INTERNSHIP REPORT 2017

{Mizoram and Odisha}

Study Sponsored by :
Department of School Education and Literacy,
Ministry of Human Resource Development,
Government of India.

Evaluation of the
Scheme of Financial Assistance for
Appointment of Language Teachers
(ALT)
Submitted by:
Shubhangi Verma
M.sc. Anthropology
(4th semester)
 1
Introduction
1.1 Background

In countries where English is not the first language, many parents and communities believe
their children will get a head-start in education by going 'straight for English' and bypassing
the home language. However, several studies undertaken globally in the recent years indicate
that the evidence suggests otherwise.

Research findings have consistently shown that learners benefit from using their home
language in education in early grade years (ahead of a late primary transition stage). Yet,
many developing countries continue to use other languages for teaching in their schools. In
many countries, the language of instruction is majorly English and some learners in urban
(and some cosmopolitan environments) do speak and understand some English by the time
they join school. However, learners in the rural areas enter school with only their home
language. For these learners, using the mother tongue in early education leads to a better
understanding of the curriculum content and to a more positive attitude towards school. A
number of reasons can be attributed to this phenomenon.

First, learning does not begin in school. Learning starts at home in the learners’ native/home
language. Although the start of school is a continuation of this learning, it also presents
significant changes in the mode of education. The school system structures and controls the
content and delivery of a pre-determined curriculum where previously the child was learning
from experience. Upon starting school, children find themselves in a new physical
environment. The classroom is new, most of the classmates are strangers, the centre of
authority (the teacher) is a stranger too. The structured way of learning is also new. If, in
addition to these things, there is an abrupt change in the language of interaction, then the
situation can get quite complicated. Indeed, it can negatively affect a child’s progress.
However, by using the learners’ native/home language, schools can help children navigate the
new environment & bridge their learning at school with the experience they bring from home.
Second, by using the learners’ native/home language, learners are more likely to engage in the
learning process. The interactive learner-centred approach – recommended by most
educationalists – thrives in an environment where learners are sufficiently proficient in the
language of instruction. It allows learners to make suggestions, ask questions, answer
questions & create and communicate new knowledge with enthusiasm. It gives learners
confidence and helps to affirm their cultural identity. This in turn has a positive impact on the
way learners see the relevance of school to their lives.

But when learners start school in a language that is still new to them, it leads to a teacher-
centred approach and reinforces passiveness and silence in classrooms. This in turn
suppresses young learners’ potential and liberty to express themselves freely. It dulls the
enthusiasm of young minds, inhibits their creativity, and makes the learning experience
unpleasant. All of which is bound to have a negative effect on learning outcomes.

A crucial learning aim in the early years of education is the development of basic literacy skills
: reading, writing and arithmetic. Essentially, the skills of reading and writing come down to
the ability to associate the sounds of a language with the letters or symbols used in the
written form. These skills build on the foundational and interactional skills of speaking and
listening. When learners speak or understand the language used to instruct them, they
develop reading and writing skills faster and in a more meaningful way. Introducing reading
and writing to learners in a language they speak and understand leads to great excitement
when they discover that they can make sense of written texts and can write the names of
people and things in their environment.

It has also been shown that skills and concepts taught in the learners’ home language do not
have to be re-taught when they transfer to a second language. A learner who knows how to
read and write in one language will develop reading and writing skills in a new language
faster. The learner already knows that letters represent sounds, the only new learning he or
she needs is how the new language ‘sounds’ its letters. In the same way, learners
automatically transfer knowledge acquired in one language to another language as soon as
they have learned sufficient vocabulary in the new language. Thus, knowledge and skills are
transferable from one language to another. Starting school in the learners’ mother tongue
 does not delay education but leads to faster acquisition of the skills and attitudes needed for
success in formal education.

Use of the learners’ native/home language at the start of school also lessens the burden on
teachers, especially where the teacher speaks the local language well (which is the case in the
majority of the rural schools in multilingual settings). Research has shown that in learning
situations where both the teacher and the learner are non-native users of the language of
instruction, the teacher struggles as much as the learners, particularly at the start of
education. But when teaching starts in the teachers’ and learners’ home language, the
experience is more natural and less stressful for all. As a result, the teacher can be more
creative and innovative in designing teaching/learning materials and approaches, leading to
improved learning outcomes.

In a nutshell, the use of learners’ home language in the classroom promotes a smooth
transition between home and school. It means learners get more involved in the learning
process and speeds up the development of basic literacy skills. It also enables more flexibility,
innovation and creativity in teacher preparation. Using learners’ home language is also more
likely to get the support of the general community in the teaching/learning process and
creates an emotional stability which translates to cognitive stability. In short, it leads to a
better educational outcome.

1.2 The Three Language Formula

Realizing the importance of imparting education in the local language, the Government of
India formulated the Three Language Formula in the year 1968 under the National Education
Policy. The three-language formula means that a third language (apart from Hindi and
English), should be used for education in Hindi-speaking States. In the States where Hindi is
not the primary language, regional languages and English, along with Hindi shall be used.

In a nutshell, the formula earmarks that -----

• The First Language (that students should study) – would be the mother tongue or
the regional language

• The Second Language (in Hindi-speaking States) – would be English or some other
language belonging to modern India. In Non-Hindi States, this will be English or Hindi.
 • The Third Language (in Hindi-speaking States) – would be English or some other
language belonging to modern India, but the one that is not chosen as the second
language. In Non-Hindi States, this will be English or some other language belonging to
Modern India, but the one that is not chosen as the second language.

1.3 Scheme of Financial Assistance for Appointment of Language Teachers

Realizing the importance of the Three Language Formula and to encourage the usage of Hindi,
Urdu and one Modern Indian language (other than English) among school-going children, the
Government of India introduced the scheme of Financial Assistance for Appointment of
Language Teachers in various government schools of the country. This scheme aims at
fulfilling the requirement of language teachers in the government schools and also
encourages propagation of the national language as well as Urdu and other Modern Indian
languages, such as Kannada, Malayalam, Tamil and Telugu in the country.

This Scheme comprises the following three essential parts, namely ----

• Providing Hindi Teachers in the non-Hindi speaking States

• Providing Urdu Teachers in the schools of those districts that have a significant
minority population

• Providing of Modern Indian Language teachers to teach a third language in those

schools of the Hindi speaking States/UTs that demand them

The details of all the aforementioned three parts have been elaborated below.

PART-1 : Scheme of Financial Assistance for Appointment and Training of Hindi

Teachers in Non-Hindi Speaking States/UTs
The Central Government introduced, in its 2nd Five Year Plan, the schemes of ----

• Appointment of Hindi Teachers; and

• Opening/Strengthening of Hindi Teachers' Training College, in non-Hindi

speaking States/UTs with a view to assist these States/UTs in implementing,
effectively, the Three Language Formula.

Under these schemes, financial assistance is provided to various State Governments/UT

Administrations, on approved funding pattern, for appointments to new posts of Hindi
teachers in Upper Primary, Middle, High School and Higher Secondary Schools and
opening/strengthening of Hindi Teacher's Training Colleges for the training of the untrained
Hindi teachers available in the States/UTs. Since, the objectives of both these schemes are the
same; these have been clubbed together as single scheme entitled 'Scheme of Financial
Assistance for Appointment & Training of Hindi Teachers in Non-Hindi Speaking States/UTs'.

PART-2 : Scheme of Financial Assistance for Appointment of Urdu Teachers and Grant
of Honorarium for Teaching Urdu in States/UTs
This scheme was initiated in the year 1999 and provides for the appointment of Urdu Teachers
in the schools of those districts of the country that have a significant minority population.

PART-3 : Scheme of Financial Assistance for Appointment of Modern Indian Language

Teachers (Other than Hindi) in Hindi-Speaking States/UTs
This scheme was initiated in the year 1993-94 and provides for the appointment of Modern
Indian Language teachers to teach a third language in those schools of the Hindi speaking
States/UTs that demand them. According to this scheme, the Third Language in Hindi Speaking
States and Union Territories should be a Modern Indian Language (MIL), preferably a South
Indian Language (such as – Kannada, Malayalam, Tamil and Telugu) and 100 percent financial
assistance is provided for the appointment of the MIL teachers.

Presently, a total of four States are involved with taking advantage of this scheme. The details
of these States are as follows ---

• Mizoram : 1305 Hindi Teachers

• Nagaland : 1379 Hindi Teachers

• Punjab : 41 Urdu Teachers

• Odisha : 19 Urdu Teachers

The major objective of the Scheme [Financial Assistance for Appointment of Language
Teachers (ALT)] is to propagate language teaching for the overall promotion of the Hindi/Urdu
language and for effective implementation of the Three Language Formula.
 In order to accomplish the envisaged objectives of any scheme/programme, it is essential to
institutionalize a mechanism for regular monitoring and evaluation from time-to-time. Regular
monitoring and in-depth evaluation helps in the identification of the strengths & weaknesses
of a particular scheme and in earmarking the grey areas. Evaluating the ultimate achievements
and the impact of the various objectives planned and implemented under the scheme not only
helps in fine-tuning a given scheme/programme but also in identifying the possible
innovations that can be introduced into the system. Realizing the importance of this fact, the
Department of School Education and Literacy, Ministry of Human Resource Development,
Government of India has commissioned a comprehensive study aimed at the : “Evaluation of
the Scheme of Financial Assistance for Appointment of Language Teachers (ALT)” in the
country.

1.4 Research Objectives

The primary objective of the study was to undertake a comprehensive : “Evaluation of the
Scheme of Financial Assistance for Appointment of Language Teachers (ALT)” in the
country. Specifically, the study focused on the following key objectives –

1. To conduct process evaluation of the ALT scheme, including – recruiting suitable

teachers and placing them in identified schools;

2. To conduct impact evaluation of the ALT scheme on access to Hindi/Urdu language,

quality of teaching and impact on language learning; and

3. To suggest measures to be taken to improve the implementation of the ALT scheme,

so as to enhance the outcomes of the scheme.

1.5 Approach and Methodology

1.5.1 The Respondent Groups

The study envisaged adopting a multi-faceted approach towards understanding and
earmarking various critical factors associated with the scheme. In doing so, it focused
upon covering all the various stakeholder groups involved with the implementation of
the scheme, including the following –

RESPONDENT GROUPS COVERED

 • Language Teachers appointed under the ALT Scheme

• Participating Students from the Schools

• Non-Participating Students from the Schools

• School Management Functionaries (including the concerned

Principals/Headmasters/Headmistresses, etc.)

• District-level Functionaries of the School Education Department

• Functionaries of the Nodal Department at the State-level

1.5.2 The Sample Design

As mentioned previously, a total of four States are presently involved with taking
advantage of the ALT scheme. Under the scheme, a total of 2744 Language Teachers have
been appointed across the four States, the details of which are as follows ---
• Mizoram : 1305 Hindi Teachers

• Nagaland : 1379 Hindi Teachers

• Punjab : 41 Urdu Teachers

• Odisha : 19 Urdu Teachers

To begin with, in each State, we proceeded to select 5 districts each in the States of
Mizoram and Nagaland (where maximum appointments had been made under the ALT
Scheme) for the purpose of the evaluation study – using the Stratified Random Sampling
method – giving adequate reprsentation to all the geographical regions of both the States.

The sampling universe for Punjab and Odisha being quite small, it was decided to cover all
the schools/teachers (appointented under the ALT Scheme) for the purpose of the study.

Further, in the States of Mizoram and Nagaland, we proceeded to select 10% of the
teachers appointed under the ALT Scheme in each district selected for the study –
according adequate representation to all the schools where appointments had been made
 under the scheme. In doing so, equal representation was accorded to schools located in
both the rural and urban areas of each sample district.

Within each school thus selected, we again proceeded to hold In-depth Interviews (IDIs)
with all the concerned language teachers appointed under the ALT scheme.

In addition, we also covered 5 percent participating students and another 5 percent of the
non-participating students in the schools selected for the study.

During the sample selection exercise, adequate care was taken to ensure a fair
representation of students from all classes in which the language was being taught. In
doing so, a minimum of 10 students from each class was selected for the purpose of the
study. In cases where the number of students in a class was found to be less than 10, we
proceeded to select all the available students for the study.

At the time of selecting the students, a specific process was adopted whereby one student
(considered to be the best in the concerned subject in the class) was identified by the
school, while the remaining students were selected by the study team members, using the
random sampling method.

1.5.3 The Sample Selected

• SELECTION OF DISTRICTS
As per the agreed upon methodology, the following districts were selected in each
of the four States :

Table 1.1 : Sampled Districts & Schools

SI. Number of
No.
State District
Schools Covered
1 Aizwal 30
2 Champani 30
3 Mizoram Kolasip 15
4 Lunglei 40
5 Mamit 15
6 Mon 25
7 Peren 35
Nagaland
8 Tuensang 25
9 Wolcha 35
 10 Zunheboto 20
11 Punjab Sangrur 41
12 Odisha Baleshwar 19

• SELECTION OF TEACHERS & STUDENTS

Following the sample selection procedure detailed in the previous section, a total of
330 teachers & 6600 students (3300 Participating Students and 3300 Non-
Participating Students) were finally covered for the purpose of the study, as has
been elaborated below :

Table 1.2 : Sampled Teachers and Students

Language
Students
Teachers
Sl.
State Non-
No. Teachers Participating
Participating
Covered Students
Students
1 Mizoram 130 1300 1300
2 Nagaland 140 1400 1400
3 Punjab 41 410 410
4 Odisha 19 190 190
Total 330 3300 3300

1.5.4 The Research Instruments

The study was essentially evaluatory in nature and the information with regard to the
study was collected with the help of a combination of research instruments, details of
which have been presented below.

[A]. PRIMARY DATA COLLECTION TOOLS

Target Respondent Type of Research Tool

School Principal/Headmaster/ Headmistress
Language Teacher
(appointed under ALT Scheme)
Participating Student
Non-Participating Student
District-level Functionary/Official
Structured Interview Schedule
Structured Interview Schedule
• Structured Interview Schedule
• Language Proficiency Test
• Structured Interview Schedule
• Language Proficiency Test
Semi-Structured Interview
Schedule
 Semi-Structured Interview
State-level Functionary/Official
Schedule

[B]. SECONDARY DATA COLLECTION

During the course of the study, it was our endeavour to determine the overall
progress of the ALT scheme. In doing so, the study also involved collection and review
of various information available through secondary sources, including –

• Policy Documents pertaining to the ALT scheme

• Physical & Financial Records pertaining to the ALT scheme at State level
• Proceedings of Nodal Departments
• Allocation Systems and Procedures
• Monitoring and Supervision Reports and Documents

1.5.5 The Research Team

As discussed previously, the study encompassed collection and assimilation of
information from various sources. Keeping this in mind, suitable structured and semi-
structured schedules/questionnaires were designed for gathering the requisite
information from various sources by the research team members in consultation with
the programme managers at the Department of School Education & Literacy, Ministry
of Human Resource Development, Govt. of India.

Subsequent to the designing & finalization of the study tools, the study team members were imparted a
detailed training & orientation on the survey protocols and instruments. In doing so, a detailed profile
of the team deployed for the study has been presented in the matrix given below :

Table 1.3 : Profile of Research Team

Designation on
Name Roles and Responsibilities
Study
• Overall planning, design and execution of the
Mr. Anupam Chatterjee Team Leader
evaluation study.
• Guidance to the study team members in
Dr. Shafiq A. Khan Co-Team Leader designing the study instruments,
• Analysis and report writing.
Ms. Neha Chaturvedi Senior Consultant • Analysis and report writing
• Assistance in designing study instruments.
Ms. Shubhangi Verma Project Intern • Assistance to the Senior Project Officers in
conducting the survey exercise in the States
[M.Sc. (Anthropology) of Mizoram and Odisha.
student from Amity • Assistance to the research team members in
 University, Noida] compilation of the initial information
collected from the field and in documenting
the Top-Line Findings for the States of
Mizoram and Odisha.
• Training and orientation of survey team
members (Research Executives).
Mr. Manoj Awasthi Senior Project Officer
• Overall management of the survey exercise
(Mizoram and Nagaland).
• Training and orientation of survey team
members (Research Executives).
Mr. Sumit Srivastava Senior Project Officer
• Overall management of the survey exercise
(Odisha and Punjab).
Research Executives • Conducting the field survey and
*********************
(10) administering the language tests.

1.5.6 Limitations of the Study

One of the major limitations associated with the implementation of the study exercise was
to establish contact with the target language teachers. In majority of the cases, the teachers
had been appointed by the respective States for a limited duration (upto 31st March-2017),
many of them had left the schools in search of alternate professional opportunities.

However, this limitation was nevertheless overcome through the committed efforts of the
research team members who managed to establish contact and to interview each of these
teachers on a personal level.

2
General Profile
2.1 Scenario at the School Level
As discussed in the previous chapter, the study involved selecting 5 districts each in the States
of Mizoram and Nagaland (where maximum appointments had been made under the ALT
Scheme) for the purpose of the evaluation study – using the Stratified Random Sampling
method – giving adequate representation to all the geographical regions of both the States.

The sampling universe for Punjab and Odisha being quite small, it was decided to cover all the
schools/teachers (appointed under the ALT Scheme) for the study.
 Further, in the States of Mizoram and Nagaland, 10% of the teachers appointed under the ALT
Scheme in each district were selected for the study – giving adequate representation to all the
schools where appointments had been made under the scheme.

Within each school thus selected, In-depth Interviews (IDIs) were undertaken with all the
concerned language teachers appointed under the ALT scheme.

In addition, 5 percent participating students and another 5 percent of the non-participating

students in the schools were also selected for the study.

Based on the above premise, this section provides an overview of all the schools covered
during the course of the study, including – its type, infrastructural details, attendance of
teachers and students and the like.

Details of Appointments under ALT

Table 2.1 : Details of Appointments

(%)
State Rural Urban
Mizoram
55% 45%
(N=1305)
Nagaland
63% 37%
(N=1379)
Punjab (N=41) 90% 10%
Odisha (N=19) 85% 15%
An analysis of the data collected during the course of the study revealed that majority of the
appointments of Language Teachers under the ALT Scheme had been made in the
government schools located in the rural areas (Table-2.1).

In Punjab, an overwhelming majority (90%) of the Urdu teachers had been appointed in rural
schools, while the proportion of such appointments stood at more than four-fifth (85%) in
Odisha.
 The situation was only
slightly different in the State of Mizoram, where in more than one-half (55%) of the cases, the
Hindi Teachers had been appointed in schools located in the rural areas. In comparison, more
than three-fifth (63%) of the appointments in Nagaland were found to have been made in
rural schools.

Type of Schools

Regarding the various type of schools where Language Teachers had been appointed, it was
observed that in Punjab, majority of the Urdu teachers had been appointed at the primary
level (Standard 1st to 5th). In Odisha however, in more than three-fifth (66%) of the cases, the
teachers were found to have been appointed at the secondary level.

The situation was found to be rather different in both the north-eastern States of Mizoram
and Nagaland. In both the States, majority of the Hindi Language Teachers (under the ALT
Scheme) were found to have been appointed at the middle school (Standard 5th to 8th) – as is
evident from the matrix presented below (Table-2.2).

Table 2.2 : Type of School (%)

Mizoram Nagaland Punjab Odisha
State
(N=1305) (N=1379) (N=41) (N=19)
Standard 1st to 5th (Primary) ****** ****** 76.0 0.0
Standard 5th to 8th (Middle) 86.0 81.0 ****** ******
Standard 6th to 8th (Middle) ****** ****** 15.0 34.0
Standard 9th to 10th (Secondary) 14.0 19.0 9.0 66.0
Standard 11th to 12th (Higher
****** ****** ****** ******
Secondary)
Total 100.00 100.00 100.00 100.00
Table 2.3 : Student & Teacher Attendance
(%)
Average Average
Enrolled Teachers
State
Students Present (All
Present Teachers)
Mizoram
72.4 83.0
(N=130)
Nagaland
75.2 85.5
(N=140)
Punjab (N=41) 78.0 80.9
Odisha (N=19) 83.0 84.8
Student and Teacher Attendance

During the course of the study, an attempt was made to assess the status of presence of
students and teachers in the schools (selected for the purpose of the study) on the day of visit
by the research team members.

In doing so, the schools in Odisha were found to be the best – with an 83 percent of the
enrolled students and majority (85%) of all the teachers being present in the school at the
time of visit (Table-2.3).
Status of School Infrastructure

The scenario with regard to the availability of basic infrastructure at the schools covered
during the course of the evaluation study revealed that majority of the schools covered
possessed rooms for all classes. While around 82 percent of the schools in Mizoram were
found to have separate rooms for all existing classes, in Nagaland this figure stood at a healthy
92 percent.
 Table 2.4 : Status of School Infrastructure (%)
Mizoram Nagaland Punjab Odisha
State
(N=130) (N=140) (N=41) (N=19)
Rooms (for all classes existing in school) 83.2 91.8 85.0 88.7
Boundary Wall 36.2 37.5 89.2 45.3
Playground 47.8 47.6 62.0 39.1
Availability of Safe Drinking Water 79.3 66.2 84.5 86.5
Availability of Functional Toilet Facilities 59.5 63.0 85.5 74.2
Availability of Separate Toilet Facilities for
76.6 61.7 74.6 66.4
Girls
Library Facilities 75.0 39.236.2 77.0 83.2

Regarding availability of playgrounds, the situation appeared to be similar across all the four
States – with very few schools having this facility. The situation was the worst in Odisha
where less than two-fifth (39%) of the schools were found possessing this facility for the
students (Table-2.4).
 3
Major Findings - Mizoram
3.1 Language Proficiency Level – Hindi
Table-3.1 : Proficiency in Reading Hindi Among Students (%)
Standard-II
Not Even
Standard Alphabet Word Level Total
Alphabet
Paragraph
V 39.5 54.2 5.6 0.7 100
VI 30.2 56.0 11.4 2.4 100
VII 16.7 54.3 23.8 5.2 100
VIII 7.5 51.7 32.2 8.6 100
IX 5.9 47.2 36.5 10.4 100
X 5.4 42.4 34.8 17.4 100
Each row shows the variation in children's reading levels within a given grade
pertaining to the Hindi Language for which dedicated teachers had been appointed
under the ALT Scheme. For instance, among children in Std IX, 5.9% cannot even read
 alphabets, 47.2% can read alphabets but not words or higher, 36.5% can read words
but not Std II level text, while 10.4% can read Std. II level text (paragraph) For each
grade, the total of these exclusive categories is 100 percent.
.

3.2 Language Proficiency Level – English

Table-3.2 : Proficiency in Reading English Among Students (%)

Standard-II
Not Even
Standard Alphabet Word Level Total
Alphabet
Paragraph
V 0.00 11.70 38.20 50.10 100
VI 0.30 9.60 30.95 59.15 100
VII 0.00 3.90 19.69 76.41 100
VIII 0.00 3.40 17.00 79.60 100
IX 0.00 2.10 11.80 86.10 100
X 0.00 0.90 12.60 86.50 100
Each row shows the variation in children's reading levels within a given grade
pertaining to the English Language. For instance, among children in Std. VI, only a
miniscule 0.30% cannot even read alphabets, 9.60% can read alphabets but not
words or higher, 30.95% can read words but not Std. II level text, while 59.15%
can read Std. II level text (paragraph) For each grade, the total of these exclusive
categories is 100 percent.
3.3 Language Proficiency Level – Mizo

Table-3.3 : Proficiency in Reading Mizo Among Students (%)

Standard-II
Not Even
Standard Alphabet Word Level Total
Alphabet
Paragraph
V 1.83 10.50 16.32 71.35 100
VI 1.46 10.00 16.44 72.10 100
VII 1.20 9.40 15.60 73.80 100
VIII 0.00 5.70 11.80 82.50 100
IX 0.00 0.50 4.80 94.70 100
X 0.00 0.30 3.50 96.20 100

Each row shows the variation in children's reading levels within a given grade
pertaining to the Mizo Language. For instance, among children in Std. VII, 1.20%
cannot even read alphabets, 9.40% can read alphabets but not words or higher,
15.60% can read words but not Std. II level text, while 73.80% can read Std. II
level text (paragraph) For each grade, the total of these exclusive categories is
100 percent.
• One of the heartening facts revealed during the course of the evaluation study was
the fact that among all the Hindi teachers covered in the State of Mizoram, cent-
percent had actually been appointed under the ALT Scheme and had been working
till recently.

• Majority of the teachers were appointed on an ad-hoc basis in the month of

February-2011 and the appointments had been made till February-2017 – as
corroborated by the verification of the appointment and retrenchment letters
issued to them.

• The actual appointment and working of the teachers was also confirmed by the
students and their parents at the time of visits to the schools.

• The temporary nature of the appointments however, is evident from the obviously
less than satisfactory performance of the students – with students even in
standard IX finding it difficult to read standard II level text fluently.

• The fact that the appointments of the 1305 Hindi teachers under the ALT Scheme in
various schools of the State of Mizoram was temporary in nature has also resulted
in creating a situation of extreme uncertainty for the students – especially due to
the fact that the Hindi language is a compulsory subject for the students in
standards Vth to Xth.

Key Findings – Mizoram

4
Major Findings - Odisha
4.1 Language Proficiency Level – Urdu
Table-4.1 : Proficiency in Reading Hindi Among Students (%)
Standard-II
Not Even
Standard Alphabet Word Level Total
Alphabet
Paragraph
VI 32.14 56.27 11.26 0.33 100
VII 23.22 56.23 17.95 2.60 100
 VIII 18.60 53.50 23.65 4.25 100
IX 17.96 48.91 28.43 4.70 100
X 12.02 49.50 33.15 5.33 100

Each
row shows the variation in children's reading levels within a given grade pertaining to the
Urdu Language for which dedicated teachers had been appointed under the ALT Scheme. For
instance, among children in Std. IV, 32.14% cannot even read alphabets, 56.27% can read
alphabets but not words or higher, only 11.26% can read words but not Std. II level text, while
only a miniscule 0.33% can actually read Std. II level text (paragraph) For each grade, the total
of these exclusive categories is 100 percent.

4.2 Language Proficiency Level – English

Table-4.2 : Proficiency in Reading English Among Students (%)

Standard-II
Not Even
Standard Alphabet Word Level Total
Alphabet
Paragraph
VI 0.40 2.00 19.50 78.10 100
VII 0.10 2.10 12.30 85.50 100
VIII 0.30 0.00 7.30 92.40 100
IX 0.15 1.20 6.50 92.15 100
X 0.00 0.95 5.00 94.05 100
Each row shows the variation in children's reading levels within a given grade
pertaining to the English Language. For instance, among children in Std. VIII, 0.30%
cannot even read alphabets, 7.30% can read words but not Std. II level text, while
92.40% can read Std. II level text (paragraph) For each grade, the total of these
exclusive categories is 100 percent.

4.3 Language Proficiency Level – Odiya

Table-4.3 : Proficiency in Reading Odiya Among Students (%)

Standard-II
Not Even
Standard Alphabet Word Level Total
Alphabet
Paragraph
VI 0.20 14.90 17.90 67.00 100
VII 0.00 8.60 13.50 77.90 100
VIII 0.00 5.00 7.30 87.70 100
IX 0.00 4.50 6.80 88.70 100
X 0.00 4.10 6.00 89.90 100
 Each
row shows the variation in children's reading levels within a given grade pertaining to
the Odiya language. For instance, among children in Std. X, 4.10% can read alphabets
but not words or higher, 6.00% can read words but not Std. II level text, while 89.90%
can read Std. II level text (paragraph) For each grade, the total of these exclusive
categories is 100 percent.

Key Findings – Odisha

• One of the heartening facts revealed during the course of the evaluation study was
the fact that among all the Urdu teachers covered in the State of Odisha, cent-
percent had actually been appointed under the ALT Scheme and had been working
till recently.

• Majority of the teachers were appointed on an ad-hoc basis in the month of

December-2014 and the appointments had been made till 31st March-2017 – as
corroborated by the verification of the appointment and retrenchment letters
issued to them.
• The actual appointment and working of the teachers was also confirmed by the
students and their parents at the time of visits to the schools.

• The temporary nature of the appointments however, is evident from the obviously
less than satisfactory performance of the students – with students even in
standard X finding it difficult to read standard II level text fluently.

• The fact that the appointments of the 19 Urdu teachers under the ALT Scheme in
various schools of the State of Odisha was temporary in nature has also resulted in
creating a situation of extreme uncertainty for the students – especially due to the
fact that the Urdu language is a compulsory subject for the students in standards
VIth to Xth of the concerned schools.