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Observations of Primary School Teachers on the Minority Education Programmes

Observations of Primary School Teachers on the Minority Education Programmes Launched by   Sarva Siksha Abhiyan , Kerala.

Dr.P.K. Abdul Gafoor, Asst. Professor ,

Govt. IASE ,  Thrissur, Kerala

Introduction      

                 Several commissions have made various observations regarding the educational status of minorities in India.

                      The fact of educational backwardness of Muslims has been conclusively established in several reports and surveys. The Gopal Singh Report  (1983), Report of 43rd round 55th round of National sample survey and programme of Action and National Policy on Education (1986) reiterates that Muslims are most educationally backward.

 

NPE (1992), recommends large number of short term, medium term and long term measures to promote the education of Muslims, technical skill and for their integration in the main stream through measures such as systematic evaluation of Text books, etc.

                      Accordance to the suggestion of various commissions, Government of India, launched various programmes to uplift the Muslims especially in education. Programmes like DPEP in which the education of the minorities had given due importance is one among them. Besides, National literacy Mission (NLM) also conducted various awareness programmes in this  regard.

                                              Based on the 2001 Census Sarva Siksha Abhiyan (SSA) implemented various programmes for the education of girls at elementary stage like Kasturba Balika Vidyalayas. These programmes were implemented in educationally backward blocks of 20 states where female literacy was too low.

                      Besides SSA has identified 93 district in 16 states to give focused attention to the education of the minorities.

                      During 2005-09, 2643 primary schools, 1978 upper primary schools and 2900 EGS centres have been sanctioned in minority concentrated areas.

                      In addition SSA has given special emphasis to the modernization of Madrassa Education . Accordingly SSA provided the necessary supports in this direction.

                      Despite the constitutional declarations the condition of the minorities, especially Muslims in India is not up to the expected level. Sachar Committee Report (2006) put forth certain observations regarding the conditions of Muslims, especially in the educational scenario.

Report of National Commission for Religion and Linguistic minorities by Rangnath Misra ( May, 2007 ) suggests that; the educational programmes need to be continued with redoubled vigor among all other backward sections including Muslims, who have fallen far behind in the national average in all aspects, especially in Education. It is also suggests to explore the ways to provide financial assistance to the poor students among Muslims.

The Educational  Status of Muslims  in Kerala –an Exception

                            " There is higher rate of literacy among Kerala Muslims than other States" ( Asgar Ali Engineer).          

Paloli  Mohammed  Committee Report

                                  As per the report of the  Mr. Paloli Mohammed Committee , the educational status of Muslims in  Kerala are  not as backward as Muslims in other states of India. Yet there are certain backward pockets and people among Muslims in Kerala. The 11 member committee under the chairmanship of Mr. Paloli Mohammed Kutty, Minister of Local Affairs found out that, backwardness among Muslims is conspicuous in Education.

                                  So the Govt. of Kerala has undertaken certain measures to redress  various issues related to Muslim minorities.

                                  So tackling the backwardness in education is to give first priority in Kerala, that will enhance their social status too. SSA in Kerala has launched various activities in the state, especially up lifting the Muslim minorities through programmes like girls education, parental orientation, renovation of Madrassa education, etc. Besides specific programmes were  also implemented in various districts for the same.

                                  Hence by considering the importance of Minority Education, it is the time to evaluate the efficiency of the programmes launched by SSA in Kerala. So a study has been under taken in this dimension and other details are provided below.

Objectives of the Study

             i. To know the opinion of the teachers on success of  various programmes that are implemented by SSA for the  minority Education in Kerala .

            ii. To know the problems in the implementation  and to suggest the remedial measures for the improvement of minority Education in Kerala.

                       The study has been designed, the necessary tools were prepared, data collected and analysed. Accordingly the findings were generated and suggestions were evolved.

Methodology

                       

Sample :                   The study has been conducted in three districts of Kerala. They are ;

1. 1.     Malappuram
2. 2.     Kozhikode
3. 3.     Kasargod

The 100 teachers from these districts were selected as samples .

Tools of the Study

Various tools were developed to collect data from the teachers , the tools are the following

1. General Questionnaire for Teachers

                             This questionnaire includes a number of statements with the open and closed types. It collects the following details General Nature of the programmes.

2. Rating scale on Parental Orientation for Teachers.

                                    It includes 15 items, with three options to be rated by the selected teachers. It intended to collect data on the level of effectiveness of the parental orientation programme. (

3.Questionnaire on cycle distribution, tailoring and life skill practices – for teachers.

                                    This questionnaire developed to collect the specific details on the programmes implemented in the districts .

4.Questionnaire on the dictionary distribution, mothers library and English training – for teachers.

                                    This is developed for collecting specific data on the implemented programmes like, dictionary distribution in schools.

Procedure of the Interpretations

                                   The collected data were analysed and interpreted through the following ways.

          i.    Percentage analysis.

        ii.    Qualitative Interpretations.

                                          So the collected data were analysed the interpretations and conclusions were also generated

Analysis and Interpretations

                                    The programmes conducted on Minority Education by SSA and relevant opinions of the teachers were gathered. SSA Kerala has introduced various programmes in the three selected districts .

1. 1.           Opinion of Teachers on Dictionary Distribution

                                      The teachers from the Malappuram District responded on it. Teachers opined well on the usefulness of the dictionary distribution in the schools  ( Table -2).

Table-2

Usefulness of the Dictionary

Responses

   %

«   Helped it in finding meaning.

«   Students learned to use dictionary well.

«   Very useful in the class room activities for referencing.

«   Helped it much in writing meaningful sentences.

«   Used it as a pronunciation tool.

«   English learning became meaningful

«   Used as a tool to find out English terms for the Malayalam Words.

«   Used it as tool of thesaurus.

«   Students started to prepare their own dictionary.

«   It enhanced reading Competence.

14

 8

8

4

2

2

2

 

2

2

2

 

b)          Role Played by the teachers

                                      Teachers played varied roles in this programme, such as;

• o     Make aware of  the students the importance of dictionary in class room learning.
• o     Parents were farniliarised well on the dictionary related activities

               through PTA ( Parent Teacher Association) meeting

• o     Prepared unique classroom activities by utilizing it.
• o     Conducted campaigns to gather more dictionaries and books locally.
  • o     Helped students in developing their own dictionary entitled  ‘ My World    Vocabulary'.

c)            Problems in the Implementation

                                               The following problems were put forth by  teachers on the dictionary distribution and related activities in the schools.

Problems

Suggestions

«   Shortage of Dictionary.

«   Lack of proper planning.

«   Unawareness of the teachers in the Programme.

«   Lack of time in utilizing it well in the class room.

«   Most of the students do not have personal dictionary at home.

«   Lack of other reading materials in the schools.

«   Could  not cater the needs of all targeted students.

• Supply more Dictionaries and other reading materials.
• Implement programmes like this with proper vision and planning.
• Monitoring should be strengthened.
• Supply certain other materials like softwares and other  electronics gadgets.
• Necessary directions are to be given to ensure the utilization of the free time .

 

2.Cycle Distribution

Problems Faced

                                                   i.Did not get proper guidance.

                                                 ii.All students were not covered

                                               iii.Less interest among some girls

 

Suggestions for the Improvement

• Make activities related to cycle clubs mandatory one.
• Provide  more bicycles.
• Avoid gender discrimination while implementing such programmes
• Need training on cycle repairing.
• Provide proper guidance to parents.
• Make a plan ‘ A cycle for a family' and implement it.
• Allot more funds for the cycle club activities.
• Make cycling the part of curriculum.

 

                                       Cycle distribution and other related activities that are conducted in the various schools in Malappuram district. Teachers opinions were collected in this regard.

 

 

 

 

 

 

 

3.Training on  Life  skills  Practice and Tailoring

                            Teachers of Kozhikode district provided their   observation on the life skill practices and tailoring programmes undertaken in their schools by SSA.

• Ø  Most of them (84 %) opined that there were clear criteria in selecting students for this programmes.
• Ø  All of them observed that  the SSA provided clear guidelines  for  implementing the   Programmes in schools

 

 

 

 

 

Problems

­   Teachers did not get any  training on the life skill practices.

­   Lack of time.

­   Could not consider all the targeted students

Suggestions

1. Orient all  parents and teachers on life skill practices
2. Ensure onsite support and conduct certain follow up activities.
3. Make the  conduction of PTA meeting the part of teaching.
4. Need counseling practices to students and parents.
5. Conduct home visit as a compulsory practice.
6. Prepare printed handbooks for parents.
7. Familiarize parents well on the revised pedagogy.
8. Conduct various programmes in schools to know the child well.
9. Make school activities  more transparent and participatory by considering the suggestions of students and community.

 

 

 

 

 

 

 

 

 

 

 

4.Teachers Opinion  on the Parental Orientation

                                     Rated opinions of the teachers regarding the efficacy of parental orientation were analysed, the results are given Table (3).

Table ( 3)

Teacher opinion on the Efficiency of the Parental Orientation

District  :  Kozhikode and Kasargod

Item

Responses  N=50

Kozhikode  %

Kasargod %

VS

S

NS

VS

S

NS

It enhanced the  school activities

20

60

20

10

20

70

Strengthened school parent bondage

13

67

20

-

50

50

Students attendance rate increased

37

53

10

5

45

50

Students became very punctual

17

60

23

-

50

50

Health habits among children improved

13

63

23

-

65

35

Parents became aware of child rights.

23

47

30

5

45

50

Parental interest increased to discuss problem of children

43

50

7

-

50

150

Learning environment at home improved

3

77

20

-

20

80

Parents became conscious to improve the physical facilities for learning at home

3

57

40

-

25

75

Students used to get more time to learn at home

17

70

13

-

25

75

Parents became much aware of the revised curriculum and allied activities at schools

23

53

23

5

70

25

Parents recognized the abilities of their children well

23

60

17

5

30

65

Parents became much aware about the learning of their children.

30

57

13

-

50

50

Parents became conscious in  helping  their children at home

30

1550

20

-

35

65

Mothers started to use school  library

13.3

47

40

-

15

85

                                    From  the Table  ( 3), it is clear that, the parental orientation was a great success in Kozhikode district , since teachers opined so positively on the programmes.         But in Kasargod, the teachers had a different opinion on it, here very few teachers opined so  positively on the success indicators.

Teachers opinion on the tailoring  Programme  conducted in  Kasargod

                                    Teachers made certain observations on the tailoring  programmes which were being implemented in the Kasargod district by SSA.

Role of Teachers

                                    They played the following roles in the tailoring and parental orientation programmed conducted.

1. In the organization of the programmes.
2. In amassing  the required financial resource.

3. Issues

   1. 1.     Tailoring programmes conducted during  the vacation period, hence majority  of the teachers could not attend it
   2. 2.     Suggestions

   ­   Organise other vocational training  programmes.

   ­   Ensure the sustainability of the  tailoring programme

   ­   More attention should be paid on the effective conduction of parental orientation.

   ­   Provide more financial assistance.

   ­   Provide required no. of tailoring machines.

   ­   Adequate space should be provided in he  time table for the for incorporating vocational training in schools

   ­   Need essential physical facilities to conduct the tailoring  in schools.

   ­   Conduct certain programmes like exhibitions, tailoring competition at various levels.

   ­   Do orient teachers and parents well on it .

   ­   Monitoring should be strengthened.

    

   In monitoring the programmes.

 

 

 

 

 

 

 

 

 

General Problem of the Minority Students

                                    Teachers made certain opinions on the problems faced by the minority students at  various levels.

Area

Problem

    Problems at school

• Some students show less interest in learning.
• Poor facilities in schools, that in turn cause learning backwardness ( lack of laboratories, computers, play grounds, toilets etc)
• Lack of co-ordination between schools and Madrassas
• Loss of interest among students due to the long vacation with in the academic year.
• Language problem, especially in Kasargod where the Kannada mixture in Malayalam causing problem in the expression of language.
• Basic infra structural facilities are poor in aided schools

Problems at home

• Parental unawareness on the educational process, that in turn cause poor learner support at home.
• Social and Economic backwardness exist among many minority students.
• Lack of the learning environment at  homes, such as separate reading room, tables and other related facilities.
• Lack of awareness on the parenting process.
• Some of the parents are observing schooling process in economic terms, so they are pushing their children for immediate job in which they do not need more education.
• Lack of proper guidelines for parents on revised pedagogy.
• Most of the mothers are over burned with house hold duties, so they  are not getting time to help their children in learning.

Individual Problems

• A few teachers opined that, some of the students are careless in obeying the directions of the teachers.
• Malnutrition among some students do also cause to attend the classes with out interest.
• Some of them show mental and physical disabilities.
• Some of them were used to reach the school very late and did not take the break fast at home also.
• Lack of knowledge of teachers about their students.
• Some teachers opined that , certain students are having less confidence that lead to the learning backwardness.
• Lack of knowledge on personal hygiene among the children.

Suggestions for the Improvement

Teachers made the following general suggestions for betterment of the programmes on minority education .

• §   Conduct very comprehensive awareness programmes for students, parents and teachers.
• §   Counseling practices can be introduced in schools for students, parents and teachers.
• §   Activities for CWSN students should be strengthened and monitored well.
• §   Conduct free health clinics in each school.
• §   Provide the essential infrastructural facilities in schools, especially for the aided sector
• §   Provide free clothing to the needed students.
• §   Conduct more vocational training programme in schools as a part of curriculum.
• §   Conduct special training to the teachers on intra personal management.
• §   Make certain societal interventions compulsory for teachers and account it as part of their duties too.
• §   Conduct orientation programmes for the Madrassa teachers.
• §   Conduct programme like ‘ Learning Home ‘ ( Paddana veedu) in the required areas
• §   Conduct career guidance activities in schools.
• §   Chalk out various societal empowerment programmes, like community library, Corner PTAs, community fests, home visits, etc.
• §   Programmes like ‘ Galileo Little Scientist ‘ are to be strengthened to empower the community as a whole on scientific temper.

ACTION PROGRAMMES SUGGESTED

                                  On the basis of the suggestion derived from the study, certain the investigator put forth certain action programmes to be implemented for  Minority Education in Kerala.

1)        Conduct an in depth study to identify the actual issues faced by the  minority children covering areas such as ;

a)    Total learning time spent by Minority children in a day, allied constraints and strategies for solving it.

b)    Learning environment available at home and additional inputs to be given to up lift the situation.

c)    Parental Issues such as;

i)     Familial

ii)    Socio-Economical

iii)   Educational

d)    Personal issues of the children such as ( in general and girls in specific);

i)     Interest related.

ii)    Confidence related.

iii)   Adjustment related.

iv)   Extravagance in spending money.

e)    Parental Education Provide a clear picture of the existing classroom transaction strategies and the area in which they can extent support to their children.

f)     Prepare hand outs on the above aspect and orient them.

g)    Conduct periodical open house meetings of parents class wise and ensure the participation of them in the classroom and assessment strategies.

h)   Organize Combined Sahavasa Camp ( Community living camp) on sample basis by involving parents, teachers and students to make aware the parents on supporting effectively the students at home.

2)        Life skill and vocational training

a)    Organize workshop on life skill practices and vocational training to all students. It should be based on the felt need and make it as a practice for the career orientation.

3)    Teacher Orientation

                                 Conduct specific intra and inter personal management training for all teachers to know the child and to deal them effectively.

5)      Physical appearance of the school

                                 Facilities of the school should be improved considering the number of children enrolled in the school. Develop sample based model schools by providing all necessary facilities in the state.

6)      Residential Schools

                                 Residential schools with the set  standards should be started to girls where 50% of the seats are to be reserved for minority girls from rural area.

7)        Special Camps for arts and sports

                                 Talented Minority children should be given extra coaching for arts and sports for which camps can be organized sub dist. level or dist. level.

References:

1.MHRDE.(1992). National Policy on Education( 1992). Government of India.

2.Rajindra Sachar(2006).Prime Ministers High Level Committee. New Delhi: Government of India.

3.Rangnath Mishra( 2007).The National Commission on Religious and Linguistic Minorities. New Delhi: Government of India, Ministry of Education.

4. Paloli Mohammed( 2007). Report on Minority Muslims( 2007). Government of Kerala.

Web sites:1. www.education.kerala.gov.in

2. www. kerala.gov.in

3. www.ssa.nic.in

4. www.education.nic.in

About the Author

BIO DATA

Name :            Dr. Abdul Gafoor.P.K

Designation:  Assistant Professor ,  Govt. Institute of Advanced Study in Education,                   Thrissur, Kerala.

Age:                45

Residential Address: PO . Box No.3 , Calicut University  (PO), Malappuram (Dt), Kerala.

Educational Qualifications

MSc

MEd

MPhil

JRF

PhD

PGDCA

DEPA

Zoology

First class

Natural

Science

First class

Education

First class

Education

Education

Computer

First class

 

Edn. Plg. &

Admn.

First class

   2.Teaching experience:

1. Lecturer in Educational Psychology- Govt. Training Colleges, Kerala.                                         

2.Lecturer in Natural Science- B.E.d Centre Calicut

3.HSA – Natural science- Govt. High schools of Kerala.

4.HSST – Zoology – Govt. HSS , Pulpatta, Palakkad

5.Lecturer in science- DIET Thrissur

6. Senior Lecturer in DIETs( Educational Technology)-Palakkad and Malappuram

7. Director , CUTEC ( BEd), Manjeri , Kerala (On Deputation   from DIET ).

8.Assistant Professor  in  Govt. IASE , Thrissur

3. Other qualifications

i. Published 13 papers in National  and International level Journals

ii. Presented 10 papers in National and international seminars

iii. Radio talks -3

iv. Participated various National and International level programmes

v. Got international diploma in child rights  and school management from Lund University, Sweden

             All the information provided  above are true in my best of knowledge and abilities.

Thrissur                                         

09-11-2010                                                                                  Abdul Gafoor.P.K

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