Multi-grade schools, if properly implemented can be an effective way of providing complete primary education cycle

especially for sparsely populated habitation and for areas where population is declining. The decisions to implement the

MGT may be taken after the school or through self-selection with a budgetary provision and technical support to the programme.

For implementation of the policy decision, once it is taken, at least four actions need to be taken:
(i) A systematic plan for involving local, regional and national management systems for the programme development and training of teachers and support staff
(ii) Efforts to make the multi-grade school community-based
(iii) Selection of critical learning inputs such as learning material, library, equipment, seating arrangement, storage and well-designed classrooms
(iv) Selection of qualified teachers and a scheme of teacher motivation and incentives.

Therefore, in the light of the foregoing, there is a need at the national level to take decision regarding the creation of a

multi-grade policy and implementation framework. There is every possibility of initial resistance from the parents, teachers

and supervisory functionaries to the multi-grade teaching once the policy decision is taken since it may be regarded as a

washed-down option for primary education. It may, therefore, be necessary to carry out advocacy and acceptance activities

to dispel the existing perceptions that MGT is a second rate alternative.