmes of inclusion. Learning in a
language other than one’s mother tongue is one of the barriers to inclusive education.
DROP OUT RATE ( I-VIII) 2012-13

60
50 53.64
40
ALL
30
29.58 SC
20 26.48
ST
10
0
ALL SC ST

Similar patterns of high dropout rates among the ST students are seen at Secondary level (I-
X). While the drop out rate is 37.82% for All categories, it is 41.48% for Scheduled Castes,
and 67.96% among Scheduled Tribes. High drop out rate among certain social categories is
believed to be a result of differences in language, alien curriculum (Devasena 2007 -
Narender Reddy 2014), social adjustment problems (Lingaiah and Ashok 2010), academic
load (Hari Prasad 2005), attitudes of parents (Ram Manohar Rao 2006), poverty, migration,
sibling care, domestic work and practice of child labour (Lingaiah and Ashok 2010).
Dropout Rate Between Boys and Girls at Secondary Level (2012-13) in Andhra Pradesh
Level Boys Girls Total
All SC ST All SC ST All SC ST
I to V 15.13 14.69 29.87 15.45 15.14 34.19 15.29 14.91 31.99
I to VIII 27.14 30.02 52.30 25.81 29.14 55.04 26.48 29.58 53.64
I to X 37.83 41.80 67.01 37.80 41.15 68.94 37.82 41.48 67.96
India is known for its cultural diversity, with different communities residing together and
respecting each other’s cultural traditions. The Constitution of India also provides six basic
rights for all its citizens; among them is Right to Equality including equality before law,
prohibition of discrimination on grounds of religion, race, caste, sex or place of birth, and
equality of opportunity in matters of employment, abolition of untouchability and abolition
of titles.
The school environment and class room interaction can perpetuate the values that promote
or challenge inclusion. Children, teachers and community members are all from different
social backgrounds which impact not only the learning achievement of children but also the
overall teaching practices. As pointed out, schooling years are very important for children to
get peer acceptance and respect from teachers. Similarly, parents are important for
children's social and emotional development and to build their self-confidence and self-
esteem.
Save the Children

Inclusive education is one of the major concerns of “Save the Children”. Save the Children
has brought out various publications especially on Inclusion in Education including (1)
International Study on Potential Practices in Education, facilitated in collaboration with
Institute of Education of London (2) Teacher Recruitment, Training, Management,
Performance (3) School Management for Quality Inclusive Education and Decentralized
School Governance (4) Teacher Training Module on Inclusion in Education, Academic
Standards and School Leadership & Teacher Training Module on Inclusion in collaboration
with SCERT and SSA.

Save the Children is an independent international child rights organization working in 120
countries. Our primary focus is on four themes, namely (1) Quality Inclusive Education, (2)
Child Protection (3) Health and Nutrition and (4) Humanitarian Action and Disaster Risk
Reduction. Save the Children has its presence in 11 states and aims to reach out to 5
million most marginalized children by the end of 2016.
Its major focus is on ensuring quality inclusive education to the children with special
emphasis on marginalized children. Save the Children currently partners with NGOs and
works in close collaboration with SSA, SCERT and RTE Forum – a network of 300 Civil Society
Organizations across Andhra Pradesh.
Save the Children has facilitated a special project on Inclusion in Education under a
Technical Cooperation Fund entitled ‘Exchange of International Best Practices’ which leads
to innovation in SSA with the support of European Commission. This projects aims towards
fostering quality targets of SSA, and has been initiated by MHRD with the technical support
of Save the Children in India. As an outcome of this project, the government1 has initiated
the process of establishing (1) 3300 elementary schools with Inclusive Model across 23
districts in united AP in 2013, (2) Placing a State Strategy document on Inclusion in
Education, (3) submission of draft government order on Inclusion by SSA to the government
for finalising the policy framework. It has planned to build the capacities of teachers and key
government education functionaries on (1) School Leadership (2) Academic Standards and
(3) Inclusion in Education. Additionally, it will undertake an international technical
placement on these three themes in UK, Finland, Thailand and Australia; and besides the
field visits, it will also conduct international exposures to UK, Finland, Australia and Thailand
facilitated by Save the Children-India.
Objectives of the study

Main Objective:
To study the barriers in making the school inclusive in government schools of Andhra
Pradesh.
Specific objectives are:
 To identify and define inclusive and exclusionary practices in government schools

 To identify and analyse the factors influencing the inclusive environment in schools
 To understand the role of community, teachers and other stakeholders in inclusion
 To identify the barriers in inclusion and propose strategies to address the barriers
 To analyse the policy level framework and make necessary recommendations on
inclusion in education
1
GOAP-SSA (May 2014). Strategy Document on Inclusion in Education- Andhra Pradesh

Methodology of field study
This study is designed with specific focus on socially excluded and disadvantaged
communities, with an assumption that it is children from these communities whose social
identity had potentially the most negative impact on their schooling and learning. In an ideal
situation, the enrolment of these children in schools at the elementary level should ensure
that they become integrated into the school. At the same time, it should ensure positive
changes to their social identity as the children progress through elementary education in the
school system. This study attempts to examine whether this was actually the case in a
sample of villages of three districts spanning across Andhra Pradesh.
The study identified sample schools from inter-state border mandals where exclusionary
practices are assumed to be posing greater challenges owing to a host of other conditions
like poor monitoring systems, poor transportation and other infrastructure facilities, lack of
access to opportunities of college education, diverse communities, different languages,
larger number of out of school children, and so on.
Field study comprised 24 schools from six mandals of three districts viz., Nellore, Kadapa
and Srikakulam. Eight schools from each district were identified. The sample districts
represent a wide range of situations owing to location, cultural context of the communities,
social background of the people, economy, distance from the district headquarters and
languages spoken by the inhabitants.
Main features of the sample schools include

 Kadapa represents Muslim community, migrant children, HIV vulnerability,
trafficking and dropouts
 Nellore represents a border district to Tamil Nadu and has multilingual issues;
children are dropouts, in fishing and agriculture and child labour.
 Srikakulam represents a border district to Orissa and has multilingual issues, tribal
community, migration, low literacy (62.3 %), high dropouts rates, child marriages
(31.5 %, NFHS-3)
All three districts are on the inter-state borders with neighbouring states of a different
language. While Nellore and Kadapa sample schools fall in the rural belt with varying levels
of urbanisation, Srikakulam is a tribal and remote area. While Nellore district sample schools
represent fisher folk speaking Tamil, Kadapa mainly has people speaking Telugu and
Srikakulam has Savara tribal language as well as Oriya. Schools of Nellore are relatively more
developed with infrastructure and there are more opportunities for education and
employment in the district and Chennai in the neighbouring state, compared to drought
affected Kadapa which is known for migration to Kuwait, and Srikakulam for poor
educational and employment opportunities. While language is a major concern of inclusive

education in Nellore and Srikakulam, it is under-development and presence of linguistic
minorities in Kadapa. The status of local languages and alternative education opportunities
vary between the districts. The Nellore sample area has private schools offering Tamil
medium and English medium education, while educational opportunities offered by Oriya
medium government schools are on a decline and there are no alternative schools offering
education in Savara tribal language. Resilience and challenges of inclusive school vary in
certain respects across the districts, offering multiple scenarios of barriers to inclusive
education. Details of the sample schools are furnished below:
Table 1: Sample schools of the study

District Mandal School
Sullurpet Kadirithippa Kandrika PS
Sullurpet Kadiri MPUPS
Sullurpet Konnembattu PS
Sullurpet Elupuru MPUPS
Nellore
Tada Ramapuram Kuppam PS
Tada Ramapuram MPUPS
Tada Karuru PS
Tada Bhimilivaripalem MPUPS
Bhamini Nallariguda Govt GPS (TW) School
Bhamini Liviri PS
Bhamini Bathili MPPS
Bhamini Katragada (B) MPUPS
Srikakulam
Kotturu Bandraguda GPS (TW)
Kotturu Bhutalaguda GVVK PS
Kotturu Gottipalli GTWAH School
Kotturu Kariguda Mini Gurukulam PS
Sambepalli Yerraguntla PS
Sambepalli Narayanareddipalli PS
Sambepalli Nayanivaripalle PS
Sambepalli Chowtapalle PS
Kadapa
Rayachoti Peddaramireddigaripalli MPPS
Rayachoti Boyapalli MPUPS
Sambepalli Dudhyala MPUPS
Rayachoti Garugupalli MPUPS
Review of literature and secondary sources on the subject was undertaken. Review of
secondary sources includes studies commissioned by the GOAP-SSA, reports, books and
research papers published in popular journals. Status about school situation in the sample
area and the state is based on the reports published by the SSA-AP. Information was

collected through interviews and FGDs from a wide range of stakeholders in the selected
mandals during the field study. Samples covered head masters (24), teachers (20), parents
(37), and students (104 Boys and 132 Girls). Besides, interviews were also conducted with
Deputy Inspector of Schools (Oriya medium schools), and representatives of NGOs in
Kadapa, Nellore and Srikakulam districts.
Tools of Data Collection
Schedules for school profiles, school observation, and guidelines for interviews with
teachers and Head Teacher, and parents along with a checklist for Focus Group Discussions
with students have been prepared to elicit information from the stakeholders to similar
questions.
 Classroom and School Observation Tool is used to observe the status of school
infrastructure, class room transaction and any issues having implications for inclusive
school. It is also used to take note of the nature of teacher-student interaction,
interaction among the students and participation of the students in school affairs.
This tool supplements information collected from interviews with teachers and Head
Teacher in understanding the school.
 Interview with Head Teacher is used to collect information about the school, needs
of the teachers, parents’ participation in school, challenges faced by the school due
to groups with special needs (differently abled, linguistic minorities, minorities,
vulnerable communities, etc), constraints posed by lack of infrastructure and human
resources, etc. This tool is also used to elicit information about Head Teacher’s
perceptions about language barriers and challenges posed by communities speaking
a dialect or local language different from the main language and medium of
instruction in the district.
 Interview with teachers is designed to collect information about teachers’

background, understanding of the language barriers, vulnerabilities and other forms
of exclusion in the school. More particularly the tool is used to collect information on
problems and solutions as perceived by the teachers who play a critical role in the
school.
 Interviews with parents were used to collect information that helps understand the
perceptions and preferences of the households with regard to medium of instruction
and concern about a child’s performance in the school. It also provides information
about their interaction with the teachers, participation in School Management
Committee, and problems affecting quality education from their perspective.

 FGDs were conducted for girls and boys separately wherever the strengths of
students permitted. FGDs had about ten students per group. Mixed group of
students was adopted where the number of students was small.
Field study, including training of the research investigators and collection of data from
sample schools, was conducted from 15 January to end of January 2015.
Analysis
As the subject under investigation is primarily qualitative, quantitative analysis has been to
the extent of helping infer broad patterns and conditions of the school situation, profiles of
the teachers, perceptions of the stakeholders with regard to the important constraints and
views and suggestions regarding the barriers to inclusive education. Classroom transactions,
constraints affecting the students and other stakeholders involved in the school, measures
to address the challenges have been discussed based on the interviews and supplemented
by quantitative data wherever feasible. Simple percentage for important variables has been
attempted. Case studies portray the socio-cultural conditions and factors at play in the
context of barriers to making inclusive schools in Andhra Pradesh.
Limitations
Being primarily a qualitative study, it is based on data from 24 schools selectively drawn
from six mandals of three districts. The findings help in mapping the conditions in different
linguistic environments of the state of Andhra Pradesh. Barriers to making inclusive schools
among other linguistic minorities in the state could vary, and this is another limitation of the
study.

Context - Inclusive School 2
E
ducation, as defined by Durkheim is one which ‘consists of a methodical socialization
of the younger generation’2. Education comprising deliberate inculcation,
transmission of values, norms, culture, behavioural patterns and socially accumulated
knowledge, assumes increasing importance as societies grow larger and more complex, and
increasingly depend upon literacy and access to schooling. Hence, the school also becomes a
homogenizing process in terms of framing the goals and accepted means to achieve them.
Right to Education Act envisages equal opportunities to all children to access quality
education and thereby equal opportunities to flourish in life to their full capabilities.
Children are not isolated from their milieu and social structure which is characteristic of
hierarchy and inequalities. Children are not only subjected to the consequences of
inequalities, both material and social, but become means of perpetuating the inequalities
and becoming victims of the structural constraints.
Children from marginalised and vulnerable communities inherit limitations in enjoying their
right to survival development, protection and participation. These constraints experienced
by children are reflected in their access to type of education and schools to begin with and
2
Education & Sociology, translated by S D Fox, Glencoe 1956.

their chances of continuing education to their desired level. Physical access of the school
and the experiences and learning outcomes in the school are also influenced by the social
background of the children and the status of the household. Vulnerabilities like differently
abled, membership of minority community or linguistic minority affect their inclusion in the
school. However, in recognition of these constraints experienced by certain communities,
the Constitution of India promised that the state shall ‘provide with special care education
and economic development to Scheduled Castes (SC) and Scheduled Tribes (ST)’ (Article 46)
support education among religious and linguistic Minorities (Article 30).
Exclusion and School

Education as an important institution of socialization requires direction, control and
authority and is defined by the state that controls political leadership and endowed with
‘the final power of coercion’3 and indeed ‘use of physical force’4. State, according to Marxist
perspective, thus exhibits the nature and interests of the society it represents and
legitimizes the means or behavioural patterns aimed towards achieving these goals. State
being a part of the society ‘the sum total of institutions’5, or the largest group to which an
individual belongs’6 represents the interests of the classes which are in ruling and
perpetuates a school system that suits its interests. The extent of distribution of education
and consequences following it (nature of job, incomes, social statuses etc.) is an indicator of
the nature of society (democratic or rule by minority) and a tool differentiating the
privileged from those who are not. Those who do not have access to education are not only
poor but are made victims of its consequences.
Besides, the very goal of an education system, according to Paulo Freire, would perpetuate
a ‘culture of silence’ and a negative self image of the oppressed. All those elements-
language, shared history, folklore and the struggles to retain identity, etc - forming the core
of the identity of the oppressed and the poor are suppressed and systematically eliminated.
And the very education system because of democratisation and growing access to the poor
will play a role in spreading informed action or ‘praxis’ and the means for the freedom of
the oppressed. Education for Freire is the process that facilitates understanding of the
contradictions and the foundations of poverty as well as inequalities, and awareness of
these realities is the basis for the growth of critical consciousness. School and its access to
the poor is therefore very critical to the empowerment of the masses. Neglect of National
Policy on Education - 1968 recommendation to build a National System of Education based
on the Common School System, reflects the nature of the state to promote class
3
Mac Iver & Page-Society: An Introductory Analysis, 1949, P. 456
4
H.H. Gerth & C.S. Milks (ed) Politics as a Vocation in ‘From Max Weber’ 1947.
5
Burgess & Park- Individual to the Science of Sociology, 1924.
6
A W Green- Sociology, 1956

stratification in school education.7 Thus, exclusion of the poor and the oppressed is part of
the goals of the education system and structural constraints with regard to schooling and
literacy are deliberate means of maintaining the status quo.
The school system also reflects the inequities and stratification of the larger society. School,
in the Marxist understanding, becomes the site for contradictions and conflicts of the
society. Currently, the school in India is seen as increasingly dictated by the Jomtien
Declaration. Anil Sadgopal outlined a five-fold agenda of Jomtien Declaration that aims at
making education “a commodity that can be traded in the global market and offered for
WTO negotiations”, promote “parallel layers of inferior quality education for various
sections of society, thereby becoming a multi-layered school system; this conception will
directly amount to denial of quality education to the under-privileged masses lacking
capacity to pay”, to “abdicate its constitutional obligation towards education of the masses
in general and school-based elementary education”, reject access to free elementary
education as a human right or fundamental right, lastly ensure that ‘education is not aimed
at building a conscious citizenship for a democratic, socialistic, egalitarian and secular
society’8. The current challenge in the country with regard to schooling and exclusion is
arresting the trend of privatisation of school which is based on three major features viz.,
proliferation of multi-layered system with several inferior quality parallel layers segregating
the poor from those who buy education as a commodity in the market, affect quality
education by diluting norms and standards in the government schools, and closure of
government schools under the pretext of ‘rationalization’. Advocates of Free and Quality
Education for All insist a publicly funded Common School System based on neighbourhood
schools and “the struggle for building the Common School System is simultaneously a
struggle for epistemic and social transformation as well. To be sure, this struggle is also a
part of the growing movement in the country against imperialist globalization and for
redeeming India’s democracy, sovereignty and role of productive labour and knowledge in
creating an egalitarian and just society9”
Features of Exclusion in School System

Govinda and Bandyopadhyaya (2008) identified exclusion in the education system in India
which is reflected in varied forms that include denial of access to school, constraints in
remaining in the school and progressing to higher levels of education due to structural
7
Education system in colonial India aimed at fostering intelligentsia brown in colour but white in thought and
taste. Education system in India “is based on the colonial approach to create ‘babus’ for running a political
economy, which is totally exploitative”, according to Anil Sadgopal, All India Forum for Right to Education
(AIF-RTE). See Education system based on inequality: Sadgopal, The Assam Tribune, 4 November 2014.
http://www.assamtribune.com/scripts/detailsnew.asp?id=nov0414/city054
8
Sadgopal, Anil (2006). A Post-Jomtien Reflection on the Education Policy: Dilution, Distortion and Diversion,
in The Crisis of Elementary Education in India (Ed. Ravi Kumar), SAGE Publications, New Delhi.
9
Sadgopal, Anil (2009). India’s Education Policy: A Historical Overview- Focusing on school education as a
Fundamental Right https://parisar.files.wordpress.com/2009/08/combatlaw_anil-sadgopal_historical-
betrayal_aug09_final.pdf

constraints and limited opportunities as well as ‘silent exclusion’. These constraints have
been analysed within the framework of six zones of exclusion starting from exclusion at pre-
school to constraints in completing secondary education.
If you don’t understand, how can you learn?
Key Messages:
1. Children should be taught in a language they understand, yet as much as 40% of

the global population does not have access to education in a language they speak
or understand.
2. Speaking a language that is not spoken in the classroom frequently holds back a
child’s learning, especially for those living in poverty.
3. At least six years of mother tongue instruction is needed to reduce learning gaps
for minority language speakers.
4. In multi-ethnic societies, imposing a dominant language through a school system
has frequently been a source of grievance linked to wider issues of social and
cultural inequality.
5. Education policies should recognize the importance of mother tongue learning.
6. Linguistic diversity creates challenges within the education system, notably in
areas of teacher recruitment, curriculum development and the provision of
teaching materials.
UNESCO- Global Education Monitoring Report, Policy Paper 24 February 2016
http://unesdoc.unesco.org/images/0024/002437/243713E.pdf
Educational exclusion is a form of social exclusion characterised by a lack of, or diminished,

participation in quality education and learning. It has its roots in exclusive policies and
exclusive practices. Children are excluded from education for a host of different reasons
including social, economic and cultural factors. Educationally excluded children include
linguistic minorities, first-generation learners, child labourers, street children, children
affected by HIV/AIDS. Exclusive policies refers policies in different spheres of the society
that directly or indirectly aggravate educational exclusion and also lack of appropriate
policies to further the aim of inclusion. Exclusive policies include the following:
 Inadequate budgetary allocation to elementary education

 Neglect of early childhood care and education
 Neglect of secondary education
 Neglect of basic adult education

 Encouragement of the private sector to provide basic social goods
 Failure to ensure common school system
 Continuation of child labour
 Exclusion of children with special needs
Further, the challenge of addressing exclusion becomes difficult with exclusive practices that
include cultural, economic, political, religious and social activities that, directly or indirectly,
foster discrimination and educational exclusion. Most important exclusive practices are:
 Inappropriate curriculum and teaching-learning materials

 Inaccessible and exclusive pedagogic styles
 Lack of mother-tongue teaching and learning
 Discrimination in school against the marginalised communities, girls and
disadvantaged communities
Young Lives research highlights hidden inequities in enrolment as well as achievement levels
across public and private schools and perpetuation of inequalities through introduction of
poor quality schools for the children from poor households.
Social and economic inequalities and growing phenomenon of different forms of schools is
aggravating exclusion of children from poor households. These findings of the Young Lives
study based on 3000 children and families in Andhra Pradesh from 2002 to 2010-11
indicates “a growing shift towards private schooling, not only in urban areas but also across
rural India, where low-fee private schools have mushroomed, carrying the fashionable tag of
‘English-medium10”. Young Lives study recommends that interventions aimed at ensuring
Education For All (EFA) must go beyond mere universal enrolment and emphasis on
‘common school system’ to ensure that the education system promotes equity and social
justice.
In spite of facing odds, Telugu (mother tongue) medium students performed significantly
better than their English medium counterparts at the primary level in Telangana and Andhra
Pradesh, according to a study conducted by Sree Kumar Nair, analyst at the Bharati Institute
of Public Policy, Indian School of Business. The study analysing the potential link between
medium of instruction and student performance at primary school level had sample size of
915 children from 233 schools from Telangana and Andhra Pradesh (coastal districts and
Rayalaseema) drawn from Young Lives longitudinal data of primary school children in both
the States. Math scores were used as proxy for student achievement and cognitive
development while taking into account various socio-economic factors. The study concluded
10
Young Lives (2013). Need for Systemic Reform in Education: Ensuring Poorest Children Are Not Short-
changed! India Policy Briefs, No. 1 http://www.younglives-india.org/files/policy-papers/need-for-systemic-
reform-in-education

that introducing English as medium of instruction at earlier grades in the school might
negatively affect learning outcomes (Mallikrajun, Y., 2015).
Recommendations
1. Teach children in a language they understand. At least six years of mother tongue
education should be provided in ethnically diverse communities to ensure those
speaking a different language from the medium of instruction do not fall behind.
Bilingual or multilingual education programmes should be offered to ease the
transition to the teaching of the official languages.
2. Train teachers to teach in more than one language. To fully support the
implementation of mother tongue based bilingual/multilingual education
programmes, teachers should receive pre-service and ongoing teacher education
to teach in more than one language.
3. Recruit diverse teachers. Policy-makers need to focus their attention on hiring and
training teachers from linguistic and ethnic minorities, to serve in the schools of
their own communities.
4. Provide inclusive teaching materials. Curricula need to address issues of inclusion
to enhance the chances of students from marginalized backgrounds to learn
effectively. Textbooks should be provided in a language children understand.
Classroom-based assessment tools can help teachers identify, monitor and support
learners at risk of low achievement.
5. Provide culturally appropriate school-readiness programmes. Locally recruited
bilingual teaching assistants can support ethnic minority children from isolated
communities as they make the transition into primary school, including by
providing additional instruction to them after they have enrolled.
UNESCO- Global Education Monitoring Report, Policy Paper 24 February 2016

Inclusive education and children of local dialects and languages in
Andhra Pradesh
Issue of inclusive education has received considerable attention due to the RTE and many
measures have been introduced from time to time. Inclusive education was initially
considered a major issue with regard to the children with special needs. The understanding
of fostering inclusive education was therefore considered to encompass all measures
related to design of the school, classroom transaction, teaching learning materials and
methods and all those activities that ensure all children in the school have equal
opportunities and treated equally.
Rajiv Vidya Mission (SSA) of Government of Andhra Pradesh adopted the approach wherein
“Inclusive education means that all students in a school, regardless of their strengths or
needs in any area, become part of the school community. They are included in the feeling of
belonging among other students, teachers, and support staff. The schools have a duty to
educate children with disabilities in general education classrooms”. The Rajiv Vidya Mission
(SSA) declared that “Government of Andhra Pradesh is committed to accomplish the
objectives of Sarva Siksha Abhiyan and adhered to the approach of inclusion in
implementing programmes for Children with Special Needs with a strong belief that
achieving education for all without the inclusion of these children, is not a reality”11 Along
with the concern for CWSN, the RVM-SSA has also embarked on addressing other forms of
barriers to inclusive education. Important among these measures is the recognition of tribal
languages for inclusion in school instruction.
According to the UNESCO definition, “inclusive education” or “inclusive learning” refers to

the inclusion and teaching of ALL children in formal or non-formal learning environments
without regard to gender, physical, intellectual, social, emotional, linguistic, cultural,
religious, or other characteristics12. It means that all students, irrespective of caste or creed
and any other social attribute, have equal access and are welcomed by the school “in age-
appropriate, regular classes and are supported to learn, contribute and participate in all
aspects of the life of the school”13. Inclusive education broadly refers to the inclusion of
marginalized groups, such as religious, racial, ethnic, and linguistic minorities, immigrants,
girls, the poor, students with disabilities, People Living with HIV/AIDS, etc14. It also refers to
"culturally responsive" education and culturally responsive pedagogy based on learning
11
http://ssa.ap.nic.in/InclusiveEducation/IED.aspx
12
UNESCO (2004). Embracing Diversity- Tool kit for Creating Inclusive, Learning- friendly Environments,
Thailand
file:///C:/Documents%20and%20Settings/UserXP/My%20Documents/Downloads/ILFE%20Tool%20kit%20UN
ESCO.pdf
13
http://www.inclusionbc.org/our-priority-areas/inclusive-education/what-inclusive-education
14
UNESCO (2009) Policy Guidelines on Inclusion in Education. UNESCO: Paris.
http://unesdoc.unesco.org/images/001

experiences sensitive of the cultural realities of the child (e.g. home life, community
experiences, language background, belief systems) and enlist community participation and
strengths. Such an approach to inclusive education requires to restructure policies,
curricula, cultures and practices in schools and learning environments so that diverse
learning needs can be met, whatever the origin or nature of those needs15. Such an
approach enables the school to adapt to the needs of the children rather than coercing the
children to adapt to the school. Current perspective of the RVM -SSA of inclusion
emphasizes to initiate measures to eliminate discrimination and provide accommodation for
all students who are at a disadvantage because of some reason other than disability.
Barriers to inclusive school

Some of the barriers observed are systemic and make governance structures less effective
in ensuring inclusive school. Common barriers applicable to most of the schools are listed
below:
School governance and systematic barriers: There are many systemic barriers including lack
of coordination between Education department and Sarva Siskha Abhiyan. The lack of
monitoring mechanisms and systemic approach in performance appraisals and on job
support to the academic cadres are also barriers for making more learner friendly schools.
Large number of vacancies at supervisory level including Mandal Education Officers, DEOs
and 95% vacancies in Teacher Education institutions, contributes to further weakening
governance structures in schools.
Community participation: School environment and school community linkages are very low.
RTE Act 2009 has mandated to establish School Management Committees (SMCs) for taking
an equal responsibility in school management. But these committees mostly remain
ornamental. Only 5-6% SMCs are functional and most of the SMCs don’t have any clue
about their role in school development.
Teacher Beliefs, Attitudes and Knowledge about Children: Teacher training is often a
routine activity without appropriate plan for organizing training programs for the teachers.
Most of the trainings are top down approach and designed with no link to actual needs of
the teachers and children. Teacher training lacks focus on child friendly class room
management, psycho social support to the children in school. Trainings lay emphasis on
teaching subjects and less focused on pedagogy. Such training poses serious limitations in
ensuring academic leadership among teachers and Head Teachers since teacher recruitment
is based on written tests.
School Curriculum: School curriculum is also one of the major factors for improving the
performance of the school. Classroom transactions based on the goal of completing the
15
Patton, M. (2011). Developmental evaluation: Applying complexity concepts to enhance innovation and use.
New York, NY, The Guilford Press.

syllabus using text books and black board and charts, helps little in improving quality of
education. Attention is required to introduce innovation in pedagogy and preparing
appropriate TLMs with no and low cost. Assessment of children performance based on CCE
as mechanical tools does not help overcome barriers in inclusive school.
Exposure to the outside world and other schools: Learning and personality growth of the
child is not dependent solely on school inputs. Children are part of the immediate
surroundings and socialization processes of the community. School should provide an
opportunity to have outside exposure to the children through peer group interaction,
Children Mela, and creating platforms for sharing ideas and thoughts for improving their
analytical abilities.
Lack of attention to health and nutrition needs of children: Health check-up in schools are
often neglected and there is no referral services for the children. Regular health check ups
and monitoring growth of children as well allocation of adequate grant for referral services
are issues of serious concern. Poor health and nutrition of children is observed to be major
constraint to active learning environment, especially among the girl child in KGBVs and
social welfare residential hostels.
Poor integration of ICT in classroom transaction: ICT is one of the major means for ensuring
inclusion in education. ICT can create an equal learning opportunity for children from
diverse backgrounds by showing digital contents and enhances scope for understanding the
concepts and creating knowledge beyond text book (see Annexure -2 for case study on ICT)..
Teacher’s time for inclusion: Teacher’s perceptions and understanding of children and their
needs plays significant role in ensuring inclusive school with active participation of the
teachers in generating learning opportunities for children. Teachers time for enlisting
involvement of parents in grooming the children at home is also critical to making schools
more meaningful and participatory, Common lesson plans for the whole class fails to enlist
active engagement of the child since every child is unique
RTE on elementary education in mother tongue

The right of children to free and compulsory education (RTE) Act, 2009 provides for free and
compulsory education to all children in the age group of six to fourteen years. Further, the
Section 29 (2) (f) of the RTE Act provides that the medium of instruction shall, as far as
practicable, be in the child’s mother tongue. Mother tongue includes dialects and languages
that may or may not have a script and spoken by large or small population. It is for the state
governments to examine the feasibility and ensure that medium of instruction is in the
child’s mother tongue.

Government of Andhra Pradesh has initiated measures to implement multilingual education
in eight of its 32 tribal languages. It is a pioneer in regard to recognition and use of tribal
dialects for school instruction.
Inclusive education - children of local dialects and languages:

Experiences of Andhra Pradesh
Education for ST students is a special focus area to the Sarva Shiksha Abhiyaan (AP). One of
the key concerns in this area pertains to mother tongue-based education to effectively
address barriers to inclusive education for the tribal children. In the section on the special
focus groups16, the textbooks are prepared in the mother tongue for ST children at the
beginning of primary education who have a language distinct from the regional language.
These text books prepared in the script of the regional language have multiple expectations
strengthening the goal of inclusive education. The approach adopted by the SSA-AP includes
multilingual education as a part of the ‘Quality Initiatives’. By 2003-4, the multi-lingual
education programme was introduced and the departments of Tribal Welfare and
Education, hitherto separate, were merged.
As part of the pilot project, textbooks were prepared in 2003 for eight major tribal
communities of the state viz., Adivasi Oriya, Banjara, Gondi, Kolami, Konda, Koya, Kuvi and
Savara. These text books for tribal communities were used in Srikakulam, Vizianagaram,
Vishakhapatnam, Khammam, Warangal, Adilabad, Kurnool and Nellore17. The pilot project
implemented in 220 schools was expanded gradually to cover 3000 schools covering 80000
children. It was the largest experiment of its kind in the world and considered a global best
one18.
Objectives of the SSA-AP interventions in MLE include the following19
 To develop appropriate cognitive and reasoning skills

 To enable smooth transition from Mother Tongue (MT) to L2 (State) L3 (National)
languages.
 To enable them to know more about their culture and community
 For a number of reasons education, which utilizes local languages and cultures, is
beneficial both to individual and to communities”
MLE interventions have specific outcomes:
16
http://ssa.ap.nic.in/specialfocus.html
17
Andhra Pradesh- MLE Status Report (2009). http://www.asiapacificmle.net/wp-
content/uploads/2013/03/Andhra-Pradesh-MLE-status-report.pdf
18
Sujatha, K (2012). Multilingual Education- Innovation for improving quality of learning, National Workshop
on Innovative Practices in School Education, held on 9-10 November, 2012 at Vishakapatnam, organised by
Centre for Innovation in Public Systems (CIPS), Hyderabad
19
http://ssa.ap.nic.in/F_Multi_Lingual_Edn.pdf

 Creates interest towards education and thereby reduces the dropout rate of tribal
children
 Reduces the stagnation of the tribal children in the same class for two or three years
 Though not directly, it may indirectly help the illiterate tribal adults to make
themselves literate
 It helps in the construction of tribal culture
The curriculum plan comprises:
 Class I - Child learns in his/her Mother Tongue – curriculum subjects are tribal
language & mathematics
 Class II - Child learns in his/her Mother Tongue- curriculum subjects are tribal
language & mathematics – learns Second Language (L2- Telugu) orally
 Class III - language, mathematics, environmental studies through Mother Tongue and
L2 introduced as Second Language
 Class IV – Mother Tongue and Second Language (L2) as medium of instruction
(Bilingual textbooks) introducing oral Third Language (L3- English)
 Class V- Mother Tongue & Second Language (L2) as medium of instruction, reading,
writing of Third Language (L3- English)
 Class VI – Transition to Second Language (L2) as medium of instruction in all
curricular subjects
Impact assessments of the use of tribal dialects for elementary education revealed many
positive aspects and also areas for further action to consolidate the experiences and
strengthen the approaches with better monitoring and support systems. The
recommendations and findings made by these studies hold good even today. There are
several positive outcomes for inclusive education and serious interventions are required to
ensure that the gains of the pilot project are mainstreamed in expansion of the project.
With the RTE coming into vogue and placing emphasis on mother tongue based education
from Class I onwards, the process of learning, preparation of curriculum and innovation and
implementation of the entire process needs special attention to ensure that the tribal child
is not denied the right to education in mother tongue. SSA-AP recognised the “need to
recruit teachers from tribal communities because at present the existing teachers are only
teaching these languages with the help of local tribal youth and special trainings imparted
by SSA which is not sufficient to fulfil their needs20”.
Role of language as a major factor in addressing barriers to inclusion is also highlighted by

the State Level Achievement Survey in AP. Achievement levels of children of Classes III and
VIII indicated highest mean score for Telugu and lowest mean score for mathematics.
Continued highest score for Class III and Class VIII for Telugu indicates the role of language
20

in learning achievements and also the influence of home, the surroundings and daily life
interactions which constitute the 24X7 school of any child.
The SLAS 2014-15 Report revealed that overall achievement levels of Class VIII students in
the state for five subjects had a mean value of 47.7. The highest mean score was 54.6% in
Telugu and the lowest of 29.2% in mathematics. Overall achievement levels of Class III
students for four subjects had a mean value of 17.1. Among the four subjects, the students
scored highest in Telugu (20%) and lowest in Mathematics (15.1%). Students showed very
poor results in English and Maths – subjects which are considered very essential for
development of important life skills (communication and calculations) and also for success
in higher education and professional endeavours21.
Table 2: Overall Achievement Level of Class III and Class VIII students for all subjects in 2014-
15
Class Telugu English Maths Env Sci Social Overall
Class III 20.0 15.6 15.1 17.5 17.1
Class VIII 54.6 42.4 29.2 30.5 32.7 47.4
Source: SLAS 2014-15 page 6 and 12
Language which is critical to the learning achievement has been a barrier when the language
of the linguistic minorities has not been included in the curriculum and when they are made
to learn and demonstrate in a language that is alien to them. These issues are recognised in
the MLE interventions of the GOAP.
Rationale for the use of mother tongue is equally valid for the children from linguistic
minorities. Similar measures are required for the children of linguistic minorities.
Key features of inclusive education for children of local dialects and languages:
 Education in mother tongue for the students from tribal communities or linguistic
minorities helps identify and harness the strengths of the child
 Helps makes education relevant and customized to meet expectations of each child
and ensure full opportunity to participating in the life of the classroom
 Helps enlist child’s parents in their education and in the activities of the school
State government’s overall strategy at macro level 22 for inclusion emphasized five levels
viz.,
 State Policy (Evolving State Policy framework on inclusion in education at
elementary level, and shift towards inclusive education as a thrust area in ensuing
educational reforms)
21
GOAP-SSA (2015): State Level Achievement Survey 2014-15. A Study on Learning Levels of Students
Studying Class III and Class VIII in Andhra Pradesh- A Report, Hyderabad
22

 Teacher Education (Restructuring of teacher education curriculum (Pre-service & In-
service) in the backdrop of inclusive education. strengthening of resource centres at
various levels, training, networking, feedback)
 Systemic Support to Inclusion in Education (sensitizing the educational officials, field
personnel at all levels on inclusive education as a paradigm shift to address the
concerns of equity, equality and quality in elementary education; building networks
and developing support and monitoring system to sustain and improve the inclusive
practices in the school system)
 Development of School Leadership as a means to transform the schools towards
inclusion (school leadership as a strategy at different levels to lead the change
towards building inclusive environment in the schools through innovations. Every
school shall have autonomy to evolve their own models in the context they are
working)
 Enlisting the Support of SMCs, Parents, Families, Community, Civil Societies and
other line departments to foster the Inclusion in Education (evolving strategic
framework to involve SMCs, and civil societies and other line departments to create
synergy in promotion of inclusive education at various levels; creating networks and
space for convergence at different levels to evolve joint strategies and planning,
support systems, monitoring, and sharing of experiences, ideas etc)
 Research and Development (focussed research studies, case studies and evaluative
studies to identify the needs of the children, in evolving models of inclusive
education, suggestive interventions and its fallouts)
 Re-orienting the existing Inclusive Education structures of the Government
towards new paradigm shift of inclusive education
The vision on inclusive education also outlined a detailed strategy at the micro level. It
advocates:
 Empowerment of schools in fulfilling the children’s needs and desires by removing all
types of barriers in terms of capacity building of HMs, teachers and SMCs. Ensuring
equality and dignity for all children within the school and classroom space.
 Based on the local contexts, every school should have their own vision, own model
of inclusive practices
 Strengthening of school leadership
 Mentoring, modelling, coaching as a key strategy shall be adopted in leading the
people and other service providers
 Adapting the curriculum according to local specific, socio, political, economic and
cultural context to promote conducive environment through building the
interpersonal relationships among children, children and teachers, teachers and
community

 Teacher readiness, preparation (pre-service and in-service) and delivery in
addressing the diverse needs of all the learners, ensuring an egalitarian learning
environment in the classroom and in the school
 Guidance and counselling cell to overcome the barriers and to strengthen the
inclusive practices for children, family, parents and community members
Other forms of barriers
Lack of infrastructure and adequate teachers to ensure quality education is also a major
barrier for inclusive education. Poor quality of education is reflected in several children by
dropping out of school or shifting towards private schools or ‘budget schools’. Result of this
twin phenomenon is the cause of schools having far less students to run the schools.
Growing shift towards ‘private education’ is a matter of grave concern, because the
government schools are increasingly becoming abandoned. According to ASER data 2014,
the exodus to private schools is across states with low or high enrolment in private schools.
One of the responses of the government to this crisis is ‘rationalization’ of these schools,
which is closing down or merging these “underperforming” schools. After the
implementation of RTE Act in April 2010, about 1 lakh schools have been closed down across
the country according to a data compiled by a civil society organization. Reports reveal that
17,129 schools have been merged in Rajasthan, of which 4,000 have been completely shut.
Number of schools being closed is significant: around 2000 in Telangana, 5000 schools in
Odisha, and 1,200 in Uttarakhand.
The myth of better quality of education in private schools is complex and obscure. The
comparative performance of children from private schools will be better obviously because
their families can afford to provide better environment for teaching, learning material,
private tuition and also assistance of the parents (usually mother not having to work to feed
the family) with regards to the child's education. So, comparing performances of children
from private schools with their counterparts from government schools is not comparing
apples with apples (Wilima Wadhwa, 2014). This trend will further hit hard the poorest of
the poor who have no other alternative to schooling.
Majority of the government schools in Andhra Pradesh, according to a recent study by AP

Alliance for Child Rights, lack basic infrastructure, safety and sufficient staff23. About 90 lakh
children studying in 76,467 government schools with infrastructure of only 279,615 class
rooms means many rural children are studying under the trees, according to this report.
Poor infrastructure and non-functional toilets and lack of safety affect the chances of girls.
23
APACR (2014). Study Report on the Implementation of Right to Education Act, 2009 in the state of Andhra
Pradesh, Hyderabad.

GOAP has initiated measures to address issues of inclusion in education in a holistic
perspective. Six key domains have been identified for ensuring inclusion in schools:
 Inter personal relationships
 School leadership
 Community involvement
 Child participation & teacher facilitation
 Teachers’ advance planning & preparation
 Utilisation of available resources

Brief overview of the issues
of Multi Lingual Education
in inclusive school
3
B
arriers to inclusive school and what is expected out of the school is greatly
influenced by the dominant cultures of education, i.e. the values of the elite and the
school bureaucracy which may not be written down but are shared by the actors in
the school and education of the children in the particular locations. It is a shared value, so
much so that it is taken for granted and as normal. Withdrawal of local dialects and
languages, mother tongues of the numeric minorities or underdeveloped regions and tribal
communities, is not perceived as a matter of concern. It is not surprising that imposition of
the languages of dominant communities is internalised and popularised to the effect that
the members of linguistic minorities, tribal communities start believing their languages are
inferior to other languages.
On the macro level, these practices are resulting in the popularisation of English as the
superior language and the language of success and growth. Consequently, vernacular
languages and official languages of the states are gradually ignored. In Andhra Pradesh, it is
reflected in many Telugu speaking households preferring to send their children to English
medium schools. At the regional and micro level, this similar trend of linguistic hegemony is
seen in the gradual elimination of regional dialects, tribal languages and mainstreaming of

linguistic minorities. Devanoora Mahadeva24 stressed the need to look at the possible
connection that “exists between education in the mother tongue and their pace of
development. When common education is provided in the mother tongue, skills and talents
emerge from every nook and cranny of a populace, and the nation is enriched. Gainful,
skilled activities thrive in every household”.
Problems of linguistic minorities have received attention of the Andhra Pradesh legislature
as well. A Joint Legislature Committee25 with Council Chairman A. Chakrapani examined the
situation of Telugu medium schools run in Orissa, Tamil Nadu and Karnataka states and
submitted the report in 2012. The 14-member committee observed the need to help Oriya,
Tamil and Kannada medium schools run in Andhra Pradesh. The panel recommended
exclusive Telugu medium schools in Telugu speaking areas like Parlakamidi, Rayagada,
Jeypore, Berhampur, Chandrapur, Cuttack, Puri, Attaveer and Sambalpur of Orissa state. The
panel recommended that the Tamil Nadu Government initiate steps to fill up the vacant
Telugu teachers’ posts and establish Telugu medium schools in Chennai, Tiruvallur, Vellore,
Krishnagiri, Dharmapuri and Salem districts. The Committee also observed that Telugu
medium schools were facing a fund crunch, insufficient Telugu teaching staff and overall
neglect. Other recommendations include redressal of the problems of the linguistic
minorities through the minority welfare department.
Denial of the right to education in one’s mother tongue has been argued to be a major
reason for poor performance of Adivasi children and their alienation from school. Exclusion
of tribal languages and teachers’ negative attitude towards tribal dialects is seen as partly
responsible for the lack of interest children have in their studies, and low performance and
high number of out of school children.26 Devanoora Mahadeva links the problem of many
children of disadvantaged communities being pushed out of school partly due to the faulty
language policy. He says “Because of unequal education, with no access to a common,
neighborhood education in the mother tongue, village children, street children and children
from the oppressed communities are dropping out of school”. Teachers have a low opinion
of the language of economically and politically disadvantaged communities. The very
description of languages spoken by Indians in different parts of the country as ‘vernacular’
meaning “language or dialect spoken by the ordinary people of a country or region” is
colonial and discriminatory. Alienation of a child from one’s mother tongue is an act of
dispossessing and disarticulation. The child learning in a foreign language starts growing
with a barrier. Negative implications of neglect of local languages have been viewed as a
24
Devanoora Mahadeva (2015). Who Is Killing Our Languages?, Outlook, March 9, 2015
25
http://www.thehindu.com/todays-paper/tp-national/tp-andhrapradesh/help-telugu-medium-schools-in-other-
states/article1402662.ece
26
Nambissan, Geetha B. ‘Language and Schooling of Tribal Children: Issues Relating to the Medium of
Instruction’, Economic and Political Weekly XXIX (42), 1994, 2747-54.

process of cultural dominance by the ‘National Focus Group on Problems of Scheduled Caste
and Scheduled Tribe Children’.27
Besides making the child disadvantaged by forcing to learn in a language that is not one’s
mother tongue, the child is made doubly disadvantaged by eliminating the child’s
worldview, child’s culture, folklore, mythologies and lifestyles from the textbooks. An
absence of the child’s worldview in the textbooks compels one’s disassociation from all that
is one’s own and fosters a culture of disempowerment. That is the situation of several
languages and dialects in the country that are gradually becoming extinct or stigmatised. A
child speaking languages of tribals or linguistic minorities faces serious barriers to inclusion
since the schools are still excluding local languages and dialects.
Exclusion of such dialects and languages violates the spirit of the RTE, which essentially
promises an education system free of discrimination, which treats everyone equally, and
provides fair opportunities. Teachers’ preconceptions, biases and behaviours, subtle or
overt, conscious or unconscious towards the ‘hidden curriculum’ becomes a means of
unnoticed discrimination against children of SC/ST background.28
Several studies indicate that beginning education in the mother tongue and gradually
building competence in the second language is critical to fostering educational success of
children of minority languages. Multilingual education (MLE) reduces the linguistic and
cultural barriers faced by students when entering school29. It is also seen that low
performance of tribal children compared to non-tribal children is due to lack of familiarity
with the medium of instruction they are subjected to.
In recent times many languages and dialects in India have been recognised by state
governments for inclusion in school education. Tribal languages also received the attention
of authorities and textbooks have been prepared for children of these communities by using
the script of the state official language.
District studies and state level REMS of SSA- AP also shed light on the status of the RTE and
issues of concern to inclusive education. These studies highlight the changes taking place in
making schools accessible to children of rural and tribal communities, learning
competencies and pedagogic aspects of the class room transaction and the measures
required for improvements. A few of these district studies and state level REMS of SSA- AP
have specifically looked into the education of tribal children.
27
Jha and Jhingram. ‘National Focus Group on the Problems of Scheduled Castes and Scheduled Tribes’.
National Council for Education Research and Training (NCERT), New Delhi, 2005
28
Kumar, Krishna. ‘Social Character of Learning’. Sage Publications, New Delhi, 1989
29
Pamela MacKenzie, Multilingual Education among the Tribal Communities in India

Constraints faced by Adivasi children studying in a different language are noticed by recent
studies in Andhra Pradesh30 and that absenteeism of ST children is also due to the problems
of comprehending Telugu which is not their mother tongue. The mean score of achievement
of children of non-agency areas is higher than the agency area and overall achievement
score of non-tribal children is higher than the ST children (Lingaiah, 2010). It is observed that
is part of the community and educational achievement. In Adivasi areas, it is seen that the
socio-economic milieu and the household’s status influences the child’s educational
performance.
An inclusive school needs to be responsive and sensitive to the local cultures and languages
since the child’s learning process is shaped by formal and informal forces31. Language skills
and pronunciation among the children is not only learnt from the school but also influenced
by the continuous learning process shaped by their daily interactions with people in the
neighbourhood. Studies on Telugu pronunciation among non Telugu speaking tribal
students reveal that ST children have difficulties in learning in Telugu, since that is not their
primary language; and also that Telugu language of the text books is beyond their level32.
Innovative teaching method like MLE method is a great need for primary schools of ST
children. Use of local language and examples from the child’s daily world and culture makes
the TLM more effective (Narender Reddy, 2014).
Studies on the role of teachers in MLE recommend that teachers familiar with local
languages are more effective in helping the learning process among the children33. Field
studies also recommend that teachers should be from the local area so that they are
familiar with the local language and dialect (Devasena, 2007). An effective learning process
requires regular correction of the errors in pronunciation influenced by different local
dialects. Care has to be taken in making schools more inclusive for children faced with a
medium of instruction different from one’s mother tongue. Socialisation of the adivasi
children is to be recognised as an important factor in the child’s learning; the school should
promote active interaction and engagement in extra curricular activities (Hari Prasad D,
2005). Studies on learning abilities of ST children in Andhra Pradesh stressed the need for
effective and intensive monitoring.34 There is a strong monitoring mechanism along with
developing a team of resource persons to support the teachers on a regular basis35.
30
Lingaiah P and Ashok (2010). “A study on performance of children in tribal welfare and other schools in
Adilabad district”, SSA-AP, Hyderabad.
31
Devasena. K (2007). “Learning among the students of Tamil mother tongue and Telugu in areas with Tamil
influence”, SSA-AP, Hyderabad.
32
Srinivas Rao, S (2005). “Telugu pronunciation among tribal students”, SSA-AP, Hyderabad.
33
Hari Prasad D (2005). “Promotion of Telugu language ability among the tribal children”, SSA-AP,
Hyderabad.
34
Ram Mohan Rao (2006). “Learning Abilities Among the Tribals”, SSA-AP, Hyderabad.
35
Narender Reddy (2014). “Study on the effectiveness of MLE method in achieving language skills in Banjara
children at Primary Level”, SSA-AP, Hyderabad.

Reflections from field study-
School in a challenging
context
4
G
overnment schools are faced with several challenges. Basic infrastructure like
drinking water, toilets, classrooms and teacher strength are not satisfactory in
many schools. Another constraint is posed by a shift in parents’ perception about
private schools and English medium schools as better options to government schools.
Another challenge to inclusive education is posed by the diverse needs of multi-lingual
students. Quality of education is affected by all these factors. Yet, these schools fulfill the
educational needs of the poor households who cannot afford any other option in most of
the schools in the state. In the absence of these government schools, a large section of the
children would undoubtedly be out of school.
A few schools have been shut in the past five years owing to unviable size. Entry of private
schools, and English medium or local language schools in the recent times have led to the
closure of a few government schools. Children from such habitations either are forced to
send their children to private schools than travel longer distance to the closest government
school. Households who can afford ‘better’ schools, often find convenience through
motorable roads, auto-rickshaws and at times the private school van. Some habitations have
small number of children which has become a constraint for further enrollment.

This section of the report discusses the social context in which government schools operate
and also the constraints and barriers they negotiate with. Any special efforts and successful
interventions and major issues of concern are discussed from the data collected through
field study in six mandals of Nellore, Kadapa and Srikakulam.
Inclusive Education for Linguistic Minorities

Policy of the Andhra Pradesh government with regard to linguistic minorities in the areas
covered by field study, provides evidence of response to the special needs of the children
speaking Oriya, Savara and Tamil. Elementary education to the linguistic minorities is
ensured through two approaches viz., access to free elementary education in the border
areas, and education in mother tongue of the linguistic minorities.
Providing access to free elementary education to linguistic minorities is a challenge. Schools

in the border areas have disadvantages of being in locations that are poor in educational
resources, areas with poor transportation, and complex with multiple linguistic demands.
The very access to schools beyond Class V or Class VII, irrespective of the medium of
instruction, is limited. Limited number of high schools and junior colleges act as a barrier to
the aspirations of the people dreaming of education as a means of life transformation.
Elementary education is viewed by parents and children as more of literacy. Students and
their parents fail to appreciate school as a means of realizing hopes of a better life for
individuals and community development at the collective level. Teachers and educational
authorities face constraints with regard to enrollment and retention in such locations where
going to school and studying is not seen as an important part of progress and better career.
Presence of schools in these inter-state border areas plays an important role of preventing
child labour, early marriages and illiteracy. Access to elementary education in these
challenging areas provides the foundation for further improvements in future.
The sample mandals have 3 to 13 government high schools each and four mandals have one
or two APSRWS or KGBV. Junior colleges, private or government, are very limited in these
mandals (see Table 3). There is no junior college in Tada mandal of Nellore district.
Many schools have been upgraded last year to the next higher class. However, some schools
have not started the additional class. Approvals were given for primary schools and upper
primary schools to run the next class VI and class VIII respectively. Kudiri MPUPS in Nellore
district, for instance, was sanctioned class VIII. The school has 5 teachers (1 SA and 4 SGT)
for strength of 103 students. But the order was quite late and they don’t have Class VIII this
academic year. Next year the students will study Class VIII as well in the same school.
“How far can we expect the child to study, when there is no college anywhere in the
mandal. Studying till high school is all that we can think of. That doesn’t help my child to get
any job. I can’t send my child to district headquarters” (parent from Ramapuram village in
Nellore).

“If this school was not there, most of these tribal children would have been grazing cattle.
We cannot send them to the town. There are eleven children going to the school” (parent
from Girijana Vidya Vikasa Kendram, Bhutalaguda, Kottur mandal, Srikakulam).
Rayachoti 1
Kadapa 13
Sambepalli 2
Kadapa 6
Kottur 0
Srikakulam 7
Bhamini 1
Srikakulam 4
Sullurupeta 1
Nellore 8
Tada 0
Nellore 3
0 2 4 6 8 10 12 14
APSRWS/ KGBV High School
“Oriya medium schools are few and there are no chances of continuing the education in
college or degree level. It is better to study in Telugu medium if you have to get some job.
But these Oriya medium schools up to primary school help the child to study without fear
and also learn Telugu that they have to know for further studies” (parent from Liviri village,
Srikakulam).
“I like to study in Oriya medium school. Many of my friends also want to study in Oriya
medium but they are in Telugu medium. Oriya medium high school is far off and my parents
don’t like to send me there. I don’t know whether I will change to Telugu medium soon or
stop studying” (Radha, student of Class V, Liviri village bilingual school, Srikakulam).
“We come daily to school to study. We go home after lunch to keep back the lunch plates.
We come back soon, because we can play with our friends here” (Kadiritippakandrika PS,
Nellore district).

Multi Lingual Education through local languages
Government schools are the major source of access to education to the linguistic minorities.
Government Schools are the only source of education for the children of Savara tribe of
Srikakulam. Similarly, government schools are the exclusive source for Oriya speaking
linguistic minorities in Srikakulam as there are no private schools in Oriya medium. In
contrast, Tamil community in Tada mandal has access to several private Tamil medium
schools. There are also schools across the border where the children from border villages of
AP commute to study in the mother tongue.
Government response to education in mother tongue varies across the districts of the field
study. MLE response is active with regard to Oriya and Savara languages. There is no MLE
intervention with regard to Tamil.
Table 4: MLE interventions vis-a-vis different linguistic minorities

Minority Government schools Private schools in the region
language
Savara tribal Savara text books as a bridge No private schools offer Savara
language language to Telugu medium. medium in Bhamini and Kottur
Although the text books are mandals of Srikakulam.
available in Savara, they are
hardly used. They are Telugu
medium schools in practice
Oriya Oriya medium schools No private schools offer Oriya
medium in Bhamini and Kottur
mandals of Srikakulam.
Tamil Nil There are private Tamil medium
schools in Tada mandal of Nellore and
government and private schools
across the borders in Tamil Nadu
AP Government has provided a curriculum based on National Curriculum Framework 2005

in Savara language up to Grade 5 (textbooks and other materials such as local stories). MLE,
initiated in 2004 through Savara, has an integrated theme-based approach in the early years
with subject based textbooks. Themes are chosen from the local culture and environment.
Specific lessons also focus on language and maths skills. The second language (Telugu) is
introduced gradually, starting in grade 2, orally at first, then written. However,
implementation of MLE in Savara requires special attention to ensure teaching is conducted
in the tribal language.
“Telugu is more difficult for us. We can speak but cannot write well. I am in Telugu medium
yet I am not that good at it like the boys and girls whose mother tongue is Telugu” (boy from
Liviri school, Srikakulam).
“We find English, social studies and science more difficult” (girls of Elupuru MPUPS, Nellore).

“Children are poor in Telugu. Children of this school speak only Tamil. They start speaking
Telugu with an accent only when they reach Class VI or VII” (HM of Bhimilivaripalem MPUPS
of Tada mandal in Nellore).
Basic infrastructure of the schools and incentives
Most of the government schools have buildings with one or two class rooms, office room,
kitchen or space of cooking as well as toilets and drinking water facility. However, the
functionality of toilets and drinking water is a matter of concern. Adequate number of class
rooms is also a matter of concern as the exiting rooms are in poor condition in some cases.
School buildings are designed for multi-grade class room teaching.
Inadequate or gaps in infrastructure pose a major constraint in making schools attractive or

safe for the children. For instance, Kadiritippakandrika PS has 30 students (17 boys and 13
girls) from class I to V and three teachers. The school has two rooms, toilets are not
functional and there is no facility of drinking water.
Karuru Primary School of Tada mandal in Nellore has 29 children enrolled. There were three
teachers, but two teachers were transferred to other schools. One post for the teachers was
discontinued because of low strength. It is a single teacher school now, and a Vidya
Volunteer was appointed by the RVM in November 2014. Very few children of the 4000 odd
population of the village come to this school. Most of the children go to Tamil medium
school. They go to school by auto rickshaws and school buses. There is a government school
and a private school at Arambakkam in Tamil Nadu state, about 2 kms from the Karuru
primary school.
Poor school buildings, unsafe locations and absence of toilets and drinking water are
concerns in two out of 24 sample schools. “Our school is right in front of the pond which has
no bund. We cannot play freely or walk without worrying about falling into the pond. There
are no toilets that we can use. There is no drinking water as well. It is inconvenient to come
to the school with all these problems”, said Kum Sirisha of Kadiritippakandiga Primary
School, Nellore
The academic year has 220 working days from June to April. Normally, schools operate from
9.00 a.m. to 4.30 p.m, with one hour lunch break from 12.15 p.m. to 1.15 p.m. Teachers of
some schools informed that they function from 9.00 a.m. to 4.00 p.m. While in summer
(March and April) the schools operate from 8.00 a.m. to 12.30 p.m. All children have free
education without fee for tuition or exams. Text books and two school uniforms are
provided to every child. Students are also provided midday meals regularly. Eggs are part of
the menu on Tuesday and Friday.
Children with Special Needs (CWSN) are provided aid and support for the moving around.
Schools also have ramps where CWSN are enrolled. There are one to five CSWN students, in
ten out of twenty four schools.

Table 5: Number of Children With Special Needs
visually physically speech learning impaired / children with multiple Total
impaired disabled impaired mentally retarded disabilities
1 3 5 12 7 28
Quality of education and teachers’ role in making schools inclusive is more important in the
context of girls. Schools are expected to stop reinforcement of gender stereotypes so that
girls are free of gender based discrimination otherwise seen normally in the community.
There is need for greater sensitivity towards these issues.
“We don’t like corporal punishment. Teachers cane us, kneeling down and other forms of
punishment. We also don’t like to do sweeping and cleaning of the school premises”
(Dinesh, a student of Kudiri MPUPS, Nellore).
“We also don’t find it comfortable to come to school when other boys make fun of us and
call names. We get hurt with some of the things said by the teachers” (girls of Elupuru,
Nellore).
Tests and Assessment

Multi grade teaching is the practice across all schools. It is a common practice and many
students are engaged in passive learning (reading or writing) while the teacher is interacting
with one batch of students in the class. More than half the time of the day the child does
not interact directly with the teacher.
Government primary and upper primary schools have a regular assessment system which
comprises of Formative Assessment (4 tests) and Summative Assessment (3 tests). These
tests form the basis of grading the students. These tests help in identifying achievement and
performance of the students. Besides, the teachers in most of the schools also have other
means to ensure that students are able to achieve expected levels of understanding and
skills through home work, slip tests and project work. Assessment method is similar to
Telugu medium, as well as Oriya bilingual schools. School curriculum begins with language
and gradually introduces the subjects. Details of class wise subjects of Telugu medium
schools are furnished below.
Table 6: Subjects covered by class

Class Subjects
Class I & II Telugu and English
Class III, IV, V Telugu, English, Maths, Env Sciences
Class VI, VII Telugu, English, Maths, Env Sciences, Hindi, Social Studies
“Grading system is taking lot of time. Is it necessary? We can teach children better if we
don’t lose time for such thing”, said a teacher from Elupuru MPUPS, Nellore.
“We have too many tests” (girls of Elupuru MPUPS, Nellore).

Children and learning achievements
Students come from different backgrounds and learning outcomes dependent on one’s
interest in the subject or how one regards teachers, situations at home with regard to one’s
performance at school, interaction they have with teachers, and the support they get from
the peers. All these factors vary immensely for each student and also change from time to
time.
For varied reasons, not all students understand what the teacher is explaining. Children who
are not regular obviously have poor performance. Students can be classified into three
categories- slow learners who constitute about 10%, medium learners who constitute about
60 to 70% and bright who constitute about 20%. Bright and medium learners are from
families who are better off, or have parents who are literate or who can afford private
tuitions, explained a teacher from Elupuru MPUPS, Nellore.
“Yanadi students are interested in studies and they are very creative. They are very good in
arts, drawing, singing and games. They have lovely hand writing. But these children are not
regular. We go to their houses every week to ask them to come to school. We have lost our
value. We don’t know how to motivate the parents and children. They are absent for a week
if they are absent for a day”, told a Teacher from Elupuru MPUPS, Nellore.
Problem of low attendance

Enrolment figures vary in the first two months of the academic year of some schools.
Schools in locations with migration or presence of other schools have such issues of
transition. A few children drop out or shift to another school for different reasons. Some of
the children drop out and help the family in their work. It happens more with the tribal
children, as in Srikakulam or Tada of Nellore. Yanadi children in Nellore drop out of the
school to assist the family or simply stay back.
For instance, Ramapuram MPUPS of Tada mandal in Nellore had 143 children enrolled in the
calendar year which dropped to 133 after striking off of names because they were absent
for more than a month.
Problem of low attendance after the vacations differs across the districts. It is also because
of the cultural events and festivals of the linguistic minorities that are different from the
school calendar of the state. Usually there is less attendance of the children after the
festival vacation. The problem is serious in areas like Tada where the children tend to visit
their relatives across the borders or spend time with the other Tamil families locally whose
Tamil Medium schools have holidays on different days. As a result, the Tamil speaking
children in Tada schools have ‘additional vacations’ whenever the Tamil medium schools
have vacations.

Absenteeism starts from Dasara festival, which is almost 10 days. A few children don’t come
to school after the festival and parents don’t bother to send the child back to school.
Fifteen children from Konnebattu PS of Sullurpeta Mandal in Nellore are going to private
school at Sullurpeta, severely affecting the enrollment of the school.
“Every Saturday is a major problem. Half of the children are absent on Saturday
because the Tamil medium schools in the neighbourhood are closed that day” told
HM of Bhimilivaripalem MPUPS of Tada mandal in Nellore district.
“I like to spend time playing with friends. And like to go to school after some time
but the vacations have already been over. My friends and cousins also were there
during the festival time, it was nice to be with them. The teacher enquired with our
parents and then I came back” told Rakesh of Class V.
“Parents think that fishing is their livelihood and no boy studies beyond class X.
Children support the family from the age of 15 or 16 by entering into the traditional
occupation of fishing. Girls stop studying after class VII. Parents don’t understand the
importance of education, the whole village smells of fish”, complained a teacher of
Tada mandal, Nellore.
Yanadi ST children are not regular. They are frequently absent.
“We (teachers) go to their house and on our persuasion they come to school. Once
the prayer starts, couple of the teachers go the village to call the children who are
absent. Next day they are absent again. They go playing or just stay at home. Older
children go to work. ‘Don’t know where the child is, see if you can find him
somewhere around, says the parent”.
“Going after the parents regularly, we have become a laughing stock; they think it is
for our gain that we are asking their children to attend the school”, teacher from
Peddabidika PS of Kadapa.
“This is our daily routine, as the parents are not bothered about the child going to
school or idling at home. Parents don’t cooperate and we can not meet the child or
the parents”, a teacher from Sambepalli mandal, Kadapa.
“More girls are absent among Yanadi ST students. Especially, the girls from class V do
not attend the school. Our girl won’t come to school, she attained menarche, the
parents say. We tell them that she could attend school because we have sanitary
napkins and the toilets are there to change. But the parents don’t listen,” explains a
head master from Elupuru MPUPS of Nellore district.
There is low attendance of children of Oriya community in Bhamini mandal of Srikakulam

during the Oriya festivals which are not covered by the school.

ST children also perform better if they come to school regularly, but they don’t. Two ST girls
from the school were selected on merit basis into Gurukula school at Thummalapenta. ST
children also do well in sports and cultural events. They bag most of the awards in sports
and cultural activities, informed a Teacher of Konnembattu PS, Tada, Nellore.
Absenteeism is low among the SC students compared to ST students in Konnembattu village

of Sullurpeta of Nellore. Yanadi ST students are less regular to school because the parents
are illiterate and also poor. ST children are engaged in domestic work or wage labour by the
time they come to class V, at which time they are about 11 years or more as they join the
school late. Boys go for farm labour or fishing or take care of siblings when the parents go to
work in mango orchards. There are 29 ST students out of total strength of 65 in
Konnembattu PS.
School authorities also try other means to ensure the child attends the school regularly. All
they hope is if the child is not absent then he/she is there till the end of the classes in the
school. Teachers who are concerned about having most of the children attending the school
try different measures. Some of these measures are not acceptable and are coercive. “We
invited elected members of Gram Panchayat, other dignitaries and reputed members of the
village for SMC meetings. We told that ration cards would be cancelled if the child is absent.
Yet there was no improvement in attendance of the children who are not regular,” told a
teacher from Sullurpeta mandal of Nellore.
Children in Kadapa and Srikakulam tribal areas and border mandals have different problems.
Children are not regular in Rayachoti mandal because they are required at home for
assistance in household chores since many children have their parents working in
neighbouring areas. Some of the families have a single parent because of migration to
Kuwait. Problems at home are also to be looked after by the elder kids.
Tragedies at home and family conditions also affect the child’s participation in school. It
requires special efforts of the school teacher to counsel and support to return to school.
“Marappa, a Yanadi ST boy, was very good in arts and drawing. He lost his mother and left
the school in class VI. We could not do much to get him back to the school,” says the
teacher from Elupuru MPUPS, Nellore.
“Girls are absent sometime because they have to assist their mothers or others at home”.
“Girls don’t feel safe or comfortable to attend school because of the harassment by boys.
We don’t know whether to inform the parents or teachers,” girls of Elupuru MPUPS, Nellore
said
Upgradation of the school

There are pressures from the community to upgrade the school so that children could study
further without having to commute to the next school at a distance. Distance and

satisfaction with the quality of education at the local school makes the parents feel
comfortable to send their children to the next class in the same school than sending them to
a new school.
The pressures for upgradation are high in primary schools and upper primary schools. The
parents of the girls are more particular to send the children to the local school itself. If the
strength is reasonable, the teachers also feel confident of taking up the case with the
authorities.
Many schools in the field study have been upgraded for the next class during the year 2013-
14; from class VII to class VIII or from class V to VI. However, some schools could not start
the additional class this academic year as the approval for upgradation to the next class was
received close to the time when they were giving TC for the passed out children.
Not all schools are fortunate to get upgraded, especially if the strength is low. Some of the
Oriya bilingual schools in Srikakulam wish their schools get upgraded because the children
have to commute long distances to study the next class. Since there are not many Oriya
medium UPS or high schools nearby, many Oriya medium children are gradually moving to
Telugu medium schools in primary school itself. For this reason, the school teachers pan to
upgrade the school quickly, to avoid this shift. The teachers fear if the trend continues there
will be fewer students in the Oriya medium schools in future. Hence, upgradation of the
schools would guarantee more students to continue in Oriya medium.
Ramapuram UPS in Tada mandal of Nellore district ‘fought’ for upgradation because there
were regular requests from the parents. Their school was upgraded to class VIII in 2013. The
first batch has passed out and has joined class IX in boys high school and girls high schools in
Tada.
School Management Committees

School Management Committees meet on a fixed date of the month in many schools.
Meetings of the SMC are called for by the Head Master whenever there is need to discuss
any important and unplanned issues. Meetings of SMC are also held before and after the
vacations every year to discuss problems of absenteeism. Not many parents of the SMC
attend without reminders and sometimes physical visit by the teacher to their homes are
necessary.
Some schools have frequent SMC meetings, while other schools have meetings only when it
is mandatory. Ramapuram MPUPS had seven meetings since June 2014.
Parents in Tada mandal do not like to leave their fishing work to attend the SMC meetings.
Women also work in factories in the neighbourhood and find it difficult to take off. Teachers
have a tough task to see that parents attend the meeting or to see they don’t come drunk.

‘Teachers call us every month for the meeting. What do we do going there. We are happy if
the child studies well, what more can we say’.
“Parents have no time to attend the SMC, they are working in industries in the vicinity. Most
of them work in Sri City, Apache, Bharati, PL etc,” HM, Kudiri MPUPS told.
“Parents are of not much support in resolving our problems, and we don’t know whom we
can approach”, observed girls of Elupuru MPUPS, Nellore.
Special efforts by teachers to make schools more attractive

Teachers in the study area have been trying different methods to make schools more
attractive. Field study revealed varied measures initiated by the teachers to enlist
community cooperation and children in extra curricular activities; by providing personal
attention and improving image of the school. Almost all schools in the sample villages have
been engaged in extra-curricular activities, especially on Republic Day and Independence
Day. Some schools are getting integrated with the Anganwadi to ensure the habit of going
to school from early stages of childhood. Several measures by the schools reveal leadership
of the teachers and resilience to withstand new demands and expectations of the
community and the students. These activities also help in enlisting the participation of the
community. Best practices in this regard need to be recorded and replicated wherever
feasible to improve the image of government schools.
Many schools have half an hour extra curricular activities to ensure students are happy
playing and interacting with the peers. Usually, 4.00 p.m. to 4.30 p.m. is the time for sports
and other extracurricular activities in some of the schools. Generally, children are interested
in sports and other activities helping them to interact with their friends. Extra-curricular
activities make students feel at home and welcomed even though they are not good or up
to the expectations in routine score of learning achievements.
Community engagement and cooperation of the SMC also depends on the leadership and
involvement of the Head Master. For instance, Ramapuram UPS takes extra steps to
organise celebrations, excursions and festivals. This school organised a Rangoli competition
on 8th January 2015 and took the children to the Flamingo Festival the next day. These
special initiatives help in gaining the cooperation of the community and also engage the
philanthropists, as these activities need financial support resources mobilised from other
sources.
Government schools are now seen providing ID cards and paying personal attention to the
students, similar to the practice of private schools. Ramapuram MPUPS, Nellore school has
also introduced shoes in class VI, VII and VIII and ID cards are given to all children. Birthdays
of the children are celebrated by gifting pencils and conveying best wishes during the school
prayer. Sometimes chocolates are also given, explained the Ramapuram MPUPS HM. A

science fair is held every year. The school was selected in the mandal for Balika Divas.
Rampauram MPUPS HM got Best Teacher Award for the Mandal in Nellore district in 2014.
Telugu is taught in Oriya medium schools of Srikakulam district so that students find it
convenient to study in their mother tongue although gradually shifting to Telugu medium
schools. Introduction of Telugu in class II is a choice of the teachers and students as there
are no exams conducted for this paper.
Children engaged in cleaning of school premises and toilets

Most of the schools engage children in keeping the school premises and classrooms clean.
Some schools have a weekly drive for school cleanliness. Most of the schools have batches
of students to keep the premises clean and collect and dispose of the wastes and garbage.
These practices may not be undesirable if it is to inculcate a sense of responsibility and
respect for cleanliness. Such tasks are assigned to every child irrespective of gender or caste
or any personal attributes reflecting a lower status. However, these practices could act as
means of discrimination and affect the child’s self respect, if they are based on any
attributes of one’s social or family background.
An attempt was made during the field study to understand whether engagement in cleaning
activities are considered as offending by the children or perceived as being coerced to
undertake such tasks because they are of a ‘lower status’ because of gender, caste, family
status, or as a form of punishment.
There wasn’t any serious complaint or negative perception of being engaged in cleaning
activities. It was considered by most of the children as normal. However, the field study
revealed a few patterns of cleanliness activity in the schools and the type of children
engaged in such activities.
Boys in Kudiri UPS of Sullurpeta in Nellore clear the cobwebs, collect wastes thrown in the
school premises, burn the wastes, whereas girls do sweeping. Ayahs clean the toilets and
also sweep the classrooms.
“We don’t like to sweep the school premises”, said Shalini of class V, KTKandrika PS
“We feel awkward to sweep school premises, cleaning the bath rooms or washing
lunch boxes of the teachers”, said a girl of Elupuru MPUPS, Nellore.
“Don’t know why girls are treated differently from boys when school maintenance
work is assigned. Why don’t teachers ask the boys to sweep if it is not a bad or dirty
job”, girls of Elupuru MPUPS, Nellore said.
“There is no privacy, it is difficult to attend school when girls have periods”, girls of
Elupuru MPUPS, Nellore said.

Cleaning activities are done by students in tribal villages of Srikakulam. Students sweep the
school premises and class rooms. The task of school cleanliness is assigned to batches of
students on ration. A few girls were seen sweeping the school premises while boys were
picking up the wastes. Some students were sweeping and picking up wastes from the school
premises while the classes were in progress, with two teachers conducting the classes in
two rooms.
Teacher’s knowledge of the local language

All teachers have knowledge of Telugu, which is the language they have studied in school
and college. Telugu is also the language they had for Teacher Training or Bachelor of
Education courses. The regular correspondence, as part of the teacher’s job, is also carried
out in Telugu. Teachers are familiar with Telugu irrespective of the subject specialisation
they have had in their professional courses or the subject they teach in school.
Teachers’ knowledge of the local languages is critical since the inter-state border areas have
multiple languages. Sometimes non-Telugu languages are the major or the only language
the local inhabitants speak. Linguistic minorities in the study area include Oriya, Savara,
Tamil and Urdu in small percentages. Oriya bilingual schools have teachers who can speak
and conduct classes in Oriya.
Teachers in tribal schools of Bhamini mandal, Srikakulam are not using the Savara language
for classroom transactions, although two teachers can speak Savara. However, familiarity
with the local tribal language makes them interact with the students relatively better.
Students also partly know Telugu, making interaction less difficult. Teachers working in
interstate border areas of Nellore have no knowledge of Tamil, although that is the only
language the children or their parents speak in some villages of inter-state borders of Tamil
Nadu. These teachers face serious barriers in communicating with the children (see Table 7).
Table 7: Teacher’s knowledge of local language

District Mandal Gram Pachayat School Type of Main Familiarity
school language with local
spoken language(s)
locally
Nellore Sullurpeta Kadiri Kadirithippa PS Telugu, Yes
Kandrika Tamil
Nellore Sullurpeta Kadiri Kadiri MPUPS UPS Telugu, Yes
Tamil
Nellore Sullurpeta Elupuru Konnembattu PS PS Telugu, Yes
Tamil
Nellore Sullurpeta Elupuru Elupuru UPS Telugu, Yes
Tamil
Nellore Tada Ramapuram Ramapuram kuppam PS Tamil No
PS
Nellore Tada Ramapuram Ramapuram MPUPS UPS Tamil No
Nellore Tada Bhimilivaripalem Karuru PS PS Tamil No

District Mandal Gram Pachayat School Type of Main Familiarity
school language with local
spoken language(s)
locally
Nellore Tada Bhimilivaripalem Bhimilivaripalem UPS Tamil Yes
MPUPS
Srikakulam Bhamini Nallariguda Nallaraiguda Govt PS Savara Yes
GPS (TW) School
Srikakulam Bhamini Liviri Liviri UPS Oriya Yes
Srikakulam Bhamini Battili Bathili MPPS PS Oriya Yes
Srikakulam Bhamini Katragada Katragada (B) UPS Oriya Yes
MPUPS
Srikakulam Kottur Gottipally Gottipalli GTWAH UPS Telugu Yes
School
Srikakulam Kottur Lamba Kariguda Mini PS Telugu, Yes
Gurukulam Savara
Kadapa Sambepalli Narayanareddipalli Yerraguntla PS Telugu , Yes
Urdu
Kadapa Sambepalli Narayanareddipalli UPS Telugu Yes
Kadapa Rayachoti Peda Peda PS Telugu Yes
ramireddigaripalli ramireddigaripalli
MPPS
Kadapa Rayachoti Boyapalli Boyapalli MPUPS UPS Telugu Yes
Kadapa Sambepalli Pujarivandlapalli Dudhyala UPS Telugu Yes
MPUPS
Kadapa Rayachoti Garugupalli Garugupalli MPUPS UPS Telugu Yes
Teacher Training and barriers to inclusive education

Four out of five teachers are SGT grade (83.33%). School assistants constitute 8.33% of the
teachers’ sample. Vidya Volunteer and Language Pandit constitute 4.17% each of the total
number of teachers.
Table 8: Teacher Grade

District VV SGT School Asst Language Total
Pandit
Nellore 0 6 2 0 8
Srikakulam 1 6 0 1 8
Kadapa 0 8 0 0 8
Total 1 20 2 1 24
4.17 83.33 8.33 4.17 100.00
For the teachers engaged in promotion of inclusive education among linguistic minorities,
orientation and skills are required for being culturally responsive. Teachers working with
children and communities that speak a different language require basic communication
skills that are essential to interact with the villagers. An attempt was made to find if the
teachers have been trained to address the challenges they have to address in a MLE context.

Most of them have not received any training required for the task. Some answered that
every year they undergo a three day training for the SGTs. This training is not designed for
any specific problem or local specific issues. None of the teachers have received any
training to teach linguistic minorities or tribal dialects.
Lack of knowledge of the local language is a significant barrier to inclusive education. Many
teachers working with communities that speak a different language reported that they face
problems of communicating with the students and their parents. The problem of not
knowing the local language is reported most high from teachers working in Nellore where
the students and their parents speak Tamil, which the teachers don’t understand. Six out of
eight teachers in Nellore reported problems of not understanding the needs of the students
and also difficulties in conveying effectively to the students. These problems faced by
teachers are highest where all teachers in Tada mandal mentioned difficulties in speaking to
the students in a language they understand. There is no common language between the
teachers and students in Tamil speaking schools of Tada mandal in Nellore. The problem is
less among teachers in Oriya medium and Savara schools since most of these teachers speak
the local language. All the teachers in Oriya medium schools speak the language of the Oriya
student. So there is one teacher in Savara village. However, since most of the textbooks are
originally in Telugu, they need to be translated into the local language. The teachers
expressed difficulties in translating these texts into Oriya and Savara languages. There have
been no problems of language in Kadapa, where the language spoken by students and
teachers is the same.
Table 9: What difficulties Teachers face in teaching children speaking different dialect/
language
difficulty in translating the unable to understand
Mandal Not Applicable
text to their language their queries fully
Sullurpet 1 1 2
Tada 2 2
Bhamini 2 2
Kotturu 1 3
Sambepalli 4
Rayachoti 4
7 3 14
Teachers involved in MLE for linguistic minorities need to make special efforts because the
TLM available is usually limited in other languages like Oriya, Tamil, Savara, Urdu. Teachers
have to make special efforts to collect the TLMs or prepare what suits the local needs.
However, the teachers are not trained or given extra time for these additional efforts.
Teachers have added burdens because they are teaching students of linguistic minorities
whose needs are not recognised by the system in general.

Language barriers of teachers while attempting to effectively explain concepts, have been
reported by six out of 24 teachers. TLM like radio lessons, audio visual material, etc is also
not available in local languages compared to Telugu, which becomes a major constraint for
teachers. The problem is highest in Tamil speaking areas followed by Oriya medium schools.
Table 10: Constraints or special preparations required to teach children of a different dialect/
language
Mandal/ language lack of teaching lack of teaching aids/ Not
Language barrier material in that materials/ audio video applicable
clusters language materials in that language
Sullurpet 1 3
Tada 4
Bhamini 1 2 1
Kotturu 4
Sambepalli 4
Rayachoti 4
Teachers suggest that quality of education can be improved if certain measures are
initiated. Lack of adequate teachers is seen as a problem across the mandals and districts.
Multi-grade teaching and inadequate strength of teachers is seen as the foremost
constraint. However, the problem and the corrective measures are different if mandals with
linguistic minorities are taken into account. In these areas, the most critical measure
suggested by the teachers is appointment of teachers with knowledge of local language.
Teachers from Sullurpeta, Tada, and Bhamini suggest special teachers familiar with local
languages (Tamil, Oriya and Savara languages). Other measures required include
cooperation of the community, support of the parents and project work, etc.
Table 11: Three most effective ways of improving quality of schooling

Mandal Special teacher Additional Parents other (project Not
with knowledge teachers attention work, community applicable
of local language support)
Sullurpet 1 4 1
Tada 1 1 3 1
Bhamini 3 2 2
Kotturu 3 1
Sambepalli 2 2
Rayachoti 1 3
Total 5 10 4 6 6
20.83 41.67 16.67 25.00 25.00

Reflections from field study -
MLE in practice
5
P
ractice of MLE is a tool for inclusive education in border areas especially where the
inhabitants speak languages different from Telugu. Three districts present diverse
scenarios of the challenges and responses of the government schools to make
schools more inclusive and culturally responsive. Of the three districts, Srikakulam and
Nellore have a strong demand for MLE in order to meet expectations of the Tamil
community in Nellore and Oriya community in Srikakulam. Demand for teaching in Savara
tribal language in Srikakulam district is not visible as the numerical strength of the tribe is
low as well as poor role in the local power structure. Kadapa has issues of inclusive
education common to any other district and are mainly related to gender, lack of
cooperation of the parents, poverty and threat of losing more students to private schools.
Demand for teaching in Urdu is not very strong in Kadapa as the Muslim households
consider it is better to study in Telugu medium schools to compete effectively for
admissions in educational institutions or jobs subsequently. Alternative schools are limited
because private educational institutions are very few or nil in many villages in Kadapa.
Nellore has intense competition from Tamil medium schools run by private institutions and
the neighbouring government schools, which are accessed by the Tamil speaking people of
Nellore because of road connectivity, means of transport and shorter distance.

Choice of school and access to education in one`s mother tongue is observed to be
determined by several factors - purpose of education, level of education, government
preference for medium instruction in employment matters, etc. It depends on how the
purpose of school education is perceived, whether for literacy or for a career. It is also
dependent on what the level of education one expects to achieve –up to elementary school,
high school, college education or beyond. Additionally, it depends on how the medium of
instruction is perceived to be affecting one’s chances of finding a government job. Many of
the perceptions are also influenced by how much a household is prepared to invest in the
child’s education. It is a combination of these factors which influence the type of school
(government or private school) a household chooses. Access to education in mother tongue
is affected by one or more of these factors. The outcomes of these choices not only affect
one’s right to education in one`s mother tongue but also show patterns of gender and
economic status.
Shift to a language other than one’s mother tongue is voluntary or coerced depending on
the desire to fulfil one`s dreams and the preparedness to accomplish that. More girls are
seen studying in Oriya medium than boys because they are not likely to study beyond
primary school or high school and are also likely to marry someone from the neighbouring
state. So, the girls study in government Oriya medium schools while some boys could go to
Telugu medium school run by government or private agencies. Although more difficult than
Oriya, those aspiring for government jobs are willing to study in Telugu because it is
preferred by the government. Tamilians of Nellore not aspiring for government jobs are
interested in local Telugu medium government schools up to class V or X and get into
fishing. Tamil households interested in government jobs in Tamil Nadu prefer to study in
Tamil medium schools or private Tamil medium schools if they can afford. Savara children
who are not so keen or clear about government jobs or higher education are accepting the
local Telugu medium government schools. Households of these linguistic minorities are also
sending their children to private schools if they can afford. Field study reveals the
importance of building a culturally responsive inclusive education system that guides the
redesigning of school curriculum while focusing on MLE, in order to meet the expectations
of these communities.
The diverse situation also highlights that some linguistic communities are more resilient and
strong to retain their language than others. While the Savara tribe in Srikakulam is weak and
smaller in number to insist on the implementation of Savara language in schools, the Oriya
community is trying its best to continue Oriya medium at least at lower level of schooling.
Although there are no government schools offering Tamil medium, the community is
continuing to study in their mother tongue in private or government schools.
This section of the report discusses in brief the conditions of the linguistic minorities, and
presents a few glimpses of the schools from three districts. How schools are negotiating

with different conditions of the linguistic communities and their choices with regard to
mother tongue is briefly discussed.
MLE- Oriya and Savara languages in Srikakulam

Srikakulam has a significant number of people speaking Oriya and Savara tribal languages.
The three-language policy in border mandals of Srikakulam offers Odiya, Telugu and English.
Earlier the three-language policy included Hindi, which is currently replaced by Telugu. Oriya
medium schools have Oriya and English from class I, while Telugu is introduced from class
VI.
There were 11,953 students in Oriya medium schools in Srikakulam district during the year
2014-15. There were 575 Oriya language teachers in 305 schools covering these 11,953
children.
MLE programmes for Oriya linguistic minorities is an inter-state collaborative exercise. Not
only government but also non-governmental organisations are part of promoting the state
efforts of supporting linguistic minorities. Text books of Odiya language are provided by
Odisha government, while the subject text books or non-language text books of the state
syllabus are translated into Oriya by AP Government. There are delays in procuring the Oriya
language text books from the neighbouring state government and also in translating the
subject text books into Telugu. Whenever the state syllabus changes, the delays are longer
in providing subject text books translated into Oriya. Non language text books translated
into Oriya are made available from August to November, while the schools open in June.
Progress and quality of teaching when non-language text books translated into Oriya are not
available, depends on the teacher’s ability to translate from Telugu text books. Since the
Oriya teachers end up translating on their own, a lot of time is lost and usually the syllabus
is not completed. There is backlog for some part of the academic year. The problems affect
the quality of the teaching-learning process if the strength of teachers is inadequate. For
instance, the Katragada school has only one teacher who is supported by a Vidya Volunteer
appointed from October with a salary of Rs 5000 p.m. There are two volunteers supported
by Utkal Sammelan with an honorarium of Rs 1000 p.m.
There are more bilingual elementary schools (50) compared to Upper Primary (13) or High
Schools (23) in the district. Class wise enrolment in Oriya medium schools indicates a
significant fall from Class VI, since not all Oriya medium students have Upper Primary
Schools in the neighbouring areas (See Fig 3).
Owing to limited access to Oriya medium schools after Class V, most of these children join
Telugu medium schools from Class VI as they cannot commute long distances for Oriya
medium high schools in the district. Shift to Telugu medium schools is not easy transition for
many children. Of 1069 children appeared for Class X test in the district during 2013-14, 107
students failed in Telugu language.

There is a Deputy Inspector of Schools for Oriya medium schools in Srikakulam district.
There are 6 Oriya medium schools also in Vizianagaram, Visakhapatnam, West Godavari and
Guntur districts. Problem of inadequate number of teachers is relatively more in Oriya
mediums schools. These schools also have problems of replacement teachers whenever a
teacher is on leave.
Class wise enrolment in Oriya medium schools in Srikakulam district 2013-14

1600
1400
1460 1421 1439
1200
1177 1193 1196
1000 1133 1111
1018 1035
800
600
400
200
0
I II III IV V VI VII VIII IX X
Number of Oriya medium schools in the district is declining and the Oriya speaking students
are either shifting to Telugu medium schools from Class VI or joining Telugu medium schools
from Class I itself to avoid difficulties of language transition at a later stage. Until a few years
ago there were 7 Oriya medium schools in Bhamini mandal of the district. Now there are
only 3 schools. Many Oriya children are studying in Telugu medium school in Liviri village
although there is bilingual school there because they have to travel 15 kms to continue
studying in Oriya medium at Batthili.
Liviri MPUPS
Liviri IV Ward has population of 1167 households of whom half speak Oriya language. Liviri
MPUPS is a bilingual school in Bhamini mandal. The school started initially as an Oriya
medium school and the Telugu medium was added later on. Telugu medium school is up to
Class VIII and Oriya medium school is up to Class V, with 129 and 48 students enrolled in
each media. Telugu medium school is upgraded to Class VIII, while Oriya medium school is
up to Class V. Smt N. Gowri is Head Master of the Liviri MPUPS in Bhamini Mandal. The
bilingual school both Telugu medium and Oriya medium schools.
There are altogether 9 teachers allotted for the school with strength of 177 children
enrolment. A Mathematics Assistant teacher post is vacant, and 8 teachers include 2 SGT
Oriya, 3 SGT Telugu, 2 SGT Pandits (1 Hindi and 1 Telugu) and a SA Social Studies.

Oriya medium school has two teachers Sri Madiya Bangari (Oriya SGT) and Sri Bangari
Krishna (Oriya SGT). All the children of Oriya medium school sit in one class room.
“Multi grade teaching is not the ideal method. Each Class must have a teacher to engage the
students actively in teaching learning process all through the working hours in the school,
because the time taken for teaching the Class is same whether there are a handful students
or full strength. While you are teaching one group of students in a Class room other children
have to sit idle or engaged in passive ways like giving them reading or writing work. They get
disturbed by the other group listening to the class or they disturb other children listening to
the teacher”, explained Sri Bangari.
Table 12: Enrolment and attendance of students in both medium of Liviri MPUPS in 2015
Oriya medium Telugu medium percentage of students

present in
Class
Students Students Students Students Oriya Telugu
enrolled present enrolled present medium medium
I 7 7 12 7 100 58.3
II 9 8 11 4 88.9 36.4
III 8 7 22 11 87.5 50.0
IV 16 14 15 11 87.5 73.3
V 8 7 12 8 87.5 66.7
VI 17 14 82.4
VII 22 18 81.8
VIII 18 14 77.8
Total 48 43 129 87 89.6 67.4
Oriya medium schools are neglected for varied reasons. There is no replacement or in-
charge teacher provided when one of the two Oriya medium teachers are on leave. We
have been asking since a long time for providing a Vidya Volunteer. Problems and needs of
Oriya medium schools are not included in the School Development Plan. Oriya medium
teachers are not consulted in any policy matters. There is no separate meeting of the
parents for Oriya medium schools even though we have distinct situation and problems.
Oriya speaking population in the habitations around Liviri is big enough to feed an Oriya
medium high school. Since there is no Oriya medium school up to Class X, many children are
getting enrolled into Telugu medium school. “We have no option but to study in Telugu
medium because it is difficult to go to Batthili for studying beyond Class V. Oriya medium
schools are being closed in the mandal. Singdi Oriya medium school was closed 2 years ago,
and Gurundi school was closed 5 years ago. How many children from Oriya medium in this
village will go to Batthili to study Class VI? Many feel it is better to study in Class VI here in

the village itself by shifting to Telugu medium. But many don’t do well”, said a parent from
Liviri Pondhura Colony, one of the habitations covered by the school.
Telugu is also taught from Class II although no exam is conducted, because it is not required
officially in an Oriya medium school.
Most of the children from Oriya speaking families are studying in Telugu medium school
because there is no Oriya medium school here beyond Class V. “Half of the Liviri UPS
children are of Oriya people. But only one third of them are in Oriya medium school here”,
said a parent.
Choice or compulsion- studying in a language that’s not your mother tongue
Choice of learning in a particular medium is affected by many factors that include access to
the medium of first preference, opportunities of continuing further studies in the same
medium, exposure to other languages, and the language preferred in selection for
government jobs. Kum K Sandhya, D/o Lallu is a student of Class VII in Liviri MPUPS. Her
mother tongue is Oriya and she is studying in Telugu medium. Her father is a mason who
migrated to Hyderabad and Chennai, so she studied in Telugu and English medium schools
up to Class III. On returning to Liviri she joined Telugu medium school in the village.
“After studying in English medium for some time, it was difficult to get along with Telugu
medium in Liviri School. My elder sister helped me to do the home work and read the
lessons again to keep pace with the Telugu speaking peers”, explained Sandhya.
Future expectations determine current options
Many of the Oriya households feel it is difficult to study in their mother tongue because,
there are not many schools nearby. Besides, they believe that it is better to study in Telugu
medium to be selected for government jobs or to compete well with others trying for
government jobs. “What jobs we would get by learning in Oriya medium? Will any parent
feel safe to send their daughter to a far away place to study in Oriya medium school? We
thought it is better for our daughter to study in whatever medium that is within our reach”,
explained Smt Savitri.
Kum Mamata of Class VI of Liviri Pondhura Colony earlier studied in Liviri Oriya medium
school. “My parents forced me to study in Telugu medium in the same village here, although
there is a girls hostel for Oriya medium students in Upper Primary School and High School in
Batthili”, explained Mamata about how she is in Telugu medium instead of learning in Oriya.
“We want a Oriya teacher for one class from Class I. We will be able to learn Oriya also
which is easy and our mother tongue, when we are learning other languages”, says one of
the students from Liviri MPUPS school. .

Batthili Primary School
Batthili Primary School was established on October 18, 1895 by DEO of Ganjam. It is a
bilingual school. The school is gradually changing into a Telugu medium school. Oriya is the
mother tongue of about one fourth of the students of Telugu medium school. Some families
across the borders send their children to study in Batthili. Some of them are migrant labor.
These children live here with their relatives. Some of the Savara ST children are also
studying in Oriya medium. There is Oriya medium UPS, High School and Junior College at
Batthili. There is also a hostel for girls and boys at Batthili. Some of the households are
sending their boys to private schools or Telugu medium government school. However, the
girls are sent to Oriya medium schools, because one day they have to get married and also
move, if necessary, to Odisha.
Syllabus in Oriya medium is similar to the Telugu medium schools. Non language text books
are translated and provided by the AP RVM.
The school has strength of 126 children in Oriya medium and 123 in Telugu medium from
Class I to V. There are 110 students present out of 126 in Oriya medium school. There are
three teachers and a Vidya Volunteer in Oriya Medium. Vidya Volunteer is supported by
Utkal Sammelan. There is need for additional 2 teachers, according to the teachers. The
need was conveyed to the Deputy Inspector of Schools for Oriya Medium Schools and the
MEO. No action has been taken since 2013.
Table 13: Distribution of students by Oriya and Telugu media

Oriya medium Telugu medium
Class
Boys Girls Total Boys Girls Total
I 6 10 16 9 9 18
II 2 12 14 10 12 22
III 8 22 30 12 14 26
IV 10 27 37 12 21 33
V 8 21 29 10 14 24
Total 34 92 126 53 70 123
Infrastructure facilities are limited because there are only 5 class rooms for both medium
schools. Oriya medium school up to Class V has two class rooms for Class III and Class IV,
while verandah is the “class room” for Class I and II, and Class V.
Oriya medium children are slow and poor in performance because of several constraints.
They get poor grades.
Teachers from schools teaching local dialects have special problems.

 Teaching in Oriya medium schools has several constraints. Oriya teachers have
limited or nil Teaching –learning material in Oriya. The Oriya medium teachers have
to translate the question papers into their language, and the question papers do not
come on time. So the teachers translate the Telugu question papers to the extent
time permits. “It takes long time to write the whole question paper on the black
board. Figures and illustrations in the question paper cannot be written on the black
board” explained Sri Ragolu Diwakar.
 Teachers are not trained to address needs of teaching in a local dialect. “There is a
general training for 2 days which is not helpful to deal with practical needs on the
ground”, told Sri Nagavamshapu Viswanath, SGT Oriya.
 Teaching learning material is not made suitable to Oriya language. For instance
charts supplied by Government of Andhra Pradesh are in Telugu.
 Training given to the Oriya medium school teachers is also in Telugu. Handbooks and
training material is also in Telugu.
 There is no text book for Class III Mathematics. Teachers are buying the book or
getting photocopies made of the text book collected from Ichapuram, when the text
books are not supplied on time. Some teachers translate the non-language text
books from Telugu to Oriya. When the translated books into Oriya get delayed, the
teachers have to translate the subject TLM
 Although the teachers translate the Telugu material, students have no material to
refer to again. Children listen to what the teachers tell in the class room and later
forget as they don’t have any books on the subject.
 Students of Oriya medium have less access to Bridge Schools, Model School and
KGBVs since these schools do not have options of Oriya language.
 A girl from Liviri School was selected for Navodaya School, but she didn’t join
Navodaya because there is no Oriya medium.
 Parents’ participation and support is poor because Oriya parents are frustrated and
de-motivated as there are no opportunities for higher education in Oriya medium or
for jobs.
 Oriya children have limited educational opportunities because their source of
education is confined to the class room and all other sources of information in the
neighborhood are in Telugu.
 Radio classes are not there for Oriya medium unlike for students of Telugu medium.
Oriya students cannot make use of Radio classes which are in chaste Telugu.
 Oriya children need to put extra effort and invest more to continue higher
education.
 Girls have additional constraints. Boys have more opportunities of interacting and
mixing with others and get to know the world through informal ways, which is
limited in case of the girls.
 Children of lower income groups are also disadvantaged as their socialization is
limited to family and compulsion of engaging in household work.

MLE in Savara tribal language
Nallaraiguda Government G.P.S (T.W) School in Bhamini Mandal has 116 children enrolled
(72 boys and 44 girls) and Smt D Meenakshi, the Head Master and Ms Pushpa, a Vidya
Volunteer. Meenakshi is SGT appointed in 1986 with Class X and TTC qualifications.
The village is inhabited by Savara tribe. School was established in 1987 and has allotment of
three teachers. One teacher went on transfer in November 2014, another teacher went on
deputation in June 2014. Vidya volunteer was appointed on 21 November 2014. Pushpa
belongs to Savara tribe.
Table 14: Enrolment in Nallaraiguda school

Class Boys Girls Total
I 11 7 18
II 29 15 44
III 11 6 17
IV 15 9 24
V 6 7 13
Total 72 44 116
Number of students present was 36 out of 54 students enrolled in Class III, IV and V. “Some
students are not interested in studies. They prefer to be at home to coming to school. Some
of these students are absent today. They don’t come to school regularly. Many of them help
the family in grazing cows and goats in the hills” explained the teacher.
Sitting arrangement of students: Boys and girls were seated in two columns. Boys’ columns
had four rows of students of Class III, IV, and V, while girls were sitting in two rows. Each of
the rows of boys and girls had students of all three Classes.
Most of the students find English difficult compared to Telugu. Only 7 boys told they like
English most, compared to 20 boys liked Telugu.
Ease and involvement in mother tongue compared to Telugu was checked by asking the
students to narrate a story in their mother tongue and later to tell the same story in Telugu.
Narrator’s comfort and the listeners’ response was observed to assess the difficulty in
communicating in a language that is not one’s mother tongue.
Students were spontaneous and active in listening while one of the students narrated a
story in Savara language. Some children laughed and others were speaking to the child
sitting next to them. Children had difficulty in narrating the same story in Telugu. They had
to grope for words and pause for the construction of sentences. Some times they stopped
and were wondering how to translate into Telugu. Participation of the groups and

interaction was low when the students narrated the story in Telugu, which required one to
translate and frame the words before speaking out, and the listeners were also slow in their
response as they had to understand and internalize and frame the response.
Government supplied text books in Savara dialect, but they are not being used. Since two
years the text books are lying in one corner of a class room. Use of text books in Savara
dialect and teaching in mother tongue of the tribal children was not reviewed.
Teacher was not aware of any training in use of local dialects. “I did not know that we had to
use the text books prepared in Savara dialect. Obviously students like to engage in
classroom transaction conducted in one’s mother tongue. You could see how active and
enthusiastic children are responding to something in one’s mother tongue. Teachers’ need
to be trained and monitored with regard to use of local dialects”, told the teacher.
Schools in Savara ST area of Srikakulam and schools in Tada mandal of Nellore have serious
problems of communicating with the parents. School teachers unfamiliar with the local
language manage o speak to the parents with the help of children who have already picked
up some Telugu or through the Ayah who can speak the local dialect.
Ms D Meenakshi, HM of the School explained that “Multi lingual teaching is a tough

problem and the teachers are not adequately trained”.
MLE – Needs of Tamil community in Nellore district

Tamil is the major language spoken in border villages of Tada mandal and Tamilians of
Sullurpeta and Tada speak Tamil. Very few adults can speak Telugu. Children of Tamil
community are slowly learning to speak Telugu if they are studying in local government
schools. However, a section of the Tamil population are sending their children to the Tamil
medium schools run by the private institutions or the government across the border which
is not very far from Tada. It is almost a Tamil island in Andhra Pradesh.
Since there are no government schools in Tamil medium, these children have no choice but
to study in Telugu. Teachers have no exposure to the local language and play little role in
promoting inclusive education. All that teachers and the government schools can do in such,
areas where there are no Tamil medium government schools, is to promote access to
education to free and quality education in Telugu. There is growing pressure from the
community to open Tamil medium schools or at least include Tamil as one subject. Those
who are particular that they should study in Tamil only, are leaving the local government
schools and go to Tamil medium schools. Teachers are making their best to retain the
students in Telugu medium schools. Situation requires attention before many shift to the
Tamil medium schools. For varied reasons certain linguistic minorities prefer to continue
their mother tongue instead of adopting Telugu language. Reasons for not adopting Telugu

could be many- their mother tongue being so different and difficult to learn other
languages, future expectations of jobs or careers or marriage are dependent more Tamil
language than Telugu, cultural affinity, etc. Where the community is strong, there will be
alternatives to offer education in their own mother tongue, private Tamil medium schools in
Tada is an example of this phenomenon.
Telugu medium government schools have not been able to respond to the cultural and
linguistic needs of the Tamil community. Tamil community in the border villages of Nellore
do not yet consider part of the cultural fabric of Nellore.
Difficult to make school attractive to the linguistic minorities- Tamil islands in Nellore
Ramapuram MPUPS has four class rooms for a strength of 133 (85 boys and 48 girls) of
whom 115 (69 boys and 46 girls) were present on the day of field study. School also has a
room for teachers, a kitchen, office room and four toilets. There are three UPS and four
Primary Schools in Ramapuram MPUPS School Complex.
Tada mandal has pockets of Tamil speaking, some exclusively Tamil speaking habitations.
Ramapuram School Complex villages are all Tamil speaking habitations except Kavalimitta
where inhabitants are Telugu speaking. Five schools in Tada mandal have been closed in
the last four years. Pannamgadu situated about 3 kms away was closed in 2011, followed
by Venkataadripalem in 2012, Swamireddi Kandrika in 2012, Periyavattu in 2013 and
Karuru Mitta in 2014 because of the language and quality concerns. Locally there are
several private English medium schools and also Tamil medium schools. Saint Mary
Matrulaxmi Higher Secondary School (Tamil medium) in the neighborhood has 1600
strength. People are ‘fascinated’ to send their children to Tamil medium or English
medium schools. They are also asking for starting a Tamil medium school. But the
government is not approving the request, told a teacher of Ramapuram MPUPS.
Most of the Tamil speaking people are illiterate. They are wage labour in companies like
Jiya, Sri City, acid company, and have no time to be at home or look after the children,
according to a Teacher in Tada mandal. About 80% of the families are fisher fol. They
speak only Tamil. About 10% are from SC whose children have learnt to speak Telugu and
the remaining 10% are Yanadi Scheduled tribe. Adults among Yanadis speak only Telugu
while their children can speak both Telugu and Tamil.
It is very difficult to complete the syllabus on time as you need to explain every word two
three times to these Tamil children, told a teacher.
Teacher’s understanding of the local language and culture of the community is key to
success in promotion of inclusive education. Teachers having knowledge of the local
language or tribal language is vital to the effective promotion of local languages. Those who
have no knowledge of the local language do not establish active rapport with the students.

Such teachers find it very difficult to understand child’s needs and the children also face
barriers in seeking teachers’ active inputs to improve understanding and language skills.
It is not surprising that some teachers believe that it is better to avoid use for local language
so that the children learn faster to speak Telugu. There are unwritten rules of limiting or
suppressing use of local dialects and languages, which are part of the “hidden curriculum” of
schools in areas with heterogeneous communities and linguistic minorities.
Ramapuram MPUPS in Tada mandal has a rule that children from Class II should not speak in
their mother tongue. “We imposed a condition that children should not speak Tamil in the
school premises. Their parents cannot speak Telugu and we don’t know Tamil. But we
manage to communicate with the parents with the help of children or a local teacher who
can speak Tamil. Children have become our translators because they have learnt it in the
school,” explained a Teacher of Ramapuram MPUPS.
Some of the school teachers considered restrictions on use of local language are necessary.
They feel it is not advisable to allow the children speak their mother tongue, if they have to
learn Telugu quickly. They are not aware their practice is based on the view that local
language/ dialect is inferior or unhealthy to be included or allowed in school premises and
the learning process. Teachers continue to run the schools by insulating from local culture
and living in an island of their own, the official, language so different from the community
and their students.
“Now all children speak good Telugu. Some children cannot read fluently, but many are
good at Telugu now,” explained a teacher of Ramapuram MPUPS. There was no Language
Pandit (Telugu) till 2012. Without the effort of the Telugu teacher, children cannot learn
Telugu, told another teacher.
“It is very difficult to teach the Tamil speaking children because you need to explain two
three times for them to understand Telugu words. You can’t teach more than a para of
social studies in one period”, explained the teacher (Ramapuram MPUPS).
Many children from Tada mandal on the border of Tamil Nadu are going to Tamil medium
schools in the neighboring state. Those schools are more attractive because they get free
bags, foot wear, books and pens, and egg is everyday in free school lunch (MDM).
“Children are from Tamil community and we teach in Telugu. We can teach with less
difficulty to Telugu speaking children, while we need to put extra effort and lot of times goes
I explain the meaning of words before we talk about the subject matter about those things”
explains Ms Chandrakala, Teacher, Karur Primary School, Nellore.
“There are about twenty five children in our school whose mother tongue is Telugu while
the remaining hundred plus children are Tamil speaking. These Telugu children speak Telugu
so well”, told a teacher of Tada mandal.

Perceptions about the community and school- Motivation of the teacher
Some teachers like to be relieved from the school where one has to teach students from a
different mother tongue. The problem is more serious if it is a single teacher school.
Everything appears frustrating for the teacher who has not been able to reconcile with the
conditions, if not appreciating the fact that people are different.
Ramapuramkuppam Primary School of Tada mandal in Nellore district has 21 children and
only teacher. Ms Swapna, aged 24 year, is transferred but not yet relieved. There is one
vacant post. She is a SGT and she commutes by public transport. She lives 6 kms away
from the school. She ahs not received any training for multi-lingual teaching. She has
started teaching since 2010 when she was posted here. She teaches all subjects fro all
classes from I to V.
“Tamil language teachers need to be appointed, children of fishermen are very vulnerable
as their parents are not literate and don’t have time know how child is in school. Drinking
water and bathroom facilities are required. Compound wall is to be built”, told Laxmi
mother of her child studying Class III.
Students are all Tamil speaking and live in Arambakkam. Teaching learning is challenge to
both the teacher and children when they have no knowledge of each other’s language.
Children are not regular to school. “Children don’t come to school sometimes, because
the parents are not interested in education of the child. They are busy with their domestic
fights and nobody to send the child to school. It is difficult to speak to the father because
he is drunk. Fish is kept for drying all around the school and it smells so awful. It is not safe
because it is on the highway. I don’t understand Tamil, but I communicate to the parents
with the help of Ayah” told the teacher.
Nobody seems to have asked how she communicates to the children in the class room.
“It is such joy when you come across someone who speak Telugu”, told a teacher of
Bhimilivaripalem MPUPS of Tada mandal in Nellore district.
“Whole village and school premises smells of fish. There is no respect for the teacher. They
come drunk to the SMC meeting”, told a Teacher of Ramapuram Kuppam PS.
It is difficult to meet the parents or get them for SMC meetings, if they are working in the
nearby companies. “Those who are at home visit the school to discuss about child’s
educational matters, about home work and how they doing in studies. More particularly the
parents discuss about the progress in Telugu language, because that’s the most important
worry for them and they also cannot provide any help in that regard as they also cannot
speak a word of Telugu. Parents request to add Tamil as one of the subjects and to appoint
a Tamil teacher”, Ms Chandrakala, Teacher, Karur Primary School, Tada mandal, Nellore.

MLE in Kadapa
Linguistic minorities are a small section and are not culturally distinct like Tamilians or
Savara tribe in other two districts. Muslims constitute a small section of Kadapa and speak
Urdu, which is their mother tongue. But they are also equally fluent and conformable with
Telugu. Therefore, inclusion issues of the Muslims are relatively less to do with language
factors. Challenges and concerns of inclusion are not very distinct to Kadada compared
other districts in the state.
Peddabidiki Primary School of Sambepalli mandal in Kadapa district has 43 students enrolled
of which, 36 were present on the day of the field study. It has two teachers of whom one is
on leave. The school was established in 1973.
Village has a population of about 1000 and most of them are literate. Around 200 have
migrated abroad for jobs. Only old people and children of farming households are in the
village. Parents now phone the teacher to inform if the child is not going to attend the
school because of sickness or function. The school in Parakalabanda, adjacent to this village,
was closed because a private school has come up in the neighbourhood.
Curriculum needs to be adapted to local conditions and local dialect of Telugu. Telugu is
spoken locally is different from the language used in the text books. Language of the Radio
lessons is different from the local dialect.
Absenteeism and household pressures to assist in domestic chores is a major problem for
retention and learning achievement of the children.
“Girl child marriage is a problem with some communities. Girls don’t study beyond
Class V. It is very difficult to motivate the parents and children to continue studies”,
observed a teacher from Garugupalli MPUPS, Rayachoti, Kadapa.

Observations 6
A
ccess to quality elementary education for disadvantaged groups is a critical
component of an enabling environment to end discrimination of all forms in schools
fostering equal opportunity, treatment and participation in education. Vulnerable
groups (girls, SC, ST, and Muslim), linguistic minorities, and marginality due to other factors
such as backward regions as well as inter-state borders, internally displaced populations,
violence affected areas have also been recognised as issues of exclusion. Exclusion is “the
single most important challenge in universalising elementary education” and that strategies
adopted so far address the complex and chronic nature of inequality and exclusion have
been “somewhat isolated, fragmented and devoid of institutional support”. The 12th Plan
also stressed the need to shift from “an incentives and provisions-based approach to a rights
and entitlements approach” (see Annexure -1 for case study on elementary education for
IDP children).
Inclusive education in the broad perspective comprises all measures related to design of the
school, class room transaction, teaching learning materials and methods and all those
activities that ensure all children in the school have equal opportunities and treated equally.
“Inclusive education” or “inclusive learning” refers to the inclusion and teaching of ALL

children in formal or non-formal learning environments without regard to gender, physical,
intellectual, social, emotional, linguistic, cultural, religious, or other characteristics. Along
with the concern for CWSN, the RVM-SSA has also embarked on addressing other forms of
barriers to inclusive education. Important among these measures is the recognition of tribal
languages for inclusion in school instruction.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009 Section 29 (2) (f)
provides that the medium of instruction shall, as far as practicable, be in the child’s mother
tongue (dialects and languages that may or may not have a script and spoken by large or
small population). Government of Andhra Pradesh has been a pioneer in the country by
initiating MLE in eight of its 32 tribal languages based on National Curriculum Framework
2005. MLE for 8 tribal communities viz., Adivasi Oriya, Banjara, Gondi, Kolami, Konda, Koya,
Kuvi and Savara was started as a pilot project and expanded to cover 3000 schools covering
80000 children, the largest MLE experiment in the world. The five year MLE curriculum
envisages systematic transition to Telugu curriculum by Class VI. The MLE approach includes
Tribal language, Telugu, English, Mathematics, and Environmental Studies.
Impact assessment studies of the use of tribal dialects for elementary education revealed
many positive aspects and also issues of concern to institutionalize the best practices in
replicating to all tribal children. Impressive results of the pilot project seem to have been
ignored and several schools have stopped using the tribal language in MLE.
GOAP has recognised the need to improve the MLE programme to address problems of non-
Telugu population through schools in their mother tongue. The Joint Legislature Committee
with Council Chairman A. Chakrapani observed the need to help Oriya, Tamil and Kannada
medium schools run in Andhra Pradesh.
Denial of the right to education in one’s mother tongue is seen as a major reason for poor
performance of adivasi children and their alienation from the school. Government schools in
inter-state border areas (Nellore, Kadapa and Srikakulam) with issues of linguistic minorities
are faced with several challenges. Threat of closure of government schools is another
barrier to the inclusive education for the marginalized sections of these inter-state border
areas.
Linguistic minorities in the study area include Oriya, Savara and Tamil languages. Elementary
education to the linguistic minorities is ensured through two approaches viz., access to free
elementary education in the border areas, and education in mother tongue of the linguistic
minorities. Schools in the border areas have disadvantage of being in locations that are poor
in educational resources, areas with poor transportation, and complex with multiple
linguistic demands. Presence of the schools in these inter-state border areas plays an
important role of preventing child labour, early marriages and illiteracy. The sample
mandals have very few government high schools and still less access to Junior College.

Government schools are the major source of access to education to the linguistic minorities
and the only source for Savara and Oriya children in Srikakulam. There are no government
schools in Nellore for children of Tamil community. Urdu speaking minorities are also
familiar with Telugu and there are limited numbers of government schools for Urdu
speaking children in Kadapa.
Telugu is also difficult for the tribal children, compared to their own Savara language. But
the teachers are not following their mother tongue, they complain.
Basic infrastructure of the schools
Most of the government schools have buildings of one or two class rooms, office room,
kitchen or space of cooking as well as toilets and drinking water facility. However, the
functionality of toilets and drinking water is a matter of concern.
Lack of infrastructure and adequate teachers to ensure quality education is also major
barrier for inclusive education. Poor infrastructure and growing shift to private and ‘budget
schools’ resulting in closure of government schools will hit hard the poorest of the poor who
have no other alternative to schooling. Quality of education and teachers’ role in making
schools inclusive is more important in the context of girls. Schools are not expected to
reinforce the gender stereotypes if girls are to be free of gender based discrimination that is
seen normal in the community.
Tests and Assessment
Multi grade teaching is the practice across all schools. Multi grade teaching retards pace of
progress as many students have to be engaged in passive learning (reading or writing) while,
the teacher is interacting with one batch of students in the class. More than half the time of
the day the child is not interacting directly with the teacher. Government Primary and
Upper Primary Schools have a regular assessment system which comprises Formative
Assessment (4 tests) and Summative Assessment (3 tests).
Problem of low attendance

Low attendance is a persistent problem among the Yanadi ST students and Tamil community
in Nellore, Savara tribal students in Srikakulam, children of migrant families and girls in
Kadapa districts. Girl children after attaining menarche are not regular in the school in all
districts. Several teachers from Srikakulam and Nellore informed that ST children also
perform better if they come to school regularly, but they don’t. They perform especially well
in sports and cultural events.
Teachers in the study area have been trying different methods to make schools more
attractive. Varied measures initiated by the teachers help to enlist community cooperation

and children in extra curricular activities, providing personal attention and improving image
of the school. Almost all schools in the sample villages have been engaged in extra curricular
activities, especially on Republic Day, Independence Day.
Government schools are now seen providing ID cards and paying personal attention to the
students, similar to the practice of the private schools. Introduction of shoes, ID cards,
celebration of child’s birthday with special mention in the prayer time and small gifts,
organising Science fair, excursions etc help build image of the school.
Teacher’s knowledge of the local language

All school teachers of the sample mandals have knowledge of Telugu. Most of the teachers
in Tamil dominant areas of Nellore do not know Tamil and take help of Ayahs or students of
class V or higher classes to interact with the parents of the students. These teachers are not
able to understand the needs of the Tamil children. Some schools have banned speaking
Tamil in the school so that these children will learn Telugu faster. Some of the teachers in
Savara tribal villages also do not know the tribal language. Oriya teachers know both Oriya
and Telugu.
Three districts present diverse scenarios of the challenges and responses of the government
schools to make schools more inclusive and culturally responsive. Srikakulam and Nellore
have strong demand for MLE to meet expectations of the Tamil community in Nellore and
Oriya as well as Savara tribal langue in Srikakulam district. Kadapa has issues of inclusive
education common to any other district and are mainly related to gender, lack of
cooperation of the parents, poverty and threat of losing more students to private schools.
Choice of school and access to education in mother tongue is observed to be determined by
several factors - purpose of education, level of education, government’s preference for
medium instruction in employment matters, etc. The outcomes of these choices not only
affect one’s right to education in mother tongue but also have patterns of gender and
economic status. The diverse situation also highlights that some linguistic communities are
more resilient and strong to retain their language than others.
MLE - Oriya and Savara languages in Srikakulam

MLE for Oriya community Srikakulam offers Odiya, Telugu and English (Telugu has replaced
Hindi). Oriya medium schools have Oriya and English from Class I, while Telugu is introduced
from Class VI. MLE Savara has Savara, English and Telugu languages. Oriya bilingual schools
provide elementary education to most of the linguistic minority and many of them shift to
Telugu medium when they study beyond Primary because there are more elementary
schools (50) compared to Upper Primary (13) or High Schools (23) in the district. Shift to
Telugu medium schools is not easy transition for many children. About 1069 children

appeared for Class X test in the district during 2013-14, 107 students failed in Telugu
language.
Some of the Oriya speaking children join Telugu medium schools from Class I itself to avoid
difficulties of transition at later stage, resulting in more Oriya students studying in Telugu
medium schools. There are three Oriya medium schools while it was 7 in 2010. Oriya
medium bilingual schools function in the premises, which have Telugu medium school as
well up to Class VII. Problem of inadequate number of teachers is relatively more in Oriya
medium schools.
Oriya medium schools are neglected for varied reasons. Problems and needs of Oriya
medium schools are not included in the School Development Plan. Many children are
getting enrolled into Telugu medium school because there is no Oriya medium school up to
Class X. Many feel it is better to study in Class VI here in the village itself by shifting to
Telugu medium. But many don’t do well. Telugu is also taught from Class II although no
exam is conducted, because it is not required officially in an Oriya medium school.
Choice or compulsion - studying in a language that’s not your mother tongue
Choice of learning in a particular medium is affected by many factors that include access to
the medium of first preference, opportunities of continuing further studies in the same
medium, exposure to other languages, and the language preferred in selection for
government jobs. Many of the Oriya households believe that it is better to study in Telugu
medium to be selected for government jobs.
Batthili is the big centre for Oriya medium students of Bhamini mandal of Srikakulam.
Batthili Primary School, established in1895 by DEO of Ganjam is a bilingual school. It is
gradually changing into a Telugu medium school. Some families across the borders send
their children to study in Batthili. Some of these live in Batthili with their relatives because
their parents have migrated elsewhere. Some of the Savara ST children are also studying in
Oriya medium.
There is Oriya medium UPS, High School, Junior College, and a hostel for girls and boys at
Batthili. Some of the households are sending their boys to private schools or Telugu medium
government school. However, the girls are sent to Oriya medium schools, because one day
they have to get married and also move, if necessary, to Odisha.
Some of the Savara ST students are not interested in studies. They don’t come to school
regularly. Many of them help the family in grazing cows and goats in the hills. Most of the
students find English difficult compared to Telugu. Two thirds of Savara students find English
most difficult followed by Telugu. Government supplied text books in Savara dialect are not
being used, and it is not reviewed. Tamil speaking children of Nellore have no choice but to
study in Tamil as there are no government schools in Tamil Medium or they have to go to

private schools of Tamil medium, which, not many can afford. The other option is to go to
Tamil medium government schools across the border run by Tamil Nadu government. Some
are going to schools on the other side of the border. Where the government school has not
adopted the needs of the local community, the community has gone to the other state.
Teachers having knowledge of the local language or tribal language is vital to the effective
promotion of local languages. There are unwritten rules of promoting or limiting the use of
local dialects and languages, which are part of the “hidden curriculum” of schools in areas
with heterogeneous communities and linguistic minorities.
They are not aware their practice is based on the view that local language/ dialect is inferior
or unhealthy to be included or allowed in school premises and the learning process.
Teachers continue to run the schools by insulating from local culture and living in an island
of their own, the official, language so different from the community and their students.
Many children from Tada mandal on the border of Tamil Nadu are going to Tamil medium
schools in the neighboring state. Those schools are more attractive because they get free
bags, foot wear, books and pens, and egg is everyday in free school lunch (MDM).
Curriculum needs to be adapted to local conditions and local dialect of Telugu requires
attention. Telugu spoken locally is different from the language used in the text books.
Language of the Radio lessons is different from the local dialect.

Recommendations
7
RECOMMENDATIONS FOR POLICY MAKERS
The following recommendations are proposed based on the learnings from the field
research. Overall recommendations applicable for the whole of state in the area of inclusion
and exclusion are also mentioned specifically.
Inclusive education is culturally responsive education: Inclusive education and culturally

responsive education firstly need to ensure that the schools are attractive and have
adequate infrastructure and adequate teachers to ensure quality education is not affected.
Growing shift to private and ‘budget schools’ resulting in closure of government schools
threatens to adversely affect the right to access to quality education among the poorest of
the poor who have no other alternative to schooling.
Consolidate and strengthen MLE for tribal communities and linguistic minorities: There is
need to review how the gains made in pilot programme of MLE for tribal languages could be
replicated and improved further. There is need to institutionalize the best practices of the
pilot programme that is appreciated as one of the world’s largest MLE programme. MLE for

8 tribal communities viz., Adivasi Oriya, Banjara, Gondi, Kolami, Konda, Koya, Kuvi and
Savara is now in need of regular monitoring as many schools are not using the curriculum
prepared in tribal dialects and the teacher are not aware of any curriculum in tribal dialects.
Great achievement is now being lost and ignored.
Similarly the MLE initiatives for linguistic minorities in the state, especially the educational
interventions for Oriya, Tamil and Kannada medium schools run in Andhra Pradesh, need
improvement. Recommendations of the Joint Legislature Committee under the
Chairmanship of A. Chakrapani need implementation.
Several studies have revealed that denial of education in mother tongue is primarily
responsible for poor performance and high drop out among the linguistic minorities.
Problem of low performance among the students in particular groups need to be examined
from the MLE lens.
Inter-state border areas pose special challenges to the role of government schools. Such
schools in Nellore, Kadapa and Srikakulam need special attention to improve the basic
infrastructure like drinking water, toilets, class rooms and teachers strength. Threat of
closure of government schools is a major barrier to the inclusive education for the
marginalized sections of these inter-state border areas.
Upgradation of schools: Schools in the border areas are additionally disadvantaged as they
are deprived of alternative schools because of being located in remote areas. Schools in
these areas also suffer from the enabling environment of opportunities for higher studies-
Junior Colleges. Upgradation of the schools is vital in these areas. Importance of
Government schools in linguistic minority areas is evident from total absence of private
institutions addressing the needs of Oriya and Savara communities in Srikakulam.
Local specific strategy to address problem of low attendance: Curriculum needs to be

redesigned to meet the local demands and challenges and strengths of the students. Where
the students are good at sports and creative fields there should be room for such bringing
these faculties and skills into the curriculum from being “extra-curricular activities”.
Teacher’s knowledge of the local language: Recruit or train the teachers in local language.
Special incentive may be provided to the teachers qualifying proficiency courses in the local
language. It may be prudent to explore how the tribal language and Oriya, Tamil languages
be taught to the teachers in six months when foreign languages are taught in a limited time
by several universities and other institutes. Teachers without understanding of the local
language cannot be accepted as refusal to appreciate the local language acts as a block in
appreciating and respecting the local cultures.
Government schools have to gear up to meet the local demands for schools in mother
tongue or else the local community will be moving away from the government schools. The
trend is clear and loud in Nellore with the growth of several Tamil Medium schools. Weaker

communities like Savara or Oriya may be taking longer time to follow the Tamil example or
loose their identity gradually.
MLE- Oriya and Savara languages in Srikakulam

Neglect of Oriya and Savara schools requires attention. Many Oriya children are studying in
Telugu medium school, not wholly voluntarily. They have many difficulties in performing
well in Telugu. For studying in Telugu medium they are being disadvantaged. Measures
should be taken to ensure that School Development Plans reflect the challenges of Oriya
bilingual schools. Oriya medium schools are also teaching Telugu as one of the subjects
although it is not officially required. Teachers promoting Telugu in Oriya medium schools
need assistance and support of the government in the form of textbooks.
Calendar of School holidays need to be reviewed to make it relevant to the culture and
customs of the people. This helps avoid students having both official and unofficial holidays
because of the different calendar of holidays followed by other schools in the area. It is
advised to accept the force of local customs and culture than to ignore its strength when it’s
affecting the attendance of the students in government schools.
Teacher training in MLE is most important for the schools in such locations. Culturally
responsive attitude and skills are needed among the teachers. Many well intended teachers
also cause great harm to the linguistic minorities by not respecting their language and
culture or openly discriminating them.
Overall recommendations for making schools more inclusive

Strategies at Macro level
State Policy
 Evolving State Policy framework on Inclusion in Education at Elementary Level
 Shift towards Inclusive Education as a thrust area in ensuing Educational Reforms in the
State.
Teacher Education
 Restructuring of teacher education curriculum (Pre-service & In-service) in the backdrop
of inclusive education
 Strengthening of Resource centers at various levels (Districts-DIETs; Mandal- MRCs;
CRS-School complexes) – Training, networking, feedback

Systemic Support to Inclusion in Education
 Sensitizing the Educational officials, field personnel at all levels, including the
communities on Inclusive Education as a paradigm shift to address the concerns of
Equity, Equality and Quality in Elementary Education.
 Participation of above personnel in grounding Inclusive Education Philosophy as means
to end the exclusion and discriminatory practices prevailed in the school system.
 Building networks and developing support systems and monitoring system to sustain
and improve the Inclusive practices in the school system.
Development of School Leadership as a means to transform the Schools towards Inclusion

 School leadership as a strategy at different levels to lead the Change towards building
Inclusive Environment in the schools through innovations.
 Decentralization’ shall be the hallmark in evolving the models of Inclusion in Education
at school level. Instead of evolving or prescribing one Standard Model of Inclusive
Education across the State, every school shall have autonomy to evolve their own
models in the context they are working. In other words, every school should have their
own vision, Goal, values, ethos and freedom to evolve their own strategies in practising
Inclusive Education in the State.
 Enlisting the Support of SMCs, Parents, and families, Community, Civil Societies and
other line departments to foster the Inclusion in Education. Evolving of Strategic
framework to involve SMCs, parents, families, community, civil societies and other line
departments to create synergy in promotion of Inclusive Education at various levels.
 Creating networks and space for convergence at different levels to evolve Joint
strategies and Planning; resource mapping, management, sharing and deployment;
support systems, monitoring, and Sharing of experiences, ideas etc.
Research and development: Focussed Research Studies, Case studies and Evaluative Studies
to identify the needs of the children, in evolving models of Inclusive Education, suggestive
interventions and its fallouts. These studies will help in evolving the Policies, in designing the
suitable School curriculum, Teacher Education curriculum, classroom practices, and school
practices.
 Re-orienting the existing Inclusive Education structures of the Government towards new
paradigm shift of Inclusive Education.

RECOMMENDATIONS FOR IMPLEMENTERS
TLM and Teacher Training: Teaching learning material must be prepared in local languages.
Other important measures for strengthening MLE in local languages require attention to the
following:
 Teaching learning material must be made suitable to local language (ex: charts supplied
by the government should be in the local language).
 Teachers should be trained in MLE with reference to local language/ and tribal languages
and culture. Training given to the Teachers in MLE must also be in their language and the
training material should be in that language.
 Translated textbooks should be provided on time to Oriya medium schools along with
the Telugu medium schools. Delays should be avoided.
 Students of linguistic minorities should also have equal access to Bridge Schools, Model
School, Navodaya, KGBVs on par with Telugu medium students.
Role of civil society organisations and community must be encouraged in promotion of MLE
for linguistic communities.
Strategies at Micro level

 It includes empowering of schools in fulfilling the children’s needs and desires by
removing all types of barriers in terms of capacity building of HMs, Teachers and SMCs.
Ensuring equality and dignity for all children within the school and classroom space.
 Based on the local contexts every school should have their own vision, own model of
inclusive practices.
 Strengthening of School Leadership and distributive Leadership to lead the change
towards providing inclusive environment in the Schools. Leading teaching learning
processes in tune with Inclusive Education; Leading diverse systems and people; building
relationships among stakeholders, creating trustworthy environment in the school shall
be core elements in building School Leadership.
 Mentoring, Modelling, Coaching as a key strategy shall be adopted in leading the people
and other service providers.
 Adapting the curriculum according to local specific, socio, political, economic and
cultural context to promote conducive environment through building the interpersonal
relationships among children, children and teachers, teachers and community.
 Teacher readiness, preparation (pre-service and in-service) and delivery in addressing
the diverse needs of all the learners, ensuring an egalitarian learning environment in the
classroom and in the school.
 Guidance and Counselling cell to overcome the barriers and to strengthen the Inclusive
practices for children, family, Parents and Community Members.

References 8
Andhra Pradesh- MLE Status Report (2009). http://www.asiapacificmle.net/wp-
content/uploads/2013/03/Andhra-Pradesh-MLE-status-report.pdf
APACR (2014). Study Report on the Implementation of Right to Education Act, 2009 in
the state of Andhra Pradesh, Hyderabad.
Devanoora Mahadeva (2015). Who Is Killing Our Languages?, Outlook, March 9,

2015
Devasena. K (2007). “Learning among the students of Tamil mother tongue and
Telugu in areas with Tamil influence”, SSA-AP, Hyderabad.
Freire,P. (1970). Pedagogy of the oppressed. Herder and Herder, New York
Global Education Monitoring Report (2016). If you don’t understand, how can you
learn?, Policy Paper 24, GEMR- UNESCO

GOAP-SSA (May 2014). Strategy Document on Inclusion in Education- Andhra
Pradesh
GOAP-SSA (2015): State Level Achievement Survey 2014-15. A Study on Learning

Levels of Students Studying Class III and Class VIII in Andhra Pradesh- A Report,
Hyderabad
Govinda and Bandyopadhyay (2008) Access to Elementary Education in India,

CREATE. http://www.create-rpc.org/pdf_documents/India_CAR.pdf
Hari Prasad D (2005). “Promotion of Telugu language ability among the tribal
children”, SSA-AP, Hyderabad.
Jha and Jhingram. ‘National Focus Group on the Problems of Scheduled Castes and
Scheduled Tribes’. National Council for Education Research and Training (NCERT),
New Delhi, 2005
Kumar, Krishna.(1989) ‘Social Character of Learning’. Sage Publications, New Delhi,

1989
http://ssa.ap.nic.in/specialfocus.html
Lingaiah P and Ashok (2010). “A study on performance of children in tribal welfare

and other schools in Adilabad district”, SSA-AP, Hyderabad.
Mallikarjun, Y (2015). Students taught in mother tongue perform better at primary

school level, The Hindu 14 December, 2015
http://www.thehindu.com/news/national/telangana/students-taught-in-mother-tongue-
perform-better-at-primary-school-level/article7983652.ece
Minati Panda, Ajit K. Mohanty, Shivani Nag, Bapujee Biswabandan (2011). Does MLE
Work In Andhra Pradesh & Odisha? A Longitudinal Study, Swara, Volume 1, Issue 6 –
7, September 2011,
http://www.nmrc-
jnu.org/nmrc_img/Newsletter_6%20&%207_Proof%206_19%20Nov%202011%20%281%29.pdf
Nambissan, Geetha B. ‘Language and Schooling of Tribal Children: Issues Relating to

the Medium of Instruction’, Economic and Political Weekly XXIX (42), 1994, 2747-54.
Narender Reddy (2014). “Study on the effectiveness of MLE method in achieving

language skills in Banjara children at Primary Level”, SSA-AP, Hyderabad.
Pamela MacKenzie, Multilingual Education among the Tribal Communities in India

Patton, M. (2011). Developmental evaluation: Applying complexity concepts to
enhance innovation and use. New York, NY, The Guilford Press.
Ram Mohan Rao (2006). “Learning Abilities Among the Tribals”, SSA-AP, Hyderabad.
Satyendra Kumar and Annie Namala (2013). Social identity of children: How does it
matter in schooling? An exploratory study of elementary schools in Bihar, Centre for
Social Equity and Inclusion, New Delhi
Srinivas Rao, S (2005). “Telugu pronunciation among tribal students”, SSA-AP,

Hyderabad.
SSA- AP. ‘The comfortability and impact of class ii tribal primers and Classes I & II
Mathematics Textbooks’
SSA- AP. ‘Mother Tongue based Multilingual Education in Adivasi Oriya, Banjara,
Rajkoya (Gondi), Kolavar (Kolami), Konda, Koya, Kuvi and Sora (Savara)’
SSA- AP. A paper on Multilingual Education- Tribal languages as Media of Instruction
Sujatha, K (2012). Multilingual Education- Innovation for improving quality of

learning, National Workshop on Innovative Practices in School Education, held on 9-
10 November, 2012 at Vishakapatnam, organised by Centre for Innovation in Public
Systems (CIPS), Hyderabad
Sumanyu Satpathy (2012), Let a hundred tongues be heard, The Hindu, September
27, 2012
http://www.thehindu.com/todays-paper/tp-opinion/let-a-hundred-tongues-be-
heard/article3940429.ece
UNESCO (2004). Embracing Diversity- Tool kit for Creating Inclusive, Learning-
friendly Environments, Thailand
file:///C:/Documents%20and%20Settings/UserXP/My%20Documents/Downloads/ILFE%20Tool%20kit
%20UNESCO.pdf
UNESCO (2009). Policy Guidelines on Inclusion in Education. UNESCO: Paris.

http://unesdoc.unesco.org/images/001

Annexures
Making the Invisible child “Visible” through “Child Friendly
9
Learning Space” – Experiences of working with children affected by
conflict in Chhattisgarh- Telangana
Ranganathan KM
Situation of children in Internally Displaced habitations
Children affected by conflict are more vulnerable to the impact of conflict on their homes
and families. Children from such situation are often suffering from extreme violence.
Children are affected by the breakdown of protection systems and they are vulnerable to
separation from their families, rape, abduction, disabilities and long term psychosocial
effects.

This paper attempts to discuss challenges of child protection and education of children in
internally displaced regions, with focus on inter-state border district of Chhattisgarh known
for violence and counter violence and Maoists and salva judum.
Thousands of families belonging to ‘Muria’ and ‘kondh’ tribal groups of Chhattisgarh and
Odisha respectively, popularly known as ‘Gotti Koyas’ locally, are living a hand-to-mouth
existence in Khammam and Warangal district.
There are around 260 settlements/ habitations of IDPs living in Khammam and Warangal
districts. The IDPs encounter day –today challenges in terms of violence by the anti-Maoist
forces, state police, forest officials and Intelligence department. Majority of the settlements
are tucked in forests, away from the Panchayat.
Food insecurity, livelihoods/ work opportunities, health care and education to children are
few critical concerns that need to be addressed. Identity by the state is a large issue to
access or benefit the social security schemes/ entitlements and programmes implemented
by the Government. Besides, they face lots of challenges to access services by the
government like PHC, ICDS, MGNEGA, etc.
Several factors are haunting the children and families of the

IDPs from lack of basic needs to their survival to exist. “10 years girl child is looking
Malnourishment, Respiratory Tract infections, Skin diseases, for school with school uniform
during the assessment made
anaemia, Food insecurity and Protection are few critical
by Save the Children” in initial
indicators depriving them of their survival and development
stages of the humanitarian
opportunities. Early Child Care and Education is the worst
response. The Girl child said,
hit, as 10-15% of the settlements affiliated to the Revenue this is her school uniform
villages alone have access to regular ICDS and Primary where she used to wear in
school. Chhattisgarh when she was
attending to school” and she
The State Government feels that the IDPs have to go back to expressed that, she is
Chhattisgarh. Frequent incidents of burning down / dreaming for going to school
damaging the houses/ huts and assets creating conditions and every day she is washing
of constant fear among IDPs has traumatised the lives of her uniform and wearing them
daily –still she is dreaming for
affected population. Conditions of violence hamper the
fulfilling her dream for going
psycho-social development and children continue to live in
to school”.
a stressful situation and in fear.
Initially these families were hounded out of their homes and forced to live in camps. Those
who stayed back were tagged as Maoists and brutalized by Salva Judum members (Shah
2009). The living conditions within the camps were inhuman with insufficient food, drinking
water and other facilities. Tribals, who depend heavily on forest produce for their

livelihood, were not allowed to go out and enter the forest to collect mahua, tendu or
firewood. Children were driven out of schools due to various security reasons.
The displaced families who have settled in temporary shelters in the forest were also
subject to threats of eviction and harassment from the Forest Department and neighbouring
communities due to increased pressures on the local resources as well disputes between
local and non-local tribal communities.
Tragedy of conflict torn displaced tribals of Chhattisgarh started becoming a painful journey
towards normalcy with the intervention of the Human Rights Commission and civil society
organisations including Save the Children. Save the Children faced lot of trouble in initial
stages of the work in reaching these habitations, meeting and convincing the communities
and mainstreaming them with available government social safety schemes for their health,
nutrition and livelihoods.
Status of children affected by conflict
Children and Families of the IDPs living in Warangal and In IDPs, Early Child Care and
Khammam districts are living in the hope of accessing Education is the worst hit, as
basic needs for their survival to exist. Food insecurity and 10-15% of the settlements out
protection are a few critical indicators depriving them of of affiliated to the Revenue
their survival and development opportunities. In such villages alone have access to
cases, the children either drop out for reasons like regular ICDS and Primary
school.
neglect, language barrier, sibling care and economic
hardship in the family. Most often the older children are left to take care of the sibling when
the adults are away in search of livelihoods.
The recent survey by Save the Children in 50 settlements in Warangal district reported child
marriage of 292 children below 18 yrs. DISE data 2014-15 revealed that dropout rate among
Schedule Tribes is 49.17% (Boys: 47.60% & Girls). Among school going children around 45%
of the children from VI-X are unable to read and write in Telugu subject, only 50% children
are not able to simple mathematics as per the SCERT study in August 2014.
Another important concern is of children who are out of school and pushed into new
locations characteristic of habitations without basic amenities, absence of schools and new
neighbours speaking different languages. Habitations in deep forest, with little social
contact with local communities speaking different language, present a life world filled with
stress and trauma.

Parents are not in a position to think about their children’s
School “Readiness" was one
education rather finding their livelihoods to feed their of the indicators to focus in
family. After a period of 3-4 months the situation has come the Child Friendly Space with
to normalcy and community were able to respond to Save process indicators as:
the Children and expressed their desires and problems.
 Preparing the children for
school.
There are 592 out of school children (age between 3 to 14  Children being taken to
years) were identified in year 2010 which was an initial school as part of the visit
before joining.
stage of Save the Children intervention and children were
 Chinna Sangha’s visit to
often going to forest to collect firewood from the jungle the school/Ashram school
and collecting marginal forest produce for supporting the for confidence building.
family.
But children’s concerns are visible on their faces and looking for fulfilling their dreams of
going to school and spending with their friends as earlier. Even children are taking care of
their books and school uniforms which they got in school at home town.
“I want to go to school. That’s my dream, but I don’t know if it is possible”, told one of the
children from IDP village.
Against this backdrop of violence and conflict, the worst sufferers are children and their
education. Regions affected by conflict witness destruction and closure of schools and often
to occupation of school by the armed forces for setting up of check posts and security bases.
This often leads to children becoming a target for attacks by Maoists. Schools which should
be a place of protection and peace for children have turned into places of violence and fear.
In an environment of violence, children are vulnerable to several forms of exploitation.
Early Childhood Care and Development (ECCD)

Early childhood refers to the first six years of life and is the most crucial period for
cumulative lifelong learning and human development. Scientific evidence reveals the
development of the brain in the early years is the pathway that affects physical and mental
health, learning and behaviour throughout the life cycle. The Early Childhood Development
(ECD) processes to foster interest and enjoyment in learning in order to ensure later success
in all basic competencies. Hence, the child has the full scope and potential to nurture and
prepare with pre-school education for improving their full potential. Hence, investment in
this age group helps in the development of the children and it is noticed the importance of
preparing children with

The 12th Five Year Plan 2012-17 reiterates the continuing
In year 2013, Government of
4 priorities for education policy as access, equity, quality
India has come with a National
and governance. Emergent literacy, the period when policy on Early Childhood Care
children are learning the skills, they need to read and and Education (ECCE) for a
write and emergent math involve different types of comprehensive approach with a
learning, such as oral communication, letters, sounds, strong foundation for survival,
numbers, shapes, patterns and ideas about time and growth and development of
space. children with a special focus on
care and early learning.
There are 35,700 Anganwadi Centres functioning in
Telangana State in with 149 ICDS Projects 31,711 Main The RtE Act 2009 has also
emphasised on the importance
Centres and 3989 Mini Centres. Large numbers of
of ECCE under section 11 of the
children miss out on educational opportunities at a
Act which states with a view to
critical stage of their development due to lack of access
prepare children above the age
to pre-schools and ECCD facilities in remote tribal of three years for elementary
habitations. Particularly children, from the IDP families education and provide early
are not having any access to preschools and primary childhood care and education.
school education.
Keeping the smiles of the children from IDP families, Save the Children has initiated the
Child Friendly Learning Space (CFLS) along with other initiatives for the community. The CFLS
aims to create a space for the children to play, interact, enjoy, share and getting free from
stress to gain the normalcy in their lives. In other words, the CFLS aims to ensure the IDP
children are able to enjoy life of a normal child free from the shadows and fears of conflict.
CFLS-Features
CFLS has been established with the aim of promoting optimum physical, psychological and
social development of the child age between 3 to 14 years. It has created lot of play and age
appropriate materials for enhancing mental ability, arithmetic and language skills among
children with joy and funny games. Volunteers are appointed and trained in child friendly
teaching and learning processes in the centre. This was run for a period of 6 months and it
yielded good results in bringing young children to a common platform besides helping in
conceptualising school readiness and mainstreaming around 100 children into local formal
schools.
The CFLS has become a platform/bridge for bringing all children to a common platform for
creating joy, fun and learning and it turned into the school readiness in a scientific term of
ECCD. Because, most of the tribal children are not accessing any pre-school education due
to inadequate pre-school services in Anganwadi centres even if Anganwadi Centres are
available in their or neighbouring villages .

In the case of IDP children, the accessibility is a major challenge because they are far away
from the villages and local Anganwadi management considers them as non-locals and the
entry is restricted. Over a period of time, they could access ICDS, Health and other
government services after continuous efforts made by Save the Children and other civil
society organisations with the support of National Commission for Protection of Child Rights
(NCPCR).
School readiness and CFLS contribution
CFLS has worked in terms of creating school readiness among out of school children in IDP
settlements. Because, children's readiness is very important for successful transition into
Primary schools including creating awareness among parents and communities on the
importance of children education and key provisions of RTE in best interest of the child. The
school readiness, according to “National Education Goals Panel,” is child’s readiness for
school, school’s readiness for children and family and community participation and support
for children readiness for the school.
School readiness among children is an important factor in early care and learning experience
among children. Most of the research findings emphasise that, the brain development that
early learning –especially from birth to five directly influence a child’s ability to learn and
success in school. Influence of early care and learning is highly critical because child enter
pre-school with skills which is necessary for school, gaining understanding of verbal and
numerical concepts, become socially competent, show ability to stay with an activity longer
and its ensures the retention in the primary school.
These concepts have touched upon in the CFSL in an informal way with lot of teaching and
learning activities in the space. Self-made roof with low or no cost materials and child
cantered teaching approach with locally available materials for teaching simple arithmetic
and traditional play and game.
An innovative experience of piloting ECCD through Child Friendly

Learning Space (CFLS) for Children in Conflict Situation by Save the
Children
To address the Safety and Development of Children, Save

3 Critical Indicators
the Children initiated an approach of establishing “Child
Friendly Learning Space” for young children addressing the - Enrolment
stress and trauma of children, for protecting children from - ECCD as Institution (CFLS)
- ECCD at Home
physical harm, psychosocial distress and to help them
(Community)
continue learning and developing both during and

immediately after humanitarian crisis. The CFLS, as part of a humanitarian response project
for the IDPs, has addressed the areas of Child safety, school readiness, recreational &
physical exercise to normalize their development, basic education and personal hygiene.
This initiative led to prepare the children for mainstreaming to formal primary schools by
equipping the young children with basic competencies for coping up in primary schools for
the better performance as part of “School Readiness”.
The critical indicators of the EECD guidelines by the Government of India have been adopted
by Save the Children in institutionalizing and providing maximum benefit to the children and
the community. The indicators at 3 levels, viz.,
a) Establish, equip and enrol children in CFLS providing access to safety and learning;
b) Developmental activities scheduled day wise scoping opportunities to learn,
cognitive development and peer learning; and
c) Strengthening and Sensitizing Community responsibility to promote ECCD.
Save the Children piloted the CFLS in 55 IDP settlements out of 260 settlements. The
sustenance of the CFLS was also ensured and succeeded in 20 IDP settlements. Apart from
the Child Care and development, the project also ensures full spectrum approach addressing
maternal nutrition, neo-natal health care and social protection of the children and families
of the IDPs. Community empowerment through Chinna-Sangha is a major contributing
factor for the success and sustenance.
Impact of Child Friendly Learning Space

 79 children out of 592 children are attending CFS mainstreamed in ITDA Ashram
Schools and Upper Primary school in 2015.
 25 out of 50 IDP settlements are connected to ICDS services.
 783 children and mothers (312 children + 471 mothers) are linked and accessing Take
Home Rations (ThR) from the ICDS on a monthly basis.
 Successful in linking Mini Anganwadi in 14 out of 40 IDP settlements.
 Integration of pre-school learning with primary schools

ICT Enabled Education for Improved Learning Outcomes- An Action
Research Project by Save the Children in Telangana
Sree Nagesh Malladi
Introduction
ICT enabled education has the potential to transform the system of education into a
participatory process and also address key issues including poor learning outcomes, high
student teacher ratio, dearth of adequate number of teachers that significantly affect
quality education and DIET - school linkages. ICT enabled education, as an integral part of
the Right to Education Act, is envisaged to play important role particularly as an effective
tool for imparting education to underprivileged children. Computer‐aided education could
be utilized to facilitate creative teaching and to make the learning processes more
informative and interactive.
An ICT oriented teaching does not aim at creating technocrats for the global economy but
would rather harness the potential of the computer aided technology to provide a
knowledge platform for development among those who need it the most, the marginalized
and the deprived sections of the society. Introduction of ICT enabled education as part of
the education system also has the potential to attract the under‐privileged children to
school, accelerate the rate of enrolment and retain children in schools.
Save the Children has initiated ICT led education projects in Delhi, Bihar, Telangana and
Maharashtra. The project in Delhi, Bihar and Telangana been supported by RICOH-JICA
since October 2013 and it is empowering teachers for making digital contents through
building their capacities for integration of ICT with curriculum under the academic guidance
of SCERT and DIETs
The project initiated in Telangana has been very successful and also received support and
recognition of the Government. Education department of Telangana has appreciated the
model and decided to replicate the concept/model in 2157 high schools and initiated the
pilot in Ranga Reddy district in January 2016.
Approach
The ICT project in 30 government schools of Bihar, Delhi and Telangana focuses on
improving the learning level of the children of grade 4 and 5 by making learning more
interesting and fun for children.
The project is in close coordination with SCERT (State Council of Educational research and
training) and DIET (District Institute for Education and Training). Save the Children has
signed a MoU with Bihar and Telangana SCERT. Subject experts from SCERT and DIET

provide handholding support to the teachers in creation and implementation of the digital
content. Besides, two Field Officers in each state also help teachers in implementation of
the content in the schools.
Since it is an action research project, the project captured data in the form of -Before and
After Survey, Pre and Post-test assessment of students before and after implementation of
digital content. The results have shown a gradual improvement in the learning level of the
children.
 The duration of the project is from October 2013 to March 2017 and the project runs in
two phases.
 First phase comprise collection of digital content from open resources,
contextualization as per the local textbooks, training to teachers and implementation
in schools.
 In Second phase comprised hiring of consultants to prepare digital content for selected
chapters. Technical support has been provided by SCERT and DIET to finalize the
content.
Project in Telangana stood as an innovation because teachers developed digital contents for
EVS IV & V grades on their own and integrated the ICT with curriculum.
This paper attempts to discuss ICT Project in Telangana to reveal the potential of ICT in
promoting inclusive school.
Focus
RICOH –JICA and Save the Children (SC) launched the three-year education program in
Telangana State in 2014. The program aimed to improve the quality of education in
government primary schools in Telangana by stretching the capacity and networks amongst
teachers, School Management Committees (SMCs), communities and children towards
improving the learning environment. The project is jointly implemented by Save the
Children, SCERT-Telangana and DIET Karimnagar for facilitating the field level research and
development.
The overall objective of the project is to establish a model of child friendly ICT teaching
learning environment in order to enhance quality education for children at the Base of the
Pyramid (BoP). The project is initiated in the month of April 2014 and is implemented in 10
selected schools in two Mandal (Thimmapur and Manakondur) of Karimnagar district.
Subsequently 10 more schools were added on satisfactory performance of the project and in

recognition of its importance for ensuring effective pedagogy for improving learning
standards of the children.
The contents were developed by EVS Teachers from project schools and utilized the class
room with the support of 12 digital projectors donated by RIOCH-JICA.
The Telangana project is identified as an innovative

Telangana project has identified
project because the teachers are making digital content
as an innovative project because,
for EVS (4th & 5th class) on their own and started teaching
TACHERS ARE MAKING DIGITAL
in the class room. Save the Children has facilitated ICT CONTENT for EVS (4th & 5th class)
training to the project school teachers for identifying the on their own and started teaching
critical tropics of EVS, making lesson plans by mapping in the class room. It is proved the
the need of digital content for teaching those topics and TEACHER OWNERSHIP in the
special training was given to teachers in making digital entire process
contents, developing special scripts, editing, adding voice
to the contents and connecting to the class room processes that enhance effectiveness in
helping children to understanding the concepts. The Project schools of Karimnagar
developed 80 digital contents on EVS and other subjects. The entire experiment has
resulted in establishing a DIGITAL HUB in DIET- Karimnagar for facilitating the ICT to other
schools in the district with an objective of “Integrating ICT with Curriculum”. The Telangana
project was identified by RIOCH-JICA JAPAN as an innovative project compared to other
projects in Bihar and Delhi.
The Education department of Telangana has already taken a decision for replicating the
model in 2157 High schools in the passion for empowering teachers for making digital
contents and improving the class room transactions with this innovation because, digital
contents are made by the teachers with their own thoughts, ideas and an effective
application in class rooms is also an innovation in India. This initiative has illustrated
importance of ICT in schools and strengthened the DIGITAL INDIA programme launched by
the central government recently. Pre & post Test –Learning Achievements
Some Key Outcomes of the

Programme
 The initiative proved an practical scope

of integration of ICT with Curriculum
 Introduced the concept of digitalisation
of contents with pre & in-service
teachers

 Integrated the concept with pre-service curriculum in DIET
 Average rate of attendance has increased in intervention classes in all three states.
Students are more regular to schools now.
 Continuous assessment in grade IV and V has shown that the learning level of the
students has increased. Data collected from intervention and non-intervention
sections in three phases clearly show the improved learning level.
 First time students of primary level are preparing science models and exhibiting in
state exhibitions and getting accolades.
 Government schools are using ICT classes as a mean to increase enrollment in
schools. During enrollment drives, schools officials are highlighting ICT enabled
classrooms in their schools to attract enrollment. Children are leaving private schools
and coming back to government schools. ICT helped arrest the trend of children
shifting to private schools and has helped reverse the trend!
 Ownership of SCERT and DIET in schools has increased. State and district level bodies
are continuously providing support and supervision to teachers and are building their
capacity on ICT and real content.
 Project schools teachers are themselves developing the digital content and using in
classrooms. All these teachers never used projectors and computers in their career
ever.
 After successful trainings, teachers are making digital content on their own including
identification of content for digitalization, script writing, making digital content
through live shooting, editing, accessing contents from free download sources/adding
voice/editing etc.
 Due to capacity building of teachers and visible changes in students, Government of
Bihar and Telangana have provided additional 20 schools and 5 DIETs to get
benefitted from the existing project.
Success of ICT project in Telangana State

Government of Telangana appreciated the initiative and decided to replicate the same
concept in 2157 high school in this academic year with the support of Save the Children and
they have nominated Save the Children as a technical partner in recently constituted
committee to strengthen ICT in the state. The programme was formally launched on 5th
September 2015 in 100 schools (10 schools in each district) under DIGITAL INDIA
programme implemented jointly by Education department & IT department of
Telangana. Digital content developed by Save the Children in Telangana has been
incorporated in pre and on-service teachers training program as a part of State Digitalizing

Program. Trainee teachers are using the digital content while conducting classes in the
schools.
Teachers have developed the digital contents on their own and utilizing in the class rooms.
There are 100 digital contents were developed by the teachers and sharing each other on
EVS IV & V and other subjects. The concept was incorporated in DIET curriculum and pre-
service teachers developed 85 digital contents on different themes.
Based on the experiences of previous years it is proposed to strengthen the current efforts
and planning to add Telugu language for digitalization for enhancing further support to the
Teachers and schools to improve children learning standards in other subjects by creating
basic foundation on mother tongue/ language through introducing digital contents.
The idea to be promoted under this initiative is to enhance the capacity of DIET and schools
to support each other in order to ensure optimum utilization of limited resources. For
which, it is essential to create the platform at two distinct levels:
 Ensure Digital Hub become a resource center for supporting Teachers (In-service and
pre-service) at school level so that they are connected with DIET and with each other
on real time basis, and
 Ensure collection of available digital content and content prepared by Teachers (EVS
& Telugu), grade-wise classification at DIET and establish it as an IT HUB for schools
and enable the school staff to function in an IT enabled environment.
If potential of ICT in schools is tapped it can immensely in addressing concerns of inclusive

school. There are several ways in which ICT can remove barriers to inclusive school. It helps
making schools part of the virtual world and helps active engagement of the teachers in
designing teaching learning materials relevant to local needs. It helps ownership of the
stakeholders, especially the Teachers, DIETs, and SCERT. More particularly ICT helps address
the existing gaps in teacher capacity building and ongoing teacher support by linking the
district level teacher education and training institute (DIET) with the schools through
technology. This will strengthen the school system's ability to manage and improve the
learning environment, which was very difficult to be addressed so far due to size of the
school system, limited resources and equally limited reach of conventional methods of
training and support.

Bharath Bhushan Mamidi is a sociologist and associated with civil society,
action research, and advocacy for people- centric development policies. He
was Advisor on Social Safeguards and Labour Adjustment to Andhra Pradesh
and Odisha state governments (2001 to 2009). He also works with state level
NGO networks on child rights and participatory forest management. He has co-
edited Telangana: The State of Affairs (2009) and Some Aspects of Community
Empowerment and Resilience (2015). His research interests include child
rights, involuntary resettlement, tribal development, livelihoods, NRM, and
women’s sexual and reproductive health rights. He is Secretary of Centre for
Action Research and People’s Development, an NGO engaged in policy
advocacy on child rights, pro-poor participatory governance, campaign against
forced hysterectomies, and displacement under Polavaram dam.
Srinivasu Nookarapu holds M.A & M.Phil in Social Anthropology from

University of Hyderabad and did doctoral research on “Community
Participation in Elementary Education: A Study on School Management
Committees in Adilabad District of Telangana State” from Department of
Anthropology, Andhra University. Currently he is a Lecturer in Educational
Management at Department of Educational Management, State Institute of
Educational Management and Training (SIEMAT), Sarva Shiksha Abhiyan,
Andhra Pradesh. He was also Project Faculty in Tribal Cultural Research and
Training Institute, Hyderabad and Research Associate with several national &
International funded projects. His research interests include Culture,
Anthropology of Education and Medical Anthropology. He has authored a book
titled “Etiology, Diagnosis and Treatment under the Domain of
Ethnomedicine”, LAMBERT Academic Publishing, Germany.
Alka Singh is a development professional with specialization in governance

and Human Development. She has been associated with UNDP, The World
Bank’s DPIP project, CARE India, Government of Rajasthan and Bihar on
programme operations, project formulation, M&E, and policy-advocacy. As
Research Officer at Institute of Development Studies Jaipur, she developed
research tools and development interventions on micro-finance and Women’s
empowerment. She also worked directly at the grass roots in Thar desert of
Rajasthan on watershed and integrated development for the deprived
communities. Her publications include ‘Human Development – The Rajasthan
Context’, ‘Gender Statistics: Mainstreaming initiatives by the Government of
Rajasthan’, ‘Where from Women Can Obtain credit and more.....’. She is
currently General Manager-State Programme, Telangana and Andhra Pradesh
at Save the Children India.
dəˈzīn |@sirimalla.com |

Barriers To Inclusive School MLE in Elem

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Barriers To Inclusive School MLE in Elem

Uploaded by

Copyright:

Available Formats

Section 4

Save the Children works for children’s rights.

Authors: Bharath Bhushan Mamidi, Srinivasu Nookarapu, Alka Singh

Book design: Satish Kumar Sirimalla - dəˈzīn | @sirimalla.com |

Bharath Bhushan Mamidi, Srinivasu Nookarapu, Alka Singh

 Methodology of field study

 RTE on elementary education in mother tongue

 Inclusive education - children of local dialects and languages: Experiences of Andhra

 Inclusive Education for Linguistic Minorities

 Multi Lingual Education through local languages

 MLE- Oriya and Savara languages in Srikakulam

 MLE – Needs of Tamil community in Nellore district

 ICT Enabled Education for Improved Learning Outcomes

Barriers in Making the School Inclusive Page 1

DROP OUT RATE ( I-VIII) 2012-13

Barriers in Making the School Inclusive Page 2

Save the Children

Barriers in Making the School Inclusive Page 3

Objectives of the study

Specific objectives are:

 To identify and define inclusive and exclusionary practices in government schools

Barriers in Making the School Inclusive Page 4

Main features of the sample schools include

Barriers in Making the School Inclusive Page 5

Table 1: Sample schools of the study

Barriers in Making the School Inclusive Page 6

Tools of Data Collection

 Interview with teachers is designed to collect information about teachers’

Barriers in Making the School Inclusive Page 7

Barriers in Making the School Inclusive Page 8

Barriers in Making the School Inclusive Page 9

Exclusion and School

Barriers in Making the School Inclusive Page 10

Features of Exclusion in School System

Barriers in Making the School Inclusive Page 11

If you don’t understand, how can you learn?

1. Children should be taught in a language they understand, yet as much as 40% of

UNESCO- Global Education Monitoring Report, Policy Paper 24 February 2016

Educational exclusion is a form of social exclusion characterised by a lack of, or diminished,

 Inadequate budgetary allocation to elementary education

Barriers in Making the School Inclusive Page 12

 Inappropriate curriculum and teaching-learning materials

Barriers in Making the School Inclusive Page 13

UNESCO- Global Education Monitoring Report, Policy Paper 24 February 2016

Barriers in Making the School Inclusive Page 14

According to the UNESCO definition, “inclusive education” or “inclusive learning” refers to

Barriers in Making the School Inclusive Page 15

Barriers to inclusive school

Barriers in Making the School Inclusive Page 16

RTE on elementary education in mother tongue

Barriers in Making the School Inclusive Page 17

Inclusive education - children of local dialects and languages:

Objectives of the SSA-AP interventions in MLE include the following19

 To develop appropriate cognitive and reasoning skills

MLE interventions have specific outcomes:

Barriers in Making the School Inclusive Page 18

The curriculum plan comprises:

Role of language as a major factor in addressing barriers to inclusion is also highlighted by

Barriers in Making the School Inclusive Page 19

Barriers in Making the School Inclusive Page 20

Barriers in Making the School Inclusive Page 21

Other forms of barriers

Majority of the government schools in Andhra Pradesh, according to a recent study by AP