AN EVALUATION OF MULTI LINGUAL EDUCATION PROGRAMME IN ODISHA

Abstract This study evaluates the effectiveness of Multilingual Education (MLE) programs implemented for tribal children in Odisha, India. The MLE initiative, introduced to bridge the linguistic and cultural gap in formal education, aims to facilitate early learning in children's mother tongues before transitioning to regional and national languages. Using a mixed-methods approach, including field surveys, classroom observations, and interviews with teachers, students, and community members across five tribal districts, the research assesses the pedagogical impact, community acceptance, and learning outcomes associated with MLE. Findings reveal that while MLE has improved classroom participation, early literacy, and reduced dropout rates among tribal children, its long-term success is hindered by challenges such as insufficient teacher training, lack of standardized learning materials in tribal languages, and limited administrative support. Moreover, inconsistencies in implementation across districts point to a need for stronger monitoring and localized curriculum development. The study concludes that while MLE holds significant promise for inclusive education, sustained investment, community involvement, and policy commitment are essential for its scalability and success. Recommendations are provided for improving training, curriculum design, and integration with mainstream education systems.