Communities Collaboration In School Activities
| International Journal of Humanities and Social Science |
| © 2021 by SSRG - IJHSS Journal |
| Volume 8 Issue 2 |
| Year of Publication : 2021 |
| Authors : Harshalata V. Burade, Dr. Sarita Deshpande, Dr. Kirti Sadar |
10.14445/23942703/IJHSS-V8I2P113
How to Cite?
Harshalata V. Burade, Dr. Sarita Deshpande, Dr. Kirti Sadar, "Communities Collaboration In School Activities," SSRG International Journal of Humanities and Social Science, vol. 8, no. 2, pp. 79-85, 2021. Crossref, https://doi.org/10.14445/23942703/IJHSS-V8I2P113
Abstract:
Indian Education system was previously accessible only to the privileged class. It was made available to the whole country after independence. Development in education in India was more of quantitative than of qualitative nature so as to spread education and bring it to the common man. However, there seems a difference in education in urban areas and the one in rural or Tribal areas quality-wise as well as quantity-wise, contributed by several factors. The problems and issues also are different in urban and rural areas. Despite the government’s efforts through NCF 2005, RTE 2009, providing mid-day meals, PSM 2010, the situation of education in rural areas has not been very promising and satisfactory. One major problem that was and also continues even now is multilingualism in Indian communities. Despite admiring multi-lingual status in India, when a child finds the difference in its home language and school language, it is confused and does not find interest in the teaching-learning process and eventually drops out or stagnates. To resolve this issue, an innovative exercise of MLE-Multi-language Education was run through in remote aadiwasi areas speaking the Korku language, under the auspices of Zilla Parishad of Amravati district of Maharashtra state. The use of Korku for translation of some standard Marathi words while teaching primary class 1 and class 2 students was done for three months that led to improving the results of these primary school students. This helped raise the involvement of parents in their children’s schooling. This also helped raise the confidence of primary school students and the competencies of the teachers. How this was teamed up, how parents’ collaboration was invited and was utilized in this endeavor, how it turned out to be a successful experience in the form of the pilot study that became the basis of further intervention that led to better achievement of primary school children, has been described in the present paper.
Keywords:
MLE, .mother tongue, standard state language, Tribal education
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