Multigrade Malaysia

Asia and the Pacific Programme of Educational innovation for Development

Multigrade Teaching in Single Teacher

Prima;’

Schools

U N E S C O PRINCIPAL REGIONAL OFFICE FOR ASIA A N D THE PACIFIC BANGKOK, 1989

&

UNISCO

@ UNESCO

1989

Published by the Unesco Principal Regional Office for Asia and the Pacific P.O. Box 967,Prakanong Post Office Bangkok 10110,Thailand

Printed in Thailaiid

nie desigtiatioits enipìoyed and die presentation of niatenal thoughout tite publication do not ititply the expression of aity opinion whatsoever on the part of Uttesco coiicenting the legal Stahls of any coicttty,tem'toy,city or area or its authorities, or cortcenting its frontiers of bolciidanes.

CONTENTS

Preface Chapter One - Multigrade Teaching

1

Chapter Two - Synthesis of Country Reports

5

Chapter Three - Country Experiences Australia Bangladesh People's Republic of China India Indonesia Republic of Korea Malaysia Maldives Nepal Pakistan Philippines Thailand

13 14 19 22 27 32 37 40 46 52 57 60 67

Chapter Four - Framework for Improving Multigrade Teaching

71

Chapter Five - Conclusions

95

ANNEX

97

PREFACE

The Unesco Principal Regional Office for Asia and the Pacific (PROAP)in cooperation with the Office of Educational and Cultural Research (BALITABANG DIKBUD) Ministry of Education and Culture, Jakarta, Indonesia organised a Subregional Training Workshop on Multigrade Teaching in Primary Schools in November 1988. The Workshop:

i) reviewed the difficult population and educational contexts in which the small primary schools practising multigrade teaching are functioning;

U) identified the learning difficulties and other problems which are encountered in multigrade teaching;

iii) examined the projects and experiments which are being conducted by the different countries in an effort to find solutions to problems in multigrade teaching; iv) reviewed other ways of improving the quality of education in schools practising multigrade teaching; and v) prepared a framework for improving multigrade teaching. There were 13 participants, one each from Australia, Bangladesh, People's Republic of China, India, Indonesia, Republic of Korea, Maldives, Malaysia, Nepal, Pakistan, Philippines and Thailand. In addition, there were two resource participants and seven observers from Indonesia. List of participants given in Annex.

Chapter One MULTIGRADE TEACHING The Context The Universal Declaration of H u m a n Rights encompasses the right to education. Most of the member nations have made constitutional provisions for achieving the goal of Universal Education for all. The right to education, especially Universal Elementary Education (UEE),which is directed to the full development of the human personality (Article 26-1,2),has its immense value for educational policy making by the nations. Equality of educational opportunity is conceived as not only providing access to education but also creating conditions of success for the millions of learners living in remote, sparsely populated mountain regions, deserts, islands, lagoons, plains and .other inaccessible areas. Efforts to provide comprehensive access to elementary education led to the establishment of a large number of primary schools with low enrolments where normal teacher: pupil ratio norms are just not operative and the number of teachers is less than the number of grades. The teachers have to engage in multigrade teaching.

Multigrade Teaching Multigrade teaching implies the school situations where the number of pupils in different grades is so small that the pupils of several grades together add up to a normal or slightly larger than normal class. It connotes combination class groupings in a school with one two to three classrooms. Multigrade teaching is generally seen in one teacher schools, two teacher schools, sometimes even in three teacher schools, multilevel classes in larger establishments, ungraded early childhood education units and special multilevel aggregation of pupils. The enrolments of such schools usually varies between 10 to 100.Multigrade teaching is not an answer to meeting teacher shortages in the educational systems but is a strategy to improve the quality of education in rural communities.

Multigrade Teaching in Primary Schools Looking to the socio-cultural milieu in which the small schools with multigrade teaching are functioning, these schools could be the centres of social development and community conscientisation and the need for improving their functioning is far greater than recognised. Multigrade Teaching Schools in Difficult Population Situations

It is generally not recognised that in almost every country there are many primary schools practising multigrade teaching. W h y ? It is because they are usually located in remote, sparsely populated areas with insufficient means of transportation and communication. Almost all the countries participating in the sub-regionalworkshop reported the high incidence of small schools in their primary education systems. They are typically located in far flung areas-the mountainous, pastoral and outlying districts where the economy is poor and the population sparse. These are the areas inhabited by Aboriginal groups and people engaged in traditional pursuits requiring the participation of children in domestic and or economic activities. Countries in Asia and the Pacific have thousands of small inhabited islands which are scattered,very thinly populated,remote, under developed and isolated due to poor communication and social mobility. Likewise, there are highlands, the mountainous regions, the narrow strips in the hill tracts which for the outsider seem to be uninhabited lands but these are in fact bubbling with life in their own contexts and have a significant number of children requiring education. The inhabitants have their isolation due to poor social mobility, inadequate communication, infrequent transportation, indigenous belief systems, a multiplicity of local languages and their adherence to local traditions.For generations, the children have been replacing their parents as the next generation in the same grimness of poverty, ill health, ignorance and illiteracy. The application of science and technology to these areas could greatly make the life of the people pleasant, easy and productive. Their isolation is due to absence of education for development and development for want of education. The national policies on universalisation of Primary education kinde a hope that education would come as an meliorative force in these difficult contexts.

2

Multigrade Teaching The opening of small schools with the posting of one or two teachers is a measure of creating access to primary education for young children. These suffer from constraints resulting in learning difficulties and other administrative problems which need to be looked into. It is an appropriate time for member nations to have a collective and introspective look at planning and providing quality education programmes for this type of primary institution.

Incidence T h e incidence of multigrade teaching in primary schools is quite noticeable in the Asian and Pacific Counmes. Large sized countries like the Republic of China and India have reported as m a n y as 420,000 and 327,000 schools practising multigrade teaching respectively. A sizeable number are one teacher schools. Multigrade teaching is practised in about 40 percent of schools in the Northern territory of Australia; 8 percent of schools in Philippines; about 20,000 schools in Indonesia; 1540 schools in Malaysia. There are sparsely populated population belts such as Maldives with about 65 islands, Pakistan with its desert lands and far flung habitations, the remote area villages of Korea, Nepal's mountainous regions, and the remote districts in Thailand where the phenomenon of multigrade teaching is pervasive. There are demographic, geographic, and economic reasons for the existence of multigrade schools. More such schools are likely to be opened as the policy on Universalisation of Primary education is gradually implemented, propagation of population education continues and non-formal education centres for the out of school children are established. As such, the practice of multigrade teaching requires a Pedagogy in its o w n right.

3

Chapter Two SYNTHESIS OF COUNTRY REPORTS The Unesco (APED)proposal entitled Multigrade Teaching in Primary Schools in Rural, Isolated, Sparsely Populated Areas provided an opportunity for the participating countries to investigate the functioning of small multigrade schools with a view to locating learning problems and other problem areas. The data emerging from the country papers has been synthesised under the following heads:

-

Advantages of Multigrade Teaching Situations Learning Difficulties Specific to Multigrade Teaching Parental Attitudes Constraint of Educational Systems A Pedagogy for Multigrade Teaching Measures and Innovations in Multigrade Teaching

Advantages of Multigrade Teaching Situations Combining several grades, age groups, or ability groups can have its o w n advantages such as the following:

- Pupils tend to develop independent work habits, self-study skills; - Cooperation between different age groups is more c o m m o n resulting in a collective ethics, concern and responsibility; - Pupils develop positive attitudes about helping each otheq - Remediation and enrichment activities can be more discreetly arranged than in normal classes.

Learning Difficulties Specific to Multigrade Teaching Multigrade teaching is often the target of some complaints, cause of some confusion and a source of some problems. These ultimately give use to learning difficulties which have been categorised here as follows: a. Curriculum Design b. Classrooms and teachinflearning processes

5

Muìtigrade Teaching in Primary Schools

c. Space organization and instructional management d. Grade combinations e. Role perception by the teacher f. Existing teacher education programmes g. Learners' behaviour problems Specific learning difficulties and problem areas under the above aspects are as follows: a. Curriculum design

- Primary curriculum documents usually include or are list of minimum learning competencies

supported by a (MLC), which are analysed into objectives appropriate to each grade level, together with suggestions on a methodology to achieve these. The MLCs and their components have not been specifically designed for use by teachers in multigrade schools.

- The

school plans, instructional materials, and methodological guidelines which have been prepared for ordinary school situations present difficulties to teachers when they try to apply these in multigrade teaching situations.

- The centrally designed curricula m a y lack relevance and be dysfunctional w h e n applied to the socio-economic needs and cultural life style of rural learners and their communities.

- There is a shortage of support materials for teachers and of inâividualised instructional materials for learners. This is compounded by inadequate media support (such as radio or television, programmes for teachers and pupils).

- Existing tools and methods for pupil assessment need to be further improved and refined. There is a need for more work on the kinds of continuous evaluation, diagnostic testing, remediation and feedback which would best assist multigrade teaching.

6

Synthesis of Country Reports

- Multigrade teaching does not fit weii with outdated and traditional teaching methodologies which rely on verbal communications and teacher authoritarianism.

b. Classrooms and Teaching Laming Process

- Interruptions and distractions are major problems confronting teachers of multigrade classes.

- Teachers often abruptly change from one class to another without recapitulating what has been taught or suggesting follow up measures. Similarly, teaching is often abruptly initiated when the teacher passes from one grade/ability level to another.

- Teachers m a y be tempted to work with multigrade classes as a whole group for quite long periods and thus will tend to overlook the special needs, ability levels and developmental stage of the learners.

- There is a general need for more adequate teaching aids which are suitable for use in multigrade teaching situations.

- Slow learners and fast learners will often receive insufficient individualised attention.

- Learnersm a y have difficulty in comprehending what is presented to them because they are unfamiliar with the language used in school.

- Teachers d o not generally allocate sufficient time to health, Music, creative arts, games and physical education, cultural and literary activities or moral education.

- There is an overemphasis on completion of textual lessons and preparation for examinations.

- S o m e teachers are too casual about their preparations for teaching.

7

Multigrade Teaching in Primary Schools

- S o m e classrooms are over crowded. - Sspace. o m e multigrade schools lack essential classroom - M a n y teachers lack the competence and confidence which is necessary to handle mixed ability groups.

- Teachers working

in multigrade schools put less emphasis on remedial teaching.

- M o r e often than not, teacher assistants, monitors, tutors and group leaders are inadequately prepared for their role which is to assist the teacher by keeping pupils usefully and productively engaged.

c.

Classroom organization and Management

- In an ordinary school situation,it is a c o m m o n practice to seat all the pupils facing the chalk board. In multigrade teaching, if all learners from different grades sit in this position, difficulties arise.

- Supply of teaching aids, such as chalk boards, in proportion to the number of teachers, creates problems for multigrade teaching.

- Combination of any grades under one teacher creates special problems when learners are horizontally and/or vertically grouped for instructional purposes.

- Teachers in multigrade schools often lock essential training in school organization and classroom management for direct and assisted teaching, organization of collective teaching, small group work, etc.

- Use of teaching aids such as wall maps for one grade often distracts the learners of other grades w h o are sitting in the same room and facing the same teacher and the teaching aid.

8

Synthesis of Country Reports

- The design of buildings in multigrade schools need to be revised to allow modular partitioning and moveable fumiture for more effective classroom organization. To date, this has not been extensively med.

- In several countries, lessons are conducted in the open space outside classrooms. Teacher guidance notes on h o w to hold multigrade classes in open spaces are not yet available. d. Grade Combinations with a Teacher The duration of primary education varies from country to country. In some countries, primary education extends to grade VII,while in others it only extends to grades IV or V. The age of admission to grade I also varies from 5, to 7 in some counties. In many multigrade teaching schools staffed with more than one teacher, there are no set principles for class combination with one teacher. T h e heterogeneity of class combinations creates problems in the management and teaching of pupils. e. Role Perception by the Teachers Teachers are often unwillingly posted to primary schools situated in remote, sparsely populated areas. S o m e of them do not belong to the local communities and have a poor knowledge of their languages value systems, life styles and educational needs. They develop a sort of psychological alienation from the school and the learners. This leads to:

- Lack of interest in compulsory education. - Personal prejudice against the small school. - Indifferent and authoritarian behaviour with learners and their parents. - Low self-concepton the part of the teacher. - A depressing learning environment in and around the school. - Irregular attendance by teachers and learners.

9

Multigrade Teaching in Primary Schools

f. Existing Teacher Education Programmes

- Most of the participating countries have not developed any special teacher training curriculum on Multigrade Teaching.

- Although

there are m a n y teachers working in multigrade teaching situation, they are not being provided with the kind of intensive in-service teacher training, they need.

- Practice teaching in ~

multigrade situations is not generally prescribed or even advised for teacher trainees. They usually experience only monograde teaching situations. This leads to to insufficient preparation for service in remote rural areas.

g. Learners' Behavioural Problems

In remote,rural, and sparsely populated areas, children tend to exhibit the following behaviour:

- They will often tend to shy away from the teacher and from formal teaching-learning situations.

- They are often uninterested in schooling. - They m a y become frustrated by their mobility to understand the language of formal schooling.

- They m a y be unable to cope with homework assigned by the teacher (for reasons cited above and/or because condition at h o m e are not conducive to study).

- Owing to physical handicaps such as partial vision impairment or conductive hearing loss, etc., pupils m a y not necessarily display the sort of learning behaviour expected of them, such as keenness and alert concentration.

10

Synthesis of Country Reports

Parental Attitudes Most counties with a high incidence of multigrade teaching in primary schools reported low levels of parental literacy.Only the Philippines reported high literacy rates in their sparsely populated areas. In places where education is just making a beginning, the social environment is characterized by a general inertia and an indifferent attitude on the part of parents towards schooling for the learners. Parents do not see the connection between education and a future career for their children. Children are often absent from school on minor pretexts or because parents consider that it is more important for children to assist with family chores and to participate in various other economic,social or religious activities.

- Parents are sometimes unwilling or unable to provide the textbooks and other stationery items which are required. This contributes to the low participation in instructional activitiesby some pupils in each grade. Educational System's Constraints

Even though the member countries have legislated for Universalization of Primary Education and have established primary schools in rural, remote, sparsely populated areas, adequate attention to the proper functioning of these schools seems to be a long way off. The following problems have been noticed:

- Non-fillingof vacant teaching positions in rural areas. - Absence of a system of teacher accountability,which would greatly assist the proper functioning of small schools.

- Lack of basic physical facilitiesin the schools. - Lack of training for supervisors who are responsible for smail schools practising multigrade teaching in remote rural areas.

- General inattentivenessof education officers to the needs of these schools.

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Multigrade Teaching in Primary Schools Pedagogy on Multigrade Teaching The process of Multigrade Teaching in rural, sparsely populated areas has not yet been subjected to research preview by adopting multidimensional or comprehensive research designs. S o m e efforts to develop self-iearning materials for learners have been reported. Likewise, s o m e innovations in teaching methodologies were reported. But none of the participating countries have come up with a complete model of Multigrade Teaching.

12

Chapter Three COUNTRY EXPERIENCES Multigrade teaching is the practice usually adopted in small schools in sparsely populated rural areas. As national policies on Universalisation of primary education are being formulated and implemented,multigrade teaching schools are coming under the lime light. Unesco's (APEID)project Multigrade Teaching in Primary Schools in Rural,Isolated,Sparsely Populated Areas was aimed at investigating the problems and difficulties in small sized Primary schools practising multigrade teaching and the solutions which have been devised to solve these problems. The project also included identification of specific teaching learning tasks applicable to multigrade teaching. The project activities were undertaken by twelve countries: namely, Australia, Bangladesh, Republic of China, India, Indonesia, Republic of Korea, Maldives, Malaysia, Nepal, Pakistan, Philippines and Thailand. The participating countries conducted task force meetings and/or National workshops on the theme and country papers were prepared. The data in these country papers is obviously rich. It has been synthesised in the previous chapter.The country papers having been presented,the participants desired to have a forward look at their situations and to discuss these. Brief write ups in the form of country experiences were prepared and presented.

13

AUSTRALIA

Multigrade Teaching T h e historically recent expansion of compulsory primary education into remote rural areas has brought about an increase in the number of multigrade classes, where pupils of a wide range of maturity and ages study under one teacher, usually for two or three years. Another factor which has contributed to the trend is the decline in pupil environments in some schools and the consequent reduction of staff, which m a y result in classes being combined. Sometimes, multilevel classes are deliberately created because ofthe benefits which are said to flow on the students from such arrangements. The most extreme example of a multigrade class is a one-teacher school where a single teacher has responsibility for all grades. Such teachers need to have special skills in multilevel programming and classroom organization, not to mention expertise in overaii school management.

Incidence Professor lan Birch, in Western Australia, is preparing a report for Unesco on multigrade teaching in Australia. This report will give data on the number of multigrade schools in the country. In the Northern Territory of Australia, there are many small abilities are taught by a single teacher in the same classroom setting. These include one-teacher schools (that is, about 19 per cent of all Government schools), other small schools,and multilevel classes in larger establishments; there might be combination classes (for example, a Year 5-6-7-class), ungraded early childhood units, or special purpose multilevel aggregations of pupils. It can be conservatively estimated that at least 40 per cent of schools in the Northern Territory have multigrade classes. As in neighbouring states, the percentage of teachers engaged in multilevel teaching is appreciably lower than this. The actual number and percentages are given in the table below:

14

Australia

NUMBER OF SCHOOLS,TEACHERS AND STUDENTS INTHE NORTHERN TERRITORY (not including Homeland Centre Schools) SCHOOLS

STUDENTS

One teacher Two teachers Three teachers Four teachers Five teachers Six teachers Seven or more

33 17 6 12 4 4

614 568 315 875 385 353

teachers

93 55.0%

TOTAL

170 100.0%

19.5% 10.1% 3.6% 7.15% 2.45% 2.4%

~

1.5% 1.5% .8% 2.1% .9% 1.0%

2162 92.4%

35323 100.0% ~

35 34 18 48 20 24

1.8% 1.6% .9% 2.5% 1.1% 1.0%

31937 91.1%

~

TEACHERS

2341 100.0% ~

~~

Source: Student Census June 1988 N.T.Department of Education Statistics Section,Nov.1988

P o plation profiles Multigrade schools are typically located in rural areas, particularly in remote localities. A high percentage of pupils are Aboriginal children.

Learning difficulties Many students come from homes where literacy and numeracy are not valued. Students in traditionally oriented Aboriginal communities may be unfamiliar with English and the purpose of education. Students find it difficult to see learning as an active,independents,goal-orientedprocess. In a multigrade school, students with learning difficulties may require a lot of individual assistance.

Other difficulties faced Multigrade classes are more common in isolated, rural schools, where teachers often have to contend with a range of challenges in addition to their professional responsibilities. 15

Multigrade Teaching in Primary Schools Understandably, many non-localteachers are reluctant to stay for more than a year or two in these areas,because the schools may be a long way from major urban centres, communication and transportation systems may be comparatively undeveloped,facilities may be sub-standard,resources limited,and the teachers themselves may be inadequately prepared for the work they are called on to do. In addition,pupils may be frequently absent from schools and their parents may have little desire for academic success on the part of their children. For comparatively inexperienced teachers, these challenges may be frequently absent from school and their parents may have little desire for academic success on the part of their children.For comparatively inexperienced teachers,these challenges may be stresses which cause fatigue,sleeplessness,depression,and other forms of ill health. Even experienced teachers may become jaded,cynical or even burnt out. Other teachers may cope admirably with their multigrade classes,but will freely admit that it is not at all easy to plan for,to teach,and then to assess a class which consists of a number of year levels.

Measures adopted to overcome difficulties and problems Some tertiary institutions have included special units on teaching in small schools. These provide an introduction to small school management,multigrade planning and the specific needs and problems associated with working in remote rural area.Teachers in training also have the opportunity to go out to 'bush schools'for a month at a time on teaching practice placement. Many stateshemtoriesin Australia conduct induction and serviceprogrammes for teachers working in small schools.

In the Northern Temtory,some in-servicetraining materials have been prepared by groups of experienced teachers working in conjunction with regional office staff. Starting out in Small Schools in the Northern Territory is one particularly useful handbook which was produced in this way be staff in the Kathering Region. The aim of the handbook is to give new teachers detailed guidance for the first six weeks of the school year and general assistance from then on. The manual covers community relations, school organization, school routines,classroom organization practical hints,curriculum matters, suggested layouts for a multigrade classroom,time tabling

16

Australia suggestions, setting up activity centres, working with an assistant teacher, and other matters. This information is followed by detailed weekly programmes. S o m e special materials have been developed by and for teachers is small schools. Correspondence schools and schools of the air provide additional assistance for some pupils.

Projects conducted,models evolved and degree of success achieved Interested readers are invited to refer to the National report on multigrade teaching in Australia, and /or correspond with the workshop participant.

Proposals for improving multigrade schools Curriculumplanning and transaction

- S o m e of the findings of the Aboriginal Pedagogy Project m a y be applicable to teaching in small schools.

- extending S o m e consideration could be given to revising and the school of the bush curriculum project. - Before any specific courses are designed for multiple grade schools, they should take into account the needs of the learners and the socio-politicalcontext of the school.

- Instructional objectives should be explicit, relevant, attainable and measurable. - The format of modular courses could be improved by application of instructionaldesign principles. - Activity based learning programs need to be more clearly conceptualised.

17

Multigrade Teaching in Primary Schools Teacher training Both pre-service preparation and in-service support programmes for teachers ought to devote more attention to methodologies suitable for multigrade schools; for example, time tabling, seating arrangements, grouping, peer tutoring, problem solving approaches to learning, use of RIT materials, learning contracts, curriculum negotiation strategies, self-assessment and team teaching.

Instiiutionalplanning,classroom management and school supervision There is an opportunity for cooperative arrangements within the region, since many education authorities have begun to focus on ways to improve multigrade teaching. Perhaps supervisors could be sponsored for 2-3week exchange visits to a neighbouring country to look at successful projects and innovations. For example exchange between Australia and Indonesia can provide rich comparative insights.

Input required a. Research. S o m e well-conducted evaluation studies of successful multigrade schools would be of help. b. Programme development. Every country in the Asia-Pacific region should be invited to commence a Small School Project which could serve as a training and resource centre for teachers,principals and supervisors. c. Extension services. If a bank of videos on multigrade teaching were kept in Unesco PROAP's library, these could be loaned to member nations for training purposes. National library holdings could be expanded to support pre-service and in-servicetraining in this area.

18

BANGLADESH

Multigrade Teaching In rural, isolated and sparsely populated areas, for want of sufficient number of students in different grades, a single teacher and in some cases two teachers are appointed to a multigrade teaching school.

Also, in many parts of the country, especially in heavily populated rural areas, there are insufficient teachers to staff the primary schools. The multigrade teaching schools have 5 grades, 1 or 2 classrooms and one or two teachers.

Incidence The Chittagong Hill tracts and the Hawor (Lagoon) lands of greater Shylhet districts are sparsely populated. Schools are few and the number of students is m u c h less in all the grades. On the other hand in the thickly populated areas, there are many schools where there are sufficient number of pupils but teachers are insufficient. In both the cases, multigrade system of teaching exists, The incidence of multigrade teaching is quite high.

Population Profiles Multigrade schools are located in the sparsely populated areas of the greater Shylhet district where there are canals and lagoons. In Tangail, and also in the narrow strips of Chittagong Hill tracts,different tribes live. They are hardly interested in education at all and the rate of literacy is dismally low.

Learning Difficulties and Other Problems Traced Teachers are less interested in serving in the Hill tracts and isolated rural areas. Communication to and from school is a problem. Physical facilities are poor. 19

Multigrade Teaching in Primary Schools

There are not enough tribal teachers to teach the tribal people and when teachers belonging to urban belts or even some other rural areas are appointed in such places, the linguistic problems obstruct good learning. Proper physical facilities and instructional materials are wanting. Teachers have no special training in multigrade teaching. Multigrade teaching in the IMPACT system is a modularised teaching/learning system which is expensive. There are more lower grades than upper grades in small schools.

Measures adopted for overcoming Problems for Multigrade Teaching In a national workshop on "UPE for the Disadvantaged group of people" suggestions for mobile schools and Mobile teachers in the tribal areas were made. Suggestions for writing textbooks in the local languages have also been made. Success in the IMFACT system of multigrade teaching was not up to expectations and it has been replaced by SIMPLE a non-modular delivery system which is expected to be more hitful. It is being maled in 24 schools.

-

The Curriculum is being renewed and textbooks are being written.

Proposal €or Improving Multigrade Schools Special training for the teachers of multigrade teaching should be emphasised. Short in-service courses should also be arranged for teachers in normal rural schools. School supervision should be improved and strengthened.

Inputs Required Fruitful research on multigrade teaching is required so that improved methodologies can be introduced.

20

Bangladesh Radio and T.V.programmes on Multigrade teaching should be included in educational broadcasting programmes. Videos can be made and used for teacher training and for primary school teaching. A number of additional materials are necessary for successful teaching-learningin multigrade schools. M a n y schools have no buildings, benches, chalk-boards, latrines, electricity, library, radios or science-kits.The government, community and the parents should be encouraged to come forward to help solve problems.

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PEOPLE'S REPUBLIC OF CHINA

Multigrade Teaching Multigrade teaching (MGT)is a situation where one teacher teaches two or more grades in one classroom at the same time. MGT is one of the primary teaching forms, a research area in schooling pedagogy. However, very little research has been conducted in this aspect. Considering from certain angles, MGT is an "art". W h e n the quality of MGT is compared to mono-grade teaching, it is no worse and m a y even be better if MGT is properly implemented.

Incidence and Population Profile The existence of MGT is decided by geographical factors, population distribution, economic development and other conditions. Generally, MGT is widely practised in the mountainous, remote and poor areas and is a main form of primary education there. According to 1986 statistics, classes using MGT made up 12.12% of all classes in the rural areas of the whole country. In Hebei Province, the quality of MGT classes makes up 22% of the total teaching classes in primary schools in the whole province. Moreover, in Chengde prefecture, Hebei Province, which is mountainous, remote and poor, MGT classes makes 57% of the total. As for Zhangjakan prefecture, Hebei Province, it makes up 82%. In recent years, the trend towards MGT in primary schools is'increasing. Firstly, because of the implementation of family planning, the birth rate is decreasing. Secondly, because of the development of the commodity economy, people are leaving the countryside for the cities and the population in some villages is decreasing. China believes that the rural areas are the key place to popularize primary education, however the mountainous, remote and poor districts are difficult contexts. Thus, the government pays great consideration to MGT.

22

PeopleS Republic of China

W h e n one teacher deals with the pupils of several grades, a complex classroom structure is developed. Compared to instruction for pupils in a single grade, the pupils receive less direct teaching and engage in more self-studying activities. This is the essential feature of MGT which consists of both negative factors and latent positive factors.

Learning Difficulties and Other Problems Faced To consider the situation at this juncture, many primary schools using MGT face plenty of problems and difficulties. a. M a n y teachers,w h o do not master the regular pattern of MGT,cannot carry out this form of teaching well: b. Textbooks in use for primary schools only meet the need of mono-grade teaching but not MGT; c. There is a universal need for suitable apparatus which can be used forM G T .

Measures Adopted To Overcome Difficulties and Problems To overcome some of the difficulties and to improve the quality of MGT,the following measures have been adopted in China. Teaching,Research and Teachers' Training on MGT a. With the support and subsidization of Unesco, in Taiyuan City, Shanxi Province, in 1986, and in Zhangjakan City, Hebei Province, in 1986, two national workshops were organized, which aroused considerable interest on the part of the provincial governments, and pushed them to strengthen the work ofresearch and training on MGT. b. A provincial research workshop on MGT w a s organized in 1987, and anather provincial training workshop was conducted in 1988. 23

Multigrade Teaching in Primary Schools In 1987,the Hebei Provincial Research and Training Centre of MGT was set up. Led by the Education Commission of Hebei Province, its mission is to: a. Carry out research o n MGT, to s u m up and popularize experiences of MGT; b. Train multigrade teachers and improve their professional skills on MGT;and c. Provide information, materials and advisory assistance to teachers working in multigrade situations. After the establishment of the centre it: a. Organized four workshops in for 160 multigrade

teachers in the countryside. After returning, these key teachers then conducted training of other multigrade teachers. Thus a network is being formed in the whole province; b. Continuously sent out teachers to go round the countries and villages to train multigrade teachers in primary schools and to give demonstration lectures to solve problems encountered; and c. Has conducted a workshop for normal schools and trained personnel, to equip them with the skills for multigrade teaching. The centre trained multigrade teachers not only for Hebei province itself but also for the Provinces of Heilongjian, Yunnan, Shanxi, Qing-hai, Jilin, etc. The centre has been asked to help train multigrade teachers for Qing-hai Province and Noimonggoi autonomous regions etc. The provincial centre has achieved great success and vast influence in the whole country. It has been given great consideration by the National Education Commission of China.

24

People's Republic of China

Training of Multigrade Teachers

The following training aspects have been covered. a. To make the teacher aware of importance of MGT, love the countryside and MGT; b. To improve teaching skills of MGT,teachers should master the key and difficult points of textbooks to stress the essentials and teach carefully; they should pay attention to fostering self-studyng ability; arrange school time table scientifically;arrange pupils seat order suitably; train helpful "little teachers"; and establish a perfect class community.

Preparation of TextualMaterials a. Writing of textbooks for MGT. It has been carried out by Zhejiang Province, Luliang Prefecture, Shandong Province and Hebei Province. Textbook compiling, according to the Primary teaching Programme, is not allowed to reduce standards laid down in the National Curriculum. b. In line with the characteristics of MGT, the monograde textbooks in use are being re-adjusted.

Teaching Aids Suited to the Needs of MGT a. T h e c o m m o n blackboard has been adopted in a number of ways including folding blackboards, pulling blackboards, multi-layer blackboards, etc.

b. Tape-recorders, slide projectors, etc are being used in multigrade classes.

Proposals for Improving Multigrade Teaching China will consider its o w n objective conditions, try to learn, transplant and see helpful experiences from other countries, and promote MGT to a new level.

25

Multigrade Teaching in Primary Schools W e should pay more attention to MGT in primary schools to set it up into a system and give it a proper identity. On-going Teacher training will be emphasized so that teachers can master the skills of MGT. More attention should be given to train "Little teachers" or "little assistants". "Little teachers" actually are pupils. Their task is, under the teacher's direction, to organize pupils self-study,and help others when there is no direct teaching by the teacher. However, the role of the "little teachers" should not be exaggerated. Establishment of a class community should be emphasized.

A class has more than one grade, but members help each other and actively try to help the progress of the group. It is also important to closely combine school education with family education.

Inputs Required China hopes to further cooperate with Unesco on the subject of research and training of MGT in primary schools and to get support and financial help from Unesco. a. It is proposed that Unesco might organize sub-regional training workshop on MGT in primary schools in the year 1989 and in the coming years.

b. Hebei Provincial Centre of Research and Training for MGT will go further to enlarge its capacity to provide an educational service. Besides the service for its o w n province, it will also work for the country. It will organize workshops, publish "News Report on MGT," provide information,materials, and advice for the whole country. It will also compile a biography for teachers w h o engage themselves in MGT in primary schools for a long period of time, to c o m m e n d their contributions to M G T in primary schools and popularize their experiences. c. Hebei province is engaged in compiling textbooks for MGT.The main problems encountered is lack of funds.

26

INDIA

Multigrade Teaching Multigrade teaching situations imply teaching of two or more grades by one teacher simultaneously. In some places, if the first two grades are assigned to one teacher, it is also referred to as a nongraded or Combination class. Multiple Class Teaching is another term popularly useci for multigrade teaching.

Incidence Multigrade teaching in al primary schools is phenomenal. There are approximately 188,000 (around 34%) primary schools with one teacher and about 144,000(around 27%) primary schools with two teachers. About 68% of the villages in India have a population of less than 500 persons. Primary schools in such villages are likely to practise multigrade teaching.

Population Profiles of Areas Where Multigrade Schools are Located Most people are poor and illiterate. They have to work very hard. Agriculture and allied activities including cattle rearing are their mainstay. In the tribal (Aborigine) areas, the people subsist on fruit and wood gathering, collection of weeds and herbs from the forest and shifting cultivation. In the coastal areas, fishing is the main activity. In the deserts, sheep grazing is practised. In the mountainous regions, cattle grazing in the pastures, fruit growing in the meadows and fuel Wood collection in general are pursued. A large proportion of the population seeks employment or self employment as landless labour.

27

Multigrade Teaching in Primary Schools

Leaming Difficulties and other Problems faced Learning difficultiesare the obstacles which stand in the way of learners comprehension in learning situations characterised by multigrade teaching. In the Indian situation, most of the primary schools practising multigrade teaching suffer from inadequate material resources. Teachers attention and pupils participation in classroom teaching-learningis very often obstructed.

In remote areas, teachers passivity, irregularity, ill planning, non-accountabilityand engagement in non-academic pursuits create and maintain a low school profile. Inadequate teacher training in the planning and organization of multigrade teaching coupled with an urban biased educational system continue to keep the quality of education low. Parental aspiration for the child's future and educational progress is low. T h e enrolment ratios are low while the incidence of drop-outsare high. It is particularly distressing in the case of girls.

Measures Adopted to Overcome Difficulties and Problems

- Grades I and II are treated as a non-graded unit and are taken by teachers as a combination class.

- Schemes in the form of ancillary services to pupils have been implemented. These include supply of uniforms, textbooks, and stipends to learners. Book banks are also provided to the schools. In several regions, mid-day meals are being provided.

- Primary education is free in the sense that no fees is charged at this stage.

28

India

- Teacher guides on multigrade teaching are being brought out and video cassettes are being prepared.

- Multigrade teaching is included in the general In-service Teacher Education Programme. It is proposed to include multigrade teaching in the teacher Education Curriculum Framework a document providing a basis for developing Pre-service and In-service teacher education courses. A multimedia kit for one teacher schools has also been designed.

-

Projects Conducted, Models Evolved and Degree of Success Achieved The National Policy on Education (1986)has envisaged a special scheme for improving the conditions of small schools in rural areas. T h e scheme is k n o w n as OPERATION BLACKBOARD. It is contemplated that at least two reasonably large rooms that are usable in all weather and which are equipped with the necessary toys, blackboards, maps, charts and other learning material will be provided. At least two teachers, one of w h o m a woman, should work in every school, with the number increasing as early as possible to one teacher per class. A phased drive will be undertaken to improve primary schools all over the country. Teacher training materials, special kits and equipment for primary schools are under preparation.

Proposals for Improving Multigrade Schools Curriculum Planning and Transaction

It is necessary to re-structure the existing Primary education curriculum in its entirety to evolve a comprehensive curriculum package for use in multigrade schools. There is a need for both analysis and synthesis of competencies into instructional units for accommodating methodologies on multigrade teaching. Instructional material preparation in a detailed way to cover the entire textual material will have to be undertaken.Teaching aids based on low cost material especially suited to schools in villages which have not yet been electrified will have to be evolved. A scheme of continuous, comprehensive evaluation suited ta non-graded multilevel ability groups will have to be worked out. 29

Multigrade Teaching in Primary Schools Teacher Training

It is proposed to develop a comprehensive in-service teacher education programme for primary school teachers serving in multigrade schools. The programme would include work practice on material and teaching practice based on simulation and role play strategies. Multigrade teaching is being proposed as a component in pre-service teacher education programmes. InstitutionalPlanning,Clarsroom Management and School Supervision

A Teachers Guide is to be brought out on institutional planning and classroom management of multigrade schools. There is a vital need for developing in-service orientation programmes for school supervisors.

Inputs Required India is a large country with material and human resources but it has often been observed that Unesco collaboration and inter-country cooperation serve as catalysts to programme generation. There is a need to provide Unesco status and project support for conducting some significant activities such as:

- Developmentteaching of teachers handbook on methodologies for multigrade

- Development of teachers guide on institutional planning and classroom management

- Development of a teachers kit on multigrade teaching

- Development of a comprehensive package for the In-serviceteacher education - Development

of a comprehensive package for the In-serviceeducation of school supervisors.

30

India

- There is a need to conduct needs-assessment studies of multigrade schools selected on a sample basis from different regions. The findings would yield data for further research activities.

31

INDONESIA

Multigrade Teaching Multigrade teaching is based on the assumption that there is a reversing relationship between a student's capability for self-learning (without the teacher's assistance) and a student's dependence on the teacher, and that this relationship is in line with the grade level. T h e lower the grade level, the more is the dependence on the teacher but the higher the grade level, the less dependence on the teacher. In addition to this, there is a conviction that peers and upper graders are capable of furthehg assistance to classmates and lower graders. Finally, carefully prepared self-instructionalmaterials can be satisfactorily used in grade IV onwards because the student has developed self-learning abilities and lessened hisher dependence on the teacher.

Incidence Multigrade teaching is practised in almost all provinces of Indonesia, particularly in small communities with less than 100 school age children, in poor communities with a considerable number of dropouts and unschooled children w h o cannot attend school during ordinary school hours, among nomadic groups in the small archipelagos w h o routinely migrate in schools with less than the required number of teachers because some teachers have left their posts for some reason or another, and in classes which are expanding because of increasing enrolments where additional teachers have not yet been provided.

Population profiles Multigrade teaching practices are observed in poor, rural communities living in small settlements with less than 500 people. Transportation is a big problem and isolation is the norm. Most

32

Indonesia communities are culturally deprived and left out from the mainstream. Efforts to resettle those people have registered failures because they are strongly culturally attached to their settlements.

Learning Difficulties

- There are no scientific/special techniques for multigrade teaching.

- There is no special curriculum and the present cumculum is the same as for ordinary primary schools.

- Infrastructures are unsuitable. - There is a lack of self-study or Do It Yourself materials. - There is a lack of audio-visualand other teaching-learning aids.

- Teachers have a heavy load in preparing lesson plans. - S o m e students come from distant settlements and have to encounter hardships on their w a y to and from school. Rain, forests, rivers, waves and hunger are c o m m o n problems for young children attending the school.

- one Loneliness is a problem when there is only one child in grade or only one girl but many boy students. - The recruitment of experts or local instructors is not always smooth. Adjustment of the timetable is another problem when teachers try to fit instructions from the experts into school activities.

Other Problems

- The remoteness of many settlements makes it difficult for supervisors to give proper supervision.

- These places are usuallyalbeyond the public traffic routes. most inaccessible using public Consequently they are transportation. Special arrangement must be m a d e if visitation is to take place.

33

Multigrade Teaching in Primary Schools

- Sending additional teachers is not easy because most teachers avoid assignment to such places. - Salaries of teachers working in cities and such areas are the same. Teachers are discouraged from filling remote rural posts.

Measures Adopted

- The creation of modules. - The provision of 3-roomschools with teachers’shouses. - Increasing school visits. - Creating a typology of primary

schools to allocate resources (rooms,teachers,budgets and others).

- Annual in-servicecourses for multigrade teachers.

- Improving

the promotion and rotation system for

personnel. Projects Conducted: a. The Pamong Primary School Project in Solo, Central Java. This is the first generation multigrade teaching model. This type of school is no longer in existence but there is an indication that this type will be revived.

b. The Small School Project. The prototype was developed in Central Kalimantan in 1978. The model created through this experiment has been adopted officially by the Directorate of Primary Schools. More small schools are being established throughout Indonesia. c. The Pamong/Small School Project in East Java. This is the third version of the Solo Pamong Primary School, specifically designed to provide education for dropouts and unschooled children living in small remote areas nearby densely populated cities.

34

Indonesia T h e Small School Project has registered successes in increasing enrolment and providing quality education.

Proposals for Improving Multigrade Schools a. Curriculum Planning and Transaction

A Special curriculum, based on the c o m m o n curriculum, must be developed and adjusted to the specific conditions of multigrade schools. The three lower class grades m a y have to be treated as a non-grade unit. Simplified textbooks which integrate many subjects will ease the teaching-learning load and in the meantime reduce the cost of printing and distribution. b. Teacher Training Pre-servicecourse Teachers normal school (SPG)and teachers college should include multiple class teaching course in their curriculum. Student teachers in areas practising multigrade teaching are required to engage in internship for a certain period of time in multigrade schools. In-service training Annual in-service training should be periodic for teachers in multigrade teaching schools

Inputs Required a. Researchon:

- the sociepedagogicaleffects of multigrade teaching;

- the proportion of self study and direct contact; and - the upper limit of multigrade teaching in terms of teaching load and student size

35

Multigrade Teaching in Primary Schools

b. Programme development:

- Integrated books and modules - Radio programmes

- Television programmes - Low cost instructionalmaterials and aids

36

REPUBLIC OF KOREA

Multigrade Teaching Multigrade teaching is a situation where one teacher teaches two or more grades simultaneously in the same classroom.

Incidence Approximately 2% of the schools practise multigrade teaching. O f this, 81% combine two grades and 19% combine more than three grades. There is a declining trend in multigrade teaching.

Population Profiles People living in rural, remote areas pursuing agricultural activities.

Learning Difficulties 1. T h e number of interactions between teacher-pupil is insufficient.

2. It is difficult to operate classes effectively.

3. Pupils preparation for the classes is insufficient. 4. Teachers' preparation for the classes is insufficient due to miscellaneous work.

Orher Problems Faced 1. Shortage of suitable facilities and school environment. 2. Lack of instruction or teaching materials which are suitable for local needs including teaching materials and source books for the teachers, worksheets, workbooks and audio-visual materials for the pupils.

37

Multigrade Teaching in Primary Schools

3. Shortage of financial support form local and regional education offices.

4. Insufficient assistance for the teachers to improve their teaching abilities.

Measures adopted to overcome difficulties Greater emphasis has been placed on training teachers to handle multigrade situations.

Projects conducted,models evolved and degree of success achieved Piloting of materials prepared by the teachers and teacher-assistingbody is being done.

Proposal for improving multigrade schools a. Curriculum planning should be designed to fit various types of local situations.

b. Various types of teacher training programmes should be developed at.teachers colleges or teacher education institutes. c. Along with institutional planning and school supervision programmes, local development programmes should be established by the government, if possible.

Inputs required a. A detailed survey of the local situation needs to be done.

b. There is a need for analysis to sort out the topics suited to local needs. c. Feasibility studies involving the preparation of teaching modules on the topics should be done.

38

Republic of Korea

d. The government authorities should actively invest public money into remote villages in order to assist multigrade classes. e. Various types of in-service programmes for multigrade teaching should be developed.

39

MALAYSIA

Multigrade Teaching In the Malaysian context, the term multigrade teaching schools refers to schools which have classes accommodation two or more grades of pupils of different age groups under the care of a single teacher within a classroom. These schools usually have an enrolment of between 15 and 100 pupils. There are usually less than 15 pupils in any one grade. Two or three grades are combined together in a classroom because the number of pupils in one grade does not justify the formation of a regular class.

Incidence There are about 950 multigrade teaching schools in Malaysia which can be classified into three types, namely: a. Under Enrolled Small Schools

Most of these schools are National Schools and National type Chinese Schools. These schools are located in traditional Malay villages along the banks of the main rivers, in small fishing villages, on tiny coastal islands, nearby big towns and also in the remote secluded areas of Sabah. Most of the Chinese multigrade teaching schools are in small Chinese settlements. b. Estate Schools These are the National type Tamil Schools located in rubber estates to cater for the children in these estates most of w h o m are Indian. c. The Aboriginal Schools About 62 of these schools are under the supervision at the Ministry of H o m e Affairs and Department of Aboriginal Affairs. These schools are normally located in the interior and remote areas of Peninsular Malaysia.

40

Malaysia Multigrade teaching schools exist in Malaysia because of the following factors.

- Primary education was made compulsory and schools are being opened to give education to children even in remote and sparsely populated areas.

- There arenot enough teachers In small schools, the allocation of teachers is based o n the number of pupils in the schools is as given below: below 45 46 -70 71 --lo0

----

4 teachers including the Headmaster 5 teachers including the Headmaster 6 teachers including the Headmaster

In the case of Aboriginal schools, usually only one or two teachers or field officers manage a school. Situations where the enrolment of pupils has declined as a result of:

- shifting cultivation practised by nomadic ~ b e s ; - the drift of villagers to urban areas in search of n e w jobs;

- villagers shifting to n e w land on agricultural schemes; - non permanent residents such as timber workers have moved away as soon as they finish their work in one particular area.

Population Profiles Malaysia is a multiracial country with a population of about 16 million people made up of three main ethnic groups: Malay and other indigenous people, Chinese and Indians. O n e of the main aims of education in Malaysia is to promote national integration and unity among these ethnic groups through narrowing the gap in educational opportunities between rich and poor, and by reducing the disparities between the various regions and ethnic groups in the country.

41

Multigrade Teaching in Primary Schools

At the primary level education is free and there are six standards years with automatic promotion from one year to another. Since 1970, primary education is offered in each of the three languages; namely, a. National Schools - Malay (National Language)

-

b. National type Schools Either Chinese or Tamil

-

c. Aboriginal Schools Malay (Malay (National Language)

Common content syllabi are used for all types of primary schools, so that whatever language is used as the medium of instruction, all pupils follow the same courses in furtherance of the national Malaysian outlook.

Learning Difficulties and Other Problems Faced Problems of multigrade teaching in Malaysia can be classified under three headings. a. Physical Problems

i. the schools are too far from urban centres and because of poor communication system, they are often left unattended and unsupervised, ii. there are insufficient funds and very little support from the community; iii. there are n o proper quarters for teachers, no electricity,no piped water supply,and a lack of basic materials and facilities, especially in the remote aboriginal schools. b. Teachers' Problems

i. Teachers lack skills in handling instructional problems in multigrade teaching such as adjusting the curriculum, nor do they have the combination of skiils of skills needed to adapt the syllabus to suit the various grades of pupils. 42

Malaysia

ii. Teachers often feel lonely and can easily get bored with the environment in remote areas and are not sensitive enough to the values and needs of the community. iii. Teachers do not have the skills and knowledge required to prepare teaching aids and other suitable teaching aids by using locally available material.

c. Pupils' Problems i. Pupils are often left out by the teachers and are disturbed by the learning activities of the other groups/grades. ii. They do not have enough exposure to the mass media and are not aware of the relevance of education.

iii. The illiteracy rate among parents is high especially in the communities of the aborigines and the indigenous tribes of the interior secluded areas of Sabah. iv. Poor living conditions, inadequate medical care and malnutrition affects the mental and physical growth of children.

'

v. Lack of regular attendance is a problem caused by the societal norms and way of life in many remote area communities.

Measures Adopted to Overcome Difficulties Project Schools Several schools have been selected as project schools in Peninsular Malaysia and also in Sabah. The aims of the project are:

- to disseminate teaching learning strategies

- to introduce additional activities such as using free materials as teaching aids, and improving face-to-face

43

Multigrade Teaching in Primary Schools teaching, and peer group teaching by obtaining parental or community involvement.

A series of courses and workshops were given to the Headmasters and teachers engaged in multigrade teaching schools to make them more efficient and help them acquire the required managerial and administrative abilities needed for conducting multigrade teaching schools. The workshops also provided for the exchange of ideas and experiences concerning the new approaches, methods and materials used in their schools. Efforts have been made to prepare and provide reference materials such as guide books and samples of teaching aids made from low cost or no-cost materials to these schools. S o m e children have been relocated from very sparsely populated areas to regular schools in the town.

Proposal for Improving Multigrade Schools Curriculum development Teachers in pre-service and in-service courses should be trained to modify the curriculum to match the requirement of multigrade teaching. They should know h o w to select and combine certain topics, and develop skills in the syllabus which are relevant to the grades of pupils involved in their lessons. Teaching Strategies and Methods The need to be exposed to several suitable methods of teaching such as class methods, group methods and individual methods. They should also be able to group the pupils according to their abilities and interests. Diagnosis and Evaluation of Teaching Teachers should be trained to conduct diagnostic tests. Teachers should be able to master the techniques of data gathering concerning the pupils background, to identify

44

Malaysia

pupils behavioural characteristics and assess pupils progress so that they can plan and implement remedial activities for them. In conjunction with this, they can review or evaluate their teaching methods and also be able to keep pupils academic and developmentalrecords systematically. Production and Utilization of Teaching Aids Teachers should be exposed to the production of teaching aids and facilities using low cost or no cost materials available from the local environment.

Inputs Required a. Supervisors and inspectors of schools should visit these schools regularly to assess the adequacy of these schools.

b. Adequate funds should be made available annually to such schools

c. T h e facilities should be brought in line to overcome problems of poor communication system, illiteracy and mainu trition d. Special importance should be given to training the teachers required to teach in multigrade teaching schools. e. To compensate for the lack of comfort and convenience enjoyed by their friends in the towns, the teachers should be provided with s o m e kind of incentives including better facilities and allowance so that they would remain in these areas until the junior teachers acquire enough experience and skills to take over their responsibilities when they are transferred to such schools.

45

MALDIVES

Multigrade Teaching Multigrade teaching refers to the teaching of more than one grade level simultaneously by one teacher. It also connotes teaching in one classroom of more than one age group of children with varying ability.

Incidence There is a high incidence of multigrade teaching in the distant and remote island schools operating under the labels of makthab, madhrasa or primary school. It is commonly practised in kiyavaage or edhuruge which are informal preschools. Government efforts in the last decade to provide more teachers and better school facilities have led to a downward trend in multigrade classes.

Population Profiles They are located on geographically remote, distant and widely dispersed islands. Access to these islands is very difficult in view of poor transportation and communication. The population is small and the number of children are few, but of varying ages. Socio-economic conditions are poor.

Learning Difficulties Pupils experience many learning difficulties arising from: under-nourishment, lack of motivation for schooling, lack of learning materials, poor physical conditions and poor learning environment, poor quality of teaching, lack of exposure to modernity, inflexibility of curriculum,low self-concept,low level of independence and competitiveness.

46

Maldives

Other Problems Faced a. The teacher is over burdened, being required to prepare lesson plans for all grades and attend to administrative and clerical matters; b. Supervision is inadequate and there are insufficient in-service courses; c. The problems are compounded by frequent absenteeism and the high rate of turn-overof teachers; d. M a n y teachers, administrators and communities regard multigrade teaching as inferior to ,monograde teaching; and e. Skills related to multigrade teaching are not adequately covered in pre-service and in-servicecourses.

Measures Adopted to Overcome Difficulties a. Government commitment to achieve the goal of UPE by 1995. b. National workshops on Education in Difficult Contexts (1987) and Multigrade Teaching (1988) have been conducted. Handbook and materials produced during the workshops are to be made available to atoll teachers. C.

Physical upgrading of selected island schools has continued since 1978;regular government funding for selected island schools to employ more teachers and upgrade physical facilities has continued since 1979.

d. he-service teacher education activities have expanded and more atoll teachers have been trained. e. Innovative and unconventional means of training untrained teachers are used - e.g using practice teaching for trainees in the atolls to upgrade teachers in remote island schools.

47

Multigrade Teaching in Primary Schools In-serviceeducation is regularly provided through radio programmes for teachers. Community newsletters and journals for teachers are used to further educate teachers.

Atoll Education Centres (AECs)have been established to serve all schools in the atoll. Textbooks and teachers guides have been produced in most subjects since 1984 and made available to teachers and pupils.

-

In-servicecourses especially on-site teacher education courses - are conducted in the atolls.

Projects Conducted ond Models Evolved

No projects on multigrade teaching have been conducted to date.

Proposals For Improving Multigrade Schools Curriculum Planning and Transaction

a. Greater flexibility in all aspects of the curriculum is needed to permit teachers to modify, adjust and reformulate both the content and methods to match the requirement of the pupils in line with the objectives of the national curriculum. b. Appropriate supplementary teachingearning materials need to be produced. These include learning modules in key subjects, "survival" type support materials similar to those produced in the workshop held in 1987. A variety to such materials is necessary for decreased direct teaching and increased self-study and peer group study. Teacher Training a. We need to ensure that the skills and practices needed for multigrade teaching constitute an integral part of pre-service and in-service courses. The skills should

48

Maldives include: mixed ability teaching, individualizing instruction, creating a flexible time table, use of monitoring assistance, use of peer tutoring, encouraging and training pupils for self-learning and self-study, organizing group work, developing work sheets and work cards, coping with slow, average and fast learners, evaluation of pupils progress, gaining parental and community support, making the best use of available facilities, and producing low cost teaching aids. b. Those involved in the training of teachers need to be exposed to short orientation programmes with a view to encouraging a positive attitude to multigrade teaching. They also need to recognize that multigrade teaching is an art in itself which requires special skills. c. A hándbook or manual should be prepared containing key skills for multigrade teaching. It should incorporate the view of experienced teachers about what works in multigrade teaching. d. Encouragement and due recognition should be given to successful teachers in multigrade teaching situations. Information about their work could be disseminated through regular radio programmes for teachers, the community newsletter, and the teachers'journal.

e. Multigrade teaching methodology should be given high priority in in-servicecourses for atoll teachers.

f. In-service courses should be more frequent and less centralized to meet the practical needs of atoll teachers. g. In order to staff and maintain staff levels in remote island schools,it might be useful to:

- offer incentives and inducements to teach in remote island schools, and

- require trained teachers to undertake a set period of remote island service. 49

Multigrade Teaching in Primary Schools Institutional Planning, Classroom Management

&Supervision

a. Teachers need training in effective classroom organization (establishing special areas for specific activities, seating arrangement for various tasks etc). This will conmbute to effective teaching. b. Teachers need to be informed about the most productive method of combining grades in a multigrade class. c. W e should ensure that a system of supervision is developed and that the remote island schools are more frequently visited by supervisors with the professional ability and skill to help teachers.

d. Teacher assistants should be trained and utilised.

Inputs Required Research a. Surveys m a y he conducted to gather data on all aspects of multigrade teaching to help planning efforts; b. Research directed towards solving urgent problems of multigrade teaching (e.g. which grades can best be combined in a multigrade class) need to be conducted; and C.

The socio-pedagogical factors related to multigrade teaching should be investigated.

Programme Development a. Greater support for multigrade teachers through the weekly radio programme, the monthly newsletter and the annual teachers'journal should be extended. Extension Services a. The AEC to provide extension service to all schools in that particular atoll m a y be utilised. The head teacher of

50

Maldives the AEC could serve as the chief extension officer. Resource centres at AECs should be further developed for this purpose. Material Resources a. T h e programme of physically upgrading of island schools should further be paced so as to reach many more remote and poor island schools.

b. The small schools should solicit the support of parents and the community to upgrade the physical resources.

51

NEPAL

Multigrade Teaching Multigrade teaching is a method by which children of different levels (class 1-V)are taught in a single class room. This system of teaching is practised in village schools,where the number of teachers and children is small. O n e can find in a class room one or two children of level four learning Arithmetic while others of level three learning language. The atmosphere of such a small class room is homely. D u e to the very small number of potential students in a hilly pocket of human habitation, it becomes very expensive to employ teachers for each grade and build separate class rooms for each level. In the system of multigrade teaching, students are taught according to their ability. Let us take an example of a class consisting of 30 students. A m o n g them w e can find 5 good students being taught in one way, 10 average students being taught in another w a y and the rest 15 students of below average intelligence being taught at a m u c h slower speed. S o m e of them, in this way, can finish studies within a few months, while others hardly finish their studies even in a year. Multigrade school system of primary education has been very m u c h in vogue in the mountainous and hilly regions of the kingdom. The industrial model of setting up a school centrally is not feasible in the remote mountainous and hilly regions, where the settlement pattern is sparse and scattered.The dearth of teachers and students in a small village is a deterrent for the establishment of primary school in the remote areas. In such circumstances, the model of multigrade teaching school can be of great help. In the remote villages this system of multigrade teaching is very useful. D u e to shortage of trained teachers, the low number of students and the non availability of well furnished class rooms,this system can be very practical. But the teachers should have a sound knowledge of teaching all or most of the subjects prescribed. This system in a w a y is very scientific but very difficult too. It is quite different in comparison to grade teaching, non-grade teaching and subject teaching.

52

Nepal

Incidence In Nepal due to the mountainous and hilly nature of the country and the inadequate system of transportation, one can find very few schools in remote villages. In the village primary school, the number of students enrolled in a particular grade is often very low,so only one teacher looks after all the classes. In a remote village the number of students from grade I to V is less than 100.

Population Profile People are engaged in agrarian and allied activities in mountainous regions, incomes are low, there is a paucity of resources, the literacy rate is low.

Learning Difficulties and Other Problems a. Most schools have small classrooms. In this environment students can not be taught in groups and the quality of teaching is also adversely affected.

b. As schools are located far from home, the attendance of students becomes very poor. A m o n g those admitted, some drop out and some become irregular. C.

M a n y school-goingchildren have to graze cattle or stay h o m e looking after their small brothers and sisters. They are denied their right to learn.

d. Obtaining writing paper, pens and pencils is another problem forpoor students. e. Desks, benches and blackboards are not adequately provided to classrooms. Other teaching aids are also lacking.

f. Teacher training programmes do not provide adequate skills for multigrade teaching. g. During planting and harvesting seasons schools are compelled to close. As Nepal is an agricultural country, every member of the family is engaged in work.

53

Multigrade Teaching in Primary Schools h. Evaluation records of the students are not properly maintained

i. Parents and guardians, after admitting their children, think their responsibilities are over. j- Sports activities are not organized

k. Often trained teachers can not be found. If available they do not want to stay longer in remote area schools. 1. T h e students c o m e to school with very inadequate preparation for school. In the villages teaching at home is non-existent. School teaching is all there is from which the students can learn.

Suggestions for Improving Multigrade Teaching by Teachers a. The main aim of the school is to maintain an atmosphere for admitting many students, so classroom should be spacious,airy and well lighted. b. T h e teacher, after studying the subject matter to be taught, should decide about h o w to proceed without adhering to the formal routine. C.

Lecture type of teaching should be avoided. Students should be encouraged to expand on the points given by their teachers. A pupil-centred approach is imperative.

d. Teachers should help students to form groups according to their ability and intelligence. e. In formulating class routines, arrangements should be such that in a class room with two grades the same subject is taught at the same time. f. Practical work should be done in a separate room with the assistance of another teacher or teacher assistant or any other aide.

54

Nepal g. While teaching two groups together,two teachers should try to teach them one by one.

h. T h e primary school should be established at a place within reach of every child.

i. To decrease the drop-out rate and increase the number of students, efforts should be made to provide free school uniform in addition to free tuition fee, free text books and free food.

j. Routine evaluation of the working capacity of teachers, their service security, award and punishment should be done periodically.

k. The teachers at the primary level should be trained according to changing circumstances and with particular training in skills and methodology of multigrade teaching. 1. The inhabitants of the villages should be well informed about the importance and necessity of education. This m a y need regular contact sessions with parents. m. From the early period, students should be encouraged to learn in groups and help each other.

n. While forming groups care should be taken of the level of every student. For example, such of the students doing very well in one grade should be promoted to the higher grade without waiting for the end of the term. o. In group teaching, problems of c o m m o n interest should be presented and discussed

Inputs required Nepal's aspiration to achieve universalization of primary education by the year 2000 A.D. is commensurate with the country's desire to abolish illiteracy from the land and build up a sound infrastructure for development and prosperity. T h e major obstacles to this goal are due to geographical, economic and

55

Multigrade Teaching in Primary Schools attitudinal constraints. T h e isolated hamlets and villages far flung from one another with steep mountains and fast-flowingrivers and streams forbidding communication and contact with one another, pose a major difficulty. Their lack of exposure to modern means and methods has still kept a major section of the rural population shrouded in age-old superstitions and apathy. The dearth of trained teachers, the problem of production and distribution of essential reading material, and the difficulty of providing essential physical facilities for schools are some of the major difficulties requiring solution and inputs into the system. O n e effective strategy to break this deadlock, is the implementation of a well planned Multigrade System of Teaching' and training of primary school teachers. O n e large room can substitute for many different classrooms. Even one teacher can take care of all the children; the heterogeneity of age and previous learning does not become a hindrance; a general atmosphere of homeliness and opportunities for group work can prevail; school-age children w h o have to stay at h o m e to look after their small brothers and sisters can c o m e to school with them so that toddlers can play with one another and even get habituated to going to school. School becomes an extension of home. However, a few essential criteria need to be fulfilled if such a system is to work. Multigrade teaching is a science in that it needs special techniques and at the same time it is an art because it requires an understanding of human relationship. The teacher therefore, needs careful training before he can teach such classes. T h e classroom has to be large, airy, comfortable, and well-lit. Textbooks, writing paper and pencils and above all, good food, should be made available to all the children free of cost because this not only prepares the child for education but also motivates the parents to send their children to school. Once home and school trust one another, half the battle is won. Teachers and educators of this part of the world should sit d o w n together and exchange their experiences and opinions and formulate and build up sound strategies so that a brighter future for the children of the region can be ensured. It is education and only education that can provide a key to the magic Kingdom of our best visions.

56

PAKISTAN

Multigrade Teaching Multigrade teaching is a system where a single teacher is m a k e responsible for teaching more than one class in one classroom. Normally the problem is faced in rural, sparsely populated areas, where the number of students enrolled does not warrant posting of one teacher for each class: sometimes, due to financial constraints, the posting of more teachers is not possible. Multiple class teaching m a y be practised in large schools sometimes, when a teacher is absent for one reason or other and a substitute is not available.

Population Profile In Pakistan, the majority of the population lives in rural areas, but it is not evenly distributed. T h e density of population varies from area to area. For example, the province of Baluchistan is the largest province in area, but it has the lowest population. In such a situation, multigrade teaching is a reality. It is a problem and has to be faced, to achieve the goals of universalization of primary education in the shortest possible time.

Learning Difficulties and Other Problems Faced Cmiculwdïextbooks There is a view that w e should have a different curriculum

and textbooks for multigrade schools and another for schools where one teacher teaches one class. But this is not logical. Apart from financial and other considerations, it poses very serious questions, because the two streams running parallel will never meet, thus the long-term results will not be positive when the students from two different streams join the secondary stage.

57

Multigrade Teaching in Primary Schools Physical facilities Multigrade schools particularly those in remote areas are given step-motherlytreatment in terms of physical facilities although as a matter of fact and natural justice,a single teacher teaching more than one class deserves more facilities in terms of school buildings, furniture, teaching matenal/aids, etc, so that he can compensate for the difficulties and his burden becomes light. H e needs more funds to develop teaching aids from locally available cheap material.

Measures adopted to overcome problems A n experiment on Integrated curriculum is being conducted.

It is expected to reduce the burden of the teacher, and will also lighten the curriculum load of the children. In doing so care is being taken to ensure quality. This is being done by incorporating all the concepts/course contents of existing curriculum in the integrated curriculum. Thus for classes 1-111, there are only two books: one language book, covering concepts of languages, social-studies, science,Islamiat,etc and the other is for Mathematics. There will be teacher versions (teacher guides) of these books giving greater details of the subject matter, enabling the teacher to prepare his daily lessons, to use the modules and incorporate the different subjects.

Proposals for Improving Multigrade Teaching The teacher is the central figure in the teaching-learning process. Unless he is well-equipped and trained in the latest techniques and motivated to undertake his assignment seriously, nothing can be achieved.

So far, the teacher-training programmes have not concentrated on teaching in multigrade schools. It is important that pre-service and in-service teacher-training programmes are so organized that the teacher becomes familiar with the problems of multigrade teaching if theoretical teaching does not work, trainees should be must be given practical teaching experience during the training period. Normally, practice teaching by trainees is done in large primary schools in the cities, where the training institute is located.

58

Pakistan Here the practising schools have one class teacher for each class. The school has all the physical facilities available. W h e n the teacher with such experience is posted to some remote area and is asked to track two or more classes in a very different situation, he faces difficulty and is frustrated,as he was not trained/prepared for such a situation. To make the future assignment of teacher-trainee easier, it is proper that multigrade teaching should be make an essential component of teacher training programmes. During the training period, the trainees should be taken out for practice teaching to the rural areas where multigrade teaching is in operation. T h e success of the teaching-learning process entirely depends on the attitude of the teacher. If he has a will to do, he will create resources by himself, by mobilizing the available resources, seeking the cooperation of the community and thereby achieve better results.

Inputs Required Unesco Regional Office could provide further information material about the projects and experiences of member countries where efforts have been made to overcome problems in multigrade teaching.

59

PHILIPPINES

Conceptual Framework of Multigrade Teaching CHARACTERISTICS

REASONS FOR ORGANISING M G CLASSES 1 .Notenough enrolmen to meet minimum 40-50pupils 2.No.of teachers

TEACHING 1. One teacher 2.Two or more grade level pupils

1. Handed by teachers prepared for M G 2.Ill-housed 3.Wilhout adquate equipment 4.Without instructional materials 5.Without adquate supervisors 6.Located in far-flungani difficult-to-teach area^

-

EFFECTIVE MG CLASS 1. Satisfactory achievement of pupils 2.Easier and enjoyable work for teachers

60

-

Philippines

Incidence

- 185.992 - 14.923 (8 %) Average minimum pupils per class (MG) - 3 0 Average maximum pupils per class (MG) - 60 Recommended no. of pupils per class (MG)- 15 to 20 Quezon Province total o£elementary classes - 5.440 Quezon Province total of MG classes - 530 National total of elementary classes National total ofMG classes

(9.7 %)

Population Profiles of Areas Where MG Schools Are located a. Submarginal economic status

b. Fanners, fishermen,forest products gatherers c. Sparse population density

Learning Difficulties Curriculum a. No specially designed ELC for MG classes

b. Teachers cannot cover expectancies within regular c. S o m e learning areas are neglected Instructional Materials a. Textbooks/manual guides are inadequate

b. Self-directedmaterials and multilevel exercises are few and inferior in quality c. Teacher/made differentiated aids are inadequate

61

Multigrade Teaching in Primary Schools Teacher Training a. Curriculum of teacher training colleges does not include MG instruction b. There is n o in-service training for teachers and administrators Physical Facilities a. Lack of portable chairs and tables b. Classrooms are small c. Lack of blackboards,other equipmendsupplies Classroom Management a. Discipline is difficult to maintain

b. Teachers lack skill and time for remedial insuuctiordguidanceand counselling Instruction a. T h e Teacher has to prepare lesson plans for all grade levels.

b. Distances plus the rough and rugged terrain result in poor attendance. c. Teachers are not encouraged to try new ideas.

d. S o m e teachers cannot master the subject matter of all grade levels. Others

a. There are occasional peace and order problems in areas where rebels operate. b. The distance between teacher's residence and the school. c. Lack of support from parents and community.

62

Philippines

Measures Adopted to Overcome Difficulties/Problems Until 1987,the handling of MG classes was left to local and individual initiatives. The National effort was very minimal. In 1987, DECS started what is n o w developing into a national programme. The foliowing activities have been arranged: a. A Unesco-sponsored preparatory seminar to explore field experiences b. Several national workshops to develop methodologies.

A National Workshop in September 1988 &rived at various recommendations for school divisions: a. ELC will continue to be used but must be re-focused and used in a new way. There is a need to:

- identify c o m m o n and related skills and content; - identify competencies that can be learned through self-instruction and face-to-face teacher-pupil interaction; and

- integrate content areas with skills subjects. b. Non-grading will be an approach used for MG classes. C.

More use will be made of peer tutoring, the big brother concept and parent assistance.

d. Pupils will be grouped in skill subjects but handled as one class in other learning areas. e. T i m e will be maximised by using self-directing, seif-checkingmaterials.

f. Various teaching schemes will be designed, based on skills and content, pupil interest and ability, teacher skill and available materials. g. Superiors must assist/supportMG teachers. h. Parents and community must support MG teachers.

63

Multigrade Teaching in Primary Schools

Two (2)private universities are developing pre-service and in-service programmes. S o m e school divisions are starting their MG teaching development programmes, e.g. Quezon Province.

Proposal for Improving MG Schools Curriculum Planning a. DECS, with the participation of school divisions and districts, will analyze ELC to identify c o m m o n and related skills: which skills should be taught by direct teaching, those which can be learned by self-instruction, and those content areas which can be integrated with skills subjects. Teacher Training b. Teacher training colleges should develop and implement a cumculum for MG teaching. c. In-servicetraining for MG teaching should be intensified at national and division/district levels for supervisors and administrators, teachers and parents (para-teachers). Institutional Planning,School Supervision and Classroom Management a. DECS need to adopt new policies with respect to staffing patterns, criteria for assigning teachers, incentives for difficult assignments, flexibility in MG class Management, etc. To allow MG schools to operate effectively under local conditions. b. DECS, regional offices and school divisions need to adopt a specific MG development programme with materials and funds support. c. There needs to be more utilization of para-teachersfrom parents and the community with appropriate training provided.

64

Philippines

Others a. Recognition by DECS and academics of MG teaching as a line of specialization to SPED,science, mathematics, etc. b. Increased support of h o m e and community in terms of direct material assistance and understanding of the entire MG teaching effort.

Inputs Required Research a. National level review of ELC analysis based on feedback fiom the field. b. National and DivisionDismct level study on achievement of pupils in MG classes. c. National level evaluation of the performance of supervisors and administrators w h o underwent in-service training. d. Division/District level evaluation of the performance of MG teachers w h o underwent new college curriculum and w h o attended in-service training. Programme Development a. Sub-regional level technical and material support in developing competencies in analyzing ELC.

b. National level technical and material support to divisiorddistricts to review ELC analyses for local applicability and provide in-service training for administrators/supervisorsand teachers. Extension Services a. Technical support from division/district supervisors and master teachers to small schools and MG teachers.

65

Mdtigrade Teaching in Primary Schools Material Resources

a. Bigger classrooms, more adequate equipment and supplies. b. Adequate textbooks, manuals, guides and self-directing materials.

66

THAILAND

Multigrade Teaching Multigrade classes are classes wherein a teacher has to teach more than one class simultaneously. Children are divided into classes according to their level of education (I, 11) and they are taught separately. Sometimes classes are joined as one group which is taught the same subject. In some activities they are divided into small groups according to their abilities and study separately.

Incidence and Population Profile The schools which do not have teachers for all classes are small schools located in remote areas and those which are situated in remote mountainous areas. Multigrade teaching problems continue to exist in small schools in districts located in mountainous areas and also the schools on various small islands off the southern coast of the country.

Difficulties Leaniing Difficulties a. Inappropriate use of teaching-learning methods because the teachers lack experience and there is a lack of supervision.

b. T h e curriculum is not relevant to the children in multigrade classes. c. Learning activities do not relate to the children's daily lives.

d. Inadequate and inappropriate materials are used in multigrade class teaching. e. Lack of readiness of the children as they c o m e to school without the knowledge of the central regional language.

67

Multigrade Teaching in Primary Schools Other Problems Faced a. Incentives to teachers teaching in multigrade classes are low. b. Pupils are frequently absent from the school due to their parents not being interested in their children's education. They prefer having children to help them in their work at home.

Measures Adopted to Overcome Difficulties and Problems Services provided for schools in Thailand, which aim to help develop the primary schools in general, have benefited the development of multigrade classes to some extent, although the services d o not lead directly to the solution of multigrade class problems. The services giveñ are as follows: 1

a. Training of the teachers and school administrators by remote method. Every teacher and school administrator has been given 20 books on training, to read and establish a process for developing the quality of teaching and learning.

b. Provision of education media. Schools which have less than 100 pupils have been provided with instruction modules. Books to be learned, radios and some amount of money to buy materials for making teaching-learning media are also provided to some extent. C.

A technical centre for each school cluster has been set up at one of the school to produce and supply educational media suitable for their localities.

d. Radio programmes for teachers and students have been broadcast. e. Improving the curriculum and instruction plan. The non-formal education department has revised curriculum and instruction plans to make them more suitable for

68

Thailand teaching in multigrade classes,especially in mountainous areas. The revised curriculum places emphasis on subject matter in line with the real living conditions in mountainous districts.

f. Projects launched to help improve the children's health include a project on health education, a dental health care project, a health leader project and a lunch project.

Proposals for Improving Multigrade Schools Cumculum Planning and Transaction. Workshops must be conducted to improve the curriculum for multigrade class teaching, by working step by step as follows: a. Improvement of the Curriculum Content. Subject matter is to be developed in a way that the content is relevant to the real social conditions of the communities and to the needs of the children. A n integrated curriculum is desirable.

b. Preparation of the Instruction Plan. Various activities are proposed for teaching multigrade classes but the following should be emphasized:

- Problem solving methods - Learning to acquire knowledge - Activities provided for character development - Moral education. c. Preparation of Materials. Instruction modules are to be prepared according to the instructional plan. Training the Teachers. Teachers must be trained in order to understand and get used to teaching multigrade classes. Activities used in training must be relevant to the activities used in teaching multigrade classes.

69

Multigrade Teaching in Primary Schools Institutional Planning, Classroom Management and School Supervision.The key persons in the community in which multigrade classes exist, are invited by the administrative members to assist the school. They take responsibility for s o m e aspects of the administrative role. The teacher(s) m a y take responsibility and pay more attention to academic work. Classroom m a y be organized and managed according to the teaching situation. It should not be a fixed arrangement. T h e children will be trained to discipline themselves so that they will behave appropriately in all situations. School supervision should be done by the head teacher (if there is one) and by supervisors regularly. T h e teachers' and supervisors' meeting should be held once a month for monitoring and supervising.

Input Required Research

A study on multigrade teaching with focus on methods of training teachers for multigrade classes, an appropriate curriculum for the children, and the effective and efficient use of materials Programme Development Programme evaluation must be conducted.Programmes m a y be gradually improved by using the result of the formative evaluation. Extension Services Information about multigrade teaching will extend to the teacher institutes and other agencies concerned with multigrade teaching.

70

Chapter Four

FRAMEWORK FOR IMPROVING MULTIGRADE TEACHING Single Classroom schools functioning in sparsely populated, geographically isolated, economically backward areas have a crucial role to play in achieving universal primary education arousing developmental consciousness amongst the poor and the deprived; fostering socio-economic amelioration through educational means; and breaking social isolation by generating social interaction with neighbourhood communities and the society at large.

To achieve these lofty goals, however work needs to be taken up on several dimensions simultaneously. These is a need to look at the methodologies being used for curriculum transaction, cuniculum planning, teaching learning interactions, time and space management, pupil evaluation and the teacher education programmes at both pre-service and in-servicelevel. Strategies for the effective supervision of multigrade schools are needed. The cooperation of parents and local experts is to be planned. A positive attitude toward multigrade teaching is to be cultivated in educational personnel. Additional research inputs are required. For multigrade teaching in very difficult contexts for example the nomads, provision of special programmes needs to be made.

Methodologies of Curriculum Transaction Teachers working in multigrade schools have to plan their work in a way that the learners of different grades are purposefully engaged in their studies and activities. Their engagement in teaching pursuits is however, compounded by constraints such as a lack of adequate seating space or even blackboards. The curriculum load is so heavy that teachers remain indecisive about what to teach and h o w to teach it. Their training is often inadequate. Practice-teaching in one teacher, one class teaching situations is difficult to arrange, and so the problems continue.

To cope with their multiple roles, teachers need to know h o w to make judicious use of the curriculum. They need appropriate 71

Multigrade Teaching in Primary Schools teaching methodologies and advice on using the available time, space,material resources,talent, and local community. An important pre-requisite is that the teacher should have a good working knowledge of the primary school curriculum and the methodologies needed to transact it. S o m e suggestions in this regard are made here:

Developing a Learning Climate The children in classes I and II, especially those w h o are frst generation learners, c o m e from an informal environment. Most of them are not likely to have had any pre-school education. It is possible that some of them have not been guided with regard to healthy habits. S o m e m a y be weak in communication skills. S o m e might not have had opportunities to function in large group situations before joining the school. To create and sustain the interest of n e w comers in the school, it is necessary to informalise the teaching in classes I and II for a few months. Secondly, there is a need to develop an intimate parent-teacher relationship so that children can have a smooth transition from h o m e to school. A number of activities such as story telling, games, play way activities,etc., m a y be planned. In addition to interesting children in their schooling, these activities should m a y be aimed at developing listening comprehension, speech articulation, and voluntary participation. Action songs, educational games for developing number concepts, language concepts and simple scientific concepts observable in the local environment can be taught. S o m e play activities, peer group activities and small group activities m a y be planned to create school readiness in the children. Formal teaching of Reading, Writing and Arithmetic should be taken up as soon as the children become regular in their attendance. In addition.to the teaching of subjects such as Language and Arithmetic, the pupils m a y also be involved in a variety of creative, cultural and physical activities. These should be unstructured for the beginners, to provide a scope for creative and spontaneous activities. Through these, the children m a y be led to understand their social and physical environment.

72

Framework for Improving Multigrade Teaching

Curriculum Planning The flowchart given below shows the different steps and stages involved in curriculum planning:

pzzzzq pzïq Problems o Education Dept. develops methodologies gn Multimde Teaching,

I

oncepts are review

i) common related skills ii) skills for direct and

73

Multigrade Teaching in Primary Schools

From the above it can be seen that two key areas in curriculum planning are: the identification of appropriate methodologies and spelling out of the existing cumculum in relation to the needs of multigrade teaching situations. The process involves quite a large number of activities, which of course, need to be worked out by national governments according to their o w n administrative structures.

Teaching Learning Methodologies The methodologies for improving multigrade teaching include (1) ways of defining instructional purposes for multigrade teaching; (2) selection of appropriate activities, resources and materials; (3) liaison with community experts and use of team teaching techniques; (4)time tabling strategies; (5)the organization of teachingearning space both inside and outside the classroom; (6)student grouping arrangements; and (7)evaluation. These have been sequenced below:

I

I

I

I

I

1

1. Defining 2. Selecting 3. Licising 4. OrganÜmgS. Organizingó. Orwping 7. Evaluating the purpose appropriate with Ume. fP" the nudenu (seating etc.) (for exunpie) mixed abüity. same ability, peer tutoring, whole groupa. etc.

of a tuchingactivitiea community learning rcsoutcca & experts. activity by materials. parents. etc. & Teachers need making use of means of objectives to know what community which arc to focus on resources. precise. and how to explicit, use materiais measurable &and resources attainable. efficientiy.

A brief description of these is given below. I.Defining&

Purpose of Teaching Learning Activity

1. Multigrade teaching can be assisted and improved through integrated curricular activities and well-chosen themes,provided the purpose of learning is made clear and student learning objectives are explicit, practical, relevant, measurable and attainable. Teachers

74

Frameworkfor Improving Multigrade Teaching should be invited, in in-services on multigrade teaching, to unitise subject areas by focusing on c o m m o n or combinable topics. S o m e ways of integrating knowledge areas include making higher level generalization, semantic networks, webbing and concept analysis. Activity based learning can also serve an integrative function by combining planning, doing, talking, note-taking,drafting, revising, publishing and reading.

2. Selecting Appropriate Activities. Various activity based approaches to learning are considered suitable such as Concentrated Language Encounters (Australia) and RIT modules (Thailand). Learning activities can be specially designed to promote listening, speaking, reading and writing skills, numeracy, as well as other skills, knowledge and attitudes. If these were combined with process writing and genre based approaches, teachers can successfully follow up well designed activities with a great variety of multilevel, individual work assignments.

3. Liaising With Community Experts and Parents. Community liaison and team teaching were seen to be essential aspects of multigrade preparation. Because of the complexity of multisubject teaching, it is important to seek support from local people wishing to train as teachers, as well as from volunteers and community experts. Teachers should not see themselves as sole experts but as members of a cooperative network which aims to build up its stock of information about teaching and learning. The basic principles in working with others are to establish a climate of trust and positive acceptance in which c o m m o n problems and needs can be frankly discussed and positively dealt with. Cooperative teaching arrangements work best when time is set aside for teachers and assistants to do things together, to get to k n o w one another, to learn together and to jointly plan instructional activities. 4. Organizing Time. Time budgeting is an important variable to be controlled and strengthened in multigrade teaching situation. Daily and weekly planning are two very important aspects. Suggestions for organizing time are as follows. In multigrade schools,the timetable is usually not planned as there is no one else to share the teacher's load of work. This creates problems. The timetable is an important strategy for properly transaction m a y be used for framing the weekly timetable of a multigrade school: 75

Muitigrade Teaching in Primary Schools a. T h e main purpose of planning timetable is to plan curriculum transaction in their entirety. Time weightages provided in the prescribed curriculum should be kept in mind when allocating periods to different subjects and activities. b. The timetable should allow some scope for carrying out the various teaching learning strategies suggested earlier. C.

Weekly plans should be prepared and announced in advance to enable pupils to prepare for collective teaching and other student activities.

d. Daily routine activities for the pupils should be provided. e. All the classes should be engaged in the study of the same subject or in the performance of a similar activity. This would help in reducing distraction of pupils' attention. d. A normal period of 45 minutes should allow about 15 minutes of direct teaching, 15 minutes for assistance by a monitor (or peer leader) and 15 minutes for self-study. e. A selection of topics,themes and special programmes for collective activity should be made by looking into the relevance and comprehensibility of these activities in relation to the local environment.

f. The time apportioned for collective activities should provide for: i. activities based on lessons in the textbooks; ii. play-way and CO-curricular activities; and iii. outdoor m p s for activities on environmental studies, healthy living and productive work. M e m b e r countries have prepared several designs of time tables. It is not possible to define a standard format as some flexibility is necessary to handle multigrade teaching contexts. What has been suggested above should be taken to provide a starting point.

76

Frameworkfor Improving Multigrade Teaching

5. Organizing Space. It was agreed that some of the basic principles underlying the organization of teachinflearning spaces were that: a. The needs of pupils should be considered (taking into account short sightedness, hearing problems loss and other factors;

b. The aim should be to focus concentration by reducing unnecessary distractions and noise; C.

Active learning and participation should be encouraged and catered for,

d. Lighting should be adequate; and e. Student comfort should be taken into consideration. S o m e of the most c o m m o n seating arrangements for multigrade classes are as follows; Grades arranged in columns

Blackboard

Grades seated in reverse directions

Blackboard Grades separated by a partition

Grouping the Students. In multigrade teaching situations,the 6. following arrangements have proved useful:

77

Multigrade Teaching in Primary Schools a. Since students in higher grades are generally able to undertake some independent work and students in lower grades tend to be more dependent on teacher assistance, it is logical to group non-consecutive grades together. For example: 1,3,5 2,496

193 294 1 294

1 9 3

194

2,4 or

2,3,5

(These,for example, are the most c o m m o n arrangements in China)

b. Similarly, grades which have more subjects and grades which have less subjects should be managed together. c. It is helpful if multigrade teachers trace the progress of their pupils through the grades over a number of years. Armed with this knowledge, teachers will be able to group students in the most appropriate way according to their interests, abilities and levels of maturity.

Evaluation and assessment. As with any scheme of student assessment, the assessment of pupils in multigrade teaching situations should rely on timely diagnosis of their difficulties and continuous monitoring of students' work. However, some different emphases are required a. Direction to the leamers Right at the initial stage, the learners will be guided as to what is to be learned and h o w it is to be leanied. The use of various types of directions will depend upon the teaching-learning situation and teacher's creative approach. It is of critical importance in multigrade teaching that directions to students should be quite

78

Framework for Improving Multigrade Teaching explicit and fully comprehensible,whether in face to face instruction or in module booklets. Instruction can also be displayed for students on wall charts. Key objectives can be listed on weekly goal sheets or student learning contracts. These approaches give students a sense of ownership and help them to pinpoint what is to be learnt. b. Activity based teaching Active participation increases achievement and comprehension. A variety of strategies have already been suggested in the preceding pages to maintain focus on the child. M a n y teachers w h o advocate this approach find it useful to both keep a journal and to keep sample of students' work. c. Reinforcement/feedbacldcorrectives A s most of the learners are first generation learners, adjustments to teaching learning strategies have to be continuously made by the teacher. While doing this, reinforcement,feedback and correction should be given in classroom interaction. Upon completion of a unit, the learner m a y be both formally and informally assessed, wherever possible, so that immediate remediation and guidance can be provided. In this way, on the spot reinforcement will be an accompaniment of the teaching process. Feedback should always be timely, specific and encouraging. To ensure improvements in the achievement level, some remediation exercises will often be necessary. Correctives are generally planned for individual pupils after the formative testing of a learning task. Correctives can be provided by offering special explauation, providing additional exercises, special instruction of particular ideas missed by the pupils, assigning the individual pupils to peer leaders, (monitors or monitor leaders) and/or the provision of alternative modes of self-learning materials, etc.

79

Multigrade Teaching in Primary Schools

Test item construction for pupils'evaluation should be simplified to suit them for the comprehension level of the pupils who are, in most cases,firstgeneration learners. To ensure continuous and comprehensive evaluation,the primary school teacher should adopt the following modalities for formative evaluation. a. Observation of actual performance in the school,in the community and elsewhere. b. Participationin simulated performance situations;

c. Assessment at the end of the unit; d. Brief paper and pencil tests of smail duration; e. Anecdotal record cards;and f. W h e n the pupil shows evidence of success, summative tests may be used.

II.Teacher Preparation

To be recruited as a teacher in a multigrade school requires something more than what is normally required for recruitment to an ordinary primary school,as teachers in multigrade schools have to undertake some other functions. Some of these are indicated below: 1. Teachers need to know how simultaneously to supervise the teaching-learningprocess of a class while another is to be managed by a tutor,class monitor or assistant teacher.

2. Teachers need to know how to identify and recruit tutors and local experts who can teach non-academicsubjects;and

3. Teachers are often required to be creative in their grouping of students whenever they have to manage two or more different grade levels simultaneously. Therefore,it is necessary that additional pre-servicetraining and in-service support be given to teachers who are working in multigrade schools in remote places. Beside in-servicetraining,due

80

Frameworkfor Improving Multigrade Teaching

consideration should be given to the preparation of new graduates from teacher training institutes or colleges who will be appointed as teachers in multigrade classes.Hence multigrade teaching should be given a high priority in pre-serviceand in-serviceteacher education. a. Pre-serviceTraining for Teachers In many countries, the programmes offered by teacher training institutes or colleges do not include multigrade teaching methods as an essential component. Considering the vital function of multigrade teaching in the national development strategies of most Asian countries,since these are aimed at providing universal primary education for all people, especially those disadvantaged groups and population in remote areas, national governments in the region should pay special attention to this matter. S o m e suggestions are put forward which might be considered by national governments recognising multigrade teaching as a strategy for developing primary education: i. Multigrade teaching should be included as one specific course in the programmes offered by teacher training institutes and colleges. ii. Multigrade teaching should be recognized as a field of specialization by the teacher training institutes,just like any other areas of specialization such as; guidance and counselling,school administration,evaluation,etc. iii. If necessary, scholarships could be granted to students w h o are enrolled in special courses on Multigrade teaching. iv. To get good students with a sense of high commitment,a better entrance selection for students who are registered for the multigrade teaching course might be made. v. Incentives should be offered to persuade people to work as teachers in remote areas. These include higher salaries,special allowances and various forms.

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Multigrade Teaching in Primary Schools b. In-serviceTraining for Teachers In-servicetraining is an effort to keep pace with the process of new developments and modernization. Since science and technology are ever developing, in-service training is also considered as a continuous process which should be conducted on a recurrent basis. In the case of in-service training for teachers in multigrade classes, in-service requirements should include the following:

i. Adopting single, straightforward programmes to improve the motivation of multigrade teachers through seminars, workshops, retreats, or team building activities. ii. Continuous training in strategies and methodologies including methodoIogica1 dimensions such as:

- the purpose of education

- teaching activities, utilization of resources available in the community - liaison with other schools and the local community - grouping and regrouping the students - organizing space and the classroom - organizing the time available - evaluation of the learning process. iii. Conducting in-service training on instructionalmaterial, such as:

- seif-directedlearning materials - modules - activity sheets - low-costvisual aids. Evaluation of the performance of teachers in multigrade classes w h o have undergone in-service training is considered to be very vital feedback. In the meantime, technical and 82

Framework for Improving Multigrade Teaching financial support of the national government is important to back-up in'service training strategies for teachers in multigrade classes or schools. C.

Sub-Regional Cooperation

As many of the countries share c o m m o n problems with respect :o teacher preparation, a kind of sub-regional cooperation in the form of activities such as seminars, material production and training workshops among different countries in this region assume great significance. It will reinforce national efforts for developing relevant and need based teacher education programmes in the region. III. Strategiesfor Effective Supervision of Multigrade Schools Supervision plays an important role in the development of multigrade teaching. However, supervision in many countries is hampered by the lack of an effective inspectorate; the remoteness of schools; poor transport facilities; and supervisors lack of understanding of the multigrade teachingllearning situation. T h e following measures are suggested to promote effective supervision of multigrade classes: 1. An appropriate and effective mechanism for regular supervision, monitoring and evaluation of multigrade schools should be planned for the different levels of the education system.

2. Personnel involved in supervision should have teaching and administrative experience and should possess the professional ability and skill to help multigrade teachers in the work.

3.

Supervisors should conduct a regular programme of meetings with multigrade teachers within their school clusters or regions. Discussions on the experiences and problems of teachers should be followed by visits to schools by the supervisor and s o m e key teachers, to help other teachers find solutions to the problem(s) presented at these meetings.

4. A handbook for supervisors of multigrade schools should be brought out. The handbook should have an appropriate format and include a checklist of instructional materials, basic school resources, 83

Multigrade Teadhing in Primary Schools teaching skills, Co-curricular activities, and ways to foster community and parental participation.

5. In m a n y countries, supervisors of primary school are selected from senior secondary teachers w h o have not undergone any course in primary education, and w h o have not had exposure to the primary school education system or to appropriate methodologies. Not surprisingly, these supervisors find it difficult to do their work of supervising primary school teachers working in multigrade schools. It is suggested that these types of supervisors should be given a he-requisite course on primary and elementary education. 6. In-service Training of Supervisory Personnel. Administrators and supervisors should be trained and exposed to several important aspects of multigrade teaching. The following aspects should be included in the in-service training courses provided for supervisors: a. T h e same multigrade teaching strategies and methodologies which are detailed in the pre-service and in-service training programmes for teachers are to be offered to supervisors. b. Preparation of materials suitable to the needs and abilities of pupils engaged in multigrade teaching classes will help the supervisors to give suitable and relevant advice to the teachers under their care and jurisdiction. c. T h e skills of monitoring and supervising the performance and achievement of teachers and pupils. This is an important element of the programme for it helps to make sure that whatever has been given during the pre-service and in-service training to teachers is successfully implemented by them in their schools. Monitoring and supervisory skills can be taught in several ways: Classroom Observation B y observing teachers perform their duties in the classroom, the supervisors can determine whether the teachers have, in any way, shown their sense of loyalty and seriousness in their job. It is suggested that the following aspects be taken into consideration:

84

Framework for Improving Multigrade Teaching

- teachers' style of presenting lessons - classroom organization and management - their attitude towards the children - whether children exercise books or other forms activity are corrected - whether they are able to preparesoadditional learning whether these are materials on their o w n and, if used effectively

- whether

they keep their pupils' academic an developmen tal records

- activities. whether they are able to involve parents in school Through Questionnaire Various questions will be set for the teachers to answer in order to ascertain their understanding and responsibilitiesmultigrade teaching teachers.

Pupils Performance

A test m a y be given to pupils to find out whether they have acquired the skills taught, Pupils performance can also be evaluated by observing their interaction with teachers and by scrutinizing their notes of daily activities. 7.

Mechanism to Ensure that Supervisors Play an Effective Role a. National level authorities should support,technically and financially, in-service training programmes for the supervisors and administrators of multigrade teaching. b. Authorities at the national level m a y also evaluate the performance of supervisors and administrators w h o have undergone in-service training. The following criteria is suggested for conduction such evaluation:

85

Multigrade Teaching in Primary Schools

i. Whether the supervisors have proven that they k n o w various aspects of multigrade teaching well and are able to help the teachers;

ii. Whether in their dealing with teachers, supervisors and administrators,they are pleasant and diplomatic;

iii. Are they able to participate and contribute constructively to discussion about multigrade teaching? iv. Do they have the ability to adapt to the local situation? v. Are they able to show teachers ways and means of improvising local materials to be used as teaching aids? vi. Are they able to involve parents in school activities? vii. Are they able to resolve certain controversial issues? T h e evaluation of supervisors and administrators work in Multigrade Teaching can be carried out through observation while they are performing their duties or through interviews and questionnaires.

N.Seeking the Cooperation of Parents and Local Experts in Multigrade Teaching School administrators should conduct orientation programmes and technical training for para-teachers,experts, and parents serving as tutors at home. Tutors at h o m e - This can be done by giving the parents information about h o w to: a. Check the pupils' academic work

b. Give extra activities on aspects where the pupils are weak c. Check the pupils' homework and other school activities that have been given by their teachers.

86

Frameworkfor Improving Multigrade Teaching Para-teachers a. Checking and correction of pupils' exercise and activities.

b. Enrichment, reinforcement, remediation and re-teaching of certain topics and skills to pupils w h o really need them. c. Recording the pupils' academic and developmental achievement. d. Preparing teaching aids from free materials available in the local environment. Community Experts The subjects which can be taught by community experts include environmental knowledge, vocational subjects, physical education, religious education, art and music; Their work in these areas can be supplemented by knowing to: a. prepare teaching aids such as models, puppets, drawings, etc; and

b. organize Co-curricular activities.

V.Fostering a Positive Attitude TowardsMultigrade Teaching Prior to working towards the creation of an independent identity for the multigrade type of primary schools, it is necessary that multigrade teaching be seen as a desirable alternative to single grade teaching in the situations prevailing in many remote areas. In some countries the attitude of many educational administrators, teachers, parents and communities is negative in the sense that they view multigrade teaching as an undesirable but necessary alternative that should be adopted when pupil numbers necessitate it. T h e following measures are proposed to generate a positive attitude towards multigrade teaching: 1. Sensitize administrators and teachers to the phenomenon through brief orientation programmes. 87

Multigrade Teaching in Primary Schools

2. Highlight research evidence concerning the strength and merits of multigrade teaching.

--

3. Emphasize -- especially to administrators the important role of multigrade teaching in enhancing participation and in reducing drop out rates. 4. Convince -- parents in particular, through the use of examples that multigrade teaching is not inferior (and in many cases is superior) to single grade teaching.

5. Conduct pilot projects in multigrade teaching and publicize the outcomes.

6. Explain the current teacher-pupilratio in the country so that multigrade teaching can be seen as essential in schools with few pupils.

7. Convince teachers that the burden of work of multigrade teachers will not be heavier than that of those teaching single grade classes if they posses basic skills in the art of multigrade teaching. 8. M a k e teachers understand that those teaching in multigrade schools are not of a lower status nor should they be discriminated against.

VI.Research Inputs 1. There is a need to obtain comprehensive and reliable data regarding key aspects of multigrade teaching. Planning efforts in this area are currently handicapped in some countries by the absence of regular and systematic data. A regular school census should be conducted to obtain up-to-dateinformation.

2. An urgent need exists for research in selected areas of multigrade teaching. Pure, abstract and theoretical research should be avoided because of the urgency of solving problems, Research could be conducted to find out possible solutions to the following: a. What relationship exists between the dependency of the pupil on the teacher and the ability of the pupil to undertake independent learning?

88

Framework for Improving Multigrade Teaching

b. At what grade level are children ready for self learning? C.

W h a t grades can most profitably be combined in a multigrade class?

d. W h a t subjects are most suitable to for teaching to different grades in a single classroom during the same period? e. W h a t are the socio-pedagogical effects of multigrade teaching on the pupils?

f. What are the key aspects of the "hidden curriculum" in a multigrade teaching context?

3.

Multigrade teachers should be encouraged and supported to cany out action research aimed at solving major problems they identify upon reflection on their work.

4. Opportunities should be available to all educational personnel for the exchange of information and experience about multigrade teaching in the region. National clearing houses for the collection and dissemination of such information should be established.

VII.Multigrade Teaching in Very Dificult Population Contests Nomadic Groups In every country, there are some population groups which are too remote and almost inaccessible. The following strategy m a y be pursued for improving the multigrade schools in such areas:

1.

Target Population

Target population can be classified on the basis of their size, the intensity of people's mobility and the concentration of settlements which constitute a village. The classifications can be tabulated as follows.

89

Multigrade Teaching in Primary Schools Table 1. Classificationof Target Population 3lassification

Size Big

A B

c

D E F G H

Concentration

Small

4 4

d d

d

d

-"-T-

One Piace Scattered Stationed Nomadic

d d .\I d

d

4

4 4 4 4

The nomadic groups can further be divided into systematic and purely nomadic groups. The systematic nomadic groups have a home village (permanent address). The purely nomadic groups do not have a permanent address. There are three basic patterns of migration among the systematic nomadic groups which can be illustrated as follows: Figure 1. Patterns of migration of systematic nomadic groups

ITS1

TS 1

29

PR

/Ts2\ TS 1

TS3

TS :Temporary Settlement PR :Permanent Residencehomevillage

The identification of the target population is crucial in the decision making process to determine what type of educational services will suit a particular target population.

-

90

Framework for Improving Multigrade Teaching

In addition to these, the geographical and topographical conditions of particular locations will considerably influence the selection of educational services which are suitable for that particular location.

2.

Classification of Children

Types of instructions should fit the characteristics of the children. Using age and schooling experience as criteria, the children can be classified as below: Table 2. Classification of children based on age and schooling experience Schooling No Experience Schooling Age 12 11 10 9 8

F1 El D1

c1

Bl

Stili in /Drop Out of Grade I

II

IIIIVVVI

F2 E2 D2 c2 B2

F3

F4 E4 D4 c4 B4

E3 D3 c3

B3

F5 F6 F7 E5 E6 E7 D5 D6 c5

The case of Indonesia can be used to further explain the table. In Indonesia, children aged 7 are entitled to be admitted to school while children aged 8 are obliged to attend primary school. Before hisher 15th birthday, a child is expected to graduate from primary school. Based on this legal stipulation,children with D1, D2,El,E2,E3, F1,F2,F3,and F4 classification will not be able to finish the 6 year primary cycle as stipulated in the education bill. Consequently, these children must be served through a 3 year crash programme which offers a non-grade course. The non-grade course is an educational package which is equivalent to the ordinary 6 year primary schooling.

91

Mdtigrade Teaching in Primas,Schools In the case of handicapped children, special educational services should be offered. This has implications for training as well as the production of teachinflearning materials for a specific disadvantaged group.

3.

Educational Services

The identification of the target population and the schooling experience of the children will help determine the type of schools and educational services that must be offered for specific clienteles. Population with A and C classifications can be provided with ordinary schools. If the number of teachers permits and the provision of a complete school building is possible, the target population should get an ordinary school (one teacher for one class grade). But if the resources do not permit this, a multigrade school will be sufficient. Target population with B and D classificationsm a y have a combination of stationed school and mobile or visiting teacher. Mobile or visiting teachers will serve the children while they are away from their permanent residence (home village). For target population with E and G classifications a multigrade school will be an appropriate choice. Target population F and H m a y be suitably served by visiting or mobile teachers.

4.

Community Participation

Community participation is vital in multigrade schools for nomadic populations. Teachers are obliged to recruit peer tutors, upper grade tutor and local expertise. Community participation is also expected in the provision of land, building materials and raw materials for vocational training. If possible, the community can contribute lunch for the children.

5.

Instructional Materials

The type of instructional materials for multigrade schools in the case of nomadic tribes depends on resources available from the community and the government. S o m e governments may be able to provide ordinary textbooks while others can supply modules. Even in the most disadvantaged situation, the teacher must be given some reference books. Instructional materials can be in the forms of printed materials or recorded materials. If electricity is available,

92

Framework for improving Multigrade Teaching transparencies, slides and films can be used. In addition to these, the teacher must be trained to utilize things in the environment. He/she must also be able to insert local content into the syllabus. Obviously some training in the preparation of texts and materials is necessary.

6.

School Sessions

School session must be flexible and adjusted to local conditions.

7.

Health Problems

Undernourishment and disease are c o m m o n problems which result in absenteeism and low learning capacity. Basic health care kits and medicine should be provided. If possible, schools should offer lunch.

8.

Quality Improvement

Multigrade schools should operate within a cluster system. There should be regular meetings where teachers can exchange and share experiences and ideas to resolve their problems. If possible, every school cluster should be provided with a centre.

93

Chapter Five

CONCLUSIONS T h e participants of the Sub-Regional Workshop o n Multigrade Teaching felt that there was a great need for improving the conditions and teaching standards of small schools located in remote, sparsely populated areas where enrolments are low and teachers have to teach several grades and multilevel ability groups simultaneously. The following recommendations were offered. The Unesco Principal Regional Office for Asia and the Pacific m a y continue to identify the area of "MultigradeTeaching in difficult contexts" in its planned activities to assist member countries to improve the quality ofprimary education in their remote, sparsely populated areas. There is a need to develop models and teaching methodologies which are suited to multigrade teaching situations that are both numerous and contextually very different. These models could exemplify ways in which the existing curriculum and textual materials might be restructured so that n e w materials, media and methodologies can be evolved. There is a great need for developing a handbook on multigrade teaching as a resource material of the countries in the region.

It is necessary to provide support services to multigrade schools and their teachers in several way. The use of educational technology devices, both sophisticated technology and small technology'which are suited to the needs of remote, rural, sparsely populated areas, should be identified.The establishment of resource centres in the cluster schools for helping teachers in planning their teaching and devising appropriate methodologies might also be planned. S o m e assistance m a y be required in developing audio-video software for teachers and classrooms, multimedia kits, appropriate teaching aids, and designing teacher resource centres. M e m b e r countries m a y be helped to establish some model resource centres for teachers of multigrade teaching schools. T h e Unesco offices at Bangkok could help serve a clearing house function to help countries in their efforts. 95

Multigrade Teaching in Primary Schools

The knowledge and skills relevant to multigrade teaching are conspicuously missing in the teacher education systems of the member countries even though the need for providing teacher training has been strongly expressed. Several innovations and experiments in teacher education have been carried out in the region. It would be useful to have a regional programme which identified and analysed successful innovations,to help member countries with the identification of topics, strategies and activities which could be incorporated in their pre-service and in-service teacher training programmes. Guidelines for developing teacher education curricula might be provided to help member countries prepare relevance based and need based materials. W h e n developing these guidelines, the focus ought to be on task based training programme. Developmental research on multigrade teaching should be promoted to provide insights into the area. Studies on c o m m o n objectives could be carried out simultaneously in and by the member countries. S o m e of the areas in which research proposals might be developed are: a needs assessment of the multigrade Schools located in difficult contexts; a study into the use of aids and strategies for improving the quality of education; Case studies of multigrade schools and their communities in the case of Aboriginal and nomadic populations. Other collaborative research projects should be encouraged.

A case for sharing cross-country experiences was strongly advocated, in view of the innovations and developmental activities being out in the area of Multigrade Teaching. The sharing of cross-country experiences should be planned in different modalities such as inter-country visitations, sub-regional workshops, joint innovative studies, making various types of expertise available to member countries, and so on. The participants appreciated the lead given by Unesco in its organization of the present sub-regionalproject, especially for its investigatory design. The project formulation and implementation led to a series of activities such as organizing the meeting of the task force on multigrade teaching and preparation of handbook for teachers on multigrade teaching. As a result, the programme has generated activity in the countries and yielded some useful results already. It is hoped through international cooperation a conducive environment for the quality improvement of education in multigrade schools wili be created. 96

ANNEX

LIST OF P A R T I C I P A N T S Australia

Dr.Brian Devlin Head, Division of Language Studies, Faculty of Education, Darwin Institute of Technology, P.O.Box 40145 Darwin N.T.

Bangladesh

Mr.M d . Abdul Latif Superintendent' Primary Training Institute Rajshahi

China

Mr.A n Xiaozhen Member of the Council of Chinese Education Society Deputy Chief of the Education Commission of Hebei Province Honorary Director of Hebei Provincial Research and Training Centre of Multigrade Teaching Mr. Zhang Sen Deputy Chief of the Teaching and Research Chief of the Teaching and of Hebei Institute of Mechano-Electric Engineering Interpreter of Foreign Affairs, Department of Education Commission of Hebei Province

97

Multigrade Teaching in Primary Schools India

Dr. B.R. Goyal Reader (Curriculum), Department of Teacher Education, Special Education and Extension Services, National Council of Educational Research and Training, N e w Delhi, India 110016

Indonesia

Dr. Soemardi Hadisoebroto Head, Research Centre for Education and Culture, Balitbang Dikbud Ministry of Education and Culture, MOEC, Indonesia

Dr. Teras Mihing University of Palangkaraya Jalan Yos Sudarso, Palangka Raya 73111 A, Indonesia Korea (Rep. Of) Mr. Kim Ki Yung Professor of In Cheon Teachers' Colleges In Cheon City, Republic of Korea Malaysia

Mr. M o h a m m a d Mohiddin bin Sulaiman Lecturer, Tengku Ampuan Afzan Teachers' College Pahang, Malaysia

Maldives

Mr. Abdul Hameed A.Hakeem Director, Institute for Teacher Education, Handuvaree Higun, Male 20 - 02 MALDIVES

Nepal

Mrs. Shanti Kumari Basnyat Headmistress Vijaya Memorial High School, Dilli Bazar Kathmandu, Nepal

98

Annex Pakistan

Mr. M o h a m m a d Ida1 Veryamani Asisstant Educational Adviser Ministry of Education Islamabad

Philippines

Dr. Alicia A. Peralta (Ms) Assistant Schools Division Superintendent Division of Quezon Province Department of Education, Culture and Sports, Palacio del Gobernador, Metro Manila

Thailand

Dr.Sanit Yeerong Director Chiang Rai Provincial Primary Education Chiang Rai

Unesco/PROAP

Dr. Prem Kasaju Programme Specialist in Developmental Research in Education, Unesco/PROAP, Bangkok, Thailand OBSERVERS Prof. Dr. HarsjaW. Bachtiar Head. Balitbang Dikbud

MOEC, Indonesia Prof. Dr. Moegiadi Secretary, Balitbang Dikbud MOEC,Indonesia

Mr. A.F. Tangyong Head, Pre-Primary,Primary and Special Education Curriculum Development Division, Curriculum Development Centre, Balitbang Dikbud, MOEC,Indonesia

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Multigrade Teaching in Primary Schools

Dr.Romli Suparman Head, Teaching-LearningResearch Division, Research Centre for Education Culture Balitbang Dikbud, MOEC,Indonesia

Mr. Boediman Hardjomarsono Director, Primary Education Directorate General ofPrimary and Secondary Education, MOEC,Indonesia

Mrs. Eliin Yulaeliah Acting Head, Administrative Division, Research Centre for Education and Culture, Balitbang Dikbud, MOEC,Indonesia

FIELD RESOURCE PERSONS

Mr.Soewari Headmaster, Small School in East Java, Indonesia

Mr.L a m b n Bahusin Headmaster, Small Scool in Central Kalimantan, Indonesia

100