Analysis of language effectiveness in ASHA training programme: A Study in Karnataka
Sateesh B, Dr. M Ashok Kumar
ASHA is one of such caring services, which has been considered to be an essential services particularly at grass-root level and in providing basic health-care services. However, these services need proper training and development in order to reach the people effectively. The department health has been provided training to ASHA to make the capable and skillful to deliver the basic health care services. In the literature of education language has been considered as a powerful tool in transforming the skills and capabilities from trainers to trainees. Accordingly, in the present study an attempt has made to examine the language effectiveness in ASHA training programmes particularly in Karnataka. The study has used primary data collected from 300 ASHA in Karnataka and Chi-square has been used as analytical technique for drawing inferences and decision making. It has found from the study that majority of the ASHA have been faced language problem in their training programmes. Matter of fact, most of the ASHA from urban and semi-urban areas have preferred English as an instruction medium of training and ASHAs from rural areas have preferred regional language as instruction medium of training. Due to the difficulty of problem, ASHA have not get clarity in trainers and they have also failed get clarity for their doubts. There is dichotomy in clarification of doubts during the training programmes. Most of the ASHA from DH and CHC/FRU/TH have got clarification for their doubts but others have failed to get clarification for their doubts. Therefore, training programmes have been failed to reach all types of ASHAs in order to effectively fulfill the objectives of training programme. Accordingly, language has become an important hurdle in effectively solving the problems and doubts of ASHAs. Hence, there is a need of changing the language policy in training programmes being conducted for ASHA. As it was preferred by most of the rural ASHA, for them, training should be given in their regional language (Kannada) and for ASHA in urban area may be taught in English language. This change is most required to improve the effectiveness of training programmes for ASHA. At the same time there is also need to appoint trainers to teach in regional language.