Eo

Asia and the Pacific Programme o f Educational innovation f r Development o
Multigrade Teaching
i Single Teacher n
Pia rm;
Schools
U N E S C O PRINCIPAL REGIONAL OFFICE FOR ASIA A N D THE PACIFIC BANGKOK, 1989
&
UNISCO
@ UNESCO
1989
Published by the Unesco Principal Regional Office for Asia and the Pacific P.O. Box 967,Prakanong Post Office Bangkok 10110,Thailand
Printed in Thailaiid
ne desigtiatioits enipoyed and die presentation of niatenal thoughout i

tite publication do not i i p y the expression of aity opinion whatsoever on the ttl part of Uttesco coiicenting the legal Stahls of any coicttty,tem'toy,c t or area iy or its authorities, or cortcenting its frontiers of bolciidanes.
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
5
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:
i) reviewed the difficult population and educational

contexts in which the small primary schools practising multigrade teaching are functioning;
U) identified the learning difficulties and other problems

n which are encountered i multigrade teaching;
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
Chapter One MULTIGRADE TEACHING The C n e t otx

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

Looking t the socio-cultural milieu in which the small o schools with multigrade teaching are functioning, these schools could be the centres of social development and community conscientisation and the need for improving their functioning is far greater than recognised. Multigrade Teaching Schools in Difficult Population Situations
It is generally not recognised that in almost every country there are many primary schools practising multigrade teaching. W h y ? 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.
Chapter Two SYNTHESIS OF COUNTRY REPORTS

The Unesco (APED) proposal entitled Multigrade Teaching in P i a y Schools in Rural, Isolated, Sparsely Populated Areas rmr o provided an opportunity for the participating countries t investigate ml o the functioning of s a l multigrade schools with a view t locating learning problems and other problem areas. The data emerging from the country papers has been synthesised under the following heads:
Advantages of Multigrade Teaching Situations Learning Difficulties Specific t Multigrade Teaching o Parental Attitudes Constraint of Educational Systems A Pedagogy for Multigrade Teaching Measures and Innovations in Multigrade Teaching
Advantages of Multigrade Teaching Situations

Combining several grades, age groups, or ability groups can have its o w n advantages such as the following:
- Pupils tend to develop independent work habits, self-study skills; - Cooperation between different age groups is more
c o m m o n resulting in a collective ethics, concern and responsibility; - Pupils develop positive attitudes about helping each otheq - Remediation and enrichment activities can be more n discreetly arranged than i normal classes.
Learning D f i u t e Specific to Multigrade Teaching ifclis

Multigrade teaching is often the target of some complaints, cause of some confusion and a source of some problems. These o ultimately give use t learning difficulties which have been categorised here as follows: a. Curriculum Design b. Classrooms and teachinflearning processes
Mutigrade Teaching in Primary Schools
c. Space organization and instructional management d. Grade combinations e. Role perception by the teacher f. Existing teacher education programmes g. Learners' behaviour problems Specific learning difficulties and problem areas under the above aspects are as follows: a. Curriculum design
- Primary curriculumofdocuments learninginclude or are usually list minimum competencies
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
- The centrally designed curriculan m aappliedrelevance y lack to the and be dysfunctional w h e

socio-economic needs and cultural life style of rural learners and their communities.
- Thereofisinividualisedsupport materials for teachers a shortage of instructional materials for and

learners. This is compounded by inadequate media support (such as radio or television, programmes for teachers and pupils).
- Existing tools and methods for pupil assessment need

t be further improved and refined. There is a need for o more work on the kinds of continuous evaluation, diagnostic testing, remediation and feedback which would best assist multigrade teaching.
Synthesis of Country Reports
- Multigrade teaching does not fit weii with outdated and

traditional teaching methodologies which rely on verbal communications and teacher authoritarianism.
b. Classrooms and Teaching Laming Process
- Interruptions and distractions are major problems

confronting teachers of multigrade classes.
- Teachers often 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.
- Teachers m a y be tempted to work with multigrade

classes as a whole group for quite long periods and il o thus wl tend t overlook the special needs, ability levels and developmental stage of the learners.
- There is a general need for more adequate teaching aids

which are suitable for use in multigrade teaching situations.
- Slow learners and fast learners wl often receive il

insufficient individualised attention.
- Learnersm a y have difficulty in comprehending what is

presented t them because they are unfamiliar with the o language used in school.
- Teachers d o not generally allocate sufficient time to

health, Music, creative arts, games and physical education, cultural and literary activities or moral education.
- There is an overemphasis on completion of textual

lessons and preparation for examinations.
- S o m e teachers are too casual about their preparations

for teaching.
- 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
in multigrade schools put less emphasis on remedial teaching.
- M o r e often than not, teacher assistants, monitors,

tutors and group leaders are inadequately prepared for o their role which is t assist the teacher by keeping pupils usefully and productively engaged.
c.
Classroom organization and Management
- In an ordinary school situation,it is a c o m m o n practice

to seat all the pupils facing the chalk board. In multigrade teaching, if all learners from different n grades sit i this position, difficulties arise.
- Supply of teaching aids, such as chalk boards, in

proportion t the number of teachers, creates problems o for multigrade teaching.
- Combination of any grades under one teacher creates

special problems when learners are horizontally and/or vertically grouped for instructional purposes.
- Teachers in multigrade schools often lock essential

training in school organization and classroom management for direct and assisted teaching, organization of collective teaching, small group work, etc.
- Use of teaching aids such as wall maps for one grade

often distracts the learners of other grades w h o are sitting in the same room and facing the same teacher and the teaching aid.
- 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.
- In several countries, lessons are conducted in the open

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

any special teacher training curriculum on Multigrade Teaching.
- Although
there are m a n y teachers working in multigrade teaching situation, they are not being provided with the kind of intensive in-service teacher training, they need. 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
~
g. Learners' Behavioural Problems
In remote,rural, and sparsely populated areas, children o tend t exhibit the following behaviour:
- They wl often tend to shy away from the teacher and il

from formal teaching-learning situations.
- They are often uninterested in schooling. - They m a y become frustrated by their mobility to
understand the language of formal schooling.
- They m a y be unable t cope with homework assigned o

by the teacher (for reasons cited above and/or because o condition at h o m e are not conducive t study).
- Owing to physical handicaps such as partial vision

impairment or conductive hearing loss, etc., pupils m a y not necessarily display the sort of learning behaviour expected of them, such as keenness and alert concentration.
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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
- Parents are sometimes unwilling or unable t provide the o

textbooks and other stationery items which are required. This contributes t the low participation in instructional o activitiesby some pupils in each grade.
Educational System's Constraints
Even though the member countries have legislated for Universalization of Primary Education and have established primary schools in rural, remote, sparsely populated areas, adequate 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.
- General inattentivenessof education officers t the needs o

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

Multigrade teaching i the practice usually adopted in small s n schools i sparsely populated rural areas. As national policies on Universalisation of primary education are being formulated and implemented,multigrade teaching schools are coming under the lime light. Unesco's (APEID)project Multigrade Teaching in Primary Schools in Rural,Isolated,Sparsely Populated Areas was aimed a t investigating the problems and difficulties in small sized Primary schools practising multigrade teaching and the solutions which have been devised t solve these problems. The project also included o identification of specific teaching learning tasks applicable t o multigrade teaching. The project activities were undertaken by twelve countries: namely, Australia, Bangladesh, Republic of China, India, Indonesia, Republic of Korea, Maldives, Malaysia, Nepal, Pakistan, Philippines and Thailand. The participating countries conducted task force meetings and/or National workshops on the theme and country papers were prepared. The data in these country papers i obviously rich. It has been synthesised in the previous s chapter.The country papers having been presented,the participants desired t have a forward look a their situations and t discuss o t o these. Brief write ups in the form of country experiences were prepared and presented.
13
AUSTRALIA
Multigrade Teaching
T h e historically recent expansion of compulsory primary education into remote rural areas has brought about an increase in the number of multigrade classes, where pupils of a wide range of maturity and ages study under one teacher, usually for two or three 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
NUMBER OF SCHOOLS, TEACHERS AND STUDENTS I THE NORTHERN TERRITORY N

(not including Homeland Centre Schools)
SCHOOLS
One teacher Two teachers Three teachers Four t a h r eces Five t a h r eces Six teachers Seven o more r
teachers
STUDENTS
614 568 315 875 385 353 18 .% 16 .% .9% 25 .% 1.1% 10 .%
TEACHERS
33 17 6 12 4 4
19.5% 10.1% 36 .% 7.15% 2.45% 24 .%
35 34 18 48 20 24
1.5% 1.5% .8% 2.1% .9% 10 .%
93 55.0% 170 100.0%

~
31937 91.1% 35323 100.0%

~ ~ ~
2162 92.4% 2341 100.0%

~~
TOTAL
Source: Student Census June 1988 N.T.Department of Education Statistics Section,Nov.1988
P o plation profiles
Multigrade schools are typically located in rural areas, particularly in remote localities. A high percentage 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.
Other difficulties faced

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

Understandably, many non-localteachers are reluctant t stay for o more than a year o t o in these areas,because the schools may be a r w long way from major urban centres, communication and transportation systems may be comparatively undeveloped,facilities may be sub-standard,resources limited,and the teachers themselves may be inadequately prepared for the work they are called on t do. o In addition,pupils may be frequently absent from schools and their parents may have l t l desire for academic success on the part of ite their children. For comparatively inexperienced teachers, these challenges may be frequently absent from school and their parents may have l t l desire for academic success on the part of their ite children.For comparatively inexperienced teachers,these challenges may be stresses which cause fatigue,sleeplessness,depression,and other forms of ill health. Even experienced teachers may become jaded,cynical o even burnt out. Other teachers may cope admirably r with their multigrade classes,but wl freely admit that it i not a a l il s tl easy t plan for,t teach,and then t assess a class which consists o o o of a number of year levels.
Measures adopted to overcome difficulties and problems

Some tertiary institutions have included special units on teaching in small schools. These provide an introduction t small o school management,multigrade planning and the specific needs and problems associated with working in remote rural area.Teachers in training also have the opportunity t go out t 'bush schools'for a o o month a a time on teaching practice placement. t Many stateshemtoriesin Australia conduct induction and serviceprogrammes for teachers working in small schools.
In the Northern Temtory,some in-servicetraining materials have been prepared by groups of experienced teachers working in conjunction with regional office staff. Starting out in Small Schools in the Northern Territory 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.
Projects conducted,models evolved and degree of success achieved

Interested readers are invited to refer t the National report o on multigrade teaching in Australia, and /or correspond with the workshop participant.
Proposals for improving multigrade schools

Curriculumplanning and transaction
- S o m e of the findings of the Aboriginal Pedagogy Project

o m a y be applicable t teaching in small schools.
- 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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Multigrade Teaching in Primary Schools Teacher training

Both pre-service preparation and in-service support o o programmes for teachers ought t devote more attention t methodologies suitable for multigrade schools; for example, time tabling, seating arrangements, grouping, peer tutoring, problem o solving approaches t learning, use of RIT materials, learning contracts, curriculum negotiation strategies, self-assessment and team teaching.
Instiiutionalplanning,classroom management and school supervision

There is an opportunity for cooperative arrangements within o the region, since many education authorities have begun t focus on o ways t improve multigrade teaching. Perhaps supervisors could be sponsored for 2-3week exchange visits t a neighbouring country o t look at successful projects and innovations. For example o exchange between Australia and Indonesia can provide rich comparative insights.
Input required
a. Research. S o m e well-conducted evaluation studies of successful multigrade schools would be of help. b. Programme development. Every country in the Asia-Pacific region should be invited 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
Learning Difficulties and Other Problems Traced

Teachers are less interested in serving in the Hl tracts and il o isolated rural areas. Communication t and from school is a problem. Physical facilities are poor. 1 9
M l i r d Teaching in Primary Schools utgae
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.
Measures adopted for overcoming Problems for Multigrade Teaching

In a national workshop on "UPE for the Disadvantaged group of people" suggestions for mobile schools and Mobile teachers in the tribal areas were made. Suggestions for writing textbooks in the local languages have also been made. Success i the IMFACT system of multigrade teaching was n o not up t expectations and it has been replaced by SIMPLE a non-modular delivery system which is expected to be more hitful. It is being maled in 24 schools.
The Curriculum is being renewed and textbooks are being written.
Proposal or Improving Multigrade Schools

Special training for the teachers of multigrade teaching should be emphasised. Short in-service courses should also be arranged for teachers in normal rural schools. School supervision should be improved and strengthened.
Inputs Required
Fruitful research on multigrade teaching is required so that improved methodologies can be introduced.
20
Bangladesh
Radio and T.V.programmes on Multigrade teaching should be included in educational broadcasting programmes. Videos can be made and used for teacher training and for primary school teaching. A number of additional materials are necessary for successful teaching-learningin multigrade schools. M a n y schools have no buildings, benches, chalk-boards, latrines, electricity, library, radios or science-kits.The government, o community and the parents should be encouraged t come forward t help solve problems. o
21
PEOPLE'S REPUBLIC OF CHINA
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.
Incidence and Population Profile

The existence of MGT is decided by geographical factors, population distribution, economic development and other conditions. Generally, MGT is widely practised in the mountainous, remote and poor areas and is a main form of primary education o there. According t 1986 statistics, classes using MGT made up 12.12% of all classes in the rural areas of the whole country. In Hebei Province, the quality of MGT classes makes up 22% of the total teaching classes in primary schools in the whole province. Moreover, in Chengde prefecture, Hebei Province, which is mountainous, remote and poor, MGT classes makes 57% of the total. As for Zhangjakan prefecture, Hebei Province, it makes up 82%. In recent years, the trend towards MGT in primary schools is'increasing. Firstly, because of the implementation of family planning, the birth rate is decreasing. Secondly, because of the development of the commodity economy, people are leaving the countryside for the cities and the population in some villages is decreasing. China believes that the rural areas are the key place t o popularize primary education, however the mountainous, remote and poor districts are difficult contexts. Thus, the government pays o great consideration t MGT.
22
PeopleS Republic of China
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.
Learning Difficulties and Other Problems Faced

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

To overcome some of the difficulties and t improve the o quality of MGT,the following measures have been adopted in China.
Teaching,Research and Teachers' Training on MGT
a. With the support and subsidization of Unesco, in Taiyuan City, Shanxi Province, in 1986, and in Zhangjakan City, Hebei Province, in 1986, two national workshops were organized, which aroused considerable interest on the part of the provincial o governments, and pushed them t strengthen the work ofresearch and training on MGT. b. A provincial research workshop on MGT w a s organized in 1987, and anather provincial training workshop was conducted in 1988. 23
M l i r d T a h n in Primary Schools utgae ecig

In 1987,the Hebei Provincial Research and Training Centre of MGT was set up. Led by the Education Commission of Hebei Province, its mission is to: a. Carry out research o n MGT, t s u m up and o popularize experiences of MGT; b. Train multigrade teachers and improve their professional skills on MGT;and c. Provide information, materials and advisory assistance to teachers working in multigrade situations. After the establishment of the centre it:
a. Organized four workshops in for 160 multigrade
teachers in the countryside. After returning, these key teachers then conducted training of other multigrade teachers. Thus a network is being formed in the whole province; b. Continuously sent out teachers 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.
24
People's Republic o China f
Training of Multigrade Teachers
The following training aspects have been covered. a. To make the teacher aware of importance of MGT, love the countryside and MGT; b. To improve teaching skills of MGT,teachers should master the key and difficult points of textbooks 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.
Teaching Aids Suited to the Needs of MGT

a. T h e c o m m o n blackboard has been adopted in a number of ways including folding blackboards, pulling blackboards, multi-layer blackboards, etc.
b. Tape-recorders, slide projectors, etc are being used in multigrade classes.
Proposals for Improving Multigrade Teaching

China wl consider its o w n objective conditions, try t il o learn, transplant and see helpful experiences from other countries, o and promote MGT t a new level.
25

W e should pay more attention t MGT in primary schools t o o set it up into a system and give it a proper identity. il On-going Teacher training wl be emphasized so that teachers can master the skills of MGT. More attention should be given t train "Little teachers" or o "little assistants". "Little teachers" actually are pupils. Their t s is, ak under the teacher's direction, t organize pupils self-study,and help o others when there is no direct teaching by the teacher. However, the role of the "little teachers" should not be exaggerated. Establishment of a class community should be emphasized.
A class has more than one grade, but members help each other and 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.
26
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
Population Profiles of Areas Where Multigrade Schools are Located

Most people are poor and illiterate. They have t work very o hard. Agriculture and allied activities including cattle rearing are their mainstay. In the tribal (Aborigine) areas, the people subsist on fruit and wood gathering, collection of weeds and herbs from the forest and shifting cultivation. In the coastal areas, fishing is the main activity. In the deserts, sheep grazing is practised. In the mountainous regions, cattle grazing in the pastures, fruit growing in the meadows and fuel Wood collection in general are pursued. A large proportion of the population seeks employment or self employment as landless labour.
27
Leaming Difficulties and other Problems faced

Learning difficultiesare the obstacles which stand in the way of learners comprehension in learning situations characterised by multigrade teaching. In the Indian situation, most of the primary schools practising multigrade teaching suffer from inadequate material resources. Teachers attention and pupils participation in classroom teaching-learningis very often obstructed.
In remote areas, teachers passivity, irregularity, ill planning, non-accountabilityand engagement in non-academic pursuits create 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.
Measures Adopted to Overcome Difficulties and Problems
- Grades I and II are treated as a non-graded unit and are

taken by teachers as a combination class.
- Schemes in the form of ancillary services to pupils have

been implemented. These include supply of uniforms, o textbooks, and stipends t learners. Book banks are also o provided t the schools. In several regions, mid-day meals are being provided.
- Primary education is free in the sense that no fees is

charged a this stage. t
28
India
- Teacher guides on multigrade teaching are being brought

out and video cassettes are being prepared.
- Multigrade teaching is included in the general In-service

o Teacher Education Programme. It is proposed t include multigrade teaching in the teacher Education Curriculum Framework a document providing a basis for developing Pre-service and In-service teacher education courses. A multimedia kit for one teacher schools has also been designed.
Projects Conducted, Models Evolved and Degree of Success Achieved

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

Curriculum Planning and Transaction
It is necessary 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
29
Multigrade Teaching in Primary Schools Teacher Training
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:
- Development of teachers handbook on methodologies for teaching

multigrade
- Development of teachers guide on institutional planning

and classroom management
- Development of a teachers kit on multigrade teaching
- Development ofeducation a comprehensive package for the In-serviceteacher

- Development
of a comprehensive package for the In-serviceeducation of school supervisors.
30
India
- There is a need to conduct needs-assessment studies of

multigrade schools selected on a sample basis from different regions. The findings would yield data for further research activities.
31
INDONESIA
Multigrade Teaching
Multigrade teaching is based on the assumption that there is a reversing relationship between a student's capability for self-learning (without the teacher's assistance) and a student's dependence on the teacher, and that this relationship is in line with the grade level. T h e lower the grade level, the more is the dependence on the teacher but the higher the grade level, the less dependence on the teacher. In addition 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
- There are no scientific/special techniques for multigrade

teaching.
- There is no special curriculum and the present cumculum

is the same as for ordinary primary schools.
- Infrastructures are unsuitable. - There is a lack of self-study or Do It Yourself materials. - There is a lack of audio-visualand other teaching-learning
aids.
- Teachers have a heavy load in preparing lesson plans. - S o m e students come from distant settlements and have to
encounter hardships on their w a y 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
- The remoteness of many settlements makes it difficult for

o supervisors t give proper supervision.
- 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.
33
- 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
- The creation of modules. - The provision of 3-roomschools with teachersshouses.

- Increasing school visits. - Creating a typology of primary
schools t allocate o teachers,budgets and others). resources (rooms,
- Annual in-servicecourses for multigrade teachers.
- Improving
personnel.
the promotion and rotation system for
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. Curriculum Planning and Transaction
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:
- the sociepedagogicaleffects of multigrade teaching;
- the proportion of self study and direct contact; and

- the upper limit of multigrade teaching in terms of teaching
load and student size
35
b. Programme development:
- Integrated books and modules

- Radio programmes
- Television programmes - Low cost instructionalmaterials and aids
36
REPUBLIC OF KOREA
Multigrade Teaching
Multigrade teaching is a situation where one teacher teaches two or more grades simultaneously in the same classroom.
Incidence
Approximately 2% of the schools practise multigrade teaching. O f this, 81% combine two grades and 19% combine more 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.
1. T h e number of interactions between teacher-pupil is insufficient.
2. It is difficult t operate classes effectively. o
3. Pupils preparation for the classes is insufficient.

4. Teachers' preparation for the classes is insufficient due t miscellaneous work. o
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
3. Shortage of financial support form local and regional education offices.
4. Insufficient assistance for the teachers t improve their o teaching abilities.
Measures adopted to overcome difficulties

Greater emphasis has been placed on training teachers t o handle multigrade situations.
Projects conducted,models evolved and degree o success achieved f

Piloting of materials prepared by the teachers and teacher-assistingbody is being done.
Proposal for improving multigrade schools

a. Curriculum planning should be designed t fit various o types of local situations.
b. Various types of teacher training programmes should be developed at.teachers colleges or teacher education
institutes. c. Along with institutional planning and school supervision programmes, local development programmes should be established by the government, if possible.
Inputs required
a. A detailed survey of the local situation needs 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.
39
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.
- There arenot enough teachers

In small schools, the allocation of teachers is based o n the number of pupils in the schools i as given below: s
below 45 46 -70 71 --lo0
----
4 teachers including the Headmaster 5 teachers including the Headmaster 6 teachers including the Headmaster
In the case of Aboriginal schools, usually only one o two r teachers o field officers manage a school. r Situations where the enrolment of pupils has declined as a result of:
- shifting cultivation practised by nomadic ~ b e s ;

- the drift of villagers to urban areas in search of n e w jobs;
- villagers shifting to n e w land on agricultural schemes;

- non permanent residents such as timber workers have
moved away as soon as they finish their work in one particular area.
Population Profiles
Malaysia is a multiracial country with a population of about 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)
r b. National type Schools Either Chinese o Tamil

c. A o i i a Schools Malay (Malay (National Language) brgnl
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.

Problems of multigrade teaching in Malaysia can be classified under three headings. a. Physical Problems
i. the schools are too far from urban centres and because of poor communication system, they are often left unattended and unsupervised, ii. there are insufficient funds and very little support 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.
iii. The illiteracy rate among parents is high especially in

the communities of the aborigines and the indigenous tribes of the interior secluded areas of Sabah.
'
iv. Poor living conditions, inadequate medical care and malnutrition affects the mental and physical growth of children. v. Lack of regular attendance i a problem caused by the s societal norms and way of life in many remote area communities.
Measures Adopted t Overcome Difficulties o

Project Schools
Several schools have been selected as project schools in Peninsular Malaysia and also in Sabah. The aims of the project are:
- to disseminate teaching learning strategies
- to introduce additional activities such as using free

materials as teaching aids, and improving face-to-face
43

teaching, and peer group teaching by obtaining parental o community involvement. r
A series of courses and workshops were given t the o

Headmasters and teachers engaged in multigrade teaching o schools t make them more efficient and help them acquire the required managerial and administrative abilities needed for conducting multigrade teaching schools. The workshops also provided for the exchange of ideas and experiences concerning the new approaches, methods and materials used in their schools.
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.
Proposal for Improving Multigrade Schools

Curriculum development Teachers in pre-service and in-service courses should be trained t modify the curriculum t match the requirement of o o o multigrade teaching. They should know h o w t select and combine certain topics, and develop skills in the syllabus which are relevant t the grades of pupils involved in their o lessons. Teaching Strategies and Methods
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.
b. Adequate funds should be made available annually t o such schools
c. T h e facilities should be brought in line to overcome problems of poor communication system, illiteracy and
mainu trition d. Special importance should be given 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.
45
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.
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.
Measures Adopted to Overcome Difficulties

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

In-serviceeducation is regularly provided through radio programmes for teachers. Community newsletters and journals for teachers are used t further educate teachers. o
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.
Projects Conducted ond Models Evolved
No projects on multigrade teaching have been conducted t o

date.
Proposals For Improving Multigrade Schools

Curriculum Planning and Transaction
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:
- offer incentives and inducements to teach in remote

island schools, and
- requireisland service. to undertake a set period of trained teachers remote

49

Institutional Planning, Classroom Management
&Supervision
a. Teachers need training in effective classroom organization (establishing special areas for specific activities, seating arrangement for various tasks etc). 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.
d. Teacher assistants should be trained and utilised.
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.
The socio-pedagogical factors related to multigrade teaching should be investigated.
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.
Learning Difficulties and Ohr P o l m te r b e s

a. Most schools have small classrooms. In this
environment students can not be taught in groups and the quality of teaching is also adversely affected.
b. As schools are located far from home, the attendance of

students becomes very poor. A m o n g those admitted, some drop out and some become irregular.
C.
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

h. Evaluation records of the students are not properly maintained
i. Parents and guardians, after admitting their children, think their responsibilities are over.
j- Sports activities are not organized
k. Often trained teachers can not be found. If available they 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.
Suggestions for Improving Multigrade Teaching by Teachers

i o a. The main a m of the school is t maintain an atmosphere for admitting many students, so classroom should be spacious,airy and well lighted.
b. T h e teacher, after studying the subject matter to be taught, should decide about h o w t proceed without o o adhering t the formal routine.
C.
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
h. T h e primary school should be established at a place within reach of every child.
i. To decrease the drop-out rate and increase the number of students, efforts should be made 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

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

Cmiculwdextbooks There is a view that w e should have a different curriculum
and textbooks for multigrade schools and another for schools where
one teacher teaches one class. But this is not logical. Apart from financial and other considerations, it poses very serious questions, 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

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

A n experiment on Integrated curriculum is being conducted.
It is expected t reduce the burden of the teacher, and wl also o il

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

The teacher is the central figure in the teaching-learning process. Unless he is well-equipped and trained in the latest techniques and motivated to undertake his assignment seriously, nothing can be achieved.
So far, the teacher-training programmes have not concentrated on teaching in multigrade schools. It is important that pre-service and in-service teacher-training programmes are so organized that the teacher becomes familiar with the problems of multigrade teaching if theoretical teaching does not work, trainees should be must be given practical teaching experience during the training period.
Normally, practice teaching by trainees is done in large primary schools in the cities, where the training institute is located.
58
Pakistan
Here the practising schools have one class teacher for each class. The school has all the physical facilities available. W h e n the teacher 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
Conceptual Framework of Multigrade Teaching

REASONS FOR
ORGANISING M G CLASSES
1 .Notenough enrolmen to meet minimum 40-50 pupils 2.No.of teachers
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 % )
Population Profiles of Areas Where MG Schools Are located

a. Submarginal economic status
b. Fanners, fishermen,forest products gatherers

c. Sparse population density
Curriculum a. No specially designed ELC for MG classes
b. Teachers cannot cover expectancies within regular

c. S o m e learning areas are neglected Instructional Materials a. Textbooks/manual guides are inadequate
b. Self-directedmaterials and multilevel exercises are few

and inferior in quality c. Teacher/made differentiated aids are inadequate
61

Teacher Training a. Curriculum of teacher training colleges does not include MG instruction b. There is n o in-service training for teachers and administrators Physical Facilities
f a. Lack o portable chairs and tables b. Classrooms are small c. Lack o blackboards,other equipmendsupplies f
Classroom Management
o a. Discipline i difficult t maintain s
b. Teachers lack skill and time for remedial insuuctiordguidanceand counselling

Instruction a. T h e Teacher has t prepare lesson plans for all grade o levels.
b. Distances plus the rough and rugged terrain result in poor attendance.
o c. Teachers are not encouraged t try new ideas.
d. S o m e teachers cannot master the subject matter of all

grade levels. Others
a. There are occasional peace and order problems in areas where rebels operate.
b. The distance between teacher's residence and the school. c. Lack of support from parents and community.
62
Philippines
Measures Adopted to Overcome Difficulties/Problems

Until 1987,the handling of MG classes was left t local and o individual initiatives. The National effort was very minimal. In 1987, DECS started what is n o w developing into a national programme. The foliowing activities have been arranged: a. A Unesco-sponsored preparatory seminar t explore o field experiences
o b. Several national workshops t develop methodologies.
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
- integrate content areas with skills subjects.

il b. Non-grading wl be an approach used for MG classes.
C.
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.
Proposal for Improving MG Schools

Curriculum Planning a. DECS, with the participation of school divisions and districts, wl analyze ELC t identify c o m m o n and il o related skills: which skills should be taught by direct teaching, those which can be learned by self-instruction, and those content areas which can be integrated with skills subjects. Teacher Training b. Teacher training colleges should develop and implement a cumculum for MG teaching. c. In-servicetraining for MG teaching should be intensified a national and division/district levels for supervisors and t administrators, teachers and parents (para-teachers). Institutional Planning,School Supervision and Classroom Management
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
M t g a e Teaching in Primary Schools dird

Material Resources
a. Bigger classrooms, more adequate equipment and supplies.

b. Adequate textbooks, manuals, guides and self-directing materials.
66
THAILAND
Multigrade Teaching
Multigrade classes are classes wherein a teacher has 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
Incidence and Population Profile

The schools which do not have teachers for all classes are s a l schools located in remote areas and those which are situated in ml remote mountainous areas. Multigrade teaching problems continue t exist in s a l schools in districts located in mountainous areas and o ml also the schools on various small islands off the southern coast of the country.
Difficulties
Leaniing Difficulties a. Inappropriate use of teaching-learning methods because the teachers lack experience and there is a lack of supervision.
b. T h e curriculum is not relevant t the children in o multigrade classes.

c. Learning activities do not relate t the children's daily o lives.
d. Inadequate and inappropriate materials are used in multigrade class teaching.

e. Lack of readiness of the children as they c o m e t school o without the knowledge of the central regional language.
67

Other Problems Faced
o a. Incentives t teachers teaching in multigrade classes are low.
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.
Measures Adopted to Overcome Difficulties and Problems

Services provided for schools in Thailand, which aim t help o develop the primary schools in general, have benefited the o development of multigrade classes t some extent, although the o services d o not lead directly t the solution of multigrade class problems. The services give are as follows:
1
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.
A technical centre for each school cluster has been set up

o a one of the school t produce and supply educational t media suitable for their localities.
d. Radio programmes for teachers and students have been broadcast. e. Improving the curriculum and instruction plan. The non-formal education department has revised curriculum 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.

Cumculum Planning and Transaction. Workshops must be conducted t improve the curriculum for multigrade class teaching, o by working step by step as follows: a. Improvement of the Curriculum Content. Subject matter o o is t be developed in a way that the content is relevant t the real social conditions of the communities and t the o needs of the children. A n integrated curriculum is desirable.
b. Preparation of the Instruction Plan. Various activities are proposed for teaching multigrade classes but the following should be emphasized:
- Problem solving methods - Learning to acquire knowledge - Activities provided for character development - Moral education.
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

Institutional Planning, Classroom Management and School Supervision.The key persons in the community in which multigrade o classes exist, are invited by the administrative members t assist the school. They take responsibility for s o m e aspects of the administrative role. The teacher(s) m a y take responsibility and pay m r attention t academic work. oe o Classroom m a y be organized and managed according t the o teaching situation. It should not be a fixed arrangement. T h e il o il children wl be trained t discipline themselves so that they wl behave appropriately in a l situations. l School supervision should be done by the head teacher (if there is one) and by supervisors regularly. T h e teachers' and supervisors' meeting should be held once a month for monitoring and supervising.
Input Required
Research
A study on multigrade teaching with focus on methods of

training teachers for multigrade classes, an appropriate curriculum for the children, and the effective and efficient use of materials Programme Development Programme evaluation must be conducted.Programmes m a y be gradually improved by using the result of the formative evaluation. Extension Services Information about multigrade teaching wl extend to the il teacher institutes and other agencies concerned with multigrade teaching.
70
Chapter Four
FRAMEWORK FOR IMPROVING MULTIGRADE TEACHING

Single Classroom schools functioning in sparsely populated, geographically isolated, economically backward areas have a crucial o role t play in achieving universal primary education arousing developmental consciousness amongst the poor and the deprived; fostering socio-economic amelioration through educational means; and breaking social isolation by generating social interaction with neighbourhood communities and the society a large. t
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.
Methodologies of Curriculum Transaction

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

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

The children in classes I and II, especially those w h o are fs generation learners, c o m e from an informal environment. Most rt o of them are not likely t have had any pre-school education. It is possible that some of them have not been guided with regard t o healthy habits. S o m e m a y be weak in communication skills. S o m e o might not have had opportunities t function in large group situations before joining the school. To create and sustain the o interest of n e w comers in the school, it is necessary t informalise the teaching i classes I and II for a few months. Secondly, there is n o a need t develop an intimate parent-teacher relationship so that o children can have a smooth transition from h o m e t school. A number of activities such as story telling, games, play way o n activities,etc., m a y be planned. In addition t interesting children i their schooling, these activities should m a y be aimed a developing t listening comprehension, speech articulation, and voluntary participation. Action songs, educational games for developing number concepts, language concepts and simple scientific concepts observable in the local environment can be taught. S o m e play activities, peer group activities and small group activities m a y be planned t create school readiness in the children. o Formal teaching of Reading, Writing and Arithmetic should be taken up as soon as the children become regular in their attendance. In addition.t the teaching of subjects such as Language o and Arithmetic, the pupils m a y also be involved in a variety of creative, cultural and physical activities. These should be o unstructured for the beginners, t provide a scope for creative and o spontaneous activities. Through these, the children m a y be led t understand their social and physical environment.
72
Framework for Improving Multigrade Teaching
C r i u u Planning urclm
The flowchart given below shows the different steps and stages involved i curriculum planning: n
pzz pzq zzq

Problems o
Education Dept. develops methodologies gn M l i d Teaching, utme
oncepts are review
i) common related skills ii) skills for direct and
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.
Teaching Learning Methodologies

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

I.Defining&
Purpose of Teaching Learning Activity
1. Multigrade teaching can be assisted and improved through integrated curricular activities and well-chosen themes,provided the purpose of learning is made clear and student learning objectives are explicit, practical, relevant, measurable and attainable. Teachers
74
Frameworkfor Improving Multigrade Teaching

should be invited, in in-services on multigrade teaching, t unitise o subject areas by focusing on c o m m o n or combinable topics. S o m e ways of integrating knowledge areas include making higher level generalization, semantic networks, webbing and concept analysis. Activity based learning can also serve an integrative function by combining planning, doing, talking, note-taking,drafting, revising, publishing and reading.
2. Selecting Appropriate Activities. Various activity based approaches 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
M i i r d Teaching in Primary Schools utgae

a. T h e main purpose of planning timetable is t plan o curriculum transaction in their entirety. Time weightages provided in the prescribed curriculum should be kept in o mind when allocating periods t different subjects and activities. b. The timetable should allow some scope for carrying out the various teaching learning strategies suggested earlier.
C.
Weekly plans should be prepared and announced in advance t enable pupils t prepare for collective o o teaching and other student activities.
d. Daily routine activities for the pupils should be provided.
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;
b. The aim should be to focus concentration by reducing

unnecessary distractions and noise;
C.
Active learning and participation should be encouraged and catered for,
d. Lighting should be adequate; and

e. Student comfort should be taken into consideration. S o m e of the most c o m m o n seating arrangements for multigrade classes are as follows; Grades arranged in columns Blackboard
Grades seated in reverse directions
Blackboard Grades separated by a partition
Grouping the Students. In multigrade teaching situations,the 6. following arrangements have proved useful:
77

a. Since students in higher grades are generally able t o undertake some independent work and students in lower o grades tend t be more dependent on teacher assistance, it is logical t group non-consecutive grades together. o For example: 193 294 1 294
1 9 3
1,3,5 2,496
194
(These,for example, are the most c o m m o n arrangements in China)
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

explicit and fully comprehensible,whether in face t face o instruction or in module booklets. Instruction can also be displayed for students on wall charts. Key objectives can be listed on weekly goal sheets or student learning contracts. These approaches give students a sense of ownership and help them t pinpoint what is t be learnt. o o b. Activity based teaching Active participation increases achievement and comprehension. A variety of strategies have already been o suggested in the preceding pages t maintain focus on the child. M a n y teachers w h o advocate this approach o o find it useful t both keep a journal and t keep sample of students' work. c. Reinforcement/feedbacldcorrectives
ot A s m s of the learners are first generation learners, o o adjustments t teaching learning strategies have t be continuously made by the teacher. While doing this, reinforcement,feedback and correction should be given in classroom interaction.
Upon completion of a unit, the learner m a y be both formally and informally assessed, wherever possible, so that immediate remediation and guidance can be provided. In this way, on the spot reinforcement 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

b. In-serviceTraining for Teachers In-servicetraining is an effort t keep pace with the process o of new developments and modernization. Since science and technology are ever developing, in-service training is also considered as a continuous process which should be conducted on a recurrent basis. In the case of in-service training for teachers in multigrade classes, in-service requirements should include the following:
i. Adopting single, straightforward programmes to improve the motivation of multigrade teachers through seminars, workshops, retreats, or team building activities.
ii. Continuous training in strategies and methodologies including methodoIogica1 dimensions such as:
- the purpose of education
- teaching activities,utilization of resources available in the community

- liaison with other schools and the local community - grouping and regrouping the students - organizing space and the classroom - organizing the time available - evaluation of the learning process.
iii. Conducting in-service training on instructionalmaterial, such as:
- seif-directedlearning materials - modules - activity sheets - low-costvisual aids.

Evaluation of the performance of teachers in multigrade classes w h o have undergone in-service training is considered t be very vital feedback. In the meantime, technical and o 82

financial support of the national government is important t o back-up in'service training strategies for teachers in multigrade classes or schools.
C.
Sub-Regional Cooperation
As many of the countries share c o m m o n problems with 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
they keep their pupils' academic an developmen tal records
- activities.they are able to involve parents in school whether

Through Questionnaire
Various questions wl be set for the teachers t answer in il o order t ascertain their understanding and responsibilitiesmultigrade o teaching teachers.
Pupils Performance
A test m a y be given to pupils to find out whether they have acquired the skills taught, Pupils performance can also be evaluated by observing their interaction with teachers and by scrutinizing their notes of daily activities.
7.
Mechanism 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:
85
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;
ii. Whether in their dealing with teachers, supervisors

and administrators,they are pleasant and diplomatic;
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.
N. Seeking the Cooperation of Parents and Local Experts in M l i r d Teaching utgae

School administrators should conduct orientation programmes and technical training for para-teachers,experts, and parents serving as tutors at home. Tutors at h o m e - This can be done by giving the parents information o about h o w t : a. Check the pupils' academic work
b. Give extra activities on aspects where the pupils are

weak c. Check the pupils' homework and other school activities that have been given by their teachers.
86
Frameworkfor Improving Multigrade Teaching Para-teachers a. Checking and correction of pupils' exercise and activities.
b. Enrichment, reinforcement, remediation and re-teaching 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
b. organize Co-curricular activities.
V.Fostering a Positive Attitude TowardsMultigrade Teaching

Prior t working towards the creation of an independent o identity for the multigrade type of primary schools, it is necessary that multigrade teaching be seen as a desirable alternative t single o grade teaching in the situations prevailing in many remote areas. In some countries the attitude of many educational administrators, teachers, parents and communities is negative in the sense that they view multigrade teaching as an undesirable but necessary alternative that should be adopted when pupil numbers necessitate it. T h e o following measures are proposed t generate a positive attitude towards multigrade teaching:
1. Sensitize administrators and teachers t the phenomenon o through brief orientation programmes.
87
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
--
5. Conduct pilot projects in multigrade teaching and publicize the outcomes.
6. Explain the current teacher-pupilratio in the country so that multigrade teaching can be seen as essential in schools with few pupils.
7. Convince teachers that the burden of work of multigrade 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?
88
t b. A what grade level are children ready for self learning?

C.
W h a t grades can m s profitably be combined in a ot multigrade class?
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?
e. W h a t are the socio-pedagogical effects of multigrade teaching on the pupils?
f. What are the key aspects of the "hidden curriculum" in a multigrade teaching context?
3.
Multigrade teachers should be encouraged and supported 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.
VII.Multigrade Teaching in Very Dificult Population Contests Nomadic Groups

In every country, there are some population groups which lot are too remote and a m s inaccessible. The following strategy m a y be pursued for improving the multigrade schools in such areas:
1.
Target Population
Target population can be classified on the basis of their size, the intensity of people's mobility and the concentration of settlements which constitute a village. The classifications can be tabulated as follows.
89
Multigrade Teaching in Primary Schools Table 1. Classificationof Target Population 3lassification Size
Big Small
Concentration
One Piace Scattered Stationed Nomadic
-"-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.
90
Framework for Improving M l i r d Teaching utgae
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
Sii in /Drop Out of Grade tl

I
F2 E2 D 2 c2 B2
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.
91
Mdtigrade Teaching in Primas,Schools

In the case of handicapped children, special educational services should be offered. This has implications for training as well as the production of teachinflearning materials for a specific disadvantaged group.
3.
Educational Services
The identification of the target population and the schooling experience of the children 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,
92
Framework for improving Multigrade Teaching

transparencies, slides and f l s can be used. In addition t these, the im o teacher must be trained t utilize things in the environment. He/she o o must also be able t insert local content into the syllabus. Obviously some training in the preparation of texts and materials is necessary.
6.
School Sessions
School session must be flexible and adjusted t local o . conditions
7.
Health Problems
Undernourishment and disease are c o m m o n problems which result in absenteeism and low learning capacity. Basic health care kits and medicine should be provided. If possible, schools should offer lunch.
8.
Quality Improvement
Multigrade schools should operate within a cluster system. There should be regular meetings where teachers can exchange and o share experiences and ideas t resolve their problems. If possible, every school cluster should be provided with a centre.
93
Chapter Five
CONCLUSIONS
T h e participants of the Sub-Regional Workshop o n Multigrade Teaching felt that there was a great need for improving 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.
95
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.
96
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
Mr.M d . Abdul Latif

Superintendent' P i a y Training Institute rmr Rajshahi
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
97
M l i r d Teaching in P i a y Schools utgae rmr

India
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
98
Annex
Pakistan
M . M o h a m m a d Ida1 Veryamani r Asisstant Educational Adviser Ministry of Education

Islamabad
Philippines
D . Alicia A. Peralta (Ms) r

Assistant Schools Division Superintendent Division of Quezon Province Department of Education, Culture and Sports, Palacio del Gobernador, Metro Manila
Thailand
D .Sanit Yeerong r Director

Chiang Rai Provincial P i a y Education rmr Chiang Rai
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
99
D .Romli Suparman r
Head, Teaching-LearningResearch Division, Research Centre for Education Culture Balitbang Dikbud, MOEC,Indonesia
Mr. Boediman Hardjomarsono

Director, Primary Education Directorate General ofPrimary and Secondary Education, MOEC,Indonesia
Mrs. Eliin Yulaeliah

Acting Head, Administrative Division, Research Centre for Education and Culture, Balitbang Dikbud, MOEC,Indonesia
FIELD RESOURCE PERSONS
Mr.Soewari
Headmaster, Small School in East Java, Indonesia
Mr.L a m b n Bahusin
Headmaster, Small Scool in Central Kalimantan, Indonesia
100

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Asia and the Pacific Programme o f Educational innovation f r Development o

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

ne desigtiatioits enipoyed and die presentation of niatenal thoughout i

i) reviewed the difficult population and educational

U) identified the learning difficulties and other problems

Chapter One MULTIGRADE TEACHING The C n e t otx

Multigrade Teaching in Primary Schools

Chapter Two SYNTHESIS OF COUNTRY REPORTS

Advantages of Multigrade Teaching Situations

Learning D f i u t e Specific to Multigrade Teaching ifclis

Mutigrade Teaching in Primary Schools

- Primary curriculumofdocuments learninginclude or are usually list minimum competencies

- The centrally designed curriculan m aappliedrelevance y lack to the and be dysfunctional w h e

- Thereofisinividualisedsupport materials for teachers a shortage of instructional materials for and

- Existing tools and methods for pupil assessment need

Synthesis of Country Reports

- Multigrade teaching does not fit weii with outdated and

b. Classrooms and Teaching Laming Process

- Interruptions and distractions are major problems

- Teachers m a y be tempted to work with multigrade

- There is a general need for more adequate teaching aids

- Slow learners and fast learners wl often receive il

- Learnersm a y have difficulty in comprehending what is

- Teachers d o not generally allocate sufficient time to

- There is an overemphasis on completion of textual

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

Multigrade Teaching in Primary Schools

in multigrade schools put less emphasis on remedial teaching.

- M o r e often than not, teacher assistants, monitors,

Classroom organization and Management

- In an ordinary school situation,it is a c o m m o n practice

- Supply of teaching aids, such as chalk boards, in

- Combination of any grades under one teacher creates

- Teachers in multigrade schools often lock essential

- Use of teaching aids such as wall maps for one grade

Synthesis of Country Reports

- In several countries, lessons are conducted in the open

Multigrade Teaching in Primary Schools

f. Existing Teacher Education Programmes

- Most of the participating countries have not developed

g. Learners' Behavioural Problems

- They wl often tend to shy away from the teacher and il

- They m a y be unable t cope with homework assigned o

- Owing to physical handicaps such as partial vision

Synthesis of Country Reports

- Parents are sometimes unwilling or unable t provide the o

- General inattentivenessof education officers t the needs o

Multigrade Teaching in Primary Schools

Chapter Three COUNTRY EXPERIENCES

NUMBER OF SCHOOLS, TEACHERS AND STUDENTS I THE NORTHERN TERRITORY N

19.5% 10.1% 36 .% 7.15% 2.45% 24 .%

1.5% 1.5% .8% 2.1% .9% 10 .%

93 55.0% 170 100.0%

31937 91.1% 35323 100.0%

2162 92.4% 2341 100.0%

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

Other difficulties faced

Multigrade Teaching in Primary Schools

Measures adopted to overcome difficulties and problems

Projects conducted,models evolved and degree of success achieved

Proposals for improving multigrade schools

- S o m e of the findings of the Aboriginal Pedagogy Project

Multigrade Teaching in Primary Schools Teacher training