Professional Documents
Culture Documents
Multigrade Teaching
i Single Teacher n
Pia rm;
Schools
&
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
CONTENTS
Preface Chapter One - Multigrade Teaching Chapter Two - Synthesis of Country Reports Chapter Three - Country Experiences Australia Bangladesh People's Republic of China India Indonesia Republic of Korea Malaysia Maldives Nepal Pakistan Philippines Thailand Chapter Four - Framework for Improving Multigrade Teaching Chapter Five - Conclusions
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13
1 4 1 9 22 27 32 37 40 46 52 57 60 67
71
95 97
ANNEX
PREFACE
The Unesco Principal Regional Office for Asia and the in Pacific (PROAP) 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:
iii) examined the projects and experiments which are being o conducted by the different countries in an effort t find o solutions t problems in multigrade teaching;
iv) reviewed other ways of improving the quality of education i schools practising multigrade teaching; and n 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 i Annex. n
Multigrade Teaching
Multigrade teaching implies the school situations where the n number of pupils i different grades is so small that the pupils of several grades together add up t a normal or slightly larger than o normal class. It connotes combination class groupings in a school o with one two t 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 o o varies between 10 t 100.Multigrade teaching is not an answer t meeting teacher shortages in the educational systems but is a strategy t improve the quality of education in rural communities. o
It is generally not recognised that in almost every country there are many primary schools practising multigrade teaching. W h y ? I is because they are usually located in remote, sparsely t populated areas with insufficient means of transportation and communication. Almost all the countries participating in the ml sub-regionalworkshop reported the high incidence of s a l 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, o under developed and isolated due t poor communication and social mobility. Likewise, there are highlands, the mountainous regions, o the narrow strips in the hill tracts which for the outsider seem t be uninhabited lands but these are i fact bubbling with life in their own n contexts and have a significant number of children requiring education.
o The inhabitants have their isolation due t poor social mobility, inadequate communication, infrequent transportation, indigenous belief systems, a multiplicity of local languages and their o adherence t 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 o science and technology t these areas could greatly make the life of o the people pleasant, easy and productive. Their isolation is due t absence of education for development and development for w n of at rmr education. The national policies on universalisation of P i a y education kinde a hope that education would come as an meliorative n force i these difficult contexts.
Multigrade Teaching
The opening of s a l schools with the posting of one or t o ml w teachers is a measure of creating access t primary education for o young children. These suffer from constraints resulting in learning o difficulties and other administrative problems which need t be o looked into. It is an appropriate time for member nations t have a t collective and introspective look a 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 i pervasive. s There are demographic, geographic, and economic reasons for the existence of multigrade schools. More such schools are likely t be opened as the policy on Universalisation of Primary education o 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.
Advantages of Multigrade Teaching Situations Learning Difficulties Specific t Multigrade Teaching o Parental Attitudes Constraint of Educational Systems A Pedagogy for Multigrade Teaching Measures and Innovations in Multigrade Teaching
- 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 n discreetly arranged than i normal classes.
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
supported by a (MLC), which are analysed into objectives appropriate to each grade level, together with suggestions on a o methodology t achieve these. The MLCs and their components have not been specifically designed for use by teachers in multigrade schools. school plans, instructional materials, and methodological guidelines which have been prepared o for ordinary school situations present difficulties t teachers when they try t apply these i multigrade o n teaching situations.
- The
- Teachers often recapitulating whatfrombeen taught or abruptly change one class to another without has
suggesting follow up measures. Similarly, teaching is often abruptly initiated when the teacher passes from o one grade/ability level t another.
- S o m e classrooms are over crowded. - S o m e multigrade schools lack essential classroom space.
- M a n y teachers lack the competence and confidence
o which is necessary t handle mixed ability groups.
- Teachers working
c.
- The designto allow modularmultigrade schools need to of buildings in be revised partitioning and moveable
fumiture f r more effective classroom organization. To o date, this has not been extensively med.
- 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.
- 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. multigrade situations is not generally prescribed or even advised for teacher trainees. They usually experience only monograde o o teaching situations. This leads t t insufficient preparation for service in remote rural areas.
- Practice teaching in
~
In remote,rural, and sparsely populated areas, children o tend t exhibit the following behaviour:
- They are often uninterested in schooling. - They m a y become frustrated by their mobility to
understand the language of formal schooling.
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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 i just making a beginning, the s social environment i characterized by a general inertia and an s indifferent attitude on the part o parents towards schooling for the f 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 i more s important for children t assist with family chores and t participate o o in various other economic,social o religious activities. r
Even though the member countries have legislated for Universalization of Primary Education and have established primary schools in rural, remote, sparsely populated areas, adequate o o attention t the proper functioning of these schools seems t 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
f would greatly assist the proper functioning o 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.
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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 o years. Another factor which has contributed t 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 o lw benefits which are said t f o on the students from such ot arrangements. The m s extreme example of a multigrade class is a one-teacher school where a single teacher has responsibility for all o grades. Such teachers need t have special skills in multilevel o programming and classroom organization, not t mention expertise i overaii school management. n
Incidence
Professor lan Birch, in Western Australia, is preparing a report for Unesco on multigrade teaching in Australia. This report wl give data on the number of multigrade schools in the country. il
ml In the Northern Territory of Australia, there are many s a l 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 class), ungraded early childhood units, or example, a Year 5-6-7special purpose multilevel aggregations of pupils. I can be t 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 n given i the table below:
1 4
Australia
STUDENTS
614 568 315 875 385 353 18 .% 16 .% .9% 25 .% 1.1% 10 .%
TEACHERS
33 17 6 12 4 4
35 34 18 48 20 24
TOTAL
P o plation profiles
Multigrade schools are typically located in rural areas, particularly in remote localities. A high percentage o pupils are f 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 t see learning as an o active,independents,goal-orientedprocess. In a multigrade school, students with learning difficulties may require a lt of individual o assistance.
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 i one particularly useful handbook which s was produced i this way be staff in the Kathering Region. The aim n of the handbook i t give new teachers detailed guidance for the s o 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.
- extending the school ofcould becurriculum project. and S o m e consideration given t revising o the bush - 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 formatofof modular courses principles.improved by could be application instructionaldesign - Activity based learning programs need to be more clearly
conceptualised.
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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 t commence a o S a l School Project which could serve as a training and ml 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 t member nations for training purposes. o o National library holdings could be expanded t support pre-service and in-servicetraining in this area.
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BANGLADESH
Multigrade Teaching
In rural, isolated and sparsely populated areas, for want of sufficient number of students in different grades, a single teacher o and in some cases two teachers are appointed t a multigrade teaching school.
Also, in many parts of the country, especially in heavily o populated rural areas, there are insufficient teachers t staff the primary schools.
The multigrade teaching schools have 5 grades, 1 or 2 classrooms and one or two teachers.
Incidence
The Chittagong Hl tracts and the Hawor (Lagoon) lands of il 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 i quite high. s
Population Profiles
Multigrade schools are located in the sparsely populated areas of the greater Shylhet district where there are canals and il lagoons. In Tangail, and also in the narrow strips of Chittagong Hl tracts,different tribes live. They are hardly interested in education at al and the rate of literacy is dismally low. l
There are not enough tribal teachers t teach the tribal people o o and when teachers belonging t 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.
Inputs Required
Fruitful research on multigrade teaching is required so that improved methodologies can be introduced.
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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, o community and the parents should be encouraged t come forward t help solve problems. o
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Multigrade Teaching
Multigrade teaching (MGT) a situation where one teacher is 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 o the quality of MGT is compared t mono-grade teaching, it is no worse and m a y even be better if MGT is properly implemented.
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W h e n one teacher deals w t the pupils of several grades, a ih o complex classroom structure is developed. Compared t 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.
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 t go round the o countries and villages t train multigrade teachers in o o o primary schools and t give demonstration lectures t solve problems encountered; and c. Has conducted a workshop for normal schools and o trained personnel, t 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 o been asked t 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.
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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 t o stress the essentials and teach carefully; they should pay attention t fostering self-studyng ability; arrange o 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 o Programme, is not allowed t 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.
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A class has more than one grade, but members help each other and r o actively t y t help the progress of the group.
I i a s important t closely combine school education with t s lo o family education.
Inputs Required
China hopes t further cooperate with Unesco on the subject o o of research and training of MGT in primary schools and t get rm support and financial help f o 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 wl go further t enlarge its capacity t provide an il o o educational service. Besides the service for its o w n il il province, it wl also work for the country. It wl organize workshops, publish "News Report on MGT," provide information,materials, and advice for the whole country. I wl also compile a biography for teachers t il w h o engage themselves in MGT in primary schools for a o o long period of time, t c o m m e n d their contributions t 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.
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INDIA
Multigrade Teaching
Multigrade teaching situations imply teaching of two or more grades by one teacher simultaneously. In some places, if the frt is two grades are assigned t one teacher, it is also referred t as a o o r s nongraded o Combination class. Multiple Class Teaching i another tr popularly useci for multigrade teaching. em
Incidence
Multigrade teaching in al primary schools is phenomenal. There are approximately 188,000 (around 34%) primary schools wt one teacher and about 144,000(around 27%) primary schools ih with two teachers. About 68% of the villages in India have a population of less o than 500 persons. Primary schools in such villages are likely t practise m l i r d teaching. utgae
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In remote areas, teachers passivity, irregularity, ill planning, non-accountabilityand engagement in non-academic pursuits create o and maintain a l w school profile.
Inadequate teacher training in the planning and organization of multigrade teaching coupled with an urban biased educational o system continue t keep the quality of education low. Parental aspiration for the child's future and educational progress is l w o. T h e enrolment ratios are low while the incidence of s f drop-outsare high. It i particularly distressing in the case o girls.
28
India
It is necessary t re-structure the existing Primary education o o curriculum in its entirety t 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 o material preparation in a detailed way t cover the entire textual material wl have t be undertaken.Teaching aids based on low cost il o o material especially suited t schools in villages which have not yet il been electrified wl have to be evolved. A scheme of continuous, a comprehensive evaluation suited t non-graded multilevel ability groups wl have t be worked out. il o
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It is proposed t develop a comprehensive in-service o n teacher education programme for primary school teachers serving i 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 t be brought out on institutional o 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 o inter-country cooperation serve as catalysts t programme o generation. There is a need t provide Unesco status and project support for conducting some significant activities such as:
30
India
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 t this, there is a conviction that peers and upper o o graders are capable of furthehg assistance t 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 o mainstream. Efforts t resettle those people have registered failures o because they are strongly culturally attached t their settlements.
Learning Difficulties
- 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 t and from school. o Rain, forests, rivers, waves and hunger are c o m m o n problems for young children attending the school.
- one grade orisonlyproblem whenmany boy only one child in Loneliness a there is one girl but students.
- The recruitment of experts or local instructors is not
always smooth. Adjustment of the timetable is another o problem when teachers try t fit instructions from the experts into school activities.
O h r Problems te
- These places are usuallyalmost inaccessibletraffic routes. beyond the public using public
Consequently they are transportation. Special arrangement must be m a d e if o visitation is t take place.
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- Sendingavoid assignment to suchnot easy because most additional teachers is teachers places. - Salaries of teachers working in cities and such areas are the
same. Teachers are discouraged from filling remote rural posts.
Measures Adopted
- Improving
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 il there is an indication that this type wl be revived.
b. The S a l School Project. The prototype was developed ml 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, o specifically designed t 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.
A Special curriculum, based on the c o m m o n curriculum, o must be developed and adjusted t the specific conditions of o multigrade schools. The three lower class grades m a y have t be treated as a non-grade unit. Simplified textbooks which integrate il many subjects wl 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 o teachers in areas practising multigrade teaching are required t 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:
35
b. Programme development:
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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 t a three grades. There is a declining trend i multigrade teaching. hn n
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.
O h r Problems Faced re
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
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 t be done. o
b. There is a need for analysis to s r out the topics suited ot t local needs. o
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 o money into remote villages in order t assist multigrade classes.
e. Various types of in-service programmes for multigrade teaching should be developed.
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MALAYSIA
Multigrade Teaching
In the Malaysian context, the term multigrade teaching o r schools refers t schools which have classes accommodation two o 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 r than 15 pupils in any one grade. Two o 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 no which can be classified i t three types, namely:
a. Under E r l e S a l Schools nold ml
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 ot of Sabah. M s of the Chinese multigrade teaching schools are in small Chinese settlements. b. Estate Schools These are the National type T m l Schools located in ai rubber estates to cater for the children in these estates m s of w h o m are Indian. ot c. The Aboriginal Schools About 62 of these schools are under the supervision a t 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 t give education t children even in remote o o
and sparsely populated areas.
----
4 teachers including the Headmaster 5 teachers including the Headmaster 6 teachers including the Headmaster
In the case of Aboriginal schools, usually only one o two r teachers o field officers manage a school. r Situations where the enrolment of pupils has declined as a result of:
Population Profiles
Malaysia is a multiracial country with a population of about 1 million people made up of three main ethnic groups: Malay and 6 other indigenous people, Chinese and Indians. O n e of the main aims of education i Malaysia is t promote national integration and n o 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.
4 1
At the primary level education is free and there are six rm o standards years with automatic promotion f o one year t another. Since 1970, primary education is offered in each of the three languages; namely,
a. National Schools - Malay (National Language)
Common content syllabi are used for all types of primary schools, so that whatever language is used as the medium of l instruction, a l pupils follow the same courses in furtherance of the national Malaysian outlook.
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 f o the community; rm
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 n problems i multigrade teaching such as adjusting the curriculum, nor do they have the combination of o skiils of skills needed to adapt the syllabus t 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 o sensitive enough t the values and needs of the community.
iii. Teachers do not have the skills and knowledge o required t 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.
iv. Poor living conditions, inadequate medical care and malnutrition affects the mental and physical growth of children. v. Lack of regular attendance i a problem caused by the s societal norms and way of life in many remote area communities.
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o Efforts have been made t prepare and provide reference materials such as guide books and samples of teaching aids o r o made from l w cost o no-cost materials t these schools.
S o m e children have been relocated from very sparsely o n populated areas t regular schools i the town.
o o The need t be exposed t several suitable methods of teaching such as class methods, group methods and o individual methods. They should also be able t group the o pupils according t their abilities and interests.
Diagnosis and Evaluation of Teaching
o Teachers should be trained t conduct diagnostic tests. Teachers should be able t master the techniques of data o o gathering concerning the pupils background, t 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 t the production of teaching o aids and facilities using low cost or no cost materials rm available f o the local environment.
Inputs Required
a. Supervisors and inspectors of schools should visit these o schools regularly t assess the adequacy of these 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 t training the o o teachers required t 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 o experience and skills t take over their responsibilities o when they are transferred t such schools.
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MALDIVES
Multigrade Teaching
Multigrade teaching refers t the teaching of more than one o 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 o the last decade t provide more teachers and better school facilities o have led t a downward trend in multigrade classes.
Population Profiles
They are located on geographically remote, distant and o widely dispersed islands. Access t these islands is very difficult in view of poor transportation and communication. The population is s a l and the number of children are few, but of varying ages. ml 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 o environment, poor quality of teaching, lack of exposure t modernity, inflexibility of curriculum,low self-concept,low level of independence and competitiveness.
46
Maldives
O h r Problems Faced te
a. The teacher is over burdened, being required t prepare o o lesson plans for all grades and attend t 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 o multigrade teaching as inferior t ,monograde teaching; and e. Skills related t multigrade teaching are not adequately o covered in pre-service and in-servicecourses.
Physical upgrading of selected island schools has continued since 1978;regular government funding for o selected island schools t 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 o for trainees in the atolls t upgrade teachers in remote island schools.
47
A o l Education Centres (AECs)have been established t tl o serve all schools in the atoll.
Textbooks and teachers guides have been produced in m s subjects since 1984 and made available t teachers ot o and pupils. In-servicecourses especially on-site teacher education courses - are conducted in the atolls.
a. Greater flexibility in all aspects of the curriculum is needed t permit teachers t modify, adjust and o o o reformulate both the content and methods t match the requirement of the pupils in line with the objectives of the national curriculum.
b. Appropriate supplementary teachingearning materials o need t be produced. These include learning modules in o key subjects, "survival" type support materials similar t 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
e o a. W need t 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 o o exposed t short orientation programmes with a view t encouraging a positive attitude t multigrade teaching. o o They also need t recognize that multigrade teaching is an art in itself which requires special skills. c. A hndbook or manual should be prepared containing key skills for multigrade teaching. I should incorporate t the view of experienced teachers about what works in multigrade teaching. d. Encouragement and due recognition should be given t o 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 o centralized t meet the practical needs of atoll teachers.
o g. In order t staff and maintain staff levels in remote island schools,it might be useful to:
&Supervision
a. Teachers need training in effective classroom organization (establishing special areas for specific activities, seating arrangement for various tasks etc). il o This wl conmbute t effective teaching. b. Teachers need t be informed about the m s productive o ot 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 o ability and skill t help teachers.
Inputs Required
Research a. Surveys m a y he conducted t gather data on all aspects o of multigrade teaching t help planning efforts; o b. Research directed towards solving urgent problems of multigrade teaching (e.g. which grades can best be o combined in a multigrade class) need t be conducted; and
C.
Programme Development a. Greater support for multigrade teachers through the w e l radio programme, the monthly newsletter and the eky annual teachers'journal should be extended. Extension Services a. The AEC t provide extension service t all schools in o o 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 t reach many o more remote and poor island schools.
b. The small schools should solicit the support of parents o and the community t upgrade the physical resources.
51
NEPAL
Multigrade Teaching
Multigrade teaching is a method by which children of are different levels (class 1-V) 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 t the very s a l number of potential students o ml o in a hilly pocket of human habitation, it becomes very expensive t employ teachers for each grade and build separate class rooms for each level. In the system of multigrade teaching, students are taught o according t 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 0 being taught in one way, 1 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 t shortage of trained teachers, the low number of o 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 t grade teaching, non-grade teaching and o subject teaching.
52
Nepal
Incidence
In Nepal due t the mountainous and hilly nature of the o 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 o village the number of students from grade I t 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 l w o.
o M a n y school-goingchildren have t graze cattle or stay h o m e looking after their small brothers and sisters. They are denied their right t learn. o
d. Obtaining writing paper, pens and pencils is another problem forpoor students. e. Desks, benches and blackboards are not adequately provided t classrooms. Other teaching aids are also o lacking.
f. Teacher training programmes do not provide adequate skills for multigrade teaching.
g. During planting and harvesting seasons schools are o compelled t close. As Nepal is an agricultural country, every member of the family is engaged in work.
53
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 at o do not w n t 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 a home t is non-existent. School teaching is all there is from which the students can learn.
Lecture type of teaching should be avoided. Students should be encouraged t expand on the points given by o their teachers. A pupil-centred approach is imperative.
o d. Teachers should help students t form groups according t their ability and intelligence. o
e. In formulating class routines, arrangements should be such that in a class room with two grades the same t subject is taught a 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 t teach them one by one. o
i. To decrease the drop-out rate and increase the number of students, efforts should be made t provide free school o 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 o according t 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 t o learn i groups and help each other. n
n. While forming groups care should be taken of the level of every student. For example, such of the students o doing very well in one grade should be promoted t 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 t achieve universalization of primary o education by the year 2000 A.D. is commensurate with the o country's desire t abolish illiteracy from the land and build up a sound infrastructure for development and prosperity. T h e major o obstacles t this goal are due to geographical, economic and
55
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 o posting of one teacher for each class: sometimes, due t 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 o varies from area t area. For example, the province of Baluchistan is the largest province in area, but it has the lowest population. In such o a situation, multigrade teaching i a reality. It is a problem and has t s be faced, t achieve the goals of universalization of primary o education in the shortest possible time.
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, il because the two streams running parallel wl never meet, thus the il long-term results wl not be positive when the students from two different streams join the secondary stage.
57
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 o o with such experience is posted t some remote area and is asked t 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 o period, the trainees should be taken out for practice teaching t 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 wl t do, he wl il o il 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 o where efforts have been made t overcome problems in multigrade teaching.
59
PHILIPPINES
CHARACTERISTICS
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-flungai n difficult-to-teach area^
TEACHING
1. One teacher 2.Two or more grade level pupils
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 t 20 o Quezon Province t t l oelementary classes - 5.440 oa Quezon Province t t l of MG classes oa - 530
National t t l of elementary classes oa National t t l ofMG classes oa
(9.7 % )
Learning Difficulties
Curriculum a. No specially designed ELC for MG classes
61
f a. Lack o portable chairs and tables b. Classrooms are small c. Lack o blackboards,other equipmendsupplies f
Classroom Management
b. Distances plus the rough and rugged terrain result in poor attendance.
o c. Teachers are not encouraged t try new ideas.
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
A National Workshop in September 1988 &rived at various recommendations for school divisions:
a. ELC wl continue t be used but must be re-focused and il o used in a new way. There i a need t : s o
- 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
More use wl be made of peer tutoring, the big brother il concept and parent assistance.
il d. Pupils wl be grouped in skill subjects but handled as one class in other learning areas.
e. T i m e wl be maximised by using self-directing, il seif-checkingmaterials.
f. Various teaching schemes wl be designed, based on il 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
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.
o o a. DECS need t adopt new policies with respect t staffing patterns, criteria for assigning teachers, incentives for difficult assignments, flexibility in MG class o Management, etc. To allow MG schools t operate effectively under local conditions.
b. DECS, regional offices and school divisions need t o adopt a specific MG development programme with materials and funds support. c. There needs t be more utilization of para-teachersfrom o parents and the community with appropriate training provided.
64
Philippines
Others a. Recognition by DECS and academics of MG teaching as o a line of specialization t 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 t review ELC analyses for local o applicability and provide in-service training for administrators/supervisorsand teachers.
Extension Services a. Technical support from division/district supervisors and master teachers t s a l schools and MG teachers. o ml
65
66
THAILAND
Multigrade Teaching
Multigrade classes are classes wherein a teacher has t teach o more than one class simultaneously. Children are divided into o classes according t 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 s a l groups according t their abilities and study separately. ml o
Difficulties
Leaniing Difficulties a. Inappropriate use of teaching-learning methods because the teachers lack experience and there is a lack of supervision.
67
b. Pupils are frequently absent from the school due t their o parents not being interested in their children's education. o t They prefer having children t help them in their work a home.
a. Training of the teachers and school administrators by remote method. Every teacher and school administrator o has been given 20 books on training, t 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 o modules. Books t be learned, radios and some amount of money t buy materials for making teaching-learning o o media are also provided t some extent.
C.
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 o and instruction plans t 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 t help improve the children's health o include a project on health education, a dental health care project, a health leader project and a lunch project.
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.
o c. Preparation of Materials. Instruction modules are t be prepared according t the instructional plan. o
Training the Teachers. Teachers must be trained in order t o understand and get used t teaching multigrade classes. Activities o used in training must be relevant t the activities used in teaching o multigrade classes.
69
Input Required
Research
70
Chapter Four
To achieve these lofty goals, however work needs to be o taken up on several dimensions simultaneously. These is a need t 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 a both pre-service and in-servicelevel. Strategies for the effective t supervision of multigrade schools are needed. The cooperation of o parents and local experts is t be planned. A positive attitude toward o multigrade teaching is t be cultivated in educational personnel. Additional research inputs are required. For multigrade teaching in very difficult contexts for example the nomads, provision of special o programmes needs t be made.
To cope with their multiple roles, teachers need t know o h o w t make judicious use of the curriculum. They need appropriate o
71
72
C r i u u Planning urclm
The flowchart given below shows the different steps and stages involved i curriculum planning: n
73
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 t the needs of multigrade teaching situations. The process involves o o quite a large number of activities, which of course, need t be o worked out by national governments according t their o w n administrative structures.
1. D f n n 2 Selecting 3. Licising 4 OrganmgS. Organizing. Orwping 7 Evaluating eiig . . . the purpose appropriate with Ume. f " P the nudenu
of a tuchingactivitiea community learning rcsoutcca & experts. activity by materials. parents. etc. & Teachers need making use of means of objectives t know what community o which arc to focus on resources. precise. and how to explicit, use materiais measurable &and resources attainable. efficientiy.
fr (seating etc.) ( o exunpie) m x d abity. ie same ability, peer tutoring, whole groupa. etc.
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
2. Selecting Appropriate Activities. Various activity based approaches t learning are considered suitable such as Concentrated o Language Encounters (Australia) and RIT modules (Thailand). o Learning activities can be specially designed t 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 o rm o teaching, it is important t seek support f o local people wishing t t a n as teachers, as well as f o volunteers and community experts. ri rm Teachers should not see themselves as sole experts but as members o of a cooperative network which aims t build up its stock of information about teaching and learning. The basic principles in o working with others are t 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 o o o o assistants t do things together, t get t k n o w one another, t learn o together and t jointly plan instructional activities.
4 . Organizing Time. Time budgeting is an important variable t o be controlled and strengthened in multigrade teaching situation. Daily and weekly planning are two very important aspects. Suggestions for organizing time are as follows. I multigrade schools,the timetable is usually not planned as n there is no one else t share the teacher's load of work. This creates o 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
Weekly plans should be prepared and announced in advance t enable pupils t prepare for collective o o teaching and other student activities.
l e. A l the classes should be engaged in the study of the iia same subject or in the performance of a s m l r 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 o relation t 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 o tables. It is not possible t define a standard format as some o flexibility is necessary t handle multigrade teaching contexts. What o has been suggested above should be taken t provide a starting point.
76
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;
Grouping the Students. In multigrade teaching situations,the 6. following arrangements have proved useful:
77
1,3,5 2,496
194
2,4 or
2,3,5
b. Similarly, grades which have more subjects and grades which have less subjects should be managed together.
c. It is helpful i multigrade teachers trace the progress of f their pupils through the grades over a number of years. il o Armed with this knowledge, teachers wl be able t group students in the m s appropriate way according t ot o 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 t the leamers o
il o Right at the initial stage, the learners wl be guided as t what is t be learned and h o w it is t be leanied. The use o o il of various types of directions wl depend upon the teaching-learning situation and teacher's creative approach. It is of critical importance in multigrade o teaching that directions t students should be quite
78
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 wl be il an accompaniment of the teaching process. Feedback should always be timely, specific and encouraging. To ensure improvements in the achievement level, some il remediation exercises wl 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 t peer leaders, (monitors or monitor o leaders) and/or the provision of alternative modes of self-learning materials, etc.
79
Test item construction for pupils'evaluation should be simplified t suit them for the comprehension level of the o 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 a the end of the unit; t f d. Brief paper and pencil tests o 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 o something more than what is normally required for recruitment t an ordinary primary school,as teachers in multigrade schools have t o undertake some other functions. Some of these are indicated below:
1. Teachers need t know how simultaneously t supervise the o o o teaching-learningprocess of a class while another is t be managed by a tutor,class monitor or assistant teacher.
2. Teachers need t know how t identify and recruit tutors and o o local experts who can teach non-academicsubjects;and
3. Teachers are often required t be creative in their grouping of o o w r students whenever they have t manage t o o more different grade levels simultaneously.
Therefore,it i necessary that additional pre-servicetraining s and in-service support be given t teachers who are working in o multigrade schools in remote places. Beside in-servicetraining,due
80
consideration should be given t the preparation of new graduates o f o teacher training institutes or colleges who wl be appointed as rm il 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 a l l people, especially those disadvantaged groups and population in remote areas, national governments in the region should pay special attention t this matter. o 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. i. Multigrade teaching should be recognized as a field of i specialization by the teacher training institutes,just like any other areas o specialization such as; guidance and f counselling,school administration,evaluation,etc. iii. If necessary, scholarships could be granted t students o 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 t persuade people t work o o as teachers in remote areas. These include higher salaries,special allowances and various forms.
81
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:
Sub-Regional Cooperation
As many of the countries share c o m m o n problems with o respect : teacher preparation, a kind of sub-regional cooperation in the form of activities such as seminars, material production and training workshops among different il countries in this region assume great significance. It wl 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 t help multigrade teachers in the work. o
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 o should be followed by visits t schools by the supervisor and s o m e o o key teachers, t help other teachers find solutions t the problem(s) presented a these meetings. t
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 n o any course i primary education, and w h o have not had exposure t the primary school education system or t appropriate o o methodologies. N t surprisingly, these supervisors find it difficult t do their work of supervising primary school teachers working in o 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. o Administrators and supervisors should be trained and exposed t 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 o in-service training programmes for teachers are t be o offered t supervisors.
o b. Preparation of materials suitable t the needs and abilities il of pupils engaged in multigrade teaching classes wl help the supervisors t give suitable and relevant advice o t the teachers under their care and jurisdiction. o
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 t make sure that whatever has been given during o the pre-service and in-service training t teachers is o 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
- 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 prepare additionalthese are learning so whether
materials on their o w n and, if used effectively
- whether
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 t Ensure that Supervisors Play an Effective o Role a. National level authorities should support,technically and financially, in-service training programmes for the supervisors and administrators of multigrade teaching. b. Authorities a the national level m a y also evaluate the t performance of supervisors and administrators w h o have undergone in-service training. The following criteria is suggested for conduction such evaluation:
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i. Whether the supervisors have proven that they k n o w various aspects of multigrade teaching well and are o able t help the teachers;
iii. Are they able t participate and contribute o o constructively t discussion about multigrade teaching?
iv. Do they have the ability to adapt t the local o situation?
v. Are they able t show teachers ways and means of o improvising local materials t be used as teaching o aids? o vi. Are they able t involve parents in school activities? vii. Are they able t resolve certain controversial issues? o 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.
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Frameworkfor Improving Multigrade Teaching Para-teachers a. Checking and correction of pupils' exercise and activities.
b. Enrichment, reinforcement, remediation and re-teaching o of certain topics and skills t 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
2. Highlight research evidence concerning the strength and merits of multigrade teaching.
3. Emphasize -- especially t administrators the important o 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) t single grade teaching. o
--
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 il teachers wl not be heavier than that of those teaching single grade n classes if they posses basic skills i 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 t obtain comprehensive and reliable data o 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 t obtain up-to-dateinformation. o
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 o o could be conducted t find out possible solutions t the following:
a. What relationship exists between the dependency of the pupil on the teacher and the ability of the pupil t o undertake independent learning?
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o o d. W h a t subjects are most suitable t for teaching t different grades in a single classroom during the same period?
f. What are the key aspects of the "hidden curriculum" in a multigrade teaching context?
3.
Multigrade teachers should be encouraged and supported t o cany out action research aimed a solving major problems they t identify upon reflection on their work.
4. Opportunities should be available t all educational personnel o 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.
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.
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Multigrade Teaching in Primary Schools Table 1. Classificationof Target Population 3lassification Size
Big Small
Concentration
-"-T-
A B
D E F G H
d
d d .\I d
d d
4 4 4
d
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 o migration o systematic nomadic groups f f
ITS1
PR
/s\ T2 TS 1
TS : Temporary Settlement PR :Permanent Residencehomevillage
TS 1
29
TS3
The identification of the target population is crucial in the decision making process t determine what type of educational o services will suit a particular target population.
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In addition t these, the geographical and topographical o il conditions of particular locations wl considerably influence the o selection of educational services which are suitable f r 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 o children based on age and schooling f experience Schooling No Experience Schooling Age 12 11 1 0 9 8
II
F3
IIIIVVVI
F4 E4 D4 c4 B4
F1 El D 1
E3
D3 c 3
c1
F5 F6 F7 E5 E6 E7 D D 5 6 c 5
Bl
B3
The case of Indonesia can be used t further explain the o o o table. In Indonesia, children aged 7 are entitled t be admitted t school while children aged 8 are obliged t attend primary school. o o Before hisher 15th birthday, a child is expected t graduate from primary school. Based on this legal stipulation,children with D1, D2,El,E2,E3, F1,F2,F3,and F4 classification wl not be able il t finish the 6 year primary cycle as stipulated in the education bill. o 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 t the ordinary 6 year o primary schooling.
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3.
Educational Services
The identification of the target population and the schooling experience of the children wl help determine the type of schools il 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 wl be sufficient. il Target population w t B and D classificationsm a y have a ih combination of stationed school and mobile or visiting teacher. il Mobile or visiting teachers wl serve the children while they are away from their permanent residence (home village). For target il population with E and G classifications a multigrade school wl 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 o nomadic populations. Teachers are obliged t 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 t o 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,
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6.
School Sessions
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 o share experiences and ideas t resolve their problems. If possible, every school cluster should be provided with a centre.
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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 ml the conditions and teaching standards of s a l schools located in remote, sparsely populated areas where enrolments are low and teachers have t teach several grades and multilevel ability groups o simultaneously. The following recommendations were offered. The Unesco Principal Regional Office for Asia and the Pacific m a y continue t identify the area of "MultigradeTeaching i o n difficult contexts" in its planned activities t assist member countries o t improve the quality ofprimary education in their remote, sparsely o populated areas. There is a need t develop models and teaching o o methodologies which are suited t multigrade teaching situations that are both numerous and contextually very different. These models n could exemplify ways i 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 t provide support services t multigrade o o schools and their teachers in several way. The use of educational technology devices, both sophisticated technology and small o technology'which are suited t 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.
o M e m b e r countries m a y be helped t establish some model resource centres for teachers of multigrade teaching schools. T h e Unesco offices at Bangkok could help serve a clearing house o function t help countries in their efforts.
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The knowledge and s i l relevant t multigrade teaching are kls o 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 o and analysed successful innovations,t 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 o might be provided t help member countries prepare relevance based and need based materials. W h e n developing these guidelines, the o focus ought t be on task based training programme. Developmental research on multigrade teaching should be o promoted t 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 o innovative studies, making various types of expertise available t 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 t a series of activities such as organizing the meeting of the task o 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 ii schools wl be created.
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ANNEX
LIST OF P A R T I C I P A N T S
Australia
D .Brian Devlin r
Head, Division of Language Studies, Faculty of Education, Darwin Institute of Technology, P.O.Box 40145 Darwin N.T.
Bangladesh
China
M .A n Xiaozhen r 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
M . Zhang Sen r
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
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D . B.R. Goyal r Reader (Curriculum), Department of Teacher Education, Special Education and Extension Services, National Council of Educational Research and Training, N e w Delhi, India 110016
D . Soemardi Hadisoebroto r Head, Research Centre for Education and Culture, Balitbang Dikbud Ministry of Education and Culture, MOEC, Indonesia
Indonesia
D . Teras Mihing r f University o Palangkaraya Jalan Yos Sudarso, Palangka Raya 73111 A, Indonesia
i Korea (Rep. Of) Mr. Kim K Yung Professor of In Cheon Teachers' Colleges In Cheon City, Republic of Korea
Malaysia
M . M o h a m m a d Mohiddin bin Sulaiman r Lecturer, Tengku Ampuan Afzan Teachers' College Pahang, Malaysia M . Abdul Hameed A.Hakeem r
Director, Institute for Teacher Education, Handuvaree Higun, Male 20 - 02 MALDIVES
Maldives
Nepal
Mrs. Shanti Kumari Basnyat Headmistress il Vijaya Memorial High School, Dli Bazar Kathmandu, Nepal
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Annex
Pakistan
Philippines
Thailand
Unesco/PROAP
D . Prem Kasaju r Programme Specialist i Developmental n Research in Education, Unesco/PROAP, Bangkok, Thailand
OBSERVERS Prof. D . HarsjaW. Bachtiar r
Head. Balitbang Dikbud
MOEC, Indonesia
r Prof. D . Moegiadi Secretary, Balitbang Dikbud MOEC,Indonesia M . A.F. Tangyong r Head, Pre-Primary,Primary and Special Education Curriculum Development Division, Curriculum Development Centre, Balitbang Dikbud, MOEC,Indonesia
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D .Romli Suparman r
Head, Teaching-LearningResearch Division, Research Centre for Education Culture Balitbang Dikbud, MOEC,Indonesia
Mr.Soewari
Headmaster, Small School in East Java, Indonesia
Mr.L a m b n Bahusin
Headmaster, Small Scool in Central Kalimantan, Indonesia
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