India's educational system has long faced significant challenges related to teacher shortages, overcrowded classrooms, and a vast disparity in educational resources between rural and urban areas. Here, it is pertinent to note that one notable ‘approach’, not only ‘scenario’, to address these issues is the Multi-Grade Multi-Level (MGML) classroom model, which is an innovative response to the complexities of managing heterogeneous student populations in under-resourced schools. MGML (Multi-Grade, Multi-Level) classrooms can be described as environments where a single teacher is responsible for teaching multiple grades and varying learning levels simultaneously. This arrangement is primarily a response to teacher shortages and spatial constraints, particularly in rural and government schools. As rightly pointed out by Mr. Parthajeet Das, over 30% of India’s government schools face MGML scenarios due to small student enrollments spread across several grades, with an average of 50 to 60 students across all grades. As a result, MGML becomes a practical necessity in these contexts.
However, it is essential to recognize that MGML is not merely a logistical necessity; it should also be viewed as a conscious pedagogical choice. It can be a powerful strategy for transforming rural education—addressing teacher shortages while simultaneously nurturing effective learning. Through our work At RiVER, we have observed first-hand how the MGML scenario can be used to empower educators, optimizing their time and nurturing peer learning. It can also support self-directed, differentiated instruction that caters to diverse learning needs. In this context, I view MGML not just as a practical response to systemic challenges, but as a transformative methodology rooted in an educational philosophy that emphasizes individuality, personal understanding, and self-awareness.
Policy Mismatch Difficulties:
I agree, as mentioned in the post, that the disconnect between policies like the Right to Education (RTE) and the ground realities is a critical issue. Policies such as the RTE’s school proximity norms and the No-Detention Policy, though well-intentioned, have inadvertently led to the creation of small, underfunded schools and classrooms where students of varying age groups and academic levels are combined. These policy misalignments significantly contribute to the need for MGML classrooms. While the RTE aims to make education more accessible, the lack of teacher allocation tailored to grade-specific needs further worsens the problem.
In this context, I believe it is essential to adapt the national curriculum to local contexts. Through our work at RIVER, we have observed that many policy challenges can be addressed through practical, context-specific solutions, such as community involvement, flexible learning approaches, and localized curricula. While it is crucial to examine and revise existing policies, it is equally important to adopt pragmatic, context-sensitive pedagogical adjustments to effectively meet the needs of MGML classrooms.
Decreasing Enrolments and Meaningful Engagement:
The post aptly highlights the impact of declining government school enrolments, exacerbated by the rise of private schools. With fewer students, classrooms become smaller, and when combined with a limited number of teachers, they inevitably turn into multi-grade, multi-level settings. This dynamic significantly undermines both the efficiency and quality of teaching. In traditional classrooms, disengaged students often receive minimal individual attention due to the teacher’s divided focus. Moreover, the lack of space and resources further hampers effective teaching, pushing teachers to rely on makeshift solutions such as curtains or shared spaces.
This challenge, however, can also be creatively addressed through flexible pedagogical practices. For instance, the RiVER approach stands out with its highly structured, activity-rich programs, where each student follows a unique, individualized learning path. While the overall framework remains consistent for all students within the MGML model, the pace of learning is tailored to meet the needs of each student. The emphasis on self-paced learning and peer support ensures that schools, even with fewer students, can still offer a high-quality educational experience. In RiVER schools, teachers act as facilitators, guiding students through a range of activities designed to maintain meaningful engagement. Students are grouped according to their learning needs, and ongoing continuous, formative assessments allow for immediate intervention whenever learning gaps arise. Therefore, it is essential to view MGML not only as a challenge but also as an opportunity for innovative transformation in education.
Implementation Challenges:
As the post highlights, MGML classrooms face significant challenges, particularly in terms of resource constraints and teacher training. It rightly points out the difficulties in implementing MGML solutions, noting that providing a teacher for each grade or building additional classrooms would require substantial financial investment and strong political will. Additionally, resistance from local communities and teacher unions to reform measures, such as school mergers, further complicates the situation. Teacher training and general resistance to change also present considerable obstacles. In this context, the importance of community involvement and targeted teacher training initiatives cannot be overstated. These are crucial elements for overcoming the barriers to effective MGML implementation.
‘Acknowledge, Assess, Slow it Down, Teach Well & Support’:
Mr. Parthajeet Das’s five-point strategy—‘Acknowledge, Assess, Slow it Down, Teach Well & Support’—is crucial for effectively addressing the MGML scenario and is urgently needed. Empowering teachers with proper training and resources is essential for managing diverse classrooms. Additionally, creating a learning environment that integrates community knowledge and real-life experiences can significantly enhance student engagement. Implementing flexible, self-paced learning systems tailored to the individual needs of students ensures that every learner receives the attention and support they require. Furthermore, bottom-up, community-driven approaches can play a crucial role in driving transformational change in education.
I believe that the successful management of the MGML scenario in India hinges on the synergy between policy reform and innovative educational practices. In this context, the RIVER model offers one such practical, community-oriented solution. With the right strategies in place, I am optimistic that the future of MGML classrooms in India can provide a more inclusive, accessible, and equitable educational experience for all students.
Y A Padmanabha Rao:
Y A Padmanabha Rao, co-founder and former director of the Rishi Valley Institute for Educational Resources (RiVER), alongside Rama Rao, director, has pioneered a transformative approach to education. Together, they developed a learner-guided teaching methodology, within the Multi-Grade Multi Level scenario, that not only elevates student learning but also revitalizes the role of teachers, fostering a deep sense of responsibility. This innovative, cost-effective approach has greatly enhanced the quality of education in rural areas, leading to improved learning outcomes, greater teacher engagement, and heightened school accountability.
Under the Raos' leadership, RiVER has forged impactful partnerships with both government and private institutions across India and beyond. The model has been adopted by over 300,000 schools in 15 languages, benefiting more than 20 million children. Additionally, over 900,000 teachers have been trained in this proven methodology. RiVER’s success was recognized with the prestigious Global Development Network Award for ‘Most Innovative Development Project – 2004’. Ashoka fellows since 2003, the Raos were honored with the Schwab Foundation Social Entrepreneur of the Year award, in 2009, at the World Economic Forum for their outstanding contribution to education in India -http://www.youtube.com/watch?v=6qzptfCadU0
Several Universities in Germany, France, USA and South Africa have initiated long-term collaborative projects with RIVER. The link of an article on RIVER’s pedagogical model that appeared in the New York Times is given below:
The RiVER model has been tested both on a pilot scale and large scale across states covering three lakh schools in 15 different languages. It has been proved to be effective during its implementation, as per UNESCO reports: the attendance has increased by 80%, reduced drop-out rate by 30% and improved student learning by 40% compared to a more traditional system. RIVER approach is also being explored for adult literacy in tribal areas, early childhood education (ages 3-6), special needs education, and crisis zones like refugee camps and war zones. Globally, RIVER-inspired projects are active in Ethiopia, Bangladesh, Sri Lanka, Germany, Kenya, and Nepal.
India's educational system has long faced significant challenges related to teacher shortages, overcrowded classrooms, and a vast disparity in educational resources between rural and urban areas. Here, it is pertinent to note that one notable ‘approach’, not only ‘scenario’, to address these issues is the Multi-Grade Multi-Level (MGML) classroom model, which is an innovative response to the complexities of managing heterogeneous student populations in under-resourced schools. MGML (Multi-Grade, Multi-Level) classrooms can be described as environments where a single teacher is responsible for teaching multiple grades and varying learning levels simultaneously. This arrangement is primarily a response to teacher shortages and spatial constraints, particularly in rural and government schools. As rightly pointed out by Mr. Parthajeet Das, over 30% of India’s government schools face MGML scenarios due to small student enrollments spread across several grades, with an average of 50 to 60 students across all grades. As a result, MGML becomes a practical necessity in these contexts.
However, it is essential to recognize that MGML is not merely a logistical necessity; it should also be viewed as a conscious pedagogical choice. It can be a powerful strategy for transforming rural education—addressing teacher shortages while simultaneously nurturing effective learning. Through our work At RiVER, we have observed first-hand how the MGML scenario can be used to empower educators, optimizing their time and nurturing peer learning. It can also support self-directed, differentiated instruction that caters to diverse learning needs. In this context, I view MGML not just as a practical response to systemic challenges, but as a transformative methodology rooted in an educational philosophy that emphasizes individuality, personal understanding, and self-awareness.
Policy Mismatch Difficulties:
I agree, as mentioned in the post, that the disconnect between policies like the Right to Education (RTE) and the ground realities is a critical issue. Policies such as the RTE’s school proximity norms and the No-Detention Policy, though well-intentioned, have inadvertently led to the creation of small, underfunded schools and classrooms where students of varying age groups and academic levels are combined. These policy misalignments significantly contribute to the need for MGML classrooms. While the RTE aims to make education more accessible, the lack of teacher allocation tailored to grade-specific needs further worsens the problem.
In this context, I believe it is essential to adapt the national curriculum to local contexts. Through our work at RIVER, we have observed that many policy challenges can be addressed through practical, context-specific solutions, such as community involvement, flexible learning approaches, and localized curricula. While it is crucial to examine and revise existing policies, it is equally important to adopt pragmatic, context-sensitive pedagogical adjustments to effectively meet the needs of MGML classrooms.
Decreasing Enrolments and Meaningful Engagement:
The post aptly highlights the impact of declining government school enrolments, exacerbated by the rise of private schools. With fewer students, classrooms become smaller, and when combined with a limited number of teachers, they inevitably turn into multi-grade, multi-level settings. This dynamic significantly undermines both the efficiency and quality of teaching. In traditional classrooms, disengaged students often receive minimal individual attention due to the teacher’s divided focus. Moreover, the lack of space and resources further hampers effective teaching, pushing teachers to rely on makeshift solutions such as curtains or shared spaces.
This challenge, however, can also be creatively addressed through flexible pedagogical practices. For instance, the RiVER approach stands out with its highly structured, activity-rich programs, where each student follows a unique, individualized learning path. While the overall framework remains consistent for all students within the MGML model, the pace of learning is tailored to meet the needs of each student. The emphasis on self-paced learning and peer support ensures that schools, even with fewer students, can still offer a high-quality educational experience. In RiVER schools, teachers act as facilitators, guiding students through a range of activities designed to maintain meaningful engagement. Students are grouped according to their learning needs, and ongoing continuous, formative assessments allow for immediate intervention whenever learning gaps arise. Therefore, it is essential to view MGML not only as a challenge but also as an opportunity for innovative transformation in education.
Implementation Challenges:
As the post highlights, MGML classrooms face significant challenges, particularly in terms of resource constraints and teacher training. It rightly points out the difficulties in implementing MGML solutions, noting that providing a teacher for each grade or building additional classrooms would require substantial financial investment and strong political will. Additionally, resistance from local communities and teacher unions to reform measures, such as school mergers, further complicates the situation. Teacher training and general resistance to change also present considerable obstacles. In this context, the importance of community involvement and targeted teacher training initiatives cannot be overstated. These are crucial elements for overcoming the barriers to effective MGML implementation.
‘Acknowledge, Assess, Slow it Down, Teach Well & Support’:
Mr. Parthajeet Das’s five-point strategy—‘Acknowledge, Assess, Slow it Down, Teach Well & Support’—is crucial for effectively addressing the MGML scenario and is urgently needed. Empowering teachers with proper training and resources is essential for managing diverse classrooms. Additionally, creating a learning environment that integrates community knowledge and real-life experiences can significantly enhance student engagement. Implementing flexible, self-paced learning systems tailored to the individual needs of students ensures that every learner receives the attention and support they require. Furthermore, bottom-up, community-driven approaches can play a crucial role in driving transformational change in education.
I believe that the successful management of the MGML scenario in India hinges on the synergy between policy reform and innovative educational practices. In this context, the RIVER model offers one such practical, community-oriented solution. With the right strategies in place, I am optimistic that the future of MGML classrooms in India can provide a more inclusive, accessible, and equitable educational experience for all students.
Y A Padmanabha Rao:
Y A Padmanabha Rao, co-founder and former director of the Rishi Valley Institute for Educational Resources (RiVER), alongside Rama Rao, director, has pioneered a transformative approach to education. Together, they developed a learner-guided teaching methodology, within the Multi-Grade Multi Level scenario, that not only elevates student learning but also revitalizes the role of teachers, fostering a deep sense of responsibility. This innovative, cost-effective approach has greatly enhanced the quality of education in rural areas, leading to improved learning outcomes, greater teacher engagement, and heightened school accountability.
Under the Raos' leadership, RiVER has forged impactful partnerships with both government and private institutions across India and beyond. The model has been adopted by over 300,000 schools in 15 languages, benefiting more than 20 million children. Additionally, over 900,000 teachers have been trained in this proven methodology. RiVER’s success was recognized with the prestigious Global Development Network Award for ‘Most Innovative Development Project – 2004’. Ashoka fellows since 2003, the Raos were honored with the Schwab Foundation Social Entrepreneur of the Year award, in 2009, at the World Economic Forum for their outstanding contribution to education in India -http://www.youtube.com/watch?v=6qzptfCadU0
Several Universities in Germany, France, USA and South Africa have initiated long-term collaborative projects with RIVER. The link of an article on RIVER’s pedagogical model that appeared in the New York Times is given below:
https://www.nytimes.com/2018/12/04/opinion/teaching-children-reform-
education.html
RiVER:
The RiVER model has been tested both on a pilot scale and large scale across states covering three lakh schools in 15 different languages. It has been proved to be effective during its implementation, as per UNESCO reports: the attendance has increased by 80%, reduced drop-out rate by 30% and improved student learning by 40% compared to a more traditional system. RIVER approach is also being explored for adult literacy in tribal areas, early childhood education (ages 3-6), special needs education, and crisis zones like refugee camps and war zones. Globally, RIVER-inspired projects are active in Ethiopia, Bangladesh, Sri Lanka, Germany, Kenya, and Nepal.