Professional Documents
Culture Documents
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Expert Committee Report on Use of Ol -Chiki
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script in Mayurbhanj District of Orissa
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Submitted to
Department of School and Mass Education
Government of Orissa
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12/11/2005
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Dr Mahendra K Mishra
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Expert Committee Report
On
Use of Ol -Chiki script in Mayurbhanj District of Orissa
2
Preface
The argument for English takes the cake. The question of the tribal is, if
your children prefer English to mother tongue, why do you ask us to study either
our own or your mother tongue? There is no answer to this question. If the
research result all over the world is that mother tongue is the best medium for
early childhood education, then it should be valid for both majority and
minority/minor language speakers.
The mother tongue for the early childhood education is not only “ a
prerequisite for ethnic groups to maintain themselves but also a prerequisite for
cultural diversity.”UN Document on genocide says that” forcibly transferring
children of the group to another group genocide.” Those who deny the mother
tongue are engaged in linguistic genocide.
In Orissa we don’t have the means of training one English teacher for
primary school. How can those who do not know the subject teach it? There are
about 7000 single teacher schools in the state. How can the teachers teach
English in addition to what they are teaching?
No body would deny English to our children. But by teaching bad English
by untrained teachers from standard I, the foundation of education are bound to
be weakened.
3
Learning languages as one needed is not a load. One is to learn
languages if one aspires to move from one state to another with in the country.
Similarly one has to learn different languages if one desires to seek fortune in
different parts of the world.
The IPA has been created to write all languages of the world of using the
single grid. Biswa Nagari has been created to provide another grid to all
languages of the world. The adequacy of a script depends on proper linguistic
analysis of phonetic and phonemic structure of a language and their proper
accommodation. It is hoped that the statement will clarify some confusions
about the language and script.
4
Contents
Preface
Chapter I
• Brief History of the Expert Committee
• Activities of the Expert Committee: Brief Account
Chapter II
• Tribal Situation In Orissa in general
Annexure:
5
CHAPTER- I
D
epartment of School and Mass Education vide Notification o
No.24575 dt. 29/10/2002 constituted a Expert Committee on
inclusion of Santali language/Ol Chiki script in Orissa initially for
six months. The questions to be examined and solved by the committee were as
follows;
6
ACTIVITIES OF THE COMMITTEE: BRIEF HISTORY:
2. The matter of support by the BSE, Orissa for the functioning of the
Committee was placed before the Executive Committee of BSE, Orissa
in its meeting dt.5/11/02 and the Secretary, BSE was requested to
ascertain from Govt. the exact nature of work the Committee was
expected to undertake so as to assess the expenditure to be
incurred towards TA/DA.
7
20/8/2003 by the member Secretary.
11. The third meeting of the Committee was held on 29/9/03 in which
the Chairman was requested to write to Govt. requesting their
appropriate steps in the matter of visit of schools in different districts
by the Committee.
14. The Govt. has been pleased to extend the term of the Committee up
to 31/8/2005 vide their Notification NO 16054/SME/Date
17/9/2004.
8
The Committee decided to examine the issues in two ways.
Therefore, pending with the field visit to south Orissa, the first visit was
conducted during 20/12/2004 to 25 12/2004 and the observation of the
Committee in details is presented in this volume.
CHAPTER- II
Table I
9
3 89%-80% 2190 Monolingual-
bilingual
4 79%-70% 2032 Bilingual
5 69%-60% 1979 Multilingual
6 59%-50 2087 Multilingual
7 <50% 34074 Multilingual
Source: DISE Data: OPEPA 2003-04
Table II
Table III
10
School
Type Boys Girls Total
Primary
(I-V) 645446 548212 1,193,658
(VI-VII) 98488 64303 162791
Total 743934 612515 1,356,449
Source : DISE : 2003-2004 : OPEPA
The above table indicates that the tribal children in Class I to Class
III total 748000 tribal children have been en rolled . Their home language is
different from the school language. Language is of course a major factor that
affects the teaching learning process of tribal children . It is also found from
the research that tribal children have low achievement ratio in comparison to
the other children. But other factors are also responsible in respect of low
achievement.
The table indicates that substantial children in the schools have been
provided access. But tribal children have not been ensured access to their
home language for which they face learning difficulties. At the same time
teachers in these schools also face teaching difficulties .
There are 26 Blocks in the district and total 2271 970 people in the district
out of which total ST population is 1067826( ST male:544591 and ST female:
523235).
The dominant Schedule Tribes in the district are the Santals, Munda,
Khadia,Gond, Mundari, Kol and Bhumij where as the minority primitive tribes
are Lodha and Mankdia.
11
The school type in Mayurbhanj with percentage of 100% to 50% tribal
children is mentioned below:
Besides there are more than 500 EGS centers having substantial tribal
population which there is a need to address the classroom with tribal
children.
The above figures indicate the status of tribal children in the district.
The need for ensuring access to the tribal children is addressed through SSA
and EGS centers. Besides there are Ashram Schools in which tribal boys and
girls are enrolled. But the issue of home and school language is not yet
addressed by the educational institutions.
CHAPTER- III
TO INTRODUCE :
12
much more important is the fact that they are found in large numbers in
contiguous areas of West Bengal and Jharkhand.
They are also in Upper Assam and Tripura. The present Ol-Chiki
movement is not only to unite the Santals of different states where Santali is
written in Bengali and Nagari scripts. The hidden agenda is to carve a separate
state This is the political dimension of the issue.
All movements are neither law and order issues nor are they naxalite
movements. Some times State violence pushes the young and the old into the
laps of violence. Therefore bilingual primary education must be attempted to
begin with in some of the major tribal languages. A standing Committee may be
created to monitor and ensure the implementation of programme as decided by
the Government from time to time.
THE ISSUES:
Language and scripts are two subjects about which every person has an
opinion. A governor of the North East, who had written two books in a language
of the region, says “he is convinced that the language has no grammar.” Many
people believe that unwritten languages are dialects. The Institute of Tribal
study of the State Government is called the Academy of Tribal Dialects and
Culture.” The underlying assumption is that tribals have no languages. They
communicate in dialects. Another assumption is that all tribals have one culture.
13
modifications. So are Telugu and Kannada. Therefore need for two scripts for
two different languages is not a necessity.
Govt. of India has an industrial policy, a science policy and some sort of
education policy, but do not have a language policy. The NPE 1986 and its
amended version 1992 refer us back to 1968, the three-language formula. The
formula primarily deals with English, Hindi and the dominant State language. It
is a consensus arrived at the meeting of the State Chief Ministers. It has no
reference to the mother tongue, no reference to classical languages and no
reference to proximate languages. It has been far away from foreign languages.
Bilingual schooling aims at bridging the gap between the home language
and school language. The child comes to the school with the capabilities of
speaking and understanding the home language, which is the mother tongue of
the child. Reading and writing have to be built up on this foundation. Therefore,
in the 1st year 80 percent of the available school time has to be devoted for
writing and reading of the home language. And 20 per cent of the school time
has to be devoted to speaking and understanding of the school language. In the
final year of the primary education the time is to be reversed, 20 per cent for
the home language and 80 per cent for the school language. In between it is
40- 60 and 50- 50. It has been demonstrated that it enhances motivation,
ensures greater retention, and reduces dropouts.
14
where you want to go. For example, if you want to go to France you must study
French. If you want to go to Germany, China, Japan or Soviet Union you will
have to learn Germany, Chinese, Japanese, and Russian. If you seek your
fortune with in the country, then you have to learn the major language of the
region. I am really not bothered about the number. But as a parent I am
concerned about the fact that having studied the language of the region,
whether you get the opportunity to compete with the native speakers of that
region on equal basis. After I took over as the Director of CIIL I was asked
similar questions, I repeated the answer given to my son.”
Indian scripts other than Roman and Perso-Arabic have emanated from a
single source, Brahmi. All Indian languages belong to six families, Indo Aryan,
Dravidian, Munda, Sino- Tibetan, Nahali, and Andaman and - Nicobarese. But all
scripts other than the two referred to above belong to a single family. Therefore,
with out understanding the inherent togetherness of the existing scripts, any
invented, revealed or discovered scripts made in violation of the underlying unity
are bound to create problems rather than solving them.
Languages change faster than scripts. The Oriya language has changed,
but all changes are not captured in writing. For example, short and long
distinction in Oriya is lost. The three sibilants are lost barring only one, the
dental. The Bargya and Abargya ‘j’distinction is lost leaving behind j and y.
Similarly, the ‘b’ written twice have changed into ‘b’ and ‘wa’ The vocalic T, short
and long are lost. Actually it has developed three ways,’ ru’ in Orissa,’ ri’ in
Bengal and ‘ar’ in Bundelkhand area.
Same is the condition of English. George Bernard Shaw left all his
property for reform in English spelling and pronunciation. But English lives with
its anomalies and new problems are being added. This is true of all the
languages of the world. There was a time when scholars spoke of the English
language. Now the same scholars speak of the Englishes of the world. All the
varieties are written with in one and the same script. Santali is found in Tripura,
Bihar, Santal Pragana, Bhagalpur, Manbhum, hazaribagh,
Singhbhum,Mayurbhanj and Balasore in Orissa,Birbhum, Bankura, Midnapur in
West Bengal and Assam. Its dialects are Kamari-Santali, Kurmali, Lohari -
Santali, Mahili, Manjhi, Paharia.(The languages of India and Nepal, SIL, Decan
College , Puna, 1966). The subject of standardization has been discussed since
1903. The Roman script for Santali has undergone many changes. To what
extent the new script captures variations is yet to be ascertained.
A new script has been invented by Pt. Raghunath Murmu, who named it
Ol Chiki. As some people have begun to speak about Ol Chiki language , it is
important to know that Ol Chiki is a script and not a language. A script is like
the dress of a person. No matter whether one wears a suit, pyzama kurta or
dhoti Punjabi.(S)he remains the same person. Similarly no matter in which
script the language is written, it remains the same language. About the Ol Chiki
script Dr Kundu has to say the following:
15
“ Ol Chiki, the script for Santali language was invented by Pt
Raghunath Murmu of Mayurbhanj district of Orissa. Himself a
Santali , he was a great scholar of Santali language and culture
and a creative writer in Santali. Although the script developed by
him came to limelight only when it was displayed in the
Mayurbhanj State Exhibition. Pt. Murmu worked on the script long
before, when he was a teacher in a school at Badamtaliya near
Rairangpur. He made letter after letter, made a hand press to type
them out and when completed all the letter, arranged them in to
groups. He tried them out on his Santali students and made
changes where necessary. Sri Pratap Chandra Bhanj Deo, the then
maharaja of Mayurbhanj( a princely state then) was impressed by
pundit Murmu’s sincere efforts and said that he has no objection
to the tribals of his state using the script. Later with the help of
the Kherwar Jarpa Samiti of Jamsedpur pandit Murmu got the
type for the script made at the Swadeshi Type Foundry,
Calcutta. The Samiti for the first time published a journal named
Sagen Sakam (green leaf) using Ol Chiki script. After word printing
press were set up in Orissa and West Bengal to publish books in
Santali using the script. At present the Santals all over India have
started using the script. The Govt. of West Bengal has given official
recognition to the script and started teaching Santali students
through Santali using the script in primary schools. Other tribals
whose languages are similar to Santali have also expressed their
willingness to use the script. Tribals on their own have started
schools to teach themselves the script.”
First of all it is not true that “At present the Santals all over India have started
using the scripts” A very miniscule section of Santals have opted for Ol-Chiki
in Orissa.The roadside urban and suburban centers do not want Ol Chiki .They
prefer Oriya and Bengali. In Bihar Santali is written in Nagari. The Govt. of
Orissa (Dept. of Education) vide their resolution No.XIXEM 15/91-7710 dt.
25/2/91 decided to introduce the teaching of Santali language in Ol Chiki script
on an experimental basis, as an additional language at the primary stage” in 30
primary schools of Mayurbhanj, Keonjhar and Sundargarh district. AS follow ups
to this resolution teachers were selected, Ol Chiki primers were prepared and
teaching of Santali language in Ol Chiki scrip[t was introduced in 30 schools(
20 in Mayurbhanj, 5 in Keonjhar and 5 in Sundargarh district) from May 1992.
The experiment failed. The report of the Committee set up by the Govt. of
Orissa came to the conclusion that the parents “ are found to believe in
competition and tuition. They are more in favour of learning Oriya and
English. Learning their own language and script is secondary for them(P.13)” It
is most unfortunate that emphasis on the new script takes parents away
from their own language.
The Andhra situation illustrate this forcefully. The New Indian Express in
its issue of 7/1/2005 states as follows: Best education often comes through
mother tongue. Over 240 tribal children studying in 80 tribal schools in Andhra
16
Pradesh more than justifying the truth.” For the first time in the country, these
tribal children are bearing the rudiments of their own language which means
connection, pride and of course the past.xxxx
“ The scheme did not materialize overnight. It took eight teams – each
consists of a linguist, an educationist, an anthropologist, a tribal teacher, and
local NGOs representative to design the syllabus. NO less than nine different
tribal languages are spoken by different ethnic groups in the State.xxx
“ Hence we selected words from their languages to teach them. Only the
script is in Telugu.xxx”
The Indian Education scene is full of over statement and ignorance. The
CIIL provided leadership in bilingual education for tribal. It prepared phonetic
Readers, Grammars, Glossaries, Instrumental materials in tribal languages in
the North East, in Rajasthan,,Orissa, Maharastra, Goa, Daman Diu,Andaman
Islands. It supported the Andhra Programme in Tribal Oriya (Poderu) . It is a
matter of joy that the Andhra programme has received the attention of the
Central Government. What is of importance is the fact that tribal languages
are taught in Telugu script.
In that case, Orissa is one of the advanced state which prepared context
specific, child centered primer in tribal languages and distributed among the 63
000 children. In comparison to Andhra Pradesh, Orissa has done a lot in the
17
field of tribal education. But unfortunately, the State govt. did not patronize the
efforts of using tribal primers in tribal areas schools. It is not known how the
tribal primers in Kondhmal and Malkangiri were used with out imparting
training to the teachers. Even the effectiveness of using the primers in DPEP
districts were also not taken up to sustain the activities. The success
stories of DPEP in tribal intervention could have been more meaningful in
implementing tribal activities in DPEP-II and SSA districts. But this was not
replicated.
However the focus of using these six primers were in tribal- and oriya
language and the scripts are Oriya. Community support in using tribal
primers in Saora, Juang and Kuvi community was encouraging since the DPEP
community mobilization programme was effective and VECs were actively
participating in the schools where tribal primers were used by the teachers.
This was also helping the tribal to revitalize their cultural values and
language with dignity.
‘In the year 1990, The ATDC had undertaken a study of the use of Ol
Chiki in schools under the able guidance of Prof. Khageswar Mahapatra, the
then Director of ATDC. This has been published by the ATDC. Not a single
person pleaded for Ol Chiki. They demanded education in Tribal language
medium. They demanded teachers from tribal communities to teach in tribal
language as medium of instruction. These are legitimate demands. The Govt.
must give special attention.(Adivasi Unnayan: Astama Yojanara Anuchinta:
Adivasi Pratinidhinka saha Sakshat Alochanar Bibarani, January 27, 1990)
2. Facilities for learning three languages i.e. Oriya, English and Hindi
should be provided
18
1. The proposal for introduction of Ol Chiki script in the primary schools
imparting general education was to be dropped.
4. The books for non formal and Adult Education should be prepared in
Santali and other tribal dialects using Ol – Chiki and other developed
tribal scripts.”
Again Prof. Mahapatra studied through field visit in west Bengal and
Biharin 1990( June – July) to gather views with regard to introduction of Ol
Chiki script in school education. This report submitted to the government as
appended.
These efforts were made by the ATDC was not followed up by the
concerned departments with along term vision. The result was gap between the
community and schools. Teachers were not trained up. O textbook were
developed. There was a lack of long term plan for the tribal.
Pundit Raghunath Murmu is not the only person to have prepared a script
for Santali. Well known freedom fighter Prafulla Pattanaik(01/01/1917-
14/01/2003) in cooperation with some others had initiated / prepared a
modified Nagari script for Santali. Bhagalpur University had given recognition
to it at the post Graduate stage.”(Chetana Varta, 2.6 January 2004 Special
No.Pp.15)
Before Pt. Raghunath Murmu invented his Ol Chiki script many of his
publications were printed in Oriya script. His dramas were enacted and well
liked by the audience. There was no complaint about the adequacy of the script.
His main interest was to bring together the Santal living in different states by
providing them a single communicative language. The main aim appears to be to
19
bringing about a single Santal state by incorporating districts from the
neighboring states. At least this is the claim by some of the later leaders.
The same question may be asked to the Santali speakers. The Govt. is
committed to maintain the language and not necessarily to be printed in Ol
Chiki script . If an important popular book is to be printed in Ol Chiki script to
reach out to a larger population , the government may consider giving a
publication grant.
CHAPTER- IV
The field trip undertaken by the Committee was highly instructive. One of
the first things that struck us is the manipulation of statistics. In a school
attendance was between 80-87 except the day of our visit when it was 37. It
appears that the schools are expected to prepare the record at 11.A.M..
We were told that most schools fill up their registers around 4 P.M.
This explains the figures of out of school children given by DPEP being 2.5
lakhs, UNICEF 15 lakhs, Orissa Human Development Report 21 lakhs and
Vision 2020 being 36 lakh.
20
In many of the schools teachers spoke of the Ol Chiki language. Almost
everywhere we corrected them saying that Ol Chiki is the script and Santali is
the language. We got the impression that their training is defective. They are
told precious little about the tribal language and culture. They are unaware
about the middle class values imposed through their text books.
For example, the study room, neither the single room tenement given to
Mankdias as part of rehabilitation or in the average village house of the
Santals there is a study room. Even the married son of a Mankadia shares the
single room tenement of the family. Another lesson speaks of the gift Anuradha
gave to her friend on her birthday. Those children who don’t know their date
of birth celebration of their birth day is a joke. The children ask what is a gift?
Why does Anuradha give a gift to her friend?
The students cannot read Oriya fluently even in the fifth standard. From
the first to the fourth standard the students recognize letters falteringly. They
read words letter by letter. They have no notion of intonation and reading a
sentence. The teachers help them in examination. In one school the answer to a
question was near equal in all the answer books. Either the children got them
by heart or were helped by the teachers.
3. No decision is taken about linking the home language with the school
language. As a result the ASECA schools teaching Santali with Ol Chiki
script has gained in popularity.
4. In VI and VII standard the ST children do not read , write and understand
Oriya fluently. The dropout at the elementary level can only be
understood in this context.
21
7. A biliteracy programme should be developed so that literacy in both home
language and school language could be imparted. This would couple well
with bilingual primary education at the primary level.
10. The discussion with ASECA Rairangpur representatives was revealing. They
have a single point agenda-Santali should be taught through Ol Chiki .
They made two points.
11. The Santals remaining in different states write their language in regional
scripts as it facilitates linking with their state official language. It helps
them participate in the development and reconstruction of the state.
12. More over, because of the three language formula any child who comes
through the school system learns three languages and three scripts.
Therefore creating a single script for interstate communication is no longer
necessary.
13. When members of the Committee told them that our concern was the
future of children, they said that we would open colleges and universities.
In fact we met students who have taken BA. MA from such institutions run
by ASECA.They have studied only Santali in Ol Chiki script and no other
subjects. Their degrees are unlikely equated with degrees in any
university.
14. It was pointed out to them that every university has an equivalence
committee. No body would accept their BA equivalent to the degrees they
offer. Such a situation had arisen in the case of Daakshin Bharat Hindi
Prachar Sabha. They rectified their syllabuses. Unless ASECA stops giving
fake degrees they would have created a generation of disadvantaged
children / students who would have no other way but being instruments in
the politics of language and handmaidens of violence.
22
15. We met some intellectuals in Baripada. One of them said that since one
generation is to be educated in the new script to teach the next and
new books are to be written the Santals will be 50 years behind the
time.
16. Assuming that the new script is adopted the literacy rate will go down
immediately. This is another validation of the statement that the Santal will
go back wards by 50 years, if a new script is introduced at this stage.
18. There is very little monitoring . In spite of the fact that there SI of
schools, BRCs/ CRCs, the monitoring system does not function well. This
need to be rectified.
OBSERVATION
• It was found that even the teachers belonging to the tribal community
and having sufficient knowledge on local tribal language, don’t use the
mother tongue of the children with a make-belief that mother tongue
should not be spoken in the classroom.
23
• The attitude and belief of the teachers mars the use of MT in classroom.
Even the teachers don’t understand the process of teaching in Class I .
• 80 % of the class time should be spared in orality between the children
and the teachers in Class I in the school language and 20 % written work
should be taken up. But it was found that only written work is initiated
for reading and writing of the mother tongue the very beginning of Class
I that to in Oriya, and therefore the comprehension of the tribal children
in language is very low even up to Class V.
• Writing with out purpose and meaning with out a context is boring and
monotonous for the children and they fail to get pleasure out of writing.
When the Committee met the members of ASECA it was discussed that
language is important in view of cognition, but script is a symbol, which bear
the language. The Santali leaders are of opinion that, if the Ol Chiki script is not
used for Santali language, the pronunciation of some words would be difficult,
and also if it is written in Oriya script, the meaning of the language will be
changed due to the limitations of Oriya language in representing some of the
Santali words.
The Committee is of opinion that any language can be written in any script
and there is no bar. Pronunciation of some words in a language does not hamper
the basic character of a language, or else English would not have been the
language of world, and by now, due to bad pronunciation, it would have lost its
chastity. Instead by adopting many new words from many culture, English
become the richest language for its assimilative quality.
24
CHAPTER- V
25
Creation of Research Institutions do DIET, Baripada has Govt. NGO, efforts
coordinating, not mention any conducted some may be initiated to
monitoring, and implementation action research on take up research,
evaluating agencies or any tribal education, its sharing, use and
agencies to guidelines for state which is not implication among
oversee agencies to follow the sufficient. The the field
implementation effectiveness of using North Orissa functionaries.
of LoI policy of language as LoI even University, TRI,
in the schools where Orissa may be
Saora, Juang and Kuvi engaged in
Primers were used. research on
different aspects of
tribal education in
Mayurbhanj
26
found the Saora, Kuvi 1992.This effort non-tribal teachers
teachers and Juang was initiated with were posted there
teachers who used tribal out a strong vision and they were unable
primers initially and with out along to teach in Ol Chiki
resulting in mixed term plan for the script.
community reaction. same.
Comprehension was
ensured with tribal
primers. But the local
educational
administrators did not
support the efforts, with
a disbelief of considering
it a time bound
project.
27
only objective. It does cultural context of the Santali primer
not reflect the cultural tribal children. No in O l- Chiki script
aspirations of about 14 culture specific or for which the
lakhs tribal children in area specific topics Santali primer in
primary and upper are reflected in the Oriya script is not
primary stage. text books in which printed.
the children could
Therefore tribal primers find their
are ignored since these experience as
does not comes under though there are
evaluation. 70000 tribal
children in the
District
28
Pedagogical Pedagogical methods District level There is a serious
methods are not clearly stated for education officials, gap between the
tribal area schools to BRCs, CRCs are realities of
use LoI, except the ignorant on MT teacher’s
efforts of DPEP. It was education, and comprehension on
not sustained due to addressing bilingual bilingual
discontinued efforts, classroom. classroom. Current
and no special efforts pedagogical
were given to it. practice does not
address the
context specific
issues, assuming
that tribal children
will be
mainstreamed so
they also need to
study in RL.
29
reaction about Ol
Chiki.
Recommendations:
• Text books for Santali in both the scripts (Oriya, Ol Chiki) may be
prepared for school children
30
• Tribal organizations should be promoted for generating a positive
response from the community to introduce tribal language as medium of
instruction at primary stage.
• Community should know why and how tribal language could be helpful to
the tribal children for transition from mother tongue to regional
languages.
31
Annexure- I : Impact Study on Introduction of Ol Chiki Script on
30 Schools
of Orissa
Annexure- II: Proceedings of the Meeting Held on 14/9/2000 on
Tribal language Primers prepared by DPEP
Annexure- III: Report on the study of tribal languages at school level
in tribal
Bihar
Annexure- IV: District wise Schools with ST population
Annexure- V: Field Visit of the Language Expert Committee
commissioned b y
the Dept. of School and mass Education Department, Govt.
of
Orissa
32
Annexure IV DISTRICTWISE SCHOOLS WITH ST POPULATION
33
Schools wit
100% to 59% 59% ST 1401 Need linguistic
ST children 9 intervention
Annexure- V
34
Details of schools visited:
35
Back to Bhubaneswar
36