Mother Tongue-based Literacy Programmes: Case Studies of Good ...

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• Facilitating the development of infrastructure for the community learning centre (CLC) and otherfacilities for Kampung Cibago people.Support from the village government included:• Conducting the initial survey and presenting the results, which demonstrated the programme’simportance. This survey was mainly concerned with community members as prospective programmebeneficiaries;• Giving moral support through monitoring activities and informal discussions with learners concerningintegrating literacy learning with entrepreneurship activities; and• Facilitating the development of needed community infrastructure that supported literacy learning.Support from Rukun Tetangga (RT) and Rukun Warga (RW) (local representatives for governmentaladministration in villages) included:• Helping with survey activities; andSupporting and motivating those who joined the KFBI programme.Costs of the ProgrammeTo implement Phase I and II of the KFBI programme, BP-PLSP Regional II Jayagiri spent aroundUS$24,267.00 (Rp 218.404.000,00). Phase III is still in progress at the time of this writing. Among theprogramme expenses are :•••••••••••Cost for coordination, consolidation and awareness-raisingCost for survey activities including recruitment of programme manager, tutors and learnersCost for stationary and other supplies necessary for programme implementation or learningactivitiesCost for local transportation including allowances for programme managers, tutors and learnersCost for monitoring and guidance activitiesCost for tools and equipment needed in vocational learningSeed capital for learners to begin small businesses based on agreement between programmemanagers, tutors, and learnersCost for designing and replicating learning materials and mediaCost for designing reportsCost for replicating products of the programmeCost for dissemination activitiesLocal community members also contributed significant resources to the programme in the form oflabor, materials needed in building PKBM (Pusat Kegiatan Belajar Masyarakat/Kandaga Mas/communitylearning centres), and provision of the venue for the CLC.[ 119 ]
BP-PLSP Region II has distributed around US$300.00 for vocational activities related to iniating a business.Programmes developed include:No. Type of vocational activity Number of learners Level1 Making palm sugars 40 Basic2 Making banana chips 40 Basic3 Making donuts 40 Basic4 Making laundry soap 40 Intermediate5 Making palm sugars (2) 40 Intermediate6 Making palm sugar baskets 40 Intermediate7 Making pungpa (snack food) 40 Advanced8 Making gadung chips (snack food) 40 Advanced9 Collective business 40 AdvancedEvaluationEvaluation was an important factor in the KFBIprogramme. Evaluation consisted of two types,namely: evaluation during the teaching-learningprocess (formative) and evaluation afterward(summative). In addition, proficiency in readingand writing for both Indonesian and Sundanesewas measured using an Informal Reading Inventory(IRI), which had previously been used successfullyin Eastern Indonesia to measure Indonesian andmother tongue proficiency. All three evaluations aredescribed as follows:Formative Evaluation A family-friendly atomsphere motivateswomen to participate in KFBI.© BP-PLSPThe purpose of formative evaluation in the KFBI programme was to measure ongoing improvement inreading, writing, arithmetic and functional daily life skills of learners. Techniques used in the evaluationmeasured learner performance on a variety of skills and activities as well as personal interviews.Evaluation during the learning process aimed to collect data on the progress of learniers as well asfeedback for facilitators on the learning system, including both content and method used which mightneed revision. As a result, the formative evaluation allowed for aspects, techniques and instruments ofthe programme to be improved upon.The on-going evaluation measured the ability of learners to apply reading, writing, arithmetic andcommunication skills in their daily lives, such as in making notes on daily expenditures, calculating dailyincome, and so on.2.1. Summative evaluationThe purpose of summative evaluation at the conclusion of each phase of the learning process was tomeasure the ability of learners in life skills, reading, writing, and arithmetic skills. Evaluation at the end ofeach phase gave data on learners’ abilities in reading, writing and arithmetic skills as integrated with lifeskills. The resulting data was analyzed to determine whether individual learners had mastered enoughskills to be promoted to the next phase of learning.[ 120 ]
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Mother Tongue-basedLiteracy Program
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Mother Tongue-based Literacy Progra
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ContentsAcronymsviPartI 1Mother Ton
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AcronymsIndiaZSSTLCPLPCEIPCLGZSSSRC
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PartI
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Mother TongueLiteracy Programmesin
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Entrenchment of the common (majorit
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Table 1: Linguistic Contexts of the
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It may be noted that there is no re
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“If we stop using our language, i
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their normal lives and communicatio
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the project ensured that community
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Also, it was important to identify
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conservation. Tharu traditional pra
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In Thailand, participation in schoo
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would there be projects to cover al
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© UNESCO/D. Riewpituk
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BackgroundBangladesh is a delta lan
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As a consequence, literacy rates am
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Orthography DevelopmentDuring early
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and discussion in the plenary, age-
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qualifications in the tribal commun
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Before opening the school, the rese
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Networking with Other Organizations
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A small baseline study was conducte
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parents of the children studying in
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Awareness Creation and Opinion Form
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Table 2: At-a-Glance Status of MT S
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Tasks for National and Internationa
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© POEYS
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BackgroundCurrent Situation of Mino
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of instruction, but the Bunong chil
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Process and Cost of Developing and
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vocabulary, containing only sounds
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Impact of the ProjectImpact on Educ
Page 73 and 74:
NetworkingThe MoEYS and UNESCO have
Page 75 and 76: Komly Boek: Bilingual NFE TeacherMy
Page 77 and 78: © Norman Geary
Page 79 and 80: BackgroundThe Kam 1 of south centra
Page 81 and 82: ‘Rice feeds the body, songs feed
Page 83 and 84: (Putonghua) in education. Neverthel
Page 85 and 86: do anything else with Chinese. Now
Page 87 and 88: eading material in their own langua
Page 89 and 90: Kam Children SingThe singing classe
Page 91 and 92: Thus, the book-fees for a child to
Page 93 and 94: advisers to the Project since its b
Page 95 and 96: Capacity to Learn the National Lang
Page 97 and 98: they were persuaded of its value (t
Page 99 and 100: detached from the village and diffe
Page 101 and 102: © State Resource Centre Assam
Page 103 and 104: BackgroundIndia is home to a large
Page 105 and 106: In the case of adult literacy, we h
Page 107 and 108: Curriculum and Learning Materials D
Page 109 and 110: About 70 volunteer teachers were en
Page 111 and 112: The majority of the learners have c
Page 113 and 114: the regional language and finally t
Page 115 and 116: [ 108 ]© BP-PLSP
Page 117 and 118: In attempting to meet one of the go
Page 119 and 120: Indonesian Policies on Mother Tongu
Page 121 and 122: Nature and LivelihoodCommunity peop
Page 123 and 124: No. Material Time1. The Policy of S
Page 125: Networking with CommunityMembers, G
Page 129 and 130: Impact of theProgrammeThe KFBI prog
Page 131 and 132: Phase II. Learning activities inclu
Page 133 and 134: After learning some skills, learner
Page 135 and 136: © BASE
Page 137 and 138: © BASEBackground‘If we stop usin
Page 139 and 140: een forced into bonded labor. Cultu
Page 141 and 142: cows, bulls, sheep, and goats) kept
Page 143 and 144: Most of the NFE programmes implemen
Page 145 and 146: The Key Word Approach was used whil
Page 147 and 148: how to read and write which helps t
Page 149 and 150: In short, the Tharu mother tongue l
Page 151 and 152: © ONFEC
Page 153 and 154: In 2006, Thailand celebrated an aus
Page 155 and 156: Minister of Education Chaturong Cha
Page 157 and 158: All of the NPKOM teachers have asso
Page 159 and 160: simple sentence structures and much
Page 161 and 162: Teaching Plan: Bridging to the Nati
Page 163 and 164: Impact of the ProjectImpact on Educ
Page 165 and 166: een minimal, as books developed by
Page 167 and 168: Annexes
Page 169 and 170: Annex 2: ReferencesMother Tongue Li
Page 171 and 172: Lindholm-Leary, K. 2001. Dual Langu
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