ABSTRACT
The centrally sponsored District Primary Education Programme (DPEP) launched in India in 1994 was introduced to universalise primary education and ensure quality education in a mission mode. DPEP initiated a number of systems, processes and structures aimed at the quality improvement of primary education in the country (Ministry of Human Resource Development [MHRD], 1995). After the formal closing of DPEP in 2003 which initiated several activities touching almost all areas of primary education, Sarva Shiksha Abhiyan (SSA) was introduced. SSA was a flagship programme for achievement of universalisation of elementary education for children in the 6-14 years age group in a time-bound manner (MHRD, n.d.). A number of varied and flexible strategies were designed and implemented under this programme to ensure the participation of children of underprivileged and marginalised groups. The launching of Multi-Grade Learning Centres (MGLC) was one such unique initiative made to intervene effectively among the children of marginalised sections of society. Experiences of schools like ‘Rishi Valley’, ‘Sarang’ and ‘Kanavu’ have contributed to the evolution of Multi-Grade Learning Centres. Subsequently, the Multi-Grade Learning Centre (MGLC) was renamed as an Alternative and Innovative School (AIS). To address the issues of non-enrolment and drop out in remote and unserved areas, and provide access to primary education for all children, the strategy of Alternative and Innovative Education was developed (Gireesan, 2011). Geographical remoteness, social factors, poverty, linguistic factors, lack of suffi-
cient educational facilities, sibling care, gender discrimination, etc. were identified as the major factors that blocked universal elementary education in the remote tribal habitations. There are members of some communities, especially tribal, which are still not aware of the benefits of education. Some of them felt that the formal
school curriculum would result in the alienation of their children from their own customs, traditions, language and culture. Children of these communities, especially tribal, experience adjustment problems also and drop-out is a common feature among them. The medium of instruction is at variance with the spoken dialect of these communities. And, most of the teachers do not belong to the community and hail from the ‘mainland’ and many are not sensitive enough for the very specific issues of these children. No single strategy could address this problem (Gireesan, 2011). In this context, Alternative and Innovative Education was introduced as an alternate strategy to ensure the participation of children of underprivileged and marginalised groups living in geographically remote locations. It provides wide use of self-learning materials which the students learn as per their interest, level and pace of learning, and it is facilitated by the Education Volunteer (SSA-K, n.d.). It encourages use of diverse methods aimed at ensuring active involvement of students in the learning process through small group discussions, debates, role plays, etc. It enlivens participatory learning in the classroom and outside between the teacher and the students, and among the students as well, making it student-centric as well as participatory, aiming at their empowerment.
