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 ...
and write in Tharu because, although the alphabets are the same, the Tharu language has significantlymore half-alphabets like ”I” and “G” and the phonetics are different. The common alphabet also meansthat the students can read Nepali.The second reason is that the course contains a lot of information about the local culture, history andreligious practices which the participants can relate easily to and enjoy. The consulted facilitators insistedthat there has been increased awareness in the community about the importance of conserving theTharu culture and traditions. For example, in the Ghoraha community of Deukhuri Valley, women weretrying to go back to wearing their traditional dress. Participants were also known to have followed thebook while conducting certain rituals. In Dokrena, other women from the community repeatedly askedthe facilitator for additional classes in the community, so that they too could benefit.Sometimes facilitators worked according to the demands of participant’s interest. For example,facilitators made time for classes at night. The unpredictability of electricity supply and lack of properplaces to conduct classes were the obstacles for the literacy classes. Most of the facilitators taughtclasses at their own homes, while in Dokrena the CMC had arranged for the 0 , classes to take place at aparticipant’s home because the facilitator didn’t have enough space. Apart from the above arrangement,the facilitator could influence what the participants learned in class. For example, in Uttar Kapradevi, itwas not the CMC, but the participants, themselves, who took action against the number of drunkenmen in the community. In other !-words, the facilitators could make the literacy participants offensiveto those who were disrupting the literacy classes. Besides, Tharu women were able to guide the menoutside the class and later explain to them about the importance of education.Facilitators discussed the topics presented in the literacy materials, and then tried to relate the topicsto relevant situations in the community. They also asked the literacy participants for additional topicsabout culture and tradition, as these are the primary stakeholders of the literacy programme. Sometimes,facilitators simplified the mathematical problems raised by the literacy participants. In one instance,one of the participants felt that the long stories needed to be shortened and more illustrations to beadded. All of the literacy participants agreed that additional supplementary reading materials in thelocal language would be useful, especially in the post-literacy scenario.Regarding the importance of mother-tongue literacy, facilitators like Ram Kumari responded, ‘If we Tharustop using our language, will it not be the end of our culture and tradition?’ Facilitators stressed the needto revive, promote and preserve the Tharu language and culture. Basanti Chaudhary of Besahi adds,“While Nepali is important as it is our national language, it is also important that our coming generationsknow about our own culture and language. Even within the Tharu community, there are great variationsin culture and traditions. Further studies will give us more knowledge and we will have a richer culture.”Literacy Teaching Plan and MethodologyAppropriate pedagogy is an important tool to deliver the literacy/NFE programme. This means boththe teaching method and the teaching materials should be developed as per participant demand.Following this premise, the pedagogy was designed to suit the local approach to teaching. In doingso, very few non-Tharu words (‘Vatabaran’[environment] and ‘oxygen’) were used in them, because ofa lack of alternative words in Tharu language. As both facilitators and participants were of the samecommunity, Tharu language was used in all classroom activities and there was no language switching.The only language problem being encountered was that the book contained a mixture of words fromDang and Deukhuri dialects and some words needed to be translated.[ 137 ]
The Key Word Approach was used while teaching the Shosanse Shikshyaor to literacy classes. It hadtwo objectives: human quality development (i.e., ability to see, listen, think, work, and be aware) andtechnical skill development (i.e., literary skill [reading, writing and arithmetic] and functional knowledge[childcare, literacy, forest conservation etc.). In a nutshell, the following pedagogical approaches wereapplied by Shosanse Shikshyaor to achieve its objectives:Analytical (problem posing/thematic) approach – An example was the use of an open-ended poster thatled to discussions based on daily life and brainstorming. This process helped in developing decisionmakingand leadership ability, and also in increasing creativity, self-expression, knowledge and selfesteem.Motivational approach – The main aim of this approach is to motivate the reader by the use of differenttypes of stories. In this approach, mini-case stories were given to the learners, who were asked to comeup with viable solutions to the problem raised in the story. Creative approach – This approach was usedas play construction and enactment, which helped in developing creativity and leadership ability.Networking with Other OrganizationsNetworking with other organizations, both government and non-government, is an important factor forsuccessful implementation of any community project. There was a considerable amount of networkingand coordination in the process of material development and implementation of the mother tongueliteracy project in Dang. Key personnel such as the President of the Tharu Welfare Society and membersof Tharu Intellectual Council, MS-Nepal, SCF/US and Banyan Tree Foundation as well as the officialsfrom the Dang District Development Council, Chief District Officer and District Education Office wereconsulted and informed of the process. Information about the classes were also disseminated throughboth the local FM radio stations of Dang, a national daily called Naya Yugboda and Sanghari, a BASEpublication.Additionally, there was coordination between the literacy/NFE management committees and the localpeople. This helped in mobilizing community support for the selection of facilitators, recruiting learnersand selecting class sites. This also resulted in getting contributions from the community, includingclassroom space and electricity expenses. Class Management Committees were formed in each location,and they were involved in solving minor problems related to the smooth running of classes.Cost of the ProjectEffective financial management is another major important part of the NFE literacy programme.Mobilization of resources locally is necessary to make the community feel a sense of ownership in theprogramme. At the same time, it is also important to make it transparent. There was a good balanceof provision of resources from outside (World Education) and mobilization of local resources in thisproject. However, the total responsibility of managing the finance was given to the local implementingpartner and the class management committee. This resulted in making the project both cost effectiveand transparent.[ 138 ]
- Page 93 and 94: advisers to the Project since its b
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- Page 133 and 134: After learning some skills, learner
- Page 135 and 136: © BASE
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- Page 139 and 140: een forced into bonded labor. Cultu
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- Page 143: Most of the NFE programmes implemen
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- Page 149 and 150: In short, the Tharu mother tongue l
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- 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
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- Page 171 and 172: Lindholm-Leary, K. 2001. Dual Langu
The Key Word Approach was used while teaching the Shosanse Shikshyaor to literacy classes. It hadtwo objectives: human quality development (i.e., ability to see, listen, think, work, and be aware) andtechnical skill development (i.e., literary skill [reading, writing and arithmetic] and functional knowledge[childcare, literacy, forest conservation etc.). In a nutshell, the following pedagogical approaches wereapplied by Shosanse Shikshyaor to achieve its objectives:Analytical (problem posing/thematic) approach – An example was the use <strong>of</strong> an open-ended poster thatled to discussions <strong>based</strong> on daily life and brainstorming. This process helped in developing decisionmakingand leadership ability, and also in increasing creativity, self-expression, knowledge and selfesteem.Motivational approach – The main aim <strong>of</strong> this approach is to motivate the reader by the use <strong>of</strong> differenttypes <strong>of</strong> stories. In this approach, mini-case stories were given to the learners, who were asked to comeup with viable solutions to the problem raised in the story. Creative approach – This approach was usedas play construction and enactment, which helped in developing creativity and leadership ability.Networking with Other OrganizationsNetworking with other organizations, both government and non-government, is an important factor forsuccessful implementation <strong>of</strong> any community project. There was a considerable amount <strong>of</strong> networkingand coordination in the process <strong>of</strong> material development and implementation <strong>of</strong> the mother tongueliteracy project in Dang. Key personnel such as the President <strong>of</strong> the Tharu Welfare Society and members<strong>of</strong> Tharu Intellectual Council, MS-Nepal, SCF/US and Banyan Tree Foundation as well as the <strong>of</strong>ficialsfrom the Dang District Development Council, Chief District Officer and District Education Office wereconsulted and informed <strong>of</strong> the process. Information about the classes were also disseminated throughboth the local FM radio stations <strong>of</strong> Dang, a national daily called Naya Yugboda and Sanghari, a BASEpublication.Additionally, there was coordination between the literacy/NFE management committees and the localpeople. This helped in mobilizing community support for the selection <strong>of</strong> facilitators, recruiting learnersand selecting class sites. This also resulted in getting contributions from the community, includingclassroom space and electricity expenses. Class Management Committees were formed in each location,and they were involved in solving minor problems related to the smooth running <strong>of</strong> classes.Cost <strong>of</strong> the ProjectEffective financial management is another major important part <strong>of</strong> the NFE literacy programme.Mobilization <strong>of</strong> resources locally is necessary to make the community feel a sense <strong>of</strong> ownership in theprogramme. At the same time, it is also important to make it transparent. There was a good balance<strong>of</strong> provision <strong>of</strong> resources from outside (World Education) and mobilization <strong>of</strong> local resources in thisproject. However, the total responsibility <strong>of</strong> managing the finance was given to the local implementingpartner and the class management committee. This resulted in making the project both cost effectiveand transparent.[ 138 ]