Bridging Policy and Practice: An Analytical Study of Mother Tongue-Based Multilingual Education Programme Implementation in Tribal Areas of Odisha

This study examines the alignment between policy provisions and programme implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in three tribal districts of Odisha—Balasore, Sundargarh, and Keonjhar. Employing a mixed-methods research design, the study analyzes data from 12 MLE schools across Ho, Munda, and Juanga language communities, involving teachers, parents, administrators, and students. The research addresses three critical questions: (1) What are the stated objectives and key components of the MLE Programme currently implemented in the state? (2) How do these objectives and components align with the provisions outlined in the official MLE Policy? and (3) What similarities and deviations exist between policy prescriptions and programme implementation design? Findings reveal that while the programme successfully implements mother tongue instruction in Classes I-III, cultural integration in curriculum, and learning material development, significant deviations exist in teacher recruitment (60-80% availability against 100% policy target), training frequency (irregular versus mandated quarterly sessions), and monitoring mechanisms (periodic versus monthly prescribed visits). Student achievement data indicates nuanced outcomes, with MLE schools showing 36.7% average high achievers (75-100% marks) compared to 51% in non-MLE schools, suggesting implementation quality gaps rather than pedagogical inadequacy. Stakeholder perspectives highlight inadequate teacher training (85% frequency), irregular textbook distribution (90%), and limited community awareness (60%) as major challenges. The study identifies partial alignment in language transition planning and assessment frameworks, but substantial deviations in textbook development timelines, teacher deployment, and supervision structures. These findings underscore the need for systematic capacity building, regular monitoring, enhanced community engagement, and phased expansion strategies to realize the transformative potential of MTB-MLE in ensuring educational equity and cultural preservation for tribal learners in Odisha.