Mother Tongue-based Literacy Programmes: Case Studies of Good ...
Mother Tongue-based Literacy Programmes: Case Studies of Good ... Mother Tongue-based Literacy Programmes: Case Studies of Good ...
During the period, project personnel went to Rabha-populated areas to identify learners through asurvey process. The Goalpara District Literacy Society (GZSS) was involved in this process by providingfield investigators who had been trained by SRC Assam. The survey also identified volunteer teachersand more than 5,000 learners. The survey workshop and field investigators were instrumental in bringingthe project personnel, GZSS (the implementing agency) and community together to build a learningenvironment. Great enthusiasm was shown by the community members, who were understandablyhappy to get a chance to become literate in their own language.After the primers were printed, the volunteer teachers were trained. They started the actual teaching/learning process within 48 hours of this training. Elected members of the panchayat (grassrootsgovernance institute), Goalpara Zilla Saksharata Abhijan Samiti, were also involved in the project.Teachers/FacilitatorsAs already mentioned, the Rabha project has been tied to the outgoing literacy programme. As perthe National Literacy Programme Mission Authority, New Delhi, the District Literacy Committee (ZillaSaksharata Samity or ZSS ) takes charge of the actual teaching-learning process. In this programme,the teacher facilitator is from the community and offers his/her services as a volunteer. At the time ofidentifying the illiterates through survey, willing teaching volunteers were also identified. A committeefrom the community then does a matching - batching of suitable learners with volunteer teachers.One teacher/facilitator may teach a maximum of ten learners at one time. The time and place is decidedaccording to the convenience of learners and volunteer teachers. Ideally, the teacher/facilitator shouldhave completed a high school education. Sometimes, due to unavoidable circumstances, people whohave completed elementary education (Class VIII) are also chosen as volunteer teachers.After the materials are printed, the volunteer teacher is given a total of eleven (11=7+2+2) days trainingon how to use the primers. The first training is a 7-day workshop. In addition to teaching the technique ofusing the primers, they are also instructed on how to interact with adult illiterates without hurting theirfeelings and dignity. Further 2-day trainings are also given before starting primers II and III. Separatemodules for this purpose were developed [1. Training Strategy, 2. Training Curriculum]. The ideal time tostart the actual classes is within 48 hours of completing the first training of volunteer teachers.[ 101 ]
About 70 volunteer teachers were engaged for 70 classes by Goalpara Zilla Saksharata Abhijan Samiti.Each volunteer taught around 10-15 learners. Most of the learners were women.The volunteer teacher-learner approach has another advantage over a fixed class room method. As adultlearners, each person’s pace will be different. With a smaller group, the volunteer teacher can monitor anindividual’s progress better and go forward without the slow learner feeling disadvantaged.Literacy Teaching Plan and MethodsThe first phase of literacy programmes aims to eradicate illiteracy. Thusfar, the adult learners have becomeliterate in their mother tongue. In the next post-literacy phase, the Rabha language neo-literates willbegin learning Assamese. Bilingual primers in Rabha–Assamese are in the process of development. Thelearners will also be given supplementary bilingual reading materials.As mentioned above, the word method is being used throughout the project. For example, the teacherpoints to the illustration alongside the first lesson. It shows a house in a rural setting with a kitchengarden and poultry. There is a man working with tools and children are playing. The teacher asks thelearner to identify the things that he/she can say the target language. From the words, the alphabeticalspellings are identified.Networking with Other OrganizationsThe success of the project has depended on good networking. SRC Assam has been collaborating withGauhati University and the Rabha Literacy Society for the materials production process. The actual surveyof illiterates was done by GZSS, which also identified the volunteer teachers. The training was done bySRC Assam. The monitoring meeting was jointly overseen by Goalpara Zila Saksharata Abhijan Samiti,SRC Assam and Prochesta, another NGO working for promotion of micro-finance among rural women.Political will is needed for successful implementation of literacy and bilingual education. In the recentlyconcluded state election, some of the political parties stressed this point in their election manifestos.Cost of the ProjectThe actual cost of the project must include the value ofpeople’s participation. In this project, the money spentdoes not include this amount. In most cases, when thecost of a project is calculated, this value of people’sparticipation is never taken into account. Obviously, aproject cannot be successfully implemented withoutthe good will and the participation of the people.In our project area, more than 5,000 illiterates wereidentified during the survey. SRC Assam provided thefirst thousand copies of primers I, II and III under the© State Resource Centre Assamproject. Later, because of demand from the Rabhacommunity, the chairman of the Goalpara DistrictLiteracy Society requested funds from UNESCO to print 5,000 additional copies. UNESCO granted thisrequest, and the printing is currently underway.[ 102 ]
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During the period, project personnel went to Rabha-populated areas to identify learners through asurvey process. The Goalpara District <strong>Literacy</strong> Society (GZSS) was involved in this process by providingfield investigators who had been trained by SRC Assam. The survey also identified volunteer teachersand more than 5,000 learners. The survey workshop and field investigators were instrumental in bringingthe project personnel, GZSS (the implementing agency) and community together to build a learningenvironment. Great enthusiasm was shown by the community members, who were understandablyhappy to get a chance to become literate in their own language.After the primers were printed, the volunteer teachers were trained. They started the actual teaching/learning process within 48 hours <strong>of</strong> this training. Elected members <strong>of</strong> the panchayat (grassrootsgovernance institute), Goalpara Zilla Saksharata Abhijan Samiti, were also involved in the project.Teachers/FacilitatorsAs already mentioned, the Rabha project has been tied to the outgoing literacy programme. As perthe National <strong>Literacy</strong> Programme Mission Authority, New Delhi, the District <strong>Literacy</strong> Committee (ZillaSaksharata Samity or ZSS ) takes charge <strong>of</strong> the actual teaching-learning process. In this programme,the teacher facilitator is from the community and <strong>of</strong>fers his/her services as a volunteer. At the time <strong>of</strong>identifying the illiterates through survey, willing teaching volunteers were also identified. A committeefrom the community then does a matching - batching <strong>of</strong> suitable learners with volunteer teachers.One teacher/facilitator may teach a maximum <strong>of</strong> ten learners at one time. The time and place is decidedaccording to the convenience <strong>of</strong> learners and volunteer teachers. Ideally, the teacher/facilitator shouldhave completed a high school education. Sometimes, due to unavoidable circumstances, people whohave completed elementary education (Class VIII) are also chosen as volunteer teachers.After the materials are printed, the volunteer teacher is given a total <strong>of</strong> eleven (11=7+2+2) days trainingon how to use the primers. The first training is a 7-day workshop. In addition to teaching the technique <strong>of</strong>using the primers, they are also instructed on how to interact with adult illiterates without hurting theirfeelings and dignity. Further 2-day trainings are also given before starting primers II and III. Separatemodules for this purpose were developed [1. Training Strategy, 2. Training Curriculum]. The ideal time tostart the actual classes is within 48 hours <strong>of</strong> completing the first training <strong>of</strong> volunteer teachers.[ 101 ]
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